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Nadia Fradkova’s parents divorced when she was very young. She lived with her mother in a small town near Moscow. Although her mother was Russian, Nadia was considered a Jew because her father was Jewish. She did not know what the word Jew meant until she was taunted at school by the other children. At the time her mother was able to comfort her, but as she grew older, she found it more and more difficult to deal with the antisemitism she seemed to encounter at every turn. Yet when she decided to emigrate, she discovered she could not leave the country without her parents’ consent and neither was willing to give permission. Without their permission, she could not even apply for an exit visa. Her insistence on emigrating led to hunger strikes and long stays in a labor camp and a psychiatric hospital. She was unable to leave the country until the Soviet Union collapsed and restrictions on emigration ended. She settled in Israel for a few years and then made her way to the Boston area.
How to cite this page
Jewish Women's Archive. "Nadia Fradkova." (Viewed on January 24, 2020) <https://qa.jwa.org/communitystories/sovietjewry/narrators/fradkova-nadia>. | <urn:uuid:848ff5d0-996f-4dba-8e3d-b4dfe743bb08> | CC-MAIN-2020-05 | https://qa.jwa.org/communitystories/sovietjewry/narrators/fradkova-nadia | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250628549.43/warc/CC-MAIN-20200125011232-20200125040232-00203.warc.gz | en | 0.988412 | 269 | 3.546875 | 4 | [
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0.0914987400... | 1 | Nadia Fradkova’s parents divorced when she was very young. She lived with her mother in a small town near Moscow. Although her mother was Russian, Nadia was considered a Jew because her father was Jewish. She did not know what the word Jew meant until she was taunted at school by the other children. At the time her mother was able to comfort her, but as she grew older, she found it more and more difficult to deal with the antisemitism she seemed to encounter at every turn. Yet when she decided to emigrate, she discovered she could not leave the country without her parents’ consent and neither was willing to give permission. Without their permission, she could not even apply for an exit visa. Her insistence on emigrating led to hunger strikes and long stays in a labor camp and a psychiatric hospital. She was unable to leave the country until the Soviet Union collapsed and restrictions on emigration ended. She settled in Israel for a few years and then made her way to the Boston area.
How to cite this page
Jewish Women's Archive. "Nadia Fradkova." (Viewed on January 24, 2020) <https://qa.jwa.org/communitystories/sovietjewry/narrators/fradkova-nadia>. | 267 | ENGLISH | 1 |
Paul the Apostle
The English used in this article may not be easy for everybody to understand. (February 2017)
Paul the Apostle, previously known as Saul of Tarsus and now often called St Paul (AD 9–67), was a Messianic Jewish-Roman writer and rabbi. He was a convert to Christianity. It is believed that he wrote thirteen books of the Bible, together called the Pauline epistles. They are letters to churches and Christians. He wrote these letters to encourage them, to help them understand Christian teaching, and to help them to live Christian lives.
Life[change | change source]
Beginnings[change | change source]
Paul's name was originally Saul (not to be confused with King Saul from the books of Samuel in the Old Testament). He grew up learning both the Jewish law and the Greek ways of discussing things. We are first introduced to Saul in the Bible near the end of Acts 7. The Christian movement had begun with the resurrection and ascension of Jesus. Saul was strongly against this, and he was happy as he watched Saint Stephen, the first martyr of Jesus, being killed by stoning after giving a speech that made the Jewish court angry. He worked for the Roman Government and helped lead the arrests and killing of many Christians in Israel and the nearby area.
On his journey, Saul approached Damascus. Suddenly a light from heaven flashed around him. He fell to the ground. He heard a voice speak to him.
"Saul! Saul!" the voice said. "Why are you opposing me?"
"Who are you, Lord?" Saul asked.
"I am Jesus," he replied. "I am the one you are opposing. Now get up and go into the city. There you will be told what you must do."
The men traveling with Saul stood there. They weren't able to speak. They had heard the sound. But they didn't see anyone. Saul got up from the ground. He opened his eyes, but he couldn't see. So they led him by hand into Damascus. For three days he was blind. He didn't eat or drink anything.— Acts 9:3–9, NIRV
Saul becomes Paul[change | change source]
When Saul reached Damascus, he was taken to Ananias, one of Jesus's disciples, where he got his sight back and was baptized as a Christian. He spent the next three years studying the Jewish scriptures again to find explanations for the Christian teachings. His experiences changed his view on Christianity completely. In Acts 13:9, he begins to be called Paul. This was the Hellenized version of the name Saul. He used his earlier education to explain his new faith to other people and to discuss things with people who had other beliefs.
He traveled around the Roman Empire, teaching others about Christianity, and wrote letters back and forth with the churches he helped to begin. The letters contain many important parts of Christian teaching and have since been part of the New Testament of the Bible, coming between the Acts of the Apostles and the General Epistles. It is not known whether Paul actually wrote all of these letters, or whether other people could have written the letters for him. Part of these letters are read at Mass as the second of two readings that come before the Gospel.
Although the Bible does not say how Paul died, it was told of that Paul was put to death by orders of the emperor Nero in Rome, in 67 AD. He had the rights of a Roman citizen, which meant that he could be put to death by having his head cut off with a sword, rather than by crucifixion.
Related pages[change | change source]
Other websites[change | change source]
- Online study about the early Christians in simple English
- Jewish Encyclopedia: Saul of Tarsus (known as Paul, the Apostle of the Heathen)
- "Saint Paul, the Apostle". Encyclopædia Britannica Online. 2009. | <urn:uuid:8cde51ba-5371-4ff2-bcd7-230e191c20ee> | CC-MAIN-2020-05 | https://simple.wikipedia.org/wiki/Saint_Paul | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594391.21/warc/CC-MAIN-20200119093733-20200119121733-00087.warc.gz | en | 0.985991 | 816 | 3.296875 | 3 | [
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-0.2035270... | 1 | Paul the Apostle
The English used in this article may not be easy for everybody to understand. (February 2017)
Paul the Apostle, previously known as Saul of Tarsus and now often called St Paul (AD 9–67), was a Messianic Jewish-Roman writer and rabbi. He was a convert to Christianity. It is believed that he wrote thirteen books of the Bible, together called the Pauline epistles. They are letters to churches and Christians. He wrote these letters to encourage them, to help them understand Christian teaching, and to help them to live Christian lives.
Life[change | change source]
Beginnings[change | change source]
Paul's name was originally Saul (not to be confused with King Saul from the books of Samuel in the Old Testament). He grew up learning both the Jewish law and the Greek ways of discussing things. We are first introduced to Saul in the Bible near the end of Acts 7. The Christian movement had begun with the resurrection and ascension of Jesus. Saul was strongly against this, and he was happy as he watched Saint Stephen, the first martyr of Jesus, being killed by stoning after giving a speech that made the Jewish court angry. He worked for the Roman Government and helped lead the arrests and killing of many Christians in Israel and the nearby area.
On his journey, Saul approached Damascus. Suddenly a light from heaven flashed around him. He fell to the ground. He heard a voice speak to him.
"Saul! Saul!" the voice said. "Why are you opposing me?"
"Who are you, Lord?" Saul asked.
"I am Jesus," he replied. "I am the one you are opposing. Now get up and go into the city. There you will be told what you must do."
The men traveling with Saul stood there. They weren't able to speak. They had heard the sound. But they didn't see anyone. Saul got up from the ground. He opened his eyes, but he couldn't see. So they led him by hand into Damascus. For three days he was blind. He didn't eat or drink anything.— Acts 9:3–9, NIRV
Saul becomes Paul[change | change source]
When Saul reached Damascus, he was taken to Ananias, one of Jesus's disciples, where he got his sight back and was baptized as a Christian. He spent the next three years studying the Jewish scriptures again to find explanations for the Christian teachings. His experiences changed his view on Christianity completely. In Acts 13:9, he begins to be called Paul. This was the Hellenized version of the name Saul. He used his earlier education to explain his new faith to other people and to discuss things with people who had other beliefs.
He traveled around the Roman Empire, teaching others about Christianity, and wrote letters back and forth with the churches he helped to begin. The letters contain many important parts of Christian teaching and have since been part of the New Testament of the Bible, coming between the Acts of the Apostles and the General Epistles. It is not known whether Paul actually wrote all of these letters, or whether other people could have written the letters for him. Part of these letters are read at Mass as the second of two readings that come before the Gospel.
Although the Bible does not say how Paul died, it was told of that Paul was put to death by orders of the emperor Nero in Rome, in 67 AD. He had the rights of a Roman citizen, which meant that he could be put to death by having his head cut off with a sword, rather than by crucifixion.
Related pages[change | change source]
Other websites[change | change source]
- Online study about the early Christians in simple English
- Jewish Encyclopedia: Saul of Tarsus (known as Paul, the Apostle of the Heathen)
- "Saint Paul, the Apostle". Encyclopædia Britannica Online. 2009. | 814 | ENGLISH | 1 |
Last week, our fifth graders were able to experience a virtual field trip to Jamestown Colony in Virginia. Jamestown is the first English Settlement established in 1607. This VR adventure took the students to the historical James Fort which was built along the James River with log walls for protection. Here our students were able to experience a 360-degree adventure inside and out of some of the buildings of the Jamestown Colony including a church, an armory, the governor’s house, and a storehouse. In addition, our students were able to experience what it was like to be in close quarters aboard the Susan Constant, which was one of the largest of the 3 ships that brought colonists to Jamestown. The students were excited to participate in this unique learning experience and were fully emerged in this unique early American experience.
Mrs. Schirrmacher, 5th grade | <urn:uuid:7a0f10bc-47e8-4715-beb2-e770cd5c3d08> | CC-MAIN-2020-05 | https://sjlslearning.com/2019/12/11/jamestown-virtual-field-trip/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00356.warc.gz | en | 0.988049 | 180 | 3.40625 | 3 | [
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0.3133877217... | 7 | Last week, our fifth graders were able to experience a virtual field trip to Jamestown Colony in Virginia. Jamestown is the first English Settlement established in 1607. This VR adventure took the students to the historical James Fort which was built along the James River with log walls for protection. Here our students were able to experience a 360-degree adventure inside and out of some of the buildings of the Jamestown Colony including a church, an armory, the governor’s house, and a storehouse. In addition, our students were able to experience what it was like to be in close quarters aboard the Susan Constant, which was one of the largest of the 3 ships that brought colonists to Jamestown. The students were excited to participate in this unique learning experience and were fully emerged in this unique early American experience.
Mrs. Schirrmacher, 5th grade | 181 | ENGLISH | 1 |
When the colonial slave trade, and then slavery itself, were abolished early in the 19th century, the British empire brazenly set up a new system of trade using Indian rather than African laborers. The new system of ''indentured'' labor was supposed to be different from slavery because the indenture, or contract, was written for an initial period of five years and involved fixed wages and some specified conditions of work. From the workers' point of view, the one redeeming feature of the system was that most of their workmates spoke their language and came from the same area of India. Because this allowed them to develop some sense of community, by the end of the initial five years most of the Indian laborers chose to stay in the land to which they had been taken. In time that land became the place in which they joined with others to build a new homeland. In this fieldwork-based study, Paul Younger looks at the present day descendents of these workers and their post-indenture societies in Mauritius, Guyana, Trinidad, South Africa, Fiji, and East Africa. He finds that they still cling to the fact that it was an arbitrary British decision that took them there and made the society pluralistic. This plurality seems to require them to search their memory for a distinctive religious tradition that they can pass on to their children. They know that there was a loss of culture involved in their move to these locations and consider it important to recover from that loss. But they are also intensely proud of their new identity, and insist that they have established a new religious tradition in their new homeland. For generations, says Younger, these people had struggled in their situation and now they had come up with a sense of community and purpose and were prepared to make the historical claim that they had developed an appropriate religious tradition for their specific community. | <urn:uuid:57a203dc-77bf-47fe-8052-fb7f1bcf9873> | CC-MAIN-2020-05 | http://ua.bookfi.net/book/649853 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598800.30/warc/CC-MAIN-20200120135447-20200120164447-00270.warc.gz | en | 0.98898 | 370 | 3.875 | 4 | [
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0.2439343929290... | 1 | When the colonial slave trade, and then slavery itself, were abolished early in the 19th century, the British empire brazenly set up a new system of trade using Indian rather than African laborers. The new system of ''indentured'' labor was supposed to be different from slavery because the indenture, or contract, was written for an initial period of five years and involved fixed wages and some specified conditions of work. From the workers' point of view, the one redeeming feature of the system was that most of their workmates spoke their language and came from the same area of India. Because this allowed them to develop some sense of community, by the end of the initial five years most of the Indian laborers chose to stay in the land to which they had been taken. In time that land became the place in which they joined with others to build a new homeland. In this fieldwork-based study, Paul Younger looks at the present day descendents of these workers and their post-indenture societies in Mauritius, Guyana, Trinidad, South Africa, Fiji, and East Africa. He finds that they still cling to the fact that it was an arbitrary British decision that took them there and made the society pluralistic. This plurality seems to require them to search their memory for a distinctive religious tradition that they can pass on to their children. They know that there was a loss of culture involved in their move to these locations and consider it important to recover from that loss. But they are also intensely proud of their new identity, and insist that they have established a new religious tradition in their new homeland. For generations, says Younger, these people had struggled in their situation and now they had come up with a sense of community and purpose and were prepared to make the historical claim that they had developed an appropriate religious tradition for their specific community. | 374 | ENGLISH | 1 |
Gustav Klimt was born on June 14th - 1862, right before the fall of Austrian Empire. As the son of a struggling post-war gold engraver Earnst and his mother Anna, a unrealised musician, Klimt grew up in relative poverty.
Despite the situation, he displayed an evident talent in the field of arts and was offered a full scholarship (Kunstgewerbeschule) in the Vienna School of Arts and Crafts at the age of fourteen. A feat most likely achieved by his early interest in what little work his father received and the overall artistic background of his parents.
At the academy, Klimt specialized in architectural paintings and received a classical education focusing on what was the the norm of academical drawing. He won numerous awards for interior decorations, later becoming the foremost interior decorator in Austria.
The academic phase of his life culminated with the Auditorium of the Old Burgtheater. A painting, that remained in history as one of the greatest achievements in Naturalist works of art. Klimt then switched to portraits and became the leading artist in Austria.
Exactly during the peak of his academical art achievements, Gustav Klimt began to stray away from the traditional styles. His works involved many shapes, patterns and nudity, which was unliked by the academy. This drove Klimt to what was named the “Succession”, after becoming the president of the "Union of Austrian Painters".
The movement was created to question the rules of classical art, as it failed to describe what was beyond reality and more freedom was needed for artists to express themselves. A few years later, Gustav Klimt entered his “Golden Phase”, where his most famous paintings were created.
Gustav kept his personal life mostly a secret and despite being very sexually active, he never married. There was only one woman that had a significant impact in his life and that was Emilie Flöge.
The Flöge sisters were part of the Viennese bohemian circles and were very passionate about fashion. With time, their own salon was dressing the richest clients in Austria. From the moment Klimt’s younger brother Ernst Klimt married Helene Flöge in the early 1890s, Gustav and Emilie became lifetime companions.
Why is Klimt important?
Gustav Klimt used mythology and allegory to disguise and embed his deeply erotic nature into his art. His drawings often seem to express a purely sexual interest in women. However, it wasn’t only that.
He abandoned the then conservative views of the Viennese intellectuals and focused his work on symbolism rather than academic realism. The principles held by the art elite at the time viewed painting as only to be used in representing the three dimensional reality onto a canvas with utmost precision.
Klimt opposed that academic realism is not enough to describe the vastness of human emotion and imagination, emphasising on the need for more freedom in painting what does not truly exist. One of the main characteristics of Klimt’s art is his neglect towards perspective by overflowing the canvas with various decorative shapes and patterns.
These shapes and patterns, however were not random. They were all inspired by by his interest in biology of reproduction and international art history. He was greatly fascinated by the way human life evolves in women’s womb and that was heavily represented in his most famous works. If there were two things Klimt cared about during his time, it would be science and women.
The story of Danaë and Zeus is one of his finest representations of divine love and transcendence. A sensual and mythical conception that gave life to Perseus. By removing the rest of the details from the original story, Klimt based his entire composition on the feminine curves and the ornamental symbolism of golden rain. One of the most justified uses of the golden lief in his career, which transformed eros into an icon.
How did Klimt apply gold leaf?
If Klimt became the foremost artist in Austria because of his work during the years at the academy, then what he achieved during the period known as Klimt’s Golden Phase placed him in history. One might argue the origin of his style began after the very close deaths of both his father and brother.
So, why is it named Klimt’s Golden Phase? Well, mainly because of the fact that he used gold in some of his most famous paintings. It is also likely that he learned how to work with gold from his father at a young age. During his early years at the Viennese academy, Klimt was greatly inspired by the expressiveness of Byzantine Art and after his succession from the academy, years later, all this knowledge culminated with the idea of breaking reality by placing exceptionally thin leafs of compressed gold at the base of his canvas.
It is interesting to share that not all of Klimt’s paintings involved a golden leaf during those years. Starting 1904, Klimt became a frequent summer guest of the Flöge family, near Lake Attersee, where he painted a series of landscapes that portrayed flowers abundant on colors. It is hinted that these landscapes were somewhat inspired by impressionism of Vincent van Gogh whom Klimt had previously studied.
Of course, the creation of his artwork wasn’t that simple. After the deaths of his father and brother, Klimt closed off from society to work and study and there was only one place he allowed himself to experience during this period of exile. Italy. Or more precisely, locations like Verona and Ravenna where one can observe historical Roman mosaic pieces. It is hinted that exactly these visits allowed him to transfer his Byzantine inspiration onto the canvas. What followed next was history.
Although his most famous paintings were made after the end of the 18th century, Klimt’s golden phase began around 1898 with the creation of the Pallas Athena. This was the first time he had used golden leaf in a mosaic like manner. Shortly after, Judith I was painted in 1901. However the two paintings most commonly associated with his golden phase were the Portrait of Adele Bloch-Bauer I in 1907, sold for 135 million in June 2006, and The Kiss, again made in the period of 1907-1908.
Unlike most of his works marked by an unhidden eroticism, the first portrait of Adele Bloch-Bauer is rather symbolic. Drowned in ornamental Byzantine gold, her languid face and hands are cold, tender and extremely realistic. At the same time, the scattered use of complementary blue brings out the luminance of the golden leaf even more. This almost minimalistic contrast and simplicity of the composition push Adele’s femininity and elegance closer to the viewer.
Gustav Klimt’s combination of lewdness and symbolism made him one of the most controversial figures of Viennese society and an integral part of the European rise of modernism. Even more impressive is the fact that Klimt’s use of gold has ensured the genuinity of his paintings to stand the tests of time, so that we, even now, can observe them in their original glory. | <urn:uuid:94599ad2-ae3b-4950-9324-aa530c8dfca3> | CC-MAIN-2020-05 | https://abcofcolors.xyz/page/gustav-klimt | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00171.warc.gz | en | 0.987394 | 1,498 | 3.671875 | 4 | [
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... | 14 | Gustav Klimt was born on June 14th - 1862, right before the fall of Austrian Empire. As the son of a struggling post-war gold engraver Earnst and his mother Anna, a unrealised musician, Klimt grew up in relative poverty.
Despite the situation, he displayed an evident talent in the field of arts and was offered a full scholarship (Kunstgewerbeschule) in the Vienna School of Arts and Crafts at the age of fourteen. A feat most likely achieved by his early interest in what little work his father received and the overall artistic background of his parents.
At the academy, Klimt specialized in architectural paintings and received a classical education focusing on what was the the norm of academical drawing. He won numerous awards for interior decorations, later becoming the foremost interior decorator in Austria.
The academic phase of his life culminated with the Auditorium of the Old Burgtheater. A painting, that remained in history as one of the greatest achievements in Naturalist works of art. Klimt then switched to portraits and became the leading artist in Austria.
Exactly during the peak of his academical art achievements, Gustav Klimt began to stray away from the traditional styles. His works involved many shapes, patterns and nudity, which was unliked by the academy. This drove Klimt to what was named the “Succession”, after becoming the president of the "Union of Austrian Painters".
The movement was created to question the rules of classical art, as it failed to describe what was beyond reality and more freedom was needed for artists to express themselves. A few years later, Gustav Klimt entered his “Golden Phase”, where his most famous paintings were created.
Gustav kept his personal life mostly a secret and despite being very sexually active, he never married. There was only one woman that had a significant impact in his life and that was Emilie Flöge.
The Flöge sisters were part of the Viennese bohemian circles and were very passionate about fashion. With time, their own salon was dressing the richest clients in Austria. From the moment Klimt’s younger brother Ernst Klimt married Helene Flöge in the early 1890s, Gustav and Emilie became lifetime companions.
Why is Klimt important?
Gustav Klimt used mythology and allegory to disguise and embed his deeply erotic nature into his art. His drawings often seem to express a purely sexual interest in women. However, it wasn’t only that.
He abandoned the then conservative views of the Viennese intellectuals and focused his work on symbolism rather than academic realism. The principles held by the art elite at the time viewed painting as only to be used in representing the three dimensional reality onto a canvas with utmost precision.
Klimt opposed that academic realism is not enough to describe the vastness of human emotion and imagination, emphasising on the need for more freedom in painting what does not truly exist. One of the main characteristics of Klimt’s art is his neglect towards perspective by overflowing the canvas with various decorative shapes and patterns.
These shapes and patterns, however were not random. They were all inspired by by his interest in biology of reproduction and international art history. He was greatly fascinated by the way human life evolves in women’s womb and that was heavily represented in his most famous works. If there were two things Klimt cared about during his time, it would be science and women.
The story of Danaë and Zeus is one of his finest representations of divine love and transcendence. A sensual and mythical conception that gave life to Perseus. By removing the rest of the details from the original story, Klimt based his entire composition on the feminine curves and the ornamental symbolism of golden rain. One of the most justified uses of the golden lief in his career, which transformed eros into an icon.
How did Klimt apply gold leaf?
If Klimt became the foremost artist in Austria because of his work during the years at the academy, then what he achieved during the period known as Klimt’s Golden Phase placed him in history. One might argue the origin of his style began after the very close deaths of both his father and brother.
So, why is it named Klimt’s Golden Phase? Well, mainly because of the fact that he used gold in some of his most famous paintings. It is also likely that he learned how to work with gold from his father at a young age. During his early years at the Viennese academy, Klimt was greatly inspired by the expressiveness of Byzantine Art and after his succession from the academy, years later, all this knowledge culminated with the idea of breaking reality by placing exceptionally thin leafs of compressed gold at the base of his canvas.
It is interesting to share that not all of Klimt’s paintings involved a golden leaf during those years. Starting 1904, Klimt became a frequent summer guest of the Flöge family, near Lake Attersee, where he painted a series of landscapes that portrayed flowers abundant on colors. It is hinted that these landscapes were somewhat inspired by impressionism of Vincent van Gogh whom Klimt had previously studied.
Of course, the creation of his artwork wasn’t that simple. After the deaths of his father and brother, Klimt closed off from society to work and study and there was only one place he allowed himself to experience during this period of exile. Italy. Or more precisely, locations like Verona and Ravenna where one can observe historical Roman mosaic pieces. It is hinted that exactly these visits allowed him to transfer his Byzantine inspiration onto the canvas. What followed next was history.
Although his most famous paintings were made after the end of the 18th century, Klimt’s golden phase began around 1898 with the creation of the Pallas Athena. This was the first time he had used golden leaf in a mosaic like manner. Shortly after, Judith I was painted in 1901. However the two paintings most commonly associated with his golden phase were the Portrait of Adele Bloch-Bauer I in 1907, sold for 135 million in June 2006, and The Kiss, again made in the period of 1907-1908.
Unlike most of his works marked by an unhidden eroticism, the first portrait of Adele Bloch-Bauer is rather symbolic. Drowned in ornamental Byzantine gold, her languid face and hands are cold, tender and extremely realistic. At the same time, the scattered use of complementary blue brings out the luminance of the golden leaf even more. This almost minimalistic contrast and simplicity of the composition push Adele’s femininity and elegance closer to the viewer.
Gustav Klimt’s combination of lewdness and symbolism made him one of the most controversial figures of Viennese society and an integral part of the European rise of modernism. Even more impressive is the fact that Klimt’s use of gold has ensured the genuinity of his paintings to stand the tests of time, so that we, even now, can observe them in their original glory. | 1,487 | ENGLISH | 1 |
Who Was Ida B. Wells?
Ida B. Wells was an African American journalist, abolitionist and feminist who led an anti-lynching crusade in the United States in the 1890s. She went on to found and become integral in groups striving for African American justice.
Early Life, Family and Education
Born a slave in Holly Springs, Mississippi, on July 16, 1862, Wells was the oldest daughter of James and Lizzie Wells. The Wells family, as well as the rest of the slaves of the Confederate states, were decreed free by the Union thanks to the Emancipation Proclamation about six months after Ida's birth.
Living in Mississippi as African Americans, they faced racial prejudices and were restricted by discriminatory rules and practices.
Wells' parents were active in the Republican Party during Reconstruction. Her father, James, was involved with the Freedman’s Aid Society and helped start Shaw University, a school for the newly freed slaves (now Rust College), and served on the first board of trustees.
It was at Shaw University that Wells received her early schooling. However, at the age of 16, she had to drop out when tragedy struck her family. Both of her parents and one of her siblings died in a yellow fever outbreak, leaving Wells to care for her other siblings. Ever resourceful, she convinced a nearby country school administrator that she was 18, and landed a job as a teacher.
In 1882, Wells moved with her sisters to Memphis, Tennessee, to live with an aunt. Her brothers found work as carpenter apprentices. For a time, Wells continued her education at Fisk University in Nashville.
Civil Rights Journalist and Activist
Wells wrote about issues of race and politics in the South. A number of her articles were published in black newspapers and periodicals under the moniker "Iola." Wells eventually became an owner of the Memphis Free Speech and Headlight, and, later, of the Free Speech.
On one fateful train ride from Memphis to Nashville, in May 1884, Wells reached a personal turning point that resulted in her activism. After having bought a first-class train ticket, she was outraged when the train crew ordered her to move to the car for African Americans. She refused on principle.
As Wells was forcibly removed from the train, she bit one of the men on the hand. She sued the railroad, winning a $500 settlement in a circuit court case. The decision was later overturned by the Tennessee Supreme Court. This injustice led Wells to pick up a pen and write.
While working as a journalist and publisher, Wells also held a position as a teacher in a segregated public school in Memphis. She became a vocal critic of the condition of blacks only schools in the city. In 1891, she was fired from her job for these attacks. She championed another cause after the murder of a friend and his two business associates.
A lynching in Memphis incensed Wells and led her to begin an anti-lynching campaign in 1892. Three African American men — Tom Moss, Calvin McDowell and Will Stewart — set up a grocery store. Their new business drew customers away from a white-owned store in the neighborhood, and the white store owner and his supporters clashed with the three men on a few occasions.
One night, Moss and the others guarded their store against attack and ended up shooting several of the white vandals. They were arrested and brought to jail, but they didn't have a chance to defend themselves against the charges. A lynch mob took them from their cells and murdered them.
Wells wrote newspaper articles decrying the lynching of her friend and the wrongful deaths of other African Americans. Putting her own life at risk, she spent two months traveling in the South, gathering information on other lynching incidents.
One editorial seemed to push some of the city's whites over the edge. A mob stormed the office of her newspaper, destroying all of her equipment. Fortunately, Wells had been traveling to New York City at the time. She was warned that she would be killed if she ever returned to Memphis.
Staying in the North, Wells wrote an in-depth report on lynching in America for the New York Age, an African American newspaper run by former slave T. Thomas Fortune.
'A Red Record'
In 1893, Wells published A Red Record, a personal examination of lynchings in America.
That year, Wells lectured abroad to drum up support for her cause among reform-minded whites. Upset by the ban on African American exhibitors at the 1893 World's Columbian Exposition, she penned and circulated a pamphlet entitled "The Reason Why the Colored American Is Not in the World's Columbian Exposition." Wells’ effort was funded and supported by famed abolitionist and freed slave Frederick Douglass and lawyer and editor Ferdinand Barnett.
In 1898, Wells brought her anti-lynching campaign to the White House, leading a protest in Washington, D.C., and calling for President William McKinley to make reforms.
Husband and Children
Wells married Ferdinand Barnett in 1895 and was thereafter known as Ida B. Wells-Barnett. The couple had four children together.
Wells established several civil rights organizations. In 1896, she formed the National Association of Colored Women. Wells is also considered a founding member of the National Association for the Advancement of Colored People (NAACP). NAACP co-founders included W.E.B. Du Bois, Archibald Grimke, Mary Church Terrell, Mary White Ovington and Henry Moskowitz, among others.
After brutal assaults on the African American community in Springfield, Illinois, in 1908, Wells sought to take action: The following year, she attended a special conference for the organization that would later become known as the NAACP. Wells later cut ties with the organization, explaining that she felt the organization, in its infancy at the time she left, lacked action-based initiatives.
Working on behalf of all women, as part of her work with the National Equal Rights League, Wells called for President Woodrow Wilson to put an end to discriminatory hiring practices for government jobs.
Wells also created the first African American kindergarten in her community and fought for women's suffrage. In 1930, she made an unsuccessful bid for the Illinois state senate.
Wells died of kidney disease on March 25, 1931, at the age of 68, in Chicago, Illinois.
Wells left behind an impressive legacy of social and political heroism. With her writings, speeches and protests, Wells fought against prejudice, no matter what potential dangers she faced. She once said, "I felt that one had better die fighting against injustice than to die like a dog or a rat in a trap."
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-0.18922340... | 2 | Who Was Ida B. Wells?
Ida B. Wells was an African American journalist, abolitionist and feminist who led an anti-lynching crusade in the United States in the 1890s. She went on to found and become integral in groups striving for African American justice.
Early Life, Family and Education
Born a slave in Holly Springs, Mississippi, on July 16, 1862, Wells was the oldest daughter of James and Lizzie Wells. The Wells family, as well as the rest of the slaves of the Confederate states, were decreed free by the Union thanks to the Emancipation Proclamation about six months after Ida's birth.
Living in Mississippi as African Americans, they faced racial prejudices and were restricted by discriminatory rules and practices.
Wells' parents were active in the Republican Party during Reconstruction. Her father, James, was involved with the Freedman’s Aid Society and helped start Shaw University, a school for the newly freed slaves (now Rust College), and served on the first board of trustees.
It was at Shaw University that Wells received her early schooling. However, at the age of 16, she had to drop out when tragedy struck her family. Both of her parents and one of her siblings died in a yellow fever outbreak, leaving Wells to care for her other siblings. Ever resourceful, she convinced a nearby country school administrator that she was 18, and landed a job as a teacher.
In 1882, Wells moved with her sisters to Memphis, Tennessee, to live with an aunt. Her brothers found work as carpenter apprentices. For a time, Wells continued her education at Fisk University in Nashville.
Civil Rights Journalist and Activist
Wells wrote about issues of race and politics in the South. A number of her articles were published in black newspapers and periodicals under the moniker "Iola." Wells eventually became an owner of the Memphis Free Speech and Headlight, and, later, of the Free Speech.
On one fateful train ride from Memphis to Nashville, in May 1884, Wells reached a personal turning point that resulted in her activism. After having bought a first-class train ticket, she was outraged when the train crew ordered her to move to the car for African Americans. She refused on principle.
As Wells was forcibly removed from the train, she bit one of the men on the hand. She sued the railroad, winning a $500 settlement in a circuit court case. The decision was later overturned by the Tennessee Supreme Court. This injustice led Wells to pick up a pen and write.
While working as a journalist and publisher, Wells also held a position as a teacher in a segregated public school in Memphis. She became a vocal critic of the condition of blacks only schools in the city. In 1891, she was fired from her job for these attacks. She championed another cause after the murder of a friend and his two business associates.
A lynching in Memphis incensed Wells and led her to begin an anti-lynching campaign in 1892. Three African American men — Tom Moss, Calvin McDowell and Will Stewart — set up a grocery store. Their new business drew customers away from a white-owned store in the neighborhood, and the white store owner and his supporters clashed with the three men on a few occasions.
One night, Moss and the others guarded their store against attack and ended up shooting several of the white vandals. They were arrested and brought to jail, but they didn't have a chance to defend themselves against the charges. A lynch mob took them from their cells and murdered them.
Wells wrote newspaper articles decrying the lynching of her friend and the wrongful deaths of other African Americans. Putting her own life at risk, she spent two months traveling in the South, gathering information on other lynching incidents.
One editorial seemed to push some of the city's whites over the edge. A mob stormed the office of her newspaper, destroying all of her equipment. Fortunately, Wells had been traveling to New York City at the time. She was warned that she would be killed if she ever returned to Memphis.
Staying in the North, Wells wrote an in-depth report on lynching in America for the New York Age, an African American newspaper run by former slave T. Thomas Fortune.
'A Red Record'
In 1893, Wells published A Red Record, a personal examination of lynchings in America.
That year, Wells lectured abroad to drum up support for her cause among reform-minded whites. Upset by the ban on African American exhibitors at the 1893 World's Columbian Exposition, she penned and circulated a pamphlet entitled "The Reason Why the Colored American Is Not in the World's Columbian Exposition." Wells’ effort was funded and supported by famed abolitionist and freed slave Frederick Douglass and lawyer and editor Ferdinand Barnett.
In 1898, Wells brought her anti-lynching campaign to the White House, leading a protest in Washington, D.C., and calling for President William McKinley to make reforms.
Husband and Children
Wells married Ferdinand Barnett in 1895 and was thereafter known as Ida B. Wells-Barnett. The couple had four children together.
Wells established several civil rights organizations. In 1896, she formed the National Association of Colored Women. Wells is also considered a founding member of the National Association for the Advancement of Colored People (NAACP). NAACP co-founders included W.E.B. Du Bois, Archibald Grimke, Mary Church Terrell, Mary White Ovington and Henry Moskowitz, among others.
After brutal assaults on the African American community in Springfield, Illinois, in 1908, Wells sought to take action: The following year, she attended a special conference for the organization that would later become known as the NAACP. Wells later cut ties with the organization, explaining that she felt the organization, in its infancy at the time she left, lacked action-based initiatives.
Working on behalf of all women, as part of her work with the National Equal Rights League, Wells called for President Woodrow Wilson to put an end to discriminatory hiring practices for government jobs.
Wells also created the first African American kindergarten in her community and fought for women's suffrage. In 1930, she made an unsuccessful bid for the Illinois state senate.
Wells died of kidney disease on March 25, 1931, at the age of 68, in Chicago, Illinois.
Wells left behind an impressive legacy of social and political heroism. With her writings, speeches and protests, Wells fought against prejudice, no matter what potential dangers she faced. She once said, "I felt that one had better die fighting against injustice than to die like a dog or a rat in a trap."
We strive for accuracy and fairness. If you see something that doesn't look right, contact us! | 1,441 | ENGLISH | 1 |
Elizabeth the Great (1958), by Elizabeth Jenkins, is a biography of Queen Elizabeth I of England, ‘‘Good Queen Bess,’’ who reigned from 1558 until her death in 1603.
Elizabeth I was born in 1533, the daughter of King Henry VIII of England and Anne Boleyn. When Elizabeth was only two years old, her father ordered the beheading of her mother. When Henry VIII died in 1547 he was succeeded by his son, Elizabeth’s half-brother, the nine-year-old Edward VI. After Edward VI died in 1553, Elizabeth’s halfsister became Queen Mary I of England. Mary, who was Catholic, earned the name Bloody Mary for her persecution of Protestants during her reign. Because Elizabeth was Protestant and because Mary feared Elizabeth might plot against her life, Elizabeth was imprisoned throughout most of Mary’s reign.
Upon Mary I’s death in 1558, Elizabeth was named Queen of England. Elizabeth was masterful at creating a public image for herself that appealed to the emotions of her citizens and allayed their concerns about being ruled by a female monarch. Elizabeth’s refusal to marry, and therefore to bear heirs, was a significant point of conflict between herself and her Parliament throughout her reign. Meanwhile, she maintained a close companionship through much of her life with Robert Dudley, Earl of Leicester, whom she also refused to marry.
Throughout her reign, Elizabeth was threatened by various plots to murder her and place the Catholic Mary Queen of Scots on the English throne. A number of conspiracies against her life and crown were uncovered, resulting in many executions for treason, including the execution of Mary Queen of Scots in 1587. However, upon Elizabeth’s death, King James VI of Scotland, the son of Mary Queen of Scots, was named as her successor, making him King James I of England.
Henry VIII and Anne Boleyn
Elizabeth I was born in 1533, the daughter of King Henry VIII of England and Anne Boleyn, his second wife. Henry’s first wife, Catherine of Aragon, had born him a daughter, Mary. When Elizabeth was two years old, Henry VIII ordered the beheading of Anne Boleyn, although Elizabeth did not learn of this fact until years later. Henry VIII’s third wife, Jane Seymour, was the mother of his only surviving son, Edward. Henry VIII later married, in succession, Anne of Cleves, Catherine Howard, and Catherine Parr.
Although all three children were of different mothers, Mary, Elizabeth, and Edward were raised together and generally treated well by their various stepmothers. Important early influences on Elizabeth were her governess, Mrs. Ashley, and her private tutor, the scholar Roger Ascham. Ascham was impressed with Elizabeth’s intelligence, eagerness for learning, and facility with learning foreign languages.
Reign of King Edward VI
In 1547, when Elizabeth was fourteen, Henry VIII died, leaving the nine-year old Edward as heir to the throne. Edward Seymour, duke of Somerset, was named Protector to the boy king. Soon afterward, Thomas Seymour (a brother of Edward Seymour), married Henry VIII’s widow, Catherine Parr. When Edward became king, Elizabeth went to live with Catherine Parr (her stepmother) and Thomas Seymour. During this time, Thomas Seymour developed a pattern of sexually harassing the teenaged Elizabeth. After his wife died, Seymour hoped to marry Elizabeth in order to gain political power. However, in 1549, Thomas Seymour was arrested for various political intrigues and beheaded on the order of his brother Edward Seymour. In 1552, Edward Seymour was in turn beheaded for treason. With the downfall of Edward Seymour, John Dudley, earl of Warwick, took over control of the government as a regent to the child king.
In 1553, King Edward VI died of tuberculosis. After Edward’s death, a conspiracy resulted in the reign of Lady Jane Grey as Queen of England for nine days. John Dudley had arranged the marriage of his son to Lady Jane Grey, and convinced the dying King Edward VI to name her heir to the throne. However,...
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0.13689815998077... | 3 | Elizabeth the Great (1958), by Elizabeth Jenkins, is a biography of Queen Elizabeth I of England, ‘‘Good Queen Bess,’’ who reigned from 1558 until her death in 1603.
Elizabeth I was born in 1533, the daughter of King Henry VIII of England and Anne Boleyn. When Elizabeth was only two years old, her father ordered the beheading of her mother. When Henry VIII died in 1547 he was succeeded by his son, Elizabeth’s half-brother, the nine-year-old Edward VI. After Edward VI died in 1553, Elizabeth’s halfsister became Queen Mary I of England. Mary, who was Catholic, earned the name Bloody Mary for her persecution of Protestants during her reign. Because Elizabeth was Protestant and because Mary feared Elizabeth might plot against her life, Elizabeth was imprisoned throughout most of Mary’s reign.
Upon Mary I’s death in 1558, Elizabeth was named Queen of England. Elizabeth was masterful at creating a public image for herself that appealed to the emotions of her citizens and allayed their concerns about being ruled by a female monarch. Elizabeth’s refusal to marry, and therefore to bear heirs, was a significant point of conflict between herself and her Parliament throughout her reign. Meanwhile, she maintained a close companionship through much of her life with Robert Dudley, Earl of Leicester, whom she also refused to marry.
Throughout her reign, Elizabeth was threatened by various plots to murder her and place the Catholic Mary Queen of Scots on the English throne. A number of conspiracies against her life and crown were uncovered, resulting in many executions for treason, including the execution of Mary Queen of Scots in 1587. However, upon Elizabeth’s death, King James VI of Scotland, the son of Mary Queen of Scots, was named as her successor, making him King James I of England.
Henry VIII and Anne Boleyn
Elizabeth I was born in 1533, the daughter of King Henry VIII of England and Anne Boleyn, his second wife. Henry’s first wife, Catherine of Aragon, had born him a daughter, Mary. When Elizabeth was two years old, Henry VIII ordered the beheading of Anne Boleyn, although Elizabeth did not learn of this fact until years later. Henry VIII’s third wife, Jane Seymour, was the mother of his only surviving son, Edward. Henry VIII later married, in succession, Anne of Cleves, Catherine Howard, and Catherine Parr.
Although all three children were of different mothers, Mary, Elizabeth, and Edward were raised together and generally treated well by their various stepmothers. Important early influences on Elizabeth were her governess, Mrs. Ashley, and her private tutor, the scholar Roger Ascham. Ascham was impressed with Elizabeth’s intelligence, eagerness for learning, and facility with learning foreign languages.
Reign of King Edward VI
In 1547, when Elizabeth was fourteen, Henry VIII died, leaving the nine-year old Edward as heir to the throne. Edward Seymour, duke of Somerset, was named Protector to the boy king. Soon afterward, Thomas Seymour (a brother of Edward Seymour), married Henry VIII’s widow, Catherine Parr. When Edward became king, Elizabeth went to live with Catherine Parr (her stepmother) and Thomas Seymour. During this time, Thomas Seymour developed a pattern of sexually harassing the teenaged Elizabeth. After his wife died, Seymour hoped to marry Elizabeth in order to gain political power. However, in 1549, Thomas Seymour was arrested for various political intrigues and beheaded on the order of his brother Edward Seymour. In 1552, Edward Seymour was in turn beheaded for treason. With the downfall of Edward Seymour, John Dudley, earl of Warwick, took over control of the government as a regent to the child king.
In 1553, King Edward VI died of tuberculosis. After Edward’s death, a conspiracy resulted in the reign of Lady Jane Grey as Queen of England for nine days. John Dudley had arranged the marriage of his son to Lady Jane Grey, and convinced the dying King Edward VI to name her heir to the throne. However,...
(The entire section is 1,738 words.) | 880 | ENGLISH | 1 |
Humayun’s tomb is the tomb of the Mughal Emperor Humayun. The tomb was constructed by his son, the great emperor Akbar in 1569-70. Located in Nizamuddin East, Delhi, it was the first garden-tomb on the Indian subcontinent. It was said to be the first structure which made use of red sandstone at a grand scale. Besides the main tomb enclosure of Humayun, several smaller monuments comes in the pathway leading up to it, from the main entrance in the West. Inspired by Persian architecture, the tomb reaches a height of 47 metres and is 91 metres wide, which was the first Indian building to use the Persian double dome on a high neck drum.
History of Humayun Tomb at Delhi
Humayun died on 20 January 1556. His body was buried in his palace which was situated inside the Purana Quila at Delhi. The tomb of Humayun in its contemporary shape was built under the supervision of Humayun’s first wife and chief consort. The construction begun in 1565, which was almost nine years after his death. The tomb was completed in 1572 AD. It is said that construction of the tomb had costed about 1.5 million rupes at the time. One unique thing was that the cost for building the mausoleum was paid entirely by Empress Bega Begum.
It is also said that When Humayun had died in 1556, Bega Begum was so grieved over her husband’s death that she dedicated her life thenceforth to a sole purpose: the construction of the most magnificent mausoleum in the Empire, at a site near the Yamuna River in Delhi for the memorial of the late Emperor. According to historical journal of the then time, Ain-i-Akbari, a 16th-century detailed document was written during the reign of Akbar, Haji Begum supervised the construction of the tomb after returning from Mecca and undertaking the Hajj.
Architecture of the Humayun Tomb
The architect of the tomb was assigned to the Persian architect, Mirak Mirza Ghiyas who and had earlier designed several buildings in Bukhara, and India. Ghiyas, to whom the mausoleum’s exquisite design is attributed was chosen to be the architect by Empress Bega Begum. Unfortunately, before the structure’s completion, he died and so his son Sayyed Muhammad ibn Mirak Ghiyathuddin completed his father’s design in 1571, with equal zeal and dedication.
An English merchant, William Finch, who visited the tomb in 1611, describes the rich interior furnishing of the central chamber. He mentioned the presence of rich carpets, and a shamiana, a small tent above the cenotaph, which was covered with a pure white sheet and with copies of the Quran in front along with his sword, turban and shoes.
The fortunes of the once famous Charbagh (Four-square) gardens, which spread over 13 hectares surrounding the monument, changed repeatedly over the years after its construction. The capital had already shifted to Agra in 1556, and the decline of the Mughals accelerated the decay of the monument and its features, as the expensive upkeep of the garden proved impossible. By the early 18th century, the once lush gardens were replaced by vegetable garden of people who had settled within the walled area.
—-Interested in Delhi? Read on More—-
However, the capture of the last Mughal emperor, Bahadur Shah Zafar during the Indian Rebellion of 1857 together with the premises, and his subsequent sentencing to exile, along with execution of his three sons, meant that the monument’s worst days lay ahead, as the British took over Delhi completely. In 1860, the Mughal design of the garden was replanted to a more English garden-style. Though Viceroy, Lord Curzon’s orders the original garden were restored in a major restoration project between 1903–1909, which also included lining the plaster channels with sandstone; a 1915 planting scheme, added emphasis to the central and diagonal axis by lining it with trees, though some trees were also planted on the platform originally reserved for tents. The 1882, the Official curator of ancient monument in India, published his first report, which mentioned that the main garden was let out to various cultivators, amongst them till late were the royal descendants, who grew cabbage and tobacco in it.
During the Partition of India, in August 1947 the Purana Qila together with Humayun’s Tomb, became major refugee camps for Muslims migrating to the newly founded Pakistan, and was later managed by the government of India. These camps stayed open for about five years, and caused considerable damage not only to the extensive gardens, but also to the water channels and the principle structures. Eventually, to avoid vandalism, the cenotaphs within the mausoleum were encased in brick. In the coming years, the Archaeological Survey of India (ASI), took on responsibility for the preservation of heritage monuments in India, and gradually the building and its gardens were restored. Until 1985, four unsuccessful attempts were made to reinstate the original water features.
An important phase in the restoration of the complex, started around 1993, when the monument was declared a World Heritage Site. This brought new interest to its restoration, and a detailed research and excavation process began under the aegis of the Aga Khan Trust and the ASI, culminating in 2003, when much of the complex, and gardens were finally restored, with its historic fountains running once again after several centuries of disuse. The restoration has been a continuous process ever since, with subsequent phases addressing various aspects and monuments of the complex.
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0.5089126229... | 1 | Humayun’s tomb is the tomb of the Mughal Emperor Humayun. The tomb was constructed by his son, the great emperor Akbar in 1569-70. Located in Nizamuddin East, Delhi, it was the first garden-tomb on the Indian subcontinent. It was said to be the first structure which made use of red sandstone at a grand scale. Besides the main tomb enclosure of Humayun, several smaller monuments comes in the pathway leading up to it, from the main entrance in the West. Inspired by Persian architecture, the tomb reaches a height of 47 metres and is 91 metres wide, which was the first Indian building to use the Persian double dome on a high neck drum.
History of Humayun Tomb at Delhi
Humayun died on 20 January 1556. His body was buried in his palace which was situated inside the Purana Quila at Delhi. The tomb of Humayun in its contemporary shape was built under the supervision of Humayun’s first wife and chief consort. The construction begun in 1565, which was almost nine years after his death. The tomb was completed in 1572 AD. It is said that construction of the tomb had costed about 1.5 million rupes at the time. One unique thing was that the cost for building the mausoleum was paid entirely by Empress Bega Begum.
It is also said that When Humayun had died in 1556, Bega Begum was so grieved over her husband’s death that she dedicated her life thenceforth to a sole purpose: the construction of the most magnificent mausoleum in the Empire, at a site near the Yamuna River in Delhi for the memorial of the late Emperor. According to historical journal of the then time, Ain-i-Akbari, a 16th-century detailed document was written during the reign of Akbar, Haji Begum supervised the construction of the tomb after returning from Mecca and undertaking the Hajj.
Architecture of the Humayun Tomb
The architect of the tomb was assigned to the Persian architect, Mirak Mirza Ghiyas who and had earlier designed several buildings in Bukhara, and India. Ghiyas, to whom the mausoleum’s exquisite design is attributed was chosen to be the architect by Empress Bega Begum. Unfortunately, before the structure’s completion, he died and so his son Sayyed Muhammad ibn Mirak Ghiyathuddin completed his father’s design in 1571, with equal zeal and dedication.
An English merchant, William Finch, who visited the tomb in 1611, describes the rich interior furnishing of the central chamber. He mentioned the presence of rich carpets, and a shamiana, a small tent above the cenotaph, which was covered with a pure white sheet and with copies of the Quran in front along with his sword, turban and shoes.
The fortunes of the once famous Charbagh (Four-square) gardens, which spread over 13 hectares surrounding the monument, changed repeatedly over the years after its construction. The capital had already shifted to Agra in 1556, and the decline of the Mughals accelerated the decay of the monument and its features, as the expensive upkeep of the garden proved impossible. By the early 18th century, the once lush gardens were replaced by vegetable garden of people who had settled within the walled area.
—-Interested in Delhi? Read on More—-
However, the capture of the last Mughal emperor, Bahadur Shah Zafar during the Indian Rebellion of 1857 together with the premises, and his subsequent sentencing to exile, along with execution of his three sons, meant that the monument’s worst days lay ahead, as the British took over Delhi completely. In 1860, the Mughal design of the garden was replanted to a more English garden-style. Though Viceroy, Lord Curzon’s orders the original garden were restored in a major restoration project between 1903–1909, which also included lining the plaster channels with sandstone; a 1915 planting scheme, added emphasis to the central and diagonal axis by lining it with trees, though some trees were also planted on the platform originally reserved for tents. The 1882, the Official curator of ancient monument in India, published his first report, which mentioned that the main garden was let out to various cultivators, amongst them till late were the royal descendants, who grew cabbage and tobacco in it.
During the Partition of India, in August 1947 the Purana Qila together with Humayun’s Tomb, became major refugee camps for Muslims migrating to the newly founded Pakistan, and was later managed by the government of India. These camps stayed open for about five years, and caused considerable damage not only to the extensive gardens, but also to the water channels and the principle structures. Eventually, to avoid vandalism, the cenotaphs within the mausoleum were encased in brick. In the coming years, the Archaeological Survey of India (ASI), took on responsibility for the preservation of heritage monuments in India, and gradually the building and its gardens were restored. Until 1985, four unsuccessful attempts were made to reinstate the original water features.
An important phase in the restoration of the complex, started around 1993, when the monument was declared a World Heritage Site. This brought new interest to its restoration, and a detailed research and excavation process began under the aegis of the Aga Khan Trust and the ASI, culminating in 2003, when much of the complex, and gardens were finally restored, with its historic fountains running once again after several centuries of disuse. The restoration has been a continuous process ever since, with subsequent phases addressing various aspects and monuments of the complex.
You May Also Like To Read | 1,254 | ENGLISH | 1 |
Sometimes things that didn't happen in the past can have a profound impact on the future. Such was the case with the dam that never was on the Wolf River.
Gary Entz explains for this week's A Northwoods Moment in History.
Dams are an integral part of American history. One of the first things that British settlers did when they began colonizing North America was to build dams. Dams were built on streams in order to put them to work. They provided power by turning wheels and gears that ground corn and cut lumber. Before electricity became commonplace dammed streams created placid lakes that froze in the winter, which in turn provided chunks of ice that were sawed out and saved for summer. However, while dams had a practical use during the first three-hundred years of European settlement in America, it wasn’t until the twentieth century that dam construction accelerated. It could easily be said that the United States went on a dam building craze.
Ten-thousand new dams were completed between 1920 and 1950, and between 1950 and 1980 another forty thousand were built. Thousands more were planned but never built. The justification for most dam building in the twentieth century was to create hydroelectric power to maintain the nation’s electrical grid. With some dams that is indeed why they were built, but the truth is that of the tens of thousands of dams in the United States, only three percent of them are hydroelectric facilities. Most were built for other purposes. Some provide water for irrigating thirsty fields in drier parts of the country, while others were built to tame rivers and make them accessible to maritime shipping. Despite these uses, the number one reason why dams were built in the twentieth century was for recreation and land speculation.
In 1958 the Langlade County Board, under pressure from local land speculators, proposed to build a dam on the Wolf River near Pearson. Landowners saw an opportunity here to make a profit by selling lakeshore lots, if only the dam could be built. If constructed, the dam would have created an impoundment stretching back eleven miles to the Post Lake Flowage. Hunters, fishermen, Indigenous groups, and environmentalists actively opposed the idea, but the Langlade County Board largely shut them out of the discussion and during public hearings allowed only two opponents to speak.
Feeling cut out of the process, the opposition groups appealed State Assemblyman Dave Martin. Martin had served in the Army Corps of Engineers and understood the damage a dam could do to the local ecosystem. Martin used his influence in Madison to convince the State Legislature to intervene and buy out Langlade County’s investment in the dam. Because of the Wolf River Dam controversy, Martin sponsored legislation that created Wisconsin’s Wild Rivers Law. The bill went to then Governor Gaylord Nelson, who signed it into law in 1965. It was the Wisconsin law that inspired the federal government in 1968 to pass the Wild and Scenic Rivers Act.
It was from this act of defiance in the Northwoods that unnecessary dam building across the entire United States was slowed and eventually stopped. The Wolf River and others like it retain their scenic beauty because of it. | <urn:uuid:bf5084ea-32c7-4667-9f47-22141e61c21f> | CC-MAIN-2020-05 | https://www.wxpr.org/post/how-wolf-river-dam-wasnt-helped-retain-scenic-beauty | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00049.warc.gz | en | 0.980962 | 644 | 3.484375 | 3 | [
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0.0291762351... | 3 | Sometimes things that didn't happen in the past can have a profound impact on the future. Such was the case with the dam that never was on the Wolf River.
Gary Entz explains for this week's A Northwoods Moment in History.
Dams are an integral part of American history. One of the first things that British settlers did when they began colonizing North America was to build dams. Dams were built on streams in order to put them to work. They provided power by turning wheels and gears that ground corn and cut lumber. Before electricity became commonplace dammed streams created placid lakes that froze in the winter, which in turn provided chunks of ice that were sawed out and saved for summer. However, while dams had a practical use during the first three-hundred years of European settlement in America, it wasn’t until the twentieth century that dam construction accelerated. It could easily be said that the United States went on a dam building craze.
Ten-thousand new dams were completed between 1920 and 1950, and between 1950 and 1980 another forty thousand were built. Thousands more were planned but never built. The justification for most dam building in the twentieth century was to create hydroelectric power to maintain the nation’s electrical grid. With some dams that is indeed why they were built, but the truth is that of the tens of thousands of dams in the United States, only three percent of them are hydroelectric facilities. Most were built for other purposes. Some provide water for irrigating thirsty fields in drier parts of the country, while others were built to tame rivers and make them accessible to maritime shipping. Despite these uses, the number one reason why dams were built in the twentieth century was for recreation and land speculation.
In 1958 the Langlade County Board, under pressure from local land speculators, proposed to build a dam on the Wolf River near Pearson. Landowners saw an opportunity here to make a profit by selling lakeshore lots, if only the dam could be built. If constructed, the dam would have created an impoundment stretching back eleven miles to the Post Lake Flowage. Hunters, fishermen, Indigenous groups, and environmentalists actively opposed the idea, but the Langlade County Board largely shut them out of the discussion and during public hearings allowed only two opponents to speak.
Feeling cut out of the process, the opposition groups appealed State Assemblyman Dave Martin. Martin had served in the Army Corps of Engineers and understood the damage a dam could do to the local ecosystem. Martin used his influence in Madison to convince the State Legislature to intervene and buy out Langlade County’s investment in the dam. Because of the Wolf River Dam controversy, Martin sponsored legislation that created Wisconsin’s Wild Rivers Law. The bill went to then Governor Gaylord Nelson, who signed it into law in 1965. It was the Wisconsin law that inspired the federal government in 1968 to pass the Wild and Scenic Rivers Act.
It was from this act of defiance in the Northwoods that unnecessary dam building across the entire United States was slowed and eventually stopped. The Wolf River and others like it retain their scenic beauty because of it. | 657 | ENGLISH | 1 |
About William Blake
William Blake was a poet, artist and one of England's most original thinkers. His two volumes, Songs of Innocence and Songs of Experience contain some of the most unforgettable poems in the English language. On the surface, often appearing as simple as nursery rhymes, they offer profound insights into human nature, and the need for social justice.
Blake would spend all but three years of his life living in London, as he wrote in his poem ‘London’: "near where the charter'd Thames does flow". Blake had a very basic education, before being apprenticed to an engraver at the age of 10. After working hard to begin his career, he later studied at the prestigious Royal Academy.
Blake died in poverty in 1827 and is buried in London's Bunhill Fields. His imagery has influenced artists, poets, musicians and inspired novelists such as Philip Pullman. Blake’s poem Jerusalem was set to music during the First World War and has been adopted as an alternative national anthem. Blake's ‘The Tyger’ is probably one of the most loved and published poems in English literature.
At Ark Blake Academy, we admire William Blake for taking the responsibility to educate himself and master his skills as a poet and artist. As a poet and artist who struggled to be appreciated during his lifetime, we respect the resilience and determination he showed in continually striving to fulfil his talents and produce his great work. We honour William Blake for being brave enough to challenge the injustices of his times, through his strong opposition to slavery, as well as by arguing for the rights of women and children.
Image: William Blake (1757 - 1827) 'Europe' Plate i: Frontispiece, 'The Ancient of Days' 1827 | <urn:uuid:bca9f66e-5612-4d81-be02-379bc87748cf> | CC-MAIN-2020-05 | https://arkblake.org/page-strips/about-william-blake | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606696.26/warc/CC-MAIN-20200122042145-20200122071145-00015.warc.gz | en | 0.986288 | 364 | 3.671875 | 4 | [
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0.05662... | 15 | About William Blake
William Blake was a poet, artist and one of England's most original thinkers. His two volumes, Songs of Innocence and Songs of Experience contain some of the most unforgettable poems in the English language. On the surface, often appearing as simple as nursery rhymes, they offer profound insights into human nature, and the need for social justice.
Blake would spend all but three years of his life living in London, as he wrote in his poem ‘London’: "near where the charter'd Thames does flow". Blake had a very basic education, before being apprenticed to an engraver at the age of 10. After working hard to begin his career, he later studied at the prestigious Royal Academy.
Blake died in poverty in 1827 and is buried in London's Bunhill Fields. His imagery has influenced artists, poets, musicians and inspired novelists such as Philip Pullman. Blake’s poem Jerusalem was set to music during the First World War and has been adopted as an alternative national anthem. Blake's ‘The Tyger’ is probably one of the most loved and published poems in English literature.
At Ark Blake Academy, we admire William Blake for taking the responsibility to educate himself and master his skills as a poet and artist. As a poet and artist who struggled to be appreciated during his lifetime, we respect the resilience and determination he showed in continually striving to fulfil his talents and produce his great work. We honour William Blake for being brave enough to challenge the injustices of his times, through his strong opposition to slavery, as well as by arguing for the rights of women and children.
Image: William Blake (1757 - 1827) 'Europe' Plate i: Frontispiece, 'The Ancient of Days' 1827 | 363 | ENGLISH | 1 |
At the turn of the century, America and the views of its people were changing. Many different ideas were surfacing about issues that affected the country as a whole. The Republican Party, led by William McKinley, were concentrating on the expansion of the United States and looking to excel in power and commerce. The Democratic Party at this time was led by William Jennings Bryan, who was absorbed in a sponge of morality and was concerned with the rights of man. The nation's self-interest was divided into different ideas between the two parties. At this time imperialism and anti-imperialism were the dominant topics regarding America's destiny.
One argument backing U.S. imperialism is by naval strategist, Alfred Thayer Mahan. At this time, Great Britain had the strongest sea power. Mahan states that America's navy must be as strong to compete in trade and war. Expansion would aid exports, and more naval power would grant the ability to overcome obstacles such as a dispute between the U.S. and another country. Most importantly, Mahan states that the world is in struggle and the U.S. must protect itself to survive.
Another argument in favor of U.S. imperialism was that of Albert J. Beveridge. Beveridge argued that it was the duty of Americans to govern others, he felt that if Britain and Germany could, then why not America as well. In response to the opposition that stated that people should not govern those who do not wish to be governed Beveridge responded that, " applies only to those who are capable of self government," (Beveridge 1898), and as he and many others saw it, foreign lands were not capable of self- government. Additionally, Beveridge argued that there was too much in America. He stated that there are too many employees and not enough jobs, too much capital and not enough investment; he felt that all the U.S. needed was more circulation. Invading and taking over foreign lands was just the way to do it. | <urn:uuid:4934141e-a674-439d-a62d-def932f3397e> | CC-MAIN-2020-05 | https://www.exampleessays.com/viewpaper/36819.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00087.warc.gz | en | 0.988271 | 405 | 4.09375 | 4 | [
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0.305694729089736... | 3 | At the turn of the century, America and the views of its people were changing. Many different ideas were surfacing about issues that affected the country as a whole. The Republican Party, led by William McKinley, were concentrating on the expansion of the United States and looking to excel in power and commerce. The Democratic Party at this time was led by William Jennings Bryan, who was absorbed in a sponge of morality and was concerned with the rights of man. The nation's self-interest was divided into different ideas between the two parties. At this time imperialism and anti-imperialism were the dominant topics regarding America's destiny.
One argument backing U.S. imperialism is by naval strategist, Alfred Thayer Mahan. At this time, Great Britain had the strongest sea power. Mahan states that America's navy must be as strong to compete in trade and war. Expansion would aid exports, and more naval power would grant the ability to overcome obstacles such as a dispute between the U.S. and another country. Most importantly, Mahan states that the world is in struggle and the U.S. must protect itself to survive.
