Split (1)

train · 729k rows

text string	id string	dump string	url string	file_path string	language string	language_score float64	token_count int64	score float64	int_score int64	embedding list	count int64	Content string	Tokens int64	Top_Lang string	Top_Conf float64
At one time, there were Russian colonies in America, and in Africa, and in the present territory of Germany. In Somalia, there was a New Moscow, and in California there was river Don. However, big politics interfered with the initiatives of the Russian colonists. In 1815, the Russian-American Company (RAC), that was “in charge of” Alaska and Kamchatka, reached an agreement with the leader of the Hawaiian island of Kauai. Under the contract, he, together with the population, acted under the protection of Russia. Georg Anton Scheffer, a colonist in the Russian service, headed the development of a new Hawaiian colony. In 1816-1817, three forts were built by local residents, named in honor of Alexander I, his wife Empress Elisabeth and Barclay de Tolly (today there are only remnants of the Elizabeth fortress foundation left). The Hanapepe River was renamed as the Don. Local leaders took Russian surnames (Platov and Vorontsov). Unfortunately, the central government didn’t appreciate the importance of the new acquisition. The following verdict came from St. Petersburg: “The Emperor deigns to believe that the acquisition of this islands and their voluntary entry in his favor, not only can’t bring Russia any significant benefits, but, on the contrary, in many respects, it is associated with a very significant inconvenience.” So, set up in record time, the Russian colony was virtually abandoned and left to their fate. In contrast to Tsar Alexander I, Americans appreciated the importance of the islands, and started to colonise them. In the village of Waimea, American sailors tried to lower the Russian flag, but the flag was defended by Hawaiian warriors. In June 1817, after an armed clash in which three Russian and several Hawaiians were killed, Russian colonists were forced to leave and return from Hawaii to Alaska. The Russian colony in Alaska – in a harsh climate – suffered from food shortages. To improve the situation, an expedition to California was organized in 1808-1812 to find fertile land to settle. Finally, in the spring of 1812, a suitable location has been found. Towards the end of 1812, 25 Russian colonists and 90 Aleuts founded the fortified settlement named Ross. At this time California was owned by the Spanish, but they had colonised only a little territory. So, San Francisco, was located 80 kilometers to the south of the Russian colony, and was only a small Catholic mission. The real owners of the territory in which the Russians settled, were the Red Indians. The Russians bought their lands for three pairs of pants, two axes, three hoes, and some beads. Fort Ross was the southernmost Russian settlement in North America.Russian names began to appear in the surrounding area: Slavyanka River (modern day Russian River), Rumyantsev Bay (modern Bodega Bay.). Over the lifetime of the fortress it was never attacked: there were no Spanish, and in 1821 the Mexicans were not very close, and they remained more or less at peace with the Indians. For the duration of its existence, the colony was unprofitable for the Russian-American Company, and in 1841 it was sold to a Mexican citizen of Swiss origin, John Sutter. On December 10 1888, a ship sailed from Odessa with 150 Terek Cossacks – volunteers – on board. The squad was headed by adventurer Nikolai Ashinov. The aim of the expedition was to support a spiritual mission in Christian Abyssinia (Ethiopia). In 1883 Ashinov had already visited Abyssinia: posing as a representative of the Russian Emperor, he was negotiating with the Ethiopian Negus (Emperor) about the political and ecclesiastical rapprochement between the two countries. On January 6, 1889, Ashinov’s squad landed on the shores of French Somali (modern day Djibouti). The French believed that the aim of the Russian expedition was Abyssinia, and didn’t interfere with the Russian squad, but to their surprise, Ashinov founded a fort in the vicinity of the abandoned Egyptian Sagallo and began to settle there. The fort was renamed to New Moscow or the Moscow village, and a block of land around fifty versts along the shore and hundreds of miles deep was declared to be Russian. A French officer soon arrived at the fortress, demanding the Russians leave the Sagallo as soon as possible. Ashinov refused. France was then in alliance with Russia, and the local authorities hadn’t decided to take separate action to expel the Russians from their territory, as they were representatives of friendly powers. Correspondence between Paris and St. Petersburg started. Emperor Alexander responded to Ashinov’s gamble rather sharply: “Certainly it is necessary to remove this asshole Ashinov from there … he just discredits us, and we will be ashamed of his activities.” Ashinov’s adventure could hinder the process of successfully developing Russian-French rapprochement. The French Government was informed that Russia would not mind if France took steps to expel the Russian detachment from its territory. Having received carte blanche from the Russian government, the French sent a squadron of three cruisers and gunboats to Sagallo. After Ashinov, obviously not realizing the seriousness of the situation, once again refused to comply with the demands of the French, they started shelling the fortress. Several Russians were killed and wounded. Finally Ashinov’s shirt was raised above Sagallo as a white flag. The settlers were taken to the Russian warship “Zabiaka” which transferred them home. On the shore of the North Sea there is a small German town of Jever, in which a tart beer, Jever Pilsener, is brewed. This beer could have had the inscription “Made in Russia” – the fact is that at one time this city belonged to the Russian Empire. In the XVII century, the town was in the possession of the Anhalt-Zerbst prince. Sofia August Frederica, better known to us as the Russian Empress Catherine II, belongs to the same family. So when in 1793 the last prince of Anhalt-Zerbst died, Jever was inherited by his only sister, Queen Catherine. The city became a part of the Russian Empire. The city was Russian until 1807, when Napoleon occupied it. In 1813, French troops were expelled from the city, and it once again became Russian, but not for long: in 1818 Alexander I conceded it to his relatives – the neighboring Dukes of Oldenburg.	<urn:uuid:b8d6bda1-4820-434b-9466-e0de1d47875f>	CC-MAIN-2020-05	https://englishrussia.com/2016/12/19/the-most-exotic-lands-of-the-russian-empire/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594333.5/warc/CC-MAIN-20200119064802-20200119092802-00437.warc.gz	en	0.9808	1,375	3.484375	3	[ -0.10140582919120789, -0.10375110059976578, 0.4910796284675598, 0.029889537021517754, -0.17257842421531677, -0.2889477610588074, 0.04783178120851517, 0.3603898882865906, -0.16633743047714233, 0.2200024127960205, 0.33611640334129333, -0.3885026276111603, -0.020227329805493355, 0.36787539720...	2	At one time, there were Russian colonies in America, and in Africa, and in the present territory of Germany. In Somalia, there was a New Moscow, and in California there was river Don. However, big politics interfered with the initiatives of the Russian colonists. In 1815, the Russian-American Company (RAC), that was “in charge of” Alaska and Kamchatka, reached an agreement with the leader of the Hawaiian island of Kauai. Under the contract, he, together with the population, acted under the protection of Russia. Georg Anton Scheffer, a colonist in the Russian service, headed the development of a new Hawaiian colony. In 1816-1817, three forts were built by local residents, named in honor of Alexander I, his wife Empress Elisabeth and Barclay de Tolly (today there are only remnants of the Elizabeth fortress foundation left). The Hanapepe River was renamed as the Don. Local leaders took Russian surnames (Platov and Vorontsov). Unfortunately, the central government didn’t appreciate the importance of the new acquisition. The following verdict came from St. Petersburg: “The Emperor deigns to believe that the acquisition of this islands and their voluntary entry in his favor, not only can’t bring Russia any significant benefits, but, on the contrary, in many respects, it is associated with a very significant inconvenience.” So, set up in record time, the Russian colony was virtually abandoned and left to their fate. In contrast to Tsar Alexander I, Americans appreciated the importance of the islands, and started to colonise them. In the village of Waimea, American sailors tried to lower the Russian flag, but the flag was defended by Hawaiian warriors. In June 1817, after an armed clash in which three Russian and several Hawaiians were killed, Russian colonists were forced to leave and return from Hawaii to Alaska. The Russian colony in Alaska – in a harsh climate – suffered from food shortages. To improve the situation, an expedition to California was organized in 1808-1812 to find fertile land to settle. Finally, in the spring of 1812, a suitable location has been found. Towards the end of 1812, 25 Russian colonists and 90 Aleuts founded the fortified settlement named Ross. At this time California was owned by the Spanish, but they had colonised only a little territory. So, San Francisco, was located 80 kilometers to the south of the Russian colony, and was only a small Catholic mission. The real owners of the territory in which the Russians settled, were the Red Indians. The Russians bought their lands for three pairs of pants, two axes, three hoes, and some beads. Fort Ross was the southernmost Russian settlement in North America.Russian names began to appear in the surrounding area: Slavyanka River (modern day Russian River), Rumyantsev Bay (modern Bodega Bay.). Over the lifetime of the fortress it was never attacked: there were no Spanish, and in 1821 the Mexicans were not very close, and they remained more or less at peace with the Indians. For the duration of its existence, the colony was unprofitable for the Russian-American Company, and in 1841 it was sold to a Mexican citizen of Swiss origin, John Sutter. On December 10 1888, a ship sailed from Odessa with 150 Terek Cossacks – volunteers – on board. The squad was headed by adventurer Nikolai Ashinov. The aim of the expedition was to support a spiritual mission in Christian Abyssinia (Ethiopia). In 1883 Ashinov had already visited Abyssinia: posing as a representative of the Russian Emperor, he was negotiating with the Ethiopian Negus (Emperor) about the political and ecclesiastical rapprochement between the two countries. On January 6, 1889, Ashinov’s squad landed on the shores of French Somali (modern day Djibouti). The French believed that the aim of the Russian expedition was Abyssinia, and didn’t interfere with the Russian squad, but to their surprise, Ashinov founded a fort in the vicinity of the abandoned Egyptian Sagallo and began to settle there. The fort was renamed to New Moscow or the Moscow village, and a block of land around fifty versts along the shore and hundreds of miles deep was declared to be Russian. A French officer soon arrived at the fortress, demanding the Russians leave the Sagallo as soon as possible. Ashinov refused. France was then in alliance with Russia, and the local authorities hadn’t decided to take separate action to expel the Russians from their territory, as they were representatives of friendly powers. Correspondence between Paris and St. Petersburg started. Emperor Alexander responded to Ashinov’s gamble rather sharply: “Certainly it is necessary to remove this asshole Ashinov from there … he just discredits us, and we will be ashamed of his activities.” Ashinov’s adventure could hinder the process of successfully developing Russian-French rapprochement. The French Government was informed that Russia would not mind if France took steps to expel the Russian detachment from its territory. Having received carte blanche from the Russian government, the French sent a squadron of three cruisers and gunboats to Sagallo. After Ashinov, obviously not realizing the seriousness of the situation, once again refused to comply with the demands of the French, they started shelling the fortress. Several Russians were killed and wounded. Finally Ashinov’s shirt was raised above Sagallo as a white flag. The settlers were taken to the Russian warship “Zabiaka” which transferred them home. On the shore of the North Sea there is a small German town of Jever, in which a tart beer, Jever Pilsener, is brewed. This beer could have had the inscription “Made in Russia” – the fact is that at one time this city belonged to the Russian Empire. In the XVII century, the town was in the possession of the Anhalt-Zerbst prince. Sofia August Frederica, better known to us as the Russian Empress Catherine II, belongs to the same family. So when in 1793 the last prince of Anhalt-Zerbst died, Jever was inherited by his only sister, Queen Catherine. The city became a part of the Russian Empire. The city was Russian until 1807, when Napoleon occupied it. In 1813, French troops were expelled from the city, and it once again became Russian, but not for long: in 1818 Alexander I conceded it to his relatives – the neighboring Dukes of Oldenburg.	1,406	ENGLISH	1
Kansas & Nebraska Act Resolved Essay submitted by Unknown Kansas and Nebraska territory could be allowed to govern for itself whether or not to As a result many people were killed. The 36-30 degree parallel was unfair because that was the only land up for slavery. What if someone wanted to move above the 36-30 degree parallel? Would they have to leave their slaves behind and hire workers? Also the federal government just marked off land that slaves could be in. Slaves are considered property and you can take property anywhere. That is unfair because then they would have to leaves all their slaves behind. Lastly people needed slaves to tend their farm. If the government just marked off land slaves, what would the slave owners do. The slave owners needed slaves to tend their farm and tend the crops, what would slave owners do if they had to give up their slaves and hire people and pay them to do the work. The Kansas and Nebraska act was fair because it gave the people their choice and they would be more satisfied if they could decide on their own.The people could debate the issue and come up with a verdict that everybody agreed on.	<urn:uuid:f172751f-009b-426f-bd38-02637c601fa2>	CC-MAIN-2020-05	http://essay.ua-referat.com/Kansas	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607314.32/warc/CC-MAIN-20200122161553-20200122190553-00533.warc.gz	en	0.984916	246	3.53125	4	[ -0.4740128219127655, 0.06621096283197403, 0.16987860202789307, -0.25262582302093506, 0.15460969507694244, -0.07429783046245575, 0.22653117775917053, -0.26032090187072754, -0.17128850519657135, -0.04670620709657669, 0.07729938626289368, 0.0000159761548275128, -0.2605639696121216, 0.15279354...	5	Kansas & Nebraska Act Resolved Essay submitted by Unknown Kansas and Nebraska territory could be allowed to govern for itself whether or not to As a result many people were killed. The 36-30 degree parallel was unfair because that was the only land up for slavery. What if someone wanted to move above the 36-30 degree parallel? Would they have to leave their slaves behind and hire workers? Also the federal government just marked off land that slaves could be in. Slaves are considered property and you can take property anywhere. That is unfair because then they would have to leaves all their slaves behind. Lastly people needed slaves to tend their farm. If the government just marked off land slaves, what would the slave owners do. The slave owners needed slaves to tend their farm and tend the crops, what would slave owners do if they had to give up their slaves and hire people and pay them to do the work. The Kansas and Nebraska act was fair because it gave the people their choice and they would be more satisfied if they could decide on their own.The people could debate the issue and come up with a verdict that everybody agreed on.	245	ENGLISH	1
Traditional Houses in the UAE Lifestyle, climate and available building materials are major influences in the architectural style of traditional houses everywhere in the world. The Bedouin, nomadic by nature, used to live in animal hide tents during the winter, and arish shelters during the hot summer months. These palm frond shelters were airy in summer, as it allowed for ventilation and were either square or rectangular with flat roofs, or triangular tent-like structures. Palm fronds, an abundant local resource and extremely versatile, have also been used extensively in the fishing, pearling and trading settlements on the coast. Barasti or arish houses were built by first constructing wooden frames of mangrove poles, split-palm trunks or any other wood that was available. The palm fronds were then used in two different ways: as straight poles with the leaves stripped off for creating screens (allowing airflow), and with the leaves still on as roof thatch. Houses made from coral and coral rag were built on the coast by the rich from the late 19th to early 20th centuries. Coral rag is limestone composed of ancient coral material that was cut into blocks and cured to become hard, before it was use. A lime mixture made from sand and ground seashells and coral was usually used as mortar, as well as plaster for the walls. This mixture or juss had to be burned, crushed and mixed into a paste before it could be used. The coral blocks, being porous, absorbed the sun’s heat during the day, stored it, and radiated the heat back during the cooler hours of the night. The use of these natural materials allowed for the walls to breathe as they expanded and contracted with the variation in temperature. Mangrove poles, imported mainly from East Africa (local mangroves yielded poles that were too short), were used extensively in the construction of coral houses. Not only were they used to strengthen the walls, but they also served as roof beams. These poles had a length of 3.5 metres, which imposed a rigid geometry on these coastal houses. The ceilings resting on the mangrove poles were usually made of planks cut from date palms, while the roofs were flat and thatched with palm fronds and sealed with plaster. Inland, houses were built from stone gus (a mud mixture made into blocks) or stones. The lower section of these houses usually consisted of stone blocks or stones to strengthen the buildings and help against erosion. These were bonded together with sarooj mostly made from a blend of Iranian red clay and manure. In the mountains irregular shaped stone blocks were used to construct buildings. While no mortar was used, the inside walls were plastered with mud, and the flat roofs were covered with palm fronds, wood or mountain bushes. Gravel was also sometimes used for the roof, and as such, these dwellings appeared to melt into the landscape. Although the houses mostly had flat roofs, they could also be pitched. Occasionally built half into the ground, these houses were mostly rectangular, with the odd round one. In an environment with extremely hot and humid summers, ventilation is of the utmost importance. An ingenious design and distinct element that was introduced in the area during the early part of the 20th century were the wind towers or barajils from Iran. These towers encouraged and regulated a downward flow of air and water was sometimes sprinkled at the bottom of the tower to cool down the ambient temperature within the house. Another important influence on the architecture was the Islamic teachings that promote modesty and privacy. Courtyards were the anchoring element, and the living quarters with verandas all opened up onto the interior courtyard, which not only shielded daily activities from outside eyes, but encouraged wind circulation. The exterior walls only had very small openings high up to help with ventilation, and to ensure ultimate privacy. This further enhanced an interior that was shielded from the harsh sunlight, and in combination with the thick walls it created a cool, dark womb-like space. The central courtyard was for the use of the family and cooking facilities were placed to one side. The majlis or meeting rooms where male members of the family entertained their male guests were placed separate from the spaces inhabited by the women so as not to violate their privacy. A wall was often placed immediately behind the entrance gate of a house to prevent passersby a glimpse inside. Decorative details included ornately carved wooden outer doors (an Indian influence), intricate wooden lattice-work on windows and patterns on the walls that were modelled on traditional Islamic designs. Examples of traditional houses can still be found all over the UAE in various states: from crumbling to newly restored. For additional information and photographs relating to traditional houses, as well as archaological sites, click on the following links: Wadi al Helo Wadi Sur	<urn:uuid:8d66b8d3-c923-4f00-8d5d-f07bee93f0ba>	CC-MAIN-2020-05	https://dreaminginarabic.wordpress.com/interesting-snippets/traditional-houses/?blogsub=confirmed	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672440.80/warc/CC-MAIN-20200125101544-20200125130544-00036.warc.gz	en	0.985326	993	3.328125	3	[ 0.30918246507644653, 0.6340207457542419, 0.2446708083152771, 0.043848663568496704, 0.880037784576416, 0.2804020047187805, -0.015958614647388458, -0.32752078771591187, 0.20493105053901672, 0.012801295146346092, -0.11845291405916214, -0.39999109506607056, 0.06438072770833969, 0.2034231573343...	1	Traditional Houses in the UAE Lifestyle, climate and available building materials are major influences in the architectural style of traditional houses everywhere in the world. The Bedouin, nomadic by nature, used to live in animal hide tents during the winter, and arish shelters during the hot summer months. These palm frond shelters were airy in summer, as it allowed for ventilation and were either square or rectangular with flat roofs, or triangular tent-like structures. Palm fronds, an abundant local resource and extremely versatile, have also been used extensively in the fishing, pearling and trading settlements on the coast. Barasti or arish houses were built by first constructing wooden frames of mangrove poles, split-palm trunks or any other wood that was available. The palm fronds were then used in two different ways: as straight poles with the leaves stripped off for creating screens (allowing airflow), and with the leaves still on as roof thatch. Houses made from coral and coral rag were built on the coast by the rich from the late 19th to early 20th centuries. Coral rag is limestone composed of ancient coral material that was cut into blocks and cured to become hard, before it was use. A lime mixture made from sand and ground seashells and coral was usually used as mortar, as well as plaster for the walls. This mixture or juss had to be burned, crushed and mixed into a paste before it could be used. The coral blocks, being porous, absorbed the sun’s heat during the day, stored it, and radiated the heat back during the cooler hours of the night. The use of these natural materials allowed for the walls to breathe as they expanded and contracted with the variation in temperature. Mangrove poles, imported mainly from East Africa (local mangroves yielded poles that were too short), were used extensively in the construction of coral houses. Not only were they used to strengthen the walls, but they also served as roof beams. These poles had a length of 3.5 metres, which imposed a rigid geometry on these coastal houses. The ceilings resting on the mangrove poles were usually made of planks cut from date palms, while the roofs were flat and thatched with palm fronds and sealed with plaster. Inland, houses were built from stone gus (a mud mixture made into blocks) or stones. The lower section of these houses usually consisted of stone blocks or stones to strengthen the buildings and help against erosion. These were bonded together with sarooj mostly made from a blend of Iranian red clay and manure. In the mountains irregular shaped stone blocks were used to construct buildings. While no mortar was used, the inside walls were plastered with mud, and the flat roofs were covered with palm fronds, wood or mountain bushes. Gravel was also sometimes used for the roof, and as such, these dwellings appeared to melt into the landscape. Although the houses mostly had flat roofs, they could also be pitched. Occasionally built half into the ground, these houses were mostly rectangular, with the odd round one. In an environment with extremely hot and humid summers, ventilation is of the utmost importance. An ingenious design and distinct element that was introduced in the area during the early part of the 20th century were the wind towers or barajils from Iran. These towers encouraged and regulated a downward flow of air and water was sometimes sprinkled at the bottom of the tower to cool down the ambient temperature within the house. Another important influence on the architecture was the Islamic teachings that promote modesty and privacy. Courtyards were the anchoring element, and the living quarters with verandas all opened up onto the interior courtyard, which not only shielded daily activities from outside eyes, but encouraged wind circulation. The exterior walls only had very small openings high up to help with ventilation, and to ensure ultimate privacy. This further enhanced an interior that was shielded from the harsh sunlight, and in combination with the thick walls it created a cool, dark womb-like space. The central courtyard was for the use of the family and cooking facilities were placed to one side. The majlis or meeting rooms where male members of the family entertained their male guests were placed separate from the spaces inhabited by the women so as not to violate their privacy. A wall was often placed immediately behind the entrance gate of a house to prevent passersby a glimpse inside. Decorative details included ornately carved wooden outer doors (an Indian influence), intricate wooden lattice-work on windows and patterns on the walls that were modelled on traditional Islamic designs. Examples of traditional houses can still be found all over the UAE in various states: from crumbling to newly restored. For additional information and photographs relating to traditional houses, as well as archaological sites, click on the following links: Wadi al Helo Wadi Sur	984	ENGLISH	1
River Dee ferryboat disaster Coordinates: The River Dee Ferry Boat Disaster occurred on 5 April 1876. Thirty two people drowned in the mouth of the River Dee, Aberdeenshire, Scotland when their ferry boat capsized. Overcrowding, fast flowing current and a poorly spliced wire rope were blamed. The city of Aberdeen lies at the mouth of the River Dee in North East Scotland. This is a tidal part of the river and can be subject to powerful currents. In 1876 the Royal Burgh of Torry was distinct from Aberdeen and was found on the south bank of the river. Aberdeen lay on the north bank. In 1891 Torry was incorporated into the city of Aberdeen. The ferry route was a busy and profitable route between the Pocra Quay on the North and Torry on the south. It had operated for centuries. At the time of the accident the big ferry boat was operated by a pulley system, attached by a rope to each river bank. This allowed it to be pulled across the river without the need for an engine, sails or rudder on the boat. Other boats continued to transport passengers across the route, particularly on busy days. The wire-boat was crossing the new channel of the River Dee where the current could be faster. The wire ferry boat was built by William Hall, ship and boatbuilder with dimensions of 25 feet length, 8 feet 10 1/2 inches width and 2 feet 4 inches in depth. It was fitted with a large wheel and two friction rollers for the wire that was strung across the river and would carry eight tons. When tested with sixty men on board she was stable in the water, but there was no room for anyone to sit and was therefore toploaded. Oars and rowlocks were available on board. The ferry was licensed by the city council to carry thirty two people, however this was an old agreement and had not been updated for the new, larger wire-boat. Wednesday 5 April was a Sacramental Fast in the city and the weather was also fine. This encouraged many people to visit the fair in Torry and the Bay of Nigg, therefore crossing the River Dee by ferry or by bridge further up river. After several days of rain, the river was swollen and fast flowing. Snow melt may also have contributed. The previous day the wire-boat was not run for a time due to the fast current, and journeys were made by row boats instead. The boat had already crossed the river a number of times on the 5th of April. On its final journey many people pushed to get on board at the north bank. Policemen had been drafted in by Alexander Kennedy, the tacksman and leaseholder of the ferry route because the day was expected to be busy. They were to help with the crowds, but their role did not include preventing overcrowding on the boat itself. This was agreed to be responsibility of the tacksman. There was no "tumult or breach of the peace" among the crowds. There were normally two ferryman on the boat for each journey. On the fateful crossing, William Masson, the more experienced of the two, was concerned about the overcrowding and the speed of the current. He testified that he thought the wire-boat would be laid up for about an hour to allow the current to slow when the tide slackened. He also reported that he raised concerns with Kennedy about overcrowding, but Kennedy claimed not to have heard. Masson went to get his colleague a drink of water, and on his return the boat was already crossing the river. It was the only crossing that day that he did not go on the boat. Seventy six people were on the ferry when it entered the river. It began to list as it moved mid-stream and into the faster current. Witnesses reported twice being asked to move around to counter the imbalance. The wire became slack from the Torry side. When this was pulled up the boat jerked and the wire snapped at a poorly made splice. This movement caused the capsize of the ferry. Some of the passengers were able to swim to safety. One woman and others were rescued by the woman's husband in his small yawl. He had launched because he was concerned about the state of the ferry and felt catastrophe was likely. Other small craft came to the aid of those in the water, but the larger ferry boats were too high on the beach to be launched quickly. Thirty two people died in the tragedy. Most were from Aberdeen, and ranged in age from nine to fifty years old. Forty four people were rescued. A full list of missing and rescued people was published in the Aberdeen Journal on 12 April. A public inquiry was held in Aberdeen by the Board of Trade. This was the first such inquiry held in Scotland and was chaired by Captain Harris of the Royal Navy. It was well attended by members of the public. Witnesses reported that the river was flowing very fast, and that the wire-boat was more at risk than those being rowed across the water. The matter of overcrowding was also felt to be significant, but the poorly spliced wire was perhaps ultimately to blame. A fund was set up to support those affected. Funds were donated from subscriptions and from fundraising. The bridge was partly funded by public subscription and partly by the Corporation of Aberdeen Council, and provides direct access from Torry into the heart of Aberdeen. A plaque commemorating those who lost their lives in this disaster was erected on the bridge in 2005. - "Aberdeen Ferry Boat:River Dee Boat (19th Century)". Royal Commission on the Ancient and Historical Monuments of Scotland, Historic Environment Scotland. Retrieved 7 June 2017. - "The Ferry Boat Disaster on the Dee". Aberdeen Journal. 19 April 1876. Retrieved 7 June 2017 – via British Newspaper Archive. - "The Ferry Boat Inquiry". Aberdeen Journal. 26 April 1876. p. 6. Retrieved 7 June 2017 – via British Newspaper Archive. - "Terrible Catastrophe in the River Dee". Aberdeen Journal. 12 April 1876. p. 6. Retrieved 7 June 2017 – via British Newspaper Archive. - "Ferry Boat Disaster". Aberdeen Journal. 26 April 1876. p. 5. Retrieved 7 June 2017 – via British Newspaper Archive. - "Opening of Victoria Bridge". Aberdeen Journal. 4 July 1881. p. 6. Retrieved 7 June 2017 – via British Newspaper Archive. - "Aberdeen Victoria Road, Victoria Bridge". Royal Commission on the Ancient and Historical Monuments of Scotland, Historic Environment Scotland. Retrieved 7 June 2017. - "Victoria Bridge". Open Plaques. Retrieved 8 June 2017.	<urn:uuid:ad08aabb-3c61-4be5-a746-0734bec53abc>	CC-MAIN-2020-05	http://wikien3.appspot.com/wiki/River_Dee_ferryboat_disaster	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00373.warc.gz	en	0.984666	1,377	3.34375	3	[ -0.2114354968070984, -0.46627262234687805, 0.2707003951072693, -0.29309338331222534, 0.1471022665500641, -0.37136274576187134, -0.014568166807293892, 0.18052062392234802, -0.17247529327869415, -0.17307744920253754, 0.35649293661117554, -0.4056647717952728, -0.3351559042930603, 0.0950884595...	1	River Dee ferryboat disaster Coordinates: The River Dee Ferry Boat Disaster occurred on 5 April 1876. Thirty two people drowned in the mouth of the River Dee, Aberdeenshire, Scotland when their ferry boat capsized. Overcrowding, fast flowing current and a poorly spliced wire rope were blamed. The city of Aberdeen lies at the mouth of the River Dee in North East Scotland. This is a tidal part of the river and can be subject to powerful currents. In 1876 the Royal Burgh of Torry was distinct from Aberdeen and was found on the south bank of the river. Aberdeen lay on the north bank. In 1891 Torry was incorporated into the city of Aberdeen. The ferry route was a busy and profitable route between the Pocra Quay on the North and Torry on the south. It had operated for centuries. At the time of the accident the big ferry boat was operated by a pulley system, attached by a rope to each river bank. This allowed it to be pulled across the river without the need for an engine, sails or rudder on the boat. Other boats continued to transport passengers across the route, particularly on busy days. The wire-boat was crossing the new channel of the River Dee where the current could be faster. The wire ferry boat was built by William Hall, ship and boatbuilder with dimensions of 25 feet length, 8 feet 10 1/2 inches width and 2 feet 4 inches in depth. It was fitted with a large wheel and two friction rollers for the wire that was strung across the river and would carry eight tons. When tested with sixty men on board she was stable in the water, but there was no room for anyone to sit and was therefore toploaded. Oars and rowlocks were available on board. The ferry was licensed by the city council to carry thirty two people, however this was an old agreement and had not been updated for the new, larger wire-boat. Wednesday 5 April was a Sacramental Fast in the city and the weather was also fine. This encouraged many people to visit the fair in Torry and the Bay of Nigg, therefore crossing the River Dee by ferry or by bridge further up river. After several days of rain, the river was swollen and fast flowing. Snow melt may also have contributed. The previous day the wire-boat was not run for a time due to the fast current, and journeys were made by row boats instead. The boat had already crossed the river a number of times on the 5th of April. On its final journey many people pushed to get on board at the north bank. Policemen had been drafted in by Alexander Kennedy, the tacksman and leaseholder of the ferry route because the day was expected to be busy. They were to help with the crowds, but their role did not include preventing overcrowding on the boat itself. This was agreed to be responsibility of the tacksman. There was no "tumult or breach of the peace" among the crowds. There were normally two ferryman on the boat for each journey. On the fateful crossing, William Masson, the more experienced of the two, was concerned about the overcrowding and the speed of the current. He testified that he thought the wire-boat would be laid up for about an hour to allow the current to slow when the tide slackened. He also reported that he raised concerns with Kennedy about overcrowding, but Kennedy claimed not to have heard. Masson went to get his colleague a drink of water, and on his return the boat was already crossing the river. It was the only crossing that day that he did not go on the boat. Seventy six people were on the ferry when it entered the river. It began to list as it moved mid-stream and into the faster current. Witnesses reported twice being asked to move around to counter the imbalance. The wire became slack from the Torry side. When this was pulled up the boat jerked and the wire snapped at a poorly made splice. This movement caused the capsize of the ferry. Some of the passengers were able to swim to safety. One woman and others were rescued by the woman's husband in his small yawl. He had launched because he was concerned about the state of the ferry and felt catastrophe was likely. Other small craft came to the aid of those in the water, but the larger ferry boats were too high on the beach to be launched quickly. Thirty two people died in the tragedy. Most were from Aberdeen, and ranged in age from nine to fifty years old. Forty four people were rescued. A full list of missing and rescued people was published in the Aberdeen Journal on 12 April. A public inquiry was held in Aberdeen by the Board of Trade. This was the first such inquiry held in Scotland and was chaired by Captain Harris of the Royal Navy. It was well attended by members of the public. Witnesses reported that the river was flowing very fast, and that the wire-boat was more at risk than those being rowed across the water. The matter of overcrowding was also felt to be significant, but the poorly spliced wire was perhaps ultimately to blame. A fund was set up to support those affected. Funds were donated from subscriptions and from fundraising. The bridge was partly funded by public subscription and partly by the Corporation of Aberdeen Council, and provides direct access from Torry into the heart of Aberdeen. A plaque commemorating those who lost their lives in this disaster was erected on the bridge in 2005. - "Aberdeen Ferry Boat:River Dee Boat (19th Century)". Royal Commission on the Ancient and Historical Monuments of Scotland, Historic Environment Scotland. Retrieved 7 June 2017. - "The Ferry Boat Disaster on the Dee". Aberdeen Journal. 19 April 1876. Retrieved 7 June 2017 – via British Newspaper Archive. - "The Ferry Boat Inquiry". Aberdeen Journal. 26 April 1876. p. 6. Retrieved 7 June 2017 – via British Newspaper Archive. - "Terrible Catastrophe in the River Dee". Aberdeen Journal. 12 April 1876. p. 6. Retrieved 7 June 2017 – via British Newspaper Archive. - "Ferry Boat Disaster". Aberdeen Journal. 26 April 1876. p. 5. Retrieved 7 June 2017 – via British Newspaper Archive. - "Opening of Victoria Bridge". Aberdeen Journal. 4 July 1881. p. 6. Retrieved 7 June 2017 – via British Newspaper Archive. - "Aberdeen Victoria Road, Victoria Bridge". Royal Commission on the Ancient and Historical Monuments of Scotland, Historic Environment Scotland. Retrieved 7 June 2017. - "Victoria Bridge". Open Plaques. Retrieved 8 June 2017.	1,443	ENGLISH	1
Lest we forget Armistice Day was remembered with 2 minutes silence in school at 11am and through various activities including Mr Smith's reading of poignant letters sent home by soldiers on the frontline in the Great War, during Monday's Senior School assembly. Our Junior School newsletter this week outlines Year 2's learning about the history of Remembrance Day which we are pleased to share below for the wider school community to read. Pupils discovered that in 1919 the first Armistice Day was celebrated and continued to be celebrated until after World War II, which was when it became known as Remembrance Day. Year 2 were able to recall how the poppy became a symbol of remembrance, due to the fact that they were the only flowers to grow on the battlefields in Ypres, Belgium. What they didn't know was that a poem written by John McCrae about these fields of poppies inspired countries around the world to adopt the poppy as The Flower of Remembrance. In topic time the pupils found out more about John McCrae, a surgeon in the First Canadian Army, and his poem In Flanders Field. As an act of Remembrance, Year 2 then made their own poppies to put in their topic books. Together they learned the first verse of John's poem, which they were then able to recite. Later the pupils wrote an acrostic poem of their own about Poppy Day. They reflected on the sacrifice of others and the importance of remembering the past and saying thank you to those who have gone before us and given us the peace and freedom we enjoy in our country today.	<urn:uuid:22f46ff5-18aa-4b50-9d99-fe7019f46492>	CC-MAIN-2020-05	https://www.stgabriels.co.uk/newsandevents/news/lest-we-forget	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614880.58/warc/CC-MAIN-20200124011048-20200124040048-00323.warc.gz	en	0.988081	326	3.578125	4	[ -0.18339811265468597, 0.49044665694236755, 0.5473929643630981, -0.09376763552427292, -0.06994948536157608, -0.21699203550815582, 0.12381582707166672, 0.08538816124200821, -0.06792560964822769, -0.36627140641212463, -0.050633836537599564, 0.038335803896188736, 0.3241422474384308, 0.37869521...	16	Lest we forget Armistice Day was remembered with 2 minutes silence in school at 11am and through various activities including Mr Smith's reading of poignant letters sent home by soldiers on the frontline in the Great War, during Monday's Senior School assembly. Our Junior School newsletter this week outlines Year 2's learning about the history of Remembrance Day which we are pleased to share below for the wider school community to read. Pupils discovered that in 1919 the first Armistice Day was celebrated and continued to be celebrated until after World War II, which was when it became known as Remembrance Day. Year 2 were able to recall how the poppy became a symbol of remembrance, due to the fact that they were the only flowers to grow on the battlefields in Ypres, Belgium. What they didn't know was that a poem written by John McCrae about these fields of poppies inspired countries around the world to adopt the poppy as The Flower of Remembrance. In topic time the pupils found out more about John McCrae, a surgeon in the First Canadian Army, and his poem In Flanders Field. As an act of Remembrance, Year 2 then made their own poppies to put in their topic books. Together they learned the first verse of John's poem, which they were then able to recite. Later the pupils wrote an acrostic poem of their own about Poppy Day. They reflected on the sacrifice of others and the importance of remembering the past and saying thank you to those who have gone before us and given us the peace and freedom we enjoy in our country today.	336	ENGLISH	1
Below we are going to detail a short brief about the culture of ancient Greece. We will discuss various aspects of this fascinating ancient civilization and their corresponding views upon the world. We hope this will allow some of you to appreciate all of the wondrous concepts given to us by the ancient Greeks. We have divided this into multiple sections as to make it easy to sort through. Politics & Government Ancient Greece was quite innovative for their time regarding how they ran their country. Their system consisted of several hundred relatively independent city states known as poleis. This was rather uncommon for their era and most other contemporary societies were either tribal, or they had kingdoms which ruled over larger territories. Due to the Greek’s tribal origins, they seem to have grouped together according to their more recent heritage lines and enjoyed many of their own laws. Herodotus was able to extensively categorize each of these poleis by tribe. This led to a rather strange state of mind for Greeks in view of who they were as a people. Although they regarded themselves as a single group of people, the poleis strongly defended their independence from a larger ruling system. This independence clearly had some positive influences, and arguably may have even been necessary due to the geography of Greece, yet, during the second Persian invasion of Greece, the vast majority of poleis remained neutral and simply defended their own territory. The political system of Ancient Greece was quite fragmented in nature and the poleis seemed to do what they thought was necessary for their own survival. Later in the classical period, these poleis would become fewer and fewer and began being controlled by larger cities such as Athens, Sparta, and Thebes. Originally only land-owning, native-born men who were considered ‘free’ were entitled full protection of law in city-states. A law introduced by Pericles later allowed exceptions to the native-born restriction. In Athens, they had a sort of caste system where wealthier people were considered of a higher social class. However, if you became wealthy, you were allowed to change classes. In Sparta, all male citizens who completed their education were considered equal. That didn’t apply to Spartan royalty though, as all of Sparta’s military and religious leaders came from only 2 families. Ancient Greek Art The art made in ancient Greece has had an immense influence on the future of art in not only surrounding areas, but both western and eastern culture. The classical statues and sculptures of ancient Greece are not the only thing the ancient Greeks enjoyed crafting. Alexander the Great’s famous conquests initiated culture exchange between Greece and Central Asia, including those of Indian descent. This resulted in Greco-Buddhist art. The philosophy of ancient Greece often horned in on the inquiries of logic and reason. When looking through history, this is actually not to different from the philosophy of other ancient cultures. Neither reason nor inquiry began with the Greeks. Although it is hard to define exactly what is unique to the system of Greek philosophy, it is hard to deny that the works of Plato weren’t instrumental in the formation of our current philosophical system. Ancient Greeks held literature deep to their hearts. Famous works such as Homer’s The Iliad and The Odyssey are considered literary classics. The ancient depictions of Greek mythology and war have aged well. What is truly interesting about these stories, and similar ones like it, is the ability for the authors to insert philosophy into their writings. Greek literature often has a philosophical binding, making you wonder why characters did what they did, and giving you a far-reaching glimpse into Greek thought. Plato, Socrates, and Aristotle are probably the most well-known Greek philosophers and their writings are still studied today. Sacrates, of course, invented Socratic questioning. Plato took Socratic questioning and put it into written form. Aristotle was Plato’s student. Below are some quotes from the previously mentioned philosophers. “An unexamined life is not worth living.” ― Socrates “For no man is voluntarily bad; but the bad become bad by reason of an ill disposition of the body and bad education, things which are hateful to every man and happen to him against his will.” ― “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” ― Aristotle Science & Technology The ancient Greeks made many discoveries in the fields of math, science, technology, and medicine. Hippocrates, a physician from the classical period is referred to as the ‘father of medicine’. He is the founder of the Hippocratic school of medicine. This had an important affect on Greek and future culture because medicine was no longer looked at as philosophical or esoteric. Medicine became it’s own profession and this allowed people to be treated in a legitimate manner. The ancient Greek mathematicians, such as Archimedes, Euclid, and Pythagoras made monumental discoveries which are still taught in schools today. The basic ideas of geometry and mathematical proofs are often attributed to Ancient Greeks. They also developed astronomy, which was regarded as a form of mathematics and used to define their views of the greater world. Religion & Mythology Greeks were polytheistic and extremely religious. They had a rather large pantheon of gods and goddesses. Their mythology consists mostly of stories relating to these beings. Notable gods and goddesses might include Zeus, Poseidon, Aphrodite, Apollo, Hades. Heracles, a demigod, is also very well-known and has formed the basis of many children’s stories involving Hercules. The worship of these gods and goddesses were often a part of everyday life in ancient Greece. Common religious practices included story-telling, the archiving of religious documents such as Hesiod’s Theogeny, and even sacrifices. Additionally, most households had altars dedicated to Hestia, the goddess of the hearth. Even the ancient Olympia games were held in the honor of Zeus. Essentially, the ancient Greeks used religion as a means to explain the world around them in a similar manner as the rest of the world.	<urn:uuid:7709799d-7cea-4660-974b-d8e8502b197c>	CC-MAIN-2020-05	https://culture-exchange.blog/culture-of-ancient-greece/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250605075.24/warc/CC-MAIN-20200121192553-20200121221553-00103.warc.gz	en	0.981605	1,271	3.609375	4	[ -0.010610982775688171, 0.4221460819244385, 0.47410619258880615, -0.5197923183441162, -0.2609879970550537, -0.35037097334861755, -0.041533246636390686, 0.22024911642074585, -0.19648626446723938, 0.004857491701841354, -0.4984443187713623, -0.1926620900630951, 0.17231963574886322, 0.277738809...	5	Below we are going to detail a short brief about the culture of ancient Greece. We will discuss various aspects of this fascinating ancient civilization and their corresponding views upon the world. We hope this will allow some of you to appreciate all of the wondrous concepts given to us by the ancient Greeks. We have divided this into multiple sections as to make it easy to sort through. Politics & Government Ancient Greece was quite innovative for their time regarding how they ran their country. Their system consisted of several hundred relatively independent city states known as poleis. This was rather uncommon for their era and most other contemporary societies were either tribal, or they had kingdoms which ruled over larger territories. Due to the Greek’s tribal origins, they seem to have grouped together according to their more recent heritage lines and enjoyed many of their own laws. Herodotus was able to extensively categorize each of these poleis by tribe. This led to a rather strange state of mind for Greeks in view of who they were as a people. Although they regarded themselves as a single group of people, the poleis strongly defended their independence from a larger ruling system. This independence clearly had some positive influences, and arguably may have even been necessary due to the geography of Greece, yet, during the second Persian invasion of Greece, the vast majority of poleis remained neutral and simply defended their own territory. The political system of Ancient Greece was quite fragmented in nature and the poleis seemed to do what they thought was necessary for their own survival. Later in the classical period, these poleis would become fewer and fewer and began being controlled by larger cities such as Athens, Sparta, and Thebes. Originally only land-owning, native-born men who were considered ‘free’ were entitled full protection of law in city-states. A law introduced by Pericles later allowed exceptions to the native-born restriction. In Athens, they had a sort of caste system where wealthier people were considered of a higher social class. However, if you became wealthy, you were allowed to change classes. In Sparta, all male citizens who completed their education were considered equal. That didn’t apply to Spartan royalty though, as all of Sparta’s military and religious leaders came from only 2 families. Ancient Greek Art The art made in ancient Greece has had an immense influence on the future of art in not only surrounding areas, but both western and eastern culture. The classical statues and sculptures of ancient Greece are not the only thing the ancient Greeks enjoyed crafting. Alexander the Great’s famous conquests initiated culture exchange between Greece and Central Asia, including those of Indian descent. This resulted in Greco-Buddhist art. The philosophy of ancient Greece often horned in on the inquiries of logic and reason. When looking through history, this is actually not to different from the philosophy of other ancient cultures. Neither reason nor inquiry began with the Greeks. Although it is hard to define exactly what is unique to the system of Greek philosophy, it is hard to deny that the works of Plato weren’t instrumental in the formation of our current philosophical system. Ancient Greeks held literature deep to their hearts. Famous works such as Homer’s The Iliad and The Odyssey are considered literary classics. The ancient depictions of Greek mythology and war have aged well. What is truly interesting about these stories, and similar ones like it, is the ability for the authors to insert philosophy into their writings. Greek literature often has a philosophical binding, making you wonder why characters did what they did, and giving you a far-reaching glimpse into Greek thought. Plato, Socrates, and Aristotle are probably the most well-known Greek philosophers and their writings are still studied today. Sacrates, of course, invented Socratic questioning. Plato took Socratic questioning and put it into written form. Aristotle was Plato’s student. Below are some quotes from the previously mentioned philosophers. “An unexamined life is not worth living.” ― Socrates “For no man is voluntarily bad; but the bad become bad by reason of an ill disposition of the body and bad education, things which are hateful to every man and happen to him against his will.” ― “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” ― Aristotle Science & Technology The ancient Greeks made many discoveries in the fields of math, science, technology, and medicine. Hippocrates, a physician from the classical period is referred to as the ‘father of medicine’. He is the founder of the Hippocratic school of medicine. This had an important affect on Greek and future culture because medicine was no longer looked at as philosophical or esoteric. Medicine became it’s own profession and this allowed people to be treated in a legitimate manner. The ancient Greek mathematicians, such as Archimedes, Euclid, and Pythagoras made monumental discoveries which are still taught in schools today. The basic ideas of geometry and mathematical proofs are often attributed to Ancient Greeks. They also developed astronomy, which was regarded as a form of mathematics and used to define their views of the greater world. Religion & Mythology Greeks were polytheistic and extremely religious. They had a rather large pantheon of gods and goddesses. Their mythology consists mostly of stories relating to these beings. Notable gods and goddesses might include Zeus, Poseidon, Aphrodite, Apollo, Hades. Heracles, a demigod, is also very well-known and has formed the basis of many children’s stories involving Hercules. The worship of these gods and goddesses were often a part of everyday life in ancient Greece. Common religious practices included story-telling, the archiving of religious documents such as Hesiod’s Theogeny, and even sacrifices. Additionally, most households had altars dedicated to Hestia, the goddess of the hearth. Even the ancient Olympia games were held in the honor of Zeus. Essentially, the ancient Greeks used religion as a means to explain the world around them in a similar manner as the rest of the world.	1,223	ENGLISH	1
The use of poison gas in World War Two was a very real fear. Poison gas had been used in World War One and many expected that it would be used in World War Two. As a result people in Britain were issued with gas masks and gas mask drills became a routine. The gases used in World War 1 were crude but effective. In fact, technically many of them were not gases but minute solid particles suspended in air like the spray from an aerosol can. Regardless of whether they were a true gas or not, they brought very great fear to the front line. By 1939, these gases had been refined and had the potential for being far more effective – just as fighter planes had markedly changed between 1918 and 1939, so it was believed was a military’s ability to deliver poison gas – and create new and more deadly versions. The gases used to such effect in World War One were still potential weapons in World War Two. Mustard gas had been used by the Italians in their campaign in Abyssinia from 1935 to 1936. Chlorine was a potential weapon but it had been overtaken in effectiveness by diphosgene and carbonyl chloride. Both of these were choking gases that damaged the respiratory system. Tear gases were also available – a more potent version of it was Adamsite which not only causes the classic symptoms of tear gas but also causes respiratory problems, vomiting and general nausea. Mustard gas blistered the skin causing extreme pain. It was also capable of soaking through material onto skin beneath a uniform. A more severe version of it was Lewisite which had the same effect on skin but also caused respiratory problems and pneumonia. Far more deadly than these gases were cyanide, carbon monoxide and cyanogens chloride. All of these impede the ability of blood to absorb oxygen. Unable to gain oxygen, the body quickly shuts down. “Death is rapid, sure and relatively painless.” (Brian Ford) Nerve gas was also available to governments in World War Two. One of the first to be developed was Tabun by German scientists. Nerve gases attack the body’s nervous system. The symptoms are nausea, vomiting, muscular twitching, convulsions, cessation of breathing and death. Sarin and Soman were also developed as nerve gases. Of the three nerve gases named here, Soman was the most deadly. From inhalation, it is only a matter of seconds before a victim goes into convulsions. The US Army Manual TM 3-215 estimated that a victim of Soman would be dead within two minutes. There is no doubt that most protagonists in World War Two had stockpiles of poison gas. By 1945, the Germans had 7,000 tons of Sarin alone – enough to kill the occupants of 30 cities the size of Paris. The Americans also had sizeable quantities of poison gases stockpiled. Britain experimented with anthrax on remote Scottish islands to see its impact on the animal population there. All countries that possessed poison gas in any form also had the potential to deliver it on an enemy. With such potency and the ability to change the course of a battle why wasn’t poison gas used – even as a last resource? It would appear certain that the fear of retaliation was the reason and the fear that the enemy may well have developed a poison gas more virulent that anything the other side had. So in a war where atomic weapons were used, napalm, phosphorous, unrestricted submarine warfare etc, where civilians were seen by some as legitimate targets, no side was prepared to risk using a weapon that had been so feared in World War One. - Poison gas was probably the most feared of all weapons in World War One. Poison gas was indiscriminate and could be used on the trenches…	<urn:uuid:ae2fb91b-f936-452f-87c7-735829422a9b>	CC-MAIN-2020-05	https://www.historylearningsite.co.uk/world-war-two/poison-gas-and-world-war-two/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597458.22/warc/CC-MAIN-20200120052454-20200120080454-00172.warc.gz	en	0.984506	768	3.4375	3	[ -0.18352293968200684, 0.41554391384124756, 0.3840412497520447, 0.2122860550880432, 0.12463286519050598, 0.12130840122699738, 0.8018845319747925, 0.20325151085853577, -0.4343753755092621, -0.11837104707956314, -0.13496078550815582, -0.37082862854003906, -0.2217465490102768, 0.50507986545562...	11	The use of poison gas in World War Two was a very real fear. Poison gas had been used in World War One and many expected that it would be used in World War Two. As a result people in Britain were issued with gas masks and gas mask drills became a routine. The gases used in World War 1 were crude but effective. In fact, technically many of them were not gases but minute solid particles suspended in air like the spray from an aerosol can. Regardless of whether they were a true gas or not, they brought very great fear to the front line. By 1939, these gases had been refined and had the potential for being far more effective – just as fighter planes had markedly changed between 1918 and 1939, so it was believed was a military’s ability to deliver poison gas – and create new and more deadly versions. The gases used to such effect in World War One were still potential weapons in World War Two. Mustard gas had been used by the Italians in their campaign in Abyssinia from 1935 to 1936. Chlorine was a potential weapon but it had been overtaken in effectiveness by diphosgene and carbonyl chloride. Both of these were choking gases that damaged the respiratory system. Tear gases were also available – a more potent version of it was Adamsite which not only causes the classic symptoms of tear gas but also causes respiratory problems, vomiting and general nausea. Mustard gas blistered the skin causing extreme pain. It was also capable of soaking through material onto skin beneath a uniform. A more severe version of it was Lewisite which had the same effect on skin but also caused respiratory problems and pneumonia. Far more deadly than these gases were cyanide, carbon monoxide and cyanogens chloride. All of these impede the ability of blood to absorb oxygen. Unable to gain oxygen, the body quickly shuts down. “Death is rapid, sure and relatively painless.” (Brian Ford) Nerve gas was also available to governments in World War Two. One of the first to be developed was Tabun by German scientists. Nerve gases attack the body’s nervous system. The symptoms are nausea, vomiting, muscular twitching, convulsions, cessation of breathing and death. Sarin and Soman were also developed as nerve gases. Of the three nerve gases named here, Soman was the most deadly. From inhalation, it is only a matter of seconds before a victim goes into convulsions. The US Army Manual TM 3-215 estimated that a victim of Soman would be dead within two minutes. There is no doubt that most protagonists in World War Two had stockpiles of poison gas. By 1945, the Germans had 7,000 tons of Sarin alone – enough to kill the occupants of 30 cities the size of Paris. The Americans also had sizeable quantities of poison gases stockpiled. Britain experimented with anthrax on remote Scottish islands to see its impact on the animal population there. All countries that possessed poison gas in any form also had the potential to deliver it on an enemy. With such potency and the ability to change the course of a battle why wasn’t poison gas used – even as a last resource? It would appear certain that the fear of retaliation was the reason and the fear that the enemy may well have developed a poison gas more virulent that anything the other side had. So in a war where atomic weapons were used, napalm, phosphorous, unrestricted submarine warfare etc, where civilians were seen by some as legitimate targets, no side was prepared to risk using a weapon that had been so feared in World War One. - Poison gas was probably the most feared of all weapons in World War One. Poison gas was indiscriminate and could be used on the trenches…	785	ENGLISH	1
The summer of 1864 was one of dismay for President Abraham Lincoln and his administration: throughout the Union, the appetite for war had rapidly shrunk; particularly as compared to the heady days of 1860 that ushered Lincoln into the White House. While some voters in the North saw the continued prosecution of the war as nothing more than an attempt to manifest Lincoln’s wish to abolish slavery—and therefore a war not worth fighting—others had naturally, in view of the mounting casualties, developed a fatigue for war and, if they had a choice in the matter, would have opted for a negotiated peace. If Lincoln were to lose the election—so the argument ran—then families could be reunited and the violence could come to an end. For Confederates, northern voter despair was precisely the ingredient that was needed in the giant pot that was political discourse in the Union, but it was not all that was needed: the rebels had dreamt of forcing a negotiated peace, and now, with the election in sight, they had hope that Lincoln would be voted out and the war could be brought to a favorable end. Continue reading “The Election of 1864” From the time of the Election of 1860 to the beginning of Abraham Lincoln’s presidency, there was uncertainty as to how Lincoln and his administration would handle the growing Confederacy and existential crisis facing the country. Continue reading “The Inauguration of Abraham Lincoln” Every presidential election is consequential, but the Election of 1860 would play a significant role in whether the United States would remain one nation. The division of the North and South on the issue of slavery threatened to cause a secession of the South. The result of the election would determine whether that threat would materialize and cause a Second American Revolution. Continue reading “The Election of 1860” While during the American Revolution, the judiciary was mostly forgotten, in the interest of controlling gubernatorial power by empower legislatures, that began to change during the 1780s.	<urn:uuid:1f2fd6f6-58e0-496c-b8e6-e6f061d2bbf7>	CC-MAIN-2020-05	https://lastbesthopeofearth.com/tag/new-jersey/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251678287.60/warc/CC-MAIN-20200125161753-20200125190753-00302.warc.gz	en	0.982197	401	3.859375	4	[ -0.4469587802886963, 0.39153820276260376, 0.2839544415473938, 0.32773151993751526, -0.1987672597169876, 0.4828433394432068, -0.15192201733589172, 0.010139293037354946, -0.0001859413750935346, -0.010534971952438354, 0.07215414196252823, 0.09563685953617096, -0.032821688801050186, 0.52305567...	1	The summer of 1864 was one of dismay for President Abraham Lincoln and his administration: throughout the Union, the appetite for war had rapidly shrunk; particularly as compared to the heady days of 1860 that ushered Lincoln into the White House. While some voters in the North saw the continued prosecution of the war as nothing more than an attempt to manifest Lincoln’s wish to abolish slavery—and therefore a war not worth fighting—others had naturally, in view of the mounting casualties, developed a fatigue for war and, if they had a choice in the matter, would have opted for a negotiated peace. If Lincoln were to lose the election—so the argument ran—then families could be reunited and the violence could come to an end. For Confederates, northern voter despair was precisely the ingredient that was needed in the giant pot that was political discourse in the Union, but it was not all that was needed: the rebels had dreamt of forcing a negotiated peace, and now, with the election in sight, they had hope that Lincoln would be voted out and the war could be brought to a favorable end. Continue reading “The Election of 1864” From the time of the Election of 1860 to the beginning of Abraham Lincoln’s presidency, there was uncertainty as to how Lincoln and his administration would handle the growing Confederacy and existential crisis facing the country. Continue reading “The Inauguration of Abraham Lincoln” Every presidential election is consequential, but the Election of 1860 would play a significant role in whether the United States would remain one nation. The division of the North and South on the issue of slavery threatened to cause a secession of the South. The result of the election would determine whether that threat would materialize and cause a Second American Revolution. Continue reading “The Election of 1860” While during the American Revolution, the judiciary was mostly forgotten, in the interest of controlling gubernatorial power by empower legislatures, that began to change during the 1780s.	417	ENGLISH	1
Why were the birch bark canoes ideal for travelling? (3 items) The were lightweight so they could be carried if needed and moved quickly in the water. They were also very sturdy and could last on long journeys. What is the origin of the word Canoe? The Arawak language of the Caribbean. What do you think the First Nations People meant when they were talking about a great “Western Sea”? The Pacific Ocean. Provide a brief biography of Pierre Gaultier de Varennes, Sieur de La Verendreye. (Be thorough) La Verendreye took charge of the French fur trade post near Lake Superior. Made several trips through the forests of North Ontario. He later reached Lake Winnipeg. “Discovered” the Saskatchewan River and it became the most important river for the French fur traders too. Made alliances with First Nations and started several western trading posts. His sons reached the Rocky Mountains but he didn’t find the Western Sea. The advantages of building forts along the shores of Hudson’s Bay were: 1. Close to the abundant fur supplies of the north. Northern fur is better because it is thicker due to colder climates. 2. Many rivers flow into Hudson’s Bay and they are good for transportation. 3. Large supply ships could transport goods directly to the English forts. The French route involved sea and inland travel by canoe. English forts could get trade goods to England in one year while it took 2 years for French traders to get their furs to France. Isabel Gunn was born in 1781and died in 1861. Where did she live before she came to Canada? Scotland What year did she come to Canada to be with her husband who worked with the Hudson’s Bay Co.? 1806 Women were not allowed to do this so what did she do? Disguised herself as a man. What did she call herself? John Fubbister. What finally forced her to admit that she was a woman? She gave birth to a baby. What eventually happened to Isabel Gunn? Worked in the laundry of a post on Hudson Bay; returned to Scotland. Converging in the West – What caused the competition between the French and English fur traders to come to an end in 1760? New France came under British control in 1760 and this ended the competitions between English and French fur traders. What is Nor’Wester short for? Men who worked for Northwest Trading Company. What year was this company established? 1779 What did this company eventually accomplish? They extended the fur trade farther than it had ever been in New France. Marie-Anne Gaboury (1780-1875) was the first non-aboriginalwoman to live in WesternCanada. She helped to establish the French presence in Western Canada. The Rocky Mountains were a barrier that kept the voyageurs from pushing westward. Alexander Mackenzie was one of the first Europeans to cross the continent by land from east to west.	<urn:uuid:edaa4812-3532-46f9-a159-30ac90131c49>	CC-MAIN-2020-05	http://dentisty.org/chapter-4-competition-for-trade-name-chapter-inquiry.html?page=3	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00102.warc.gz	en	0.981544	631	3.34375	3	[ -0.24278324842453003, -0.18323758244514465, 0.13938993215560913, -0.12098145484924316, -0.11778993159532547, -0.6053849458694458, 0.47479572892189026, 0.2103065848350525, -0.3208026885986328, -0.03139211982488632, 0.26994213461875916, -0.5652991533279419, -0.0679229199886322, 0.57434558868...	2	Why were the birch bark canoes ideal for travelling? (3 items) The were lightweight so they could be carried if needed and moved quickly in the water. They were also very sturdy and could last on long journeys. What is the origin of the word Canoe? The Arawak language of the Caribbean. What do you think the First Nations People meant when they were talking about a great “Western Sea”? The Pacific Ocean. Provide a brief biography of Pierre Gaultier de Varennes, Sieur de La Verendreye. (Be thorough) La Verendreye took charge of the French fur trade post near Lake Superior. Made several trips through the forests of North Ontario. He later reached Lake Winnipeg. “Discovered” the Saskatchewan River and it became the most important river for the French fur traders too. Made alliances with First Nations and started several western trading posts. His sons reached the Rocky Mountains but he didn’t find the Western Sea. The advantages of building forts along the shores of Hudson’s Bay were: 1. Close to the abundant fur supplies of the north. Northern fur is better because it is thicker due to colder climates. 2. Many rivers flow into Hudson’s Bay and they are good for transportation. 3. Large supply ships could transport goods directly to the English forts. The French route involved sea and inland travel by canoe. English forts could get trade goods to England in one year while it took 2 years for French traders to get their furs to France. Isabel Gunn was born in 1781and died in 1861. Where did she live before she came to Canada? Scotland What year did she come to Canada to be with her husband who worked with the Hudson’s Bay Co.? 1806 Women were not allowed to do this so what did she do? Disguised herself as a man. What did she call herself? John Fubbister. What finally forced her to admit that she was a woman? She gave birth to a baby. What eventually happened to Isabel Gunn? Worked in the laundry of a post on Hudson Bay; returned to Scotland. Converging in the West – What caused the competition between the French and English fur traders to come to an end in 1760? New France came under British control in 1760 and this ended the competitions between English and French fur traders. What is Nor’Wester short for? Men who worked for Northwest Trading Company. What year was this company established? 1779 What did this company eventually accomplish? They extended the fur trade farther than it had ever been in New France. Marie-Anne Gaboury (1780-1875) was the first non-aboriginalwoman to live in WesternCanada. She helped to establish the French presence in Western Canada. The Rocky Mountains were a barrier that kept the voyageurs from pushing westward. Alexander Mackenzie was one of the first Europeans to cross the continent by land from east to west.	618	ENGLISH	1
From the very beginning of "Hamlet", the theme of frailty is prominent.2), he expresses his despair due to his mother's hasty remarriage after the death of his father. When he think of how his mother changed from a grieving widow to the bride of his hated uncle, Hamlet exclaims "Frailty thy name is woman!" He leaps from the single example of his mother's impulsive behaviour and condemns all women for all time. This is the first of many comments by Hamlet and others, about the sometimes mysterious ways in which people change. Every thought in Hamlet's first soliloquy is painful. Hamlet reveals his own frailty when he admits that his despair has driven him to thoughts of suicide and that he would kill himself if it were not a violation of canon law. He wishes he could just evaporate into thin air and begins by saying, "O, that this too too sullied flesh would melt / Thaw and resolve itself into a dew!" Further, we learn that his father's death and his mother's hasty remarriage have turned his world into "an unweeded garden / That grows to seed; things rank and gross in nature / Possess it merely." Gertrude was all tears at her husband's funeral, but "within a month" she had shown "wicked speed, to post / With such dexterity to incestuous sheets!" Hamlet choice of vocabulary - "dexterity" - suggests that the queen has suddenly changed into some sort of cunning sexual athlete. . This first soliloquy holds great importance for the theme of frailty, or change, within characters. Hamlet has suddenly changed from some gallant, young intellectual to a depressed, confused, suicidal wreck. The queen has changed from a noble, respectable mother to an incestuous, impulsive bride. These two drastic changes both within the first act of the play, foreshadow many frailties that "cannot come to good- .	<urn:uuid:e75314b4-55c2-478a-92c7-92a62df41fc7>	CC-MAIN-2020-05	https://www.exampleessays.com/viewpaper/3966.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251776516.99/warc/CC-MAIN-20200128060946-20200128090946-00024.warc.gz	en	0.983474	411	3.359375	3	[ -0.14181798696517944, 0.010799058713018894, 0.3262680768966675, 0.13014690577983856, -0.3147757053375244, 0.34331899881362915, 0.40712040662765503, 0.11127576231956482, 0.038721028715372086, -0.2064422070980072, 0.055293068289756775, -0.3050352931022644, 0.03398824483156204, 0.181882768869...	8	From the very beginning of "Hamlet", the theme of frailty is prominent.2), he expresses his despair due to his mother's hasty remarriage after the death of his father. When he think of how his mother changed from a grieving widow to the bride of his hated uncle, Hamlet exclaims "Frailty thy name is woman!" He leaps from the single example of his mother's impulsive behaviour and condemns all women for all time. This is the first of many comments by Hamlet and others, about the sometimes mysterious ways in which people change. Every thought in Hamlet's first soliloquy is painful. Hamlet reveals his own frailty when he admits that his despair has driven him to thoughts of suicide and that he would kill himself if it were not a violation of canon law. He wishes he could just evaporate into thin air and begins by saying, "O, that this too too sullied flesh would melt / Thaw and resolve itself into a dew!" Further, we learn that his father's death and his mother's hasty remarriage have turned his world into "an unweeded garden / That grows to seed; things rank and gross in nature / Possess it merely." Gertrude was all tears at her husband's funeral, but "within a month" she had shown "wicked speed, to post / With such dexterity to incestuous sheets!" Hamlet choice of vocabulary - "dexterity" - suggests that the queen has suddenly changed into some sort of cunning sexual athlete. . This first soliloquy holds great importance for the theme of frailty, or change, within characters. Hamlet has suddenly changed from some gallant, young intellectual to a depressed, confused, suicidal wreck. The queen has changed from a noble, respectable mother to an incestuous, impulsive bride. These two drastic changes both within the first act of the play, foreshadow many frailties that "cannot come to good- .	405	ENGLISH	1
Plague which is a flea borne zoonotic disease of mammals caused by the bacterium Yersinia pestis has occurred in Eastern and Southern parts of Zambia as epizootics. This study was conducted to determine factors associated with these outbreaks. The study was done in Namwala district of Zambia and a cross-sectional study design was used. The two stage cluster sampling technique was used. The first stage involved conveniently identifying the 8 villages where human cases of plague had been reported. The second stage was random selection of households within the villages. These were sampled without prior knowledge of whether the household had a case of human plague or not. The sampling unit was the households. A total of 45 households were sampled. Twenty six (42%) of the households reported to have had a human case. The mean age of these cases was 10.86 ± 6.74 years while 74% of these were males. The households who reported cases and those who did not report cases were not different in bush activities they were involved in, type of housing they lived in and in terms of floors of their respective houses. The households reporting cases as compared to those who did not report cases were more likely to have rodents with plague found in their surrounding (94.7% vs 73.1%), have dirty surroundings (84.2% vs 50%), have a radius of ≤ 20 meters as nearest human dwelling (94.7% vs 53.8%) and have unplastered walls of their houses (84.2% vs 38.5%) (P < 0.05). The entry of infected rodents with fleas to the human habitat and the contact of fleas with humans contribute to the outbreak of plague under conditions which favour survivor of fleas like unplastered houses, dirty surroundings and the existence of infected rodents within a household surrounding of 20 m or less. Employing measures which minimizes the contact between fleas and humans can reduce outbreaks. Key words: Endemicity, Yersinia pestis, Namwala District, Zambia. Copyright © 2020 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution License 4.0	<urn:uuid:75195171-529b-4fd3-a6ce-126e7f1c7bd1>	CC-MAIN-2020-05	https://academicjournals.org/journal/JPHE/article-abstract/F5E069247043	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250624328.55/warc/CC-MAIN-20200124161014-20200124190014-00383.warc.gz	en	0.984251	447	3.375	3	[ 0.16025760769844055, 0.07527115195989609, 0.34236615896224976, 0.28392958641052246, 0.7199429869651794, -0.1909378170967102, 0.5051748752593994, 0.3345034122467041, 0.05594359338283539, 0.39768415689468384, 0.051126375794410706, -0.46438834071159363, 0.26725658774375916, 0.2721050679683685...	2	Plague which is a flea borne zoonotic disease of mammals caused by the bacterium Yersinia pestis has occurred in Eastern and Southern parts of Zambia as epizootics. This study was conducted to determine factors associated with these outbreaks. The study was done in Namwala district of Zambia and a cross-sectional study design was used. The two stage cluster sampling technique was used. The first stage involved conveniently identifying the 8 villages where human cases of plague had been reported. The second stage was random selection of households within the villages. These were sampled without prior knowledge of whether the household had a case of human plague or not. The sampling unit was the households. A total of 45 households were sampled. Twenty six (42%) of the households reported to have had a human case. The mean age of these cases was 10.86 ± 6.74 years while 74% of these were males. The households who reported cases and those who did not report cases were not different in bush activities they were involved in, type of housing they lived in and in terms of floors of their respective houses. The households reporting cases as compared to those who did not report cases were more likely to have rodents with plague found in their surrounding (94.7% vs 73.1%), have dirty surroundings (84.2% vs 50%), have a radius of ≤ 20 meters as nearest human dwelling (94.7% vs 53.8%) and have unplastered walls of their houses (84.2% vs 38.5%) (P < 0.05). The entry of infected rodents with fleas to the human habitat and the contact of fleas with humans contribute to the outbreak of plague under conditions which favour survivor of fleas like unplastered houses, dirty surroundings and the existence of infected rodents within a household surrounding of 20 m or less. Employing measures which minimizes the contact between fleas and humans can reduce outbreaks. Key words: Endemicity, Yersinia pestis, Namwala District, Zambia. Copyright © 2020 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution License 4.0	470	ENGLISH	1
Walter ‘Wat’ Tyler was born in 1341, and little is known of his life before his involvement in the Peasant’s Rebellion of 1381. He is believed to have served in the English army, seeing action at both Crécy and Poitiers, among others. Tyler joined the rebellion apparently due to his strong egalitarian views, and sought an end, or at least a reform, of the feudal system. He led an army 50,000 strong into London, and their show of force persuaded the king to meet with them. Richard II, who was only 15, met with Tyler at Smithfield, although no account of their conversation survives. Tyler was struck down and stabbed repeatedly – it is widely believed that his first assailant was the Lord Mayor of London, who took exception to Tyler’s perceived ‘insolence’. Upon Tyler’s death, the king declared himself leader of the rebels, and commanded them to disperse. The promises he made to them were not kept, and the other leaders of the revolt were also killed, at his order.	<urn:uuid:9f1c2797-2fc1-4378-9248-ecc034ff8510>	CC-MAIN-2020-05	http://www.thecentrecannothold.net/tag/jun-15/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00130.warc.gz	en	0.993302	226	3.390625	3	[ -0.2737383246421814, 0.5383849143981934, 0.3349913954734802, -0.012827838771045208, -0.22655262053012848, 0.15376459062099457, 0.8240917921066284, -0.16920512914657593, -0.07471360266208649, 0.009519193321466446, 0.23276029527187347, -0.4144054055213928, 0.345237135887146, 0.48109060525894...	13	Walter ‘Wat’ Tyler was born in 1341, and little is known of his life before his involvement in the Peasant’s Rebellion of 1381. He is believed to have served in the English army, seeing action at both Crécy and Poitiers, among others. Tyler joined the rebellion apparently due to his strong egalitarian views, and sought an end, or at least a reform, of the feudal system. He led an army 50,000 strong into London, and their show of force persuaded the king to meet with them. Richard II, who was only 15, met with Tyler at Smithfield, although no account of their conversation survives. Tyler was struck down and stabbed repeatedly – it is widely believed that his first assailant was the Lord Mayor of London, who took exception to Tyler’s perceived ‘insolence’. Upon Tyler’s death, the king declared himself leader of the rebels, and commanded them to disperse. The promises he made to them were not kept, and the other leaders of the revolt were also killed, at his order.	227	ENGLISH	1
Skip to 0 minutes and 0 secondsTOM LYONS: Hello, and welcome to the Q&A session for this online course teaching practical science, physics. We're going to run through a few of your questions that came up on the course. And Adam is going to start off with a question from Richard, I think. Skip to 0 minutes and 14 secondsADAM LITTLE: Yes, the first question that did come from Richard was just talking about how precise should we be with the language we use. And in his example, he gave potential difference. And I think it's key that we use the key language in science. And potential difference is a good one because obviously there's everyday language where people use voltage and the terms electricity interchangeably. And it does lead to quite a few misconceptions. Research has shown, like we mentioned in the course, that by starting with potential difference and letting students know, you may have heard of this term as voltage. Skip to 0 minutes and 53 secondsBut by starting with potential difference, where students tend to get this and current confused, if you start with the potential difference, they tend to understand what that means, and that it's the energy provided in the circuit and just basically pushing that home really. Skip to 1 minute and 13 secondsTOM LYONS: Yeah, I think it's important that you're not afraid to use all the different terms that are around. And some of them are used interchangeably, so let students know that that does happen. But get them familiar with the ones that are most likely to come up, the ones that are going to be examined and also get them to think about how those words relate to the unit. So how do we measure potential difference? What do we measure current in? And that kind of stuff and get them really familiar with that and using it in answers to you in class and that kind of thing so that they just become more and more familiar. Skip to 1 minute and 50 secondsSo next we have a question from Jose about teachers working collaboratively. And obviously, this is very important and is key to professional development. We've noticed a lot of collaborative work on this online course, which has been really great to see. And you shouldn't feel like you have to keep that to yourself. Share any CPD that you do within your department, within your school. And also, draw on the knowledge that you have with your colleagues. Some people have backgrounds where they've done certain occupations, that kind of thing, where they might be more informed about some parts of the subject. So make sure you share that knowledge and spend some time talking to each other. Skip to 2 minutes and 32 secondsYeah, and I think collaboration is really mushrooming at the moment. When you go on things like social media, you're seeing teachers suggesting ideas to each other. And there's a lot less of people keeping it to themselves and people wanting to just share good ideas and get them out so students have the best impact-- well, it has the best impact on the students' learning. Skip to 2 minutes and 54 secondsAnd I know, for example, as well, that we're developing courses, and we run courses here at STEM Learning as well, such as maths and science, where we get the head of maths and the head of science to come together and talk about when they teach things, what's the best way to get the biggest impact out of the curriculum and also where there are things and issues where they might be at loggerheads with each other, where maths say a line of best fit can't be curved and various other things. Skip to 3 minutes and 22 secondsSo being able to be aware of what all the departments are doing and where you can bring in skills from science that could be used in geography, for example, with issues like climate change. The next one we have is from Carlos who's talking about issues that we're facing both nationally in the UK and internationally, by the sounds of it, where there's more and more non-specialists being made to teach outside their specialism, especially in science and physics, even more so. What's great is seeing how many people that have engaged in this course that are non-specialists and saying how much it's helped develop them and improve that knowledge, which can only improve the outcomes of the students. Skip to 4 minutes and 7 secondsThere are also other courses we deal with face-to-face, physics for non-specialists, biology for non-specialists, which we highly recommend coming on being able to improve your skillset and getting the best out of your students at the end of the day. Yeah, and if you do feel like that within your department or within your school that there are some teachers that need upskilling, that maybe their subject knowledge is not as good as it could be, or there's other skills that you feel that you can take the lead and show them these are the things available to you. Shall we sit down and have a chat about various things? And take the lead in that. Skip to 4 minutes and 48 secondsThe number of resources-- I was going to mention resources-- the number of resources we have on the website, there's a plethora of them. But it is worth knowing that there's specific lists that we brought together, pages that we brought together that are for physics for different stages within schools. So you've got from lower secondary up to post-16 age groups. And you can look at all of those resources online and choose the ones that you feel will support you and your teaching. Skip to 5 minutes and 18 secondsADAM LITTLE: All that's left really is to say thank you once again for coming on this course, engaging with it. It's been great to see all the comments people have been making. And like we've mentioned previously about all that collaboration that's been going on, we hope you found it useful, and we look forward to seeing you in the future. Skip to 5 minutes and 36 secondsTOM LYONS: Yeah, thanks very much. And hopefully, we can see some of your colleagues on the next course that's coming up. The next run, we've got in late autumn so really looking forward to seeing more people there. Q&A with Adam and Tom The Q&A sessions on courses from the National STEM Learning Centre provide you with the opportunity to ask more about the course content and issues from your own classroom practice. Adam and Tom recorded their answers to a selection of your questions and we uploaded the video on 25 February. A transcript is currently being processed. Please note: if you post a question here it may be featured in the video recording along with your first name. The recording will be publicly viewed via this step and may also be uploaded to the STEM Learning YouTube channel. © STEM Learning	<urn:uuid:35e5ead2-772a-4d5a-ab6b-e4b7fb304a8f>	CC-MAIN-2020-05	https://www.futurelearn.com/courses/teaching-practical-science-physics/0/steps/31864	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00305.warc.gz	en	0.980002	1,412	3.421875	3	[ -0.25821593403816223, 0.2460479736328125, 0.4834398031234741, -0.06912006437778473, -0.15993741154670715, 0.20589496195316315, 0.3842124342918396, 0.22343088686466217, 0.36361628770828247, -0.28683364391326904, 0.3376122713088989, -0.1675417423248291, -0.045323438942432404, 0.4132441878318...	1	Skip to 0 minutes and 0 secondsTOM LYONS: Hello, and welcome to the Q&A session for this online course teaching practical science, physics. We're going to run through a few of your questions that came up on the course. And Adam is going to start off with a question from Richard, I think. Skip to 0 minutes and 14 secondsADAM LITTLE: Yes, the first question that did come from Richard was just talking about how precise should we be with the language we use. And in his example, he gave potential difference. And I think it's key that we use the key language in science. And potential difference is a good one because obviously there's everyday language where people use voltage and the terms electricity interchangeably. And it does lead to quite a few misconceptions. Research has shown, like we mentioned in the course, that by starting with potential difference and letting students know, you may have heard of this term as voltage. Skip to 0 minutes and 53 secondsBut by starting with potential difference, where students tend to get this and current confused, if you start with the potential difference, they tend to understand what that means, and that it's the energy provided in the circuit and just basically pushing that home really. Skip to 1 minute and 13 secondsTOM LYONS: Yeah, I think it's important that you're not afraid to use all the different terms that are around. And some of them are used interchangeably, so let students know that that does happen. But get them familiar with the ones that are most likely to come up, the ones that are going to be examined and also get them to think about how those words relate to the unit. So how do we measure potential difference? What do we measure current in? And that kind of stuff and get them really familiar with that and using it in answers to you in class and that kind of thing so that they just become more and more familiar. Skip to 1 minute and 50 secondsSo next we have a question from Jose about teachers working collaboratively. And obviously, this is very important and is key to professional development. We've noticed a lot of collaborative work on this online course, which has been really great to see. And you shouldn't feel like you have to keep that to yourself. Share any CPD that you do within your department, within your school. And also, draw on the knowledge that you have with your colleagues. Some people have backgrounds where they've done certain occupations, that kind of thing, where they might be more informed about some parts of the subject. So make sure you share that knowledge and spend some time talking to each other. Skip to 2 minutes and 32 secondsYeah, and I think collaboration is really mushrooming at the moment. When you go on things like social media, you're seeing teachers suggesting ideas to each other. And there's a lot less of people keeping it to themselves and people wanting to just share good ideas and get them out so students have the best impact-- well, it has the best impact on the students' learning. Skip to 2 minutes and 54 secondsAnd I know, for example, as well, that we're developing courses, and we run courses here at STEM Learning as well, such as maths and science, where we get the head of maths and the head of science to come together and talk about when they teach things, what's the best way to get the biggest impact out of the curriculum and also where there are things and issues where they might be at loggerheads with each other, where maths say a line of best fit can't be curved and various other things. Skip to 3 minutes and 22 secondsSo being able to be aware of what all the departments are doing and where you can bring in skills from science that could be used in geography, for example, with issues like climate change. The next one we have is from Carlos who's talking about issues that we're facing both nationally in the UK and internationally, by the sounds of it, where there's more and more non-specialists being made to teach outside their specialism, especially in science and physics, even more so. What's great is seeing how many people that have engaged in this course that are non-specialists and saying how much it's helped develop them and improve that knowledge, which can only improve the outcomes of the students. Skip to 4 minutes and 7 secondsThere are also other courses we deal with face-to-face, physics for non-specialists, biology for non-specialists, which we highly recommend coming on being able to improve your skillset and getting the best out of your students at the end of the day. Yeah, and if you do feel like that within your department or within your school that there are some teachers that need upskilling, that maybe their subject knowledge is not as good as it could be, or there's other skills that you feel that you can take the lead and show them these are the things available to you. Shall we sit down and have a chat about various things? And take the lead in that. Skip to 4 minutes and 48 secondsThe number of resources-- I was going to mention resources-- the number of resources we have on the website, there's a plethora of them. But it is worth knowing that there's specific lists that we brought together, pages that we brought together that are for physics for different stages within schools. So you've got from lower secondary up to post-16 age groups. And you can look at all of those resources online and choose the ones that you feel will support you and your teaching. Skip to 5 minutes and 18 secondsADAM LITTLE: All that's left really is to say thank you once again for coming on this course, engaging with it. It's been great to see all the comments people have been making. And like we've mentioned previously about all that collaboration that's been going on, we hope you found it useful, and we look forward to seeing you in the future. Skip to 5 minutes and 36 secondsTOM LYONS: Yeah, thanks very much. And hopefully, we can see some of your colleagues on the next course that's coming up. The next run, we've got in late autumn so really looking forward to seeing more people there. Q&A with Adam and Tom The Q&A sessions on courses from the National STEM Learning Centre provide you with the opportunity to ask more about the course content and issues from your own classroom practice. Adam and Tom recorded their answers to a selection of your questions and we uploaded the video on 25 February. A transcript is currently being processed. Please note: if you post a question here it may be featured in the video recording along with your first name. The recording will be publicly viewed via this step and may also be uploaded to the STEM Learning YouTube channel. © STEM Learning	1,420	ENGLISH	1
In the opening paragraph he uses concrete language by calling Cuba an "imprisoned island," and emphasizing that it has "nuclear strike capability. Kennedy did much more than deliver that famous line, but many people forget just how impactful Kennedy was as President. Although he was only in office for three years, his time in office included some of the most important and controversial issues in American history. Most of these issues were centered on the ongoing Cold War between America and the Soviet Union, and due to the large number of international problems that occurred, Kennedy gave many speeches in America and around the globe. He was a very gifted public speaker and excelled in the use of rhetoric in his speeches. His speech in West Berlin on June 26, is a prime example of the mastery of the spoken word that John F. At the time of his speech, Germany was struggling as a country. Western Berlin was in a state of turmoil; the people were suffering and beginning to lose hope. Pathos on JFK's Missile Crisis Speech John F Kennedy's speech on the Cuban Missile Crisis invokes the pathos of his audience in a multitude of ways. In the opening paragraph he uses concrete language by calling Cuba an "imprisoned island," and emphasizing that it has "nuclear strike capability.". Complete text and audio of John F. Kennedy Cuban Missile Crisis Address John F. Kennedy. Cuban Missile Crisis Address to the Nation. delivered 22 October I want to say a few words to the captive people of Cuba, to whom this speech is being directly carried by special radio facilities. the Cuban people have risen to throw out. John F. Kennedy Cuban Missile Crisis Speech Pathos "An emotional appeal that persuades an audience by apealing to their emotions." ("Pathos Ethos Logos") Ethos Logos Crisis Speech Ethos, Pathos, and Logos "The missile sites "include medium range ballistic missiles, capable of carrying a nuclear warhead for a distance of more . As a result, Kennedy went to Western Berlin to reiterate that America was dedicated to the German cause and to condone the Communist regime. He gave his speech in West Berlin to a crowd of more than one million worried Germans, who listened, waiting to see how the Americans would help them. Before he even had started his speech, Kennedy was already established as a well-respected character in the world. He was a Harvard alum, which proved his intelligence, and had proved his character and speaking abilities during previous issues, such as the Cuban Missile Crisis. Nevertheless, Kennedy still started his speech off by further establishing character to the German people through the use of ethos. When people can see that someone is humble, they tend to trust them more and will listen to what they say. Therefore, Kennedy further gained the trust, and in turn the attention, of his audience through his displays of humility. After establishing his character, Kennedy proceeds to use a combination of pathos and logos to get his point across. He begins the body of his speech with the most memorable quote of the speech: In its time, the Roman Empire was the greatest civilization in the world, and Rome was the greatest city. Romans were proud of their city and their country, so Kennedy is trying to convince the people that being German, and especially being someone from Berlin, is something to be proud about and tell the world. The pathos of the line comes from his use of the German language. Through his blend of logos and pathos, Kennedy starts off on the right track to gaining the support of his German audience. Kennedy next proceeds to discuss the misconceptions of the world on the effectiveness of Communism. The nation and the city were divided into the two halves and had completely damaged the lives of the people in Berlin.In his address, now known as the “Cuban Missile Crisis Address to the Nation”, President Kennedy effectively used the rhetorical techniques of pathos, ethos and logos as he spoke to the people of the United States, the Soviet Premier Nikita Khrushchev, Fidel Castro, and . JFK’s Moon Speech. Posted on October 4, by Michael Mancini. He used the rhetorical appeals of ethos, pathos, and logos to drive the purposes of his speech to his two audiences. such as in the Cuban Missile Crisis of , the conflict between the two ‘spheres of influence’ was fought over military superiority, which both. Ethos during JFK's Cuban Missile Crisis Speech John F. Kennedy’s credibility as President of the United States is certainly a factor in how important American citizens perceive his statements to be. Rhetorical Analysis Essay Draft. Posted on October 4, \| 3 Comments. such as the Cuban Missile Crisis. Nevertheless, Kennedy still started his speech off by further establishing character to the German people through the use of ethos. The only thing that I would suggest that you add would be to emphasize more on the intent and the. John F Kennedy's speech on the Cuban Missile Crisis invokes the pathos of his audience in a multitude of ways. In the opening paragraph he uses concrete language by calling Cuba an "imprisoned island," and emphasizing that it has "nuclear strike capability.". We will write a custom essay sample on Analysis of President Kennedy’s Cuban Missile Crisis Speech specifically for you for only $ $13 The United States’ ethos and logos were the stern, unwavering principles that guided the president to figuratively stare down the foolish, reckless Soviet aggressors. We will write a custom.	<urn:uuid:89db81d3-4576-40c0-ae89-a9c2fb292aff>	CC-MAIN-2020-05	https://xamyceluwoxubewi.barnweddingvt.com/jfk-cuban-missile-crisis-speech-ethos-pathos-logos-40935hu.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00039.warc.gz	en	0.981738	1,131	3.34375	3	[ -0.4573444724082947, 0.2420044094324112, 0.15210270881652832, -0.19804832339286804, 0.15480470657348633, 0.42200967669487, 0.23992139101028442, 0.059095703065395355, -0.4446950852870941, -0.5099347829818726, -0.1866222620010376, 0.4603692293167114, 0.1603328138589859, 0.38978880643844604, ...	1	In the opening paragraph he uses concrete language by calling Cuba an "imprisoned island," and emphasizing that it has "nuclear strike capability. Kennedy did much more than deliver that famous line, but many people forget just how impactful Kennedy was as President. Although he was only in office for three years, his time in office included some of the most important and controversial issues in American history. Most of these issues were centered on the ongoing Cold War between America and the Soviet Union, and due to the large number of international problems that occurred, Kennedy gave many speeches in America and around the globe. He was a very gifted public speaker and excelled in the use of rhetoric in his speeches. His speech in West Berlin on June 26, is a prime example of the mastery of the spoken word that John F. At the time of his speech, Germany was struggling as a country. Western Berlin was in a state of turmoil; the people were suffering and beginning to lose hope. Pathos on JFK's Missile Crisis Speech John F Kennedy's speech on the Cuban Missile Crisis invokes the pathos of his audience in a multitude of ways. In the opening paragraph he uses concrete language by calling Cuba an "imprisoned island," and emphasizing that it has "nuclear strike capability.". Complete text and audio of John F. Kennedy Cuban Missile Crisis Address John F. Kennedy. Cuban Missile Crisis Address to the Nation. delivered 22 October I want to say a few words to the captive people of Cuba, to whom this speech is being directly carried by special radio facilities. the Cuban people have risen to throw out. John F. Kennedy Cuban Missile Crisis Speech Pathos "An emotional appeal that persuades an audience by apealing to their emotions." ("Pathos Ethos Logos") Ethos Logos Crisis Speech Ethos, Pathos, and Logos "The missile sites "include medium range ballistic missiles, capable of carrying a nuclear warhead for a distance of more . As a result, Kennedy went to Western Berlin to reiterate that America was dedicated to the German cause and to condone the Communist regime. He gave his speech in West Berlin to a crowd of more than one million worried Germans, who listened, waiting to see how the Americans would help them. Before he even had started his speech, Kennedy was already established as a well-respected character in the world. He was a Harvard alum, which proved his intelligence, and had proved his character and speaking abilities during previous issues, such as the Cuban Missile Crisis. Nevertheless, Kennedy still started his speech off by further establishing character to the German people through the use of ethos. When people can see that someone is humble, they tend to trust them more and will listen to what they say. Therefore, Kennedy further gained the trust, and in turn the attention, of his audience through his displays of humility. After establishing his character, Kennedy proceeds to use a combination of pathos and logos to get his point across. He begins the body of his speech with the most memorable quote of the speech: In its time, the Roman Empire was the greatest civilization in the world, and Rome was the greatest city. Romans were proud of their city and their country, so Kennedy is trying to convince the people that being German, and especially being someone from Berlin, is something to be proud about and tell the world. The pathos of the line comes from his use of the German language. Through his blend of logos and pathos, Kennedy starts off on the right track to gaining the support of his German audience. Kennedy next proceeds to discuss the misconceptions of the world on the effectiveness of Communism. The nation and the city were divided into the two halves and had completely damaged the lives of the people in Berlin.In his address, now known as the “Cuban Missile Crisis Address to the Nation”, President Kennedy effectively used the rhetorical techniques of pathos, ethos and logos as he spoke to the people of the United States, the Soviet Premier Nikita Khrushchev, Fidel Castro, and . JFK’s Moon Speech. Posted on October 4, by Michael Mancini. He used the rhetorical appeals of ethos, pathos, and logos to drive the purposes of his speech to his two audiences. such as in the Cuban Missile Crisis of , the conflict between the two ‘spheres of influence’ was fought over military superiority, which both. Ethos during JFK's Cuban Missile Crisis Speech John F. Kennedy’s credibility as President of the United States is certainly a factor in how important American citizens perceive his statements to be. Rhetorical Analysis Essay Draft. Posted on October 4, \| 3 Comments. such as the Cuban Missile Crisis. Nevertheless, Kennedy still started his speech off by further establishing character to the German people through the use of ethos. The only thing that I would suggest that you add would be to emphasize more on the intent and the. John F Kennedy's speech on the Cuban Missile Crisis invokes the pathos of his audience in a multitude of ways. In the opening paragraph he uses concrete language by calling Cuba an "imprisoned island," and emphasizing that it has "nuclear strike capability.". We will write a custom essay sample on Analysis of President Kennedy’s Cuban Missile Crisis Speech specifically for you for only $ $13 The United States’ ethos and logos were the stern, unwavering principles that guided the president to figuratively stare down the foolish, reckless Soviet aggressors. We will write a custom.	1,115	ENGLISH	1
The Great Die-Up It was January 9, 1887 when a blizzard hit the Wyoming, Montana and Dakota territories. More than sixteen inches of snow fell that day and cattle ranchers were ill-prepared for the storm. There had been a long, hot scorching summer prior to this so grass on the prairies was virtually non-existent. When the snow began to fall in November of 1886, the cattle were already starving then. Few ranchers had enough hay stored for the winter and the cattle industry got rocked on that fateful January day in 1887. The blizzard hit, winds whipped hard, and temperatures got as low as 50 degrees below zero. The cattle who didn’t die from the cold, died from starvation. When the spring thaw finally arrived, there were literally millions of cattle dead and those present said there was dead cattle as far as the eye could see. Approximately 90 percent of the open range’s cattle lay rotting where they dropped. The dead cattle clogged up rivers and spoiled drinking water for many people. Many ranchers went bankrupt at this point and many others just called it quits and moved back east where conditions were less punishing. This is how the term, the “great die-up” got its name. In the long run, this disaster changed the course of agriculture and development of the west. Ranchers began keeping smaller herds of cattle and began bigger farming operations so they could feed the animals they owned. Most of them also quit using the large open prairies where cattle could roam farther away from grain reserves and began using smaller, fenced in grazing terrains. Essentially, the hard winter was the beginning of the end of the cowboy and drover way of life and the end of the wide open frontier. Many cowboys had lost their jobs on ranches and that was hard on those who only knew how to work on the back of a horse. As bad as this storm was, it would pale in comparison to the winter of 1888 when the mid-west was hit with another deadly blizzard and the eastern part of the United States was hit with a blizzard that dropped as much as 58 inches of snow in some places and produced frigid temperatures. The snowfall had only accumulated about 6 inches of snow, but it had hurricane force winds and temperatures dropped to 30 and 40 below zero. This storm affected much of Nebraska and is known as the “Schoolhouse Blizzard” because a lot of students were trapped in one-room schoolhouses. Editor's Picks Articles Top Ten Articles Content copyright © 2019 by Vance Rowe. All rights reserved. This content was written by Vance Rowe. If you wish to use this content in any manner, you need written permission. Contact Clare Stubbs for details.	<urn:uuid:cb6c62c1-3292-452d-853b-2732f88d4582>	CC-MAIN-2020-05	http://history.bellaonline.com/articles/art1259.asp	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251728207.68/warc/CC-MAIN-20200127205148-20200127235148-00268.warc.gz	en	0.981129	571	3.640625	4	[ -0.4569907486438751, -0.15959009528160095, 0.40427255630493164, 0.41502147912979126, 0.32713305950164795, -0.0898178219795227, -0.07090386003255844, 0.18183544278144836, -0.1971304714679718, -0.19932007789611816, -0.21134579181671143, 0.33977392315864563, 0.5919297337532043, 0.188499003648...	3	The Great Die-Up It was January 9, 1887 when a blizzard hit the Wyoming, Montana and Dakota territories. More than sixteen inches of snow fell that day and cattle ranchers were ill-prepared for the storm. There had been a long, hot scorching summer prior to this so grass on the prairies was virtually non-existent. When the snow began to fall in November of 1886, the cattle were already starving then. Few ranchers had enough hay stored for the winter and the cattle industry got rocked on that fateful January day in 1887. The blizzard hit, winds whipped hard, and temperatures got as low as 50 degrees below zero. The cattle who didn’t die from the cold, died from starvation. When the spring thaw finally arrived, there were literally millions of cattle dead and those present said there was dead cattle as far as the eye could see. Approximately 90 percent of the open range’s cattle lay rotting where they dropped. The dead cattle clogged up rivers and spoiled drinking water for many people. Many ranchers went bankrupt at this point and many others just called it quits and moved back east where conditions were less punishing. This is how the term, the “great die-up” got its name. In the long run, this disaster changed the course of agriculture and development of the west. Ranchers began keeping smaller herds of cattle and began bigger farming operations so they could feed the animals they owned. Most of them also quit using the large open prairies where cattle could roam farther away from grain reserves and began using smaller, fenced in grazing terrains. Essentially, the hard winter was the beginning of the end of the cowboy and drover way of life and the end of the wide open frontier. Many cowboys had lost their jobs on ranches and that was hard on those who only knew how to work on the back of a horse. As bad as this storm was, it would pale in comparison to the winter of 1888 when the mid-west was hit with another deadly blizzard and the eastern part of the United States was hit with a blizzard that dropped as much as 58 inches of snow in some places and produced frigid temperatures. The snowfall had only accumulated about 6 inches of snow, but it had hurricane force winds and temperatures dropped to 30 and 40 below zero. This storm affected much of Nebraska and is known as the “Schoolhouse Blizzard” because a lot of students were trapped in one-room schoolhouses. Editor's Picks Articles Top Ten Articles Content copyright © 2019 by Vance Rowe. All rights reserved. This content was written by Vance Rowe. If you wish to use this content in any manner, you need written permission. Contact Clare Stubbs for details.	583	ENGLISH	1
Christmas is one of the most important as well as popular festivals celebrated throughout the year. Christmas is the kind of festival that is so popular that it is celebrated in more than 160 countries throughout the world, by adults and children alike. Christmas is celebrated by those following the religion of Christianity, though the festival has universal appeal, across all religions. There are many ways to celebrate Christmas and the manner with which Christmas is celebrated is different in many countries, even though the Christmas spirit is universal in nature. Essentially, when one says Christmas, there are three different days in which one can celebrate the holiday. The first day of celebration is the day before Christmas, which is known as Christmas Eve. It is celebrated on December 24, every year, according to the Gregorian calendar. The second day is Christmas Day, which is celebrated on December 25 every year. The third day is known as Boxing Day, celebrated the day after Christmas, on December 26. Christmas is a celebration of the birth of Jesus Christ, who in the Christian religion, is also known as 'The Son Of God'. Although there are many interpretations, the traditional narrative behind Christmas celebrations is that Jesus' parents, Joseph and Mary, arrived at the city of Bethlehem, but had no lodgings. They were confined to a stable in an inn, which is where Jesus was born. This traditional narrative is known as The Nativity of Jesus. As said earlier, Christmas celebrations take on many forms across more than 160 countries and billions of people. Traditionally, people decorate their homes with bright, colourful lights and a Christmas tree. Feasts are prepared and many people also ring in the occasion weeks in advance and Christmas carols are sung for the occasion. Children are given importance in Christmas, as they receive gifts from their parents and the famous Santa Claus, who has acquired a mythic status through the years and is celebrated with eagerness and enthusiasm by children, who are told that he will bring gifts for them by coming down the chimney and placing them right below the Christmas tree, on the night of Christmas. As Christmas dawns upon the world, here's wishing everyone a Merry Christmas!	<urn:uuid:cfd25c23-17fe-4daf-9751-8f8b3d15a472>	CC-MAIN-2020-05	https://www.ndtv.com/world-news/christmas-2017-why-and-how-we-celebrate-christmas-1791763	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00360.warc.gz	en	0.982721	439	3.34375	3	[ 0.5736032128334045, 0.374044269323349, 0.35512739419937134, -0.3958832323551178, 0.1776399165391922, -0.02414053864777088, -0.006981764454394579, 0.05421631783246994, 0.23595161736011505, 0.2528146505355835, 0.08963743597269058, 0.5165613889694214, 0.06659255921840668, 0.1002463847398758, ...	4	Christmas is one of the most important as well as popular festivals celebrated throughout the year. Christmas is the kind of festival that is so popular that it is celebrated in more than 160 countries throughout the world, by adults and children alike. Christmas is celebrated by those following the religion of Christianity, though the festival has universal appeal, across all religions. There are many ways to celebrate Christmas and the manner with which Christmas is celebrated is different in many countries, even though the Christmas spirit is universal in nature. Essentially, when one says Christmas, there are three different days in which one can celebrate the holiday. The first day of celebration is the day before Christmas, which is known as Christmas Eve. It is celebrated on December 24, every year, according to the Gregorian calendar. The second day is Christmas Day, which is celebrated on December 25 every year. The third day is known as Boxing Day, celebrated the day after Christmas, on December 26. Christmas is a celebration of the birth of Jesus Christ, who in the Christian religion, is also known as 'The Son Of God'. Although there are many interpretations, the traditional narrative behind Christmas celebrations is that Jesus' parents, Joseph and Mary, arrived at the city of Bethlehem, but had no lodgings. They were confined to a stable in an inn, which is where Jesus was born. This traditional narrative is known as The Nativity of Jesus. As said earlier, Christmas celebrations take on many forms across more than 160 countries and billions of people. Traditionally, people decorate their homes with bright, colourful lights and a Christmas tree. Feasts are prepared and many people also ring in the occasion weeks in advance and Christmas carols are sung for the occasion. Children are given importance in Christmas, as they receive gifts from their parents and the famous Santa Claus, who has acquired a mythic status through the years and is celebrated with eagerness and enthusiasm by children, who are told that he will bring gifts for them by coming down the chimney and placing them right below the Christmas tree, on the night of Christmas. As Christmas dawns upon the world, here's wishing everyone a Merry Christmas!	441	ENGLISH	1
Elie Wiesel’s memoir Night is based on his experiences in the German prisoner-of-war camp of Auschwitz and Buchenwald during the Second World War. Having grown up an Orthodox Jew in the Hungarian village of Sighet, Wiesel and his family was deported to Auschwitz in 1944 where his mom and youngest sister were instantly sent out to the gas chambers. While both his older sis endured, his father, with whom Wiesel had combated to make it through the labor camps, died quickly prior to the war ended. Night informs the horror stories of the Holocaust through the eyes of the fifteen-year old Wiesel who states the loss of his innocence, his faith in God, his sense of time and his sense of self. Night describes how the Nazis dehumanized the Jews at every stage through the war years. And in the process, they lost their own sense of mankind. Dehumanization normally involves members of one group asserting the inferiority of another group through acts or words. However during the Holocaust, the Nazis did not stop at merely asserting their own supremacy over the Jews; they removed them of their sense of self and uniqueness and reduced them to the numbers they had actually tattooed on their arms. The style of inhumanity is universal in every story and every memory recounted in the narrative. Night makes you question the power of humankind. It makes you question how normal human beings could bring themselves to commit the sort of atrocities that we now consider unimaginable. However then once again, people say that the most human thing of all is cruelty. And every family damaged, every circumstances of torture and every life lost is testament to it. It all started with the identification process. Needing to wear the yellow star right away set the Jews apart from everyone else. By being made continuously familiar with a difference, the Jews were made to feel various. In spite of this, numerous Jews stayed positive like Wiesel’s dad who stated “The yellow star? Oh well, what of it? You don’t die of it …” (Wiesel 22). And then came the brand-new laws and decrees that did not enable Jews into restaurants or cafes or to take a trip easily. The ghettos were the most blatant kind of segregation. What began with partition and restrictions soon changed into torture and mass murder. When the Jews from Sighet were expelled, they were “crammed into cattle trains by the Hungarian police” (17). They were not treated like human beings, but like chickens that are transported from place to place in tiny cages. Over time, their living conditions and the brutality they were continuously subject to actually altered their personalities. Their circumstances evoked animalistic tendencies in most people. Especially in the concentration camps where life was so immediate- the only thing that mattered was survival. The only thing that mattered was getting through that day, preserving their tiny rations of bread and dreaming about a thicker soup than they had gotten for their previous meal. There is one particular incident that is a striking illustration of the behavior of men who were reduced to animals, acting out of character, with provincial motivations. During one of their journeys in a crowded train carrier with no food or water, when they passed through villages, the locals would throw in loaves of bread to watch the hungry men fight over them. It made no difference, in that moment, that they were enduring severe physical pain; it made no difference with whom they were fighting. Wiesel watched on as a young man fought his own father for a small piece of bread. The only thing that mattered was survival. And ironically, the very same Darwinist theories that the Nazis used to substantiate their pseudo-biological justifications for the Holocaust held great significance in the lives of these semi-men. Most people in the concentration camps entered fearful, fearing not only for their own lives, but also for the lives of the loved ones from whom they had been separated. They prayed to God, asking for the war to end soon. Many of them remained optimistic, at least initially. But as they became more conditioned to camp life, many people, like Wiesel were overcome with an “inhuman weariness” (45). Wiesel says that “We were incapable of thinking of anything at all. Our senses were blunted; everything was blurred as in a fog. It was no longer possible to grasp anything. The instincts of self-preservation, of self-defense, of pride, had all deserted us. In one ultimate moment of lucidity it seemed to me that we were damned souls wandering in the half-world, souls condemned to wander through space till the generations of man came to an end” (45). And it was this loss of self that broke many people’s spirits. Camps like Auschwitz stole away people’s identities. They left no scope for any expressions of individualism. The SS took away all their belongings and left them with the pair of clothes on their backs and a bowl. In Wiesel’s words “There were no longer any questions of wealth, of social distinction, and importance, only people all condemned to the same fate” (32). People were not allowed the freedom of choice- they were all expected to follow orders without questioning them. Dehumanization was a tactic that was intentionally used by the Nazis. They broke people’s spirits in addition to inflicting physical pain. They diminished them to machine-like existences that stopped knowing how to feel or react. The Jews stopped being afraid of death, or resisting it. In fact, they began to accept that death would be their eventual fate. And many prayed for it to come faster to escape their suffering. Cite this page The Loss of Humanity: The Dehumanization of the Jews. (2016, Jun 04). Retrieved from https://studymoose.com/the-loss-of-humanity-the-dehumanization-of-the-jews-essay	<urn:uuid:30e3987f-e847-4dd0-8e0f-09e02dc49fd0>	CC-MAIN-2020-05	https://studymoose.com/the-loss-of-humanity-the-dehumanization-of-the-jews-essay	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00062.warc.gz	en	0.98493	1,233	3.3125	3	[ -0.08393197506666183, 0.7103383541107178, 0.1347988247871399, 0.01870906911790371, 0.04637908935546875, 0.33394676446914673, 0.31201621890068054, 0.015304982662200928, 0.10808831453323364, -0.19052869081497192, 0.1693912148475647, 0.15904222428798676, -0.11025655269622803, 0.34242552518844...	1	Elie Wiesel’s memoir Night is based on his experiences in the German prisoner-of-war camp of Auschwitz and Buchenwald during the Second World War. Having grown up an Orthodox Jew in the Hungarian village of Sighet, Wiesel and his family was deported to Auschwitz in 1944 where his mom and youngest sister were instantly sent out to the gas chambers. While both his older sis endured, his father, with whom Wiesel had combated to make it through the labor camps, died quickly prior to the war ended. Night informs the horror stories of the Holocaust through the eyes of the fifteen-year old Wiesel who states the loss of his innocence, his faith in God, his sense of time and his sense of self. Night describes how the Nazis dehumanized the Jews at every stage through the war years. And in the process, they lost their own sense of mankind. Dehumanization normally involves members of one group asserting the inferiority of another group through acts or words. However during the Holocaust, the Nazis did not stop at merely asserting their own supremacy over the Jews; they removed them of their sense of self and uniqueness and reduced them to the numbers they had actually tattooed on their arms. The style of inhumanity is universal in every story and every memory recounted in the narrative. Night makes you question the power of humankind. It makes you question how normal human beings could bring themselves to commit the sort of atrocities that we now consider unimaginable. However then once again, people say that the most human thing of all is cruelty. And every family damaged, every circumstances of torture and every life lost is testament to it. It all started with the identification process. Needing to wear the yellow star right away set the Jews apart from everyone else. By being made continuously familiar with a difference, the Jews were made to feel various. In spite of this, numerous Jews stayed positive like Wiesel’s dad who stated “The yellow star? Oh well, what of it? You don’t die of it …” (Wiesel 22). And then came the brand-new laws and decrees that did not enable Jews into restaurants or cafes or to take a trip easily. The ghettos were the most blatant kind of segregation. What began with partition and restrictions soon changed into torture and mass murder. When the Jews from Sighet were expelled, they were “crammed into cattle trains by the Hungarian police” (17). They were not treated like human beings, but like chickens that are transported from place to place in tiny cages. Over time, their living conditions and the brutality they were continuously subject to actually altered their personalities. Their circumstances evoked animalistic tendencies in most people. Especially in the concentration camps where life was so immediate- the only thing that mattered was survival. The only thing that mattered was getting through that day, preserving their tiny rations of bread and dreaming about a thicker soup than they had gotten for their previous meal. There is one particular incident that is a striking illustration of the behavior of men who were reduced to animals, acting out of character, with provincial motivations. During one of their journeys in a crowded train carrier with no food or water, when they passed through villages, the locals would throw in loaves of bread to watch the hungry men fight over them. It made no difference, in that moment, that they were enduring severe physical pain; it made no difference with whom they were fighting. Wiesel watched on as a young man fought his own father for a small piece of bread. The only thing that mattered was survival. And ironically, the very same Darwinist theories that the Nazis used to substantiate their pseudo-biological justifications for the Holocaust held great significance in the lives of these semi-men. Most people in the concentration camps entered fearful, fearing not only for their own lives, but also for the lives of the loved ones from whom they had been separated. They prayed to God, asking for the war to end soon. Many of them remained optimistic, at least initially. But as they became more conditioned to camp life, many people, like Wiesel were overcome with an “inhuman weariness” (45). Wiesel says that “We were incapable of thinking of anything at all. Our senses were blunted; everything was blurred as in a fog. It was no longer possible to grasp anything. The instincts of self-preservation, of self-defense, of pride, had all deserted us. In one ultimate moment of lucidity it seemed to me that we were damned souls wandering in the half-world, souls condemned to wander through space till the generations of man came to an end” (45). And it was this loss of self that broke many people’s spirits. Camps like Auschwitz stole away people’s identities. They left no scope for any expressions of individualism. The SS took away all their belongings and left them with the pair of clothes on their backs and a bowl. In Wiesel’s words “There were no longer any questions of wealth, of social distinction, and importance, only people all condemned to the same fate” (32). People were not allowed the freedom of choice- they were all expected to follow orders without questioning them. Dehumanization was a tactic that was intentionally used by the Nazis. They broke people’s spirits in addition to inflicting physical pain. They diminished them to machine-like existences that stopped knowing how to feel or react. The Jews stopped being afraid of death, or resisting it. In fact, they began to accept that death would be their eventual fate. And many prayed for it to come faster to escape their suffering. Cite this page The Loss of Humanity: The Dehumanization of the Jews. (2016, Jun 04). Retrieved from https://studymoose.com/the-loss-of-humanity-the-dehumanization-of-the-jews-essay	1,195	ENGLISH	1
Before the seven gunboats were completed, Eads undertook to convert two snag boats into ironclads. [Heavily built salvage boats, with powerful engines, also used for removing obstructions and towing.] The first became the redoubtable Benton, for some time flagship of the Mississippi Flotilla. The snag boat was really a catamaran, with its twin hulls about 20 feet apart. The open space between the hulls was planked over, top and bottom, and a new bow added, forming a strong single hull 75 feet wide and 200 feet long. Upon this was built the usual casemate, only on the Benton the sides were armored as well as the bow with 3 1/2 inches of iron. She carried 16 guns. With all this armor she was somewhat overloaded, and her top speed was only 5 knots. A second snag boat was converted into the Essex. Although she was as large as the Benton, she carried only 5 guns, and was even slower. She was an unlucky ship, always hard hit, in trouble of some sort, missing the big opportunities, somewhat like the Saratoga in the Second World War. Slow and lightly armored as they certainly were, these 9 ships were the work horses of the Mississippi Flotilla throughout the war. As happened with the building of the monitors in the East, production slowed as the war progressed. This was caused by the shortages of labor and materials, as well as the burgeoning bureaucracy of the Navy Department. Was this article helpful?	<urn:uuid:09c69e25-fc07-4982-a7d3-beb2491a8f29>	CC-MAIN-2020-05	https://www.minecreek.info/navy-department/the-benton-and-the-essex.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601628.36/warc/CC-MAIN-20200121074002-20200121103002-00465.warc.gz	en	0.983642	315	3.328125	3	[ -0.08112341165542603, -0.10129185020923615, -0.016346782445907593, -0.49657902121543884, -0.2807745039463043, -0.11956138908863068, -0.33609843254089355, 0.25269418954849243, -0.5976740717887878, -0.19154490530490875, 0.2593616247177124, -0.340626984834671, -0.06194744259119034, 0.32812899...	1	Before the seven gunboats were completed, Eads undertook to convert two snag boats into ironclads. [Heavily built salvage boats, with powerful engines, also used for removing obstructions and towing.] The first became the redoubtable Benton, for some time flagship of the Mississippi Flotilla. The snag boat was really a catamaran, with its twin hulls about 20 feet apart. The open space between the hulls was planked over, top and bottom, and a new bow added, forming a strong single hull 75 feet wide and 200 feet long. Upon this was built the usual casemate, only on the Benton the sides were armored as well as the bow with 3 1/2 inches of iron. She carried 16 guns. With all this armor she was somewhat overloaded, and her top speed was only 5 knots. A second snag boat was converted into the Essex. Although she was as large as the Benton, she carried only 5 guns, and was even slower. She was an unlucky ship, always hard hit, in trouble of some sort, missing the big opportunities, somewhat like the Saratoga in the Second World War. Slow and lightly armored as they certainly were, these 9 ships were the work horses of the Mississippi Flotilla throughout the war. As happened with the building of the monitors in the East, production slowed as the war progressed. This was caused by the shortages of labor and materials, as well as the burgeoning bureaucracy of the Navy Department. Was this article helpful?	322	ENGLISH	1
A starship was any manned spacecraft that was capable of viable interstellar travel, i.e. any manned spacecraft that had the ability to transport and support a crew across interstellar distances. Most starships accomplished this via the employment of some form of faster-than-light spacecraft propulsion technology, such as warp drive. In the Federation during the 22nd and 23rd centuries, spacecraft of the Starship-class were identified exclusively as vessels operated by Starfleet, or as stated by R.M. Merik, "a very special vessel and crew." (TOS: "Bread and Circuses") Starships also did not generally transport cargo, unless in the case of an emergency when they do anything. (TOS: "The Cloud Minders") By the mid-24th century, though, the exclusivity of the term "starship" had essentially fallen out of use, and was redefined as a term interchangeable with "spaceship" and "spacecraft". (Star Trek: The Next Generation, Star Trek: Deep Space Nine, Star Trek: Voyager) When the Ferengi Marauder Kreechta was about to target the USS Enterprise-D, after interfering with the battle simulation Operation Lovely Angel, the Ferengi ship's sensor codes were overridden and it was fooled to believe there was "another Federation ship" closing. When it was further revealed that the Federation ship was in fact "a starship," the Ferengi feared that they had been outmaneuvered and quickly retreated. (TNG: "Peak Performance")	<urn:uuid:9b2561ae-18bf-4942-9b1b-878a69298877>	CC-MAIN-2020-05	https://memory-alpha.fandom.com/wiki/Starship	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783000.84/warc/CC-MAIN-20200128184745-20200128214745-00108.warc.gz	en	0.982248	319	3.609375	4	[ -0.24827441573143005, -0.17909955978393555, 0.07032584398984909, -0.6054695248603821, -0.14883221685886383, -0.19323745369911194, 0.01738232560455799, 0.7086710333824158, -0.24524851143360138, -0.07674205303192139, 0.40104201436042786, -0.2581675946712494, -0.2962956130504608, -0.008171967...	1	A starship was any manned spacecraft that was capable of viable interstellar travel, i.e. any manned spacecraft that had the ability to transport and support a crew across interstellar distances. Most starships accomplished this via the employment of some form of faster-than-light spacecraft propulsion technology, such as warp drive. In the Federation during the 22nd and 23rd centuries, spacecraft of the Starship-class were identified exclusively as vessels operated by Starfleet, or as stated by R.M. Merik, "a very special vessel and crew." (TOS: "Bread and Circuses") Starships also did not generally transport cargo, unless in the case of an emergency when they do anything. (TOS: "The Cloud Minders") By the mid-24th century, though, the exclusivity of the term "starship" had essentially fallen out of use, and was redefined as a term interchangeable with "spaceship" and "spacecraft". (Star Trek: The Next Generation, Star Trek: Deep Space Nine, Star Trek: Voyager) When the Ferengi Marauder Kreechta was about to target the USS Enterprise-D, after interfering with the battle simulation Operation Lovely Angel, the Ferengi ship's sensor codes were overridden and it was fooled to believe there was "another Federation ship" closing. When it was further revealed that the Federation ship was in fact "a starship," the Ferengi feared that they had been outmaneuvered and quickly retreated. (TNG: "Peak Performance")	318	ENGLISH	1
Lasmuss and Sphinx Palaces were guarded by different versions of two unique mythological creatures: Lamuss and Spinx. Both sculptures shared many features, yet also differed in others. The makers of these commanding statues employed a couple of techniques which were alleviation and building. They were created to guard the palaces that they can were before. That's just one of their commonalities that they the two share. Not only do the Lamusses and Sphinx both keep power. Also, they are similar in that they were constructed by pharaohs to symbolize potency and efficacy. Although their particular bodies and heads no longer exactly meet; each contains a human brain and a body associated with an animal. One characteristic that is certainly shared among these two guarding statues may possibly been worn out over time, making them look distinct in the current period. Limestone was sculpted to produce both of the statues. At one time, the Spinx also a new beard, nevertheless it wore away because it was not made of hard stone such as the Lamuss was. There are many more differences among these gargantuan pieces of art together with the absence of the Sphinx' facial beard. Their appearance alone make up most of their own unique qualities. First of all, the Sphinx gets the body of any lion plus the head of the human. The Lamuss had a body of the bull, eagle's wings in its side, and a human brain. The Lamuss also has five legs when the Sphinx offers only 4. Currently the Sphinx does not have a beard, but as I actually said over, he had one. The Sphinx in Egypt is definitely laying down unlike the Lamuss which is on all fours. The Lamassus usually are as huge as the Sphinx by far, so they both kept different amounts of power. The Sphinx was made to protect sunlight God; Khufu, in his tomb. The Lamusses protected the Pharaohs and were added to each side from the temples. This made the Sphinx seem more powerful compared to the Lamuss.	<urn:uuid:be13c001-bfe5-4b28-badb-2109ea3ccf25>	CC-MAIN-2020-05	https://gamesedu.org/lasmuss-and-sphinx/90638-lasmuss-and-sphinx-composition.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608295.52/warc/CC-MAIN-20200123041345-20200123070345-00472.warc.gz	en	0.987015	426	3.375	3	[ -0.16349545121192932, 0.40429776906967163, 0.33382418751716614, 0.5553796291351318, -0.7192771434783936, -0.04193950816988945, 0.42925047874450684, -0.26303619146347046, 0.10729704797267914, 0.02756662480533123, 0.05647150054574013, -0.5819345116615295, -0.25902095437049866, 0.059137854725...	1	Lasmuss and Sphinx Palaces were guarded by different versions of two unique mythological creatures: Lamuss and Spinx. Both sculptures shared many features, yet also differed in others. The makers of these commanding statues employed a couple of techniques which were alleviation and building. They were created to guard the palaces that they can were before. That's just one of their commonalities that they the two share. Not only do the Lamusses and Sphinx both keep power. Also, they are similar in that they were constructed by pharaohs to symbolize potency and efficacy. Although their particular bodies and heads no longer exactly meet; each contains a human brain and a body associated with an animal. One characteristic that is certainly shared among these two guarding statues may possibly been worn out over time, making them look distinct in the current period. Limestone was sculpted to produce both of the statues. At one time, the Spinx also a new beard, nevertheless it wore away because it was not made of hard stone such as the Lamuss was. There are many more differences among these gargantuan pieces of art together with the absence of the Sphinx' facial beard. Their appearance alone make up most of their own unique qualities. First of all, the Sphinx gets the body of any lion plus the head of the human. The Lamuss had a body of the bull, eagle's wings in its side, and a human brain. The Lamuss also has five legs when the Sphinx offers only 4. Currently the Sphinx does not have a beard, but as I actually said over, he had one. The Sphinx in Egypt is definitely laying down unlike the Lamuss which is on all fours. The Lamassus usually are as huge as the Sphinx by far, so they both kept different amounts of power. The Sphinx was made to protect sunlight God; Khufu, in his tomb. The Lamusses protected the Pharaohs and were added to each side from the temples. This made the Sphinx seem more powerful compared to the Lamuss.	414	ENGLISH	1
5. Early Life Oliver Cromwell was born to one of the wealthiest families in East Anglia, England, on the 25th of April, 1599. The family took the name Cromwell to underline their quite distant relation with Thomas Cromwell, a chancellor to Henry VIII, whose seizure and distribution of the lands of the Catholic Church was the original source of the family’s wealth. Although he was enrolled for a year at Cambridge University, his studies were cut short by his father’s death . Oliver returned home to attend the family estate, and to take care of his widowed mother and seven unmarried sisters. Cromwell was married to Elizabeth Bourchier on August 22nd, 1620. Elizabeth came from a wealthy London family. From this marriage, Oliver gained an apparently happy family life, nine children, and a political career through the patronage of Oliver St John, the Montague family, and leading members of the London merchant community, all to some extent coinciding with his marriage. Cromwell was a member of the rising middle class, and was said to be given to religious fervor at its most extreme form in his devotion to the set of Chrisitan beliefs known as Puritanism. 4. Rise to Power A period of great personal depression gave way to a deep religious awakening, which guided Cromwell’s life thereafter. This zeal gained Cromwell important Puritan allies after he was elected as a Member of Parliament for Huntingdon in 1628. This was the Parliament which presented the King, Charles I, with the Petition of Rights in 1628, calling for Parliament to take over governance of England from the Monarchy. Eventually, the contest for power between the King and Parliament led to the outbreak of what became known as the English Civil War in 1642. Cromwell left his Parliamentary seat to fight with a cavalry he personally raised, consisting of other men with strong religious persuasion. They helped secure for the Parliament his native East Anglia. Cromwell found himself constantly in the field through 45 months of war. Promoted to Colonel, and then to Field Commander, Cromwell enlisted and promoted god-fearing men from the lowest classes to important positions, raising opposition from other Generals. Nonetheless, they were kept at bay as they witnessed the dazzling success in battle of "Cromwell’s Ironsides", as his men came to be known in the ranks of the Parliamentary Army. A brilliant battlefield strategist, Cromwell was a key player in the victories of the Parliamentary Army at Marston Moor, in 1644, and Naseby, in 1645. There was a prolonged period of negotiations between Charles I and the Parliament demanding many of the rights it now has today. Having played a prominent role in the trial and execution of the king, Cromwell gradually rose in 1653 to occupy a position of equal power as "Lord Protector" (head of state of the Commonwealth of England, Scotland, and Ireland), though, unlike a king, he shared political power with Parliament and a Council of State. Cromwell helped bring about the only Republic Britain ever had, which thusly inspired the rise of like-minded Republics in the future and set on firm foundations a precedent for the Constitutional Monarchy in Great Britain as we know it today. He crafted a mighty British Navy, which won a maritime war waged against the Dutch who had dominated trade on the seas in years prior. His administration was known for its honesty and efficiency, keeping an eye on judges, passing fairer laws, and, as much as possible, easing the number of death penalties. He advocated fundamental civil rights, religious tolerance, and freedom of belief. As deeply convinced as he was by his own Puritan Protestant faith, Roman Catholics were allowed to practice their faith openly without fear, and Jews were invited back into England for the first time in 300 years. Cromwell could be ruthless in battle, and his brutal actions in crushing the opposition in Ireland were to cause great bitterness between the Irish and English that still lasts to the present day. He had troubled relationships with his Parliaments, and at times was said to have ruled as a dictator. Even his own soldiers were inclined to extreme political beliefs in seeking to seize the possessions and lands of the wealthy, and Cromwell was as ruthless with these "Levelers", as they came to be known, as he was with the Scottish and Irish opposition to his rule. Ultimately, over time Oliver earned himself many enemies. When he was greeted by the multitude in triumph after his victory over the Irish, he joked how many more would gladly come to see him hanged. He was gernerally feared and respected, though not popular among all. 1. Death and Legacy Cromwell’ statesmanship among European powers and efficiency in raising taxes and revenues made England militarily and economically strong, and increasingly respected abroad. His Navy and Army served as the backbone of British power for centuries to come. However, steep taxes and strict enforcement of rules against perceived "vices" (which included the theater which was then the glory of the British Arts) had not made him popular in his time or ours. After his death from infection on September 3rd, 1658, he was given a state funeral fit for a king. After the restoration of the monarchy in the 1660s, Cromwell's body was exhumed, hanged, decapitated, and displayed for decades to come for his role in the regicide in the execution of Charles I. The ownership of his head changed hands many times over the next several centuries, and in 1960 was buried under Cambridge University's Sidney Sussex College, where Oliver Cromwell had attended as one of its earliest students. Who Was Oliver Cromwell? Oliver Cromwell was a Puritan and politician notable for serving as Lord Protector of England. 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:4f05b1d9-993e-4862-bc9c-0a6c2effd34b>	CC-MAIN-2020-05	https://www.worldatlas.com/articles/oliver-cromwell-world-leaders-in-history.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593295.11/warc/CC-MAIN-20200118164132-20200118192132-00509.warc.gz	en	0.986686	1,218	4	4	[ 0.14959385991096497, 0.2108221799135208, 0.2733091115951538, -0.23281089961528778, -0.2750967741012573, -0.1464628428220749, 0.08449830114841461, -0.24489004909992218, 0.12908190488815308, -0.31670165061950684, -0.09457264840602875, -0.6848159432411194, 0.15080174803733826, 0.1042834967374...	1	5. Early Life Oliver Cromwell was born to one of the wealthiest families in East Anglia, England, on the 25th of April, 1599. The family took the name Cromwell to underline their quite distant relation with Thomas Cromwell, a chancellor to Henry VIII, whose seizure and distribution of the lands of the Catholic Church was the original source of the family’s wealth. Although he was enrolled for a year at Cambridge University, his studies were cut short by his father’s death . Oliver returned home to attend the family estate, and to take care of his widowed mother and seven unmarried sisters. Cromwell was married to Elizabeth Bourchier on August 22nd, 1620. Elizabeth came from a wealthy London family. From this marriage, Oliver gained an apparently happy family life, nine children, and a political career through the patronage of Oliver St John, the Montague family, and leading members of the London merchant community, all to some extent coinciding with his marriage. Cromwell was a member of the rising middle class, and was said to be given to religious fervor at its most extreme form in his devotion to the set of Chrisitan beliefs known as Puritanism. 4. Rise to Power A period of great personal depression gave way to a deep religious awakening, which guided Cromwell’s life thereafter. This zeal gained Cromwell important Puritan allies after he was elected as a Member of Parliament for Huntingdon in 1628. This was the Parliament which presented the King, Charles I, with the Petition of Rights in 1628, calling for Parliament to take over governance of England from the Monarchy. Eventually, the contest for power between the King and Parliament led to the outbreak of what became known as the English Civil War in 1642. Cromwell left his Parliamentary seat to fight with a cavalry he personally raised, consisting of other men with strong religious persuasion. They helped secure for the Parliament his native East Anglia. Cromwell found himself constantly in the field through 45 months of war. Promoted to Colonel, and then to Field Commander, Cromwell enlisted and promoted god-fearing men from the lowest classes to important positions, raising opposition from other Generals. Nonetheless, they were kept at bay as they witnessed the dazzling success in battle of "Cromwell’s Ironsides", as his men came to be known in the ranks of the Parliamentary Army. A brilliant battlefield strategist, Cromwell was a key player in the victories of the Parliamentary Army at Marston Moor, in 1644, and Naseby, in 1645. There was a prolonged period of negotiations between Charles I and the Parliament demanding many of the rights it now has today. Having played a prominent role in the trial and execution of the king, Cromwell gradually rose in 1653 to occupy a position of equal power as "Lord Protector" (head of state of the Commonwealth of England, Scotland, and Ireland), though, unlike a king, he shared political power with Parliament and a Council of State. Cromwell helped bring about the only Republic Britain ever had, which thusly inspired the rise of like-minded Republics in the future and set on firm foundations a precedent for the Constitutional Monarchy in Great Britain as we know it today. He crafted a mighty British Navy, which won a maritime war waged against the Dutch who had dominated trade on the seas in years prior. His administration was known for its honesty and efficiency, keeping an eye on judges, passing fairer laws, and, as much as possible, easing the number of death penalties. He advocated fundamental civil rights, religious tolerance, and freedom of belief. As deeply convinced as he was by his own Puritan Protestant faith, Roman Catholics were allowed to practice their faith openly without fear, and Jews were invited back into England for the first time in 300 years. Cromwell could be ruthless in battle, and his brutal actions in crushing the opposition in Ireland were to cause great bitterness between the Irish and English that still lasts to the present day. He had troubled relationships with his Parliaments, and at times was said to have ruled as a dictator. Even his own soldiers were inclined to extreme political beliefs in seeking to seize the possessions and lands of the wealthy, and Cromwell was as ruthless with these "Levelers", as they came to be known, as he was with the Scottish and Irish opposition to his rule. Ultimately, over time Oliver earned himself many enemies. When he was greeted by the multitude in triumph after his victory over the Irish, he joked how many more would gladly come to see him hanged. He was gernerally feared and respected, though not popular among all. 1. Death and Legacy Cromwell’ statesmanship among European powers and efficiency in raising taxes and revenues made England militarily and economically strong, and increasingly respected abroad. His Navy and Army served as the backbone of British power for centuries to come. However, steep taxes and strict enforcement of rules against perceived "vices" (which included the theater which was then the glory of the British Arts) had not made him popular in his time or ours. After his death from infection on September 3rd, 1658, he was given a state funeral fit for a king. After the restoration of the monarchy in the 1660s, Cromwell's body was exhumed, hanged, decapitated, and displayed for decades to come for his role in the regicide in the execution of Charles I. The ownership of his head changed hands many times over the next several centuries, and in 1960 was buried under Cambridge University's Sidney Sussex College, where Oliver Cromwell had attended as one of its earliest students. Who Was Oliver Cromwell? Oliver Cromwell was a Puritan and politician notable for serving as Lord Protector of England. Your MLA Citation Your APA Citation Your Chicago Citation Your Harvard CitationRemember to italicize the title of this article in your Harvard citation.	1,246	ENGLISH	1
When you shout, you speak as loudly as you can. I can hear you – there's no need to shout. ‘Stop it!’ he shouted. If you shout to someone who is a long way away, you speak very loudly so that they can hear you. ‘What are you doing down there?’ he shouted to Robin. People waved and shouted to us as our train passed. If you speak very loudly to someone who is near to you, for example because you are angry with them, don't say that you ‘shout to’ them. Say that you shout at them. The captain shouted at him, ‘Get in! Get in!’ Dad shouted at us for making a mess. You can use a to-infinitive with shout to or shout at. If you shout to someone to do something, or shout at them to do it, you tell them to do it by shouting. A neighbour shouted to us from a window to stop the noise. She shouted at him to go away.	<urn:uuid:d799d3a0-8904-47fc-abbb-e53c06002379>	CC-MAIN-2020-05	https://www2.wordreference.com/EnglishUsage/shout	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601628.36/warc/CC-MAIN-20200121074002-20200121103002-00505.warc.gz	en	0.984605	226	3.734375	4	[ 0.049907978624105453, -0.11374548077583313, 0.39356085658073425, -0.28938546776771545, -0.27177533507347107, -0.3286632001399994, 1.409255862236023, -0.10830266773700714, 0.023774955421686172, -0.47411680221557617, 0.09422028064727783, -0.4885401129722595, -0.1301967352628708, 0.1292838305...	1	When you shout, you speak as loudly as you can. I can hear you – there's no need to shout. ‘Stop it!’ he shouted. If you shout to someone who is a long way away, you speak very loudly so that they can hear you. ‘What are you doing down there?’ he shouted to Robin. People waved and shouted to us as our train passed. If you speak very loudly to someone who is near to you, for example because you are angry with them, don't say that you ‘shout to’ them. Say that you shout at them. The captain shouted at him, ‘Get in! Get in!’ Dad shouted at us for making a mess. You can use a to-infinitive with shout to or shout at. If you shout to someone to do something, or shout at them to do it, you tell them to do it by shouting. A neighbour shouted to us from a window to stop the noise. She shouted at him to go away.	205	ENGLISH	1
Julius Robert Oppenheimer was an American theoretical physicist who made many important scientific contributions, but he is best known for his work on the Manhattan Project. Like the others that worked on this project, he is known as one of the fathers of the atomic bomb. Oppenheimer was born on April 22nd, 1904 in New York, and died on February 18th, 1967, in New Jersey. After studying at both Harvard and Cambridge, he earned his PhD from the University of Göttingen in 1927. While in Germany, he met and studied with several prominent physicists, including Niels Bohr and Max Born. In 1929, Oppenheimer received offers to teach at both Cal Tech and the University of California at Berkeley. He accepted both offers, dividing his time between the two. By the time he returned to America, he had published several articles and had established his reputation as a theoretical physicist, making his mark on quantum theory. In the 1930s, Oppenheimer became involved with left wing politics. He made donations to funds associated with the Communist Party, and, in the security questionnaire he filled out when he joined the Manhattan Project, admitted to being a member of communist organizations. This admission caused many people to view him with suspicion, and eventually played a large role in the loss of his security clearance. He joined the Manhattan Project in 1941. Eventually the project yielded results, and in July 1945, the first test detonation of an atomic bomb took place, overseen by Oppenheimer and the other scientists working on the project. Upon witnessing the sheer destructive force of the bomb, Oppenheimer was greatly disturbed. After the war, Oppenheimer became chairman of the influential General Advisory Committee of the newly created United States Atomic Energy Commission. Having come to deeply fear further use of the weapon he had helped creating in future conflicts, he used this position to lobby for international control of nuclear power and against a US led nuclear arms race with the Soviet Union. But because of his outspokenness combined with the widespread Red Scare in the US in the 1950's, he fell out of favor with many powerful politicians and was eventually stripped of his security clearance following a much-publicized hearing in in 1954, and became as such effectively removed from political influence. After this, Oppenheimer continued to lecture, write and work in physics, and eventually got some redress when President John F. Kennedy awarded (and Lyndon Johnson presented) him with the Enrico Fermi Award in 1963.	<urn:uuid:1bbd938c-3a60-40bc-8d37-99e885a400bd>	CC-MAIN-2020-05	https://tvtropes.org/pmwiki/pmwiki.php/UsefulNotes/RobertOppenheimer	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250616186.38/warc/CC-MAIN-20200124070934-20200124095934-00016.warc.gz	en	0.98757	506	3.515625	4	[ 0.05094124376773834, 0.4857635200023651, -0.3581506013870239, -0.08516877889633179, -0.05195612460374832, -0.2810004651546478, 0.3447703421115875, 0.219930499792099, -0.37179529666900635, -0.015336867421865463, 0.49875977635383606, 0.07566875964403152, -0.015346555970609188, 0.339456886053...	2	Julius Robert Oppenheimer was an American theoretical physicist who made many important scientific contributions, but he is best known for his work on the Manhattan Project. Like the others that worked on this project, he is known as one of the fathers of the atomic bomb. Oppenheimer was born on April 22nd, 1904 in New York, and died on February 18th, 1967, in New Jersey. After studying at both Harvard and Cambridge, he earned his PhD from the University of Göttingen in 1927. While in Germany, he met and studied with several prominent physicists, including Niels Bohr and Max Born. In 1929, Oppenheimer received offers to teach at both Cal Tech and the University of California at Berkeley. He accepted both offers, dividing his time between the two. By the time he returned to America, he had published several articles and had established his reputation as a theoretical physicist, making his mark on quantum theory. In the 1930s, Oppenheimer became involved with left wing politics. He made donations to funds associated with the Communist Party, and, in the security questionnaire he filled out when he joined the Manhattan Project, admitted to being a member of communist organizations. This admission caused many people to view him with suspicion, and eventually played a large role in the loss of his security clearance. He joined the Manhattan Project in 1941. Eventually the project yielded results, and in July 1945, the first test detonation of an atomic bomb took place, overseen by Oppenheimer and the other scientists working on the project. Upon witnessing the sheer destructive force of the bomb, Oppenheimer was greatly disturbed. After the war, Oppenheimer became chairman of the influential General Advisory Committee of the newly created United States Atomic Energy Commission. Having come to deeply fear further use of the weapon he had helped creating in future conflicts, he used this position to lobby for international control of nuclear power and against a US led nuclear arms race with the Soviet Union. But because of his outspokenness combined with the widespread Red Scare in the US in the 1950's, he fell out of favor with many powerful politicians and was eventually stripped of his security clearance following a much-publicized hearing in in 1954, and became as such effectively removed from political influence. After this, Oppenheimer continued to lecture, write and work in physics, and eventually got some redress when President John F. Kennedy awarded (and Lyndon Johnson presented) him with the Enrico Fermi Award in 1963.	546	ENGLISH	1
In both wars, the British and American governments exercised emergency war powers to set in place some controls, mostly regarding rationing of scarce resources. In World War I for example, partly due to the success of German submarines sinking so many British merchant ships, the British government by the end of 1917 saw that people began to fear that the country was running out of food. Panic buying started and that led to shortages and so in January 1918, the Ministry of Food decided to introduce rationing. Sugar was the first to be rationed and this was later followed by butchers' meat. In World War II, American government controls ceased all automobile production, as every scrap of steel, plastic and rubber were needed for the war effort to build ships, tanks and planes. In addition, the government rationed the use of food, gas and even clothing. This was done through the use of ration books, which was a time-dated book of coupons you used to make purchases. Registration to get your ration book usually took place in local schools. Each family was asked to send only one member for registration and be prepared to describe all other family members. Coupons were distributed based on family size, and the coupon book allowed the holder to buy a specified amount. Mere possession of a coupon book did not guarantee that the item you had the coupon for would be available however. There were also a variety of financial and international trade controls. Standard Oil in particular, got in trouble for selling oil and gasoline to Germany through some of their South American subsidiaries.	<urn:uuid:f2ceebab-57a0-4d81-a5f5-44590caebe1d>	CC-MAIN-2020-05	https://www.wyzant.com/resources/answers/699495/what-are-they-specifically-asking-me-to-write-about-in-my-history-assignmen	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591431.4/warc/CC-MAIN-20200117234621-20200118022621-00475.warc.gz	en	0.987647	311	3.765625	4	[ 0.03055593930184841, 0.20427778363227844, -0.027062397450208664, -0.3049548864364624, 0.25846678018569946, -0.04286418482661247, -0.12583106756210327, 0.16672424972057343, -0.37556546926498413, -0.12943001091480255, -0.37410643696784973, -0.3824738562107086, -0.006316725164651871, 0.502279...	1	In both wars, the British and American governments exercised emergency war powers to set in place some controls, mostly regarding rationing of scarce resources. In World War I for example, partly due to the success of German submarines sinking so many British merchant ships, the British government by the end of 1917 saw that people began to fear that the country was running out of food. Panic buying started and that led to shortages and so in January 1918, the Ministry of Food decided to introduce rationing. Sugar was the first to be rationed and this was later followed by butchers' meat. In World War II, American government controls ceased all automobile production, as every scrap of steel, plastic and rubber were needed for the war effort to build ships, tanks and planes. In addition, the government rationed the use of food, gas and even clothing. This was done through the use of ration books, which was a time-dated book of coupons you used to make purchases. Registration to get your ration book usually took place in local schools. Each family was asked to send only one member for registration and be prepared to describe all other family members. Coupons were distributed based on family size, and the coupon book allowed the holder to buy a specified amount. Mere possession of a coupon book did not guarantee that the item you had the coupon for would be available however. There were also a variety of financial and international trade controls. Standard Oil in particular, got in trouble for selling oil and gasoline to Germany through some of their South American subsidiaries.	315	ENGLISH	1
America’s timeline is overflowing with important people, places, inventions, and events that all bare significance and are responsible for shaping American life as we know it today. The building of the Railroad railway systems and of the Transcontinental Railroad forever changed American transportation, its economy and overall way of life. The Industrial Revolution was a key period in American history and the railroad was of extreme importance to the Industrial Revolution. Railroad was the first big business in America and is still a crucial component on how America runs and transports. Railroads are just as big and important now as they were back then. The railroad was developed in Great Britain and the first successful locomotive was invented by George Stephenson of England in 1804. John Stevens is thought to be the father of Americas railroads because he was granted the first railway charter in North America in 1815. The first railroad track in North America was only thirteen miles long and opened in 1830.Construction of this track began at Baltimore Harbor on July 4, 1828 where the last surviving signer of the Declaration of Independence, Charles Carroll, who was 91 years old at that time, turned over the first spade full of dirt and laid the first stone for that railway. In 1862, Abraham Lincoln signed a bill authorizing the construction of the first Transcontinental Railroad. It was the largest government construction project in United States history to that date and of that time. There were only two companies, Union Pacific and Central Pacific, that were responsible for the building of the Transcontinental Railroad. Union Pacific started construction in the East and Central Pacific started construction in the West. The Transcontinental Railroad was 1,776 miles long. Central Pacific built 690 miles of this and Union Pacific built the remainder 1,086 miles of the railroad. The railroad stretched from Omaha, Nebraska to Sacramento, California. Union Pacific and Central Pacific united in Promontory, Utah on May 10, 1869 and completed the Transcendental Railroad. Civil War Veterans, Irish Immigrants, Americans, and Chinese immigrants were amongst the many different types and races of laborers for the construction of the Transcontinental Railroad. The overwhelming majority were the Chinese immigrants though. The Chinese immigrants made up more than eighty percent of the laborers. They were paid less than other workers and were made to work longer more grueling shifts for the lesser amount. Americans were treating the Chinese immigrant workers with harshness and extreme prejudice. They were treated as second class citizens in the towns and at work. The Chinese immigrant population became so massive that the American Government passed the “Chinese Exclusion Act”, which banned any more immigrants to enter the United States of America from China. Chinese immigrants that had come to America before this Act was passed were placed under...	<urn:uuid:7899035b-a3d8-438a-86ed-38ecb27610c5>	CC-MAIN-2020-05	https://brightkite.com/essay-on/transcontinental-rail-road-a-significant-contribution-to-american-history	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00013.warc.gz	en	0.980689	552	3.75	4	[ 0.050685033202171326, 0.10839489102363586, 0.48592421412467957, 0.0892719104886055, -0.3941713273525238, 0.34191837906837463, -0.2754167318344116, 0.06483925879001617, -0.3282428979873657, -0.08640836179256439, 0.2819797992706299, 0.11694696545600891, -0.1195160299539566, 0.100873768329620...	1	America’s timeline is overflowing with important people, places, inventions, and events that all bare significance and are responsible for shaping American life as we know it today. The building of the Railroad railway systems and of the Transcontinental Railroad forever changed American transportation, its economy and overall way of life. The Industrial Revolution was a key period in American history and the railroad was of extreme importance to the Industrial Revolution. Railroad was the first big business in America and is still a crucial component on how America runs and transports. Railroads are just as big and important now as they were back then. The railroad was developed in Great Britain and the first successful locomotive was invented by George Stephenson of England in 1804. John Stevens is thought to be the father of Americas railroads because he was granted the first railway charter in North America in 1815. The first railroad track in North America was only thirteen miles long and opened in 1830.Construction of this track began at Baltimore Harbor on July 4, 1828 where the last surviving signer of the Declaration of Independence, Charles Carroll, who was 91 years old at that time, turned over the first spade full of dirt and laid the first stone for that railway. In 1862, Abraham Lincoln signed a bill authorizing the construction of the first Transcontinental Railroad. It was the largest government construction project in United States history to that date and of that time. There were only two companies, Union Pacific and Central Pacific, that were responsible for the building of the Transcontinental Railroad. Union Pacific started construction in the East and Central Pacific started construction in the West. The Transcontinental Railroad was 1,776 miles long. Central Pacific built 690 miles of this and Union Pacific built the remainder 1,086 miles of the railroad. The railroad stretched from Omaha, Nebraska to Sacramento, California. Union Pacific and Central Pacific united in Promontory, Utah on May 10, 1869 and completed the Transcendental Railroad. Civil War Veterans, Irish Immigrants, Americans, and Chinese immigrants were amongst the many different types and races of laborers for the construction of the Transcontinental Railroad. The overwhelming majority were the Chinese immigrants though. The Chinese immigrants made up more than eighty percent of the laborers. They were paid less than other workers and were made to work longer more grueling shifts for the lesser amount. Americans were treating the Chinese immigrant workers with harshness and extreme prejudice. They were treated as second class citizens in the towns and at work. The Chinese immigrant population became so massive that the American Government passed the “Chinese Exclusion Act”, which banned any more immigrants to enter the United States of America from China. Chinese immigrants that had come to America before this Act was passed were placed under...	580	ENGLISH	1
Translated by Moshe Shubinsky As the war started, the Jews of Zloczew abandoned the town and moved east to the town of Sieradz, across the Warta river bridge, assuming that the Germans will halt their advance when reaching the river and as the refugees wanted to avoid any contact with the Germans and to get as far as possible from them. To block the Nazi army from further advance, the bridge over the Warta was blown up, but this was to no avail as the Germans built a temporary bridge and crossed the river to continue their advance. The refugees then carried on trying to escape, to get as far as possible from their places of origin. Some reached the town of Lodz and some even went as far as Warsaw. The Germans, in every town and village they conquered, immediately let it be known that they wanted every refugee to return to where they came from and that they would not be harmed. In spite of that, it is worth noting that most of the refugees were on foot with their families, including women and children, and it was difficult to move freely on the congested roads. \|The People Continued to Flee\| The horrors of the refugees had to be seen to be believed. There were many cases of small children getting lost and separated from their parents and desperate parents were looking for their missing children. It was heartbreaking to see that and to watch pitiful small children looking for their parents as well. To make things worse, the German Air Force was flying over the roads and shooting and strafing the refugee columns with murderous fire with the Nazi pilots showing their sadistic intent by shooting at the refugees whenever they passed a straight road or an open plain, where finding shelter from death was impossible. It was therefore small wonder that many people amongst the refugees died and some of those were our townspeople. In view of all those calamities, it is reasonable to conclude that after the Germans told the refugees that they should come home, most people, including the Zloczew refugees, decided to return to their towns. When the returnees passed the town of Zdunska Wola, they were told that Zloczew was almost totally destroyed but they carried on, as they wanted to try and return and find out for themselves if there was anything left worth saving. The saying goes there is no smoke without fire and true enough, the rumors were true and Zloczew lay in ruins. The people who returned found it almost completely destroyed, a pile of smoking ruins. In great confusion and deep sorrow, they looked for somewhere to live and put their heads down. In the end, many had to share one apartment or house amongst the ruins that remained. To add to the misery, what was not consumed by fire was looted and taken by the local anti-Semitic population. \|Zloczew after the destruction of the town in the background, the synagogue and the beit midrash Two months passed since the Nazi invasion and the Jews of the town, having undergone trials and tribulations, were subject to a large-scale deportation to the town of Lublin in the eastern zone of Poland. The road from Zloczew to the railway station in Sieradz was used by truck transport to move the deportees to the station where they were loaded on to cattle cars and sent east to Lublin. Before the deportation, the Germans promised the deportees that they would have apartments in Lublin to live in and work to do, but in truth, they were placed in a camp where they had terrible and unbearable living conditions. Those Zloczew Jews who managed to avoid deportation, by all kinds of ways and initiatives, tried to organise their own transport by horse and cart and went on the road towards the Russian border, but after hearing many rumours about the border being closed, they returned and tried to rebuild their lives again with the people who remained in Zloczew. With the return of the escapees, the Germans ordered all the Jews remaining to concentrate in Yetke Gas, but only on one side of the street, as the other side was completely burnt out, apart from one institution where several Jewish families made their home for now. The Jewish area was not fenced off, but people could move about and even maintain contact with the Christian population and thanks to that, it was possible to organise some kind of barter and obtain some essential food items. But, after a short period, the Jewish Quarter was fenced off with double barbed wire 3 meters high and 3 meters wide and any sort of contact with the population outside the Ghetto was forbidden. So, the satanic German plot to destroy the Jews in all the countries the Nazi beast occupied was being carried out. With the establishment of the Ghetto, a representative or Juden Alster was appointed by nominating two people for the post - Haya-Sarah Faiwlowicz and Godel Gad. In the meantime, the noose around the Jews became tighter and tighter. The problems and pressure and tribulations became worse and worse and living conditions deteriorated. Accommodation was cramped and every family, regardless of its numbers, received just one room for living space. Food was strictly rationed and if that was not enough, the winter was upon the town and there was no fuel to fire the ovens with or for heating. Just a lucky few had the opportunity to leave the Ghetto, especially those who were employed by the Germans outside the Ghetto and they could bring with them, when they came home from work, some wood or coal to fire the ovens or for heating their homes. The regime inside the Ghetto was very strict; movement was limited and allowed only from 7 am until 5 pm. Leaving the Ghetto was totally forbidden, under the pain of death. The whole area was surrounded by barbed wire and guarded well by German gendarmes headed by a Volksdeutche named Makovski whose role it was to open the Ghetto gate to enable those who had work outside such as porters, stable hands etc, to leave in the morning. This regime of extreme oppression and deprivation became the normal fare for the Ghetto dwellers and on top of this there were incidences of looting and barbarity. One morning, the German gendarmes entered the Ghetto and ordered everybody out, saying they were looking for something new, but it was just a plot, a criminal one, and while the Jews stood outside their houses, the Germans looted and took whatever they wanted and prevented the people from entering their properties from morning until night when they finished their barbaric work. This was planned and organised methodically with brutal German efficiency. After the first stage of humiliation, starvation and noose tightening by concentrating the Jewish population in a small space, they approached the second stage, which was the last one before the actual liquidation. This stage was carried out by using stealth tactics. In January 1942, the Jews were told to leave their houses and stand outside in the cold and snow and wait for new instructions which were rained on them morning and night. This time it was a list, prepared by the Nazis, according to which 50 men were chosen to be sent to a work camp near Posnan called Zuchinia. When the deportees got there, they were immediately put to work laying a railway from Posnan to Warsaw. \|The hunger was relentless\| From the time those men were deported to the camp, no news of them was received in Zloczew. Their poor families waited for signs of life from them, but to no avail. Weeks had passed and still no news, but in spite of that, the relatives tried to console themselves that perhaps one day, the sun will shine and their loved ones will come home. But, in March 1942, a new blow came when barely two months after the first group was deported, the Jews were again taken out of the Ghetto and 40 men fit for work were selected, amongst them boys of 15. This group was sent to another camp near Posnan, called Autochna. And so began a new chapter in my suffering in those dark days of the Holocaust as I was amongst these unfortunate people. On the second night, the train stopped and we were immediately ordered to disembark. We saw a small camp in front of us made of wooden barracks and surrounded by two rows of barbed wire with a gap of 2-3 metres between them. This fence had guards posted, as we found out later, mostly composed of Volksdeutche, ethnic Germans and Slovaks and Hitler Jugend. After a short roll call, which became, in time, our regular fare at any time, day or night, we entered the barracks, which became our new home. This sudden change into new circumstances completely confounded us but, having recovered from the initial shock, we started to notice all the minor things that made our lives hell. The mud, the penetrating cold which did not leave us for one minute, and the constant hunger gnawing at us without pity. We were not the first in this camp. Other inmates from Kolo preceded us and from them we could hear at the first opportunity what this camp was like and got some ideas as to what was going to happen to us. This only added to our tension and general depression. All in all, there were between 400-500 men in that camp, sent to it as it was relatively close to the place of work the prisoners were expected to do, that is to lay a railway line. The day started with a roll call in the morning and after coffee was distributed with some bread, we went out with groups of 20-30 men to the place of work, 7-8 Km away. We were then split into smaller groups of 3 men, which became a work unit. A great expanse of muddy ground stretched before us, mainly flat, but dotted with small hills and we had to dig the ground to level it and to make it suitable for railway tracks so that the ties and iron rails could be laid down. The work was very, very hard, as we had to move heavy wheelbarrows and drag the railway ties and tracks from afar. Work was relentless, until 10 at night and apart from those moments when we had some soup at lunchtime and a piece of bread and a cup of coffee in the evening, we could not stop. \|Ghetto forced labour\| Our guards were not burdened by physical work and could not possibly be there all day so they worked in three shifts, changing over during the day. The regime and the discipline in that place of work were extremely strict. It was forbidden to distance yourself even to go to the toilet by more than 20 metres, the reason being that we might escape but, in truth, it was just another way for the sadistic guards to make our lives a misery. Many opportunities arose for the sadistic Nazis and they never missed a chance to take advantage of it and to relieve their sick urges in the cruellest way. \|Humiliation and brutality\| JewishGen, Inc. makes no representations regarding the accuracy of the translation. The reader may wish to refer to the original material JewishGen is not responsible for inaccuracies or omissions in the original work and cannot rewrite or edit the text to correct inaccuracies and/or omissions. Our mission is to produce a translation of the original work and we cannot verify the accuracy of statements or alter facts cited. Zloczew, Poland Yizkor Book Project JewishGen Home Page Copyright © 1999-2019 by JewishGen, Inc. Updated 14 July 2006 by MGH	<urn:uuid:61f45efe-5a07-405b-b429-f49c5fdc1f3c>	CC-MAIN-2020-05	https://www.jewishgen.org/yizkor/Zloczew/Zlo249.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672440.80/warc/CC-MAIN-20200125101544-20200125130544-00397.warc.gz	en	0.988794	2,392	3.296875	3	[ -0.30279403924942017, 0.45079395174980164, -0.10941751301288605, 0.3311612010002136, 0.10865917801856995, -0.04016712307929993, -0.07809516787528992, 0.4264073669910431, -0.48539280891418457, -0.38101649284362793, 0.4903509318828583, -0.21105840802192688, -0.26243311166763306, 0.2230964601...	2	Translated by Moshe Shubinsky As the war started, the Jews of Zloczew abandoned the town and moved east to the town of Sieradz, across the Warta river bridge, assuming that the Germans will halt their advance when reaching the river and as the refugees wanted to avoid any contact with the Germans and to get as far as possible from them. To block the Nazi army from further advance, the bridge over the Warta was blown up, but this was to no avail as the Germans built a temporary bridge and crossed the river to continue their advance. The refugees then carried on trying to escape, to get as far as possible from their places of origin. Some reached the town of Lodz and some even went as far as Warsaw. The Germans, in every town and village they conquered, immediately let it be known that they wanted every refugee to return to where they came from and that they would not be harmed. In spite of that, it is worth noting that most of the refugees were on foot with their families, including women and children, and it was difficult to move freely on the congested roads. \|The People Continued to Flee\| The horrors of the refugees had to be seen to be believed. There were many cases of small children getting lost and separated from their parents and desperate parents were looking for their missing children. It was heartbreaking to see that and to watch pitiful small children looking for their parents as well. To make things worse, the German Air Force was flying over the roads and shooting and strafing the refugee columns with murderous fire with the Nazi pilots showing their sadistic intent by shooting at the refugees whenever they passed a straight road or an open plain, where finding shelter from death was impossible. It was therefore small wonder that many people amongst the refugees died and some of those were our townspeople. In view of all those calamities, it is reasonable to conclude that after the Germans told the refugees that they should come home, most people, including the Zloczew refugees, decided to return to their towns. When the returnees passed the town of Zdunska Wola, they were told that Zloczew was almost totally destroyed but they carried on, as they wanted to try and return and find out for themselves if there was anything left worth saving. The saying goes there is no smoke without fire and true enough, the rumors were true and Zloczew lay in ruins. The people who returned found it almost completely destroyed, a pile of smoking ruins. In great confusion and deep sorrow, they looked for somewhere to live and put their heads down. In the end, many had to share one apartment or house amongst the ruins that remained. To add to the misery, what was not consumed by fire was looted and taken by the local anti-Semitic population. \|Zloczew after the destruction of the town in the background, the synagogue and the beit midrash Two months passed since the Nazi invasion and the Jews of the town, having undergone trials and tribulations, were subject to a large-scale deportation to the town of Lublin in the eastern zone of Poland. The road from Zloczew to the railway station in Sieradz was used by truck transport to move the deportees to the station where they were loaded on to cattle cars and sent east to Lublin. Before the deportation, the Germans promised the deportees that they would have apartments in Lublin to live in and work to do, but in truth, they were placed in a camp where they had terrible and unbearable living conditions. Those Zloczew Jews who managed to avoid deportation, by all kinds of ways and initiatives, tried to organise their own transport by horse and cart and went on the road towards the Russian border, but after hearing many rumours about the border being closed, they returned and tried to rebuild their lives again with the people who remained in Zloczew. With the return of the escapees, the Germans ordered all the Jews remaining to concentrate in Yetke Gas, but only on one side of the street, as the other side was completely burnt out, apart from one institution where several Jewish families made their home for now. The Jewish area was not fenced off, but people could move about and even maintain contact with the Christian population and thanks to that, it was possible to organise some kind of barter and obtain some essential food items. But, after a short period, the Jewish Quarter was fenced off with double barbed wire 3 meters high and 3 meters wide and any sort of contact with the population outside the Ghetto was forbidden. So, the satanic German plot to destroy the Jews in all the countries the Nazi beast occupied was being carried out. With the establishment of the Ghetto, a representative or Juden Alster was appointed by nominating two people for the post - Haya-Sarah Faiwlowicz and Godel Gad. In the meantime, the noose around the Jews became tighter and tighter. The problems and pressure and tribulations became worse and worse and living conditions deteriorated. Accommodation was cramped and every family, regardless of its numbers, received just one room for living space. Food was strictly rationed and if that was not enough, the winter was upon the town and there was no fuel to fire the ovens with or for heating. Just a lucky few had the opportunity to leave the Ghetto, especially those who were employed by the Germans outside the Ghetto and they could bring with them, when they came home from work, some wood or coal to fire the ovens or for heating their homes. The regime inside the Ghetto was very strict; movement was limited and allowed only from 7 am until 5 pm. Leaving the Ghetto was totally forbidden, under the pain of death. The whole area was surrounded by barbed wire and guarded well by German gendarmes headed by a Volksdeutche named Makovski whose role it was to open the Ghetto gate to enable those who had work outside such as porters, stable hands etc, to leave in the morning. This regime of extreme oppression and deprivation became the normal fare for the Ghetto dwellers and on top of this there were incidences of looting and barbarity. One morning, the German gendarmes entered the Ghetto and ordered everybody out, saying they were looking for something new, but it was just a plot, a criminal one, and while the Jews stood outside their houses, the Germans looted and took whatever they wanted and prevented the people from entering their properties from morning until night when they finished their barbaric work. This was planned and organised methodically with brutal German efficiency. After the first stage of humiliation, starvation and noose tightening by concentrating the Jewish population in a small space, they approached the second stage, which was the last one before the actual liquidation. This stage was carried out by using stealth tactics. In January 1942, the Jews were told to leave their houses and stand outside in the cold and snow and wait for new instructions which were rained on them morning and night. This time it was a list, prepared by the Nazis, according to which 50 men were chosen to be sent to a work camp near Posnan called Zuchinia. When the deportees got there, they were immediately put to work laying a railway from Posnan to Warsaw. \|The hunger was relentless\| From the time those men were deported to the camp, no news of them was received in Zloczew. Their poor families waited for signs of life from them, but to no avail. Weeks had passed and still no news, but in spite of that, the relatives tried to console themselves that perhaps one day, the sun will shine and their loved ones will come home. But, in March 1942, a new blow came when barely two months after the first group was deported, the Jews were again taken out of the Ghetto and 40 men fit for work were selected, amongst them boys of 15. This group was sent to another camp near Posnan, called Autochna. And so began a new chapter in my suffering in those dark days of the Holocaust as I was amongst these unfortunate people. On the second night, the train stopped and we were immediately ordered to disembark. We saw a small camp in front of us made of wooden barracks and surrounded by two rows of barbed wire with a gap of 2-3 metres between them. This fence had guards posted, as we found out later, mostly composed of Volksdeutche, ethnic Germans and Slovaks and Hitler Jugend. After a short roll call, which became, in time, our regular fare at any time, day or night, we entered the barracks, which became our new home. This sudden change into new circumstances completely confounded us but, having recovered from the initial shock, we started to notice all the minor things that made our lives hell. The mud, the penetrating cold which did not leave us for one minute, and the constant hunger gnawing at us without pity. We were not the first in this camp. Other inmates from Kolo preceded us and from them we could hear at the first opportunity what this camp was like and got some ideas as to what was going to happen to us. This only added to our tension and general depression. All in all, there were between 400-500 men in that camp, sent to it as it was relatively close to the place of work the prisoners were expected to do, that is to lay a railway line. The day started with a roll call in the morning and after coffee was distributed with some bread, we went out with groups of 20-30 men to the place of work, 7-8 Km away. We were then split into smaller groups of 3 men, which became a work unit. A great expanse of muddy ground stretched before us, mainly flat, but dotted with small hills and we had to dig the ground to level it and to make it suitable for railway tracks so that the ties and iron rails could be laid down. The work was very, very hard, as we had to move heavy wheelbarrows and drag the railway ties and tracks from afar. Work was relentless, until 10 at night and apart from those moments when we had some soup at lunchtime and a piece of bread and a cup of coffee in the evening, we could not stop. \|Ghetto forced labour\| Our guards were not burdened by physical work and could not possibly be there all day so they worked in three shifts, changing over during the day. The regime and the discipline in that place of work were extremely strict. It was forbidden to distance yourself even to go to the toilet by more than 20 metres, the reason being that we might escape but, in truth, it was just another way for the sadistic guards to make our lives a misery. Many opportunities arose for the sadistic Nazis and they never missed a chance to take advantage of it and to relieve their sick urges in the cruellest way. \|Humiliation and brutality\| JewishGen, Inc. makes no representations regarding the accuracy of the translation. The reader may wish to refer to the original material JewishGen is not responsible for inaccuracies or omissions in the original work and cannot rewrite or edit the text to correct inaccuracies and/or omissions. Our mission is to produce a translation of the original work and we cannot verify the accuracy of statements or alter facts cited. Zloczew, Poland Yizkor Book Project JewishGen Home Page Copyright © 1999-2019 by JewishGen, Inc. Updated 14 July 2006 by MGH	2,402	ENGLISH	1
This is the grave of Dolley Madison. Born in 1768 in the Quaker town of New Garden, North Carolina, Dolley Payne grew up in slaveholding luxury. When she was a child, many Quakers still held slaves. Her parents moved to Virginia when she was a child and she mostly grew up on her parents plantation. In 1783, her father, like many Quakers after the Revolution, became convinced that slavery was a sin and emancipated all his slaves. To say the least, his daughter would not follow him down this road. In the aftermath of emancipation, the family was downwardly mobile. They moved to Philadelphia, where her father opened a business as a starch merchant. When that failed, he was expelled from their Quaker meetinghouse since business failures were seen as a personal weakness steeped in sin. He died soon after. By this time, Dolley had married a lawyer in Philadelphia named John Todd. They quickly had two children. But he and one of the children died in the yellow fever epidemic of 1793. Dolley was now a young widow with a small child, a situation made worse by the fact that since women could not execute wills, it was Todd’s brother who did it and he refused to give Dolley her money until she sued him. Soon after this tragedy, Dolley Todd met James Madison. She was considered beautiful; Madison was not exactly a physical specimen of masculinity. A wisp of a man (in their marriage, she would pick him and run around the house), the writer of the Constitution did have an amazing education and certain charm. This somewhat mismatched couple became of the most successful and famous marriages in American history. He was 43, she was 26. The Quakers expelled her for marrying a non-Quaker. But then, she loved herself some slavery and got to spend the rest of her life in the luxury of unfree labor. Dolley followed James back to Virginia after he left Congress and when Jefferson named him Secretary of State, she came with him to Washington, D.C., along with the slaves that she governed. Her great charm helped establish the role of leading women in Washington, when James was Secretary of State for sure but especially when he was president. She played the leading role in furnishing the White House and became friends with the wives of many leading European diplomats, making her a force of her own in American and global politics. She basically invented the role of the First Lady, having often been the official hostess at many gatherings during the widowed Jefferson’s presidency and expanding that role when she was in fact First Lady. She was such an important person that she was given her own personal seat in Congress, which continued after Madison left office when she was in Washington. Probably what she is most famous for is saving the few key artifacts of early American history when the British burned the White House in 1814. When Madison left office in 1817, the family moved back to Montpelier. There they lived in slowly growing poverty, a combination of her son’s incredibly wasteful and gambling ways and the lack of a profitable commodity to grow anymore in Virginia. James and Dolley responded to this by selling off their capital without the slightest bit of evidence of remorse. This capital was of course their humans. As the award-winning tour and exhibits at Montpelier demonstrate, neither James nor Dolley ever expressed the slightest bit of concern for their slaves, the breaking apart of families, or any of the horrors of the institution. For both of them, living life without slaves was unimaginable. When James died in 1837, Dolley sold Montpelier and most of the slaves and moved to Washington. She even sold her favorite long-time servant, a man named Jennings. In this case, Daniel Webster bought him off her and then allowed him to earn his freedom by paying him back through work. She was still a big deal in Washington social circles. She tried to sell James’ papers to support herself and finally Congress bought them, in part to save the past and in part to give this famous and well-liked former First Lady a way to sustain herself. But by the end of her life, Jennings was actually supporting her out of pity and duty, even as she had sold everyone else to often horrifying masters, including himself. Despite her very real poverty, she remained a big enough deal though that when the government toured the USS Princeton in 1844, when the cannon exploded that killed the Secretary of State and Secretary of War and nearly John Tyler, she was there too. She died in 1849, at the age of 81. Dolley Madison is buried at Montpelier in Virginia. She was initially buried at Congressional Cemetery in Washington, but was later moved there with the permission of the plantation’s new owner. This grave visit was sponsored by LGM reader donations. Many thanks! I am off this weekend for another round of grave visits, so I hope you can help keep this series alive. Most of the people are disturbingly not horrible and some are outright heroes, so I’m not sure what I will do with that, but hey, I guess there are good Americans too. Sort of. If you would like to see other famous American women profiled, you can donate to cover the required expenses here. Phyllis Schlafly is in St. Louis and Betty Friedan is in Sag Harbor, New York. Previous posts are archived here.	<urn:uuid:077f27ad-7454-49db-8c64-2d95e4bec1cb>	CC-MAIN-2020-05	https://www.lawyersgunsmoneyblog.com/2019/12/erik-visits-an-american-grave-part-594	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251671078.88/warc/CC-MAIN-20200125071430-20200125100430-00444.warc.gz	en	0.98859	1,121	3.328125	3	[ -0.2581409215927124, 0.257815420627594, 0.5490248799324036, -0.35892245173454285, -0.3122491240501404, 0.2706778049468994, 0.022222064435482025, -0.2741979956626892, -0.34139585494995117, 0.10164660960435867, 0.23320183157920837, 0.07810720801353455, 0.021974053233861923, 0.328121066093444...	4	This is the grave of Dolley Madison. Born in 1768 in the Quaker town of New Garden, North Carolina, Dolley Payne grew up in slaveholding luxury. When she was a child, many Quakers still held slaves. Her parents moved to Virginia when she was a child and she mostly grew up on her parents plantation. In 1783, her father, like many Quakers after the Revolution, became convinced that slavery was a sin and emancipated all his slaves. To say the least, his daughter would not follow him down this road. In the aftermath of emancipation, the family was downwardly mobile. They moved to Philadelphia, where her father opened a business as a starch merchant. When that failed, he was expelled from their Quaker meetinghouse since business failures were seen as a personal weakness steeped in sin. He died soon after. By this time, Dolley had married a lawyer in Philadelphia named John Todd. They quickly had two children. But he and one of the children died in the yellow fever epidemic of 1793. Dolley was now a young widow with a small child, a situation made worse by the fact that since women could not execute wills, it was Todd’s brother who did it and he refused to give Dolley her money until she sued him. Soon after this tragedy, Dolley Todd met James Madison. She was considered beautiful; Madison was not exactly a physical specimen of masculinity. A wisp of a man (in their marriage, she would pick him and run around the house), the writer of the Constitution did have an amazing education and certain charm. This somewhat mismatched couple became of the most successful and famous marriages in American history. He was 43, she was 26. The Quakers expelled her for marrying a non-Quaker. But then, she loved herself some slavery and got to spend the rest of her life in the luxury of unfree labor. Dolley followed James back to Virginia after he left Congress and when Jefferson named him Secretary of State, she came with him to Washington, D.C., along with the slaves that she governed. Her great charm helped establish the role of leading women in Washington, when James was Secretary of State for sure but especially when he was president. She played the leading role in furnishing the White House and became friends with the wives of many leading European diplomats, making her a force of her own in American and global politics. She basically invented the role of the First Lady, having often been the official hostess at many gatherings during the widowed Jefferson’s presidency and expanding that role when she was in fact First Lady. She was such an important person that she was given her own personal seat in Congress, which continued after Madison left office when she was in Washington. Probably what she is most famous for is saving the few key artifacts of early American history when the British burned the White House in 1814. When Madison left office in 1817, the family moved back to Montpelier. There they lived in slowly growing poverty, a combination of her son’s incredibly wasteful and gambling ways and the lack of a profitable commodity to grow anymore in Virginia. James and Dolley responded to this by selling off their capital without the slightest bit of evidence of remorse. This capital was of course their humans. As the award-winning tour and exhibits at Montpelier demonstrate, neither James nor Dolley ever expressed the slightest bit of concern for their slaves, the breaking apart of families, or any of the horrors of the institution. For both of them, living life without slaves was unimaginable. When James died in 1837, Dolley sold Montpelier and most of the slaves and moved to Washington. She even sold her favorite long-time servant, a man named Jennings. In this case, Daniel Webster bought him off her and then allowed him to earn his freedom by paying him back through work. She was still a big deal in Washington social circles. She tried to sell James’ papers to support herself and finally Congress bought them, in part to save the past and in part to give this famous and well-liked former First Lady a way to sustain herself. But by the end of her life, Jennings was actually supporting her out of pity and duty, even as she had sold everyone else to often horrifying masters, including himself. Despite her very real poverty, she remained a big enough deal though that when the government toured the USS Princeton in 1844, when the cannon exploded that killed the Secretary of State and Secretary of War and nearly John Tyler, she was there too. She died in 1849, at the age of 81. Dolley Madison is buried at Montpelier in Virginia. She was initially buried at Congressional Cemetery in Washington, but was later moved there with the permission of the plantation’s new owner. This grave visit was sponsored by LGM reader donations. Many thanks! I am off this weekend for another round of grave visits, so I hope you can help keep this series alive. Most of the people are disturbingly not horrible and some are outright heroes, so I’m not sure what I will do with that, but hey, I guess there are good Americans too. Sort of. If you would like to see other famous American women profiled, you can donate to cover the required expenses here. Phyllis Schlafly is in St. Louis and Betty Friedan is in Sag Harbor, New York. Previous posts are archived here.	1,129	ENGLISH	1
A full account of the design, construction and operation of the Royal Navy’s 42 monitors is contained in the book Big Gun Monitors by Ian Buxton. WHEN WINSTON CHURCHILL and Jacky Fisher authorised a fleet of monitors to be built for the Royal Navy at the end of 1914, their main idea was to use them to bombard German naval bases to force the High Seas Fleet to sortie to face the Grand Fleet. To this end, four 6,150 ton vessels each carrying a twin 14-inch turret of American origin were ordered in November, followed by eith 5,900 ton vessels with a twin 12-inch in December and two 6,700-ton vessels in January 1915 with a twin 15-inch. By March, it was clear that the original intention was impractical so the plans were altered to use the monitor fleet to support operations against the Turks in the attempt to force the Dardanelles. Meantime 22 smaller 600 ton monitors had been ordered, four with a single long range 9.2-inch Mark X (M15-18), ten with a short range 9.2-inch Mark VI (M19-28) and five with two modern 6-inch Mark XII (M29-33). With the first monitors nearing completion in May, Churchill ordered nine large and six small monitors to be sent out to the Dardanelles to support the landings made at Helles and Anzac in April. Heavy artillery was lacking ashore, yet battle-ships with their big guns were too vulnerable to mines and torpedoes close inshore. Their place was successfully taken by the monitors, designed essentially as expendable vessels with a shallow 10-foot draft and protective bulges, which could operate in such conditions. Abercrombie was the first of the 14-inch monitors to arrive during July 1915 at the Allied naval base at Mudros, 50 miles west of the Dardanelles. She was soon followed by her sisters Roberts, Havelock and Raglan. Their big guns could range nearly 20,000 yards, so they were deployed immediately off the Gallipoli peninsula firing on the Turkish lines. One was normally anchored in the shelter of Mavro Island to counter Turkish batteries on the Asiatic shore. Havelock supported the Suvla landings in August, which linked up with the Australians and New Zealanders at Anzac, but failed to break through the peninsula to open up the Dardanelles and the way to Constantinople and the ally Russia. Fifteen of the smaller monitors, M15-23 and M28-33, were used for close support, bombardments of other parts of the Turkish coastline and patrol work in the Aegean. Two of the 12-inch monitors arrived in the autumn, Earl Of Peterborough and Sir Thomas Picton, but the planned deployment of more of the class and the 15-inch monitors (Marshals Ney and Soult) has been cancelled after Churchill and Fisher left the Admiralty in May. These latter vessels were used off the Belgian coast to support the Allied flank on the Western Front and to bombard German forward naval bases. With the evacuation of Gallipoli at the end of 1915, some of the monitors were withdrawn. Havelock and Roberts went home to be allocated to guardship duties at East Coast ports, where their low 7-knot speed would be little handicap. Others moved north to Salonika to support Allied operations against Bulgaria on the Macedonian Front. Four of the small monitors moved south to the Suez Canal area to protect the vital waterway against Turkish attacks. Australian troops were among those deployed in Sinai, who during 1916 stopped the Turks 30 miles from Port Said. Then as Allied forces were built up in Egypt, an advance was made along the Sinai coast towards Palestine. Initial assaults on Gaza were repulsed in the spring of 1917, but a new offensive was started in October. Supported by a heavy bombardment from Raglan, M15, M29, M31 and M32, the Turkish lines broke and the advance into Palestine continued into 1918, with the Anzac Corps playing an important part. Other small monitors were involved in minor operations in the Eastern Mediterranean and Gulf of Akaba, but the best known was the destruction of the German cruiser Konigsberg. The latter had taken refuge in the shallow Rufiji River delta in East Africa, out of range of British ships patrolling offshore. Two shallow draft river monitors, which had originally been ordered for Brazil but taken over by the RN on the outbreak of war, were sent in to bring their two single 6-inch to destroy Konigsberg. In July 1915, Severn and Mersey fired 837 rounds to put the German ship out of action with the aid of aircraft spotting. Their sister Humber, who retained the original twin 6-inch turret, had remained in the Mediterranean, initially off the Anzac beaches, later in Egyptian waters. In 1916, Earl of Peterborough and Sir Thomas Picton moved to the Adriatic to support the Italians against the Austrians. Based at Venice, their bombardments helped stem the Austrian advance after Caporetto in October 1917. The Italians had also developed a number of monitors, but these were mostly makeshift converted craft less successful than the British purpose-built ships. After the evacuation from Gallipoli, several monitors were deployed watching the Dardanelles to try to prevent a sortie by the German battle cruiser Goeben and cruiser Breslau. Although their slow speed, light protection and high-explosive shells would be of limited use against the more powerful German vessels, there were two 12-inch gun battleships, Lord Nelson and Agamemnon, based nearby at Mudros. When the German ships did sortie on 20 January 1918, there was no prior warning. Raglan and M28 were caught at anchor at Imbros and quickly sunk by accurate gunfire. The battleships were too far away to help, although British defensive minefields sank Breslau and damaged Goeben. After the Armistice, most of the monitors were soon paid off. Abercrombie, Earl of Peterborough and Sir Thomas Picton returned home in 1919, but most of the small monitors were laid up at Malta. Four were recommissioned in 1919 for operations against the Bolsheviks in the Black Sea. They were able to help the White Russians (anti- Bolsheviks) against the Bolsheviks in their initial successes in the Crimea; although after the monitors were withdrawn, the Bolsheviks gradually took control of the whole country in 1920. Eight of the small monitors were sold to Anglo-Saxon Petroleum (now Shell) for conversion into coastal tankers. M16 was renamed Tiga and was used as a bunkering vessel at Sydney from 1924 to 1953. She was then sold to J. Stride at Sydney, but her ultimate fate is not recorded – perhaps readers can help? No monitors were built between the wars. By the outbreak of World War II, only three of the large vessels remained – Erebus, Terror and Marshal Soult. The two former were 12-knot 8,000-ton vessels built in 1916 for operations off the Belgian Coast. Their two 15-inch guns could range 29,000 yards with 30° elevation. All other monitors not sold or scrapped were converted to depot ships or coastal minelayers. During the 1930s, the large naval base at Singapore gradually took shape. Fixed defences with coastal artillery up to 15-inch calibre were planned, but to fill the gap while they were still building, Terror was sent out as guardship in 1933. In the event of war, she would be stationed east of the naval base, provided with Walrus spotting aircraft and linked up with the fortress plot ashore. Before the war, she made occasional cruises up the Malayan coast and carried out shoots at towed targets with armour-piercing shells. After the five 15-inch had been installed at Singapore, together with 9.2-inch and 6- inch coast defences, Terror was assigned at the end of 1939 to the Mediterranean to reinforce the naval forces depleted by transfers to home waters. Arriving at Malta in April 1940, she was used as an anti-aircraft guardship whilst the island’s AA defences were being strengthened. After helping beat off Italian air attacks, she moved to Suda Bay at Crete in November as guardship at this forward naval base. Then came her opportunity to revert to her originally designed role of coastal bombardment. A major offensive against the Italian Army threatening Egypt and the Suez Canal was planned for December.	<urn:uuid:6ce85433-c1b0-45bf-9a93-ff365ec99a23>	CC-MAIN-2020-05	https://www.navyhistory.org.au/category/article-topics/naval-history/history-ww2/page/62/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00064.warc.gz	en	0.982497	1,778	3.375	3	[ -0.2959999442100525, 0.2616945207118988, 0.10336793959140778, -0.46411651372909546, -0.2014748752117157, -0.051103997975587845, -0.25955039262771606, 0.23397953808307648, -0.19107937812805176, -0.4106982350349426, 0.2592906951904297, -0.5956016778945923, 0.1395973563194275, 0.4523774385452...	1	A full account of the design, construction and operation of the Royal Navy’s 42 monitors is contained in the book Big Gun Monitors by Ian Buxton. WHEN WINSTON CHURCHILL and Jacky Fisher authorised a fleet of monitors to be built for the Royal Navy at the end of 1914, their main idea was to use them to bombard German naval bases to force the High Seas Fleet to sortie to face the Grand Fleet. To this end, four 6,150 ton vessels each carrying a twin 14-inch turret of American origin were ordered in November, followed by eith 5,900 ton vessels with a twin 12-inch in December and two 6,700-ton vessels in January 1915 with a twin 15-inch. By March, it was clear that the original intention was impractical so the plans were altered to use the monitor fleet to support operations against the Turks in the attempt to force the Dardanelles. Meantime 22 smaller 600 ton monitors had been ordered, four with a single long range 9.2-inch Mark X (M15-18), ten with a short range 9.2-inch Mark VI (M19-28) and five with two modern 6-inch Mark XII (M29-33). With the first monitors nearing completion in May, Churchill ordered nine large and six small monitors to be sent out to the Dardanelles to support the landings made at Helles and Anzac in April. Heavy artillery was lacking ashore, yet battle-ships with their big guns were too vulnerable to mines and torpedoes close inshore. Their place was successfully taken by the monitors, designed essentially as expendable vessels with a shallow 10-foot draft and protective bulges, which could operate in such conditions. Abercrombie was the first of the 14-inch monitors to arrive during July 1915 at the Allied naval base at Mudros, 50 miles west of the Dardanelles. She was soon followed by her sisters Roberts, Havelock and Raglan. Their big guns could range nearly 20,000 yards, so they were deployed immediately off the Gallipoli peninsula firing on the Turkish lines. One was normally anchored in the shelter of Mavro Island to counter Turkish batteries on the Asiatic shore. Havelock supported the Suvla landings in August, which linked up with the Australians and New Zealanders at Anzac, but failed to break through the peninsula to open up the Dardanelles and the way to Constantinople and the ally Russia. Fifteen of the smaller monitors, M15-23 and M28-33, were used for close support, bombardments of other parts of the Turkish coastline and patrol work in the Aegean. Two of the 12-inch monitors arrived in the autumn, Earl Of Peterborough and Sir Thomas Picton, but the planned deployment of more of the class and the 15-inch monitors (Marshals Ney and Soult) has been cancelled after Churchill and Fisher left the Admiralty in May. These latter vessels were used off the Belgian coast to support the Allied flank on the Western Front and to bombard German forward naval bases. With the evacuation of Gallipoli at the end of 1915, some of the monitors were withdrawn. Havelock and Roberts went home to be allocated to guardship duties at East Coast ports, where their low 7-knot speed would be little handicap. Others moved north to Salonika to support Allied operations against Bulgaria on the Macedonian Front. Four of the small monitors moved south to the Suez Canal area to protect the vital waterway against Turkish attacks. Australian troops were among those deployed in Sinai, who during 1916 stopped the Turks 30 miles from Port Said. Then as Allied forces were built up in Egypt, an advance was made along the Sinai coast towards Palestine. Initial assaults on Gaza were repulsed in the spring of 1917, but a new offensive was started in October. Supported by a heavy bombardment from Raglan, M15, M29, M31 and M32, the Turkish lines broke and the advance into Palestine continued into 1918, with the Anzac Corps playing an important part. Other small monitors were involved in minor operations in the Eastern Mediterranean and Gulf of Akaba, but the best known was the destruction of the German cruiser Konigsberg. The latter had taken refuge in the shallow Rufiji River delta in East Africa, out of range of British ships patrolling offshore. Two shallow draft river monitors, which had originally been ordered for Brazil but taken over by the RN on the outbreak of war, were sent in to bring their two single 6-inch to destroy Konigsberg. In July 1915, Severn and Mersey fired 837 rounds to put the German ship out of action with the aid of aircraft spotting. Their sister Humber, who retained the original twin 6-inch turret, had remained in the Mediterranean, initially off the Anzac beaches, later in Egyptian waters. In 1916, Earl of Peterborough and Sir Thomas Picton moved to the Adriatic to support the Italians against the Austrians. Based at Venice, their bombardments helped stem the Austrian advance after Caporetto in October 1917. The Italians had also developed a number of monitors, but these were mostly makeshift converted craft less successful than the British purpose-built ships. After the evacuation from Gallipoli, several monitors were deployed watching the Dardanelles to try to prevent a sortie by the German battle cruiser Goeben and cruiser Breslau. Although their slow speed, light protection and high-explosive shells would be of limited use against the more powerful German vessels, there were two 12-inch gun battleships, Lord Nelson and Agamemnon, based nearby at Mudros. When the German ships did sortie on 20 January 1918, there was no prior warning. Raglan and M28 were caught at anchor at Imbros and quickly sunk by accurate gunfire. The battleships were too far away to help, although British defensive minefields sank Breslau and damaged Goeben. After the Armistice, most of the monitors were soon paid off. Abercrombie, Earl of Peterborough and Sir Thomas Picton returned home in 1919, but most of the small monitors were laid up at Malta. Four were recommissioned in 1919 for operations against the Bolsheviks in the Black Sea. They were able to help the White Russians (anti- Bolsheviks) against the Bolsheviks in their initial successes in the Crimea; although after the monitors were withdrawn, the Bolsheviks gradually took control of the whole country in 1920. Eight of the small monitors were sold to Anglo-Saxon Petroleum (now Shell) for conversion into coastal tankers. M16 was renamed Tiga and was used as a bunkering vessel at Sydney from 1924 to 1953. She was then sold to J. Stride at Sydney, but her ultimate fate is not recorded – perhaps readers can help? No monitors were built between the wars. By the outbreak of World War II, only three of the large vessels remained – Erebus, Terror and Marshal Soult. The two former were 12-knot 8,000-ton vessels built in 1916 for operations off the Belgian Coast. Their two 15-inch guns could range 29,000 yards with 30° elevation. All other monitors not sold or scrapped were converted to depot ships or coastal minelayers. During the 1930s, the large naval base at Singapore gradually took shape. Fixed defences with coastal artillery up to 15-inch calibre were planned, but to fill the gap while they were still building, Terror was sent out as guardship in 1933. In the event of war, she would be stationed east of the naval base, provided with Walrus spotting aircraft and linked up with the fortress plot ashore. Before the war, she made occasional cruises up the Malayan coast and carried out shoots at towed targets with armour-piercing shells. After the five 15-inch had been installed at Singapore, together with 9.2-inch and 6- inch coast defences, Terror was assigned at the end of 1939 to the Mediterranean to reinforce the naval forces depleted by transfers to home waters. Arriving at Malta in April 1940, she was used as an anti-aircraft guardship whilst the island’s AA defences were being strengthened. After helping beat off Italian air attacks, she moved to Suda Bay at Crete in November as guardship at this forward naval base. Then came her opportunity to revert to her originally designed role of coastal bombardment. A major offensive against the Italian Army threatening Egypt and the Suez Canal was planned for December.	1,905	ENGLISH	1
Diet may have a much larger impact on cancer risk than what was previously thought, according to a recent study. An approximate 80,110 new cancer diagnoses among adults aged 20 & above in the United States of America in the year 2015 were tied to poor eating habits. The researchers had put into account seven different dietary factors, which are a high intake of red meats, processed meats, sugar-rich beverages, like soda & a lower intake of fruits & vegetables, whole grain foods & dairy products. This study included data sourced from the National Health & Nutrition Examination Survey as well as data from the national cancer incidence in the year 2015 from the US Centers for Disease Control & Prevention on the food intake of adults in the United States of America between the years 2013 & 2016. Researchers concluded that rectal & colon cancers were the most diet-related cancers, numbered at 38.3%. When the diets were looked into, it was found that there was a very low consumption of dairy products, whole grains & other healthy foods & an over-intake of unhealthy processed meats, which contributes to the cancer risk factor. It was also found that men of ages 45 to 64 years who belonged to ethnic minorities had the highest risk of being diagnosed with food-borne cancer. It was found that people who ate an abundance of organic & healthy foods reduced their overall risk of food-borne cancer, according to a study conducted last year.	<urn:uuid:e71012fd-1e44-41bb-b23d-1e3c0401575e>	CC-MAIN-2020-05	https://www.dailybillboard.com/2020/01/15/poor-diet-and-cancer-are-much-closely-related-than-what-was-previously-thought/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250605075.24/warc/CC-MAIN-20200121192553-20200121221553-00213.warc.gz	en	0.983519	290	3.640625	4	[ -0.19069115817546844, -0.013913344591856003, 0.11967295408248901, -0.3213944137096405, 0.18298883736133575, 0.17803315818309784, 0.17485517263412476, 0.2783263325691223, -0.11165372282266617, -0.3260916769504547, 0.20486131310462952, -0.49638617038726807, -0.08641724288463593, -0.088904306...	5	Diet may have a much larger impact on cancer risk than what was previously thought, according to a recent study. An approximate 80,110 new cancer diagnoses among adults aged 20 & above in the United States of America in the year 2015 were tied to poor eating habits. The researchers had put into account seven different dietary factors, which are a high intake of red meats, processed meats, sugar-rich beverages, like soda & a lower intake of fruits & vegetables, whole grain foods & dairy products. This study included data sourced from the National Health & Nutrition Examination Survey as well as data from the national cancer incidence in the year 2015 from the US Centers for Disease Control & Prevention on the food intake of adults in the United States of America between the years 2013 & 2016. Researchers concluded that rectal & colon cancers were the most diet-related cancers, numbered at 38.3%. When the diets were looked into, it was found that there was a very low consumption of dairy products, whole grains & other healthy foods & an over-intake of unhealthy processed meats, which contributes to the cancer risk factor. It was also found that men of ages 45 to 64 years who belonged to ethnic minorities had the highest risk of being diagnosed with food-borne cancer. It was found that people who ate an abundance of organic & healthy foods reduced their overall risk of food-borne cancer, according to a study conducted last year.	309	ENGLISH	1