Another argument in favor of U.S. imperialism was that of Albert J. Beveridge. Beveridge argued that it was the duty of Americans to govern others, he felt that if Britain and Germany could, then why not America as well. In response to the opposition that stated that people should not govern those who do not wish to be governed Beveridge responded that, " applies only to those who are capable of self government," (Beveridge 1898), and as he and many others saw it, foreign lands were not capable of self- government. Additionally, Beveridge argued that there was too much in America. He stated that there are too many employees and not enough jobs, too much capital and not enough investment; he felt that all the U.S. needed was more circulation. Invading and taking over foreign lands was just the way to do it. | 400 | ENGLISH | 1 |
The Road Not Taken by Robert Frost is a poem that allows the reader to think about choices in life, whether to go with the mainstream or to go alone. If we consider life as a journey, this poem highlights those times in life when a decision has to be made. The ambiguity in the poem comes up from the question of free will versus determinism.
Through this poem Frost wanted to poke fun at his friend Edward Thomas, an English-Welsh poet, who, when out walking with Frost in England would often regret not having taken a different path. Thomas would sigh over what they might have seen and done, and Frost thought this quaintly romantic.
Similarly the poem Road Not Taken" presents the speaker and the reader with a dilemma. There are two roads in an autumnal wood separating off, and there's nothing else to do but to choose one of the roads and continue life's journey.
The central message is that, in life, we are often presented with choices. When making a choice, one is required to make a decision where he or she needs to choose any one thing leaving behind all other options available to him or her in life.
In the poem Frost does not indicate whether the road he chose was the right one or not. Nonetheless, that is the way he is going now, and the place he ends up, for better or worse, was the result of his decision.
This poem is not about individuality or uniqueness by taking the road less travelled. Rather this poem is about the road taken, to be sure, as well as the road not taken, not necessarily the road less travelled. Any person who has made a decisive choice will agree that it is human nature to contemplate the "What if...". This pondering about the different life one may have lived if they had done something differently is central to "The Road Not Taken."
The speaker opts for the other road which is less travelled and, once on it, declares himself happy because it has more grass and not many folk have been down it. And thinking that he could always return one day and try the 'original' road again is certainly impossible. Because once we take a decision in our life and start working or following it, after that changing it is not an option.
The speaker says that, when he's older he might look back at this turning point in his life, the morning he took the road less travelled, because taking that particular route completely altered his way of being.
The road has been seen as a metaphor for life by Robert Frost. He portrays our lives as a path where we are walking along towards an undetermined destination. Thus the main theme of the "The Road Not Taken" is that it is often impossible to see where a life-altering decision will lead. Thus, one should make their decision swiftly and with confidence. It is normal to wonder what the outcome would have been if the other road, was chosen. But to contemplate this hypothetical deeply is folly because it is impossible to say whether taking the other road would have been better or worse. All one can say is that it would have been different. | <urn:uuid:465959dc-d065-4c97-83a8-8533d1356743> | CC-MAIN-2020-05 | https://wrytin.com/ani1002/the-road-not-taken-jxj5xo5i | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594391.21/warc/CC-MAIN-20200119093733-20200119121733-00370.warc.gz | en | 0.980404 | 635 | 3.4375 | 3 | [
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0.3430342376232... | 4 | The Road Not Taken by Robert Frost is a poem that allows the reader to think about choices in life, whether to go with the mainstream or to go alone. If we consider life as a journey, this poem highlights those times in life when a decision has to be made. The ambiguity in the poem comes up from the question of free will versus determinism.
Through this poem Frost wanted to poke fun at his friend Edward Thomas, an English-Welsh poet, who, when out walking with Frost in England would often regret not having taken a different path. Thomas would sigh over what they might have seen and done, and Frost thought this quaintly romantic.
Similarly the poem Road Not Taken" presents the speaker and the reader with a dilemma. There are two roads in an autumnal wood separating off, and there's nothing else to do but to choose one of the roads and continue life's journey.
The central message is that, in life, we are often presented with choices. When making a choice, one is required to make a decision where he or she needs to choose any one thing leaving behind all other options available to him or her in life.
In the poem Frost does not indicate whether the road he chose was the right one or not. Nonetheless, that is the way he is going now, and the place he ends up, for better or worse, was the result of his decision.
This poem is not about individuality or uniqueness by taking the road less travelled. Rather this poem is about the road taken, to be sure, as well as the road not taken, not necessarily the road less travelled. Any person who has made a decisive choice will agree that it is human nature to contemplate the "What if...". This pondering about the different life one may have lived if they had done something differently is central to "The Road Not Taken."
The speaker opts for the other road which is less travelled and, once on it, declares himself happy because it has more grass and not many folk have been down it. And thinking that he could always return one day and try the 'original' road again is certainly impossible. Because once we take a decision in our life and start working or following it, after that changing it is not an option.
The speaker says that, when he's older he might look back at this turning point in his life, the morning he took the road less travelled, because taking that particular route completely altered his way of being.
The road has been seen as a metaphor for life by Robert Frost. He portrays our lives as a path where we are walking along towards an undetermined destination. Thus the main theme of the "The Road Not Taken" is that it is often impossible to see where a life-altering decision will lead. Thus, one should make their decision swiftly and with confidence. It is normal to wonder what the outcome would have been if the other road, was chosen. But to contemplate this hypothetical deeply is folly because it is impossible to say whether taking the other road would have been better or worse. All one can say is that it would have been different. | 626 | ENGLISH | 1 |
Looking into the Victorians and how they influenced our modern Christmas celebration was so much fun that stopping at five was just not possible! So, here are five more interesting observations.
- The first of our observations is that the singing of Christmas carols was revived and popularized during the Victorian era. Old words were paired with new melodies. The first collection was published in 1833. Certainly, O Tannenbaum was one of those as it was written in 1824. Many carols were yet to be written. O Come All Ye Faithful was written in 1843. Once in Royal David’s City was written in 1848. O Little Town of Bethlehem was written in 1851. Away in the Manger was written in 1883.
Small groups of singers, typically three would sing and sell music on the streets during Advent. One played the violin, one sang, and one sold the sheet music for people to use at their in-home celebrations. The carolers would often present their music in front of homes, too. The objective was a hot drink in a warm home for a short time.
- The second of our observations is that the first Christmas card appeared in 1843. Henry Cole commissioned an artist to design a card suitable for Christmas. It consisted of a family seated around a dinner table. It also illustrated feeding the hungry and clothing the poor. The sentiment was simple, ‘A Merry Christmas and a Happy New Year to you.
One thousand cards were printed that year. Each card cost one shilling, which was a lot of money, so it took the introduction of cheap dyes for the giving of cards to take off. The ‘Penny Post’ (one penny stamp took letters and cards anywhere in Britain). But, the sentiment had caught on and many children, including the Queen’s, were encouraged to make their own. By 1880, 11.5 million cards were produced.
- Another of our observations is that Christmas crackers and other sweet traditions started around the mid-19th century. The cracker was invented by Tom Smith, a London confectioner, in 1846. He was inspired while visiting Paris where he saw bonbons wrapped in twists of paper. His Christmas cracker was a simply wrapped tube of sweets that snapped when pulled apart (usually by two people). The resulting ‘bang’ was reminiscent of a firecracker. By the late Victorian era, the sweets were replaced by small gifts and paper hats. They remain a part of the Christmas tradition in England.
- Roast turkey was too expensive during Queen Victoria’s early reign. Roast beef or goose was served at most Victorian Christmas dinners. Turkey worked its way onto the menu over the century, and by its end turkey was found at many Christmas celebrations.
- There was no Santa Claus! Father Christmas was based on an English winter custom. He dressed in green, representing the coming spring. St. Nicolas, or Sinter Klaas, was part of the Dutch tradition and arrived in America in the 17th century. Father Christmas evolved into Santa Claus (Sinter Klaas) in England during the 1870s.
– Donna Klein | <urn:uuid:d439f5da-48c8-48d4-bfec-8df06087542d> | CC-MAIN-2020-05 | https://recollections.biz/blog/christmas-victorians-5-more-interesting-observations/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607314.32/warc/CC-MAIN-20200122161553-20200122190553-00044.warc.gz | en | 0.987532 | 653 | 3.3125 | 3 | [
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-0.21821701526641... | 3 | Looking into the Victorians and how they influenced our modern Christmas celebration was so much fun that stopping at five was just not possible! So, here are five more interesting observations.
- The first of our observations is that the singing of Christmas carols was revived and popularized during the Victorian era. Old words were paired with new melodies. The first collection was published in 1833. Certainly, O Tannenbaum was one of those as it was written in 1824. Many carols were yet to be written. O Come All Ye Faithful was written in 1843. Once in Royal David’s City was written in 1848. O Little Town of Bethlehem was written in 1851. Away in the Manger was written in 1883.
Small groups of singers, typically three would sing and sell music on the streets during Advent. One played the violin, one sang, and one sold the sheet music for people to use at their in-home celebrations. The carolers would often present their music in front of homes, too. The objective was a hot drink in a warm home for a short time.
- The second of our observations is that the first Christmas card appeared in 1843. Henry Cole commissioned an artist to design a card suitable for Christmas. It consisted of a family seated around a dinner table. It also illustrated feeding the hungry and clothing the poor. The sentiment was simple, ‘A Merry Christmas and a Happy New Year to you.
One thousand cards were printed that year. Each card cost one shilling, which was a lot of money, so it took the introduction of cheap dyes for the giving of cards to take off. The ‘Penny Post’ (one penny stamp took letters and cards anywhere in Britain). But, the sentiment had caught on and many children, including the Queen’s, were encouraged to make their own. By 1880, 11.5 million cards were produced.
- Another of our observations is that Christmas crackers and other sweet traditions started around the mid-19th century. The cracker was invented by Tom Smith, a London confectioner, in 1846. He was inspired while visiting Paris where he saw bonbons wrapped in twists of paper. His Christmas cracker was a simply wrapped tube of sweets that snapped when pulled apart (usually by two people). The resulting ‘bang’ was reminiscent of a firecracker. By the late Victorian era, the sweets were replaced by small gifts and paper hats. They remain a part of the Christmas tradition in England.
- Roast turkey was too expensive during Queen Victoria’s early reign. Roast beef or goose was served at most Victorian Christmas dinners. Turkey worked its way onto the menu over the century, and by its end turkey was found at many Christmas celebrations.
- There was no Santa Claus! Father Christmas was based on an English winter custom. He dressed in green, representing the coming spring. St. Nicolas, or Sinter Klaas, was part of the Dutch tradition and arrived in America in the 17th century. Father Christmas evolved into Santa Claus (Sinter Klaas) in England during the 1870s.
– Donna Klein | 669 | ENGLISH | 1 |
Candy’s physical appearance is used by Steinbeck as an insight into his character. On page 19-20, Candy is described as “a tall, stoop-shouldered old man”, which shows us that he used to be have power and respect as well as being a good worker however now he is ‘stoop-shouldered’ showing that he’s lost that everything including his dignity and confidence meaning he is now insecure. “He carried a big push-broom” indicate he is insecure about how others see him and he wants to look useful since he could be ‘canned’ at any time. This creates sympathy for Candy because being so insecure when before you were respected is a hard circumstance to be in.
In the 1930s, there was great discrimination against old age and disability which is a large part of Candy’s insecurity. Candy has a “round stick-like wrist but no hand”, this disability makes him less of an asset in the ranch and therefore he must prove his usefulness by carrying ‘a big push-broom’ otherwise he is likely to be sacked. Also, Steinbeck uses specific wording to insinuate certain things subtly. Candy has ‘no hand’ and the ranch workers are called ‘ranch hands’ showing he is less useful and is also not one of them.
Throughout the second and third chapters, Candy’s dog is used as a metaphor and a direct parallel for Candy himself. Candy's dog was a “good sheepdog when he was young” but now he is a far cry from his sheepherding days. It is also a reference to Candy’s position on the ranch as Candy who was more useful and necessary when he was younger and is now from his prime. Carlson says to Candy, in regard to the dog, that he "got no teeth, he's all stiff with rheumatism” which are both canine and human aspects of old age thus paralleling Candy who is becoming old and is likely to have these similar problems related to his age. Carlton also says “he ain't no good to you, Candy. An' he ain't no good to himself. Why'n't you shoot him, Candy?", reminding us of the way people at this time viewed the old and thus how they view Candy.
Steinbeck uses structure to emphasise ideas previously created within the story. Candy’s only companion has just been shot and we can see that Candy is distraught about this however in the succeeding paragraph we see George talking about his future with his companion and how he “an’ Lennie’s gonna roll up a stake” which is very effective as we are reminded of Candy’s loss again and become even more sympathetic.... | <urn:uuid:cb776465-d1a6-4b67-98dd-350e0c2231e5> | CC-MAIN-2020-05 | https://brightkite.com/essay-on/explore-just-how-sympathy-is-made-for-candy-in-chapters-1-2-and-3-for-the-text | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251788528.85/warc/CC-MAIN-20200129041149-20200129071149-00333.warc.gz | en | 0.98837 | 582 | 3.265625 | 3 | [
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0.01680657081... | 1 | Candy’s physical appearance is used by Steinbeck as an insight into his character. On page 19-20, Candy is described as “a tall, stoop-shouldered old man”, which shows us that he used to be have power and respect as well as being a good worker however now he is ‘stoop-shouldered’ showing that he’s lost that everything including his dignity and confidence meaning he is now insecure. “He carried a big push-broom” indicate he is insecure about how others see him and he wants to look useful since he could be ‘canned’ at any time. This creates sympathy for Candy because being so insecure when before you were respected is a hard circumstance to be in.
In the 1930s, there was great discrimination against old age and disability which is a large part of Candy’s insecurity. Candy has a “round stick-like wrist but no hand”, this disability makes him less of an asset in the ranch and therefore he must prove his usefulness by carrying ‘a big push-broom’ otherwise he is likely to be sacked. Also, Steinbeck uses specific wording to insinuate certain things subtly. Candy has ‘no hand’ and the ranch workers are called ‘ranch hands’ showing he is less useful and is also not one of them.
Throughout the second and third chapters, Candy’s dog is used as a metaphor and a direct parallel for Candy himself. Candy's dog was a “good sheepdog when he was young” but now he is a far cry from his sheepherding days. It is also a reference to Candy’s position on the ranch as Candy who was more useful and necessary when he was younger and is now from his prime. Carlson says to Candy, in regard to the dog, that he "got no teeth, he's all stiff with rheumatism” which are both canine and human aspects of old age thus paralleling Candy who is becoming old and is likely to have these similar problems related to his age. Carlton also says “he ain't no good to you, Candy. An' he ain't no good to himself. Why'n't you shoot him, Candy?", reminding us of the way people at this time viewed the old and thus how they view Candy.
Steinbeck uses structure to emphasise ideas previously created within the story. Candy’s only companion has just been shot and we can see that Candy is distraught about this however in the succeeding paragraph we see George talking about his future with his companion and how he “an’ Lennie’s gonna roll up a stake” which is very effective as we are reminded of Candy’s loss again and become even more sympathetic.... | 543 | ENGLISH | 1 |
On 6th June, 1712, in Germany, Johann Bessler (also known by his pseudonym, Orffyreus) announced that after many years of failure, he had succeeded in designing and building a perpetual motion machine. For more than fourteen years he exhibited his machine and allowed people to thoroughly examine it. Following advice from the famous scientist, Gottfried Leibniz, he devised a number of demonstrations and tests designed to prove the validity of his machine without giving away the secret of its design.
Karl the Landgrave of Hesse permitted Bessler to live, work and exhibit his machine at the prince's castle of Weissenstein. Karl was a man of unimpeachable reputation and he insisted on being allowed to verify the inventor's claims before he allowed Bessler to take up residence This the inventor reluctantly agreed to and once he had examined the machine to his own satisfaction Karl authorised the publication of his approval of the machine. For several years Bessler was visited by numerous people of varying status, scientists, ministers and royalty as well as hundreds of local inhabitants. Several official examinations were carried out and each time the examiners concluded that the inventor's claims were genuine.
Over the years Karl’s health began to deteriorate and his sons decided that it was time for the inventor to leave the castle and he was given five years salary and accommodation in the nearby town of Karlshaven. Despite the strong circumstantial evidence that his machine was genuine, Bessler failed to secure a sale and after more than thirty years he died in poverty. His death came after he fell from a windmill he had been commissioned to build. The windmill was an interesting design using a vertical axle which allowed it to benefit from winds from any directions.
He had asked for a huge sum of money for the secret of his perpetual motion machine, £20,000 which was an amount only affordable by kings and princes, and it’s no coincidence that this sum matched that being offered by the British Government as a reward for the invention of a way to establish a ships longitudinal position at sea. Bessler clearly believed his invention was equal in value. Many people were interested in Bessler’s wheel, but none were prepared to agree to the terms of the deal. Bessler required that he be given the money and the buyer take the machine without viewing the internal workings. Those who sought to purchase the wheel, for that was the form the machine took, insisted that they see the secret mechanism before they parted with the money. Bessler feared that once the design was known the buyers could simply walk away knowing how to build his machine and he would get nothing for his trouble. He said that a bag of money should be put on the table and the buyer could take the wheel there and then. He swore that if he was found cheating he should be beheaded, a not unlikely result if he was found to be a fraud and deceiving his ruler.
I became curious about the legend of Bessler’s Wheel, while still in my teens, and have spent most of my life researching the life of Johann Bessler (I’m now 74). I obtained copies of all his books and had them translated into English and self-published them, in the hope that either myself or someone else might solve the secret and present it to the world in this time of pollution, global warming and increasingly limited energy resources.
It has recently become clear that Bessler had a huge knowledge of the history of codes and adopted several completely different ones to disguise information within his publications. I have made considerable advances in deciphering his codes and I am cautiously optimistic that I have the complete design.
Johann Bessler published three books, and digital copies of these with English translations may be obtained from the links to the right of this blog. In addition there is a copy of his unpublished document containing some 141 drawings, his account of the search for perpetual motion - and my own account of Bessler’s life is also available from the links. It is called "Perpetual Motion; An Ancient Mystery Solved?" | <urn:uuid:b12e114f-f531-4085-b754-0fbfd8a33bbf> | CC-MAIN-2020-05 | https://johncollinsnews.blogspot.com/2020/01/the-legend-of-johann-besslers-perpetual.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00301.warc.gz | en | 0.986505 | 832 | 3.390625 | 3 | [
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-0.172174394... | 2 | On 6th June, 1712, in Germany, Johann Bessler (also known by his pseudonym, Orffyreus) announced that after many years of failure, he had succeeded in designing and building a perpetual motion machine. For more than fourteen years he exhibited his machine and allowed people to thoroughly examine it. Following advice from the famous scientist, Gottfried Leibniz, he devised a number of demonstrations and tests designed to prove the validity of his machine without giving away the secret of its design.
Karl the Landgrave of Hesse permitted Bessler to live, work and exhibit his machine at the prince's castle of Weissenstein. Karl was a man of unimpeachable reputation and he insisted on being allowed to verify the inventor's claims before he allowed Bessler to take up residence This the inventor reluctantly agreed to and once he had examined the machine to his own satisfaction Karl authorised the publication of his approval of the machine. For several years Bessler was visited by numerous people of varying status, scientists, ministers and royalty as well as hundreds of local inhabitants. Several official examinations were carried out and each time the examiners concluded that the inventor's claims were genuine.
Over the years Karl’s health began to deteriorate and his sons decided that it was time for the inventor to leave the castle and he was given five years salary and accommodation in the nearby town of Karlshaven. Despite the strong circumstantial evidence that his machine was genuine, Bessler failed to secure a sale and after more than thirty years he died in poverty. His death came after he fell from a windmill he had been commissioned to build. The windmill was an interesting design using a vertical axle which allowed it to benefit from winds from any directions.
He had asked for a huge sum of money for the secret of his perpetual motion machine, £20,000 which was an amount only affordable by kings and princes, and it’s no coincidence that this sum matched that being offered by the British Government as a reward for the invention of a way to establish a ships longitudinal position at sea. Bessler clearly believed his invention was equal in value. Many people were interested in Bessler’s wheel, but none were prepared to agree to the terms of the deal. Bessler required that he be given the money and the buyer take the machine without viewing the internal workings. Those who sought to purchase the wheel, for that was the form the machine took, insisted that they see the secret mechanism before they parted with the money. Bessler feared that once the design was known the buyers could simply walk away knowing how to build his machine and he would get nothing for his trouble. He said that a bag of money should be put on the table and the buyer could take the wheel there and then. He swore that if he was found cheating he should be beheaded, a not unlikely result if he was found to be a fraud and deceiving his ruler.
I became curious about the legend of Bessler’s Wheel, while still in my teens, and have spent most of my life researching the life of Johann Bessler (I’m now 74). I obtained copies of all his books and had them translated into English and self-published them, in the hope that either myself or someone else might solve the secret and present it to the world in this time of pollution, global warming and increasingly limited energy resources.
It has recently become clear that Bessler had a huge knowledge of the history of codes and adopted several completely different ones to disguise information within his publications. I have made considerable advances in deciphering his codes and I am cautiously optimistic that I have the complete design.
Johann Bessler published three books, and digital copies of these with English translations may be obtained from the links to the right of this blog. In addition there is a copy of his unpublished document containing some 141 drawings, his account of the search for perpetual motion - and my own account of Bessler’s life is also available from the links. It is called "Perpetual Motion; An Ancient Mystery Solved?" | 829 | ENGLISH | 1 |
There are numerous medical conditions that exist, all unique in their own way. Many if not most of these conditions have no solution concerning eliminating the condition, and many times, it may even be lacking in treatment of the disease. This is true for conditions such as different types of cancers, diabetes, multiple sclerosis, muscular dystriphy, Parkinson disease, and many other unique medical conditions. Here we will cover different ways in which you can assist in research, as well as how to treat autism.
What is autism you may ask. Although there is no actual known cause for autism, although some think that certain chemicals used may be a possible factor. Research is being conducted on possible genetic factors, as well as underdevelopment of certain areas of the brain. Signs that you can look for at a early age to possibly diagnose one as having autism is inability to communicate, a lack of interest in social interactions, as well as avoiding eye contact. These are only some of the signs to look for if you think that one may have autism. The main symptom of autism is ones’ inability or trouble communicating, little eye contact, as well as fixations. Knowing how to treat autism and the individual is important. There is not known cure though, and it is not a fatal condition. There is also another form of autism which is known as asburger syndrome or “higher functioning autism”. A person with asbergers syndrome has some but not all symptoms of autism. One major difference is that those with asbergers do not have social and communication skills. They are also very paticular on organization, as well as smart in certain areas such as math. There is continuous research looking for better treatments. Here we look at numerous ways that you can contribute to this, along with informing the public of the condition and what to do.
There are numerous organizations that have to do with autism and instructions on how to treat autism. Many countries have their own organization concerning research and support. When most people think of medical support, they first picture making financial donations. While this is a great thing to do to help with research, it isn’t the only way that one can help in the process. There are other things such as support groups, local awareness programs, charities, and many other events.
With technology the way that it is today, online communities such as Facebook and many others is a great way to inform others. You are also able to make personal connections where you may then be able to start a group of your own that is open to anyone that may want to join. Most people are unaware of what autism is or how to treat autism. It is important to have some form of medical information to assist the public in knowing more. It is only through public events that it is possible to let others know the truth about the condition. These are only some many ways in which the public can be informed on the condition and help in its research.
Donation: Donating financially is probably the most basic form of support that you can do for any organization. This assists mainly with research that is being conducted. While this is a positive thing, it doesn’t help individuals with the condition, or the public s’ knowledge.
Support Groups: Starting a local support group is a great option. This would involve finding only a handful of other people in your area that are looking for support from others that also have the condition. This is similar to other groups such as alcoholics ananomyous.
Showing support: Being able to show support for autism can come in the simplest form of wearing a shirt or using anything that makes mention of the condition.
Local information: Giving out general information to the community also assists in making the public more informed about how to treat autism. This can be as simple as asking permission to place pamphlets or forms in a public place such as a doctors’ office or a library.
Charity events: There are numerous types of events that can be held in order to support the condition of autism. This includes anything from motorcycle rides, sport camps or tournaments, to biking or running races. If you can come up with an idea, pretty much anything can be used.
Local yearly events: This can include anything such as the fourth of July, or any other seasonal or holiday fair or festival that your community may have. This is a great way to help inform and educate the community and raise funds for research.
National autism month: The national autism month is the month of April.
Another thing that can be used as a great tool to inform the public of autism or any medical condition, is through someone that is well-known to the public to speak out if they their selves have faced the condition. This not only helps the public in knowing more about the condition, but it also encourages those that have it as well. Although many of these people no longer exist, there have been many well-known people that faced autism. Even though many people may not want others to know, you shouldn’t be proud to not come out, but proud enough to let others know about having the condition. This includes wanting to assist others in knowing how to treat autism as well as find additional treatments or a cure.
Although many people have control over their condition, there are still many people that face autism and have a more severe case. If you or someone you know has autism and you want to do something to help educate the public to bring awareness, you should visit the autism page to learn more. I hope that this has been helpful in knowing how to assist with both research and the publics awareness of this medical condition. | <urn:uuid:89832048-ce92-460e-b2d5-0b67a0d0e040> | CC-MAIN-2020-05 | https://medicalmarijuanaandepilepsy.com/finding-a-cure-for-autism | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607596.34/warc/CC-MAIN-20200122221541-20200123010541-00028.warc.gz | en | 0.980299 | 1,148 | 3.421875 | 3 | [
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0.1536293029785... | 4 | There are numerous medical conditions that exist, all unique in their own way. Many if not most of these conditions have no solution concerning eliminating the condition, and many times, it may even be lacking in treatment of the disease. This is true for conditions such as different types of cancers, diabetes, multiple sclerosis, muscular dystriphy, Parkinson disease, and many other unique medical conditions. Here we will cover different ways in which you can assist in research, as well as how to treat autism.
What is autism you may ask. Although there is no actual known cause for autism, although some think that certain chemicals used may be a possible factor. Research is being conducted on possible genetic factors, as well as underdevelopment of certain areas of the brain. Signs that you can look for at a early age to possibly diagnose one as having autism is inability to communicate, a lack of interest in social interactions, as well as avoiding eye contact. These are only some of the signs to look for if you think that one may have autism. The main symptom of autism is ones’ inability or trouble communicating, little eye contact, as well as fixations. Knowing how to treat autism and the individual is important. There is not known cure though, and it is not a fatal condition. There is also another form of autism which is known as asburger syndrome or “higher functioning autism”. A person with asbergers syndrome has some but not all symptoms of autism. One major difference is that those with asbergers do not have social and communication skills. They are also very paticular on organization, as well as smart in certain areas such as math. There is continuous research looking for better treatments. Here we look at numerous ways that you can contribute to this, along with informing the public of the condition and what to do.
There are numerous organizations that have to do with autism and instructions on how to treat autism. Many countries have their own organization concerning research and support. When most people think of medical support, they first picture making financial donations. While this is a great thing to do to help with research, it isn’t the only way that one can help in the process. There are other things such as support groups, local awareness programs, charities, and many other events.
With technology the way that it is today, online communities such as Facebook and many others is a great way to inform others. You are also able to make personal connections where you may then be able to start a group of your own that is open to anyone that may want to join. Most people are unaware of what autism is or how to treat autism. It is important to have some form of medical information to assist the public in knowing more. It is only through public events that it is possible to let others know the truth about the condition. These are only some many ways in which the public can be informed on the condition and help in its research.
Donation: Donating financially is probably the most basic form of support that you can do for any organization. This assists mainly with research that is being conducted. While this is a positive thing, it doesn’t help individuals with the condition, or the public s’ knowledge.
Support Groups: Starting a local support group is a great option. This would involve finding only a handful of other people in your area that are looking for support from others that also have the condition. This is similar to other groups such as alcoholics ananomyous.
Showing support: Being able to show support for autism can come in the simplest form of wearing a shirt or using anything that makes mention of the condition.
Local information: Giving out general information to the community also assists in making the public more informed about how to treat autism. This can be as simple as asking permission to place pamphlets or forms in a public place such as a doctors’ office or a library.
Charity events: There are numerous types of events that can be held in order to support the condition of autism. This includes anything from motorcycle rides, sport camps or tournaments, to biking or running races. If you can come up with an idea, pretty much anything can be used.
Local yearly events: This can include anything such as the fourth of July, or any other seasonal or holiday fair or festival that your community may have. This is a great way to help inform and educate the community and raise funds for research.
National autism month: The national autism month is the month of April.
Another thing that can be used as a great tool to inform the public of autism or any medical condition, is through someone that is well-known to the public to speak out if they their selves have faced the condition. This not only helps the public in knowing more about the condition, but it also encourages those that have it as well. Although many of these people no longer exist, there have been many well-known people that faced autism. Even though many people may not want others to know, you shouldn’t be proud to not come out, but proud enough to let others know about having the condition. This includes wanting to assist others in knowing how to treat autism as well as find additional treatments or a cure.
Although many people have control over their condition, there are still many people that face autism and have a more severe case. If you or someone you know has autism and you want to do something to help educate the public to bring awareness, you should visit the autism page to learn more. I hope that this has been helpful in knowing how to assist with both research and the publics awareness of this medical condition. | 1,121 | ENGLISH | 1 |
Writing is a universal skill, but it can also be an art form. Almost every literate society has a class of professional scribes who are also artists. In ancient Mesopotamia scribes were trained in scribal schools. In Egypt less is known about the lives of scribes, as the evidence was written on papyri, which do not last as well as clay tablets. Successful scribes were of high status. ‘Calligraphy’ meaning ‘beautiful writing’ has been practised in all literate cultures and eras from the Egyptian hieroglyphs to the medieval Western illuminated manuscripts, and is still seen today. Calligraphy is also practised in Chinese and Japanese writing and is a recognised art form. | <urn:uuid:1b0e45ac-e793-4494-9aa1-1012419e7c47> | CC-MAIN-2020-05 | https://www.veryshortintroductions.com/view/10.1093/actrade/9780199567782.001.0001/actrade-9780199567782-chapter-8 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610919.33/warc/CC-MAIN-20200123131001-20200123160001-00169.warc.gz | en | 0.989904 | 152 | 3.328125 | 3 | [
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0.254626840353... | 2 | Writing is a universal skill, but it can also be an art form. Almost every literate society has a class of professional scribes who are also artists. In ancient Mesopotamia scribes were trained in scribal schools. In Egypt less is known about the lives of scribes, as the evidence was written on papyri, which do not last as well as clay tablets. Successful scribes were of high status. ‘Calligraphy’ meaning ‘beautiful writing’ has been practised in all literate cultures and eras from the Egyptian hieroglyphs to the medieval Western illuminated manuscripts, and is still seen today. Calligraphy is also practised in Chinese and Japanese writing and is a recognised art form. | 146 | ENGLISH | 1 |
Her parents were separated shortly after Sylvester was born. when she completed her education in Pine Level at age eleven, her mother, Leona, enrolled her in Montgomery Industrial School for Girls, a private institution. After finishing Miss White’s School, she went on to Alabama State Teacher’s College High School. She was unable to graduate with her class, because of the illness of her grandmother Rose Edwards and later her death.
Rosa Parks had a challenge because of her appearance, she was targeted for racial discrimination and segregation. She suffered for a few days because of her arrest for the bus incident. She moved to Detroit, Michigan where she was able to find a job. Parks became known as the mother of the civil rights movement because she refused to leave her set on a Montgomery, Alabama bus.
Rosa parks was inspired by Claudette Colvin. Claudette Colvin was arrested because she did not give up the bus seat for a white passenger. It wasn’t Rosa Parks who was first arrested for the bus boycott incident. Rosa Parks incident happened 9 months after Claudette had the bus incident. Parks ended up in jail for not giving up the seat for a white passenger for 13 months. By refusing to move up from the seat she helped initiate the civil rights movement in the United States.
Rosa parks inspired me because she has helped other human beings to stand up for themselves and not let the civil right movements take over. I wouldn’t argue over a seating rule or who that person is. I would not let others tell me to move if it isn’t really their things or seat. I would challenge myself to not others get to me. By the time I graduate high school I would not let any other discrimination continue.
Having doubts about how to write your paper correctly?
Our editors will help you fix any mistakes and get an A+! | <urn:uuid:8c817c44-1245-4a41-9c77-c5eb4f060b72> | CC-MAIN-2020-05 | https://studydriver.com/a-unique-rosa-parks/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250613416.54/warc/CC-MAIN-20200123191130-20200123220130-00451.warc.gz | en | 0.984341 | 385 | 3.34375 | 3 | [
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0.03849688... | 1 | Her parents were separated shortly after Sylvester was born. when she completed her education in Pine Level at age eleven, her mother, Leona, enrolled her in Montgomery Industrial School for Girls, a private institution. After finishing Miss White’s School, she went on to Alabama State Teacher’s College High School. She was unable to graduate with her class, because of the illness of her grandmother Rose Edwards and later her death.
Rosa Parks had a challenge because of her appearance, she was targeted for racial discrimination and segregation. She suffered for a few days because of her arrest for the bus incident. She moved to Detroit, Michigan where she was able to find a job. Parks became known as the mother of the civil rights movement because she refused to leave her set on a Montgomery, Alabama bus.
Rosa parks was inspired by Claudette Colvin. Claudette Colvin was arrested because she did not give up the bus seat for a white passenger. It wasn’t Rosa Parks who was first arrested for the bus boycott incident. Rosa Parks incident happened 9 months after Claudette had the bus incident. Parks ended up in jail for not giving up the seat for a white passenger for 13 months. By refusing to move up from the seat she helped initiate the civil rights movement in the United States.
Rosa parks inspired me because she has helped other human beings to stand up for themselves and not let the civil right movements take over. I wouldn’t argue over a seating rule or who that person is. I would not let others tell me to move if it isn’t really their things or seat. I would challenge myself to not others get to me. By the time I graduate high school I would not let any other discrimination continue.
Having doubts about how to write your paper correctly?
Our editors will help you fix any mistakes and get an A+! | 372 | ENGLISH | 1 |
Although it was widely known as the Ellis Island of the West, Angel Island wasn’t meant to herald immigrants to the United States so much as to keep them out. Located just across from Alcatraz in the San Francisco Bay, the immigration station started operating in 1910, largely to process the cases of Chinese laborers, who, three decades before, had become the first group of people to be specifically blocked by federal U.S. immigration policy. After the first of the Chinese-exclusionary laws was passed by Congress, in 1882, working-class Chinese men and women were only allowed into the U.S. if they could prove that they were related to American citizens. They did so by fielding hundreds of specific questions about everything from the layout of their ancestral villages to the number of stairs leading up to the attics of their homes in San Francisco or Seattle. Many migrants who did not have family in America claimed connections, and they committed detailed biographical information to memory in order to pass stringent interrogations. These people became the “paper sons and daughters” of earlier Chinese immigrants.
What would-be immigrants couldn’t tell their interrogators they inscribed on the walls in the form of classical Chinese poetry—complete with parallel couplets, alternating rhymes, and tonal variations. In 1970, when the buildings of Angel Island were due to be torn down, a park ranger noticed the inscriptions. That discovery sparked the interest of researchers, who eventually tracked down two former detainees who had copied poems from the walls while they were housed on Angel Island, in the thirties. Their notebooks, additional archival materials, and a 2003 study of the walls—which were preserved—turned up more than two hundred poems. (There could be hundreds more buried beneath the putty and paint that the immigration station staff used to cover the “graffiti.”) The formal qualities of the poetry—which was written, for the most part, by men and women who had no more than an elementary education—tend to get lost in English translation, but its emotional force comes through. One poem reads, “With a hundred kinds of oppressive laws, they mistreat us Chinese. / It is still not enough after being interrogated and investigated several times; / We also have to have our chests examined while naked.”
Signatures and comments were written on the walls in various languages, but “only the Chinese wrote poetry,” according to Judy Yung, a professor emerita in American studies at the University of California, Santa Cruz, who co-edited “Island: Poetry and History of Chinese Immigrants on Angel Island, 1910-1940.” Yung has dedicated much of her career to studying the immigration station through which her own father entered the U.S., along with a hundred thousand other Chinese immigrants. With meagre rations, restricted access to the outdoors, and separate quarters for men and women, the facility very much resembled a prison for Chinese detainees, who were held there for weeks or months. Meanwhile, European and many other Asian émigrés were typically allowed entry to the U.S. after just a few hours or days. More than half of the poems express deep-seated resentment for the immigration station’s dismal conditions or describe the desire to avenge unfair treatment.
It’s possible that much of what was written was destroyed. In 1922, twelve years after it opened, the Commissioner-General of Immigration declared Angel Island to be filthy and unfit for habitation—“the ramshackle buildings are nothing but firetraps,” he warned. In 1940, the facility finally did catch fire, and the blaze ravaged the building where women detainees were held. Whatever poems women wrote on those walls were lost to history.
In “Islanders,” which was published last year, Teow Lim Goh imagines English-language versions of the poems that Chinese women detainees might have composed. Goh, who lives in Denver, told me over the phone that she didn’t consider herself a poet when she first visited Angel Island, several years ago. Goh is both a Chinese immigrant and an American citizen, and although she insists that her own journey to the United States is not very interesting—she came for college and stayed on to work—she felt a connection with the detainees. The book’s first poem, written in her own voice, begins, “I am not the daughter of a / paper son / false citizen / prisoner,” before declaring, nonetheless, “This is my legacy.”
When Goh decided to write her way into the poetic tradition of Angel Island, she began with the lost voices of the women. She used immigration documents and oral histories to help tell their stories. Some of the most striking details in the collection—a reference, for example, to a woman who, upon hearing that she’d be deported, killed herself by pushing a sharpened chopstick into her ear—are based on historical records. Throughout the slim volume, Goh presents wounds that strip searches, medical exams, and extended interrogations did not reveal. In “The Waves,” she writes of a woman devastated by news that she would be deported despite her marriage to an American resident with whom she had travelled to Angel Island: “I threw up on / the sea. He calmed me, / made love to me. / The first time I cried / silently. I had not been with another man, but I knew / he had a woman. / What could I do? There was / no land in sight.”
Goh also reaches beyond Angel Island, not only writing from the perspectives of detained Chinese women but also depicting those on whom their fate depended: the relatives (“paper” and blood) awaiting their release, immigration inspectors and interpreters, and even those who agitated against Chinese immigrants.
A handful of stories are presented from different points of view. In “Virtue Exam,” for instance, a detained woman thinks, “Their voices blister my skin, / Denied. She must be a whore.” A subsequent poem, “Avenge Dream,” conveys what that woman’s husband would like to do to those who passed such judgment on his wife: “I’ll spit in their eyes, / slap them / with my shoe.” And then we’re given insight into the Chinese interpreter who informed the woman of the inspectors’ decision. “In her eyes he saw his parents,” as well as “the taint of blood that shaped his life / and brought him to this prison.” “In repeating the same stories from various perspectives,” Goh said, she could explore “the intimate consequences of political acts.”
One of the most enthralling poems in “Islanders” is set at a meeting of striking white workers in July, 1877. That gathering exploded into a bloody rampage across San Francisco’s Chinatown; over the course of a week, several rioters were shot and killed by police, and one Chinese person died in a washhouse that was set alight by the marauders. | <urn:uuid:76b0e2ee-2e8b-47e6-b225-498708bcd67a> | CC-MAIN-2020-05 | https://www.newyorker.com/books/page-turner/the-lost-poetry-of-the-angel-island-detention-center | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614880.58/warc/CC-MAIN-20200124011048-20200124040048-00506.warc.gz | en | 0.982493 | 1,500 | 3.34375 | 3 | [
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0.231671661... | 3 | Although it was widely known as the Ellis Island of the West, Angel Island wasn’t meant to herald immigrants to the United States so much as to keep them out. Located just across from Alcatraz in the San Francisco Bay, the immigration station started operating in 1910, largely to process the cases of Chinese laborers, who, three decades before, had become the first group of people to be specifically blocked by federal U.S. immigration policy. After the first of the Chinese-exclusionary laws was passed by Congress, in 1882, working-class Chinese men and women were only allowed into the U.S. if they could prove that they were related to American citizens. They did so by fielding hundreds of specific questions about everything from the layout of their ancestral villages to the number of stairs leading up to the attics of their homes in San Francisco or Seattle. Many migrants who did not have family in America claimed connections, and they committed detailed biographical information to memory in order to pass stringent interrogations. These people became the “paper sons and daughters” of earlier Chinese immigrants.
What would-be immigrants couldn’t tell their interrogators they inscribed on the walls in the form of classical Chinese poetry—complete with parallel couplets, alternating rhymes, and tonal variations. In 1970, when the buildings of Angel Island were due to be torn down, a park ranger noticed the inscriptions. That discovery sparked the interest of researchers, who eventually tracked down two former detainees who had copied poems from the walls while they were housed on Angel Island, in the thirties. Their notebooks, additional archival materials, and a 2003 study of the walls—which were preserved—turned up more than two hundred poems. (There could be hundreds more buried beneath the putty and paint that the immigration station staff used to cover the “graffiti.”) The formal qualities of the poetry—which was written, for the most part, by men and women who had no more than an elementary education—tend to get lost in English translation, but its emotional force comes through. One poem reads, “With a hundred kinds of oppressive laws, they mistreat us Chinese. / It is still not enough after being interrogated and investigated several times; / We also have to have our chests examined while naked.”
Signatures and comments were written on the walls in various languages, but “only the Chinese wrote poetry,” according to Judy Yung, a professor emerita in American studies at the University of California, Santa Cruz, who co-edited “Island: Poetry and History of Chinese Immigrants on Angel Island, 1910-1940.” Yung has dedicated much of her career to studying the immigration station through which her own father entered the U.S., along with a hundred thousand other Chinese immigrants. With meagre rations, restricted access to the outdoors, and separate quarters for men and women, the facility very much resembled a prison for Chinese detainees, who were held there for weeks or months. Meanwhile, European and many other Asian émigrés were typically allowed entry to the U.S. after just a few hours or days. More than half of the poems express deep-seated resentment for the immigration station’s dismal conditions or describe the desire to avenge unfair treatment.
It’s possible that much of what was written was destroyed. In 1922, twelve years after it opened, the Commissioner-General of Immigration declared Angel Island to be filthy and unfit for habitation—“the ramshackle buildings are nothing but firetraps,” he warned. In 1940, the facility finally did catch fire, and the blaze ravaged the building where women detainees were held. Whatever poems women wrote on those walls were lost to history.
In “Islanders,” which was published last year, Teow Lim Goh imagines English-language versions of the poems that Chinese women detainees might have composed. Goh, who lives in Denver, told me over the phone that she didn’t consider herself a poet when she first visited Angel Island, several years ago. Goh is both a Chinese immigrant and an American citizen, and although she insists that her own journey to the United States is not very interesting—she came for college and stayed on to work—she felt a connection with the detainees. The book’s first poem, written in her own voice, begins, “I am not the daughter of a / paper son / false citizen / prisoner,” before declaring, nonetheless, “This is my legacy.”
When Goh decided to write her way into the poetic tradition of Angel Island, she began with the lost voices of the women. She used immigration documents and oral histories to help tell their stories. Some of the most striking details in the collection—a reference, for example, to a woman who, upon hearing that she’d be deported, killed herself by pushing a sharpened chopstick into her ear—are based on historical records. Throughout the slim volume, Goh presents wounds that strip searches, medical exams, and extended interrogations did not reveal. In “The Waves,” she writes of a woman devastated by news that she would be deported despite her marriage to an American resident with whom she had travelled to Angel Island: “I threw up on / the sea. He calmed me, / made love to me. / The first time I cried / silently. I had not been with another man, but I knew / he had a woman. / What could I do? There was / no land in sight.”
Goh also reaches beyond Angel Island, not only writing from the perspectives of detained Chinese women but also depicting those on whom their fate depended: the relatives (“paper” and blood) awaiting their release, immigration inspectors and interpreters, and even those who agitated against Chinese immigrants.
A handful of stories are presented from different points of view. In “Virtue Exam,” for instance, a detained woman thinks, “Their voices blister my skin, / Denied. She must be a whore.” A subsequent poem, “Avenge Dream,” conveys what that woman’s husband would like to do to those who passed such judgment on his wife: “I’ll spit in their eyes, / slap them / with my shoe.” And then we’re given insight into the Chinese interpreter who informed the woman of the inspectors’ decision. “In her eyes he saw his parents,” as well as “the taint of blood that shaped his life / and brought him to this prison.” “In repeating the same stories from various perspectives,” Goh said, she could explore “the intimate consequences of political acts.”
One of the most enthralling poems in “Islanders” is set at a meeting of striking white workers in July, 1877. That gathering exploded into a bloody rampage across San Francisco’s Chinatown; over the course of a week, several rioters were shot and killed by police, and one Chinese person died in a washhouse that was set alight by the marauders. | 1,433 | ENGLISH | 1 |
1027 or 1028 (during)
King William I, was born to Robert Duke of Normandy
and his mistress, Herleve at Falaise, Normandy. William’s parents were not married and he was nicknamed ‘Bastard’ for much of his life.
William’s mother, Herleve, married Herluin de Conteville.
William’s half-brother, Robert, was born to Herleve and Herluin of Conteville.
William’s half-brother, Odo, was born to Herleve and Herluin de Conteville. He is known to history as Odo of Bayeux
William’s father, Robert Duke of Normandy, decided to go on a pilgrimage to the Holy Land. He made the Norman nobles swear allegiance to William before he left.
1035 (22nd July)
William succeeded as Duke of Normandy after his father died in Nicea, returning from pilgrimage to the Holy Land.
William’s uncle and chief supporter, Archbishop Robert of Rouen, died. William was then in the custody of Alan of Brittany.
William’s custodian, Alan of Brittany, died. Gilbert of Brionne then took charge of young William.
Gilbert of Brionne died and Osbern took charge of William. Later that year, Osbern was killed while watching over the young duke sleeping. William managed to escape.
A rebellion in Normandy led by Guy of Burgundy led to William fleeing to the court of King Henry I of France.
1047 (10th August)
William, supported by King Henry I of France, secured a decisive victory over his opponent Guy of Burgundy at the Battle of Val-es-Dunes.
William proposed marriage to Matilda of Flanders
. At first she refused stating he was too low born but legend states that after he rode to Flanders and dragged her off her horse by her hair she changed her mind.
The Pope forbade William from marrying Matilda of Flanders.
William finally defeated Guy of Burgundy and exiled him.
Despite the fact that the Pope had forbidden the marriage, William married Matilda of Flanders at the Cathedral of Notre Dame d’Eu in Normandy.
Hugh of Maine died. William and Henry of France resisted a move by Geoffrey Martel to occupy Maine. They captured the castles of Alençon and Domfront which they used as a base.
William paid a visit to England where he visited Edward the Confessor
. It is likely that William was seeking approval for his marriage to Matilda of Flanders. He claimed that during this visit Edward promised him the English crown.
A son, Robert
was born. He was known as Robert Curthose.
Henry I of France was concerned that William was becoming too powerful and allied himself with William’s enemy William, Count of Arques.
William lay siege to the castle of Arques-la-Bataille in Maine. The castle fell and William added Maine to his possessions.
A second son, Richard was born.
Battle of Mortemer
William met and defeated the combined forces of Henry I of France and Count Geoffrey of Anjou.
A daughter, Cecilia was born
A second daughter, Adeliza was born
A third daughter, Constance was born
Battle of Varaville
This was a final challenge to William by Henry I and Geoffrey of Anjou which resulted in victory for William.
Pope Nicholas II gave retrospective approval to William and Matilda’s marriage on condition that they each found a monastery.
1062 (date unknown)
A fourth daughter, Adela, was born
1064 (date unknown)
A fifth daughter, Agatha was born
was shipwrecked off the coast of Ponthieu and taken prisoner by Guy of Ponthieu. William ordered that Harold be placed in his care and Guy agreed. Harold was placed under virtual house arrest, accompanying William into battle at Rouen. After the battle he swore an oath to support William’s claim to the throne of England after the death of Edward.
1066 (5th January)
Edward the Confessor died
1066 (6th January)
The Witan decided that Harold Godwinson should be King. He was crowned the same day.
1066 (mid January)
William learned that Harold had been crowned King of England. He was furious as he felt the crown should be his.
1066 (late January)
Council of Lillebonne
This was a meeting of Duke William’s most trusted advisers. William FitzOsbern
was one of those that spoke in support of invading England. The council decided to support William’s proposed invasion of England and began making plans.
1066 (20th May)
William of Normandy made a case against Harold and presented it to the Pope. He was successful and gained papal backing for his invasion. The Pope sent him a banner to carry into battle.
1066 (late Spring)
William began preparing his invasion and amassed a force at Dives sur Mer. He announced that he would give land in England to any knight that fought for him.
1066 (18th June)
William’s daughter, Cecilia entered the abbey of the Holy Trinity in Caen as a novice
Throughout the Summer William assembled a fleet of ships to carry his army across the Channel to England. William’s wife, Matilda of Flanders, paid for a ship to transport William, the Mora.
1066 (4th August)
William’s fleet of around 1,000 ships was ready to sail but he delayed sailing, possibly due to unfavourable wind direction and possibly because he was waiting for harvest season in the hopes that some of the men stationed along the South coast would go home. While waiting to sail William had to provide food and provisions for up to 14,000 men and 3,000 horses.
1066 (early September)
William, decided not to wait for favourable weather and put his fleet to sea. The ships were unable to withstand the powerful stormy weather and those that survived were forced to put in to port at St Valery-sur-Somme.
1066 (28th September)
William, Duke of Normandy sailed overnight and landed at Pevensey on the South coast of England in the morning. He was surprised to find no army waiting for him.
1066 (30th September)
William decided to move the Norman army to Hastings as there was insufficient food in Pevensey to feed the army for more than a few days. Hastings also offered better defence and a more direct route to London.
1066 (early October)
William remained in Hastings confident that Harold would march South and challenge his presence. Staying put also had the advantage that William’s men would be rested before any battle whereas Harold’s men had marched north, fought a battle then marched south again.
1066 (13th October)
William’s scouts reported that the Saxon army had arrived. William told his men to be ready in case of a night attack.
1066 (14th October)
Battle of Hastings
Early in the morning William marched north to meet the Saxons. Harold knew he did not have enough men to defend Caldbec Hill so moved to Senlac Hill where his army formed a shield wall.
William arrived and set up his forces at the bottom of the hill. He had three groups – Normans, Flemings and Bretons, both cavalry and infantry. William opened the battle with a barrage of arrows which, because of the hill flew over the heads of the Saxons. Next William sent in his infantrymen but they were unable to break through the shield wall. A group of Breton infantrymen turned and ran down the hill. The Saxons that had been withstanding that group broke the shield wall and ran down after them. William ordered that they become the focus of the next attack and although some managed to return to their line most were cut down. It is thought that Harold’s two brothers lost their lives at this point.
Having seen how the Bretons fleeing down the hill broke the shield wall, William changed tactic and ordered his men to do the same thing. Although the shield wall did not break so spectacularly again it did begin to weaken. With the light beginning to fade William ordered his archers to fire again but to angle them higher so that they hit the men just behind the shield wall. It is thought that one of these arrows went through the eye slit of Harold’s helmet and struck him in the eye or near to the eye. While he was reeling from the attack it is believed that he was cut down and killed.With Harold dead and most of the leading nobles also dead many of the remaining men fled the battlefield. Those that remained were soon cut down. William was victorious.
1066 (15th October)
William surveyed the battlefield and instructed that the dead be buried.
1066 (16th October)
William returned to his camp at Hastings. He expected a deputation of English nobles to come and submit themselves and England to him.
1066 (20th October)
William realised that the English were not going to submit to him and that he would have to force their submission. He left Hastings bound for Dover.
1066 (early November)
William reached Dover and took the Roman fort that was stationed there.
William reached Canterbury and took control of the town.
1066 (early December)
William marched on London
1066 (10th December)
Realising that they could not defeat William, Edgar Aetheling
and the remaining English nobles submitted to William.
1066 (25th December)
William was crowned King William I of England in Westminster Abbey.
The Earls Edwin
decided to submit to William.
William began to distribute English land to those Norman nobles that had came with him from Normandy and fought at the Battle of Hastings
William returned to Normandy. He took with him Edgar Aetheling, Edwin, Morcar and other prominent English nobles. Odo of Bayeux and William FitzOsbern were left as regents of England.
Eustace of Boulogne
was asked by the English to take the castle at Dover while Odo was out of Kent. Eustace duly complied but soon discovered that Dover castle was too heavily fortified for him to take. A male relative was taken hostage and Eustace was lucky to escape to Boulogne. When William discovered his action, he confiscated Eustace’s lands in England.
1067 (7th December)
King William went back to England.
1067 (after 7th December) or 1068 (during)
William lay siege to the city of Exeter. After the Battle of Hastings, King Harold’s mother, Gytha
, had fled to Exeter and was probably accompanied by Harold’s children. She had persuaded the people to support her and resist the Norman Conquest. King William I dug tunnels under the city walls to weaken them and the city fell after 18 days. Gytha fled the city and avoided capture.
William’s wife Matilda arrived in England.
1068 (11th May)
Matilda was crowned Queen of England in Westminster. She was the first Queen of England to be formally crowned.
Earls Edwin and Morcar rebelled against William but later surrendered to the Conqueror
Harold Godwinson’s sons, Godwin
and Magnus Haroldson
had been in Ireland raising support. They now tried to take Bristol as their base in England but the people of Bristol were worried about the consequences of supporting the Haroldsons and they returned to Ireland to rethink strategy.
William began a programme of castle building designed to stamp his authority on England. Work began on castles at Warwick, York, Nottingham, Huntingdon, Lincoln and Cambridge.
A fourth son, Henry
, was born in Selby, Yorkshire. He was the first of William’s children to be born in England.
Edgar the Aetheling attempted to take York but was unsuccessful
Edgar the Aetheling had joined forces with King Sweyn of Denmark
and together they attacked and took York
1069 (Late Autumn)
King William I marched North to deal with Edgar Aetheling. He paid off the Danes and defeated the Saxon rebels. Having re-established York as a Norman stronghold he set about defeating all other Northern pockets of resistance to his rule – an event that is known as The Harrying of the North.
William founded Battle Abbey on the site of the Battle of Hastings.
Hereward the Wake and King Sweyn of Denmark took the Isle of Ely
1070 (11th April)
William removed Archbishop Stigand of Canterbury from office, confiscated his land and goods and imprisoned him at Winchester.
1070 (11th April)
Earl Edwin launched another revolt against the Normans but was betrayed by his own men and killed.
William constructed a causeway between mainland England and the Isle of Ely in order to defeat Hereward and Earl Morcar. Morcar was captured and imprisoned but Hereward managed to escape.
William rode North to deal with King Malcolm Canmore
of Scotland. He pushed the Scottish King back and Malcolm was forced to agree to the terms of the Treaty of Abernethy. William took Malcolm’s son, Duncan, hostage.
William returned to Normandy to deal with unrest in the Maine.
1073 (30th March)
William defeated Count Fulk of Anjou
William spent the whole year in Normandy
Roger of Montgomery allowed Ralph de Gael to marry his sister even though the alliance had been forbidden by William. The two men then plotted to overthrow William and invited the Earl of Northumbria, Waltheof and Sweyn Estridsson of Denmark to join them. However, Waltheof got cold feet and told William of the plot. William reacted quickly and imprisoned Roger of Montgomery. Ralph escaped to Brittany leaving his new wife to hold out against William alone. She too fled to Brittany after William agreed a safe passage for her. When Sweyn Estridsson arrived with a sizeable force and found no army waiting for him he raided York and then returned to Denmark.
1076 (31st May)
William executed Waltheof of Northumbria for his part in the Earls revolt.
Robert Curthose, eldest son of William I, led a revolt to take Rouen from his father. The revolt failed and Robert was forced to flee to Gerberoi.
The White Tower (inner tower of the Tower of London) was built on Tower Hill.
William’s son, Robert invaded the Vexin.
William was knocked off his horse by his son, Robert, during a battle. Robert recognised his father’s voice and avoided killing him.
William, who loved hunting, made large areas of woodland subject to Forest Law. This meant that everything in any designated area, including trees, leaves, birds and animals, belonged to the King. This made life especially difficult for the common people who relied on the woodland for wood and food.
Around 20 small hamlets were affected by William’s decision to create a New Forest in Hampshire.
William and his son Robert Curthose settled their differences after the intervention of William’s wife, Matilda.
1080 (14th May)
The Norman Bishop of Durham was murdered by a group of English rebels. William sent his half brother Odo of Bayeux to deal with the rebels.
William sent his eldest son, Robert on a campaign against the Scots. He succeeded in raiding as far north as Lothian and built a castle at Newcastle on his return to England.
William spent Christmas at Gloucester
William returned to Normandy to deal with a new conflict with Count Fulk of Anjou.
William arrested and imprisoned his half-brother Odo of Bayeux. Sources are not clear on the reason for this action but it is thought that he may have mis-appropriated church funds or made a play to become Pope.
1083 (2nd November)
William’s wife, Matilda of Flanders, died
William ordered commissioners to visit every part of England and make a detailed inventory of the holdings of every person in the land. Included in the survey were details of land ownership both before and after the Conquest, ownership of animals, machines and other goods.
The exact reason for the survey, which was called The Domesday Survey is not known but it is thought that William intended to use to base tax calculations on
1086 (1st August)
The Domesday Survey was completed.
1086 (1st August)
William summoned around 170 nobles to court where they were required to swear a new oath of fealty to him.
King William I returned to Normandy to deal with another dispute.
The garrison of the French fortress at Mantes made a raid into Normandy. William retaliated and led a raid on Mantes. During the raid he was injured.
1087 (9th September)
William I died in Normandy from the injury he received in July 1087.
Robert Curthose inherited Normandy, William II
inherited the English throne and Henry was left a sum of money.
Published Jul 17, 2016 @ 13:05 – Updated –
Harvard Reference for this page:
Heather Y Wheeler. (2016 – 2019). King William I (Conqueror) of England 1027 – 1087. Available: https://www.totallytimelines.com/william-i-the-conqueror-1027-1087 Last accessed January 19th, 2020 | <urn:uuid:5d259669-4b1a-4da5-abfb-76d8f63cbc56> | CC-MAIN-2020-05 | https://www.totallytimelines.com/william-i-the-conqueror-1027-1087/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00301.warc.gz | en | 0.982652 | 3,712 | 3.328125 | 3 | [
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0.265176713... | 1 | 1027 or 1028 (during)
King William I, was born to Robert Duke of Normandy
and his mistress, Herleve at Falaise, Normandy. William’s parents were not married and he was nicknamed ‘Bastard’ for much of his life.
William’s mother, Herleve, married Herluin de Conteville.
William’s half-brother, Robert, was born to Herleve and Herluin of Conteville.
William’s half-brother, Odo, was born to Herleve and Herluin de Conteville. He is known to history as Odo of Bayeux
William’s father, Robert Duke of Normandy, decided to go on a pilgrimage to the Holy Land. He made the Norman nobles swear allegiance to William before he left.
1035 (22nd July)
William succeeded as Duke of Normandy after his father died in Nicea, returning from pilgrimage to the Holy Land.
William’s uncle and chief supporter, Archbishop Robert of Rouen, died. William was then in the custody of Alan of Brittany.
William’s custodian, Alan of Brittany, died. Gilbert of Brionne then took charge of young William.
Gilbert of Brionne died and Osbern took charge of William. Later that year, Osbern was killed while watching over the young duke sleeping. William managed to escape.
A rebellion in Normandy led by Guy of Burgundy led to William fleeing to the court of King Henry I of France.
1047 (10th August)
William, supported by King Henry I of France, secured a decisive victory over his opponent Guy of Burgundy at the Battle of Val-es-Dunes.
William proposed marriage to Matilda of Flanders
. At first she refused stating he was too low born but legend states that after he rode to Flanders and dragged her off her horse by her hair she changed her mind.
The Pope forbade William from marrying Matilda of Flanders.
William finally defeated Guy of Burgundy and exiled him.
Despite the fact that the Pope had forbidden the marriage, William married Matilda of Flanders at the Cathedral of Notre Dame d’Eu in Normandy.
Hugh of Maine died. William and Henry of France resisted a move by Geoffrey Martel to occupy Maine. They captured the castles of Alençon and Domfront which they used as a base.
William paid a visit to England where he visited Edward the Confessor
. It is likely that William was seeking approval for his marriage to Matilda of Flanders. He claimed that during this visit Edward promised him the English crown.
A son, Robert
was born. He was known as Robert Curthose.
Henry I of France was concerned that William was becoming too powerful and allied himself with William’s enemy William, Count of Arques.
William lay siege to the castle of Arques-la-Bataille in Maine. The castle fell and William added Maine to his possessions.
A second son, Richard was born.
Battle of Mortemer
William met and defeated the combined forces of Henry I of France and Count Geoffrey of Anjou.
A daughter, Cecilia was born
A second daughter, Adeliza was born
A third daughter, Constance was born
Battle of Varaville
This was a final challenge to William by Henry I and Geoffrey of Anjou which resulted in victory for William.
Pope Nicholas II gave retrospective approval to William and Matilda’s marriage on condition that they each found a monastery.
1062 (date unknown)
A fourth daughter, Adela, was born
1064 (date unknown)
A fifth daughter, Agatha was born
was shipwrecked off the coast of Ponthieu and taken prisoner by Guy of Ponthieu. William ordered that Harold be placed in his care and Guy agreed. Harold was placed under virtual house arrest, accompanying William into battle at Rouen. After the battle he swore an oath to support William’s claim to the throne of England after the death of Edward.
1066 (5th January)
Edward the Confessor died
1066 (6th January)
The Witan decided that Harold Godwinson should be King. He was crowned the same day.