The First World War was fought because countries did not trust each other and wanted to establish their power over others. Something similar happened during the Second World War. Adolf Hitler wanted to establish the German might and power over entire Europe and Russia. Mussolini of Italy joined Hitler and later the Japanese also accepted this idea to form an Axis of power in Asia. That is why we had two fronts where the war was fought. One was in Europe and Russia and the other in SE Asia. This war lasted from 1939 to 1945 and was called a Global War. This was the war, which witnessed the dropping of the first atomic bomb at Hiroshima and then at Nagasaki by the Americans. At the start of the war in Europe, Japan had already invaded China and captured most major cities of China including Shanghai, Nanking and Wuhan. The Second World War is said to have broken out with German aggression on Poland on 1 September 1939. The war was fought between the Allies (Britain, France, Soviet Union, USA and their friends) on the one side and Axis powers (Germany, Italy and Japan) on the other. World War II was a titanic conflict that dwarfed even WW-I in scale and magnitude. Over 30 countries fought in this war and the damage and destruction including deaths was colossal. This war can be divided into battles on two Fronts - Western Front (Europe and Africa) and the Eastern Front (SE Asia). Accordingly the countries formed alliances with the Axis Powers consisting of Germany, Italy and Japan and the Allies with balance of Europe, Russia and USA. As in WW I, Great Britain became an automatic ally and got involved in the war. Therefore, Indian troops, which had contributed tremendous to success in the previous war, became a natural choice because of their courage, loyalty and discipline. Indian army by then had earned the privilege of being a very reliable and much needed force for any war. What is a Theatre of Operation? In the context of military it signifies an area where war is fought. In ancient times there was a chosen battleground to fight. As forces became large and countries got involved, the capture of large areas required separate planning and coordination. The term Theatre of Operation was coined to signify specific areas where battles will be fought in order to achieve the desired aims. Indian army was deployed for war in Europe, Africa, Middle East and SE Asia. The war happened in three continents. In SE Asia they fought against the Japanese, In Ethiopia against the Italians, in Tunisia, Libya and Egypt against both the Italians and the Germans, and in Italy against the Germans. Having planned the operations in detail and mustered adequate forces, the Japanese offensive commenced on 8 December 1941, by a simultaneous air and naval bombardment of Hong Kong (from mainland China) and Malaya peninsula (from Thailand), along with the attack on Pearl Harbor a day prior. The Allies were deceived into believing the direction of attack and were surprised when the attacks took place. The Japanese quickly captured parts of Indonesia, Thailand, Malaysia, Singapore and Burma. They had reached Manipur, Mizoram and Imphal. It is here that Indian troops halted the advance of Japanese by theirs sheer grit and determination and turned the course of the war. In Malaya, the Allied troops fought to stop the offensive by occupying successive delaying positions based on rivers, road communications, towns and villages, but were by-passed by the Japanese Forces, who adopted the tactics of infiltration (moving inside enemy territory quietly in small groups of men), encirclement (surrounding enemy from attacking from unexpected directions), establishing road blocks for cutting routes of withdrawal and launched multi-directional attacks, often through thick jungles, swamps and rubber plantations. Fighting was severe from both sides, casualties heavy, but Japanese troops pressed their attacks fiercely, especially at night. The British under Field Marshal Slim started an offensive to drive the Japanese back. Five Divisions of Indian Army took part in the operations in the Arakans (Burma). The US Air Force provided air support as well as Special Forces. The attacks were very fierce and there were numerous casualties on both sides. Indians won 18 Victoria Cross and many other awards for their bravery. The Indian army was well trained now to fight in the jungles and used the same tactics of the Japanese to infiltrate and hit the enemy from the rear. The well-planned and brave actions made the Japanese to surrender, thus ending the war in this part of the globe. Among the battles fought against the Japanese, the Battle of Kohima (present day Nagaland) and Imphal (Manipur) are considered the fiercest battles in modern history. "The Japanese regard the battle of Imphal to be their greatest defeat ever," said Robert Lyman, author of "Japan's Last Bid for Victory: The Invasion of India 1944." "And it gave Indian soldiers a belief in their own martial ability and showed that they could fight as well or better than anyone else." Field Marshal Claude Auchinleck, Commander-in-Chief of the Indian Army from 1942, asserted that the British "couldn't have come through both wars (World War I and II) if they hadn't had the Indian Army." Indian troops were shifted from Asia to Africa where some of the most remarkable battles were fought. 1. In Africa, the Italians and Germans had established bases in East Africa (Somalia, Eritrea, Abyssinia) and North Africa (Libya, Tunisia etc). These bases threatened the sea routes of merchant ships and would seriously affect trade and commerce of European nations. Hence, capture of these countries became a necessity. As part of Allied forces, three Infantry Divisions were deployed to fight and defeat the Axis powers of Germany and Italy. Battles were fought in the Saharan deserts, Egypt, Sudan and Somaliland. 2. Iraq and Persia were the next areas of battle where the oil fields were to be protected against Germans. The Germans at that time were advancing into Russia. Indian army captured oil fields at Basra, Abadan. After the surrender of Iraq and Iran, the Indian forces were deployed in Iraq for internal security duties. The Allies did not want the Germans to control Syria and Lebanon. These two countries would also control the vital sea link of Suez Canal. Therefore, they launched an offensive to take control of these two countries. This attack was very successful and Syria and Lebanon were quickly captured. 3. In Europe, the Germans had taken control of France, Poland, Hungary and were in the process to capture, Greece and Cyprus. By this action they would create a link between Africa-Europe and Iraq. Indian army took part in the capture of Italy in October 1943, and later of Greece in 1944.	<urn:uuid:5506ca02-0314-41cb-a1be-886e611b052a>	CC-MAIN-2020-05	https://www.studypage.in/military/indian-army-in-world-war-ii	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608295.52/warc/CC-MAIN-20200123041345-20200123070345-00489.warc.gz	en	0.980349	1,376	3.671875	4	[ -0.40894970297813416, 0.30292999744415283, 0.20612278580665588, -0.2515445053577423, -0.37606528401374817, 0.17096488177776337, 0.014437215402722359, 0.26346126198768616, 0.1436774581670761, -0.19167661666870117, 0.24122540652751923, -0.27746081352233887, 0.3342924118041992, 0.709743499755...	4	The First World War was fought because countries did not trust each other and wanted to establish their power over others. Something similar happened during the Second World War. Adolf Hitler wanted to establish the German might and power over entire Europe and Russia. Mussolini of Italy joined Hitler and later the Japanese also accepted this idea to form an Axis of power in Asia. That is why we had two fronts where the war was fought. One was in Europe and Russia and the other in SE Asia. This war lasted from 1939 to 1945 and was called a Global War. This was the war, which witnessed the dropping of the first atomic bomb at Hiroshima and then at Nagasaki by the Americans. At the start of the war in Europe, Japan had already invaded China and captured most major cities of China including Shanghai, Nanking and Wuhan. The Second World War is said to have broken out with German aggression on Poland on 1 September 1939. The war was fought between the Allies (Britain, France, Soviet Union, USA and their friends) on the one side and Axis powers (Germany, Italy and Japan) on the other. World War II was a titanic conflict that dwarfed even WW-I in scale and magnitude. Over 30 countries fought in this war and the damage and destruction including deaths was colossal. This war can be divided into battles on two Fronts - Western Front (Europe and Africa) and the Eastern Front (SE Asia). Accordingly the countries formed alliances with the Axis Powers consisting of Germany, Italy and Japan and the Allies with balance of Europe, Russia and USA. As in WW I, Great Britain became an automatic ally and got involved in the war. Therefore, Indian troops, which had contributed tremendous to success in the previous war, became a natural choice because of their courage, loyalty and discipline. Indian army by then had earned the privilege of being a very reliable and much needed force for any war. What is a Theatre of Operation? In the context of military it signifies an area where war is fought. In ancient times there was a chosen battleground to fight. As forces became large and countries got involved, the capture of large areas required separate planning and coordination. The term Theatre of Operation was coined to signify specific areas where battles will be fought in order to achieve the desired aims. Indian army was deployed for war in Europe, Africa, Middle East and SE Asia. The war happened in three continents. In SE Asia they fought against the Japanese, In Ethiopia against the Italians, in Tunisia, Libya and Egypt against both the Italians and the Germans, and in Italy against the Germans. Having planned the operations in detail and mustered adequate forces, the Japanese offensive commenced on 8 December 1941, by a simultaneous air and naval bombardment of Hong Kong (from mainland China) and Malaya peninsula (from Thailand), along with the attack on Pearl Harbor a day prior. The Allies were deceived into believing the direction of attack and were surprised when the attacks took place. The Japanese quickly captured parts of Indonesia, Thailand, Malaysia, Singapore and Burma. They had reached Manipur, Mizoram and Imphal. It is here that Indian troops halted the advance of Japanese by theirs sheer grit and determination and turned the course of the war. In Malaya, the Allied troops fought to stop the offensive by occupying successive delaying positions based on rivers, road communications, towns and villages, but were by-passed by the Japanese Forces, who adopted the tactics of infiltration (moving inside enemy territory quietly in small groups of men), encirclement (surrounding enemy from attacking from unexpected directions), establishing road blocks for cutting routes of withdrawal and launched multi-directional attacks, often through thick jungles, swamps and rubber plantations. Fighting was severe from both sides, casualties heavy, but Japanese troops pressed their attacks fiercely, especially at night. The British under Field Marshal Slim started an offensive to drive the Japanese back. Five Divisions of Indian Army took part in the operations in the Arakans (Burma). The US Air Force provided air support as well as Special Forces. The attacks were very fierce and there were numerous casualties on both sides. Indians won 18 Victoria Cross and many other awards for their bravery. The Indian army was well trained now to fight in the jungles and used the same tactics of the Japanese to infiltrate and hit the enemy from the rear. The well-planned and brave actions made the Japanese to surrender, thus ending the war in this part of the globe. Among the battles fought against the Japanese, the Battle of Kohima (present day Nagaland) and Imphal (Manipur) are considered the fiercest battles in modern history. "The Japanese regard the battle of Imphal to be their greatest defeat ever," said Robert Lyman, author of "Japan's Last Bid for Victory: The Invasion of India 1944." "And it gave Indian soldiers a belief in their own martial ability and showed that they could fight as well or better than anyone else." Field Marshal Claude Auchinleck, Commander-in-Chief of the Indian Army from 1942, asserted that the British "couldn't have come through both wars (World War I and II) if they hadn't had the Indian Army." Indian troops were shifted from Asia to Africa where some of the most remarkable battles were fought. 1. In Africa, the Italians and Germans had established bases in East Africa (Somalia, Eritrea, Abyssinia) and North Africa (Libya, Tunisia etc). These bases threatened the sea routes of merchant ships and would seriously affect trade and commerce of European nations. Hence, capture of these countries became a necessity. As part of Allied forces, three Infantry Divisions were deployed to fight and defeat the Axis powers of Germany and Italy. Battles were fought in the Saharan deserts, Egypt, Sudan and Somaliland. 2. Iraq and Persia were the next areas of battle where the oil fields were to be protected against Germans. The Germans at that time were advancing into Russia. Indian army captured oil fields at Basra, Abadan. After the surrender of Iraq and Iran, the Indian forces were deployed in Iraq for internal security duties. The Allies did not want the Germans to control Syria and Lebanon. These two countries would also control the vital sea link of Suez Canal. Therefore, they launched an offensive to take control of these two countries. This attack was very successful and Syria and Lebanon were quickly captured. 3. In Europe, the Germans had taken control of France, Poland, Hungary and were in the process to capture, Greece and Cyprus. By this action they would create a link between Africa-Europe and Iraq. Indian army took part in the capture of Italy in October 1943, and later of Greece in 1944.	1,394	ENGLISH	1
Black History Reviews Sometimes when we think of legionary outlaws who gave their life efforts to help a downtrodden and oppressed people, figures like Robin Hood or some other dashing male hero springs to mind. In black history, we have just such a character but this champion of her people did not ride the forests with merry men. Harriet Tubman, a humble and diminutive black woman truly qualifies as such a profoundly legendary figure that her exploits would rival Robin Hood’s or any other hero of cultural legend. Small wonder she was often referred to as “Moses of her People.” Harriett Tubman was born in 1822 in Dorchester County, Maryland to a slave family of the estate of Anthony Thompson. During her slave years, she endured many hardships and harsh treatment which left her with scars and even as susceptibility to epileptic seizures that resulted from a head injury. It was common for slaves to change hands and that was part of Harriet’s life as well. Finally in 1849, she ran away to freedom but she by far did not run away from her people. Over the next few years Harriet Tubman became a true warrior for the salvation of her people who were locked in slavery. Harriet didn’t just find a safe place and count her blessings for making it to freedom. She saw the need for the Underground Railroad in the salvation of hundreds more like her and it became her life’s mission to maintain the regional stations of that railroad for as long as it took to give liberty to all who had the courage to flee slavery via that resource. Harriet Tubman showed the kind of courage, resourcefulness and intellect that a field general for any army would be proud to boast. All totaled Tubmen lead thirteen separate missions to bring African Americans to freedom along the Underground Railroad. That means that she personally lead over seventy slaves to freedom and had a direct influence on the freeing of at least that many more. And by keeping the Underground Railroad operational and out of the reach of slave hunters and authorities who sought to shut it down, she indirectly was influential in the salvation of hundreds, perhaps thousands more. Who can say how many prosperous and influential black families in this country today owe the lives of their ancestors and the success they have achieved since those dark days to the brave work of Harriet Tubman. When Civil War came, Harriet didn’t retire satisfied that she had done her work for her people. She continued to work tirelessly for abolitionist movements and to do her part for the war effort. She became one of the first ever female spies for the North during the war and her military abilities were so well developed that she actually was put in a position of leadership to command the raid on Combahee Ferry in 1863. After the Civil War was over, Harriet Tubman continued her work on behalf of abolitionist movements and for women’s rights until she retired to write her memoirs. Her contribution during this crucial time in black history was so revered that the US Postal Service honored her with a stamp in 1978. There have been many heroes and heroines in the long uphill struggle for liberation, freedom and equality for African Americans in this country. During this brutal time when Harriet Tubman stood in the gap for her people, the plight of black Americans was as much life and death as any other time in history. Small wonder her name is revered as one of the icons of the fight for freedom prior to the Civil War. And small wonder she was referred to as Moses to Her People and will be remembered in that way for generations to come.	<urn:uuid:0cb9b45c-7b70-4b92-9247-593d5873cf9c>	CC-MAIN-2020-05	http://black-history.tip4u2.com/harriet_tubman.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601241.42/warc/CC-MAIN-20200121014531-20200121043531-00227.warc.gz	en	0.984321	731	3.71875	4	[ -0.25846564769744873, 0.36142149567604065, 0.29008886218070984, 0.3670603334903717, -0.3250730037689209, -0.040753621608018875, 0.36517614126205444, -0.003756269346922636, -0.4302346110343933, 0.192368745803833, 0.22141024470329285, -0.06643752753734589, -0.2774280905723572, 0.126422345638...	2	Black History Reviews Sometimes when we think of legionary outlaws who gave their life efforts to help a downtrodden and oppressed people, figures like Robin Hood or some other dashing male hero springs to mind. In black history, we have just such a character but this champion of her people did not ride the forests with merry men. Harriet Tubman, a humble and diminutive black woman truly qualifies as such a profoundly legendary figure that her exploits would rival Robin Hood’s or any other hero of cultural legend. Small wonder she was often referred to as “Moses of her People.” Harriett Tubman was born in 1822 in Dorchester County, Maryland to a slave family of the estate of Anthony Thompson. During her slave years, she endured many hardships and harsh treatment which left her with scars and even as susceptibility to epileptic seizures that resulted from a head injury. It was common for slaves to change hands and that was part of Harriet’s life as well. Finally in 1849, she ran away to freedom but she by far did not run away from her people. Over the next few years Harriet Tubman became a true warrior for the salvation of her people who were locked in slavery. Harriet didn’t just find a safe place and count her blessings for making it to freedom. She saw the need for the Underground Railroad in the salvation of hundreds more like her and it became her life’s mission to maintain the regional stations of that railroad for as long as it took to give liberty to all who had the courage to flee slavery via that resource. Harriet Tubman showed the kind of courage, resourcefulness and intellect that a field general for any army would be proud to boast. All totaled Tubmen lead thirteen separate missions to bring African Americans to freedom along the Underground Railroad. That means that she personally lead over seventy slaves to freedom and had a direct influence on the freeing of at least that many more. And by keeping the Underground Railroad operational and out of the reach of slave hunters and authorities who sought to shut it down, she indirectly was influential in the salvation of hundreds, perhaps thousands more. Who can say how many prosperous and influential black families in this country today owe the lives of their ancestors and the success they have achieved since those dark days to the brave work of Harriet Tubman. When Civil War came, Harriet didn’t retire satisfied that she had done her work for her people. She continued to work tirelessly for abolitionist movements and to do her part for the war effort. She became one of the first ever female spies for the North during the war and her military abilities were so well developed that she actually was put in a position of leadership to command the raid on Combahee Ferry in 1863. After the Civil War was over, Harriet Tubman continued her work on behalf of abolitionist movements and for women’s rights until she retired to write her memoirs. Her contribution during this crucial time in black history was so revered that the US Postal Service honored her with a stamp in 1978. There have been many heroes and heroines in the long uphill struggle for liberation, freedom and equality for African Americans in this country. During this brutal time when Harriet Tubman stood in the gap for her people, the plight of black Americans was as much life and death as any other time in history. Small wonder her name is revered as one of the icons of the fight for freedom prior to the Civil War. And small wonder she was referred to as Moses to Her People and will be remembered in that way for generations to come.	732	ENGLISH	1
The first chapter in the reign of Tsar Peter I, who was later honored by posterity with the title “Great”, did not lead contemporaries to believe that they were dealing with a leader who would bring about a major shift for the country. His brother and predecessor had died without appointing an heir, which had the influential families of the Tsar’s court at each other’s throats. Finally, Peter I and his brother Ivan V captured the throne as co-monarchs, with their sister Sophia governing the country until the boys reached adulthood. Sources describe Sophia as a smart and talented but unattractive and immoral woman who had no desire at all to give up any authority. But Peter, already dissatisfied with his sister’s governance, began to demand power more loudly and forcefully. In 1689, he successfully removed Sophia as regent, and had her locked in a monastery for the rest of her life. Since his brother Ivan was a sickly, nearsighted man with a speech impediment who spent most of his time praying and with his wife, Peter became the single most powerful person in Russia. After Ivan’s death in 1696, he became the country’s sole ruler. This article is not part of our free offer. You either have to purchase this article or buy a subscription in order to read it. If you are a registered user, please log in. Otherwhite please follow the steps below to gain acess to this content.Step 1.register You can do this by clicking: register hereStep 2.purchase You can buy this article or buy one of our subscription plans.	<urn:uuid:26090cca-9030-4e66-a63e-22b497bb94bc>	CC-MAIN-2020-05	http://magazine.welovehistory.com/issue/Hitlers_Jewish_Soldier_issue/article/Did_you_know_%E2%80%93_Reagan_the_great_lifeguard_of_all	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250616186.38/warc/CC-MAIN-20200124070934-20200124095934-00249.warc.gz	en	0.986638	339	3.265625	3	[ -0.3165385127067566, 0.10314849019050598, 0.24729789793491364, -0.3576158881187439, -0.28591540455818176, -0.30328109860420227, 0.35586681962013245, 0.40346211194992065, 0.1900736540555954, 0.1651666909456253, -0.14788493514060974, -0.15910692512989044, -0.13297951221466064, 0.117460794746...	1	The first chapter in the reign of Tsar Peter I, who was later honored by posterity with the title “Great”, did not lead contemporaries to believe that they were dealing with a leader who would bring about a major shift for the country. His brother and predecessor had died without appointing an heir, which had the influential families of the Tsar’s court at each other’s throats. Finally, Peter I and his brother Ivan V captured the throne as co-monarchs, with their sister Sophia governing the country until the boys reached adulthood. Sources describe Sophia as a smart and talented but unattractive and immoral woman who had no desire at all to give up any authority. But Peter, already dissatisfied with his sister’s governance, began to demand power more loudly and forcefully. In 1689, he successfully removed Sophia as regent, and had her locked in a monastery for the rest of her life. Since his brother Ivan was a sickly, nearsighted man with a speech impediment who spent most of his time praying and with his wife, Peter became the single most powerful person in Russia. After Ivan’s death in 1696, he became the country’s sole ruler. This article is not part of our free offer. You either have to purchase this article or buy a subscription in order to read it. If you are a registered user, please log in. Otherwhite please follow the steps below to gain acess to this content.Step 1.register You can do this by clicking: register hereStep 2.purchase You can buy this article or buy one of our subscription plans.	330	ENGLISH	1
Genetic analysis confirms the relationship between three individuals brutally murdered during a Mongol army raid on the Russian city of Yaroslavl in 1238, lending a new deeper understanding to the events that transpired during one of the most gruesome massacres in medieval times. Batu Khan, the grandson of Genghis Khan, was tasked with invading Europe in 1235, violently killing civilians and successfully conquering all of Russia in his wake. Recent historical analyses suggest that the transition from Rus (present-day Russia) into Batu’s Golden Horde was “almost peaceful and voluntary” with “practically no major atrocities committed” – something researchers now say is almost certainly not the case. “Batu Khan’s conquest was the greatest national tragedy, surpassing any other event in cruelty and destruction. It is not by chance that it is among the few such events that made its way into the Russian folklore,” Engovatova said. “What we now know about those raids suggests that chronicle descriptions of ‘a city drowned in blood’ were not merely a figure of speech.” In 2005, researchers began excavating the site of Assumption Cathedral, a Russian Orthodox church from Medieval Russia that was demolished in 1937 and restored between 2004 and 2010. In the course of just five years, nine mass graves with over 300 individuals showing signs of violent death were revealed. To reconstruct the events of the siege, scientists turned to a grave in the inner part of the city known as No. 76. Here, 15 corpses were buried in a shallow pit without a ritualistic burial from the time. Some were in different poses while others had been badly decomposed by the time they were buried, suggesting that they had been placed in a mass grave perhaps for sanitary reasons following a massacre. Etymological analysis suggests that three of the individuals in the grave were related, and died in late May or early June 1238, corresponding with Batu Khan’s pillage on the city. Researchers pulverized and extracted the remains, which showed similar epigenetic features, and confirmed that they were in fact familial and displayed abnormalities that suggest intermarriages from within the family. “In addition to recreating the overall picture of the fall of the city in 1238, we now see the tragedy of one family,” said Asya Engovatova, deputy director of the Institute of Archaeology, in a statement. “DNA analysis has shown that there were remains of genetically related individuals representing three generations. Anthropological data suggest these were a grandmother aged 55 or older, her daughter aged 30 to 40 and grandson, a young man of about 20. A fourth member of the family related through the female line was buried in the neighboring mass grave.” Announcing the findings at the eighth Alekseyev Readings in Moscow, the researchers note that their work allows a more accurate discussion of 13th-century events and “the way of life with more certainty.”	<urn:uuid:3e05805f-8059-4d7f-9fa8-4d431c793d79>	CC-MAIN-2020-05	https://relationships.pw/dna-analysis-confirms-family-massacred-by-mongol-army-in-13th-century-suffered-violent-death/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00442.warc.gz	en	0.980568	617	3.40625	3	[ -0.40161243081092834, 0.2992439866065979, -0.07775232195854187, 0.18453317880630493, 0.1026141345500946, -0.18812263011932373, 0.04957427829504013, 0.37591394782066345, -0.11324197053909302, -0.04400014877319336, 0.06612873077392578, -0.6419190764427185, -0.03507627546787262, 0.04799421876...	1	Genetic analysis confirms the relationship between three individuals brutally murdered during a Mongol army raid on the Russian city of Yaroslavl in 1238, lending a new deeper understanding to the events that transpired during one of the most gruesome massacres in medieval times. Batu Khan, the grandson of Genghis Khan, was tasked with invading Europe in 1235, violently killing civilians and successfully conquering all of Russia in his wake. Recent historical analyses suggest that the transition from Rus (present-day Russia) into Batu’s Golden Horde was “almost peaceful and voluntary” with “practically no major atrocities committed” – something researchers now say is almost certainly not the case. “Batu Khan’s conquest was the greatest national tragedy, surpassing any other event in cruelty and destruction. It is not by chance that it is among the few such events that made its way into the Russian folklore,” Engovatova said. “What we now know about those raids suggests that chronicle descriptions of ‘a city drowned in blood’ were not merely a figure of speech.” In 2005, researchers began excavating the site of Assumption Cathedral, a Russian Orthodox church from Medieval Russia that was demolished in 1937 and restored between 2004 and 2010. In the course of just five years, nine mass graves with over 300 individuals showing signs of violent death were revealed. To reconstruct the events of the siege, scientists turned to a grave in the inner part of the city known as No. 76. Here, 15 corpses were buried in a shallow pit without a ritualistic burial from the time. Some were in different poses while others had been badly decomposed by the time they were buried, suggesting that they had been placed in a mass grave perhaps for sanitary reasons following a massacre. Etymological analysis suggests that three of the individuals in the grave were related, and died in late May or early June 1238, corresponding with Batu Khan’s pillage on the city. Researchers pulverized and extracted the remains, which showed similar epigenetic features, and confirmed that they were in fact familial and displayed abnormalities that suggest intermarriages from within the family. “In addition to recreating the overall picture of the fall of the city in 1238, we now see the tragedy of one family,” said Asya Engovatova, deputy director of the Institute of Archaeology, in a statement. “DNA analysis has shown that there were remains of genetically related individuals representing three generations. Anthropological data suggest these were a grandmother aged 55 or older, her daughter aged 30 to 40 and grandson, a young man of about 20. A fourth member of the family related through the female line was buried in the neighboring mass grave.” Announcing the findings at the eighth Alekseyev Readings in Moscow, the researchers note that their work allows a more accurate discussion of 13th-century events and “the way of life with more certainty.”	630	ENGLISH	1
This is your morning Open Thread. Pour your favorite beverage and review the past and comment on the future. Find the past “On This Day in History” here. September 22 is the 265th day of the year (266th in leap years) in the Gregorian calendar. There are 100 days remaining until the end of the year. On this day in 1862, President Abraham Lincoln issues a preliminary Emancipation Proclamation, which sets a date for the freedom of more than 3 million black slaves in the United States and recasts the Civil War as a fight against slavery. When the Civil War broke out in 1861, shortly after Lincoln’s inauguration as America’s 16th president, he maintained that the war was about restoring the Union and not about slavery. He avoided issuing an anti-slavery proclamation immediately, despite the urgings of abolitionists and radical Republicans, as well as his personal belief that slavery was morally repugnant. Instead, Lincoln chose to move cautiously until he could gain wide support from the public for such a measure. In July 1862, Lincoln informed his cabinet that he would issue an emancipation proclamation but that it would exempt the so-called border states, which had slaveholders but remained loyal to the Union. His cabinet persuaded him not to make the announcement until after a Union victory. Lincoln’s opportunity came following the Union win at the Battle of Antietam in September 1862. On September 22, the president announced that slaves in areas still in rebellion within 100 days would be free. The Emancipation Proclamation consists of two executive orders issued by United States President Abraham Lincoln during the American Civil War. The first one, issued September 22, 1862, declared the freedom of all slaves in any state of the Confederate States of America that did not return to Union control by January 1, 1863. The second order, issued January 1, 1863, named ten specific states where it would apply. Lincoln issued the Executive Order by his authority as “Commander in Chief of the Army and Navy” under Article II, section 2 of the United States Constitution. The proclamation did not name the slave-holding border states of Kentucky, Missouri, Maryland, or Delaware, which had never declared a secession, and so it did not free any slaves there. The state of Tennessee had already mostly returned to Union control, so it also was not named and was exempted. Virginia was named, but exemptions were specified for the 48 counties that were in the process of forming West Virginia, as well as seven other named counties and two cities. Also specifically exempted were New Orleans and thirteen named parishes of Louisiana, all of which were also already mostly under Federal control at the time of the Proclamation. The Emancipation Proclamation was criticized at the time for freeing only the slaves over which the Union had no power. Although most slaves were not freed immediately, the Proclamation did free thousands of slaves the day it went into effect in parts of nine of the ten states to which it applied (Texas being the exception). In every Confederate state (except Tennessee and Texas), the Proclamation went into immediate effect in Union-occupied areas and at least 20,000 slaves were freed at once on January 1, 1863. Additionally, the Proclamation provided the legal framework for the emancipation of nearly all four million slaves as the Union armies advanced, and committed the Union to ending slavery, which was a controversial decision even in the North. Hearing of the Proclamation, more slaves quickly escaped to Union lines as the Army units moved South. As the Union armies advanced through the Confederacy, thousands of slaves were freed each day until nearly all (approximately 4 million, according to the 1860 census) were freed by July 1865. Near the end of the war, abolitionists were concerned that while the Proclamation had freed most slaves as a war measure, it had not made slavery illegal. Several former slave states had already passed legislation prohibiting slavery; however, in a few states, slavery continued to be legal, and to exist, until December 18, 1865, when the Thirteenth Amendment was enacted.	<urn:uuid:a18b6c36-ce02-42a6-9582-368ca34bdbbb>	CC-MAIN-2020-05	https://docudharma.com/2015/09/22	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00527.warc.gz	en	0.984751	841	4	4	[ -0.5706173181533813, 0.35766956210136414, 0.3222699463367462, 0.20916017889976501, -0.2768571376800537, 0.12272345274686813, -0.1849774867296219, -0.16741764545440674, -0.054723963141441345, 0.33396413922309875, -0.0032727359794080257, 0.3097931146621704, -0.19556039571762085, 0.4928061366...	5	This is your morning Open Thread. Pour your favorite beverage and review the past and comment on the future. Find the past “On This Day in History” here. September 22 is the 265th day of the year (266th in leap years) in the Gregorian calendar. There are 100 days remaining until the end of the year. On this day in 1862, President Abraham Lincoln issues a preliminary Emancipation Proclamation, which sets a date for the freedom of more than 3 million black slaves in the United States and recasts the Civil War as a fight against slavery. When the Civil War broke out in 1861, shortly after Lincoln’s inauguration as America’s 16th president, he maintained that the war was about restoring the Union and not about slavery. He avoided issuing an anti-slavery proclamation immediately, despite the urgings of abolitionists and radical Republicans, as well as his personal belief that slavery was morally repugnant. Instead, Lincoln chose to move cautiously until he could gain wide support from the public for such a measure. In July 1862, Lincoln informed his cabinet that he would issue an emancipation proclamation but that it would exempt the so-called border states, which had slaveholders but remained loyal to the Union. His cabinet persuaded him not to make the announcement until after a Union victory. Lincoln’s opportunity came following the Union win at the Battle of Antietam in September 1862. On September 22, the president announced that slaves in areas still in rebellion within 100 days would be free. The Emancipation Proclamation consists of two executive orders issued by United States President Abraham Lincoln during the American Civil War. The first one, issued September 22, 1862, declared the freedom of all slaves in any state of the Confederate States of America that did not return to Union control by January 1, 1863. The second order, issued January 1, 1863, named ten specific states where it would apply. Lincoln issued the Executive Order by his authority as “Commander in Chief of the Army and Navy” under Article II, section 2 of the United States Constitution. The proclamation did not name the slave-holding border states of Kentucky, Missouri, Maryland, or Delaware, which had never declared a secession, and so it did not free any slaves there. The state of Tennessee had already mostly returned to Union control, so it also was not named and was exempted. Virginia was named, but exemptions were specified for the 48 counties that were in the process of forming West Virginia, as well as seven other named counties and two cities. Also specifically exempted were New Orleans and thirteen named parishes of Louisiana, all of which were also already mostly under Federal control at the time of the Proclamation. The Emancipation Proclamation was criticized at the time for freeing only the slaves over which the Union had no power. Although most slaves were not freed immediately, the Proclamation did free thousands of slaves the day it went into effect in parts of nine of the ten states to which it applied (Texas being the exception). In every Confederate state (except Tennessee and Texas), the Proclamation went into immediate effect in Union-occupied areas and at least 20,000 slaves were freed at once on January 1, 1863. Additionally, the Proclamation provided the legal framework for the emancipation of nearly all four million slaves as the Union armies advanced, and committed the Union to ending slavery, which was a controversial decision even in the North. Hearing of the Proclamation, more slaves quickly escaped to Union lines as the Army units moved South. As the Union armies advanced through the Confederacy, thousands of slaves were freed each day until nearly all (approximately 4 million, according to the 1860 census) were freed by July 1865. Near the end of the war, abolitionists were concerned that while the Proclamation had freed most slaves as a war measure, it had not made slavery illegal. Several former slave states had already passed legislation prohibiting slavery; however, in a few states, slavery continued to be legal, and to exist, until December 18, 1865, when the Thirteenth Amendment was enacted.	897	ENGLISH	1
GlobalResearch The United Kingdom unknowingly admitted that its government has been lying, accusing Russia of allegedly poisoning former spy Sergei Skripal and his daughter Yulia by the nerve agent Novichok on March 4 in Salisbury. The Hackensack were a phatry of the Unami tribe of the Leni Lenape. They were part of the Algonquin language family, and known as "Delaware Indians" by the 18th century. They identified themselves with the totem of the Turtle. They were hunter-gatherers, matrilineal, and had cultural traditions such as Wedding Ceremonies. Their main settlement was where the city of Hackensack is today. They would travel to the ocean or mountains to hunt for food. In the centuries prior to industrial development, the Passaic River and Watchung Mountains were major geographic landmarks amidst the untouched wilderness. West Orange is located at the peak of the Watchung Mountains. The wooded South Mountain Reservation has rocks shaped like the backs of large Turtles. The Native Americans originally did not understand the concept of "land ownership". They consisted of many hunter-gatherer tribes who would overlap territories and occasionally had tribal wars, but did not "own" land. They believed in taking only what was immediately necessary from nature, and considering the needs of the next seven generations. In the s and s, the territory was disputed and transferred many times between the Hackensack, Dutch, Scottish, Swedes, and English colonists. Inthe English took possession of Dutch New Netherland. This is known as the "Elizabethtown Purchase. However, the Hackensack tribe disputed this purchase, and said it was not included in the Elizabethtown Purchase. The Newark territory kept extending West as the English overthrew the Dutch and claimed or purchased more Hackensack territory. This expansion was effected primarily by individual property owners, who would purchase tracts of land bit by bit. \|Technology and Science News - ABC News\|\|Strategic, well designed projects in key locations will dramatically transform these places and, in turn, catalyze further investment in surrounding areas.\| \|Upgrade Your Browser\|\|From throughthe area now known as the West Bank was under Ottoman rule as part of the provinces of Syria. It and Article 22 of the Covenant of the League of Nations were the basic documents upon which the British Mandate for Palestine was constructed.\| Sometimes they would name it after themselves or where they were from in Europe. Often the borders were not clearly defined, and few if any maps remain. He was of Dutch origin. He started a farm at the base of the mountains—in what is now Llewellyn Park. It was still untouched wilderness. InNew Jersey became a royal colony of England. By the s West Orange was known as part of the "Newark Mountains". During the American Revolution, the Valleys were populated by farms and mills. Nathaniel and his two eldest sons were Loyalists to the British crown, and gathered other Loyalists for meetings. Nathaniel took his eldest sons James and Amos to join the British Army inand never returned. Her farm house had been built in James finally returned to the farm decades later, to reunite with his mother Mary. Nathaniel and Amos never returned. Nathaniel died of smallpox in New York. West Orange was initially a part of Newark township, and remained so until November 27,when the territory now encompassing all of The Oranges was detached to form Orange Township. On January 31,Orange was incorporated as a townand on April 3,it was reincorporated as a city. South Orange was organized on April 1,Fairmount an independent municipality for less than one year that was later to become part of West Orange on March 11,and East Orange on March 4, It was home to many eagles.Center City Vision Plan. Charlotte’s Center City has undergone dramatic growth and change over the past decade. From the development of new cultural venues and educational institutions to beautiful parks, walkable streets, new housing and retail, the evolution of Center City has been remarkable—and it has not happened by chance. Encyclopedia of Business, 2nd ed. Outdoor Adventure Travel Company Business Plan: Business Plans - Volume Vectren and CenterPoint Energy announce merger of companies. Customers to expect same level of safe and reliable service. On Monday, April 23, CenterPoint Energy and Vectren Corporation announced they have entered into a definitive merger agreement to form a leading energy delivery, infrastructure and services company serving more than 7 million customers across the United States. Jun 30, · A business model is the way that a company sells products to its customers, according to Online Business Watch. There are various types of business models that most companies fall into. West Orange, New Jersey; Township: Township of West Orange: Thomas Edison National Historical Park in West Orange. Acme Insurance insurance company business plan executive summary. Acme Insurance is an ongoing business working as a regional insurance agency and real estate brokerage firm which markets and services personal insurance.	<urn:uuid:f3b87ee6-0584-4e22-a7ee-6ac4983f3711>	CC-MAIN-2020-05	https://vanupewasaqigyq.leslutinsduphoenix.com/new-west-end-company-business-plan-20363hf.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591431.4/warc/CC-MAIN-20200117234621-20200118022621-00030.warc.gz	en	0.983278	1,037	3.375	3	[ 0.22659485042095184, 0.003360409988090396, 0.49507805705070496, -0.08264990150928497, 0.32538148760795593, 0.02013501152396202, 0.24586895108222961, 0.05004320666193962, -0.46455085277557373, 0.06086713820695877, 0.11010247468948364, -0.31936973333358765, -0.09262406826019287, 0.3164622783...	2	GlobalResearch The United Kingdom unknowingly admitted that its government has been lying, accusing Russia of allegedly poisoning former spy Sergei Skripal and his daughter Yulia by the nerve agent Novichok on March 4 in Salisbury. The Hackensack were a phatry of the Unami tribe of the Leni Lenape. They were part of the Algonquin language family, and known as "Delaware Indians" by the 18th century. They identified themselves with the totem of the Turtle. They were hunter-gatherers, matrilineal, and had cultural traditions such as Wedding Ceremonies. Their main settlement was where the city of Hackensack is today. They would travel to the ocean or mountains to hunt for food. In the centuries prior to industrial development, the Passaic River and Watchung Mountains were major geographic landmarks amidst the untouched wilderness. West Orange is located at the peak of the Watchung Mountains. The wooded South Mountain Reservation has rocks shaped like the backs of large Turtles. The Native Americans originally did not understand the concept of "land ownership". They consisted of many hunter-gatherer tribes who would overlap territories and occasionally had tribal wars, but did not "own" land. They believed in taking only what was immediately necessary from nature, and considering the needs of the next seven generations. In the s and s, the territory was disputed and transferred many times between the Hackensack, Dutch, Scottish, Swedes, and English colonists. Inthe English took possession of Dutch New Netherland. This is known as the "Elizabethtown Purchase. However, the Hackensack tribe disputed this purchase, and said it was not included in the Elizabethtown Purchase. The Newark territory kept extending West as the English overthrew the Dutch and claimed or purchased more Hackensack territory. This expansion was effected primarily by individual property owners, who would purchase tracts of land bit by bit. \|Technology and Science News - ABC News\|\|Strategic, well designed projects in key locations will dramatically transform these places and, in turn, catalyze further investment in surrounding areas.\| \|Upgrade Your Browser\|\|From throughthe area now known as the West Bank was under Ottoman rule as part of the provinces of Syria. It and Article 22 of the Covenant of the League of Nations were the basic documents upon which the British Mandate for Palestine was constructed.\| Sometimes they would name it after themselves or where they were from in Europe. Often the borders were not clearly defined, and few if any maps remain. He was of Dutch origin. He started a farm at the base of the mountains—in what is now Llewellyn Park. It was still untouched wilderness. InNew Jersey became a royal colony of England. By the s West Orange was known as part of the "Newark Mountains". During the American Revolution, the Valleys were populated by farms and mills. Nathaniel and his two eldest sons were Loyalists to the British crown, and gathered other Loyalists for meetings. Nathaniel took his eldest sons James and Amos to join the British Army inand never returned. Her farm house had been built in James finally returned to the farm decades later, to reunite with his mother Mary. Nathaniel and Amos never returned. Nathaniel died of smallpox in New York. West Orange was initially a part of Newark township, and remained so until November 27,when the territory now encompassing all of The Oranges was detached to form Orange Township. On January 31,Orange was incorporated as a townand on April 3,it was reincorporated as a city. South Orange was organized on April 1,Fairmount an independent municipality for less than one year that was later to become part of West Orange on March 11,and East Orange on March 4, It was home to many eagles.Center City Vision Plan. Charlotte’s Center City has undergone dramatic growth and change over the past decade. From the development of new cultural venues and educational institutions to beautiful parks, walkable streets, new housing and retail, the evolution of Center City has been remarkable—and it has not happened by chance. Encyclopedia of Business, 2nd ed. Outdoor Adventure Travel Company Business Plan: Business Plans - Volume Vectren and CenterPoint Energy announce merger of companies. Customers to expect same level of safe and reliable service. On Monday, April 23, CenterPoint Energy and Vectren Corporation announced they have entered into a definitive merger agreement to form a leading energy delivery, infrastructure and services company serving more than 7 million customers across the United States. Jun 30, · A business model is the way that a company sells products to its customers, according to Online Business Watch. There are various types of business models that most companies fall into. West Orange, New Jersey; Township: Township of West Orange: Thomas Edison National Historical Park in West Orange. Acme Insurance insurance company business plan executive summary. Acme Insurance is an ongoing business working as a regional insurance agency and real estate brokerage firm which markets and services personal insurance.	1,043	ENGLISH	1
The Doubleday myth refers to the belief that the sport of baseball was invented in 1839 by future American Civil War general Abner Doubleday in Cooperstown, New York. Abner Graves presented a claim that Doubleday invented baseball to the Mills Commission, a group formed in 1905 that sought to prove whether the sport originated in the United States or was a variation of rounders. Graves' evidence was accepted by the Commission, and in 1908 it named Doubleday as the creator of baseball. The claim eventually received criticism, and most modern baseball historians consider it to be false. The myth nevertheless led to the National Baseball Hall of Fame and Museum's being located in Cooperstown. See also: Origins of baseball. In the late 19th century and early 20th century, a dispute arose about the origins of baseball and whether it had been invented in the United States or developed as a variation of rounders, a game played in Great Britain and Ireland. The theory that the sport was created in the U.S. was backed by Chicago Cubs president Albert Spalding and National League president Abraham G. Mills. In 1889, Mills gave a speech declaring that baseball was American, which he said was determined through "patriotism and research"; a crowd of about 300 people responding by chanting "No rounders!" The rounders theory was supported by prominent sportswriter Henry Chadwick, a native of Britain who noted common factors between rounders and baseball in a 1903 article. Chadwick said in his piece that "There is no doubt whatever as to base ball having originated from the two-centuries-old English game of rounders." Spalding disputed Chadwick's article in the next version of his baseball Guide. In 1905, Spalding called for an investigation into how the sport was invented. Chadwick supported the idea, and later in the year a commission was formed. Spalding instructed the commission to decide between the American game of "Old Cat" and rounders as baseball's predecessor. Seven men served on the commission, including Mills. Spalding chose the committee's members, picking men who supported his theory and excluding supporters of the rounders claim, such as Chadwick. The committee sought information on the beginnings of the sport from members of the public, soliciting feedback in publications. It received numerous letters, primarily from former players. Many of the details they provided pertained to early variations of baseball, but evidence supporting Spalding's theory was lacking. On April 1, 1905, the Akron Beacon Journal newspaper published an article by Spalding that asked for details on the beginnings of the game to be sent to Amateur Athletic Union president James Sullivan, who was responsible for compiling information and presenting it to the commission. Spalding called the rounders theory "pap" and wrote that he would "refuse to swallow any more of it without some substantial proof sauce with it." In response to Spalding's request for information on early baseball in the Beacon Journal, mining engineer Abner Graves wrote a letter stating that he had seen Abner Doubleday create a diagram of a baseball field. Doubleday was an officer for the Union during the American Civil War, who saw action in the Battle of Gettysburg. According to the letter, he set up the first baseball game in approximately 1839, in Cooperstown, New York, The letter, dated April 3, stated that Doubleday had invented baseball as a modified version of town ball, with 11 players per team and four bases on the field. It listed the names of seven players from an early game that Graves claimed to have seen. The April 4 edition of the Beacon Journal included the first story that described the legend. The myth received coverage in the Sporting Life newspaper later in 1905. Spalding wrote a letter to Graves asking for evidence to back up his claim; Graves responding by sending a diagram matching the one he said Doubleday had drawn, along with a letter stating that the original had not been preserved and that most of the players at the time were no longer alive. This correspondence stated that the initial game took place between 1839 and 1841. Although Graves was unable to provide further evidence to back his claims, Spalding supported his version of events. The members of the Mills Commission received the available evidence in October 1907, and Mills wrote a report to Sullivan summarizing the findings on December 30. His report gave Doubleday credit for originating baseball and said that the sport was American in origin, listing 1839 as the year of its creation. Mills said that he understood why Doubleday would make changes to town ball, reducing the number of players in an effort to reduce the risk of injury. He noted that the number of players per team was higher than the nine in modern baseball, but explained this by indicating that he had taken part in games with 11 players per side. Additionally, Mills wrote that he thought Doubleday might have created the modern defensive putout system, which replaced the town ball method in which fielders could hit baserunners with thrown balls to record outs, even though Graves' testimony did not make this claim. No one else on the committee sent any material to Sullivan after receiving the documentation; one member, Arthur Pue Gorman, had died. The surviving commission members were sent the letter by Mills, which was signed by each of them. Spalding later used the report's acceptance of the Doubleday myth to claim U.S. origins in his baseball history book, America's National Game. Graves' name did not appear in the book; Spalding said that the Doubleday content had come from "a circumstantial statement by a reputable gentleman", quoting Mills, and that he had "nothing to add to [the commission's] report." In his book, Spalding expressed delight that an American Army general had been found to be baseball's creator. A reporter for The Denver Post interviewed Graves for a 1912 article, which contained a version of the Doubleday story that varied from what had been given to the Mills Commission in several respects. Graves placed the year of the first game as 1840, one year later than Mills had reported. In the interview, he said that he had played in the game, as a "Green College" student. No university of that name in Cooperstown is known to have been in existence; Graves was possibly referencing Major Duff's Classical and Military Academy, an elementary school whose pupils were nicknamed "Duff's Greens". The college claim contradicted a previous letter in which he said he had been at Frog Hollow School, another elementary school, when baseball was created by Doubleday. The reporter did not question Graves' account, which included a statement that the 78-year-old was preparing to play in a local exhibition game. Graves again claimed to have taken part in the first game in a 1916 letter published in The Freeman's Journal. After the release of Mills' report, which was published in the 1908 version of Spalding's Guide, the belief that Doubleday had invented baseball "gained currency among the general public" in the U.S., according to author Brian Martin. Textbooks recorded the Civil War veteran's creation of the game, as many Americans accepted the idea that it had originated in their country. By 1909, critiques of the report began to appear in the media. In the May 1909 edition of the magazine Collier's, writer William Henry Irwin offered multiple criticisms. First, he expressed the belief that, prior to both Doubleday's purported invention and the existence of rounders, Britain had a sport with the baseball name. In addition, he noted that Doubleday was in West Point, New York, in 1839. That year, he was a United States Military Academy (USMA) plebe. It is unlikely that Doubleday traveled to Cooperstown in 1839, as first-year cadets such as Doubleday were rarely given leave at the time. Also in 1909, The Sporting News founder, Alfred Henry Spink, received a letter from sportswriter William M. Rankin, which called the Doubleday claims false, citing United States Department of War and West Point records, and said that the New York Knickerbockers had invented baseball in 1845. The articles did little to change popular sentiment at the time. Many baseball historians have considered the Doubleday story faulty. The recollections of Graves, who presented the story of Doubleday's contributions, have been criticized because Graves was five years old in 1839. Although Spaulding referred to Doubleday and Graves as "playmates" in his submission of evidence to the Mills Commission, Doubleday was more than a decade older than Graves, turning 20 in 1839. Graves also expressed anti-English sentiments in a letter to the Mills Commission, and spent time in an insane asylum late in his life. Doubleday himself made only one mention of baseball in his letters or diaries before his 1893 death; the only time the sport appears in his papers dates from 1871, when he penned a request for equipment. A theory expressed by historian Peter Morris is that Graves was referring to Doubleday's cousin Abner Demas Doubleday, a Cooperstown resident when the events discussed in the letter occurred; but Morris denied that Abner Demas had played a role in baseball's creation. Mills, despite having been around Doubleday during the Civil War and later, mentioned no personal involvement in baseball by Doubleday before Graves' testimony was released. Spalding also had a connection to Doubleday: he financially supported the Theosophical Society, a group in which Doubleday served as a chapter vice president. Author Robert Elias credits the Doubleday myth for contributing to the idea of American exceptionalism. Elias cites Doubleday's history with the U.S. military, as well as the sense that "having a homegrown sport was important for America's national identity." An extension of the myth developed later involving the growth of baseball in Mexico. Doubleday, who was in the country as part of the Mexican–American War, was alleged to have organized games for military camps, which drew interest from Mexican spectators. Despite criticisms of the Doubleday story, the National Baseball Hall of Fame and Museum was built in the town that served as the location of Doubleday's alleged first game, Cooperstown. An article in the 1920 edition of the Spalding Baseball Guide supported the idea of a monument to Doubleday in Cooperstown. National League president John Heydler offered his backing for Cooperstown's efforts to purchase the grounds where Doubleday was said to have created baseball. In 1923, the village succeeded in buying the property. A baseball stadium—Doubleday Field—was erected there. Around 1934, a baseball said to be from Graves' family was found and purchased by Stephen Carlton Clark, a powerful figure in Cooperstown who created a museum exhibit around it. Although the myth was criticized after a Hall of Fame had been proposed in connection with the new Cooperstown museum, the Hall was built in that town. A committee from the New York State Legislature traveled to Cooperstown in 1937, and its subsequent report declared that the town was "the birthplace of baseball" and recommended a 100th anniversary celebration in 1939; events that were held included the dedication of the Hall and an all-star game. Prior to the ceremonies, the Doubleday claims were criticized by multiple parties: author Robert Henderson wrote that rounders and baseball were related, and Alexander Cartwright's son Bruce reported that his father had invented the sport. (Some sources have reported that fourteen years later, in 1953, the United States Congress formally recognized Cartwright as the inventor of modern baseball, but no documentation of such a declaration exists in the Congressional Record.) As part of Bruce Cartwright's efforts, the manager of Honolulu's Chamber of Commerce sent Hall promoter Alexander Cleland a letter that questioned Graves' account. In response, Cleland promised that a "Cartwright Day" would be included in the anniversary events at Cooperstown, which went ahead as scheduled. Harold Seymour wrote, "Some sports columnists pointed out the discrepancy; others got around it as gracefully as possible." A local motel is also named after Doubleday, but unlike Alexander Cartwright, Doubleday was never inducted into the Hall. Nonetheless, the Hall supported the Doubleday myth for many years. It was written about in numerous publications, and became well-known among fans. The myth has also received the backing of Major League Baseball commissioner Bud Selig, who said in 2010 that "I really believe that Abner Doubleday is the 'Father of Baseball.'" In 1996, the Auburn Tigers Minor League Baseball franchise changed its name to honor Doubleday. More recently, the Hall has made a small step away from the myth; when it announced special events in conjunction with its 75th year of operation in 2013–14, it made the following statement in its official press release:	<urn:uuid:c4a5c85e-2730-43b3-9b83-c28418869d68>	CC-MAIN-2020-05	http://everything.explained.today/Doubleday_myth/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00059.warc.gz	en	0.982314	2,667	4.0625	4	[ 0.05537807568907738, 0.20358756184577942, -0.1728733628988266, 0.10479943454265594, -0.037296704947948456, 0.15721485018730164, 0.25823190808296204, 0.08382608741521835, 0.04458719119429588, 0.14970040321350098, 0.02681969664990902, -0.3931656777858734, -0.07121776044368744, 0.148446351289...	1	The Doubleday myth refers to the belief that the sport of baseball was invented in 1839 by future American Civil War general Abner Doubleday in Cooperstown, New York. Abner Graves presented a claim that Doubleday invented baseball to the Mills Commission, a group formed in 1905 that sought to prove whether the sport originated in the United States or was a variation of rounders. Graves' evidence was accepted by the Commission, and in 1908 it named Doubleday as the creator of baseball. The claim eventually received criticism, and most modern baseball historians consider it to be false. The myth nevertheless led to the National Baseball Hall of Fame and Museum's being located in Cooperstown. See also: Origins of baseball. In the late 19th century and early 20th century, a dispute arose about the origins of baseball and whether it had been invented in the United States or developed as a variation of rounders, a game played in Great Britain and Ireland. The theory that the sport was created in the U.S. was backed by Chicago Cubs president Albert Spalding and National League president Abraham G. Mills. In 1889, Mills gave a speech declaring that baseball was American, which he said was determined through "patriotism and research"; a crowd of about 300 people responding by chanting "No rounders!" The rounders theory was supported by prominent sportswriter Henry Chadwick, a native of Britain who noted common factors between rounders and baseball in a 1903 article. Chadwick said in his piece that "There is no doubt whatever as to base ball having originated from the two-centuries-old English game of rounders." Spalding disputed Chadwick's article in the next version of his baseball Guide. In 1905, Spalding called for an investigation into how the sport was invented. Chadwick supported the idea, and later in the year a commission was formed. Spalding instructed the commission to decide between the American game of "Old Cat" and rounders as baseball's predecessor. Seven men served on the commission, including Mills. Spalding chose the committee's members, picking men who supported his theory and excluding supporters of the rounders claim, such as Chadwick. The committee sought information on the beginnings of the sport from members of the public, soliciting feedback in publications. It received numerous letters, primarily from former players. Many of the details they provided pertained to early variations of baseball, but evidence supporting Spalding's theory was lacking. On April 1, 1905, the Akron Beacon Journal newspaper published an article by Spalding that asked for details on the beginnings of the game to be sent to Amateur Athletic Union president James Sullivan, who was responsible for compiling information and presenting it to the commission. Spalding called the rounders theory "pap" and wrote that he would "refuse to swallow any more of it without some substantial proof sauce with it." In response to Spalding's request for information on early baseball in the Beacon Journal, mining engineer Abner Graves wrote a letter stating that he had seen Abner Doubleday create a diagram of a baseball field. Doubleday was an officer for the Union during the American Civil War, who saw action in the Battle of Gettysburg. According to the letter, he set up the first baseball game in approximately 1839, in Cooperstown, New York, The letter, dated April 3, stated that Doubleday had invented baseball as a modified version of town ball, with 11 players per team and four bases on the field. It listed the names of seven players from an early game that Graves claimed to have seen. The April 4 edition of the Beacon Journal included the first story that described the legend. The myth received coverage in the Sporting Life newspaper later in 1905. Spalding wrote a letter to Graves asking for evidence to back up his claim; Graves responding by sending a diagram matching the one he said Doubleday had drawn, along with a letter stating that the original had not been preserved and that most of the players at the time were no longer alive. This correspondence stated that the initial game took place between 1839 and 1841. Although Graves was unable to provide further evidence to back his claims, Spalding supported his version of events. The members of the Mills Commission received the available evidence in October 1907, and Mills wrote a report to Sullivan summarizing the findings on December 30. His report gave Doubleday credit for originating baseball and said that the sport was American in origin, listing 1839 as the year of its creation. Mills said that he understood why Doubleday would make changes to town ball, reducing the number of players in an effort to reduce the risk of injury. He noted that the number of players per team was higher than the nine in modern baseball, but explained this by indicating that he had taken part in games with 11 players per side. Additionally, Mills wrote that he thought Doubleday might have created the modern defensive putout system, which replaced the town ball method in which fielders could hit baserunners with thrown balls to record outs, even though Graves' testimony did not make this claim. No one else on the committee sent any material to Sullivan after receiving the documentation; one member, Arthur Pue Gorman, had died. The surviving commission members were sent the letter by Mills, which was signed by each of them. Spalding later used the report's acceptance of the Doubleday myth to claim U.S. origins in his baseball history book, America's National Game. Graves' name did not appear in the book; Spalding said that the Doubleday content had come from "a circumstantial statement by a reputable gentleman", quoting Mills, and that he had "nothing to add to [the commission's] report." In his book, Spalding expressed delight that an American Army general had been found to be baseball's creator. A reporter for The Denver Post interviewed Graves for a 1912 article, which contained a version of the Doubleday story that varied from what had been given to the Mills Commission in several respects. Graves placed the year of the first game as 1840, one year later than Mills had reported. In the interview, he said that he had played in the game, as a "Green College" student. No university of that name in Cooperstown is known to have been in existence; Graves was possibly referencing Major Duff's Classical and Military Academy, an elementary school whose pupils were nicknamed "Duff's Greens". The college claim contradicted a previous letter in which he said he had been at Frog Hollow School, another elementary school, when baseball was created by Doubleday. The reporter did not question Graves' account, which included a statement that the 78-year-old was preparing to play in a local exhibition game. Graves again claimed to have taken part in the first game in a 1916 letter published in The Freeman's Journal. After the release of Mills' report, which was published in the 1908 version of Spalding's Guide, the belief that Doubleday had invented baseball "gained currency among the general public" in the U.S., according to author Brian Martin. Textbooks recorded the Civil War veteran's creation of the game, as many Americans accepted the idea that it had originated in their country. By 1909, critiques of the report began to appear in the media. In the May 1909 edition of the magazine Collier's, writer William Henry Irwin offered multiple criticisms. First, he expressed the belief that, prior to both Doubleday's purported invention and the existence of rounders, Britain had a sport with the baseball name. In addition, he noted that Doubleday was in West Point, New York, in 1839. That year, he was a United States Military Academy (USMA) plebe. It is unlikely that Doubleday traveled to Cooperstown in 1839, as first-year cadets such as Doubleday were rarely given leave at the time. Also in 1909, The Sporting News founder, Alfred Henry Spink, received a letter from sportswriter William M. Rankin, which called the Doubleday claims false, citing United States Department of War and West Point records, and said that the New York Knickerbockers had invented baseball in 1845. The articles did little to change popular sentiment at the time. Many baseball historians have considered the Doubleday story faulty. The recollections of Graves, who presented the story of Doubleday's contributions, have been criticized because Graves was five years old in 1839. Although Spaulding referred to Doubleday and Graves as "playmates" in his submission of evidence to the Mills Commission, Doubleday was more than a decade older than Graves, turning 20 in 1839. Graves also expressed anti-English sentiments in a letter to the Mills Commission, and spent time in an insane asylum late in his life. Doubleday himself made only one mention of baseball in his letters or diaries before his 1893 death; the only time the sport appears in his papers dates from 1871, when he penned a request for equipment. A theory expressed by historian Peter Morris is that Graves was referring to Doubleday's cousin Abner Demas Doubleday, a Cooperstown resident when the events discussed in the letter occurred; but Morris denied that Abner Demas had played a role in baseball's creation. Mills, despite having been around Doubleday during the Civil War and later, mentioned no personal involvement in baseball by Doubleday before Graves' testimony was released. Spalding also had a connection to Doubleday: he financially supported the Theosophical Society, a group in which Doubleday served as a chapter vice president. Author Robert Elias credits the Doubleday myth for contributing to the idea of American exceptionalism. Elias cites Doubleday's history with the U.S. military, as well as the sense that "having a homegrown sport was important for America's national identity." An extension of the myth developed later involving the growth of baseball in Mexico. Doubleday, who was in the country as part of the Mexican–American War, was alleged to have organized games for military camps, which drew interest from Mexican spectators. Despite criticisms of the Doubleday story, the National Baseball Hall of Fame and Museum was built in the town that served as the location of Doubleday's alleged first game, Cooperstown. An article in the 1920 edition of the Spalding Baseball Guide supported the idea of a monument to Doubleday in Cooperstown. National League president John Heydler offered his backing for Cooperstown's efforts to purchase the grounds where Doubleday was said to have created baseball. In 1923, the village succeeded in buying the property. A baseball stadium—Doubleday Field—was erected there. Around 1934, a baseball said to be from Graves' family was found and purchased by Stephen Carlton Clark, a powerful figure in Cooperstown who created a museum exhibit around it. Although the myth was criticized after a Hall of Fame had been proposed in connection with the new Cooperstown museum, the Hall was built in that town. A committee from the New York State Legislature traveled to Cooperstown in 1937, and its subsequent report declared that the town was "the birthplace of baseball" and recommended a 100th anniversary celebration in 1939; events that were held included the dedication of the Hall and an all-star game. Prior to the ceremonies, the Doubleday claims were criticized by multiple parties: author Robert Henderson wrote that rounders and baseball were related, and Alexander Cartwright's son Bruce reported that his father had invented the sport. (Some sources have reported that fourteen years later, in 1953, the United States Congress formally recognized Cartwright as the inventor of modern baseball, but no documentation of such a declaration exists in the Congressional Record.) As part of Bruce Cartwright's efforts, the manager of Honolulu's Chamber of Commerce sent Hall promoter Alexander Cleland a letter that questioned Graves' account. In response, Cleland promised that a "Cartwright Day" would be included in the anniversary events at Cooperstown, which went ahead as scheduled. Harold Seymour wrote, "Some sports columnists pointed out the discrepancy; others got around it as gracefully as possible." A local motel is also named after Doubleday, but unlike Alexander Cartwright, Doubleday was never inducted into the Hall. Nonetheless, the Hall supported the Doubleday myth for many years. It was written about in numerous publications, and became well-known among fans. The myth has also received the backing of Major League Baseball commissioner Bud Selig, who said in 2010 that "I really believe that Abner Doubleday is the 'Father of Baseball.'" In 1996, the Auburn Tigers Minor League Baseball franchise changed its name to honor Doubleday. More recently, the Hall has made a small step away from the myth; when it announced special events in conjunction with its 75th year of operation in 2013–14, it made the following statement in its official press release:	2,809	ENGLISH	1
I adapted this game from one in the math circle book (p86) called "More likely, less likely". It's a very simple game which introduces the idea of probability and involves simple arithmetic. Playing the game For this game, you will need: - Pen, paper and ruler to make the board - Some tokens (coins, small toys, or bits of paper) - Two six-sided dice To make the board, draw an 11 by 7 grid (the height is not important, but 7 fit nicely on my paper). Number the squares along the bottom row 2 - 12. - Players take turns to put a counter on a number without a counter already on it. - Keep going until everyone has placed five counters (or fewer if more than two players are playing). - Players take turn to roll the two dice and add the two values. - The player whose counter is in that column (if there is one) moves their counter one space forward. - The winner is the first player to have a counter (or all their counters) reach the final row. The first time I played this with my five year old we picked two numbers each, using counters from another game. He chose 7 and 10, and his counter on 7 won. For the second game (pictured), we made our own counters because with two counters each there's a good chance that no one gets to move. He really enjoyed cutting out the counters, possibly more than he enjoyed the game itself. In this game, I picked 7, which again won (I also did surprisingly well with a counter on 3). When we played a third time, I think the counter on 10 won. I was surprised how much my son enjoyed this game given how simple it is. In terms of education, he was very motivated to add the numbers on the dice. He tended to count the dots, so I started covering the dice and telling him to two numbers instead, especially for simpler sums. I imagine playing the game a lot would help improve small number addition. It was pleasing that the counter on 7 won twice, which is the most likely result, but far from certain. I asked why he thought 7 would win more often while the counter at 2 barely moved, but I didn't get very far (and we ran out of time). Later, I got him to fill out a table like this one. It was good arithmetic practise, and he quickly noticed the patterns so could fill it in easily. I tried asking some questions about which sums were most common, but he wasn't very interested, so I didn't push it. In the original game, the numbers went from 1 - 15, so some of the numbers were impossible to get. I wish I had at least included 1, it's just the squared paper I was using divided nicely into 11 squares. The original game also had players place one big counter and two smaller ones, giving more points for getting the big counter to the end. I think the purpose of this is to get players to assign a value to each number, but I thought it would overly complicate the game.	<urn:uuid:4bab0e45-e859-4e1e-9a5f-49ef41feb985>	CC-MAIN-2020-05	http://petercollingridge.co.uk/blog/recreational-maths-young-children/game-sum-two-dice/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00283.warc.gz	en	0.983492	644	3.484375	3	[ -0.5649651288986206, -0.17609825730323792, 0.004157586954534054, -0.4907665252685547, -0.46876996755599976, 0.3360356092453003, 0.32808175683021545, 0.32975655794143677, 0.6234893798828125, 0.040940605103969574, -0.016586970537900925, -0.123641237616539, 0.04505613446235657, 0.037378337234...	2	I adapted this game from one in the math circle book (p86) called "More likely, less likely". It's a very simple game which introduces the idea of probability and involves simple arithmetic. Playing the game For this game, you will need: - Pen, paper and ruler to make the board - Some tokens (coins, small toys, or bits of paper) - Two six-sided dice To make the board, draw an 11 by 7 grid (the height is not important, but 7 fit nicely on my paper). Number the squares along the bottom row 2 - 12. - Players take turns to put a counter on a number without a counter already on it. - Keep going until everyone has placed five counters (or fewer if more than two players are playing). - Players take turn to roll the two dice and add the two values. - The player whose counter is in that column (if there is one) moves their counter one space forward. - The winner is the first player to have a counter (or all their counters) reach the final row. The first time I played this with my five year old we picked two numbers each, using counters from another game. He chose 7 and 10, and his counter on 7 won. For the second game (pictured), we made our own counters because with two counters each there's a good chance that no one gets to move. He really enjoyed cutting out the counters, possibly more than he enjoyed the game itself. In this game, I picked 7, which again won (I also did surprisingly well with a counter on 3). When we played a third time, I think the counter on 10 won. I was surprised how much my son enjoyed this game given how simple it is. In terms of education, he was very motivated to add the numbers on the dice. He tended to count the dots, so I started covering the dice and telling him to two numbers instead, especially for simpler sums. I imagine playing the game a lot would help improve small number addition. It was pleasing that the counter on 7 won twice, which is the most likely result, but far from certain. I asked why he thought 7 would win more often while the counter at 2 barely moved, but I didn't get very far (and we ran out of time). Later, I got him to fill out a table like this one. It was good arithmetic practise, and he quickly noticed the patterns so could fill it in easily. I tried asking some questions about which sums were most common, but he wasn't very interested, so I didn't push it. In the original game, the numbers went from 1 - 15, so some of the numbers were impossible to get. I wish I had at least included 1, it's just the squared paper I was using divided nicely into 11 squares. The original game also had players place one big counter and two smaller ones, giving more points for getting the big counter to the end. I think the purpose of this is to get players to assign a value to each number, but I thought it would overly complicate the game.	653	ENGLISH	1
What she found in a tiny crevice in Gypsum Cave rewrote the history of humans in North America. In the desert near Las Vegas, Nevada, Bertha Parker completed her daily tasks of cooking, cleaning, and organizing the day’s finds from the Gypsum Cave excavation and stole away from her role as expedition secretary. She put on a dust-mask and head-lamp, and went exploring. Being small, Parker was able to sneak through a small opening others on the archaeological team couldn’t. There, under a slab of rock, she uncovered the most important discovery of the Gypsum Cave Expedition: An intact skull of a long-extinct giant ground sloth, sitting near man-made artifacts. Her find of these two artifacts, so close together, was compelling evidence that about 10,000 years ago, the sloth and tool-wielding humans had lived in the cave at the same time. It was the earliest record of human inhabitance in North America at the time. After this groundbreaking discovery in 1930, Parker gained wide acclaim as the first Indigenous archaeologist. Not only was she one of the first women to achieve such success in the field, she followed a non-traditional path to get there. Parker was literally born into archaeology—her father, Arthur C. Parker, was an archaeologist and anthropologist from the Seneca tribe, and Parker was reportedly born in a tent at one of his dig sites. But she was never formally trained in the field. She accompanied her father to excavations as a child, but this apprenticeship ended when her parents divorced, and Parker moved with her mother to Los Angeles when she was only seven years old. There, Parker and her mother worked in show business, performing in films and as a part of the “Pocahontas” show with the Ringling Brothers, Barnum, and Bailey circus. Parker met her first husband, Joseph Pallan, on a Hollywood set and the two had a daughter they called Billie. But Pallan became abusive, and when Parker tried to get a divorce, Pallan kidnapped her and Billie, taking them across the border to Mexico. Parker was rescued by her uncle and famed archaeologist, Mark Raymond Harrington, who rode after them and brought them back to a dig site in Nevada. There, Harrington and his wife offered Parker and Billie a place to stay, hiring Parker as the secretary and cook for the expedition. While she had no formal education or training, she enjoyed being in the field, and had a keen eye for discerning man-made objects from surrounding natural features—a skill that made her a valuable member of the team. While working with Harrington, she learned excavation techniques, and frequently spent her free time helping at the dig. Parker eventually found several archaeological sites, including the Scorpion Hill pueblo site—which she discovered, named, excavated, and documented completely on her own. One such find, the Corn Creek Campsite, she discovered after noticing fossilized camel bones in a lake bed. But by far her most notable discovery was that of the ground sloth skull in Gypsum Cave. It was lauded as “the most outstanding anthropological find ever made in the United States.” Harrington recognized it as the most important discovery of his expedition, and it secured funding for further field work. When Parker found the skull, the idea of human migration into North America via the Bering Strait land bridge was still highly debated. Her Gypsum Cave excavation placed early humans in North America at the same time as the ancient ground sloth (Nothrotherium shastense)—in the Pleistocene, nearly 10,000 years before present. This supported the contentious idea of an earlier migration into the Americas. In fact, at that time, the Gypsum Cave artifacts were the oldest human artifacts found in North America. While older sites have since been found, Gypsum Cave remains an important archaeological site and expeditions in the area are ongoing. The Gypsum Cave excavation is also where Parker met her second husband, a fellow archaeologist named James Thurston. The marriage was short lived, however, after Thurston died tragically only a year later from a heart attack at the site in 1932. Parker herself fell ill shortly after his death and left Nevada to return to Los Angeles. In California, Parker was appointed a position at the Southwest Museum, first as a secretary, where she documented the findings collected during the Gypsum Cave expedition, and later as an assistant archaeologist and ethnologist. In this role, she was able to make a series of trips to visit the Indigenous peoples of California, including individuals from the Maidu, Paiute, Pomo, and the Yurok tribes. She was able to document important records of the culture, traditions, history, and folklore of these tribes, which she preserved in detailed notes and published in numerous reports for the Southwest Museum’s journal, Masterkey. Due to her heritage, she was more sensitive than many other academics to tribal concerns, redacting people’s names from reports when desired, but giving editorial or co-authorship credits to many of her interviewees. Parker’s reports gave a voice to often overlooked people. In 1936, Parker married her third and final husband, the acclaimed actor Iron Eyes Cody. With Cody, she returned to the film industry, where she advocated for and helped to support Indigenous actors. Alongside her husband, she worked as a consultant to ensure respectful representation of Indigenous people in TV and film. The couple also hosted a television series in California on the history and folklore of Indigenous peoples. Parker died in 1978, and the fame and recognition she had gained in the archaeological community during her lifetime quickly faded. Years after her death, Iron Eyes Cody published an autobiography, in which he falsely described his relationship with Parker and marked her as a partier and a drunk. But this isn’t the only thing that’s kept Parker out of history books. Even though Parker published often in Masterkey, the legacy of her work is almost completely tied to the men in her life. Even in her obituary, she was named as “Arthur Parker’s daughter,” “M.R. Harrington’s niece,” and “Iron Eyes Cody’s wife.” Her gravestone is engraved only with the words “Mrs. Iron Eyes Cody.” Perhaps her achievements were hard to track due to the numerous name changes over the course of her three marriages , or because her more notable accomplishments are encompassed in the writings of the men she worked and lived with—who refer to her as a “daughter” or “wife,” rather than by her own name. Whatever the reason, it is time that Bertha Parker—the self-taught archaeologist and ethnologist, who gave a voice to the overlooked and under-represented Indigenous peoples in America—receives recognition for her role as a trailblazer. (For the source of this, and other equally interesting and important articles, please visit: https://massivesci.com/articles/bertha-parker-pallan-archaeology-native-american-abenaki-seneca/)	<urn:uuid:df986eed-f668-432b-98c9-9556024c275d>	CC-MAIN-2020-05	https://weirdnews.info/2019/12/29/bertha-parker-the-trailblazing-first-indigenous-north-american-archaeologist-taught-herself-how-to-excavate-a-site/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00482.warc.gz	en	0.981289	1,511	3.421875	3	[ -0.08172281086444855, 0.4079974293708801, 0.4628013074398041, 0.15316858887672424, -0.5415448546409607, 0.11228921264410019, 0.21891365945339203, -0.10963665693998337, -0.26537469029426575, -0.03633503243327141, 0.17102831602096558, -0.3210171163082123, 0.10974419862031937, 0.2618124485015...	6	What she found in a tiny crevice in Gypsum Cave rewrote the history of humans in North America. In the desert near Las Vegas, Nevada, Bertha Parker completed her daily tasks of cooking, cleaning, and organizing the day’s finds from the Gypsum Cave excavation and stole away from her role as expedition secretary. She put on a dust-mask and head-lamp, and went exploring. Being small, Parker was able to sneak through a small opening others on the archaeological team couldn’t. There, under a slab of rock, she uncovered the most important discovery of the Gypsum Cave Expedition: An intact skull of a long-extinct giant ground sloth, sitting near man-made artifacts. Her find of these two artifacts, so close together, was compelling evidence that about 10,000 years ago, the sloth and tool-wielding humans had lived in the cave at the same time. It was the earliest record of human inhabitance in North America at the time. After this groundbreaking discovery in 1930, Parker gained wide acclaim as the first Indigenous archaeologist. Not only was she one of the first women to achieve such success in the field, she followed a non-traditional path to get there. Parker was literally born into archaeology—her father, Arthur C. Parker, was an archaeologist and anthropologist from the Seneca tribe, and Parker was reportedly born in a tent at one of his dig sites. But she was never formally trained in the field. She accompanied her father to excavations as a child, but this apprenticeship ended when her parents divorced, and Parker moved with her mother to Los Angeles when she was only seven years old. There, Parker and her mother worked in show business, performing in films and as a part of the “Pocahontas” show with the Ringling Brothers, Barnum, and Bailey circus. Parker met her first husband, Joseph Pallan, on a Hollywood set and the two had a daughter they called Billie. But Pallan became abusive, and when Parker tried to get a divorce, Pallan kidnapped her and Billie, taking them across the border to Mexico. Parker was rescued by her uncle and famed archaeologist, Mark Raymond Harrington, who rode after them and brought them back to a dig site in Nevada. There, Harrington and his wife offered Parker and Billie a place to stay, hiring Parker as the secretary and cook for the expedition. While she had no formal education or training, she enjoyed being in the field, and had a keen eye for discerning man-made objects from surrounding natural features—a skill that made her a valuable member of the team. While working with Harrington, she learned excavation techniques, and frequently spent her free time helping at the dig. Parker eventually found several archaeological sites, including the Scorpion Hill pueblo site—which she discovered, named, excavated, and documented completely on her own. One such find, the Corn Creek Campsite, she discovered after noticing fossilized camel bones in a lake bed. But by far her most notable discovery was that of the ground sloth skull in Gypsum Cave. It was lauded as “the most outstanding anthropological find ever made in the United States.” Harrington recognized it as the most important discovery of his expedition, and it secured funding for further field work. When Parker found the skull, the idea of human migration into North America via the Bering Strait land bridge was still highly debated. Her Gypsum Cave excavation placed early humans in North America at the same time as the ancient ground sloth (Nothrotherium shastense)—in the Pleistocene, nearly 10,000 years before present. This supported the contentious idea of an earlier migration into the Americas. In fact, at that time, the Gypsum Cave artifacts were the oldest human artifacts found in North America. While older sites have since been found, Gypsum Cave remains an important archaeological site and expeditions in the area are ongoing. The Gypsum Cave excavation is also where Parker met her second husband, a fellow archaeologist named James Thurston. The marriage was short lived, however, after Thurston died tragically only a year later from a heart attack at the site in 1932. Parker herself fell ill shortly after his death and left Nevada to return to Los Angeles. In California, Parker was appointed a position at the Southwest Museum, first as a secretary, where she documented the findings collected during the Gypsum Cave expedition, and later as an assistant archaeologist and ethnologist. In this role, she was able to make a series of trips to visit the Indigenous peoples of California, including individuals from the Maidu, Paiute, Pomo, and the Yurok tribes. She was able to document important records of the culture, traditions, history, and folklore of these tribes, which she preserved in detailed notes and published in numerous reports for the Southwest Museum’s journal, Masterkey. Due to her heritage, she was more sensitive than many other academics to tribal concerns, redacting people’s names from reports when desired, but giving editorial or co-authorship credits to many of her interviewees. Parker’s reports gave a voice to often overlooked people. In 1936, Parker married her third and final husband, the acclaimed actor Iron Eyes Cody. With Cody, she returned to the film industry, where she advocated for and helped to support Indigenous actors. Alongside her husband, she worked as a consultant to ensure respectful representation of Indigenous people in TV and film. The couple also hosted a television series in California on the history and folklore of Indigenous peoples. Parker died in 1978, and the fame and recognition she had gained in the archaeological community during her lifetime quickly faded. Years after her death, Iron Eyes Cody published an autobiography, in which he falsely described his relationship with Parker and marked her as a partier and a drunk. But this isn’t the only thing that’s kept Parker out of history books. Even though Parker published often in Masterkey, the legacy of her work is almost completely tied to the men in her life. Even in her obituary, she was named as “Arthur Parker’s daughter,” “M.R. Harrington’s niece,” and “Iron Eyes Cody’s wife.” Her gravestone is engraved only with the words “Mrs. Iron Eyes Cody.” Perhaps her achievements were hard to track due to the numerous name changes over the course of her three marriages , or because her more notable accomplishments are encompassed in the writings of the men she worked and lived with—who refer to her as a “daughter” or “wife,” rather than by her own name. Whatever the reason, it is time that Bertha Parker—the self-taught archaeologist and ethnologist, who gave a voice to the overlooked and under-represented Indigenous peoples in America—receives recognition for her role as a trailblazer. (For the source of this, and other equally interesting and important articles, please visit: https://massivesci.com/articles/bertha-parker-pallan-archaeology-native-american-abenaki-seneca/)	1,458	ENGLISH	1
During 1940s(near beginning of WW2), Nazi Germany had been Successfully expanding there influence and power. By this time The Axis Powers had near complete grip on Europe because of their very direct, strategic and powerful invasion strategists. After the Nazis had invaded the neutral countries of Belgium, Netherlands and Luxembourg, Italy had declared war on France and the UK. France was defeated 6 weeks after Italy had declared war, leaveing the UK as the only one left separating the West from Nazi Germany. The Germans originally planned to invade the UK the same way they were able to defeat other countries; however the UK was ready to defend themselves. On July 10(the beginning of the battle), the Germans sent their airforce(the Luftwaffe) to lead a large scale attack on UK by causing an air and sea blockade. Germany was mainly targeting coastal-shipping convoys, ports and shipping centers in an attempt to convince the UK to agree to a kind of peace settlement or ceasefire. While the battle for the air was happening, the Royal Navy was preparing for Germany to attack from the sea. On July 16, Operation Sea Lion had begun(Hitlers plan to attack from both the air and sea). During the night both sides would send planes to bomb each other’s ships and planes. During the battle the Royal Air Force and military had to protect civilian populated cities from Germany’s Blitz bombing attacks. On the 31 of October, Nazi Germany faced their first real defeat at the hands of the allies because only a year later both Russia(was betrayed by Germany and joint the allies in June 1941) and the US(declared war on Germany and officially joined the war in December 1941 after a German U boat sunk a civilian ship) join the war on the side of the allies. This caused Germany to have to fight two major countries on two fronts, which was a main cause for Germany’s defeat in WW2. (Learn more.) A poltergeist is defined as a spirit/entity that is responsible for physical disturbances: knocking/banging, pushing/tripping, loud noises, thrown objects, possibly attacks, scratches, biting, hitting or moving objects. The word “poltergeist” originated from the German word “Poltern”(to make sound or noise/to rumble or knock) and “Geist”(ghost/spirit). Poltergeists have been present all throughout history dating as far back as the 1st century(the phenomena only becoming popular in the 1600s) in what is now the USA and most countries in Europe and Asia. Unlike what movies often imply poltergeists are not “evil”, but are very angry/violent entity that follows people dealing with problems or have negative thing surrounding them. Poltergeists absorb/feed on the emotions of an unhappy person which can help them to interact with the physical world, for the better or worse of the individual. Unlike ghosts, poltergeists are the manifestation of psychic disturbances that is surrounding an unhappy person. This makes their visibility different from a spirit because spirits are often deceased humans unable to leave due to unfinished business with the living and usually can chose to appear to someone; however poltergeists make their presence known by lashing out violently which could easily harm a person. Howard Phillips Lovecraft was an American author/writer that didn’t receive much acknowledgement for his writing during his lifetime, but now is considered one of the most significant authors of the 20th-century. He is most famous for writing “The Call of Cthulhu”, “Cool Air” and is responsible for creating the Lovecraftian Horror genre. Howard was born August 20, 1890 to Winfield Lovecraft and Sarah Lovecraft in Rhode Island, Providence. When Howard was 3 his father suffered a psychotic episode, and died 5 years later in a psych-hospital due to general paresis and syphilis. After his father’s death his mother was stated to have been “permanently stricken with grief”, so he left to live with his two Aunts and Grandparents. Howard’s grandfather became like a father figure to Howard and helped him become proficient reader and writer. In 1896, his family faced another tragedy when his grandmother died, to which they never fully recovered from. This caused a 5 year old Howard to be terrified while at the funeral and had started to have recurring nightmares that would later influence his writing. Howard was in and out of school and was often home school or read the books in their library. Even though he missed many years of school do to mental and physical health problems he still graduated high school in 1908(however he is a college dropout). Throughout his life he suffered from mental breakdown, anxiety, depression and multiple health problems that his family both supported and helped him cope with. After his Mother died in 1921 Howard was stated to be “emotionally and physically crippled” and became extremely depressed to the point he question his value in the world. Years after he got married and moved out of Providence to Brooklyn with his wife. He was said to have been a good husband but eventually moved back to Providence because of a few problems. In his final years he had learned that his friend had committed suicide, was diagnosed with small intestinal cancer and suffered from malnutrition because of his financial decline. Howard Lovecraft died March 15, 1937 because of his cancer and now is resting in Swan Point Cemetery. The Russo-Japanese war was a fight between the Russian empire and the Empire of Japan that lasted from 1904 to 1905. It started as a rivalry for dominance in Korea and Manchuria. The Russians wanted to extend the Trans-Siberian Railroad into a warmer area for strategic purposes and pressured China into letting them lease a port on the Liaodong Peninsula. However, when the Trans-Siberian Railroad was built it lacked proper transportation facilities and had limited how many troops and supplies were in Manchuria(it was unsecured). The Japanese were worried about the growing Russian influence in the region. Since the Russian army had a history of military aggression the Japanese originally wanted to make a deal with Russia. The Japanese offered to cease control of Manchuria to Russia as long as they could still maintained control over Korea. The Russians didn’t agree, wanting Korea North to be a neutral area. When negotiating failed the Japanese launch a surprise attack on Russia at the newly made navy port, Port Arthur, starting the war with the Battle of Port Arthur(February 8, 1904). The Russians were reluctant to leave the harbor because of the recent death of Admiral Stepan Osipovich Makarov who died on the Petropavlovsk in an attempt to break pass a blockade. The Japanese then attempted to launch another attack against Russia but it only resulted in many Japanese casualties. At the Battle of Liaoyang, the Japanese were able to push the Russian army back to Port Arthur from the sea, causing the Russians to send more troops to defend the area. Over the next year there were many battles and casualties, but by 1904 the Japanese navy had nearly sunk all the ships in the Russian’s navy fleet. In early 1905 a Russian commander of the Port Arthur’s garrison had surrendered, believing the port was no longer worth defending since they faced so many losses. Then the remaining Russian fleet were defeated at the Battle of Yellow Sea causing the Russian Empire to mobilize the Baltic Fleet. On May 27, 1905, the Battle of Tsushima Strait began when a Russian fleet attempted to sneak past a Japanese barracked at night, but were spotted. The war ended with the Treaty of Portsmouth, were Russia agreed to recognize Korea as part of the Japanese sphere of influence and withdrew their troops from Fort Arthur and Manchuria. The war however left a negative impact on both countries; leaving Japan nearly bankrupt and becoming one of the causes of the Russian Revolution. (Article) (Learn more) The Pavlova cake is a meringue like cake that has a crispy crust, soft inside and is usually topped with fruit and cream. The cake was thought to have been created in honor of a Russian dancer while on tour during the 1920s, in New Zealand and Australia. People often argue the nationality of the dessert. Professor Helen Leach believed it was created in New Zealand and published the book “The Pavlova Story: A Slice of New Zealand’s Culinary History” to reflect this. However, Andrew Wood and Annabelle Utrecht later suggested the idea that it was U.S. dessert that was based on an Austrian dish. People have even traced it back to Germany. Either way, the Pavlova cake is very popular dessert and is often served at many different celebrations in New Zealand and Australia. Recipe for the Pavlova cake: - First set your over to 225 degrees - Then you need to beat 6 egg whites till they are very stiff while gradually add 1.5 cups of sugar(After you should be left with this big white thick/fluffy cream like substance) - Then you can add 2 tsp of corn flour, 1/2 tbsp of lemon juice(or vinegar), and 1/2 tbsp of vanilla extract; then mix. - After everything is well mixed, slow bake it for 1 hour and 15 min. After let it sit in the still warm oven for 30 min. - Now transfer the cake to a counter or plate and let it cool. - While you wait for it to cool you can make the frosting by beat/whipping cream and sugar together for 2 and half min. - Now you can top the cake with the frosting and cut fruit of your choosing. World War two started in 1939 and ended in 1945. WW2 was a global war involving around 57 countries. It was a fight between two major opposing alliances; The Allied Forces and the Axis Powers. The Axis powers were made up of three main powers, Italy(Benito Mussolini), Germany(Adolf Hitler) and Japan(Hirohito). The main Allies were the U.S.A(Franklin D. Roosevelt), UK(Winston Churchill), Soviet Union(Joseph Stalin) and China(Chiang Kai-shek). At first Nazi Germany started to expand it’s borders by invading nearby countries and formed a pact with the Soviet Union. Hitler and Stalin had originally planned on dividing the territories of Romania, Poland, Lithuania, Latvia, Estonia, and Finland between themselves. At first, the UK and France tried resolving these growing problems peacefully by low-key saying “please stop”; however, when Poland was invaded they declared war on Germany. In 1940, Germany invaded Denmark and Norway to stop the Allies from cutting off their iron ore shipments from Sweden. Due to the losses in Norway, Winston Churchill was assigned to be Prime Minister in 1940; this was the same day Germany launched an attack on France. As soon as France fell, Germany tried to use the same tactic against the UK, attempting to take over quickly. However, the resistance the UK was showing stalled Hitler’s original plan. Hitler came to the conclusion that they were waiting/hoping for the U.S.A. and Soviet Union to join the war against the Axis. Although the Soviet Union worked with Germany, they weren’t officially part of the Axis, despite Germany’s attempts to convince them. Hitler then decided to invade the Soviet Union in 1941, but it was unsuccessful. This caused the Soviet Union to join the Allies against Germany. The Japanese had also launched a surprise attack on the U.S.A.(attack on Pearl Harbor), causing them to join the war as part of the Allies. Now, Germany had a major fight on two fronts and this is where Germany is said to have started to lose the war. The Axis endured many defeats after, and in 1943, Italy surrendered. Benito Mussolini was then kicked out of his dictatorship role and Gen. Pietro Badoglio, seeking peace, took his place. Only a month later, Italy joined the Allies by declaring war on Germany. On June 6, 1944(D-day), after years of Soviet pressure, the Allies launched an attack to take back northern France from the Germans. In Italy, there were several Allied units sent to attack the southern part of France, putting stress on the German army. Eventually, the Germans stationed in France were all defeated and the Allies set their sights on Germany. While the events of D-day were happening, the Soviets planned a strategic attack on Belarus, Ukraine and Poland in order to drive the German troops out. Then they went to cut off and later defeat a considerably large amount of German troops in Romania and Bulgaria. The Allies were closing in on Germany and they made a last attempt to take back ground, but it was in vain. On May 7, 1945, Germany surrendered, but the war wasn’t over. Japan was still fighting and showing no interest in surrendering to the Allies. Japanese pilots started to purposely crash their planes into Allied ships in order to do some kind of damage. This action caused a lot of deaths on both sides. Japan knew they wouldn’t be able to win, and was hoping to hold out until a cease fire was called. The Allies repeatedly tried to get them to surrender, but Japan kept refusing. In order to end the fighting, Roosevelt agreed to send two atomic bombs to two civilian populated cities. After the destruction of Hiroshima and Nagasaki, Japan surrendered, fearing another cities destruction. In September 2, 1945 Japan signed the Surrender documents and the war officially ended. WW2 was a very violent and bloody war that cost nearly 70-85 million people their lives(civilian and soldiers alike). As a result, the war prompted people to rise for independence and revolutions. There is a lot more to WW2 than what was mentioned here. There are also many WW2 memorial sites around the world dedicated to honoring/remembering those lost in the war. Edith Holländer was born January 16, 1900 into a German Jewish family. Her parents were Abraham Holländer and Rosa Stern who were successful business people. The family was originally from Amsterdam, but started making there way to Germany around 1800. Edith had two older brothers and one older sister; however her sister died at 16 due to appendicitis. In 1924 she met Otto Frank and they were married in 1925; later she gave birth to two girls, Margot and Anne. When the Frank family had to movie to Amsterdam to escape the Nazis, Edith had an especially hard time adjusting. A family member said that she was German and didn’t feel at home living in the Netherlands. She didn’t learn Dutch easily and missed Germany. After the Nazis started to invade the Netherlands she went into hiding with her family. She lived 2 year with her family, the Van Pel’s, and Fritz Pfeffer(Mr. Dussel). After they were found and arrested; Edith was separated from Anne and Margot to be sent to a gas chamber. However Edith was able to escape this fate with a friend and hid in another section of the camp during Winter. Edith died of starvation in 1945, because she saved all her food for Anne and Margot. The camp was liberated 3 weeks later by the Red Army and her daughters were able to outlived her by one month.	<urn:uuid:d16f5a69-5ff0-4f32-87e0-88e974ccb3ab>	CC-MAIN-2020-05	https://nope.video.blog/category/history/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00010.warc.gz	en	0.986037	3,150	3.578125	4	[ -0.3935825526714325, 0.5469087958335876, -0.013747327961027622, -0.20852166414260864, -0.07763861119747162, 0.3272230327129364, -0.10654975473880768, 0.3067626357078552, -0.02535500004887581, -0.33354562520980835, 0.1494237780570984, -0.3649047315120697, 0.18165718019008636, 0.276634722948...	1	During 1940s(near beginning of WW2), Nazi Germany had been Successfully expanding there influence and power. By this time The Axis Powers had near complete grip on Europe because of their very direct, strategic and powerful invasion strategists. After the Nazis had invaded the neutral countries of Belgium, Netherlands and Luxembourg, Italy had declared war on France and the UK. France was defeated 6 weeks after Italy had declared war, leaveing the UK as the only one left separating the West from Nazi Germany. The Germans originally planned to invade the UK the same way they were able to defeat other countries; however the UK was ready to defend themselves. On July 10(the beginning of the battle), the Germans sent their airforce(the Luftwaffe) to lead a large scale attack on UK by causing an air and sea blockade. Germany was mainly targeting coastal-shipping convoys, ports and shipping centers in an attempt to convince the UK to agree to a kind of peace settlement or ceasefire. While the battle for the air was happening, the Royal Navy was preparing for Germany to attack from the sea. On July 16, Operation Sea Lion had begun(Hitlers plan to attack from both the air and sea). During the night both sides would send planes to bomb each other’s ships and planes. During the battle the Royal Air Force and military had to protect civilian populated cities from Germany’s Blitz bombing attacks. On the 31 of October, Nazi Germany faced their first real defeat at the hands of the allies because only a year later both Russia(was betrayed by Germany and joint the allies in June 1941) and the US(declared war on Germany and officially joined the war in December 1941 after a German U boat sunk a civilian ship) join the war on the side of the allies. This caused Germany to have to fight two major countries on two fronts, which was a main cause for Germany’s defeat in WW2. (Learn more.) A poltergeist is defined as a spirit/entity that is responsible for physical disturbances: knocking/banging, pushing/tripping, loud noises, thrown objects, possibly attacks, scratches, biting, hitting or moving objects. The word “poltergeist” originated from the German word “Poltern”(to make sound or noise/to rumble or knock) and “Geist”(ghost/spirit). Poltergeists have been present all throughout history dating as far back as the 1st century(the phenomena only becoming popular in the 1600s) in what is now the USA and most countries in Europe and Asia. Unlike what movies often imply poltergeists are not “evil”, but are very angry/violent entity that follows people dealing with problems or have negative thing surrounding them. Poltergeists absorb/feed on the emotions of an unhappy person which can help them to interact with the physical world, for the better or worse of the individual. Unlike ghosts, poltergeists are the manifestation of psychic disturbances that is surrounding an unhappy person. This makes their visibility different from a spirit because spirits are often deceased humans unable to leave due to unfinished business with the living and usually can chose to appear to someone; however poltergeists make their presence known by lashing out violently which could easily harm a person. Howard Phillips Lovecraft was an American author/writer that didn’t receive much acknowledgement for his writing during his lifetime, but now is considered one of the most significant authors of the 20th-century. He is most famous for writing “The Call of Cthulhu”, “Cool Air” and is responsible for creating the Lovecraftian Horror genre. Howard was born August 20, 1890 to Winfield Lovecraft and Sarah Lovecraft in Rhode Island, Providence. When Howard was 3 his father suffered a psychotic episode, and died 5 years later in a psych-hospital due to general paresis and syphilis. After his father’s death his mother was stated to have been “permanently stricken with grief”, so he left to live with his two Aunts and Grandparents. Howard’s grandfather became like a father figure to Howard and helped him become proficient reader and writer. In 1896, his family faced another tragedy when his grandmother died, to which they never fully recovered from. This caused a 5 year old Howard to be terrified while at the funeral and had started to have recurring nightmares that would later influence his writing. Howard was in and out of school and was often home school or read the books in their library. Even though he missed many years of school do to mental and physical health problems he still graduated high school in 1908(however he is a college dropout). Throughout his life he suffered from mental breakdown, anxiety, depression and multiple health problems that his family both supported and helped him cope with. After his Mother died in 1921 Howard was stated to be “emotionally and physically crippled” and became extremely depressed to the point he question his value in the world. Years after he got married and moved out of Providence to Brooklyn with his wife. He was said to have been a good husband but eventually moved back to Providence because of a few problems. In his final years he had learned that his friend had committed suicide, was diagnosed with small intestinal cancer and suffered from malnutrition because of his financial decline. Howard Lovecraft died March 15, 1937 because of his cancer and now is resting in Swan Point Cemetery. The Russo-Japanese war was a fight between the Russian empire and the Empire of Japan that lasted from 1904 to 1905. It started as a rivalry for dominance in Korea and Manchuria. The Russians wanted to extend the Trans-Siberian Railroad into a warmer area for strategic purposes and pressured China into letting them lease a port on the Liaodong Peninsula. However, when the Trans-Siberian Railroad was built it lacked proper transportation facilities and had limited how many troops and supplies were in Manchuria(it was unsecured). The Japanese were worried about the growing Russian influence in the region. Since the Russian army had a history of military aggression the Japanese originally wanted to make a deal with Russia. The Japanese offered to cease control of Manchuria to Russia as long as they could still maintained control over Korea. The Russians didn’t agree, wanting Korea North to be a neutral area. When negotiating failed the Japanese launch a surprise attack on Russia at the newly made navy port, Port Arthur, starting the war with the Battle of Port Arthur(February 8, 1904). The Russians were reluctant to leave the harbor because of the recent death of Admiral Stepan Osipovich Makarov who died on the Petropavlovsk in an attempt to break pass a blockade. The Japanese then attempted to launch another attack against Russia but it only resulted in many Japanese casualties. At the Battle of Liaoyang, the Japanese were able to push the Russian army back to Port Arthur from the sea, causing the Russians to send more troops to defend the area. Over the next year there were many battles and casualties, but by 1904 the Japanese navy had nearly sunk all the ships in the Russian’s navy fleet. In early 1905 a Russian commander of the Port Arthur’s garrison had surrendered, believing the port was no longer worth defending since they faced so many losses. Then the remaining Russian fleet were defeated at the Battle of Yellow Sea causing the Russian Empire to mobilize the Baltic Fleet. On May 27, 1905, the Battle of Tsushima Strait began when a Russian fleet attempted to sneak past a Japanese barracked at night, but were spotted. The war ended with the Treaty of Portsmouth, were Russia agreed to recognize Korea as part of the Japanese sphere of influence and withdrew their troops from Fort Arthur and Manchuria. The war however left a negative impact on both countries; leaving Japan nearly bankrupt and becoming one of the causes of the Russian Revolution. (Article) (Learn more) The Pavlova cake is a meringue like cake that has a crispy crust, soft inside and is usually topped with fruit and cream. The cake was thought to have been created in honor of a Russian dancer while on tour during the 1920s, in New Zealand and Australia. People often argue the nationality of the dessert. Professor Helen Leach believed it was created in New Zealand and published the book “The Pavlova Story: A Slice of New Zealand’s Culinary History” to reflect this. However, Andrew Wood and Annabelle Utrecht later suggested the idea that it was U.S. dessert that was based on an Austrian dish. People have even traced it back to Germany. Either way, the Pavlova cake is very popular dessert and is often served at many different celebrations in New Zealand and Australia. Recipe for the Pavlova cake: - First set your over to 225 degrees - Then you need to beat 6 egg whites till they are very stiff while gradually add 1.5 cups of sugar(After you should be left with this big white thick/fluffy cream like substance) - Then you can add 2 tsp of corn flour, 1/2 tbsp of lemon juice(or vinegar), and 1/2 tbsp of vanilla extract; then mix. - After everything is well mixed, slow bake it for 1 hour and 15 min. After let it sit in the still warm oven for 30 min. - Now transfer the cake to a counter or plate and let it cool. - While you wait for it to cool you can make the frosting by beat/whipping cream and sugar together for 2 and half min. - Now you can top the cake with the frosting and cut fruit of your choosing. World War two started in 1939 and ended in 1945. WW2 was a global war involving around 57 countries. It was a fight between two major opposing alliances; The Allied Forces and the Axis Powers. The Axis powers were made up of three main powers, Italy(Benito Mussolini), Germany(Adolf Hitler) and Japan(Hirohito). The main Allies were the U.S.A(Franklin D. Roosevelt), UK(Winston Churchill), Soviet Union(Joseph Stalin) and China(Chiang Kai-shek). At first Nazi Germany started to expand it’s borders by invading nearby countries and formed a pact with the Soviet Union. Hitler and Stalin had originally planned on dividing the territories of Romania, Poland, Lithuania, Latvia, Estonia, and Finland between themselves. At first, the UK and France tried resolving these growing problems peacefully by low-key saying “please stop”; however, when Poland was invaded they declared war on Germany. In 1940, Germany invaded Denmark and Norway to stop the Allies from cutting off their iron ore shipments from Sweden. Due to the losses in Norway, Winston Churchill was assigned to be Prime Minister in 1940; this was the same day Germany launched an attack on France. As soon as France fell, Germany tried to use the same tactic against the UK, attempting to take over quickly. However, the resistance the UK was showing stalled Hitler’s original plan. Hitler came to the conclusion that they were waiting/hoping for the U.S.A. and Soviet Union to join the war against the Axis. Although the Soviet Union worked with Germany, they weren’t officially part of the Axis, despite Germany’s attempts to convince them. Hitler then decided to invade the Soviet Union in 1941, but it was unsuccessful. This caused the Soviet Union to join the Allies against Germany. The Japanese had also launched a surprise attack on the U.S.A.(attack on Pearl Harbor), causing them to join the war as part of the Allies. Now, Germany had a major fight on two fronts and this is where Germany is said to have started to lose the war. The Axis endured many defeats after, and in 1943, Italy surrendered. Benito Mussolini was then kicked out of his dictatorship role and Gen. Pietro Badoglio, seeking peace, took his place. Only a month later, Italy joined the Allies by declaring war on Germany. On June 6, 1944(D-day), after years of Soviet pressure, the Allies launched an attack to take back northern France from the Germans. In Italy, there were several Allied units sent to attack the southern part of France, putting stress on the German army. Eventually, the Germans stationed in France were all defeated and the Allies set their sights on Germany. While the events of D-day were happening, the Soviets planned a strategic attack on Belarus, Ukraine and Poland in order to drive the German troops out. Then they went to cut off and later defeat a considerably large amount of German troops in Romania and Bulgaria. The Allies were closing in on Germany and they made a last attempt to take back ground, but it was in vain. On May 7, 1945, Germany surrendered, but the war wasn’t over. Japan was still fighting and showing no interest in surrendering to the Allies. Japanese pilots started to purposely crash their planes into Allied ships in order to do some kind of damage. This action caused a lot of deaths on both sides. Japan knew they wouldn’t be able to win, and was hoping to hold out until a cease fire was called. The Allies repeatedly tried to get them to surrender, but Japan kept refusing. In order to end the fighting, Roosevelt agreed to send two atomic bombs to two civilian populated cities. After the destruction of Hiroshima and Nagasaki, Japan surrendered, fearing another cities destruction. In September 2, 1945 Japan signed the Surrender documents and the war officially ended. WW2 was a very violent and bloody war that cost nearly 70-85 million people their lives(civilian and soldiers alike). As a result, the war prompted people to rise for independence and revolutions. There is a lot more to WW2 than what was mentioned here. There are also many WW2 memorial sites around the world dedicated to honoring/remembering those lost in the war. Edith Holländer was born January 16, 1900 into a German Jewish family. Her parents were Abraham Holländer and Rosa Stern who were successful business people. The family was originally from Amsterdam, but started making there way to Germany around 1800. Edith had two older brothers and one older sister; however her sister died at 16 due to appendicitis. In 1924 she met Otto Frank and they were married in 1925; later she gave birth to two girls, Margot and Anne. When the Frank family had to movie to Amsterdam to escape the Nazis, Edith had an especially hard time adjusting. A family member said that she was German and didn’t feel at home living in the Netherlands. She didn’t learn Dutch easily and missed Germany. After the Nazis started to invade the Netherlands she went into hiding with her family. She lived 2 year with her family, the Van Pel’s, and Fritz Pfeffer(Mr. Dussel). After they were found and arrested; Edith was separated from Anne and Margot to be sent to a gas chamber. However Edith was able to escape this fate with a friend and hid in another section of the camp during Winter. Edith died of starvation in 1945, because she saved all her food for Anne and Margot. The camp was liberated 3 weeks later by the Red Army and her daughters were able to outlived her by one month.	3,218	ENGLISH	1