1066 (mid January)
William learned that Harold had been crowned King of England. He was furious as he felt the crown should be his.
1066 (late January)
Council of Lillebonne
This was a meeting of Duke William’s most trusted advisers. William FitzOsbern
was one of those that spoke in support of invading England. The council decided to support William’s proposed invasion of England and began making plans.
1066 (20th May)
William of Normandy made a case against Harold and presented it to the Pope. He was successful and gained papal backing for his invasion. The Pope sent him a banner to carry into battle.
1066 (late Spring)
William began preparing his invasion and amassed a force at Dives sur Mer. He announced that he would give land in England to any knight that fought for him.
1066 (18th June)
William’s daughter, Cecilia entered the abbey of the Holy Trinity in Caen as a novice
Throughout the Summer William assembled a fleet of ships to carry his army across the Channel to England. William’s wife, Matilda of Flanders, paid for a ship to transport William, the Mora.
1066 (4th August)
William’s fleet of around 1,000 ships was ready to sail but he delayed sailing, possibly due to unfavourable wind direction and possibly because he was waiting for harvest season in the hopes that some of the men stationed along the South coast would go home. While waiting to sail William had to provide food and provisions for up to 14,000 men and 3,000 horses.
1066 (early September)
William, decided not to wait for favourable weather and put his fleet to sea. The ships were unable to withstand the powerful stormy weather and those that survived were forced to put in to port at St Valery-sur-Somme.
1066 (28th September)
William, Duke of Normandy sailed overnight and landed at Pevensey on the South coast of England in the morning. He was surprised to find no army waiting for him.
1066 (30th September)
William decided to move the Norman army to Hastings as there was insufficient food in Pevensey to feed the army for more than a few days. Hastings also offered better defence and a more direct route to London.
1066 (early October)
William remained in Hastings confident that Harold would march South and challenge his presence. Staying put also had the advantage that William’s men would be rested before any battle whereas Harold’s men had marched north, fought a battle then marched south again.
1066 (13th October)
William’s scouts reported that the Saxon army had arrived. William told his men to be ready in case of a night attack.
1066 (14th October)
Battle of Hastings
Early in the morning William marched north to meet the Saxons. Harold knew he did not have enough men to defend Caldbec Hill so moved to Senlac Hill where his army formed a shield wall.
William arrived and set up his forces at the bottom of the hill. He had three groups – Normans, Flemings and Bretons, both cavalry and infantry. William opened the battle with a barrage of arrows which, because of the hill flew over the heads of the Saxons. Next William sent in his infantrymen but they were unable to break through the shield wall. A group of Breton infantrymen turned and ran down the hill. The Saxons that had been withstanding that group broke the shield wall and ran down after them. William ordered that they become the focus of the next attack and although some managed to return to their line most were cut down. It is thought that Harold’s two brothers lost their lives at this point.
Having seen how the Bretons fleeing down the hill broke the shield wall, William changed tactic and ordered his men to do the same thing. Although the shield wall did not break so spectacularly again it did begin to weaken. With the light beginning to fade William ordered his archers to fire again but to angle them higher so that they hit the men just behind the shield wall. It is thought that one of these arrows went through the eye slit of Harold’s helmet and struck him in the eye or near to the eye. While he was reeling from the attack it is believed that he was cut down and killed.With Harold dead and most of the leading nobles also dead many of the remaining men fled the battlefield. Those that remained were soon cut down. William was victorious.
1066 (15th October)
William surveyed the battlefield and instructed that the dead be buried.
1066 (16th October)
William returned to his camp at Hastings. He expected a deputation of English nobles to come and submit themselves and England to him.
1066 (20th October)
William realised that the English were not going to submit to him and that he would have to force their submission. He left Hastings bound for Dover.
1066 (early November)
William reached Dover and took the Roman fort that was stationed there.
William reached Canterbury and took control of the town.
1066 (early December)
William marched on London
1066 (10th December)
Realising that they could not defeat William, Edgar Aetheling
and the remaining English nobles submitted to William.
1066 (25th December)
William was crowned King William I of England in Westminster Abbey.
The Earls Edwin
decided to submit to William.
William began to distribute English land to those Norman nobles that had came with him from Normandy and fought at the Battle of Hastings
William returned to Normandy. He took with him Edgar Aetheling, Edwin, Morcar and other prominent English nobles. Odo of Bayeux and William FitzOsbern were left as regents of England.
Eustace of Boulogne
was asked by the English to take the castle at Dover while Odo was out of Kent. Eustace duly complied but soon discovered that Dover castle was too heavily fortified for him to take. A male relative was taken hostage and Eustace was lucky to escape to Boulogne. When William discovered his action, he confiscated Eustace’s lands in England.
1067 (7th December)
King William went back to England.
1067 (after 7th December) or 1068 (during)
William lay siege to the city of Exeter. After the Battle of Hastings, King Harold’s mother, Gytha
, had fled to Exeter and was probably accompanied by Harold’s children. She had persuaded the people to support her and resist the Norman Conquest. King William I dug tunnels under the city walls to weaken them and the city fell after 18 days. Gytha fled the city and avoided capture.
William’s wife Matilda arrived in England.
1068 (11th May)
Matilda was crowned Queen of England in Westminster. She was the first Queen of England to be formally crowned.
Earls Edwin and Morcar rebelled against William but later surrendered to the Conqueror
Harold Godwinson’s sons, Godwin
and Magnus Haroldson
had been in Ireland raising support. They now tried to take Bristol as their base in England but the people of Bristol were worried about the consequences of supporting the Haroldsons and they returned to Ireland to rethink strategy.
William began a programme of castle building designed to stamp his authority on England. Work began on castles at Warwick, York, Nottingham, Huntingdon, Lincoln and Cambridge.
A fourth son, Henry
, was born in Selby, Yorkshire. He was the first of William’s children to be born in England.
Edgar the Aetheling attempted to take York but was unsuccessful
Edgar the Aetheling had joined forces with King Sweyn of Denmark
and together they attacked and took York
1069 (Late Autumn)
King William I marched North to deal with Edgar Aetheling. He paid off the Danes and defeated the Saxon rebels. Having re-established York as a Norman stronghold he set about defeating all other Northern pockets of resistance to his rule – an event that is known as The Harrying of the North.
William founded Battle Abbey on the site of the Battle of Hastings.
Hereward the Wake and King Sweyn of Denmark took the Isle of Ely
1070 (11th April)
William removed Archbishop Stigand of Canterbury from office, confiscated his land and goods and imprisoned him at Winchester.
1070 (11th April)
Earl Edwin launched another revolt against the Normans but was betrayed by his own men and killed.
William constructed a causeway between mainland England and the Isle of Ely in order to defeat Hereward and Earl Morcar. Morcar was captured and imprisoned but Hereward managed to escape.
William rode North to deal with King Malcolm Canmore
of Scotland. He pushed the Scottish King back and Malcolm was forced to agree to the terms of the Treaty of Abernethy. William took Malcolm’s son, Duncan, hostage.
William returned to Normandy to deal with unrest in the Maine.
1073 (30th March)
William defeated Count Fulk of Anjou
William spent the whole year in Normandy
Roger of Montgomery allowed Ralph de Gael to marry his sister even though the alliance had been forbidden by William. The two men then plotted to overthrow William and invited the Earl of Northumbria, Waltheof and Sweyn Estridsson of Denmark to join them. However, Waltheof got cold feet and told William of the plot. William reacted quickly and imprisoned Roger of Montgomery. Ralph escaped to Brittany leaving his new wife to hold out against William alone. She too fled to Brittany after William agreed a safe passage for her. When Sweyn Estridsson arrived with a sizeable force and found no army waiting for him he raided York and then returned to Denmark.
1076 (31st May)
William executed Waltheof of Northumbria for his part in the Earls revolt.
Robert Curthose, eldest son of William I, led a revolt to take Rouen from his father. The revolt failed and Robert was forced to flee to Gerberoi.
The White Tower (inner tower of the Tower of London) was built on Tower Hill.
William’s son, Robert invaded the Vexin.
William was knocked off his horse by his son, Robert, during a battle. Robert recognised his father’s voice and avoided killing him.
William, who loved hunting, made large areas of woodland subject to Forest Law. This meant that everything in any designated area, including trees, leaves, birds and animals, belonged to the King. This made life especially difficult for the common people who relied on the woodland for wood and food.
Around 20 small hamlets were affected by William’s decision to create a New Forest in Hampshire.
William and his son Robert Curthose settled their differences after the intervention of William’s wife, Matilda.
1080 (14th May)
The Norman Bishop of Durham was murdered by a group of English rebels. William sent his half brother Odo of Bayeux to deal with the rebels.
William sent his eldest son, Robert on a campaign against the Scots. He succeeded in raiding as far north as Lothian and built a castle at Newcastle on his return to England.
William spent Christmas at Gloucester
William returned to Normandy to deal with a new conflict with Count Fulk of Anjou.
William arrested and imprisoned his half-brother Odo of Bayeux. Sources are not clear on the reason for this action but it is thought that he may have mis-appropriated church funds or made a play to become Pope.
1083 (2nd November)
William’s wife, Matilda of Flanders, died
William ordered commissioners to visit every part of England and make a detailed inventory of the holdings of every person in the land. Included in the survey were details of land ownership both before and after the Conquest, ownership of animals, machines and other goods.
The exact reason for the survey, which was called The Domesday Survey is not known but it is thought that William intended to use to base tax calculations on
1086 (1st August)
The Domesday Survey was completed.
1086 (1st August)
William summoned around 170 nobles to court where they were required to swear a new oath of fealty to him.
King William I returned to Normandy to deal with another dispute.
The garrison of the French fortress at Mantes made a raid into Normandy. William retaliated and led a raid on Mantes. During the raid he was injured.
1087 (9th September)
William I died in Normandy from the injury he received in July 1087.
Robert Curthose inherited Normandy, William II
inherited the English throne and Henry was left a sum of money.
Published Jul 17, 2016 @ 13:05 – Updated –
Harvard Reference for this page:
Heather Y Wheeler. (2016 – 2019). King William I (Conqueror) of England 1027 – 1087. Available: https://www.totallytimelines.com/william-i-the-conqueror-1027-1087 Last accessed January 19th, 2020 | 3,696 | ENGLISH | 1 |
Let's now look at the verb 'to push' combined with particles. Here
are some of the most common:
1. 'to push ahead' with a plan or arrangement means to continue
with it when there are problems or others wish to stop.
· We've had a few problems but we have decided to push ahead.
· They are pushing ahead with plans to build the motorway despite
2. 'to push around' means to tell someone to do something in a rude
· When I was young I was pushed around by my big brother.
· Don't push me around! I'm fed up of you telling me what to do.
3. 'to push back' means to delay an appointment until a later date
· It'll take an hour to get there. Let's push the meeting back
· My operation was pushed back a month due to a shortage of nurses.
4. 'to push for' means to try to persuade someone to give you
· The assembly line workers are always pushing for a salary
· The local residents are pushing for a lower speed limit to make
the roads safer.
5. 'to push in' means to jump into a queue in front of other people
who are already waiting.
· I was very angry when they pushed in and were served before me.
· Don't push in. Go to the back of the line.
6. 'to push on' means to continue doing something.
· Even though the project was not going very well, they pushed on
· I must push on. I've got a lot of work to do.
7. 'to push out' means to force someone to leave a job or activity.
· He didn't resign from his last job, he was pushed out.
· I felt I was pushed out of the group because I didn't agree with
them on everything.
8. 'to push past' means to press roughly into someone as you pass
· During the race, I had to push past a few runners to get to the
· He was in a great hurry and hit me as he pushed past.
9. 'to push through' means to get something accepted, often with
· The government pushed the legislation through very quickly.
· The local council pushed through measures to improve the schools.
10. 'to push up' means to increase something, usually a price or
· The war in the Middle East has pushed up the price of petrol.
· The bad weather has pushed the price of some vegetables up by ten
Have a nice week end. | <urn:uuid:b3f04056-f40f-4de9-ab15-99263ba9c7e3> | CC-MAIN-2020-05 | https://english-classroom.actifforum.com/t437-to-push-combined-with-particles | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592636.25/warc/CC-MAIN-20200118135205-20200118163205-00230.warc.gz | en | 0.982937 | 539 | 3.640625 | 4 | [
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0.015481244772672653,
-0.048061717301... | 1 | Let's now look at the verb 'to push' combined with particles. Here
are some of the most common:
1. 'to push ahead' with a plan or arrangement means to continue
with it when there are problems or others wish to stop.
· We've had a few problems but we have decided to push ahead.
· They are pushing ahead with plans to build the motorway despite
2. 'to push around' means to tell someone to do something in a rude
· When I was young I was pushed around by my big brother.
· Don't push me around! I'm fed up of you telling me what to do.
3. 'to push back' means to delay an appointment until a later date
· It'll take an hour to get there. Let's push the meeting back
· My operation was pushed back a month due to a shortage of nurses.
4. 'to push for' means to try to persuade someone to give you
· The assembly line workers are always pushing for a salary
· The local residents are pushing for a lower speed limit to make
the roads safer.
5. 'to push in' means to jump into a queue in front of other people
who are already waiting.
· I was very angry when they pushed in and were served before me.
· Don't push in. Go to the back of the line.
6. 'to push on' means to continue doing something.
· Even though the project was not going very well, they pushed on
· I must push on. I've got a lot of work to do.
7. 'to push out' means to force someone to leave a job or activity.
· He didn't resign from his last job, he was pushed out.
· I felt I was pushed out of the group because I didn't agree with
them on everything.
8. 'to push past' means to press roughly into someone as you pass
· During the race, I had to push past a few runners to get to the
· He was in a great hurry and hit me as he pushed past.
9. 'to push through' means to get something accepted, often with
· The government pushed the legislation through very quickly.
· The local council pushed through measures to improve the schools.
10. 'to push up' means to increase something, usually a price or
· The war in the Middle East has pushed up the price of petrol.
· The bad weather has pushed the price of some vegetables up by ten
Have a nice week end. | 521 | ENGLISH | 1 |
Questions of Genetics and Race Raised by Wrongful Birth Case
ennifer Cramblett from Ohio was recently on the losing side of a wrongful birth case. She claimed that she was inseminated by sperm produced by the incorrect donor. As a result, she gave birth to a biracial baby, not wanted by her. This is why she took legal action.
This case has become more controversial because she wanted a child of a particular race. This is something that has happened in the past which allowed science to decide the race of a child.
Also known as Scientific Racism, it argues that some people have more talents than others if they grow up in the right surroundings. However, there is a belief in some areas of American society that your talents are derived from your race.
Certain research also goes on to state that conflicts in the past were caused by genetic differences between those fighting each other. This focus on the human gene as a cause of conflict, dismissed other factors which may be the cause.
Various scientific experts got together to discuss race and the way people from certain races act. The way many people view race and people’s abilities has been questioned. The media in particular seem to suggest that certain athletes from certain races with specific genes perform better than athletes from other races. Studies went on to discover that over half the newspapers they researched in English speaking areas attributed sporting achievements to the athlete’s race, even though this has proven to be false.
The Olympics of 2012 is a good example of this. A large number of newspapers and media outlets suggested that sprinters from the West Indies and African American athletes ran faster because of the conditions their ancestors had to endure. However, this was once again dismissed.
How This Affects Politics
This issue has serious consequences in politics. Various white supremacists use gene research to argue that many problems are caused by certain races because of their genes. This has happened in the past too, with certain groups believing that certain races were only suitable to do certain jobs. It went even further in some countries where sterilisation was used to prevent certain races or minorities from reproducing.
White People’s Beliefs About Race
Studies found that white individuals believed genes played a bigger role in black people’s personalities and
behaviour. Many also felt that inequality between races was often down to problems with the individual. Many of those white people who had both of these beliefs were more likely to agree with political policies that addressed the financial gap between races.
Many misunderstandings still occur. Some believe that genes limit certain races. Certain beliefs are not a true reflection on the differences between one race and another. However, others believe that these limitations were placed on many races because of their colonial past and that popular beliefs are not true. | <urn:uuid:97d6392b-07bf-4b55-8bb8-6c312a526c6a> | CC-MAIN-2020-05 | https://www.trautlawgroupnews.net/questions-of-genetics-and-race-raised-by-wrongful-birth-case/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681625.83/warc/CC-MAIN-20200125222506-20200126012506-00089.warc.gz | en | 0.983413 | 566 | 3.265625 | 3 | [
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0.251603722572326... | 2 | Questions of Genetics and Race Raised by Wrongful Birth Case
ennifer Cramblett from Ohio was recently on the losing side of a wrongful birth case. She claimed that she was inseminated by sperm produced by the incorrect donor. As a result, she gave birth to a biracial baby, not wanted by her. This is why she took legal action.
This case has become more controversial because she wanted a child of a particular race. This is something that has happened in the past which allowed science to decide the race of a child.
Also known as Scientific Racism, it argues that some people have more talents than others if they grow up in the right surroundings. However, there is a belief in some areas of American society that your talents are derived from your race.
Certain research also goes on to state that conflicts in the past were caused by genetic differences between those fighting each other. This focus on the human gene as a cause of conflict, dismissed other factors which may be the cause.
Various scientific experts got together to discuss race and the way people from certain races act. The way many people view race and people’s abilities has been questioned. The media in particular seem to suggest that certain athletes from certain races with specific genes perform better than athletes from other races. Studies went on to discover that over half the newspapers they researched in English speaking areas attributed sporting achievements to the athlete’s race, even though this has proven to be false.
The Olympics of 2012 is a good example of this. A large number of newspapers and media outlets suggested that sprinters from the West Indies and African American athletes ran faster because of the conditions their ancestors had to endure. However, this was once again dismissed.
How This Affects Politics
This issue has serious consequences in politics. Various white supremacists use gene research to argue that many problems are caused by certain races because of their genes. This has happened in the past too, with certain groups believing that certain races were only suitable to do certain jobs. It went even further in some countries where sterilisation was used to prevent certain races or minorities from reproducing.
White People’s Beliefs About Race
Studies found that white individuals believed genes played a bigger role in black people’s personalities and
behaviour. Many also felt that inequality between races was often down to problems with the individual. Many of those white people who had both of these beliefs were more likely to agree with political policies that addressed the financial gap between races.
Many misunderstandings still occur. Some believe that genes limit certain races. Certain beliefs are not a true reflection on the differences between one race and another. However, others believe that these limitations were placed on many races because of their colonial past and that popular beliefs are not true. | 551 | ENGLISH | 1 |
Next week the Germans are celebrating a very special holiday, Day of German Unity. That is something like the 4th of July for us Americans. Day of German unity is the national holiday, but Germany wasn’t founded like America. In order to really understand this, we have to go very far back into history. Before 1871 there wasn’t a real “Germany”, but rather many independent nations and regions. In 1871 the first German “Reich” (empire) was founded under the name “Empire”, because Emperor Wilhelm 1. brought the independent states and regions together. Then there wasn’t an official holiday of German unity, but rather a day by the name of “Sedantag”, the 2nd of September, on which the French surrendered in the Franco-Prussian War. When the Weimar Republic was founded, the Germans celebrated their national holiday on August 11, because the imperial president signed the constitution then. During the time of National Socialism the national holiday was celebrated on May 1. After the Second World War the German Democratic Republic (GDR) and Federal Republic of Germany (FRG) celebrated their own national holidays. In the FRG they celebrated on the 17th of June and in the GDR they celebrated on the 7th of October. On November 9, 1989 the Berlin Wall fell. The FRG and GDR officially reunited on October 3, 1990. In this year there were two holidays. They celebrated on June 17th “Tag der deutschen Einheit” and also on October 3rd “Tag der Deutschen Einheit”. The only difference between these two holidays is that the holiday that was celebrated on June 17th was written with a lower case “d” in the word “deutschen” and the holiday that was celebrated on October 3rd was written with a upper case “D”. Since the reunification of Germany, the Germans have celebrated Day of German Unity on October 3rd. A few politicians and other people wanted to have the 9th of November as their national holiday, but that was problematic, because Hitler had spoiled the day. On the 9th of November 1925 he founded the SS. The 9th of November 1938 was Kristallnacht on which the Nazis destroyed many Jewish stores and synagogues. Long story short: the Germans couldn’t have the 9th of November as their national holiday, because Hitler was Hitler and he often did Hitler-things on the 9th of November. What do the Germans do on October 3rd? There are events and celebrations. Every year there is an official festival in a well known city in Germany. This year it is taking place in Dresden and next year it will happen in Mainz. Write me in the comments if you still have questions about Tag der Deutschen Einheit. That is all for today. Thanks for watching. Until next time. Bye. | <urn:uuid:921fb80b-7881-43e9-bf97-46814ec2c80e> | CC-MAIN-2020-05 | https://wildcaribe.com/tag-der-deutschen-einheit-deutsch-lernen/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594333.5/warc/CC-MAIN-20200119064802-20200119092802-00380.warc.gz | en | 0.984166 | 620 | 3.46875 | 3 | [
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0.357359409... | 1 | Next week the Germans are celebrating a very special holiday, Day of German Unity. That is something like the 4th of July for us Americans. Day of German unity is the national holiday, but Germany wasn’t founded like America. In order to really understand this, we have to go very far back into history. Before 1871 there wasn’t a real “Germany”, but rather many independent nations and regions. In 1871 the first German “Reich” (empire) was founded under the name “Empire”, because Emperor Wilhelm 1. brought the independent states and regions together. Then there wasn’t an official holiday of German unity, but rather a day by the name of “Sedantag”, the 2nd of September, on which the French surrendered in the Franco-Prussian War. When the Weimar Republic was founded, the Germans celebrated their national holiday on August 11, because the imperial president signed the constitution then. During the time of National Socialism the national holiday was celebrated on May 1. After the Second World War the German Democratic Republic (GDR) and Federal Republic of Germany (FRG) celebrated their own national holidays. In the FRG they celebrated on the 17th of June and in the GDR they celebrated on the 7th of October. On November 9, 1989 the Berlin Wall fell. The FRG and GDR officially reunited on October 3, 1990. In this year there were two holidays. They celebrated on June 17th “Tag der deutschen Einheit” and also on October 3rd “Tag der Deutschen Einheit”. The only difference between these two holidays is that the holiday that was celebrated on June 17th was written with a lower case “d” in the word “deutschen” and the holiday that was celebrated on October 3rd was written with a upper case “D”. Since the reunification of Germany, the Germans have celebrated Day of German Unity on October 3rd. A few politicians and other people wanted to have the 9th of November as their national holiday, but that was problematic, because Hitler had spoiled the day. On the 9th of November 1925 he founded the SS. The 9th of November 1938 was Kristallnacht on which the Nazis destroyed many Jewish stores and synagogues. Long story short: the Germans couldn’t have the 9th of November as their national holiday, because Hitler was Hitler and he often did Hitler-things on the 9th of November. What do the Germans do on October 3rd? There are events and celebrations. Every year there is an official festival in a well known city in Germany. This year it is taking place in Dresden and next year it will happen in Mainz. Write me in the comments if you still have questions about Tag der Deutschen Einheit. That is all for today. Thanks for watching. Until next time. Bye. | 624 | ENGLISH | 1 |
Slavery In Unted States Essay
Slavery is something that should have never happened, but unfortunately it did. This paper is about the history of slavery in America, and the terrible unfair reality that slaves had to deal with. Slave trade many years ago was a lucrative business in United States. Slavery has been defined as the state of one bound in servitude as the property of a slave holder or household. As there are many different definitions the most popular one is forced labor for little or no pay under threat and violence.
Slavery has existed on every continent. In the beginning of the sixteenth century eleven million people were taken from Africa during the transatlantic slave trade, by the nineteenth century the population has risen to more that four million in the United States. Men, Women and Children were captured and sold. Africans who were sent to the south worked on cotton or rice populations.
This paper therefore tries to discuss in details, slavery in United States of America. Also, the history of slave trade in the country will be examined.As a matter of fact, the first recorded slaves in the United States, in 1619 twenty Africans were brought by a Dutch soldier and sold to the English colony of Jamestown, Virginia as indentured servants. Many slaves were owned by plantation owners who lived in Britain.
Later on however, Series of complex colonial laws began to reform the status of Africans and their connection to slavery. The United States outlawed the transatlantic slave trade in 1808, but the domestic slave trade and illegal importation continued for several decades.Captured Africans were sold at auction as “chattel,” like inanimate property or animals. Many literate ex-slaves discussed the degradation and humiliation they felt when they were treated like “cattle. ” The life of a slave is a life that who should pray to experience, even for a second. A slave is forced to do labor through mental or physical threats and/or abuse.
He is subjected to degrading and inhuman treatment by the ‘owner’. Thus, Slaves are generally owned by and controlled by an ‘employer’ who can sell or buy them just like any other property or good.Their freedom is no longer in their own hands, but is restricted. It’s rather unfortunate that this illegal and inhuman trade still continues to this present day. Slavery has been defined as a crime against humanity by a French law of 2001. (wikipedia.
org). Experts estimate that today there are 27 million people enslaved around the world 600,000 to 800,000 people are traded and exchanged every year. Around eighty percent of which are women and children. Shocking as it might sound; some are even in the United States.
There are an estimated 14,500 to 17,000 smuggled into the United States each year.It must be noted that slavery was officially abolished worldwide at the 1927 Slavery Convention. Even with the 1948 Declaration of Human Rights, the 1956 United Nation Supplementary Convention on the Abolition of Slavery, and the Slave Trade and Institutions and Practices Similar to Slavery, slavery still exists in many countries, especially in United States. Although slavery still exists in the United States till today, it was abolished in the confederacy by the Emancipation Proclamation of 1863 during the American Civil War.The proclamation declared that that all slaves in the Southern secessionist states free. (Britannica Encyclopedia).
Slaves in many parts of the south were freed by Union armies or when they simply left their former owners. Many joined the Union Army as workers or troops, and many more fled to Northern cities. Legally however, slaves within the United States remained enslaved until the final ratification of the Thirteenth Amendment to the Constitution on December 6, 1865 Slave women and women and children were forced into prostitution or working hard labor in sweatshops.Slave culture developed in stages. During the eighteenth century the slave population stabilized and the majority of slaves became native born. Slavery was a result of debt and existed in early times and African people had the custom of putting up wives and children as hostages for an obligation and the hostages became permanent slaves.
Supporters of reparations argue that African Americans continue to suffer from the trace of slavery and the discrimination that followed the emancipation. Flowing from the above, the end of the Civil War did not result in the integration of former slaves in American life.Although slavery has been illegal in the United States for nearly a century and a half, the United States Department of Labor occasionally prosecutes cases against people for false imprisonment and involuntary servitude. This shows the fact that slavery still continues in the American society, though at a lower ebb.
A very prominent president of the United States who fought slave trade is Abraham Lincoln. He took practical steps in making sure that slavery is abolished in the country. Lincoln viewed slavery as wrong because he believed in the words all men are created equal.Thus it could be said that slavery contradicts the very ideals of United States which believes that all, men are created equal, and should therefore be treated equally. After its abolition in the United States, some of these freed slaves were nationalized and became citizens of the country. This started the ethnic and cultural conflicts between the slaves and the whites.
Slaves were not allowed to enjoy most of the rights accrued to citizens of the country. Blacks (who were mostly the freed slaves) were banned from attending schools reserved for white pupils.This can be seen in the celebrated case of Brown v Board of Education. This form of discrimination is endless.
For instance, slavery was seen by many in the South to be a way of life, as well as an essential part of its existence. Although some abolitionist movements sprung up in the South, they were in no way as influential or widely supported as those in the North. Another point that must be noted is the fact that the issue of slavery had major political implications from the founding of the United States after the Revolutionary War.There was already great contention over the issue of slavery at the time of the writing of the Constitution. More specifically, there was disagreement over how slaves were to be counted when assigning the number of representatives per state, and also over the slave trade (Kernell 53). Delegates from southern states naturally wanted slaves to count fully when House seats were being apportioned and for any regulation of the slave trade to be postponed as long as possible, while Northerners wanted just the opposite.
In the first section of the 13th amendment to the United States constitution, the abolition of slave trade is stated as follows; “Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, nor any place subject to their jurisdiction” theses words in the 13th amendment of the United States constitution really concludes a process that had been taking place throughout the mid-19th century.The path taken by the nation to achieve the abolition of slavery, however, was almost as profound as the outcome itself, as the entire political landscape in the United States changed dramatically within a relatively short period of time. However, slave trade still continues, but not on a large scale as was it the case in the mid-19th century.Finally, all forms of slavery in the United States should be abolished, before the country can be said to be a country of freedom. Freedom is defined as the quality or state in which somebody is able to act and live as he or she chooses, without being subject to any, or to any undue, restraints and restrictions. Slavery does not grant this state of being. | <urn:uuid:ff83b114-82d9-4260-ba03-019a2cc78008> | CC-MAIN-2020-05 | https://studyhippo.com/slavery-in-unted-states/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592261.1/warc/CC-MAIN-20200118052321-20200118080321-00408.warc.gz | en | 0.981974 | 1,562 | 3.296875 | 3 | [
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0.30612885... | 2 | Slavery In Unted States Essay
Slavery is something that should have never happened, but unfortunately it did. This paper is about the history of slavery in America, and the terrible unfair reality that slaves had to deal with. Slave trade many years ago was a lucrative business in United States. Slavery has been defined as the state of one bound in servitude as the property of a slave holder or household. As there are many different definitions the most popular one is forced labor for little or no pay under threat and violence.
Slavery has existed on every continent. In the beginning of the sixteenth century eleven million people were taken from Africa during the transatlantic slave trade, by the nineteenth century the population has risen to more that four million in the United States. Men, Women and Children were captured and sold. Africans who were sent to the south worked on cotton or rice populations.
This paper therefore tries to discuss in details, slavery in United States of America. Also, the history of slave trade in the country will be examined.As a matter of fact, the first recorded slaves in the United States, in 1619 twenty Africans were brought by a Dutch soldier and sold to the English colony of Jamestown, Virginia as indentured servants. Many slaves were owned by plantation owners who lived in Britain.
Later on however, Series of complex colonial laws began to reform the status of Africans and their connection to slavery. The United States outlawed the transatlantic slave trade in 1808, but the domestic slave trade and illegal importation continued for several decades.Captured Africans were sold at auction as “chattel,” like inanimate property or animals. Many literate ex-slaves discussed the degradation and humiliation they felt when they were treated like “cattle. ” The life of a slave is a life that who should pray to experience, even for a second. A slave is forced to do labor through mental or physical threats and/or abuse.
He is subjected to degrading and inhuman treatment by the ‘owner’. Thus, Slaves are generally owned by and controlled by an ‘employer’ who can sell or buy them just like any other property or good.Their freedom is no longer in their own hands, but is restricted. It’s rather unfortunate that this illegal and inhuman trade still continues to this present day. Slavery has been defined as a crime against humanity by a French law of 2001. (wikipedia.
org). Experts estimate that today there are 27 million people enslaved around the world 600,000 to 800,000 people are traded and exchanged every year. Around eighty percent of which are women and children. Shocking as it might sound; some are even in the United States.
There are an estimated 14,500 to 17,000 smuggled into the United States each year.It must be noted that slavery was officially abolished worldwide at the 1927 Slavery Convention. Even with the 1948 Declaration of Human Rights, the 1956 United Nation Supplementary Convention on the Abolition of Slavery, and the Slave Trade and Institutions and Practices Similar to Slavery, slavery still exists in many countries, especially in United States. Although slavery still exists in the United States till today, it was abolished in the confederacy by the Emancipation Proclamation of 1863 during the American Civil War.The proclamation declared that that all slaves in the Southern secessionist states free. (Britannica Encyclopedia).
Slaves in many parts of the south were freed by Union armies or when they simply left their former owners. Many joined the Union Army as workers or troops, and many more fled to Northern cities. Legally however, slaves within the United States remained enslaved until the final ratification of the Thirteenth Amendment to the Constitution on December 6, 1865 Slave women and women and children were forced into prostitution or working hard labor in sweatshops.Slave culture developed in stages. During the eighteenth century the slave population stabilized and the majority of slaves became native born. Slavery was a result of debt and existed in early times and African people had the custom of putting up wives and children as hostages for an obligation and the hostages became permanent slaves.
Supporters of reparations argue that African Americans continue to suffer from the trace of slavery and the discrimination that followed the emancipation. Flowing from the above, the end of the Civil War did not result in the integration of former slaves in American life.Although slavery has been illegal in the United States for nearly a century and a half, the United States Department of Labor occasionally prosecutes cases against people for false imprisonment and involuntary servitude. This shows the fact that slavery still continues in the American society, though at a lower ebb.
A very prominent president of the United States who fought slave trade is Abraham Lincoln. He took practical steps in making sure that slavery is abolished in the country. Lincoln viewed slavery as wrong because he believed in the words all men are created equal.Thus it could be said that slavery contradicts the very ideals of United States which believes that all, men are created equal, and should therefore be treated equally. After its abolition in the United States, some of these freed slaves were nationalized and became citizens of the country. This started the ethnic and cultural conflicts between the slaves and the whites.
Slaves were not allowed to enjoy most of the rights accrued to citizens of the country. Blacks (who were mostly the freed slaves) were banned from attending schools reserved for white pupils.This can be seen in the celebrated case of Brown v Board of Education. This form of discrimination is endless.
For instance, slavery was seen by many in the South to be a way of life, as well as an essential part of its existence. Although some abolitionist movements sprung up in the South, they were in no way as influential or widely supported as those in the North. Another point that must be noted is the fact that the issue of slavery had major political implications from the founding of the United States after the Revolutionary War.There was already great contention over the issue of slavery at the time of the writing of the Constitution. More specifically, there was disagreement over how slaves were to be counted when assigning the number of representatives per state, and also over the slave trade (Kernell 53). Delegates from southern states naturally wanted slaves to count fully when House seats were being apportioned and for any regulation of the slave trade to be postponed as long as possible, while Northerners wanted just the opposite.
In the first section of the 13th amendment to the United States constitution, the abolition of slave trade is stated as follows; “Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, nor any place subject to their jurisdiction” theses words in the 13th amendment of the United States constitution really concludes a process that had been taking place throughout the mid-19th century.The path taken by the nation to achieve the abolition of slavery, however, was almost as profound as the outcome itself, as the entire political landscape in the United States changed dramatically within a relatively short period of time. However, slave trade still continues, but not on a large scale as was it the case in the mid-19th century.Finally, all forms of slavery in the United States should be abolished, before the country can be said to be a country of freedom. Freedom is defined as the quality or state in which somebody is able to act and live as he or she chooses, without being subject to any, or to any undue, restraints and restrictions. Slavery does not grant this state of being. | 1,594 | ENGLISH | 1 |
Fulgencio Batista y Zaldívar (January 16, 1901 - August 6, 1973) was the President of Cuba (1940-1944) and dictator (1952-1959).
In October, Batista was elected President of Cuba. In 1944, Batista was forbidden by law to seek re-election and was succeeded by Ramon Grau. Batista retired into voluntary exile in Florida, before returning in 1952.
Batista staged a military coup on March 10, 1952, overthrowing Carlos Prio Socarras (elected in 1948) and becoming dictator. This time he headed a notoriously corrupt and repressive government and rejected the constitution. It was on good terms with the United States government and the mafia. A number of American corporations did very well in Cuba and the island became a major tourist destination. But the economic depressions of the 1950s increased opposition as native Cubans saw themselves as being marginalized in their own country by the incursion of American tourists and businesses.
Among the opponents to Batista was Fidel Castro. Castro had attempted to challenge the coup judicially but his petition was refused. Castro was imprisoned after he led an inept and costly attack on a army barracks in July, 1953. Castro was released in a general amnesty in May 1955 and went into exile in Mexico and the United States. Castro's return to Cuba as head of the 26th of July Revolutionary Movement was marked by another disastrous attack in December, 1956. Only Castro and eleven others survived to retreat into the mountains and from there wage a guerrilla war.
In May 1958, Batista launched a major assault against Castro. Despite being outnumbered, Castro's forces scored a series of victories, aided by massive desertion amongst Batista's army. On January 1, 1959 Batista fled the country to the Dominican Republic, and Castro's forces took Havana. | <urn:uuid:2a541272-8b17-4dd0-a989-0d50754a72e1> | CC-MAIN-2020-05 | http://www.infomutt.com/f/fu/fulgencio_batista.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00399.warc.gz | en | 0.981513 | 377 | 3.3125 | 3 | [
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0.511063575744... | 2 | Fulgencio Batista y Zaldívar (January 16, 1901 - August 6, 1973) was the President of Cuba (1940-1944) and dictator (1952-1959).
In October, Batista was elected President of Cuba. In 1944, Batista was forbidden by law to seek re-election and was succeeded by Ramon Grau. Batista retired into voluntary exile in Florida, before returning in 1952.
Batista staged a military coup on March 10, 1952, overthrowing Carlos Prio Socarras (elected in 1948) and becoming dictator. This time he headed a notoriously corrupt and repressive government and rejected the constitution. It was on good terms with the United States government and the mafia. A number of American corporations did very well in Cuba and the island became a major tourist destination. But the economic depressions of the 1950s increased opposition as native Cubans saw themselves as being marginalized in their own country by the incursion of American tourists and businesses.
Among the opponents to Batista was Fidel Castro. Castro had attempted to challenge the coup judicially but his petition was refused. Castro was imprisoned after he led an inept and costly attack on a army barracks in July, 1953. Castro was released in a general amnesty in May 1955 and went into exile in Mexico and the United States. Castro's return to Cuba as head of the 26th of July Revolutionary Movement was marked by another disastrous attack in December, 1956. Only Castro and eleven others survived to retreat into the mountains and from there wage a guerrilla war.
In May 1958, Batista launched a major assault against Castro. Despite being outnumbered, Castro's forces scored a series of victories, aided by massive desertion amongst Batista's army. On January 1, 1959 Batista fled the country to the Dominican Republic, and Castro's forces took Havana. | 441 | ENGLISH | 1 |
By Len Wilcox
The last Saturday of July (July 27th this year) is the National Day of the Cowboy.
The cowboy began in the Southwest. The Spanish created the first big ranches on the American continent, and the stockmen who worked the ranches developed their own tools and equipment for the job. As the Americans made their way into Texas and the Far West, the ways of the Vaquero were adapted and modified to fit the jobs at hand, and what we think of as the “American cowboy” was born.
Their era really began in the 1860s, deep in the heart of Texas. After the Civil War, the demand for beef was strong in the East, but the herds were in Texas. Some 5 million cattle were roaming the Texas plains, many of them unclaimed. A quick way for an enterprising rancher to make a buck was to gather a crew of tough young men and take them to Texas, where they could round up a herd and drive it north to the rails. These cattle were dangerous beasts, often half-wild from being left on the range while the ranchers were off fighting the war.
The tough young men who did this job were “cowboys.” Some of them were veterans of the brutal Civil War, others were victims of it, displaced by years of terrible strife. They came from both sides of the conflict, but after a few months of sharing the hardship and dangers of the range, it didn’t matter much where they come from.
They had diverse backgrounds and included African-Americans, Native Americans, Mexican-Americans, as well as European-Americans. The job bound them in ways nothing else could, because they had to rely on each other to survive. They knew that the measure of man was not in his words, but in his actions.
Also, many of the cowboys really were just boys – at least, they were when they started out on the trail. The job was hard, dirty and dangerous. The boys – some as young as 12 years old – had to quickly become men.
Over the years, a Cowboy Code has grown, a code of ethics that the cowboys in the movies in the early 1900s promoted. Heroes like Tom Mix, Gene Autry, Hopalong Cassidy and the Lone Ranger all had their oaths and codes for youngsters to follow to help them strive for lofty ideals.
Nat Love, a black cowboy who was born a slave but went West after the war ended slavery, wrote his Cowboy Code in his autobiography. It was simple: “There a man’s work was to be done, and a man’s life to be lived, and when death was to be met, he met it like a man.”
Words to live by.
I’m Len Wilcox and that’s the Western View.
Read previous Western Views articles here.
Do you have a topic you’d like Len to write about? Email him at firstname.lastname@example.org | <urn:uuid:38f6aaa2-074d-4551-b9a6-1c2538148e22> | CC-MAIN-2020-05 | https://www.rvtravel.com/western-views-celebrating-the-american-cowboy/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00471.warc.gz | en | 0.991135 | 630 | 3.28125 | 3 | [
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The last Saturday of July (July 27th this year) is the National Day of the Cowboy.
The cowboy began in the Southwest. The Spanish created the first big ranches on the American continent, and the stockmen who worked the ranches developed their own tools and equipment for the job. As the Americans made their way into Texas and the Far West, the ways of the Vaquero were adapted and modified to fit the jobs at hand, and what we think of as the “American cowboy” was born.
Their era really began in the 1860s, deep in the heart of Texas. After the Civil War, the demand for beef was strong in the East, but the herds were in Texas. Some 5 million cattle were roaming the Texas plains, many of them unclaimed. A quick way for an enterprising rancher to make a buck was to gather a crew of tough young men and take them to Texas, where they could round up a herd and drive it north to the rails. These cattle were dangerous beasts, often half-wild from being left on the range while the ranchers were off fighting the war.
The tough young men who did this job were “cowboys.” Some of them were veterans of the brutal Civil War, others were victims of it, displaced by years of terrible strife. They came from both sides of the conflict, but after a few months of sharing the hardship and dangers of the range, it didn’t matter much where they come from.
They had diverse backgrounds and included African-Americans, Native Americans, Mexican-Americans, as well as European-Americans. The job bound them in ways nothing else could, because they had to rely on each other to survive. They knew that the measure of man was not in his words, but in his actions.
Also, many of the cowboys really were just boys – at least, they were when they started out on the trail. The job was hard, dirty and dangerous. The boys – some as young as 12 years old – had to quickly become men.
Over the years, a Cowboy Code has grown, a code of ethics that the cowboys in the movies in the early 1900s promoted. Heroes like Tom Mix, Gene Autry, Hopalong Cassidy and the Lone Ranger all had their oaths and codes for youngsters to follow to help them strive for lofty ideals.
Nat Love, a black cowboy who was born a slave but went West after the war ended slavery, wrote his Cowboy Code in his autobiography. It was simple: “There a man’s work was to be done, and a man’s life to be lived, and when death was to be met, he met it like a man.”
Words to live by.
I’m Len Wilcox and that’s the Western View.
Read previous Western Views articles here.
Do you have a topic you’d like Len to write about? Email him at firstname.lastname@example.org | 602 | ENGLISH | 1 |
What is the significance of "Great Expectations?"
"Great Expectations" is significant also as a Bildungsroman, or the "novel of maturation." And it is for this reason, Dickens's novel is often included in school anthologies. The moral lessons that Pip learns parallel closely the lessons that many young people must learn:
- Money cannot buy quality in a person. After his first visit to Satis House, Pip becomes ashamed of his "coarse hands and [his]common boots." He is ashamed of being "a common laboring boy....that was much more ignorant than [he] had considered [himself] ...and generally was in a low-lived bad way." But, Pip later learns that the poorer characters are the more genuine and noble. Mr. Jagger's clerk, Wemmick is a kind and loving man, Joe and Biddy are warm, decent people of strong moral character while many of the "gentlemen" such as Drummle are cruel and unethical.
- Being influenced by others can be detrimental. In his efforts to become a gentleman, Pip wishes to socialize with Estella and the other gentlemen; in so doing, he becomes snobbish. He is embarrassed by Joe's visit to London, mortified as Joe clumsily drops his hat and does not know how to act in the presence of Herbert. Later on, when Pip visits the forge, Joe, notes the difference, "Diwisions among such must come and must be met as they come. You and me is not two figures to be together." In his realization of his cruelty to Joe, Pip calls himself "a swindler": "and with such pretenses did I cheat myself."
- Appearances can often be deceiving. Many of the people that Pip has been impressed with are not what they have seemed to be. Estella, for all her beauty, is cold and heartless. Herbert, the gentleman on whom Pip wishes to model himself, is a failure in his business ventures, Mr. Jaggers, a lawyer, is actually a crude and heartless man, Miss Havisham is a pitiable, misdirected woman. The convict, Magwitch, is really a good man who has simply had an unfortunate life, Joe and Biddy are the best people he has known.
- Spiritual/ethical values are what are most important in life. From Joe, Biddy, and Magwitch, Pip learns the value of real love and friendship, the value of integrity in a person.
In addition to the important moral lessons, the title itself is significant in the suggested meanings of the often repeated phrase "great expectations." Pip expects money to buy him happiness and social position as a gentleman, as well as love. But, none of these qualities can be attained by his false expectations. For, after Magwitch appears and Pip realizes the meaning of Mr. Jaggers phrase to take nothing on appearances--"Take nothing on its looks; take everything on evidence. There's no better rule"--he remarks in Chapter 41 that he has "no expectations."
check Approved by eNotes Editorial | <urn:uuid:8d70eeba-e4d8-413d-862c-3ba261f1afa6> | CC-MAIN-2020-05 | https://www.enotes.com/homework-help/what-significance-great-expectations-95021?en_action=hh-question_click&en_label=topics_related_hh_questions&en_category=internal_campaign | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251688806.91/warc/CC-MAIN-20200126104828-20200126134828-00547.warc.gz | en | 0.981063 | 642 | 3.796875 | 4 | [
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0.35123831033706665... | 1 | What is the significance of "Great Expectations?"
"Great Expectations" is significant also as a Bildungsroman, or the "novel of maturation." And it is for this reason, Dickens's novel is often included in school anthologies. The moral lessons that Pip learns parallel closely the lessons that many young people must learn:
- Money cannot buy quality in a person. After his first visit to Satis House, Pip becomes ashamed of his "coarse hands and [his]common boots." He is ashamed of being "a common laboring boy....that was much more ignorant than [he] had considered [himself] ...and generally was in a low-lived bad way." But, Pip later learns that the poorer characters are the more genuine and noble. Mr. Jagger's clerk, Wemmick is a kind and loving man, Joe and Biddy are warm, decent people of strong moral character while many of the "gentlemen" such as Drummle are cruel and unethical.
- Being influenced by others can be detrimental. In his efforts to become a gentleman, Pip wishes to socialize with Estella and the other gentlemen; in so doing, he becomes snobbish. He is embarrassed by Joe's visit to London, mortified as Joe clumsily drops his hat and does not know how to act in the presence of Herbert. Later on, when Pip visits the forge, Joe, notes the difference, "Diwisions among such must come and must be met as they come. You and me is not two figures to be together." In his realization of his cruelty to Joe, Pip calls himself "a swindler": "and with such pretenses did I cheat myself."
- Appearances can often be deceiving. Many of the people that Pip has been impressed with are not what they have seemed to be. Estella, for all her beauty, is cold and heartless. Herbert, the gentleman on whom Pip wishes to model himself, is a failure in his business ventures, Mr. Jaggers, a lawyer, is actually a crude and heartless man, Miss Havisham is a pitiable, misdirected woman. The convict, Magwitch, is really a good man who has simply had an unfortunate life, Joe and Biddy are the best people he has known.
- Spiritual/ethical values are what are most important in life. From Joe, Biddy, and Magwitch, Pip learns the value of real love and friendship, the value of integrity in a person.
In addition to the important moral lessons, the title itself is significant in the suggested meanings of the often repeated phrase "great expectations." Pip expects money to buy him happiness and social position as a gentleman, as well as love. But, none of these qualities can be attained by his false expectations. For, after Magwitch appears and Pip realizes the meaning of Mr. Jaggers phrase to take nothing on appearances--"Take nothing on its looks; take everything on evidence. There's no better rule"--he remarks in Chapter 41 that he has "no expectations."
check Approved by eNotes Editorial | 633 | ENGLISH | 1 |
Bell Hooks “Learning in a Shadow of Race and Class”
Bell Hooks main purpose of Learning in the Shadow of Race and Class is to portray how college is intended only for the privileged. She communicates what it’s like to be a woman of color in a sea of elites. She faces many obstacles in college, including stigmas of her race and social background. Hooks wrestles with the beliefs of money instilled in her at a young age by her mother.
Hooks shares her childhood background. Growing up in a working-class family, they often could not buy the things they wanted (138). Instead of simply telling her they couldn’t afford it, her mother would manipulate and shame her from wanting the things she desired (139). Hooks uses the example: “that lovely yellow dress I wanted would become in her storytelling mouth a really ugly mammy made thing that no girl who cared about her looks would desire” (139).
Her mother’s attitude about money caused her to feel unworthy or guilty about wanting the finer things. Shyers 2 In her first year of college she experienced race and class issues. Her roommate appeared terrified at the thought of sharing a room with a black girl. Hooks was given her own room after requesting a room change (139). Her classmates didn’t want to get to know her because of her the color of her skin. This clearly shows the atmosphere at the predominately white women’s college.
The popular girls made her the target of a prank, picking a girl and trashing her room (140). This shows how privileged the other girls were. They didn’t give a thought about how she didn’t come from money and couldn’t afford to replace the broken things. Afterwards, the girls tried to apologize. “Nothing they did to win me over worked. It came as a great surprise. They had always believed black girls wanted to be white” (Hooks 141).
The same ignorant beliefs can be heard in today’s society. In statements like “you’re pretty for a black girl” or “you’re lucky you got that good hair.” She was appalled at their disgusting behavior and it created a stubborn barrier. She wanted nothing to do with their world. When the opportunity of Stanford was presented to her, her family had to have a conversation about money. Stanford was across the country, so if there was an emergency, they couldn’t help her. They couldn’t afford to fly her home for the holidays (142).
This is something I take for granted, I have two sisters, one lives in Colorado and the other in Australia. I can Skype them whenever I want and my parents fly my younger sister home every holiday. On holidays at Stanford, Hooks would have to find a place to go. Most students would leave for ski trips or go home to see family (143). The school gave little thought to those who didn’t have money for travel. Shyers 3 Stanford was supposed to be a place where students of all classes could come together to work and grow (143). She was hopeful and allowed herself to think of the possibilities. This was one of the only positive insights she had. She was quickly disillusioned. It was a place where extreme wealth and class mattered. She learned those with privilege hated the working class and believed that they had nothing of value to offer (144).
Bell states, “the grown-ups in charge of us were always looking out for families who might give out their millions to the college” (143). She found the professors to be elites themselves only interested in teaching other elites (144). That says a lot for her point. How can education be for the working class if the teachers are not interested in teaching them? Her class kept her from connecting with other people. She says, “At Stanford, my classmates wanted to get to know me, thought it hip, cute, and downright exciting to have a black friend” (Hooks 143) They weren’t treating her like a person but like a novelty. She also tried connecting with a group of black students. They shared equal disdain for those who didn’t share their class. She talks about how this was the most difficult for her, “having been taught all my life to believe that black people were inextricably bound in solidarity by our struggles to end racism”( Hooks 144).
Throughout her college experience, the limited connections she made were with others of the same class background. Her roommate was willing to do whatever it took to be like them, steal, cheat, be abused by a boyfriend, it was worth it to her (144). Even if she managed to make friends in the same class as her, they still wanted to be in the privileged world and Hooks did not. She was alone in her beliefs and therefore had little connections with her classmates. Shyers 4 “I began to understand fully that there was no place in academe for folks from working class backgrounds who did not wish to leave the past behind (Hooks 145). This is so powerful.
After reading her story, I believe that race and class made it so hard to thrive in that atmosphere. She isn’t proud of graduating from a place that made her feel ashamed and uncertain of whether she managed to stay true to her values (145). Maybe had her mother treated money issues differently, she would have been more excited about her future. Her guilt and shame in her newfound path to privilege (145) is a direct result of how she was treated at college. Perhaps Kayne West said it best, “All these walls that keep us from loving each other as one family or one race- racism, religion, where we grew up, whatever, class, socioeconomic- what makes us be so selfish and prideful, what keeps us from wanting to help the next man, what makes us so focused on a personal legacy as opposed to to entire legacy of a race” ( West).
- Shyers 5 D’addario, Daniel and Francesca Trianni. “Kanye West Talks Hope for Humanity’s Future.” Times, 16 April 2015. Time.com/collection-post/3822917/Kanye-West/ Accessed 22nd Sept. 2018.
- Hooks, bell “Learning in the Shadow of Race and Class.” ENGL 1113 handout. pp. 138-45. | <urn:uuid:fabed891-e628-47d1-8a4f-dc571cddc07a> | CC-MAIN-2020-05 | https://essayhub.net/essays/the-analysis-of-the-story-learning-in-the-shadow-of-race-class-by-bell-hooks | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00383.warc.gz | en | 0.981098 | 1,348 | 4.03125 | 4 | [
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Bell Hooks main purpose of Learning in the Shadow of Race and Class is to portray how college is intended only for the privileged. She communicates what it’s like to be a woman of color in a sea of elites. She faces many obstacles in college, including stigmas of her race and social background. Hooks wrestles with the beliefs of money instilled in her at a young age by her mother.
Hooks shares her childhood background. Growing up in a working-class family, they often could not buy the things they wanted (138). Instead of simply telling her they couldn’t afford it, her mother would manipulate and shame her from wanting the things she desired (139). Hooks uses the example: “that lovely yellow dress I wanted would become in her storytelling mouth a really ugly mammy made thing that no girl who cared about her looks would desire” (139).
Her mother’s attitude about money caused her to feel unworthy or guilty about wanting the finer things. Shyers 2 In her first year of college she experienced race and class issues. Her roommate appeared terrified at the thought of sharing a room with a black girl. Hooks was given her own room after requesting a room change (139). Her classmates didn’t want to get to know her because of her the color of her skin. This clearly shows the atmosphere at the predominately white women’s college.
The popular girls made her the target of a prank, picking a girl and trashing her room (140). This shows how privileged the other girls were. They didn’t give a thought about how she didn’t come from money and couldn’t afford to replace the broken things. Afterwards, the girls tried to apologize. “Nothing they did to win me over worked. It came as a great surprise. They had always believed black girls wanted to be white” (Hooks 141).
The same ignorant beliefs can be heard in today’s society. In statements like “you’re pretty for a black girl” or “you’re lucky you got that good hair.” She was appalled at their disgusting behavior and it created a stubborn barrier. She wanted nothing to do with their world. When the opportunity of Stanford was presented to her, her family had to have a conversation about money. Stanford was across the country, so if there was an emergency, they couldn’t help her. They couldn’t afford to fly her home for the holidays (142).
This is something I take for granted, I have two sisters, one lives in Colorado and the other in Australia. I can Skype them whenever I want and my parents fly my younger sister home every holiday. On holidays at Stanford, Hooks would have to find a place to go. Most students would leave for ski trips or go home to see family (143). The school gave little thought to those who didn’t have money for travel. Shyers 3 Stanford was supposed to be a place where students of all classes could come together to work and grow (143). She was hopeful and allowed herself to think of the possibilities. This was one of the only positive insights she had. She was quickly disillusioned. It was a place where extreme wealth and class mattered. She learned those with privilege hated the working class and believed that they had nothing of value to offer (144).
Bell states, “the grown-ups in charge of us were always looking out for families who might give out their millions to the college” (143). She found the professors to be elites themselves only interested in teaching other elites (144). That says a lot for her point. How can education be for the working class if the teachers are not interested in teaching them? Her class kept her from connecting with other people. She says, “At Stanford, my classmates wanted to get to know me, thought it hip, cute, and downright exciting to have a black friend” (Hooks 143) They weren’t treating her like a person but like a novelty. She also tried connecting with a group of black students. They shared equal disdain for those who didn’t share their class. She talks about how this was the most difficult for her, “having been taught all my life to believe that black people were inextricably bound in solidarity by our struggles to end racism”( Hooks 144).
Throughout her college experience, the limited connections she made were with others of the same class background. Her roommate was willing to do whatever it took to be like them, steal, cheat, be abused by a boyfriend, it was worth it to her (144). Even if she managed to make friends in the same class as her, they still wanted to be in the privileged world and Hooks did not. She was alone in her beliefs and therefore had little connections with her classmates. Shyers 4 “I began to understand fully that there was no place in academe for folks from working class backgrounds who did not wish to leave the past behind (Hooks 145). This is so powerful.
After reading her story, I believe that race and class made it so hard to thrive in that atmosphere. She isn’t proud of graduating from a place that made her feel ashamed and uncertain of whether she managed to stay true to her values (145). Maybe had her mother treated money issues differently, she would have been more excited about her future. Her guilt and shame in her newfound path to privilege (145) is a direct result of how she was treated at college. Perhaps Kayne West said it best, “All these walls that keep us from loving each other as one family or one race- racism, religion, where we grew up, whatever, class, socioeconomic- what makes us be so selfish and prideful, what keeps us from wanting to help the next man, what makes us so focused on a personal legacy as opposed to to entire legacy of a race” ( West).
- Shyers 5 D’addario, Daniel and Francesca Trianni. “Kanye West Talks Hope for Humanity’s Future.” Times, 16 April 2015. Time.com/collection-post/3822917/Kanye-West/ Accessed 22nd Sept. 2018.
- Hooks, bell “Learning in the Shadow of Race and Class.” ENGL 1113 handout. pp. 138-45. | 1,324 | ENGLISH | 1 |
July 17, 2017
Ancient China of the 6th century BC was the cradle of philosophical thinking. The period was characterized by the establishment of such great philosophers as Lao-tzu and Confucius. As a result, two philosophies, which they taught, received a great popularity in China and attracted thousands of followers.
Lao-tzu and Taoism
Old Master is the translation for the Chinese name of a philosopher Lao-tzu. It is believed that he was the father of Taoism. Actually, there is not much information about the life of Lao-tzu and many scholars argue that such man did not exist at all.
Most of the information about his life was presented to people in a form of a legend. It says that Lao-tzu was born as a wise old man approximately in 604 BC. After that, the old master started working as a librarian, but his disappointment in the society made him leave his native town and settle down somewhere behind the Great Wall of China. It is believed that he lived somewhere near Tibet, but it is not known exactly.
We could have never known about the teachings of Lao-tzu, unless the gatekeeper of the Luoyang (city where the philosopher was born) asked him to write down his thoughts before he left forever. As a result, the old man agreed and in three days wrote a book, which became the basis of the philosophy of Taoism.
Tao is in the basis of the philosophy. Tao is characterized as the unknown force, which forms the universe and everything in it. Lao-tzu says that everything in this world is one entity, regardless of visual differences. The division between good and evil happens only because people tend to forget about the oneness of the Tao. Consequently, the role of Taoism is to remind all the people about the oneness. However, Taoism has a deeper meaning, as, according to the philosopher, spoken Tao loses its true nature. Real Tao can only be felt.
The philosophy of Taoism has not become less popular with time and it is still practiced by many people.
Confucius and Confucianism
Confucius was another prominent figure in China of the 6th Century. He was born in 551 BC and made his career as a politician first, serving as a government employee and then as an advisor. However, some years later, Confucius left his service to teach a group of students who wrote down his teachings, which became famous after philosopher’s death as Analects.
Compared to Taoism, Confucianism is more concentrated on people than on power ruling the universe. Confucius taught people to be humans by concentrating on different virtues that had to be practiced in different spheres of live, including family, state, community, etc.
Confucius managed to leave a great legacy to his ancestors in the form of Analects. Many sayings of the philosopher remain widely used nowadays, which only proves the wisdom that Confucius shared with his students.
Both teachings served as guides for many individuals and they are still widely practiced by many people.
Get a price quote | <urn:uuid:1125a766-3299-4c51-a332-d8b965a20d95> | CC-MAIN-2020-05 | https://bestcustompapers.com/blog/confucianism-and-taoism.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251796127.92/warc/CC-MAIN-20200129102701-20200129132701-00433.warc.gz | en | 0.99019 | 655 | 3.703125 | 4 | [
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Ancient China of the 6th century BC was the cradle of philosophical thinking. The period was characterized by the establishment of such great philosophers as Lao-tzu and Confucius. As a result, two philosophies, which they taught, received a great popularity in China and attracted thousands of followers.
Lao-tzu and Taoism
Old Master is the translation for the Chinese name of a philosopher Lao-tzu. It is believed that he was the father of Taoism. Actually, there is not much information about the life of Lao-tzu and many scholars argue that such man did not exist at all.
Most of the information about his life was presented to people in a form of a legend. It says that Lao-tzu was born as a wise old man approximately in 604 BC. After that, the old master started working as a librarian, but his disappointment in the society made him leave his native town and settle down somewhere behind the Great Wall of China. It is believed that he lived somewhere near Tibet, but it is not known exactly.
We could have never known about the teachings of Lao-tzu, unless the gatekeeper of the Luoyang (city where the philosopher was born) asked him to write down his thoughts before he left forever. As a result, the old man agreed and in three days wrote a book, which became the basis of the philosophy of Taoism.
Tao is in the basis of the philosophy. Tao is characterized as the unknown force, which forms the universe and everything in it. Lao-tzu says that everything in this world is one entity, regardless of visual differences. The division between good and evil happens only because people tend to forget about the oneness of the Tao. Consequently, the role of Taoism is to remind all the people about the oneness. However, Taoism has a deeper meaning, as, according to the philosopher, spoken Tao loses its true nature. Real Tao can only be felt.
The philosophy of Taoism has not become less popular with time and it is still practiced by many people.
Confucius and Confucianism
Confucius was another prominent figure in China of the 6th Century. He was born in 551 BC and made his career as a politician first, serving as a government employee and then as an advisor. However, some years later, Confucius left his service to teach a group of students who wrote down his teachings, which became famous after philosopher’s death as Analects.
Compared to Taoism, Confucianism is more concentrated on people than on power ruling the universe. Confucius taught people to be humans by concentrating on different virtues that had to be practiced in different spheres of live, including family, state, community, etc.
Confucius managed to leave a great legacy to his ancestors in the form of Analects. Many sayings of the philosopher remain widely used nowadays, which only proves the wisdom that Confucius shared with his students.
Both teachings served as guides for many individuals and they are still widely practiced by many people.