Where was Tutankhamun born? Tutankhamun or King Tut was born in Egypt around the year 1341 BC. He became a Pharaoh when he was nine years old and was called the 'boy king'. His tomb was discovered in 1922, nearly 3000 years after his death. Tutankhamun was about 18 when he died. He was buried in the Valley of the Kings. When was Tutankhamun's tomb discovered? The tomb of Tutankhamun was discovered on November 4, 1922, by British archaeologist Howard Carter. Howard Carter was born in Norfolk, England in 1874. When he discovered King Tut's tomb, he found a chamber with four rooms filled with everything he would need in the afterlife. Ancient Egyptians believed that when a person died they would enter the 'afterlife'. The burial tombs of pharaohs were full of all of their possessions: beds, chariots, artwork, weapons and even food. The Egyptians allowed the treasures from Tutankhamun’s tomb to be shown at museums in many cities. Tutankhamun's mummy still rests in his tomb.	<urn:uuid:4517fb0f-f1fa-4fb2-9e4c-b08b2036aeca>	CC-MAIN-2020-05	https://primaryleap.co.uk/activity/tutankhamun	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00301.warc.gz	en	0.988476	234	3.546875	4	[ -0.08735904097557068, 0.43478333950042725, 0.6289389729499817, 0.009154614061117172, -0.6715532541275024, 0.10297475755214691, 0.6948771476745605, 0.13039395213127136, -0.27708953619003296, 0.10485260933637619, 0.06176527217030525, -0.9079136252403259, 0.30275747179985046, 0.27189785242080...	1	Where was Tutankhamun born? Tutankhamun or King Tut was born in Egypt around the year 1341 BC. He became a Pharaoh when he was nine years old and was called the 'boy king'. His tomb was discovered in 1922, nearly 3000 years after his death. Tutankhamun was about 18 when he died. He was buried in the Valley of the Kings. When was Tutankhamun's tomb discovered? The tomb of Tutankhamun was discovered on November 4, 1922, by British archaeologist Howard Carter. Howard Carter was born in Norfolk, England in 1874. When he discovered King Tut's tomb, he found a chamber with four rooms filled with everything he would need in the afterlife. Ancient Egyptians believed that when a person died they would enter the 'afterlife'. The burial tombs of pharaohs were full of all of their possessions: beds, chariots, artwork, weapons and even food. The Egyptians allowed the treasures from Tutankhamun’s tomb to be shown at museums in many cities. Tutankhamun's mummy still rests in his tomb.	252	ENGLISH	1
\|Date(s):\|\|May 16, 1836 to June 1, 1839\| \|Location(s):\|\|INDIAN LANDS, Georgia\| \|Course:\|\|“Rise And Fall of the Slave South,” University of Virginia\| \|Rating:\|\|3.83 (269 votes)\| The Trail of Tears was named as such by the Cherokee Indians who survived the forced march west from their native lands throughout Georgia and North Carolina. Hostility toward the Cherokees was not a foreign concept for the native people of Georgia. The Cherokees were led by the chief called The Ridge, who allied the Cherokees with Andrew Jackson in 1814 at Horseshoe Bend. During his presidency, Jackson disregarded this act of good faith and forced the Indian Removal Bill upon Congress, it was passed in 1830. Indian land was now available to whites, which was usually distributed by a lottery process. By 1836, a removal treaty, contested within the Cherokee nation, had been signed by The Ridge and westward exodus had begun. General Winfield Scott sped the removal along as well as put many Indians into stockades along the way. The Trail of Tears found its end in Oklahoma. Nearly a fourth of the Cherokee population died along the march. It ended around March of 1839. The rule of cotton declared a white only free-population. Upon reaching Oklahoma, two Cherokee nations, the eastern and western, were reunited. In order to live peacefully and harmoniously together, a meeting occurred in Takattokah. In June of 1839 eastern and western chiefs met in order to discuss the new nation's government. The eastern chiefs accepted western sovereignty. As reported by the chiefs in a letter addressed to the government of the United States on June 13, 1839, we take pleasure to state distinctly that we desire to see the eastern and western Cherokees become reunited, and again live as one people;to the satisfaction and permanent welfare of the whole Cherokee people.' The letter was signed by John Ross and George Lowey, eastern chiefs, and John Brown, John Looney and John Rogers, all western chiefs. The letter was presented to congress by Mr. Corwin, who wrote Memorial of the Cherokee Nation in 1840.	<urn:uuid:f5e31ce1-5b4c-4a36-bb3e-51cd5d767757>	CC-MAIN-2020-05	http://historyengine.richmond.edu/episodes/view/1161	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00232.warc.gz	en	0.980119	454	4.21875	4	[ -0.7029650807380676, 0.16409942507743835, 0.6863836050033569, 0.3214562237262726, -0.2323457896709442, -0.26192569732666016, 0.20074918866157532, -0.3905574679374695, -0.20296360552310944, -0.10047968477010727, 0.22448503971099854, 0.01720750518143177, 0.1500280797481537, 0.141339048743247...	1	\|Date(s):\|\|May 16, 1836 to June 1, 1839\| \|Location(s):\|\|INDIAN LANDS, Georgia\| \|Course:\|\|“Rise And Fall of the Slave South,” University of Virginia\| \|Rating:\|\|3.83 (269 votes)\| The Trail of Tears was named as such by the Cherokee Indians who survived the forced march west from their native lands throughout Georgia and North Carolina. Hostility toward the Cherokees was not a foreign concept for the native people of Georgia. The Cherokees were led by the chief called The Ridge, who allied the Cherokees with Andrew Jackson in 1814 at Horseshoe Bend. During his presidency, Jackson disregarded this act of good faith and forced the Indian Removal Bill upon Congress, it was passed in 1830. Indian land was now available to whites, which was usually distributed by a lottery process. By 1836, a removal treaty, contested within the Cherokee nation, had been signed by The Ridge and westward exodus had begun. General Winfield Scott sped the removal along as well as put many Indians into stockades along the way. The Trail of Tears found its end in Oklahoma. Nearly a fourth of the Cherokee population died along the march. It ended around March of 1839. The rule of cotton declared a white only free-population. Upon reaching Oklahoma, two Cherokee nations, the eastern and western, were reunited. In order to live peacefully and harmoniously together, a meeting occurred in Takattokah. In June of 1839 eastern and western chiefs met in order to discuss the new nation's government. The eastern chiefs accepted western sovereignty. As reported by the chiefs in a letter addressed to the government of the United States on June 13, 1839, we take pleasure to state distinctly that we desire to see the eastern and western Cherokees become reunited, and again live as one people;to the satisfaction and permanent welfare of the whole Cherokee people.' The letter was signed by John Ross and George Lowey, eastern chiefs, and John Brown, John Looney and John Rogers, all western chiefs. The letter was presented to congress by Mr. Corwin, who wrote Memorial of the Cherokee Nation in 1840.	487	ENGLISH	1
After the American Revolution was won and the Treaty of Paris formally recognized the United States of America as a country, there was still much to do . Major parts of the country were in shambles, and there was a strong need for a central government. At the time, many states drafted their own state governments, but soon realized that a national government was needed, so delegates went to the Second Continental Congress to draft the Articles of Confederation. Though it provided a legislative branch of government with one house that had the power to declare war, had the power to make treaties, and could also borrow money to pay debts, it was nothing more than a declaration of friendship between the colonies . The weaknesses of the Articles were apparent after the government showed helplessness after Shays Rebellion. The governor of Massachusetts asked Congress to send troops, but they didnt have the money or the men to send aid . It also exposed the fact that the Articles of Confederation also failed to see that the states would adequately protect the rights and liberties of all their citizens . In the process of writing the Articles of Confederation so that it would not resemble a parliamentary government like Great Britains, the authors unintentionally created many problems pertaining to centralized power. The states kept their sovereignty which made it seem like there were thirteen separate countries rather than thirteen states unified together to create a country. There was no executive branch which translated into no follow through on decisions and there was a lack of leadership of the armed forces. No standing army meant that there was constant internal strife and state conflict, as well as making the threat of external invasion very real. There was also no trade regulation, which resulted in numerous trade disputes and also resulted in states taxing one another. ... federal government also had the power to borrow money and admit new states into the Union. Under the Articles of Confederation, the federal government could not ... was time to build up trade and trust with other countries. Eventually, their financial plans fell through, so France and the ... state conflict was not only limited to trade disputes; laws in one state werent always recognized in others. Bigger states often bullied smaller states because of their smaller population size. And there was not a judicial system to help states settle disputes so states sometimes would even war against each other . Since it was evident that these problems were hindering the growth of the country, a meeting was called to fix and strengthen the existing form of government, the meeting was later known as the Constitutional Convention . At the Constitutional Convention, their main goal was to create a strong central government that had power that would exceed the states, but not so much power that it would resemble a parliamentary government . James Madison, the leader in the convention, also wanted to put a series of checks and balances into effect so that the three branches of government could all control each other and at the same time also govern themselves . After compromising between the Virginia Plan and the New Jersey Plan, which both dealt with state representation, they created the Senate, which had two representatives per state regardless of population size, and the House of Representatives which had representation based on population size. This greatly decreased the amount of state conflict since both the small and large states had equal representation in the Senate (which was beneficial to the small states), but larger states would have a greater sense of power because of their larger population size . Congress was given the power to regulate trade and the power to tax which further reduced state conflicts. Taxing allowed for a more effective government and also strengthened the executive branch because it provided the funds for follow through on decisions. With the Constitution, the national government held more power than those of the state governments. But most importantly, the Constitution protected the natural rights that the colonists thought the king and Parliament had infringed; life, liberty, and the pursuit of happiness . ... Constitution, with all its faults, is very good; the law and the courts are very respectable; even this State and this American government ... , nor wish it to prevail through the power of the majority. There is but little ... be a second at control, Or useful serving-man and instrument To any sovereign state throughout the world." ... will. It is a sort of wooden gun to the people themselves.But it is not ... Although the Constitution accomplished many things such as alleviating state conflicts and reducing internal strife, one of the less desired outcomes was being less democratic than the Articles of Confederation. The Constitution gave more power to the central government, but in the process of doing so, it took away some power from the states and the citizens . This established federal supremacy over many areas of the state governments. However, in exchange, the country got stability, and the chaos was brought down to a much more manageable level. This shows that the framers were successful in their attempts to create a functional republic. The setup of the new system of government allowed the House of Representatives to be elected directly by the people. State legislators were given the authority to choose senators and electors chose the president. The citizens were also happy because they were being represented and though states had less power than before, they were unified under a single system of government. The new Constitution provided solutions to problems that were prevalent under the old Articles of Confederation and citizens of states also had adequate protection of their rights and liberties regardless of what state they were from. Though the Constitution provides a better system of government than the Articles of Confederation did, there are still clashes between decentralized and centralized power. One of the issues that there have been disagreements in is gun control. Under the second Amendment, people have the right to bear arms so theoretically, the government has no right to interfere. On the other hand, in the 1886 case of Presser v. Illinois, the verdict was that the second amendment related only to the federal government but did not forbid state governments from regulating someones possession or use of guns. However, in the 1939 verdict in U.S. v. Miller, the ruling was that the Second Amendment applied only to rights having some reasonable relationship to the preservation of efficiency of a well regulated militia. / Despite of all this, legalities dealing with gun control have been generally been in the hands of state legislatures and state courts. However, the laws pertaining to gun control still differ from state to state. For example: in Arizona, there is no child access law, but in Texas there is. Arizona has a juvenile possession law but Texas doesnt. Some states such as Arizona dont require permits to purchase firearms, but other states do. Laws about carrying concealed weapons also differ from state to state; some require a permit but others dont have any laws about it. ... protect themselves against tyranny in government." He definitely realized, as did the other writers of the constitution, the importance of letting ... to be ineffective. The places in the United States where gun control laws are toughest tend to be the places where the ... out government restrictions than it is virtually impossible for dictators like himself to get into power. Hitler also said, "This ... In conclusion, though some argue that the federal government has too much or too little power, the centralization of power is far better placed than it was prior to the ratification of the Constitution in 1781. There was a time when the weaknesses of the American government caused so many problems that the thirteen states acted more like thirteen small countries rather than as a whole nation. So regarding the issue of the placement of centralized and decentralized power today, though it may be less than ideal, it is far better than it was in 1781. Dornbush, Krista. AP U. S. History. Grand Rapids: Kaplan, 2008. “The Constitution.” Course Notes. 7 Sept. 2005. 20 Aug. 2008 . “About.com: US Government Info.” Gun Control and Second Amendment. May 2005. About.com. 21 Aug. 2008 . “A State by state look at Gun Laws in the US.” CNN. Dec. 1999. 23 Aug. 2008 . “US Government Guide: Gun Control and Right to Bear Arms.” About.com. 23 Aug. 2008 .	<urn:uuid:9767e722-81c0-4b6d-b574-d1ccee5f1753>	CC-MAIN-2020-05	https://educheer.com/essays/problems-of-decentralization/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00046.warc.gz	en	0.980084	1,644	4.0625	4	[ -0.3294650912284851, -0.009553331881761551, 0.1421557366847992, 0.02931327559053898, -0.24064701795578003, 0.43129992485046387, -0.1656998097896576, 0.256626695394516, -0.1136287972331047, 0.15218649804592133, 0.29440125823020935, 0.14996501803398132, 0.1625116467475891, 0.3284069299697876...	1	After the American Revolution was won and the Treaty of Paris formally recognized the United States of America as a country, there was still much to do . Major parts of the country were in shambles, and there was a strong need for a central government. At the time, many states drafted their own state governments, but soon realized that a national government was needed, so delegates went to the Second Continental Congress to draft the Articles of Confederation. Though it provided a legislative branch of government with one house that had the power to declare war, had the power to make treaties, and could also borrow money to pay debts, it was nothing more than a declaration of friendship between the colonies . The weaknesses of the Articles were apparent after the government showed helplessness after Shays Rebellion. The governor of Massachusetts asked Congress to send troops, but they didnt have the money or the men to send aid . It also exposed the fact that the Articles of Confederation also failed to see that the states would adequately protect the rights and liberties of all their citizens . In the process of writing the Articles of Confederation so that it would not resemble a parliamentary government like Great Britains, the authors unintentionally created many problems pertaining to centralized power. The states kept their sovereignty which made it seem like there were thirteen separate countries rather than thirteen states unified together to create a country. There was no executive branch which translated into no follow through on decisions and there was a lack of leadership of the armed forces. No standing army meant that there was constant internal strife and state conflict, as well as making the threat of external invasion very real. There was also no trade regulation, which resulted in numerous trade disputes and also resulted in states taxing one another. ... federal government also had the power to borrow money and admit new states into the Union. Under the Articles of Confederation, the federal government could not ... was time to build up trade and trust with other countries. Eventually, their financial plans fell through, so France and the ... state conflict was not only limited to trade disputes; laws in one state werent always recognized in others. Bigger states often bullied smaller states because of their smaller population size. And there was not a judicial system to help states settle disputes so states sometimes would even war against each other . Since it was evident that these problems were hindering the growth of the country, a meeting was called to fix and strengthen the existing form of government, the meeting was later known as the Constitutional Convention . At the Constitutional Convention, their main goal was to create a strong central government that had power that would exceed the states, but not so much power that it would resemble a parliamentary government . James Madison, the leader in the convention, also wanted to put a series of checks and balances into effect so that the three branches of government could all control each other and at the same time also govern themselves . After compromising between the Virginia Plan and the New Jersey Plan, which both dealt with state representation, they created the Senate, which had two representatives per state regardless of population size, and the House of Representatives which had representation based on population size. This greatly decreased the amount of state conflict since both the small and large states had equal representation in the Senate (which was beneficial to the small states), but larger states would have a greater sense of power because of their larger population size . Congress was given the power to regulate trade and the power to tax which further reduced state conflicts. Taxing allowed for a more effective government and also strengthened the executive branch because it provided the funds for follow through on decisions. With the Constitution, the national government held more power than those of the state governments. But most importantly, the Constitution protected the natural rights that the colonists thought the king and Parliament had infringed; life, liberty, and the pursuit of happiness . ... Constitution, with all its faults, is very good; the law and the courts are very respectable; even this State and this American government ... , nor wish it to prevail through the power of the majority. There is but little ... be a second at control, Or useful serving-man and instrument To any sovereign state throughout the world." ... will. It is a sort of wooden gun to the people themselves.But it is not ... Although the Constitution accomplished many things such as alleviating state conflicts and reducing internal strife, one of the less desired outcomes was being less democratic than the Articles of Confederation. The Constitution gave more power to the central government, but in the process of doing so, it took away some power from the states and the citizens . This established federal supremacy over many areas of the state governments. However, in exchange, the country got stability, and the chaos was brought down to a much more manageable level. This shows that the framers were successful in their attempts to create a functional republic. The setup of the new system of government allowed the House of Representatives to be elected directly by the people. State legislators were given the authority to choose senators and electors chose the president. The citizens were also happy because they were being represented and though states had less power than before, they were unified under a single system of government. The new Constitution provided solutions to problems that were prevalent under the old Articles of Confederation and citizens of states also had adequate protection of their rights and liberties regardless of what state they were from. Though the Constitution provides a better system of government than the Articles of Confederation did, there are still clashes between decentralized and centralized power. One of the issues that there have been disagreements in is gun control. Under the second Amendment, people have the right to bear arms so theoretically, the government has no right to interfere. On the other hand, in the 1886 case of Presser v. Illinois, the verdict was that the second amendment related only to the federal government but did not forbid state governments from regulating someones possession or use of guns. However, in the 1939 verdict in U.S. v. Miller, the ruling was that the Second Amendment applied only to rights having some reasonable relationship to the preservation of efficiency of a well regulated militia. / Despite of all this, legalities dealing with gun control have been generally been in the hands of state legislatures and state courts. However, the laws pertaining to gun control still differ from state to state. For example: in Arizona, there is no child access law, but in Texas there is. Arizona has a juvenile possession law but Texas doesnt. Some states such as Arizona dont require permits to purchase firearms, but other states do. Laws about carrying concealed weapons also differ from state to state; some require a permit but others dont have any laws about it. ... protect themselves against tyranny in government." He definitely realized, as did the other writers of the constitution, the importance of letting ... to be ineffective. The places in the United States where gun control laws are toughest tend to be the places where the ... out government restrictions than it is virtually impossible for dictators like himself to get into power. Hitler also said, "This ... In conclusion, though some argue that the federal government has too much or too little power, the centralization of power is far better placed than it was prior to the ratification of the Constitution in 1781. There was a time when the weaknesses of the American government caused so many problems that the thirteen states acted more like thirteen small countries rather than as a whole nation. So regarding the issue of the placement of centralized and decentralized power today, though it may be less than ideal, it is far better than it was in 1781. Dornbush, Krista. AP U. S. History. Grand Rapids: Kaplan, 2008. “The Constitution.” Course Notes. 7 Sept. 2005. 20 Aug. 2008 . “About.com: US Government Info.” Gun Control and Second Amendment. May 2005. About.com. 21 Aug. 2008 . “A State by state look at Gun Laws in the US.” CNN. Dec. 1999. 23 Aug. 2008 . “US Government Guide: Gun Control and Right to Bear Arms.” About.com. 23 Aug. 2008 .	1,676	ENGLISH	1
Was the Weimar Republic doomed from very beginning? Essay The Weimar Republic was created in 1918 when the Germans realised that they were going to lose the war. The Germans were shocked that they had lost the war and created this democratic republic to try and solve the economic and social problems caused by the war. However it was not very successful, and I am going to write about the three main factors that caused it to collapse. One of the reasons was the legacy left behind from WWI. Germany was traditionally an autocracy and were therefore used to having one strong leader of the whole country. A democracy was a radical new idea and was therefore not accepted by everyone. This meant that if there were any problems while the democratic government was in power then people would be quick to assume that the democracy as a whole was not working. The Treaty of Versailles also contributed to the collapse of the Weimar Republic. This treaty was a very embarrassing one for Germany as it meant that they lost a lot of land and would be demilitarised. The government were forced to sign this as it was conducted in such a way that it was a diktat (a dictated settlement), this meant that Germany could not discuss or disagree with the terms and were told, sign them or the war goes on. The German public saw this as another failure of the Weimar government. Whilst the Weimar Republic was in power there was a growing government debt and increasing inflation. The debt was left from the war and was one of the economic problems that they faced. They had to try and get out of debt however they did not accomplish this as the debt kept growing, which also contributed to their collapse. The inflation was due to the government printing more money than its expenditure required. This angered the workers and middle classes as it meant prices rose throughout the country. Yet again this led more towards their collapse as it was seen as another failure from the government and discontented the public.The “Stab in the back” theory blamed unpatriotic and weak politicians for their defeat in the Great War. General Ludendorff had complained that the Civilian government had betrayed the army and when General Malcolm asked him if he meant they had been “stabbed in the back” he leapt upon the phrase and used it as an excuse for Germany’s defeat in the war. This theory became widely known as the real reason for their defeat due to the propaganda promoting the theory, and meant that the Weimar Republic were blamed for the defeat and not the army. The politicians became known as the “November Criminals” and became more unpopular with the German public. This also meant that there was conflict between the army and the government as they blamed each other for Germany’s defeat in the Great War.Another reason was the German Revolutions. The Revolution from Above occurred during September and October of 1918. Generals from the army recommended a civilian government and an armistice. A new civilian government was formed with Prince Max of Baden leading it. Some reforms were made however they were not enough to satisfy the German public. Leaving unrest and anger in among the people due to the economic problems and worry about the war.As the German people were expecting and were promised victory in the war when they found out they were going to lose they were very angry and felt betrayed by their government and army. This unrest is what caused the Revolution from Below. This revolution occurred during October and November of 1918 and during which sailors mutinied and the great discontent and anger grew. The revolution forced Prince Max of Baden to hand over the chancellorship to Ebert, who was a socialist, and the Kaiser to abdicate and flee to Holland leaving a Republic to be formed.Ebert made a deal with Groener, whereas the Elite would support the new government if the new government supported the Elite. This meant that many socialist groups who did not support the idea of democracy still had positions of power. This was a problem for the Weimar Republic as it meant that there were people with power who opposed democracy. There was also a fear of communism. This meant the Weimar republic would have to be reliant on right wing reactionaries due to this fear of communism. Leaving yet another problem for the Republic to overcome if they were not going to collapse.The third reason was the Weimar constitution. The constitution was a list of rules for which the country should obey. Article 53 of the constitution stated that “the National Chancellor and, on his proposals, the National Assembly are appointed and dismissed by the National president”. This meant that the president had power over the government. This was a problem for the Weimar Republic as it meant that the president could change the government and overrule then when he felt like it. This caused an instability in power and an unstable political situation. This also meant that the German people would have less trust in the Weimar Republic and democracy as a whole.Article 48 stated that the National President could overrule and ignore the Reichstag. Therefore any rules or ideas that the Reichstag had could be bypassed if the President didn’t like them, meaning they had less power than they should have done. Voting by proportional representation meant that the distribution of seats in the National Assembly had a very strong correlation with the number of votes each party got. Although this idea seemed fair it did have many disadvantages that caused more difficulties for the Weimar government. It meant that it was very unlikely for one party to win a majority forcing coalition governments to be formed. It also meant that minority parties with extremist views could gain seats and get their say in the National Assembly. This was a problem for the Weimar government as it meant radical, extremist groups were getting more power.The constitution included the principle of a welfare state. This meant that the Elites could turn against the constitution as they saw it as too extreme. The workers could also have turned against the constitution as they saw it as too moderate. The government and their constitution could not please everyone and this was one of the main factors that led to their collapse.In conclusion I feel that from the very beginning the Weimar Republic had many problems to deal with, such as the legacy of the first World War, however I also feel that they created many problems during their time in power as well which were more important in causing their collapse such as the Weimar constitution. Cite this Was the Weimar Republic doomed from very beginning? Essay Was the Weimar Republic doomed from very beginning? Essay. (2017, Nov 11). Retrieved from https://graduateway.com/was-the-weimar-republic-doomed-from-very-beginning/	<urn:uuid:1967810a-a9df-4af4-a2ef-30b649c80429>	CC-MAIN-2020-05	https://graduateway.com/was-the-weimar-republic-doomed-from-very-beginning/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00524.warc.gz	en	0.992831	1,386	3.8125	4	[ -0.33826449513435364, 0.4464084506034851, -0.13798704743385315, 0.0767563208937645, -0.04889979213476181, 0.3681807518005371, -0.28426826000213623, 0.25427383184432983, -0.11587566137313843, -0.1494264304637909, 0.27588871121406555, -0.3557044565677643, 0.29292523860931396, 0.5688601732254...	1	Was the Weimar Republic doomed from very beginning? Essay The Weimar Republic was created in 1918 when the Germans realised that they were going to lose the war. The Germans were shocked that they had lost the war and created this democratic republic to try and solve the economic and social problems caused by the war. However it was not very successful, and I am going to write about the three main factors that caused it to collapse. One of the reasons was the legacy left behind from WWI. Germany was traditionally an autocracy and were therefore used to having one strong leader of the whole country. A democracy was a radical new idea and was therefore not accepted by everyone. This meant that if there were any problems while the democratic government was in power then people would be quick to assume that the democracy as a whole was not working. The Treaty of Versailles also contributed to the collapse of the Weimar Republic. This treaty was a very embarrassing one for Germany as it meant that they lost a lot of land and would be demilitarised. The government were forced to sign this as it was conducted in such a way that it was a diktat (a dictated settlement), this meant that Germany could not discuss or disagree with the terms and were told, sign them or the war goes on. The German public saw this as another failure of the Weimar government. Whilst the Weimar Republic was in power there was a growing government debt and increasing inflation. The debt was left from the war and was one of the economic problems that they faced. They had to try and get out of debt however they did not accomplish this as the debt kept growing, which also contributed to their collapse. The inflation was due to the government printing more money than its expenditure required. This angered the workers and middle classes as it meant prices rose throughout the country. Yet again this led more towards their collapse as it was seen as another failure from the government and discontented the public.The “Stab in the back” theory blamed unpatriotic and weak politicians for their defeat in the Great War. General Ludendorff had complained that the Civilian government had betrayed the army and when General Malcolm asked him if he meant they had been “stabbed in the back” he leapt upon the phrase and used it as an excuse for Germany’s defeat in the war. This theory became widely known as the real reason for their defeat due to the propaganda promoting the theory, and meant that the Weimar Republic were blamed for the defeat and not the army. The politicians became known as the “November Criminals” and became more unpopular with the German public. This also meant that there was conflict between the army and the government as they blamed each other for Germany’s defeat in the Great War.Another reason was the German Revolutions. The Revolution from Above occurred during September and October of 1918. Generals from the army recommended a civilian government and an armistice. A new civilian government was formed with Prince Max of Baden leading it. Some reforms were made however they were not enough to satisfy the German public. Leaving unrest and anger in among the people due to the economic problems and worry about the war.As the German people were expecting and were promised victory in the war when they found out they were going to lose they were very angry and felt betrayed by their government and army. This unrest is what caused the Revolution from Below. This revolution occurred during October and November of 1918 and during which sailors mutinied and the great discontent and anger grew. The revolution forced Prince Max of Baden to hand over the chancellorship to Ebert, who was a socialist, and the Kaiser to abdicate and flee to Holland leaving a Republic to be formed.Ebert made a deal with Groener, whereas the Elite would support the new government if the new government supported the Elite. This meant that many socialist groups who did not support the idea of democracy still had positions of power. This was a problem for the Weimar Republic as it meant that there were people with power who opposed democracy. There was also a fear of communism. This meant the Weimar republic would have to be reliant on right wing reactionaries due to this fear of communism. Leaving yet another problem for the Republic to overcome if they were not going to collapse.The third reason was the Weimar constitution. The constitution was a list of rules for which the country should obey. Article 53 of the constitution stated that “the National Chancellor and, on his proposals, the National Assembly are appointed and dismissed by the National president”. This meant that the president had power over the government. This was a problem for the Weimar Republic as it meant that the president could change the government and overrule then when he felt like it. This caused an instability in power and an unstable political situation. This also meant that the German people would have less trust in the Weimar Republic and democracy as a whole.Article 48 stated that the National President could overrule and ignore the Reichstag. Therefore any rules or ideas that the Reichstag had could be bypassed if the President didn’t like them, meaning they had less power than they should have done. Voting by proportional representation meant that the distribution of seats in the National Assembly had a very strong correlation with the number of votes each party got. Although this idea seemed fair it did have many disadvantages that caused more difficulties for the Weimar government. It meant that it was very unlikely for one party to win a majority forcing coalition governments to be formed. It also meant that minority parties with extremist views could gain seats and get their say in the National Assembly. This was a problem for the Weimar government as it meant radical, extremist groups were getting more power.The constitution included the principle of a welfare state. This meant that the Elites could turn against the constitution as they saw it as too extreme. The workers could also have turned against the constitution as they saw it as too moderate. The government and their constitution could not please everyone and this was one of the main factors that led to their collapse.In conclusion I feel that from the very beginning the Weimar Republic had many problems to deal with, such as the legacy of the first World War, however I also feel that they created many problems during their time in power as well which were more important in causing their collapse such as the Weimar constitution. Cite this Was the Weimar Republic doomed from very beginning? Essay Was the Weimar Republic doomed from very beginning? Essay. (2017, Nov 11). Retrieved from https://graduateway.com/was-the-weimar-republic-doomed-from-very-beginning/	1,352	ENGLISH	1
Napoleon recognized his contribution to the countries around the world as his most timeless and enduring. He reached Arenenberg in time to be with his mother on 5 Octoberwhen she died. He planned for his uprising to begin in Strasbourg. Get Full Essay Get access to this section to get all help you need with your essay and educational issues. Thirty thousand Frenchmen were vomited on to our shores, drowning the throne of liberty in waves of blood. One of his main accomplishments as a ruler was the establishment of the Napoleonic Civil Law Codes, which made all men equal under the law while maintaining their legal power over women. Huge tensions existed between those wanting to preserve a Catholic culture and those encouraging a secular state. Visit Website Did you know? Napoleon Bonaparte had a huge influence on France and Europe and many of the ideas he introduced to France and Europe during his reign still effect the world to this day. Napoleon was born there on 15 Augusttheir fourth child and third son. Most French citizens were Catholic, but resentment against the church and its clergy had given the revolution an anti-religious tone. Around the world, Napoleon had less of a direct impact. He met the wealthy heiress Harriet Howard in He also improved the school and legal systems. Even so, he did have a significant impact on Europe and on the world as a whole. With the Treaty of Fontainebleau, he was exiled to Elba, a Mediterranean island off the coast of Italy. The majority of France remained uneducated. The socialists and "red" republicans, led by Ledru-Rollin and Raspail, also did well, winning two hundred seats. He was aware that the popularity of Napoleon Bonaparte was steadily increasing in France; the Emperor was the subject of heroic poems, books and plays. The economy was also strengthened when Napoleon enforced a law requiring all citizens to pay taxes and created the national Bank of France.The impact of Napoleon Bonaparte is mainly on military intelligence where various countries follows his tactics while training their personnel. Napoleon Bonaparte was the greatest general of his day, but he was more than a great warrior. He was also a statesman concerned to make France a great and modern state, a dynast ambitious to make the Bonapartes the leading family in Europe, and a ruler whose influence was to mould the history of Europe at the outset of its most influential century. Despite Napoleon's eventual defeat and exile, he had a supreme impact on the shaping of European politics. Napoleon's Exile InNapoleon was exiled to Elba, a Mediterranean Island. This biography of Napoleon Bonaparte condenses his life and career down to the essential information. Emperor Napoleon Bonaparte, Napoleon 1st of France. Originally Napoleone Buonaparte, The Egyptian campaign was a military failure (although it had a great cultural impact) and a change of government in France caused Bonaparte to leave. Napoleon Bonaparte)is This quote by Napoleon shows how he believed that government should be made by the voice of the people. Napoleon Bonaparte was a great leader of war for France, and ruled as a democratic reformer. FC Napoleon and his Impact () Few men have dominated an age so thoroughly as Napoleon Bonaparte dominated his. In many ways he was like Adolph Hitler: charismatic, a master psychologist and politician, and ambitious to the point of self-destruction.Download	<urn:uuid:0b9dee6d-f3a3-4ea2-9811-bb198f021325>	CC-MAIN-2020-05	https://raroqaq.bistroriviere.com/impact-napoleon-bonaparte-48434aq.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00427.warc.gz	en	0.981505	711	3.71875	4	[ -0.2754524350166321, 0.7807489633560181, 0.45305320620536804, -0.40478378534317017, -0.3263309597969055, -0.2738955318927765, 0.2857963442802429, 0.606153666973114, 0.032603710889816284, -0.2088315188884735, 0.1938515603542328, -0.10080008208751678, 0.05748800188302994, 0.1903918981552124,...	1	Napoleon recognized his contribution to the countries around the world as his most timeless and enduring. He reached Arenenberg in time to be with his mother on 5 Octoberwhen she died. He planned for his uprising to begin in Strasbourg. Get Full Essay Get access to this section to get all help you need with your essay and educational issues. Thirty thousand Frenchmen were vomited on to our shores, drowning the throne of liberty in waves of blood. One of his main accomplishments as a ruler was the establishment of the Napoleonic Civil Law Codes, which made all men equal under the law while maintaining their legal power over women. Huge tensions existed between those wanting to preserve a Catholic culture and those encouraging a secular state. Visit Website Did you know? Napoleon Bonaparte had a huge influence on France and Europe and many of the ideas he introduced to France and Europe during his reign still effect the world to this day. Napoleon was born there on 15 Augusttheir fourth child and third son. Most French citizens were Catholic, but resentment against the church and its clergy had given the revolution an anti-religious tone. Around the world, Napoleon had less of a direct impact. He met the wealthy heiress Harriet Howard in He also improved the school and legal systems. Even so, he did have a significant impact on Europe and on the world as a whole. With the Treaty of Fontainebleau, he was exiled to Elba, a Mediterranean island off the coast of Italy. The majority of France remained uneducated. The socialists and "red" republicans, led by Ledru-Rollin and Raspail, also did well, winning two hundred seats. He was aware that the popularity of Napoleon Bonaparte was steadily increasing in France; the Emperor was the subject of heroic poems, books and plays. The economy was also strengthened when Napoleon enforced a law requiring all citizens to pay taxes and created the national Bank of France.The impact of Napoleon Bonaparte is mainly on military intelligence where various countries follows his tactics while training their personnel. Napoleon Bonaparte was the greatest general of his day, but he was more than a great warrior. He was also a statesman concerned to make France a great and modern state, a dynast ambitious to make the Bonapartes the leading family in Europe, and a ruler whose influence was to mould the history of Europe at the outset of its most influential century. Despite Napoleon's eventual defeat and exile, he had a supreme impact on the shaping of European politics. Napoleon's Exile InNapoleon was exiled to Elba, a Mediterranean Island. This biography of Napoleon Bonaparte condenses his life and career down to the essential information. Emperor Napoleon Bonaparte, Napoleon 1st of France. Originally Napoleone Buonaparte, The Egyptian campaign was a military failure (although it had a great cultural impact) and a change of government in France caused Bonaparte to leave. Napoleon Bonaparte)is This quote by Napoleon shows how he believed that government should be made by the voice of the people. Napoleon Bonaparte was a great leader of war for France, and ruled as a democratic reformer. FC Napoleon and his Impact () Few men have dominated an age so thoroughly as Napoleon Bonaparte dominated his. In many ways he was like Adolph Hitler: charismatic, a master psychologist and politician, and ambitious to the point of self-destruction.Download	707	ENGLISH	1
EUGENICS, these days, is a dirty word. But read the name “Huxley” and it is hard to believe there is not something to it. In the 19th century Thomas Henry Huxley was Darwin's bulldog, biting the ankles of bishops who dared cleave to the literal truth of Genesis. Thomas's descendants included Aldous, a noted novelist, and Sir Julian, another evolutionary biologist much given to smiting deviants from Darwinism. And that is not to mention Anthony, a botanist, and Francis, an anthropologist. None of them, though, outshone Sir Andrew Huxley, for it was he who solved one of the most important biological mysteries of all—how nerve cells work, and thus, at bottom, how brains do. The link between electricity and life had been known for over a century when he became interested in it. The power of electricity to create a simulacrum of life in dead bodies, by causing their muscles to twitch, was a fairground trick. But the details were not clear. The young Andrew came into the problem through mechanics; a handy boy, with a well-loved Meccano set and a metal-turning lathe on which he made his own apparatus long into adulthood, he found that the only sort of life science that drew him was physiology, or how bodies worked. In 1935 the shy young Huxley met Alan Hodgkin, a fellow student at Trinity College, Cambridge. The two were both interested in investigating nerves. They began with dead frogs, whose sciatic nerves had been stimulated to make their legs twitch by no less a scientist than Luigi Galvani, the first to look into the matter, in 1771. Individual frog-nerve cells, though, are hard to get at and manipulate. Instead, in 1939 the two researchers exiled themselves to Plymouth, where the Marine Biological Association has a laboratory, and turned to the nerve cells of squid—a species that has what are known as giant axons. The axon is the long protuberance from a nerve cell that connects it to the next cell in the circuit. The nerves that activate a squid's jet-propelled escape mechanism have particularly big axons, allowing signals to travel at great speed. That also makes it easy to attach electrodes to various points along an axon, to track those signals. This the two biologists did—the finest optical and microscopical work being left to Sir Andrew, who had a particular fondness for microscopes. Somewhat to his surprise, and much to his pleasure, as he put it later in his understated way, it all went more smoothly than he expected. And to cut a long story short, after regrouping once they had done their service during the second world war (Sir Andrew venturing into both gunnery and marriage) they were able to work out what was going on. Their main finding was that a nerve impulse, now known as an action potential, is caused by the movement in opposite directions across the axon's surface membrane of sodium and potassium ions. The ions inside the axon are held out of equilibrium with those outside it (there are too many potassium ions within, and too few sodium). As the action potential passes, special proteinaceous gates open in the cell's membrane. The first of these to do so let sodium ions in. Once that has happened, a second set let potassium ions out. Then, when the action potential has passed, the ions are laboriously pumped back to where they once were, so that the cell is primed to respond again. But nothing actually travels the axon's length except a wave of electrical potential. Lights. Camera. Action potential The seminal paper on the matter hit the presses in 1952. Messrs Hodgkin and Huxley thus beat that other famous biological double-act, Watson and Crick, by a year. That their paper is less well known now reflects that pair's flair for publicity, as much as the relative importance of the work. Sir Andrew, in fact, often showed his strong opinions in wry smiles rather than words. Honours nevertheless followed, as night follows day. A Nobel prize, shared with Hodgkin (and also with John Eccles, an Australian scientist) came in 1963, the year after Watson's and Crick's. The knighthood was somewhat delayed, until 1974. The British establishment, then as now, was dominated by arts men and could be a bit dense about the value of scientific advance. The Order of Merit—the true prize of the British honours system, because it is limited to 24 living members and is in the personal gift of the monarch—came in 1983. Sir Andrew also followed his grandfather, Thomas Henry, as president of Britain's main scientific academy, the Royal Society. The Huxleys are thus the only family to have provided two holders of that post. And he became master of Trinity, an institution regarded, at least by those who have attended it, as the pinnacle of British academic life. That was a post he hugely enjoyed. He did not even mind the master's duty of officiating in chapel, since he was, he explained, not atheist but agnostic (a word usefully invented by his grandfather), and was “very conscious that there is no scientific explanation for the fact that we are conscious.” He also liked to joke that his college had produced more Nobel prize-winners than France. That is a good story, but not actually true. Whether it will ever be true of the Huxleys remains to be seen. This article appeared in the Obituary section of the print edition under the headline "Andrew Huxley"	<urn:uuid:b76ebc33-8983-4bee-b6e1-dbf87ccd18bf>	CC-MAIN-2020-05	https://www.economist.com/obituary/2012/06/16/andrew-huxley	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250609478.50/warc/CC-MAIN-20200123071220-20200123100220-00190.warc.gz	en	0.980979	1,176	3.5	4	[ -0.053828153759241104, 0.10501396656036377, 0.1724628210067749, 0.14587174355983734, -0.22072267532348633, 0.011744596995413303, 0.5512782335281372, 0.1528189480304718, -0.008558480069041252, 0.08584123104810715, 0.003110275836661458, -0.6040071249008179, 0.2735538184642792, 0.297230899333...	5	EUGENICS, these days, is a dirty word. But read the name “Huxley” and it is hard to believe there is not something to it. In the 19th century Thomas Henry Huxley was Darwin's bulldog, biting the ankles of bishops who dared cleave to the literal truth of Genesis. Thomas's descendants included Aldous, a noted novelist, and Sir Julian, another evolutionary biologist much given to smiting deviants from Darwinism. And that is not to mention Anthony, a botanist, and Francis, an anthropologist. None of them, though, outshone Sir Andrew Huxley, for it was he who solved one of the most important biological mysteries of all—how nerve cells work, and thus, at bottom, how brains do. The link between electricity and life had been known for over a century when he became interested in it. The power of electricity to create a simulacrum of life in dead bodies, by causing their muscles to twitch, was a fairground trick. But the details were not clear. The young Andrew came into the problem through mechanics; a handy boy, with a well-loved Meccano set and a metal-turning lathe on which he made his own apparatus long into adulthood, he found that the only sort of life science that drew him was physiology, or how bodies worked. In 1935 the shy young Huxley met Alan Hodgkin, a fellow student at Trinity College, Cambridge. The two were both interested in investigating nerves. They began with dead frogs, whose sciatic nerves had been stimulated to make their legs twitch by no less a scientist than Luigi Galvani, the first to look into the matter, in 1771. Individual frog-nerve cells, though, are hard to get at and manipulate. Instead, in 1939 the two researchers exiled themselves to Plymouth, where the Marine Biological Association has a laboratory, and turned to the nerve cells of squid—a species that has what are known as giant axons. The axon is the long protuberance from a nerve cell that connects it to the next cell in the circuit. The nerves that activate a squid's jet-propelled escape mechanism have particularly big axons, allowing signals to travel at great speed. That also makes it easy to attach electrodes to various points along an axon, to track those signals. This the two biologists did—the finest optical and microscopical work being left to Sir Andrew, who had a particular fondness for microscopes. Somewhat to his surprise, and much to his pleasure, as he put it later in his understated way, it all went more smoothly than he expected. And to cut a long story short, after regrouping once they had done their service during the second world war (Sir Andrew venturing into both gunnery and marriage) they were able to work out what was going on. Their main finding was that a nerve impulse, now known as an action potential, is caused by the movement in opposite directions across the axon's surface membrane of sodium and potassium ions. The ions inside the axon are held out of equilibrium with those outside it (there are too many potassium ions within, and too few sodium). As the action potential passes, special proteinaceous gates open in the cell's membrane. The first of these to do so let sodium ions in. Once that has happened, a second set let potassium ions out. Then, when the action potential has passed, the ions are laboriously pumped back to where they once were, so that the cell is primed to respond again. But nothing actually travels the axon's length except a wave of electrical potential. Lights. Camera. Action potential The seminal paper on the matter hit the presses in 1952. Messrs Hodgkin and Huxley thus beat that other famous biological double-act, Watson and Crick, by a year. That their paper is less well known now reflects that pair's flair for publicity, as much as the relative importance of the work. Sir Andrew, in fact, often showed his strong opinions in wry smiles rather than words. Honours nevertheless followed, as night follows day. A Nobel prize, shared with Hodgkin (and also with John Eccles, an Australian scientist) came in 1963, the year after Watson's and Crick's. The knighthood was somewhat delayed, until 1974. The British establishment, then as now, was dominated by arts men and could be a bit dense about the value of scientific advance. The Order of Merit—the true prize of the British honours system, because it is limited to 24 living members and is in the personal gift of the monarch—came in 1983. Sir Andrew also followed his grandfather, Thomas Henry, as president of Britain's main scientific academy, the Royal Society. The Huxleys are thus the only family to have provided two holders of that post. And he became master of Trinity, an institution regarded, at least by those who have attended it, as the pinnacle of British academic life. That was a post he hugely enjoyed. He did not even mind the master's duty of officiating in chapel, since he was, he explained, not atheist but agnostic (a word usefully invented by his grandfather), and was “very conscious that there is no scientific explanation for the fact that we are conscious.” He also liked to joke that his college had produced more Nobel prize-winners than France. That is a good story, but not actually true. Whether it will ever be true of the Huxleys remains to be seen. This article appeared in the Obituary section of the print edition under the headline "Andrew Huxley"	1,188	ENGLISH	1
Dr. Mary Ellen Avery, a medical researcher who helped save hundreds of thousands of premature infants with a single, crucial discovery about their ability to breathe, died on Dec. 4 in West Orange, N.J. She was 84. Children’s Hospital Boston made the announcement days after her death, but it was not widely disseminated. Dr. Avery was the first woman to be appointed physician in chief at Children’s Hospital; the first woman to head a clinical department at Harvard Medical School; the first woman to be chosen president of the Society for Pediatric Research; and the first pediatrician to lead the American Association for the Advancement of Science. But as she told Harvard Magazine in 1977, her principal contribution to medicine was in finding out why so many babies died at birth. The answer: their lungs lacked a foamy coating that enables people to breathe. “There was one moment of insight,” she said. “And that was it.” When Dr. Avery was awarded the American Pediatric Society’s highest award in 2005, Dr. Jerold F. Lucey, professor of pediatrics at the University of Vermont, called her achievement “the major advance in neonatal care in the last 50 years.” Dr. Stella Kourembanas, chief of newborn medicine at Children’s Hospital, said Wednesday that Dr. Avery’s work had allowed premature infants “to survive and have a wonderful life.” And exceptionally premature infants, she said, now “have a chance at life.” In 1991 Dr. Avery was awarded the National Medal of Science by President George Bush. Dr. Avery and her colleagues published 23 papers from 1959 to 1965 addressing what was then the most common cause of death among premature babies: an inability to breathe. At the time, the malady was called hyaline membrane disease because glassy membranes were found in autopsies of infants who had gasped for breath and quickly died. It is now called respiratory distress syndrome. When Dr. Avery started her work, as many as 15,000 babies a year died from the syndrome. By 2002, fewer than 1,000 did. Estimates of lives saved exceed 800,000. Her first assignment was to find out more about the foam that formed in the lungs of people with pulmonary edema. “They literally foamed at the mouth,” Dr. Avery said in an interview for a children’s hospital newsletter. As she worked in the nursery, she became concerned about premature babies who were unable to exhale. In a way, she said, the task could be described as studying bubbles inside the lungs. Her research included finding a quite useful 19th-century children’s book on how soap bubbles are formed. Dr. Avery ultimately identified a mix of fat and proteins in the lungs that came to be called surfactant. She helped prove that it was the absence of surfactant — not the presence of membranes — that caused infant deaths. Babies who spend nine months in the womb almost always develop surfactants before birth, and continue to produce them throughout life. But some premature babies are born without it. Dr. Avery built on the work of others, among them Dr. John A. Clements, who had identified surfactant in studies for the United States Army on toxic gas inhalation. At the Harvard School of Public Health, where she made her discoveries, her mentor was Dr. Jeremiah Mead, an expert on lung mechanics. Dr. Avery’s work was translated into clinical practice partly by Tetsuro Fujiwara, a pediatrician in Japan. Advancing her experiments, he developed a surfactant replacement, made from the lungs of cows. Dr. Avery was an enthusiastic advocate of the treatment. Mary Ellen Avery was born on May 6, 1927, in Camden, N.J. Her father owned a manufacturing plant, and her mother was vice principal of a high school. She was inspired by a pediatrician, a neighbor, who patiently answered her questions and took her to see premature babies. Dr. Avery graduated summa cum laude from Wheaton College in Massachusetts with a degree in chemistry. At the Johns Hopkins University School of Medicine she was one of four women in a class of 90. She graduated in 1952. She then contracted tuberculosis. In an interview with the U.S. National Library of Medicine, she said that recuperating took nearly two years, but it helped her realize a new ambition: “to know more about the physiology of the lung.” She returned to Johns Hopkins for her internship and residency, then spent two years at Harvard on a fellowship conducting her research on premature babies’ lungs. She returned to Johns Hopkins to supervise newborn nurseries. Later, she was chairwoman of pediatrics at McGill University for five years and physician in chief of the Montreal Children’s Hospital. In 1974, she assumed her positions at Harvard and at the children’s hospital in Boston. She wrote several textbooks that are widely used, especially “The Lung and Its Disorders in the Newborn Infant,” now regarded as a classic in the field. Dr. Avery, who never married and who was known to friends as Mel, is survived by nieces and nephews. She also worked on behalf of public health issues in developing countries, like eliminating polio. She spoke out on political issues, advocating abortion rights and opposing nuclear arms. She told Harvard Magazine that doctors make too much money. In an oral history for the Center for the History of Medicine at Harvard, Dr. Avery characterized scientific research as a slog that often leads to discouragement. “You can either quit or say I will start over,” she said. “If it’s a question that’s worth pursuing, it’s probably worth continuing to pursue.”	<urn:uuid:7b0d607c-ad48-4e3c-910d-437b19df4b78>	CC-MAIN-2020-05	https://www.nytimes.com/2012/01/12/health/research/mary-ellen-avery-premature-babies-savior-dies-at-84.html?_r=1&scp=1&sq=avery&st=cse	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00424.warc.gz	en	0.980975	1,226	3.265625	3	[ -0.476238489151001, 0.3052722215652466, 0.5342335104942322, -0.19206631183624268, -0.3913078308105469, 0.4820975661277771, 0.0689249187707901, 0.14959724247455597, 0.012483187951147556, 0.13129884004592896, -0.07449279725551605, 0.09191957116127014, 0.1931167095899582, 0.3222484290599823, ...	1	Dr. Mary Ellen Avery, a medical researcher who helped save hundreds of thousands of premature infants with a single, crucial discovery about their ability to breathe, died on Dec. 4 in West Orange, N.J. She was 84. Children’s Hospital Boston made the announcement days after her death, but it was not widely disseminated. Dr. Avery was the first woman to be appointed physician in chief at Children’s Hospital; the first woman to head a clinical department at Harvard Medical School; the first woman to be chosen president of the Society for Pediatric Research; and the first pediatrician to lead the American Association for the Advancement of Science. But as she told Harvard Magazine in 1977, her principal contribution to medicine was in finding out why so many babies died at birth. The answer: their lungs lacked a foamy coating that enables people to breathe. “There was one moment of insight,” she said. “And that was it.” When Dr. Avery was awarded the American Pediatric Society’s highest award in 2005, Dr. Jerold F. Lucey, professor of pediatrics at the University of Vermont, called her achievement “the major advance in neonatal care in the last 50 years.” Dr. Stella Kourembanas, chief of newborn medicine at Children’s Hospital, said Wednesday that Dr. Avery’s work had allowed premature infants “to survive and have a wonderful life.” And exceptionally premature infants, she said, now “have a chance at life.” In 1991 Dr. Avery was awarded the National Medal of Science by President George Bush. Dr. Avery and her colleagues published 23 papers from 1959 to 1965 addressing what was then the most common cause of death among premature babies: an inability to breathe. At the time, the malady was called hyaline membrane disease because glassy membranes were found in autopsies of infants who had gasped for breath and quickly died. It is now called respiratory distress syndrome. When Dr. Avery started her work, as many as 15,000 babies a year died from the syndrome. By 2002, fewer than 1,000 did. Estimates of lives saved exceed 800,000. Her first assignment was to find out more about the foam that formed in the lungs of people with pulmonary edema. “They literally foamed at the mouth,” Dr. Avery said in an interview for a children’s hospital newsletter. As she worked in the nursery, she became concerned about premature babies who were unable to exhale. In a way, she said, the task could be described as studying bubbles inside the lungs. Her research included finding a quite useful 19th-century children’s book on how soap bubbles are formed. Dr. Avery ultimately identified a mix of fat and proteins in the lungs that came to be called surfactant. She helped prove that it was the absence of surfactant — not the presence of membranes — that caused infant deaths. Babies who spend nine months in the womb almost always develop surfactants before birth, and continue to produce them throughout life. But some premature babies are born without it. Dr. Avery built on the work of others, among them Dr. John A. Clements, who had identified surfactant in studies for the United States Army on toxic gas inhalation. At the Harvard School of Public Health, where she made her discoveries, her mentor was Dr. Jeremiah Mead, an expert on lung mechanics. Dr. Avery’s work was translated into clinical practice partly by Tetsuro Fujiwara, a pediatrician in Japan. Advancing her experiments, he developed a surfactant replacement, made from the lungs of cows. Dr. Avery was an enthusiastic advocate of the treatment. Mary Ellen Avery was born on May 6, 1927, in Camden, N.J. Her father owned a manufacturing plant, and her mother was vice principal of a high school. She was inspired by a pediatrician, a neighbor, who patiently answered her questions and took her to see premature babies. Dr. Avery graduated summa cum laude from Wheaton College in Massachusetts with a degree in chemistry. At the Johns Hopkins University School of Medicine she was one of four women in a class of 90. She graduated in 1952. She then contracted tuberculosis. In an interview with the U.S. National Library of Medicine, she said that recuperating took nearly two years, but it helped her realize a new ambition: “to know more about the physiology of the lung.” She returned to Johns Hopkins for her internship and residency, then spent two years at Harvard on a fellowship conducting her research on premature babies’ lungs. She returned to Johns Hopkins to supervise newborn nurseries. Later, she was chairwoman of pediatrics at McGill University for five years and physician in chief of the Montreal Children’s Hospital. In 1974, she assumed her positions at Harvard and at the children’s hospital in Boston. She wrote several textbooks that are widely used, especially “The Lung and Its Disorders in the Newborn Infant,” now regarded as a classic in the field. Dr. Avery, who never married and who was known to friends as Mel, is survived by nieces and nephews. She also worked on behalf of public health issues in developing countries, like eliminating polio. She spoke out on political issues, advocating abortion rights and opposing nuclear arms. She told Harvard Magazine that doctors make too much money. In an oral history for the Center for the History of Medicine at Harvard, Dr. Avery characterized scientific research as a slog that often leads to discouragement. “You can either quit or say I will start over,” she said. “If it’s a question that’s worth pursuing, it’s probably worth continuing to pursue.”	1,199	ENGLISH	1
The History of Valentine's Day: The Legends of Saint Valentine Red roses, chocolate candy hearts, romantic movies, and cards that say sweet nothings are all hallmarks of Valentine's Day. This holiday has become popular around the world; such countries as the United States, Canada, Britain, Australia, Argentina, Mexico, and France all celebrate this day. Because of the association with love and romance, it has become the most common wedding anniversary. In the Philippines, they even have hundreds of couples that gather together and have a mass wedding on that day. So why is this day considered a romantic holiday? Where did it originate? Why is it called Valentine's Day? Some believe it originated from a Roman fertility rite that was known more for its drunken carnal happenings than sweet moments. The ritual was initially called Lupercalia. It was always celebrated in the middle of February because the middle of February was believed to be when the birds began to mate, and spring was near. It was a celebration to enjoy the coming of spring and fertility. They would begin the festival at a sacred cave that the infants Romulus and Remus, the supposed founders of Rome, were believed to have been raised by Lupa, a she-wolf. The priests would sacrifice a goat for fertility and a dog for purification. They would stake the goat's hide and cut it into strips, then dip it into the sacrificial blood. Then they would run around and slap the crops, and even the women with the bloody goat hide, believing they were encouraging fertility. Men and women would often pair off during the festivities. When the Roman Empire became a Christian nation rather than Pagan, Lupercalia became outlawed because it was deemed to be "un-Christian." Then at the end of the 5th century, Pope Gelasius declared February 14th as St. Valentine's Day. Although Lupercalia was outlawed, some still participated in it, so St. Valentine's Day and Lupercalia ended up blending into one celebration. Noel Lenski described the transformation best when he said, "It was a little more of a drunken revel, but the Christians put clothes back on it." Do you feel Valentine's Day is just a Hallmark Holiday The Man Who Defied the Emperor So who was this man Pope Gelasius wanted to honor; this St Valentine? There may have been two possibly even three different men named Valentine or Valentinus. Due to the same name, their identities have merged into one identity that we collectively refer to as Saint Valentine. It is not easy to separate the stories as they often end up overlapping one another. One of these men, as legend has it, dared defy the order of Emperor Claudius II. The emperor declared that Roman soldiers should not marry because he believed that single men were better soldiers. Saint Valentine, a priest from the 3rd century, felt this decree was unjust. He defied the emperor by performing marriage ceremonies in secret for Roman soldiers. Another variation of this story is that he performed marriages to keep men from having to serve as soldiers and going to war. Either way, this was an act of treason against the decree. This act of defiance angered the emperor, and he beheaded Valentine on February 14th. His beheading occurred around the same time the celebration of Lupercalia, which caused the two to become associated with one another. Valentine's faithfulness inspired many Roman men to marriage and in honor of him, decided to draw names of eligible ladies out of an urn during this holiday. Then the couple would pair off and spent the year getting to know one another, which often led to marriage. This custom spread across Europe, even in Germany and England. The First Valentine Because many of the legends of St. Valentine overlap, the story of the first Valentine is often part of the above story. Some believe this was a different man. This Valentine became a martyr because he wanted to protect others. During the third century, Christians were being imprisoned, tortured, and beaten and sent to Roman prisons. Valentine could not bear to see this happen, so he plotted and succeeded in freeing many of these prisoners, which led to his imprisonment, where they decided to put him to death. Before his murder took place, he met and befriended the jailer's daughter. Some say Valentine healed her from blindness and was capable of performing other miracles. But he fell in love with this woman, and before he died, he wrote her a letter and signed it, "from your Valentine," which took place in mid-February in A.D. 270 and is believed to be why we endorse our cards this way today. History of the Holidays: History of Valentines Day Chaucer's Influence on Valentine's Day Regardless of who the man (or men) was, Geoffrey Chaucer, an English poet during the Middle Ages, had a significant influence over the holiday. Some will even argue that there is no evidence that Valentine's Day was a celebration until after Chaucer wrote "Parlement of Foules," which was the first poem on record to reference the day. In it, he wrote, "For this was sent on Seynt Valentyne's day / When every foul cometh ther to choose his mate." His quote officially cemented the idea that Valentine's Day was a day of romance. Some often wonder why did he choose Valentine as his muse? Some believe he connected that particular saint with romance because it was convenient artistically. He chose the name St. Valentine because it was more pleasing to say that than some of the other Saints names that were well celebrated, such as St. Austrebertha or St. Eorminhild. Eorminhild Day does not have the same ring to it. Valentine's Day Today There are many theories as to who Saint Valentine was and why we have a day celebrating him that deals more with love and romance than saintly behavior. The truth most likely lies somewhere in between all the stories combined. Yet today, it has evolved into one of the biggest spending holidays of the year, celebrated by buying cards and sending sweet messages to our loved ones. Formal letters are believed to have begun on this holiday in the 1500s. In 1415, Charles, Duke of Orleans, wrote a poem for his wife while he was in prison after being captured during the Battle of Agincourt. The letter still exists today. The tradition continued, and in the 1700s, commercially printed cards began. They depicted Cupid, the Roman god of love, as well as hearts, which is why today, you often see pictures of this saint with winged cherubs. Now today, there are approximately 1 billion cards sent through the postal service each year, which does not include the millions given in school classrooms, between couples in person, and the millions of other cards exchanged in person. Despite the popularity of the holiday, it's origins remain a mystery. They all do contain a man who valued romantic love and dying for his beliefs. - History.com Staff. "History of Valentine's Day." History.com. 2009. Accessed February 07, 2018. http://www.history.com/topics/valentines-day/history-of-valentines-day. - Stack, Liam. "Valentine's Day: Did It Start as a Roman Party or to Celebrate an Execution?" The New York Times. February 14, 2017. Accessed February 07, 2018. https://www.nytimes.com/2017/02/14/style/valentines-day-facts-history.html. - The Editors of Encyclopædia Britannica. "Valentine's Day." Encyclopædia Britannica. January 19, 2018. Accessed February 07, 2018. https://www.britannica.com/topic/Valentines-Day.https://www.christianitytoday.com/ct/topics/v/valentines-day/. Questions & Answers © 2018 Angela Michelle Schultz	<urn:uuid:b840ff55-4e2a-434f-adbe-79372a7e4428>	CC-MAIN-2020-05	https://owlcation.com/humanities/The-History-of-Valentines-Day-The-Legend-of-Saint-Valentine	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614880.58/warc/CC-MAIN-20200124011048-20200124040048-00350.warc.gz	en	0.98166	1,666	3.265625	3	[ 0.016626397147774696, 0.1839565634727478, 0.3199094831943512, 0.05559568852186203, -0.23521524667739868, -0.22788047790527344, 0.13961856067180634, 0.3041033446788788, 0.20383259654045105, -0.08962726593017578, 0.18187174201011658, 0.4284428358078003, 0.31499266624450684, 0.045919220894575...	2	The History of Valentine's Day: The Legends of Saint Valentine Red roses, chocolate candy hearts, romantic movies, and cards that say sweet nothings are all hallmarks of Valentine's Day. This holiday has become popular around the world; such countries as the United States, Canada, Britain, Australia, Argentina, Mexico, and France all celebrate this day. Because of the association with love and romance, it has become the most common wedding anniversary. In the Philippines, they even have hundreds of couples that gather together and have a mass wedding on that day. So why is this day considered a romantic holiday? Where did it originate? Why is it called Valentine's Day? Some believe it originated from a Roman fertility rite that was known more for its drunken carnal happenings than sweet moments. The ritual was initially called Lupercalia. It was always celebrated in the middle of February because the middle of February was believed to be when the birds began to mate, and spring was near. It was a celebration to enjoy the coming of spring and fertility. They would begin the festival at a sacred cave that the infants Romulus and Remus, the supposed founders of Rome, were believed to have been raised by Lupa, a she-wolf. The priests would sacrifice a goat for fertility and a dog for purification. They would stake the goat's hide and cut it into strips, then dip it into the sacrificial blood. Then they would run around and slap the crops, and even the women with the bloody goat hide, believing they were encouraging fertility. Men and women would often pair off during the festivities. When the Roman Empire became a Christian nation rather than Pagan, Lupercalia became outlawed because it was deemed to be "un-Christian." Then at the end of the 5th century, Pope Gelasius declared February 14th as St. Valentine's Day. Although Lupercalia was outlawed, some still participated in it, so St. Valentine's Day and Lupercalia ended up blending into one celebration. Noel Lenski described the transformation best when he said, "It was a little more of a drunken revel, but the Christians put clothes back on it." Do you feel Valentine's Day is just a Hallmark Holiday The Man Who Defied the Emperor So who was this man Pope Gelasius wanted to honor; this St Valentine? There may have been two possibly even three different men named Valentine or Valentinus. Due to the same name, their identities have merged into one identity that we collectively refer to as Saint Valentine. It is not easy to separate the stories as they often end up overlapping one another. One of these men, as legend has it, dared defy the order of Emperor Claudius II. The emperor declared that Roman soldiers should not marry because he believed that single men were better soldiers. Saint Valentine, a priest from the 3rd century, felt this decree was unjust. He defied the emperor by performing marriage ceremonies in secret for Roman soldiers. Another variation of this story is that he performed marriages to keep men from having to serve as soldiers and going to war. Either way, this was an act of treason against the decree. This act of defiance angered the emperor, and he beheaded Valentine on February 14th. His beheading occurred around the same time the celebration of Lupercalia, which caused the two to become associated with one another. Valentine's faithfulness inspired many Roman men to marriage and in honor of him, decided to draw names of eligible ladies out of an urn during this holiday. Then the couple would pair off and spent the year getting to know one another, which often led to marriage. This custom spread across Europe, even in Germany and England. The First Valentine Because many of the legends of St. Valentine overlap, the story of the first Valentine is often part of the above story. Some believe this was a different man. This Valentine became a martyr because he wanted to protect others. During the third century, Christians were being imprisoned, tortured, and beaten and sent to Roman prisons. Valentine could not bear to see this happen, so he plotted and succeeded in freeing many of these prisoners, which led to his imprisonment, where they decided to put him to death. Before his murder took place, he met and befriended the jailer's daughter. Some say Valentine healed her from blindness and was capable of performing other miracles. But he fell in love with this woman, and before he died, he wrote her a letter and signed it, "from your Valentine," which took place in mid-February in A.D. 270 and is believed to be why we endorse our cards this way today. History of the Holidays: History of Valentines Day Chaucer's Influence on Valentine's Day Regardless of who the man (or men) was, Geoffrey Chaucer, an English poet during the Middle Ages, had a significant influence over the holiday. Some will even argue that there is no evidence that Valentine's Day was a celebration until after Chaucer wrote "Parlement of Foules," which was the first poem on record to reference the day. In it, he wrote, "For this was sent on Seynt Valentyne's day / When every foul cometh ther to choose his mate." His quote officially cemented the idea that Valentine's Day was a day of romance. Some often wonder why did he choose Valentine as his muse? Some believe he connected that particular saint with romance because it was convenient artistically. He chose the name St. Valentine because it was more pleasing to say that than some of the other Saints names that were well celebrated, such as St. Austrebertha or St. Eorminhild. Eorminhild Day does not have the same ring to it. Valentine's Day Today There are many theories as to who Saint Valentine was and why we have a day celebrating him that deals more with love and romance than saintly behavior. The truth most likely lies somewhere in between all the stories combined. Yet today, it has evolved into one of the biggest spending holidays of the year, celebrated by buying cards and sending sweet messages to our loved ones. Formal letters are believed to have begun on this holiday in the 1500s. In 1415, Charles, Duke of Orleans, wrote a poem for his wife while he was in prison after being captured during the Battle of Agincourt. The letter still exists today. The tradition continued, and in the 1700s, commercially printed cards began. They depicted Cupid, the Roman god of love, as well as hearts, which is why today, you often see pictures of this saint with winged cherubs. Now today, there are approximately 1 billion cards sent through the postal service each year, which does not include the millions given in school classrooms, between couples in person, and the millions of other cards exchanged in person. Despite the popularity of the holiday, it's origins remain a mystery. They all do contain a man who valued romantic love and dying for his beliefs. - History.com Staff. "History of Valentine's Day." History.com. 2009. Accessed February 07, 2018. http://www.history.com/topics/valentines-day/history-of-valentines-day. - Stack, Liam. "Valentine's Day: Did It Start as a Roman Party or to Celebrate an Execution?" The New York Times. February 14, 2017. Accessed February 07, 2018. https://www.nytimes.com/2017/02/14/style/valentines-day-facts-history.html. - The Editors of Encyclopædia Britannica. "Valentine's Day." Encyclopædia Britannica. January 19, 2018. Accessed February 07, 2018. https://www.britannica.com/topic/Valentines-Day.https://www.christianitytoday.com/ct/topics/v/valentines-day/. Questions & Answers © 2018 Angela Michelle Schultz	1,674	ENGLISH	1
Vienna was a city in turmoil at the end of the nineteenth century. Society was changing; women were beginning to gain power; art was changing. Gustav Klimt and his Vienna Secession played a great role in this modernization of Vienna. Klimt began as an academic painter; however, after both his father and brother died, his style began to change. He helped found the Vienna Secession, and he began to draw and paint nude models. He never married, but he had multiple affairs with his models. During the 1890s—due to all the changes in his life and the city around him—his lifestyle and therefore artistic style began to completely and radically change from heavily academic art to extremely scandalous, almost pornographic work. The rise of feminism and general empowerment of women in Vienna stimulated the Vienna Secession, specifically Gustav Klimt’s work, which also assisted the growth of feminist movements. Gustav Klimt and Viennese feminist movements had a symbiotic relationship, each helping and needing the other succeed. Klimt was not a feminist; however, without the feminist movements of Vienna, he would not have been nearly as successful. He enjoyed the eroticization of women, and his work was rebellious in its portrayal of nude women. Even his work that did not actually depict nude women was still extremely sexual, and it was offensive due to its highly erotic and taboo nature. Klimt’s art astounded the Viennese population and became a scandal, making it more well-known.	<urn:uuid:01ffeed1-2240-4184-bed6-1ab12da9fede>	CC-MAIN-2020-05	https://www.bartleby.com/essay/Modernism-Vienna-Klimt-and-Feminism-PKK33J9EJ8MRS	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250609478.50/warc/CC-MAIN-20200123071220-20200123100220-00288.warc.gz	en	0.993349	310	3.796875	4	[ 0.34263455867767334, 0.39218756556510925, 0.41995036602020264, 0.03184736520051956, 0.1981220245361328, 0.20299296081066132, 0.012523377314209938, 0.15231113135814667, 0.13778336346149445, -0.07886175066232681, 0.18277905881404877, -0.5296053290367126, -0.20530076324939728, 0.1451880186796...	3	Vienna was a city in turmoil at the end of the nineteenth century. Society was changing; women were beginning to gain power; art was changing. Gustav Klimt and his Vienna Secession played a great role in this modernization of Vienna. Klimt began as an academic painter; however, after both his father and brother died, his style began to change. He helped found the Vienna Secession, and he began to draw and paint nude models. He never married, but he had multiple affairs with his models. During the 1890s—due to all the changes in his life and the city around him—his lifestyle and therefore artistic style began to completely and radically change from heavily academic art to extremely scandalous, almost pornographic work. The rise of feminism and general empowerment of women in Vienna stimulated the Vienna Secession, specifically Gustav Klimt’s work, which also assisted the growth of feminist movements. Gustav Klimt and Viennese feminist movements had a symbiotic relationship, each helping and needing the other succeed. Klimt was not a feminist; however, without the feminist movements of Vienna, he would not have been nearly as successful. He enjoyed the eroticization of women, and his work was rebellious in its portrayal of nude women. Even his work that did not actually depict nude women was still extremely sexual, and it was offensive due to its highly erotic and taboo nature. Klimt’s art astounded the Viennese population and became a scandal, making it more well-known.	314	ENGLISH	1
The supreme Court of Canada was not a part of the 1867 BNA act but was an afterthought which was created and constituted by the government of Alexander Mackenzie, with the support of John A Macdonald in 1875. This was done based upon the BNA Act granting the Canadian Federal government the right to establish the court but the final curt of appeal for legal issues remained the Judicial Committee of the Privy Council in Britain. This remained the case until 1933 when criminal appeals restricted to the Supreme Court of Canada and then the same rule was applied in 1949 when civil appeals were also restricted. Originally established with 6 justices, these was increased to 7 in 1927 and then 9 in 1949 when all appeals to Britain were eliminated. The rules of appoint require that 3 judges be appointed from Quebec, 3 from Ontario and traditionally 2 from the west and 1 from the Maritimes. The current Supreme Court building was begun in 1939 during the Royal visit of King George and Queen Elizabeth who laid the corner stone of the of the courthouse and was opened in January 1946. Many of the issues which came before the court over the history of Canada pertained to whether laws were within or without the rights of the Federal and Provincial governments to legislate on. Since 1982 and the entrenchment of the Charter of Freedom and Rights, the court has increasingly ruled on issues relating to the rights as guaranteed in the Charter.	<urn:uuid:5583e0b0-a802-4c70-8017-ce286dfb2472>	CC-MAIN-2020-05	http://canadahistory.com/sections/politics/Courts/Courts.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598217.23/warc/CC-MAIN-20200120081337-20200120105337-00526.warc.gz	en	0.983213	280	3.71875	4	[ -0.8283601999282837, 0.3961021602153778, 0.05898428335785866, -0.3221469521522522, -0.343684583902359, -0.01729448325932026, 0.27319324016571045, 0.009589718654751778, 0.2071307897567749, 0.4130387008190155, -0.013742080889642239, 0.030185703188180923, 0.21677885949611664, -0.1626575738191...	2	The supreme Court of Canada was not a part of the 1867 BNA act but was an afterthought which was created and constituted by the government of Alexander Mackenzie, with the support of John A Macdonald in 1875. This was done based upon the BNA Act granting the Canadian Federal government the right to establish the court but the final curt of appeal for legal issues remained the Judicial Committee of the Privy Council in Britain. This remained the case until 1933 when criminal appeals restricted to the Supreme Court of Canada and then the same rule was applied in 1949 when civil appeals were also restricted. Originally established with 6 justices, these was increased to 7 in 1927 and then 9 in 1949 when all appeals to Britain were eliminated. The rules of appoint require that 3 judges be appointed from Quebec, 3 from Ontario and traditionally 2 from the west and 1 from the Maritimes. The current Supreme Court building was begun in 1939 during the Royal visit of King George and Queen Elizabeth who laid the corner stone of the of the courthouse and was opened in January 1946. Many of the issues which came before the court over the history of Canada pertained to whether laws were within or without the rights of the Federal and Provincial governments to legislate on. Since 1982 and the entrenchment of the Charter of Freedom and Rights, the court has increasingly ruled on issues relating to the rights as guaranteed in the Charter.	321	ENGLISH	1
\| Hate for hate's sake\| The Dreyfus affair was a huge controversy in turn-of-the-20th-century France. Alfred Dreyfus, a Jewish officer in the French Army, was accused of providing defense secrets to the German Army. At the time, it had been less than thirty years since Germany had defeated and humiliated France in the 1870-71 Franco-Prussian War; hatred of Germany and the burning desire to regain the lost territories of Alsace-Lorraine permeated France. The fact that Dreyfus was Jewish only placed a target on his back, with the resulting controversy exposing a deep antisemitism within French society. To put this in perspective for today's readers, imagine if a US military officer of Muslim faith or Chinese descent was accused of providing intelligence to Russia, with much of the resulting controversy fueled overwhelmingly by Islamophobia or fear of rising Chinese power. In 1894, French military intelligence discovered that someone was passing confidential military information to the German Army. At the time, Dreyfus was serving as a trainee in the French General Staff, and he quickly came under suspicion, being both Alsatian and Jewish, as well as fluent in German. Dreyfus was convicted of treason in a closed trial and sentenced to life imprisonment. Initially, most of France believed in his guilt. However, he and his relatives maintained that he was innocent, and the more people looked into the case, the more it fell apart. In 1896 the head of French counter-espionage stumbled upon some evidence that the real culprit was another soldier, Ferdinand Walsin Esterhazy. Esterhazy was eventually tried and acquitted, but today, pretty much all historians agree he was the real culprit. At this time, more French "intellectuals" were coming around to the idea that Dreyfus had been framed. Indeed, "intellectual" was first used as a noun during the affair, originally as an insult by those who believed Dreyfus was guilty. Those convinced of Dreyfus's innocence included famous author Émile Zola and former member of parliament (and future prime minister) Georges Clemenceau. Their protestations in newspapers and journals aroused the public and ignited the national controversy. The affair bitterly divided French society. Those who thought Dreyfus was innocent were known as "Dreyfusards"; those who thought he was guilty were "anti-Dreyfusards". These categories built upon existing divisions in French society; conservatives, traditionalists, and monarchists tended to be anti-Dreyfusards, while republicans, liberals, progressives, and socialists tended to be Dreyfusards. Dreyfus being Jewish, there was unsurprisingly a lot of underlying antisemitism; Dreyfus's supposed actions were held up by many anti-Dreyfusards as proof that Jews had loyalties that superseded national borders and that they could never truly be loyal citizens of France. Antisemitic riots occurred in some cities. After a lot of intrigue, Dreyfus was retried in 1899 and convicted again, albeit with "extenuating circumstances". Dreyfus was then pardoned by the President, motivated by the desire to just get the affair over with and move on (the legislature had recently passed an amnesty law for people involved in the affair). Of course, this didn't convince anti-Dreyfusards. The Supreme Court spent years reviewing the case, and eventually, in 1906, formally overturned Dreyfus's conviction and reinstated him into the Army. He later served honorably during World War One. The affair galvanized the French left, feeding the growth of republican sentiment among them as well as the development of better-organized political parties and groups like the Human Rights League. Unfortunately, it also galvanized the French right in supporting the army over and against the republic, while giving plenty of fuel to antisemitism in French society, which would later be evident in the collaboration with the Nazis in occupied and Vichy France. L'Action française, a far-right political party, was founded as an anti-Dreyfusard movement, and would go on to end up becoming a fringe movement that nowadays co-operates with the party of expelled Front National leader Jean-Marie Le Pen. Theodor Herzl, considered the father of modern Zionism, was convinced by the affair to adopt Zionism and abandon previous support of Jewish integration, deciding that it showed Jews would never truly be welcome in Europe. The affair also greatly helped the establishing of stricter secularism within France. While the French revolution had dabbled in both secularism and a quasi-deistic new "state religion", Napoleon had signed a concordat with the Pope that was rather favorable to the church and was still in force at the start of the affair. By the time the affair was over, mixing religion and politics had been thoroughly discredited, especially among the political left. A law passed in 1905 expressed this sentiment and is still in force. Ripple effects of this are perceptible to this day; on the one hand, the degree of state-church cooperation seen across the Channel or on the other side of the Rhine would be unthinkable in France, but on the other hand, outlawing the burqa is a particular French interpretation of secularism that would make most American First Amendment activists cringe.	<urn:uuid:2ed6c855-789a-4f44-88fd-9d2acf63e32c>	CC-MAIN-2020-05	https://rationalwiki.org/wiki/Dreyfus_affair	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00458.warc.gz	en	0.981321	1,119	3.375	3	[ 0.055661752820014954, 0.8414795398712158, -0.09723479300737381, -0.08130122721195221, -0.0325014553964138, 0.025001157075166702, 0.2193441390991211, 0.0009737320942804217, 0.12082648277282715, -0.4262300729751587, 0.3304460644721985, -0.18439564108848572, 0.23247745633125305, 0.27185630798...	4	\| Hate for hate's sake\| The Dreyfus affair was a huge controversy in turn-of-the-20th-century France. Alfred Dreyfus, a Jewish officer in the French Army, was accused of providing defense secrets to the German Army. At the time, it had been less than thirty years since Germany had defeated and humiliated France in the 1870-71 Franco-Prussian War; hatred of Germany and the burning desire to regain the lost territories of Alsace-Lorraine permeated France. The fact that Dreyfus was Jewish only placed a target on his back, with the resulting controversy exposing a deep antisemitism within French society. To put this in perspective for today's readers, imagine if a US military officer of Muslim faith or Chinese descent was accused of providing intelligence to Russia, with much of the resulting controversy fueled overwhelmingly by Islamophobia or fear of rising Chinese power. In 1894, French military intelligence discovered that someone was passing confidential military information to the German Army. At the time, Dreyfus was serving as a trainee in the French General Staff, and he quickly came under suspicion, being both Alsatian and Jewish, as well as fluent in German. Dreyfus was convicted of treason in a closed trial and sentenced to life imprisonment. Initially, most of France believed in his guilt. However, he and his relatives maintained that he was innocent, and the more people looked into the case, the more it fell apart. In 1896 the head of French counter-espionage stumbled upon some evidence that the real culprit was another soldier, Ferdinand Walsin Esterhazy. Esterhazy was eventually tried and acquitted, but today, pretty much all historians agree he was the real culprit. At this time, more French "intellectuals" were coming around to the idea that Dreyfus had been framed. Indeed, "intellectual" was first used as a noun during the affair, originally as an insult by those who believed Dreyfus was guilty. Those convinced of Dreyfus's innocence included famous author Émile Zola and former member of parliament (and future prime minister) Georges Clemenceau. Their protestations in newspapers and journals aroused the public and ignited the national controversy. The affair bitterly divided French society. Those who thought Dreyfus was innocent were known as "Dreyfusards"; those who thought he was guilty were "anti-Dreyfusards". These categories built upon existing divisions in French society; conservatives, traditionalists, and monarchists tended to be anti-Dreyfusards, while republicans, liberals, progressives, and socialists tended to be Dreyfusards. Dreyfus being Jewish, there was unsurprisingly a lot of underlying antisemitism; Dreyfus's supposed actions were held up by many anti-Dreyfusards as proof that Jews had loyalties that superseded national borders and that they could never truly be loyal citizens of France. Antisemitic riots occurred in some cities. After a lot of intrigue, Dreyfus was retried in 1899 and convicted again, albeit with "extenuating circumstances". Dreyfus was then pardoned by the President, motivated by the desire to just get the affair over with and move on (the legislature had recently passed an amnesty law for people involved in the affair). Of course, this didn't convince anti-Dreyfusards. The Supreme Court spent years reviewing the case, and eventually, in 1906, formally overturned Dreyfus's conviction and reinstated him into the Army. He later served honorably during World War One. The affair galvanized the French left, feeding the growth of republican sentiment among them as well as the development of better-organized political parties and groups like the Human Rights League. Unfortunately, it also galvanized the French right in supporting the army over and against the republic, while giving plenty of fuel to antisemitism in French society, which would later be evident in the collaboration with the Nazis in occupied and Vichy France. L'Action française, a far-right political party, was founded as an anti-Dreyfusard movement, and would go on to end up becoming a fringe movement that nowadays co-operates with the party of expelled Front National leader Jean-Marie Le Pen. Theodor Herzl, considered the father of modern Zionism, was convinced by the affair to adopt Zionism and abandon previous support of Jewish integration, deciding that it showed Jews would never truly be welcome in Europe. The affair also greatly helped the establishing of stricter secularism within France. While the French revolution had dabbled in both secularism and a quasi-deistic new "state religion", Napoleon had signed a concordat with the Pope that was rather favorable to the church and was still in force at the start of the affair. By the time the affair was over, mixing religion and politics had been thoroughly discredited, especially among the political left. A law passed in 1905 expressed this sentiment and is still in force. Ripple effects of this are perceptible to this day; on the one hand, the degree of state-church cooperation seen across the Channel or on the other side of the Rhine would be unthinkable in France, but on the other hand, outlawing the burqa is a particular French interpretation of secularism that would make most American First Amendment activists cringe.	1,126	ENGLISH	1
5. Early life Karl Marx was born in Trier of the former Prussian Empire (now a German village near Luxembourg) on May 5th, 1818. Although details on Marx's childhood are hard to come by, we know that Marx was baptized into the Lutheran Church in 1824 at the age of 6. Marx was also home-schooled by his father, Heinrich, until high school. Marx's Father laid the foundation for his own critical thinking and liberal thought to develop, as he absorbed and applied ideas from philosophers Kant and Voltaire. After high school, Marx studied at the University of Bonn in Germany. His grades were not consistent here which forced a transfer to a more prestigious and academically renowned college, The University of Berlin. While at the university, Marx wrote both fiction as well as non-fiction, publishing both genres before giving up his fictional writing for language, art, and history. However, Marx's thinking became too radical for his conservative university at the time, causing him to submit his PhD thesis in 1841 to the University of Jenna, a more liberal college. After university, Marx considered becoming a career academic. However, this goal became complicated due to the institutional and governmental opposition to the philosophies of Marx and other liberal thinkers at the time. Instead, Marx moved to Cologne, Germany and became a journalist. He began writing for a left-wing newspaper that criticized the conservative government and even criticized liberal movements in Germany for being ineffective. In 1843, after a 7 year engagement, Marx married wealthy aristocrat named Jenny von Westphalen. Their relationship was controversial at the time due to the difference in class and status. Marx and Westphalen would have 7 children together. After his early work in journalism, Marx decided to continue in this field, starting his role as the editor for a French based newspaper (Vorwärts!; meaning forward march, or go forward) that aimed to bring French and German liberals together through socialist rhetoric. Marx and his wife Jenny relocated to Paris in 1843. In Paris, Marx met influential German thinker Freidrich Engels, and together they collaborated academically, laying the foundations for their most famous work, The Communist Manifesto. When writing for his newspaper in Paris, Marx would often criticize the materialism of society as well as other philosophers. Marx was forced to leave France under the order of the French Interior Minister, Francois Guizot, after a request from the King of Prussia due to this criticism. Marx then traveled to Belgium, hoping to continue his writings. He settled in Brussels in February 1845. In April of the same year, Engels joined Marx in Belgium. After traveling together to England to observe the socialist movement there, Engels and Marx continued writing together, and in 1847 began working on The Communist Manifesto. On the 21st of February, 1848, it was released. Marx would briefly move back to Germany (Cologne) in 1849 until 1850. After that, he would base himself in London for the rest of his life after constant threats and political pressure from German, Belgian, French, and Prussian authorities. While in London, Marx continued writing and even wrote for the New York Tribune, which managed to provide a decent income. At this point in his life, his health was deteriorating year by year and he could not work as obsessively as he was accustom to. Marxist scholars maintain that during this time of his life his writing matured and evolved, producing some of his best work. As mentioned earlier, Marx was faced with censorship and resistance from the conservative governments of Europe thanks to his seemingly "radical" ideas. Marx was forced to relocate in order to continue his writing, even going as far as using false names and changing his appearance. Marx endured squalid conditions throughout his life - his academic pursuits did not pay well, if anything. Consequently, Marx began to develop various illnesses during the late 1840s and throughout the 1850s. This constant relocation, as well as living in poor conditions, contributed to the death of 4 of his 7 children before they ever reached adulthood. In Marx's view, communism would advance human society and culture, but in reality and application, the world experienced an era of "socialist" leaders who used these theories to advance their own geo-political agendas. Academics who write in a positive manner about Marx today will always separate Marx's theoretical ideas from the actions of these leaders. 2. Major contributions Marx's studies contributed greatly to the birth of sociology, which is the study of society and various sectors within it. His works are widely cited today within academic research and have been expanded upon theoretically an extensive amount. Sociologists, historians, and political scientists still use Marxist theories of class, work, capital, and economics among others. Many scholars also consider Marx to be the modern "father" of 20th and 21st Century political discourse as well as fathering various ideologies that can still be seen in politics today. 1. Death and Legacy Marx died on March 14, 1883 in London, England. After battling bronchitis for a few years, among other illnesses, he passed at the age of 64. Karl Marx died "stateless", meaning he had been exiled by Germany, and had not yet been accepted as a citizen of France, Britain, or any other country. Marx contributed greatly to the study of government, society and class structures and institutions. His influential works besides The Communist Manifesto include: The German Ideology (1845), The Economic and Philosophical Manuscripts (1844), Das Kapital (1867), and Wage, Labor, and Capital (1847), among others. His philosophies have been interpreted and applied by various socialist group leaders as well as governments including those of Lenin and Stalin (USSR), Castro (Cuba), the Kim dynasty in North Korea, as well as Mao (China). His philosophies have had a dramatic legacy on international political discourse (debate), even to this day. Where Was Karl Marx Born? Karl Marx was born in Trier of the former Prussian Empire (now a German village near Luxembourg) on May 5th, 1818. About the Author Justin has a Bachelor's degree (Honors) in Political Science and Media and Communications, specializing in modern Middle Eastern politics. He has been writing for World Atlas since September 2016. 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:2c986af5-7060-4d89-a541-0c972b90cb05>	CC-MAIN-2020-05	https://www.worldatlas.com/articles/karl-marx-figures-in-history.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687725.76/warc/CC-MAIN-20200126043644-20200126073644-00051.warc.gz	en	0.982626	1,329	3.609375	4	[ -0.15101799368858337, 0.6230490207672119, -0.21934327483177185, 0.1990027129650116, -0.11014451086521149, 0.025809653103351593, -0.4233337938785553, 0.4520723223686218, 0.3098565936088562, -0.3782528340816498, 0.20027883350849152, 0.18242081999778748, 0.3295910656452179, 0.1647464334964752...	2	5. Early life Karl Marx was born in Trier of the former Prussian Empire (now a German village near Luxembourg) on May 5th, 1818. Although details on Marx's childhood are hard to come by, we know that Marx was baptized into the Lutheran Church in 1824 at the age of 6. Marx was also home-schooled by his father, Heinrich, until high school. Marx's Father laid the foundation for his own critical thinking and liberal thought to develop, as he absorbed and applied ideas from philosophers Kant and Voltaire. After high school, Marx studied at the University of Bonn in Germany. His grades were not consistent here which forced a transfer to a more prestigious and academically renowned college, The University of Berlin. While at the university, Marx wrote both fiction as well as non-fiction, publishing both genres before giving up his fictional writing for language, art, and history. However, Marx's thinking became too radical for his conservative university at the time, causing him to submit his PhD thesis in 1841 to the University of Jenna, a more liberal college. After university, Marx considered becoming a career academic. However, this goal became complicated due to the institutional and governmental opposition to the philosophies of Marx and other liberal thinkers at the time. Instead, Marx moved to Cologne, Germany and became a journalist. He began writing for a left-wing newspaper that criticized the conservative government and even criticized liberal movements in Germany for being ineffective. In 1843, after a 7 year engagement, Marx married wealthy aristocrat named Jenny von Westphalen. Their relationship was controversial at the time due to the difference in class and status. Marx and Westphalen would have 7 children together. After his early work in journalism, Marx decided to continue in this field, starting his role as the editor for a French based newspaper (Vorwärts!; meaning forward march, or go forward) that aimed to bring French and German liberals together through socialist rhetoric. Marx and his wife Jenny relocated to Paris in 1843. In Paris, Marx met influential German thinker Freidrich Engels, and together they collaborated academically, laying the foundations for their most famous work, The Communist Manifesto. When writing for his newspaper in Paris, Marx would often criticize the materialism of society as well as other philosophers. Marx was forced to leave France under the order of the French Interior Minister, Francois Guizot, after a request from the King of Prussia due to this criticism. Marx then traveled to Belgium, hoping to continue his writings. He settled in Brussels in February 1845. In April of the same year, Engels joined Marx in Belgium. After traveling together to England to observe the socialist movement there, Engels and Marx continued writing together, and in 1847 began working on The Communist Manifesto. On the 21st of February, 1848, it was released. Marx would briefly move back to Germany (Cologne) in 1849 until 1850. After that, he would base himself in London for the rest of his life after constant threats and political pressure from German, Belgian, French, and Prussian authorities. While in London, Marx continued writing and even wrote for the New York Tribune, which managed to provide a decent income. At this point in his life, his health was deteriorating year by year and he could not work as obsessively as he was accustom to. Marxist scholars maintain that during this time of his life his writing matured and evolved, producing some of his best work. As mentioned earlier, Marx was faced with censorship and resistance from the conservative governments of Europe thanks to his seemingly "radical" ideas. Marx was forced to relocate in order to continue his writing, even going as far as using false names and changing his appearance. Marx endured squalid conditions throughout his life - his academic pursuits did not pay well, if anything. Consequently, Marx began to develop various illnesses during the late 1840s and throughout the 1850s. This constant relocation, as well as living in poor conditions, contributed to the death of 4 of his 7 children before they ever reached adulthood. In Marx's view, communism would advance human society and culture, but in reality and application, the world experienced an era of "socialist" leaders who used these theories to advance their own geo-political agendas. Academics who write in a positive manner about Marx today will always separate Marx's theoretical ideas from the actions of these leaders. 2. Major contributions Marx's studies contributed greatly to the birth of sociology, which is the study of society and various sectors within it. His works are widely cited today within academic research and have been expanded upon theoretically an extensive amount. Sociologists, historians, and political scientists still use Marxist theories of class, work, capital, and economics among others. Many scholars also consider Marx to be the modern "father" of 20th and 21st Century political discourse as well as fathering various ideologies that can still be seen in politics today. 1. Death and Legacy Marx died on March 14, 1883 in London, England. After battling bronchitis for a few years, among other illnesses, he passed at the age of 64. Karl Marx died "stateless", meaning he had been exiled by Germany, and had not yet been accepted as a citizen of France, Britain, or any other country. Marx contributed greatly to the study of government, society and class structures and institutions. His influential works besides The Communist Manifesto include: The German Ideology (1845), The Economic and Philosophical Manuscripts (1844), Das Kapital (1867), and Wage, Labor, and Capital (1847), among others. His philosophies have been interpreted and applied by various socialist group leaders as well as governments including those of Lenin and Stalin (USSR), Castro (Cuba), the Kim dynasty in North Korea, as well as Mao (China). His philosophies have had a dramatic legacy on international political discourse (debate), even to this day. Where Was Karl Marx Born? Karl Marx was born in Trier of the former Prussian Empire (now a German village near Luxembourg) on May 5th, 1818. About the Author Justin has a Bachelor's degree (Honors) in Political Science and Media and Communications, specializing in modern Middle Eastern politics. He has been writing for World Atlas since September 2016. Your MLA Citation Your APA Citation Your Chicago Citation Your Harvard CitationRemember to italicize the title of this article in your Harvard citation.	1,404	ENGLISH	1
Queen Victoria’s life was one of the most documented of any monarch of this country. In the fashion of the Victorian age she defined she maintained an austere public persona. Yet anyone who has read one of her letters understands that Victoria’s emotions were expressed vehemently in her writing. Throughout her life the queen was an avid letter writer, and her last journal entry was written nine days before her death: the Royal Archives at Windsor Castle holds one hundred and forty-one of these journals, and which are available online. Words filled, shaped and documented Queen Victoria’s reign - so it is interesting to see details of her life preserved in the writing of the people she lived to serve. An example of the impact that her death had on the nation is captured in the Headlam and Headlam-Morley Papers. The correspondence between Major-General Sir John Headlam and his wife Mary spans his service in the Second Boer War (1899-1902). Mary’s vigorous correspondence with her husband spares no detail: her penchant for bicycling is chronicled alongside congratulations to her husband for receiving a D.S.O. (Distinguished Service Order). The queen’s death, therefore, is an event which Mary covers assiduously. In a letter dated 22 January 1901, anticipating the queen’s imminent death (she died that very evening), Mary writes that in London “the whole air was full of suspense”. “One cannot imagine England without her. It seems as if it will be robbed of half its glory”. The monarch was such an integral part of the identity of Britain that her sudden illness marked “a personal grief for everyone as well as an untold misfortune for the country”. Upon learning of Victoria’s death, the next day Mary wrote “one had so earnestly hoped that she would live to see peace restored to all her soldiers with her there to welcome them but she has absolutely given her life for her people. Think of the amount she has done this last year never saving herself”. Indeed, the queen’s reign was characterised by the consistent expansion of the empire and her death even took place in the midst of a second war in southern Africa. Her funeral was the largest military procession in the kingdom since that of the Duke of Wellington in 1852. The event took place on 2 February 1901 at St George’s Chapel in Windsor and is recorded by Mary in a letter written a few days later. She describes the 33,000 soldiers and dignitaries who entered the city: “It was a wonderful line of kings & crown princes that followed & their uniforms and those of their suites made a wonderful show against all the masses of black clothed people who lined the streets”. Queen Victoria was an icon in life and death, and her state funeral was testament to the marketability of her image. Seats in windows and balconies overlooking the route were sold for 25 guineas each – the equivalent of £3,000 today. Mary testifies to purchasing them for the event – “the children, Alice and I had a window at Windsor almost opposite the castle gates and we could see the procession as it moved up from the station and came along the street below us”. There were, notably, “people of all classes” escorting the procession. Throughout her letter Mary returns to the feeling of personal loss that the queen’s death generated – a grief which rose above class division. Mary explains that “when one looked down on the crown and sceptre and the royal robes it seemed so hard to realise she had laid them aside for ever and that her great and glorious reign was over”. The most touching part of the letters, however, are the personal details recorded. Mary noticed that the queen’s son, “the Duke of Connaught looked very worn and sad”. The Headlam letters do not just confirm the popularity of the queen and the “great catastrophe” her death signified to many, but also the importance of keeping archives. Monumental events are also preserved through personal written experiences. These fragments reveal details not always recorded by the history books.	<urn:uuid:447fe463-bb1d-402b-a835-9c1a05a6fc88>	CC-MAIN-2020-05	https://www.dur.ac.uk/palace.green/whatshere/iotm/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00367.warc.gz	en	0.980266	867	3.40625	3	[ -0.4741401672363281, 0.4425179362297058, 0.7793377637863159, 0.07912741601467133, 0.19618290662765503, 0.4241583049297333, 0.20376548171043396, -0.0745525062084198, 0.15635636448860168, 0.15788185596466064, -0.13475441932678223, -0.10110245645046234, 0.06406135857105255, -0.108753725886344...	1	Queen Victoria’s life was one of the most documented of any monarch of this country. In the fashion of the Victorian age she defined she maintained an austere public persona. Yet anyone who has read one of her letters understands that Victoria’s emotions were expressed vehemently in her writing. Throughout her life the queen was an avid letter writer, and her last journal entry was written nine days before her death: the Royal Archives at Windsor Castle holds one hundred and forty-one of these journals, and which are available online. Words filled, shaped and documented Queen Victoria’s reign - so it is interesting to see details of her life preserved in the writing of the people she lived to serve. An example of the impact that her death had on the nation is captured in the Headlam and Headlam-Morley Papers. The correspondence between Major-General Sir John Headlam and his wife Mary spans his service in the Second Boer War (1899-1902). Mary’s vigorous correspondence with her husband spares no detail: her penchant for bicycling is chronicled alongside congratulations to her husband for receiving a D.S.O. (Distinguished Service Order). The queen’s death, therefore, is an event which Mary covers assiduously. In a letter dated 22 January 1901, anticipating the queen’s imminent death (she died that very evening), Mary writes that in London “the whole air was full of suspense”. “One cannot imagine England without her. It seems as if it will be robbed of half its glory”. The monarch was such an integral part of the identity of Britain that her sudden illness marked “a personal grief for everyone as well as an untold misfortune for the country”. Upon learning of Victoria’s death, the next day Mary wrote “one had so earnestly hoped that she would live to see peace restored to all her soldiers with her there to welcome them but she has absolutely given her life for her people. Think of the amount she has done this last year never saving herself”. Indeed, the queen’s reign was characterised by the consistent expansion of the empire and her death even took place in the midst of a second war in southern Africa. Her funeral was the largest military procession in the kingdom since that of the Duke of Wellington in 1852. The event took place on 2 February 1901 at St George’s Chapel in Windsor and is recorded by Mary in a letter written a few days later. She describes the 33,000 soldiers and dignitaries who entered the city: “It was a wonderful line of kings & crown princes that followed & their uniforms and those of their suites made a wonderful show against all the masses of black clothed people who lined the streets”. Queen Victoria was an icon in life and death, and her state funeral was testament to the marketability of her image. Seats in windows and balconies overlooking the route were sold for 25 guineas each – the equivalent of £3,000 today. Mary testifies to purchasing them for the event – “the children, Alice and I had a window at Windsor almost opposite the castle gates and we could see the procession as it moved up from the station and came along the street below us”. There were, notably, “people of all classes” escorting the procession. Throughout her letter Mary returns to the feeling of personal loss that the queen’s death generated – a grief which rose above class division. Mary explains that “when one looked down on the crown and sceptre and the royal robes it seemed so hard to realise she had laid them aside for ever and that her great and glorious reign was over”. The most touching part of the letters, however, are the personal details recorded. Mary noticed that the queen’s son, “the Duke of Connaught looked very worn and sad”. The Headlam letters do not just confirm the popularity of the queen and the “great catastrophe” her death signified to many, but also the importance of keeping archives. Monumental events are also preserved through personal written experiences. These fragments reveal details not always recorded by the history books.	841	ENGLISH	1
Jews worked as agents for enemy nations of Spain and outsmarting and outdoing Spanish trade in the free world - all of which helped to break the Spanish empire and the evil Inquisition it spread around the world. It was 1492, on Tisha B'av, the saddest day on the Jewish calendar when Spanish Jews were faced with fleeing Spain or being forced to convert to Catholicism. The Spanish and Portuguese Inquisitions were cruel and deadly. Some Jews fled for their lives, but most had nowhere to go. Piracy was one method of revenge. Jews living under Spanish colonial rule worked with more tolerant countries like Holland and England, which were enemies of Spain, and helped them fight the Spanish. The Jews knew which Spanish ships were carrying looted gold and silver back to Spain. The Jews became masters in cartography, in mapping out the oceans - using astronomy to navigate missions on high seas, engineering technical instruments that few sea captains had - and in trade, and thus ensured their survival in a hostile and Jew-hating world on both sides of the Atlantic. These Jews who would otherwise have been murdered by the Spanish and Portuguese Inquisitors escaped their clutches and even prospered, by their bold and brave actions. They enriched the New World's colonies, especially the colonies owned by European countries that were open to letting Jews live as Jews in religious freedom. Artisan Avi Celebrates the Pirate Jews of the Carribean with these large commemorative Silver coins and hand painted plaques. Climb aboard and feast your eyes on these wonderful depictions of Judaic History.	<urn:uuid:74c313fc-a334-421c-9bdd-4eff90b0181b>	CC-MAIN-2020-05	https://zodiacsupermarket.com/jewish-pirates	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00544.warc.gz	en	0.98098	321	3.9375	4	[ -0.08086927235126495, 0.31922805309295654, 0.2159961313009262, -0.12294354289770126, 0.22078058123588562, -0.39486655592918396, 0.024618567898869514, 0.43658414483070374, 0.0881175547838211, -0.041264742612838745, 0.03280707076191902, -0.023334434255957603, -0.34661877155303955, 0.45319598...	7	Jews worked as agents for enemy nations of Spain and outsmarting and outdoing Spanish trade in the free world - all of which helped to break the Spanish empire and the evil Inquisition it spread around the world. It was 1492, on Tisha B'av, the saddest day on the Jewish calendar when Spanish Jews were faced with fleeing Spain or being forced to convert to Catholicism. The Spanish and Portuguese Inquisitions were cruel and deadly. Some Jews fled for their lives, but most had nowhere to go. Piracy was one method of revenge. Jews living under Spanish colonial rule worked with more tolerant countries like Holland and England, which were enemies of Spain, and helped them fight the Spanish. The Jews knew which Spanish ships were carrying looted gold and silver back to Spain. The Jews became masters in cartography, in mapping out the oceans - using astronomy to navigate missions on high seas, engineering technical instruments that few sea captains had - and in trade, and thus ensured their survival in a hostile and Jew-hating world on both sides of the Atlantic. These Jews who would otherwise have been murdered by the Spanish and Portuguese Inquisitors escaped their clutches and even prospered, by their bold and brave actions. They enriched the New World's colonies, especially the colonies owned by European countries that were open to letting Jews live as Jews in religious freedom. Artisan Avi Celebrates the Pirate Jews of the Carribean with these large commemorative Silver coins and hand painted plaques. Climb aboard and feast your eyes on these wonderful depictions of Judaic History.	322	ENGLISH	1
The Story Of An Hour: Analysis Essay Example The Story of an Hour Kate Chopin’s short story, “The Story of an Hour,” tells the tale of Mrs. Mallard, a woman who has learned that a railroad accident has taken the life of her husband. Though she mourns bitterly, she succumbs even further to grief when she learns that he is still alive. As a result, she suffers from a heart attack and dies. There is no doubt that she died as a result of her husband’s aliveness, but it is commonly held that she died at what it meant that he was still alive. Hidden amongst the heartbreak of her husband’s death was an overwhelming desire for freedom. Upon discovering that her husband was alive, her hope for freedom was quickly taken from her. Mrs. Mallard lived in a time when women were considered to be property of their husbands. Women were entitled to very little freedoms and opportunities outside of their husbands’ wishes, and it was an obligation that they tend to the needs of the husband and children. Furthermore, there was an unspoken belief that all women desired to be married; it went against societal norms for a woman to want to remain single. Mrs. Mallard had never been mistreated by her husband, but upon being married, she had to give up living for herself and relying on her own means to be happy. Once she entered married life, everything fell on her husband, and thus, Mrs. Mallard forfeited her freedom. As any proper wife would, Mrs. Mallard mourned for her husband. “She wept at once, with sudden, wild abandonment […]. When the storm of grief had spent itself, she went away to her room alone (Chopin pg. 547).” Despite all that she had given up to marry her husband, she was still grateful for his presence and his love for her. Fittingly, she grieved for his sudden, and seemingly permanent, absence. That grief, however, was short-lived as Mrs. Mallard began to contemplate what it meant to her that her husband was no longer alive for her to live under. As much as they loved each other, there is no denying that Mr. Mallard was the root of Mrs. Mallard’s unhappiness. Mrs. Mallard was happy in the early years of her marriage, but the only thing keeping the couple together was the marriage contract. After Mrs. Mallard had calmed down enough to assess her situation, she realized that the contract was no longer valid. “There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature (Chopin pg. 548).” Without having to submit to a divorce, which would have had societal repercussions, Mrs. Mallard had gained her freedom. With Mr. Mallard’s death came an intense relief for Mrs. Mallard. She would miss her husband, but “she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely (Chopin pg. 548).” She no longer had ties or unwanted commitments to hold her down. She was free to live her life the way that she had longed for. Mrs. Mallard allowed herself to absorb this new and exciting information before acquiescing to Josephine’s desire to comfort her. Filled with the hope and the promise of a new, liberating life, Mrs. Mallard followed Josephine downstairs, only to discover that her husband was alive. Overcome with shock, Mrs. Mallard died from a heart attack. While it was from the shock of seeing her dead husband alive, it was primarily due to her freedom, and her happiness, being taken as suddenly away from her as her husband had been. Mrs. Mallard’s happiness about her husband’s death was not necessarily due to her husband being dead, but to the freedom that now came with being a widow. Like a good wife, though Mrs. Mallard did not enjoy the duties that came with a mother and a wife, she still adhered to what society expected of her. However, at the first opportunity of freedom, Mrs. Mallard became hopeful and content. Losing the freedom afforded to her as a result of her husband’s death, regrettably, led to her own death, thus presenting her with a different kind of freedom.	<urn:uuid:51d78fdd-846f-4823-9f52-2b3ed30f962e>	CC-MAIN-2020-05	https://summarystory.com/the-story-of-an-hour/the-story-of-an-hour-analysis-essay-example/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251705142.94/warc/CC-MAIN-20200127174507-20200127204507-00315.warc.gz	en	0.991346	932	3.53125	4	[ -0.43705159425735474, 0.651626706123352, 0.12265419960021973, 0.11339433491230011, 0.06204588711261749, -0.06130519136786461, 0.38472747802734375, 0.15995189547538757, 0.4078315496444702, -0.4616283178329468, 0.017387736588716507, 0.5272539258003235, 0.05530010163784027, 0.0697575882077217...	12	The Story Of An Hour: Analysis Essay Example The Story of an Hour Kate Chopin’s short story, “The Story of an Hour,” tells the tale of Mrs. Mallard, a woman who has learned that a railroad accident has taken the life of her husband. Though she mourns bitterly, she succumbs even further to grief when she learns that he is still alive. As a result, she suffers from a heart attack and dies. There is no doubt that she died as a result of her husband’s aliveness, but it is commonly held that she died at what it meant that he was still alive. Hidden amongst the heartbreak of her husband’s death was an overwhelming desire for freedom. Upon discovering that her husband was alive, her hope for freedom was quickly taken from her. Mrs. Mallard lived in a time when women were considered to be property of their husbands. Women were entitled to very little freedoms and opportunities outside of their husbands’ wishes, and it was an obligation that they tend to the needs of the husband and children. Furthermore, there was an unspoken belief that all women desired to be married; it went against societal norms for a woman to want to remain single. Mrs. Mallard had never been mistreated by her husband, but upon being married, she had to give up living for herself and relying on her own means to be happy. Once she entered married life, everything fell on her husband, and thus, Mrs. Mallard forfeited her freedom. As any proper wife would, Mrs. Mallard mourned for her husband. “She wept at once, with sudden, wild abandonment […]. When the storm of grief had spent itself, she went away to her room alone (Chopin pg. 547).” Despite all that she had given up to marry her husband, she was still grateful for his presence and his love for her. Fittingly, she grieved for his sudden, and seemingly permanent, absence. That grief, however, was short-lived as Mrs. Mallard began to contemplate what it meant to her that her husband was no longer alive for her to live under. As much as they loved each other, there is no denying that Mr. Mallard was the root of Mrs. Mallard’s unhappiness. Mrs. Mallard was happy in the early years of her marriage, but the only thing keeping the couple together was the marriage contract. After Mrs. Mallard had calmed down enough to assess her situation, she realized that the contract was no longer valid. “There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature (Chopin pg. 548).” Without having to submit to a divorce, which would have had societal repercussions, Mrs. Mallard had gained her freedom. With Mr. Mallard’s death came an intense relief for Mrs. Mallard. She would miss her husband, but “she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely (Chopin pg. 548).” She no longer had ties or unwanted commitments to hold her down. She was free to live her life the way that she had longed for. Mrs. Mallard allowed herself to absorb this new and exciting information before acquiescing to Josephine’s desire to comfort her. Filled with the hope and the promise of a new, liberating life, Mrs. Mallard followed Josephine downstairs, only to discover that her husband was alive. Overcome with shock, Mrs. Mallard died from a heart attack. While it was from the shock of seeing her dead husband alive, it was primarily due to her freedom, and her happiness, being taken as suddenly away from her as her husband had been. Mrs. Mallard’s happiness about her husband’s death was not necessarily due to her husband being dead, but to the freedom that now came with being a widow. Like a good wife, though Mrs. Mallard did not enjoy the duties that came with a mother and a wife, she still adhered to what society expected of her. However, at the first opportunity of freedom, Mrs. Mallard became hopeful and content. Losing the freedom afforded to her as a result of her husband’s death, regrettably, led to her own death, thus presenting her with a different kind of freedom.	905	ENGLISH	1
Hamlet's Wave of Emotions “Hamlet” the play by William Shakespeare features the character of Hamlet who is the main focus of the play. Hamlet has recently lost his father and his mother remarries quickly to his uncle Claudius. Thus leading Hamlet to believe that something fishy is going on between his parents. This becomes Hamlet's lead throughout the play allowing him to seek the truth of what happened to his father. Whether his father was killed naturally, or by Claudius himself. This truth seeking Hamlet is what leads him to a path of revenge and shifts his attitude of what he used to be to a vengeful spirit. During the play Hamlet experiences a loss of control over himself and this forces him to suffer the consequences of his actions. Beginning with Act I Hamlet's emotions and level of control are at a normal level even after the recent death of his father. Though with his father's death it's reasonable to experience the five stages of grief, but when it comes to Hamlet his father's death doesn't hit him until the recent sighting of his father's ghost. At first he approaches the subject head on and logical figuring Bernardo, Horatio, and Marcellus we just mad and seeing things. But as they try to convince him of what they saw Hamlet strikes to get to the core of this situation and clear everything up which by doing so shows the control he has in handling these odd situations. It is not until the end of Act I that Hamlet's control begins to falter because the ghost has spoken to him, approached him about the death of his father. This is where Hamlet's emotions get the best of him and he allowed himself to feel, allowed himself to get close and personal to the situation at hand. The ghost now has a slight advantage in Hamlet, the ghost has connected with him emotionally and showed Hamlet how blind he was with what actually happened to his father. This leads to the ghost provoking Hamlet, toying with human emotions, and having Hamlet turn to a dark path with power and revenge. Moving into Act II leads others to notice the change in Hamlet's demeanor and personality. Hamlet has started to transition from his slight grief to a talking to oneself when no one is around type of person. His new change in character is does not go unnoticed by the King, Queen, and others present in the court while speaking of “Hamlet's transformation,” (II, ii, 5) and “Hamlet's lunacy” (II, ii, 48). The emotions most represented through Act II would be the depression he feels for his father, the vengeful attitude he feels needs to be expressed, and the rising insanity bubbling up to the surface. All these feelings come flooding in by the end of Act II when Hamlet plans a plan to expose King Claudius and give Hamlet truth and clarity of what actually happened. This plan shifts Hamlet's character once again and gets him back in control by allowing him to drift away from insanity and looking towards logic and reasoning to find the truth; not just making up nonsense...	<urn:uuid:55111134-4c1e-4c98-a7d6-3af1049a62de>	CC-MAIN-2020-05	https://brightkite.com/essay-on/hamlet-s-wave-of-emotions	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250603761.28/warc/CC-MAIN-20200121103642-20200121132642-00157.warc.gz	en	0.987463	645	3.34375	3	[ 0.10448051244020462, -0.197464257478714, 0.7248430252075195, -0.17841435968875885, -0.47561269998550415, 0.16215460002422333, 0.7149649858474731, 0.07239656895399094, -0.08718915283679962, -0.5212578773498535, 0.2988412380218506, -0.14464162290096283, -0.4337107837200165, 0.046919837594032...	1	Hamlet's Wave of Emotions “Hamlet” the play by William Shakespeare features the character of Hamlet who is the main focus of the play. Hamlet has recently lost his father and his mother remarries quickly to his uncle Claudius. Thus leading Hamlet to believe that something fishy is going on between his parents. This becomes Hamlet's lead throughout the play allowing him to seek the truth of what happened to his father. Whether his father was killed naturally, or by Claudius himself. This truth seeking Hamlet is what leads him to a path of revenge and shifts his attitude of what he used to be to a vengeful spirit. During the play Hamlet experiences a loss of control over himself and this forces him to suffer the consequences of his actions. Beginning with Act I Hamlet's emotions and level of control are at a normal level even after the recent death of his father. Though with his father's death it's reasonable to experience the five stages of grief, but when it comes to Hamlet his father's death doesn't hit him until the recent sighting of his father's ghost. At first he approaches the subject head on and logical figuring Bernardo, Horatio, and Marcellus we just mad and seeing things. But as they try to convince him of what they saw Hamlet strikes to get to the core of this situation and clear everything up which by doing so shows the control he has in handling these odd situations. It is not until the end of Act I that Hamlet's control begins to falter because the ghost has spoken to him, approached him about the death of his father. This is where Hamlet's emotions get the best of him and he allowed himself to feel, allowed himself to get close and personal to the situation at hand. The ghost now has a slight advantage in Hamlet, the ghost has connected with him emotionally and showed Hamlet how blind he was with what actually happened to his father. This leads to the ghost provoking Hamlet, toying with human emotions, and having Hamlet turn to a dark path with power and revenge. Moving into Act II leads others to notice the change in Hamlet's demeanor and personality. Hamlet has started to transition from his slight grief to a talking to oneself when no one is around type of person. His new change in character is does not go unnoticed by the King, Queen, and others present in the court while speaking of “Hamlet's transformation,” (II, ii, 5) and “Hamlet's lunacy” (II, ii, 48). The emotions most represented through Act II would be the depression he feels for his father, the vengeful attitude he feels needs to be expressed, and the rising insanity bubbling up to the surface. All these feelings come flooding in by the end of Act II when Hamlet plans a plan to expose King Claudius and give Hamlet truth and clarity of what actually happened. This plan shifts Hamlet's character once again and gets him back in control by allowing him to drift away from insanity and looking towards logic and reasoning to find the truth; not just making up nonsense...	639	ENGLISH	1
Freight Room and Scales Railway Stations were the economic hub of rural communities like Durand. Smaller depots had rooms that combined service for freight and baggage, but Durand Union Station was designed as a larger hub. Freight rooms like this were used to track and ensure proper fares were charged for shipments. To accomplish this, large scales were used to weigh a small sample of each train’s cargo. In fact, the original scales for the Depot are still beneath the wooden platform in the breezeway! Once the weight was recorded, it would be multiplied by the number of loads onboard by the going rate for the freight’s destination. This would be checked against the waybill, and the total fee would be charged to the railroad. If a mail room was not present, mail service was handled in the freight room. In Durand’s case, bags of mail were sorted for destinations all over the state. In addition, Durand was a distribution center for major magazines. At its peak in the 1920s, Durand Union Station saw 42 passenger, 22 mail and 78 freight trains a day. 140 trains making stops created organized chaos that required separate, specialized rooms for freight and baggage. Unlike in Europe, passengers in America paid for their luggage to be cared for as part of their fare. While the freight room handled all shipped cargo on the rails, workers in the baggage room made sure the luggage of hundreds of passengers was accounted for. Most passengers took a connector train at Durand en route to their actual destination, so baggage switching was necessary. While passengers were enjoying a quick meal in the Depot’s restaurant or having a smoke in one of its two elaborate lounges, porters were hard at work sorting and loading the bags for the next leg of their journey. Depots with large baggage and freight facilities were hubs of employment for the local community. At one point, nearly every family in Durand worked for the railroad or for someone who did. A station like this would have as many as twenty or more clerks, porters, gate keepers, and other personnel to move mail, cargo, and luggage from train to train. To assist travelers and customers, these employees were expected to uphold the highest standards of personal conduct. Depot employees had to maintain a vast amount of knowledge of the railroad’s schedules and operations. Baggage and Coffin Carts The carts you see around the Depot were used for many purposes. The smaller cart with the spindle was pulled by a horse and used to transport firehose. The larger flat carts were used for baggage and could be connected to one another with pins to create a small train. The baggage cart with partitions was modified to carry coffins. As a major rail hub in an era before flight or long-distance automobile travel, respectful handling of the deceased was a serious consideration for all Depot staff. A coffin cart with multiple spaces is a sobering reminder of the impact of war, as soldiers did not always return home under their own power. Durand was still a major hub during both World Wars.	<urn:uuid:a4691149-98bf-4af5-8132-27f0ef815817>	CC-MAIN-2020-05	https://www.durandstation.org/breezeway	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00434.warc.gz	en	0.984189	636	4.0625	4	[ 0.011711910367012024, -0.3543253540992737, 0.4752175807952881, 0.13903388381004333, 0.2946692109107971, -0.06473857909440994, -0.1001080647110939, 0.18758490681648254, -0.4164396822452545, -0.03805062174797058, 0.11433558911085129, 0.14081114530563354, 0.39563560485839844, 0.04851885885000...	12	Freight Room and Scales Railway Stations were the economic hub of rural communities like Durand. Smaller depots had rooms that combined service for freight and baggage, but Durand Union Station was designed as a larger hub. Freight rooms like this were used to track and ensure proper fares were charged for shipments. To accomplish this, large scales were used to weigh a small sample of each train’s cargo. In fact, the original scales for the Depot are still beneath the wooden platform in the breezeway! Once the weight was recorded, it would be multiplied by the number of loads onboard by the going rate for the freight’s destination. This would be checked against the waybill, and the total fee would be charged to the railroad. If a mail room was not present, mail service was handled in the freight room. In Durand’s case, bags of mail were sorted for destinations all over the state. In addition, Durand was a distribution center for major magazines. At its peak in the 1920s, Durand Union Station saw 42 passenger, 22 mail and 78 freight trains a day. 140 trains making stops created organized chaos that required separate, specialized rooms for freight and baggage. Unlike in Europe, passengers in America paid for their luggage to be cared for as part of their fare. While the freight room handled all shipped cargo on the rails, workers in the baggage room made sure the luggage of hundreds of passengers was accounted for. Most passengers took a connector train at Durand en route to their actual destination, so baggage switching was necessary. While passengers were enjoying a quick meal in the Depot’s restaurant or having a smoke in one of its two elaborate lounges, porters were hard at work sorting and loading the bags for the next leg of their journey. Depots with large baggage and freight facilities were hubs of employment for the local community. At one point, nearly every family in Durand worked for the railroad or for someone who did. A station like this would have as many as twenty or more clerks, porters, gate keepers, and other personnel to move mail, cargo, and luggage from train to train. To assist travelers and customers, these employees were expected to uphold the highest standards of personal conduct. Depot employees had to maintain a vast amount of knowledge of the railroad’s schedules and operations. Baggage and Coffin Carts The carts you see around the Depot were used for many purposes. The smaller cart with the spindle was pulled by a horse and used to transport firehose. The larger flat carts were used for baggage and could be connected to one another with pins to create a small train. The baggage cart with partitions was modified to carry coffins. As a major rail hub in an era before flight or long-distance automobile travel, respectful handling of the deceased was a serious consideration for all Depot staff. A coffin cart with multiple spaces is a sobering reminder of the impact of war, as soldiers did not always return home under their own power. Durand was still a major hub during both World Wars.	629	ENGLISH	1
Were pirates just senseless savages? There could be something that is said of the pirate’s noble cause, despite the version of pirates that Disney has portrayed. The pirates of the golden age were the first group that rebelled against hard working conditions, divided wealth, and to honestly adopt democracy. Were pirate’s just senseless savages or simply petty thieves? Senseless savages or rebels of the system Pirates have really never been the type of men that we thought they were. During the “golden age of piracy” during 1650 – 1730 the picture of the pirate was they were senseless savages that were thieves, and this image was created by the British government with their propaganda. Many people thought that this was totally false. Crowds that was supportive of the pirates often rescued the pirates from the gallows. Why did they rescue the pirates? Maybe, they seen something that we haven’t. Villains of All Nations was written by Marcus Rediker a historian. There is evidence of the pirates in his book. Back then if you were navy sailor or a merchant, then you may have been taken off the London’s East End docks, then forced to be on a floating wooden hell of a ship. They worked many hours on ship that was cramped and many of the men were starved, then if you happen to just slack off for a minute the captain would beat you with the Cat O’ Nine Tails, but if you continued to slack off, then you may have been thrown overboard. After many endless months or years, your wages would be withheld and stolen from you. Rebels of the seas The first people to ever rebel against the entire world were the pirates – regardless of nationality. They stood up and mutinied against their powerful captains, then they created better way to work on the seas. The pirates would get a ship, then they all voted for a captain, and all the decisions that needed to be made were made together. The pirates always shared their bounties in what the author Rediker called “One of the most equal and just plans for dividing all resources anywhere in the entire eighteenth century”. They were known to take in the African slaves to work and live with them as equals. They also showed that the ship didn’t have to be ran in such a harsh and brutal way that the merchant services and Royal Navy had done. Despite being unproductive thieves, the pirates were very popular. One pirate from the golden age named William Scott who was a young British man that all should hear said, “What I did was keep myself from dying. I had no choice, but I was forced into living the pirate life”. The young man said that right before he was hung in Charleston, South Carolina.	<urn:uuid:8af14391-cdaa-4952-8cf8-1a8480baf904>	CC-MAIN-2020-05	https://www.pirateshipvallarta.com/blog/pirate-stories/pirates-just-senseless-savages	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250590107.3/warc/CC-MAIN-20200117180950-20200117204950-00130.warc.gz	en	0.989766	572	3.390625	3	[ -0.5170376300811768, 0.3554040789604187, 0.43703994154930115, -0.3973391056060791, 0.020369701087474823, -0.31799447536468506, -0.16856196522712708, 0.04297889024019241, -0.15655377507209778, 0.1763547658920288, 0.5317307114601135, -0.04797602817416191, 0.10754561424255371, 0.3622075915336...	3	Were pirates just senseless savages? There could be something that is said of the pirate’s noble cause, despite the version of pirates that Disney has portrayed. The pirates of the golden age were the first group that rebelled against hard working conditions, divided wealth, and to honestly adopt democracy. Were pirate’s just senseless savages or simply petty thieves? Senseless savages or rebels of the system Pirates have really never been the type of men that we thought they were. During the “golden age of piracy” during 1650 – 1730 the picture of the pirate was they were senseless savages that were thieves, and this image was created by the British government with their propaganda. Many people thought that this was totally false. Crowds that was supportive of the pirates often rescued the pirates from the gallows. Why did they rescue the pirates? Maybe, they seen something that we haven’t. Villains of All Nations was written by Marcus Rediker a historian. There is evidence of the pirates in his book. Back then if you were navy sailor or a merchant, then you may have been taken off the London’s East End docks, then forced to be on a floating wooden hell of a ship. They worked many hours on ship that was cramped and many of the men were starved, then if you happen to just slack off for a minute the captain would beat you with the Cat O’ Nine Tails, but if you continued to slack off, then you may have been thrown overboard. After many endless months or years, your wages would be withheld and stolen from you. Rebels of the seas The first people to ever rebel against the entire world were the pirates – regardless of nationality. They stood up and mutinied against their powerful captains, then they created better way to work on the seas. The pirates would get a ship, then they all voted for a captain, and all the decisions that needed to be made were made together. The pirates always shared their bounties in what the author Rediker called “One of the most equal and just plans for dividing all resources anywhere in the entire eighteenth century”. They were known to take in the African slaves to work and live with them as equals. They also showed that the ship didn’t have to be ran in such a harsh and brutal way that the merchant services and Royal Navy had done. Despite being unproductive thieves, the pirates were very popular. One pirate from the golden age named William Scott who was a young British man that all should hear said, “What I did was keep myself from dying. I had no choice, but I was forced into living the pirate life”. The young man said that right before he was hung in Charleston, South Carolina.	563	ENGLISH	1
The English Interregnum was the period of parliamentary and military rule in the land occupied by modern-day England and Wales after the English Civil War. It began with the execution of Charles I in 1649 and ended when Charles II became king, after Oliver Cromwell died in 1660. This era in English history can be divided into four periods. Life during the InterregnumEdit Oliver Cromwell was a Puritan and during the Interregnum, he imposed a very strict form of Christianity upon the country. Although a main cause of the English Civil War was oppression under Charles I, England during the Interregnum became oppressive in its own fashion. Cromwell granted religious freedom otherwise previously unknown in England, but other forms of expression were suddenly limited (for instance, theatre, which had thrived under the Stuart kings and Elizabeth I, was banned). Cromwell also made certain that his own personal vision of Christianity was enforced upon the masses. Many of Cromwell's actions were called "harsh, unwise, and tyrannical" by some commentators. His son and successor, Richard Cromwell gave up his position as Lord Protector with little hesitation, resigning or "abdicating" after a demand by the Rump Parliament. This was the beginning of a short period of restoration of the Commonwealth of England.	<urn:uuid:6ebaaa65-ca49-400b-9719-7de42c4fc8f2>	CC-MAIN-2020-05	https://simple.m.wikipedia.org/wiki/English_Interregnum	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00047.warc.gz	en	0.984326	269	3.875	4	[ -0.0039068409241735935, 0.002118494128808379, 0.28659284114837646, -0.1632833033800125, -0.22971056401729584, -0.06411097943782806, 0.059458035975694656, -0.2638130187988281, -0.00004408477252582088, 0.010955396108329296, -0.23567886650562286, -0.51484614610672, 0.04315908998250961, 0.2684...	3	The English Interregnum was the period of parliamentary and military rule in the land occupied by modern-day England and Wales after the English Civil War. It began with the execution of Charles I in 1649 and ended when Charles II became king, after Oliver Cromwell died in 1660. This era in English history can be divided into four periods. Life during the InterregnumEdit Oliver Cromwell was a Puritan and during the Interregnum, he imposed a very strict form of Christianity upon the country. Although a main cause of the English Civil War was oppression under Charles I, England during the Interregnum became oppressive in its own fashion. Cromwell granted religious freedom otherwise previously unknown in England, but other forms of expression were suddenly limited (for instance, theatre, which had thrived under the Stuart kings and Elizabeth I, was banned). Cromwell also made certain that his own personal vision of Christianity was enforced upon the masses. Many of Cromwell's actions were called "harsh, unwise, and tyrannical" by some commentators. His son and successor, Richard Cromwell gave up his position as Lord Protector with little hesitation, resigning or "abdicating" after a demand by the Rump Parliament. This was the beginning of a short period of restoration of the Commonwealth of England.	272	ENGLISH	1
René Descartes was a French philosopher and also mathematician. His method of doubt led him to the famous "cogito ergo sum" when translated means "I am thinking, therefore I exist". This cogito was the foundation for Descartes' quest for certain knowledge. He explored doubt and how we can prove our own existence, by taking the first steps of scepticism. His book "Meditations On First Philosophy", was written in six parts. Each representing the six days that God took to create the world. Not to upset the Church, Descartes would need to prove the existence of God, and the soul. Within Descartes' argument, we find some important areas. Two, which require focus, are his perception of "clear and distinct ideas" and the example he gives about the wax. Descartes began on his path towards the cogito, by using the sceptical view of argument. He doubts everything. Descartes himself was not a sceptic, but saw doubt as the first step; to clear the board and start afresh. Even though he seems to be able to doubt most things, he cannot doubt that he actually doubts. This is what lead on to his cogito. Descartes cannot be sure that he isn't in fact dreaming. Even though he assumes he is sitting by the fireside, he may actually be lying naked in bed. Descartes says that dreams present us with copies of things which are real, and when we dream, we combine these things. E.g. a flying cat. We have seen, outside of dreaming, a cat and also wings. Therefore, in the dream, they have been combined. He concludes that the senses are incapable of reliability; that we shouldn't trust something, which has deceived us even once before. This seems very unreasonable as, if we mistrusted everything which deceived us once only, there would be little if no room to trust anything whatsoever. Descartes saw the method of doubt as the ideal place to start. He came to the conclusion, that to doubt is to think; and to think is to exist. An example in Russell's "Western philosophical thought" is that "anything, which doubts, understands, affirms, conceives, wills, denies, imagines and feels is something, which is thinking. And feeling, when it occurs in dreams, is thought". So therefore anything which thinks, also too exists. In Descartes' wax example, he takes a piece of wax from the honeycomb in it's solid form. He observes that there are certain things, which are apparent towards the senses. The taste of the honey, its temperature (cold), the size, the colour, and when you tap it, it makes a sound. Yet, if we place the wax near heat, or a fire, the features and qualities change. No longer is the shape the same. It has become hot, and when you tap it there is no sound. This is the wax in its liquid form. So is the wax we see now, the same wax we saw before these changes? Before these changes were...	<urn:uuid:d39d70e3-b5c7-4394-a185-0d1dac2ab76c>	CC-MAIN-2020-05	https://brightkite.com/essay-on/rene-descartes-15	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250609478.50/warc/CC-MAIN-20200123071220-20200123100220-00391.warc.gz	en	0.981978	640	3.265625	3	[ -0.21528960764408112, -0.17448066174983978, 0.18234878778457642, 0.08063924312591553, -0.3879528045654297, 0.021741971373558044, 0.6206222772598267, 0.2633410692214966, 0.2952335476875305, -0.14025434851646423, 0.06362561881542206, -0.1851893663406372, 0.10653898119926453, 0.45566394925117...	1	René Descartes was a French philosopher and also mathematician. His method of doubt led him to the famous "cogito ergo sum" when translated means "I am thinking, therefore I exist". This cogito was the foundation for Descartes' quest for certain knowledge. He explored doubt and how we can prove our own existence, by taking the first steps of scepticism. His book "Meditations On First Philosophy", was written in six parts. Each representing the six days that God took to create the world. Not to upset the Church, Descartes would need to prove the existence of God, and the soul. Within Descartes' argument, we find some important areas. Two, which require focus, are his perception of "clear and distinct ideas" and the example he gives about the wax. Descartes began on his path towards the cogito, by using the sceptical view of argument. He doubts everything. Descartes himself was not a sceptic, but saw doubt as the first step; to clear the board and start afresh. Even though he seems to be able to doubt most things, he cannot doubt that he actually doubts. This is what lead on to his cogito. Descartes cannot be sure that he isn't in fact dreaming. Even though he assumes he is sitting by the fireside, he may actually be lying naked in bed. Descartes says that dreams present us with copies of things which are real, and when we dream, we combine these things. E.g. a flying cat. We have seen, outside of dreaming, a cat and also wings. Therefore, in the dream, they have been combined. He concludes that the senses are incapable of reliability; that we shouldn't trust something, which has deceived us even once before. This seems very unreasonable as, if we mistrusted everything which deceived us once only, there would be little if no room to trust anything whatsoever. Descartes saw the method of doubt as the ideal place to start. He came to the conclusion, that to doubt is to think; and to think is to exist. An example in Russell's "Western philosophical thought" is that "anything, which doubts, understands, affirms, conceives, wills, denies, imagines and feels is something, which is thinking. And feeling, when it occurs in dreams, is thought". So therefore anything which thinks, also too exists. In Descartes' wax example, he takes a piece of wax from the honeycomb in it's solid form. He observes that there are certain things, which are apparent towards the senses. The taste of the honey, its temperature (cold), the size, the colour, and when you tap it, it makes a sound. Yet, if we place the wax near heat, or a fire, the features and qualities change. No longer is the shape the same. It has become hot, and when you tap it there is no sound. This is the wax in its liquid form. So is the wax we see now, the same wax we saw before these changes? Before these changes were...	638	ENGLISH	1
By late 1931, the grip of the Great Depression was so strong on the American economy that Herbert Hoover had moved away from the laissez faire policies of Treasury Secretary Andrew W. Mellon. The president now believed that the decline of industry and agriculture could be halted, unemployment reversed and purchasing power restored if the government would shore up banks and railroads an approach that had been used with some success during World War I. Hoover presented his plan in his annual address to Congress in December and gained approval from both houses of congress on the same day in January 1932. This legislation created the Reconstruction Finance Corporation (RFC) under the following terms: Congress provided the agency with an initial capitalization in the amount of $500 million The RFC was empowered to borrow up to $2 billion to assure the survival of large banks, railroads, farm mortgage associations, savings and loan associations and life insurance companies. Charles G. Dawes, a former vice president and ambassador to the Court of St. James, was named the first president of the RFC. In time, about $2 billion was loaned to the targeted organizations and, as hoped, bankruptcies in many areas were slowed. Congress seized on the encouraging news and pressed to extend RFC loans to other sectors of the economy. Hoover, however, resisted a broad-based expansion of the program, but did allow some loans to state agencies that sponsored employment-generating construction projects. Despite some initial success, the Reconstruction Finance Corporation never had its intended impact. By its very structure, it was in some ways a self-defeating agency. The law required full transparency the amounts of all loans and the names of the recipient companies were made public. This requirement had the unfortunate effect of undermining confidence in the institutions that sought loans. Too often, for example, a bank that asked for federal assistance suffered an immediate run on its funds by worried depositors. Further, much of the potential good done by the RFC was erased by tax and tariff policies that seemed to work against economic recovery. Democratic politicians argued with some justification that federal assistance was going to the wrong end of the economic pyramid. They believed that recovery would not occur until the people at the bottom of the heap had their purchasing power restored, but the RFC poured money in at the top. To many Americans, the Reconstruction Finance Corporation was viewed as a relief program for big business only.	<urn:uuid:213c05a2-2254-49be-b23e-0fff1a160865>	CC-MAIN-2020-05	https://u-s-history.com/pages/h1523.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00001.warc.gz	en	0.981974	483	3.546875	4	[ -0.43983203172683716, 0.1091964840888977, 0.062438156455755234, 0.2871856391429901, 0.016933634877204895, 0.14050167798995972, -0.25893133878707886, 0.07517270743846893, -0.3020317256450653, -0.042123958468437195, 0.45949214696884155, 0.14369145035743713, 0.42776715755462646, 0.13148424029...	1	By late 1931, the grip of the Great Depression was so strong on the American economy that Herbert Hoover had moved away from the laissez faire policies of Treasury Secretary Andrew W. Mellon. The president now believed that the decline of industry and agriculture could be halted, unemployment reversed and purchasing power restored if the government would shore up banks and railroads an approach that had been used with some success during World War I. Hoover presented his plan in his annual address to Congress in December and gained approval from both houses of congress on the same day in January 1932. This legislation created the Reconstruction Finance Corporation (RFC) under the following terms: Congress provided the agency with an initial capitalization in the amount of $500 million The RFC was empowered to borrow up to $2 billion to assure the survival of large banks, railroads, farm mortgage associations, savings and loan associations and life insurance companies. Charles G. Dawes, a former vice president and ambassador to the Court of St. James, was named the first president of the RFC. In time, about $2 billion was loaned to the targeted organizations and, as hoped, bankruptcies in many areas were slowed. Congress seized on the encouraging news and pressed to extend RFC loans to other sectors of the economy. Hoover, however, resisted a broad-based expansion of the program, but did allow some loans to state agencies that sponsored employment-generating construction projects. Despite some initial success, the Reconstruction Finance Corporation never had its intended impact. By its very structure, it was in some ways a self-defeating agency. The law required full transparency the amounts of all loans and the names of the recipient companies were made public. This requirement had the unfortunate effect of undermining confidence in the institutions that sought loans. Too often, for example, a bank that asked for federal assistance suffered an immediate run on its funds by worried depositors. Further, much of the potential good done by the RFC was erased by tax and tariff policies that seemed to work against economic recovery. Democratic politicians argued with some justification that federal assistance was going to the wrong end of the economic pyramid. They believed that recovery would not occur until the people at the bottom of the heap had their purchasing power restored, but the RFC poured money in at the top. To many Americans, the Reconstruction Finance Corporation was viewed as a relief program for big business only.	482	ENGLISH	1
December 9, 1531: The Virgin of Guadalupe first appears to Juan Diego The Holy Mother Mary has appeared to the faithful throughout history in various forms, making her presence known. The Virgin of Guadalupe is an iconic image and stands as a symbol of the Catholic faith, Mexico, and having unwavering devotion. Juan Diego was a humble indigenous peasant, but he was called to serve after bearing witness to a presentation of the Holy Virgin Mary more than once. The woman on the hill Before Juan Diego would become honored as a saint, he was but a simple man by the name of Cuauhtlatoazin. Juan was born in what is today Mexico City, and later became a convert of the popular and growing established Catholic faith. When it comes to witnessing figures of devotion, sadly, many people are apt to believe that one is drunk or lying. When Juan Diego was on his way to mass on December 9, 1531, his life was forever altered when he approached Tepeyac Hill. Floating before him, surrounded in a bath of heavenly light, was the Virgin Mary herself. Of tongues and faith One would think, that a religious figure like a bishop would be ecstatic to hear that a follower of the faith had been visited by Mary. Instead of always doing favors for the faithful, the Virgin Mary had asked a favor of Juan Diego. Juan had been charged with petitioning the local bishop to build a shrine in her honor on Tepeyac Hill. The bishop did not believe a word Juan was saying, even though the Holy Mother had spoken to Juan in his native language. Considering that mass and other religious affairs were conducted in the language of Latin, the bishop should have caught a hint. Dismissive of Juan’s relay of information, the bishop instructed Juan to bring back some hard evidence that he really saw Mary on the hill, and wasn’t having visions. Coming up roses Mary, once again, appeared to Juan on the 12th of December, proving that heavenly deities know a thing about good timing. Juan was in need of a priest to deliver last rites to an ailing uncle, and he still needed a miracle to prove to the bishop he wasn’t lying. The Virgin of Guadalupe was quick to aid Juan, and prove that the church had better build her that shrine. Despite it being the middle of winter, Juan was instructed to gather roses found atop Tepeyac Hill, which he would bring to the bishop. Juan returned to the bishop, opened his coat, and out fell roses, and a visible image of Mary was emblazoned inside. The bishop immediately had a church built atop Tepeyac Hill in Mary’s honor, where the faithful still make a pilgrimage to this day.	<urn:uuid:cd80d3d2-777f-43d8-b084-b3102b1d9719>	CC-MAIN-2020-05	https://www.history101.com/december-9-1531-the-virgin-of-guadalupe-juan-diego/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00533.warc.gz	en	0.98837	573	3.4375	3	[ 0.1253844052553177, 0.3305412530899048, 0.3377709686756134, -0.2902868390083313, -0.2076275646686554, 0.05828673392534256, -0.1823636293411255, -0.03318725526332855, 0.5383516550064087, -0.28523531556129456, -0.23835498094558716, -0.07121948897838593, -0.2747775912284851, -0.10123488306999...	3	December 9, 1531: The Virgin of Guadalupe first appears to Juan Diego The Holy Mother Mary has appeared to the faithful throughout history in various forms, making her presence known. The Virgin of Guadalupe is an iconic image and stands as a symbol of the Catholic faith, Mexico, and having unwavering devotion. Juan Diego was a humble indigenous peasant, but he was called to serve after bearing witness to a presentation of the Holy Virgin Mary more than once. The woman on the hill Before Juan Diego would become honored as a saint, he was but a simple man by the name of Cuauhtlatoazin. Juan was born in what is today Mexico City, and later became a convert of the popular and growing established Catholic faith. When it comes to witnessing figures of devotion, sadly, many people are apt to believe that one is drunk or lying. When Juan Diego was on his way to mass on December 9, 1531, his life was forever altered when he approached Tepeyac Hill. Floating before him, surrounded in a bath of heavenly light, was the Virgin Mary herself. Of tongues and faith One would think, that a religious figure like a bishop would be ecstatic to hear that a follower of the faith had been visited by Mary. Instead of always doing favors for the faithful, the Virgin Mary had asked a favor of Juan Diego. Juan had been charged with petitioning the local bishop to build a shrine in her honor on Tepeyac Hill. The bishop did not believe a word Juan was saying, even though the Holy Mother had spoken to Juan in his native language. Considering that mass and other religious affairs were conducted in the language of Latin, the bishop should have caught a hint. Dismissive of Juan’s relay of information, the bishop instructed Juan to bring back some hard evidence that he really saw Mary on the hill, and wasn’t having visions. Coming up roses Mary, once again, appeared to Juan on the 12th of December, proving that heavenly deities know a thing about good timing. Juan was in need of a priest to deliver last rites to an ailing uncle, and he still needed a miracle to prove to the bishop he wasn’t lying. The Virgin of Guadalupe was quick to aid Juan, and prove that the church had better build her that shrine. Despite it being the middle of winter, Juan was instructed to gather roses found atop Tepeyac Hill, which he would bring to the bishop. Juan returned to the bishop, opened his coat, and out fell roses, and a visible image of Mary was emblazoned inside. The bishop immediately had a church built atop Tepeyac Hill in Mary’s honor, where the faithful still make a pilgrimage to this day.	573	ENGLISH	1
Pope Anastasius III was the 102nd pope and the second named Anastasius. He was Italian by birth and held the position for more than two years. Those interested in learning more about the 10th-century pope can keep reading. Though Anastasius III was pope for more than two years, there are not many historical records available about his life or time as pope. He was born in Rome, which was then part of the Papal States sometime around 865. His father was named Lucian and was noble by birth. He likely grew up in a family that had the means necessary to send him to school. Anastasius III was appointed a cardinal deacon in 908 and elevated to the role of cardinal later that same year. He continued working as a cardinal until becoming pope in 911 after spending more than three years as a cardinal. Anastasius was one of several Italians who became pope during the early years of the Church. As with other details about his life, information on the papal election of 911 is scarce. Pope Sergius III had a close connection to the Theophylact family and had an alleged affair with the ruler’s daughter. That relationship resulted in a familial line that leads to Pope John XI. Much controversy surrounded his reign, which led to the Church looking for someone neutral to serve as the next pope. The members elected Anastasius III to the role. Time as Pope The most important thing noted during the Anastasius III period is the work he did in Germany. He worked to unite some of the branches of the Church operating in Germany. That work not only brought followers back to the Church, but it ensured that they would follow the teachings in Rome. Anastasius would also evangelize a group of men and women living in France known as the Normans of Rollo. The drawings and illustrations of the pope often depict him as a young man because he was around the age of 46 when he became pope and 48 when he died. St. Peter’s Basilica is the final resting place of Pope Anastasius III. Quick Facts About Pope Anastasius III - Pope Anastasius III was born in Rome circa 865 and was in his 40s when he became pope. - Anastasius was his birth name and the name he used as pope. - The exact date of his death is unknown. He passed away in June of 913. - There are no records of his death, but historians believe it was likely due to natural causes. - His papacy began on April 14, 911. - The papacy of Pope Anastasius III ended right after his death. - Pope Lando succeeded Anastasius III as pope but only reigned for less than a year. Interesting Facts About Pope Anastasius III - Rumors still exist that state Anastasius was the illegitimate son of a former pope. Pope Sergius III was his predecessor but never responded to claims about this familial connection. - The Count of Tusculum, Theophylact, ruled Rome before and after Anastasius’s death. His family was also in control of the Church and the official records, which explains why there isn’t much information available at the popes from this era. - Pope Anastasius III is one of dozens of popes and other religious leaders buried in and around St. Peter’s Basilica. - Though the official records show that Anastasius III was pope for more than 700 days, he likely served for two years and a few months. - As he was only 48 when he passed away, Anastasius III was one of the youngest popes in the history of the Roman Catholic Church.	<urn:uuid:ac23907a-17a7-4606-8533-0863a8e2c38b>	CC-MAIN-2020-05	https://popehistory.com/popes/pope-anastasius-iii/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598800.30/warc/CC-MAIN-20200120135447-20200120164447-00006.warc.gz	en	0.991436	794	3.34375	3	[ -0.01510244607925415, 0.2103276252746582, -0.15290223062038422, -0.10617343336343765, -0.23214547336101532, 0.15297278761863708, 0.10549138486385345, -0.15779612958431244, 0.06558490544557571, -0.21794727444648743, -0.10688277333974838, -0.3910004496574402, -0.04179777577519417, 0.37244260...	12	Pope Anastasius III was the 102nd pope and the second named Anastasius. He was Italian by birth and held the position for more than two years. Those interested in learning more about the 10th-century pope can keep reading. Though Anastasius III was pope for more than two years, there are not many historical records available about his life or time as pope. He was born in Rome, which was then part of the Papal States sometime around 865. His father was named Lucian and was noble by birth. He likely grew up in a family that had the means necessary to send him to school. Anastasius III was appointed a cardinal deacon in 908 and elevated to the role of cardinal later that same year. He continued working as a cardinal until becoming pope in 911 after spending more than three years as a cardinal. Anastasius was one of several Italians who became pope during the early years of the Church. As with other details about his life, information on the papal election of 911 is scarce. Pope Sergius III had a close connection to the Theophylact family and had an alleged affair with the ruler’s daughter. That relationship resulted in a familial line that leads to Pope John XI. Much controversy surrounded his reign, which led to the Church looking for someone neutral to serve as the next pope. The members elected Anastasius III to the role. Time as Pope The most important thing noted during the Anastasius III period is the work he did in Germany. He worked to unite some of the branches of the Church operating in Germany. That work not only brought followers back to the Church, but it ensured that they would follow the teachings in Rome. Anastasius would also evangelize a group of men and women living in France known as the Normans of Rollo. The drawings and illustrations of the pope often depict him as a young man because he was around the age of 46 when he became pope and 48 when he died. St. Peter’s Basilica is the final resting place of Pope Anastasius III. Quick Facts About Pope Anastasius III - Pope Anastasius III was born in Rome circa 865 and was in his 40s when he became pope. - Anastasius was his birth name and the name he used as pope. - The exact date of his death is unknown. He passed away in June of 913. - There are no records of his death, but historians believe it was likely due to natural causes. - His papacy began on April 14, 911. - The papacy of Pope Anastasius III ended right after his death. - Pope Lando succeeded Anastasius III as pope but only reigned for less than a year. Interesting Facts About Pope Anastasius III - Rumors still exist that state Anastasius was the illegitimate son of a former pope. Pope Sergius III was his predecessor but never responded to claims about this familial connection. - The Count of Tusculum, Theophylact, ruled Rome before and after Anastasius’s death. His family was also in control of the Church and the official records, which explains why there isn’t much information available at the popes from this era. - Pope Anastasius III is one of dozens of popes and other religious leaders buried in and around St. Peter’s Basilica. - Though the official records show that Anastasius III was pope for more than 700 days, he likely served for two years and a few months. - As he was only 48 when he passed away, Anastasius III was one of the youngest popes in the history of the Roman Catholic Church.	782	ENGLISH	1
(Credit: current value/Shutterstock) To be human is to be curious. Our constant interrogation of the world around us has led to pretty much every bit of knowledge we hold as a species. This is what scientists do, through carefully controlled experiments and quantitative data collection. Some questions, though, have been deemed too dangerous, or too foolish to pursue. What's a passionate scientist to do when society frowns upon their research? Put themselves under the microscope, of course. For centuries, researchers have been performing experiments on themselves. Some are stomach-churning, some seem fairly exciting in retrospect (psychedelics testing, anyone?), but they all involve a step into the unknown. There are no safety reviews here, no group of study participants to spread the risk among, just a hunger for answers, and sometimes, a desire for fame. The risks are great, but the rewards can be significant — several Nobel Prizes have gone to scientists whose research involved running tests on their own bodies. Here are some of the most notable experiments scientists have put themselves through. Werner Forssman Werner Forssmann (Credit: Wikimedia Commons) Forssman was a urologist in Germany, who, in 1929, shoved a catheter into his own arm and navigated it through to his heart. The daring procedure was a test of a technique for measuring conditions inside the heart to determine if surgery was necessary. It had been previously attempted on a horse, but doctors thought it might kill a human. Undeterred, Forssman accomplished the feat by convincing a nurse that he would perform the procedure on her before secretly anesthetizing and injecting himself with the catheter, at which point she was obliged to help him. With the catheter in his vein, he walked up two flights of stairs to an x-ray machine where he pushed the catheter fully into his right atrium Reprimanded at the time, Forssman would go on to be awarded the 1956 Nobel Prize for his work on the procedure, which is still used today. David Pritchard No less squeamish but definitely more icky is the experiment David Pritchard conducted on himself in 2004. The British immunologist slapped a dressing containing dozens of parasitic hookworm larva onto his forearm and let the tiny invaders burrow through his arm and colonize his digestive system. Hookworms are normally found in people in undeveloped countries, and they typically enter the body through the soles of the feet and set up shop in the small intestine where they can remain for years. If their numbers are high enough, and no treatment is available, hookworms can lead to severe anemia and even death, but they are easily manageable with proper care. Pritchard was interested in them because of a novel theory he'd developed during the course of his fieldwork in Papua New Guinea. He'd noticed that people there with the fewest worms also had higher concentrations of immune antibodies. Perhaps the worms had developed a means of suppressing the immune system in hosts where they were most prevalent? Convincing an ethics board to allow voluntary infection with hookworms was a untenable proposition, hence the personal experiment. His gamble paid off, though. Pritchard found that he could tolerate around 10 hookworms, and a subsequent trial with allergy sufferers turned up promising results. It seems to work by suppressing the overactive components of the immune system that cause allergies and the treatment could hold promise for those suffering from auto-immune diseases as well. Stubbins Ffirth Stubbins Ffirth was nothing if not a confident man. A doctor in the early 19th century, Ffirth set out to test his theory on the non-contagious nature of Yellow Fever, a potentially deadly disease that still claims lives today. During Ffirth's time, it was one of the most dangerous diseases, and doctors raced to understand how it spread. Ffirth was adamant that it wasn't conventionally contagious, and to prove it, he smeared vomit from infected patients nearly everywhere he could. This included in open cuts and on his eyeballs, and he would progress to drinking the vomit whole and applying blood, saliva and urine from patients to his body as well. Ffith even tried his own version of aromatherapy, boiling and inhaling fumes from the vomit to see if that would do the trick. Though he made a herculean effort to do so, Ffirth never contracted Yellow Fever. He saw this as proof that the virus wasn't contagious, which isn't quite true. We know today that it's transmitted through the blood, and mosquitoes are the most common culprit. His choice of vomit supply may have played a role as well — it seems that Ffirth got his samples from patients in the later stages of the disease, when it's no longer contagious. Isaac Newton Isaac Newton (Credit: Wikimedia Commons) The grandmaster of physics dabbled in a little self-experimentation as well. To try and see how the eye refracted incoming light, Newton stuck a needle into his eye socket and wiggled it around. His goal was to bend the eyeball and interfere with the optical nerves to see what happened. It seems to have paid off, as he reports seeing dots of light which gradually disappeared when he pressed on the needle. Though he doesn't seem to have come to any great conclusions from his research, it's no surprise that Newton would focus on the eyes — his masterpiece was called Opticks after all. This also helped Newton elaborate on the appearance of visual hallucinations, something that informed his more philosophical inquiries into the nature of the mind and the separation of body and soul. Jack Barnes In Australia in the mid-20th century, an odd illness began to appear. It was characterized by severe muscles aches, nausea and pain so intense strong opioids are usually required, as well as levels of anxiety so severe some patients have reportedly asked their doctors to kill them. The cause was unknown, but it seemed to come from the sea, as most patients had been swimming prior to the appearance of symptoms. Jack Barnes, a Queensland physician, eventually narrowed down the suspects to a species of tiny, nearly transparent box jellyfish. To see if he was right, the intrepid doctor jabbed himself with the tentacle of a Carukia barnesi and settled in to wait—but he wasn't alone. Thoughtful father that he was, he brought his nine-year-old son along with him on his journey of toxinological discovery, as well as a young lifeguard. Not too long after being stung, all three began to experience excruciating pain, and were eventually taken to the hospital for treatment. Barnes' work would uncover the cause of the mysterious symptoms, now called "Irukandji syndrome." All three went on to recover, though Barnes' relationship with his son may have been another story... Albert Hoffman Albert Hoffmann (Credit: Wikimedia Commons) Albert Hoffmann has the honor of being the first human being to take an acid trip. He was a Swiss chemist who stumbled upon the psychedelic compound LSD while attempting to synthesize new pharmaceutical compounds from the ergot fungus and medicinal squill plant. During the course of his work, in 1943, he accidentally ingested a derivative of lysergic acid and went on to experience "an uninterrupted stream of fantastic pictures, extraordinary shapes with intense, kaleidoscopic play of colors." Three days later, he purposefully downed a controlled dose of the substance to confirm the effects. This became known as "Bicycle Day," as the mind-altering effects began to set in as he headed homewards on his bicycle. Hoffmann would continue to take LSD throughout the course of his life, and argued for its importance as a "sacred drug." Hoffmann was also the first to isolate the psychedelic compound psilocybin, the active component in "magic mushrooms."	<urn:uuid:8c45b10e-b183-45c4-a3ce-a4a296dd4187>	CC-MAIN-2020-05	https://www.discovermagazine.com/health/the-boldest-ideas-scientists-tested-on-themselves	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00070.warc.gz	en	0.983814	1,612	3.265625	3	[ 0.027394864708185196, 0.3544194996356964, 0.09334077686071396, 0.13522306084632874, 0.1093188226222992, -0.09147462993860245, 0.8535447120666504, 0.47938889265060425, -0.1821593940258026, -0.029419615864753723, 0.21741534769535065, -0.334403395652771, 0.000744624761864543, 0.30751809477806...	11	(Credit: current value/Shutterstock) To be human is to be curious. Our constant interrogation of the world around us has led to pretty much every bit of knowledge we hold as a species. This is what scientists do, through carefully controlled experiments and quantitative data collection. Some questions, though, have been deemed too dangerous, or too foolish to pursue. What's a passionate scientist to do when society frowns upon their research? Put themselves under the microscope, of course. For centuries, researchers have been performing experiments on themselves. Some are stomach-churning, some seem fairly exciting in retrospect (psychedelics testing, anyone?), but they all involve a step into the unknown. There are no safety reviews here, no group of study participants to spread the risk among, just a hunger for answers, and sometimes, a desire for fame. The risks are great, but the rewards can be significant — several Nobel Prizes have gone to scientists whose research involved running tests on their own bodies. Here are some of the most notable experiments scientists have put themselves through. Werner Forssman Werner Forssmann (Credit: Wikimedia Commons) Forssman was a urologist in Germany, who, in 1929, shoved a catheter into his own arm and navigated it through to his heart. The daring procedure was a test of a technique for measuring conditions inside the heart to determine if surgery was necessary. It had been previously attempted on a horse, but doctors thought it might kill a human. Undeterred, Forssman accomplished the feat by convincing a nurse that he would perform the procedure on her before secretly anesthetizing and injecting himself with the catheter, at which point she was obliged to help him. With the catheter in his vein, he walked up two flights of stairs to an x-ray machine where he pushed the catheter fully into his right atrium Reprimanded at the time, Forssman would go on to be awarded the 1956 Nobel Prize for his work on the procedure, which is still used today. David Pritchard No less squeamish but definitely more icky is the experiment David Pritchard conducted on himself in 2004. The British immunologist slapped a dressing containing dozens of parasitic hookworm larva onto his forearm and let the tiny invaders burrow through his arm and colonize his digestive system. Hookworms are normally found in people in undeveloped countries, and they typically enter the body through the soles of the feet and set up shop in the small intestine where they can remain for years. If their numbers are high enough, and no treatment is available, hookworms can lead to severe anemia and even death, but they are easily manageable with proper care. Pritchard was interested in them because of a novel theory he'd developed during the course of his fieldwork in Papua New Guinea. He'd noticed that people there with the fewest worms also had higher concentrations of immune antibodies. Perhaps the worms had developed a means of suppressing the immune system in hosts where they were most prevalent? Convincing an ethics board to allow voluntary infection with hookworms was a untenable proposition, hence the personal experiment. His gamble paid off, though. Pritchard found that he could tolerate around 10 hookworms, and a subsequent trial with allergy sufferers turned up promising results. It seems to work by suppressing the overactive components of the immune system that cause allergies and the treatment could hold promise for those suffering from auto-immune diseases as well. Stubbins Ffirth Stubbins Ffirth was nothing if not a confident man. A doctor in the early 19th century, Ffirth set out to test his theory on the non-contagious nature of Yellow Fever, a potentially deadly disease that still claims lives today. During Ffirth's time, it was one of the most dangerous diseases, and doctors raced to understand how it spread. Ffirth was adamant that it wasn't conventionally contagious, and to prove it, he smeared vomit from infected patients nearly everywhere he could. This included in open cuts and on his eyeballs, and he would progress to drinking the vomit whole and applying blood, saliva and urine from patients to his body as well. Ffith even tried his own version of aromatherapy, boiling and inhaling fumes from the vomit to see if that would do the trick. Though he made a herculean effort to do so, Ffirth never contracted Yellow Fever. He saw this as proof that the virus wasn't contagious, which isn't quite true. We know today that it's transmitted through the blood, and mosquitoes are the most common culprit. His choice of vomit supply may have played a role as well — it seems that Ffirth got his samples from patients in the later stages of the disease, when it's no longer contagious. Isaac Newton Isaac Newton (Credit: Wikimedia Commons) The grandmaster of physics dabbled in a little self-experimentation as well. To try and see how the eye refracted incoming light, Newton stuck a needle into his eye socket and wiggled it around. His goal was to bend the eyeball and interfere with the optical nerves to see what happened. It seems to have paid off, as he reports seeing dots of light which gradually disappeared when he pressed on the needle. Though he doesn't seem to have come to any great conclusions from his research, it's no surprise that Newton would focus on the eyes — his masterpiece was called Opticks after all. This also helped Newton elaborate on the appearance of visual hallucinations, something that informed his more philosophical inquiries into the nature of the mind and the separation of body and soul. Jack Barnes In Australia in the mid-20th century, an odd illness began to appear. It was characterized by severe muscles aches, nausea and pain so intense strong opioids are usually required, as well as levels of anxiety so severe some patients have reportedly asked their doctors to kill them. The cause was unknown, but it seemed to come from the sea, as most patients had been swimming prior to the appearance of symptoms. Jack Barnes, a Queensland physician, eventually narrowed down the suspects to a species of tiny, nearly transparent box jellyfish. To see if he was right, the intrepid doctor jabbed himself with the tentacle of a Carukia barnesi and settled in to wait—but he wasn't alone. Thoughtful father that he was, he brought his nine-year-old son along with him on his journey of toxinological discovery, as well as a young lifeguard. Not too long after being stung, all three began to experience excruciating pain, and were eventually taken to the hospital for treatment. Barnes' work would uncover the cause of the mysterious symptoms, now called "Irukandji syndrome." All three went on to recover, though Barnes' relationship with his son may have been another story... Albert Hoffman Albert Hoffmann (Credit: Wikimedia Commons) Albert Hoffmann has the honor of being the first human being to take an acid trip. He was a Swiss chemist who stumbled upon the psychedelic compound LSD while attempting to synthesize new pharmaceutical compounds from the ergot fungus and medicinal squill plant. During the course of his work, in 1943, he accidentally ingested a derivative of lysergic acid and went on to experience "an uninterrupted stream of fantastic pictures, extraordinary shapes with intense, kaleidoscopic play of colors." Three days later, he purposefully downed a controlled dose of the substance to confirm the effects. This became known as "Bicycle Day," as the mind-altering effects began to set in as he headed homewards on his bicycle. Hoffmann would continue to take LSD throughout the course of his life, and argued for its importance as a "sacred drug." Hoffmann was also the first to isolate the psychedelic compound psilocybin, the active component in "magic mushrooms."	1,643	ENGLISH	1
The Dutch were a strong and ambitious European nation that turned an overgrown island into what we know of today as the heart of the City of New York, New York. The ambitious Dutch prioritized the empowerment of business, location and trade, to produce wealth. The leaders and residents of the Dutch New Netherlands colony held new enlightened views on religion, culture, leadership, and government, which impacted the foundation of America. The Dutch empire, also known as the Global Maritime Empire, was known as the strongest nation of the age in wealth, military, and trade. The Dutch empire was a role model to many other European countries around them, like England. The Dutch started the Joint Stock Company, which was the birth of modern capitalism. The Dutch were all about capitalism and trade. The birth of the City of New York on Manhattan Island started with a man named Henry Hudson, who had his own considerable ambitions. Although not truly Dutch, being born and raised in England, his demeanor and ambitions made him acceptable to the Dutch East India Company for his assigned role. Henry Hudson was sent with a ship and crew on a mission to find the Northeast Passage to India, but instead he decided to turn his Dutch ship more west instead of east, and discovered what we know today as Manhattan, New York in 1609, as a land filled with trees and natives, in a good location. Henry Hudson and his Dutch company had the ambition and drive to turn it into a beautiful Dutch trading settlement. An Englishman’s fulfillment of his own ambitions for a Dutch company, in a non-conforming way, led to discoveries and settlement of places that changed the world, and set the foundation for American commerce and diversity. Hudson declared Dutch ownership and control of this area of the new world as New Netherland, with Manhattan as its capital and new trade colony called New Amsterdam. The location and geography of Manhattan gave the Dutch a great advantage in the goals they wanted to pursue, which were the practice of foreign trade to produce wealth in a place that could be defended. Manhattan was an island surrounded by water, which helped for defense and for the trading of goods via coastal ports with easy access for ocean going ships. Water was a part of Dutch culture, and they were the European continent’s main ship-builders, sailors, pilots, and traffickers of ocean traded goods, which was their key to building an empire to satisfy their own ambitions. Manhattan was the perfect location for foreign goods, people, and ideas to come and be shared, under Dutch influence and enlightened views. When respect to the natives of foreign lands, the Dutch were very enlightened in how they dealt with them, which was much different than other countries who had settled new world locations. They never enslaved the native people, because the Dutch were once enslaved by the Spaniards and understood and despised the torture and cruelness required to maintain slaves. The Dutch had ambitions to create a relationship with the natives based strictly on conducting business with them. In 1626, the Dutch made a deal with the natives and bought Manhattan Island for only $24 worth of goods. The Dutch were thrilled to establish a peaceful claim on the land in exchange for goods costing them such a small amount, but the natives never left the land [and the Dutch never actively sought to evict them. Dutch culture was very diverse due to their tolerance of different religious beliefs and customs. The Dutch were the strongest Protestant reformation of their time, establishing the Dutch Reformed Church, which was a mix of Protestant and Calvinist. They expressed their enlightenment in religious tolerance. The Dutch reformed constitution written in 1579 promises “every individual person has the right to remain free, especially with their religion, and that no one will be persecuted or investigated because of what they believe in.” However, there was a limit to Dutch religious enlightenment; colonists were allowed to worship however they liked in the privacy of their own homes, but in public they had to worship under the Dutch Reformed Church. They also only welcomed openly anyone who acknowledged that Jesus Christ is the Son of God. But in spite of these aspects of religious intolerance, the petitioners of the Dutch American community fought for the Jews ability to settle in New Netherland notwithstanding their refusal to recognize Jesus as God’s son. They believed that the Jews would benefit their trading colony, because the Jewish nation had a reputation for their faithfulness and loyalty, even risking their own blood to guard places in Brazil where they resided. The petitioners desired to have people like that on their land. New Netherland also was wide and extensive, and due to the Jewish nation’s faithfulness and extensive trading connections, they brought great relationships that would help the New Netherland increase in trade goods and places. The Dutch also had an enlightened egalitarian point of view of people within their community. The Dutch nation lived as one common group, dressing the same regardless of status or wealth. They had a cultural distaste for monarchy and ostentation. The Dutch dressed very simply, making it difficult for foreigners to figure out the difference between someone from the upper class, like a city magistrate, and a common shopkeeper. The Dutch had other goals and integrities they focused on, which did not include the public display of ornate or official looking clothes. They worked hard on personal modesty and kept business and trade as their top priority. When Peter Stuyvesant was taking on his new role as Director-General for the Dutch colony on Manhattan Island, he vowed to take care of his people, like the way a father looks over his children. Eventually, the English invaded New Netherland in 1664, during the Second Anglo-Dutch War. Stuyvesant surrendered, giving the colony to King Charles’ brother, James, Duke of York. England took over New Amsterdam and renamed it New York. The first governor of New York, Englishman Richard Nicolls, and his successors encouraged the traffic of trade and settlement with their enemies, the Dutch. The English also let the Dutch traders stay because they understood and respected the ability of the Dutch when it came to trade relations and resources. Ambitious people came as new colonists from all over Europe to build a foundation of European civilization, centered on business and families, on Manhattan Island and throughout the Delaware River into New Jersey. The Dutch’s reputation still stood that “the Dutch here shall enjoy the liberty of their Consciences.” People would be free to come and go as they liked. Trade would be unrestricted, by all means, “Dutch vessels may freely come hither.” Ships from the Dutch Republic, with their mixed loads of European settlers, kept arriving in New York Harbor. As the Dutch’s explorers and settlers came to the new world, their main ambitions were to explore, expand, and receive economic benefits. The Dutch settlers launched business and trade operations in the new world, creating a strong inclusive business foundation in American culture, with more tolerance of religious and cultural diversity than other empire building nations of the age. They did not come to establish a colony or to spread a religion, as much as to establish a trading post, with a focus on new business opportunities and relationships. Their considerable ambitions focused on peaceful foreign trade helped foster their enlightened views in regard to their own people, foreign people and other religious beliefs.	<urn:uuid:75afacf4-58c6-4941-93ce-6578a2d16679>	CC-MAIN-2020-05	https://essayhub.net/essays/us-history-to-1877-dutch-new-netherland	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00480.warc.gz	en	0.984536	1,484	3.859375	4	[ 0.2132723182439804, 0.39386460185050964, 0.5176418423652649, -0.37203148007392883, 0.3294684886932373, -0.2629307508468628, 0.48462098836898804, 0.20038145780563354, -0.5140513777732849, -0.11680369079113007, -0.15362511575222015, 0.013171784579753876, -0.42868098616600037, 0.4236295223236...	2	The Dutch were a strong and ambitious European nation that turned an overgrown island into what we know of today as the heart of the City of New York, New York. The ambitious Dutch prioritized the empowerment of business, location and trade, to produce wealth. The leaders and residents of the Dutch New Netherlands colony held new enlightened views on religion, culture, leadership, and government, which impacted the foundation of America. The Dutch empire, also known as the Global Maritime Empire, was known as the strongest nation of the age in wealth, military, and trade. The Dutch empire was a role model to many other European countries around them, like England. The Dutch started the Joint Stock Company, which was the birth of modern capitalism. The Dutch were all about capitalism and trade. The birth of the City of New York on Manhattan Island started with a man named Henry Hudson, who had his own considerable ambitions. Although not truly Dutch, being born and raised in England, his demeanor and ambitions made him acceptable to the Dutch East India Company for his assigned role. Henry Hudson was sent with a ship and crew on a mission to find the Northeast Passage to India, but instead he decided to turn his Dutch ship more west instead of east, and discovered what we know today as Manhattan, New York in 1609, as a land filled with trees and natives, in a good location. Henry Hudson and his Dutch company had the ambition and drive to turn it into a beautiful Dutch trading settlement. An Englishman’s fulfillment of his own ambitions for a Dutch company, in a non-conforming way, led to discoveries and settlement of places that changed the world, and set the foundation for American commerce and diversity. Hudson declared Dutch ownership and control of this area of the new world as New Netherland, with Manhattan as its capital and new trade colony called New Amsterdam. The location and geography of Manhattan gave the Dutch a great advantage in the goals they wanted to pursue, which were the practice of foreign trade to produce wealth in a place that could be defended. Manhattan was an island surrounded by water, which helped for defense and for the trading of goods via coastal ports with easy access for ocean going ships. Water was a part of Dutch culture, and they were the European continent’s main ship-builders, sailors, pilots, and traffickers of ocean traded goods, which was their key to building an empire to satisfy their own ambitions. Manhattan was the perfect location for foreign goods, people, and ideas to come and be shared, under Dutch influence and enlightened views. When respect to the natives of foreign lands, the Dutch were very enlightened in how they dealt with them, which was much different than other countries who had settled new world locations. They never enslaved the native people, because the Dutch were once enslaved by the Spaniards and understood and despised the torture and cruelness required to maintain slaves. The Dutch had ambitions to create a relationship with the natives based strictly on conducting business with them. In 1626, the Dutch made a deal with the natives and bought Manhattan Island for only $24 worth of goods. The Dutch were thrilled to establish a peaceful claim on the land in exchange for goods costing them such a small amount, but the natives never left the land [and the Dutch never actively sought to evict them. Dutch culture was very diverse due to their tolerance of different religious beliefs and customs. The Dutch were the strongest Protestant reformation of their time, establishing the Dutch Reformed Church, which was a mix of Protestant and Calvinist. They expressed their enlightenment in religious tolerance. The Dutch reformed constitution written in 1579 promises “every individual person has the right to remain free, especially with their religion, and that no one will be persecuted or investigated because of what they believe in.” However, there was a limit to Dutch religious enlightenment; colonists were allowed to worship however they liked in the privacy of their own homes, but in public they had to worship under the Dutch Reformed Church. They also only welcomed openly anyone who acknowledged that Jesus Christ is the Son of God. But in spite of these aspects of religious intolerance, the petitioners of the Dutch American community fought for the Jews ability to settle in New Netherland notwithstanding their refusal to recognize Jesus as God’s son. They believed that the Jews would benefit their trading colony, because the Jewish nation had a reputation for their faithfulness and loyalty, even risking their own blood to guard places in Brazil where they resided. The petitioners desired to have people like that on their land. New Netherland also was wide and extensive, and due to the Jewish nation’s faithfulness and extensive trading connections, they brought great relationships that would help the New Netherland increase in trade goods and places. The Dutch also had an enlightened egalitarian point of view of people within their community. The Dutch nation lived as one common group, dressing the same regardless of status or wealth. They had a cultural distaste for monarchy and ostentation. The Dutch dressed very simply, making it difficult for foreigners to figure out the difference between someone from the upper class, like a city magistrate, and a common shopkeeper. The Dutch had other goals and integrities they focused on, which did not include the public display of ornate or official looking clothes. They worked hard on personal modesty and kept business and trade as their top priority. When Peter Stuyvesant was taking on his new role as Director-General for the Dutch colony on Manhattan Island, he vowed to take care of his people, like the way a father looks over his children. Eventually, the English invaded New Netherland in 1664, during the Second Anglo-Dutch War. Stuyvesant surrendered, giving the colony to King Charles’ brother, James, Duke of York. England took over New Amsterdam and renamed it New York. The first governor of New York, Englishman Richard Nicolls, and his successors encouraged the traffic of trade and settlement with their enemies, the Dutch. The English also let the Dutch traders stay because they understood and respected the ability of the Dutch when it came to trade relations and resources. Ambitious people came as new colonists from all over Europe to build a foundation of European civilization, centered on business and families, on Manhattan Island and throughout the Delaware River into New Jersey. The Dutch’s reputation still stood that “the Dutch here shall enjoy the liberty of their Consciences.” People would be free to come and go as they liked. Trade would be unrestricted, by all means, “Dutch vessels may freely come hither.” Ships from the Dutch Republic, with their mixed loads of European settlers, kept arriving in New York Harbor. As the Dutch’s explorers and settlers came to the new world, their main ambitions were to explore, expand, and receive economic benefits. The Dutch settlers launched business and trade operations in the new world, creating a strong inclusive business foundation in American culture, with more tolerance of religious and cultural diversity than other empire building nations of the age. They did not come to establish a colony or to spread a religion, as much as to establish a trading post, with a focus on new business opportunities and relationships. Their considerable ambitions focused on peaceful foreign trade helped foster their enlightened views in regard to their own people, foreign people and other religious beliefs.	1,486	ENGLISH	1