Get a price quote | 649 | ENGLISH | 1 |
Camels do not store water in their humps. Instead, camels use the humps to store energy-rich fat deposits. Many animals, including humans, use body fat as an energy storage. Unique to a camel, however, is the fact that it stores the fat in a hump up on top instead of around the belly or limbs. It does this to stay cool. Fat has a natural tendency to insulate heat, acting like a blanket to bodies that are covered in fat. Being a hot-climate animal, a camel would waste energy trying to cool down if its fat were wrapped around its body. Instead, by placing the fat in a hump that is out of the way, the camel can stay as cool as possible while still having an energy reserve. Think of it like a tourist from northern Siberia with a coat stuffed full of snacks just stepping off the plane in the Sahara Desert. What does he immediately do? He takes off his coat and slings it over his shoulder. He still wants to lug around his coat full of snacks, he just does not want it wrapped around him making him hot..
To handle hot and arid conditions, camels have many interesting adaptations. Among them is the ability to go a long time without drinking water and the ability to drink large quantities of water very quickly. A typical camel can drink 200 liters (53 gallons) of water in three minutes. Perhaps this is where the misunderstanding arises that camels store water in their humps. After all, the water has to go somewhere. In reality, the water goes into the animal’s digestion and circulatory system.. . | <urn:uuid:906977d6-3acc-4d0d-9cf9-85219e581db7> | CC-MAIN-2020-05 | https://rakoza.com/how-much-water-can-a-camel-store-in-its-hump/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601628.36/warc/CC-MAIN-20200121074002-20200121103002-00405.warc.gz | en | 0.980908 | 330 | 3.359375 | 3 | [
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... | 2 | Camels do not store water in their humps. Instead, camels use the humps to store energy-rich fat deposits. Many animals, including humans, use body fat as an energy storage. Unique to a camel, however, is the fact that it stores the fat in a hump up on top instead of around the belly or limbs. It does this to stay cool. Fat has a natural tendency to insulate heat, acting like a blanket to bodies that are covered in fat. Being a hot-climate animal, a camel would waste energy trying to cool down if its fat were wrapped around its body. Instead, by placing the fat in a hump that is out of the way, the camel can stay as cool as possible while still having an energy reserve. Think of it like a tourist from northern Siberia with a coat stuffed full of snacks just stepping off the plane in the Sahara Desert. What does he immediately do? He takes off his coat and slings it over his shoulder. He still wants to lug around his coat full of snacks, he just does not want it wrapped around him making him hot..
To handle hot and arid conditions, camels have many interesting adaptations. Among them is the ability to go a long time without drinking water and the ability to drink large quantities of water very quickly. A typical camel can drink 200 liters (53 gallons) of water in three minutes. Perhaps this is where the misunderstanding arises that camels store water in their humps. After all, the water has to go somewhere. In reality, the water goes into the animal’s digestion and circulatory system.. . | 332 | ENGLISH | 1 |
Who were the Guanches?
In April 2019 we went out to Grand Canary where we were able to do some archaeology.
When the Spaniards began colonising the Canary Islands in the 15th century, the islands were already occupied by a native people who became known as the Guanches. But who were the Guanches?
The Canaries were already known – vaguely — in the classical world. Mount Teide , the highest mountain on Tenerife, is said to be visible on a clear day from the coast of Africa, and thus the Canaries are claimed to have been visited by the Phoenicians, the Greeks and the Carthaginians, but the fullest evidence comes from the Romans: according to Pliny the Elder, King Juba of Numidia explored the islands, found they were uninhabited, but also found the remains of a small stone temple. The islands were visited by the classical world — a few scatters of pottery and amphorae have been found – but never permanently occupied.
It is left to archaeology to reveal the history of the first proper occupation by the so-called Guanches. These left behind a good scattering of occupation sites mostly in caves, but there were also many burial sites from which numerous sculls have been recovered. These form an impressive display in the museum.
The Skull Room at the Gran Canaria Museum. The best of the skulls collected in the late 19th century were brought together in this room, which forms a fine coup de theatre, a superb example of Victorian Grand Guignol.
When the sculls were first collected in the late 19th century, it was a time when many Palaeolithic sites were being excavated in France, notably at Cro Magnon, and the Canarian sculls were thought to be similar and were called the Cro Magnon sculls. Of course they were not, and later study soon showed that the nearest analogies were with the Berber people who were, and are, the inhabitants of North Africa.
There were also a number of settlements of roundhouses, and indeed some square houses at the later dates. There were also numerous burial sites where the bones were well preserved so that extensive collections of skulls were made in the 19th century.
Some of the handmade pots that were found in the settlements.
The highlight of the museum collection is this fine idol.
She is generally said to be a fertility goddess, but she has no breasts or tummy, but very elaborate arm muscles and thigh muscles. So is she perhaps male? Or even transgender perhaps?
Or have her breasts mysteriously emigrated to her upper arms?
Her provenance is unknown. She was part of Dr Cil’s collection which he left to the museum.
Radiocarbon dating has begun to reveal the history of the Guanches. The major site, or the best known site is the Painted Cave at Galdar which we visited and describe below, where an extensive village has been excavated outside the original Painted Cave which dates to between the 10th century and the Spanish conquest. However there is a scattering of earlier dates from the 7th century – 10th century, suggesting that there was an earlier occupation. | <urn:uuid:4776f893-c0c7-44cb-808f-4811258b191e> | CC-MAIN-2020-05 | http://www.travellingthepast.com/the-canaries/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00268.warc.gz | en | 0.991508 | 660 | 3.53125 | 4 | [
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In April 2019 we went out to Grand Canary where we were able to do some archaeology.
When the Spaniards began colonising the Canary Islands in the 15th century, the islands were already occupied by a native people who became known as the Guanches. But who were the Guanches?
The Canaries were already known – vaguely — in the classical world. Mount Teide , the highest mountain on Tenerife, is said to be visible on a clear day from the coast of Africa, and thus the Canaries are claimed to have been visited by the Phoenicians, the Greeks and the Carthaginians, but the fullest evidence comes from the Romans: according to Pliny the Elder, King Juba of Numidia explored the islands, found they were uninhabited, but also found the remains of a small stone temple. The islands were visited by the classical world — a few scatters of pottery and amphorae have been found – but never permanently occupied.
It is left to archaeology to reveal the history of the first proper occupation by the so-called Guanches. These left behind a good scattering of occupation sites mostly in caves, but there were also many burial sites from which numerous sculls have been recovered. These form an impressive display in the museum.
The Skull Room at the Gran Canaria Museum. The best of the skulls collected in the late 19th century were brought together in this room, which forms a fine coup de theatre, a superb example of Victorian Grand Guignol.
When the sculls were first collected in the late 19th century, it was a time when many Palaeolithic sites were being excavated in France, notably at Cro Magnon, and the Canarian sculls were thought to be similar and were called the Cro Magnon sculls. Of course they were not, and later study soon showed that the nearest analogies were with the Berber people who were, and are, the inhabitants of North Africa.
There were also a number of settlements of roundhouses, and indeed some square houses at the later dates. There were also numerous burial sites where the bones were well preserved so that extensive collections of skulls were made in the 19th century.
Some of the handmade pots that were found in the settlements.
The highlight of the museum collection is this fine idol.
She is generally said to be a fertility goddess, but she has no breasts or tummy, but very elaborate arm muscles and thigh muscles. So is she perhaps male? Or even transgender perhaps?
Or have her breasts mysteriously emigrated to her upper arms?
Her provenance is unknown. She was part of Dr Cil’s collection which he left to the museum.
Radiocarbon dating has begun to reveal the history of the Guanches. The major site, or the best known site is the Painted Cave at Galdar which we visited and describe below, where an extensive village has been excavated outside the original Painted Cave which dates to between the 10th century and the Spanish conquest. However there is a scattering of earlier dates from the 7th century – 10th century, suggesting that there was an earlier occupation. | 657 | ENGLISH | 1 |
Clara Wieck was born into a middle class family in Leipzig, Germany in 1819. Fairly quickly her talent as a piano prodigy was recognized by her teacher and father and she was soon performing publicly to much acclaim.
In 1830 she would meet the love of her life Robert Schumann when he started taking piano lessons from her father Friedrich. Clara’s father tried very hard to prevent Clara’s marriage to Schumann, even going to court. But he failed and the couple married in 1840.
Clara would go on to have eight children with Schumann who died in 1856. She returned to her career as a performer because she had children to provide for. She would die in 1896.
She was also a composer of note and although she produced only a small number of works, comparatively speaking, she was definitely a talent.
These days, in an era when there is a strong push for the fair representation of music composed by women in the seasons of music ensembles, she is an inspiration and a lesson.
For University of Ottawa associate professor of music theory Julie Pedneault-Deslauriers, Clara Schumann is a major figure.
She has made a study of Clara’s music and is in the process of writing a book about about her compositions. This week Pedneault-Deslauriers will discuss the careers of Schumann and Emilie Mayer in a pair of pre-concert talks at the National Arts Centre. That will be followed by a performance by the NAC Orchestra and the Venezuelan pianist Gabriela Montero of Clara’s Piano Concerto in A minor, Op. 7. The concert will also feature Robert Schumann’s Symphony No. 3 in E-flat major, Op. 97, ‘Rhenish’. At the same time the orchestra is recording this music with Montero this week.
“In her day, Clara was first and foremost a piano virtuoso. That is how people knew her. They knew her before they knew Robert Schumann because she was famous as a girl.
“She was a child prodigy and she performed across Europe. She thought of herself as a pianist. As a pianist she premiered a lot of Robert Schumann’s work. She was really instrumental in making his music known.”
She was also important in changing concert culture back in the day, Pedneault-Deslauriers said. She was one of the first to play without a score, having memorized the piece. She also was one of the first to introduce composers such as Beethoven and Bach into her programs.
She also composed. This was typical of the time. She was trained in composition by her father.
As a child prodigy she was the kind of performer who would attract the curious, much as Mozart and Felix Mendelssohn would.
Even though she was a young girl in a time of patriarchy, she was accorded respect because of her amazing skill, Pedneault-Deslauriers said.
Still, “in the reviews of her concerts, her gender almost always comes up. People will say they are surprised by the virile energy of her compositions. If they don’t like the music, they’d say it was a bit sentimental, but what could one expect from a woman, that sort of thing. That was always part of the reception her work received.
“It was very rare to hear music by a woman composer. There were other female virtuosos, but it was still exceptional to have a young girl and woman stepping out of the private sphere and giving concerts.”
As her career progressed, she gained more acclaim and respect. She played with all the big names of the day. The only pianist considered her equal was Liszt, Pedneault-Deslauriers said.
“She didn’t like playing with Liszt because they had very different styles. Liszt was flamboyant. He would break pianos on stage. She thought he was all show.” Clara, on the other hand, was more restrained, Pedneault-Deslauriers said.
After her marriage to Schumann, Clara’s career was more and more connected to her husband’s music. And after his death she continued to build his legacy. She edited his works with her close friend Johannes Brahms.
Pedneault-Deslauriers said that Clara wasn’t overtaken by Robert’s career, but the fact that the couple had eight children did have an impact. Even so she did play concerts, even while pregnant. But managing a household of that size was a large task.
He focussed on his music. In a diary, Clara did complain about the fact that she had less time to practice piano and to compose. “I think she did feel that she couldn’t feed her art the way she would have liked.”
After Robert Schumann died, Pedneault-Deslauriers said, Clara essentially stopped composing. There were only a very few works published after his death. But she did resume her performing career.
“It was her salvation really. Robert had died and they had lost a child when he was one years old and several of her children pre-deceased her and one was placed in an asylum. So she had her fair share of tragedy.”
One of the great mysteries of her life is the nature of her relationship with Brahms.
In 1853, the young Brahms showed up at the Schumanns’ door seeking to meet Robert, who saw Brahms’ music and said “I have to go get my wife,” which Pedneault-Deslauriers said, showed how important her opinion was to Robert.
A year later Robert tried to kill himself and was committed to an asylum.
Were Brahms and Clara lovers? Pedneault-Deslauriers said that “we know they had strong feelings for one another” especially just after Robert’s death. But then they went their separate ways. They did maintain a strong friendship and they helped each other’s career, but whether it was ever more than that, Pedneault-Deslauriers said, no one really knows.
Pedneault-Deslauriers’s interest in Clara flows in part from her interest in musical form and Clara’s music was interesting. She also wanted to inject more about female composers in her teaching. Her research is focussed on delving deeply into Clara’s music and what makes is unique.
She said that contrary to some opinion, she believes Clara’s songs and some of her piano music is very complex.
Was she stifled by the men around her?
“She was and she wasn’t. She had lots of self doubt as a composer. She wasn’t sure women should compose at all but she wanted to do it. As a performer she knew she was good.
“She was supported by the men around her. For example, Robert tried to get her to publish.”
For female composers of today, who often struggle for recognition and respect, Pedneault-Deslauriers believes that Clara Schumann is a role model.
“She was a mother of eight. She was a performer, a composer, an editor, a pedagogue. In a way she was a very modern woman.”
Today the culture is changing but still there is a wealth of unsung work by women composers, Pedneault-Deslauriers said.
In the 19th century and earlier, women’s works were not published and talented women were performing and composing in private.
Pedneault-Deslauriers said that an example of someone of Clara’s ability in the 19th century would be Fanny Mendelssohn who was part of a rich family. Women of that class were discouraged from working. Clara was from a middle class background where the pressure to remain in private was not as pervasive, Pedneault-Deslauriers said.
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-0.119326487183570... | 11 | Clara Wieck was born into a middle class family in Leipzig, Germany in 1819. Fairly quickly her talent as a piano prodigy was recognized by her teacher and father and she was soon performing publicly to much acclaim.
In 1830 she would meet the love of her life Robert Schumann when he started taking piano lessons from her father Friedrich. Clara’s father tried very hard to prevent Clara’s marriage to Schumann, even going to court. But he failed and the couple married in 1840.
Clara would go on to have eight children with Schumann who died in 1856. She returned to her career as a performer because she had children to provide for. She would die in 1896.
She was also a composer of note and although she produced only a small number of works, comparatively speaking, she was definitely a talent.
These days, in an era when there is a strong push for the fair representation of music composed by women in the seasons of music ensembles, she is an inspiration and a lesson.
For University of Ottawa associate professor of music theory Julie Pedneault-Deslauriers, Clara Schumann is a major figure.
She has made a study of Clara’s music and is in the process of writing a book about about her compositions. This week Pedneault-Deslauriers will discuss the careers of Schumann and Emilie Mayer in a pair of pre-concert talks at the National Arts Centre. That will be followed by a performance by the NAC Orchestra and the Venezuelan pianist Gabriela Montero of Clara’s Piano Concerto in A minor, Op. 7. The concert will also feature Robert Schumann’s Symphony No. 3 in E-flat major, Op. 97, ‘Rhenish’. At the same time the orchestra is recording this music with Montero this week.
“In her day, Clara was first and foremost a piano virtuoso. That is how people knew her. They knew her before they knew Robert Schumann because she was famous as a girl.
“She was a child prodigy and she performed across Europe. She thought of herself as a pianist. As a pianist she premiered a lot of Robert Schumann’s work. She was really instrumental in making his music known.”
She was also important in changing concert culture back in the day, Pedneault-Deslauriers said. She was one of the first to play without a score, having memorized the piece. She also was one of the first to introduce composers such as Beethoven and Bach into her programs.
She also composed. This was typical of the time. She was trained in composition by her father.
As a child prodigy she was the kind of performer who would attract the curious, much as Mozart and Felix Mendelssohn would.
Even though she was a young girl in a time of patriarchy, she was accorded respect because of her amazing skill, Pedneault-Deslauriers said.
Still, “in the reviews of her concerts, her gender almost always comes up. People will say they are surprised by the virile energy of her compositions. If they don’t like the music, they’d say it was a bit sentimental, but what could one expect from a woman, that sort of thing. That was always part of the reception her work received.
“It was very rare to hear music by a woman composer. There were other female virtuosos, but it was still exceptional to have a young girl and woman stepping out of the private sphere and giving concerts.”
As her career progressed, she gained more acclaim and respect. She played with all the big names of the day. The only pianist considered her equal was Liszt, Pedneault-Deslauriers said.
“She didn’t like playing with Liszt because they had very different styles. Liszt was flamboyant. He would break pianos on stage. She thought he was all show.” Clara, on the other hand, was more restrained, Pedneault-Deslauriers said.
After her marriage to Schumann, Clara’s career was more and more connected to her husband’s music. And after his death she continued to build his legacy. She edited his works with her close friend Johannes Brahms.
Pedneault-Deslauriers said that Clara wasn’t overtaken by Robert’s career, but the fact that the couple had eight children did have an impact. Even so she did play concerts, even while pregnant. But managing a household of that size was a large task.
He focussed on his music. In a diary, Clara did complain about the fact that she had less time to practice piano and to compose. “I think she did feel that she couldn’t feed her art the way she would have liked.”
After Robert Schumann died, Pedneault-Deslauriers said, Clara essentially stopped composing. There were only a very few works published after his death. But she did resume her performing career.
“It was her salvation really. Robert had died and they had lost a child when he was one years old and several of her children pre-deceased her and one was placed in an asylum. So she had her fair share of tragedy.”
One of the great mysteries of her life is the nature of her relationship with Brahms.
In 1853, the young Brahms showed up at the Schumanns’ door seeking to meet Robert, who saw Brahms’ music and said “I have to go get my wife,” which Pedneault-Deslauriers said, showed how important her opinion was to Robert.
A year later Robert tried to kill himself and was committed to an asylum.
Were Brahms and Clara lovers? Pedneault-Deslauriers said that “we know they had strong feelings for one another” especially just after Robert’s death. But then they went their separate ways. They did maintain a strong friendship and they helped each other’s career, but whether it was ever more than that, Pedneault-Deslauriers said, no one really knows.
Pedneault-Deslauriers’s interest in Clara flows in part from her interest in musical form and Clara’s music was interesting. She also wanted to inject more about female composers in her teaching. Her research is focussed on delving deeply into Clara’s music and what makes is unique.
She said that contrary to some opinion, she believes Clara’s songs and some of her piano music is very complex.
Was she stifled by the men around her?
“She was and she wasn’t. She had lots of self doubt as a composer. She wasn’t sure women should compose at all but she wanted to do it. As a performer she knew she was good.
“She was supported by the men around her. For example, Robert tried to get her to publish.”
For female composers of today, who often struggle for recognition and respect, Pedneault-Deslauriers believes that Clara Schumann is a role model.
“She was a mother of eight. She was a performer, a composer, an editor, a pedagogue. In a way she was a very modern woman.”
Today the culture is changing but still there is a wealth of unsung work by women composers, Pedneault-Deslauriers said.
In the 19th century and earlier, women’s works were not published and talented women were performing and composing in private.
Pedneault-Deslauriers said that an example of someone of Clara’s ability in the 19th century would be Fanny Mendelssohn who was part of a rich family. Women of that class were discouraged from working. Clara was from a middle class background where the pressure to remain in private was not as pervasive, Pedneault-Deslauriers said.
“Fanny was, by all accounts, just as gifted as Felix (Mendelssohn her brother).” She did eventually publish her work but she also died very young. | 1,640 | ENGLISH | 1 |
Elizabeth Blackwell is noted for being the first woman to graduate from medical school in the United States, and for later founding a women’s medical school in England. Blackwell is also remembered for her efforts to promote education of women in medicine.
Elizabeth’s father was very invested in his children’s education and development and provided both governesses and private tutors for learning. It was during her time teaching music in Asheville, NC that Elizabeth took an interest in medicine, studying medical books in Reverend John Dickson’s library where she was lodged.
Blackwell then began applying to medical school with hopes of studying at one of the Philadelphia medical schools. When she got to Philadelphia, she privately studied with Dr. Jonathan M. Allen while she applied to Philadelphia medical schools. She was repeatedly turned away for being a woman and told to goo to Paris to learn. After so many rejections, she eventually applied to other schools in the country. In October 1847, Elizabeth was accepted to Geneva Medical College (now known as Hobart College) in New York after her acceptance was put to a vote by the 150 male students who unanimously agreed.
Elizabeth Blackwell graduated on January 23, 1849, becoming the first woman in the United States to receive a medical degree. Over the years Blackwell’s medical career took her back and forth between the United States and England where she lead reforms relating to moral issues, sexual issues, hygiene, medical education, sanitation, family planning, women’s rights, medical ethics, etc.
Blackwell is hailed for opening the medical profession to women in America.
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0.275865465402... | 1 | Elizabeth Blackwell is noted for being the first woman to graduate from medical school in the United States, and for later founding a women’s medical school in England. Blackwell is also remembered for her efforts to promote education of women in medicine.
Elizabeth’s father was very invested in his children’s education and development and provided both governesses and private tutors for learning. It was during her time teaching music in Asheville, NC that Elizabeth took an interest in medicine, studying medical books in Reverend John Dickson’s library where she was lodged.
Blackwell then began applying to medical school with hopes of studying at one of the Philadelphia medical schools. When she got to Philadelphia, she privately studied with Dr. Jonathan M. Allen while she applied to Philadelphia medical schools. She was repeatedly turned away for being a woman and told to goo to Paris to learn. After so many rejections, she eventually applied to other schools in the country. In October 1847, Elizabeth was accepted to Geneva Medical College (now known as Hobart College) in New York after her acceptance was put to a vote by the 150 male students who unanimously agreed.
Elizabeth Blackwell graduated on January 23, 1849, becoming the first woman in the United States to receive a medical degree. Over the years Blackwell’s medical career took her back and forth between the United States and England where she lead reforms relating to moral issues, sexual issues, hygiene, medical education, sanitation, family planning, women’s rights, medical ethics, etc.
Blackwell is hailed for opening the medical profession to women in America.
Republished by Blog Post Promoter | 333 | ENGLISH | 1 |
Born in 1872, the philosopher Theodor Lessing was a teacher at various progressive schools before World War I. Despite his academic qualifications, he was initially denied a career on the university level, as he was a Jewish Social Democrat. He only managed to gain a university teaching qualification in 1907 at the Hanover Technical College, where he then lectured and became an extraordinary professor of philosophy in 1922. He also wrote feature articles for newspapers. Nationalist students used his critical portrait of the new Reich President Hindenburg as an excuse for an anti-Semitic campaign against him in Hanover in 1925. This campaign culminated in blockades of his lectures, threats of murder, and physical attacks. The technical college was unable to revoke his right to hold lectures, but altered his teaching contract to a research contract. Lessing continued to work as a journalist and independent scholar, fleeing to Czechoslovakia in early March 1933. He took part in the Prague Zionist Conference that summer, and planned to open a boarding school with his wife in Marienbad. At the same time, the Nazi press spread rumors of a high reward on Lessing’s head. On August 30, 1933, he was shot dead in his Marienbad apartment by two National Socialists. This was the first political murder of an opponent to the Nazi regime outside of Germany, and caused worldwide indignation. | <urn:uuid:79254e62-3ea2-4743-b2e4-35bbddae5ef1> | CC-MAIN-2020-05 | https://www.gdw-berlin.de/en/recess/biographies/index_of_persons/biographie/view-bio/theodor-lessing/?no_cache=1 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00253.warc.gz | en | 0.987567 | 274 | 3.375 | 3 | [
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... | 5 | Born in 1872, the philosopher Theodor Lessing was a teacher at various progressive schools before World War I. Despite his academic qualifications, he was initially denied a career on the university level, as he was a Jewish Social Democrat. He only managed to gain a university teaching qualification in 1907 at the Hanover Technical College, where he then lectured and became an extraordinary professor of philosophy in 1922. He also wrote feature articles for newspapers. Nationalist students used his critical portrait of the new Reich President Hindenburg as an excuse for an anti-Semitic campaign against him in Hanover in 1925. This campaign culminated in blockades of his lectures, threats of murder, and physical attacks. The technical college was unable to revoke his right to hold lectures, but altered his teaching contract to a research contract. Lessing continued to work as a journalist and independent scholar, fleeing to Czechoslovakia in early March 1933. He took part in the Prague Zionist Conference that summer, and planned to open a boarding school with his wife in Marienbad. At the same time, the Nazi press spread rumors of a high reward on Lessing’s head. On August 30, 1933, he was shot dead in his Marienbad apartment by two National Socialists. This was the first political murder of an opponent to the Nazi regime outside of Germany, and caused worldwide indignation. | 299 | ENGLISH | 1 |
Edgar Allan Poe
Edgar Allan Poe
Editor, Poet, Master of the Short Story 1809-1849
The son of poor stage actors, Edgar Allan Poe was orphaned before he was three years old. Although he was raised by John Allan, a wealthy merchant from Richmond, Virginia, Poe never quite fit in to his adoptive family. He was haunted by his mother’s death, erratic in his behavior, and often spiteful. Allan, a serious and demanding figure, was often disappointed in young Edgar. Yet Poe was determined to succeed in American society. And he ultimately achieved the fame and influence he sought by turning his personal tragedies into ghostly, obsessive stories and poems, including some of the greatest masterpieces of American literature.
As a young man, Poe lived an aimless and unfocused life, drifting in and out of schools and jobs. For a short time, he attended the U.S Military Academy at West Point, New York. But he could not complete anything he started, often because of his own misbehavior. Only his poetry held his attention. He managed to publish three volumes, Tamerlane and other Poems (1827), Al Aaraaf (1829), and Poems (1831), while the rest of his life appeared in disarray. Confident in his literary skill, Poe finally decided that he would make his name in America’s growing literary industry. It was a daring choice: The public did not favorably receive his early poetry.
Poe’s primary goal was to operate and write for a literary magazine of his own. But despite his literary talent, he had a reputation for being unpredictable and dishonest. Few investors trusted him to run a business without oversight. So instead of buying a magazine, he made his mark as an editor for popular journals such as The Southern Literary Messenger, Graham’s Magazine, and The Broadway Journal. In these and other magazines, Poe published his fiery, entertaining brand of literary criticism. He became famous for his attacks against even the most celebrated writers in America. The most popular poet in the country, Henry Wadsworth Longfellow, was one of his favorite targets. Poe’s harsh, sarcastic style did not make him very popular with other writers, but it sold magazines. And in his less vicious articles, Poe proved to be an intelligent and astute judge of literature. In this way, he managed to provide the country with new standards for good writing.
During his lifetime he was best known, and often despised, for his work as a critic. But his later reputation was based on his skill as a poet and as a writer of short stories. His most famous poem, “The Raven”, created a popular sensation when it was published in 1845. A haunting meditation on death, it featured a rhythmic, musical style. He had been writing in this style for years, introducing it in early poems such as “The Sleeper”, and he would continue to develop it in later poems including “Annabel Lee” and “The Bells”. But “The Raven” was considered the high point of his poetic career.
Death and mourning, the subjects of his best poems, also became the themes of his greatest fiction. In tales such as “The Fall of the House of Usher” “1839”, “The Pit and the Pendulum” (1842), “The Tell-Tale Heart” (1843), and ”The Cast of Amontillado” (1846), Poe transformed the anger, loss, and sense of abandonment he experienced at a young age into some of the most chilling stories in American literature. These stories also exhibited the precise control Poe exercised over his best writing, as he presented unexpected, frightening plot twists in beautiful language. They made him the most important American writer in the style known as Gothic, which often featured haunted castles, ghosts, and other horror-story and science-fiction features.
But nowhere was Poe’s literary control more evident than in his mysteries “The Murders in the Rue Morgue” (1841), “The Gold Bug” (1843), “The Mystery of Marie Roget” (1842-3), and “The Purloined Letter” (1844).
Considered the first detective stories ever written, these works combined Poe’s interests in scientific investigation with his desire to shock his audience. They combined the plot twists of Gothic stories with exercises in logic and deduction to create a new literature genre.
The vast majority of Poe’s articles, poems, and stories were published in magazines, a relatively new medium in the early nineteenth century. Poe, a true lover of the medium, tried to raise magazine writing to the level of high art. He often succeeded. Sadly, he was less successful in his personal life. Beginning with the death of his mother, he was continually tormented by tragedy. The worst blow was the death of his young wife, Virginia, in 1847. Broken by her death and defeated by his personal and literary foes, Poe struggled with his own sicknesses, including alcoholism, as well as his poverty until his final days. When he died on October 7, 1849, his reputation was in jeopardy. His writings were more popular in Europe than in United States, where he had made many enemies with his harsh criticism and difficult personality. But since his death, Poe has been recognized and celebrated as one of the most important writers of the past past two centuries: a journalism pioneer, a gifted Gothic writer, and the father of the modern detective story.
More detailed information can be found in the "Extraordinary American Writers" John Tessitore, and issued by The Scholastic Inc. in the USA.Information should be used just for educational purposes. | <urn:uuid:d5966d81-135b-4d32-951b-cc6eaec66fd1> | CC-MAIN-2020-05 | https://for.lib.kherson.ua/en-edgarallanpoe.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250590107.3/warc/CC-MAIN-20200117180950-20200117204950-00543.warc.gz | en | 0.989761 | 1,210 | 3.40625 | 3 | [
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0.136483550071716... | 4 | Edgar Allan Poe
Edgar Allan Poe
Editor, Poet, Master of the Short Story 1809-1849
The son of poor stage actors, Edgar Allan Poe was orphaned before he was three years old. Although he was raised by John Allan, a wealthy merchant from Richmond, Virginia, Poe never quite fit in to his adoptive family. He was haunted by his mother’s death, erratic in his behavior, and often spiteful. Allan, a serious and demanding figure, was often disappointed in young Edgar. Yet Poe was determined to succeed in American society. And he ultimately achieved the fame and influence he sought by turning his personal tragedies into ghostly, obsessive stories and poems, including some of the greatest masterpieces of American literature.
As a young man, Poe lived an aimless and unfocused life, drifting in and out of schools and jobs. For a short time, he attended the U.S Military Academy at West Point, New York. But he could not complete anything he started, often because of his own misbehavior. Only his poetry held his attention. He managed to publish three volumes, Tamerlane and other Poems (1827), Al Aaraaf (1829), and Poems (1831), while the rest of his life appeared in disarray. Confident in his literary skill, Poe finally decided that he would make his name in America’s growing literary industry. It was a daring choice: The public did not favorably receive his early poetry.
Poe’s primary goal was to operate and write for a literary magazine of his own. But despite his literary talent, he had a reputation for being unpredictable and dishonest. Few investors trusted him to run a business without oversight. So instead of buying a magazine, he made his mark as an editor for popular journals such as The Southern Literary Messenger, Graham’s Magazine, and The Broadway Journal. In these and other magazines, Poe published his fiery, entertaining brand of literary criticism. He became famous for his attacks against even the most celebrated writers in America. The most popular poet in the country, Henry Wadsworth Longfellow, was one of his favorite targets. Poe’s harsh, sarcastic style did not make him very popular with other writers, but it sold magazines. And in his less vicious articles, Poe proved to be an intelligent and astute judge of literature. In this way, he managed to provide the country with new standards for good writing.
During his lifetime he was best known, and often despised, for his work as a critic. But his later reputation was based on his skill as a poet and as a writer of short stories. His most famous poem, “The Raven”, created a popular sensation when it was published in 1845. A haunting meditation on death, it featured a rhythmic, musical style. He had been writing in this style for years, introducing it in early poems such as “The Sleeper”, and he would continue to develop it in later poems including “Annabel Lee” and “The Bells”. But “The Raven” was considered the high point of his poetic career.
Death and mourning, the subjects of his best poems, also became the themes of his greatest fiction. In tales such as “The Fall of the House of Usher” “1839”, “The Pit and the Pendulum” (1842), “The Tell-Tale Heart” (1843), and ”The Cast of Amontillado” (1846), Poe transformed the anger, loss, and sense of abandonment he experienced at a young age into some of the most chilling stories in American literature. These stories also exhibited the precise control Poe exercised over his best writing, as he presented unexpected, frightening plot twists in beautiful language. They made him the most important American writer in the style known as Gothic, which often featured haunted castles, ghosts, and other horror-story and science-fiction features.
But nowhere was Poe’s literary control more evident than in his mysteries “The Murders in the Rue Morgue” (1841), “The Gold Bug” (1843), “The Mystery of Marie Roget” (1842-3), and “The Purloined Letter” (1844).
Considered the first detective stories ever written, these works combined Poe’s interests in scientific investigation with his desire to shock his audience. They combined the plot twists of Gothic stories with exercises in logic and deduction to create a new literature genre.
The vast majority of Poe’s articles, poems, and stories were published in magazines, a relatively new medium in the early nineteenth century. Poe, a true lover of the medium, tried to raise magazine writing to the level of high art. He often succeeded. Sadly, he was less successful in his personal life. Beginning with the death of his mother, he was continually tormented by tragedy. The worst blow was the death of his young wife, Virginia, in 1847. Broken by her death and defeated by his personal and literary foes, Poe struggled with his own sicknesses, including alcoholism, as well as his poverty until his final days. When he died on October 7, 1849, his reputation was in jeopardy. His writings were more popular in Europe than in United States, where he had made many enemies with his harsh criticism and difficult personality. But since his death, Poe has been recognized and celebrated as one of the most important writers of the past past two centuries: a journalism pioneer, a gifted Gothic writer, and the father of the modern detective story.
More detailed information can be found in the "Extraordinary American Writers" John Tessitore, and issued by The Scholastic Inc. in the USA.Information should be used just for educational purposes. | 1,193 | ENGLISH | 1 |
Difference between revisions of "Ažōnị Law"
(Created page with "'''Ažōnị Law''' was an ancient Faelish legal system that survived until the early 19th century. This native legal system was fully developed prior to, and continued in spi...")
Revision as of 09:56, 6 August 2019
Ažōnị Law was an ancient Faelish legal system that survived until the early 19th century. This native legal system was fully developed prior to, and continued in spite of, Roman, Christian, and European invasions of Faeland; although it was somewhat disfigured by each event. Although the exact date of inception of the Law is unknown, the existing evidence would suggest that it was developed during the Bronze Age (2,300 to 900 BC). There is also evidence that would suggest that the major development of a foundational form of the Law took place between the 18th and 13th century BC.
Ažōnị Law managed to remain the law of the Faelish until the devastation of direct Crown interference in the early 1800s. The survival of the law for almost 3 millennia is testament to the sense of honor in which it was held by the people it governed. The laws were laws of users. That is, they attained their authority from public opinion. They were the expression of the moral power of the people. The moral power was the code of honor reflected throughout ancient law and wisdom texts. An individual’s word was their bond.
As laws of users, law could not be changed without public approval. Thus, any modification of existing laws or enactment of new ones could only be achieved in open forum of the assembled people. Thus, although certain individuals could campaign for a specific law, it took a majority vote of all free persons to effect enactment. The Ažōnị Law truly was a Law of the people, by the people, and for the people. The Ažōnị, although often improperly described as Judges, were actually arbitrators and legal advisors to the local ruling class. The social origin of the Azoni was in the poet class, who as a matter of course studied history and memorization of social mores and laws. Originally, in pre-European times, it was the Sasarg or Xenpai ("king" or "queen") who passed judgement when necessary, following recitation of applicable law and advice from the Ažōnị. It was not until late into the 12th century that legal experts began to be appointed as judges. However, even then it was generally limited to European-dominated areas that such appointments took place. The resident Faelish steadfastly refused to give up their old customs. Not until the 19th century was the Ažōnị Law finally overthrown.
As a result of legal rules very frequently being complicated and many considerations having to be made, an outsider could not hope to master the intricacies. Nevertheless, although the field of law was limited, the Ažōnị had to be extremely careful, for they were liable for damages if a false legal opinion was made and besides forfeiting the fee, the inaccurate Ažōnị was also liable for damages. The durability of the Law was quite astounding. Existing in Faeland long before the common-era, it remained the favored system by the Faelish and invaders alike until the 19th century and forcible Demesne displacement of it. This was despite the fact that English and Spaniard colonizers were always strong in their condemnation of the Ažōnị Law; and a number of acts of the metropole governments were taken against it. Parliament even went so far as to declare it an act of treason for English settlers to use it. In defiance of such bans, English who lived outside The Shore – an English dominated area – adopted Ažōnị Law.
The reason for the durability of the Ažōnị law was the people themselves. The entire existing body of literature of Faeland shows the great respect the Faelish people held for justice and law, and an abhorrence for unjust decisions. As late as the end of the 18th century, Sir ____ _____, the jurist for George III stated "…there is no nation of people under the sun that love equal and indifferent justice better than the Faelish…" The penal system that the English throne and parliament would forcibly impose thereafter, would soon bring about unfortunate change.
Nevertheless since independence a resurgence in the practice of the old law has taken place, with a rolling back of patriarchal and exploitative European systems. | <urn:uuid:12ec15b5-90a0-4af8-ac2c-20f2ea14edf0> | CC-MAIN-2020-05 | http://vvikipedia.co/index.php?title=A%C5%BE%C5%8Dn%E1%BB%8B_Law&diff=14672 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614880.58/warc/CC-MAIN-20200124011048-20200124040048-00078.warc.gz | en | 0.985622 | 990 | 3.921875 | 4 | [
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(Created page with "'''Ažōnị Law''' was an ancient Faelish legal system that survived until the early 19th century. This native legal system was fully developed prior to, and continued in spi...")
Revision as of 09:56, 6 August 2019
Ažōnị Law was an ancient Faelish legal system that survived until the early 19th century. This native legal system was fully developed prior to, and continued in spite of, Roman, Christian, and European invasions of Faeland; although it was somewhat disfigured by each event. Although the exact date of inception of the Law is unknown, the existing evidence would suggest that it was developed during the Bronze Age (2,300 to 900 BC). There is also evidence that would suggest that the major development of a foundational form of the Law took place between the 18th and 13th century BC.
Ažōnị Law managed to remain the law of the Faelish until the devastation of direct Crown interference in the early 1800s. The survival of the law for almost 3 millennia is testament to the sense of honor in which it was held by the people it governed. The laws were laws of users. That is, they attained their authority from public opinion. They were the expression of the moral power of the people. The moral power was the code of honor reflected throughout ancient law and wisdom texts. An individual’s word was their bond.
As laws of users, law could not be changed without public approval. Thus, any modification of existing laws or enactment of new ones could only be achieved in open forum of the assembled people. Thus, although certain individuals could campaign for a specific law, it took a majority vote of all free persons to effect enactment. The Ažōnị Law truly was a Law of the people, by the people, and for the people. The Ažōnị, although often improperly described as Judges, were actually arbitrators and legal advisors to the local ruling class. The social origin of the Azoni was in the poet class, who as a matter of course studied history and memorization of social mores and laws. Originally, in pre-European times, it was the Sasarg or Xenpai ("king" or "queen") who passed judgement when necessary, following recitation of applicable law and advice from the Ažōnị. It was not until late into the 12th century that legal experts began to be appointed as judges. However, even then it was generally limited to European-dominated areas that such appointments took place. The resident Faelish steadfastly refused to give up their old customs. Not until the 19th century was the Ažōnị Law finally overthrown.
As a result of legal rules very frequently being complicated and many considerations having to be made, an outsider could not hope to master the intricacies. Nevertheless, although the field of law was limited, the Ažōnị had to be extremely careful, for they were liable for damages if a false legal opinion was made and besides forfeiting the fee, the inaccurate Ažōnị was also liable for damages. The durability of the Law was quite astounding. Existing in Faeland long before the common-era, it remained the favored system by the Faelish and invaders alike until the 19th century and forcible Demesne displacement of it. This was despite the fact that English and Spaniard colonizers were always strong in their condemnation of the Ažōnị Law; and a number of acts of the metropole governments were taken against it. Parliament even went so far as to declare it an act of treason for English settlers to use it. In defiance of such bans, English who lived outside The Shore – an English dominated area – adopted Ažōnị Law.
The reason for the durability of the Ažōnị law was the people themselves. The entire existing body of literature of Faeland shows the great respect the Faelish people held for justice and law, and an abhorrence for unjust decisions. As late as the end of the 18th century, Sir ____ _____, the jurist for George III stated "…there is no nation of people under the sun that love equal and indifferent justice better than the Faelish…" The penal system that the English throne and parliament would forcibly impose thereafter, would soon bring about unfortunate change.
Nevertheless since independence a resurgence in the practice of the old law has taken place, with a rolling back of patriarchal and exploitative European systems. | 967 | ENGLISH | 1 |
Cathedral may be museum to slave trade
PROVIDENCE, R.I. – A plan to open what would be the only museum in the U.S. centered on the trans-Atlantic slave trade would focus on the Episcopal Church's role in its history and the sometimes-buried legacy of slavery in northern states.
The museum at the shuttered Cathedral of St. John, a church in Rhode Island where slaves once worshiped, would explore how the church benefited from the trade and helped bring it to an end, said Bishop Nicholas Knisely of the Diocese of Rhode Island.
"Our story's mixed," he said. "We haven't talked in the country about the role of religion and religious voices in abolition and the slave trade."
To make it happen, the diocese is working with the Tracing Center, a group set up by descendants of what was once the nation's most prolific slave-trading family, and Brown University, which in recent years has worked to come to grips with its own connection to slavery.
The Rev. Canon Linda L. Grenz calls it a "teaching museum" and says it would be part of a larger project to show how people can use painful history to help overcome differences and be honest with one another.
Diocesan officials emphasize the plan is still in the early stages. They don't yet have a way to pay for converting the 200-year-old building, and they're not sure what they want it to look like.
A Brown report issued in 2006 found that about 60% of all slave-trading voyages launched from North America came from Rhode Island. More than 1,000 slave-trading voyages were launched from Rhode Island, the report says, and 80 of those came from one family, the DeWolfs of Bristol.
James DeWolf Perry, executive director of the Massachusetts-based Tracing Center, which works to promote greater awareness of the legacy of slavery, is a descendent who is working with the diocese. His great-grandfather was bishop of Rhode Island, chose St. John's as the diocese's cathedral and served as the denomination's presiding bishop — its leader in the U.S.
"What's dropped out of our public memory, largely as a result of the Civil War, is that the North had a great deal of slavery," he said. "We like to talk about as if most Northerners were anti-slavery and abolitionists."
In fact, the North benefited economically from slavery, and the Episcopal Church "institutionally was deeply complicit in slavery, benefited from it," he said.
Several museums in the U.S. address slavery, but hardly any are specifically devoted to it, Perry said. One, the Whitney Plantation, is opening in Louisiana next month but focuses on plantation history and slavery in the South.
Anthony Bogues, director of the Center for the Study of Slavery and Justice at Brown, was part of the committee that reported on how the university benefited from slavery: Some buildings at the Ivy League school were built by slaves.
Copyright 2014 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed. | <urn:uuid:ef78a0b6-2d70-49d6-8ed5-8b63767896ce> | CC-MAIN-2020-05 | https://www.freep.com/story/news/nation/2014/11/28/slave-trade-museum/19638449/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614086.44/warc/CC-MAIN-20200123221108-20200124010108-00398.warc.gz | en | 0.98023 | 660 | 3.28125 | 3 | [
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PROVIDENCE, R.I. – A plan to open what would be the only museum in the U.S. centered on the trans-Atlantic slave trade would focus on the Episcopal Church's role in its history and the sometimes-buried legacy of slavery in northern states.
The museum at the shuttered Cathedral of St. John, a church in Rhode Island where slaves once worshiped, would explore how the church benefited from the trade and helped bring it to an end, said Bishop Nicholas Knisely of the Diocese of Rhode Island.
"Our story's mixed," he said. "We haven't talked in the country about the role of religion and religious voices in abolition and the slave trade."
To make it happen, the diocese is working with the Tracing Center, a group set up by descendants of what was once the nation's most prolific slave-trading family, and Brown University, which in recent years has worked to come to grips with its own connection to slavery.
The Rev. Canon Linda L. Grenz calls it a "teaching museum" and says it would be part of a larger project to show how people can use painful history to help overcome differences and be honest with one another.
Diocesan officials emphasize the plan is still in the early stages. They don't yet have a way to pay for converting the 200-year-old building, and they're not sure what they want it to look like.
A Brown report issued in 2006 found that about 60% of all slave-trading voyages launched from North America came from Rhode Island. More than 1,000 slave-trading voyages were launched from Rhode Island, the report says, and 80 of those came from one family, the DeWolfs of Bristol.
James DeWolf Perry, executive director of the Massachusetts-based Tracing Center, which works to promote greater awareness of the legacy of slavery, is a descendent who is working with the diocese. His great-grandfather was bishop of Rhode Island, chose St. John's as the diocese's cathedral and served as the denomination's presiding bishop — its leader in the U.S.
"What's dropped out of our public memory, largely as a result of the Civil War, is that the North had a great deal of slavery," he said. "We like to talk about as if most Northerners were anti-slavery and abolitionists."
In fact, the North benefited economically from slavery, and the Episcopal Church "institutionally was deeply complicit in slavery, benefited from it," he said.
Several museums in the U.S. address slavery, but hardly any are specifically devoted to it, Perry said. One, the Whitney Plantation, is opening in Louisiana next month but focuses on plantation history and slavery in the South.
Anthony Bogues, director of the Center for the Study of Slavery and Justice at Brown, was part of the committee that reported on how the university benefited from slavery: Some buildings at the Ivy League school were built by slaves.
Copyright 2014 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed. | 654 | ENGLISH | 1 |
Unit 1 An introduction to working with children.
How settings support children and families
E1 - There are many different types of settings which provide care and education for children in my area.
A setting within the private sector is a private day nursery. This provides longer hours than a school setting because most parents work longer hours so they need support to look after their children why they are working. They provide Early Years Foundation Stage Curriculum which is a legal document that every setting should follow. Private day nursery provides full day care and education for children as young as six weeks to pre- school. This allows children to have the opportunity to play and learn new skills just as having fun with other children within the private day setting. They also provide fully qualified/trained staff to care for the children within the setting to help the children with the their development and education and also for the child to feel safe and secure. A setting within the statutory sector is a primary school. It has a caring learning environment with qualified staff such as teachers and TA's (teaching assistant) that have a good knowledge of how children learn and all staff contributing together to help and support all children within the primary school. It is by law that all children attend primary school and high school to avoid their parents/guardians being sent to court. By attending primary school it allows children/young people to gain confidence to meet new people and make new friends and other people around them. A primary school provides English, Maths, Science & P.E to allow children to learn the different subjects and support in the areas that they need support in. A setting within the voluntary sector is a youth club, this is where young people/teenagers can go to enjoy and meet new friends. Youth clubs provide activities such as football, basketball, table tennis or video games. They do this to get the young people/teenagers of the streets and out of trouble. They also provide trips and outings which is good for the young people/teenagers as they can socialize with other children and participate in activities they couldn't their community. E2 – The private sector is a private day nursery. This supports children and their families in many ways such as, ongoing services for children to have special care, for the children to be able to have fun and play with other children within the setting and also support children’s development why their parent/guardian maybe at work or college if they was a young mum. Private nurseries are at a cost because your child is their for a longer period of time. Also they give children goals and achievements to do during the hours they are at private day nursery, this will benefit the child because he/she is learning how to follow instructions and also how to achieve their aims and targets. Private day nurseries are regularly inspected to make sure they are up to standard and the health and safety is maintained throughout the building including the children. If your child is at a private day nursery they will have a key worker who will work and support them throughout the years at the private nursery. Their key worker also has a good relationship with their parents and this will help their parents because they will be kept up to date with everything that their child is achieving and also if their child has been naughty they will also be informed off the key worker.
The statutory sector is a primary school this supports children and their families in many ways such as, allowing a child to have free school meals or reducing the price of the school meals because their parent/guardian physically can not afford their school meals. When a primary school has parents evening it allows the child and their parents/guardians to know what the child's ability's are within the lessons at school. It also allows the parents to know what… | <urn:uuid:1fe9b18d-6aee-424f-ab08-8197fc148ed2> | CC-MAIN-2020-05 | https://www.majortests.com/essay/Unit-1-Assigment-589287.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610919.33/warc/CC-MAIN-20200123131001-20200123160001-00168.warc.gz | en | 0.983342 | 759 | 3.484375 | 3 | [
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0.1171068102121... | 1 | Unit 1 An introduction to working with children.
How settings support children and families
E1 - There are many different types of settings which provide care and education for children in my area.
A setting within the private sector is a private day nursery. This provides longer hours than a school setting because most parents work longer hours so they need support to look after their children why they are working. They provide Early Years Foundation Stage Curriculum which is a legal document that every setting should follow. Private day nursery provides full day care and education for children as young as six weeks to pre- school. This allows children to have the opportunity to play and learn new skills just as having fun with other children within the private day setting. They also provide fully qualified/trained staff to care for the children within the setting to help the children with the their development and education and also for the child to feel safe and secure. A setting within the statutory sector is a primary school. It has a caring learning environment with qualified staff such as teachers and TA's (teaching assistant) that have a good knowledge of how children learn and all staff contributing together to help and support all children within the primary school. It is by law that all children attend primary school and high school to avoid their parents/guardians being sent to court. By attending primary school it allows children/young people to gain confidence to meet new people and make new friends and other people around them. A primary school provides English, Maths, Science & P.E to allow children to learn the different subjects and support in the areas that they need support in. A setting within the voluntary sector is a youth club, this is where young people/teenagers can go to enjoy and meet new friends. Youth clubs provide activities such as football, basketball, table tennis or video games. They do this to get the young people/teenagers of the streets and out of trouble. They also provide trips and outings which is good for the young people/teenagers as they can socialize with other children and participate in activities they couldn't their community. E2 – The private sector is a private day nursery. This supports children and their families in many ways such as, ongoing services for children to have special care, for the children to be able to have fun and play with other children within the setting and also support children’s development why their parent/guardian maybe at work or college if they was a young mum. Private nurseries are at a cost because your child is their for a longer period of time. Also they give children goals and achievements to do during the hours they are at private day nursery, this will benefit the child because he/she is learning how to follow instructions and also how to achieve their aims and targets. Private day nurseries are regularly inspected to make sure they are up to standard and the health and safety is maintained throughout the building including the children. If your child is at a private day nursery they will have a key worker who will work and support them throughout the years at the private nursery. Their key worker also has a good relationship with their parents and this will help their parents because they will be kept up to date with everything that their child is achieving and also if their child has been naughty they will also be informed off the key worker.
The statutory sector is a primary school this supports children and their families in many ways such as, allowing a child to have free school meals or reducing the price of the school meals because their parent/guardian physically can not afford their school meals. When a primary school has parents evening it allows the child and their parents/guardians to know what the child's ability's are within the lessons at school. It also allows the parents to know what… | 750 | ENGLISH | 1 |
Fishing was a major seasonal activity of the ports of Ceredigion.
Herring gathered in shoals of the coast from September to January. At this time of year, coastal traders and deep sea mariners returned to their native villages to join the herring fishing.
They used 23-25 ft (7 – 7.6 m) boats with three masts, possibly introduced by Borth fishermen at the middle of the 19th century. The central mast was removed when herring fishing.
The boats went out with the incoming tide. When the nets were cast, the boats were allowed to drift until dawn while the men and boys slept in Y Soch (forepart) The boats were unloaded on the beaches, and the fish were counted. Catches of 4,000 – 5,000 herring could be caught in these drift nets.
Herring fishing was rather dependent on nature. There were times when the quantity was reduced, but there is no evidence that this was due to over fishing. At the middle of the 18th century, herring was plentiful, but towards the end of the century they were less common and died out almost completely by the 1920s-30s except at Milford.
Herrings were preserved or cured by salting and drying them (bloated herrings) or smoking them in wood smoke (red herrings).
Gyda diolch i Amgueddfa Ceredigion am y wybodaeth / With thanks to Ceredigion Museum for the information | <urn:uuid:0719a3a8-87f8-4fb1-87b4-edac373b04df> | CC-MAIN-2020-05 | https://criwmadog.wordpress.com/2014/05/28/fact-of-the-week-fishing/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00278.warc.gz | en | 0.987882 | 313 | 3.6875 | 4 | [
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0.057617679238319... | 2 | Fishing was a major seasonal activity of the ports of Ceredigion.
Herring gathered in shoals of the coast from September to January. At this time of year, coastal traders and deep sea mariners returned to their native villages to join the herring fishing.
They used 23-25 ft (7 – 7.6 m) boats with three masts, possibly introduced by Borth fishermen at the middle of the 19th century. The central mast was removed when herring fishing.
The boats went out with the incoming tide. When the nets were cast, the boats were allowed to drift until dawn while the men and boys slept in Y Soch (forepart) The boats were unloaded on the beaches, and the fish were counted. Catches of 4,000 – 5,000 herring could be caught in these drift nets.
Herring fishing was rather dependent on nature. There were times when the quantity was reduced, but there is no evidence that this was due to over fishing. At the middle of the 18th century, herring was plentiful, but towards the end of the century they were less common and died out almost completely by the 1920s-30s except at Milford.
Herrings were preserved or cured by salting and drying them (bloated herrings) or smoking them in wood smoke (red herrings).
Gyda diolch i Amgueddfa Ceredigion am y wybodaeth / With thanks to Ceredigion Museum for the information | 322 | ENGLISH | 1 |
A biography of langston hughes an american poet social activist novelist playwright and columnist
I, too (langston hughes poem)
When asked why he never joined the Communist Party, he wrote, "it was based on strict discipline and the acceptance of directives that I, as a writer, did not wish to accept. It was a time for expressing the African American culture. Photo by Gordon Parks From the mids to the mids, Hughes' popularity among the younger generation of black writers varied even as his reputation increased worldwide. I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans, and I've seen its muddy bosom turn all golden in the sunset. Hughes's story "Blessed Assurance" deals with a father's anger over his son's effeminacy and "queerness". His first piece of jazz poetry, "When Sue Wears Red," was written while he was in high school. He published a second volume of poetry, Fine Clothes to the Jew, in Well, everyone knows, except us, that all Negroes have rhythm, so they elected me as class poet. In November , he returned to the U. Death and Legacy On May 22, , Hughes died from complications of prostate cancer. Then it was that books began to happen to me, and I began to believe in nothing but books and the wonderful world in books—where if people suffered, they suffered in beautiful language, not in monosyllables, as we did in Kansas. This latter group, including Alice Walker , whom Hughes discovered, looked upon Hughes as a hero and an example to be emulated within their own work. At a time before widespread arts grants, Hughes gained the support of private patrons and he was supported for two years prior to publishing this novel. As a child, he grew up in the times of racial inequality.
Which was a movement in the 's and 's that opened the discussion on a minority in America. It was judged to be a "long, artificial propaganda vehicle too complicated and too cumbersome to be performed. The legends who have influenced the path in which our ancestors fought hard to obtain in past generations.
His first piece of jazz poetry, "When Sue Wears Red," was written while he was in high school.
Malone inspending six months traveling to West Africa and Europe. Adulthood Hughes worked at various odd jobs, before serving a brief tenure as a crewman aboard the S.
Hughes later said that, prior to arriving in Mexico, "I had been thinking about my father and his strange dislike of his own people.
The column ran for twenty years. Or fester like a sore— And then run? If white people are pleased we are glad.
based on 94 review | <urn:uuid:ff47333f-b577-4bd0-b269-3104b3e85a29> | CC-MAIN-2020-05 | https://pesatekukepizuw.ettroisptitspointscompagnie.com/a-biography-of-langston-hughes-an-american-poet-social-activist-novelist-playwright-and-columnist621557663er.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601241.42/warc/CC-MAIN-20200121014531-20200121043531-00189.warc.gz | en | 0.985196 | 564 | 3.3125 | 3 | [
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0.2904183864593... | 2 | A biography of langston hughes an american poet social activist novelist playwright and columnist
I, too (langston hughes poem)
When asked why he never joined the Communist Party, he wrote, "it was based on strict discipline and the acceptance of directives that I, as a writer, did not wish to accept. It was a time for expressing the African American culture. Photo by Gordon Parks From the mids to the mids, Hughes' popularity among the younger generation of black writers varied even as his reputation increased worldwide. I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans, and I've seen its muddy bosom turn all golden in the sunset. Hughes's story "Blessed Assurance" deals with a father's anger over his son's effeminacy and "queerness". His first piece of jazz poetry, "When Sue Wears Red," was written while he was in high school. He published a second volume of poetry, Fine Clothes to the Jew, in Well, everyone knows, except us, that all Negroes have rhythm, so they elected me as class poet. In November , he returned to the U. Death and Legacy On May 22, , Hughes died from complications of prostate cancer. Then it was that books began to happen to me, and I began to believe in nothing but books and the wonderful world in books—where if people suffered, they suffered in beautiful language, not in monosyllables, as we did in Kansas. This latter group, including Alice Walker , whom Hughes discovered, looked upon Hughes as a hero and an example to be emulated within their own work. At a time before widespread arts grants, Hughes gained the support of private patrons and he was supported for two years prior to publishing this novel. As a child, he grew up in the times of racial inequality.
Which was a movement in the 's and 's that opened the discussion on a minority in America. It was judged to be a "long, artificial propaganda vehicle too complicated and too cumbersome to be performed. The legends who have influenced the path in which our ancestors fought hard to obtain in past generations.
His first piece of jazz poetry, "When Sue Wears Red," was written while he was in high school.
Malone inspending six months traveling to West Africa and Europe. Adulthood Hughes worked at various odd jobs, before serving a brief tenure as a crewman aboard the S.
Hughes later said that, prior to arriving in Mexico, "I had been thinking about my father and his strange dislike of his own people.
The column ran for twenty years. Or fester like a sore— And then run? If white people are pleased we are glad.
based on 94 review | 560 | ENGLISH | 1 |
In African American history there is a vast amount of people who have dedicated themselves and their work to the important activism for the welfare of the African American community. Two well-known activists, also writers, are W.E.B Du Bois and Booker T. Washington. Washington was born into slavery. While growing up as a slave he had a yearning to learn how to read and write. This yearning he had was not possible during the time because of slavery. It was illegal for any African American to learn how to read or write. When Slavery was over Washington’s family moved with their father. At a young age, Washington became a houseboy for Viola Ruffin. When Ruffin realized that Washington was very interested and capable of learning she began to let him go to school after he finished all of his duties around the house. Washington founded the Tuskegee University, a historic black university. He also became a spokesperson for the Africans Americans that were coming out of slavery. On the other hand, W.E.B Du Bois was born free. He was born into a desegregated community which meant that whites and blacks were living in the same area. Du Bois went to college and graduated from Harvard. As his life progressed on he became very active in the African American community. Some examples of him being an active member in the African American community is him being a founder of the NAACP, being a part of the Pan African Movement, and being a key component in the Niagara movement.Even though Du Bois and Washington contributed to the welfare of African Americans both opposed each other because of their different viewpoints. Du Bois’s point of view was that African American history was being disregarded and that they were not being recognized for their advancements in society. On the contrary, Washington’s viewpoint was that African Americans should not push for social and political equality so that they could be a part of rebuilding the south. In Du Bois’s writing “Of Our Spiritual Strivings and Washington’s “Atlanta Exposition Address” both writers used rhetoric to advance their viewpoints and contribute to the power and persuasiveness of the text by using rhetorical devices, figurative language, and methods of persuasion. To advance their viewpoints and contribute to the power and persuasiveness of their work Du Bois and Washington used figurative language. In Du Bois’s writing “Of Our Spiritual Strivings” he decided to start off by using a poem written by Arthur Symon. This is also known as an epigraph. Du Bois referred to the epigraph throughout his text to make distinct connections to support his point of view. For example, in the text, Du Bois writes “our little boat on the mad waters of the world-sea” (Du Bois,1994,p.6). This was a metaphor and the reason Du Bois used it was so that he could convey to the reader the troubles that African Americans went through while searching for the things they yearned for such as liberty. According to Du Bois(1994) the phrase “mad waters” connects to the phrase “unresting waters” in the epigraph (Du Bois, 1994, p.7). These two phrases are an example of imagery. They help the audience visualize how rough and dangerous the racial problem in America had become. This strengthened the impact of his writing while also advancing his viewpoint because it triggered the readers to look at a new perspective about the African American race struggles. Du Bois also uses another metaphor that really emphasized his viewpoint. In the text, he states “This, then, is the end of his striving to be a co-worker in the kingdom of culture, to escape both death and isolation, to husband and use his best powers and his latent genius”( Du Bois, 1994, p.3). This metaphor is comparing their own abilities and unity. To be more specific the metaphor was used in a way that influenced the reader that African Americans had decided to help build and contribute to the growing culture of America but were not realizing their own worth or ambitions. Africans Americans need to stop contributing to others welfare and start using their own abilities to advance further and gain the social status that they wanted. Du Bois was simply implying that they have achieved so much but were not being recognized. The metaphor really impacted the power and persuasiveness of his writing because it called out the actual meanings of the things that they were accepting. African Americans were no longer oblivious to the fact that they were comfortable where they were, even though they complained they were not.Now on to Washington’s figurative language use in his “Atlanta Exposition Address”. Washington used a large amount of figurative language to effectively get his viewpoint across while contributing to the power and persuasiveness of his speech. For example, Washington used the simile ” No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem” (Washington, 1895, p.2). This simile was emphasizing on the viewpoint that African Americans needed to stay where they are until they realize that there is no shame in working labor jobs, but instead to be proud of the fact that they are helping the black majority move forward and make progress in their social status. | <urn:uuid:bc6944a0-cc8e-4191-a69f-cb44b21ae256> | CC-MAIN-2020-05 | https://colchestertelecom.net/in-it-was-illegal-for-any-african-american/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251788528.85/warc/CC-MAIN-20200129041149-20200129071149-00101.warc.gz | en | 0.98519 | 1,100 | 4.0625 | 4 | [
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-0.029666354879736... | 1 | In African American history there is a vast amount of people who have dedicated themselves and their work to the important activism for the welfare of the African American community. Two well-known activists, also writers, are W.E.B Du Bois and Booker T. Washington. Washington was born into slavery. While growing up as a slave he had a yearning to learn how to read and write. This yearning he had was not possible during the time because of slavery. It was illegal for any African American to learn how to read or write. When Slavery was over Washington’s family moved with their father. At a young age, Washington became a houseboy for Viola Ruffin. When Ruffin realized that Washington was very interested and capable of learning she began to let him go to school after he finished all of his duties around the house. Washington founded the Tuskegee University, a historic black university. He also became a spokesperson for the Africans Americans that were coming out of slavery. On the other hand, W.E.B Du Bois was born free. He was born into a desegregated community which meant that whites and blacks were living in the same area. Du Bois went to college and graduated from Harvard. As his life progressed on he became very active in the African American community. Some examples of him being an active member in the African American community is him being a founder of the NAACP, being a part of the Pan African Movement, and being a key component in the Niagara movement.Even though Du Bois and Washington contributed to the welfare of African Americans both opposed each other because of their different viewpoints. Du Bois’s point of view was that African American history was being disregarded and that they were not being recognized for their advancements in society. On the contrary, Washington’s viewpoint was that African Americans should not push for social and political equality so that they could be a part of rebuilding the south. In Du Bois’s writing “Of Our Spiritual Strivings and Washington’s “Atlanta Exposition Address” both writers used rhetoric to advance their viewpoints and contribute to the power and persuasiveness of the text by using rhetorical devices, figurative language, and methods of persuasion. To advance their viewpoints and contribute to the power and persuasiveness of their work Du Bois and Washington used figurative language. In Du Bois’s writing “Of Our Spiritual Strivings” he decided to start off by using a poem written by Arthur Symon. This is also known as an epigraph. Du Bois referred to the epigraph throughout his text to make distinct connections to support his point of view. For example, in the text, Du Bois writes “our little boat on the mad waters of the world-sea” (Du Bois,1994,p.6). This was a metaphor and the reason Du Bois used it was so that he could convey to the reader the troubles that African Americans went through while searching for the things they yearned for such as liberty. According to Du Bois(1994) the phrase “mad waters” connects to the phrase “unresting waters” in the epigraph (Du Bois, 1994, p.7). These two phrases are an example of imagery. They help the audience visualize how rough and dangerous the racial problem in America had become. This strengthened the impact of his writing while also advancing his viewpoint because it triggered the readers to look at a new perspective about the African American race struggles. Du Bois also uses another metaphor that really emphasized his viewpoint. In the text, he states “This, then, is the end of his striving to be a co-worker in the kingdom of culture, to escape both death and isolation, to husband and use his best powers and his latent genius”( Du Bois, 1994, p.3). This metaphor is comparing their own abilities and unity. To be more specific the metaphor was used in a way that influenced the reader that African Americans had decided to help build and contribute to the growing culture of America but were not realizing their own worth or ambitions. Africans Americans need to stop contributing to others welfare and start using their own abilities to advance further and gain the social status that they wanted. Du Bois was simply implying that they have achieved so much but were not being recognized. The metaphor really impacted the power and persuasiveness of his writing because it called out the actual meanings of the things that they were accepting. African Americans were no longer oblivious to the fact that they were comfortable where they were, even though they complained they were not.Now on to Washington’s figurative language use in his “Atlanta Exposition Address”. Washington used a large amount of figurative language to effectively get his viewpoint across while contributing to the power and persuasiveness of his speech. For example, Washington used the simile ” No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem” (Washington, 1895, p.2). This simile was emphasizing on the viewpoint that African Americans needed to stay where they are until they realize that there is no shame in working labor jobs, but instead to be proud of the fact that they are helping the black majority move forward and make progress in their social status. | 1,081 | ENGLISH | 1 |
The Chalukya dynasty that rose to power in Central India reigned from the fifth to eighth century and re-emerged to rule from the tenth to twelfth century. Pulakesin II was the greatest ruler of the Chalukya dynasty. His reign lasted from 608 to 642. During his reign, Pulakesin established his authority in Maharashtra and conquered large parts of Central India. His greatest achievement was his victory over another powerful king from the north, King
Harshavardhana of Thaneswar (in Haryana) in 620.