Paper type: Essay Pages: 9 (2135 words) With close reference to three key scenes within the play, explore the dramatic devices that Shakespeare employs to reflect Macbeth’s changing state of mind. Macbeth is another one of Shakespeare’s great tragedies, based on Holinshed’s Chronicles of England, Scotland, and Ireland. It tells us about the fall of the ambitious couple, Macbeth and Lady Macbeth. Macbeth is the tragic hero, a character who has a fatal (tragic) flaw within himself that he cannot change. He is not a bad person to begin with but he does become evil; he is just too ambitious. Macbeth is a story about the murder of a king by Macbeth, and the revenge of a son (Malcolm), three witches who plot against Macbeth, and Macbeth’s rise and fall. At the time Macbeth was written King James the 6th of Scotland also became King James the 1st of England. He moved from Scotland to London, there became a fashion for all things Scottish. King James’s family tree goes back to Banquo therefore Shakespeare made Banquo innocent to not offend the king. King James was extremely interested in witchcraft; he even wrote a book called Daemonology. To the audience in the 16th century witchcraft was a really big issue and more importantly it was so real for them that it forced English parliament to create laws against it. We don’t realise it but people were absolutely terrified of witches and they believed in them just as much as they believed in God. The main power the witches were supposed to have, was telling the future, another was being able to open locks and sail through the roughest seas in a sieve. We see that witches have a big impact and play a big part in the play Macbeth. This is shown as the first people to enter are the three witches and these witches have a big influence on Macbeths changing state of mind as they drive him on to kill Duncan along with Lady Macbeth and Macbeths own ambition. From the outset we see that Macbeth is a very ambitious and loyal soldier as Duncan announces that he has done well in battle fighting the Norwegians. Duncan gives Macbeth the title “Thane of Cawdor” as reward for his valour; Shakespeare uses irony here as the first thane of Cawdor betrayed Duncan and Duncan later dies at the sword of trusted Macbeth. In Act 1 scene 7 we see Macbeth reveal a whole series of conflicting thoughts and feelings by talking aloud to the audience, this is called a soliloquy; this section is mainly about his true feelings about committing the murder of King Duncan. Here his state of mind has changed from at the start of the play when he was given the title, but know the witches have told him he will become the King his state of mind is insecure about the next step forward by committing the crime. Macbeth recognises that his intentions are crime when he says the word “assassination” Macbeth declares that King Duncan has been a very good king “this Duncan Hath borne his faculties so meek hath been so clear in his great office” and that his murder would therefore not be justified in the eyes of heaven. Macbeth realises King Duncan has done an awful lot for him and realises he should be very grateful. “He’s here in double trust; First as I am his kinsman and his subject” this is one of his main reasons why he doesn’t want to kill Duncan as he says he is a subject to the King so he should be a loyal servant to him. “Strong both against the deed; then, as his host, who should against his murderer shut the door” Secondly as host he should protect King Duncan from intruders whilst he is in his care. During the soliloquy Shakespeare uses a lot of alliterations to emphasise Macbeths point “Trumpet- tongued” and “naked newborn” The first two lines is where Shakespeare uses a euphemism “it” to refer to the murder, this shows us that he realises what e is doing is wrong, he also uses repetition to add to the flow and pace of the text, this emphasis how quickly Macbeth is thinking and also shows his confusion and his fear of the murder and this is a good dramatic technique. During lines two to five of the soliloquy we see Shakespeare change the structure as he writes it to appear like a thought process as it is broke and there are lots of uses of commas, this structure shows us that his thought process is confused and erratic with lots of pauses. The sentence “this blow” relates to the murder as Macbeth won’t say it and this shows the audience he is frightened of committing it. In lines six to seven Shakespeare uses yet another of the many dramatic techniques, here we see him use imagery as Macbeth says “But here, upon this bank and shoal of time, we’d jump the life to come” here Macbeth is saying that eternity is the sea and his time living is in a sandbank In the sea. He’s worried what will happen after he dies. Will he be punished in the after life? He needs to jump to the next life so he can’t be punished. Throughout the soliloquy the audience are realising that Macbeths conscience is and will get on top of him after the Murder. This links back to Act 1 scene 5 where Lady Macbeth realises she will have to take a leading role and will have to urge him on to kill Duncan as she knows Macbeth will not carry out the deed alone. Directly after Macbeth’s soliloquy Lady Macbeth and Macbeth ask each other a short series of questions about Duncan, “He has almost supped: why have you left the chamber? Hath he asked for me? Know you not he has? The unanswered questions they both pose highlight the tension of the situation; this shows us how edgy Macbeth feels. Lady Macbeth then has a long speech where Shakespeare uses rhetorical questions to tell Macbeth that she is angry with his change of Mind. Here Macbeth’s state of mind has changed from the beginning the play where he was going to kill Duncan but after his soliloquy where he thought more about it and what Duncan has done for him, his mind has completely changed to the opposite. The audience see that his conscience has got the better of him and how easily swayed he is. By the end of Act 1 scene 7 Macbeths mind has changed again due to his wife, this shows the audience just how emotionally insecure he is. His mind has changed because of Lady Macbeth’s comments as she continues to speak to him in a confident and calculating way. Lady Macbeth says “how tender ’tis to love the babe that milks me: I would, while it was smiling in my face , have plucked my nipple from his boneless gums, And dashed the brains out, had I so sworn as you Have done this.” This is basically saying that she would have taken her newborn child off her breast and smashed it on its head if Macbeth asks her to do so. This is a very effective use of powerful imagery and is the kind of language that would bring Macbeth to Lady Macbeth’s side. Lady Macbeth has the murder all planned out which shows the audience just how desperate she is to become queen. As we leave Act 1 scene 7 Macbeth is as ready as Lady Macbeth is to kill King Duncan. In Act 2 scene 1 “is this a dagger I see before me” this hallucination leads him on to kill Duncan. His conscience is getting the better of him. This hallucination is a great dramatic technique as it would be very powerful for the audience to see. Here we see Macbeth is losing his mind a little, and he is still very insecure mentally. At the start of Act 2 scene 2 Shakespeare uses another soliloquy to show Lady Macbeths feelings to the audience, her soliloquy shows her exhilaration and determination as the owl screeching doesn’t frighten her, it is rather taken as a good sign that Duncan will be dead soon. When Macbeth enters Lady Macbeth is overjoyed “Husband!” as she started to doubt her husband’s capacity to do the deed. In the first few lines there are a lot of questions that Macbeth asks “I have done the deed. Didst thou not hear a noise?” and “When?” and “as I descended?” all these questions make Macbeth seem jumpy. It shows the audience his mind is insecure as they both speak to each other in short jerky sentences which show discomfort. As Act 2 scene 2 carries on we see that Lady Macbeth is still the dominant partner but we know it doesn’t stay this way throughout the play as things change later and the pair’s roles are virtually reversed. Macbeth knows what he has done is evil and is worried by the fact that he couldn’t say Amen “Listening their fear, I could not say `Amen.'” Macbeth then goes on to say “sleep no more!” this tells the audience that he is worried everything will change now and that he wont be able to sleep properly again. His behaviour has completely changed from the start of the play where he is considered a “brave warrior” he is now weak and down and out and this is put across very well by Shakespeare. His state of mind has now changed again after carrying the murder out. Before the murder he was as ready as Lady Macbeth but know his conscience has got on top of him again and we see that he is feeling discomfort. Shakespeare uses more imagery as he says “great natures second course” this is referring to natures other form (either spending time walking or sleeping) and is the meat of the meal (meaning the second course of a meal) another time in the play where Macbeth reflects on what he has lost or might have lost is in Act 5 scene 3 where he is nervous and slightly concerned but he thinks he is untouchable and is over confident. He is approaching his death here and realises that he is going to die, he can’t do anything, and he says “hang everyone that talks of fear.” He puts on his armour early, as this is where Macbeth feels safest, where he started his career, we see here that his state of mind has changed again, it has got stronger as his wife’s mind has got weaker, there roles have completely reversed from the beginning of the play. In the same sentence he asks about Lady Macbeth. The doctor says she has got to cure herself, the doctor implies that she needs to go to confession. Here we see him losing his wife and his life and this relates back to Act 2 scene 2. At this point in the play Shakespeare is revealing that Macbeth and Lady Macbeths relationship is very unstable as Lady Macbeth is trying to relieve Macbeth of his guilt. As Macbeth has committed a worse murder as he has killed a king which is called deicide. Act 4 scene 1 opens “a desolate place near Forres In the middle, a boiling cauldron. Thunder. Enter the three witches” this is a very powerful opening by Shakespeare as it describes the setting of the scene, the “boiling cauldron” symbolises the burning fires of hell and also that there is trouble brewing,this shows the tension of Macbeths skin. It shows his strange and repulsive thoughts like in the cauldron, and this may be a symbol for Macbeth that this will be where he goes. Also Shakespeare has split the word “thunder” from “lightning” this relates to Macbeths and Lady Macbeths relationship being detached and separated. The whole sentence creates an eerie atmosphere. This atmosphere symbolises Macbeths mind at this point as it is mysterious and frightening. The witches refer to Macbeth as “Something wicked” In conclusion we see that Macbeths mind has changed dramatically throughout the play, at first we see him feeling insecure and after the murder we see him still edgy and jumpy. But when we get further through the play we see his state of mind changes as he feels untouchable but he still feels on edge as in Act 5 scene3 we see him try to comfort himself by repeating the witches’ prophecies as he is told of the approaching armies. At the end of the play we see Macbeth as an evil character, but this isn’t the same at the start, where we see him as more of a hero. Cite this page Macbeth’s changing state of mind. (2017, Oct 21). Retrieved from https://studymoose.com/macbeths-changing-state-of-mind-essay	<urn:uuid:45573730-7e55-459b-a3c8-94430c7958f8>	CC-MAIN-2020-05	https://studymoose.com/macbeths-changing-state-of-mind-essay	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00294.warc.gz	en	0.981707	2,824	3.390625	3	[ -0.2605609893798828, -0.06670518964529037, 0.2853366732597351, 0.03320884704589844, -0.1599615514278412, 0.018237723037600517, 0.32586586475372314, 0.26504939794540405, -0.07811518013477325, -0.14752796292304993, -0.1839982569217682, -0.13692325353622437, -0.33860570192337036, 0.1441945731...	1	Paper type: Essay Pages: 9 (2135 words) With close reference to three key scenes within the play, explore the dramatic devices that Shakespeare employs to reflect Macbeth’s changing state of mind. Macbeth is another one of Shakespeare’s great tragedies, based on Holinshed’s Chronicles of England, Scotland, and Ireland. It tells us about the fall of the ambitious couple, Macbeth and Lady Macbeth. Macbeth is the tragic hero, a character who has a fatal (tragic) flaw within himself that he cannot change. He is not a bad person to begin with but he does become evil; he is just too ambitious. Macbeth is a story about the murder of a king by Macbeth, and the revenge of a son (Malcolm), three witches who plot against Macbeth, and Macbeth’s rise and fall. At the time Macbeth was written King James the 6th of Scotland also became King James the 1st of England. He moved from Scotland to London, there became a fashion for all things Scottish. King James’s family tree goes back to Banquo therefore Shakespeare made Banquo innocent to not offend the king. King James was extremely interested in witchcraft; he even wrote a book called Daemonology. To the audience in the 16th century witchcraft was a really big issue and more importantly it was so real for them that it forced English parliament to create laws against it. We don’t realise it but people were absolutely terrified of witches and they believed in them just as much as they believed in God. The main power the witches were supposed to have, was telling the future, another was being able to open locks and sail through the roughest seas in a sieve. We see that witches have a big impact and play a big part in the play Macbeth. This is shown as the first people to enter are the three witches and these witches have a big influence on Macbeths changing state of mind as they drive him on to kill Duncan along with Lady Macbeth and Macbeths own ambition. From the outset we see that Macbeth is a very ambitious and loyal soldier as Duncan announces that he has done well in battle fighting the Norwegians. Duncan gives Macbeth the title “Thane of Cawdor” as reward for his valour; Shakespeare uses irony here as the first thane of Cawdor betrayed Duncan and Duncan later dies at the sword of trusted Macbeth. In Act 1 scene 7 we see Macbeth reveal a whole series of conflicting thoughts and feelings by talking aloud to the audience, this is called a soliloquy; this section is mainly about his true feelings about committing the murder of King Duncan. Here his state of mind has changed from at the start of the play when he was given the title, but know the witches have told him he will become the King his state of mind is insecure about the next step forward by committing the crime. Macbeth recognises that his intentions are crime when he says the word “assassination” Macbeth declares that King Duncan has been a very good king “this Duncan Hath borne his faculties so meek hath been so clear in his great office” and that his murder would therefore not be justified in the eyes of heaven. Macbeth realises King Duncan has done an awful lot for him and realises he should be very grateful. “He’s here in double trust; First as I am his kinsman and his subject” this is one of his main reasons why he doesn’t want to kill Duncan as he says he is a subject to the King so he should be a loyal servant to him. “Strong both against the deed; then, as his host, who should against his murderer shut the door” Secondly as host he should protect King Duncan from intruders whilst he is in his care. During the soliloquy Shakespeare uses a lot of alliterations to emphasise Macbeths point “Trumpet- tongued” and “naked newborn” The first two lines is where Shakespeare uses a euphemism “it” to refer to the murder, this shows us that he realises what e is doing is wrong, he also uses repetition to add to the flow and pace of the text, this emphasis how quickly Macbeth is thinking and also shows his confusion and his fear of the murder and this is a good dramatic technique. During lines two to five of the soliloquy we see Shakespeare change the structure as he writes it to appear like a thought process as it is broke and there are lots of uses of commas, this structure shows us that his thought process is confused and erratic with lots of pauses. The sentence “this blow” relates to the murder as Macbeth won’t say it and this shows the audience he is frightened of committing it. In lines six to seven Shakespeare uses yet another of the many dramatic techniques, here we see him use imagery as Macbeth says “But here, upon this bank and shoal of time, we’d jump the life to come” here Macbeth is saying that eternity is the sea and his time living is in a sandbank In the sea. He’s worried what will happen after he dies. Will he be punished in the after life? He needs to jump to the next life so he can’t be punished. Throughout the soliloquy the audience are realising that Macbeths conscience is and will get on top of him after the Murder. This links back to Act 1 scene 5 where Lady Macbeth realises she will have to take a leading role and will have to urge him on to kill Duncan as she knows Macbeth will not carry out the deed alone. Directly after Macbeth’s soliloquy Lady Macbeth and Macbeth ask each other a short series of questions about Duncan, “He has almost supped: why have you left the chamber? Hath he asked for me? Know you not he has? The unanswered questions they both pose highlight the tension of the situation; this shows us how edgy Macbeth feels. Lady Macbeth then has a long speech where Shakespeare uses rhetorical questions to tell Macbeth that she is angry with his change of Mind. Here Macbeth’s state of mind has changed from the beginning the play where he was going to kill Duncan but after his soliloquy where he thought more about it and what Duncan has done for him, his mind has completely changed to the opposite. The audience see that his conscience has got the better of him and how easily swayed he is. By the end of Act 1 scene 7 Macbeths mind has changed again due to his wife, this shows the audience just how emotionally insecure he is. His mind has changed because of Lady Macbeth’s comments as she continues to speak to him in a confident and calculating way. Lady Macbeth says “how tender ’tis to love the babe that milks me: I would, while it was smiling in my face , have plucked my nipple from his boneless gums, And dashed the brains out, had I so sworn as you Have done this.” This is basically saying that she would have taken her newborn child off her breast and smashed it on its head if Macbeth asks her to do so. This is a very effective use of powerful imagery and is the kind of language that would bring Macbeth to Lady Macbeth’s side. Lady Macbeth has the murder all planned out which shows the audience just how desperate she is to become queen. As we leave Act 1 scene 7 Macbeth is as ready as Lady Macbeth is to kill King Duncan. In Act 2 scene 1 “is this a dagger I see before me” this hallucination leads him on to kill Duncan. His conscience is getting the better of him. This hallucination is a great dramatic technique as it would be very powerful for the audience to see. Here we see Macbeth is losing his mind a little, and he is still very insecure mentally. At the start of Act 2 scene 2 Shakespeare uses another soliloquy to show Lady Macbeths feelings to the audience, her soliloquy shows her exhilaration and determination as the owl screeching doesn’t frighten her, it is rather taken as a good sign that Duncan will be dead soon. When Macbeth enters Lady Macbeth is overjoyed “Husband!” as she started to doubt her husband’s capacity to do the deed. In the first few lines there are a lot of questions that Macbeth asks “I have done the deed. Didst thou not hear a noise?” and “When?” and “as I descended?” all these questions make Macbeth seem jumpy. It shows the audience his mind is insecure as they both speak to each other in short jerky sentences which show discomfort. As Act 2 scene 2 carries on we see that Lady Macbeth is still the dominant partner but we know it doesn’t stay this way throughout the play as things change later and the pair’s roles are virtually reversed. Macbeth knows what he has done is evil and is worried by the fact that he couldn’t say Amen “Listening their fear, I could not say `Amen.'” Macbeth then goes on to say “sleep no more!” this tells the audience that he is worried everything will change now and that he wont be able to sleep properly again. His behaviour has completely changed from the start of the play where he is considered a “brave warrior” he is now weak and down and out and this is put across very well by Shakespeare. His state of mind has now changed again after carrying the murder out. Before the murder he was as ready as Lady Macbeth but know his conscience has got on top of him again and we see that he is feeling discomfort. Shakespeare uses more imagery as he says “great natures second course” this is referring to natures other form (either spending time walking or sleeping) and is the meat of the meal (meaning the second course of a meal) another time in the play where Macbeth reflects on what he has lost or might have lost is in Act 5 scene 3 where he is nervous and slightly concerned but he thinks he is untouchable and is over confident. He is approaching his death here and realises that he is going to die, he can’t do anything, and he says “hang everyone that talks of fear.” He puts on his armour early, as this is where Macbeth feels safest, where he started his career, we see here that his state of mind has changed again, it has got stronger as his wife’s mind has got weaker, there roles have completely reversed from the beginning of the play. In the same sentence he asks about Lady Macbeth. The doctor says she has got to cure herself, the doctor implies that she needs to go to confession. Here we see him losing his wife and his life and this relates back to Act 2 scene 2. At this point in the play Shakespeare is revealing that Macbeth and Lady Macbeths relationship is very unstable as Lady Macbeth is trying to relieve Macbeth of his guilt. As Macbeth has committed a worse murder as he has killed a king which is called deicide. Act 4 scene 1 opens “a desolate place near Forres In the middle, a boiling cauldron. Thunder. Enter the three witches” this is a very powerful opening by Shakespeare as it describes the setting of the scene, the “boiling cauldron” symbolises the burning fires of hell and also that there is trouble brewing,this shows the tension of Macbeths skin. It shows his strange and repulsive thoughts like in the cauldron, and this may be a symbol for Macbeth that this will be where he goes. Also Shakespeare has split the word “thunder” from “lightning” this relates to Macbeths and Lady Macbeths relationship being detached and separated. The whole sentence creates an eerie atmosphere. This atmosphere symbolises Macbeths mind at this point as it is mysterious and frightening. The witches refer to Macbeth as “Something wicked” In conclusion we see that Macbeths mind has changed dramatically throughout the play, at first we see him feeling insecure and after the murder we see him still edgy and jumpy. But when we get further through the play we see his state of mind changes as he feels untouchable but he still feels on edge as in Act 5 scene3 we see him try to comfort himself by repeating the witches’ prophecies as he is told of the approaching armies. At the end of the play we see Macbeth as an evil character, but this isn’t the same at the start, where we see him as more of a hero. Cite this page Macbeth’s changing state of mind. (2017, Oct 21). Retrieved from https://studymoose.com/macbeths-changing-state-of-mind-essay	2,641	ENGLISH	1
Art is one of those things that keeps a person alive throughout history, even after that person is gone for centuries at a time. That is the kind of power that art holds. Just look at some of the prime examples over the years about people who have successfully lived among people even after death. Some of the prime examples are Leonardo Da Vinci, Picasso, and others as well. Along that list of people there is another person who people talk about often. His name is Dante or also known as Dante Alighieri. Those of you who indulge themselves in any kind of form of art then you are familiar with this person and the kind of work he did back in the days. As someone who penned extremely beautiful words on paper, Dante is a revolutionary person in the field of art. Seeing all of his work, it’s no wonder that Alighieri remains alive in people’s hearts and minds to this day. As mentioned, the power of art truly is something that people often tend to neglect. Now, we may be leaving behind the people who remain oblivious to this name and this personality but do not feel so. We have every idea of enlightening you about who Alighieri is and why people still look up to him. For anyone who does not know yet, Alighieri is a poet and also, later in his life, indulged himself as a political theorist as well. In particular, his work remains a pinnacle and also one of the most important works of the middle ages. In this post, we strive to learn more about Alighieri and about his work back in the 12th century. Also, along the way, we will talk about Alighieri’s personal life as well. One of the most important figures in the history of art and also a very talented personality, Dante Alighieri, was born in 1265. He was born in Florence, Republic of Florence, or currently also known as Italy. Now, many of you out there may be wondering why there is no specific birthdate of Alighieri? Well, that is because historians have yet not found the exact birth date of Alighieri and still debate over the exact one and when it is. However, other reports suggest from Dante’s work that he was born in 1265. This is because of one of Alighieri’s work called Midway Upon the journey of life. As per the bible, a person’s average lifespan is 70, and this suggests that Alighieri was 35 at the moment of publishing this particular work. The work of Alighieri took place during the 1300 century, and with a simple calculation, we have the year 1265 at hand. This is a little farfetched but still better than nothing. Another factor that determines about Dante’s early life is his zodiac sign. Historians believe that Dante shared the astronomical zodiac sign of Taurus. Now, according to this, Dante was born somewhere between April 20 to May 21. This gives everyone a closer picture of Dante’s birth details. As Alighieri grew up, his interest in art became bolder, and he began playing with words, creating beautiful sentences that took form as poems. Now, back in the 13th century, there were no such things as a camera, so people have only talked about the appearance of Dante. They say that Alighieri possessed a brown complexion with thick hair and beard, which were curly. Alighieri also possessed a rather strong jawline as well. Dante Family and Siblings Famous personality Alighieri was born as Durante di Alighiero Degli Alighieri to father Alighiero di Bellincione and mother Bella. His father, Alighiero di Bellincione worked as a political alliance to the Guelphs. On the other hand, his mother is a total mystery. Till this date, any substantial information about his mother remains a mystery. When talking about Alighieri’s family, things start to become a little obscure and a little mysterious because of all the lack of information. While many believe that his father, Alighiero di Bellincione was a married man, many of the historians actually presume that he did not marry Bella. Of course, according to historians, Bella and Alighiero welcomed Dante into their lives, but what makes historians believe that they did not marry also has a point. Back in the days, in the Republic of Florence, there was no provision for widowers to remarry. This is the sole reason why historians believe that Bella and Alighiero never married. When Alighieri was almost a decade old, his mother Bella passed away, and some years after the death of Bella, his father, ALighiero married another woman named Lapa di Chiarissimo Cialuffi. His father and new mother, Lapa di Chiarissimo Cialuffi welcomed two children, giving Alighieri two half-siblings. For the most part, when it comes to education, there were no concrete establishments that provided that kind of facility to people back in the days. Most of the people who received an education were the kind of people who aspired to become a philosopher later. Now, Alighieri is not much of a philosopher, but he stays in that range anyhow. Historians are not really sure about the educational journey of Dante because of a lack of evidence. However, one cannot just learn to make poems without knowing how to read letters and words. For that reason, people believe that Dante learned and got an education in churches, monasteries, and other places. As a young person, Dante became fascinated by Tuscan Poetry and also really loved all the work of Guido Guinizelli, a Bolognese poet. As Dante began working on his skill of poetry, he also began to work on something over the years. As a result, Alighieri found something entirely new on his own. For the other most part of his life, Dante influenced his writings based on his personal life. He met a woman named Beatrice Portinari at the age of nine and immediately fell in love with her as well. However, Alighieri never really confessed his feeling towards her but rather expressed his feelings in the form of words. As a young boy of the age of nine, Dante saw a girl named Beatrice Portinari, who was extremely beautiful and also very attractive for Dante. As per historians, it was love at first sight for Alighieri, and he did not even need to talk to her to fall in love. Unfortunately, it remained like that for years. At a very young age, his father, Alighiero, promised his marriage to another girl named Gemma di Manetto Donati and later married her. Gemma was the daughter of Manetto Donati, who held a very powerful position in the country. After marrying, Alighieri and Gemma welcomed three children and named them Pietro, Jacopo, and Antonia. During the exile, the whole family went to Ravenna and settled there. For the most part of his life, Dante wished to come back to Florence, but that never happened. During one of his diplomatic visits to Venice, Alighieri came back with Malaria and sometimes later died suffering from it. Alighieri died on September 14, 1321. In 2008, Italy passed a law canceling the exile of Alighieri. As mentioned, Dante is a very prominent figure as a poet in Italy, and also he worked as a political theorist. However, not many people know this, but he actually fought in wars as well. In his early days, Alighieri began working on his poems based on aspects like love and other factors. As mentioned earlier, most of Dante’s early poetry was influenced by the unconfessed love that he carried around for Beatrice. When Alighieri came up to the age of 18, he met fellow poet Guido Cavalcanti and began working as leaders of Dolce Stil Novo. While his poetic career was going good, there came way. Most of his life, Alighieri’s family remained embroiled with the Guelph and associated with them on a political level and also always remained quite loyal as well. During the end of the 1280s, Alighieri fought beside Guelphs against a war with Arezzo. Later at the end of the 12th century, Alighieri began working as a pharmacist. Then came the tension between the Guelphs itself as there were the White Guelphs and Black Guelphs. Between the arguments, the Black Guelphs won over Florence while Dante was on the White Guelphs’ side. The higher authorities exiled Alighieri and condemned a fine for return. While in exile, he worked on his The Divine Comedy, which still remains one of the most important works in the history of art in Italy and in the whole world as well. The term net worth is actually one of those that did not really apply back in the days as people were either rich or poor. The rich people were among the royalties or other people who came from wealthy backgrounds. However, Alighieri also possessed some properties of his own during his life. However, during the exile he faced after the Black Guelphs took over the Republic of Florence, they banished Alighieri and put a fine for return. Making the scenario worse, the Guelphs also confiscated all possessions of Alighieri. At the moment, historians still work on figuring out how rich was Dante back in the days. \|Date of birth\|\|1265\|	<urn:uuid:e9912cdc-e002-4475-81f3-11029edee507>	CC-MAIN-2020-05	https://filmjournal.net/dante	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00261.warc.gz	en	0.985551	2,025	3.359375	3	[ -0.5026946067810059, 0.2647293210029602, 0.013042349368333817, 0.22311311960220337, -0.5143256783485413, 0.13510191440582275, 0.9872378706932068, -0.27307844161987305, -0.07815800607204437, -0.09527938067913055, 0.1499011069536209, -0.13356301188468933, 0.09016828238964081, 0.2754951715469...	6	Art is one of those things that keeps a person alive throughout history, even after that person is gone for centuries at a time. That is the kind of power that art holds. Just look at some of the prime examples over the years about people who have successfully lived among people even after death. Some of the prime examples are Leonardo Da Vinci, Picasso, and others as well. Along that list of people there is another person who people talk about often. His name is Dante or also known as Dante Alighieri. Those of you who indulge themselves in any kind of form of art then you are familiar with this person and the kind of work he did back in the days. As someone who penned extremely beautiful words on paper, Dante is a revolutionary person in the field of art. Seeing all of his work, it’s no wonder that Alighieri remains alive in people’s hearts and minds to this day. As mentioned, the power of art truly is something that people often tend to neglect. Now, we may be leaving behind the people who remain oblivious to this name and this personality but do not feel so. We have every idea of enlightening you about who Alighieri is and why people still look up to him. For anyone who does not know yet, Alighieri is a poet and also, later in his life, indulged himself as a political theorist as well. In particular, his work remains a pinnacle and also one of the most important works of the middle ages. In this post, we strive to learn more about Alighieri and about his work back in the 12th century. Also, along the way, we will talk about Alighieri’s personal life as well. One of the most important figures in the history of art and also a very talented personality, Dante Alighieri, was born in 1265. He was born in Florence, Republic of Florence, or currently also known as Italy. Now, many of you out there may be wondering why there is no specific birthdate of Alighieri? Well, that is because historians have yet not found the exact birth date of Alighieri and still debate over the exact one and when it is. However, other reports suggest from Dante’s work that he was born in 1265. This is because of one of Alighieri’s work called Midway Upon the journey of life. As per the bible, a person’s average lifespan is 70, and this suggests that Alighieri was 35 at the moment of publishing this particular work. The work of Alighieri took place during the 1300 century, and with a simple calculation, we have the year 1265 at hand. This is a little farfetched but still better than nothing. Another factor that determines about Dante’s early life is his zodiac sign. Historians believe that Dante shared the astronomical zodiac sign of Taurus. Now, according to this, Dante was born somewhere between April 20 to May 21. This gives everyone a closer picture of Dante’s birth details. As Alighieri grew up, his interest in art became bolder, and he began playing with words, creating beautiful sentences that took form as poems. Now, back in the 13th century, there were no such things as a camera, so people have only talked about the appearance of Dante. They say that Alighieri possessed a brown complexion with thick hair and beard, which were curly. Alighieri also possessed a rather strong jawline as well. Dante Family and Siblings Famous personality Alighieri was born as Durante di Alighiero Degli Alighieri to father Alighiero di Bellincione and mother Bella. His father, Alighiero di Bellincione worked as a political alliance to the Guelphs. On the other hand, his mother is a total mystery. Till this date, any substantial information about his mother remains a mystery. When talking about Alighieri’s family, things start to become a little obscure and a little mysterious because of all the lack of information. While many believe that his father, Alighiero di Bellincione was a married man, many of the historians actually presume that he did not marry Bella. Of course, according to historians, Bella and Alighiero welcomed Dante into their lives, but what makes historians believe that they did not marry also has a point. Back in the days, in the Republic of Florence, there was no provision for widowers to remarry. This is the sole reason why historians believe that Bella and Alighiero never married. When Alighieri was almost a decade old, his mother Bella passed away, and some years after the death of Bella, his father, ALighiero married another woman named Lapa di Chiarissimo Cialuffi. His father and new mother, Lapa di Chiarissimo Cialuffi welcomed two children, giving Alighieri two half-siblings. For the most part, when it comes to education, there were no concrete establishments that provided that kind of facility to people back in the days. Most of the people who received an education were the kind of people who aspired to become a philosopher later. Now, Alighieri is not much of a philosopher, but he stays in that range anyhow. Historians are not really sure about the educational journey of Dante because of a lack of evidence. However, one cannot just learn to make poems without knowing how to read letters and words. For that reason, people believe that Dante learned and got an education in churches, monasteries, and other places. As a young person, Dante became fascinated by Tuscan Poetry and also really loved all the work of Guido Guinizelli, a Bolognese poet. As Dante began working on his skill of poetry, he also began to work on something over the years. As a result, Alighieri found something entirely new on his own. For the other most part of his life, Dante influenced his writings based on his personal life. He met a woman named Beatrice Portinari at the age of nine and immediately fell in love with her as well. However, Alighieri never really confessed his feeling towards her but rather expressed his feelings in the form of words. As a young boy of the age of nine, Dante saw a girl named Beatrice Portinari, who was extremely beautiful and also very attractive for Dante. As per historians, it was love at first sight for Alighieri, and he did not even need to talk to her to fall in love. Unfortunately, it remained like that for years. At a very young age, his father, Alighiero, promised his marriage to another girl named Gemma di Manetto Donati and later married her. Gemma was the daughter of Manetto Donati, who held a very powerful position in the country. After marrying, Alighieri and Gemma welcomed three children and named them Pietro, Jacopo, and Antonia. During the exile, the whole family went to Ravenna and settled there. For the most part of his life, Dante wished to come back to Florence, but that never happened. During one of his diplomatic visits to Venice, Alighieri came back with Malaria and sometimes later died suffering from it. Alighieri died on September 14, 1321. In 2008, Italy passed a law canceling the exile of Alighieri. As mentioned, Dante is a very prominent figure as a poet in Italy, and also he worked as a political theorist. However, not many people know this, but he actually fought in wars as well. In his early days, Alighieri began working on his poems based on aspects like love and other factors. As mentioned earlier, most of Dante’s early poetry was influenced by the unconfessed love that he carried around for Beatrice. When Alighieri came up to the age of 18, he met fellow poet Guido Cavalcanti and began working as leaders of Dolce Stil Novo. While his poetic career was going good, there came way. Most of his life, Alighieri’s family remained embroiled with the Guelph and associated with them on a political level and also always remained quite loyal as well. During the end of the 1280s, Alighieri fought beside Guelphs against a war with Arezzo. Later at the end of the 12th century, Alighieri began working as a pharmacist. Then came the tension between the Guelphs itself as there were the White Guelphs and Black Guelphs. Between the arguments, the Black Guelphs won over Florence while Dante was on the White Guelphs’ side. The higher authorities exiled Alighieri and condemned a fine for return. While in exile, he worked on his The Divine Comedy, which still remains one of the most important works in the history of art in Italy and in the whole world as well. The term net worth is actually one of those that did not really apply back in the days as people were either rich or poor. The rich people were among the royalties or other people who came from wealthy backgrounds. However, Alighieri also possessed some properties of his own during his life. However, during the exile he faced after the Black Guelphs took over the Republic of Florence, they banished Alighieri and put a fine for return. Making the scenario worse, the Guelphs also confiscated all possessions of Alighieri. At the moment, historians still work on figuring out how rich was Dante back in the days. \|Date of birth\|\|1265\|	2,006	ENGLISH	1
Drowning and near-drowning cases are the leading cause of death in children, so teaching your child to swim is one of the most important things you can do as a parent. Learning how to swim should be as fun as it is necessary; but while some children are natural water babies, others will fight you every step of the way. The key to teaching your child to swim is eliminating his fear, which is helped by introducing water at a young age. By using the reflexes your child was born with, following important safety rules and guiding him through a step-by-step program, you can teach your child to swim at a very young age. Start slowly. Infants can be introduced to water (outside of the bathtub) as early as 3 months, and the earlier your introduce them, the better. An infant is born with many natural responses that protect him from water injuries, including the amphibian, laryngeal and dive reflexes. Many of these reflexes fade away between the ages of 6 to 9 months, so you should introduce a child to water before that. Take a mommy-and-me class. Private swim schools and your local YMCA will offer an array of swim courses for children. If your child is under 2 years old, you will likely be able to take the course together, which will help you learn the appropriate skills to teach your child and what you can expect at her age. Make sure to follow your instructor's advice so you don’t inadvertently harm your child. Use your child's natural reflexes. A child under 9 months old has two important reflexes that protect him in water and can be used to help him swim. The amphibian reflex is the involuntary movement of the limbs that, in water, can be mistaken for kicking. When your child flails in the water, praise him for “kicking,” using the term so that he begins to associate the involuntary movement with kicking. Eventually, the reflex will fade, and he’ll begin to kick voluntarily. The laryngeal or gag reflex is the automatic closure of the epiglottis when a child is submerged in water. This will protect him from taking in water when you dunk him under. Stay in the shallow area and around the steps. A child will always feel more comfortable when she can touch the bottom of the pool. The fear of sinking is the leading cause of swim-lesson disasters, so if you can show your child that she can put her feet down and stand with her head above water, she'll be more comfortable in attempting to swim. Learn to blow bubbles in the bathtub. Start by having your child blow bubbles out of your cupped hands, eventually lowering your hands into the tub so that she is blowing out of a larger plain of water. Then gradually remove your hands altogether. Once your child is comfortable lying on her belly and blowing bubbles by herself, it is time to try it in the pool. Get his ears wet. Children who are learning to swim hate getting their ears wet. The sound and feeling are foreign to them, so you need to make your child comfortable. The best way to teach him the feeling of submerged ears is by having him place each ear in the water while he sits on the steps. Tell him to listen to the fish and show him how you do it with your own ears. Submerge the child's face. Once she's comfortable blowing bubbles with her nose and mouth in the water, it is time to practice submerging her entire face. Start by letting her try it on her own while in the bathtub or sitting on the pool steps. But if she struggles or just won’t do it, you can help her. Cradle her, stomach down, placing your left hand on her stomach so that your forearm is cradling her upper abdomen and chest. Her body should be parallel to the bottom of the pool. Gently place your right hand on the back of her head, and on the count of three, guide her through the water, submerging her face for three seconds and counting out loud so that she can hear you. Submerge his whole head. Once a child is comfortable blowing bubbles, while placing his ears in the water and fully submerging his face, it’s time to fully submerge his head. This can be very scary for children who are new to swimming, and you should never take this fear lightly. Remind him to blow bubbles the entire time he is under the water. Slowly sway him back and forth, counting to three. On the count of three, dunk him by swaying his body sideways and down in one direction, while spinning about 180 degrees. This movement submerges his body at an angle and helps the water flow sideways across his face instead of straight up his nose. If your child screams or fights you, try going under with him. Learn to kick. Learning to kick can begin in your bathtub at home. Have your child lie on her belly and splash with her legs. In a pool, you can have her mimic the same position on the steps, resting her upper body on the step and extending her legs in the water. You can also have your child hold onto your hands and kick, moving her all around the pool as she splashes her legs. Make sure she is kicking up and down and not side-to-side or scissor-like. Her legs should be parallel to the pool bottom and not perpendicular. Kick and blow bubbles. Once your child has mastered kicking and blowing bubbles separately, it is time to combine these two skills. With your hands in his armpits, slowly glide him around the pool as he kicks. Count to three and have him blow bubbles with his nose and mouth submerged for three seconds. After he is comfortable with that, have him move on to blowing bubbles with his face fully submerged. Have the child swim to you on her own. Tell her to stand on the steps, and move away from her about 2 feet. Have her put her arms over her head, face in the water, and push off the step and kick toward you. When she gets to you, scoop her up and give her a big hug while you praise her. Teach your child to float on his back. This is one of the most difficult things to do, especially once he can sit up. Turn him so that his back is to your belly, place your hand on his forehead and lower his head onto your shoulder. With your other hand under the small of his back, gently lower his head and raise his stomach until he is floating on his back with his ears under the water. You can help ease his fear by whispering or singing in his ear. Teach safety skills. A child must learn important self-rescue techniques in case of an emergency, such as if she falls into the pool or off the steps. A new swimmer should be able to crawl, using her hands, along the wall in order to get to the steps or a ladder where she can safely climb out. You will also need to teach her how to push off the bottom of the pool in order to shoot herself far enough out of the water so that she can get a breath of air. As her swimming skills progress, so too should her safety skills. Eventually, your young swimmer should know how to dive into the water and turn immediately onto her back, and she should also be able to tread water for at least one minute. Continue his progress. Once your child is comfortable with these basic techniques, he can move onto more advanced skills, like moving his arms, the seated dive, using a kickboard and kicking while on he is on his back. Things You'll Need - Bathing suit (for your child) - Bathing suit (for you) - Swim school or YMCA - Parent-and-child swim class Getting your child comfortable with the water should begin at a very early age. Once he has a little experience, he should be placed in an appropriate swim course. Don’t give up. Learning to swim is an important and lifesaving skill and should not be taken lightly. Don’t expect too much. While your infant or toddler can learn how to swim in the sense that she can move in water on her own accord, many children are not be able to swim actual strokes until they are much older. If you’re struggling and your child is fighting, it may be better to enroll him in lessons. Being around other kids, with an instructor who is not you, may push him in just the right way. When your child blows through her mouth, she is subconsciously blocking her nostrils, which will help to keep water from shooting up her nose when she goes under. If you have never taught swim lessons or aren’t familiar with the correct swimming forms, do not try to teach your child strokes. If swimming strokes are taught incorrectly at a young age, it is very difficult to break these incorrect habits in the future. Even good swimmers are not drown-proof. Never leave your child unattended around open water, no matter how good of a swimmer he may be.	<urn:uuid:34bf5ccb-5e5d-4515-be6d-b1e32e7db886>	CC-MAIN-2020-05	https://ourpastimes.com/teach-toddler-swim-2335348.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606696.26/warc/CC-MAIN-20200122042145-20200122071145-00471.warc.gz	en	0.981271	1,896	3.40625	3	[ 0.15280398726463318, -0.3956954777240753, 0.42898672819137573, -0.4210500717163086, -0.3309924006462097, 0.1548120677471161, 0.6097594499588013, 0.05455945432186127, -0.1527501344680786, -0.12778672575950623, -0.03862912952899933, -0.1803939789533615, -0.0430954247713089, 0.190773725509643...	5	Drowning and near-drowning cases are the leading cause of death in children, so teaching your child to swim is one of the most important things you can do as a parent. Learning how to swim should be as fun as it is necessary; but while some children are natural water babies, others will fight you every step of the way. The key to teaching your child to swim is eliminating his fear, which is helped by introducing water at a young age. By using the reflexes your child was born with, following important safety rules and guiding him through a step-by-step program, you can teach your child to swim at a very young age. Start slowly. Infants can be introduced to water (outside of the bathtub) as early as 3 months, and the earlier your introduce them, the better. An infant is born with many natural responses that protect him from water injuries, including the amphibian, laryngeal and dive reflexes. Many of these reflexes fade away between the ages of 6 to 9 months, so you should introduce a child to water before that. Take a mommy-and-me class. Private swim schools and your local YMCA will offer an array of swim courses for children. If your child is under 2 years old, you will likely be able to take the course together, which will help you learn the appropriate skills to teach your child and what you can expect at her age. Make sure to follow your instructor's advice so you don’t inadvertently harm your child. Use your child's natural reflexes. A child under 9 months old has two important reflexes that protect him in water and can be used to help him swim. The amphibian reflex is the involuntary movement of the limbs that, in water, can be mistaken for kicking. When your child flails in the water, praise him for “kicking,” using the term so that he begins to associate the involuntary movement with kicking. Eventually, the reflex will fade, and he’ll begin to kick voluntarily. The laryngeal or gag reflex is the automatic closure of the epiglottis when a child is submerged in water. This will protect him from taking in water when you dunk him under. Stay in the shallow area and around the steps. A child will always feel more comfortable when she can touch the bottom of the pool. The fear of sinking is the leading cause of swim-lesson disasters, so if you can show your child that she can put her feet down and stand with her head above water, she'll be more comfortable in attempting to swim. Learn to blow bubbles in the bathtub. Start by having your child blow bubbles out of your cupped hands, eventually lowering your hands into the tub so that she is blowing out of a larger plain of water. Then gradually remove your hands altogether. Once your child is comfortable lying on her belly and blowing bubbles by herself, it is time to try it in the pool. Get his ears wet. Children who are learning to swim hate getting their ears wet. The sound and feeling are foreign to them, so you need to make your child comfortable. The best way to teach him the feeling of submerged ears is by having him place each ear in the water while he sits on the steps. Tell him to listen to the fish and show him how you do it with your own ears. Submerge the child's face. Once she's comfortable blowing bubbles with her nose and mouth in the water, it is time to practice submerging her entire face. Start by letting her try it on her own while in the bathtub or sitting on the pool steps. But if she struggles or just won’t do it, you can help her. Cradle her, stomach down, placing your left hand on her stomach so that your forearm is cradling her upper abdomen and chest. Her body should be parallel to the bottom of the pool. Gently place your right hand on the back of her head, and on the count of three, guide her through the water, submerging her face for three seconds and counting out loud so that she can hear you. Submerge his whole head. Once a child is comfortable blowing bubbles, while placing his ears in the water and fully submerging his face, it’s time to fully submerge his head. This can be very scary for children who are new to swimming, and you should never take this fear lightly. Remind him to blow bubbles the entire time he is under the water. Slowly sway him back and forth, counting to three. On the count of three, dunk him by swaying his body sideways and down in one direction, while spinning about 180 degrees. This movement submerges his body at an angle and helps the water flow sideways across his face instead of straight up his nose. If your child screams or fights you, try going under with him. Learn to kick. Learning to kick can begin in your bathtub at home. Have your child lie on her belly and splash with her legs. In a pool, you can have her mimic the same position on the steps, resting her upper body on the step and extending her legs in the water. You can also have your child hold onto your hands and kick, moving her all around the pool as she splashes her legs. Make sure she is kicking up and down and not side-to-side or scissor-like. Her legs should be parallel to the pool bottom and not perpendicular. Kick and blow bubbles. Once your child has mastered kicking and blowing bubbles separately, it is time to combine these two skills. With your hands in his armpits, slowly glide him around the pool as he kicks. Count to three and have him blow bubbles with his nose and mouth submerged for three seconds. After he is comfortable with that, have him move on to blowing bubbles with his face fully submerged. Have the child swim to you on her own. Tell her to stand on the steps, and move away from her about 2 feet. Have her put her arms over her head, face in the water, and push off the step and kick toward you. When she gets to you, scoop her up and give her a big hug while you praise her. Teach your child to float on his back. This is one of the most difficult things to do, especially once he can sit up. Turn him so that his back is to your belly, place your hand on his forehead and lower his head onto your shoulder. With your other hand under the small of his back, gently lower his head and raise his stomach until he is floating on his back with his ears under the water. You can help ease his fear by whispering or singing in his ear. Teach safety skills. A child must learn important self-rescue techniques in case of an emergency, such as if she falls into the pool or off the steps. A new swimmer should be able to crawl, using her hands, along the wall in order to get to the steps or a ladder where she can safely climb out. You will also need to teach her how to push off the bottom of the pool in order to shoot herself far enough out of the water so that she can get a breath of air. As her swimming skills progress, so too should her safety skills. Eventually, your young swimmer should know how to dive into the water and turn immediately onto her back, and she should also be able to tread water for at least one minute. Continue his progress. Once your child is comfortable with these basic techniques, he can move onto more advanced skills, like moving his arms, the seated dive, using a kickboard and kicking while on he is on his back. Things You'll Need - Bathing suit (for your child) - Bathing suit (for you) - Swim school or YMCA - Parent-and-child swim class Getting your child comfortable with the water should begin at a very early age. Once he has a little experience, he should be placed in an appropriate swim course. Don’t give up. Learning to swim is an important and lifesaving skill and should not be taken lightly. Don’t expect too much. While your infant or toddler can learn how to swim in the sense that she can move in water on her own accord, many children are not be able to swim actual strokes until they are much older. If you’re struggling and your child is fighting, it may be better to enroll him in lessons. Being around other kids, with an instructor who is not you, may push him in just the right way. When your child blows through her mouth, she is subconsciously blocking her nostrils, which will help to keep water from shooting up her nose when she goes under. If you have never taught swim lessons or aren’t familiar with the correct swimming forms, do not try to teach your child strokes. If swimming strokes are taught incorrectly at a young age, it is very difficult to break these incorrect habits in the future. Even good swimmers are not drown-proof. Never leave your child unattended around open water, no matter how good of a swimmer he may be.	1,851	ENGLISH	1
Nelson Mandela is considered by many as “The Father of South Africa”. Mandela was an anti-Apartheid activist, which means that he fought for those who were disadvantaged by the system of racial segregation. Apartheid was a system of racial inequality which kept all races separate from one another. In 1994, Mandela was of key importance in negotiating the freedom and equality of all South Africans. Rolihlahla Mandela was born into the Madiba clan in the village of Mvezo, in the Eastern Cape, on 18 July 1918. His mother was Nonqaphi Nosekeni and his father was Nkosi Mphakanyiswa Gadla Mandela. He attended primary school in Qunu where his teacher, Miss Mdingane, gave him the name Nelson, in accordance with the custom of giving all schoolchildren “Christian” names. Apartheid was introduced in South Africa in 1948 by the NP (National Party) which was an all-white government. It was a harsh system that gave little opportunities to non-white people and took away their basic human rights such as education, freedom of movement and rights to self-determination. Mandela was politically involved from 1942 and joined the African National Congress in 1944 where he helped to form the ANC Youth League (ANCYL). In 1952 he was chosen as the National Volunteer-in-Chief of the Defiance Campaign with Maulvi Cachalia as his deputy and in August 1952 with Oliver Tambo, he established South Africa’s first black law firm “Mandela & Tambo”. At the end of 1952, he was banned for the first time. As a restricted person he was only permitted to watch in secret as the Freedom Charter was adopted in Kliptown on 26 June 1955. Mandela was arrested in a countrywide police swoop on 5 December 1956, which led to the 1956 Treason Trial. After he and his colleagues were acquitted in the Treason Trial, Mandela went underground and began planning a national strike for 29, 30 and 31 March. In June 1961 he was asked to lead the armed struggle and helped to establish Umkhonto weSizwe (Spear of the Nation), which was launched on 16 December 1961 with a series of explosions. On 11 January 1962, using the adopted name David Motsamayi, he secretly left South Africa and received military training in Morocco and Ethiopia and returned to South Africa in July 1962. On 9 October 1963 Mandela joined 10 others on trial for sabotage which is also known as the Rivonia Trial. While facing the death penalty his words to the court at the end of his famous “Speech from the Dock” on 20 April 1964 became immortalised: “ I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die. ” On 12 June 1964 Mandela and seven other accused were sentenced to life imprisonment. He was released from Victor Verster Prison on 11 February 1990. Throughout his imprisonment he rejected at least three conditional offers of release. He spent 27 years in jail. Mandela immersed himself in official talks to end white minority rule and in 1991 was elected as ANC President. In 1993 he and President FW de Klerk jointly won the Nobel Peace Prize. On 27 April 1994, South Africa’s first democratic elections were held and everyone was given the right to vote regardless of their race and he voted for the first time in his life. On 10 May 1994 he was inaugurated as South Africa’s first democratically elected President. Mandela stepped down in 1999 after one term as President. Nelson Mandela continued to work with the Nelson Mandela Children’s Fund he set up in 1995 and established the Nelson Mandela Foundation and The Mandela Rhodes Foundation. On 5th December 2013, he passed away at his home in Johannesburg. Nelson Mandela International Day is an annual international day in honour of Nelson Mandela, celebrated each year on 18 July, Mandela’s birthday. The day was officially declared by the United Nations in November 2009, with the first UN Mandela Day held on 18 July 2010. South Africa is now a fully democratic country. Mandela helped prevent a civil war and he ensured that no one would be discriminated because of the colour of their skin. Source: nelsonmandela.org, sahistory.org You may also like to Read: All the Best BA’ians for SBI PO and Clerk Main 2019!!	<urn:uuid:cba1bd6f-407c-4fae-819b-458f0a802536>	CC-MAIN-2020-05	https://www.bankersadda.com/nelson-mandela-the-father-of-south-africa	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594333.5/warc/CC-MAIN-20200119064802-20200119092802-00015.warc.gz	en	0.987456	964	3.65625	4	[ -0.49350953102111816, 1.0367894172668457, -0.16926631331443787, -0.5526713132858276, 0.026215216144919395, 0.16532659530639648, 0.39242780208587646, -0.33068132400512695, -0.1807907372713089, 0.2804985046386719, 0.5917415022850037, -0.169374018907547, 0.149461030960083, 0.16867417097091675...	2	Nelson Mandela is considered by many as “The Father of South Africa”. Mandela was an anti-Apartheid activist, which means that he fought for those who were disadvantaged by the system of racial segregation. Apartheid was a system of racial inequality which kept all races separate from one another. In 1994, Mandela was of key importance in negotiating the freedom and equality of all South Africans. Rolihlahla Mandela was born into the Madiba clan in the village of Mvezo, in the Eastern Cape, on 18 July 1918. His mother was Nonqaphi Nosekeni and his father was Nkosi Mphakanyiswa Gadla Mandela. He attended primary school in Qunu where his teacher, Miss Mdingane, gave him the name Nelson, in accordance with the custom of giving all schoolchildren “Christian” names. Apartheid was introduced in South Africa in 1948 by the NP (National Party) which was an all-white government. It was a harsh system that gave little opportunities to non-white people and took away their basic human rights such as education, freedom of movement and rights to self-determination. Mandela was politically involved from 1942 and joined the African National Congress in 1944 where he helped to form the ANC Youth League (ANCYL). In 1952 he was chosen as the National Volunteer-in-Chief of the Defiance Campaign with Maulvi Cachalia as his deputy and in August 1952 with Oliver Tambo, he established South Africa’s first black law firm “Mandela & Tambo”. At the end of 1952, he was banned for the first time. As a restricted person he was only permitted to watch in secret as the Freedom Charter was adopted in Kliptown on 26 June 1955. Mandela was arrested in a countrywide police swoop on 5 December 1956, which led to the 1956 Treason Trial. After he and his colleagues were acquitted in the Treason Trial, Mandela went underground and began planning a national strike for 29, 30 and 31 March. In June 1961 he was asked to lead the armed struggle and helped to establish Umkhonto weSizwe (Spear of the Nation), which was launched on 16 December 1961 with a series of explosions. On 11 January 1962, using the adopted name David Motsamayi, he secretly left South Africa and received military training in Morocco and Ethiopia and returned to South Africa in July 1962. On 9 October 1963 Mandela joined 10 others on trial for sabotage which is also known as the Rivonia Trial. While facing the death penalty his words to the court at the end of his famous “Speech from the Dock” on 20 April 1964 became immortalised: “ I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die. ” On 12 June 1964 Mandela and seven other accused were sentenced to life imprisonment. He was released from Victor Verster Prison on 11 February 1990. Throughout his imprisonment he rejected at least three conditional offers of release. He spent 27 years in jail. Mandela immersed himself in official talks to end white minority rule and in 1991 was elected as ANC President. In 1993 he and President FW de Klerk jointly won the Nobel Peace Prize. On 27 April 1994, South Africa’s first democratic elections were held and everyone was given the right to vote regardless of their race and he voted for the first time in his life. On 10 May 1994 he was inaugurated as South Africa’s first democratically elected President. Mandela stepped down in 1999 after one term as President. Nelson Mandela continued to work with the Nelson Mandela Children’s Fund he set up in 1995 and established the Nelson Mandela Foundation and The Mandela Rhodes Foundation. On 5th December 2013, he passed away at his home in Johannesburg. Nelson Mandela International Day is an annual international day in honour of Nelson Mandela, celebrated each year on 18 July, Mandela’s birthday. The day was officially declared by the United Nations in November 2009, with the first UN Mandela Day held on 18 July 2010. South Africa is now a fully democratic country. Mandela helped prevent a civil war and he ensured that no one would be discriminated because of the colour of their skin. Source: nelsonmandela.org, sahistory.org You may also like to Read: All the Best BA’ians for SBI PO and Clerk Main 2019!!	1,078	ENGLISH	1
The Wampanoags lived in wigwams. A wigwam is a small, domed home built by native groups of the northeast. Wampanoags called their wigwams wetu. The wetu was a seasonal structure that was built to withstand bad weather. They were usually made by felling and bending saplings over a circle drawn on the ground, forming arches. Another set of saplings was then wrapped around the first layer, giving the structure support before the sides and roofs (made of bark) were built. Wigwams were not only built by the Wampanoag, but by many native groups such as the Apache of the American southwest and the Ojibwe of Minnesota. The Wampanoags were generally sedentary but moved inland in the winter and closer to the coast in spring. Boys were taught from an early age how to hunt and girls were taught how to maintain the family's wigwam and to tend to the crops. Women were responsible for a significant portion of food production. The Wampanoags were organized into confederations led by a single sachem, or political leader. The head sachem would preside over other sachems that were in charge of their villages. Sachems were in charge of organizing trade alliances and protecting their villages. Both males and females could serve as sachems. The history of the Wampanoags before colonization is poorly known. It is thought that an epidemic may have decimated the population between the years of 1616-1619. In 1620, it was the Wampanoags, including Squanto, who taught the hapless Pilgrims how to farm the land, catch fish, and survive the winter. America's first Thanksgiving occurred in November of 1620 and commenced with a huge feast shared by the Pilgrims and the Wampanoags. It is important to note that many experts call into question the idea that the Wampanoags celebrated in such a way with the Pilgrims. Wampanoag Chief Massasoit Smoking a Pipe with John Carver of Plymouth in 1621. As the English population grew in Massachusetts in the 17th century, the Wampanoag culture declined. The Puritans had converted thousands of Wampanoags to Christianity and thousands more had become alcoholics. Relations between Wampanoags resistant to continued English settlement and English colonists became tense and culminated in King Philip's War in 1675. Led by the Wampanoag chief Metacom, (known as Philip to the English), thousands of natives from different tribes began burning English settlements to the ground, including Providence, Rhode Island, and Springfield, Massachusetts. At first, the alliance of natives was successful in its battle, but soon, was overwhelmed by the English settlers.	<urn:uuid:846820d2-553a-4132-a1d8-0198b6791021>	CC-MAIN-2020-05	https://mrnussbaum.com/wampanoag-nation-profile	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00190.warc.gz	en	0.984901	576	4.40625	4	[ -0.10748988389968872, 0.49613696336746216, 0.3947277069091797, 0.36653298139572144, 0.06680858880281448, 0.21750935912132263, 0.17614462971687317, 0.1896960735321045, -0.35415971279144287, 0.08482155948877335, 0.11470513045787811, -0.45127829909324646, 0.31897473335266113, 0.31112146377563...	2	The Wampanoags lived in wigwams. A wigwam is a small, domed home built by native groups of the northeast. Wampanoags called their wigwams wetu. The wetu was a seasonal structure that was built to withstand bad weather. They were usually made by felling and bending saplings over a circle drawn on the ground, forming arches. Another set of saplings was then wrapped around the first layer, giving the structure support before the sides and roofs (made of bark) were built. Wigwams were not only built by the Wampanoag, but by many native groups such as the Apache of the American southwest and the Ojibwe of Minnesota. The Wampanoags were generally sedentary but moved inland in the winter and closer to the coast in spring. Boys were taught from an early age how to hunt and girls were taught how to maintain the family's wigwam and to tend to the crops. Women were responsible for a significant portion of food production. The Wampanoags were organized into confederations led by a single sachem, or political leader. The head sachem would preside over other sachems that were in charge of their villages. Sachems were in charge of organizing trade alliances and protecting their villages. Both males and females could serve as sachems. The history of the Wampanoags before colonization is poorly known. It is thought that an epidemic may have decimated the population between the years of 1616-1619. In 1620, it was the Wampanoags, including Squanto, who taught the hapless Pilgrims how to farm the land, catch fish, and survive the winter. America's first Thanksgiving occurred in November of 1620 and commenced with a huge feast shared by the Pilgrims and the Wampanoags. It is important to note that many experts call into question the idea that the Wampanoags celebrated in such a way with the Pilgrims. Wampanoag Chief Massasoit Smoking a Pipe with John Carver of Plymouth in 1621. As the English population grew in Massachusetts in the 17th century, the Wampanoag culture declined. The Puritans had converted thousands of Wampanoags to Christianity and thousands more had become alcoholics. Relations between Wampanoags resistant to continued English settlement and English colonists became tense and culminated in King Philip's War in 1675. Led by the Wampanoag chief Metacom, (known as Philip to the English), thousands of natives from different tribes began burning English settlements to the ground, including Providence, Rhode Island, and Springfield, Massachusetts. At first, the alliance of natives was successful in its battle, but soon, was overwhelmed by the English settlers.	603	ENGLISH	1
Theatre in Shakespeare’s Time In Shakespeare’s time there were no female actors. This was because acting was not considered an honourable job, so no woman would be seen doing such a thing. The role of women had to be played by young boys who had not gone through puberty. This was because they had higher voices. Shakespeare himself even acted in some of his own plays, but because it was such a long time ago, it is not known which ones. The plays of this period of time were very last minute. Some actors received their lines just before the play. Some even got them as they were performing. They used a technique called “cue acting”. This was when someone sat behind the curtains and whispered the lines to the actors. This then led to a technique called “que scripting”. This was where the actors got only their lines, instead of the entire play. Most of this was because there was very little time for the actors to practice their lines before giving the play. The Globe Theatre attracted many different types of audiences. It brought the young and old, male and female. This was mainly because of the variety of plays that were performed there. At times some of the audience members would ‘boo’ at the bad characters and cheer for the good ones. The spectators had a range of seating options available. They could choose to pay the cheapest ticket and be a “groundling”. Groundlings stood the entire duration of the play. They crowded around the stage. The next cheapest option was to pay a bit extra and sit in the galleries. If they wanted, they could have paid an extra penny to get a cushion to sit on. The most expensive choice was to sit on a chair on the actual stage. This may have been the most expensive, but being right up close to the action made it all worth it. At The Globe Theatre, it is believed that two plays were done every day, and that both of them were done in the afternoon. They were not done earlier because the sun was too bright. It was not done at... Please join StudyMode to read the full document	<urn:uuid:b34e4869-a824-43d9-80f7-1110b2da3e4a>	CC-MAIN-2020-05	https://www.studymode.com/essays/Theatre-In-Shakespeare-s-Time-63691726.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250603761.28/warc/CC-MAIN-20200121103642-20200121132642-00356.warc.gz	en	0.994873	444	3.78125	4	[ 0.05635678023099899, -0.057973843067884445, 0.6013241410255432, -0.1921185553073883, -0.26638439297676086, 0.21536870300769806, 0.2534478008747101, 0.22950977087020874, 0.1553817242383957, -0.32746344804763794, 0.23234175145626068, 0.03501518815755844, 0.1071176677942276, 0.302978366613388...	1	Theatre in Shakespeare’s Time In Shakespeare’s time there were no female actors. This was because acting was not considered an honourable job, so no woman would be seen doing such a thing. The role of women had to be played by young boys who had not gone through puberty. This was because they had higher voices. Shakespeare himself even acted in some of his own plays, but because it was such a long time ago, it is not known which ones. The plays of this period of time were very last minute. Some actors received their lines just before the play. Some even got them as they were performing. They used a technique called “cue acting”. This was when someone sat behind the curtains and whispered the lines to the actors. This then led to a technique called “que scripting”. This was where the actors got only their lines, instead of the entire play. Most of this was because there was very little time for the actors to practice their lines before giving the play. The Globe Theatre attracted many different types of audiences. It brought the young and old, male and female. This was mainly because of the variety of plays that were performed there. At times some of the audience members would ‘boo’ at the bad characters and cheer for the good ones. The spectators had a range of seating options available. They could choose to pay the cheapest ticket and be a “groundling”. Groundlings stood the entire duration of the play. They crowded around the stage. The next cheapest option was to pay a bit extra and sit in the galleries. If they wanted, they could have paid an extra penny to get a cushion to sit on. The most expensive choice was to sit on a chair on the actual stage. This may have been the most expensive, but being right up close to the action made it all worth it. At The Globe Theatre, it is believed that two plays were done every day, and that both of them were done in the afternoon. They were not done earlier because the sun was too bright. It was not done at... Please join StudyMode to read the full document	423	ENGLISH	1
St. Mary Magdalene is one of the most prominent women mentioned in the New Testament. Her name comes from the town of Magdala in Galilee, where she was born. In Scripture, she is introduced as a woman “who had been healed of evil spirits and infirmities: Mary, called Magdalene, from whom seven demons had gone out” (Luke 8:2). Some scholars identify Mary with the sinful woman who anointed the feet of Christ with oil when he was at the house of Simon the Pharisee. Others associate her with Mary, sister of Martha and Lazarus, while still others believe these three figures to be separate individual women. Mary is noted in Scripture as a follower of Jesus. She accompanied and ministered to him, and the Gospels record her as one of the women present at his crucifixion. Mary was the first recorded witness of the Resurrection. She went to the tomb on Easter morning, and when she found it empty, she stood outside weeping. Jesus appeared to her and said, “Woman, why are you weeping? Whom are you looking for?” (John 20:15). Although she didn’t recognize him, when he said her name, she saw that it was Jesus before her. Mary then returned to the disciples with the good news. Start your day with Always Forward, our award-winning e-newsletter. Get this smart, handpicked selection of the day’s top news, analysis, and opinion, delivered to your inbox. Sign up absolutely free today!	<urn:uuid:0942762d-4661-4866-8b17-bde36317a5e9>	CC-MAIN-2020-05	https://angelusnews.com/faith/saint-of-the-day-mary-magdelene/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251728207.68/warc/CC-MAIN-20200127205148-20200127235148-00317.warc.gz	en	0.980022	323	3.328125	3	[ 0.0863732323050499, -0.09376224130392075, -0.055227190256118774, -0.004360678140074015, 0.13482163846492767, 0.12740181386470795, 0.0655815377831459, -0.02910214476287365, 0.18137216567993164, 0.16199827194213867, -0.2926813066005707, -0.3481495976448059, -0.23803095519542694, 0.1075780093...	1	St. Mary Magdalene is one of the most prominent women mentioned in the New Testament. Her name comes from the town of Magdala in Galilee, where she was born. In Scripture, she is introduced as a woman “who had been healed of evil spirits and infirmities: Mary, called Magdalene, from whom seven demons had gone out” (Luke 8:2). Some scholars identify Mary with the sinful woman who anointed the feet of Christ with oil when he was at the house of Simon the Pharisee. Others associate her with Mary, sister of Martha and Lazarus, while still others believe these three figures to be separate individual women. Mary is noted in Scripture as a follower of Jesus. She accompanied and ministered to him, and the Gospels record her as one of the women present at his crucifixion. Mary was the first recorded witness of the Resurrection. She went to the tomb on Easter morning, and when she found it empty, she stood outside weeping. Jesus appeared to her and said, “Woman, why are you weeping? Whom are you looking for?” (John 20:15). Although she didn’t recognize him, when he said her name, she saw that it was Jesus before her. Mary then returned to the disciples with the good news. Start your day with Always Forward, our award-winning e-newsletter. Get this smart, handpicked selection of the day’s top news, analysis, and opinion, delivered to your inbox. Sign up absolutely free today!	317	ENGLISH	1
This section is awaiting content. History helps pupils to understand the process of change, the diversity of societies as well as their own identity and the challenges of their time. A study of human tools and how they have changed during prehistory, from Stone Age through Bronze and Iron Age. We are historians at St Cecilia's Catholic Junior School. Here is what we have to say about history: "How we live now has come from inventions in the past. We've learnt about how things changed during Queen Victoria's reign, about significant people and inventions." Nathaniel, Year 5 read stories from the Holo "We are learning about The Romans Invading Britain and how they came to take over and make it theirs. They had an empire. They had already taken over lots of places.... We need to know what the Romans did for us and how this means we live now." Simone, Year 4 "World War II. We have been learning about the black outs and bombing. We also learnt about the Holocaust and read stories from the Holocaust. It's important because it tells us about the war, the soldiers and that people died to fight against the Germans for us. It has been really interesting learning about the Holocaust and how Hitler treated Jewish people." Finley, Year 6 Pupil Voice conducted January 2019	<urn:uuid:4de97b6c-bff0-4714-8c0e-481d834df079>	CC-MAIN-2020-05	https://www.stceciliasjuniorschool.co.uk/history/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251689924.62/warc/CC-MAIN-20200126135207-20200126165207-00532.warc.gz	en	0.982131	266	3.734375	4	[ 0.05757161229848862, 0.42378613352775574, 0.7629207968711853, 0.03697396069765091, 0.11768951267004013, 0.1306433528661728, -0.0969865545630455, 0.047694772481918335, 0.018277522176504135, -0.08149021863937378, 0.2927566170692444, -0.16805069148540497, -0.2837640643119812, 0.14804761111736...	2	This section is awaiting content. History helps pupils to understand the process of change, the diversity of societies as well as their own identity and the challenges of their time. A study of human tools and how they have changed during prehistory, from Stone Age through Bronze and Iron Age. We are historians at St Cecilia's Catholic Junior School. Here is what we have to say about history: "How we live now has come from inventions in the past. We've learnt about how things changed during Queen Victoria's reign, about significant people and inventions." Nathaniel, Year 5 read stories from the Holo "We are learning about The Romans Invading Britain and how they came to take over and make it theirs. They had an empire. They had already taken over lots of places.... We need to know what the Romans did for us and how this means we live now." Simone, Year 4 "World War II. We have been learning about the black outs and bombing. We also learnt about the Holocaust and read stories from the Holocaust. It's important because it tells us about the war, the soldiers and that people died to fight against the Germans for us. It has been really interesting learning about the Holocaust and how Hitler treated Jewish people." Finley, Year 6 Pupil Voice conducted January 2019	268	ENGLISH	1
It is known that animal herding, which had been in northeastern Africa since about 8,000 years ago, made it to southern Africa by about 2,000 years ago. But it has been an open question whether the pastoral life was brought south by immigrants, or whether it was adopted by hunter-gatherers already in the area. A multinational team of scientists recently examined 41 genomes from individuals who lived in Africa between 4,000 and 300 years ago. The genomes suggested that pastoralists migrated from southwestern Asia into eastern Africa around 5,000 years ago. They interbred with local foragers, mixing genomes. However, about 3,300 years ago, the inbreeding ceased. Pastoralism had already been established by this point. The immigrants were now locals. So this study creates a new question: why did the genomes separate? What happened that pastoralists and hunter-gatherers suddenly stop intermarrying?	<urn:uuid:c5e648b7-9359-4d24-929d-31dcbf813c55>	CC-MAIN-2020-05	https://history.blogberth.com/2020/01/09/tracing-herding-in-africa/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614880.58/warc/CC-MAIN-20200124011048-20200124040048-00392.warc.gz	en	0.983306	187	3.359375	3	[ -0.004578865133225918, 0.050739482045173645, 0.09431690722703934, 0.11393702030181885, 0.4785129129886627, -0.33908987045288086, -0.5670437216758728, -0.038361355662345886, 0.06812988221645355, 0.15766416490077972, 0.3954167366027832, -0.49856579303741455, 0.4777059555053711, -0.0030202616...	1	It is known that animal herding, which had been in northeastern Africa since about 8,000 years ago, made it to southern Africa by about 2,000 years ago. But it has been an open question whether the pastoral life was brought south by immigrants, or whether it was adopted by hunter-gatherers already in the area. A multinational team of scientists recently examined 41 genomes from individuals who lived in Africa between 4,000 and 300 years ago. The genomes suggested that pastoralists migrated from southwestern Asia into eastern Africa around 5,000 years ago. They interbred with local foragers, mixing genomes. However, about 3,300 years ago, the inbreeding ceased. Pastoralism had already been established by this point. The immigrants were now locals. So this study creates a new question: why did the genomes separate? What happened that pastoralists and hunter-gatherers suddenly stop intermarrying?	204	ENGLISH	1
\|THE ANGLO-SAXON KINGDOM OF WESSEX\| Wessex, the ‘Kingdom of the West Saxons’, was an Anglo-Saxon kingdom in the south of Britain, from 519 until England was unified by Æthelstan in 927. During the 8th century, as the dominance of Mercia grew, Wessex largely retained its independence. It was during this period that the system of shires was established. Under Egbert, Surrey, Sussex, Kent, Essex, and Mercia, along with parts of Dumnonia, were conquered. He also obtained the overlordship of the Northumbrian king. However, Mercian independence was restored in 830. During the reign of his successor, Æthelwulf, a Danish army arrived in the Thames estuary, but was decisively defeated. When Æthelwulf's son, Æthelbald, usurped the throne, the kingdom was divided to avoid war. Æthelwulf was succeeded in turn by his four sons, the youngest being Alfred the Great. Wessex was invaded by the Danes in 871, and Alfred was compelled to pay them to leave. They returned in 876, but were forced to withdraw. In 878 they forced Alfred to flee to the Somerset Levels, but were eventually defeated at the Battle of Edington. During his reign Alfred issued a new law code, gathered scholars to his court and was able to devote funds to building ships, organising an army and establishing a system of burhs. Alfred's son, Edward, captured the eastern Midlands and East Anglia from the Danes and became ruler of Mercia in 918 upon the death of his sister, Æthelflæd. Edward's son, Æthelstan, conquered Northumbria in 927, and England became a unified kingdom for the first time. Cnut the Great, who conquered England in 1016, created the wealthy and powerful earldom of Wessex, but in 1066 Harold Godwinson reunited the earldom with the crown and Wessex ceased to exist. (Info: Wikipedia).	<urn:uuid:7e88bd8a-517c-4426-b487-69ac9bfc0741>	CC-MAIN-2020-05	https://www.britnumsoc.org/61-wessex	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00269.warc.gz	en	0.988508	445	4.125	4	[ -0.06924283504486084, 0.2212788611650467, 0.13621971011161804, -0.35717543959617615, -0.33347153663635254, -0.01123532559722662, -0.35069501399993896, -0.15376120805740356, -0.02666369080543518, 0.005754419602453709, -0.3488173186779022, -0.8783167004585266, 0.32456672191619873, -0.0754457...	14	\|THE ANGLO-SAXON KINGDOM OF WESSEX\| Wessex, the ‘Kingdom of the West Saxons’, was an Anglo-Saxon kingdom in the south of Britain, from 519 until England was unified by Æthelstan in 927. During the 8th century, as the dominance of Mercia grew, Wessex largely retained its independence. It was during this period that the system of shires was established. Under Egbert, Surrey, Sussex, Kent, Essex, and Mercia, along with parts of Dumnonia, were conquered. He also obtained the overlordship of the Northumbrian king. However, Mercian independence was restored in 830. During the reign of his successor, Æthelwulf, a Danish army arrived in the Thames estuary, but was decisively defeated. When Æthelwulf's son, Æthelbald, usurped the throne, the kingdom was divided to avoid war. Æthelwulf was succeeded in turn by his four sons, the youngest being Alfred the Great. Wessex was invaded by the Danes in 871, and Alfred was compelled to pay them to leave. They returned in 876, but were forced to withdraw. In 878 they forced Alfred to flee to the Somerset Levels, but were eventually defeated at the Battle of Edington. During his reign Alfred issued a new law code, gathered scholars to his court and was able to devote funds to building ships, organising an army and establishing a system of burhs. Alfred's son, Edward, captured the eastern Midlands and East Anglia from the Danes and became ruler of Mercia in 918 upon the death of his sister, Æthelflæd. Edward's son, Æthelstan, conquered Northumbria in 927, and England became a unified kingdom for the first time. Cnut the Great, who conquered England in 1016, created the wealthy and powerful earldom of Wessex, but in 1066 Harold Godwinson reunited the earldom with the crown and Wessex ceased to exist. (Info: Wikipedia).	468	ENGLISH	1
Opened in March 1942 to house captured Allied airmen, particularly officers, Stammlager Luft III at Sagan was built to make escape particularly difficult, especially tunnelling. This did not stop the prisoners who dug through more than 100 yards of loose sand, enabling seventy-six men to escape. All but three of the men were recaptured, however, and fifty were executed by the Germans. There is a chapter detailing the punishments meted out for attempting to escape, and lists the number of shooting incidents. This account provides the reader with an accurate and unprecedented insight into life in a German PoW camp in the latter years of the Second World War. STALAG LUFT III An Official History of the Great Escape POW Camp This Official History of the POW camp was prepared for the War Office but was never released to the general public. It explains the German administration and running of the camp, the food and conditions the prisoners endured, and the means by which morale was maintained under such trying circumstances. Inevitably considerable space is devoted to the escapes and their careful preparation as well as the anti-escape measures undertaken by the guards. Stalag Luft III is best known for two escape plots by Allied POWs, one in 1943 that became the basis of a fictionalised film, The Wooden Horse. The second breakout the so-called Great Escape of March 1944, which was conceived by Royal Air Force Squadron Leader Roger Bushell, and was authorised by the senior British officer at Stalag Luft III, Herbert Massey. It was this this breakout that featured in the heavily fictionalised version that was was depicted in the film, “The Great Escape” Only 5 left in stock	<urn:uuid:357bb892-5eea-43b9-9457-cfdffb61f0fb>	CC-MAIN-2020-05	https://www.naval-military-press.com/product/stalag-luft-iii-an-official-history-of-the-great-escape-pow-camp/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700675.78/warc/CC-MAIN-20200127112805-20200127142805-00194.warc.gz	en	0.981234	347	3.3125	3	[ 0.2694171965122223, 0.212125763297081, 0.01989823393523693, 0.23020757734775543, 0.3495924472808838, 0.17529430985450745, 0.028243375942111015, -0.21359728276729584, -0.20594993233680725, -0.11133982986211777, 0.463755339384079, -0.044331371784210205, 0.49666354060173035, 0.582631766796112...	1	Opened in March 1942 to house captured Allied airmen, particularly officers, Stammlager Luft III at Sagan was built to make escape particularly difficult, especially tunnelling. This did not stop the prisoners who dug through more than 100 yards of loose sand, enabling seventy-six men to escape. All but three of the men were recaptured, however, and fifty were executed by the Germans. There is a chapter detailing the punishments meted out for attempting to escape, and lists the number of shooting incidents. This account provides the reader with an accurate and unprecedented insight into life in a German PoW camp in the latter years of the Second World War. STALAG LUFT III An Official History of the Great Escape POW Camp This Official History of the POW camp was prepared for the War Office but was never released to the general public. It explains the German administration and running of the camp, the food and conditions the prisoners endured, and the means by which morale was maintained under such trying circumstances. Inevitably considerable space is devoted to the escapes and their careful preparation as well as the anti-escape measures undertaken by the guards. Stalag Luft III is best known for two escape plots by Allied POWs, one in 1943 that became the basis of a fictionalised film, The Wooden Horse. The second breakout the so-called Great Escape of March 1944, which was conceived by Royal Air Force Squadron Leader Roger Bushell, and was authorised by the senior British officer at Stalag Luft III, Herbert Massey. It was this this breakout that featured in the heavily fictionalised version that was was depicted in the film, “The Great Escape” Only 5 left in stock	354	ENGLISH	1
des of the beautiful Bosphorus which was naturally formed early in the IVth Period of Geology as the sea water occupied the deep and narrow valley. The city has been the capital for three empires and been attractive for its historical treasure besides the beauty of the surrounding landscape. In 660 B.C., the Megarians who were leaded by Byzas for settlement in where today Topkapi Palace stands erect, named the city as Byzantion in memory of their commander. When the Byzas, Megarians asked their prophets where to set up their home, their prophets said against the land of the blinds. On exploration of the Bosphorus the Megarians were fascinated by the uninhabited beauty of the landscape and as the land accross the water was already occupied by the Khalkhedonians, they thought one who leaves such beauty uninhabited and lives against it must be blind and obeyed their prophets foresight with pleasure. A century later than the establishment Byzantion was occupied by Persians in 513 B.C. and then by Athens and Spartians. In a period of conflict between Athens and Spartians, Macedonian Kingdom under King Philippos IIs reign had become powerful day after day. Although this expansive Kingdom captured Byzantion in 340 B.C., was unable to occupy. After Greece was dominated by Alexander who took over King Philippos II, Persians were also attacked by him and Alexander got hold of Anatolia defeating the Persians in 334 B.C.. Following the death of Alexander, the city was governed by his victorious commanders until it was tremendously destroyed by the Galatian attacks after 278 B.C. In that period of fluctuation, Byzantion eventually was dominated by Romans who were about to establish a global Empire after the defeat of Macedonians in 146 B.C. and the city was governed under the force of Roman State of Thrace. Roman Emperor Septimus Severus ordered total destruction of the Byzantion and massacre of the Byzantians who were with his rival Roman General Niger.	<urn:uuid:f6f4bda2-40e1-4ef3-b841-209c915f5417>	CC-MAIN-2020-05	https://swip-online.net/this-is-the-city-that-gradually-spreads-on-both-si/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614086.44/warc/CC-MAIN-20200123221108-20200124010108-00465.warc.gz	en	0.989993	417	3.421875	3	[ 0.14891940355300903, 0.3120284080505371, 0.36200278997421265, -0.21899288892745972, -0.21287831664085388, -0.7363049387931824, 0.008538798429071903, 0.46760284900665283, -0.08757545053958893, -0.07133828848600388, -0.2535524070262909, -0.863494336605072, -0.019167274236679077, 0.1197133958...	1	des of the beautiful Bosphorus which was naturally formed early in the IVth Period of Geology as the sea water occupied the deep and narrow valley. The city has been the capital for three empires and been attractive for its historical treasure besides the beauty of the surrounding landscape. In 660 B.C., the Megarians who were leaded by Byzas for settlement in where today Topkapi Palace stands erect, named the city as Byzantion in memory of their commander. When the Byzas, Megarians asked their prophets where to set up their home, their prophets said against the land of the blinds. On exploration of the Bosphorus the Megarians were fascinated by the uninhabited beauty of the landscape and as the land accross the water was already occupied by the Khalkhedonians, they thought one who leaves such beauty uninhabited and lives against it must be blind and obeyed their prophets foresight with pleasure. A century later than the establishment Byzantion was occupied by Persians in 513 B.C. and then by Athens and Spartians. In a period of conflict between Athens and Spartians, Macedonian Kingdom under King Philippos IIs reign had become powerful day after day. Although this expansive Kingdom captured Byzantion in 340 B.C., was unable to occupy. After Greece was dominated by Alexander who took over King Philippos II, Persians were also attacked by him and Alexander got hold of Anatolia defeating the Persians in 334 B.C.. Following the death of Alexander, the city was governed by his victorious commanders until it was tremendously destroyed by the Galatian attacks after 278 B.C. In that period of fluctuation, Byzantion eventually was dominated by Romans who were about to establish a global Empire after the defeat of Macedonians in 146 B.C. and the city was governed under the force of Roman State of Thrace. Roman Emperor Septimus Severus ordered total destruction of the Byzantion and massacre of the Byzantians who were with his rival Roman General Niger.	428	ENGLISH	1
During the British bombing of the floating concentration camps Cap Arcona and Thielbek on 3 May 1945, more than 7,000 people died. That disaster in the Bay of Lübeck took place during the very last phase of the Second World War in Europe. The extremely violent death struggle of the Nazi regime was a complete chaos of German rear-guard battles, Allied bombardments, and senseless displacements of tens of thousands of concentration camp prisoners. In October 1944, all concentration camp commanders met in the office of the SS-Wirtschafts- und Verwaltungshaupamt (SS-WVHA) [SS Economic and Administrative Office] in Berlin to discuss the liquidation of the camps. This was to prevent the advancing Allies from finding out about the horrific crimes the Nazi regime committed in the camps. In February 1945, the Western Allies were approaching the Neuengamme concentration camp near Hamburg. Starting in the beginning of March, the Higher SS-and Police Commander in Hamburg, Georg-Henning Graf von Bassewitz-Behr, and the Gauleiter of Hamburg, Karl Kaufmann, held their first discussions on the evacuation of Neuengamme and its ancillary camps. The Higher Commander of the SS and Police and Kaufmann in his function as national defence commissioner of Hamburg agreed that the ancillary camps should be evacuated and the prisoners transferred to main camp Neuengamme. This transfer of prisoners was completed on 5 April 1945. Gauleiter Kaufmann then convinced Von Bassewitz-Behr to evacuate Neuengamme and to put the prisoners onto ships. Kaufmann could arrange these ships because he was also the Imperial Commissioner for German Maritime Navigation [Reichskommissar für Deutsche Seeschifffahrt (ReikoSee)]. He did not want the prisoners in Hamburg after the evacuation of Neuengamme, because he was afraid that they would plunder the city on the Elbe after the foreseeable liberation. Von Bassewitz-Behr agreed and charged the camp commander of Neuengamme, SS Leader Max Pauly, with the transport of prisoners. Pauly, in turn, entrusted SS Commander Christoph-Heinz Gehrig, who was the head of the camp administration, with loading the prisoners onto the ships. On 19 April 1945, the British were so close to the Neuengamme main camp that the Nazis also had to evacuate this location. The transports of 9,000 to 10,000 prisoners from Neuengamme to Lübeck, partly by freight train and partly on foot, started in the third week of April. Those prisoners who were no longer able to travel due to exhaustion or illness were mercilessly shot in the neck by the accompanying SS and camp guards. Under appalling conditions, without sanitary facilities and deprived of food and drink, the remaining prisoners were placed on the cargo ships Thielbek (2,600 prisoners), Athen (2,300 prisoners), Otterbek, and Elmenhorst, and in freight train cars on the dock. Many prisoners died of malnutrition, dehydration and diseases such as typhoid fever and dysentery. From April 26, thousands of prisoners were taken to the ocean steamer Cap Arcona, which together with the smaller cargo ships, Thielbek and Athen, was anchored in the Bay of Lübeck. The ocean liner Deutschland was waiting in the same area for prisoners from Sachsenhausen. On 1 May 1945, the British 11th Armoured Division was just outside the city of Lübeck. In the meantime, the Bay of Lübeck was filled with all kinds of German warships. On 3 May, the Cap Arcona, the Thielbek, and the Deutschland were situated among the numerous military ships and as a result were not recognizable as floating concentration camps. That same morning the British were informed by a representative of the Red Cross about the presence of the prisoners on board some ships. This had also been reported to them a few days earlier by Red Cross workers. However, the British assumed that there were German soldiers on board who wanted to escape to Denmark or Norway to continue the war, and they therefore ordered the ships to be attacked. The Athen was taken back to Neustadt, which was located on the north side of the Bay of Lübeck. The prisoners that were on board were the lucky ones who escaped the British air raid. They were liberated that same day by British ground troops. Only a few hundred of the approximately 7,000 prisoners on the Cap Arcona and the Thielbek survived the disaster in the Bay of Lübeck. The Cap Arcona was a luxury passenger ocean liner of the Hamburg-South American Steamship Company. Weighing over 27,000 tons, the ship was built at Blohm & Voss in Hamburg and provided scheduled services between 1927 and 1939. Voyages were mainly between Hamburg and South America, especially Rio de Janeiro (Brazil) and Buenos Aires (Argentina). The Cap Arcona was one of the most beautiful ships of its time with a huge cherry wood hall, beautiful dining rooms, and luxurious cabins with excellent beds and washbasins for 1,365 passengers. At the outbreak of the Second World War, the ship was requisitioned by the navy and deployed for troop transport. From 29 November 1940, the ship in Gothenhafen, today's Polish town of Gdynia, was deployed to provide accommodations for 2,000 seamen who were trained as crews for U-boats. In April 1941, the engine room was severely damaged by a fire. By the end of 1944, Soviet troops were so close to the eastern border of Germany that the Germans proceeded with large-scale evacuations of troops and civilian refugees from East Prussia to north-western Germany. For this reason, the Cap Arcona was made ready to sail again. From 31 January to 4 February 1945, the passenger ship took 10,000 refugees from Gotenhafen to Neustadt at the Bay of Lübeck, and from 5 April the Cap Arcona took the same number of evacuees to Copenhagen in Denmark. However, due to fuel shortages, the ship was unable to make a third voyage. Captain Heinrich Bertram was therefore ordered to sail to Neustadt. On 14 April, the Cap Arcona eventually anchored in the Bay of Lübeck. On 15 April, Gauleiter & ReikoSee Kaufmann from Hamburg gave an order by telephone to Counter Admiral Conrad Engelhardt, Seetransportchef der Wehrmacht in Flensburg, that the Cap Arcona had to take on board 8,000 concentration camp prisoners from Neuengamme. Because Engelhardt refused, the Cap Arcona was placed under the direct command of Kaufmann. On 20 April, Captain Fritz Nobmann of the Athen tried to off-load the prisoners on his cargo ship onto the Cap Arcona, but Captain Bertram refused because of the risks and the insufficient capacity of his ship. The next day, the Captain of the Athen made a new attempt to put Athen prisoners on the Cap Arcona. This was again refused by Bertram, this time with the consent of his shipping company, Hamburg-Süd, to which the ship now belonged. On 23 April, Kaufmann ordered director Dittmer of that shipping company to take prisoners aboard the Cap Arcona, but two days later Captain Bertram still refused while the Athen now lay alongside the ocean liner. That night a courier picked up a written order from Dittmer for Bertram. The next day this order was handed over to Bertram by SS-Commander Gehrig, who was accompanied by an SS-Executive command. Moreover, Gehrig threatened Bertram with death; so the merchant captain agreed to board the prisoners. However, he refused to take full responsibility for what might happen to his ship and to the people on board. From 26 April 1945, 6,500 prisoners from the Athen itself, the Otterbek, the Elmenhorst, and from the freight train cars were taken by the Athen to the Cap Arcona. The other prisoners remained on the Thielbek. On board the Cap Arcona the prisoners were grouped by nationality. The Russians were locked up in the banana bunker and the potato cellar without light or ventilation. The German prisoners mainly ended up in the luxury huts on C-Deck, the French in the barges, and the remaining prisoners, at times in groups of up to 12 people, in the mostly double and quadruple cabins. The large numbers of seriously ill prisoners were housed in the huts on D-Deck. On average, every half hour a death occurred on board the passenger ship. The dead were brought ashore to Neustadt on a daily basis by a funeral command with a motorboat and buried in mass graves at the local cemeteries. The 50 SS and the 500 naval artillery soldiers, who guarded the prisoners, stayed in the restaurant and the main hall on the upper deck. On 30 April, the Athen took back 2,000 prisoners from the Cap Arcona. In the early morning of 3 May, a supply cutter came alongside the Cap Arcona to deliver drinking water. It remained docked next to the ship. A little later there was, via Neustadt, another transport of 205 prisoners from Mittelbau-Dora, an ancillary camp of Buchenwald, who had to board the passenger ship. They were housed in the luggage compartment. That same morning the Cap Arcona and the unoccupied passenger ship Deutschland, were supplied with a small amount of fuel oil by the tanker Forbach. From the 1st of May, the Deutschland, a passenger ship of the Hamburg-American Packaging Company (Packetfahrt-Actien-Gesellschaft - HAPAG) weighing over 22,000 tons, was anchored in the Bay of Lübeck near Sierksdorf, south of Neustadt. The intention was to place prisoners from Sachsenhausen concentration camp on this ocean liner. The Athen was a 4,450-ton cargo ship of the Deutsche Levante Line, which was delivered in 1936 by the German shipyard in Hamburg. The ship was in use from 1940 by the mine warfare command and control department of the navy, but in 1942 the cargo ship was returned to its original owner. In mid-April 1945, the ship was commissioned by Gauleiter & ReikoSee Kaufmann to take in concentration camp prisoners from Neuengamme. On 19 April, the Athen was directed to the industrial harbour of Lübeck. That same evening Captain Nobmann was visited by SS-Commander Gehrig, who ordered him to take 2,000 prisoners on board. The next day 2,300 prisoners and 280 SS guards were boarded. Until 26 April, Captain Nobmann made several trips to give the prisoners to the Cap Arcona. On that day, the Athen sailed twice back and forth between Lübeck and the Cap Arcona, which was anchored at Neustadt, transferring a total of 6,500 prisoners. The following days were used to clean the compartments of the cargo ship as much as possible using fire hoses. On 30 April, the Athen once more had to take over 2,000 prisoners from the Cap Arcona because the Germans thought the luxury passenger ship was too crowded and were afraid of not being able to maintain overall control. The cargo ship was then anchored in the Bay of Lübeck, at Neustadt. A Dutch survivor recounted that "the medical care was appalling. Practically nothing was being done about the dysentery sufferers. Only the worst cases of inflammation are treated, after which they are swathed in bandages of toilet paper. We suffered a lot from the cold and were constantly coughing. Reason being that the surroundings consisted entirely of iron; no matter where you lie. We have no choice but to sleep on our backs, because our hips were raw. The days on the Athen were like a horror in our memory." On 3 May at 12:30 p.m., Captain Nobmann was ordered by the commander of the naval base in Neustadt, Heinrich Schmidt, to enter the port for the purpose of taking more prisoners on board. He immediately weighed anchor and entered the harbour. At 1:45 p.m. the ship was moored at the local naval port. The Thielbek was a fairly new cargo ship of 2,815 tons, which was delivered in 1940 by Orenstein & Koppel AG at Lübeck. The cargo ship was damaged in 1944 on the Elbe by a British air raid and was repaired by a ship repair company located in a shipyard at the Bay of Lübeck. Although the repairs had not yet been completed, Gauleiter Kaufmann had the ship towed to the industrial harbour of Lübeck on 19 April 1945. Captain John Jacobsen and 18 crew members were on board. From 20 April, more than 2,000 prisoners were taken on board, who were locked up in the compartments without food or drink or sanitary facilities. A small group of SS and a group of naval artillerymen came on board as guards. The last loading of the Thielbek consisted of coal. As a result, the compartments were extremely dirty. The weakened prisoners were tightly packed on the steel plates of the cargo compartments. In the lower front cargo compartment were the sick, of whom dozens died daily. Part of a letter from Captain John Jacobsen to his wife has been preserved. He describes how he found his ship after the prisoners were brought on board during his absence. He had to cross the Elmenhorst to get on board. "There are four corpses on the Thielbek. Prisoners are constantly dying. Every morning the dead are first removed from the compartments. Five deaths this morning on the Thielbek. They are now being collected. You can see who will perish tomorrow. Yet, not all of them are half-starved bodies, on the contrary, there are also some who still look good, powerful and fresh. The crimes for which they were imprisoned also differ considerably. Ages range from 14 to 70 years. All social classes are represented. There are also all kinds of nationalities. The foreigners are not allowed to enter the deck. They sit like sardines on top of each other. They did their needs in private barrels, which are emptied if necessary. At first, you see all this with horrified eyes. However, you quickly get used to it. Tragically, people are not grasping their situation. The guard consists of soldiers, but the prisoners keep their own order and discipline. The distribution of food is also in the hands of prisoners, who share bread, packets of margarine along with pencils and papers. If only there was more hygiene. On the hatches where dead corpses or private barrels were placed, loaves of bread are stored and divided. Maybe they are well-disposed because they see the end approaching and with it, freedom and probably revenge as well. Nevertheless, I will be glad if I don't have to see this situation anymore. After all, it is one big misery and unworthy of humanity". Probably the wife of Captain Jacobsen was spared the overly horrible images, as the testimonies of several imprisoned survivors accounts of a true hell aboard the Thielbek. On 1 May 1945 the Thielbek was loaded with supplies, but the ship remained in the harbour. The next day at 12:00 the last transport, which arrived on foot from Neuengamme in Lübeck, was boarded on the cargo ship. Two hours later the Thielbek was towed out of the harbour by two tugboats and then towed down the Trave in the direction of the Bay of Lübeck. The German ship anchored 700 meters from the Cap Arcona with about 2,800 prisoners on board. The Swedish Red Cross played an important role during the months of April and May 1945 in the relocation of tens of thousands of concentration camp prisoners. The prisoners had been dependent on this organisation for months for their food supply. The Red Cross packages, which were regularly supplied by cargo ships, not only contained food, but also cigarettes and sometimes medicines. The Swedish Red Cross was also active in other ways. For example, on 20 April 1945 a total of 4,255 Danish and Norwegian concentration camp prisoners were taken by the legendary white buses via Denmark to Malmö in Sweden. On 29 April, Doctor Hans Arnoldson, representative of the Swedish Red Cross in Lübeck, received an anonymous letter describing the terrible situation of the prisoners on the ships in the port of Lübeck. He then offered the German authorities to take 250 sick French, Belgian and Dutch prisoners to Sweden on board the cargo ships Lillie-Matthiessen and Magdalena. The ships had brought a load of Red Cross packages and were therefore readily available. The Germans agreed and the next day a total of 250 prisoners were taken from the Thielbek and the Cap Arcona. That same day the Lillie-Matthiessen departed for Trelleborg in Sweden carrying 420 female prisoners from concentration camp Ravensbrück, and the Magdalena with the same destination carried approximately 400 male prisoners from the Thielbek and Cap Arcona and the sick from a barn in Süsel, a village 10 kilometres southwest of Neustadt. On 2 May, Arnoldson began preparing for the transfer of the concentration camp prisoners, who were on the docksides and ships in Lübeck, as the British were quickly advancing. However, when he appeared on the dock that morning, it was empty and the ships were gone. The representative of the International Red Cross in Lübeck, P. de Blonay, informed the British General-Major George Roberts of the 11th Armoured Division about the prisoners aboard the ships in the Bay of Lübeck near Neustadt. Roberts passed this information on to the headquarters of Group 83 of the 2nd Tactical Air Force (TAF). On the morning of 3 May, Arnoldson told the British that there were prisoners on the ships in the Bay of Lübeck. In the event of a possible air attack on the ships, they would be at great risk. That same afternoon, Arnoldson accurately informed two British officers about the prisoners. The officers promised to act immediately, but it was already too late to prevent the imminent catastrophe. In April 1945, the British advance in north-western Germany was unstoppable. On 15 April, the Bergen-Belsen concentration camp was handed over to the British by the Wehrmacht. Two days later, British planes dropped leaflets over Neuengamme with an aerial photograph of the camp and together with this indicating that they were aware of the camp's and prisoners existence. On 19 April, British troops reached the left bank of the Elbe at Lauenburg, about 30 kilometres from Neuengamme. On 26 April the British took Bremen. Two days later they made a breakthrough at Lauenburg and established a first bridgehead in Schleswig-Holstein. The next day, fierce German resistance slowed down the British advance in the Lauenburg area. As a result, the British also expected heavy resistance in the areas still controlled by the Germans. That is why military measures were taken, including armed reconnaissance flights by tactical air units. On 30 April, the British troops approached the coast at Lübeck and Travemünde, and the next day the 11th British Armoured Division stood just outside the city of Lübeck. In the afternoon of 2 May, they took the city without battle. That same afternoon British reconnaissance aircraft discovered that in the Bay of Lübeck, near Neustadt, six German destroyers, some U-boats and troopships had arrived. The Cap Arcona and the Thielbek lay in among the warships and could not be recognized as floating concentration camps. The ships did not fly a white flag, had armaments on board, and on deck armed guards were walking around. Most SS men had meanwhile secretly left the ships. The still empty Deutschland was also anchored among the German military ships. On 3 May, at 11:15 am, a day order 71 was issued by the British RAF headquarters. German ships that left or threatened to leave the ports of Schleswig Holstein on a large scale had to be destroyed by Groups 83 and 84 of the 2nd Tactical Air Force (TAF). Twenty minutes later, the first squadrons of Hawker Typhoon Mark 1B fighter-bombers took off from the Ahlhorn base to target the ships in the Bay of Lübeck. However, they returned shortly afterwards to their original position due to poor visibility. At 11:45 four Typhoons took off from the Hustedt base. They fired 32 60lb RP-3 rockets on the Deutschland, of which only four hit their target. The damage to the ocean liner was minor and the fires that occurred could easily be extinguished by the crew. At 14:00 hours, the second air attack started with nine Typhoons from the base Plantlünne near Nordhorn. Half an hour later, five aircraft fired 40 rockets at the Cap Arcona, after which the ship was engulfed in flames. Captain Bertram had white flags hoisted but the damage had already been done. The wood used to decorate the luxury ship and the thousands of concentration camp prisoners were easy prey for the fire. The stairwells worked like chimneys, further fuelling the fire. Life jackets were only for the crew and the guards, so that many prisoners who could get off the ship drowned in the cold water of the Bay of Lübeck. The lifeboats could not be lowered because the ropes were incinerated by the fire. Some of the boats that were launched in one way or another, were quickly overloaded and sank. The few remaining SS men and guards shot their weapons at fleeing prisoners, then jumped overboard or were trampled in panic by the crowd. The supply cutter, which was still alongside the Cap Arcona, quickly took a number of shipwrecked people and then sailed to the naval port in Neustadt, which saved the lives of some 50 prisoners. At the same time as the Cap Arcona, the Thielbek was attacked by four Typhoons which fired 32 rockets at the packed cargo ship, after which the attack was continued with firing of the 20mm on-board machine guns. The ship quickly capsized, while black plumes of smoke rose from it. The Thielbek sank fifteen minutes after the attack. Captain Jacobsen, his first officer, ten other crew members, and almost all 2,800 prisoners went down with the ship. At 15:15, the third and fourth British air raids started with a total of seventeen Typhoons from the Ahlhorn and Celle base. With 36 rockets along with on-board weapons, these aircraft bombarded the Deutschland, which caused the ship to go up in flames. The crew was able to leave the ship safely by means of a couple of lifeboats. Moments later the burning passenger ship was hit again with two 500-pound bombs which were dropped by the Typhoons of base Celle. Four hours later the ship capsized and sank. From the Athen, the British fighters were shot at with anti-aircraft guns. The cargo ship was in turn attacked by British tanks that had taken position at the Neustadt maneuvering area. After the Athen had been hit several times by shells from these tanks, the crew and the guards left the ship. The prisoners disembarked but stayed close to the dock where they got their food supply such as cheese, sugar and butter from a warehouse appropriately named "Glücksklee" (four-leaf clover). A few hours later the prisoners were freed by British ground troops. The prisoners aboard the Cap Arcona were less fortunate. The on-board fire extinguishing equipment and the watertight bulkheads were not working. Most of the prisoners perished from burning, smoke inhalation, or drowning. The few who managed to reach the beach were attacked by SS, Wehrmacht soldiers, and members of the Hitler Youth. Hundreds of prisoners were killed in this way. Some rushed minesweepers, which had received strict orders to rescue only Germans. Prisoners who wanted to climb aboard these ships were beaten off or shot. At 17:00 a fierce explosion took place on board the Cap Arcona, possibly caused by oil vapours in the fuel tanks, which were only filled to a few percent. The ship capsized, but remained partially above water because the water depth was only 18 meters, while the passenger ship was 26 meters wide. A few prisoners who had remained on board were able to survive on the warm hull of the ship. They were picked up in the evening by British rescue teams. Ultimately, approximately 350 prisoners of the Cap Arcona and no more than 50 prisoners of the Thielbek survived the disaster in the Bay of Lübeck. After the disaster, corpses washed ashore for weeks onto the beaches in the Bay of Lübeck, from Timmendorf in the south to Pelzerhaken in the north. The last human remains were not found until 1971. With over 7,000 casualties, the massacre in the Bay of Lübeck became the biggest maritime disaster in history after the sinking of the Wilhelm Gustloff on 30 January 1945. In that disaster, with three torpedoes a Soviet submarine sank the former German cruise and passenger ship, packed with German refugees. More than 9,000 people were killed. The harshest part of the disaster in the Bay of Lübeck is that it took place in the very last phase of the Second World War. Hitler had already committed suicide, and the Allies were about to overpower Germany. So why did the SS still go so far as to desperately try to keep the atrocities of some concentration camps secret while several others had already been liberated? Because the SS had left the ships prematurely, the fire extinguishing equipment on the Cap Arcona had been rendered unusable, and because the ships with prisoners on board had not been identified, it seems that Von Bassewitz-Behr, Kaufmann, and Pauly had speculated about a British attack. In any case, they seriously considered that such an attack could be carried out, and they subsequently took advantage of the situation to get rid of as many prisoners as possible. The shelling of the prisoners who were able to reach the beach seems to confirm this. It is generally believed that despite the warnings of the Red Cross, the British allowed the attacks on the ships to continue because they did not want to run any risk of SS soldiers and military equipment escaping to Denmark or Norway, where the Germans could continue the fight. The British Government decided that the secret documents relating to the shelling of the floating concentration camps in the Bay of Lübeck would not be made public until 2045. This 100-year secrecy is seen by the survivors and their families as an indication that the British have something to hide. This seriously disrupts the processing of the disaster. RAF pilot Allan Wyse of squadron 193 later recalled: "We used our cannon fire at the chaps in the water.....we shot them up with 20mm canons. Horrible thing, but we were told to do so and we did it. That`s war."	