Pulakesin was defeated and killed by King Narasimhavarman of Pallava Dynasty, another dominant dynasty in South India, in 642. Pulakesinís capital Vatapi was completely destroyed in this war. | <urn:uuid:647dab0d-d269-4c0a-8cf5-6cad92991c1c> | CC-MAIN-2020-05 | https://www.india9.com/i9show/Pulakesin-II-34143.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251776516.99/warc/CC-MAIN-20200128060946-20200128090946-00477.warc.gz | en | 0.980511 | 165 | 3.875 | 4 | [
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0.1494899243116... | 5 | The Chalukya dynasty that rose to power in Central India reigned from the fifth to eighth century and re-emerged to rule from the tenth to twelfth century. Pulakesin II was the greatest ruler of the Chalukya dynasty. His reign lasted from 608 to 642. During his reign, Pulakesin established his authority in Maharashtra and conquered large parts of Central India. His greatest achievement was his victory over another powerful king from the north, King
Harshavardhana of Thaneswar (in Haryana) in 620.
Pulakesin was defeated and killed by King Narasimhavarman of Pallava Dynasty, another dominant dynasty in South India, in 642. Pulakesinís capital Vatapi was completely destroyed in this war. | 170 | ENGLISH | 1 |
Heinrich Himmler was Reichsführer-SS
Heinrich Himmler was Reichsführer-SS (Reich SS Leader) and Chief of the German police. In this capacity, he was responsible for the implementation of the Final Solution – the extermination of the Jews – as ordered by the Führer, Adolf Hitler.
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He was born in Munich on October 7, 1900. His father was the son of a police president, a former tutor to the princes of the Bavarian court, and a headmaster by profession. Himmler originally intended to be a farmer and in fact acquired a degree in agronomy. He fought in World War I at the every end, and afterwards drifted into one of the many right wing soldier’s organizations that were so prevalent at the time. It is here that he came into contact with Hitler. He took part in the Hitler Putsch (the attempt to overthrow the government) of 1923 as a standard-bearer. He married Margret Boden in 1926.
In 1929, Hitler appointed him head of the SS, which at that time numbered about 300 men and served mainly as a bodyguard for Hitler. A superb organizer, he had already expanded the SS to 50,000 men by 1933
By 1936, he had consolidated police power in Germany and was named Chief of the German police on June 17 of that year. With all organs of the police, especially the Gestapo (secret state police), now under his control, his power was virtually without limit. In addition to his other responsibilities, he was also responsible for the security services (Sicherheitsdienst) and the concentration camps, which up to that time housed prisoners of the state.
Himmler’s men staged the phony border incident that Hitler used to justify the invasion of Poland at the outbreak of World War II. As the war went on, the armored portions of the SS – the Waffen SS – began to rival the Armed Forces for power in the military field, culminating in Himmler’s being named Minister of the Interior in 1943 and chief of the Replacement Army in 1944. Right up to the end, he was one of Hitler’s most loyal men. Hitler called him “der treue Heinrich” (loyal Heinrich).
When it came time for Hitler to order the annihilation of the Jews, who better to select to carry it out than the man who was at once his most loyal follower and also in control of the apparatus necessary for its execution? And that is what Hitler did. The precise date is not known, but what is known is that Himmler obeyed the order he received with his customary thoroughness and efficiency. Interestingly enough, for a man who has been demonized as the incarnation of evil, Himmler makes it clear in several speeches that he was not particularly antisemitic. He simply blindly obeyed, displaying almost more amorality than immorality.
Whatever misgivings Himmler may have had, he carried out his orders with an efficiency and a zeal that at once astonish and repel. The first murders were carried out by Einsatzgruppen by shooting. As deadly as these shootings were, a more “efficient” method had to be found, one that would accelerate the killing and would at the same time spare the SS men the necessity to murder women and children in cold blood. The decision was made to use poison gases (hydrocyanic acid and carbon monoxide) in both stationary and mobile gas chambers in Poland. It is estimated that around 6 million Jews were killed during the Final Solution, along with as many as another 6 million non-Jews.
At the end of the war, Himmler made attempts to negotiate peace through the World Jewish Congress. Attempting to flee in disguise in May 1945, he was captured by British forces and admitted his identity. When a doctor was ordered to search him to ensure he did not have poison secreted on his person, he bit down on a cyanide capsule hidden in his mouth and was dead in a few minutes. Like Hitler, he chose suicide as his way to exit the world.
At a speech in Posen on October 4, 1943, Himmler uttered the words that Joachim Fest has described as “one of the most horrifying testaments in the German language”: 1
I am talking about the evacuation of the Jews, the extermination of the Jewish people. It is one of those things that is easily said. “The Jewish people is being exterminated,” every Party member will tell you, “perfectly clear, it’s part of our plans, we’re eliminating the Jews, exterminating them, a small matter.” | <urn:uuid:ca5a95ec-ef00-4c92-98b2-d55b429c4aeb> | CC-MAIN-2020-05 | https://benjaminbarber.org/heinrich-himmler-was-reichsfuhrer-ss/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593295.11/warc/CC-MAIN-20200118164132-20200118192132-00363.warc.gz | en | 0.985462 | 1,010 | 3.671875 | 4 | [
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0.26804912090... | 1 | Heinrich Himmler was Reichsführer-SS
Heinrich Himmler was Reichsführer-SS (Reich SS Leader) and Chief of the German police. In this capacity, he was responsible for the implementation of the Final Solution – the extermination of the Jews – as ordered by the Führer, Adolf Hitler.
Need Help with Your Essay?
Leave your essay topic in comments and get a free help
He was born in Munich on October 7, 1900. His father was the son of a police president, a former tutor to the princes of the Bavarian court, and a headmaster by profession. Himmler originally intended to be a farmer and in fact acquired a degree in agronomy. He fought in World War I at the every end, and afterwards drifted into one of the many right wing soldier’s organizations that were so prevalent at the time. It is here that he came into contact with Hitler. He took part in the Hitler Putsch (the attempt to overthrow the government) of 1923 as a standard-bearer. He married Margret Boden in 1926.
In 1929, Hitler appointed him head of the SS, which at that time numbered about 300 men and served mainly as a bodyguard for Hitler. A superb organizer, he had already expanded the SS to 50,000 men by 1933
By 1936, he had consolidated police power in Germany and was named Chief of the German police on June 17 of that year. With all organs of the police, especially the Gestapo (secret state police), now under his control, his power was virtually without limit. In addition to his other responsibilities, he was also responsible for the security services (Sicherheitsdienst) and the concentration camps, which up to that time housed prisoners of the state.
Himmler’s men staged the phony border incident that Hitler used to justify the invasion of Poland at the outbreak of World War II. As the war went on, the armored portions of the SS – the Waffen SS – began to rival the Armed Forces for power in the military field, culminating in Himmler’s being named Minister of the Interior in 1943 and chief of the Replacement Army in 1944. Right up to the end, he was one of Hitler’s most loyal men. Hitler called him “der treue Heinrich” (loyal Heinrich).
When it came time for Hitler to order the annihilation of the Jews, who better to select to carry it out than the man who was at once his most loyal follower and also in control of the apparatus necessary for its execution? And that is what Hitler did. The precise date is not known, but what is known is that Himmler obeyed the order he received with his customary thoroughness and efficiency. Interestingly enough, for a man who has been demonized as the incarnation of evil, Himmler makes it clear in several speeches that he was not particularly antisemitic. He simply blindly obeyed, displaying almost more amorality than immorality.
Whatever misgivings Himmler may have had, he carried out his orders with an efficiency and a zeal that at once astonish and repel. The first murders were carried out by Einsatzgruppen by shooting. As deadly as these shootings were, a more “efficient” method had to be found, one that would accelerate the killing and would at the same time spare the SS men the necessity to murder women and children in cold blood. The decision was made to use poison gases (hydrocyanic acid and carbon monoxide) in both stationary and mobile gas chambers in Poland. It is estimated that around 6 million Jews were killed during the Final Solution, along with as many as another 6 million non-Jews.
At the end of the war, Himmler made attempts to negotiate peace through the World Jewish Congress. Attempting to flee in disguise in May 1945, he was captured by British forces and admitted his identity. When a doctor was ordered to search him to ensure he did not have poison secreted on his person, he bit down on a cyanide capsule hidden in his mouth and was dead in a few minutes. Like Hitler, he chose suicide as his way to exit the world.
At a speech in Posen on October 4, 1943, Himmler uttered the words that Joachim Fest has described as “one of the most horrifying testaments in the German language”: 1
I am talking about the evacuation of the Jews, the extermination of the Jewish people. It is one of those things that is easily said. “The Jewish people is being exterminated,” every Party member will tell you, “perfectly clear, it’s part of our plans, we’re eliminating the Jews, exterminating them, a small matter.” | 1,023 | ENGLISH | 1 |
According to the World Health Organization, autism spectrum disorder (ASD) begins in childhood. One in 160 children worldwide has been diagnosed with autism. But since autism was only recognized as a disorder in 1980, there are many adults who went through childhood without a diagnosis and without help.
Now, a new study thought to be the first of its kind examining an autism diagnosis exclusively in middle age, found that adults diagnosed with autism in their fifties grew up believing they were ‘bad people’, ‘alien’, and ‘non-human’. The study is published in the Journal of Health Psychology and Behavioural Medicine.
“I had conducted research with children with ASD, and it occurred to me that there was little research that investigated ASD from an adult perspective,” study author Dr. Steven Stagg of Anglia Ruskin University in Cambridge, England told us. “When we initially looked into this, there were thousands of research papers studying children with ASD and only three investigating adults. There is beginning to be a shift in emphasis in this area, and more researchers have started to ask questions about adulthood and ASD.”
Nine adults between the ages of 52 and 54 were interviewed for the study and told researchers that as children, they didn’t have any friends and didn’t know why people treated them differently than others. As adults, they had been treated for anxiety and depression but doctors didn’t think to look at underlying autism.
“Initially, the study was intended to investigate the lives of older adults with autism, as this tends to be an understudied population,” Dr. Stagg told us. “The focus of the study changed as we realized our participants had received a diagnosis later on in life. Given that autism was not officially classified in the Diagnostic and Statistical Manual of Mental Health Disorders until 1980, it is likely that there is a population of undiagnosed adults who were born before knowledge of autism came to prominence. I was then interested in how the diagnosis had been experienced and whether or not it was a positive experience.”
While some children and adults with autism can live independently, others require support throughout their lives and many have co-morbid diagnoses such as anxiety, depression, and Attention Deficit Hyperactivity Disorder.
“We wanted the research to be guided by the participants at this stage, so our approach was a theoretical,” Dr. Stagg told us. “To allow the participants to have a voice, we chose a qualitative research design.”
Dr. Stagg and his team of researchers found that there were some key themes common to all the participants. The signs of autism had always been present but had not been picked up on when they were children. As children, they had no friends and experienced difficulties when routines changed.
“One participant was removed from her class at school and preferred to work alone in the library,” Dr. Stagg told us. “They had all grown up thinking of themselves as bad people. Referring to themselves as naturally bad people was the only way they could explain the rejection they experienced from others in the workplace. Not fitting in and feeling like an alien were common ways they described this feeling.”
Surprisingly, explains Dr. Stagg, receiving a diagnosis later on in life was seen by all but one of the participants as positive.
“They referred to this as a eureka moment and a relief,” Dr. Stagg told us. “The diagnosis allowed them to re-evaluate their past and gave them a clearer perspective on why they had experienced difficulties in their lives. It also opened up help at work for some of the participants, and they were able to adapt their jobs to reduce stress and anxiety.”
The participants reported a lack of help from the health service after they had received their diagnosis and instead found help through online support forums run by individuals with autism. Dr. Stagg was surprised that these individuals had reached their fifties without receiving a diagnosis of autism.
“Some of the participants had been receiving treatment for anxiety and depression for many years without health professionals considering autism as the underlying cause,” Dr. Stagg told us. “I was also surprised by how positive the diagnosis has been for many of the participants. The diagnosis had allowed them to re-evaluate their pasts and re-shape their present.”
The findings suggest that health care professionals need to be more aware of how autism in older adults is expressed, Dr. Stagg explained. Professionals need to consider screening for autism in cases of anxiety and depression, especially when there has been a history of frequent job changes and a feeling of isolation as a child.
“We also need to make people aware that there may be many cases of undiagnosed autism in adulthood,” Dr. Stagg told us. “Greater awareness may help more individuals to seek a diagnosis.”
Patricia Tomasi is a mom, maternal mental health advocate, journalist, and speaker. She writes regularly for the Huffington Post Canada, focusing primarily on maternal mental health after suffering from severe postpartum anxiety twice. You can find her Huffington Post biography here. Patricia is also a Patient Expert Advisor for the North American-based, Maternal Mental Health Research Collective and is the founder of the online peer support group - Facebook Postpartum Depression & Anxiety Support Group - with over 1500 members worldwide. Blog: www.patriciatomasiblog.wordpress.com | <urn:uuid:ab6a642e-a9c4-4935-a429-5157731f7d96> | CC-MAIN-2020-05 | https://www.theravive.com/today/post/autistic-adults-think-they-re-bad-people-alien-and-non-human-new-study-finds-0003505.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610919.33/warc/CC-MAIN-20200123131001-20200123160001-00508.warc.gz | en | 0.986032 | 1,143 | 3.359375 | 3 | [
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... | 5 | According to the World Health Organization, autism spectrum disorder (ASD) begins in childhood. One in 160 children worldwide has been diagnosed with autism. But since autism was only recognized as a disorder in 1980, there are many adults who went through childhood without a diagnosis and without help.
Now, a new study thought to be the first of its kind examining an autism diagnosis exclusively in middle age, found that adults diagnosed with autism in their fifties grew up believing they were ‘bad people’, ‘alien’, and ‘non-human’. The study is published in the Journal of Health Psychology and Behavioural Medicine.
“I had conducted research with children with ASD, and it occurred to me that there was little research that investigated ASD from an adult perspective,” study author Dr. Steven Stagg of Anglia Ruskin University in Cambridge, England told us. “When we initially looked into this, there were thousands of research papers studying children with ASD and only three investigating adults. There is beginning to be a shift in emphasis in this area, and more researchers have started to ask questions about adulthood and ASD.”
Nine adults between the ages of 52 and 54 were interviewed for the study and told researchers that as children, they didn’t have any friends and didn’t know why people treated them differently than others. As adults, they had been treated for anxiety and depression but doctors didn’t think to look at underlying autism.
“Initially, the study was intended to investigate the lives of older adults with autism, as this tends to be an understudied population,” Dr. Stagg told us. “The focus of the study changed as we realized our participants had received a diagnosis later on in life. Given that autism was not officially classified in the Diagnostic and Statistical Manual of Mental Health Disorders until 1980, it is likely that there is a population of undiagnosed adults who were born before knowledge of autism came to prominence. I was then interested in how the diagnosis had been experienced and whether or not it was a positive experience.”
While some children and adults with autism can live independently, others require support throughout their lives and many have co-morbid diagnoses such as anxiety, depression, and Attention Deficit Hyperactivity Disorder.
“We wanted the research to be guided by the participants at this stage, so our approach was a theoretical,” Dr. Stagg told us. “To allow the participants to have a voice, we chose a qualitative research design.”
Dr. Stagg and his team of researchers found that there were some key themes common to all the participants. The signs of autism had always been present but had not been picked up on when they were children. As children, they had no friends and experienced difficulties when routines changed.
“One participant was removed from her class at school and preferred to work alone in the library,” Dr. Stagg told us. “They had all grown up thinking of themselves as bad people. Referring to themselves as naturally bad people was the only way they could explain the rejection they experienced from others in the workplace. Not fitting in and feeling like an alien were common ways they described this feeling.”
Surprisingly, explains Dr. Stagg, receiving a diagnosis later on in life was seen by all but one of the participants as positive.
“They referred to this as a eureka moment and a relief,” Dr. Stagg told us. “The diagnosis allowed them to re-evaluate their past and gave them a clearer perspective on why they had experienced difficulties in their lives. It also opened up help at work for some of the participants, and they were able to adapt their jobs to reduce stress and anxiety.”
The participants reported a lack of help from the health service after they had received their diagnosis and instead found help through online support forums run by individuals with autism. Dr. Stagg was surprised that these individuals had reached their fifties without receiving a diagnosis of autism.
“Some of the participants had been receiving treatment for anxiety and depression for many years without health professionals considering autism as the underlying cause,” Dr. Stagg told us. “I was also surprised by how positive the diagnosis has been for many of the participants. The diagnosis had allowed them to re-evaluate their pasts and re-shape their present.”
The findings suggest that health care professionals need to be more aware of how autism in older adults is expressed, Dr. Stagg explained. Professionals need to consider screening for autism in cases of anxiety and depression, especially when there has been a history of frequent job changes and a feeling of isolation as a child.
“We also need to make people aware that there may be many cases of undiagnosed autism in adulthood,” Dr. Stagg told us. “Greater awareness may help more individuals to seek a diagnosis.”
Patricia Tomasi is a mom, maternal mental health advocate, journalist, and speaker. She writes regularly for the Huffington Post Canada, focusing primarily on maternal mental health after suffering from severe postpartum anxiety twice. You can find her Huffington Post biography here. Patricia is also a Patient Expert Advisor for the North American-based, Maternal Mental Health Research Collective and is the founder of the online peer support group - Facebook Postpartum Depression & Anxiety Support Group - with over 1500 members worldwide. Blog: www.patriciatomasiblog.wordpress.com | 1,075 | ENGLISH | 1 |
Early education was to develop the physical skills, character, intellect and sense of belonging to the community as well as inculcating respect for elders, education entailed vocational training and understanding / appreciating the community’s cultural heritage. Informal education in Nigeria was very progressive where children especially boys grew up understudying their parents or masters of various skilled occupations ranging from farming, trading, craft fishing, cattle rearing ,drumming, traditional medicine and so on.
Before the amalgamation of Nigeria in 1914, formal education in the north was strictly religious and supervised by mallams who drilled children in the study and memorizing of the Quran and Arabic alphabet while in the southern coastal areas of the south; western education was introduced as early as 1842 with the aim of propagating Christianity. The recipients learnt how to read bibles in English, interpret, trained as school masters, catechists and so on.
The amalgamation of the Northern and Southern protectorates brought people of different ethnic groups and faith together hence necessitated the adoption of federal structure of education which was based on the British system of education called form six. This system divided grades into six elementary years, three junior secondary years and two senior secondary years. Passing out from senior secondary with good grades necessitated the adoption of federal structure of education which was based on the British system of education called form six.
This system divided grades into six elementary years, three junior secondary years and two senior secondary years. Passing out from senior secondary with good grades enabled learners to undergo two years of university preparatory program otherwise known as A level (advanced Level), before they could gain admission into any of the few universities in the country.
Western education in the 60s was primarily intended to prepare its recipients for job opportunities as administrators, teachers, clerks, clergies, interpreters, nurses, skilled technicians and such jobs as necessary to aid the smooth transition & translation of the aims of the colonial experience.
Teachers were strict disciplinarians and lived their lives as role models so much that everyone in the community looked up to them as owners of knowledge especially in the south while in the north parents who sent their children to acquire western education were seen as very foolish especially in the case of girls. Some interesting characteristics of education in the 60s and early 70s until when the 6-3-3 -4 educational system was introduced include.
-Learners were expected to produce all that the teacher taught by memorizing at examinations. A student could memorize a whole novel, poems, multiplication tables and recitations, dramatic presentations were highly applauded.
-There were no nursery schools; children were not taken to school until they were of age, at age six or at least when the child’s left hand could touch the right ear.
– Major subjects learnt in schools were spelling, writing, drawing & such that were meant to inculcate administrative qualities in them. -School teachers were very strict; they disciplined children by flogging to the extent that even when children disrespect or engage in unlawful acts at home, their parents took them to teachers in their neighborhood for discipline. In most traditional settings teachers were seen to be proficient, intelligent, honest citizens whose character was worthy of emulation and their advice was always sought for in development matters.
– Schools prepared report cards stating the children’s performance as arranged in positions, on the last day of school, result are announced in assembly halls and children who fail (do not perform up to the standards or expectation) are punished and made to repeat such classes. There were no rooms and instances of skipping classes and examination malpractice was a taboo.
-Academic excellence, worthy and good behavior were part of what is looked out for not before award of certificates and qualifications.
-To make the acquisition of western education easier, some schools made it two sections resulting into morning and evening schools. Common sports include netball, football, Athletics and so on. The short and long breaks were always very exciting times when individual children (possible from an elite parent) bring balls to school for play, automatically plays in the teams activities which comes to an end whenever the owner of the ball decides to go home.
Football pitches in those days were not so grassed, the goal post are marked with stones kept apart and then balls going over the stone were called over stone and not over the bar as we say now. The writing materials used in those days include slates & chalks for the pupils and black boards & chalk (blackened with charcoal and cleaned with dusters) by the teachers as opposed to laptops and projectors now. Fountain pen ink- known as Quirk & other gel pens were very fashionable and only pupils in upper primary school used pen. | <urn:uuid:f6e34d00-6d54-4d8f-8e72-4c68614c6336> | CC-MAIN-2020-05 | https://nigeriamonthly.ng/early-educational-system/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591234.15/warc/CC-MAIN-20200117205732-20200117233732-00376.warc.gz | en | 0.98497 | 964 | 3.28125 | 3 | [
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0.2539077997... | 2 | Early education was to develop the physical skills, character, intellect and sense of belonging to the community as well as inculcating respect for elders, education entailed vocational training and understanding / appreciating the community’s cultural heritage. Informal education in Nigeria was very progressive where children especially boys grew up understudying their parents or masters of various skilled occupations ranging from farming, trading, craft fishing, cattle rearing ,drumming, traditional medicine and so on.
Before the amalgamation of Nigeria in 1914, formal education in the north was strictly religious and supervised by mallams who drilled children in the study and memorizing of the Quran and Arabic alphabet while in the southern coastal areas of the south; western education was introduced as early as 1842 with the aim of propagating Christianity. The recipients learnt how to read bibles in English, interpret, trained as school masters, catechists and so on.
The amalgamation of the Northern and Southern protectorates brought people of different ethnic groups and faith together hence necessitated the adoption of federal structure of education which was based on the British system of education called form six. This system divided grades into six elementary years, three junior secondary years and two senior secondary years. Passing out from senior secondary with good grades necessitated the adoption of federal structure of education which was based on the British system of education called form six.
This system divided grades into six elementary years, three junior secondary years and two senior secondary years. Passing out from senior secondary with good grades enabled learners to undergo two years of university preparatory program otherwise known as A level (advanced Level), before they could gain admission into any of the few universities in the country.
Western education in the 60s was primarily intended to prepare its recipients for job opportunities as administrators, teachers, clerks, clergies, interpreters, nurses, skilled technicians and such jobs as necessary to aid the smooth transition & translation of the aims of the colonial experience.
Teachers were strict disciplinarians and lived their lives as role models so much that everyone in the community looked up to them as owners of knowledge especially in the south while in the north parents who sent their children to acquire western education were seen as very foolish especially in the case of girls. Some interesting characteristics of education in the 60s and early 70s until when the 6-3-3 -4 educational system was introduced include.
-Learners were expected to produce all that the teacher taught by memorizing at examinations. A student could memorize a whole novel, poems, multiplication tables and recitations, dramatic presentations were highly applauded.
-There were no nursery schools; children were not taken to school until they were of age, at age six or at least when the child’s left hand could touch the right ear.
– Major subjects learnt in schools were spelling, writing, drawing & such that were meant to inculcate administrative qualities in them. -School teachers were very strict; they disciplined children by flogging to the extent that even when children disrespect or engage in unlawful acts at home, their parents took them to teachers in their neighborhood for discipline. In most traditional settings teachers were seen to be proficient, intelligent, honest citizens whose character was worthy of emulation and their advice was always sought for in development matters.
– Schools prepared report cards stating the children’s performance as arranged in positions, on the last day of school, result are announced in assembly halls and children who fail (do not perform up to the standards or expectation) are punished and made to repeat such classes. There were no rooms and instances of skipping classes and examination malpractice was a taboo.
-Academic excellence, worthy and good behavior were part of what is looked out for not before award of certificates and qualifications.
-To make the acquisition of western education easier, some schools made it two sections resulting into morning and evening schools. Common sports include netball, football, Athletics and so on. The short and long breaks were always very exciting times when individual children (possible from an elite parent) bring balls to school for play, automatically plays in the teams activities which comes to an end whenever the owner of the ball decides to go home.
Football pitches in those days were not so grassed, the goal post are marked with stones kept apart and then balls going over the stone were called over stone and not over the bar as we say now. The writing materials used in those days include slates & chalks for the pupils and black boards & chalk (blackened with charcoal and cleaned with dusters) by the teachers as opposed to laptops and projectors now. Fountain pen ink- known as Quirk & other gel pens were very fashionable and only pupils in upper primary school used pen. | 956 | ENGLISH | 1 |
The poet and resistance fighter JosÚ MartÝ was an important character in Cuba's struggle for independence. He was killed in action against Spanish troops and promptly made the Cuban's people national hero. The obverse of this coin shows his portait. Cuba's fight for freedom lasted from 1868 to 1898; three years later, Cuba became a republic. Initially, American, French and Spanish coins were in circulation on the island. In 1914, however, the US dollar was declared sole legal tender, and the following year Cuba started to issue silver pesos after the US standard. Officially, the US dollar was demonetized in Cuba in 1951. In the years of 1915 and 1916, Cuba also issued gold coins in different peso denominations. These golden pesos did not become significant in monetary circulation, however. They were struck in the US mint of Philadelphia, where nearly half a billion coins for Cuba were made. | <urn:uuid:2dfe1150-a4f4-4ff2-9e99-f750b5cc8a77> | CC-MAIN-2020-05 | https://moneymuseum.com/en/coins?id=1335 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00333.warc.gz | en | 0.985338 | 186 | 3.625 | 4 | [
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0.19077721238136... | 10 | The poet and resistance fighter JosÚ MartÝ was an important character in Cuba's struggle for independence. He was killed in action against Spanish troops and promptly made the Cuban's people national hero. The obverse of this coin shows his portait. Cuba's fight for freedom lasted from 1868 to 1898; three years later, Cuba became a republic. Initially, American, French and Spanish coins were in circulation on the island. In 1914, however, the US dollar was declared sole legal tender, and the following year Cuba started to issue silver pesos after the US standard. Officially, the US dollar was demonetized in Cuba in 1951. In the years of 1915 and 1916, Cuba also issued gold coins in different peso denominations. These golden pesos did not become significant in monetary circulation, however. They were struck in the US mint of Philadelphia, where nearly half a billion coins for Cuba were made. | 205 | ENGLISH | 1 |
The 14th Amendment states that “all persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside.” Today, this amendment guarantees many Americans – specifically those who are the children of immigrants – the right to citizenship. However, back in the days of the early Chinese immigrants that came to America, this amendment didn’t mean much to them – that is, until a Chinese-American cook by the name of Wong Kim Ark came into the picture.
As I mentioned in an earlier blog post, there are many important aspects of Asian-American history that are not widely discussed or that may not even be known. Wong Kim Ark, a Chinese-American cook born to immigrants, was a significant figure in history who changed the course of America by challenging the essence of the 14th Amendment, and thus the definition of citizenship in America. Because of him, children of immigrants who are born in the U.S. are allowed to be citizens upon birth. But how many of us have actually heard of him before?
Wong Kim Ark was born in 1873 during a time when racial tensions were high and anti-Chinese sentiment was prevalent across America. Violence against Chinese people in America ran rampant and discrimination and racism was something they faced daily. In fact, the slogan “The Chinese Must Go” was passed around the state of California as prominently as “Make America Great Again” is in parts of America nowadays. Just two years before Wong Kim Ark was born, the Chinese Massacre of 1871 occurred, a deadly riot in Los Angeles’ Chinatown where a mob of 500 people attacked, robbed, and murdered the residents there.
Chinese Massacre of 1871
As he grew up, things did not get much better. An economic depression hit America pretty hard during these years and the Chinese, who were widely labeled as the foreigners who were taking everyone’s jobs, became the scapegoats. When Wong Kim Ark was just a toddler, another notorious riot broke out, this time in San Francisco. The riot lasted two days and ended in the deaths of Chinese people and the mass destruction of their property. Then, to make matters worse, the U.S. government passed the Chinese Exclusion Act just a few years later in 1882, which prohibited any more Chinese laborers from coming into the country. Of course, the definition of “Chinese laborers” was worded in a way to make sure that the majority of people trying to come from China would not be let in. It also affected those that were already in America, as Chinese immigrants were not allowed to be U.S. citizens. This bill passed by the government ended up changing the course of Wong Kim Ark’s life and his mark on history.
As a young adult, Wong Kim Ark often traveled to and from China to visit family, but when he tried to return home to America after one of his trips, they wouldn’t let him in. Although he had the proper documents that were required at the time – a sworn affidavit signed by a white person proving that the individual was indeed born in the U.S. – he encountered trouble at the border. The collector, as the unofficial immigration officials were called back then, refused to believe that Wong Kim Ark was a U.S. citizen and under the terms of the Chinese Exclusion Act that was in effect, he was sent back to the ship that he came on.
Signed affidavit confirming that Wong Kim Ark was born in the U.S.
As Wong Kim Ark fought to be let back into the U.S., his situation sparked a legal debate about whether or not individuals of Chinese descent – or of any “foreign” descent for that matter – that were born in the U.S. were actually legal citizens. Prior to this case, it was assumed that anyone born in the U.S. would automatically be granted citizenship. However, this was really only the case when the question of citizenship applied to white people. After the Civil War, black people were eventually granted citizenship as well under the 14th Amendment. But when it came to individuals born to who the government considered “foreign” parents, the 14th Amendment was never as clear-cut for them and citizenship was usually granted on a case-by-case basis. Furthermore, with the passing of the Chinese Exclusion Act, children of Chinese immigrants were almost never afforded this privilege promised under the 14th Amendment. The Wong Kim Ark case challenged the true definition of the 14th Amendment and became an argument of whether U.S. citizenship should be determined based on place of birth or based on the citizenship of the person’s parents.
After a few years, the case eventually reached the highest level of authority – the Supreme Court. The Justices in the Supreme Court ultimately ruled in Wong Kim Ark’s favor, determining that citizenship for all people going forward should be based on where the individual was born, not on the status of his or her parents. Thus, the precedent was established that children of immigrants born in the U.S. are automatically and legally U.S. citizens.
Newspaper headline after Supreme Court decision in U.S. vs. Wong Kim Ark case
Although we can still feel the impact of this Supreme Court decision in America to this day, this seemed like just a small win for Asian-Americans at the time. Despite the victory, the anti-Asian sentiment continued to perpetuate across the country over the next several decades and even into the next century. The government maintained the laws that kept Chinese immigrants out of the country and in the 1920s, it even expanded the law to exclude all Asian immigrants as part of the Immigration Act of 1924. Even for Wong Kim Ark, the Supreme Court decision did not vastly improve his quality of life and he eventually moved to China for good. However, what this important Supreme Court ruling did guarantee was the right for children of immigrants from all different backgrounds to call America home.
When Wong Kim Ark returned from his trip to China that day, all he wanted was simply to come back home to America. He had no idea that his plight would reach the ears of the Justices in the Supreme Court and ultimately set the standard for birthright citizenship going forward. His fight and perseverance to be a U.S. citizen may not have had much of an effect on his own life, but it certainly had a lasting effect on this country. The name Wong Kim Ark is unfamiliar to most people, but he was an integral piece of Asian-American history and moreover, American history. Without him and others like him, the beauty found in the diversity of this country would not exist, and that is why the name and legacy of Wong Kim Ark must be passed on.
612 total views, 0 views today | <urn:uuid:018a6678-9c4c-457e-a2db-7a62a0aca797> | CC-MAIN-2020-05 | http://diaryofaquietasiangirl.com/wong-kim-ark-and-the-fight-for-birthright-citizenship | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672440.80/warc/CC-MAIN-20200125101544-20200125130544-00140.warc.gz | en | 0.98746 | 1,400 | 3.359375 | 3 | [
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0.0934445112... | 1 | The 14th Amendment states that “all persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside.” Today, this amendment guarantees many Americans – specifically those who are the children of immigrants – the right to citizenship. However, back in the days of the early Chinese immigrants that came to America, this amendment didn’t mean much to them – that is, until a Chinese-American cook by the name of Wong Kim Ark came into the picture.
As I mentioned in an earlier blog post, there are many important aspects of Asian-American history that are not widely discussed or that may not even be known. Wong Kim Ark, a Chinese-American cook born to immigrants, was a significant figure in history who changed the course of America by challenging the essence of the 14th Amendment, and thus the definition of citizenship in America. Because of him, children of immigrants who are born in the U.S. are allowed to be citizens upon birth. But how many of us have actually heard of him before?
Wong Kim Ark was born in 1873 during a time when racial tensions were high and anti-Chinese sentiment was prevalent across America. Violence against Chinese people in America ran rampant and discrimination and racism was something they faced daily. In fact, the slogan “The Chinese Must Go” was passed around the state of California as prominently as “Make America Great Again” is in parts of America nowadays. Just two years before Wong Kim Ark was born, the Chinese Massacre of 1871 occurred, a deadly riot in Los Angeles’ Chinatown where a mob of 500 people attacked, robbed, and murdered the residents there.
Chinese Massacre of 1871
As he grew up, things did not get much better. An economic depression hit America pretty hard during these years and the Chinese, who were widely labeled as the foreigners who were taking everyone’s jobs, became the scapegoats. When Wong Kim Ark was just a toddler, another notorious riot broke out, this time in San Francisco. The riot lasted two days and ended in the deaths of Chinese people and the mass destruction of their property. Then, to make matters worse, the U.S. government passed the Chinese Exclusion Act just a few years later in 1882, which prohibited any more Chinese laborers from coming into the country. Of course, the definition of “Chinese laborers” was worded in a way to make sure that the majority of people trying to come from China would not be let in. It also affected those that were already in America, as Chinese immigrants were not allowed to be U.S. citizens. This bill passed by the government ended up changing the course of Wong Kim Ark’s life and his mark on history.
As a young adult, Wong Kim Ark often traveled to and from China to visit family, but when he tried to return home to America after one of his trips, they wouldn’t let him in. Although he had the proper documents that were required at the time – a sworn affidavit signed by a white person proving that the individual was indeed born in the U.S. – he encountered trouble at the border. The collector, as the unofficial immigration officials were called back then, refused to believe that Wong Kim Ark was a U.S. citizen and under the terms of the Chinese Exclusion Act that was in effect, he was sent back to the ship that he came on.
Signed affidavit confirming that Wong Kim Ark was born in the U.S.
As Wong Kim Ark fought to be let back into the U.S., his situation sparked a legal debate about whether or not individuals of Chinese descent – or of any “foreign” descent for that matter – that were born in the U.S. were actually legal citizens. Prior to this case, it was assumed that anyone born in the U.S. would automatically be granted citizenship. However, this was really only the case when the question of citizenship applied to white people. After the Civil War, black people were eventually granted citizenship as well under the 14th Amendment. But when it came to individuals born to who the government considered “foreign” parents, the 14th Amendment was never as clear-cut for them and citizenship was usually granted on a case-by-case basis. Furthermore, with the passing of the Chinese Exclusion Act, children of Chinese immigrants were almost never afforded this privilege promised under the 14th Amendment. The Wong Kim Ark case challenged the true definition of the 14th Amendment and became an argument of whether U.S. citizenship should be determined based on place of birth or based on the citizenship of the person’s parents.
After a few years, the case eventually reached the highest level of authority – the Supreme Court. The Justices in the Supreme Court ultimately ruled in Wong Kim Ark’s favor, determining that citizenship for all people going forward should be based on where the individual was born, not on the status of his or her parents. Thus, the precedent was established that children of immigrants born in the U.S. are automatically and legally U.S. citizens.
Newspaper headline after Supreme Court decision in U.S. vs. Wong Kim Ark case
Although we can still feel the impact of this Supreme Court decision in America to this day, this seemed like just a small win for Asian-Americans at the time. Despite the victory, the anti-Asian sentiment continued to perpetuate across the country over the next several decades and even into the next century. The government maintained the laws that kept Chinese immigrants out of the country and in the 1920s, it even expanded the law to exclude all Asian immigrants as part of the Immigration Act of 1924. Even for Wong Kim Ark, the Supreme Court decision did not vastly improve his quality of life and he eventually moved to China for good. However, what this important Supreme Court ruling did guarantee was the right for children of immigrants from all different backgrounds to call America home.
When Wong Kim Ark returned from his trip to China that day, all he wanted was simply to come back home to America. He had no idea that his plight would reach the ears of the Justices in the Supreme Court and ultimately set the standard for birthright citizenship going forward. His fight and perseverance to be a U.S. citizen may not have had much of an effect on his own life, but it certainly had a lasting effect on this country. The name Wong Kim Ark is unfamiliar to most people, but he was an integral piece of Asian-American history and moreover, American history. Without him and others like him, the beauty found in the diversity of this country would not exist, and that is why the name and legacy of Wong Kim Ark must be passed on.
612 total views, 0 views today | 1,385 | ENGLISH | 1 |
Saint Thomas More (1478-1535)
for June 22
Saint Thomas More is perhaps the most famous English saint because of the play and subsequent movie based on his life, A Man for All Seasons. Thomas More was an educated man who was also deeply religious. He considered becoming a priest before deciding on the married vocation and a career as a lawyer. He had a rich family life, raising three daughters and one son, and after his first wife died he married again. Thomas spent every Friday in prayer, and his family read Scripture at mealtimes and shared evening prayer. Unfortunately Thomas More, along with many others, was the victim of King Henry VIII's persecution of Catholics. The unusual thing was that Thomas More was a good friend of the king, who admired Thomas More's wit and loyalty. King Henry rapidly promoted Thomas through a series of public offices to chancellor, a position second only to the king's in power and authority. Then King Henry made a series of demands that in essence declared the king to be the supreme religious leader of the Church of England, instead of the Pope. Thomas More refused to give in to the king's demands. As a result Thomas was imprisoned for 15 months, lost all his titles and lands, was convicted of treason in a bogus trial, and was beheaded. His last words were that he remained "the king's good servant, but God's first." His feast day is June 22. (Taken from "The Catholic Faith Handbook for Youth.")
Image via Wikipedia
Saint Thomas More is a remarkable example of courage, faith and perseverance. As a highly educated and sociable man, he was well acquainted with the customs and powers of his time. He knew the risks of opposing the king. Despite his power and comfortable lifestyle, he was unwilling to forsake his conscience and religious views for the sake of his own security. Consequently, he was executed. Saint Thomas More is a reminder to us that, regardless of what we must sacrifice, our integrity and conscience must always be followed. Think of times when you followed your conscience and suffered negative repercussions. Can you think of situations where it would be especially difficult to follow your conscience? How would you respond? Would you have the steadfastness of St. Thomas More?
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for June 22
Saint Thomas More is perhaps the most famous English saint because of the play and subsequent movie based on his life, A Man for All Seasons. Thomas More was an educated man who was also deeply religious. He considered becoming a priest before deciding on the married vocation and a career as a lawyer. He had a rich family life, raising three daughters and one son, and after his first wife died he married again. Thomas spent every Friday in prayer, and his family read Scripture at mealtimes and shared evening prayer. Unfortunately Thomas More, along with many others, was the victim of King Henry VIII's persecution of Catholics. The unusual thing was that Thomas More was a good friend of the king, who admired Thomas More's wit and loyalty. King Henry rapidly promoted Thomas through a series of public offices to chancellor, a position second only to the king's in power and authority. Then King Henry made a series of demands that in essence declared the king to be the supreme religious leader of the Church of England, instead of the Pope. Thomas More refused to give in to the king's demands. As a result Thomas was imprisoned for 15 months, lost all his titles and lands, was convicted of treason in a bogus trial, and was beheaded. His last words were that he remained "the king's good servant, but God's first." His feast day is June 22. (Taken from "The Catholic Faith Handbook for Youth.")
Image via Wikipedia
Saint Thomas More is a remarkable example of courage, faith and perseverance. As a highly educated and sociable man, he was well acquainted with the customs and powers of his time. He knew the risks of opposing the king. Despite his power and comfortable lifestyle, he was unwilling to forsake his conscience and religious views for the sake of his own security. Consequently, he was executed. Saint Thomas More is a reminder to us that, regardless of what we must sacrifice, our integrity and conscience must always be followed. Think of times when you followed your conscience and suffered negative repercussions. Can you think of situations where it would be especially difficult to follow your conscience? How would you respond? Would you have the steadfastness of St. Thomas More?
Dear Jesus, help me to always follow my conscience and, through my conscience, follow you. | 483 | ENGLISH | 1 |
From enduring the cruelties of a Maryland plantation to meeting the Queen at Windsor Palace, Josiah Henson possessed deep determination, perseverance and a desire to resist racism and oppression.
The Archbishop of Canterbury inquired, “at what university Sir, did your graduate?” “I graduated, your grace”, said I, in reply, “at the university of adversity.
Josiah Henson (1789-1883) was born enslaved in Maryland. He was often severely punished, and witnessed extreme acts of violence – his father was brutally whipped over one hundred times and his ear was nailed to a whipping post.
Henson saved money from odd jobs he performed whilst being loaned to plantations, and attempted to buy his freedom. His master set a price at $450, but when Henson presented the money, his master refused and increased the price more than twofold ($1350). Henson decided to escape to Canada succeeding in 1830, where he established a school for labourers and wrote an autobiography of his life.
Henson was believed to be the inspiration behind the character of ‘Uncle Tom’ in the novel Uncle Tom’s Cabin by Harriet Beecher Stowe and attracted great celebrity in America and in Britain because of it. He travelled to Britain several times, exhibited some of his carpentry in the internationally famous Great Exhibition in 1851 and met Queen Victoria in 1877.
Henson died in 1883. He is the first African American to be put on a Canadian stamp.
he had for a long time a great desire to see Her Majesty [so he could convey his] private thanks for the honour which she had conferred upon herself by granting the United States slaves an asylum from the hand of the cruel oppressor. | <urn:uuid:2d36d115-60c7-49b7-9ea8-4ae792ebc02b> | CC-MAIN-2020-05 | http://frederickdouglassinbritain.com/abolitionists/JosiahHenson/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250609478.50/warc/CC-MAIN-20200123071220-20200123100220-00069.warc.gz | en | 0.983126 | 365 | 3.84375 | 4 | [
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0.05095402151... | 6 | From enduring the cruelties of a Maryland plantation to meeting the Queen at Windsor Palace, Josiah Henson possessed deep determination, perseverance and a desire to resist racism and oppression.
The Archbishop of Canterbury inquired, “at what university Sir, did your graduate?” “I graduated, your grace”, said I, in reply, “at the university of adversity.
Josiah Henson (1789-1883) was born enslaved in Maryland. He was often severely punished, and witnessed extreme acts of violence – his father was brutally whipped over one hundred times and his ear was nailed to a whipping post.
Henson saved money from odd jobs he performed whilst being loaned to plantations, and attempted to buy his freedom. His master set a price at $450, but when Henson presented the money, his master refused and increased the price more than twofold ($1350). Henson decided to escape to Canada succeeding in 1830, where he established a school for labourers and wrote an autobiography of his life.
Henson was believed to be the inspiration behind the character of ‘Uncle Tom’ in the novel Uncle Tom’s Cabin by Harriet Beecher Stowe and attracted great celebrity in America and in Britain because of it. He travelled to Britain several times, exhibited some of his carpentry in the internationally famous Great Exhibition in 1851 and met Queen Victoria in 1877.
Henson died in 1883. He is the first African American to be put on a Canadian stamp.
he had for a long time a great desire to see Her Majesty [so he could convey his] private thanks for the honour which she had conferred upon herself by granting the United States slaves an asylum from the hand of the cruel oppressor. | 370 | ENGLISH | 1 |
Klaus Fuchs – similarly to the Rosenbergs, whose story is available here – was a Soviet spy that supplied the enemy with confidential data concerning creation of the atomic bomb. Read on to familiarize yourself with the history of the German physicist.
Klaus was born in Germany on 29 December, 1911. His father was a fervent socialist who strongly wanted his children to follow in his footsteps. His pressures and faith in socialistic ideology were so indomitable that even after moving to a different city, his family was called “Red Foxes”, also due to their hair colour. Klaus got interested in politics when he started studies at university in Lipsk in 1930. He joined the Social Democratic Party, but did not stay long, as it started to favour Adolf Hitler. Klaus joined a different organization, where he met people who were later acting against the Chancellor of Germany.
He decided to leave Germany in 1933 because, as a Hitler’s opponent, he was an obvious target for the Nazis. He went to England through France. At that time he was a member of the Communist Party in Moscow, he left Germany allegedly by its order. He was asked to finish his studies and persuaded that people with higher education would be needed for building the communist Germany.
Promising young scientist
Fuchs graduated from University in Bristol and was employed in Edinburgh as a quantum physics pioneer. When the war ended he was invited to work on a project. He claimed that at the beginning he had not known that the project involved building the atomic bomb. When he, however, learned the purpose of his work, he immediately notified Russia.
Fuchs was sent to the US in 1934 to work with other Americans on the bomb project, first in New York, later in Los Alomos in New Mexico. After flying to the States he almost immediately established contact with a soviet liaison. It was Harry Gold, although he introduced himself as Raymond. During one of their meetings, the German scientist passed to Gold plans of the Fat Man bomb, which was later dropped on Nagasaki.
After the war Fuchs got to know very precisely all information on the American atom bomb plan thanks to the following facts:
- He attended a confidential conference on the bomb in Los Alamos in April 1946.
- Together with mathematician John von Neumann, he filled a patent on the hydrogen bomb.
- Before coming to Great Britain, he familiarized himself with each an every document on thermonuclear weapon available in the Los Almos archive.
Shortly after that he went back to Great Britain.
In 1947 he met his new liaison – Alexander Feklisov. They met in one of pubs in London. During their first meeting Fuchs gave plans on the atom bomb to the Russian spy. The met again in March 1948 to exchange more data concerning the bomb.
End of Fuchs
His career started coming to an end in 1949. A British agent informed him that he was suspected of revealing confidential data to the Russians. At the beginning he did not plead guilty, but after some time he gave up and decided to testify. He stood a trial before a court in London. The courtroom was filled with people – there were 80 journalists, two US embassy representatives, the Mayor of London and the Duke of Kent.
The trial lasted for almost 2 hours, Fuchs pleaded guilty in order to protect other persons involved in the espionage. Just before its commencement, Fuchs was threatened with the highest punishment, i.e. death penalty. He did not get it as the Soviet Union was not yet considered an enemy. As per the British law he was sentenced to 14 years of imprisonment. He was, however, released after just 9 years. After getting out of the prison he moved to West Germany, where he continued his scientific work. It is said that Fuchs was the most precious informer for Russia, not the famous Rosenbergs. He died in 1988 at the age of 76. | <urn:uuid:c91ee47a-3559-4866-aef5-a91e567fbec8> | CC-MAIN-2020-05 | https://www.detective-store.com/blog_en/great-spies-klaus-fuchs/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598217.23/warc/CC-MAIN-20200120081337-20200120105337-00373.warc.gz | en | 0.987368 | 808 | 3.40625 | 3 | [
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0.2492903470993042... | 2 | Klaus Fuchs – similarly to the Rosenbergs, whose story is available here – was a Soviet spy that supplied the enemy with confidential data concerning creation of the atomic bomb. Read on to familiarize yourself with the history of the German physicist.
Klaus was born in Germany on 29 December, 1911. His father was a fervent socialist who strongly wanted his children to follow in his footsteps. His pressures and faith in socialistic ideology were so indomitable that even after moving to a different city, his family was called “Red Foxes”, also due to their hair colour. Klaus got interested in politics when he started studies at university in Lipsk in 1930. He joined the Social Democratic Party, but did not stay long, as it started to favour Adolf Hitler. Klaus joined a different organization, where he met people who were later acting against the Chancellor of Germany.
He decided to leave Germany in 1933 because, as a Hitler’s opponent, he was an obvious target for the Nazis. He went to England through France. At that time he was a member of the Communist Party in Moscow, he left Germany allegedly by its order. He was asked to finish his studies and persuaded that people with higher education would be needed for building the communist Germany.
Promising young scientist
Fuchs graduated from University in Bristol and was employed in Edinburgh as a quantum physics pioneer. When the war ended he was invited to work on a project. He claimed that at the beginning he had not known that the project involved building the atomic bomb. When he, however, learned the purpose of his work, he immediately notified Russia.
Fuchs was sent to the US in 1934 to work with other Americans on the bomb project, first in New York, later in Los Alomos in New Mexico. After flying to the States he almost immediately established contact with a soviet liaison. It was Harry Gold, although he introduced himself as Raymond. During one of their meetings, the German scientist passed to Gold plans of the Fat Man bomb, which was later dropped on Nagasaki.
After the war Fuchs got to know very precisely all information on the American atom bomb plan thanks to the following facts:
- He attended a confidential conference on the bomb in Los Alamos in April 1946.
- Together with mathematician John von Neumann, he filled a patent on the hydrogen bomb.
- Before coming to Great Britain, he familiarized himself with each an every document on thermonuclear weapon available in the Los Almos archive.
Shortly after that he went back to Great Britain.
In 1947 he met his new liaison – Alexander Feklisov. They met in one of pubs in London. During their first meeting Fuchs gave plans on the atom bomb to the Russian spy. The met again in March 1948 to exchange more data concerning the bomb.
End of Fuchs
His career started coming to an end in 1949. A British agent informed him that he was suspected of revealing confidential data to the Russians. At the beginning he did not plead guilty, but after some time he gave up and decided to testify. He stood a trial before a court in London. The courtroom was filled with people – there were 80 journalists, two US embassy representatives, the Mayor of London and the Duke of Kent.
The trial lasted for almost 2 hours, Fuchs pleaded guilty in order to protect other persons involved in the espionage. Just before its commencement, Fuchs was threatened with the highest punishment, i.e. death penalty. He did not get it as the Soviet Union was not yet considered an enemy. As per the British law he was sentenced to 14 years of imprisonment. He was, however, released after just 9 years. After getting out of the prison he moved to West Germany, where he continued his scientific work. It is said that Fuchs was the most precious informer for Russia, not the famous Rosenbergs. He died in 1988 at the age of 76. | 838 | ENGLISH | 1 |
The region that is today known as Pakistan once had a large Buddhist population, with the majority of people in Gandhara (present day North Western Pakistan and Eastern Afghanistan) being Buddhist. Gandhara was largely Mahayana Buddhist, and was also a stronghold of Vajrayana Buddhism. The Swat Valley, known in antiquity as Uddiyana, was a kingdom tributary to Gandhara. There are many archaeological sites from the Buddhist era in Swat.
The Buddhist sage Padmasambhava is said to have been born in a village near the present day town of Chakdara in Lower Dir District, which was then a part of Uddiyana. Padmasambhava is known as Guru Rinpoche in Tibetan and it is he who introduced Vajrayana Buddhism in Tibet.
Buddhism was also practiced in the Punjab and Sindh regions.
Gandhara remained a largely Buddhist land until around 800 AD, when the Pashtun people invaded the region from Southern Afghanistan and introduced the Islamic religion.
Most Buddhists in Punjab converted to Hinduism from 600 AD onwards. Buddhism was the faith practiced by the majority of the population of Sindh up to the Arab conquest by the Umayyads in 710 AD. After the partition of Pakistan and India, the Buddhists fled to India, similar to other faiths like Hindus, Sikhs, and Christians in the Pakistan region.
The Kingdom of Gandhara lasted from the 6th century BCE to the 11th century. It attained its height from the 1st century to the 5th century under Buddhist Kushan Kings. After it was conquered by Mahmud of Ghazni in 1021 CE, the name Gandhara disappeared. During the Muslim period the region was administered from Lahore or from Kabul. During Mughal times the region was part of Kabul province. The Gandharas were settled since the Vedic times on the banks of Kabul River (river Kubha or Kabol) up to its mouth into Indus. The region is known as Peshawar Valley. Later the Gandharas crossed the Indus and included parts of north-west Punjab of Pakistan. Gandhara was located on the grand northern high road (Uttarapatha) and was a centre of international commercial activities. It was an important channel of communication with ancient Iran and Central Asia. | <urn:uuid:06ffa95a-6f96-4729-8039-4e2162621267> | CC-MAIN-2020-05 | https://hunzaguidespakistan.com/buddhist-pilgrimage-tours/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251789055.93/warc/CC-MAIN-20200129071944-20200129101944-00380.warc.gz | en | 0.980426 | 486 | 3.5625 | 4 | [
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0.16995228... | 9 | The region that is today known as Pakistan once had a large Buddhist population, with the majority of people in Gandhara (present day North Western Pakistan and Eastern Afghanistan) being Buddhist. Gandhara was largely Mahayana Buddhist, and was also a stronghold of Vajrayana Buddhism. The Swat Valley, known in antiquity as Uddiyana, was a kingdom tributary to Gandhara. There are many archaeological sites from the Buddhist era in Swat.
The Buddhist sage Padmasambhava is said to have been born in a village near the present day town of Chakdara in Lower Dir District, which was then a part of Uddiyana. Padmasambhava is known as Guru Rinpoche in Tibetan and it is he who introduced Vajrayana Buddhism in Tibet.
Buddhism was also practiced in the Punjab and Sindh regions.
Gandhara remained a largely Buddhist land until around 800 AD, when the Pashtun people invaded the region from Southern Afghanistan and introduced the Islamic religion.
Most Buddhists in Punjab converted to Hinduism from 600 AD onwards. Buddhism was the faith practiced by the majority of the population of Sindh up to the Arab conquest by the Umayyads in 710 AD. After the partition of Pakistan and India, the Buddhists fled to India, similar to other faiths like Hindus, Sikhs, and Christians in the Pakistan region.
The Kingdom of Gandhara lasted from the 6th century BCE to the 11th century. It attained its height from the 1st century to the 5th century under Buddhist Kushan Kings. After it was conquered by Mahmud of Ghazni in 1021 CE, the name Gandhara disappeared. During the Muslim period the region was administered from Lahore or from Kabul. During Mughal times the region was part of Kabul province. The Gandharas were settled since the Vedic times on the banks of Kabul River (river Kubha or Kabol) up to its mouth into Indus. The region is known as Peshawar Valley. Later the Gandharas crossed the Indus and included parts of north-west Punjab of Pakistan. Gandhara was located on the grand northern high road (Uttarapatha) and was a centre of international commercial activities. It was an important channel of communication with ancient Iran and Central Asia. | 502 | ENGLISH | 1 |
Hamlet, Part 6: Applying Literary Criticism
sponges were new and popular in Elizabethan society.
scientists in the 1600s were studying the human body.
rulers gained power by surrounding themselves with loyal officers.
common people felt that they were ignored by their royal leaders.
political events of the time
applying themes to modern day
the original audience
common beliefs of the period
the language structure
It was written during a time when kings and queens had absolute power.
It was written at a time when people were very interested in philosophy.
It was written to be performed on a stage outdoors.
It was written to entertain a large audience consisting of all types of people.
look for repeated words and ideas.
are concerned with language and form.
seek to understand the role of gender in a text.
connect literature to the society it was written in.
form and structure.
symbolism and motif.
gender and stereotypes.
culture and history.
The female characters in the play are defined by their relationships.
The male characters in the play are defined by their power.
The play includes repeated references to death and decay.
The play highlights political issues common in Shakespeare’s time.
Royal leaders were respectful to ordinary people.
Royal leaders were concerned with their public image.
Common people were showing opposition to the queen.
Common people were afraid to speak out against leaders. | <urn:uuid:6af1ddad-08a5-46af-9579-425ecab08381> | CC-MAIN-2020-05 | https://studymoose.com/hamlet-part-6-applying-literary-criticism-2-essay | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00483.warc.gz | en | 0.985157 | 300 | 3.796875 | 4 | [
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... | 1 | Hamlet, Part 6: Applying Literary Criticism
sponges were new and popular in Elizabethan society.
scientists in the 1600s were studying the human body.
rulers gained power by surrounding themselves with loyal officers.
common people felt that they were ignored by their royal leaders.
political events of the time
applying themes to modern day
the original audience
common beliefs of the period
the language structure
It was written during a time when kings and queens had absolute power.
It was written at a time when people were very interested in philosophy.
It was written to be performed on a stage outdoors.
It was written to entertain a large audience consisting of all types of people.
look for repeated words and ideas.
are concerned with language and form.
seek to understand the role of gender in a text.
connect literature to the society it was written in.
form and structure.
symbolism and motif.
gender and stereotypes.
culture and history.
The female characters in the play are defined by their relationships.
The male characters in the play are defined by their power.
The play includes repeated references to death and decay.
The play highlights political issues common in Shakespeare’s time.
Royal leaders were respectful to ordinary people.
Royal leaders were concerned with their public image.
Common people were showing opposition to the queen.
Common people were afraid to speak out against leaders. | 277 | ENGLISH | 1 |
The book goes through the trajectory of the change in native cultures — that populations move through time and become more complex. Birmingham explained that the first circular mounds showed up around AD, known as the Hopewell period. They built mounds with people buried in pits beneath the mound. A good example of this type of mound is the Nicholls Mound near Trempealeau. The mounds also contained trade and exotic items.
What they did was dig a big pit for the dead. When filled, they built a mound over it. These were mausoleum mounds with offerings inside such as obsidian from out west, copper from Lake Superior, blades from other areas, pottery, and wood spheres covered with silver. The objects mark the status of a people. These mounds reveal to us complex societies with social structures and elaborate trade networks.
This is the start of the Effigy mound period which lasted between AD. This is correlated with a climatic shift. We believe that this population density created friction and that they developed a common ancestry by creating clans such as bear and thunderbird. By expressing themselves this way they were linking to their ancestry. These clans or spirits played other rolls in society. Thunderbirds give blessings. Bears are associated with earthly order. The different functions organized society and bound people together. There are about mounds remaining in the Madison area out of about Among the most significant are three large groups preserved on the grounds of the Mendota Mental Health Institute on Troy Drive.
The Mendota State Hospital mound group near the main administration building contains some of the finest, rarest and largest effigy mounds preserved anywhere. Included are three large birds, two panthers one with an unusually curved tail , two bears, a deer, several conical mounds, and one mound of indeterminate shape. One of the bird effigies has a foot wingspan. The deer effigy is unusual because four legs are depicted.
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The third group, called the Woodland Shores group, now partly destroyed, depicts mounds with a clear arrangement that models the underlying structure of effigy mound ceremonialism. It was the fall of the year. Although the man hunted constantly, he had no success. There came a light snowfall. But there was no sign of any game. Everyday he hunted all day long, but got nothing. The supply of food was getting very low. The chief's son loved his two dogs very much.
He awoke in the middle of the night. He had never heard those voices before. Then, he realized that the two dogs were talking together. He could understand every word they said. Black-dog was older and larger than Spotted-dog. Black-dog said, "Younger brother, I have failed to help find any game. You are younger than I am. Why don't you try to find something? Our brother the chief's son needs help. Spotted-dog said, "Oh, I could find something if I wanted to for his sake, but our sister-in-law, his wife, treats me badly.
2. Headstones Were Created Because of Superstition
I am sorry, but I don't feel like helping. She treats me like a dog! How about our older brother? He's always treated us very well. We should scare up some game so they won't go hungry. I can't hunt without food.
The man awoke at daylight. He roused his wife and told her to prepare what remained of their food supply. She did as she was told. When it was cooked, the man told her to put it in a bowl. She did this and brought it to him. Then he cooled the food, stirring it with a spoon, after which he gave it to the two dogs. Then the man spoke to the dogs. He said, "Brothers, since you have lived with me I have always treated you right. I have taken good care of you and brought you up to be my companions.
The food we had is all gone and I am giving the last of it to you now. I won't eat a bite of it. I wish that you would go and find some more food, so that we can eat again. I am hungry now. After eating, the dogs left the lodge. Immediately, Spotted-dog ran away. Soon they heard him barking a short distance from the camp. The man had hunted at that spot many times and caught nothing. This time, however, he saw that Spotted-dog had found a very large bear.
They killed the bear right in his nest, but the bear was so large that they could not pull him out. The man called his wife to help and they got the bear out. It was still early in the morning, so she cooked some bear meat for their breakfast. The dogs also were fed again. After that they hunted again. Spotted-dog located another bear and the chief's son killed a deer.
From that time on, they found plenty of game and dried it on a rack for safe keeping. Once again, the chief's son awoke in the middle of the night. Again, he heard the dogs talking together. Black-dog spoke to his younger brother. You should go spy on them. Then, he told his wife to prepare some food. When it was ready, he gave the food to the dogs. After eating, Spotted-dog started out. He traveled for four nights and then came upon the enemy. He heard the leader say that they were going after a man, his wife, and two dogs. The dog hurried back to the chief's son.
Using his spirit power, he was able to make the journey more quickly, and arrived home just before daylight. He told the man that the enemy was four days distant. The chief's son then said to Spotted-dog, "Take the news back to the village.https://ereararbenbe.ml/messe-des-pauvres-organ.php
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Spotted-dog arrived there one morning. The people knew that the chief's son had two dogs. They were alarmed to see only one dog return. They thought that all had been killed but this dog. Spotted-dog entered the chief's lodge. He licked the chief's hands and whined. The chief could not understand what the dog was trying to say. The chief sent for an old woman who was blessed by the spirit of a dog and who was able to converse with dogs.
She talked with Spotted-dog and said to him, "Your people are anxious to know why you returned home all alone. Have your brothers and sisters been killed by an enemy? Stranger enemies are coming. I was sent here to get you to come and help my brothers. They are waiting there for the enemy to come. Give me something to eat and I shall return to help them. Follow my tracks and you will be guided to the place where they are. The chief sent two town criers to tell all the people. They made preparations and started right away. Each man took extra moccasins with him. Spotted-dog finished eating and started on his return journey.
He arrived there that same day. Since they lacked his spirit power, the war party arrived two days later. Spotted-dog spied on the enemy to find out just where they were. Black-dog said, "Our enemy's dream will not come true. I have more power than they have. When the reinforcements arrived, they were given plenty of food from the hunter's supplies. Then they prepared to fight. There was snow on the ground. Spotted-dog said that the enemy would come the next morning. A great number of the enemy were approaching, so the people set a trap for them and hid on either side of the approach to the camp.
The dogs were to give the signal to start fighting because the enemy would pay no attention to the dogs. As soon as all the enemy came within the wings of the trap, the dogs cried four times as instructed. Then those lying in wait started to shoot. The enemy knew then that they were trapped.
They were tired from their long journey. Those attacking them had had plenty of food and rest and were fresh for the battle. That is why they killed the enemy easily. Then the victors started for home. They carried with them all the meat supplies and the scalps of the enemy. From that time on the two dogs were very useful. Black-dog used to know when an enemy was coming and Spotted-dog acted as a spy. He was also clever at hunting.
When Black-dog grew very old, he said to Spotted-dog, "Brother, I am going to leave you. I urge you to remain with our brother, the chief's son, and to help him as long as you live. When you, too, are ready to go, you must come to the place where I will dwell. Adapted from Will C. There once was a young man who was a chief's son. He took no interest in hunting and wars. He preferred to go about visiting with the people. His dog was small and light-colored. The man was never known to mistreat his dog.
Some young men planned to go hunting for deer. They thought that they would like to take along the chief's son even though he was never interested in hunting. They thought he would be useful as a camp tender. So they invited him to come along. He accepted their invitation. They hunted for several days. One day, they discovered men's tracks near the camp. These they observed while returning from hunting. Some said, "Let us return to the village without going back to the camp to get the chief's son.
Some enemy awaits us there. If they kill the chief's son, that is only one lost. Let the rest of us escape. The chief's son was left alone with his dog. He waited for the hunters until it was very late, but they did not come. Then the dog spoke.
The Indian Prairie burial and ceremonial site at Kletzsch Park – LocaLeben Magazine
The chief's son thought that it was strange that a dog should talk. He could understand perfectly every thing that the dog said. He told the chief's son what had taken place and all that had been said by the hunters. You don't need to fight and I'll watch over you tonight. Go right to sleep. But the young man was afraid to sleep. The dog kept going out and coming in again.
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- Lost Between Worlds (Jack Meyers Saga Book 1).
Stay in the lodge. I am going out to fight them. But remember, whatever you do, don't look at me. Soon after that the dog went out and the fight began. The dog came into the lodge from time to time during the battle. The fight was still raging at midday. Once in a while the chief's son heard a war whoop outside. He wondered about that. He thought it would be fun to look and see what was happening, but the dog had told him not to look at him while he was fighting. Nevertheless the chief's son peeked out the door of the lodge.
That was when the dog gave a yelp and ran from the enemy. He came running into the lodge. There was an arrow through his fore paw, which had only happened because the young man had disobeyed the dog's instructions not to look at him. He told the man to pull the arrow out. Then the dog said, "That settles it -- now I'm going to finish them. If you want to join in the fight, just follow me. No harm will come to you.
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The chief's son decided to help in the fight. So he left the lodge. The dog was there fighting. He was ferocious and looked like an angry panther. He threw himself at the enemy with increasing rage. The man took his place in the fight beside the panther. Then the panther said, "It is good of you to help me out. We'll soon finish these fellows. Then the panther said, "Now we call return home.
We shall take all these scalps with us. Those who returned to the village have reported that we were both killed. The dog remained in the form of a panther. Finally they came to the village. Everyone was astonished to see them. The hunters who had returned without them were shamed by their parents, who told them what a great wrong they had done. They had been afraid to fight and had deserted the chief's son. Then they had lied by saying that he was dead. The panther now told the chief's son, "It is not proper for me to live with you now.
I will stay here in the woods. I will know if any of the enemy are coming and always be on hand to help you. Then the chief's son would go out to engage them in battle. All of the people looked up to him as a brave warrior. And whenever he wished to hunt deer, the panther would join him and together they would kill great quantities of game.
Thus, he gained the reputation of a great hunter. There I shall be with you. Then the panther went away, and the people of the village saw him no more. There once was an orphan boy and his grandmother who lived in a small Ho-chunk village. The boy had a friend of about the same age. One day, they went out to get hickory wood to make arrows for shooting birds. When these arrows were done, the orphan boy went out hunting hawks and captured a young pigeon-hawk. He took it home and made it into a pet. One day, he made a small bundle of tobacco and tied it around the hawk's neck.
The hawk flew off and returned after a while but without the tobacco bundle. The boy tied another bundle around its neck and the bird flew off, returning again without the bundle. This happened again and again. The hawk grew to full size, and again the boy again tied a bundle of tobacco around its neck. He thanked the hawk for staying with him so long but explained that now that the bird was fully grown, it could do whatever it wished. The hawk flew away and never returned. Some time later, the orphan boy and his friend went out to collect dogwood to make pointed arrows.
They were searching through some thick brush and accidentally got separated as a storm was coming up. The bad thunder spirits picked up the orphan boy and carried him to their home. His friend looked and looked for him, but finally gave up and went home. Day after day, the friend returned to the same spot to look for the orphan boy, whom he missed very much. When the bad thunder spirits reached their home with the boy, they put him on the floor and tied his wrists and ankles to stakes.
They did not feed him, because they would only eat people who had empty stomachs, and they were waiting until his stomach was empty. They watched him carefully to prevent his escape. Of course the bad thunder spirits were pleased with their captive, and bragged to everyone about what they had done. The little Pigeon-Hawk that had been the boy's pet heard about it and went to see what everyone was talking about. He recognized the boy who had given him so much tobacco and had taken care of him for so long.
Pigeon-Hawk killed some pigeons and roasted them. Hiding the meat under his wings, he went to see the orphan boy. When the bad thunder spirits weren't looking, he dropped some meat in the boy's mouth. He did this for several days, until the bad thunders realized what must be going on. The next time Pigeon-Hawk came, the bad thunders tried to push him out of the door. He stumbled and let himself fall into the fire to be burned, crying out loudly. He then went to his brother, Big Black Hawk, who was the chief of the Thunderbirds.
His big brother asked him what the matter was, and little Pigeon-Hawk told him the story of his friend held captive by the bad thunders and about to be eaten by them. Big Black Hawk was angry with the bad thunders and went to the place where they were holding the boy captive. He told them that they were wrong in bringing this boy up there to be eaten, but he had not said anything. However, since they had also hurt little Pigeon-Hawk, he could no longer let it go. He released the orphan boy and took him away.
Little Pigeon-Hawk brought him pigeons, roasted them, and fed him and nursed him back to health because he was almost starved. | <urn:uuid:5b7d9006-8d9c-48ef-b0f0-8e1ff569f897> | CC-MAIN-2020-05 | https://edyfovydusut.gq/nonfiction/burial-the-wisconsin-stories-book-2.php | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687958.71/warc/CC-MAIN-20200126074227-20200126104227-00198.warc.gz | en | 0.992372 | 3,572 | 3.59375 | 4 | [
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0.4489558637... | 1 | The book goes through the trajectory of the change in native cultures — that populations move through time and become more complex. Birmingham explained that the first circular mounds showed up around AD, known as the Hopewell period. They built mounds with people buried in pits beneath the mound. A good example of this type of mound is the Nicholls Mound near Trempealeau. The mounds also contained trade and exotic items.
What they did was dig a big pit for the dead. When filled, they built a mound over it. These were mausoleum mounds with offerings inside such as obsidian from out west, copper from Lake Superior, blades from other areas, pottery, and wood spheres covered with silver. The objects mark the status of a people. These mounds reveal to us complex societies with social structures and elaborate trade networks.
This is the start of the Effigy mound period which lasted between AD. This is correlated with a climatic shift. We believe that this population density created friction and that they developed a common ancestry by creating clans such as bear and thunderbird. By expressing themselves this way they were linking to their ancestry. These clans or spirits played other rolls in society. Thunderbirds give blessings. Bears are associated with earthly order. The different functions organized society and bound people together. There are about mounds remaining in the Madison area out of about Among the most significant are three large groups preserved on the grounds of the Mendota Mental Health Institute on Troy Drive.
The Mendota State Hospital mound group near the main administration building contains some of the finest, rarest and largest effigy mounds preserved anywhere. Included are three large birds, two panthers one with an unusually curved tail , two bears, a deer, several conical mounds, and one mound of indeterminate shape. One of the bird effigies has a foot wingspan. The deer effigy is unusual because four legs are depicted.
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The third group, called the Woodland Shores group, now partly destroyed, depicts mounds with a clear arrangement that models the underlying structure of effigy mound ceremonialism. It was the fall of the year. Although the man hunted constantly, he had no success. There came a light snowfall. But there was no sign of any game. Everyday he hunted all day long, but got nothing. The supply of food was getting very low. The chief's son loved his two dogs very much.
He awoke in the middle of the night. He had never heard those voices before. Then, he realized that the two dogs were talking together. He could understand every word they said. Black-dog was older and larger than Spotted-dog. Black-dog said, "Younger brother, I have failed to help find any game. You are younger than I am. Why don't you try to find something? Our brother the chief's son needs help. Spotted-dog said, "Oh, I could find something if I wanted to for his sake, but our sister-in-law, his wife, treats me badly.
2. Headstones Were Created Because of Superstition
I am sorry, but I don't feel like helping. She treats me like a dog! How about our older brother? He's always treated us very well. We should scare up some game so they won't go hungry. I can't hunt without food.
The man awoke at daylight. He roused his wife and told her to prepare what remained of their food supply. She did as she was told. When it was cooked, the man told her to put it in a bowl. She did this and brought it to him. Then he cooled the food, stirring it with a spoon, after which he gave it to the two dogs. Then the man spoke to the dogs. He said, "Brothers, since you have lived with me I have always treated you right. I have taken good care of you and brought you up to be my companions.
The food we had is all gone and I am giving the last of it to you now. I won't eat a bite of it. I wish that you would go and find some more food, so that we can eat again. I am hungry now. After eating, the dogs left the lodge. Immediately, Spotted-dog ran away. Soon they heard him barking a short distance from the camp. The man had hunted at that spot many times and caught nothing. This time, however, he saw that Spotted-dog had found a very large bear.
They killed the bear right in his nest, but the bear was so large that they could not pull him out. The man called his wife to help and they got the bear out. It was still early in the morning, so she cooked some bear meat for their breakfast. The dogs also were fed again. After that they hunted again. Spotted-dog located another bear and the chief's son killed a deer.
From that time on, they found plenty of game and dried it on a rack for safe keeping. Once again, the chief's son awoke in the middle of the night. Again, he heard the dogs talking together. Black-dog spoke to his younger brother. You should go spy on them. Then, he told his wife to prepare some food. When it was ready, he gave the food to the dogs. After eating, Spotted-dog started out. He traveled for four nights and then came upon the enemy. He heard the leader say that they were going after a man, his wife, and two dogs. The dog hurried back to the chief's son.
Using his spirit power, he was able to make the journey more quickly, and arrived home just before daylight. He told the man that the enemy was four days distant. The chief's son then said to Spotted-dog, "Take the news back to the village.https://ereararbenbe.ml/messe-des-pauvres-organ.php
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Spotted-dog arrived there one morning. The people knew that the chief's son had two dogs. They were alarmed to see only one dog return. They thought that all had been killed but this dog. Spotted-dog entered the chief's lodge. He licked the chief's hands and whined. The chief could not understand what the dog was trying to say. The chief sent for an old woman who was blessed by the spirit of a dog and who was able to converse with dogs.
She talked with Spotted-dog and said to him, "Your people are anxious to know why you returned home all alone. Have your brothers and sisters been killed by an enemy? Stranger enemies are coming. I was sent here to get you to come and help my brothers. They are waiting there for the enemy to come. Give me something to eat and I shall return to help them. Follow my tracks and you will be guided to the place where they are. The chief sent two town criers to tell all the people. They made preparations and started right away. Each man took extra moccasins with him. Spotted-dog finished eating and started on his return journey.
He arrived there that same day. Since they lacked his spirit power, the war party arrived two days later. Spotted-dog spied on the enemy to find out just where they were. Black-dog said, "Our enemy's dream will not come true. I have more power than they have. When the reinforcements arrived, they were given plenty of food from the hunter's supplies. Then they prepared to fight. There was snow on the ground. Spotted-dog said that the enemy would come the next morning. A great number of the enemy were approaching, so the people set a trap for them and hid on either side of the approach to the camp.
The dogs were to give the signal to start fighting because the enemy would pay no attention to the dogs. As soon as all the enemy came within the wings of the trap, the dogs cried four times as instructed. Then those lying in wait started to shoot. The enemy knew then that they were trapped.
They were tired from their long journey. Those attacking them had had plenty of food and rest and were fresh for the battle. That is why they killed the enemy easily. Then the victors started for home. They carried with them all the meat supplies and the scalps of the enemy. From that time on the two dogs were very useful. Black-dog used to know when an enemy was coming and Spotted-dog acted as a spy. He was also clever at hunting.
When Black-dog grew very old, he said to Spotted-dog, "Brother, I am going to leave you. I urge you to remain with our brother, the chief's son, and to help him as long as you live. When you, too, are ready to go, you must come to the place where I will dwell. Adapted from Will C. There once was a young man who was a chief's son. He took no interest in hunting and wars. He preferred to go about visiting with the people. His dog was small and light-colored. The man was never known to mistreat his dog.
Some young men planned to go hunting for deer. They thought that they would like to take along the chief's son even though he was never interested in hunting. They thought he would be useful as a camp tender. So they invited him to come along. He accepted their invitation. They hunted for several days. One day, they discovered men's tracks near the camp. These they observed while returning from hunting. Some said, "Let us return to the village without going back to the camp to get the chief's son.
Some enemy awaits us there. If they kill the chief's son, that is only one lost. Let the rest of us escape. The chief's son was left alone with his dog. He waited for the hunters until it was very late, but they did not come. Then the dog spoke.
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The chief's son thought that it was strange that a dog should talk. He could understand perfectly every thing that the dog said. He told the chief's son what had taken place and all that had been said by the hunters. You don't need to fight and I'll watch over you tonight. Go right to sleep. But the young man was afraid to sleep. The dog kept going out and coming in again.
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Stay in the lodge. I am going out to fight them. But remember, whatever you do, don't look at me. Soon after that the dog went out and the fight began. The dog came into the lodge from time to time during the battle. The fight was still raging at midday. Once in a while the chief's son heard a war whoop outside. He wondered about that. He thought it would be fun to look and see what was happening, but the dog had told him not to look at him while he was fighting. Nevertheless the chief's son peeked out the door of the lodge.
That was when the dog gave a yelp and ran from the enemy. He came running into the lodge. There was an arrow through his fore paw, which had only happened because the young man had disobeyed the dog's instructions not to look at him. He told the man to pull the arrow out. Then the dog said, "That settles it -- now I'm going to finish them. If you want to join in the fight, just follow me. No harm will come to you.
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The chief's son decided to help in the fight. So he left the lodge. The dog was there fighting. He was ferocious and looked like an angry panther. He threw himself at the enemy with increasing rage. The man took his place in the fight beside the panther. Then the panther said, "It is good of you to help me out. We'll soon finish these fellows. Then the panther said, "Now we call return home.
We shall take all these scalps with us. Those who returned to the village have reported that we were both killed. The dog remained in the form of a panther. Finally they came to the village. Everyone was astonished to see them. The hunters who had returned without them were shamed by their parents, who told them what a great wrong they had done. They had been afraid to fight and had deserted the chief's son. Then they had lied by saying that he was dead. The panther now told the chief's son, "It is not proper for me to live with you now.
I will stay here in the woods. I will know if any of the enemy are coming and always be on hand to help you. Then the chief's son would go out to engage them in battle. All of the people looked up to him as a brave warrior. And whenever he wished to hunt deer, the panther would join him and together they would kill great quantities of game.
Thus, he gained the reputation of a great hunter. There I shall be with you. Then the panther went away, and the people of the village saw him no more. There once was an orphan boy and his grandmother who lived in a small Ho-chunk village. The boy had a friend of about the same age. One day, they went out to get hickory wood to make arrows for shooting birds. When these arrows were done, the orphan boy went out hunting hawks and captured a young pigeon-hawk. He took it home and made it into a pet. One day, he made a small bundle of tobacco and tied it around the hawk's neck.
The hawk flew off and returned after a while but without the tobacco bundle. The boy tied another bundle around its neck and the bird flew off, returning again without the bundle. This happened again and again. The hawk grew to full size, and again the boy again tied a bundle of tobacco around its neck. He thanked the hawk for staying with him so long but explained that now that the bird was fully grown, it could do whatever it wished. The hawk flew away and never returned. Some time later, the orphan boy and his friend went out to collect dogwood to make pointed arrows.
They were searching through some thick brush and accidentally got separated as a storm was coming up. The bad thunder spirits picked up the orphan boy and carried him to their home. His friend looked and looked for him, but finally gave up and went home. Day after day, the friend returned to the same spot to look for the orphan boy, whom he missed very much. When the bad thunder spirits reached their home with the boy, they put him on the floor and tied his wrists and ankles to stakes.
They did not feed him, because they would only eat people who had empty stomachs, and they were waiting until his stomach was empty. They watched him carefully to prevent his escape. Of course the bad thunder spirits were pleased with their captive, and bragged to everyone about what they had done. The little Pigeon-Hawk that had been the boy's pet heard about it and went to see what everyone was talking about. He recognized the boy who had given him so much tobacco and had taken care of him for so long.
Pigeon-Hawk killed some pigeons and roasted them. Hiding the meat under his wings, he went to see the orphan boy. When the bad thunder spirits weren't looking, he dropped some meat in the boy's mouth. He did this for several days, until the bad thunders realized what must be going on. The next time Pigeon-Hawk came, the bad thunders tried to push him out of the door. He stumbled and let himself fall into the fire to be burned, crying out loudly. He then went to his brother, Big Black Hawk, who was the chief of the Thunderbirds.
His big brother asked him what the matter was, and little Pigeon-Hawk told him the story of his friend held captive by the bad thunders and about to be eaten by them. Big Black Hawk was angry with the bad thunders and went to the place where they were holding the boy captive. He told them that they were wrong in bringing this boy up there to be eaten, but he had not said anything. However, since they had also hurt little Pigeon-Hawk, he could no longer let it go. He released the orphan boy and took him away.
Little Pigeon-Hawk brought him pigeons, roasted them, and fed him and nursed him back to health because he was almost starved. | 3,511 | ENGLISH | 1 |
As today and tomorrow the United Nations promotes time of remembrance and reconciliation for those who lost their lives during the Second World War, we want to shed light on the role that women play during war. Since the scale of the Second World War gave birth to massive global conflict and the scale was unprecedented, both the superpowers decided to mobilize women into the folds of the world war. While The Soviet Union took a utilitarian role and decided to recruit women directly into their armed forces unit, The United States elected to not use women as officers because of the wide-spread patriarchal ideology that would not tolerate women as officers, but appointed them as administrative officers, nurses, truck drivers, mechanics and electricians.
With the limitations in roles and the rampant xenophobia and advent of war, discrimination and limitations were widespread. Women were expected to perform at the standard of men, were paid one-third of what a male employee earned, they underwent the same military training, lived in the same conditions as men and were still not allowed to participate in front-line combat. The limitation can be seen in the fact that female officers were not awarded medals for bravery because they were given to officers for “active operations against enemy in the field”. Despite this, women were eager to volunteer and leave behind their restrictive backgrounds.
During the war, approximately 487,000 women volunteered for women’s services. By 1941, the demand for men to be relieved off their jobs and take on more active roles at the battlefield expanded the call for women services. With the advent of war, there was an urgent need for women to leave the assembly, which was seen as undemanding work and therefore attributed to the female workers only, and enter the workplace as factory labour.
So today, we remember the women who entered into designated male sectors by raging against rampant patriarchy and highlighting that the propagation of gender equality could not only have saved lives which were lost, but also save the economy that took a huge hit after the second world war. | <urn:uuid:9d539599-3bcf-494e-90de-83fe557e0466> | CC-MAIN-2020-05 | https://gendermatters.in/2019/05/women-and-world-war-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250628549.43/warc/CC-MAIN-20200125011232-20200125040232-00064.warc.gz | en | 0.987877 | 405 | 4.28125 | 4 | [
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0.28865405917167664... | 14 | As today and tomorrow the United Nations promotes time of remembrance and reconciliation for those who lost their lives during the Second World War, we want to shed light on the role that women play during war. Since the scale of the Second World War gave birth to massive global conflict and the scale was unprecedented, both the superpowers decided to mobilize women into the folds of the world war. While The Soviet Union took a utilitarian role and decided to recruit women directly into their armed forces unit, The United States elected to not use women as officers because of the wide-spread patriarchal ideology that would not tolerate women as officers, but appointed them as administrative officers, nurses, truck drivers, mechanics and electricians.
With the limitations in roles and the rampant xenophobia and advent of war, discrimination and limitations were widespread. Women were expected to perform at the standard of men, were paid one-third of what a male employee earned, they underwent the same military training, lived in the same conditions as men and were still not allowed to participate in front-line combat. The limitation can be seen in the fact that female officers were not awarded medals for bravery because they were given to officers for “active operations against enemy in the field”. Despite this, women were eager to volunteer and leave behind their restrictive backgrounds.
During the war, approximately 487,000 women volunteered for women’s services. By 1941, the demand for men to be relieved off their jobs and take on more active roles at the battlefield expanded the call for women services. With the advent of war, there was an urgent need for women to leave the assembly, which was seen as undemanding work and therefore attributed to the female workers only, and enter the workplace as factory labour.
So today, we remember the women who entered into designated male sectors by raging against rampant patriarchy and highlighting that the propagation of gender equality could not only have saved lives which were lost, but also save the economy that took a huge hit after the second world war. | 408 | ENGLISH | 1 |
An introduction to the history of the inca and aztec religions and culture
Custom Search Kidinfo.
Atahualpa, the last true Emperor of the Inca, was the only one observed by the Spaniards. Maya The Maya civilization began as early as BC and continued to have a strong presence in Mesoamerica for over years until the Spanish arrived in AD.
Inca religion and beliefs
Sun Worship Much Inca architecture was designed and built to assist in the worship of the Sun, Moon and stars. After centuries of being forgotten, Inti Raymi is once more being celebrated in Cuzco and other parts of the former Inca Empire.
The Inca royal family was therefore considered semi-divine by the people. They built large pyramids as temples to their gods and went to war to capture people they could sacrifice to their gods.
Much of the Aztec society centered around their religion and gods.
After the festival, the ashes of the statues and sacrifices were brought to a special place on a hillside: only those disposing of these ashes were ever allowed to go there. Originally from the Lake Titicaca area, the Inca were once one tribe of many in the high Andes, but they began a systematic program of conquest and assimilation and by the time of their first contact with Europeans their Empire was vast and complex.
Aztec mayan inca timeline
To start off, a Natural History Museum is usually a place where the public can visit to obtain knowledge on the history of the earth and its inhabitants. The Empire reached its height under the rule of Tlatoani Montezuma I. The festival is popular among native Andeans, who see it as a way to reclaim their lost heritage, and tourists, who enjoy the colorful dancers. The Inca also venerated countless huacas: these were minor spirits that inhabited places, things and sometimes people. Austin: the University of Texas Press, How did Aztec religious thinking support the empire? Inca Religion Inca religion was complicated and incorporated many aspects of the sky and nature. Continue Reading. It opened with the sacrifice of llamas selected for brown fur.
based on 34 review | <urn:uuid:dde97df5-c52c-4534-86fc-b132758442ae> | CC-MAIN-2020-05 | https://pesatekukepizuw.ettroisptitspointscompagnie.com/an-introduction-to-the-history-of-the-inca-and-aztec-religions-and-culture182288462vd.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250590107.3/warc/CC-MAIN-20200117180950-20200117204950-00398.warc.gz | en | 0.982332 | 450 | 3.34375 | 3 | [
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0.2798212170... | 2 | An introduction to the history of the inca and aztec religions and culture
Custom Search Kidinfo.
Atahualpa, the last true Emperor of the Inca, was the only one observed by the Spaniards. Maya The Maya civilization began as early as BC and continued to have a strong presence in Mesoamerica for over years until the Spanish arrived in AD.
Inca religion and beliefs
Sun Worship Much Inca architecture was designed and built to assist in the worship of the Sun, Moon and stars. After centuries of being forgotten, Inti Raymi is once more being celebrated in Cuzco and other parts of the former Inca Empire.
The Inca royal family was therefore considered semi-divine by the people. They built large pyramids as temples to their gods and went to war to capture people they could sacrifice to their gods.
Much of the Aztec society centered around their religion and gods.
After the festival, the ashes of the statues and sacrifices were brought to a special place on a hillside: only those disposing of these ashes were ever allowed to go there. Originally from the Lake Titicaca area, the Inca were once one tribe of many in the high Andes, but they began a systematic program of conquest and assimilation and by the time of their first contact with Europeans their Empire was vast and complex.
Aztec mayan inca timeline
To start off, a Natural History Museum is usually a place where the public can visit to obtain knowledge on the history of the earth and its inhabitants. The Empire reached its height under the rule of Tlatoani Montezuma I. The festival is popular among native Andeans, who see it as a way to reclaim their lost heritage, and tourists, who enjoy the colorful dancers. The Inca also venerated countless huacas: these were minor spirits that inhabited places, things and sometimes people. Austin: the University of Texas Press, How did Aztec religious thinking support the empire? Inca Religion Inca religion was complicated and incorporated many aspects of the sky and nature. Continue Reading. It opened with the sacrifice of llamas selected for brown fur.
based on 34 review | 441 | ENGLISH | 1 |
New research by University College London and the London School of Economics and Political Science shows that 11-year-old kids whose parents consume alcohol excessively, are about twice as likely to use alcohol compared to those children whose parents do not consume alcohol. This difference is especially true if the heavy or binge alcohol user is the mother.
The research dispels the myth among many parents that teaching alcohol consumption was better for their kids than prohibiting alcohol use.
Through the use of information from the Millennium Cohort Study that followed the lives of 20,000 kids born from 2000 to 2002, researchers found that almost 14% of children aged 11 said they had imbibed alcohol. 78% of children said their friends did not consume alcohol.
Parents were divided into three groups:
- Light to moderate users, and
- Heavy or binge alcohol users.
Of those in the cohort, 20% of mothers and 15% of fathers were abstainers, 60% of parents were light to moderate alcohol users, and approximately 25% of dads and roughly 20% of mothers were heavy or binge consumers.
When moms were abstainers, 8% of their 11-year-old children used alcohol. The rate rose to 12% for light to moderate alcohol consumers, and heavy users saw 16% of their 11-year-olds consuming alcohol.
It means that when compared to mothers who did not use alcohol, children who had moms who were light to moderate alcohol consumers had a 60% increase in the risk of using alcohol at 11-years-old. Heavy or binge drinking mothers increased the risk of their 11-year-old using alcohol by 80%.
Dads’ alcohol consumption, no matter the level of their intake, had approximately half as much bearing on their children’s alcohol use.
- Kids who said their friends consumed alcohol were over four times as likely to use alcohol compared to children whose friends abstained from alcohol.
14% of 11-year-olds in the United Kingdom said they consume alcohol, and alcohol consumption among these kids is five 5 time more likely when their friends do it first.
[Alcohol use] in adolescence is considered a ‘risky’ behavior, it often co-occurs with other ‘risky ‘behavior and it is linked to educational failure and to premature mortality, for example via accidental deaths.
Improving our understanding of the factors that influence [alcohol use] is important as it has implications for the development of policies and interventions aimed at reducing ‘risky’ behaviors,” the study’s authors explain.
The research also found that children who were frequently unsupervised, had positive feelings about alcohol, and who were unhappy in their family settings were more likely to use alcohol, but not to the same extent as children with parents who consumed alcohol. | <urn:uuid:a621e1f6-47ae-4c9d-b215-af08765c689f> | CC-MAIN-2020-05 | https://movendi.ngo/news/2016/03/13/parents-alcohol-use-influences-kids/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598800.30/warc/CC-MAIN-20200120135447-20200120164447-00546.warc.gz | en | 0.983198 | 575 | 3.40625 | 3 | [
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0.03664322569966... | 3 | New research by University College London and the London School of Economics and Political Science shows that 11-year-old kids whose parents consume alcohol excessively, are about twice as likely to use alcohol compared to those children whose parents do not consume alcohol. This difference is especially true if the heavy or binge alcohol user is the mother.
The research dispels the myth among many parents that teaching alcohol consumption was better for their kids than prohibiting alcohol use.
Through the use of information from the Millennium Cohort Study that followed the lives of 20,000 kids born from 2000 to 2002, researchers found that almost 14% of children aged 11 said they had imbibed alcohol. 78% of children said their friends did not consume alcohol.
Parents were divided into three groups:
- Light to moderate users, and
- Heavy or binge alcohol users.
Of those in the cohort, 20% of mothers and 15% of fathers were abstainers, 60% of parents were light to moderate alcohol users, and approximately 25% of dads and roughly 20% of mothers were heavy or binge consumers.
When moms were abstainers, 8% of their 11-year-old children used alcohol. The rate rose to 12% for light to moderate alcohol consumers, and heavy users saw 16% of their 11-year-olds consuming alcohol.
It means that when compared to mothers who did not use alcohol, children who had moms who were light to moderate alcohol consumers had a 60% increase in the risk of using alcohol at 11-years-old. Heavy or binge drinking mothers increased the risk of their 11-year-old using alcohol by 80%.
Dads’ alcohol consumption, no matter the level of their intake, had approximately half as much bearing on their children’s alcohol use.
- Kids who said their friends consumed alcohol were over four times as likely to use alcohol compared to children whose friends abstained from alcohol.
14% of 11-year-olds in the United Kingdom said they consume alcohol, and alcohol consumption among these kids is five 5 time more likely when their friends do it first.
[Alcohol use] in adolescence is considered a ‘risky’ behavior, it often co-occurs with other ‘risky ‘behavior and it is linked to educational failure and to premature mortality, for example via accidental deaths.
Improving our understanding of the factors that influence [alcohol use] is important as it has implications for the development of policies and interventions aimed at reducing ‘risky’ behaviors,” the study’s authors explain.
The research also found that children who were frequently unsupervised, had positive feelings about alcohol, and who were unhappy in their family settings were more likely to use alcohol, but not to the same extent as children with parents who consumed alcohol. | 590 | ENGLISH | 1 |
To monitor earthquakes, the Japanese Meteorological Agency operates network of about seismographs and seismic intensity meters. This information is put into the Earthquake Phenomena Observation System EPOS at the headquarters in Tokyo When an earthquake occurs JMA immediately issues to the public, information on its hypocenter, magnitude and observed seismic intensity. SEE impact include primary and secondary Hazards. The warnings from the JMSA also helped save lives. Just 6 days after the quake a motorway was repaired — this shows the incredible rapidity with which the Japanese can work with their capacity to cope. They have readily trained teams of people to go in and assist with events like this. It detected the Earthquake and issued televised warnings just after the very rapid P-waves that arrived but before the more damaging S waves.
In Bhuji there were four hospitals damaged. Earthquake occured in small town of Bhuj, Gujarat. This displaced the water above in the Pacific Ocean causing a Tsunami wave to ripple radially outwards. Tectonics Case Study Facts. The JMA and government did a good job of monitoring and getting warning to people, and this probably saved many lives. There were 7 foreshocks, including a magnitude 7. It was estimated that , people were injured in the end.
This information also plays a vital role as a trigger for the initiation of rescue and relief operations related to earthquake disasters JMA. Communications were damaged and power lines brought down. In this instance it was the Eastern seaboard of Japan and the Island of Honshu that were vulnerable. This was known as a megathrust earthquake. This cause contamination of the sea and land, and force the evacuation of local znd.
Much of the cultural heritage was destroyed incuding earthquaek, palaces, temples and monuments with many of them being centuries old.
Building not developed well, one resident complained, ‘ours was not well-designed building, it was built 12 years ago but dtudy just fell to pieces as all the beams and pillars buckled instantly. Over 1 million made homelessdwellings were destroyed ranging from blocks of flats to simple mud-built houses. Earthquake occured in small town of Bhuj, Gujarat.
Interactive — how Japan had recovered one year on. This displaced the water above in the Pacific Ocean causing a Tsunami wave to ripple radially outwards. Widespread looting occured of….
Earthquakes – AQA – Revision 4 – GCSE Geography – BBC Bitesize
In Studg there were four hospitals damaged. Many people did not react quickly enough to the tsunami alert, and even if they did the 20 minutes or less warning was insufficient for the people to escape. Authorities unable to cope with magnitude of event so there mwdc no accurate toll of injured. The upper 10m of the soil in this zone was also very vulnerable, as the waves amplified in this soil and caused liquefaction.
Tectonics Case Study Facts.
Earthquakes in MEDC’s and LEDC’s
Eqrthquake Japanese government responded by sending in specially trained people such as the Self-Defence Forces, a domestic response. More thanbuildings suffered some form of damage. There were 7 foreshocks, including a magnitude 7. The island of Honshu was moved 2. This gave people a chance to get outside of buildings to safety.
In effect, Japan owes its existence to this boundary and the Islands are volcanic in ledd. Emergency services had to be brought in from India and from overseas. The JMA and government did a good job of monitoring and getting warning to people, and this probably saved many lives.
The official death toll report confirmed 15, deaths, 26, injured and 3, people missing across twenty prefectures. Many people got outside during the earthquake and the response to the Earthquake was reasonably good. The Eurasian plate was down warped dragged down as the Pacific plate descended. There were also huge numbers of large sized aftershocks, as big as magnitude 6.
Japan had its emergency crews and the army on site very quickly after the event.
Sign up to Comment. The aftershocks occurred as the strain energy was passed along the fault, causing further quakes. Japan has a hazards agency, the Japanese Meteorological Agency, which is set up for the prediction of earthquakes and tsunami.
List of case studies for; Tectonic plates, Weather and climate, Development and globalisation and Conflict. This strain energy eventually overcame the frictional force holding the plates in place, and was released as earthquake waves. | <urn:uuid:1bff950a-c81f-4225-82fd-36f8e372da77> | CC-MAIN-2020-05 | http://junge-generation.info/earthquake-case-study-medc-and-ledc-29/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00278.warc.gz | en | 0.980332 | 943 | 3.375 | 3 | [
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0.64221692085266... | 1 | To monitor earthquakes, the Japanese Meteorological Agency operates network of about seismographs and seismic intensity meters. This information is put into the Earthquake Phenomena Observation System EPOS at the headquarters in Tokyo When an earthquake occurs JMA immediately issues to the public, information on its hypocenter, magnitude and observed seismic intensity. SEE impact include primary and secondary Hazards. The warnings from the JMSA also helped save lives. Just 6 days after the quake a motorway was repaired — this shows the incredible rapidity with which the Japanese can work with their capacity to cope. They have readily trained teams of people to go in and assist with events like this. It detected the Earthquake and issued televised warnings just after the very rapid P-waves that arrived but before the more damaging S waves.
In Bhuji there were four hospitals damaged. Earthquake occured in small town of Bhuj, Gujarat. This displaced the water above in the Pacific Ocean causing a Tsunami wave to ripple radially outwards. Tectonics Case Study Facts. The JMA and government did a good job of monitoring and getting warning to people, and this probably saved many lives. There were 7 foreshocks, including a magnitude 7. It was estimated that , people were injured in the end.
This information also plays a vital role as a trigger for the initiation of rescue and relief operations related to earthquake disasters JMA. Communications were damaged and power lines brought down. In this instance it was the Eastern seaboard of Japan and the Island of Honshu that were vulnerable. This was known as a megathrust earthquake. This cause contamination of the sea and land, and force the evacuation of local znd.
Much of the cultural heritage was destroyed incuding earthquaek, palaces, temples and monuments with many of them being centuries old.
Building not developed well, one resident complained, ‘ours was not well-designed building, it was built 12 years ago but dtudy just fell to pieces as all the beams and pillars buckled instantly. Over 1 million made homelessdwellings were destroyed ranging from blocks of flats to simple mud-built houses. Earthquake occured in small town of Bhuj, Gujarat.
Interactive — how Japan had recovered one year on. This displaced the water above in the Pacific Ocean causing a Tsunami wave to ripple radially outwards. Widespread looting occured of….
Earthquakes – AQA – Revision 4 – GCSE Geography – BBC Bitesize
In Studg there were four hospitals damaged. Many people did not react quickly enough to the tsunami alert, and even if they did the 20 minutes or less warning was insufficient for the people to escape. Authorities unable to cope with magnitude of event so there mwdc no accurate toll of injured. The upper 10m of the soil in this zone was also very vulnerable, as the waves amplified in this soil and caused liquefaction.
Tectonics Case Study Facts.
Earthquakes in MEDC’s and LEDC’s
Eqrthquake Japanese government responded by sending in specially trained people such as the Self-Defence Forces, a domestic response. More thanbuildings suffered some form of damage. There were 7 foreshocks, including a magnitude 7. The island of Honshu was moved 2. This gave people a chance to get outside of buildings to safety.
In effect, Japan owes its existence to this boundary and the Islands are volcanic in ledd. Emergency services had to be brought in from India and from overseas. The JMA and government did a good job of monitoring and getting warning to people, and this probably saved many lives.
The official death toll report confirmed 15, deaths, 26, injured and 3, people missing across twenty prefectures. Many people got outside during the earthquake and the response to the Earthquake was reasonably good. The Eurasian plate was down warped dragged down as the Pacific plate descended. There were also huge numbers of large sized aftershocks, as big as magnitude 6.
Japan had its emergency crews and the army on site very quickly after the event.
Sign up to Comment. The aftershocks occurred as the strain energy was passed along the fault, causing further quakes. Japan has a hazards agency, the Japanese Meteorological Agency, which is set up for the prediction of earthquakes and tsunami.
List of case studies for; Tectonic plates, Weather and climate, Development and globalisation and Conflict. This strain energy eventually overcame the frictional force holding the plates in place, and was released as earthquake waves. | 939 | ENGLISH | 1 |
During her research, Jane found that the 'flute a bec, which looked very like the recorder, was a precursor to the familiar 'transverse flute' only adopted later in Vivaldi's lifetime.
Because the flute a bec looks so like a recorder, the confusion is not surprising and there should perhaps have been an historical note in the book to explain how the flute developed during the course of the 18th Century.
The recorder was known under that name in England until the 1670s, when the new Baroque type was introduced from France under the French names "flute," "flute douce," or "flute a bec
," later changed to "common flute"; the transverse flute was called "flute" until the 1670s, then "German flute," "traversa," or some equivalent thereof.
4 (April 1971): 222-30; and Robin Troman in her unfinished series of articles on "Technique contemporaine de la flute a bec
," Flute a bec
& instruments anciens 11 (June 1984): 12; 13/14 (December 1984/March 1985): 15; 15 (June 1985): 6-8; 16 (October 1985): 2; and 19 (September 1986): 3-4. | <urn:uuid:bc783c88-95b5-4356-83e8-20ef2ae4e7b5> | CC-MAIN-2020-05 | https://www.thefreedictionary.com/Flute+a+bec | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250620381.59/warc/CC-MAIN-20200124130719-20200124155719-00171.warc.gz | en | 0.986573 | 267 | 3.3125 | 3 | [
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0.457288146... | 3 | During her research, Jane found that the 'flute a bec, which looked very like the recorder, was a precursor to the familiar 'transverse flute' only adopted later in Vivaldi's lifetime.
Because the flute a bec looks so like a recorder, the confusion is not surprising and there should perhaps have been an historical note in the book to explain how the flute developed during the course of the 18th Century.
The recorder was known under that name in England until the 1670s, when the new Baroque type was introduced from France under the French names "flute," "flute douce," or "flute a bec
," later changed to "common flute"; the transverse flute was called "flute" until the 1670s, then "German flute," "traversa," or some equivalent thereof.
4 (April 1971): 222-30; and Robin Troman in her unfinished series of articles on "Technique contemporaine de la flute a bec
," Flute a bec
& instruments anciens 11 (June 1984): 12; 13/14 (December 1984/March 1985): 15; 15 (June 1985): 6-8; 16 (October 1985): 2; and 19 (September 1986): 3-4. | 320 | ENGLISH | 1 |
Marquis de Condorcet
Marie Jean Antoine Nicolas de Caritat, better known as Marquis de Condorcet was a French mathematician, philosopher and political thinker whose works exemplified the ideals of the Age of Enlightenment. The Condorcet method—the election method of selecting the candidate who would win in all pairings against each of the other candidates—was proposed by him. He was of liberal political views and believed in equal rights for everyone regardless of race or gender. A much loved and respected figure in 18th century France, his works and writings hold their relevance to this day. A learned man, he was acquainted with several distinguished men of his time like Leonhard Euler, Jacques Turgot and Benjamin Franklin. He was a protégé of the great mathematician and philosopher, Jean Le Rond d’Alembert and became a well respected mathematician in his own right. Over the course of time he focused his interest on philosophy and politics. He became a campaigner for human rights and voiced his opinions seeking equal rights for the blacks and women. He was excited about the French Revolution in which he took an active interest and believed that bringing about political, economical and socials reforms were necessary to transform France. His political activities however led to his arrest and he was later found dead in prison under mysterious circumstances.
- He was born on 17 September 1943 in Ribemont, France. He lost his father when he was very young and was raised by his mother who was a religious woman.He went to Jesuit College in Reims after which he went to the College de Navarre in Paris. He was very bright and intelligent and possessed a keen interest in mathematics.As a teenager he impressed the great mathematician Jean le Rond d’Alembert with his analytical abilities and was taken in as a protege by him. He published his first work on mathematics, ‘Essai sur le calcul integral’ in 1765. This paper was very well received and established him as a respected mathematician.Continue Reading BelowRecommended Lists:
- He was elected to the Academie royale des Sciences (French Royal Academy of Sciences) in February 1769. A few years later he published a paper on integral calculus in 1772 which was much appreciated by the scientific community.Over the years he became much accomplished not just as a mathematician, but also as a philosopher and political thinker. He was acquainted with several distinguished personalities of his time and was a very popular figure.He was made the inspector General of the Paris mint in 1774 and served in this post until 1791. This was a turning point for him as from then on he shifted his priority to philosophy and politics from pure mathematics.He was an abolitionist and believed that everyone, irrespective of their race or gender should get the right to free education. During the 1780s he played an active role in the Society of the Friends of the Blacks.Condorcet wrote Essai sur l’application de l’analyse a la probabilite des decisions rendues a la pluralite des voix (Essay on the Application of Analysis to the Probability of Majority Decisions), in 1785 which is considered one of his most significant works.He gave the Condorcet’s jury theorem which is a political science theorem about the relative probability of a given group of individuals making a correct decision. He is also credited with propounding the Condorcet method of selecting a candidate in elections.In 1785, he became an honorary member of the Royal Swedish Academy of Sciences, and in 1792 the Foreign Honorary Member of the American Academy of Arts and Sciences.In 1786, he published ‘Vie de M. Turgot’, a biography of his friend, Jacques Turgot, a French economist which was followed by the publication of ‘Vie de Voltaire’ in 1789. These two biographies are widely read even today.When the French Revolution started in 1789, Condorcet played an active role in campaigning for social, political and economic reforms. He was elected as a Paris representative in the Assembly in 1791 and later became the secretary of the Assembly.He was an early feminist and advocated for women’s rights. He wrote ‘De l'admission des femmes au droit de cite’ ("For the Admission to the Rights of Citizenship For Women") in 1790.The 1790s was a period of great political turmoil in France. Marie-Jean Herault de Sechelles, a politician, misrepresented many of Condorcet’s political ideas and thus Condorcet was branded a traitor and an arrest warrant was issued in his name.He went into hiding to escape being caught; he got the full support of his wife and friends while he was in hiding. He wrote ‘Esquisse d'un tableau historique des progres de l'esprit humain’ (Sketch for a Historical Picture of the Progress of the Human Spirit) during this time which was published posthumously.Recommended Lists:
Recommended Lists:Personal Life & Legacy
- He courted and married Sophie de Grouchy, one of the most beautiful women of the day, in 1786. His wife was more than 20 years his junior. The couple had a strong marriage which produced one baby girl and remained close till his death. She never remarried.He went into hiding after an arrest warrant was issued for him in October 1793. After being in hiding for some months he attempted to escape but was arrested and imprisoned. He was found dead two days later, on 28 March 1794, and the cause of his death was never determined.Recommended Lists:
How To CiteArticle Title- Marquis de Condorcet BiographyAuthor- Editors, TheFamousPeople.comWebsite- TheFamousPeople.comURL- https://www.thefamouspeople.com/profiles/marquis-de-condorcet-5415.phpLast Updated- February 12, 2017
People Also Viewed | <urn:uuid:f6940c2c-33cc-4828-8301-838398398925> | CC-MAIN-2020-05 | https://www.thefamouspeople.com/profiles/marquis-de-condorcet-5415.php | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251689924.62/warc/CC-MAIN-20200126135207-20200126165207-00219.warc.gz | en | 0.984791 | 1,247 | 3.640625 | 4 | [
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0.441153585910... | 1 | Marquis de Condorcet
Marie Jean Antoine Nicolas de Caritat, better known as Marquis de Condorcet was a French mathematician, philosopher and political thinker whose works exemplified the ideals of the Age of Enlightenment. The Condorcet method—the election method of selecting the candidate who would win in all pairings against each of the other candidates—was proposed by him. He was of liberal political views and believed in equal rights for everyone regardless of race or gender. A much loved and respected figure in 18th century France, his works and writings hold their relevance to this day. A learned man, he was acquainted with several distinguished men of his time like Leonhard Euler, Jacques Turgot and Benjamin Franklin. He was a protégé of the great mathematician and philosopher, Jean Le Rond d’Alembert and became a well respected mathematician in his own right. Over the course of time he focused his interest on philosophy and politics. He became a campaigner for human rights and voiced his opinions seeking equal rights for the blacks and women. He was excited about the French Revolution in which he took an active interest and believed that bringing about political, economical and socials reforms were necessary to transform France. His political activities however led to his arrest and he was later found dead in prison under mysterious circumstances.
- He was born on 17 September 1943 in Ribemont, France. He lost his father when he was very young and was raised by his mother who was a religious woman.He went to Jesuit College in Reims after which he went to the College de Navarre in Paris. He was very bright and intelligent and possessed a keen interest in mathematics.As a teenager he impressed the great mathematician Jean le Rond d’Alembert with his analytical abilities and was taken in as a protege by him. He published his first work on mathematics, ‘Essai sur le calcul integral’ in 1765. This paper was very well received and established him as a respected mathematician.Continue Reading BelowRecommended Lists:
- He was elected to the Academie royale des Sciences (French Royal Academy of Sciences) in February 1769. A few years later he published a paper on integral calculus in 1772 which was much appreciated by the scientific community.Over the years he became much accomplished not just as a mathematician, but also as a philosopher and political thinker. He was acquainted with several distinguished personalities of his time and was a very popular figure.He was made the inspector General of the Paris mint in 1774 and served in this post until 1791. This was a turning point for him as from then on he shifted his priority to philosophy and politics from pure mathematics.He was an abolitionist and believed that everyone, irrespective of their race or gender should get the right to free education. During the 1780s he played an active role in the Society of the Friends of the Blacks.Condorcet wrote Essai sur l’application de l’analyse a la probabilite des decisions rendues a la pluralite des voix (Essay on the Application of Analysis to the Probability of Majority Decisions), in 1785 which is considered one of his most significant works.He gave the Condorcet’s jury theorem which is a political science theorem about the relative probability of a given group of individuals making a correct decision. He is also credited with propounding the Condorcet method of selecting a candidate in elections.In 1785, he became an honorary member of the Royal Swedish Academy of Sciences, and in 1792 the Foreign Honorary Member of the American Academy of Arts and Sciences.In 1786, he published ‘Vie de M. Turgot’, a biography of his friend, Jacques Turgot, a French economist which was followed by the publication of ‘Vie de Voltaire’ in 1789. These two biographies are widely read even today.When the French Revolution started in 1789, Condorcet played an active role in campaigning for social, political and economic reforms. He was elected as a Paris representative in the Assembly in 1791 and later became the secretary of the Assembly.He was an early feminist and advocated for women’s rights. He wrote ‘De l'admission des femmes au droit de cite’ ("For the Admission to the Rights of Citizenship For Women") in 1790.The 1790s was a period of great political turmoil in France. Marie-Jean Herault de Sechelles, a politician, misrepresented many of Condorcet’s political ideas and thus Condorcet was branded a traitor and an arrest warrant was issued in his name.He went into hiding to escape being caught; he got the full support of his wife and friends while he was in hiding. He wrote ‘Esquisse d'un tableau historique des progres de l'esprit humain’ (Sketch for a Historical Picture of the Progress of the Human Spirit) during this time which was published posthumously.Recommended Lists:
Recommended Lists:Personal Life & Legacy
- He courted and married Sophie de Grouchy, one of the most beautiful women of the day, in 1786. His wife was more than 20 years his junior. The couple had a strong marriage which produced one baby girl and remained close till his death. She never remarried.He went into hiding after an arrest warrant was issued for him in October 1793. After being in hiding for some months he attempted to escape but was arrested and imprisoned. He was found dead two days later, on 28 March 1794, and the cause of his death was never determined.Recommended Lists:
How To CiteArticle Title- Marquis de Condorcet BiographyAuthor- Editors, TheFamousPeople.comWebsite- TheFamousPeople.comURL- https://www.thefamouspeople.com/profiles/marquis-de-condorcet-5415.phpLast Updated- February 12, 2017
People Also Viewed | 1,266 | ENGLISH | 1 |
Every year on the second Monday of October, Americans celebrate Columbus Day. This “holiday” is actually celebrated in quite a few countries throughout the world, and is observed as a positive affair.
Vince Schilling of Indian Country Today Media Network has decided to set the record straight by detailing the contradictions of Columbus’ “noble” legacy. The fact is, were Columbus still alive today, he would be put on trial for crimes against humanity.
Columbus Was a Cheapskate
Columbus stole a sailor’s reward on the way to the New World. After receiving funding for his trip from King Ferdinand and Queen Isabella, Columbus offered a reward of 10,000 maravedis (a year’s salary for a sailor, about $540) to the first person to discover land. Even though it was a sailor by the name of Rodrigo de Triana that spotted land in October, 1492, Columbus retracted the deal claiming he was the one who spotted it first because he was pretty sure he saw a dim light the night before (though even by his own admission, he could not affirm that it was land). This information comes from Columbus’s log of October 11-12, 1492 as reproduced by Robert Fuson in The Log of Christopher Columbus, pp. 73-74.
Columbus Never Actually Landed on American Soil
While Columbus returned to the Americas three more times, he never initially set foot on any part of America, and we know now that other travelers most likely made it there before him. His first landing was on an island in the Bahamas where he met the Arawaks, Tainos, and Lucayans, all of which were friendly to Columbus and his men. Impressed with their friendliness, he did what any European would do, and took some of the natives against their will. In his journal he wrote:
“As soon as I arrived in the Indies [Columbus mistakenly believed he had reached Asia], on the first Island which I found, I took some of the natives by force in order that they might learn and might give me information of whatever there is in these parts.”
Columbus Talked a Lot of Crap
When Columbus first met the Native Arawaks, he wrote in his journal:
“They… brought us parrots and balls of cotton and spears and many other things… They willingly traded everything they owned… They were well-built, with good bodies and handsome features… They do not bear arms, and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane… They would make fine servants… With fifty men we could subjugate them all and make them do whatever we want.”
After several months in the Caribbean, Columbus had a change of tone. After two Natives had been murdered during trading, Columbus wrote:
“..[They are] evil and I believe they are from the island of Caribe, and that they eat men.” He continues that they are “savage cannibals, with dog-like noses that drink the blood of their victims.”
Thanks to Columbus, the “cannibal story” is still taught as fact in some of today’s schools. See kids? This is why you shouldn’t talk shit about people.
Columbus’ Men Were a Bunch of Rapists and Murders
After Columbus’s first trip to the New World, he left 39 men behind when he returned to Spain. The men decided they would help themselves to the local Native women, and upon Columbus’s return, he found all of his men dead. Violence ensued, and with an additional 1,200 soldiers at his disposal, Columbus’s new army raped, pillaged, and tortured without discretion.
Here is the disturbing account of Michele de Cuneo, a close friend of Columbus:
“While I was in the boat I captured a very beautiful Carib woman, whom the said Lord Admiral gave to me, and with whom, having taken her into my cabin, she being naked according to their custom, I conceived desire to take pleasure. I wanted to put my desire into execution but she did not want it and treated me with her finger nails in such a manner that I wished I had never begun. But seeing that (to tell you the end of it all), I took a rope and thrashed her well, for which she raised such unheard of screams that you would not have believed your ears. Finally we came to an agreement in such manner that I can tell you that she seemed to have been brought up in a school of harlots.”
The Spaniards committed many other heinous acts towards the Natives, such as “testing the sharpness of blades on Native people by cutting them in half, beheading them in contests and throwing Natives into vats of boiling soap. There are also accounts of suckling infants being lifted from their mother’s breasts by Spaniards, only to be dashed headfirst into large rocks,” (Schilling, 2013).
According to Bartolome De Las Casas, a former slave owner who became a Bishop:
“Such inhumanities and barbarisms were committed in my sight as no age can parallel,” he wrote. “My eyes have seen these acts so foreign to human nature that now I tremble as I write.”
Columbus Was All About the Bling
“Gold is the most precious of all commodities; gold constitutes treasure, and he who possesses it has all he needs in the world, as also the means of rescuing souls from purgatory, and restoring them to the enjoyment of paradise.” – Christopher Columbus
Columbus reported there were “rivers of gold” in the New World, as well as an abundance of Native slaves, to Queen Isabella and King Ferdinand, and in return, he was given his additional 17 ships and 1,200 men. Needless to say, he was desperate to produce what he had promised.
The Natives were forced to work in gold mines until exhaustion, and if they refused, they were either beheaded or had their ears cut off. Those who did not supply at least a thimble of gold dust every three months had their hands cut off. The hands were then tied around their necks, and they were left to bleed to death. Around 10,000 Natives died this way.
Sex Slaves for Everyone!
As well as using the Natives for slave-labor, Columbus sold females as young as 9-years-old to his men as sex slaves. In the year 1500, Columbus wrote:
“A hundred castellanoes are as easily obtained for a woman as for a farm, and it is very general and there are plenty of dealers who go about looking for girls; those from nine to ten are now in demand.”
Columbus Used Natives as Dog Food
Apparently, Columbus allowed his men to use the Natives as dog food. It’s reported there were butcher shops throughout the Caribbean that sold Indian flesh, and periodically, a practice known as the montería infernal (infernal chase) was conducted in which Indians were hunted down, killed, and eaten by the Spaniard’s war-dogs. In an even more horrifying act, live babies were ripped from their mother’s arms and fed to the dogs as sport.
Columbus Was Arrested for His Crimes, and Later Pardoned
Numerous complaints were filed against Columbus in regards to his blatant mismanagement, and in 1500, he was arrested by a royal commissioner who took him back to Spain in chains. He was stripped of his title as governor, however King Ferdinand pardoned him, and then subsidized a forth voyage.
Thanks to Bartolome De Las Casas writings, the treatment of the natives in South America exposed Spain’s barbarism, contributing to the Black Legend—Spain’s reputation as a “uniquely brutal and exploitative colonizer,” (Foner, 2014, p. 28).
We might want to reconsider even acknowledging this so-called “holiday,” and with Columbus’ reputation being falsified to our children in school, the least we can do is set the record straight for them.
This Article (A list of Atrocities Committed by Christopher Columbus) is a free and open source. You have permission to republish this article under a Creative Commons license with attribution to the author and AnonHQ.com.
Foner, Eric (2014). Give Me Liberty: An American History. New York, NY: W.W. Norton & Company, Inc.
Hartmann, Thom. Common Dreams. Oct 11, 2004. (http://www.commondreams.org/views04/1011-27.htm)
Schilling, Vincent. Indian Country. Oct 14, 2013. (http://indiancountrytodaymedianetwork.com/2013/10/14/8-myths-and-atrocities-about-christopher-columbus-and-columbus-day-151653) | <urn:uuid:769f9170-a12f-4f91-a9d8-3375aa15b9ee> | CC-MAIN-2020-05 | https://anonhq.com/a-list-of-atrocities-committed-by-christopher-columbus/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593295.11/warc/CC-MAIN-20200118164132-20200118192132-00550.warc.gz | en | 0.982823 | 1,931 | 3.46875 | 3 | [
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0.478173941373825... | 9 | Every year on the second Monday of October, Americans celebrate Columbus Day. This “holiday” is actually celebrated in quite a few countries throughout the world, and is observed as a positive affair.
Vince Schilling of Indian Country Today Media Network has decided to set the record straight by detailing the contradictions of Columbus’ “noble” legacy. The fact is, were Columbus still alive today, he would be put on trial for crimes against humanity.
Columbus Was a Cheapskate
Columbus stole a sailor’s reward on the way to the New World. After receiving funding for his trip from King Ferdinand and Queen Isabella, Columbus offered a reward of 10,000 maravedis (a year’s salary for a sailor, about $540) to the first person to discover land. Even though it was a sailor by the name of Rodrigo de Triana that spotted land in October, 1492, Columbus retracted the deal claiming he was the one who spotted it first because he was pretty sure he saw a dim light the night before (though even by his own admission, he could not affirm that it was land). This information comes from Columbus’s log of October 11-12, 1492 as reproduced by Robert Fuson in The Log of Christopher Columbus, pp. 73-74.