<urn:uuid:2918a413-2358-4e8a-9b4a-b9ae70a1cc6c>	CC-MAIN-2020-05	https://tracesofwar.com/articles/5383/Floating-concentration-camps-in-the-Bay-of-L%C3%BCbeck.htm	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601040.47/warc/CC-MAIN-20200120224950-20200121013950-00039.warc.gz	en	0.980088	5,701	3.296875	3	[ 0.008402859792113304, 0.5015134811401367, 0.06749925017356873, -0.22405403852462769, 0.39379820227622986, 0.20795443654060364, 0.03793014958500862, -0.12787306308746338, -0.1029605120420456, -0.47165176272392273, 0.2712208926677704, -0.4226986765861511, 0.07236474752426147, 0.5908460617065...	10	During the British bombing of the floating concentration camps Cap Arcona and Thielbek on 3 May 1945, more than 7,000 people died. That disaster in the Bay of Lübeck took place during the very last phase of the Second World War in Europe. The extremely violent death struggle of the Nazi regime was a complete chaos of German rear-guard battles, Allied bombardments, and senseless displacements of tens of thousands of concentration camp prisoners. In October 1944, all concentration camp commanders met in the office of the SS-Wirtschafts- und Verwaltungshaupamt (SS-WVHA) [SS Economic and Administrative Office] in Berlin to discuss the liquidation of the camps. This was to prevent the advancing Allies from finding out about the horrific crimes the Nazi regime committed in the camps. In February 1945, the Western Allies were approaching the Neuengamme concentration camp near Hamburg. Starting in the beginning of March, the Higher SS-and Police Commander in Hamburg, Georg-Henning Graf von Bassewitz-Behr, and the Gauleiter of Hamburg, Karl Kaufmann, held their first discussions on the evacuation of Neuengamme and its ancillary camps. The Higher Commander of the SS and Police and Kaufmann in his function as national defence commissioner of Hamburg agreed that the ancillary camps should be evacuated and the prisoners transferred to main camp Neuengamme. This transfer of prisoners was completed on 5 April 1945. Gauleiter Kaufmann then convinced Von Bassewitz-Behr to evacuate Neuengamme and to put the prisoners onto ships. Kaufmann could arrange these ships because he was also the Imperial Commissioner for German Maritime Navigation [Reichskommissar für Deutsche Seeschifffahrt (ReikoSee)]. He did not want the prisoners in Hamburg after the evacuation of Neuengamme, because he was afraid that they would plunder the city on the Elbe after the foreseeable liberation. Von Bassewitz-Behr agreed and charged the camp commander of Neuengamme, SS Leader Max Pauly, with the transport of prisoners. Pauly, in turn, entrusted SS Commander Christoph-Heinz Gehrig, who was the head of the camp administration, with loading the prisoners onto the ships. On 19 April 1945, the British were so close to the Neuengamme main camp that the Nazis also had to evacuate this location. The transports of 9,000 to 10,000 prisoners from Neuengamme to Lübeck, partly by freight train and partly on foot, started in the third week of April. Those prisoners who were no longer able to travel due to exhaustion or illness were mercilessly shot in the neck by the accompanying SS and camp guards. Under appalling conditions, without sanitary facilities and deprived of food and drink, the remaining prisoners were placed on the cargo ships Thielbek (2,600 prisoners), Athen (2,300 prisoners), Otterbek, and Elmenhorst, and in freight train cars on the dock. Many prisoners died of malnutrition, dehydration and diseases such as typhoid fever and dysentery. From April 26, thousands of prisoners were taken to the ocean steamer Cap Arcona, which together with the smaller cargo ships, Thielbek and Athen, was anchored in the Bay of Lübeck. The ocean liner Deutschland was waiting in the same area for prisoners from Sachsenhausen. On 1 May 1945, the British 11th Armoured Division was just outside the city of Lübeck. In the meantime, the Bay of Lübeck was filled with all kinds of German warships. On 3 May, the Cap Arcona, the Thielbek, and the Deutschland were situated among the numerous military ships and as a result were not recognizable as floating concentration camps. That same morning the British were informed by a representative of the Red Cross about the presence of the prisoners on board some ships. This had also been reported to them a few days earlier by Red Cross workers. However, the British assumed that there were German soldiers on board who wanted to escape to Denmark or Norway to continue the war, and they therefore ordered the ships to be attacked. The Athen was taken back to Neustadt, which was located on the north side of the Bay of Lübeck. The prisoners that were on board were the lucky ones who escaped the British air raid. They were liberated that same day by British ground troops. Only a few hundred of the approximately 7,000 prisoners on the Cap Arcona and the Thielbek survived the disaster in the Bay of Lübeck. The Cap Arcona was a luxury passenger ocean liner of the Hamburg-South American Steamship Company. Weighing over 27,000 tons, the ship was built at Blohm & Voss in Hamburg and provided scheduled services between 1927 and 1939. Voyages were mainly between Hamburg and South America, especially Rio de Janeiro (Brazil) and Buenos Aires (Argentina). The Cap Arcona was one of the most beautiful ships of its time with a huge cherry wood hall, beautiful dining rooms, and luxurious cabins with excellent beds and washbasins for 1,365 passengers. At the outbreak of the Second World War, the ship was requisitioned by the navy and deployed for troop transport. From 29 November 1940, the ship in Gothenhafen, today's Polish town of Gdynia, was deployed to provide accommodations for 2,000 seamen who were trained as crews for U-boats. In April 1941, the engine room was severely damaged by a fire. By the end of 1944, Soviet troops were so close to the eastern border of Germany that the Germans proceeded with large-scale evacuations of troops and civilian refugees from East Prussia to north-western Germany. For this reason, the Cap Arcona was made ready to sail again. From 31 January to 4 February 1945, the passenger ship took 10,000 refugees from Gotenhafen to Neustadt at the Bay of Lübeck, and from 5 April the Cap Arcona took the same number of evacuees to Copenhagen in Denmark. However, due to fuel shortages, the ship was unable to make a third voyage. Captain Heinrich Bertram was therefore ordered to sail to Neustadt. On 14 April, the Cap Arcona eventually anchored in the Bay of Lübeck. On 15 April, Gauleiter & ReikoSee Kaufmann from Hamburg gave an order by telephone to Counter Admiral Conrad Engelhardt, Seetransportchef der Wehrmacht in Flensburg, that the Cap Arcona had to take on board 8,000 concentration camp prisoners from Neuengamme. Because Engelhardt refused, the Cap Arcona was placed under the direct command of Kaufmann. On 20 April, Captain Fritz Nobmann of the Athen tried to off-load the prisoners on his cargo ship onto the Cap Arcona, but Captain Bertram refused because of the risks and the insufficient capacity of his ship. The next day, the Captain of the Athen made a new attempt to put Athen prisoners on the Cap Arcona. This was again refused by Bertram, this time with the consent of his shipping company, Hamburg-Süd, to which the ship now belonged. On 23 April, Kaufmann ordered director Dittmer of that shipping company to take prisoners aboard the Cap Arcona, but two days later Captain Bertram still refused while the Athen now lay alongside the ocean liner. That night a courier picked up a written order from Dittmer for Bertram. The next day this order was handed over to Bertram by SS-Commander Gehrig, who was accompanied by an SS-Executive command. Moreover, Gehrig threatened Bertram with death; so the merchant captain agreed to board the prisoners. However, he refused to take full responsibility for what might happen to his ship and to the people on board. From 26 April 1945, 6,500 prisoners from the Athen itself, the Otterbek, the Elmenhorst, and from the freight train cars were taken by the Athen to the Cap Arcona. The other prisoners remained on the Thielbek. On board the Cap Arcona the prisoners were grouped by nationality. The Russians were locked up in the banana bunker and the potato cellar without light or ventilation. The German prisoners mainly ended up in the luxury huts on C-Deck, the French in the barges, and the remaining prisoners, at times in groups of up to 12 people, in the mostly double and quadruple cabins. The large numbers of seriously ill prisoners were housed in the huts on D-Deck. On average, every half hour a death occurred on board the passenger ship. The dead were brought ashore to Neustadt on a daily basis by a funeral command with a motorboat and buried in mass graves at the local cemeteries. The 50 SS and the 500 naval artillery soldiers, who guarded the prisoners, stayed in the restaurant and the main hall on the upper deck. On 30 April, the Athen took back 2,000 prisoners from the Cap Arcona. In the early morning of 3 May, a supply cutter came alongside the Cap Arcona to deliver drinking water. It remained docked next to the ship. A little later there was, via Neustadt, another transport of 205 prisoners from Mittelbau-Dora, an ancillary camp of Buchenwald, who had to board the passenger ship. They were housed in the luggage compartment. That same morning the Cap Arcona and the unoccupied passenger ship Deutschland, were supplied with a small amount of fuel oil by the tanker Forbach. From the 1st of May, the Deutschland, a passenger ship of the Hamburg-American Packaging Company (Packetfahrt-Actien-Gesellschaft - HAPAG) weighing over 22,000 tons, was anchored in the Bay of Lübeck near Sierksdorf, south of Neustadt. The intention was to place prisoners from Sachsenhausen concentration camp on this ocean liner. The Athen was a 4,450-ton cargo ship of the Deutsche Levante Line, which was delivered in 1936 by the German shipyard in Hamburg. The ship was in use from 1940 by the mine warfare command and control department of the navy, but in 1942 the cargo ship was returned to its original owner. In mid-April 1945, the ship was commissioned by Gauleiter & ReikoSee Kaufmann to take in concentration camp prisoners from Neuengamme. On 19 April, the Athen was directed to the industrial harbour of Lübeck. That same evening Captain Nobmann was visited by SS-Commander Gehrig, who ordered him to take 2,000 prisoners on board. The next day 2,300 prisoners and 280 SS guards were boarded. Until 26 April, Captain Nobmann made several trips to give the prisoners to the Cap Arcona. On that day, the Athen sailed twice back and forth between Lübeck and the Cap Arcona, which was anchored at Neustadt, transferring a total of 6,500 prisoners. The following days were used to clean the compartments of the cargo ship as much as possible using fire hoses. On 30 April, the Athen once more had to take over 2,000 prisoners from the Cap Arcona because the Germans thought the luxury passenger ship was too crowded and were afraid of not being able to maintain overall control. The cargo ship was then anchored in the Bay of Lübeck, at Neustadt. A Dutch survivor recounted that "the medical care was appalling. Practically nothing was being done about the dysentery sufferers. Only the worst cases of inflammation are treated, after which they are swathed in bandages of toilet paper. We suffered a lot from the cold and were constantly coughing. Reason being that the surroundings consisted entirely of iron; no matter where you lie. We have no choice but to sleep on our backs, because our hips were raw. The days on the Athen were like a horror in our memory." On 3 May at 12:30 p.m., Captain Nobmann was ordered by the commander of the naval base in Neustadt, Heinrich Schmidt, to enter the port for the purpose of taking more prisoners on board. He immediately weighed anchor and entered the harbour. At 1:45 p.m. the ship was moored at the local naval port. The Thielbek was a fairly new cargo ship of 2,815 tons, which was delivered in 1940 by Orenstein & Koppel AG at Lübeck. The cargo ship was damaged in 1944 on the Elbe by a British air raid and was repaired by a ship repair company located in a shipyard at the Bay of Lübeck. Although the repairs had not yet been completed, Gauleiter Kaufmann had the ship towed to the industrial harbour of Lübeck on 19 April 1945. Captain John Jacobsen and 18 crew members were on board. From 20 April, more than 2,000 prisoners were taken on board, who were locked up in the compartments without food or drink or sanitary facilities. A small group of SS and a group of naval artillerymen came on board as guards. The last loading of the Thielbek consisted of coal. As a result, the compartments were extremely dirty. The weakened prisoners were tightly packed on the steel plates of the cargo compartments. In the lower front cargo compartment were the sick, of whom dozens died daily. Part of a letter from Captain John Jacobsen to his wife has been preserved. He describes how he found his ship after the prisoners were brought on board during his absence. He had to cross the Elmenhorst to get on board. "There are four corpses on the Thielbek. Prisoners are constantly dying. Every morning the dead are first removed from the compartments. Five deaths this morning on the Thielbek. They are now being collected. You can see who will perish tomorrow. Yet, not all of them are half-starved bodies, on the contrary, there are also some who still look good, powerful and fresh. The crimes for which they were imprisoned also differ considerably. Ages range from 14 to 70 years. All social classes are represented. There are also all kinds of nationalities. The foreigners are not allowed to enter the deck. They sit like sardines on top of each other. They did their needs in private barrels, which are emptied if necessary. At first, you see all this with horrified eyes. However, you quickly get used to it. Tragically, people are not grasping their situation. The guard consists of soldiers, but the prisoners keep their own order and discipline. The distribution of food is also in the hands of prisoners, who share bread, packets of margarine along with pencils and papers. If only there was more hygiene. On the hatches where dead corpses or private barrels were placed, loaves of bread are stored and divided. Maybe they are well-disposed because they see the end approaching and with it, freedom and probably revenge as well. Nevertheless, I will be glad if I don't have to see this situation anymore. After all, it is one big misery and unworthy of humanity". Probably the wife of Captain Jacobsen was spared the overly horrible images, as the testimonies of several imprisoned survivors accounts of a true hell aboard the Thielbek. On 1 May 1945 the Thielbek was loaded with supplies, but the ship remained in the harbour. The next day at 12:00 the last transport, which arrived on foot from Neuengamme in Lübeck, was boarded on the cargo ship. Two hours later the Thielbek was towed out of the harbour by two tugboats and then towed down the Trave in the direction of the Bay of Lübeck. The German ship anchored 700 meters from the Cap Arcona with about 2,800 prisoners on board. The Swedish Red Cross played an important role during the months of April and May 1945 in the relocation of tens of thousands of concentration camp prisoners. The prisoners had been dependent on this organisation for months for their food supply. The Red Cross packages, which were regularly supplied by cargo ships, not only contained food, but also cigarettes and sometimes medicines. The Swedish Red Cross was also active in other ways. For example, on 20 April 1945 a total of 4,255 Danish and Norwegian concentration camp prisoners were taken by the legendary white buses via Denmark to Malmö in Sweden. On 29 April, Doctor Hans Arnoldson, representative of the Swedish Red Cross in Lübeck, received an anonymous letter describing the terrible situation of the prisoners on the ships in the port of Lübeck. He then offered the German authorities to take 250 sick French, Belgian and Dutch prisoners to Sweden on board the cargo ships Lillie-Matthiessen and Magdalena. The ships had brought a load of Red Cross packages and were therefore readily available. The Germans agreed and the next day a total of 250 prisoners were taken from the Thielbek and the Cap Arcona. That same day the Lillie-Matthiessen departed for Trelleborg in Sweden carrying 420 female prisoners from concentration camp Ravensbrück, and the Magdalena with the same destination carried approximately 400 male prisoners from the Thielbek and Cap Arcona and the sick from a barn in Süsel, a village 10 kilometres southwest of Neustadt. On 2 May, Arnoldson began preparing for the transfer of the concentration camp prisoners, who were on the docksides and ships in Lübeck, as the British were quickly advancing. However, when he appeared on the dock that morning, it was empty and the ships were gone. The representative of the International Red Cross in Lübeck, P. de Blonay, informed the British General-Major George Roberts of the 11th Armoured Division about the prisoners aboard the ships in the Bay of Lübeck near Neustadt. Roberts passed this information on to the headquarters of Group 83 of the 2nd Tactical Air Force (TAF). On the morning of 3 May, Arnoldson told the British that there were prisoners on the ships in the Bay of Lübeck. In the event of a possible air attack on the ships, they would be at great risk. That same afternoon, Arnoldson accurately informed two British officers about the prisoners. The officers promised to act immediately, but it was already too late to prevent the imminent catastrophe. In April 1945, the British advance in north-western Germany was unstoppable. On 15 April, the Bergen-Belsen concentration camp was handed over to the British by the Wehrmacht. Two days later, British planes dropped leaflets over Neuengamme with an aerial photograph of the camp and together with this indicating that they were aware of the camp's and prisoners existence. On 19 April, British troops reached the left bank of the Elbe at Lauenburg, about 30 kilometres from Neuengamme. On 26 April the British took Bremen. Two days later they made a breakthrough at Lauenburg and established a first bridgehead in Schleswig-Holstein. The next day, fierce German resistance slowed down the British advance in the Lauenburg area. As a result, the British also expected heavy resistance in the areas still controlled by the Germans. That is why military measures were taken, including armed reconnaissance flights by tactical air units. On 30 April, the British troops approached the coast at Lübeck and Travemünde, and the next day the 11th British Armoured Division stood just outside the city of Lübeck. In the afternoon of 2 May, they took the city without battle. That same afternoon British reconnaissance aircraft discovered that in the Bay of Lübeck, near Neustadt, six German destroyers, some U-boats and troopships had arrived. The Cap Arcona and the Thielbek lay in among the warships and could not be recognized as floating concentration camps. The ships did not fly a white flag, had armaments on board, and on deck armed guards were walking around. Most SS men had meanwhile secretly left the ships. The still empty Deutschland was also anchored among the German military ships. On 3 May, at 11:15 am, a day order 71 was issued by the British RAF headquarters. German ships that left or threatened to leave the ports of Schleswig Holstein on a large scale had to be destroyed by Groups 83 and 84 of the 2nd Tactical Air Force (TAF). Twenty minutes later, the first squadrons of Hawker Typhoon Mark 1B fighter-bombers took off from the Ahlhorn base to target the ships in the Bay of Lübeck. However, they returned shortly afterwards to their original position due to poor visibility. At 11:45 four Typhoons took off from the Hustedt base. They fired 32 60lb RP-3 rockets on the Deutschland, of which only four hit their target. The damage to the ocean liner was minor and the fires that occurred could easily be extinguished by the crew. At 14:00 hours, the second air attack started with nine Typhoons from the base Plantlünne near Nordhorn. Half an hour later, five aircraft fired 40 rockets at the Cap Arcona, after which the ship was engulfed in flames. Captain Bertram had white flags hoisted but the damage had already been done. The wood used to decorate the luxury ship and the thousands of concentration camp prisoners were easy prey for the fire. The stairwells worked like chimneys, further fuelling the fire. Life jackets were only for the crew and the guards, so that many prisoners who could get off the ship drowned in the cold water of the Bay of Lübeck. The lifeboats could not be lowered because the ropes were incinerated by the fire. Some of the boats that were launched in one way or another, were quickly overloaded and sank. The few remaining SS men and guards shot their weapons at fleeing prisoners, then jumped overboard or were trampled in panic by the crowd. The supply cutter, which was still alongside the Cap Arcona, quickly took a number of shipwrecked people and then sailed to the naval port in Neustadt, which saved the lives of some 50 prisoners. At the same time as the Cap Arcona, the Thielbek was attacked by four Typhoons which fired 32 rockets at the packed cargo ship, after which the attack was continued with firing of the 20mm on-board machine guns. The ship quickly capsized, while black plumes of smoke rose from it. The Thielbek sank fifteen minutes after the attack. Captain Jacobsen, his first officer, ten other crew members, and almost all 2,800 prisoners went down with the ship. At 15:15, the third and fourth British air raids started with a total of seventeen Typhoons from the Ahlhorn and Celle base. With 36 rockets along with on-board weapons, these aircraft bombarded the Deutschland, which caused the ship to go up in flames. The crew was able to leave the ship safely by means of a couple of lifeboats. Moments later the burning passenger ship was hit again with two 500-pound bombs which were dropped by the Typhoons of base Celle. Four hours later the ship capsized and sank. From the Athen, the British fighters were shot at with anti-aircraft guns. The cargo ship was in turn attacked by British tanks that had taken position at the Neustadt maneuvering area. After the Athen had been hit several times by shells from these tanks, the crew and the guards left the ship. The prisoners disembarked but stayed close to the dock where they got their food supply such as cheese, sugar and butter from a warehouse appropriately named "Glücksklee" (four-leaf clover). A few hours later the prisoners were freed by British ground troops. The prisoners aboard the Cap Arcona were less fortunate. The on-board fire extinguishing equipment and the watertight bulkheads were not working. Most of the prisoners perished from burning, smoke inhalation, or drowning. The few who managed to reach the beach were attacked by SS, Wehrmacht soldiers, and members of the Hitler Youth. Hundreds of prisoners were killed in this way. Some rushed minesweepers, which had received strict orders to rescue only Germans. Prisoners who wanted to climb aboard these ships were beaten off or shot. At 17:00 a fierce explosion took place on board the Cap Arcona, possibly caused by oil vapours in the fuel tanks, which were only filled to a few percent. The ship capsized, but remained partially above water because the water depth was only 18 meters, while the passenger ship was 26 meters wide. A few prisoners who had remained on board were able to survive on the warm hull of the ship. They were picked up in the evening by British rescue teams. Ultimately, approximately 350 prisoners of the Cap Arcona and no more than 50 prisoners of the Thielbek survived the disaster in the Bay of Lübeck. After the disaster, corpses washed ashore for weeks onto the beaches in the Bay of Lübeck, from Timmendorf in the south to Pelzerhaken in the north. The last human remains were not found until 1971. With over 7,000 casualties, the massacre in the Bay of Lübeck became the biggest maritime disaster in history after the sinking of the Wilhelm Gustloff on 30 January 1945. In that disaster, with three torpedoes a Soviet submarine sank the former German cruise and passenger ship, packed with German refugees. More than 9,000 people were killed. The harshest part of the disaster in the Bay of Lübeck is that it took place in the very last phase of the Second World War. Hitler had already committed suicide, and the Allies were about to overpower Germany. So why did the SS still go so far as to desperately try to keep the atrocities of some concentration camps secret while several others had already been liberated? Because the SS had left the ships prematurely, the fire extinguishing equipment on the Cap Arcona had been rendered unusable, and because the ships with prisoners on board had not been identified, it seems that Von Bassewitz-Behr, Kaufmann, and Pauly had speculated about a British attack. In any case, they seriously considered that such an attack could be carried out, and they subsequently took advantage of the situation to get rid of as many prisoners as possible. The shelling of the prisoners who were able to reach the beach seems to confirm this. It is generally believed that despite the warnings of the Red Cross, the British allowed the attacks on the ships to continue because they did not want to run any risk of SS soldiers and military equipment escaping to Denmark or Norway, where the Germans could continue the fight. The British Government decided that the secret documents relating to the shelling of the floating concentration camps in the Bay of Lübeck would not be made public until 2045. This 100-year secrecy is seen by the survivors and their families as an indication that the British have something to hide. This seriously disrupts the processing of the disaster. RAF pilot Allan Wyse of squadron 193 later recalled: "We used our cannon fire at the chaps in the water.....we shot them up with 20mm canons. Horrible thing, but we were told to do so and we did it. That`s war."	5,921	ENGLISH	1
In the fall of 1927, the University of Colorado announced the topic for that year’s High School Debating League, which the university was sponsoring. That school year, high school students from all over Colorado would research and debate the merits of the proposed Boulder Dam (known since 1947 as the Hoover Dam). Construction of a dam on the Colorado River had first been recommended to Congress in 1922. Beginning that year two California congressmen, Phil Swing and Hiram Johnson, sponsored a series of bills to authorize construction of the dam, but received little support due to complicated water rights issues and the great expense of the project. That same year, Colorado’s Delph Carpenter negotiated the seven-state Colorado River Compact, which divided the waters between the upper and lower basin states. By 1927-28, Swing and Johnson’s latest efforts were getting more traction than their earlier bills. However, many in Colorado expressed concerns that water rights would favor California over Colorado, as well as how a project of such magnitude would be engineered. The university even set up a “fact-finding committee” to study the issue in conjunction with the debates. Such was the state of events when the University released its announcement about that year’s high school debate topic. The debate committee was aware that their chosen topic was an evolving situation, so they stressed the importance of keeping current on the issue. But they believed it was a “complex, intricate, and … fresh” topic that “afforded so many alluring byways and cross-paths.” To help students prepare their arguments for or against the dam, two librarians at the University of Colorado library assembled a “history and analysis” of the project, along with a very extensive bibliography. These items were included in the announcement; therefore, this publication, which has recently been digitized by our library, is of especial interest not just for its information about the high school debate league, but as a detailed listing of documents and records from the time period regarding the development of the dam — a valuable resource for anyone looking for a listing of primary sources about the dam’s history. The Swing-Johnson bill authorizing the dam was passed by Congress and signed by President Coolidge in December 1928. The dam was constructed between 1931 and 1936, providing hundreds of jobs during the Great Depression.	<urn:uuid:f56f683d-5f72-49d7-96dd-a634048200cf>	CC-MAIN-2020-05	https://www.coloradovirtuallibrary.org/resource-sharing/state-pubs-blog/time-machine-tuesday-students-debate-the-boulder-dam/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00413.warc.gz	en	0.981203	486	3.4375	3	[ -0.49874186515808105, 0.15950900316238403, 0.011528178118169308, -0.02854708954691887, -0.07808810472488403, -0.002679302589967847, -0.4683053195476532, 0.2240859419107437, -0.14286039769649506, -0.12010090053081512, -0.28638482093811035, 0.006204583682119846, 0.018780743703246117, -0.0135...	9	In the fall of 1927, the University of Colorado announced the topic for that year’s High School Debating League, which the university was sponsoring. That school year, high school students from all over Colorado would research and debate the merits of the proposed Boulder Dam (known since 1947 as the Hoover Dam). Construction of a dam on the Colorado River had first been recommended to Congress in 1922. Beginning that year two California congressmen, Phil Swing and Hiram Johnson, sponsored a series of bills to authorize construction of the dam, but received little support due to complicated water rights issues and the great expense of the project. That same year, Colorado’s Delph Carpenter negotiated the seven-state Colorado River Compact, which divided the waters between the upper and lower basin states. By 1927-28, Swing and Johnson’s latest efforts were getting more traction than their earlier bills. However, many in Colorado expressed concerns that water rights would favor California over Colorado, as well as how a project of such magnitude would be engineered. The university even set up a “fact-finding committee” to study the issue in conjunction with the debates. Such was the state of events when the University released its announcement about that year’s high school debate topic. The debate committee was aware that their chosen topic was an evolving situation, so they stressed the importance of keeping current on the issue. But they believed it was a “complex, intricate, and … fresh” topic that “afforded so many alluring byways and cross-paths.” To help students prepare their arguments for or against the dam, two librarians at the University of Colorado library assembled a “history and analysis” of the project, along with a very extensive bibliography. These items were included in the announcement; therefore, this publication, which has recently been digitized by our library, is of especial interest not just for its information about the high school debate league, but as a detailed listing of documents and records from the time period regarding the development of the dam — a valuable resource for anyone looking for a listing of primary sources about the dam’s history. The Swing-Johnson bill authorizing the dam was passed by Congress and signed by President Coolidge in December 1928. The dam was constructed between 1931 and 1936, providing hundreds of jobs during the Great Depression.	488	ENGLISH	1
Indigo was a highly-valued crop in British colonial Florida. One of the oldest and most durable of dyes, its use dates back to ancient times in India, Persia, Egypt, and Peru. Indigo was an intense blue dye derived from the indigo plant through a long and laborious process. Indigo required the most labor in July, August and September when the pea-like plants were harvested and fermented in great open vats, and the dye was extracted. Indigo was used primarily for dyeing textiles, but also was useful as paint, cosmetics and for cleaning wounds. Indigo processing was a noxious process which many now believe was toxic to indigo workers. Indigo production began in East Florida during the British period and it was the colonies most important crop. It became a profitable import quickly, as two to three productive crops could be harvested each year. It was not until 1878 that an artificial form of blue dye was created which could replace natural indigo. Rice was a widespread and important British crop which played a crucial role in the establishment of slavery along the coastal southeast, including Northeast Florida, the Carolinas and Georgia. Just to the north of the Florida border, rice was considered a necessary crop for economic survival. After the Spanish left Florida, the production of rice moved southward. Many East Florida planters had family and business connections to the West Indies, Carolina and Georgia colonies where a knowledge of the coastal cultivation of rice had already developed. Growing rice in fields along coastal rivers required great amounts of labor and attention, nearly all provided by slaves. Dikes, ditches and water-retention devices were constructed to ensure that rice crops were well watered and protected from saltwater intrusion. Florida's climate was well suited for successful rice production.	<urn:uuid:943f0bfb-a596-4a30-beb5-2d61d3d7058a>	CC-MAIN-2020-05	https://www.volusia.org/residents/history/volusia-stories/plantation-ruins/indigo-rice.stml	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783000.84/warc/CC-MAIN-20200128184745-20200128214745-00259.warc.gz	en	0.986481	356	3.96875	4	[ -0.5103453993797302, -0.018502308055758476, 0.09566829353570938, -0.06457938253879547, 0.2691909074783325, 0.23850297927856445, 0.06440304219722748, 0.3090258240699768, -0.1630362719297409, 0.09243251383304596, 0.06583962589502335, -0.31102603673934937, -0.18122239410877228, 0.734463751316...	3	Indigo was a highly-valued crop in British colonial Florida. One of the oldest and most durable of dyes, its use dates back to ancient times in India, Persia, Egypt, and Peru. Indigo was an intense blue dye derived from the indigo plant through a long and laborious process. Indigo required the most labor in July, August and September when the pea-like plants were harvested and fermented in great open vats, and the dye was extracted. Indigo was used primarily for dyeing textiles, but also was useful as paint, cosmetics and for cleaning wounds. Indigo processing was a noxious process which many now believe was toxic to indigo workers. Indigo production began in East Florida during the British period and it was the colonies most important crop. It became a profitable import quickly, as two to three productive crops could be harvested each year. It was not until 1878 that an artificial form of blue dye was created which could replace natural indigo. Rice was a widespread and important British crop which played a crucial role in the establishment of slavery along the coastal southeast, including Northeast Florida, the Carolinas and Georgia. Just to the north of the Florida border, rice was considered a necessary crop for economic survival. After the Spanish left Florida, the production of rice moved southward. Many East Florida planters had family and business connections to the West Indies, Carolina and Georgia colonies where a knowledge of the coastal cultivation of rice had already developed. Growing rice in fields along coastal rivers required great amounts of labor and attention, nearly all provided by slaves. Dikes, ditches and water-retention devices were constructed to ensure that rice crops were well watered and protected from saltwater intrusion. Florida's climate was well suited for successful rice production.	361	ENGLISH	1
Does the speaker warn readers to be careful in spite of his ideals? Give two example to explain. In this poem, an apparently older speaker offers advice to a younger boy, perhaps even his son (as the speaker refers to him this way in the poem's final line). The older speaker does, in fact, warn his audience, this younger boy, against placing too much stock in his ideals. An ideal can refer to a standard of perfection or excellence, or it can refer to a goal or one's ultimate aim. In the poem, the speaker tells his listener to "dream—and not make dreams your master," and to "think—and not make thoughts your aim," and in this way, the younger boy will eventually become a man some day. It seems that the speaker does warn the younger boy not to become a slave to his dreams (the effect of making them his "master"); if he only lives for one particular dream, then he might never achieve satisfaction or contentment with any other accomplishment. Likewise, he does not want the boy's reflections to become his ideal; he must live in the real world of action. If one lives for one's ideals only, then one will likely never be satisfied. Thus, the speaker does warn the younger boy, perhaps his own son, as well as readers, by extension, of the danger placing too much emphasis on ideals. check Approved by eNotes Editorial	<urn:uuid:d09f313c-94cd-4849-b509-3e2530033f9b>	CC-MAIN-2020-05	https://www.enotes.com/homework-help/does-the-speaker-warn-readers-to-be-careful-in-2061934	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601628.36/warc/CC-MAIN-20200121074002-20200121103002-00306.warc.gz	en	0.987167	289	3.359375	3	[ -0.038195881992578506, -0.021034622564911842, 0.4118485748767853, -0.15061159431934357, -0.20777185261249542, 0.0585828572511673, 0.5697997808456421, 0.4441303312778473, -0.2599526345729828, -0.27269870042800903, -0.09760934114456177, 0.08729570358991623, 0.2873663604259491, 0.440251618623...	2	Does the speaker warn readers to be careful in spite of his ideals? Give two example to explain. In this poem, an apparently older speaker offers advice to a younger boy, perhaps even his son (as the speaker refers to him this way in the poem's final line). The older speaker does, in fact, warn his audience, this younger boy, against placing too much stock in his ideals. An ideal can refer to a standard of perfection or excellence, or it can refer to a goal or one's ultimate aim. In the poem, the speaker tells his listener to "dream—and not make dreams your master," and to "think—and not make thoughts your aim," and in this way, the younger boy will eventually become a man some day. It seems that the speaker does warn the younger boy not to become a slave to his dreams (the effect of making them his "master"); if he only lives for one particular dream, then he might never achieve satisfaction or contentment with any other accomplishment. Likewise, he does not want the boy's reflections to become his ideal; he must live in the real world of action. If one lives for one's ideals only, then one will likely never be satisfied. Thus, the speaker does warn the younger boy, perhaps his own son, as well as readers, by extension, of the danger placing too much emphasis on ideals. check Approved by eNotes Editorial	283	ENGLISH	1
He never lived up to the standards set by his father. But it’s doubtful that anyone could have fared better. After all, how do you follow the legacy created by Hawaii’s greatest king? The son of Kamehameha the Great and Keopuolani, the king’s highest-ranking wife, Liholiho was born in November 1797 in Hilo on the Big Island of Hawaii. At the age of five, he was declared to be his father’s eventual successor and began learning the religious and political traditions of Hawaiian rule. Kamehameha the Great died in 1819, and Liholiho, per tradition, headed to the mountains for a period of mourning. Upon his return, the young king met with the Council of Chiefs, which included Keopuolani as well as Kamehameha’s favorite wife, Kaahumanu. It was decided that Liholiho would assume his father’s ceremonial role, while Kaahumanu would serve as kuhina nui, or prime minister. In practical terms, Liholiho held very little power. The new king was generally well-liked and admired. As one American missionary observed, “There is nothing particularly striking about his countenance, but his figure is noble, perhaps more so than that of any other chief; his manners polite and easy, and his whole deportment that of a gentleman.” Within six months after assuming the throne as Kamehameha II, the religious and political code of old Hawaii, collectively called the kapu system, was abolished. It’s believed that Kaahumanu and Keopuolani persuaded Liholiho to eliminate the kapu system by eating a meal with women—a definite taboo at the time. It’s also said that the Hawaiians had grown increasingly dissatisfied with the ancient system. Liholiho’s reign was also marked by his efforts to ensure the lasting independence of the Hawaiian kingdom. In 1793, British Captain George Vancouver formed an alliance with Kamehameha I to protect the Hawaiian islands from foreigners. That agreement, however, was never officially acknowledged by the British government. Thus, in 1823, Liholiho and his favorite wife, Kamamalu, sailed to England in an attempt to finalize his father’s negotiations with King George IV. Liholiho and Kamamalu arrived in England in May 1824. Sadly, before Liholiho could meet with his British counterpart, both he and his queen contracted the measles. Kamamalu died on July 8. Six days later, Liholiho himself succumbed to the disease. Their bodies were placed in extravagant coffins and returned to their homeland. Although the reign of Kamehameha II lasted only five years, it was an eventful period that helped shape the future of the Hawaiian kingdom. One wonders what legacy Liholiho might have created for himself if not for his untimely death.	<urn:uuid:d06ad6cd-dbaa-4e0b-94ee-c46144a3afb7>	CC-MAIN-2020-05	https://www.aloha-hawaii.com/hawaii/kamehameha-ii/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00276.warc.gz	en	0.985494	641	3.5	4	[ -0.4006512463092804, 0.708533763885498, 0.25095120072364807, -0.4109269976615906, -0.38569098711013794, -0.17913968861103058, 0.4655138850212097, -0.27532273530960083, -0.1537938266992569, 0.35899871587753296, -0.08544803410768509, -0.022882625460624695, 0.37722599506378174, 0.261551499366...	20	He never lived up to the standards set by his father. But it’s doubtful that anyone could have fared better. After all, how do you follow the legacy created by Hawaii’s greatest king? The son of Kamehameha the Great and Keopuolani, the king’s highest-ranking wife, Liholiho was born in November 1797 in Hilo on the Big Island of Hawaii. At the age of five, he was declared to be his father’s eventual successor and began learning the religious and political traditions of Hawaiian rule. Kamehameha the Great died in 1819, and Liholiho, per tradition, headed to the mountains for a period of mourning. Upon his return, the young king met with the Council of Chiefs, which included Keopuolani as well as Kamehameha’s favorite wife, Kaahumanu. It was decided that Liholiho would assume his father’s ceremonial role, while Kaahumanu would serve as kuhina nui, or prime minister. In practical terms, Liholiho held very little power. The new king was generally well-liked and admired. As one American missionary observed, “There is nothing particularly striking about his countenance, but his figure is noble, perhaps more so than that of any other chief; his manners polite and easy, and his whole deportment that of a gentleman.” Within six months after assuming the throne as Kamehameha II, the religious and political code of old Hawaii, collectively called the kapu system, was abolished. It’s believed that Kaahumanu and Keopuolani persuaded Liholiho to eliminate the kapu system by eating a meal with women—a definite taboo at the time. It’s also said that the Hawaiians had grown increasingly dissatisfied with the ancient system. Liholiho’s reign was also marked by his efforts to ensure the lasting independence of the Hawaiian kingdom. In 1793, British Captain George Vancouver formed an alliance with Kamehameha I to protect the Hawaiian islands from foreigners. That agreement, however, was never officially acknowledged by the British government. Thus, in 1823, Liholiho and his favorite wife, Kamamalu, sailed to England in an attempt to finalize his father’s negotiations with King George IV. Liholiho and Kamamalu arrived in England in May 1824. Sadly, before Liholiho could meet with his British counterpart, both he and his queen contracted the measles. Kamamalu died on July 8. Six days later, Liholiho himself succumbed to the disease. Their bodies were placed in extravagant coffins and returned to their homeland. Although the reign of Kamehameha II lasted only five years, it was an eventful period that helped shape the future of the Hawaiian kingdom. One wonders what legacy Liholiho might have created for himself if not for his untimely death.	621	ENGLISH	1
History and context The Azores archipelago is an autonomous region of Portugal in the middle of the Atlantic Ocean, approximately 1,360 km west of the European Mainland. The volcanic islands, first inhabited by Portuguese settlers in the 15th century, are rugged and remote, challenging inhabitants to eke out a living from the land and sea. In the 18th century American whaling ships (often termed ‘Yankee’ whaling ships) began to roam the world’s oceans, frequently calling in at a port on the island of Faial in the Azores. By 1768 as many as 200 whaling ships of different origins were calling in at Faial each year. They were attracted by the resident sperm whale populations around the islands, as well as the convenience of a mid-ocean port where vessels could be repaired and stores replenished1. Inhabitants of the near-by island of Pico took note of the demand for whale products and decided to launch their own shore-based whaling industry from the village of Lajes, a distance of less than 5 nautical miles from the main port at Faial. Whaling commenced from Lajes in 1867, and continued for over a century. At its peak the industry involved 22 canoes and 98 men organized under seven community whaling companies2. Lookouts were posted in a network of stone watch towers perched high on the cliffs around the island. When sperm whales were sighted, they would signal the whalers, who would set out on canoes with sails, lowering the sails as they drew close to the whales, and approaching stealthily by paddle-power to launch hand-thrown harpoons. From the 1930’s onward motorized launches were used to take the canoes to within range of the whales, but the final approach and harpooning was conducted in the same traditional manner. The men involved in this dangerous practice became experts in understanding the distribution and behaviour of the whales, predicting where they would surface next, as their lives, and livelihoods depended on being in the right place at the right moment with their harpoons. The high value of whale oil, particularly spermacetti oil from sperm whale heads provided a valuable source of income for the inhabitants of Pico – particularly those of the village of Lajes, which also became known as A Vila Baleeia (Whaling Village). The different whaling companies were in steep competition with each other, but all had open access to the whales. Those with the greatest speed and accuracy on a given day were rewarded, as once the first harpoons were thrown, the rest of the whale pod would usually quickly disperse. In this sense, the industry was self-regulating and appeared to be sustainable, as catches per unit of effort did not decline1. Gradually, the demand for whale oil decreased, and by 1982, when Portugal agreed to support the International Whaling Commission’s moratorium on commercial whaling, the whalers of Lajes were ready to lay down their harpoons. Just a few years later, however, a new opportunity for a different type of whale hunting presented itself. Tourism in the Azores was on the increase, and whale watching was a new form of marine tourism that was taking off in coastal areas around the world3. In 1987 The International Fund for Animal Welfare (IFAW) and the European Community supported feasibility studies to investigate the potential for whale watching in the Azores. In1989, both foreign and local entrepreneurs launched whale-watch operations from the port of Lajes. While sperm whales were the original target of these ventures, the diversity of cetaceans around the islands (confirmed now at 28 species4) and their reliable year-round presence allowed the industry to expand from 50 tourists in 1991, to 4000 in 1997, and an estimated 12,000 in 20112. By 1998 eight tour operators were running tours from the village of only 400 permanent inhabitants, with some running two boats, each making up to two trips per day during the peak summer season. The traditional watch towers used to alert whalers to their prey were reoccupied: Once again, the hunt was on.	<urn:uuid:a28aff07-0df6-4c74-98cf-f8b261cacfc9>	CC-MAIN-2020-05	https://wwhandbook.iwc.int/en/case-studies/azores-portugal	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250616186.38/warc/CC-MAIN-20200124070934-20200124095934-00147.warc.gz	en	0.980802	857	3.828125	4	[ 0.32384413480758667, 0.26001647114753723, 0.13762307167053223, -0.2694605588912964, 0.1003815084695816, -0.23709094524383545, 0.060799431055784225, 0.07310883700847626, 0.09367336332798004, 0.028334271162748337, 0.023400895297527313, -0.660818338394165, -0.16455918550491333, 0.746357083320...	15	History and context The Azores archipelago is an autonomous region of Portugal in the middle of the Atlantic Ocean, approximately 1,360 km west of the European Mainland. The volcanic islands, first inhabited by Portuguese settlers in the 15th century, are rugged and remote, challenging inhabitants to eke out a living from the land and sea. In the 18th century American whaling ships (often termed ‘Yankee’ whaling ships) began to roam the world’s oceans, frequently calling in at a port on the island of Faial in the Azores. By 1768 as many as 200 whaling ships of different origins were calling in at Faial each year. They were attracted by the resident sperm whale populations around the islands, as well as the convenience of a mid-ocean port where vessels could be repaired and stores replenished1. Inhabitants of the near-by island of Pico took note of the demand for whale products and decided to launch their own shore-based whaling industry from the village of Lajes, a distance of less than 5 nautical miles from the main port at Faial. Whaling commenced from Lajes in 1867, and continued for over a century. At its peak the industry involved 22 canoes and 98 men organized under seven community whaling companies2. Lookouts were posted in a network of stone watch towers perched high on the cliffs around the island. When sperm whales were sighted, they would signal the whalers, who would set out on canoes with sails, lowering the sails as they drew close to the whales, and approaching stealthily by paddle-power to launch hand-thrown harpoons. From the 1930’s onward motorized launches were used to take the canoes to within range of the whales, but the final approach and harpooning was conducted in the same traditional manner. The men involved in this dangerous practice became experts in understanding the distribution and behaviour of the whales, predicting where they would surface next, as their lives, and livelihoods depended on being in the right place at the right moment with their harpoons. The high value of whale oil, particularly spermacetti oil from sperm whale heads provided a valuable source of income for the inhabitants of Pico – particularly those of the village of Lajes, which also became known as A Vila Baleeia (Whaling Village). The different whaling companies were in steep competition with each other, but all had open access to the whales. Those with the greatest speed and accuracy on a given day were rewarded, as once the first harpoons were thrown, the rest of the whale pod would usually quickly disperse. In this sense, the industry was self-regulating and appeared to be sustainable, as catches per unit of effort did not decline1. Gradually, the demand for whale oil decreased, and by 1982, when Portugal agreed to support the International Whaling Commission’s moratorium on commercial whaling, the whalers of Lajes were ready to lay down their harpoons. Just a few years later, however, a new opportunity for a different type of whale hunting presented itself. Tourism in the Azores was on the increase, and whale watching was a new form of marine tourism that was taking off in coastal areas around the world3. In 1987 The International Fund for Animal Welfare (IFAW) and the European Community supported feasibility studies to investigate the potential for whale watching in the Azores. In1989, both foreign and local entrepreneurs launched whale-watch operations from the port of Lajes. While sperm whales were the original target of these ventures, the diversity of cetaceans around the islands (confirmed now at 28 species4) and their reliable year-round presence allowed the industry to expand from 50 tourists in 1991, to 4000 in 1997, and an estimated 12,000 in 20112. By 1998 eight tour operators were running tours from the village of only 400 permanent inhabitants, with some running two boats, each making up to two trips per day during the peak summer season. The traditional watch towers used to alert whalers to their prey were reoccupied: Once again, the hunt was on.	899	ENGLISH	1
This beautiful structure, built by settler John Dickenson and family before the Civil War, has stood southeast of Robinson, Kansas, for a century and a half. Today it is of interest to photographers, artists, sightseers, and lovers of the history of frontier life on the Plains. (If you want to see any of these pictures in higher resolution, just click the image.) John Dickenson was born in Lee County, Virginia on February 15, 1803, and died at Robinson, Kansas, in 1881. He is buried in the Robinson cemetery. John was first married to Rebeca Pitman in Virginia, who died in 1828. One son was born to this marriage. John’s second marriage was to Lavina Nottingham, born in Virginia. She died in 1882 and is also buried in the Robinson cemetery. John and Lavina had children together, six boys and five girls. All were born in Lee County Virginia. The names of these eleven were John Carter, Rebecca Ann, Daniel S., James Kerr, Benjamin Franklin, William Bayd, Susan Cox, Martin Braionlou, Samuel Patton, Louisia Matilda, and Selecto Arlena. During the early 1850’s, with rumors of a Civil War spreading and the opening of new land in Kansas, John and Lavina decided to move their family. Land was being offered for a dollar an acre and each family was allowed a thousand acres of land, most of which was in prairie grass. They traveled by oxen and wagon into Kansas and located a half-mile south and three miles east of Robinson, where they built and lived in a sod house, which was located across the road from the present stone barn. They taught school in the winter at a prairie school to help pay for the land. John and his older sons decided to try and raise wheat and oats. To do this they would need a place to store the grain and hay for the cattle. They decided to build a stone barn. They located river rock near Atchison and hauled it home by wagon. Then they put it together with mortar. The walls are two feet thick and the beams came from timber nearby. It was hand hewed and joined with wooden pegs. The lower level was used for horses and mules. The second level was used for grain and hay, and the third level was used to store ears of corn for seed for next year. The bins in the second level have vertical ventilation slits for the grain storage. Later a large T-shaped house was built for the family and completed before 1861, the year of the Civil War. One son enlisted in the Confederate army and one went to the Union army. They both returned home after that war was over. John and Lavina continued to live on this place and both died there and were buried in the Robinson cemetery. The farm remained in the possession of their descendants until 1979. The barn still stands as a monument of the work of John Dickenson and his sons. Construction began in 1852 and was completed in 1861. The barn is 46’ by 30’. Since 1979 the Tietjens’ family has owned the farm. They have done substantial work on the farm with drainage tile and also keeping the old rock barn in repair. A new roof was put on in 1981. In the late 1980’s a tornado removed most of the west side of the roof. On the east side of the barn, a dirt ramp once came up to the bottom of the sliding doors so horses could pull wagons right up into the second floor of the barn, bringing hay and grain to be stored and fed to the livestock, who were on the ground level. The ramp had to be removed because it was putting pressure on the barn wall, causing the wall to bow inward. Also the dirt was keeping the mortar damp, causing damage to the wall which can be seen on the lower level inside the barn’s east wall. Thanks to Matt Tietjens for his historical research.	<urn:uuid:0d7f6df8-9f7b-49af-94b3-315d6ecdb245>	CC-MAIN-2020-05	https://robinsonks.wordpress.com/history/the-stone-barn-of-robinson/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00451.warc.gz	en	0.986715	831	3.453125	3	[ 0.022991597652435303, 0.4209327697753906, 0.6108126044273376, 0.15395966172218323, 0.33283567428588867, -0.2858792245388031, -0.0329582542181015, -0.13796387612819672, -0.6440889835357666, -0.0015214888844639063, -0.0903376117348671, -0.3017617166042328, 0.27462413907051086, 0.142200335860...	5	This beautiful structure, built by settler John Dickenson and family before the Civil War, has stood southeast of Robinson, Kansas, for a century and a half. Today it is of interest to photographers, artists, sightseers, and lovers of the history of frontier life on the Plains. (If you want to see any of these pictures in higher resolution, just click the image.) John Dickenson was born in Lee County, Virginia on February 15, 1803, and died at Robinson, Kansas, in 1881. He is buried in the Robinson cemetery. John was first married to Rebeca Pitman in Virginia, who died in 1828. One son was born to this marriage. John’s second marriage was to Lavina Nottingham, born in Virginia. She died in 1882 and is also buried in the Robinson cemetery. John and Lavina had children together, six boys and five girls. All were born in Lee County Virginia. The names of these eleven were John Carter, Rebecca Ann, Daniel S., James Kerr, Benjamin Franklin, William Bayd, Susan Cox, Martin Braionlou, Samuel Patton, Louisia Matilda, and Selecto Arlena. During the early 1850’s, with rumors of a Civil War spreading and the opening of new land in Kansas, John and Lavina decided to move their family. Land was being offered for a dollar an acre and each family was allowed a thousand acres of land, most of which was in prairie grass. They traveled by oxen and wagon into Kansas and located a half-mile south and three miles east of Robinson, where they built and lived in a sod house, which was located across the road from the present stone barn. They taught school in the winter at a prairie school to help pay for the land. John and his older sons decided to try and raise wheat and oats. To do this they would need a place to store the grain and hay for the cattle. They decided to build a stone barn. They located river rock near Atchison and hauled it home by wagon. Then they put it together with mortar. The walls are two feet thick and the beams came from timber nearby. It was hand hewed and joined with wooden pegs. The lower level was used for horses and mules. The second level was used for grain and hay, and the third level was used to store ears of corn for seed for next year. The bins in the second level have vertical ventilation slits for the grain storage. Later a large T-shaped house was built for the family and completed before 1861, the year of the Civil War. One son enlisted in the Confederate army and one went to the Union army. They both returned home after that war was over. John and Lavina continued to live on this place and both died there and were buried in the Robinson cemetery. The farm remained in the possession of their descendants until 1979. The barn still stands as a monument of the work of John Dickenson and his sons. Construction began in 1852 and was completed in 1861. The barn is 46’ by 30’. Since 1979 the Tietjens’ family has owned the farm. They have done substantial work on the farm with drainage tile and also keeping the old rock barn in repair. A new roof was put on in 1981. In the late 1980’s a tornado removed most of the west side of the roof. On the east side of the barn, a dirt ramp once came up to the bottom of the sliding doors so horses could pull wagons right up into the second floor of the barn, bringing hay and grain to be stored and fed to the livestock, who were on the ground level. The ramp had to be removed because it was putting pressure on the barn wall, causing the wall to bow inward. Also the dirt was keeping the mortar damp, causing damage to the wall which can be seen on the lower level inside the barn’s east wall. Thanks to Matt Tietjens for his historical research.	857	ENGLISH	1
This book retraces the voyages of Captain James Cook, the Yorkshire farm boy who drew the map of the modern world. Captain James Cook's three epic journeys in the eighteenth century were the last great voyages of discovery. His ships sailed 150,000 miles, from the Arctic to the Antarctic, from Tasmania to Oregon, from Easter Island to Siberia. When Cook set off for the Pacific in 1768, a third of the globe remained blank. By the time of his violent death in Hawaii in 1779, the map of the world was substantially complete. Tony Horwitz vividly recounts Cook's voyages and the exotic scenes the captain encountered: tropical orgies, taboo rituals, cannibal feasts, human sacrifice. He also relives Cook's adventures by traveling in the captain's wake to such places as Tahiti, Savage Island, and the Great Barrier Reef along the way, he discovers Cook's embattled legacy in the present day. Signing on as a working crewman aboard a replica of Cook's vessel, Horwitz experiences the thrill and terror of sailing a tall ship. He also explores Cook the man: an impoverished farm boy who broke through the barriers of his class and time to become the greatest navigator in British history. This is the current state of affairs as explained by Tony Horwitz, who not only read about and thoroughly researched the subject of Cook's voyages, which were undertaken between 1768 and 1799, but made an attempt to visit many of the places that were significant in his travels. By interviewing local residents and dignitaries, Horwitz deepened his own understanding of how the Cook voyages could leave such widely divergent reactions. Cook remains a hero in Britain, but is reviled throughout Polynesia, and even 18th century Americans took a dim view of his legacy. Of course, this was at a time when America was trying to throw off the shackles of British rule and so their viewpoint was highly prejudiced. But then they turned around and added to the burdens suffered throughout the Pacific by the influx of well-meaning missionaries who did great damage to local culture in their efforts to introduce Christianity and stamp out any vestiges of indigenous religion. So exploration and discovery have acquired a bad name, which is a shame because western civilization was greatly benefited by the people who had the courage to go into what was for them the unknown. There are no easy answers to the philosophical questions raised in this context. Unintended consequences are seldom anticipated and certainly it was not Cook's intention to inflict harm. He is blamed for much that he actually tried to prevent once it became apparent to him that the mingling of his crews with local populations was inflicting harm. Be all this as it may, Horwitz has produced a tremendously interesting account, mingling the story of Cook, the man and leader, with his own present day investigations. From conversations with drugged-up hippies at one extreme to the King of Tonga at the other, and many colorful personalities in between, Horwitz manages to give us a feel for the situation on the ground throughout Polynesia, New Zealand, the east coast of Australia and the Aleutian Islands of Alaska — both now and at the time of Cook's visits. The consensus of opinion is that Cook himself was a good man. His leadership was exemplary. His first two voyages were enough to put him in the record books. During his third voyage, however, something in him was deteriorating and his judgment seemed to suffer as time went by. By the time of their return to Hawaii from the Arctic, his irascibility caught up with him and he was murdered, by the very people who had initially treated him as a kind of god, with a dagger fashioned out of one of the iron spikes that Cook had brought along as gifts to the islanders for whom iron was highly prized. Not an auspicious finale to an otherwise illustrious career, but in the end, it is easy to see how people might feel about Cook on either side of the cultural divide. So much more could be said about Blue Latitudes, and so much has been left out of this brief commentary. Readers will find much to enjoy and much to ponder in this fascinating book. Highly recommended. Horowitz artfully mixes facts with humor as he educates you in the life of Captain Cook. The book switches flawlessly between Cook’s travels and Horowitz’s own. You are able to see both the similarities and the differences between their experiences. I never thought I could laugh and learn at the same time, but Blue Latitudes proved me wrong! I found myself laughing while actually absorbing information about this interesting man. It takes a truly skilled writer to entertain one as much as Horowitz does. I highly recommend this book whether you’re a traveler or not; you can brave the high seas from the safety of your own couch or bring this book along with you as you sail the waters yourself! Roger: “You try to escape, to find simplicity, and end up bringing all the baggage with you. So you end up turning paradise into the same hellhole you left.” (p. 69) “Reg’s attraction to Cook was entirely different from my own. While I was drawn to Cook’s restless adventuring and plunge into the unknown, Reg worshipped the man’s modesty, sense of duty, loyalty to home and country. Maybe it was good that we knew so little of Cook’s inner life. As it was, each of us could fill him up with our own longings and imagination.” (p. 303) If an amusing, well-written travelogue spiced with a fair bit of painless history appeals to you, this is your book. If you're looking for a clear understanding of who Cook was and what he meant, try Lynne Withey, Alan Villiers, Alan Moorehead, or Richard Hough. A serious-but-readable look at the diversity of lives lived today in Oceana? You're on your own, mate. I would love to have dinner with Tony and Geraldine. I believe it would be a great evening and there would be a lot of really interesting conversation. I'm going now to find another one of his books - probably "Baghdad Without a Map". Horwitz obviously admires Cook a great deal, but he balances his enthusiasm for the Captain with the views of the present-day descendants of the island natives Cook met on his travels. He describes Cook and his crew's interactions with the natives of Haiti, New Zealand, Tonga, Hawaii, Bora-Bora, Alaska, Australia, Western Canada, and more. I found the history fascinating, and the modern-day travelogue bits with Horwitz and Roger great fun. The description of Cooktown Days in Cooktown, Australia had me laughing hysterically. I strongly recommend this book to anyone who thought history was a bore in school. Books like this just might change your mind. This was my first time reading Tony Horwitz, and also the first book I read on Hawaii for my June trip. Horwitz is along the lines of Bill Bryson in that his book informative, but mostly light and fun. However, whereas Bryson's books have a habit of drowning in trivia, it almost seems Horwitz can't go wrong. He has a charm, he focuses on interesting things, and he keeps the book entertaining throughout. The book itself is an inspiring look at Captain James Cooke and, especially, at Pacific Ocean. Cooke made first contact in New Zealand, Australia, Hawaii, and on several different islands throughout Pacific Oceania. An unusually expert charter, he filled out the map in the Pacific. He is roundly hated as the symbolic end of the native peoples in all these places. Either Cooke, or the mariners who followed his maps, brought the diseases and also opened the way to exploitation and colonization, leading to a wiping out of populations. Cooke the person was, however, was almost beyond reproach. The European mariners were a dark part of humanity, the worst of the worst, only more extreme because of the endless hardships they had to endure at sea. The record is painfully bad. But Cooke is an exception - responsible, knowledgeable, humble, he has a dignity in history...but it only lasts up to that point where he finally lost his cool and his life in Hawaii. This was very enjoyable despite being a bit long, and despite being a terrible read for Hawaii. It's long because Horwitz covers so much. It's the wrong book for Hawaii as that was James Cooke's last and fatal stop and it doesn't really appear in the book until near the end. But, despite the length, it's light and quick and left me craving more information.	<urn:uuid:1407c9e4-d605-4b8c-9b7f-0158f90bd812>	CC-MAIN-2020-05	https://www.librarycat.org/lib/ShawIslandLibrary/item/133671332	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593994.14/warc/CC-MAIN-20200118221909-20200119005909-00012.warc.gz	en	0.980287	1,800	3.5	4	[ -0.02637273445725441, 0.19129076600074768, 0.4930956959724426, -0.05617794394493103, -0.18004198372364044, -0.3532175123691559, -0.1251806616783142, 0.09849854558706284, -0.26951366662979126, -0.11988186836242676, -0.12075795233249664, -0.5235596895217896, 0.09540483355522156, 0.2922877073...	1	This book retraces the voyages of Captain James Cook, the Yorkshire farm boy who drew the map of the modern world. Captain James Cook's three epic journeys in the eighteenth century were the last great voyages of discovery. His ships sailed 150,000 miles, from the Arctic to the Antarctic, from Tasmania to Oregon, from Easter Island to Siberia. When Cook set off for the Pacific in 1768, a third of the globe remained blank. By the time of his violent death in Hawaii in 1779, the map of the world was substantially complete. Tony Horwitz vividly recounts Cook's voyages and the exotic scenes the captain encountered: tropical orgies, taboo rituals, cannibal feasts, human sacrifice. He also relives Cook's adventures by traveling in the captain's wake to such places as Tahiti, Savage Island, and the Great Barrier Reef along the way, he discovers Cook's embattled legacy in the present day. Signing on as a working crewman aboard a replica of Cook's vessel, Horwitz experiences the thrill and terror of sailing a tall ship. He also explores Cook the man: an impoverished farm boy who broke through the barriers of his class and time to become the greatest navigator in British history. This is the current state of affairs as explained by Tony Horwitz, who not only read about and thoroughly researched the subject of Cook's voyages, which were undertaken between 1768 and 1799, but made an attempt to visit many of the places that were significant in his travels. By interviewing local residents and dignitaries, Horwitz deepened his own understanding of how the Cook voyages could leave such widely divergent reactions. Cook remains a hero in Britain, but is reviled throughout Polynesia, and even 18th century Americans took a dim view of his legacy. Of course, this was at a time when America was trying to throw off the shackles of British rule and so their viewpoint was highly prejudiced. But then they turned around and added to the burdens suffered throughout the Pacific by the influx of well-meaning missionaries who did great damage to local culture in their efforts to introduce Christianity and stamp out any vestiges of indigenous religion. So exploration and discovery have acquired a bad name, which is a shame because western civilization was greatly benefited by the people who had the courage to go into what was for them the unknown. There are no easy answers to the philosophical questions raised in this context. Unintended consequences are seldom anticipated and certainly it was not Cook's intention to inflict harm. He is blamed for much that he actually tried to prevent once it became apparent to him that the mingling of his crews with local populations was inflicting harm. Be all this as it may, Horwitz has produced a tremendously interesting account, mingling the story of Cook, the man and leader, with his own present day investigations. From conversations with drugged-up hippies at one extreme to the King of Tonga at the other, and many colorful personalities in between, Horwitz manages to give us a feel for the situation on the ground throughout Polynesia, New Zealand, the east coast of Australia and the Aleutian Islands of Alaska — both now and at the time of Cook's visits. The consensus of opinion is that Cook himself was a good man. His leadership was exemplary. His first two voyages were enough to put him in the record books. During his third voyage, however, something in him was deteriorating and his judgment seemed to suffer as time went by. By the time of their return to Hawaii from the Arctic, his irascibility caught up with him and he was murdered, by the very people who had initially treated him as a kind of god, with a dagger fashioned out of one of the iron spikes that Cook had brought along as gifts to the islanders for whom iron was highly prized. Not an auspicious finale to an otherwise illustrious career, but in the end, it is easy to see how people might feel about Cook on either side of the cultural divide. So much more could be said about Blue Latitudes, and so much has been left out of this brief commentary. Readers will find much to enjoy and much to ponder in this fascinating book. Highly recommended. Horowitz artfully mixes facts with humor as he educates you in the life of Captain Cook. The book switches flawlessly between Cook’s travels and Horowitz’s own. You are able to see both the similarities and the differences between their experiences. I never thought I could laugh and learn at the same time, but Blue Latitudes proved me wrong! I found myself laughing while actually absorbing information about this interesting man. It takes a truly skilled writer to entertain one as much as Horowitz does. I highly recommend this book whether you’re a traveler or not; you can brave the high seas from the safety of your own couch or bring this book along with you as you sail the waters yourself! Roger: “You try to escape, to find simplicity, and end up bringing all the baggage with you. So you end up turning paradise into the same hellhole you left.” (p. 69) “Reg’s attraction to Cook was entirely different from my own. While I was drawn to Cook’s restless adventuring and plunge into the unknown, Reg worshipped the man’s modesty, sense of duty, loyalty to home and country. Maybe it was good that we knew so little of Cook’s inner life. As it was, each of us could fill him up with our own longings and imagination.” (p. 303) If an amusing, well-written travelogue spiced with a fair bit of painless history appeals to you, this is your book. If you're looking for a clear understanding of who Cook was and what he meant, try Lynne Withey, Alan Villiers, Alan Moorehead, or Richard Hough. A serious-but-readable look at the diversity of lives lived today in Oceana? You're on your own, mate. I would love to have dinner with Tony and Geraldine. I believe it would be a great evening and there would be a lot of really interesting conversation. I'm going now to find another one of his books - probably "Baghdad Without a Map". Horwitz obviously admires Cook a great deal, but he balances his enthusiasm for the Captain with the views of the present-day descendants of the island natives Cook met on his travels. He describes Cook and his crew's interactions with the natives of Haiti, New Zealand, Tonga, Hawaii, Bora-Bora, Alaska, Australia, Western Canada, and more. I found the history fascinating, and the modern-day travelogue bits with Horwitz and Roger great fun. The description of Cooktown Days in Cooktown, Australia had me laughing hysterically. I strongly recommend this book to anyone who thought history was a bore in school. Books like this just might change your mind. This was my first time reading Tony Horwitz, and also the first book I read on Hawaii for my June trip. Horwitz is along the lines of Bill Bryson in that his book informative, but mostly light and fun. However, whereas Bryson's books have a habit of drowning in trivia, it almost seems Horwitz can't go wrong. He has a charm, he focuses on interesting things, and he keeps the book entertaining throughout. The book itself is an inspiring look at Captain James Cooke and, especially, at Pacific Ocean. Cooke made first contact in New Zealand, Australia, Hawaii, and on several different islands throughout Pacific Oceania. An unusually expert charter, he filled out the map in the Pacific. He is roundly hated as the symbolic end of the native peoples in all these places. Either Cooke, or the mariners who followed his maps, brought the diseases and also opened the way to exploitation and colonization, leading to a wiping out of populations. Cooke the person was, however, was almost beyond reproach. The European mariners were a dark part of humanity, the worst of the worst, only more extreme because of the endless hardships they had to endure at sea. The record is painfully bad. But Cooke is an exception - responsible, knowledgeable, humble, he has a dignity in history...but it only lasts up to that point where he finally lost his cool and his life in Hawaii. This was very enjoyable despite being a bit long, and despite being a terrible read for Hawaii. It's long because Horwitz covers so much. It's the wrong book for Hawaii as that was James Cooke's last and fatal stop and it doesn't really appear in the book until near the end. But, despite the length, it's light and quick and left me craving more information.	1,803	ENGLISH	1
In Mein Kampf, Adolf Hitler takes the opportunity to discuss a number of the most important issues that he struggled to understand and overcome. In this particular segment of the work, Hitler discusses Jewish people and how he came to form his more than mild distaste for them and their practices. The thesis, which Hitler goes on to argue later in the essay, is that his understanding of the Jewish people as a whole was shaped by a number of factors, including his family history and his personal experience. His thesis also seeks to argue that, in his experiences, he has found the Jewish people to be something less than human. Adolf Hitler’s strategies for discussing his argument are varied and extensive. For all of his personal flaws, Hitler is a man of great calculation, so each of his thoughts was well supported and well developed. In this case, Hitler starts his support for the argument by describing his personal struggle to understand what he called “Jewry”. In his first paragraph, Hitler uses his father as an example of how he was never exposed to Judaism as an idea until he reached his teenage years. He writes, “At home I do not remember having heard the word during my father’s lifetime. I believe that the old gentleman would have regarded any special emphasis on this term as cultural backwardness. In the course of his life he had arrived at more or less cosmopolitan views which, despite his pronounced national sentiments, not only remained intact, but also affected me to some extent” (Hitler). In this quotation, the reader can see Hitler’s calculated struggle to understand the religion, as he had no basis for understanding passed down from his father. Hitler uses very descriptive language to make his point about the Jewish people. In nearly all of his explanatory sentences, Hitler uses strong words against the people themselves. Hitler writes of Jewish people, “The cleanliness of this people, moral and otherwise, I must say, is a point in itself. By their very exterior you could tell that these were no lovers of water, and, to your distress, you often knew it with your eyes closed. Later I often grew sick to my stomach from the smell of these caftan-wearers. Added to this, there was their unclean dress and their generally unheroic appearance” (Hitler). It is important to note that he chooses to focus much more on physical appearance than he does on any sort of important characteristics like character or integrity. In his work, Hitler seeks to disprove the Jewish people and discredit them through his strong language and descriptive tones. Wrongly, he is outraged by their standing as God’s “chosen people”, so he goes on a crusade to run all Jews through the mud. Later in the work, he even goes so far as to bash all of the accomplishments of Jewish people, casting the works aside simply because they were performed by Jewish people. He writes, “I now began to examine carefully the names of all the creators of unclean products in public artistic life. The result was less and less favorable for my previous attitude toward the Jews. Regardless how my sentiment might resists my reason was forced to draw its conclusions” (Hitler). Hitler uses many logical fallacies in his arguments against Jews, as he had hoped to convince others to adopt his philosophy based simply upon the misinformation that he was providing in his manifesto. Hitler, Adolf. Mein Kampf.	<urn:uuid:ae86c280-9251-4dc9-a654-e916e1d15481>	CC-MAIN-2020-05	https://ameliahensley.com/jewish-history-2/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594101.10/warc/CC-MAIN-20200119010920-20200119034920-00008.warc.gz	en	0.990867	710	3.421875	3	[ -0.3635067343711853, 0.7621623277664185, -0.1369679868221283, -0.083852618932724, -0.25486326217651367, 0.2657652199268341, 0.8965698480606079, 0.1523195505142212, -0.23600134253501892, -0.2535848617553711, -0.012644139118492603, -0.06631964445114136, 0.2121686488389969, 0.3323331177234649...	1	In Mein Kampf, Adolf Hitler takes the opportunity to discuss a number of the most important issues that he struggled to understand and overcome. In this particular segment of the work, Hitler discusses Jewish people and how he came to form his more than mild distaste for them and their practices. The thesis, which Hitler goes on to argue later in the essay, is that his understanding of the Jewish people as a whole was shaped by a number of factors, including his family history and his personal experience. His thesis also seeks to argue that, in his experiences, he has found the Jewish people to be something less than human. Adolf Hitler’s strategies for discussing his argument are varied and extensive. For all of his personal flaws, Hitler is a man of great calculation, so each of his thoughts was well supported and well developed. In this case, Hitler starts his support for the argument by describing his personal struggle to understand what he called “Jewry”. In his first paragraph, Hitler uses his father as an example of how he was never exposed to Judaism as an idea until he reached his teenage years. He writes, “At home I do not remember having heard the word during my father’s lifetime. I believe that the old gentleman would have regarded any special emphasis on this term as cultural backwardness. In the course of his life he had arrived at more or less cosmopolitan views which, despite his pronounced national sentiments, not only remained intact, but also affected me to some extent” (Hitler). In this quotation, the reader can see Hitler’s calculated struggle to understand the religion, as he had no basis for understanding passed down from his father. Hitler uses very descriptive language to make his point about the Jewish people. In nearly all of his explanatory sentences, Hitler uses strong words against the people themselves. Hitler writes of Jewish people, “The cleanliness of this people, moral and otherwise, I must say, is a point in itself. By their very exterior you could tell that these were no lovers of water, and, to your distress, you often knew it with your eyes closed. Later I often grew sick to my stomach from the smell of these caftan-wearers. Added to this, there was their unclean dress and their generally unheroic appearance” (Hitler). It is important to note that he chooses to focus much more on physical appearance than he does on any sort of important characteristics like character or integrity. In his work, Hitler seeks to disprove the Jewish people and discredit them through his strong language and descriptive tones. Wrongly, he is outraged by their standing as God’s “chosen people”, so he goes on a crusade to run all Jews through the mud. Later in the work, he even goes so far as to bash all of the accomplishments of Jewish people, casting the works aside simply because they were performed by Jewish people. He writes, “I now began to examine carefully the names of all the creators of unclean products in public artistic life. The result was less and less favorable for my previous attitude toward the Jews. Regardless how my sentiment might resists my reason was forced to draw its conclusions” (Hitler). Hitler uses many logical fallacies in his arguments against Jews, as he had hoped to convince others to adopt his philosophy based simply upon the misinformation that he was providing in his manifesto. Hitler, Adolf. Mein Kampf.	685	ENGLISH	1
Ulrich Zwingli is one of the least well-known leaders in the Reformation movement as Martin Luther and John Calvin are both better known. Zwingli may have been influential in Zurich but did his influence ever extend out of the Swiss city? Northern Germany was very much under the influence of Martin Luther and the public spat between both men at the Marburg Colloquy did a great deal to undermine whatever influence Zwingli had in that area. Southern Germany tended to be under the control of the Catholic Church as Bavaria dominated the region. Therefore within what we now call Germany, Zwingli had little influence. As a city, Zurich was too small to have much influence elsewhere. The merging of the church and state could work there because of the size of the city. Whether this would have worked in a larger city is open to debate. Martin Bucer had the same doctrinal views at Zwingli but he believed that the church and state should be two separate authorities which should work in co-operation. Though Strasburg became a refugee for Protestant refugees, its lack of natural defences and military strength meant that it did not become a Protestant stronghold. Zwingli was associated too much with the educated urban classes and he did not have widespread social appeal. Zwingli was not a social reformer. He quickly lost the support of the peasants and the artisans, especially when the death penalty was introduced for Anabaptists – a group that offered radical social change and appealed to the less-well-to-do. The geography of Switzerland itself made it difficult for Zwingli’s beliefs to spread within the country. Mountain passes and the isolation of some cantons made the spread of new ideas at the very least difficult and at the worst all but impossible. Therefore Zwingli’s influence was very much localised to one small area (Zurich) as opposed to Luther whose beliefs spread much further. Zwingli’s belief that a state should be church-controlled could only work in a small region where there was no history of one major family dominating that region. Zurich fitted this description well – but Zwingli’s influence only remained localised. - Ulrich Zwingli was a Swiss Protestant leader in the Reformation. Ulrich Zwingli is not as famous as the likes as Martin Luther or John Calvin…	<urn:uuid:e26d6a3d-e058-4069-9fa7-9d91a5d04fe6>	CC-MAIN-2020-05	https://www.historylearningsite.co.uk/the-reformation/how-influential-was-ulrich-zwingli/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594333.5/warc/CC-MAIN-20200119064802-20200119092802-00252.warc.gz	en	0.982365	486	3.75	4	[ 0.2604103684425354, 0.4003564119338989, -0.16666153073310852, -0.07843168079853058, -0.01942387968301773, -0.08219070732593536, -0.4256192743778229, 0.44755449891090393, -0.27625158429145813, 0.037436168640851974, 0.03719944506883621, -0.033299047499895096, 0.3000144958496094, -0.215193957...	3	Ulrich Zwingli is one of the least well-known leaders in the Reformation movement as Martin Luther and John Calvin are both better known. Zwingli may have been influential in Zurich but did his influence ever extend out of the Swiss city? Northern Germany was very much under the influence of Martin Luther and the public spat between both men at the Marburg Colloquy did a great deal to undermine whatever influence Zwingli had in that area. Southern Germany tended to be under the control of the Catholic Church as Bavaria dominated the region. Therefore within what we now call Germany, Zwingli had little influence. As a city, Zurich was too small to have much influence elsewhere. The merging of the church and state could work there because of the size of the city. Whether this would have worked in a larger city is open to debate. Martin Bucer had the same doctrinal views at Zwingli but he believed that the church and state should be two separate authorities which should work in co-operation. Though Strasburg became a refugee for Protestant refugees, its lack of natural defences and military strength meant that it did not become a Protestant stronghold. Zwingli was associated too much with the educated urban classes and he did not have widespread social appeal. Zwingli was not a social reformer. He quickly lost the support of the peasants and the artisans, especially when the death penalty was introduced for Anabaptists – a group that offered radical social change and appealed to the less-well-to-do. The geography of Switzerland itself made it difficult for Zwingli’s beliefs to spread within the country. Mountain passes and the isolation of some cantons made the spread of new ideas at the very least difficult and at the worst all but impossible. Therefore Zwingli’s influence was very much localised to one small area (Zurich) as opposed to Luther whose beliefs spread much further. Zwingli’s belief that a state should be church-controlled could only work in a small region where there was no history of one major family dominating that region. Zurich fitted this description well – but Zwingli’s influence only remained localised. - Ulrich Zwingli was a Swiss Protestant leader in the Reformation. Ulrich Zwingli is not as famous as the likes as Martin Luther or John Calvin…	470	ENGLISH	1
From Infogalactic: the planetary knowledge core \|\|Welcome to Infogalactic! Be sure to read our introduction before making your first edit. From today's featured article William I (Old Norman: Williame I; Old English: Willelm I; c. 1028 – 9 September 1087), usually known as William the Conqueror and sometimes William the Bastard, was the first Norman King of England, reigning from 1066 until his death in 1087. The descendant of Viking raiders, he had been Duke of Normandy since 1035. After a long struggle to establish his power, by 1060 his hold on Normandy was secure, and he launched the Norman conquest of England in 1066. The rest of his life was marked by struggles to consolidate his hold over England and his continental lands and by difficulties with his eldest son. William was the son of the unmarried Robert I, Duke of Normandy , by Robert's mistress Herleva . His illegitimate status and his youth caused some difficulties for him after he succeeded his father, as did the anarchy that plagued the first years of his rule. During his childhood and adolescence, members of the (Full article... Did you know... On this day... Today's featured picture Oscar-Claude Monet (; French: [klod mɔnɛ]; 14 November 1840 – 5 December 1926) was a founder of French Impressionist painting, and the most consistent and prolific practitioner of the movement's philosophy of expressing one's perceptions before nature, especially as applied to plein-air landscape painting. The term "Impressionism" is derived from the title of his painting Impression, soleil levant (Impression, Sunrise), which was exhibited in 1874 in the first of the independent exhibitions mounted by Monet and his associates as an alternative to the Salon de Paris. Monet's ambition of documenting the French countryside led him to adopt a method of painting the same scene many times in order to capture the changing of light and the passing of the seasons. From 1883 Monet lived in Giverny , where he purchased a house and property, and began a vast landscaping project which included lily ponds that would become the subjects of his best-known works. In 1899 he began painting the water lilies, first in vertical views with a Japanese bridge as a central feature, and later in the series of large-scale paintings that was to occupy him continuously for the next 20 years of his life. (Full article... Other areas of Infogalactic	<urn:uuid:f2a4b615-03c4-4684-b598-48039d84a360>	CC-MAIN-2020-05	https://infogalactic.com/info/Main_Page	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778168.77/warc/CC-MAIN-20200128091916-20200128121916-00328.warc.gz	en	0.98469	529	3.671875	4	[ -0.03217954933643341, 0.27618399262428284, 0.2821688652038574, -0.22285901010036469, -0.2734156847000122, 0.0176849402487278, 0.17274701595306396, 0.1397613286972046, -0.13915565609931946, 0.03981859236955643, -0.07907605171203613, -0.3305678963661194, 0.10311386734247208, 0.32726255059242...	2	From Infogalactic: the planetary knowledge core \|\|Welcome to Infogalactic! Be sure to read our introduction before making your first edit. From today's featured article William I (Old Norman: Williame I; Old English: Willelm I; c. 1028 – 9 September 1087), usually known as William the Conqueror and sometimes William the Bastard, was the first Norman King of England, reigning from 1066 until his death in 1087. The descendant of Viking raiders, he had been Duke of Normandy since 1035. After a long struggle to establish his power, by 1060 his hold on Normandy was secure, and he launched the Norman conquest of England in 1066. The rest of his life was marked by struggles to consolidate his hold over England and his continental lands and by difficulties with his eldest son. William was the son of the unmarried Robert I, Duke of Normandy , by Robert's mistress Herleva . His illegitimate status and his youth caused some difficulties for him after he succeeded his father, as did the anarchy that plagued the first years of his rule. During his childhood and adolescence, members of the (Full article... Did you know... On this day... Today's featured picture Oscar-Claude Monet (; French: [klod mɔnɛ]; 14 November 1840 – 5 December 1926) was a founder of French Impressionist painting, and the most consistent and prolific practitioner of the movement's philosophy of expressing one's perceptions before nature, especially as applied to plein-air landscape painting. The term "Impressionism" is derived from the title of his painting Impression, soleil levant (Impression, Sunrise), which was exhibited in 1874 in the first of the independent exhibitions mounted by Monet and his associates as an alternative to the Salon de Paris. Monet's ambition of documenting the French countryside led him to adopt a method of painting the same scene many times in order to capture the changing of light and the passing of the seasons. From 1883 Monet lived in Giverny , where he purchased a house and property, and began a vast landscaping project which included lily ponds that would become the subjects of his best-known works. In 1899 he began painting the water lilies, first in vertical views with a Japanese bridge as a central feature, and later in the series of large-scale paintings that was to occupy him continuously for the next 20 years of his life. (Full article... Other areas of Infogalactic	566	ENGLISH	1
St. Nicholas of Myra On Dec. 6, the faithful commemorate a bishop in the early church who was known for generosity and love of children. On Dec. 6, the faithful commemorate a bishop in the early church who was known for generosity and love of children. Born in Lycia in Asia Minor around the late third or fourth century, St. Nicholas of Myra is more than just the inspiration for the modern day Santa. As a young man he is said to have made a pilgrimage to Palestine and Egypt in order to study in the school of the Desert Fathers. On returning some years later he was almost immediately ordained Bishop of Myra, which is now Demre, on the coast of modern day Turkey. The bishop was imprisoned during the Diocletian persecution and only released when Constantine the Great came to power and made Christianity the official religion of the Roman Empire. One of the most famous stories of the generosity of St. Nicholas says that he threw bags of gold through an open window in the house of a poor man to serve as dowry for the man’s daughters, who otherwise would have been sold into slavery. The gold is said to have landed in the family’s shoes, which were drying near the fire. This is why children leave their shoes out by the door, or hang their stockings by the fireplace in the hopes of receiving a gift on the eve of his feast. St. Nicholas is associated with Christmas because of the tradition that he had the custom of giving secret gifts to children. It is also conjectured that the saint, who was known to wear red robes and have a long white beard, was culturally converted into the large man with a reindeer-drawn sled full of toys because in German, his name is “San Nikolaus” which almost sounds like “Santa Claus.” In the East, he is known as St. Nicholas of Myra for the town in which he was bishop. But in the West he is called St. Nicholas of Bari because, during the Muslim conquest of Turkey in 1087, his relics were taken to Bari by the Italians. St Nicholas is the patron of children and of sailors. His intercession is sought by the shipwrecked, by those in difficult economic circumstances, and for those affected by fires. He died on December 6, 346. - Pope to travel to Bari to meet Mediterranean bishops - Pope to World Economic Forum: human person the centre of integral development - Pope at Mass: You cant buy the Lords gifts - Pope at Mass: Trust in God makes us free - Pope to Simon Wiesenthal Centre: If we lose our memory, we destroy our future - St. Canutus, King of Denmark - Pope appeals for a peaceful solution to the crisis in Libya	<urn:uuid:eb2821a8-4e86-4121-ab6f-6c5b0f87b941>	CC-MAIN-2020-05	https://www.livingfaith.in/news/st-nicholas-of-myra/6808	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604849.31/warc/CC-MAIN-20200121162615-20200121191615-00280.warc.gz	en	0.986356	582	3.59375	4	[ 0.44761180877685547, 0.1503433883190155, 0.2604410648345947, -0.34969156980514526, -0.012630552053451538, -0.46726226806640625, -0.24566923081874847, 0.2247074842453003, 0.03716191649436951, -0.2219601720571518, -0.25714051723480225, 0.21130093932151794, 0.15905149281024933, 0.229408815503...	1	St. Nicholas of Myra On Dec. 6, the faithful commemorate a bishop in the early church who was known for generosity and love of children. On Dec. 6, the faithful commemorate a bishop in the early church who was known for generosity and love of children. Born in Lycia in Asia Minor around the late third or fourth century, St. Nicholas of Myra is more than just the inspiration for the modern day Santa. As a young man he is said to have made a pilgrimage to Palestine and Egypt in order to study in the school of the Desert Fathers. On returning some years later he was almost immediately ordained Bishop of Myra, which is now Demre, on the coast of modern day Turkey. The bishop was imprisoned during the Diocletian persecution and only released when Constantine the Great came to power and made Christianity the official religion of the Roman Empire. One of the most famous stories of the generosity of St. Nicholas says that he threw bags of gold through an open window in the house of a poor man to serve as dowry for the man’s daughters, who otherwise would have been sold into slavery. The gold is said to have landed in the family’s shoes, which were drying near the fire. This is why children leave their shoes out by the door, or hang their stockings by the fireplace in the hopes of receiving a gift on the eve of his feast. St. Nicholas is associated with Christmas because of the tradition that he had the custom of giving secret gifts to children. It is also conjectured that the saint, who was known to wear red robes and have a long white beard, was culturally converted into the large man with a reindeer-drawn sled full of toys because in German, his name is “San Nikolaus” which almost sounds like “Santa Claus.” In the East, he is known as St. Nicholas of Myra for the town in which he was bishop. But in the West he is called St. Nicholas of Bari because, during the Muslim conquest of Turkey in 1087, his relics were taken to Bari by the Italians. St Nicholas is the patron of children and of sailors. His intercession is sought by the shipwrecked, by those in difficult economic circumstances, and for those affected by fires. He died on December 6, 346. - Pope to travel to Bari to meet Mediterranean bishops - Pope to World Economic Forum: human person the centre of integral development - Pope at Mass: You cant buy the Lords gifts - Pope at Mass: Trust in God makes us free - Pope to Simon Wiesenthal Centre: If we lose our memory, we destroy our future - St. Canutus, King of Denmark - Pope appeals for a peaceful solution to the crisis in Libya	573	ENGLISH	1
There were three different types of English colonies bosed on who owned the colony came fom the king through a charter. All charters have certain requirements. Taxes must be collected, and the laws of a colony may not contradict those of individual. Maryland was an ecample of a proprietary colony. corporate colonies were wned by a group of investors and run through a coprpration. Virginia and massachussetts both were owned by a King. All of the colonies began as either proprietary or corporate, but gradually most became royal colonies. British colonization saw several periods chronologically. the settlement at Roanoke, the first attempt at a permanent settlement, was an expression of an expansionist trend. The early settlers immigrated for thre main reasons, God, Gold and Glory. At the end of the 16th century, England was suffering from too much population. the majority of people were poor and colonization was a way to relieve the stress of poverty on the nation. the early colonies were often an expression of England trying to prosper.	<urn:uuid:7584a82e-295a-41e3-87eb-46b58febca2c>	CC-MAIN-2020-05	http://essay.ua-referat.com/British_Colonization	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00297.warc.gz	en	0.986987	210	3.953125	4	[ -0.09219428151845932, 0.1898271143436432, 0.478573739528656, -0.3287621736526489, 0.120637446641922, -0.02612239681184292, 0.18680639564990997, -0.07570154964923859, -0.18115665018558502, 0.17592264711856842, 0.36119702458381653, -0.30905383825302124, -0.30973583459854126, -0.0152088068425...	2	There were three different types of English colonies bosed on who owned the colony came fom the king through a charter. All charters have certain requirements. Taxes must be collected, and the laws of a colony may not contradict those of individual. Maryland was an ecample of a proprietary colony. corporate colonies were wned by a group of investors and run through a coprpration. Virginia and massachussetts both were owned by a King. All of the colonies began as either proprietary or corporate, but gradually most became royal colonies. British colonization saw several periods chronologically. the settlement at Roanoke, the first attempt at a permanent settlement, was an expression of an expansionist trend. The early settlers immigrated for thre main reasons, God, Gold and Glory. At the end of the 16th century, England was suffering from too much population. the majority of people were poor and colonization was a way to relieve the stress of poverty on the nation. the early colonies were often an expression of England trying to prosper.	212	ENGLISH	1
The triceratops was a dinosaur that could be identified fairly easily due to the animal’s horn on top of its head. This horn was used to protect itself from other animals and it could also be used to attack other animals if this dinosaur felt threatened. However, the horn was most likely not used to attack for no reason. This is because the triceratops was an herbivore. This means that it only eats plants. Since dinosaurs died out and became completely extinct before the first human being was born, we only know things based on scientists’ findings and conclusions. Today, the rhinoceros has a horn on top of its snout and it somewhat resembles the triceratops. The biggest difference between the triceratops and the rhino are probably their sizes. The animal that still lives today that looks the most like the triceratops is the Rhinoceros. The body structure as well as the facial structure looks very similar to what the triceratops would have looked like. Even though the resemblance is striking enough to make the comparison there are a lot of differences to consider between the two. Size is the most obvious difference to look at. An adult triceratops was nearly 10 feet tall and weighed 25,000 pounds while an adult white Rhinoceros is 6 feet tall and weighs 7,000 pounds. Imagine how big the triceratops was with this comparison in place. Most of us have seen a Rhinoceros relatively up close at the zoo and they are hulking creatures but the triceratops was 4 feet taller and over 3 times heavier.	<urn:uuid:48f4adee-52c3-4510-8738-ac578d23424a>	CC-MAIN-2020-05	https://www.proprofs.com/discuss/q/711164/what-animal-today-looks-a-lot-like-triceratops	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607596.34/warc/CC-MAIN-20200122221541-20200123010541-00123.warc.gz	en	0.981637	338	3.90625	4	[ -0.016405586153268814, -0.09436270594596863, 0.3859691023826599, 0.22565199434757233, -0.37119314074516296, -0.03925487771630287, 0.24269533157348633, 0.291691392660141, -0.1004265621304512, -0.06799665838479996, 0.12772324681282043, -0.6841391921043396, 0.10852907598018646, 0.147412553429...	2	The triceratops was a dinosaur that could be identified fairly easily due to the animal’s horn on top of its head. This horn was used to protect itself from other animals and it could also be used to attack other animals if this dinosaur felt threatened. However, the horn was most likely not used to attack for no reason. This is because the triceratops was an herbivore. This means that it only eats plants. Since dinosaurs died out and became completely extinct before the first human being was born, we only know things based on scientists’ findings and conclusions. Today, the rhinoceros has a horn on top of its snout and it somewhat resembles the triceratops. The biggest difference between the triceratops and the rhino are probably their sizes. The animal that still lives today that looks the most like the triceratops is the Rhinoceros. The body structure as well as the facial structure looks very similar to what the triceratops would have looked like. Even though the resemblance is striking enough to make the comparison there are a lot of differences to consider between the two. Size is the most obvious difference to look at. An adult triceratops was nearly 10 feet tall and weighed 25,000 pounds while an adult white Rhinoceros is 6 feet tall and weighs 7,000 pounds. Imagine how big the triceratops was with this comparison in place. Most of us have seen a Rhinoceros relatively up close at the zoo and they are hulking creatures but the triceratops was 4 feet taller and over 3 times heavier.	343	ENGLISH	1
Who was Marcus Aurelius? Marcus Aurelius was the last of the five good emperors. He came to the throne when Antoninus Pius died in 161 AD. Like Seneca and many other Romans, Marcus Aurelius believed in the Stoic philosophy. One of the first things he did as emperor was to insist on sharing power with his younger adopted brother, Lucius Verus. Why share power with Lucius Verus? Lucius Verus seems to have been really not that interested in ruling, but it is always dangerous to have people around who want power and don’t have it, because they might try to get it by killing you. So Marcus Aurelius gave his brother enough power to keep him quiet. And very likely Lucius Verus was smart enough to make it clear that he was happy to be second-best if he could stay alive that way. War with Parthians Unlike the reigns of the emperors before him, Marcus Aurelius’s reign was not peaceful. As soon as Antoninus Pius died, the Parthians attacked the Eastern part of the Roman Empire. They were hoping the Romans would be disorganized by the death of the emperor. Marcus Aurelius sent Lucius Verus, with some of the Western army troops, to the East to fight the Parthians, and eventually the Roman army won. (Click here for more on why the Parthians and the Romans are always fighting) A serious epidemic After the war, the Romans found that they had caught a serious disease from the Parthians. We aren’t sure what this plague was, but many people think it was smallpox. The Roman soldiers spread it all over the Empire as they came home, and many people died. A war with Germanic people But to the north, the Germanic people living in what is now Germany and Austria and Switzerland noticed that some of the Roman troops were gone, and there was a plague, and now THEY thought this would be a good time to attack. Marcus Aurelius spent most of the rest of his life fighting them or trying to make treaties with them. But just as he was finally winning, he died. He was 59 years old, and it was March of 180 AD. The Empire was much poorer than before, from the plague, and from having to pay so many soldiers. Classical Rome, by John Clare (1993). For kids, the whole political history from beginning to end. The Romans: From Village to Empire, by Mary Boatwright, Daniel Gargola, and Richard Talbert (2004). Okay, it’s a little dry, but it is up to date and has all the facts you could want. The Roman Empire, by Colin Wells (1984). More readable. Alternates chapters on political and social history. Unfortunately, he stops at the third century crisis. The Roman Succession Crisis of AD 96-99 and the Reign of Nerva, by John Grainger (2002). Trajan: Optimus Princeps, by Julian Bennett (2001). Memoirs of Hadrian, by Marguerite Yourcenar (1963). A famous historical novel, written through the eyes of Hadrian.	<urn:uuid:52fbd9c3-da77-4968-a44e-3178878bd209>	CC-MAIN-2020-05	https://quatr.us/history/marcus-aurelius-last-five-good-roman-emperors.htm	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672440.80/warc/CC-MAIN-20200125101544-20200125130544-00320.warc.gz	en	0.980322	668	3.375	3	[ -0.40460205078125, 0.45505496859550476, 0.2267117202281952, -0.1069301888346672, -0.27531564235687256, -0.38037094473838806, -0.0021325936540961266, 0.47711747884750366, -0.04629162326455116, -0.42379212379455566, 0.3882865905761719, -0.5292624235153198, -0.09577831625938416, 0.17314371466...	17	Who was Marcus Aurelius? Marcus Aurelius was the last of the five good emperors. He came to the throne when Antoninus Pius died in 161 AD. Like Seneca and many other Romans, Marcus Aurelius believed in the Stoic philosophy. One of the first things he did as emperor was to insist on sharing power with his younger adopted brother, Lucius Verus. Why share power with Lucius Verus? Lucius Verus seems to have been really not that interested in ruling, but it is always dangerous to have people around who want power and don’t have it, because they might try to get it by killing you. So Marcus Aurelius gave his brother enough power to keep him quiet. And very likely Lucius Verus was smart enough to make it clear that he was happy to be second-best if he could stay alive that way. War with Parthians Unlike the reigns of the emperors before him, Marcus Aurelius’s reign was not peaceful. As soon as Antoninus Pius died, the Parthians attacked the Eastern part of the Roman Empire. They were hoping the Romans would be disorganized by the death of the emperor. Marcus Aurelius sent Lucius Verus, with some of the Western army troops, to the East to fight the Parthians, and eventually the Roman army won. (Click here for more on why the Parthians and the Romans are always fighting) A serious epidemic After the war, the Romans found that they had caught a serious disease from the Parthians. We aren’t sure what this plague was, but many people think it was smallpox. The Roman soldiers spread it all over the Empire as they came home, and many people died. A war with Germanic people But to the north, the Germanic people living in what is now Germany and Austria and Switzerland noticed that some of the Roman troops were gone, and there was a plague, and now THEY thought this would be a good time to attack. Marcus Aurelius spent most of the rest of his life fighting them or trying to make treaties with them. But just as he was finally winning, he died. He was 59 years old, and it was March of 180 AD. The Empire was much poorer than before, from the plague, and from having to pay so many soldiers. Classical Rome, by John Clare (1993). For kids, the whole political history from beginning to end. The Romans: From Village to Empire, by Mary Boatwright, Daniel Gargola, and Richard Talbert (2004). Okay, it’s a little dry, but it is up to date and has all the facts you could want. The Roman Empire, by Colin Wells (1984). More readable. Alternates chapters on political and social history. Unfortunately, he stops at the third century crisis. The Roman Succession Crisis of AD 96-99 and the Reign of Nerva, by John Grainger (2002). Trajan: Optimus Princeps, by Julian Bennett (2001). Memoirs of Hadrian, by Marguerite Yourcenar (1963). A famous historical novel, written through the eyes of Hadrian.	675	ENGLISH	1