Columbus Never Actually Landed on American Soil
While Columbus returned to the Americas three more times, he never initially set foot on any part of America, and we know now that other travelers most likely made it there before him. His first landing was on an island in the Bahamas where he met the Arawaks, Tainos, and Lucayans, all of which were friendly to Columbus and his men. Impressed with their friendliness, he did what any European would do, and took some of the natives against their will. In his journal he wrote:
“As soon as I arrived in the Indies [Columbus mistakenly believed he had reached Asia], on the first Island which I found, I took some of the natives by force in order that they might learn and might give me information of whatever there is in these parts.”
Columbus Talked a Lot of Crap
When Columbus first met the Native Arawaks, he wrote in his journal:
“They… brought us parrots and balls of cotton and spears and many other things… They willingly traded everything they owned… They were well-built, with good bodies and handsome features… They do not bear arms, and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane… They would make fine servants… With fifty men we could subjugate them all and make them do whatever we want.”
After several months in the Caribbean, Columbus had a change of tone. After two Natives had been murdered during trading, Columbus wrote:
“..[They are] evil and I believe they are from the island of Caribe, and that they eat men.” He continues that they are “savage cannibals, with dog-like noses that drink the blood of their victims.”
Thanks to Columbus, the “cannibal story” is still taught as fact in some of today’s schools. See kids? This is why you shouldn’t talk shit about people.
Columbus’ Men Were a Bunch of Rapists and Murders
After Columbus’s first trip to the New World, he left 39 men behind when he returned to Spain. The men decided they would help themselves to the local Native women, and upon Columbus’s return, he found all of his men dead. Violence ensued, and with an additional 1,200 soldiers at his disposal, Columbus’s new army raped, pillaged, and tortured without discretion.
Here is the disturbing account of Michele de Cuneo, a close friend of Columbus:
“While I was in the boat I captured a very beautiful Carib woman, whom the said Lord Admiral gave to me, and with whom, having taken her into my cabin, she being naked according to their custom, I conceived desire to take pleasure. I wanted to put my desire into execution but she did not want it and treated me with her finger nails in such a manner that I wished I had never begun. But seeing that (to tell you the end of it all), I took a rope and thrashed her well, for which she raised such unheard of screams that you would not have believed your ears. Finally we came to an agreement in such manner that I can tell you that she seemed to have been brought up in a school of harlots.”
The Spaniards committed many other heinous acts towards the Natives, such as “testing the sharpness of blades on Native people by cutting them in half, beheading them in contests and throwing Natives into vats of boiling soap. There are also accounts of suckling infants being lifted from their mother’s breasts by Spaniards, only to be dashed headfirst into large rocks,” (Schilling, 2013).
According to Bartolome De Las Casas, a former slave owner who became a Bishop:
“Such inhumanities and barbarisms were committed in my sight as no age can parallel,” he wrote. “My eyes have seen these acts so foreign to human nature that now I tremble as I write.”
Columbus Was All About the Bling
“Gold is the most precious of all commodities; gold constitutes treasure, and he who possesses it has all he needs in the world, as also the means of rescuing souls from purgatory, and restoring them to the enjoyment of paradise.” – Christopher Columbus
Columbus reported there were “rivers of gold” in the New World, as well as an abundance of Native slaves, to Queen Isabella and King Ferdinand, and in return, he was given his additional 17 ships and 1,200 men. Needless to say, he was desperate to produce what he had promised.
The Natives were forced to work in gold mines until exhaustion, and if they refused, they were either beheaded or had their ears cut off. Those who did not supply at least a thimble of gold dust every three months had their hands cut off. The hands were then tied around their necks, and they were left to bleed to death. Around 10,000 Natives died this way.
Sex Slaves for Everyone!
As well as using the Natives for slave-labor, Columbus sold females as young as 9-years-old to his men as sex slaves. In the year 1500, Columbus wrote:
“A hundred castellanoes are as easily obtained for a woman as for a farm, and it is very general and there are plenty of dealers who go about looking for girls; those from nine to ten are now in demand.”
Columbus Used Natives as Dog Food
Apparently, Columbus allowed his men to use the Natives as dog food. It’s reported there were butcher shops throughout the Caribbean that sold Indian flesh, and periodically, a practice known as the montería infernal (infernal chase) was conducted in which Indians were hunted down, killed, and eaten by the Spaniard’s war-dogs. In an even more horrifying act, live babies were ripped from their mother’s arms and fed to the dogs as sport.
Columbus Was Arrested for His Crimes, and Later Pardoned
Numerous complaints were filed against Columbus in regards to his blatant mismanagement, and in 1500, he was arrested by a royal commissioner who took him back to Spain in chains. He was stripped of his title as governor, however King Ferdinand pardoned him, and then subsidized a forth voyage.
Thanks to Bartolome De Las Casas writings, the treatment of the natives in South America exposed Spain’s barbarism, contributing to the Black Legend—Spain’s reputation as a “uniquely brutal and exploitative colonizer,” (Foner, 2014, p. 28).
We might want to reconsider even acknowledging this so-called “holiday,” and with Columbus’ reputation being falsified to our children in school, the least we can do is set the record straight for them.
This Article (A list of Atrocities Committed by Christopher Columbus) is a free and open source. You have permission to republish this article under a Creative Commons license with attribution to the author and AnonHQ.com.
Foner, Eric (2014). Give Me Liberty: An American History. New York, NY: W.W. Norton & Company, Inc.
Hartmann, Thom. Common Dreams. Oct 11, 2004. (http://www.commondreams.org/views04/1011-27.htm)
Schilling, Vincent. Indian Country. Oct 14, 2013. (http://indiancountrytodaymedianetwork.com/2013/10/14/8-myths-and-atrocities-about-christopher-columbus-and-columbus-day-151653) | 1,898 | ENGLISH | 1 |
Norman Horowitz, the Caltech biologist who played key roles in understanding a variety of scientific questions, including genetics, evolutionary theory and whether there is life on Mars, died Wednesday at his home in Pasadena. He was 90.
Horowitz was best known for conceiving the pyrolytic release experiment, instruments for which were carried to the surface of Mars aboard each of the two Viking landers in 1976.
At the time, researchers thought that potential Martian life would be able to use carbon monoxide or carbon dioxide from the atmosphere, in the absence of water vapor, to grow. The instruments took small samples of Martian soil and incubated them in a light chamber in the presence of the two gases, which had been radioactively labeled.
After 120 hours, any organic compounds that might have formed were broken down under high heat -- a technique called pyrolysis -- and studied with a mass spectrometer to determine if they had incorporated any radioactive carbon.
They had not, and the experiments were taken as strong proof that life did not then exist on Mars, at least at the two landing sites. Now that researchers have found evidence of water under the Martian surface, however, many believe that the possibility of life still exists.
Horowitz played an even more important role in pinning down two important concepts in molecular biology. When he began his gradate studies in the late 1930s, very little was known about genes -- what they are made of or how they work.
As a postdoctoral fellow at Stanford during the World War II years, Horowitz worked with geneticists George W. Beadle and Edward L. Tatum, who were studying the red mold known as Neurospora crassi, an organism that had not previously been used in genetics research.
That work looked at a series of mutants, each of which required different organic compounds added to its diet. The research led to the creation of the “one gene, one enzyme” concept, which holds that each gene in the bacterial (and human) genome serves as the blueprint for only one enzyme that plays a role in the metabolism of cells.
The work earned Beadle and Tatum the 1958 Nobel Prize in physiology or medicine. In his acceptance speech, Beadle credited Horowitz for much of the work that went into proving the concept.
In a crucial paper in 1945, Horowitz also addressed how complex pathways within cells to synthesize biologically important compounds could have originated.
He pointed out that many such compounds were known to be synthesized step by step using intermediate compounds that apparently had no other roles in the cell. How could such a synthetic pathway have evolved, he asked, if it served no purpose until it was complete?
Horowitz reasoned that the end product of the pathway was at first obtained by organisms directly from the environment, where it could have been produced by non-biological mechanisms, as has been shown by many researchers.
It was then possible to reasonably assume, he said, that the ability to synthesize the compound biologically could arise by a series of separate single mutations. The first such mutation might, for example, produce the desired end product in one step from some other compound in the environment. The next mutation would produce that product’s precursor, and so on down the line until a complete series of reactions would yield the desired product from readily available, simple materials.
Each successive mutation would provide a selective advantage by making the organism less dependent on chemicals in its environment.
“I know of no alternative hypothesis that is equally simple and plausible,” Beadle said. Horowitz’s formulation is now widely accepted.
Norman Harold Horowitz was born March 19, 1915, in Pittsburgh. His parents were not interested in science, he said, but they raised three sons who were. The other two were a chemist and a petroleum engineer.
Horowitz earned a degree in zoology from the University of Pittsburgh. As an undergraduate, he published two papers with biologist H.H. Collins, which helped him gain admission to graduate school at Caltech.
When Beadle left Stanford to become chairman of Caltech’s biology division, he brought Horowitz with him, and the young researcher spent the rest of his career at the Pasadena institution. He was chairman of the biology division from 1977 to 1980 and retired in 1982.
For five of his working years, he was also on the staff of the Jet Propulsion Laboratory, where he was one of the key players in the early stages of the search for extraterrestrial life. After his retirement, he wrote a book, “To Utopia and Back: The Search for Life in the Solar System,” about that quest and his experiences in the space program.
Horowitz’s wife, the former Pearl Shykin, died in 1985. He founded the Pearl S. Horowitz Book Fund at Caltech in her honor. He also endowed the Horowitz Lecture Series.
He is survived by a daughter, Elizabeth, of Berkeley; a son, Joel, of Iowa City, Iowa; and two grandchildren. | <urn:uuid:872f9938-8a36-4f16-87a5-9ba66b85e7b1> | CC-MAIN-2020-05 | https://www.latimes.com/archives/la-xpm-2005-jun-03-me-horowitz3-story.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00389.warc.gz | en | 0.98405 | 1,034 | 3.8125 | 4 | [
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0.450160682201... | 1 | Norman Horowitz, the Caltech biologist who played key roles in understanding a variety of scientific questions, including genetics, evolutionary theory and whether there is life on Mars, died Wednesday at his home in Pasadena. He was 90.
Horowitz was best known for conceiving the pyrolytic release experiment, instruments for which were carried to the surface of Mars aboard each of the two Viking landers in 1976.
At the time, researchers thought that potential Martian life would be able to use carbon monoxide or carbon dioxide from the atmosphere, in the absence of water vapor, to grow. The instruments took small samples of Martian soil and incubated them in a light chamber in the presence of the two gases, which had been radioactively labeled.
After 120 hours, any organic compounds that might have formed were broken down under high heat -- a technique called pyrolysis -- and studied with a mass spectrometer to determine if they had incorporated any radioactive carbon.
They had not, and the experiments were taken as strong proof that life did not then exist on Mars, at least at the two landing sites. Now that researchers have found evidence of water under the Martian surface, however, many believe that the possibility of life still exists.
Horowitz played an even more important role in pinning down two important concepts in molecular biology. When he began his gradate studies in the late 1930s, very little was known about genes -- what they are made of or how they work.
As a postdoctoral fellow at Stanford during the World War II years, Horowitz worked with geneticists George W. Beadle and Edward L. Tatum, who were studying the red mold known as Neurospora crassi, an organism that had not previously been used in genetics research.
That work looked at a series of mutants, each of which required different organic compounds added to its diet. The research led to the creation of the “one gene, one enzyme” concept, which holds that each gene in the bacterial (and human) genome serves as the blueprint for only one enzyme that plays a role in the metabolism of cells.
The work earned Beadle and Tatum the 1958 Nobel Prize in physiology or medicine. In his acceptance speech, Beadle credited Horowitz for much of the work that went into proving the concept.
In a crucial paper in 1945, Horowitz also addressed how complex pathways within cells to synthesize biologically important compounds could have originated.
He pointed out that many such compounds were known to be synthesized step by step using intermediate compounds that apparently had no other roles in the cell. How could such a synthetic pathway have evolved, he asked, if it served no purpose until it was complete?
Horowitz reasoned that the end product of the pathway was at first obtained by organisms directly from the environment, where it could have been produced by non-biological mechanisms, as has been shown by many researchers.
It was then possible to reasonably assume, he said, that the ability to synthesize the compound biologically could arise by a series of separate single mutations. The first such mutation might, for example, produce the desired end product in one step from some other compound in the environment. The next mutation would produce that product’s precursor, and so on down the line until a complete series of reactions would yield the desired product from readily available, simple materials.
Each successive mutation would provide a selective advantage by making the organism less dependent on chemicals in its environment.
“I know of no alternative hypothesis that is equally simple and plausible,” Beadle said. Horowitz’s formulation is now widely accepted.
Norman Harold Horowitz was born March 19, 1915, in Pittsburgh. His parents were not interested in science, he said, but they raised three sons who were. The other two were a chemist and a petroleum engineer.
Horowitz earned a degree in zoology from the University of Pittsburgh. As an undergraduate, he published two papers with biologist H.H. Collins, which helped him gain admission to graduate school at Caltech.
When Beadle left Stanford to become chairman of Caltech’s biology division, he brought Horowitz with him, and the young researcher spent the rest of his career at the Pasadena institution. He was chairman of the biology division from 1977 to 1980 and retired in 1982.
For five of his working years, he was also on the staff of the Jet Propulsion Laboratory, where he was one of the key players in the early stages of the search for extraterrestrial life. After his retirement, he wrote a book, “To Utopia and Back: The Search for Life in the Solar System,” about that quest and his experiences in the space program.
Horowitz’s wife, the former Pearl Shykin, died in 1985. He founded the Pearl S. Horowitz Book Fund at Caltech in her honor. He also endowed the Horowitz Lecture Series.
He is survived by a daughter, Elizabeth, of Berkeley; a son, Joel, of Iowa City, Iowa; and two grandchildren. | 1,046 | ENGLISH | 1 |
H. Eng. 10B, Period 2
06 January 2013
I. The Life of Shakespeare is very fascinating.
A. Shakespeare was not destined for greatness, yet his plays are the most performed and read in the world.
1. He was not born into a noble or wealthy family.
2. He did not marry into a wealthy for prestigious family.
3. His talent for acting seems to have been fairly modest.
B. He was recorded on April 26, his parents were John Shakespeare and Mary Arden.
1. His father, John Shakespeare was a glove-maker and a tradesman.
2. His mother, Mary Arden, was the daughter of a farmer.
3. He died on the day of his birth, he was recorded on April 26, but scholars believe that he was born on April 23.
a. He died on April 23.
b. Elizabethans recorded the birth of a newborn on the day of their baptism, three days after their birth.
C. Shakespeare did not have much education, and he married at the age of eighteen.
1. His father struggled with serious financial debts.
a.Shakespeare could only attend grammar school.
b.He could not attend a university.
2. He married a woman eight years his senior, Anne Hathaway.
3. Anne gave birth to three children: Susanna, Hamnet, and Judith.
D. Shakespeare showed great potential at being a poet and playwright.
1. In a 1952 pamphlet his talent was recognized by Robert Greene.
2. To this date, 154 of his sonnets have survived.
E. The uprising of Shakespeare's career began in the year1594.
1. In 1594, he became a member of Lord Chamberlain’s Men, a popular acting company in London.
a. He remained in the company for the rest of his career.
b. He would often play for Queen Elizabeth I.
2. In 1599, he and other members from Lord Chamberlain’s Men established the
Globe Theatre on the outskirts on London.
3.Shakespeare wrote many of his famous plays during King James’s reign.
F. Before his death, Shakespeare altered his will.
1. He left most of his estate to his two daughters, since his only son died.
2. He left his “second best bed” to his wife.
3. To the world, he left thirty-eight plays, 154 sonnets, and two narrative poems.
G. Shakespeare was recognized as one of the greatest English playwrights.
1. He died in Stratford on April 23, 1616.
2. In the four centuries since, he has been recognized as the greatest playwright in the English language.
II. The Elizabethan Age is very historical.
A. Elizabeth I became the Queen of England in 1558.
1. Her reign as Queen of England lasted forty-five years.
2. London had great importance in Europe.
a. London became a cultural and commercial center.
b. Learning and literature thrived in London.
B. Queen Elizabeth I’s role plays a great significance in England’s history.
1. She made significant concessions to Catholic sympathizers, which kept them from attempting rebellion.
2. She was a strong Leader.
a. She did not shy away from conflict.
b. In 1588, the Spanish Armada was defeated, which establish England as a leading military and commercial power in the western world.
3. Her support towards the exploration of the New world brought wealth to her country in the form of tobacco and gold
C. Queen Elizabeth I noticed the importance of the arts to her nation’s legacy.
1. She gave permission for the construction of professional theaters in England.
2. Many of England’s greatest playwrights were active during her reign.
a. Many plays were written in the golden age of literary arts.
b. The Shakespearean sonnets and dramatic blank came into practice.
D. King James I rose to power in England after Elizabeth I’s death.
1. Under James I’s rule, Shakespeare’s theater company, Lord Chamberlain’s
Men, became known as the King’s Men.
2. He had the Bible translated from Latin to English so that it could be more accessible to others.
a. The bible was translated into English by a team of scholars and munks.
b. The King James Version of the Bible is arguably the most influential book in the world.
E. Tension between the Crown and parliament increased. | <urn:uuid:55b36ad4-ddca-48be-98ca-5f178d56536a> | CC-MAIN-2020-05 | https://www.majortests.com/essay/Shakespeare-Outline-1-619137.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00097.warc.gz | en | 0.987732 | 978 | 3.71875 | 4 | [
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0.237481191... | 1 | H. Eng. 10B, Period 2
06 January 2013
I. The Life of Shakespeare is very fascinating.
A. Shakespeare was not destined for greatness, yet his plays are the most performed and read in the world.
1. He was not born into a noble or wealthy family.
2. He did not marry into a wealthy for prestigious family.
3. His talent for acting seems to have been fairly modest.
B. He was recorded on April 26, his parents were John Shakespeare and Mary Arden.
1. His father, John Shakespeare was a glove-maker and a tradesman.
2. His mother, Mary Arden, was the daughter of a farmer.
3. He died on the day of his birth, he was recorded on April 26, but scholars believe that he was born on April 23.
a. He died on April 23.
b. Elizabethans recorded the birth of a newborn on the day of their baptism, three days after their birth.
C. Shakespeare did not have much education, and he married at the age of eighteen.
1. His father struggled with serious financial debts.
a.Shakespeare could only attend grammar school.
b.He could not attend a university.
2. He married a woman eight years his senior, Anne Hathaway.
3. Anne gave birth to three children: Susanna, Hamnet, and Judith.
D. Shakespeare showed great potential at being a poet and playwright.
1. In a 1952 pamphlet his talent was recognized by Robert Greene.
2. To this date, 154 of his sonnets have survived.
E. The uprising of Shakespeare's career began in the year1594.
1. In 1594, he became a member of Lord Chamberlain’s Men, a popular acting company in London.
a. He remained in the company for the rest of his career.
b. He would often play for Queen Elizabeth I.
2. In 1599, he and other members from Lord Chamberlain’s Men established the
Globe Theatre on the outskirts on London.
3.Shakespeare wrote many of his famous plays during King James’s reign.
F. Before his death, Shakespeare altered his will.
1. He left most of his estate to his two daughters, since his only son died.
2. He left his “second best bed” to his wife.
3. To the world, he left thirty-eight plays, 154 sonnets, and two narrative poems.
G. Shakespeare was recognized as one of the greatest English playwrights.
1. He died in Stratford on April 23, 1616.
2. In the four centuries since, he has been recognized as the greatest playwright in the English language.
II. The Elizabethan Age is very historical.
A. Elizabeth I became the Queen of England in 1558.
1. Her reign as Queen of England lasted forty-five years.
2. London had great importance in Europe.
a. London became a cultural and commercial center.
b. Learning and literature thrived in London.
B. Queen Elizabeth I’s role plays a great significance in England’s history.
1. She made significant concessions to Catholic sympathizers, which kept them from attempting rebellion.
2. She was a strong Leader.
a. She did not shy away from conflict.
b. In 1588, the Spanish Armada was defeated, which establish England as a leading military and commercial power in the western world.
3. Her support towards the exploration of the New world brought wealth to her country in the form of tobacco and gold
C. Queen Elizabeth I noticed the importance of the arts to her nation’s legacy.
1. She gave permission for the construction of professional theaters in England.
2. Many of England’s greatest playwrights were active during her reign.
a. Many plays were written in the golden age of literary arts.
b. The Shakespearean sonnets and dramatic blank came into practice.
D. King James I rose to power in England after Elizabeth I’s death.
1. Under James I’s rule, Shakespeare’s theater company, Lord Chamberlain’s
Men, became known as the King’s Men.
2. He had the Bible translated from Latin to English so that it could be more accessible to others.
a. The bible was translated into English by a team of scholars and munks.
b. The King James Version of the Bible is arguably the most influential book in the world.
E. Tension between the Crown and parliament increased. | 937 | ENGLISH | 1 |
Born April 23: James Buchanan
The 15th president of the United States, James Buchanan, was born April 23, 1791. He is shown on a 15¢ stamp from the 1940 Presidential definitive series.
The last former secretary of state to become president of the United States was James Buchanan, just before the American Civil War. He is also known for being the only lifelong bachelor to serve as president.
Buchanan was born April 23, 1791, and was elected as the nation's 15th president in 1856, serving a single four-year term from 1857 to 1861. His successor was Abraham Lincoln.
A native of Pennsylvania, Buchanan graduated from Dickinson College and served in a volunteer cavalry unit during the war of 1812.
He represented Pennsylvania in the U.S. House from 1821 to 1831, then served as the U.S. minister to Russia, and as a U.S. senator (again representing Pennsylvania).
After four years as secretary of state under President James K. Polk, Buchanan was named U.S. minister to the United Kingdom in 1853 under President Franklin Pierce.
In the 1856 presidential election, Buchanan was nominated as the Democratic Party candidate and defeated two major opponents: Republican John C. Fremont, and the American Party candidate, former president Millard Fillmore.
During the first week of his presidency, the Dred Scott decision by the Supreme Court ruled that people of African ancestry could not become citizens of the United States, sharply limiting the rights of even those who were free. The decision also determined that the nation could not restrict slavery in the U.S. territories.
The divisions between the southern and northern states widened during the Buchanan presidency, and in its final months, after Lincoln's election, the first southern states would secede from the nation.
Buchanan retired to Wheatland, his Pennsylvania home, and died at age 78 on June 1, 1868.
Only two stamps have been issued to honor Buchanan: a 15¢ blue gray definitive in the 1940 Presidential issue (Scott 820), and a 22¢ commemorative in the 1986 Ameripex Presidential set (2217f). A 3¢ black brown commemorative issued in 1956 (1081) depicts Wheatland and is inscribed "Wheatland, the home of James Buchanan."
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0.3977755308151245... | 1 | Born April 23: James Buchanan
The 15th president of the United States, James Buchanan, was born April 23, 1791. He is shown on a 15¢ stamp from the 1940 Presidential definitive series.
The last former secretary of state to become president of the United States was James Buchanan, just before the American Civil War. He is also known for being the only lifelong bachelor to serve as president.
Buchanan was born April 23, 1791, and was elected as the nation's 15th president in 1856, serving a single four-year term from 1857 to 1861. His successor was Abraham Lincoln.
A native of Pennsylvania, Buchanan graduated from Dickinson College and served in a volunteer cavalry unit during the war of 1812.
He represented Pennsylvania in the U.S. House from 1821 to 1831, then served as the U.S. minister to Russia, and as a U.S. senator (again representing Pennsylvania).
After four years as secretary of state under President James K. Polk, Buchanan was named U.S. minister to the United Kingdom in 1853 under President Franklin Pierce.
In the 1856 presidential election, Buchanan was nominated as the Democratic Party candidate and defeated two major opponents: Republican John C. Fremont, and the American Party candidate, former president Millard Fillmore.
During the first week of his presidency, the Dred Scott decision by the Supreme Court ruled that people of African ancestry could not become citizens of the United States, sharply limiting the rights of even those who were free. The decision also determined that the nation could not restrict slavery in the U.S. territories.
The divisions between the southern and northern states widened during the Buchanan presidency, and in its final months, after Lincoln's election, the first southern states would secede from the nation.
Buchanan retired to Wheatland, his Pennsylvania home, and died at age 78 on June 1, 1868.
Only two stamps have been issued to honor Buchanan: a 15¢ blue gray definitive in the 1940 Presidential issue (Scott 820), and a 22¢ commemorative in the 1986 Ameripex Presidential set (2217f). A 3¢ black brown commemorative issued in 1956 (1081) depicts Wheatland and is inscribed "Wheatland, the home of James Buchanan."
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World StampsJan 24, 2020, 3 PM
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World StampsJan 23, 2020, 8 PM | 612 | ENGLISH | 1 |
Frederick Douglass Essay
Frederick Douglass was an African American slave reformer; he also was a writer and believed everyone should be free. Douglass once said “I would unite with anybody to do right and with nobody to do wrong.” He was willing to do anything to do the right thing. In his narrative he talks about the evils of slavery and many of the strategies to keep slavery alive as well as the tactics used to keep slaves ignorant.
In 1818 Douglass was born into in slavery on a Maryland plantation in Talbot County to his mother Harriet Bailey; although he did not really know his mom till he was older she passed when he was younger. He didn‘t know his mother because the slave owners would separate them from their mothers to destroy that mother son bond; it was a tactic used to keep the slaves thought of as tools instead of people. He never knew who his father was but he suspected that he was one of the plantation owners. Most plantation owners had their way with the female slaves. It may have been a way to keep the slave population up and profits were made by selling of slaves because mixed slaves became slaves because of law. Douglass was raised by his grandmother Betty Bailey. When he was still young he was selected to work in the plantation house. Douglass was given to the wife of his master. Following his masters death he was sent to Baltimore to serve his master‘s wife‘s brother in law Hugh Auld. In Douglass ‘early child hood seemed to be rough because he did witness a lot of abuse and suffered from it as well. He recalls witnessing the brutal whipping of his grandmother but he recalls the true pain being that he couldn‘t do anything to stop it. He uses a lot of scenes like this to provide examples of the inhumanity of...
... middle of paper ...
... going to be our tool.
Frederick Douglass portrayed the life of a plantation slave and also the life of slave owned in the city and gave an insight to the daily lives of slaves of the day. He opens the eyes of many people by telling his story and revealed the inhumane treatment of slaves and how they are people as well. Douglass helped lay the ground work for pursuing freedom with his pursuit of knowledge and how he broke down the tactics of slavery. He realized that knowledge was the key to freedom.
GreatestAudioBooks, . N.p.. Web.
Douglass, Frederick. Narrative of the Life of Frederick Douglass: An American Slave. Boston: Anti-Slavery Office, 1845.
Fort, Bruce. American Slave Narratives: An Online Anthology. AS Hypertext at UVA, 6 March 1998.
Need Writing Help?
Get feedback on grammar, clarity, concision and logic instantly.Check your paper »
- Fredrick Douglass, along with many other African Americans, was born into slavery. He was separated from his mother, Harriet Bailey, as an infant. Harriet died when Douglass was seven years old. Douglass knows that his father was a white man, but he does not know if it was his master. He is also unaware of his age because his master would not allow him to know. However, in 1835, Fredrick heard his owner say that he was around seventeen years old, which made him twenty-seven or twenty-eight when he began writing his narrative.... [tags: Frederick Douglass, Slavery in the United States]
1698 words (4.9 pages)
- Frederick Douglass was a combative African American slave born the year of 1818 in Tuckahoe, Maryland who fought his slave breaker during an unfair dispute and beat him. He demonstrated how a man was turned into a slave since birth then how a slave was turned into a man. As a rebellious runaway slave that later became known as the greatest abolitionists in history believed in his liberty more than his own life. Not only was he one of the most scholarly and effective orators but he also became revolutionary.... [tags: Informative Essay, Biography, African Americans]
1030 words (2.9 pages)
- “There are three keys to life, believe in yourself, take advantage of every opportunity and use the power of spoken and written language to effect positive change for yourself and society (IUPUI, N.P.)."Heard from the mouth of Frederick Douglass himself, he embraced these three “rules” which allowed his work to be superior from other authors of his time. Frederick could relate to the realist point of view because up until the age of 20 he was a slave, alone on a plantation. This period of literature began in 1860 and ended around 1910.... [tags: notorious African-American reformers]
1168 words (3.3 pages)
- KNOWLEDGE: THE PATH TO SELF LIBERATION Heroic, brave, and complex are adjectives that may fall short to describe the experiences of Frederick Douglass. In his narrative, he embodied every aspect of the unimaginable struggle and the adversities lived by the African American population of the United States throughout the 19th century. His memoirs are not only a mere narration about slavery, and what kind of place America was when "the land of the free" was almost exclusively for white people. They are also a strong call to society itself.... [tags: Slavery in the United States, Slavery, Human]
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- Christianity has been introduced to many societies through radical and violent methods. From the crusades to western expansion, the Christians principles of equality and love has been defiled by the men who wanted to impose their worldly desires upon the Christian faith. Contrary to the opinions of those who oppose Christianity because of these monumental events, Frederick Douglass, Casas de las Bartolomé and Thomas Cranmer effectively exemplify not only why Christianity is opposed to racial oppression, but also its virtuous teaching of love and equality demonstrated, through Christ’s ministry.... [tags: Slavery, Slavery in the United States]
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- Frederick Douglass's Disguised Message Frederick Douglass, a firm believer in equality, was one of the most influential leaders of the abolitionist movement in America. An ex-slave, Douglass pushed for abolition and brought attention to the subject through his commanding speeches and his powerful writings. Among his writings Douglass published his autobiography "Narrative of the life of Frederick Douglass, an American Slave" , which is indeed one of his more famous pieces of work. Douglass uses his own life and personal experiences to describe what life was like for a slave at the time.... [tags: Biography]
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- Frederick Douglass All stories have a beginning, middle and an end and Frederick Douglass’s story began as a slave and ended as a free man. Although he was born into slavery, the placement of Frederick Douglass’s time spent in slavery was of great importance and realization in his own life time-line. His epiphanies and realizations from the interpretation of life changing events were, to him, the actual beginning, middle and end of his life of slavery. Frederick was born in Maryland and early in his life he lived on the outskirts of the plantation where his Grandmother took care of him and the little children.... [tags: Biography]
1093 words (3.1 pages)
- Frederick Douglass 1 How did the early years of Frederick Douglass’ life affect the beliefs of the man he would become. Frederick Douglass’ adulthood was one of triumph and prestige. Still, he by no means gained virtue without struggle and conflict. There was much opposition and hostility against him. To fully understand all his thoughts and beliefs first one must look at his childhood. Frederick Augustus Bailey was born in February of 1818 to a black field hand named Harriet. He grew up on the banks of the Tuckahoe Creek deep within the woods of Maryland.... [tags: Biography Biographies]
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408 words (1.2 pages) | <urn:uuid:d7b12cf6-d2ee-46bc-b497-6da01d46d7ac> | CC-MAIN-2020-05 | https://www.123helpme.com/biography-of-frederick-douglass-preview.asp?id=253597 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251671078.88/warc/CC-MAIN-20200125071430-20200125100430-00459.warc.gz | en | 0.985809 | 1,939 | 3.40625 | 3 | [
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0.018964879214... | 1 | Frederick Douglass Essay
Frederick Douglass was an African American slave reformer; he also was a writer and believed everyone should be free. Douglass once said “I would unite with anybody to do right and with nobody to do wrong.” He was willing to do anything to do the right thing. In his narrative he talks about the evils of slavery and many of the strategies to keep slavery alive as well as the tactics used to keep slaves ignorant.
In 1818 Douglass was born into in slavery on a Maryland plantation in Talbot County to his mother Harriet Bailey; although he did not really know his mom till he was older she passed when he was younger. He didn‘t know his mother because the slave owners would separate them from their mothers to destroy that mother son bond; it was a tactic used to keep the slaves thought of as tools instead of people. He never knew who his father was but he suspected that he was one of the plantation owners. Most plantation owners had their way with the female slaves. It may have been a way to keep the slave population up and profits were made by selling of slaves because mixed slaves became slaves because of law. Douglass was raised by his grandmother Betty Bailey. When he was still young he was selected to work in the plantation house. Douglass was given to the wife of his master. Following his masters death he was sent to Baltimore to serve his master‘s wife‘s brother in law Hugh Auld. In Douglass ‘early child hood seemed to be rough because he did witness a lot of abuse and suffered from it as well. He recalls witnessing the brutal whipping of his grandmother but he recalls the true pain being that he couldn‘t do anything to stop it. He uses a lot of scenes like this to provide examples of the inhumanity of...
... middle of paper ...
... going to be our tool.
Frederick Douglass portrayed the life of a plantation slave and also the life of slave owned in the city and gave an insight to the daily lives of slaves of the day. He opens the eyes of many people by telling his story and revealed the inhumane treatment of slaves and how they are people as well. Douglass helped lay the ground work for pursuing freedom with his pursuit of knowledge and how he broke down the tactics of slavery. He realized that knowledge was the key to freedom.
GreatestAudioBooks, . N.p.. Web.
Douglass, Frederick. Narrative of the Life of Frederick Douglass: An American Slave. Boston: Anti-Slavery Office, 1845.
Fort, Bruce. American Slave Narratives: An Online Anthology. AS Hypertext at UVA, 6 March 1998.
Need Writing Help?
Get feedback on grammar, clarity, concision and logic instantly.Check your paper »
- Fredrick Douglass, along with many other African Americans, was born into slavery. He was separated from his mother, Harriet Bailey, as an infant. Harriet died when Douglass was seven years old. Douglass knows that his father was a white man, but he does not know if it was his master. He is also unaware of his age because his master would not allow him to know. However, in 1835, Fredrick heard his owner say that he was around seventeen years old, which made him twenty-seven or twenty-eight when he began writing his narrative.... [tags: Frederick Douglass, Slavery in the United States]
1698 words (4.9 pages)
- Frederick Douglass was a combative African American slave born the year of 1818 in Tuckahoe, Maryland who fought his slave breaker during an unfair dispute and beat him. He demonstrated how a man was turned into a slave since birth then how a slave was turned into a man. As a rebellious runaway slave that later became known as the greatest abolitionists in history believed in his liberty more than his own life. Not only was he one of the most scholarly and effective orators but he also became revolutionary.... [tags: Informative Essay, Biography, African Americans]
1030 words (2.9 pages)
- “There are three keys to life, believe in yourself, take advantage of every opportunity and use the power of spoken and written language to effect positive change for yourself and society (IUPUI, N.P.)."Heard from the mouth of Frederick Douglass himself, he embraced these three “rules” which allowed his work to be superior from other authors of his time. Frederick could relate to the realist point of view because up until the age of 20 he was a slave, alone on a plantation. This period of literature began in 1860 and ended around 1910.... [tags: notorious African-American reformers]
1168 words (3.3 pages)
- KNOWLEDGE: THE PATH TO SELF LIBERATION Heroic, brave, and complex are adjectives that may fall short to describe the experiences of Frederick Douglass. In his narrative, he embodied every aspect of the unimaginable struggle and the adversities lived by the African American population of the United States throughout the 19th century. His memoirs are not only a mere narration about slavery, and what kind of place America was when "the land of the free" was almost exclusively for white people. They are also a strong call to society itself.... [tags: Slavery in the United States, Slavery, Human]
1047 words (3 pages)
- Christianity has been introduced to many societies through radical and violent methods. From the crusades to western expansion, the Christians principles of equality and love has been defiled by the men who wanted to impose their worldly desires upon the Christian faith. Contrary to the opinions of those who oppose Christianity because of these monumental events, Frederick Douglass, Casas de las Bartolomé and Thomas Cranmer effectively exemplify not only why Christianity is opposed to racial oppression, but also its virtuous teaching of love and equality demonstrated, through Christ’s ministry.... [tags: Slavery, Slavery in the United States]
1143 words (3.3 pages)
- Frederick Douglass's Disguised Message Frederick Douglass, a firm believer in equality, was one of the most influential leaders of the abolitionist movement in America. An ex-slave, Douglass pushed for abolition and brought attention to the subject through his commanding speeches and his powerful writings. Among his writings Douglass published his autobiography "Narrative of the life of Frederick Douglass, an American Slave" , which is indeed one of his more famous pieces of work. Douglass uses his own life and personal experiences to describe what life was like for a slave at the time.... [tags: Biography]
2340 words (6.7 pages)
- Frederick Douglass's Propaganda Behind the Narrative Frederick Douglass, a firm believer in equality, was one of the most influential leaders of the abolitionist movement in America. An ex-slave, Douglass pushed for abolition and brought attention to the subject through his commanding speeches and his powerful writings. Among his writings Douglass published his autobiography "Narrative of the life of Frederick Douglass, an American Slave" , which is indeed one of his more famous pieces of work.... [tags: Biography]
2548 words (7.3 pages)
- Frederick Douglass All stories have a beginning, middle and an end and Frederick Douglass’s story began as a slave and ended as a free man. Although he was born into slavery, the placement of Frederick Douglass’s time spent in slavery was of great importance and realization in his own life time-line. His epiphanies and realizations from the interpretation of life changing events were, to him, the actual beginning, middle and end of his life of slavery. Frederick was born in Maryland and early in his life he lived on the outskirts of the plantation where his Grandmother took care of him and the little children.... [tags: Biography]
1093 words (3.1 pages)
- Frederick Douglass 1 How did the early years of Frederick Douglass’ life affect the beliefs of the man he would become. Frederick Douglass’ adulthood was one of triumph and prestige. Still, he by no means gained virtue without struggle and conflict. There was much opposition and hostility against him. To fully understand all his thoughts and beliefs first one must look at his childhood. Frederick Augustus Bailey was born in February of 1818 to a black field hand named Harriet. He grew up on the banks of the Tuckahoe Creek deep within the woods of Maryland.... [tags: Biography Biographies]
3537 words (10.1 pages)
- Frederick Douglass (1817-1895) Frederick Douglass was born to a slave as well as a white slave owner. Aside from being born a slave, Frederick Douglass was able to teach himself how to read and write. Douglass involved himself in the improvement of the lives of other black men. Douglass was able to organize a small revolt against his owner and survived the revolt. Frederick Douglass’s book was published in 1845 and was named Narrative of the Life of Frederick Douglass. Douglass’ narrative is a recount of the tough life on the plantations before his escape to New York.... [tags: biographies bio biography]
408 words (1.2 pages) | 1,946 | ENGLISH | 1 |
Thanks to the film “300”, the Spartan lifestyle and their iconic Hoplite helmet has become a popular one among military age males and is frequently used ad campaigns or on t-shirt designs. But what was life like, as a Spartan male who would eventually become part of their military? We’ll take a quick look at their life, training and how they fought here.
The Greeks were quite different from their Spartan neighbors who they fought against almost as often as they fought with. There would be no great philosophers from Sparta, and the entire state existed to serve the military. The Spartans built no great temples or buildings, such ostentatiousness had no place in their culture. Their military, for which they were renowned, was admired for its professionalism, their physical and mental hardness and dedication to their beliefs.
Much of what was depicted in the film was true. Spartan children were inspected, shortly after birth and those deemed physically unfit were culled from the Spartan citizenry. The myth that they were thrown into a chasm at the foot of Mount Taygetus is false. They were probably left on a remote hillside to die from exposure or be rescued by strangers or perhaps by the non-citizen laborers and tradesmen class of “Perioeci.”
Spartan parents began their training of the children at an early age. Babies crying were not picked up and children were taught at an early age not to fear the dark. Spartan women were said to be the best nannies due to this harder form of parenting. Babies were washed with wine because it was thought that it would make them strong.
Training at the Agoge:
Spartan boys lived with their parents until age seven. This was the training ground for the boys until they were ready for military service. It was like a military academy where the boys were taught both academically and militarily. The purpose of this was to lessen the ties to a boy’s family and strengthen his ties to the state. Exact obedience was demanded and discipline was harsh.
Food was purposely kept scarce to provide a constant hunger and which encouraged the young men to steal food. Where if they were caught, they’d be flogged. Not for the act of stealing but of being caught.
Hazing and ridiculing others was encouraged in the Agoge. Competition among the boys was intense in matters of games or mock combat to foster the esprit de corps that the Spartan military was so famous for.
By the age of 12, the only clothes a boy own was a cloak winter or summer, while going barefoot and they would sleep on a bed of reeds that they would pick. Discipline became even harsher. They were taught to read and write, not for any cultural reasons but to be able to read maps and issue and receive orders.
Their tough training and living conditions were noted by the first-century Roman historian Plutarch who wrote this:
“Their training was calculated to make them obey commands well, endure hardships, and conquer in battle … When they were 12 years old, they no longer had tunics to wear, received one cloak a year, had hard flesh, and knew little of baths. They slept together … on pallet-beds which they collected for themselves, breaking off with their hands—no knives allowed—the tops of the rushes which grew along the river Eurotas.”
When the boys reached the age of 18, they became trainers for the younger boys. At this time, they also became members of the Spartan reserve army. They would also spy on Helot slaves and kill any who would sneak out at night or speak openly of revolting at their masters.
At the age of 20, a Spartan young man now became a member of the army and the men had a peer evaluation to vote each individual man into becoming a member of one of the messes.
From Wikipedia: The voting was done by Spartan peers who were members of the mess and must be unanimous. Rejected candidates could try to gain entry to a different mess for up to ten years. If a man failed to gain entry into a mess by age 30, he would not gain full Spartan citizenship. At the age of 30, men were permitted to marry and to become full citizens of Sparta who could vote and hold office.
Service in the Spartan Army:
Once a Spartan entered the army, he would serve until he was 60. With a war looming a council of elders would call up the army and select the 300 best hoplites in Sparta to become the hippeis or the King’s guard as was portrayed in the film, “300”.
During a march, the mercenaries from the north, known as the Skiritai and the cavalry would be out front as a screening force. The Hoplites would follow in two long columns followed by the non-combatants.
Each hoplite would carry 20 days of provisions consisting of bread, salted meat, and cheese. They also would carry their armor, helmets, and weapons to include their shields.
From National Geographic: The Spartan shield, the hoplon—from which is derived the name of its bearer, the hoplite—the shield was, together with the spear, the most important weapon of the Spartan warrior. Each shield was circular and convex, weighed more than 15 pounds, and measured three feet in diameter. Shields were specially made out of layers of wood that had been rounded off and glued together. The exterior was covered with a fine layer of bronze, whose surface, glinting in the sun and replicated across the formation, would present a daunting spectacle to an enemy. The Spartan hoplites organized themselves into a tight-packed phalanx that then relentlessly pushed forward behind this wall of bronze.
The legend has it that Spartan mothers would give their sons their shields and say to them, “return with it or on it.” Which meant victory or death. They dressed the same as their Greek countrymen with the exception of the Spartans wore a bright red cloak.
Before a battle, the army would exercise but not nearly as strenuous as in garrison. Plutarch would write that “Their bodily exercises, too, were less rigorous during their campaigns, and [they] were allowed a regimen less rigid. They were the only men in the world for whom war brought a respite in the training for war.”
Often in the morning of a battle, they’d polish their shields and arrange their long hair in full view of the enemy. Their battle formation the Phlanx, would be eight men deep and advance in beat with their music played on utes.
The troops in the front would have their spears pointed outward toward the enemy’s eyes, throat, and arms. They’d use their shields to break thru the enemy’s formation. Any soldier who died in battle would be buried nearby where a memorial engraved with an epitaph, like one for the Spartans who died defending the Thermopylae pass against the Persians: “O Stranger, tell the Spartans that here we remain, obedient to their orders.”
Support the SOFREP community with a lifetime membership. Sign Up Now | <urn:uuid:25454fea-72c6-4f0b-89bd-5192b273b470> | CC-MAIN-2020-05 | https://sofrep.com/specialoperations/spartan-warrior-selection-began-at-birth-and-lasted-a-lifetime/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251705142.94/warc/CC-MAIN-20200127174507-20200127204507-00235.warc.gz | en | 0.991292 | 1,493 | 3.390625 | 3 | [
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0.25430986285... | 4 | Thanks to the film “300”, the Spartan lifestyle and their iconic Hoplite helmet has become a popular one among military age males and is frequently used ad campaigns or on t-shirt designs. But what was life like, as a Spartan male who would eventually become part of their military? We’ll take a quick look at their life, training and how they fought here.
The Greeks were quite different from their Spartan neighbors who they fought against almost as often as they fought with. There would be no great philosophers from Sparta, and the entire state existed to serve the military. The Spartans built no great temples or buildings, such ostentatiousness had no place in their culture. Their military, for which they were renowned, was admired for its professionalism, their physical and mental hardness and dedication to their beliefs.
Much of what was depicted in the film was true. Spartan children were inspected, shortly after birth and those deemed physically unfit were culled from the Spartan citizenry. The myth that they were thrown into a chasm at the foot of Mount Taygetus is false. They were probably left on a remote hillside to die from exposure or be rescued by strangers or perhaps by the non-citizen laborers and tradesmen class of “Perioeci.”
Spartan parents began their training of the children at an early age. Babies crying were not picked up and children were taught at an early age not to fear the dark. Spartan women were said to be the best nannies due to this harder form of parenting. Babies were washed with wine because it was thought that it would make them strong.
Training at the Agoge:
Spartan boys lived with their parents until age seven. This was the training ground for the boys until they were ready for military service. It was like a military academy where the boys were taught both academically and militarily. The purpose of this was to lessen the ties to a boy’s family and strengthen his ties to the state. Exact obedience was demanded and discipline was harsh.
Food was purposely kept scarce to provide a constant hunger and which encouraged the young men to steal food. Where if they were caught, they’d be flogged. Not for the act of stealing but of being caught.
Hazing and ridiculing others was encouraged in the Agoge. Competition among the boys was intense in matters of games or mock combat to foster the esprit de corps that the Spartan military was so famous for.
By the age of 12, the only clothes a boy own was a cloak winter or summer, while going barefoot and they would sleep on a bed of reeds that they would pick. Discipline became even harsher. They were taught to read and write, not for any cultural reasons but to be able to read maps and issue and receive orders.
Their tough training and living conditions were noted by the first-century Roman historian Plutarch who wrote this:
“Their training was calculated to make them obey commands well, endure hardships, and conquer in battle … When they were 12 years old, they no longer had tunics to wear, received one cloak a year, had hard flesh, and knew little of baths. They slept together … on pallet-beds which they collected for themselves, breaking off with their hands—no knives allowed—the tops of the rushes which grew along the river Eurotas.”
When the boys reached the age of 18, they became trainers for the younger boys. At this time, they also became members of the Spartan reserve army. They would also spy on Helot slaves and kill any who would sneak out at night or speak openly of revolting at their masters.
At the age of 20, a Spartan young man now became a member of the army and the men had a peer evaluation to vote each individual man into becoming a member of one of the messes.
From Wikipedia: The voting was done by Spartan peers who were members of the mess and must be unanimous. Rejected candidates could try to gain entry to a different mess for up to ten years. If a man failed to gain entry into a mess by age 30, he would not gain full Spartan citizenship. At the age of 30, men were permitted to marry and to become full citizens of Sparta who could vote and hold office.
Service in the Spartan Army:
Once a Spartan entered the army, he would serve until he was 60. With a war looming a council of elders would call up the army and select the 300 best hoplites in Sparta to become the hippeis or the King’s guard as was portrayed in the film, “300”.
During a march, the mercenaries from the north, known as the Skiritai and the cavalry would be out front as a screening force. The Hoplites would follow in two long columns followed by the non-combatants.
Each hoplite would carry 20 days of provisions consisting of bread, salted meat, and cheese. They also would carry their armor, helmets, and weapons to include their shields.
From National Geographic: The Spartan shield, the hoplon—from which is derived the name of its bearer, the hoplite—the shield was, together with the spear, the most important weapon of the Spartan warrior. Each shield was circular and convex, weighed more than 15 pounds, and measured three feet in diameter. Shields were specially made out of layers of wood that had been rounded off and glued together. The exterior was covered with a fine layer of bronze, whose surface, glinting in the sun and replicated across the formation, would present a daunting spectacle to an enemy. The Spartan hoplites organized themselves into a tight-packed phalanx that then relentlessly pushed forward behind this wall of bronze.
The legend has it that Spartan mothers would give their sons their shields and say to them, “return with it or on it.” Which meant victory or death. They dressed the same as their Greek countrymen with the exception of the Spartans wore a bright red cloak.
Before a battle, the army would exercise but not nearly as strenuous as in garrison. Plutarch would write that “Their bodily exercises, too, were less rigorous during their campaigns, and [they] were allowed a regimen less rigid. They were the only men in the world for whom war brought a respite in the training for war.”
Often in the morning of a battle, they’d polish their shields and arrange their long hair in full view of the enemy. Their battle formation the Phlanx, would be eight men deep and advance in beat with their music played on utes.
The troops in the front would have their spears pointed outward toward the enemy’s eyes, throat, and arms. They’d use their shields to break thru the enemy’s formation. Any soldier who died in battle would be buried nearby where a memorial engraved with an epitaph, like one for the Spartans who died defending the Thermopylae pass against the Persians: “O Stranger, tell the Spartans that here we remain, obedient to their orders.”
Support the SOFREP community with a lifetime membership. Sign Up Now | 1,453 | ENGLISH | 1 |
Did you know that from the time your baby starts to babble to himself lying in his crib he is beginning to learn how to talk? Those sweet sounds he's making are the early seeds of communication. According to Parents Magazine, the development of speech and language happens at a "rapid-fire pace" during a baby's first three years of life. As he grows into toddlerhood, you can further encourage your child to express himself and build stronger communication skills.
Importance of "babble"
Through babble, babies experiment with different sounds as they start the journey to learning how to communicate verbally. Little ones get really excited when they discover the different sounds they can make. Babies explore this skill as they create new sounds, repeatedly making them over and over each time they learn a new one. During this process they also learn that these little squeals of delight are a great way to get mom or dad's attention.
Children are very intuitive and curious people and they love to absorb what is happening in their surroundings. Learning how to talk is one of those things they pick up on quickly and, as this interest begins to peak, it's the perfect time to really hone in and try to further demonstrate the art of communication as they move from infancy to becoming a toddler.
Constantly talk to your child
You can encourage playful baby talk through interaction with your child; try to emphasize the sounds he makes. By doing this, your baby begins to learn how to effectively communicate through important listening skills that will carry him to toddlerhood and beyond. But don't stop at baby talk; ideally, you want to speak to him using "real" words.
Talking to your toddler is an excellent way to teach speech patterns and flow. He is always listening, even if he cannot yet understand the words you are saying. Allowing him to hear you speak (not just "baby talk") is a great way to familiarize him with speech. Additionally, this is great bonding time.
Listen to your toddler
Along with speaking to your toddler, it is equally important to listen to him and respond, even if you cannot exactly identify what it is he's saying. Communication is a two-way street and, if he feels he is not being listened to, when he does develop a stronger vocabulary he may not understand he is supposed to listen to others. This could potentially impact his ability to effectively communicate as he grows older and starts to have more interaction with other people.
Spend time reading
Even though babies and toddlers may not act as if they are paying attention (and often may seem to be concentrating on eating or ripping the book), know he is listening and hearing your words, along with the flow of your speech. As he grows throughout the toddler years, he probably will have developed an avid appetite for books; you can continue to nurture this love of reading.
The toddler years will pass all too rapidly, but these are the most significant years to set the foundation for future strong communication skills. Talk to your toddler constantly and listen to what he says to you. Nurturing and developing strong speaking and listening skills will do much to give your toddler the gift of language. | <urn:uuid:fbd1360c-9414-47f1-9e7c-af1989e0b05a> | CC-MAIN-2020-05 | https://showcase.tempestamedia.com/teaching-toddlers-how-to-communicate-through-interaction-aid-21443/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251789055.93/warc/CC-MAIN-20200129071944-20200129101944-00318.warc.gz | en | 0.981437 | 646 | 3.375 | 3 | [
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0.491886228322982... | 3 | Did you know that from the time your baby starts to babble to himself lying in his crib he is beginning to learn how to talk? Those sweet sounds he's making are the early seeds of communication. According to Parents Magazine, the development of speech and language happens at a "rapid-fire pace" during a baby's first three years of life. As he grows into toddlerhood, you can further encourage your child to express himself and build stronger communication skills.
Importance of "babble"
Through babble, babies experiment with different sounds as they start the journey to learning how to communicate verbally. Little ones get really excited when they discover the different sounds they can make. Babies explore this skill as they create new sounds, repeatedly making them over and over each time they learn a new one. During this process they also learn that these little squeals of delight are a great way to get mom or dad's attention.
Children are very intuitive and curious people and they love to absorb what is happening in their surroundings. Learning how to talk is one of those things they pick up on quickly and, as this interest begins to peak, it's the perfect time to really hone in and try to further demonstrate the art of communication as they move from infancy to becoming a toddler.
Constantly talk to your child
You can encourage playful baby talk through interaction with your child; try to emphasize the sounds he makes. By doing this, your baby begins to learn how to effectively communicate through important listening skills that will carry him to toddlerhood and beyond. But don't stop at baby talk; ideally, you want to speak to him using "real" words.
Talking to your toddler is an excellent way to teach speech patterns and flow. He is always listening, even if he cannot yet understand the words you are saying. Allowing him to hear you speak (not just "baby talk") is a great way to familiarize him with speech. Additionally, this is great bonding time.
Listen to your toddler
Along with speaking to your toddler, it is equally important to listen to him and respond, even if you cannot exactly identify what it is he's saying. Communication is a two-way street and, if he feels he is not being listened to, when he does develop a stronger vocabulary he may not understand he is supposed to listen to others. This could potentially impact his ability to effectively communicate as he grows older and starts to have more interaction with other people.
Spend time reading
Even though babies and toddlers may not act as if they are paying attention (and often may seem to be concentrating on eating or ripping the book), know he is listening and hearing your words, along with the flow of your speech. As he grows throughout the toddler years, he probably will have developed an avid appetite for books; you can continue to nurture this love of reading.
The toddler years will pass all too rapidly, but these are the most significant years to set the foundation for future strong communication skills. Talk to your toddler constantly and listen to what he says to you. Nurturing and developing strong speaking and listening skills will do much to give your toddler the gift of language. | 633 | ENGLISH | 1 |
The school age children love the game “Hide and Seek” As a way to enhance this interest the group was presented with a challenge that required teamwork and communication skills. The children had to go on a hunt to find puzzle pieces and put it together as fast as they could.
To begin the activity, the puzzle pieces were hidden all around the room. After the children were notified about the activity, they sprang into action. The children delegated responsibilities quickly and appeared organized in their thought processes. Some of the children kept on looking around the classroom, while others would put the pieces together in order to complete the goal.
The children putting the pieces together had a plan. Nathan suggested, “We’ll look for the edge piece since it easier to find and put together.” While others worked on the middle part. Some of the children also organized the pieces by colour. Shaan was overheard asking, “Does anyone have any green pieces?” This allowed for building on communication and sorting skills to ensure that if anyone found a certain puzzle piece, they would give it to him.
They also wanted to motivate and encourage others to keep trying. They would stay positive even if they noticed one of their peers were getting frustrated. As one child was struggling to fit pieces together, Thomas assisted by pointing to the place where he thought a piece would fit. When the piece was placed in the puzzle, a smile appeared on the child’s face showing excitement that it was getting completed. Thomas replied, “Good job!” This shows that the children are able to assist each other and communicate success.
The children completed the hunt and puzzle within 15 minutes. Upon reflection, one of the frustrations and disappointing factors was that the puzzle didn’t have all the pieces. Kristen and Stella who were familiar with the puzzle shared that the puzzle had been around awhile and there were missing pieces. Knowing this fact, assisted in calming those who were frustrated. Perhaps this leads us to a new activity of trying to draw the missing puzzle pieces or making our own. | <urn:uuid:271a5287-98d2-41e2-b62b-56b5e4e7b548> | CC-MAIN-2020-05 | https://owlchildcare.org/st-nicholas/ni-school-age-ls-oct-2019-puzzle-hunt?tmpl=component&print=1&layout=default | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00522.warc.gz | en | 0.987365 | 421 | 3.28125 | 3 | [
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0.4336586296... | 1 | The school age children love the game “Hide and Seek” As a way to enhance this interest the group was presented with a challenge that required teamwork and communication skills. The children had to go on a hunt to find puzzle pieces and put it together as fast as they could.
To begin the activity, the puzzle pieces were hidden all around the room. After the children were notified about the activity, they sprang into action. The children delegated responsibilities quickly and appeared organized in their thought processes. Some of the children kept on looking around the classroom, while others would put the pieces together in order to complete the goal.
The children putting the pieces together had a plan. Nathan suggested, “We’ll look for the edge piece since it easier to find and put together.” While others worked on the middle part. Some of the children also organized the pieces by colour. Shaan was overheard asking, “Does anyone have any green pieces?” This allowed for building on communication and sorting skills to ensure that if anyone found a certain puzzle piece, they would give it to him.
They also wanted to motivate and encourage others to keep trying. They would stay positive even if they noticed one of their peers were getting frustrated. As one child was struggling to fit pieces together, Thomas assisted by pointing to the place where he thought a piece would fit. When the piece was placed in the puzzle, a smile appeared on the child’s face showing excitement that it was getting completed. Thomas replied, “Good job!” This shows that the children are able to assist each other and communicate success.
The children completed the hunt and puzzle within 15 minutes. Upon reflection, one of the frustrations and disappointing factors was that the puzzle didn’t have all the pieces. Kristen and Stella who were familiar with the puzzle shared that the puzzle had been around awhile and there were missing pieces. Knowing this fact, assisted in calming those who were frustrated. Perhaps this leads us to a new activity of trying to draw the missing puzzle pieces or making our own. | 404 | ENGLISH | 1 |
Martin Luther King, Jr. was one of the pivotal leaders of the American civil rights movement. King was a Baptist minister, one of the few leadership roles available to black men at the time. He became a civil rights activist early in his career. He led the Montgomery Bus Boycott (1955–1956) and helped found the Southern Christian Leadership Conference (1957), serving as its first president. His efforts led to the 1963 March on Washington, where King delivered his “I Have a Dream” speech. Here he raised public consciousness of the civil rights movement and established himself as one of the greatest orators in U.S. history. In 1964, King became the youngest person to receive the Nobel Peace Prize for his efforts to end segregation and racial discrimination through civil disobedience
and other non-violent means.King was assassinated on April 4, 1968, in Memphis, Tennessee. He was posthumously awarded the Presidential Medal of Freedom by President Jimmy Carter in 1977. Martin Luther King, Jr. Day was established as a national holiday in the United States in 1986. In 2004, King was posthumously awarded a Congressional Gold Medal. | <urn:uuid:d91a25bc-91f7-457c-b4a4-5cf1e7389c4e> | CC-MAIN-2020-05 | https://bookziz.com/a/martin-luther-king-jr/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601615.66/warc/CC-MAIN-20200121044233-20200121073233-00378.warc.gz | en | 0.981263 | 233 | 3.9375 | 4 | [
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0.05187194421887398... | 1 | Martin Luther King, Jr. was one of the pivotal leaders of the American civil rights movement. King was a Baptist minister, one of the few leadership roles available to black men at the time. He became a civil rights activist early in his career. He led the Montgomery Bus Boycott (1955–1956) and helped found the Southern Christian Leadership Conference (1957), serving as its first president. His efforts led to the 1963 March on Washington, where King delivered his “I Have a Dream” speech. Here he raised public consciousness of the civil rights movement and established himself as one of the greatest orators in U.S. history. In 1964, King became the youngest person to receive the Nobel Peace Prize for his efforts to end segregation and racial discrimination through civil disobedience
and other non-violent means.King was assassinated on April 4, 1968, in Memphis, Tennessee. He was posthumously awarded the Presidential Medal of Freedom by President Jimmy Carter in 1977. Martin Luther King, Jr. Day was established as a national holiday in the United States in 1986. In 2004, King was posthumously awarded a Congressional Gold Medal. | 263 | ENGLISH | 1 |
The process of ending group separations usually with reference to races is termed as desegregation. In 1957-158 and in 1963-1974, steps towards desegregation were taken in Little Rock, Arkansas and Boston Massachusetts respectively. School desegregation in Little Rock, Arkansas and in Boston Massachusetts had one major similarity. In both Little Rock Arkansas and Boston Massachusetts, there was an increase in the number of Black students attending school. Initially, students in these schools were all whites and African American students were not allowed to learn in the same schools with the whites (Global security, 2000).
However, school desegregation in Little Rock, Arkansas and Boston, Massachusetts had got one major difference. The difference was observed in the number of African American students enrolled in each school during the desegregation years. In Little Rock, Arkansas a total of 17 students had been selected to join the Central High School which only consisted of white students in 1957. Unfortunately, only nine Black students were successfully enrolled, and out of the nine, only three returned when schools were opened (Global security, 2000). On the contrary, there was a higher number of African American students who were enrolled in Boston Massachusetts than those who were enrolled in Little Rock Arkansas. In Boston, desegregation occurred in elementary schools, junior high schools and in high schools. Between 1971 and 1972, student enrollment in Boston Massachusetts had grown with 7 percent of the students being other minorities, 32 percent blacks, and 61 percent whites. The number of students from other races in Boston Schools was almost equal to those of white students, with an increase in enrollment every subsequent year (United States Commission on Civil Rights, 1975). Order Unique Answer Now | <urn:uuid:c8d12c69-90c0-41c0-830d-705b5dd18383> | CC-MAIN-2020-05 | https://uniquewritersbay.com/blog/school-desegregation-little-rock-arkansas-1957-1958-vs-boston-massachusetts-1963-1974/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592394.9/warc/CC-MAIN-20200118081234-20200118105234-00345.warc.gz | en | 0.980863 | 338 | 3.5625 | 4 | [
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-0.15454436... | 1 | The process of ending group separations usually with reference to races is termed as desegregation. In 1957-158 and in 1963-1974, steps towards desegregation were taken in Little Rock, Arkansas and Boston Massachusetts respectively. School desegregation in Little Rock, Arkansas and in Boston Massachusetts had one major similarity. In both Little Rock Arkansas and Boston Massachusetts, there was an increase in the number of Black students attending school. Initially, students in these schools were all whites and African American students were not allowed to learn in the same schools with the whites (Global security, 2000).