We know John Wesley brought revival to 18th-century England and started the Methodist Movement. We know him as a great preacher and a greater organizer. But few of us realize that Wesley made enormous sums from preaching--the sale of his writings made him one of England's wealthiest men. If you google John Wesley's Net Worth, the calculation over his lifetime is $50M in dollars. In an age when a single man could live comfortably on 30 pounds a year, his annual income reached 1,400. With such an income he had the opportunities to put his ideas on money into practice. What did he say about money? And what did he do with his own? John Wesley knew grinding poverty as a child. His father, Samuel Wesley, was the Anglican priest in one of England's lowest-paying parishes. He had nine children to support and was rarely out of debt. Once John saw his father being marched off to debtor's prison. So, when John followed his father into the ministry, he had no illusions about financial rewards. It probably came as a surprise to John Wesley that while God had called him to follow his father's vocation, he had not also called him to be poor like his father. Instead of becoming a parish priest, John felt God's direction to teach at Oxford University. There he was elected a fellow of Lincoln College, and his financial status changed dramatically. His position usually paid him at least thirty pounds a year, more than enough money for a single man to live on. John seems to have enjoyed his relative prosperity. He spent his money on playing cards, tobacco and brandy. While at Oxford, an incident changed his perspective on money. He had just finished paying for some pictures for his room when one of the chambermaids came to his door. It was a cold winter day, and he noticed that she had nothing to protect her except a thin linen gown. He reached into his pocket to give her some money to buy a coat but found he had too little left. Immediately the thought struck him that the Lord was not pleased with the way he had spent his money. He asked himself, Will thy Master say, "Well done, good and faithful steward"? Thou hast adorned thy walls with the money which might have screened this poor creature from the cold! O justice! O mercy! --Are not these pictures the blood of this poor maid?" Perhaps as a result of this incident, in 1731 Wesley began to limit his expenses so that he would have more money to give to the poor. He records that one year his income was 30 pounds and his living expenses 28 pounds, so he had 2 pounds to give away. The next year his income doubled, but he still managed to live on 28 pounds, so he had 32 pounds to give to the poor. In the third year, his income jumped to 90 pounds. Instead of letting his expenses rise with his income, he kept them to 28 pounds and gave away 62 pounds. In the fourth year, he received 120 pounds. As before, his expenses were 28 pounds, so his giving rose to 92 pounds. Wesley felt that the Christian should not merely tithe but give away all extra income once the family and creditors were taken care of. He believed that with increasing income, what should rise is not the Christian's standard of living but the standard of giving. This practice, begun at Oxford, continued throughout his life. Even when his income rose into the thousands of pounds sterling, he lived simply, and he quickly gave away his surplus money. One year his income was a little over 1400 pounds. He lived on 30 pounds and gave away nearly 1400 pounds. Because he had no family to care for, he had no need for savings. He was afraid of laying up treasures on earth, so the money went out in charity as quickly as it came in. He reports that he never had 100 pounds at any one time. Wesley limited his expenditures by not purchasing the kinds of things thought essential for a man in his station of life. In 1776 the English tax commissioners inspected his return and wrote him the following: "[We] cannot doubt but you have plate for which you have hitherto neglected to make an entry." They were saying a man of his prominence certainly must have some silver plate in his house and were accusing him of failing to pay excise tax on it. Wesley wrote back: "I have two silver spoons at London and two at Bristol. This is all the plate I have at present, and I shall not buy any more while so many round me want bread." John Wesley's teaching on money offered simple, practical guidelines for every believer. His first rule about money was Gain all you can. Despite its potential for misuse, money in itself is something good. There is no end to the good it can do: "In the hands of (God's) children, it is food for the hungry, drink for the thirsty, raiment for the naked. It gives to the traveler and the stranger where to lay his head. By it we may supply the place of a husband to the widow, and of a father to the fatherless. We may be a defense for the oppressed, a means of health to the sick, of ease to them that are in pain. It may be as eyes to the blind, as feet to the lame: yea, a lifter up from the gates of death!" Wesley added that in gaining all they can, Christians must be careful not to damage their own souls, minds, or bodies, or the souls, minds or bodies of anyone else. He thus prohibited gaining money through industries that pollute the environment or endanger workers. Wesley's second rule for the right use of money was Save all you can. He urged his hearers not to spend money merely to gratify the desires of the flesh, the desires of the eye, or the pride of life. He cried out against expensive food, fancy clothes, and elegant furniture: "Despise delicacy and variety and be content with what plain nature requires." Wesley had two reasons for telling Christians to buy only necessities. The obvious one was so they would not waste money. The second was so they would not increase their desires. The old preacher wisely pointed out that when people spend money on things they do not really need, they begin to want more things they do not need. Instead of satisfying their desires, they only increase them. Wesley's third rule was Give all you can. One's giving should begin with the tithe. He told the one who does not tithe, "Thou dost undoubtedly set thy heart upon thy gold" and warned, "It will 'eat thy flesh as fire!'" But one's giving should not end at the tithe. All of the Christian's money belongs to God, not just the first tenth. Believers must use 100 percent of their income as God directs. And how has God directed faithful people to use their incomes? Wesley listed four scriptural principles: - Provide things needful for yourself and your family (I Tim. 5:8). The believer should make sure the family has "a sufficiency of plain, wholesome food to eat, and clean raiment to put on" as well as a place to live and enough to live on if something were to happen to the breadwinner. - "Having food and raiment, let us be therewith content" (I Tim. 6:8). "Whoever has sufficient food to eat, and raiment to put on, with a place to lay his head, and something over, is rich," he said. - "Provide things honest in the sight of all people" (Rom. 12:17) and "Owe no man anything" (Rom. 13:8). Wesley said the next claim on a Christian's money is the creditors. He adds that those who are in business for themselves need to have adequate tools, stock, or capital for the carrying on of that business. - "As we have therefore opportunity, let us do good unto all men, especially unto them who are of the household of faith" (Gal. 6:10). After the Christian has provided for the family, the creditors, and the business, the next obligation is to use any money that is left to meet the needs of others. In giving these four biblical principles, Wesley recognized some situations were not clear-cut. He accordingly offered four questions to help his hearers decide how to spend money: - In spending this money, am I acting like I own it, or am I acting like the Lord's trustee? - What Scripture requires me to spend this money this way? - Can I offer up this purchase as a sacrifice to the Lord? - Will God reward me for this expenditure at the resurrection of the just? In 1744 Wesley wrote, "When I die if I leave behind me ten pounds...you and all mankind can bear witness against me, that I have lived and died a thief and a robber." When he died in 1791, the only money mentioned in his will was the miscellaneous coins to be found in his pockets and dresser drawers. Most of the 30,000 pounds he had earned in his lifetime he had given away. As Wesley said, "I cannot help leaving my books behind me whenever God calls me hence; but in every other respect, my own hands will be my executors." —This article was adapted December 2019 by Stanley T. Ling with permission from author, Charles Edward White, an assistant professor of Christian thought and history at Spring Arbor College in Michigan.	<urn:uuid:611ecac2-436d-4238-b91d-98cc935f8686>	CC-MAIN-2020-05	https://www.westohioumc.org/conference/news/what-did-wesley-practice-and-preach-about-money	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250615407.46/warc/CC-MAIN-20200124040939-20200124065939-00215.warc.gz	en	0.990431	1,980	3.640625	4	[ -0.2462220937013626, 0.3246970772743225, 0.14814811944961548, -0.026896826922893524, 0.37130671739578247, 0.13206742703914642, -0.17618528008460999, -0.07752728462219238, -0.027058731764554977, -0.00323174218647182, -0.028781607747077942, 0.2703567147254944, 0.3725910782814026, -0.06693165...	4	We know John Wesley brought revival to 18th-century England and started the Methodist Movement. We know him as a great preacher and a greater organizer. But few of us realize that Wesley made enormous sums from preaching--the sale of his writings made him one of England's wealthiest men. If you google John Wesley's Net Worth, the calculation over his lifetime is $50M in dollars. In an age when a single man could live comfortably on 30 pounds a year, his annual income reached 1,400. With such an income he had the opportunities to put his ideas on money into practice. What did he say about money? And what did he do with his own? John Wesley knew grinding poverty as a child. His father, Samuel Wesley, was the Anglican priest in one of England's lowest-paying parishes. He had nine children to support and was rarely out of debt. Once John saw his father being marched off to debtor's prison. So, when John followed his father into the ministry, he had no illusions about financial rewards. It probably came as a surprise to John Wesley that while God had called him to follow his father's vocation, he had not also called him to be poor like his father. Instead of becoming a parish priest, John felt God's direction to teach at Oxford University. There he was elected a fellow of Lincoln College, and his financial status changed dramatically. His position usually paid him at least thirty pounds a year, more than enough money for a single man to live on. John seems to have enjoyed his relative prosperity. He spent his money on playing cards, tobacco and brandy. While at Oxford, an incident changed his perspective on money. He had just finished paying for some pictures for his room when one of the chambermaids came to his door. It was a cold winter day, and he noticed that she had nothing to protect her except a thin linen gown. He reached into his pocket to give her some money to buy a coat but found he had too little left. Immediately the thought struck him that the Lord was not pleased with the way he had spent his money. He asked himself, Will thy Master say, "Well done, good and faithful steward"? Thou hast adorned thy walls with the money which might have screened this poor creature from the cold! O justice! O mercy! --Are not these pictures the blood of this poor maid?" Perhaps as a result of this incident, in 1731 Wesley began to limit his expenses so that he would have more money to give to the poor. He records that one year his income was 30 pounds and his living expenses 28 pounds, so he had 2 pounds to give away. The next year his income doubled, but he still managed to live on 28 pounds, so he had 32 pounds to give to the poor. In the third year, his income jumped to 90 pounds. Instead of letting his expenses rise with his income, he kept them to 28 pounds and gave away 62 pounds. In the fourth year, he received 120 pounds. As before, his expenses were 28 pounds, so his giving rose to 92 pounds. Wesley felt that the Christian should not merely tithe but give away all extra income once the family and creditors were taken care of. He believed that with increasing income, what should rise is not the Christian's standard of living but the standard of giving. This practice, begun at Oxford, continued throughout his life. Even when his income rose into the thousands of pounds sterling, he lived simply, and he quickly gave away his surplus money. One year his income was a little over 1400 pounds. He lived on 30 pounds and gave away nearly 1400 pounds. Because he had no family to care for, he had no need for savings. He was afraid of laying up treasures on earth, so the money went out in charity as quickly as it came in. He reports that he never had 100 pounds at any one time. Wesley limited his expenditures by not purchasing the kinds of things thought essential for a man in his station of life. In 1776 the English tax commissioners inspected his return and wrote him the following: "[We] cannot doubt but you have plate for which you have hitherto neglected to make an entry." They were saying a man of his prominence certainly must have some silver plate in his house and were accusing him of failing to pay excise tax on it. Wesley wrote back: "I have two silver spoons at London and two at Bristol. This is all the plate I have at present, and I shall not buy any more while so many round me want bread." John Wesley's teaching on money offered simple, practical guidelines for every believer. His first rule about money was Gain all you can. Despite its potential for misuse, money in itself is something good. There is no end to the good it can do: "In the hands of (God's) children, it is food for the hungry, drink for the thirsty, raiment for the naked. It gives to the traveler and the stranger where to lay his head. By it we may supply the place of a husband to the widow, and of a father to the fatherless. We may be a defense for the oppressed, a means of health to the sick, of ease to them that are in pain. It may be as eyes to the blind, as feet to the lame: yea, a lifter up from the gates of death!" Wesley added that in gaining all they can, Christians must be careful not to damage their own souls, minds, or bodies, or the souls, minds or bodies of anyone else. He thus prohibited gaining money through industries that pollute the environment or endanger workers. Wesley's second rule for the right use of money was Save all you can. He urged his hearers not to spend money merely to gratify the desires of the flesh, the desires of the eye, or the pride of life. He cried out against expensive food, fancy clothes, and elegant furniture: "Despise delicacy and variety and be content with what plain nature requires." Wesley had two reasons for telling Christians to buy only necessities. The obvious one was so they would not waste money. The second was so they would not increase their desires. The old preacher wisely pointed out that when people spend money on things they do not really need, they begin to want more things they do not need. Instead of satisfying their desires, they only increase them. Wesley's third rule was Give all you can. One's giving should begin with the tithe. He told the one who does not tithe, "Thou dost undoubtedly set thy heart upon thy gold" and warned, "It will 'eat thy flesh as fire!'" But one's giving should not end at the tithe. All of the Christian's money belongs to God, not just the first tenth. Believers must use 100 percent of their income as God directs. And how has God directed faithful people to use their incomes? Wesley listed four scriptural principles: - Provide things needful for yourself and your family (I Tim. 5:8). The believer should make sure the family has "a sufficiency of plain, wholesome food to eat, and clean raiment to put on" as well as a place to live and enough to live on if something were to happen to the breadwinner. - "Having food and raiment, let us be therewith content" (I Tim. 6:8). "Whoever has sufficient food to eat, and raiment to put on, with a place to lay his head, and something over, is rich," he said. - "Provide things honest in the sight of all people" (Rom. 12:17) and "Owe no man anything" (Rom. 13:8). Wesley said the next claim on a Christian's money is the creditors. He adds that those who are in business for themselves need to have adequate tools, stock, or capital for the carrying on of that business. - "As we have therefore opportunity, let us do good unto all men, especially unto them who are of the household of faith" (Gal. 6:10). After the Christian has provided for the family, the creditors, and the business, the next obligation is to use any money that is left to meet the needs of others. In giving these four biblical principles, Wesley recognized some situations were not clear-cut. He accordingly offered four questions to help his hearers decide how to spend money: - In spending this money, am I acting like I own it, or am I acting like the Lord's trustee? - What Scripture requires me to spend this money this way? - Can I offer up this purchase as a sacrifice to the Lord? - Will God reward me for this expenditure at the resurrection of the just? In 1744 Wesley wrote, "When I die if I leave behind me ten pounds...you and all mankind can bear witness against me, that I have lived and died a thief and a robber." When he died in 1791, the only money mentioned in his will was the miscellaneous coins to be found in his pockets and dresser drawers. Most of the 30,000 pounds he had earned in his lifetime he had given away. As Wesley said, "I cannot help leaving my books behind me whenever God calls me hence; but in every other respect, my own hands will be my executors." —This article was adapted December 2019 by Stanley T. Ling with permission from author, Charles Edward White, an assistant professor of Christian thought and history at Spring Arbor College in Michigan.	2,027	ENGLISH	1
In this series of lessons I had with my Year 10 Multimedia students we did an exercise on continuity film making and editing. Continuity editing is a technique used by film makers in where you film the action from two or three different shot sizes. The actors performance is recreated exactly the same each time it is filmed. When editing, this allows us to cut seamlessly between shots. We discussed that this was a production technique that they could use to make their videos look more cinematic. We used the worksheets and storyboards from the "Lesson Bucket" website which has excellent resources about film production for high school students. The activity we did was called "The TImetable". The students got into small groups and we went through the storyboards as a class. The groups then went outside and began filming their shots. They soon organised themselves into roles such as cameraman, director and actor. Once we finished shooting the scenes, we went back into the classroom where we started cutting the footage together in Adobe Premiere Pro. The students followed the storyboards while editing to know what shots to insert and where. Below is a video from one of my students which shows how he cut the footage together.	<urn:uuid:2ff7de89-ae16-42d2-9f5d-e673b838cd75>	CC-MAIN-2020-05	https://www.mrconomos.com/single-post/2017/05/05/Continuity-Film-Making-and-Editing	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00537.warc.gz	en	0.982151	244	4.15625	4	[ -0.1317940056324005, 0.12359219044446945, 0.3147170841693878, -0.17315824329853058, 0.0012897528940811753, 0.37346988916397095, -0.3103388845920563, 0.14319290220737457, -0.15136295557022095, 0.19568762183189392, 0.26680421829223633, -0.1656242161989212, 0.03128064423799515, 0.234106644988...	4	In this series of lessons I had with my Year 10 Multimedia students we did an exercise on continuity film making and editing. Continuity editing is a technique used by film makers in where you film the action from two or three different shot sizes. The actors performance is recreated exactly the same each time it is filmed. When editing, this allows us to cut seamlessly between shots. We discussed that this was a production technique that they could use to make their videos look more cinematic. We used the worksheets and storyboards from the "Lesson Bucket" website which has excellent resources about film production for high school students. The activity we did was called "The TImetable". The students got into small groups and we went through the storyboards as a class. The groups then went outside and began filming their shots. They soon organised themselves into roles such as cameraman, director and actor. Once we finished shooting the scenes, we went back into the classroom where we started cutting the footage together in Adobe Premiere Pro. The students followed the storyboards while editing to know what shots to insert and where. Below is a video from one of my students which shows how he cut the footage together.	237	ENGLISH	1
It is important for children to understand at an early age what man is capable of. As will be noted by this discussion, so many very young individuals were forced to face the most terrible of his prospective capabilities in actuality. Thus, there is an importance to illuminating these aspects of our history to students in their formative years, allowing them to come into a fuller understanding of the ways in which even children can sometimes not be protected from the evil in the world. However, it is of course necessary to approach the teaching of such subjects delicately. Children of Holocaust Children of the Camps During the Holocaust, millions of Jews, gypsies, and members of other groups were persecuted and murdered by Nazi occupied Europe. However, many forget to acknowledge that among these were children. It may never be known exactly how many children were murdered but it is said that as many as some 1. Although children were not a main target of the Nazi's violence, they did fall subject to persecution along with their parents. Jewish children were first exposed to persecution in school. Many of their friends who were not Jewish began not socializing with them and even began to treat them in prejudice ways. This was soon followed with the announcement that, "German Jewish children were prohibited from attending German schools" www. The life of children had quickly become as torn apart as their parents. However, there were more efforts to help the children escape the grips of the Nazi rule. Beforeseveral thousand children were able to escape in "Kindertransports" to the Netherlands, Great Britain, Palestine, and the United States" www. Those who were not able to escape were placed in ghettos and transit camps. These ghettos and transit camps served as the foreground to the death and slave labor camps that would soon follow. It was written in a Jewish diary," A Jewish ghetto in the traditional sense is impossible; certainly a closed ghetto is unconceivable" Dwork, p. Infact many of these ghettos were "closed" meaning that the Jews that occupied the ghettos were forbidden to leave the area. Within the ghettos, there was belittlement of life. The segregated streets often had no working stores and closed places of worship. This left the isolated inhabitants subject to starvation, disease, and early death. Next came the death and slave labor camps. These were most often the last stop before they were killed. Upon entering a camp, the Jews were separated. They were separated into women, children, working age, men, and the old. Furthermore, the children were separated into three age groups:Holocaust Essay Holocaust: The Holocaust and German Power Sphere Genocide Research Project: The Holocaust In international law, the crime of destroying, or committing conspiracy to destroy, a national, ethnic, racial, or . holocaust essays. Essay on holocaust: essay examples, topics, questions, thesis statement. Holocaust Essay What is the meaning of the word Holocaust? How did Adolph Hitler and the World War II influence the lives of the Jews? How is anti-Semitism spread nowadays? Literary Analysis. The children who survived informed others to know what happened during the Holocaust. It was a tragic event that took away the innocence of children; at such at a young age, they were forced to behave as adults and acquire a sense of responsibility, rather than enjoy the wonders of childhood. Essay title: Children of Holocaust Children of the Camps During the Holocaust, millions of Jews, gypsies, and members of other groups were persecuted and murdered by Nazi occupied Europe/5(1). During the Holocaust, millions of Jews, gypsies, and members of other groups were persecuted and murdered by Nazi occupied Europe. However, many forget to acknowledge that among these were children. It may never be known exactly how many children were murdered but it is said that as many as some 1 3/5(3). Essay, term paper research paper on Holocaust. The children of this period did not have the chance for freedom and equality. Like every historical event, the Holocaust evokes certain specific images. The most infamous example of persecution is the Holocaust. During the Holocaust, a systematic killing of Jews killed 6 million in 10 years.	<urn:uuid:f0ff6759-63e9-4c1b-b89e-d8e6339e5d41>	CC-MAIN-2020-05	https://tugahigakykyr.srmvision.com/holocaust-children-essay-example-20184oc.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681625.83/warc/CC-MAIN-20200125222506-20200126012506-00212.warc.gz	en	0.988933	869	3.484375	3	[ 0.023385915905237198, 0.21702711284160614, 0.21634367108345032, -0.2515779733657837, 0.044022925198078156, 0.22625920176506042, -0.06487929075956345, 0.05733560398221016, -0.09754551947116852, -0.19223904609680176, 0.20709013938903809, 0.14447808265686035, -0.17080403864383698, 0.350543439...	1	It is important for children to understand at an early age what man is capable of. As will be noted by this discussion, so many very young individuals were forced to face the most terrible of his prospective capabilities in actuality. Thus, there is an importance to illuminating these aspects of our history to students in their formative years, allowing them to come into a fuller understanding of the ways in which even children can sometimes not be protected from the evil in the world. However, it is of course necessary to approach the teaching of such subjects delicately. Children of Holocaust Children of the Camps During the Holocaust, millions of Jews, gypsies, and members of other groups were persecuted and murdered by Nazi occupied Europe. However, many forget to acknowledge that among these were children. It may never be known exactly how many children were murdered but it is said that as many as some 1. Although children were not a main target of the Nazi's violence, they did fall subject to persecution along with their parents. Jewish children were first exposed to persecution in school. Many of their friends who were not Jewish began not socializing with them and even began to treat them in prejudice ways. This was soon followed with the announcement that, "German Jewish children were prohibited from attending German schools" www. The life of children had quickly become as torn apart as their parents. However, there were more efforts to help the children escape the grips of the Nazi rule. Beforeseveral thousand children were able to escape in "Kindertransports" to the Netherlands, Great Britain, Palestine, and the United States" www. Those who were not able to escape were placed in ghettos and transit camps. These ghettos and transit camps served as the foreground to the death and slave labor camps that would soon follow. It was written in a Jewish diary," A Jewish ghetto in the traditional sense is impossible; certainly a closed ghetto is unconceivable" Dwork, p. Infact many of these ghettos were "closed" meaning that the Jews that occupied the ghettos were forbidden to leave the area. Within the ghettos, there was belittlement of life. The segregated streets often had no working stores and closed places of worship. This left the isolated inhabitants subject to starvation, disease, and early death. Next came the death and slave labor camps. These were most often the last stop before they were killed. Upon entering a camp, the Jews were separated. They were separated into women, children, working age, men, and the old. Furthermore, the children were separated into three age groups:Holocaust Essay Holocaust: The Holocaust and German Power Sphere Genocide Research Project: The Holocaust In international law, the crime of destroying, or committing conspiracy to destroy, a national, ethnic, racial, or . holocaust essays. Essay on holocaust: essay examples, topics, questions, thesis statement. Holocaust Essay What is the meaning of the word Holocaust? How did Adolph Hitler and the World War II influence the lives of the Jews? How is anti-Semitism spread nowadays? Literary Analysis. The children who survived informed others to know what happened during the Holocaust. It was a tragic event that took away the innocence of children; at such at a young age, they were forced to behave as adults and acquire a sense of responsibility, rather than enjoy the wonders of childhood. Essay title: Children of Holocaust Children of the Camps During the Holocaust, millions of Jews, gypsies, and members of other groups were persecuted and murdered by Nazi occupied Europe/5(1). During the Holocaust, millions of Jews, gypsies, and members of other groups were persecuted and murdered by Nazi occupied Europe. However, many forget to acknowledge that among these were children. It may never be known exactly how many children were murdered but it is said that as many as some 1 3/5(3). Essay, term paper research paper on Holocaust. The children of this period did not have the chance for freedom and equality. Like every historical event, the Holocaust evokes certain specific images. The most infamous example of persecution is the Holocaust. During the Holocaust, a systematic killing of Jews killed 6 million in 10 years.	858	ENGLISH	1
Chapter One o The most important areas of development before 1900 were ports, roads and railways. A country as big as Australia would soon be crippled if its products could not reach local and overseas markets. Therefore, the development of transport was critical to the growth of the wool, sugar, beef, mining and dairy industries. o In 1900 Australia had ridden 'on the sheep's back'. This meant that Australia's wealth came mainly from primary industry wool was still Australia's most important industry, with over half of the money made in exports coming from the wool industry. o The most important invention for Australia was refrigeration technology, which allowed the transportation of goods in a frozen state. Primary or farming products could now be sent great distances and even sold at overseas markets, especially in Britain. The beginning of refrigeration technology was the key to strengthening Australia's primary industry. o An increase in the manufacturing of heavy and light industrial products in factories had created a boom time in the 1880's and strengthened Australia's economy. Up until the, Australians had imported the goods they needed from England. This meant that Australians were spending too much money on British imports, supporting the English economy rather than the Australian economy. o The growth of manufacturing industries in cities provided employment for unskilled workers and made moving to the city an attractive option. o Cities grew and so did infrastructure needed to support factories and manufacturing. o Negative impacts about factories and cities were: o Wages low (making them live in poverty) o Factories were dangerous (which if got injured wives or children had to be the bread winners) o In the cities people were living in poverty in housing that had become Overcrowded and over crowded o Skilled workers and their families belonged to the middle classes and lived in the growing suburbs that sprang up around the cities. Breadwinners from this group could afford a mortgage and the cost of travelling to work each day. o The infrastructure of a society refers to basic needs of society, such as roads, hospitals and water o primary industry, especially sheep and wheat, the driving force behind Australia's growth a nation in 1901. But not all people Benefited especially from this in the early years of the century. o The Depression of the 1890's followed a boom time for Australia's colonies. The immediate causes of the Depression were a large-scale drought in New South Wales a reduction in the value of wool, wheat and metals the withdrawal of British investment loans o Life inside the house was very hard for the unskilled workers and could not afford workers, some machines but the skilled might afford some but the wealthy usually had some. o Unskilled workers usually had to work for 12 hours a day or even 16 hours. o Skilled workers in 1901 was much easier for them (skilled workers are protected by craft unions) the women were required to take care of the house and children and if they were real successful they had machines and slaves they also only worked for 8 hours. o Wealthy people's time was spent on leisure like theatres and had a lot of social time. o From 1890 to 1910 Australia wore what was fashionable in England the climate of England was very cold while in Australia it was very hot that had a negative impact because the clothes were supposed to keep you warm when it was already warm then they were very hot. Poor could not buy clothes neither make them because had no time. While wealthy could. Percentage of population born in Australia, 1861-1901 1861 over 50% born in the United Kingdom 1871 60% born in Australia 1881 75% born in Australia 1901 82% born in Australia o The colonial states became stronger; they came into greater contact with each other. This intact created areas of disagreement and conflict including economic problems such as tariffs or taxes on imports and exports from colony to colony; debate over free trade and new markets; and the need for government loans from Britain to build such infrastructure as roads and railways. The colonial governments were also faced with the problem of defending such a large continent. o As these problems became more pressing, the colonies saw the need to communicate with one another to find solutions. Trade unionists, politicians, lawyers and businessmen entered into this process of solving problems. A group of men representing three of Australia's colonies contributed a great deal to creating the Australian nation: Henry Parkas and Edmund Baryon of New South Wales; Alfred Deacon of Victoria, and Samuel Graffiti's of Queensland o A growing sense of being Australian began to develop among the colonies. This was helped along by new agents of change that emerged at the end of the nineteenth century: o the telegraph o railways o trade unions o o political representation o Cultural and community events such as sport, theatre and literature. o As Australians grew to see themselves less as British and more as Australians, the step to self-government became very important. o Many steps were taken before the 1899 June referendum when Australians voted 'Yes' for a new nation to begin on the 1 January 1901. Much work had to be done on developing a constitution that could be made law by an Act of British parliament. Businessmen, politicians and lawyers who had been working on solving the problems of the colonial states took part in conferences for constitutional change across the continent. o Since self-government in the 1850's, each colony had begun to develop its own identity and to pursue its own policies. It became clear in the public debate over Federation that there were many reasons for combining the resources of the continent. As stated, the colonies faced many problems that needed solving: o immigration o communication o transport o defence o currency and banking o trade o Some Australians believed that the colonial parliaments created under separate. British Constitutional Acts could solve the individual and unique problems of each colony. They believed that the colonial parliaments' four main functions o listed below were enough to protect and support the growing separate colonies: o formation of elected government o law making o reviewing and scrutinizing the actions of the government o Overseeing judicial power. o Other Australians believed that the problems of the colonies could not be overcome. They saw the differences between free trade and protectionism and the problems of enormous distances, lack of effective transport and communication, and the unbridled self-interest of separate colonies as insurmountable. Another issue was that some, for whom Britain was home, saw Australia as a land of exile. They were apathetic and viewed their time in Australia as temporary. o The movement for federation was too strong to stop. It continued because of the economic agents of change discussed earlier. There was also the growth of distinctive Australian literature, theatre and art, which made people think of themselves as more Australian than English, Irish or Welsh. Also, Australian-born citizens now greatly outnumbered immigrants, and a majority of Australians had no experience of life in Britain. o In 1890 the first Federation Conference took place with the support of the colonial premiers. o t was not until 1895 that New South Wales Premier George Reid adopted the Corowa Plan, named after the town on the New South Wales-Victorian border where a Federation Conference was held. The Premier's Conference of 1895 adopted the Corowa Plan and this became the first time that electors would take part in the building of a nation's constitution.	<urn:uuid:1b6229f2-43b5-489e-9488-89f06f775722>	CC-MAIN-2020-05	https://essaypride.com/ex/dairy-industries-o-in-1900-australia-e49b2	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00454.warc.gz	en	0.98428	1,461	3.59375	4	[ 0.14785684645175934, -0.003650210564956069, 0.31875234842300415, 0.038186609745025635, 0.14452102780342102, 0.2404198944568634, -0.14564503729343414, 0.13706859946250916, -0.5887458324432373, -0.0923023521900177, 0.05522331967949867, -0.428021639585495, 0.32984644174575806, 0.3647702336311...	1	Chapter One o The most important areas of development before 1900 were ports, roads and railways. A country as big as Australia would soon be crippled if its products could not reach local and overseas markets. Therefore, the development of transport was critical to the growth of the wool, sugar, beef, mining and dairy industries. o In 1900 Australia had ridden 'on the sheep's back'. This meant that Australia's wealth came mainly from primary industry wool was still Australia's most important industry, with over half of the money made in exports coming from the wool industry. o The most important invention for Australia was refrigeration technology, which allowed the transportation of goods in a frozen state. Primary or farming products could now be sent great distances and even sold at overseas markets, especially in Britain. The beginning of refrigeration technology was the key to strengthening Australia's primary industry. o An increase in the manufacturing of heavy and light industrial products in factories had created a boom time in the 1880's and strengthened Australia's economy. Up until the, Australians had imported the goods they needed from England. This meant that Australians were spending too much money on British imports, supporting the English economy rather than the Australian economy. o The growth of manufacturing industries in cities provided employment for unskilled workers and made moving to the city an attractive option. o Cities grew and so did infrastructure needed to support factories and manufacturing. o Negative impacts about factories and cities were: o Wages low (making them live in poverty) o Factories were dangerous (which if got injured wives or children had to be the bread winners) o In the cities people were living in poverty in housing that had become Overcrowded and over crowded o Skilled workers and their families belonged to the middle classes and lived in the growing suburbs that sprang up around the cities. Breadwinners from this group could afford a mortgage and the cost of travelling to work each day. o The infrastructure of a society refers to basic needs of society, such as roads, hospitals and water o primary industry, especially sheep and wheat, the driving force behind Australia's growth a nation in 1901. But not all people Benefited especially from this in the early years of the century. o The Depression of the 1890's followed a boom time for Australia's colonies. The immediate causes of the Depression were a large-scale drought in New South Wales a reduction in the value of wool, wheat and metals the withdrawal of British investment loans o Life inside the house was very hard for the unskilled workers and could not afford workers, some machines but the skilled might afford some but the wealthy usually had some. o Unskilled workers usually had to work for 12 hours a day or even 16 hours. o Skilled workers in 1901 was much easier for them (skilled workers are protected by craft unions) the women were required to take care of the house and children and if they were real successful they had machines and slaves they also only worked for 8 hours. o Wealthy people's time was spent on leisure like theatres and had a lot of social time. o From 1890 to 1910 Australia wore what was fashionable in England the climate of England was very cold while in Australia it was very hot that had a negative impact because the clothes were supposed to keep you warm when it was already warm then they were very hot. Poor could not buy clothes neither make them because had no time. While wealthy could. Percentage of population born in Australia, 1861-1901 1861 over 50% born in the United Kingdom 1871 60% born in Australia 1881 75% born in Australia 1901 82% born in Australia o The colonial states became stronger; they came into greater contact with each other. This intact created areas of disagreement and conflict including economic problems such as tariffs or taxes on imports and exports from colony to colony; debate over free trade and new markets; and the need for government loans from Britain to build such infrastructure as roads and railways. The colonial governments were also faced with the problem of defending such a large continent. o As these problems became more pressing, the colonies saw the need to communicate with one another to find solutions. Trade unionists, politicians, lawyers and businessmen entered into this process of solving problems. A group of men representing three of Australia's colonies contributed a great deal to creating the Australian nation: Henry Parkas and Edmund Baryon of New South Wales; Alfred Deacon of Victoria, and Samuel Graffiti's of Queensland o A growing sense of being Australian began to develop among the colonies. This was helped along by new agents of change that emerged at the end of the nineteenth century: o the telegraph o railways o trade unions o o political representation o Cultural and community events such as sport, theatre and literature. o As Australians grew to see themselves less as British and more as Australians, the step to self-government became very important. o Many steps were taken before the 1899 June referendum when Australians voted 'Yes' for a new nation to begin on the 1 January 1901. Much work had to be done on developing a constitution that could be made law by an Act of British parliament. Businessmen, politicians and lawyers who had been working on solving the problems of the colonial states took part in conferences for constitutional change across the continent. o Since self-government in the 1850's, each colony had begun to develop its own identity and to pursue its own policies. It became clear in the public debate over Federation that there were many reasons for combining the resources of the continent. As stated, the colonies faced many problems that needed solving: o immigration o communication o transport o defence o currency and banking o trade o Some Australians believed that the colonial parliaments created under separate. British Constitutional Acts could solve the individual and unique problems of each colony. They believed that the colonial parliaments' four main functions o listed below were enough to protect and support the growing separate colonies: o formation of elected government o law making o reviewing and scrutinizing the actions of the government o Overseeing judicial power. o Other Australians believed that the problems of the colonies could not be overcome. They saw the differences between free trade and protectionism and the problems of enormous distances, lack of effective transport and communication, and the unbridled self-interest of separate colonies as insurmountable. Another issue was that some, for whom Britain was home, saw Australia as a land of exile. They were apathetic and viewed their time in Australia as temporary. o The movement for federation was too strong to stop. It continued because of the economic agents of change discussed earlier. There was also the growth of distinctive Australian literature, theatre and art, which made people think of themselves as more Australian than English, Irish or Welsh. Also, Australian-born citizens now greatly outnumbered immigrants, and a majority of Australians had no experience of life in Britain. o In 1890 the first Federation Conference took place with the support of the colonial premiers. o t was not until 1895 that New South Wales Premier George Reid adopted the Corowa Plan, named after the town on the New South Wales-Victorian border where a Federation Conference was held. The Premier's Conference of 1895 adopted the Corowa Plan and this became the first time that electors would take part in the building of a nation's constitution.	1,548	ENGLISH	1
Jesus’ family was from Nazareth, a city in Israel, and he was born in Bethlehem about 2,000 years ago. His mother’s name was Mary, and Joseph his adoptive father was a carpenter by trade. Yet despite this mundane setting, Joseph could trace his genealogy to a long line of important relatives. In the first of four memoirs about Jesus, the Gospel according to Matthew highlights Abraham and David as Joseph’s ancient ancestors to show that Jesus fulfills two important promises. To Abraham, God promised that he would bless the entire world in Abraham’s offspring. To David, God promised that a great king would come through his lineage. So Matthew names both Abraham and David in the first verse of his memoir about Jesus to make the point that Jesus is the promised one. Jesus would bless the nations, and Jesus would become king. Jesus did both of those things. He also became a great prophet. After spending years learning the trade of carpentry and Israel’s holy writings, Jesus gathered around himself twelve disciples who symbolized the twelve tribes of the nation of Israel. He also gave a new law to his disciples and other followers during his famous Sermon on the Mount. It looked like he was about to win the hearts of the whole nation. Then he was arrested, tried, and sentenced to death on a Roman cross. The cross was two slabs of wood fixed together in the shape of “T.” Romans nailed criminals to such crosses for public executions. And after being scourged, Jesus died with his arms spread open on the cross as a common criminal. His death, however, was not tragic. Jesus intended to live the life he did and to die the death he did. Matthew records Jesus sayings, “The Son of Man came not to be served but to serve, and to give his life as a ransom for many” (Matt 20:28). Jesus came to serve and to give his life “as a ransom for many.” Jesus did not stay dead. After three days, he rose from the grave and appeared to many people. On one occasion, “he appeared to more than five hundred brothers at one time” (1 Cor 15:6). Then after forty days, he rose up to heaven where he now sits at the right hand of God. Amazingly, many disciples of Jesus testified to his resurrection despite being cast out of synagogues, losing home and possessions, and even dying for their testimony. In fact, the word “martyr” means testifier. Christians maintained that Jesus through his death and resurrection blessed the nations just as he promised Abraham he would. They also affirmed that Jesus fulfilled God’s promise of a Davidic king. By dying for the world, Jesus paid its ransom (Matt 20:28). All of us were held under the power of sin and death. As a just judge, God punishes sin, and death comes to all because all people sin. Mercifully, Christ’s death atones for our sins, so that we might be forgiven of them. And Christ rose from the dead so that death is not the final word. Eternal life awaits those who trust in Jesus. In Jesus our king, all the nations are blessed. Jesus’ Divine Birth The resurrection of Jesus shocked his disciples. Like today, rising from the dead was not a common occurrence! Yet Jesus spent time explaining to his disciples before he ascended to heaven who he was and what his mission was. What became clear is that Jesus had a divine origin. He was not just a human being. He was also divine. Remember, Joseph was Jesus’ adoptive father. According to Matthew, Mary bore Jesus while still a virgin. God’s Spirit, by miraculous fiat, created a human being in Mary’s womb while Mary remained a virgin (Matt 1:18). Amazingly, God visited Israel and the world in Jesus of Nazareth. As one of Jesus’ other disciples wrote, “the Word was God” (John 1:1) and “The Word became flesh” (John 1:14). Here, the term “Word” is a title for Jesus who John asserts “became flesh.” In other words, the divine Word became a human being. Through the power of an incorruptible and divine life lived out by the power of the Holy Spirit, Jesus lived a perfect life, died a substitutionary death, and conquered death. He did all of this for us. Now, when we live an imperfect life, by faith God credits us the perfect life of Jesus. When we die and appear before God for judgment, by faith God will say that our sins were covered by Christ. When death comes to us, it will not be the end; by faith, we will rise from the dead to newness of life. Jesus was an Israelite from Nazareth. He also came from God. And he died on the cross and rose from the grave to grant us forgiveness and to give us eternal life.	<urn:uuid:0f06983f-ab21-4231-9dbd-113f9fec650a>	CC-MAIN-2020-05	https://ca.thegospelcoalition.org/columns/detrinitate/who-is-jesus/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690095.81/warc/CC-MAIN-20200126165718-20200126195718-00495.warc.gz	en	0.981224	1,058	3.40625	3	[ -0.08508016914129257, 0.5982481241226196, 0.06595361232757568, -0.2677842974662781, -0.1456671804189682, 0.10107685625553131, 0.06207876652479172, 0.1457686424255371, 0.21375848352909088, -0.09019225835800171, 0.058096591383218765, 0.25017625093460083, 0.13055852055549622, -0.0983296036720...	11	Jesus’ family was from Nazareth, a city in Israel, and he was born in Bethlehem about 2,000 years ago. His mother’s name was Mary, and Joseph his adoptive father was a carpenter by trade. Yet despite this mundane setting, Joseph could trace his genealogy to a long line of important relatives. In the first of four memoirs about Jesus, the Gospel according to Matthew highlights Abraham and David as Joseph’s ancient ancestors to show that Jesus fulfills two important promises. To Abraham, God promised that he would bless the entire world in Abraham’s offspring. To David, God promised that a great king would come through his lineage. So Matthew names both Abraham and David in the first verse of his memoir about Jesus to make the point that Jesus is the promised one. Jesus would bless the nations, and Jesus would become king. Jesus did both of those things. He also became a great prophet. After spending years learning the trade of carpentry and Israel’s holy writings, Jesus gathered around himself twelve disciples who symbolized the twelve tribes of the nation of Israel. He also gave a new law to his disciples and other followers during his famous Sermon on the Mount. It looked like he was about to win the hearts of the whole nation. Then he was arrested, tried, and sentenced to death on a Roman cross. The cross was two slabs of wood fixed together in the shape of “T.” Romans nailed criminals to such crosses for public executions. And after being scourged, Jesus died with his arms spread open on the cross as a common criminal. His death, however, was not tragic. Jesus intended to live the life he did and to die the death he did. Matthew records Jesus sayings, “The Son of Man came not to be served but to serve, and to give his life as a ransom for many” (Matt 20:28). Jesus came to serve and to give his life “as a ransom for many.” Jesus did not stay dead. After three days, he rose from the grave and appeared to many people. On one occasion, “he appeared to more than five hundred brothers at one time” (1 Cor 15:6). Then after forty days, he rose up to heaven where he now sits at the right hand of God. Amazingly, many disciples of Jesus testified to his resurrection despite being cast out of synagogues, losing home and possessions, and even dying for their testimony. In fact, the word “martyr” means testifier. Christians maintained that Jesus through his death and resurrection blessed the nations just as he promised Abraham he would. They also affirmed that Jesus fulfilled God’s promise of a Davidic king. By dying for the world, Jesus paid its ransom (Matt 20:28). All of us were held under the power of sin and death. As a just judge, God punishes sin, and death comes to all because all people sin. Mercifully, Christ’s death atones for our sins, so that we might be forgiven of them. And Christ rose from the dead so that death is not the final word. Eternal life awaits those who trust in Jesus. In Jesus our king, all the nations are blessed. Jesus’ Divine Birth The resurrection of Jesus shocked his disciples. Like today, rising from the dead was not a common occurrence! Yet Jesus spent time explaining to his disciples before he ascended to heaven who he was and what his mission was. What became clear is that Jesus had a divine origin. He was not just a human being. He was also divine. Remember, Joseph was Jesus’ adoptive father. According to Matthew, Mary bore Jesus while still a virgin. God’s Spirit, by miraculous fiat, created a human being in Mary’s womb while Mary remained a virgin (Matt 1:18). Amazingly, God visited Israel and the world in Jesus of Nazareth. As one of Jesus’ other disciples wrote, “the Word was God” (John 1:1) and “The Word became flesh” (John 1:14). Here, the term “Word” is a title for Jesus who John asserts “became flesh.” In other words, the divine Word became a human being. Through the power of an incorruptible and divine life lived out by the power of the Holy Spirit, Jesus lived a perfect life, died a substitutionary death, and conquered death. He did all of this for us. Now, when we live an imperfect life, by faith God credits us the perfect life of Jesus. When we die and appear before God for judgment, by faith God will say that our sins were covered by Christ. When death comes to us, it will not be the end; by faith, we will rise from the dead to newness of life. Jesus was an Israelite from Nazareth. He also came from God. And he died on the cross and rose from the grave to grant us forgiveness and to give us eternal life.	1,022	ENGLISH	1
Towards the end of the seventeenth century Russia differed very little from what it had been at the end of the fifteenth. During the reign of Peter the Great Russia’s desire for change and a quest for progress was reaching levels comparable to those of Europe. Peter the Great is associated with the movement of Russia from the Medieval world to the Age of Enlightenment. Throughout the centuries historiographical debate has been in progress. There was a debate between historians who consider Peter the Great as a great Tsar of Russia and those who perceive him as an autocratic tyrant. Scholars ask if Peter the Great did indeed open the ‘Window to the West,’ ans if so what kind of window, and what aspects of the West? The interpretation of Russia’s past remains a subject of debate among historians. Image and accomplishments of Peter the Great with each generation produce different attitudes. What views are put forward by Peter’s contemporaries and modern historians? How did advocates and opposition portray the reign of Peter the Great? These are important questions to ask in an explanation on how Peter the Great was seen in the eyes of his contemporaries and of modern historians. In order to understand the image of Peter the Great and his significance it is necessary to know his background and the influences that shaped his life. Peter the Great was the fourteenth child of Alexei Mikhailovich, born in Moscow on May 30, 1672.Tsar Alexis died when Peter was four years old. His mother raised Peter.Tsars’ Alexis son from his first marriage, Feodor Alekseevich succeeded to the throne but his reign did not last long. On April 27, 1682, Tsar Feodor died. In line to succeed him were, his brother Ivan and Peter who was his half-brother. Peter was only ten years old. With the assistance of the semiprofessional musketeers garrisoned in Moscow, sister of Feodor, Sophia, seized power and declared herself regent, proclaiming both Ivan and Peter co-tsars. Sophia was in conflict with the family of Peter’s mother and she forced the boy to reside on one of the suburban estates of the crown.The hostility during Sophia’s regin was significant influence on Peter’s development as a Tsar. Peter grew up away from the constricting atmosphere of the Kremlin, and he was left to his devices under his mother’s supervision. Peter was a lively and energetic boy compared to his other siblings who were sick and weak. From his early years he was interested in military games, fire, bombs and fireworks. He organized his own “play regiments” and war games by enlisting gentlemen’s sons. He also had contact with foreigners and was fascinated with their way of life. His education started around the age of seven. One of his tutors was Nikita Zotov, who was a kind clerk, literate man who knew the Bible well but was not a scholar. While Zotov was teaching Peter to read and write, he told him stories of Russian history; of battles and heroes. Peter’s education was less classical then that given to Feodor or Sophia.By the time Peter reached manhood, he was basicaly a self taught man since he chose what he wished to learn. His lack of formal education would be reflected in the decisions and situations with which he had to deal with during his rule. Number of features of Peter’s childhood and youth makes it possible to see his intellectual development. At the age of sixteen, Peter was introduced to a dutchman, named Timmerman who became his second tutor. Under Timmerman’s guidance he was learning arithmetic, geometry, and the sciences of fortifications and artillery. Timmerman had also introduced him to sailing which became one of the favorite interests for Peter.Early contacts with Timmerman and other foreigners had opened his mind to the technological West. Overall, Peter early in his childhood, was cut off from the typical old Russian environment, ideas, customs and traditions of government of a Muscovite Tsar. This lack of knowledge of political and moral ideas, about the people, government and a ruler’s obligations to his subjects was reflected in his reign. Peter’s growing interests in foreigners and the western atmosphere which he was found of, disturbed his mother, Natalia. In order to convert Peter she had hoped that marriage would change his perspectives. Peter married Eudoxia Lopukhina in 1689, who was chosen by his mother.Unfortunately the match was a disaster, since the couple did not have much in common. However, through this marriage, Peter had two sons but the second died at age seven months. Most of the time Peter was away from his wife engaged in work on boats and sailing. Peter the Great was not interested in his family, he was very much interested in an atmosphere which was open to progressive influences from the West. In 1689, Sophia’s regency ended when once again she tried to take full control of Russia. Peter expelled her from the palace and sent to the Novodevichi nunnery. Many of her close associates were executed or exiled.Peter returned from hiding to Moscow but at that time he was not interested in ruling the country. He appointed a group of ministers with whom he left state matters for another five years before he took the reins of government into his own hands. From 1690 foreign influences were increased in Peters way of life. In 1691 for the first time a Russian tsar, Peter the Great adopted Western dress.Two of Peter’s close foreign friendships were with Patrick Gordon and Franz Lefort. Their education and their information about ways of life, science, and Western institutions were always of great interest for Peter. He was attracted and enjoyed the company of foreigners mostly because of the greater social, sexual, and intellectual freedom. He recognized his own drives and energy among the ambitious and adventurous foreigners who came to Russia. During his time spent in the company of foreigners he acquired mechanical skills and accumulated as much knowledge as he could. His military establishment was reorganized on the Western model, and his “play regiments” were transformed into regiments of the Guards.This improvement of military force was going to help him in defeating Russia’s enemy. In 1696, after his mother and Ivans death he took over the actual governance of his realm. Peter’s violations of the customs and his decision to visit western Europe shocked the Muscovites. Opposition groups and the signs of revolt were very quickly discovered and dealt with. People were arrested, torture, exiled to Siberia or executed.Nothing was going to stop Peter from going abroad. In August 1697 Peter left for journey to the West. He was the first Russian ruler to do so. His journey created not only sensation in Russia but in the countries he passed through. He visited Germany, Holland where he spent several months improving his knowledge of shipbuilding and navigation. He also visited England and Vienna. While on his journey he bought scientific instruments, books, and many curiosities. Peter was successful in furthering his knowledge and in laying the groundwork for regular technical and intellectual exchanges.In his diplomatic efforts he did not succeed. Peter returned to Moscow in August 1698. He brought back not only material things but also a new vision of change for Russia. The new visions or “transformation” of Russia that Peter the Great was determined to create throughout the years of his reign, received positive and negative assessments from his contemporaries and historians. By transformation Peter the Great meant “modernization.” Peter wanted for Russia to become part of Western Europe in political, economic and cultural sense. Change, for Peter included acceptance of the technology and the outlook of the West. Change also meant absolutist state with the absolute monarch and his centralized bureaucratic state. The monarchs like Peter the Great, sought to follow the pattern set by Louis XIV of France in building and strengthening the machinery of a centralized royal government.Enlightened despots believed their own interests could best be served by internal dynastic reforms. Measures designed to promote the development of the economy not only increased the wealth of their subjects but also provided the treasury with more revenues to finance larger armies. By restraining the power of the nobility and church, building up a trained and salaried officialdom, and rationalizing administrative procedures, these monarchs were able to strengthen the central government.The era of Peter’s reign was a period of transformation in Russia’s position as a great power. How effective and influential were the changes has been argued by many historians. Numerous scholars as Miliukov, Kliuchevsky, Anderson agrees on the fact that the actual reform that Russia experienced during Peter the Great reign was one of militarization and mechanization. According to Miliukov, Kliuchevsky, Anderson and others “war and its effects central not merely to Peter’s foreign policies but also to his domestic achievements and failures. Without a grasp of this fact no real understanding of his reign is possible.”The demands on the new armed forces had both positive and negative effects. Historians have struck, and continue to strike different balances between these effects. The new Petrine institutions were developed in the process of mobilizing the resources of the country and organizing the army. The demands of army and navy inspired many of the changes that took place during he reign of Peter the Great. With the creation and maintain of the army, Peter had few problems. One of them was supplying men for the army. New system of recruiting which was more effective and enduring was created. Volunteers and peasant conscripts were enlisted on large scale in order to form new regiments. By these means there was twenty-seven new infantry regiments and two of dragoons formed. This is one of the examples to show Peter’s efforts to increase his country’s military power. In 1705, a decree was established to recruit more young man between fifteen and twenty years old, fit for service.Recruiting on the massive scale imposed heavy burdens on the Russian people. Great importance was also assigned to regimental officers. Training schools became the most important military institutions in Russia. In organizing the army Peter discovered that the old framework of Muscovite government was not adequate for his needs. In the process of mobilizing the military Peter the Great transformed the administrative structure of the state. The administrative structure had its roots in the Mongol era of medieval Russia. Traditionally, Tsars looked for advice to the Boyar Council which was old-fashioned and conservative institution. The main departments, prikazy, were the central administration, with various functions, often complex and overlapping.From 1699, Peter started to make some efforts in improving the structure. The Boyar Council lost its importance, and was replaced by tsar’s trusted subordinates. New departments were created, the Preobrazhenskii Prikaz, the office of the political police was one of the most feared of all Peter’s innovations which was created in order to detect and crush disloyalty and opposition in Russia. In the 1711, the supervising and regulating force, the Senate was set up, to run the government in absence of Peter the Great. The other innovation of Peter the Great was dividing the empire into eleven gubernii, which where subdivided into about fifty provintsii and number of didtickty.Peter’s administrative apparatus was in many ways borrowed from the Swedes. The new system was not working out the way it was planed. In theory the army was supposed to cooperate with the civilian authorities but in fact administration passed into the hands of the army. By 1725, army was gathered provisions and taxes, rounded up recruits and runway serfs, policed the countryside and meted out its own military justice.Many of the administrative changes were ineffective and temporary. The changes influenced the nature of the tsardom and the society. One of the most radical reforms of Peter the Great was the abolition of the Patriarchate and the establishment of the Holy Synod. Peter the Great had a typical attitude towards religion as an absolutist ruler of the eighteenth century. He resented the Church’s ignorance, conservatism, and the wealth. In Russia, the Church had enjoyed great influence and its head, the Patriarch of Moscow, was the most influential and powerful individual after the Tsar. When the Patriarch Adrian died in 1700, therefore, no successor to him was appointed, and church property was placed under the control of a new Monasteries Department.This meant that much of the income from it could be used for secular, and above all military purposes. In 1721 a new controlling body for the church, the Most Holy Directing Syndod, was set up.It had no real independence, and it was a symbol of the final subjection of the church to Peter’s control. He was not interested in reforms of doctrine or worship, his goal was to deprive the Church of its spiritual independence, and to make it one of the departments of the Absolutist State. Under Peter the Church became the agency through which the state extended its control over the minds of its subjects. The changes in the Russian Church provoked bitter resistance among the people. Peter’s autocratic power had been asserted in the spiritual as well as in the secular sphere. The reign of Peter the Great had crucial importance for the history of Russian education. In the Muscovite state the service to the state was the leading duty, and Peter regarded education as a preparation for service or even service itself. Russia’s goal during Peter’s reign was to Westernized, to spread technology, knowledge, and education was the means to achieve that goal.The knowledge included technological and scientific knowledge of the West, not the Orthodox doctrine and learning of the Church. Education and learning had existed in Muscovy, but the had been focused on religious concerns and were propagated on an individual basis by clerks or church readers. It was Peter the Great who introduced secular schooling. He did it primarily in order to meet his own needs for technically trained personnel to operate the ships and maneuver the army he had created. Beyond these immediate needs he realized that the new state will require educated men to continue the work of modernization he had begun.Early in his reign, Peter sent groups of young nobles abroad to England, Holland and elsewhere, to acquire skills such as languages, seamanship, or mechanics. This experiment met with various oppositions. The first school he created was the Academy of Mathematics, later renamed Navigation, in 1701 in Moscow.Peter the Great also established an Academy of Science as both a research institute and an institution of higher education, open to the cultural elite of the empire. Other training schools were set up to provide instructions in various specializations. Education was a first step in the ladder of state service.	<urn:uuid:6c043d96-6899-40c7-8ada-d21cd0d5a650>	CC-MAIN-2020-05	https://shakespearecomputer.com/peter-the-great/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681412.74/warc/CC-MAIN-20200125191854-20200125221854-00302.warc.gz	en	0.986096	3,078	3.703125	4	[ -0.09971745312213898, 0.2817346453666687, 0.17037327587604523, -0.0414867103099823, -0.29916927218437195, -0.16266627609729767, 0.11595872044563293, 0.5292899012565613, -0.22935543954372406, -0.01733064092695713, -0.07162447273731232, -0.21578550338745117, -0.2740345299243927, 0.2037369459...	4	Towards the end of the seventeenth century Russia differed very little from what it had been at the end of the fifteenth. During the reign of Peter the Great Russia’s desire for change and a quest for progress was reaching levels comparable to those of Europe. Peter the Great is associated with the movement of Russia from the Medieval world to the Age of Enlightenment. Throughout the centuries historiographical debate has been in progress. There was a debate between historians who consider Peter the Great as a great Tsar of Russia and those who perceive him as an autocratic tyrant. Scholars ask if Peter the Great did indeed open the ‘Window to the West,’ ans if so what kind of window, and what aspects of the West? The interpretation of Russia’s past remains a subject of debate among historians. Image and accomplishments of Peter the Great with each generation produce different attitudes. What views are put forward by Peter’s contemporaries and modern historians? How did advocates and opposition portray the reign of Peter the Great? These are important questions to ask in an explanation on how Peter the Great was seen in the eyes of his contemporaries and of modern historians. In order to understand the image of Peter the Great and his significance it is necessary to know his background and the influences that shaped his life. Peter the Great was the fourteenth child of Alexei Mikhailovich, born in Moscow on May 30, 1672.Tsar Alexis died when Peter was four years old. His mother raised Peter.Tsars’ Alexis son from his first marriage, Feodor Alekseevich succeeded to the throne but his reign did not last long. On April 27, 1682, Tsar Feodor died. In line to succeed him were, his brother Ivan and Peter who was his half-brother. Peter was only ten years old. With the assistance of the semiprofessional musketeers garrisoned in Moscow, sister of Feodor, Sophia, seized power and declared herself regent, proclaiming both Ivan and Peter co-tsars. Sophia was in conflict with the family of Peter’s mother and she forced the boy to reside on one of the suburban estates of the crown.The hostility during Sophia’s regin was significant influence on Peter’s development as a Tsar. Peter grew up away from the constricting atmosphere of the Kremlin, and he was left to his devices under his mother’s supervision. Peter was a lively and energetic boy compared to his other siblings who were sick and weak. From his early years he was interested in military games, fire, bombs and fireworks. He organized his own “play regiments” and war games by enlisting gentlemen’s sons. He also had contact with foreigners and was fascinated with their way of life. His education started around the age of seven. One of his tutors was Nikita Zotov, who was a kind clerk, literate man who knew the Bible well but was not a scholar. While Zotov was teaching Peter to read and write, he told him stories of Russian history; of battles and heroes. Peter’s education was less classical then that given to Feodor or Sophia.By the time Peter reached manhood, he was basicaly a self taught man since he chose what he wished to learn. His lack of formal education would be reflected in the decisions and situations with which he had to deal with during his rule. Number of features of Peter’s childhood and youth makes it possible to see his intellectual development. At the age of sixteen, Peter was introduced to a dutchman, named Timmerman who became his second tutor. Under Timmerman’s guidance he was learning arithmetic, geometry, and the sciences of fortifications and artillery. Timmerman had also introduced him to sailing which became one of the favorite interests for Peter.Early contacts with Timmerman and other foreigners had opened his mind to the technological West. Overall, Peter early in his childhood, was cut off from the typical old Russian environment, ideas, customs and traditions of government of a Muscovite Tsar. This lack of knowledge of political and moral ideas, about the people, government and a ruler’s obligations to his subjects was reflected in his reign. Peter’s growing interests in foreigners and the western atmosphere which he was found of, disturbed his mother, Natalia. In order to convert Peter she had hoped that marriage would change his perspectives. Peter married Eudoxia Lopukhina in 1689, who was chosen by his mother.Unfortunately the match was a disaster, since the couple did not have much in common. However, through this marriage, Peter had two sons but the second died at age seven months. Most of the time Peter was away from his wife engaged in work on boats and sailing. Peter the Great was not interested in his family, he was very much interested in an atmosphere which was open to progressive influences from the West. In 1689, Sophia’s regency ended when once again she tried to take full control of Russia. Peter expelled her from the palace and sent to the Novodevichi nunnery. Many of her close associates were executed or exiled.Peter returned from hiding to Moscow but at that time he was not interested in ruling the country. He appointed a group of ministers with whom he left state matters for another five years before he took the reins of government into his own hands. From 1690 foreign influences were increased in Peters way of life. In 1691 for the first time a Russian tsar, Peter the Great adopted Western dress.Two of Peter’s close foreign friendships were with Patrick Gordon and Franz Lefort. Their education and their information about ways of life, science, and Western institutions were always of great interest for Peter. He was attracted and enjoyed the company of foreigners mostly because of the greater social, sexual, and intellectual freedom. He recognized his own drives and energy among the ambitious and adventurous foreigners who came to Russia. During his time spent in the company of foreigners he acquired mechanical skills and accumulated as much knowledge as he could. His military establishment was reorganized on the Western model, and his “play regiments” were transformed into regiments of the Guards.This improvement of military force was going to help him in defeating Russia’s enemy. In 1696, after his mother and Ivans death he took over the actual governance of his realm. Peter’s violations of the customs and his decision to visit western Europe shocked the Muscovites. Opposition groups and the signs of revolt were very quickly discovered and dealt with. People were arrested, torture, exiled to Siberia or executed.Nothing was going to stop Peter from going abroad. In August 1697 Peter left for journey to the West. He was the first Russian ruler to do so. His journey created not only sensation in Russia but in the countries he passed through. He visited Germany, Holland where he spent several months improving his knowledge of shipbuilding and navigation. He also visited England and Vienna. While on his journey he bought scientific instruments, books, and many curiosities. Peter was successful in furthering his knowledge and in laying the groundwork for regular technical and intellectual exchanges.In his diplomatic efforts he did not succeed. Peter returned to Moscow in August 1698. He brought back not only material things but also a new vision of change for Russia. The new visions or “transformation” of Russia that Peter the Great was determined to create throughout the years of his reign, received positive and negative assessments from his contemporaries and historians. By transformation Peter the Great meant “modernization.” Peter wanted for Russia to become part of Western Europe in political, economic and cultural sense. Change, for Peter included acceptance of the technology and the outlook of the West. Change also meant absolutist state with the absolute monarch and his centralized bureaucratic state. The monarchs like Peter the Great, sought to follow the pattern set by Louis XIV of France in building and strengthening the machinery of a centralized royal government.Enlightened despots believed their own interests could best be served by internal dynastic reforms. Measures designed to promote the development of the economy not only increased the wealth of their subjects but also provided the treasury with more revenues to finance larger armies. By restraining the power of the nobility and church, building up a trained and salaried officialdom, and rationalizing administrative procedures, these monarchs were able to strengthen the central government.The era of Peter’s reign was a period of transformation in Russia’s position as a great power. How effective and influential were the changes has been argued by many historians. Numerous scholars as Miliukov, Kliuchevsky, Anderson agrees on the fact that the actual reform that Russia experienced during Peter the Great reign was one of militarization and mechanization. According to Miliukov, Kliuchevsky, Anderson and others “war and its effects central not merely to Peter’s foreign policies but also to his domestic achievements and failures. Without a grasp of this fact no real understanding of his reign is possible.”The demands on the new armed forces had both positive and negative effects. Historians have struck, and continue to strike different balances between these effects. The new Petrine institutions were developed in the process of mobilizing the resources of the country and organizing the army. The demands of army and navy inspired many of the changes that took place during he reign of Peter the Great. With the creation and maintain of the army, Peter had few problems. One of them was supplying men for the army. New system of recruiting which was more effective and enduring was created. Volunteers and peasant conscripts were enlisted on large scale in order to form new regiments. By these means there was twenty-seven new infantry regiments and two of dragoons formed. This is one of the examples to show Peter’s efforts to increase his country’s military power. In 1705, a decree was established to recruit more young man between fifteen and twenty years old, fit for service.Recruiting on the massive scale imposed heavy burdens on the Russian people. Great importance was also assigned to regimental officers. Training schools became the most important military institutions in Russia. In organizing the army Peter discovered that the old framework of Muscovite government was not adequate for his needs. In the process of mobilizing the military Peter the Great transformed the administrative structure of the state. The administrative structure had its roots in the Mongol era of medieval Russia. Traditionally, Tsars looked for advice to the Boyar Council which was old-fashioned and conservative institution. The main departments, prikazy, were the central administration, with various functions, often complex and overlapping.From 1699, Peter started to make some efforts in improving the structure. The Boyar Council lost its importance, and was replaced by tsar’s trusted subordinates. New departments were created, the Preobrazhenskii Prikaz, the office of the political police was one of the most feared of all Peter’s innovations which was created in order to detect and crush disloyalty and opposition in Russia. In the 1711, the supervising and regulating force, the Senate was set up, to run the government in absence of Peter the Great. The other innovation of Peter the Great was dividing the empire into eleven gubernii, which where subdivided into about fifty provintsii and number of didtickty.Peter’s administrative apparatus was in many ways borrowed from the Swedes. The new system was not working out the way it was planed. In theory the army was supposed to cooperate with the civilian authorities but in fact administration passed into the hands of the army. By 1725, army was gathered provisions and taxes, rounded up recruits and runway serfs, policed the countryside and meted out its own military justice.Many of the administrative changes were ineffective and temporary. The changes influenced the nature of the tsardom and the society. One of the most radical reforms of Peter the Great was the abolition of the Patriarchate and the establishment of the Holy Synod. Peter the Great had a typical attitude towards religion as an absolutist ruler of the eighteenth century. He resented the Church’s ignorance, conservatism, and the wealth. In Russia, the Church had enjoyed great influence and its head, the Patriarch of Moscow, was the most influential and powerful individual after the Tsar. When the Patriarch Adrian died in 1700, therefore, no successor to him was appointed, and church property was placed under the control of a new Monasteries Department.This meant that much of the income from it could be used for secular, and above all military purposes. In 1721 a new controlling body for the church, the Most Holy Directing Syndod, was set up.It had no real independence, and it was a symbol of the final subjection of the church to Peter’s control. He was not interested in reforms of doctrine or worship, his goal was to deprive the Church of its spiritual independence, and to make it one of the departments of the Absolutist State. Under Peter the Church became the agency through which the state extended its control over the minds of its subjects. The changes in the Russian Church provoked bitter resistance among the people. Peter’s autocratic power had been asserted in the spiritual as well as in the secular sphere. The reign of Peter the Great had crucial importance for the history of Russian education. In the Muscovite state the service to the state was the leading duty, and Peter regarded education as a preparation for service or even service itself. Russia’s goal during Peter’s reign was to Westernized, to spread technology, knowledge, and education was the means to achieve that goal.The knowledge included technological and scientific knowledge of the West, not the Orthodox doctrine and learning of the Church. Education and learning had existed in Muscovy, but the had been focused on religious concerns and were propagated on an individual basis by clerks or church readers. It was Peter the Great who introduced secular schooling. He did it primarily in order to meet his own needs for technically trained personnel to operate the ships and maneuver the army he had created. Beyond these immediate needs he realized that the new state will require educated men to continue the work of modernization he had begun.Early in his reign, Peter sent groups of young nobles abroad to England, Holland and elsewhere, to acquire skills such as languages, seamanship, or mechanics. This experiment met with various oppositions. The first school he created was the Academy of Mathematics, later renamed Navigation, in 1701 in Moscow.Peter the Great also established an Academy of Science as both a research institute and an institution of higher education, open to the cultural elite of the empire. Other training schools were set up to provide instructions in various specializations. Education was a first step in the ladder of state service.	3,034	ENGLISH	1
Practicum Reflection: Week #5 After last week’s successful use of technology for the geography natural resource projects, I made it my goal to continue the use of computers and technology to elevate student learning. This week, I took it upon myself to implement more visuals for my students in the form of Google Slides, video clips, and photos and maps from the internet, among other images. My students are very receptive of technology, no matter what form it comes in, and my visual were no different; they proved to capture the attention of even my most distracted students. In addition to technology, I used more artifacts than normal. For our life-sized ecosystem board game project, I created my own board game piece to show my students exactly what was expected of them. This was very effective and many of my students produced great work that mirrored the effort that I demonstrated for them. Additionally, for a geography lesson about water as a natural resource, I used beakers and water to show the various quantities that water exists in our world (97% ocean, 2% frozen, >1% underground, ~0.007% fresh). This visual was effective in putting into perspective how valuable our fresh water is and how important it is to keep it clean and unpolluted. Going back to the life-sized ecosystem board game project that I mentioned earlier… IT WAS AWESOME! I gave each student a blank “board game piece” and on it, they were to draw a visual representation of their assigned ecosystem and write a multiple choice question that correlated with that ecosystem. On the back of the square, they wrote the answer to their question and wrote a paragraph providing more information about their question. Once everyone had completed their square, I laminated them, laid them out on the floor of our classroom, and we played the life-sized board game! It was received very well by the students, and was educational to boot. The life-sized board game is definitely a culminating task idea that would work well with any grade level, and one that I will do again in the future.	<urn:uuid:52167900-ea7b-4083-87c4-dc947a5dde65>	CC-MAIN-2020-05	http://www.spencerburton.ca/practicum-reflection-week-5/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00549.warc.gz	en	0.98165	427	3.296875	3	[ -0.21913845837116241, -0.04048214107751846, 0.32639041543006897, -0.5740566253662109, 0.1893187165260315, -0.30732423067092896, -0.04032242298126221, 0.5305718779563904, -0.3657754063606262, -0.08148278295993805, 0.1281474381685257, -0.45156919956207275, 0.08639190346002579, 0.272476494312...	13	Practicum Reflection: Week #5 After last week’s successful use of technology for the geography natural resource projects, I made it my goal to continue the use of computers and technology to elevate student learning. This week, I took it upon myself to implement more visuals for my students in the form of Google Slides, video clips, and photos and maps from the internet, among other images. My students are very receptive of technology, no matter what form it comes in, and my visual were no different; they proved to capture the attention of even my most distracted students. In addition to technology, I used more artifacts than normal. For our life-sized ecosystem board game project, I created my own board game piece to show my students exactly what was expected of them. This was very effective and many of my students produced great work that mirrored the effort that I demonstrated for them. Additionally, for a geography lesson about water as a natural resource, I used beakers and water to show the various quantities that water exists in our world (97% ocean, 2% frozen, >1% underground, ~0.007% fresh). This visual was effective in putting into perspective how valuable our fresh water is and how important it is to keep it clean and unpolluted. Going back to the life-sized ecosystem board game project that I mentioned earlier… IT WAS AWESOME! I gave each student a blank “board game piece” and on it, they were to draw a visual representation of their assigned ecosystem and write a multiple choice question that correlated with that ecosystem. On the back of the square, they wrote the answer to their question and wrote a paragraph providing more information about their question. Once everyone had completed their square, I laminated them, laid them out on the floor of our classroom, and we played the life-sized board game! It was received very well by the students, and was educational to boot. The life-sized board game is definitely a culminating task idea that would work well with any grade level, and one that I will do again in the future.	422	ENGLISH	1
kestrel defined in 1930 yearkestrel - Kestrel; kestrel - Upper plumage, neck, and breast dark lead- grey; sides, under tail- coverts, and thighs light yellowish red, with longitudinal, narrow, dark streaks; beak blue; cere and feet yellow; irides brown; claws black. Female: upper plumage and tail light red, with transverse spots and bars of dark brown; lower parts paler than in the male. Length, fifteen inches. The kestrel is the best known of the British hawks, not only because it is the most common species, but also because its peculiar preying habits bring it more into notice. It is resident and found throughout the United Kingdom, but undoubtedly possesses a partial migration, as it wholly disappears from some northern districts in the winter, and at the same season becomes more abundant in the southern counties. "When in quest of prey the kestrel has the habit of stopping suddenly in its rapid flight, and remaining for some time motionless in mid-air, suspended on its rapidly-beating wings, usually at a height of twenty or thirty yards above the surface. This habit, which has won for the species the appropriate name of windhover, is unique among British hawks. It is this peculiar aerial feat which makes the kestrel, when seen on the wing, so familiar a figure to country- people. The instant that the bird pauses in his swift-rushing flight you know that it is a kestrel, although it may be at such a distance as to appear a mere spot, a small moving shadow, against the sky. It has shorter wings than other falcons, and, by consequence, a more rapid and violent flight. The kestrel preys chiefly on mice and field-voles; occasionally it takes a small bird, and carries off young, tender chicks, if they come in its way; but it certainly does not deserve its scientific name of alaudarius (a feeder on larks), which would have fitted the hobby better. It also preys on frogs and coleopterous insects. Selby relates that a kestrel was observed late one evening pursuing the cockchafers, dashing at them and seizing one in each claw, eating them in the air, and then returning to the charge. When on the wing the kestrel's downward-gazing eyes are constantly on the lookout for the mice that lurk on the surface, and as mice are usually well concealed by the grass and herbage, the eyes must indeed be wonderfully sharp to detect them. After remaining suspended for some seconds, sometimes for half a minute, or longer, during which the bird watches the ground below, he dashes down upon his prey, or flies on without descending, as if satisfied that what had been taken for a mouse had turned out to be something different. When thus hovering motionless the wings are seen to beat rapidly for a few seconds, then to become fixed and rigid for a moment or two, after which the beating motion is renewed. A short time ago I watched a kestrel thus hovering in the face of a very violent wind, and it struck me that this suspension of the wings' motion in such circumstances was very extraordinary and hard to explain. One can understand that, even in the face of a violent gale, the bird is able to maintain its motionless position by sheer muscular power; but how happened it that in the short intervals, when the outspread wings became fixed and motionless, the bird was not instantly blown from its position? In its breeding habits the kestrel, like the starling and jackdaw, has a partiality for towers and lofty ruins, and it also nests in holes in rocks and hollow trees. In woods it frequently takes possession of a disused nest of a crow or magpie. The eggs are four or five, blotched with dull red on a reddish white ground; and in many eggs the ground-colour is quite covered with red. The kestrel, among British birds of prey, is a favourite with the ornithologist in virtue of its interesting habits; and it deserves to be equally esteemed by the farmer on account of its usefulness. It is, indeed, the only bird of diurnal habits that wages incessant warfare against the prolific and injurious mice, and thus carries on by day the task of keeping down a pest which those ' feathered cats' the owls, so efficiently pursue at night. The kestrel is easier to tame, and, when tame, more docile and affectionate, than most hawks, and many accounts have appeared in print of the bird and its ways in the domestic condition; but, to my mind, not one so interesting as the history of a pet kestrel kept a few years since by some friends of mine. The bird was young when it came into their hands, and was lovingly cared for, and made free of a large house and park, and of the whole wide country beyond. And it made good use of its liberty. As a rule, every morning it would fly away and disappear from sight until the evening, when, some time before sunset, it would return, dash in at the open door, and perch on some elevated situation - a cornice, or bust, or on the top of a large picture-frame. Invariably at dinnertime it flew to the dining-room, and would then settle on the shoulder of its master or mistress, to be fed with small scraps of meat. This pleasant state of things lasted for about three years, during which time the bird always roosted in, or somewhere near, the house, flew abroad by day, to return faithfully every evening to his loving human friends to be caressed, and fed, and made much of; and it might have continued several years longer, down to the present time, if the bird's temper had not suffered a mysterious change. All at once, for no reason that anyone could guess, he became subject to the most extraordinary outbreaks of ill-temper, and in such a state he would, on his return from his daily wanderings abroad, violently attack some person in the room. Up till this time he had preferred his master and mistress to any other member of the household, and had shown an equal attachment to both; now he would single out one or other of these his best friends for his most violent attacks; and, very curiously, on the day when he attacked his master he would display the usual affection towards his mistress, but on the next day would reverse the process. And his hostility was not to be despised: rising up into the air to a good height, he would dash down with great force on to the obnoxious person's head, often inflicting a lacerating blow with his claws. More than once, the lady told me, after one of these cutting, ungrateful blows on her forehead her face was bathed in blood. It is pleasant to be able to relate that no feeling of resentment or alarm was excited by this behaviour on the part of the bird; that he was never deprived of his sweet liberty or treated with less gentleness than before. It was hoped and believed that he would outgrow the savage fit, and if he had confined his virulent attacks to his master and mistress it would have been well with him. Unfortunately for him, he attacked others who were made of poorer clay. One evening at dinner the butler, while occupied with his duties, was struck savagely on the wrist by the kestrel. Like a well-trained servant, he did not wince or cry out, but marched stolidly round the table, pouring out wine, anxious only to conceal the blood that trickled from his wounds. But on the following day the bird was missing, and was never afterwards seen or heard of. pictures for kestrel near kestrel in Knolik definition of word "kestrel" was readed 1249 times	<urn:uuid:e92dc3d8-8a95-4ab9-a35b-b6798bbe8160>	CC-MAIN-2020-05	http://knolik.com/article0004847.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250615407.46/warc/CC-MAIN-20200124040939-20200124065939-00111.warc.gz	en	0.980872	1,657	3.703125	4	[ 0.1111796572804451, -0.058789461851119995, 0.21599794924259186, 0.05881275236606598, -0.094269759953022, 0.20116212964057922, 0.5934715270996094, 0.2612442076206207, -0.004951139912009239, -0.18251991271972656, -0.07638710737228394, -0.5872931480407715, -0.0867922455072403, -0.165541231632...	1	kestrel defined in 1930 yearkestrel - Kestrel; kestrel - Upper plumage, neck, and breast dark lead- grey; sides, under tail- coverts, and thighs light yellowish red, with longitudinal, narrow, dark streaks; beak blue; cere and feet yellow; irides brown; claws black. Female: upper plumage and tail light red, with transverse spots and bars of dark brown; lower parts paler than in the male. Length, fifteen inches. The kestrel is the best known of the British hawks, not only because it is the most common species, but also because its peculiar preying habits bring it more into notice. It is resident and found throughout the United Kingdom, but undoubtedly possesses a partial migration, as it wholly disappears from some northern districts in the winter, and at the same season becomes more abundant in the southern counties. "When in quest of prey the kestrel has the habit of stopping suddenly in its rapid flight, and remaining for some time motionless in mid-air, suspended on its rapidly-beating wings, usually at a height of twenty or thirty yards above the surface. This habit, which has won for the species the appropriate name of windhover, is unique among British hawks. It is this peculiar aerial feat which makes the kestrel, when seen on the wing, so familiar a figure to country- people. The instant that the bird pauses in his swift-rushing flight you know that it is a kestrel, although it may be at such a distance as to appear a mere spot, a small moving shadow, against the sky. It has shorter wings than other falcons, and, by consequence, a more rapid and violent flight. The kestrel preys chiefly on mice and field-voles; occasionally it takes a small bird, and carries off young, tender chicks, if they come in its way; but it certainly does not deserve its scientific name of alaudarius (a feeder on larks), which would have fitted the hobby better. It also preys on frogs and coleopterous insects. Selby relates that a kestrel was observed late one evening pursuing the cockchafers, dashing at them and seizing one in each claw, eating them in the air, and then returning to the charge. When on the wing the kestrel's downward-gazing eyes are constantly on the lookout for the mice that lurk on the surface, and as mice are usually well concealed by the grass and herbage, the eyes must indeed be wonderfully sharp to detect them. After remaining suspended for some seconds, sometimes for half a minute, or longer, during which the bird watches the ground below, he dashes down upon his prey, or flies on without descending, as if satisfied that what had been taken for a mouse had turned out to be something different. When thus hovering motionless the wings are seen to beat rapidly for a few seconds, then to become fixed and rigid for a moment or two, after which the beating motion is renewed. A short time ago I watched a kestrel thus hovering in the face of a very violent wind, and it struck me that this suspension of the wings' motion in such circumstances was very extraordinary and hard to explain. One can understand that, even in the face of a violent gale, the bird is able to maintain its motionless position by sheer muscular power; but how happened it that in the short intervals, when the outspread wings became fixed and motionless, the bird was not instantly blown from its position? In its breeding habits the kestrel, like the starling and jackdaw, has a partiality for towers and lofty ruins, and it also nests in holes in rocks and hollow trees. In woods it frequently takes possession of a disused nest of a crow or magpie. The eggs are four or five, blotched with dull red on a reddish white ground; and in many eggs the ground-colour is quite covered with red. The kestrel, among British birds of prey, is a favourite with the ornithologist in virtue of its interesting habits; and it deserves to be equally esteemed by the farmer on account of its usefulness. It is, indeed, the only bird of diurnal habits that wages incessant warfare against the prolific and injurious mice, and thus carries on by day the task of keeping down a pest which those ' feathered cats' the owls, so efficiently pursue at night. The kestrel is easier to tame, and, when tame, more docile and affectionate, than most hawks, and many accounts have appeared in print of the bird and its ways in the domestic condition; but, to my mind, not one so interesting as the history of a pet kestrel kept a few years since by some friends of mine. The bird was young when it came into their hands, and was lovingly cared for, and made free of a large house and park, and of the whole wide country beyond. And it made good use of its liberty. As a rule, every morning it would fly away and disappear from sight until the evening, when, some time before sunset, it would return, dash in at the open door, and perch on some elevated situation - a cornice, or bust, or on the top of a large picture-frame. Invariably at dinnertime it flew to the dining-room, and would then settle on the shoulder of its master or mistress, to be fed with small scraps of meat. This pleasant state of things lasted for about three years, during which time the bird always roosted in, or somewhere near, the house, flew abroad by day, to return faithfully every evening to his loving human friends to be caressed, and fed, and made much of; and it might have continued several years longer, down to the present time, if the bird's temper had not suffered a mysterious change. All at once, for no reason that anyone could guess, he became subject to the most extraordinary outbreaks of ill-temper, and in such a state he would, on his return from his daily wanderings abroad, violently attack some person in the room. Up till this time he had preferred his master and mistress to any other member of the household, and had shown an equal attachment to both; now he would single out one or other of these his best friends for his most violent attacks; and, very curiously, on the day when he attacked his master he would display the usual affection towards his mistress, but on the next day would reverse the process. And his hostility was not to be despised: rising up into the air to a good height, he would dash down with great force on to the obnoxious person's head, often inflicting a lacerating blow with his claws. More than once, the lady told me, after one of these cutting, ungrateful blows on her forehead her face was bathed in blood. It is pleasant to be able to relate that no feeling of resentment or alarm was excited by this behaviour on the part of the bird; that he was never deprived of his sweet liberty or treated with less gentleness than before. It was hoped and believed that he would outgrow the savage fit, and if he had confined his virulent attacks to his master and mistress it would have been well with him. Unfortunately for him, he attacked others who were made of poorer clay. One evening at dinner the butler, while occupied with his duties, was struck savagely on the wrist by the kestrel. Like a well-trained servant, he did not wince or cry out, but marched stolidly round the table, pouring out wine, anxious only to conceal the blood that trickled from his wounds. But on the following day the bird was missing, and was never afterwards seen or heard of. pictures for kestrel near kestrel in Knolik definition of word "kestrel" was readed 1249 times	1,642	ENGLISH	1
The memory of the Orthodox martyr Vincent of Saragossa from Spain was commemorated on November 11/24. It was decided to establish a celebration of the Synaxis of the Spanish and Portuguese Saints in 2018, which includes the memory of Martyr Vincent, who has long been honored in the Church. What was this saint admired for? Martyrdom. The earliest account of St. Vincent’s suffering for Christ is found in the works of the Roman Christian poet Prudentius (4th century), who compiled a collection of lyrical poems Martyrs’ Wreaths about Spanish and Roman martyrs. The future saint was born at the end of the 3rd century in the town of Huesca, near Saragossa (Augustopolis), Spain. His father’s name was Euthicius and his mother was Enola. Vincent lived most of his life in Saragossa and, having received a good education and possessing rhetorical talent, was made a deacon by Saint Valerius of Saragossa. As a deacon, Vincent received the blessing of his bishop to preach in the entire diocese. Soon the last great persecution of Christians during Diocletian’s rule began. Saints Valerius and Vincent were captured by Roman soldiers, who, torturing them with thirst and hunger, dragged them behind horses to Valencia for trial, where the prefect Publius Dacianus had arrived. The clerics were thrown into the local prison and promised to be released if they burned the Scriptures. They refused, and Saint Vincent boldly said that he was prepared to endure all for his faith. The holy deacon was subjected to fierce tortures: he was tied to a rack and brutally sliced with iron strings, burnt with hot iron and his wounds were sprinkled with salt. Then they threw him again into the dungeon, the floor of which was covered with broken roof tiles. Vincent endured torture with such peace of mind that it impressed his prison guard who repented and turned to Christ. Having remained faithful to the Lord, the saint died on a red-hot grid, thus repeating the deacon Lawrence’s feat. Later his body was dumped in a bag into the sea, but it was found by Christians, and then the Spanish deacon was honored by the whole Church. 1. Vincent was widely revered by all the Orthodox: in Africa, St. Augustine dedicated four great sermons to him; there was a church in Constantinople in honor of the saint, whose memory is still celebrated along with the Martyr Menas, who suffered on the same day. His veneration in Spain was so ample that there was even a special text of the liturgy in his honor in the ancient Mozarabic (Iberian) liturgical rite. 2. The bishop who had consecrated Vincent to the clergy was tongue-tied, so Vincent preached on his behalf. When St. Valerius was being questioned in prison, he was speaking too quietly and indistinctly, so Vincent gave a defensive speech on his behalf, and it was he who was tortured. The elderly bishop was not executed but sent into exile. 3. When the martyr’s body was dumped on the ground and nobody was allowed to bury him, some ravens came to the relics (according to another version, it was an angel disguised as a raven) and drove away scavengers and wild beasts. The soldiers decided to throw the body into the sea, but the waves pushed it back to the shore, after which it was buried by Christians with honors, and a church was erected over the relics. During the period of Muslim rule in Spain, the Arab geographer Al-Idrizi described the church, which was constantly surrounded by ravens, and called it “The Church with the Ravens”. 4. In 1173, King Afonso I the Great of Portugal (†1185) found the reburied relics of Vincent and took them to the cathedral of his capital with honors, to be revered as the patron saint of the city. The ship with the relics was accompanied by two ravens all the way to the city. The ravens were then displayed on the coat of arms of Lisbon. 5. A group of islands discovered by Christopher Columbus on the day of the saint’ memory were named after him. Holy Martyr Vincent, pray to God for us!	<urn:uuid:c0b245f4-36ee-48ad-8418-180da9b55834>	CC-MAIN-2020-05	https://blog.obitel-minsk.com/2019/12/an-orthodox-deacon-and-martyr-from-spain.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250603761.28/warc/CC-MAIN-20200121103642-20200121132642-00251.warc.gz	en	0.989939	906	3.40625	3	[ -0.07631738483905792, 0.7938545346260071, 0.01223703846335411, -0.2936169505119324, -0.04818117246031761, -0.17027786374092102, -0.1624252200126648, 0.5746551752090454, 0.7743128538131714, -0.059346720576286316, 0.08406203985214233, 0.12598443031311035, 0.051182955503463745, 0.139314055442...	8	The memory of the Orthodox martyr Vincent of Saragossa from Spain was commemorated on November 11/24. It was decided to establish a celebration of the Synaxis of the Spanish and Portuguese Saints in 2018, which includes the memory of Martyr Vincent, who has long been honored in the Church. What was this saint admired for? Martyrdom. The earliest account of St. Vincent’s suffering for Christ is found in the works of the Roman Christian poet Prudentius (4th century), who compiled a collection of lyrical poems Martyrs’ Wreaths about Spanish and Roman martyrs. The future saint was born at the end of the 3rd century in the town of Huesca, near Saragossa (Augustopolis), Spain. His father’s name was Euthicius and his mother was Enola. Vincent lived most of his life in Saragossa and, having received a good education and possessing rhetorical talent, was made a deacon by Saint Valerius of Saragossa. As a deacon, Vincent received the blessing of his bishop to preach in the entire diocese. Soon the last great persecution of Christians during Diocletian’s rule began. Saints Valerius and Vincent were captured by Roman soldiers, who, torturing them with thirst and hunger, dragged them behind horses to Valencia for trial, where the prefect Publius Dacianus had arrived. The clerics were thrown into the local prison and promised to be released if they burned the Scriptures. They refused, and Saint Vincent boldly said that he was prepared to endure all for his faith. The holy deacon was subjected to fierce tortures: he was tied to a rack and brutally sliced with iron strings, burnt with hot iron and his wounds were sprinkled with salt. Then they threw him again into the dungeon, the floor of which was covered with broken roof tiles. Vincent endured torture with such peace of mind that it impressed his prison guard who repented and turned to Christ. Having remained faithful to the Lord, the saint died on a red-hot grid, thus repeating the deacon Lawrence’s feat. Later his body was dumped in a bag into the sea, but it was found by Christians, and then the Spanish deacon was honored by the whole Church. 1. Vincent was widely revered by all the Orthodox: in Africa, St. Augustine dedicated four great sermons to him; there was a church in Constantinople in honor of the saint, whose memory is still celebrated along with the Martyr Menas, who suffered on the same day. His veneration in Spain was so ample that there was even a special text of the liturgy in his honor in the ancient Mozarabic (Iberian) liturgical rite. 2. The bishop who had consecrated Vincent to the clergy was tongue-tied, so Vincent preached on his behalf. When St. Valerius was being questioned in prison, he was speaking too quietly and indistinctly, so Vincent gave a defensive speech on his behalf, and it was he who was tortured. The elderly bishop was not executed but sent into exile. 3. When the martyr’s body was dumped on the ground and nobody was allowed to bury him, some ravens came to the relics (according to another version, it was an angel disguised as a raven) and drove away scavengers and wild beasts. The soldiers decided to throw the body into the sea, but the waves pushed it back to the shore, after which it was buried by Christians with honors, and a church was erected over the relics. During the period of Muslim rule in Spain, the Arab geographer Al-Idrizi described the church, which was constantly surrounded by ravens, and called it “The Church with the Ravens”. 4. In 1173, King Afonso I the Great of Portugal (†1185) found the reburied relics of Vincent and took them to the cathedral of his capital with honors, to be revered as the patron saint of the city. The ship with the relics was accompanied by two ravens all the way to the city. The ravens were then displayed on the coat of arms of Lisbon. 5. A group of islands discovered by Christopher Columbus on the day of the saint’ memory were named after him. Holy Martyr Vincent, pray to God for us!	895	ENGLISH	1

Subsets and Splits

No community queries yet

The top public SQL queries from the community will appear here once available.