However, school desegregation in Little Rock, Arkansas and Boston, Massachusetts had got one major difference. The difference was observed in the number of African American students enrolled in each school during the desegregation years. In Little Rock, Arkansas a total of 17 students had been selected to join the Central High School which only consisted of white students in 1957. Unfortunately, only nine Black students were successfully enrolled, and out of the nine, only three returned when schools were opened (Global security, 2000). On the contrary, there was a higher number of African American students who were enrolled in Boston Massachusetts than those who were enrolled in Little Rock Arkansas. In Boston, desegregation occurred in elementary schools, junior high schools and in high schools. Between 1971 and 1972, student enrollment in Boston Massachusetts had grown with 7 percent of the students being other minorities, 32 percent blacks, and 61 percent whites. The number of students from other races in Boston Schools was almost equal to those of white students, with an increase in enrollment every subsequent year (United States Commission on Civil Rights, 1975). Order Unique Answer Now | 381 | ENGLISH | 1 |
This week, I did a lesson with a home ed group on making fire.
We had decided to do lessons about the science of things going back in time, so I decided to go back to the beginning and start with one of the earliest inventions. It was good timing as I had also finished reading The Lost Civilisations of the Stone Age by Richard Rudgley.
There is plenty of science around building a fire. The first and most obvious is the fire triangle.
So I lit a candle and asked them what a candle needs to burn. the heat was obvious as it came from the match. the idea that you need oxygen came to tow of the four children, but once I put a glass over the candle and the fire had gone out, it became more obvious.
The hardest bit was the fuel. I have now realised that a candle is not the best way to highlight the fuel as some people may say that the wick is the fuel. the fuel is from molten wax that is absorbed by the wick and then burnt in the wick.
Once we had established the things that fire needs, we decided to build a fire.
Two of the children had done a lot of camping and knew a few things about building fires - they knew that they had to use small sticks and that they should use the teepee method, one of the better ways of building a fire.
This was the perfect time to make a link.
We linked the teepee campfire to how it helped a fire get the most heat, fuel and oxygen possible, sticking in a reference to surface area, which comes up a lot in biology and chemistry GCSE. Since the children I was working with were younger, I did a simplified version involving snap cubes. I gave each child 8 snap cubes connected in a cube face and got them to count the number of cube faces (24). Then they broke them up and counted the number of cube faces then (48).
I linked this into why you always start a fire with tinder, then kindling and then add the large branches.
We finished off with lighting out fire together which went great and then talked about how to put out fires and which parts of the fire triangle each method removes.
Some of us tried to use a bowdrill. I managed to get some smoke, but now glowing embers. Bow drills are hard work.
in my research, I found a great lesson on fires here.
The sheet I used is here.
Have a great week everyone! | <urn:uuid:c69173bc-82c9-4d4e-a27f-64c7948ae5e2> | CC-MAIN-2020-05 | https://www.thriveeducation.net/single-post/2018/06/26/Projects-and-science | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595787.7/warc/CC-MAIN-20200119234426-20200120022426-00516.warc.gz | en | 0.983226 | 515 | 3.609375 | 4 | [
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0.49926650524139404... | 4 | This week, I did a lesson with a home ed group on making fire.
We had decided to do lessons about the science of things going back in time, so I decided to go back to the beginning and start with one of the earliest inventions. It was good timing as I had also finished reading The Lost Civilisations of the Stone Age by Richard Rudgley.
There is plenty of science around building a fire. The first and most obvious is the fire triangle.
So I lit a candle and asked them what a candle needs to burn. the heat was obvious as it came from the match. the idea that you need oxygen came to tow of the four children, but once I put a glass over the candle and the fire had gone out, it became more obvious.
The hardest bit was the fuel. I have now realised that a candle is not the best way to highlight the fuel as some people may say that the wick is the fuel. the fuel is from molten wax that is absorbed by the wick and then burnt in the wick.
Once we had established the things that fire needs, we decided to build a fire.
Two of the children had done a lot of camping and knew a few things about building fires - they knew that they had to use small sticks and that they should use the teepee method, one of the better ways of building a fire.
This was the perfect time to make a link.
We linked the teepee campfire to how it helped a fire get the most heat, fuel and oxygen possible, sticking in a reference to surface area, which comes up a lot in biology and chemistry GCSE. Since the children I was working with were younger, I did a simplified version involving snap cubes. I gave each child 8 snap cubes connected in a cube face and got them to count the number of cube faces (24). Then they broke them up and counted the number of cube faces then (48).
I linked this into why you always start a fire with tinder, then kindling and then add the large branches.
We finished off with lighting out fire together which went great and then talked about how to put out fires and which parts of the fire triangle each method removes.
Some of us tried to use a bowdrill. I managed to get some smoke, but now glowing embers. Bow drills are hard work.
in my research, I found a great lesson on fires here.
The sheet I used is here.
Have a great week everyone! | 504 | ENGLISH | 1 |
This easy will show how loneliness creates friendships. Each paragraph will show how the friendships can come alive. One paragraph is how Lennie and Crooks' friendship developed. The second is Curley's wife trying to find a friendship with the wrong person. The third will show that anyone will talk if someone will listen.
Lennie and Crooks' friendship. Lennie is lonely because he doesn't want to upset anyone and wants to leave if does so. "Cause I can jus' as well go away an' live in a cave." (pg. 12) I don't think Lennie wouldn't survive in a cave. Crooks is lonely because he is colored and treated differently. “Guy’s don’t come into a colored mans’ room very much.” (pg.71) He is showing that he hates when people come near him. This brings them together because Crooks wants someone to talk to. “Come in and sit awhile.” (pg.69) I think that Crooks liked to have someone in his room. This shows that Crooks does have someone to talk to.
Curley’s wife and Lennie. Curley’s wife is lonely because she is the only woman and gets treated differently. “I get lonely, you can talk to people but I can only talk to Curley.” (pg.87) I think she wants to be the center of attention. Lennie is lonely because he kills some things that he loves. “Why did you have to get killed?” (pg. 85) Lennie doesn’t want to lose anything in his life. Curley’s wife has soft hair and interacts with Lennie. “Some people got curse hair. Take Curley, his hair is just like wire. But mine is soft and fine. Here- feel right here.”(pg. 90) She loves having attention no matter who from. This shows that you can friends with anyone.
George and Slims’ friendship. George is lonely in a way because he has to look after someone that isn’t all there. “If I was alone, I could live so easy.” (pg.9) George would be lonely without Lennie. Slim is lonely because he has lived on the ranch so long and people don’t stay so it’s hard to make friends. “Oh, I don’t. Hardly any of the guys ever travel together. I...
Please join StudyMode to read the full document | <urn:uuid:8eb811b9-67bf-4154-9d8b-079b102de3a8> | CC-MAIN-2020-05 | https://www.studymode.com/essays/Loneliness-And-Friendship-In-Of-Mice-63822019.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251728207.68/warc/CC-MAIN-20200127205148-20200127235148-00379.warc.gz | en | 0.98269 | 537 | 3.359375 | 3 | [
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0.07294246554... | 1 | This easy will show how loneliness creates friendships. Each paragraph will show how the friendships can come alive. One paragraph is how Lennie and Crooks' friendship developed. The second is Curley's wife trying to find a friendship with the wrong person. The third will show that anyone will talk if someone will listen.
Lennie and Crooks' friendship. Lennie is lonely because he doesn't want to upset anyone and wants to leave if does so. "Cause I can jus' as well go away an' live in a cave." (pg. 12) I don't think Lennie wouldn't survive in a cave. Crooks is lonely because he is colored and treated differently. “Guy’s don’t come into a colored mans’ room very much.” (pg.71) He is showing that he hates when people come near him. This brings them together because Crooks wants someone to talk to. “Come in and sit awhile.” (pg.69) I think that Crooks liked to have someone in his room. This shows that Crooks does have someone to talk to.
Curley’s wife and Lennie. Curley’s wife is lonely because she is the only woman and gets treated differently. “I get lonely, you can talk to people but I can only talk to Curley.” (pg.87) I think she wants to be the center of attention. Lennie is lonely because he kills some things that he loves. “Why did you have to get killed?” (pg. 85) Lennie doesn’t want to lose anything in his life. Curley’s wife has soft hair and interacts with Lennie. “Some people got curse hair. Take Curley, his hair is just like wire. But mine is soft and fine. Here- feel right here.”(pg. 90) She loves having attention no matter who from. This shows that you can friends with anyone.
George and Slims’ friendship. George is lonely in a way because he has to look after someone that isn’t all there. “If I was alone, I could live so easy.” (pg.9) George would be lonely without Lennie. Slim is lonely because he has lived on the ranch so long and people don’t stay so it’s hard to make friends. “Oh, I don’t. Hardly any of the guys ever travel together. I...
Please join StudyMode to read the full document | 499 | ENGLISH | 1 |
Women first organized and collectively fought for suffrage at the national level in July of 1848. Suffragists such as Elizabeth Cady Stanton and Lucretia Mott convened a meeting of over 300 people in Seneca Falls, New York. In the following decades, women marched, protested, lobbied, and even went to jail. By the 1870s, women pressured Congress to vote on an amendment that would recognize their suffrage rights. This amendment was sometimes known as the Susan B. Anthony Amendment and became the 19th Amendment.
The amendment reads:
"The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of sex."
Some women wanted the federal government to recognize their right to vote by passing a constitutional amendment (later known as the 19th Amendment). Other women felt they should focus on getting their state or territory to recognize their right to vote. After Colorado became a state in 1876, it held a referendum on women’s suffrage. A referendum occurs when the people directly vote on an issue. The people of Colorado narrowly voted against recognizing suffrage rights. Some voters, particularly businessmen and saloonkeepers, were afraid that if women could vote, they would ban the sale of alcohol. Known as temperance, this was a popular political issue among women at the time.
In the following decades, organizations such as the Colorado Non-Partisan Equal Suffrage Association sent speakers out to towns across the state. Women also wrote articles explaining the importance of a woman’s right to vote. When another referendum for women’s suffrage was held in 1893, the people of Colorado voted to recognize women’s suffrage rights. Colorado became the first state to enact women’s suffrage by popular referendum.
Even though Colorado women could now vote, they continued to push for national suffrage rights. In June 1919, the US Congress finally passed the 19th Amendment. After Congress approved the 19th Amendment, at least 36 states needed to vote in favor of it for it to become law. This process is called ratification.
On December 15, 1919, Colorado voted to ratify the 19th Amendment. By August of 1920, 35 other states ratified the 19th Amendment, ensuring that across the country, the right to vote could not be denied based on sex.
Colorado Places of Women's Suffrage: State Capitol BuildingLocated in Denver, the State Capitol Building with its gold-leafed dome, was built between 1886 and 1901. Denver's nickname as "The Mile High City" is based on the building's elevation above sea level, as measured (and marked) on the steps to the western entrance.
It was here that Colorado ratified the 19th Amendment on December 15, 1919. The State Capitol building was listed on the National Register of Historic Places on February 27, 1974 and designated a National Historic Landmark on October 16, 2012. The building is open to the public.
Colorado Places of Women’s Suffrage: Croke-Patterson-Campbell House
Owned by lawyer and newspaper publisher Thomas Patterson, the mansion was home to Thomas, his wife Katherine, and his daughter Margaret. Educated at Bryn Mawr College, Margaret was active in Denver women’s clubs, including the Women’s Press Club. She was also active in the the National American Women’s Suffrage Association and the National League for Women’s Service. The Croke-Patterson-Campbell House is listed on the National Register of Historic Places and is currently home to the Patterson Inn.
Last updated: January 15, 2020 | <urn:uuid:df19d203-637e-431e-82fb-39b3ab1e6daf> | CC-MAIN-2020-05 | https://www.nps.gov/articles/colorado-and-the-19th-amendment.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593295.11/warc/CC-MAIN-20200118164132-20200118192132-00168.warc.gz | en | 0.982191 | 749 | 4.5625 | 5 | [
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-0.31334549188613... | 6 | Women first organized and collectively fought for suffrage at the national level in July of 1848. Suffragists such as Elizabeth Cady Stanton and Lucretia Mott convened a meeting of over 300 people in Seneca Falls, New York. In the following decades, women marched, protested, lobbied, and even went to jail. By the 1870s, women pressured Congress to vote on an amendment that would recognize their suffrage rights. This amendment was sometimes known as the Susan B. Anthony Amendment and became the 19th Amendment.
The amendment reads:
"The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of sex."
Some women wanted the federal government to recognize their right to vote by passing a constitutional amendment (later known as the 19th Amendment). Other women felt they should focus on getting their state or territory to recognize their right to vote. After Colorado became a state in 1876, it held a referendum on women’s suffrage. A referendum occurs when the people directly vote on an issue. The people of Colorado narrowly voted against recognizing suffrage rights. Some voters, particularly businessmen and saloonkeepers, were afraid that if women could vote, they would ban the sale of alcohol. Known as temperance, this was a popular political issue among women at the time.
In the following decades, organizations such as the Colorado Non-Partisan Equal Suffrage Association sent speakers out to towns across the state. Women also wrote articles explaining the importance of a woman’s right to vote. When another referendum for women’s suffrage was held in 1893, the people of Colorado voted to recognize women’s suffrage rights. Colorado became the first state to enact women’s suffrage by popular referendum.
Even though Colorado women could now vote, they continued to push for national suffrage rights. In June 1919, the US Congress finally passed the 19th Amendment. After Congress approved the 19th Amendment, at least 36 states needed to vote in favor of it for it to become law. This process is called ratification.
On December 15, 1919, Colorado voted to ratify the 19th Amendment. By August of 1920, 35 other states ratified the 19th Amendment, ensuring that across the country, the right to vote could not be denied based on sex.
Colorado Places of Women's Suffrage: State Capitol BuildingLocated in Denver, the State Capitol Building with its gold-leafed dome, was built between 1886 and 1901. Denver's nickname as "The Mile High City" is based on the building's elevation above sea level, as measured (and marked) on the steps to the western entrance.
It was here that Colorado ratified the 19th Amendment on December 15, 1919. The State Capitol building was listed on the National Register of Historic Places on February 27, 1974 and designated a National Historic Landmark on October 16, 2012. The building is open to the public.
Colorado Places of Women’s Suffrage: Croke-Patterson-Campbell House
Owned by lawyer and newspaper publisher Thomas Patterson, the mansion was home to Thomas, his wife Katherine, and his daughter Margaret. Educated at Bryn Mawr College, Margaret was active in Denver women’s clubs, including the Women’s Press Club. She was also active in the the National American Women’s Suffrage Association and the National League for Women’s Service. The Croke-Patterson-Campbell House is listed on the National Register of Historic Places and is currently home to the Patterson Inn.
Last updated: January 15, 2020 | 801 | ENGLISH | 1 |
Cassini and the Division in Saturn's Ring
In 1730 a paper written much earlier by Giovanni Domenico Cassini entitled The Discovery of the Division in Saturn's Ring appeared in Volume X of the Mémoires de I'Académie Royale des Sciences. The paper, of course, was written in French but we give below an English translation:-
The Discovery of the Division in Saturn's Ring
After the discoveries which have been made at different times concerning the globe of Saturn, its ring and its satellites, in part by Huygens who discovered one of the satellites which revolves around Saturn in 16 days less 47 minutes, and in part by Cassini who discovered two others of which we will give the history at an early date, it seemed that there was nothing more to discover concerning the planet; however, the latest observations that Cassini has made concerning the body of Saturn and its ring, show that in the Heavens as well as on the Earth, something new to observe always appears.
After the emergence of Saturn from the rays of the Sun as a morning star in the year 1675, the globe of the planet appeared with a dark band, similar to those of Jupiter, extending the length of the ring from East to West, as it is nearly always shown by the 34-foot telescope, and the breadth of the ring was divided by a dark line into two equal parts, of which the interior and nearer one to the globe was very bright, and the exterior part slightly dark. There was about the same difference between the colours of these two parts that there is between dull silver and burnished silver, which had never before been observed but which has since been seen in the same telescope, more clearly at twilight and in moonlight than on a darker night.
This appearance gave an impression of a double ring, of which the inferior ring, being larger and darker, had superposed upon it another that is narrower and brighter, and reminds one that in the year 1671, when the extensions of Saturn were on the verge of disappearing they contracted beforehand, perhaps because the outer part of the ring, which was single and dark, disappeared before the inner part, which was double and brighter.
In the same year, 1671, the shorter diameter of the ring was still less than the diameter of the globe which extended outside the ring on the North and South sides, and this phase lasted until the immersion of Saturn in the rays of the Sun in the year 1676. But after its emersion, which took place last summer, the shorter diameter of the ring exceeded that of the globe. There is an observation by Hevelius in the English Journal, which corresponds to the first of these two phases; but as he has noted neither the band of Saturn, nor the distinction which can he seen in the ring, one has reason to judge that the telescopes which he uses are much inferior to those of the Royal Observatory. | <urn:uuid:4326ad08-8092-45cb-9397-2b099def2ff1> | CC-MAIN-2020-05 | http://mathshistory.st-andrews.ac.uk/Extras/Cassini_Saturn.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594603.8/warc/CC-MAIN-20200119122744-20200119150744-00070.warc.gz | en | 0.981148 | 593 | 3.640625 | 4 | [
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0.588756978511... | 2 | Cassini and the Division in Saturn's Ring
In 1730 a paper written much earlier by Giovanni Domenico Cassini entitled The Discovery of the Division in Saturn's Ring appeared in Volume X of the Mémoires de I'Académie Royale des Sciences. The paper, of course, was written in French but we give below an English translation:-
The Discovery of the Division in Saturn's Ring
After the discoveries which have been made at different times concerning the globe of Saturn, its ring and its satellites, in part by Huygens who discovered one of the satellites which revolves around Saturn in 16 days less 47 minutes, and in part by Cassini who discovered two others of which we will give the history at an early date, it seemed that there was nothing more to discover concerning the planet; however, the latest observations that Cassini has made concerning the body of Saturn and its ring, show that in the Heavens as well as on the Earth, something new to observe always appears.
After the emergence of Saturn from the rays of the Sun as a morning star in the year 1675, the globe of the planet appeared with a dark band, similar to those of Jupiter, extending the length of the ring from East to West, as it is nearly always shown by the 34-foot telescope, and the breadth of the ring was divided by a dark line into two equal parts, of which the interior and nearer one to the globe was very bright, and the exterior part slightly dark. There was about the same difference between the colours of these two parts that there is between dull silver and burnished silver, which had never before been observed but which has since been seen in the same telescope, more clearly at twilight and in moonlight than on a darker night.
This appearance gave an impression of a double ring, of which the inferior ring, being larger and darker, had superposed upon it another that is narrower and brighter, and reminds one that in the year 1671, when the extensions of Saturn were on the verge of disappearing they contracted beforehand, perhaps because the outer part of the ring, which was single and dark, disappeared before the inner part, which was double and brighter.
In the same year, 1671, the shorter diameter of the ring was still less than the diameter of the globe which extended outside the ring on the North and South sides, and this phase lasted until the immersion of Saturn in the rays of the Sun in the year 1676. But after its emersion, which took place last summer, the shorter diameter of the ring exceeded that of the globe. There is an observation by Hevelius in the English Journal, which corresponds to the first of these two phases; but as he has noted neither the band of Saturn, nor the distinction which can he seen in the ring, one has reason to judge that the telescopes which he uses are much inferior to those of the Royal Observatory. | 612 | ENGLISH | 1 |
What's the meaning of the phrase 'Big wig'?
An important person. Now usually spelled as single word, 'bigwig'.
What's the origin of the phrase 'Big wig'?
The fashion for wigs began with the Bourbon kings of France. Louis XIII (1601 - 1643) went prematurely bald and took to wearing a wig. By the middle of the century, and especially during the reign of Louis XIV, The Sun King, wigs were virtually obligatory for all European nobility and 'persons of quality'.
At that time they were known in England as periwigs, which was shortened to wig by 1675.
Wigs were expensive to purchase and to keep in condition and were the preserve of the powerful and wealthy. Ostentation was the order of the day in Bourbon France and over time the wigs became bigger, often to the point of absurdity and requiring of scaffolding.
It isn't difficult to imagine how the term 'big-wig' emerged to refer to the rich and powerful.
The first record of this in print that I've found is G. Selwyn's 1781 Letters in 15th Rep. Hist. MSS. Commission:
"A new point of discussion for the lawyers, for our big wigs, for their Lordships."
This makes explicit the use of the term in relation to the British judiciary, who wore wigs in court - then and now. | <urn:uuid:81459295-29bb-4fdf-b346-bc62517ccc85> | CC-MAIN-2020-05 | https://www.phrases.org.uk/meanings/64775.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00423.warc.gz | en | 0.985686 | 292 | 3.34375 | 3 | [
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-0.034234... | 17 | What's the meaning of the phrase 'Big wig'?
An important person. Now usually spelled as single word, 'bigwig'.
What's the origin of the phrase 'Big wig'?
The fashion for wigs began with the Bourbon kings of France. Louis XIII (1601 - 1643) went prematurely bald and took to wearing a wig. By the middle of the century, and especially during the reign of Louis XIV, The Sun King, wigs were virtually obligatory for all European nobility and 'persons of quality'.
At that time they were known in England as periwigs, which was shortened to wig by 1675.
Wigs were expensive to purchase and to keep in condition and were the preserve of the powerful and wealthy. Ostentation was the order of the day in Bourbon France and over time the wigs became bigger, often to the point of absurdity and requiring of scaffolding.
It isn't difficult to imagine how the term 'big-wig' emerged to refer to the rich and powerful.
The first record of this in print that I've found is G. Selwyn's 1781 Letters in 15th Rep. Hist. MSS. Commission:
"A new point of discussion for the lawyers, for our big wigs, for their Lordships."
This makes explicit the use of the term in relation to the British judiciary, who wore wigs in court - then and now. | 297 | ENGLISH | 1 |
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A ship of the line was a type of naval warship constructed from the 17th century to the mid-19th century. The ship of the line was designed for the naval tactic known as the line of battle, which depended on the two columns of opposing warships maneuvering to fire with the cannons along their broadsides. In conflicts where opposing ships were both able to fire from their broadsides, the opponent with more cannons--and therefore more firepower--typically had an advantage. Since these engagements were almost invariably won by the heaviest ships carrying the most powerful guns, the natural progression was to build sailing vessels that were the largest and most powerful of their time.
From the end of the 1840s, the introduction of steam power brought less dependence on the wind in battle and led to the construction of screw-driven, wooden-hulled, ships of the line; a number of pure sail-driven ships were converted to this propulsion mechanism. However, the introduction of the ironclad frigate in about 1859 led swiftly to the decline of the steam-assisted ships of the line. The ironclad warship became the ancestor of the 20th-century battleship, whose very designation is itself a contraction of the phrase "ship of the line of battle" or, more colloquially, "line-of-battle ship".
The term "ship of the line" has fallen into disuse except in historical contexts, after warships and naval tactics evolved and changed from the mid-19th century.[clarification needed]
The heavily armed carrack, first developed in Portugal for either trade or war in the Atlantic Ocean, was the precursor of the ship of the line. Other maritime European states quickly adopted it in the late 15th and early 16th centuries. These vessels were developed by fusing aspects of the cog of the North Sea and galley of the Mediterranean Sea. The cogs, which traded in the North Sea, in the Baltic Sea and along the Atlantic coasts, had an advantage over galleys in battle because they had raised platforms called "castles" at bow and stern that archers could occupy to fire down on enemy ships or even to drop heavy weights from. Over time these castles became higher and larger, and eventually were built into the structure of the ship, increasing overall strength. This aspect of the cog remained in the newer-style carrack designs and proved its worth in battles like that at Diu in 1509.
The Mary Rose was an early 16th-century English carrack or "great ship". She was heavily armed with 78 guns and 91 after an upgrade in the 1530s. Built in Portsmouth in 1510-1512, she was one of the earliest purpose-built men-of-war in the English navy. She was over 500 tons burthen, had a keel of over 32 m (106 ft) and a crew of over 200 sailors, 185 soldiers and 30 gunners. Although the pride of the English fleet, she accidentally sank during the Battle of the Solent, 19 July 1545.
Henri Grâce à Dieu (English: "Henry Grace of God"), nicknamed "Great Harry", was another early English carrack. Contemporary with Mary Rose, Henri Grâce à Dieu was 165 feet (50 m) long, weighing 1,000-1,500 tons and having a complement of 700-1,000. It is said[by whom?] that she was ordered by Henry VIII in response to the Scottish ship Michael, launched in 1511. She was originally built at Woolwich Dockyard from 1512 to 1514 and was one of the first vessels to feature gunports and had twenty of the new heavy bronze cannon, allowing for a broadside. In all, she mounted 43 heavy guns and 141 light guns. She was the first English two-decker, and when launched she was the largest and most powerful warship in Europe, but she saw little action. She was present at the Battle of the Solent against Francis I of France in 1545 (in which Mary Rose sank) but appears to have been more of a diplomatic vessel, sailing on occasion with sails of gold cloth. Indeed, the great ships were almost as well known for their ornamental design (some ships, like the Vasa, were gilded on their stern scrollwork) as they were for the power they possessed.
Carracks fitted for war carried large-calibre guns aboard. Because of their higher freeboard and greater load-bearing ability, this type of vessel was better suited than the galley to gunpowder weapons. Because of their development for conditions in the Atlantic, these ships were more weatherly than galleys and better suited to open waters. The lack of oars meant that large crews were unnecessary, making long journeys more feasible. Their disadvantage was that they were entirely reliant on the wind for mobility. Galleys could still overwhelm great ships, especially when there was little wind and they had a numerical advantage, but as great ships increased in size, galleys became less and less useful.
Another detriment was the high forecastle, which interfered with the sailing qualities of the ship; the bow would be forced low into the water while sailing before the wind. But as guns were introduced and gunfire replaced boarding as the primary means of naval combat during the 16th century, the medieval forecastle was no longer needed, and later ships such as the galleon had only a low, one-deck-high forecastle. By the time of the 1637 launching of England's Sovereign of the Seas, the forecastle had disappeared altogether.
During the 16th century the galleon evolved from the carrack. It was a longer and more manoeuvrable type of ship with all the advantages of the carrack. The main ships of the English and Spanish fleets in the Battle of Gravelines of 1588 were galleons; all of the English and most of the Spanish galleons survived the battle and the following storm even though the Spanish galleons suffered the heaviest attacks from the English while regrouping their scattered fleet. By the 17th century every major European naval power was building ships like these.
With the growing importance of colonies and exploration and the need to maintain trade routes across stormy oceans, galleys and galleasses (a larger, higher type of galley with side-mounted guns, but lower than a galleon) were used less and less, and only in ever more restricted purposes and areas, so that by about 1750, with a few notable exceptions, they were of little use in naval battles.
King Erik XIV of Sweden initiated construction of the ship Mars in 1563; this might have been the first attempt of this battle tactic, roughly 50 years ahead of widespread adoption of the line of battle strategy.Mars was likely the largest ship in the world at the time of her build, equipped with 107 guns at a full length of 96 meters. Ironically it became the first ship to be sunk by gunfire from other ships in a naval battle.
In the early to mid-17th century, several navies, particularly those of the Netherlands and England, began to use new fighting techniques. Previously battles had usually been fought by great fleets of ships closing with each other and fighting in whatever arrangement they found themselves in, often boarding enemy vessels as opportunities presented themselves. As the use of broadsides (coordinated fire by the battery of cannon on one side of a warship) became increasingly dominant in battle, tactics changed. The evolving line-of-battle tactic, first used in an ad-hoc way, required ships to form single-file lines and close with the enemy fleet on the same tack, battering the enemy fleet until one side had had enough and retreated. Any manoeuvres would be carried out with the ships remaining in line for mutual protection.
In order that this order of battle, this long thin line of guns, may not be injured or broken at some point weaker than the rest, there is at the same time felt the necessity of putting in it only ships which, if not of equal force, have at least equally strong sides. Logically it follows, at the same moment in which the line ahead became definitively the order for battle, there was established the distinction between the ships 'of the line', alone destined for a place therein, and the lighter ships meant for other uses.
The lighter ships were used for various functions, including acting as scouts, and relaying signals between the flagship and the rest of the fleet. This was necessary because from the flagship, only a small part of the line would be in clear sight.
The adoption of line-of-battle tactics had consequences for ship design. The height advantage given by the castles fore and aft was reduced, now that hand-to-hand combat was less essential. The need to manoeuvre in battle made the top weight of the castles more of a disadvantage. So they shrank, making the ship of the line lighter and more manoeuvrable than its forebears for the same combat power. As an added consequence, the hull itself grew larger, allowing the size and number of guns to increase as well.
In the 17th century fleets could consist of almost a hundred ships of various sizes, but by the middle of the 18th century, ship-of-the-line design had settled on a few standard types: older two-deckers (i.e., with two complete decks of guns firing through side ports) of 50 guns (which were too weak for the battle line but could be used to escort convoys), two-deckers of between 64 and 90 guns that formed the main part of the fleet, and larger three- or even four-deckers with 98 to 140 guns that served as admirals' command ships. Fleets consisting of perhaps 10 to 25 of these ships, with their attendant supply ships and scouting and messenger frigates, kept control of the sea lanes for major European naval powers whilst restricting the sea-borne trade of enemies.
The most common size of sail ship of the line was the "74" (named for its 74 guns), originally developed by France in the 1730s, and later adopted by all battleship navies. Until this time the British had 6 sizes of ship of the line, and they found that their smaller 50- and 60-gun ships were becoming too small for the battle line, while their 80s and over were three-deckers and therefore unwieldy and unstable in heavy seas. Their best were 70-gun three-deckers of about 46 metres (150 ft) long on the gundeck, while the new French 74s were around 52 metres (170 ft). In 1747 the British captured a few of these French ships during the War of Austrian Succession. In the next decade Thomas Slade (Surveyor of the navy from 1755, along with co-Surveyor William Bately) broke away from the past and designed several new classes of 51- to 52-metre 74s to compete with these French designs, starting with the Dublin and Bellona classes. Their successors gradually improved handling and size through the 1780s. Other navies ended up building 74s also as they had the right balance between offensive power, cost, and manoeuvrability. Eventually around half of Britain's ships of the line were 74s. Larger vessels were still built, as command ships, but they were more useful only if they could definitely get close to an enemy, rather than in a battle involving chasing or manoeuvring. The 74 remained the favoured ship until 1811, when Seppings's method of construction enabled bigger ships to be built with more stability.
In a few ships the design was altered long after the ship was launched and in service. In the Royal Navy, smaller two-deck 74- or 64-gun ships of the line that could not be used safely in fleet actions had their upper decks removed (or razeed), resulting in a very stout, single-gun-deck warship called a razee. The resulting razeed ship could be classed as a frigate and was still much stronger. The most successful razeed ship in the Royal Navy was HMS Indefatigable, commanded by Sir Edward Pellew.
Mahmudiye (1829), ordered by the Ottoman Sultan Mahmud II and built by the Imperial Naval Arsenal on the Golden Horn in Istanbul, was for many years the largest warship in the world. The 76.15 m × 21.22 m (249.8 ft × 69.6 ft)[Note 1] ship of the line was armed with 128 cannons on three decks and was manned by 1,280 sailors. She participated in the Siege of Sevastopol (1854-1855) during the Crimean War (1854-1856). She was decommissioned in 1874.
The second largest sailing three-decker ship of the line ever built in the West and the biggest French ship of the line was the Valmy, launched in 1847. She had right sides, which increased significantly the space available for upper batteries, but reduced the stability of the ship; wooden stabilisers were added under the waterline to address the issue. Valmy was thought to be the largest sort of sailing ship possible, as larger dimensions made the manoeuvre of riggings impractical with mere manpower. She participated in the Crimean War, and after her return to France later housed the French Naval Academy under the name Borda from 1864 to 1890.
The first major change to the ship-of-the-line concept was the introduction of steam power as an auxiliary propulsion system. The first military uses of steamships came in the 1810s, and in the 1820s a number of navies experimented with paddle steamer warships. Their use spread in the 1830s, with paddle-steamer warships participating in conflicts like the First Opium War alongside ships of the line and frigates.
Paddle steamers, however, had major disadvantages. The paddle wheel above the waterline was exposed to enemy fire, while itself preventing the ship from firing broadsides effectively. During the 1840s, the screw propeller emerged as the most likely method of steam propulsion, with both Britain and the USA launching screw-propelled warships in 1843. Through the 1840s, the British and French navies launched ever larger and more powerful screw ships, alongside sail-powered ships of the line. In 1845, Viscount Palmerston gave an indication of the role of the new steamships in tense Anglo-French relations, describing the English Channel as a "steam bridge", rather than a barrier to French invasion. It was partly because of the fear of war with France that the Royal Navy converted several old 74-gun ships of the line into 60-gun steam-powered blockships (following the model of Fulton's Demologos), starting in 1845. The blockships were "originally conceived as steam batteries solely for harbour defence, but in September 1845 they were given a reduced [sailing] rig rather than none at all, to make them sea-going ships.... The blockships were to be a cost-effective experiment of great value." They subsequently gave good service in the Crimean War.
The French Navy, however, developed the first purpose-built steam battleship with the 90-gun Le Napoléon in 1850. She is also considered the first true steam battleship, and the first screw battleship ever.Napoleon was armed as a conventional ship of the line, but her steam engines could give her a speed of 12 knots (22 km/h), regardless of the wind conditions--a potentially decisive advantage in a naval engagement.
Eight sister ships to Le Napoléon were built in France over a period of ten years, but the United Kingdom soon took the lead in production, in number of both purpose-built and converted units. Altogether, France built 10 new wooden steam battleships and converted 28 from older battleship units, while the United Kingdom built 18 and converted 41.
In the end, France and Britain were the only two countries to develop fleets of wooden steam screw battleships, although several other navies made some use of a mixture of screw battleships and paddle-steamer frigates. These included Russia, Turkey, Sweden, Naples, Prussia, Denmark, and Austria.
In the Crimean War, six line-of-battle ships and two frigates of the Russian Black Sea Fleet destroyed seven Turkish frigates and three corvettes with explosive shells at the Battle of Sinop in 1853.
In the 1860s unarmoured steam line-of-battle ships were replaced by ironclad warships. In the US civil war, on March 8, 1862, during the first day of the Battle of Hampton Roads, two unarmoured wooden frigates were sunk and destroyed by the Confederate ironclad CSS Virginia.
However, the power implied by the ship of the line would find its way into the ironclad, which would develop during the next few decades into the concept of the battleship.
Several navies still use terms equivalent to the "ship of the line" for battleships, such as German Navy (Linienschiff) and Russian Navy (lineyniy korabl` ( ) or linkor () in short).
In the North Sea and Atlantic Ocean, the fleets of England and later Britain, the Netherlands, France, Spain and Portugal fought numerous battles. In the Baltic Sea, Sweden, Denmark, the Netherlands, and Russia did likewise, while in the Mediterranean Sea, the Ottoman Empire, Venice, Spain, France, Britain and Russia battled.
During the Napoleonic Wars, Britain's Royal Navy established itself as the supreme world naval power by defeating a Spanish fleet near Cape St Vincent in 1797, a French fleet at the Bay of Aboukir off the Egyptian coast at the Battle of the Nile in 1798, a combined Franco-Spanish fleet near Cape Trafalgar in Spain at the Battle of Trafalgar in 1805, and the Danish fleet in the bombardment of Copenhagen in the second Battle of Copenhagen (1807). Britain emerged from the Napoleonic Wars in 1815 with the largest and most professional navy in the world, composed of hundreds of wooden, sail-powered ships of all sizes and classes. The Royal Navy demonstrated this naval supremacy again during the Crimean War in the 1850s.
Nonetheless, the Napoleonic Wars, as well as the American War of 1812, had illustrated the shortcomings of ships of the line when an enemy resorted to tactics including the large-scale use of privateers. Both the French and the Americans had demonstrated what a menace small, lightly armed, but fast, nimble, and, most especially, numerous vessels like sloops and schooners could be when they spread across the wide oceans, operating singly or in small groups. They targeted the merchant shipping that was Britain's economic lifeblood, and ships of the line were too few, too slow, and too clumsy to be employed against them.
Overwhelming firepower was of no use if it could not be brought to bear: the Royal Navy's initial response to Napoleon's privateers, which operated from French New World territories, was to buy Bermuda sloops. Similarly, the East India Company's merchant vessels became lightly armed and quite competent in combat during this period, operating a convoy system under an armed merchantman, instead of depending on small numbers of more heavily armed ships.
The only original ship of the line remaining today is HMS Victory, preserved as a museum in Portsmouth to appear as she was while under Admiral Horatio Nelson at the Battle of Trafalgar in 1805. Although Victory is in drydock, she is still a fully commissioned warship in the Royal Navy and is the oldest commissioned warship in any navy worldwide.
Regalskeppet Vasa sank in the Baltic in 1628 and was lost until 1956. She was then raised intact, in remarkably good condition, in 1961 and is presently on display at the Vasa Museum in Stockholm, Sweden. At the time she was the largest Swedish warship ever built. Today the Vasa Museum is the most visited museum in Sweden. | <urn:uuid:a36e7213-ba91-428b-a0bb-c856645246e4> | CC-MAIN-2020-05 | http://popflock.com/learn?s=Ship_of_the_line | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610004.56/warc/CC-MAIN-20200123101110-20200123130110-00007.warc.gz | en | 0.981044 | 4,198 | 4.125 | 4 | [
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0.19966959953... | 1 | This article has multiple issues. Please help talk page. (Learn how and when to remove these template messages)( or discuss these issues on the Learn how and when to remove this template message)
A ship of the line was a type of naval warship constructed from the 17th century to the mid-19th century. The ship of the line was designed for the naval tactic known as the line of battle, which depended on the two columns of opposing warships maneuvering to fire with the cannons along their broadsides. In conflicts where opposing ships were both able to fire from their broadsides, the opponent with more cannons--and therefore more firepower--typically had an advantage. Since these engagements were almost invariably won by the heaviest ships carrying the most powerful guns, the natural progression was to build sailing vessels that were the largest and most powerful of their time.
From the end of the 1840s, the introduction of steam power brought less dependence on the wind in battle and led to the construction of screw-driven, wooden-hulled, ships of the line; a number of pure sail-driven ships were converted to this propulsion mechanism. However, the introduction of the ironclad frigate in about 1859 led swiftly to the decline of the steam-assisted ships of the line. The ironclad warship became the ancestor of the 20th-century battleship, whose very designation is itself a contraction of the phrase "ship of the line of battle" or, more colloquially, "line-of-battle ship".
The term "ship of the line" has fallen into disuse except in historical contexts, after warships and naval tactics evolved and changed from the mid-19th century.[clarification needed]
The heavily armed carrack, first developed in Portugal for either trade or war in the Atlantic Ocean, was the precursor of the ship of the line. Other maritime European states quickly adopted it in the late 15th and early 16th centuries. These vessels were developed by fusing aspects of the cog of the North Sea and galley of the Mediterranean Sea. The cogs, which traded in the North Sea, in the Baltic Sea and along the Atlantic coasts, had an advantage over galleys in battle because they had raised platforms called "castles" at bow and stern that archers could occupy to fire down on enemy ships or even to drop heavy weights from. Over time these castles became higher and larger, and eventually were built into the structure of the ship, increasing overall strength. This aspect of the cog remained in the newer-style carrack designs and proved its worth in battles like that at Diu in 1509.
The Mary Rose was an early 16th-century English carrack or "great ship". She was heavily armed with 78 guns and 91 after an upgrade in the 1530s. Built in Portsmouth in 1510-1512, she was one of the earliest purpose-built men-of-war in the English navy. She was over 500 tons burthen, had a keel of over 32 m (106 ft) and a crew of over 200 sailors, 185 soldiers and 30 gunners. Although the pride of the English fleet, she accidentally sank during the Battle of the Solent, 19 July 1545.
Henri Grâce à Dieu (English: "Henry Grace of God"), nicknamed "Great Harry", was another early English carrack. Contemporary with Mary Rose, Henri Grâce à Dieu was 165 feet (50 m) long, weighing 1,000-1,500 tons and having a complement of 700-1,000. It is said[by whom?] that she was ordered by Henry VIII in response to the Scottish ship Michael, launched in 1511. She was originally built at Woolwich Dockyard from 1512 to 1514 and was one of the first vessels to feature gunports and had twenty of the new heavy bronze cannon, allowing for a broadside. In all, she mounted 43 heavy guns and 141 light guns. She was the first English two-decker, and when launched she was the largest and most powerful warship in Europe, but she saw little action. She was present at the Battle of the Solent against Francis I of France in 1545 (in which Mary Rose sank) but appears to have been more of a diplomatic vessel, sailing on occasion with sails of gold cloth. Indeed, the great ships were almost as well known for their ornamental design (some ships, like the Vasa, were gilded on their stern scrollwork) as they were for the power they possessed.
Carracks fitted for war carried large-calibre guns aboard. Because of their higher freeboard and greater load-bearing ability, this type of vessel was better suited than the galley to gunpowder weapons. Because of their development for conditions in the Atlantic, these ships were more weatherly than galleys and better suited to open waters. The lack of oars meant that large crews were unnecessary, making long journeys more feasible. Their disadvantage was that they were entirely reliant on the wind for mobility. Galleys could still overwhelm great ships, especially when there was little wind and they had a numerical advantage, but as great ships increased in size, galleys became less and less useful.
Another detriment was the high forecastle, which interfered with the sailing qualities of the ship; the bow would be forced low into the water while sailing before the wind. But as guns were introduced and gunfire replaced boarding as the primary means of naval combat during the 16th century, the medieval forecastle was no longer needed, and later ships such as the galleon had only a low, one-deck-high forecastle. By the time of the 1637 launching of England's Sovereign of the Seas, the forecastle had disappeared altogether.
During the 16th century the galleon evolved from the carrack. It was a longer and more manoeuvrable type of ship with all the advantages of the carrack. The main ships of the English and Spanish fleets in the Battle of Gravelines of 1588 were galleons; all of the English and most of the Spanish galleons survived the battle and the following storm even though the Spanish galleons suffered the heaviest attacks from the English while regrouping their scattered fleet. By the 17th century every major European naval power was building ships like these.
With the growing importance of colonies and exploration and the need to maintain trade routes across stormy oceans, galleys and galleasses (a larger, higher type of galley with side-mounted guns, but lower than a galleon) were used less and less, and only in ever more restricted purposes and areas, so that by about 1750, with a few notable exceptions, they were of little use in naval battles.
King Erik XIV of Sweden initiated construction of the ship Mars in 1563; this might have been the first attempt of this battle tactic, roughly 50 years ahead of widespread adoption of the line of battle strategy.Mars was likely the largest ship in the world at the time of her build, equipped with 107 guns at a full length of 96 meters. Ironically it became the first ship to be sunk by gunfire from other ships in a naval battle.
In the early to mid-17th century, several navies, particularly those of the Netherlands and England, began to use new fighting techniques. Previously battles had usually been fought by great fleets of ships closing with each other and fighting in whatever arrangement they found themselves in, often boarding enemy vessels as opportunities presented themselves. As the use of broadsides (coordinated fire by the battery of cannon on one side of a warship) became increasingly dominant in battle, tactics changed. The evolving line-of-battle tactic, first used in an ad-hoc way, required ships to form single-file lines and close with the enemy fleet on the same tack, battering the enemy fleet until one side had had enough and retreated. Any manoeuvres would be carried out with the ships remaining in line for mutual protection.
In order that this order of battle, this long thin line of guns, may not be injured or broken at some point weaker than the rest, there is at the same time felt the necessity of putting in it only ships which, if not of equal force, have at least equally strong sides. Logically it follows, at the same moment in which the line ahead became definitively the order for battle, there was established the distinction between the ships 'of the line', alone destined for a place therein, and the lighter ships meant for other uses.
The lighter ships were used for various functions, including acting as scouts, and relaying signals between the flagship and the rest of the fleet. This was necessary because from the flagship, only a small part of the line would be in clear sight.
The adoption of line-of-battle tactics had consequences for ship design. The height advantage given by the castles fore and aft was reduced, now that hand-to-hand combat was less essential. The need to manoeuvre in battle made the top weight of the castles more of a disadvantage. So they shrank, making the ship of the line lighter and more manoeuvrable than its forebears for the same combat power. As an added consequence, the hull itself grew larger, allowing the size and number of guns to increase as well.
In the 17th century fleets could consist of almost a hundred ships of various sizes, but by the middle of the 18th century, ship-of-the-line design had settled on a few standard types: older two-deckers (i.e., with two complete decks of guns firing through side ports) of 50 guns (which were too weak for the battle line but could be used to escort convoys), two-deckers of between 64 and 90 guns that formed the main part of the fleet, and larger three- or even four-deckers with 98 to 140 guns that served as admirals' command ships. Fleets consisting of perhaps 10 to 25 of these ships, with their attendant supply ships and scouting and messenger frigates, kept control of the sea lanes for major European naval powers whilst restricting the sea-borne trade of enemies.
The most common size of sail ship of the line was the "74" (named for its 74 guns), originally developed by France in the 1730s, and later adopted by all battleship navies. Until this time the British had 6 sizes of ship of the line, and they found that their smaller 50- and 60-gun ships were becoming too small for the battle line, while their 80s and over were three-deckers and therefore unwieldy and unstable in heavy seas. Their best were 70-gun three-deckers of about 46 metres (150 ft) long on the gundeck, while the new French 74s were around 52 metres (170 ft). In 1747 the British captured a few of these French ships during the War of Austrian Succession. In the next decade Thomas Slade (Surveyor of the navy from 1755, along with co-Surveyor William Bately) broke away from the past and designed several new classes of 51- to 52-metre 74s to compete with these French designs, starting with the Dublin and Bellona classes. Their successors gradually improved handling and size through the 1780s. Other navies ended up building 74s also as they had the right balance between offensive power, cost, and manoeuvrability. Eventually around half of Britain's ships of the line were 74s. Larger vessels were still built, as command ships, but they were more useful only if they could definitely get close to an enemy, rather than in a battle involving chasing or manoeuvring. The 74 remained the favoured ship until 1811, when Seppings's method of construction enabled bigger ships to be built with more stability.
In a few ships the design was altered long after the ship was launched and in service. In the Royal Navy, smaller two-deck 74- or 64-gun ships of the line that could not be used safely in fleet actions had their upper decks removed (or razeed), resulting in a very stout, single-gun-deck warship called a razee. The resulting razeed ship could be classed as a frigate and was still much stronger. The most successful razeed ship in the Royal Navy was HMS Indefatigable, commanded by Sir Edward Pellew.
Mahmudiye (1829), ordered by the Ottoman Sultan Mahmud II and built by the Imperial Naval Arsenal on the Golden Horn in Istanbul, was for many years the largest warship in the world. The 76.15 m × 21.22 m (249.8 ft × 69.6 ft)[Note 1] ship of the line was armed with 128 cannons on three decks and was manned by 1,280 sailors. She participated in the Siege of Sevastopol (1854-1855) during the Crimean War (1854-1856). She was decommissioned in 1874.
The second largest sailing three-decker ship of the line ever built in the West and the biggest French ship of the line was the Valmy, launched in 1847. She had right sides, which increased significantly the space available for upper batteries, but reduced the stability of the ship; wooden stabilisers were added under the waterline to address the issue. Valmy was thought to be the largest sort of sailing ship possible, as larger dimensions made the manoeuvre of riggings impractical with mere manpower. She participated in the Crimean War, and after her return to France later housed the French Naval Academy under the name Borda from 1864 to 1890.
The first major change to the ship-of-the-line concept was the introduction of steam power as an auxiliary propulsion system. The first military uses of steamships came in the 1810s, and in the 1820s a number of navies experimented with paddle steamer warships. Their use spread in the 1830s, with paddle-steamer warships participating in conflicts like the First Opium War alongside ships of the line and frigates.
Paddle steamers, however, had major disadvantages. The paddle wheel above the waterline was exposed to enemy fire, while itself preventing the ship from firing broadsides effectively. During the 1840s, the screw propeller emerged as the most likely method of steam propulsion, with both Britain and the USA launching screw-propelled warships in 1843. Through the 1840s, the British and French navies launched ever larger and more powerful screw ships, alongside sail-powered ships of the line. In 1845, Viscount Palmerston gave an indication of the role of the new steamships in tense Anglo-French relations, describing the English Channel as a "steam bridge", rather than a barrier to French invasion. It was partly because of the fear of war with France that the Royal Navy converted several old 74-gun ships of the line into 60-gun steam-powered blockships (following the model of Fulton's Demologos), starting in 1845. The blockships were "originally conceived as steam batteries solely for harbour defence, but in September 1845 they were given a reduced [sailing] rig rather than none at all, to make them sea-going ships.... The blockships were to be a cost-effective experiment of great value." They subsequently gave good service in the Crimean War.
The French Navy, however, developed the first purpose-built steam battleship with the 90-gun Le Napoléon in 1850. She is also considered the first true steam battleship, and the first screw battleship ever.Napoleon was armed as a conventional ship of the line, but her steam engines could give her a speed of 12 knots (22 km/h), regardless of the wind conditions--a potentially decisive advantage in a naval engagement.
Eight sister ships to Le Napoléon were built in France over a period of ten years, but the United Kingdom soon took the lead in production, in number of both purpose-built and converted units. Altogether, France built 10 new wooden steam battleships and converted 28 from older battleship units, while the United Kingdom built 18 and converted 41.
In the end, France and Britain were the only two countries to develop fleets of wooden steam screw battleships, although several other navies made some use of a mixture of screw battleships and paddle-steamer frigates. These included Russia, Turkey, Sweden, Naples, Prussia, Denmark, and Austria.
In the Crimean War, six line-of-battle ships and two frigates of the Russian Black Sea Fleet destroyed seven Turkish frigates and three corvettes with explosive shells at the Battle of Sinop in 1853.
In the 1860s unarmoured steam line-of-battle ships were replaced by ironclad warships. In the US civil war, on March 8, 1862, during the first day of the Battle of Hampton Roads, two unarmoured wooden frigates were sunk and destroyed by the Confederate ironclad CSS Virginia.
However, the power implied by the ship of the line would find its way into the ironclad, which would develop during the next few decades into the concept of the battleship.
Several navies still use terms equivalent to the "ship of the line" for battleships, such as German Navy (Linienschiff) and Russian Navy (lineyniy korabl` ( ) or linkor () in short).
In the North Sea and Atlantic Ocean, the fleets of England and later Britain, the Netherlands, France, Spain and Portugal fought numerous battles. In the Baltic Sea, Sweden, Denmark, the Netherlands, and Russia did likewise, while in the Mediterranean Sea, the Ottoman Empire, Venice, Spain, France, Britain and Russia battled.
During the Napoleonic Wars, Britain's Royal Navy established itself as the supreme world naval power by defeating a Spanish fleet near Cape St Vincent in 1797, a French fleet at the Bay of Aboukir off the Egyptian coast at the Battle of the Nile in 1798, a combined Franco-Spanish fleet near Cape Trafalgar in Spain at the Battle of Trafalgar in 1805, and the Danish fleet in the bombardment of Copenhagen in the second Battle of Copenhagen (1807). Britain emerged from the Napoleonic Wars in 1815 with the largest and most professional navy in the world, composed of hundreds of wooden, sail-powered ships of all sizes and classes. The Royal Navy demonstrated this naval supremacy again during the Crimean War in the 1850s.
Nonetheless, the Napoleonic Wars, as well as the American War of 1812, had illustrated the shortcomings of ships of the line when an enemy resorted to tactics including the large-scale use of privateers. Both the French and the Americans had demonstrated what a menace small, lightly armed, but fast, nimble, and, most especially, numerous vessels like sloops and schooners could be when they spread across the wide oceans, operating singly or in small groups. They targeted the merchant shipping that was Britain's economic lifeblood, and ships of the line were too few, too slow, and too clumsy to be employed against them.
Overwhelming firepower was of no use if it could not be brought to bear: the Royal Navy's initial response to Napoleon's privateers, which operated from French New World territories, was to buy Bermuda sloops. Similarly, the East India Company's merchant vessels became lightly armed and quite competent in combat during this period, operating a convoy system under an armed merchantman, instead of depending on small numbers of more heavily armed ships.
The only original ship of the line remaining today is HMS Victory, preserved as a museum in Portsmouth to appear as she was while under Admiral Horatio Nelson at the Battle of Trafalgar in 1805. Although Victory is in drydock, she is still a fully commissioned warship in the Royal Navy and is the oldest commissioned warship in any navy worldwide.
Regalskeppet Vasa sank in the Baltic in 1628 and was lost until 1956. She was then raised intact, in remarkably good condition, in 1961 and is presently on display at the Vasa Museum in Stockholm, Sweden. At the time she was the largest Swedish warship ever built. Today the Vasa Museum is the most visited museum in Sweden. | 4,460 | ENGLISH | 1 |
Rhinoplasty, otherwise known as Nasal Aesthetics Surgery, has been developed to meet the expectations of those who are uncomfortable with their noses due to various reasons. This application may also be done to enable people breathe qualitatively. So, when was Rhinoplasty first applied? In the following, you will find crucial information about the history of Rhinoplasty.
Rhinoplasty procedure has been applied for a long time and it is getting even better every day. This procedure, being one of the most important functions of aesthetic surgery, is widely thought to have been developed recently. However, this is not the case. The procedure has been applied for different reasons for many years and it has been developed over time to have its present form.
The Development of Rhinoplasty Procedure
It is assumed that Rhinoplasty procedure has been first applied in the 6th century B.C. In this period, forehead flap method was developed by the famous Indian doctor of the time, Sushruta, and the aim with this method was to reconstruct the noses. The main reason of the development of the method was to reconstruct noses for those who have lost their noses in battles and duels. As this was the case in the East, there was no significant development about Rhinoplasty in the West until the 16th century. In this period, the negative effects of the syphilis endemic on people’s nasal structures and the damages it left caused similar developments in Europe as well.
The famous Italian surgeon Gaspare Tagliacozzi developed a Rhinoplasty technique by using the upper arm skin. The so called “Italian Method” did not last long and lost its popularity as it caused nose to bruise and fall in cold weather.
In the 19th century, the first modern nasal aesthetics surgery was done. American otorhinolaryngologist John Orlando Roe developed the method which is accepted as the first modern Rhinoplasty in 1887. With the so called “Roe technique”, the scars were hidden. Thus, a better result was achieved in terms of aesthetics. At the same period in Berlin, a similar method was used to make the Jews’ noses smaller by a German-Jewish surgeon Jacques Joseph.
The methods used have been further developed over time. Especially, after the First World War, there were rapid developments in facial aesthetics to remove the traces of war on the veterans.
You May Also Like: Are the Results of Rhinoplasty Long-Lasting?
Nowadays, Rhinoplasty procedure has become a routine process. So much so that, there are many people around who had it. The benefits of Rhinoplasty surgery are many. Depending on the expectations of people, different processes such as reduction, lifting, enlarging, reconstructing of the nose is done with this method. Issues about breathing are also eliminated thanks to this method. In this way, people’s quality of life increases significantly.
Rhinoplasty procedure is the third most famous aesthetic process in the US. When the statistical data are examined, on average 213,000 surgeries are carried out per year. Similar examination shows lower figures for the U.K. However, it is clearly seen that the figures are also in upward trend.
Why Did the Rhinoplasty Procedure Emerge?
We have already stated that the first emergence of Rhinoplasty procedure was because of the wars and similar situations. It can be said that it emerged to reconstruct the noses of those who have been injured. Over time, this has changed and it started to be done because of different concerns. Especially, in the late 19th century and beginning of the 20th century, it has been applied to correct the so called “Jew Nose”. In the later periods, the reason of its use was less political.
It wouldn’t be wrong to say that the aesthetic concerns have become more prominent lately. But, it should not be forgotten here that people’s expectations differ significantly. Especially, depending on where and in which society the person lives, the expectations from the Rhinoplasty procedure vary. For instance; there are serious differences between the noses desired by an Iranian and American.
You May Also Like: Frequently Asked Questions About Rhinoplasty
Rhinoplasty and the Ideal Nose
The definition of the ideal nose has changed continuously depending on the development of aesthetic surgery. But, in general, it can be said that small and curved nose has been preferred more since the late 19th century.
Their culture and the society in which they live have been highly influential in people’s choices of the ideal nose. However, after the nasal aesthetic surgeries of the celebrities, people’s views on this have changed and different style noses have started to be demanded.
Jewish comedian Fanny Brice had nasal aesthetics in 1923. Famous star Marilyn Monroe was one of the stars who had the surgery. Even though she does not confess, the change in her nose was clearly seen. Michael Jackson was another celebrity who had the Rhinoplasty surgery. It is known that hyaline cartilage was also added in the surgeries applied to the king of the pop world. Apart from these, many other celebrities had this surgery. Some of them had nose reduction and some of them preferred lifting. Therefore, their preferences differed according to their facial structures.
The details of the historical development of Rhinoplasty procedure and why it emerged are as such in general terms. It can be stated that the procedure is in constant development and it is more capable of meeting the expectations of people at this point. | <urn:uuid:bb1a9478-839f-423e-af5e-bdda6abc1e95> | CC-MAIN-2020-05 | https://cosmeticium.com/how-did-rhinoplasty-procedure-emerge/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251773463.72/warc/CC-MAIN-20200128030221-20200128060221-00167.warc.gz | en | 0.981809 | 1,159 | 3.53125 | 4 | [
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0.48056057095527... | 3 | Rhinoplasty, otherwise known as Nasal Aesthetics Surgery, has been developed to meet the expectations of those who are uncomfortable with their noses due to various reasons. This application may also be done to enable people breathe qualitatively. So, when was Rhinoplasty first applied? In the following, you will find crucial information about the history of Rhinoplasty.
Rhinoplasty procedure has been applied for a long time and it is getting even better every day. This procedure, being one of the most important functions of aesthetic surgery, is widely thought to have been developed recently. However, this is not the case. The procedure has been applied for different reasons for many years and it has been developed over time to have its present form.
The Development of Rhinoplasty Procedure
It is assumed that Rhinoplasty procedure has been first applied in the 6th century B.C. In this period, forehead flap method was developed by the famous Indian doctor of the time, Sushruta, and the aim with this method was to reconstruct the noses. The main reason of the development of the method was to reconstruct noses for those who have lost their noses in battles and duels. As this was the case in the East, there was no significant development about Rhinoplasty in the West until the 16th century. In this period, the negative effects of the syphilis endemic on people’s nasal structures and the damages it left caused similar developments in Europe as well.
The famous Italian surgeon Gaspare Tagliacozzi developed a Rhinoplasty technique by using the upper arm skin. The so called “Italian Method” did not last long and lost its popularity as it caused nose to bruise and fall in cold weather.
In the 19th century, the first modern nasal aesthetics surgery was done. American otorhinolaryngologist John Orlando Roe developed the method which is accepted as the first modern Rhinoplasty in 1887. With the so called “Roe technique”, the scars were hidden. Thus, a better result was achieved in terms of aesthetics. At the same period in Berlin, a similar method was used to make the Jews’ noses smaller by a German-Jewish surgeon Jacques Joseph.
The methods used have been further developed over time. Especially, after the First World War, there were rapid developments in facial aesthetics to remove the traces of war on the veterans.
You May Also Like: Are the Results of Rhinoplasty Long-Lasting?
Nowadays, Rhinoplasty procedure has become a routine process. So much so that, there are many people around who had it. The benefits of Rhinoplasty surgery are many. Depending on the expectations of people, different processes such as reduction, lifting, enlarging, reconstructing of the nose is done with this method. Issues about breathing are also eliminated thanks to this method. In this way, people’s quality of life increases significantly.
Rhinoplasty procedure is the third most famous aesthetic process in the US. When the statistical data are examined, on average 213,000 surgeries are carried out per year. Similar examination shows lower figures for the U.K. However, it is clearly seen that the figures are also in upward trend.
Why Did the Rhinoplasty Procedure Emerge?
We have already stated that the first emergence of Rhinoplasty procedure was because of the wars and similar situations. It can be said that it emerged to reconstruct the noses of those who have been injured. Over time, this has changed and it started to be done because of different concerns. Especially, in the late 19th century and beginning of the 20th century, it has been applied to correct the so called “Jew Nose”. In the later periods, the reason of its use was less political.
It wouldn’t be wrong to say that the aesthetic concerns have become more prominent lately. But, it should not be forgotten here that people’s expectations differ significantly. Especially, depending on where and in which society the person lives, the expectations from the Rhinoplasty procedure vary. For instance; there are serious differences between the noses desired by an Iranian and American.
You May Also Like: Frequently Asked Questions About Rhinoplasty
Rhinoplasty and the Ideal Nose
The definition of the ideal nose has changed continuously depending on the development of aesthetic surgery. But, in general, it can be said that small and curved nose has been preferred more since the late 19th century.
Their culture and the society in which they live have been highly influential in people’s choices of the ideal nose. However, after the nasal aesthetic surgeries of the celebrities, people’s views on this have changed and different style noses have started to be demanded.
Jewish comedian Fanny Brice had nasal aesthetics in 1923. Famous star Marilyn Monroe was one of the stars who had the surgery. Even though she does not confess, the change in her nose was clearly seen. Michael Jackson was another celebrity who had the Rhinoplasty surgery. It is known that hyaline cartilage was also added in the surgeries applied to the king of the pop world. Apart from these, many other celebrities had this surgery. Some of them had nose reduction and some of them preferred lifting. Therefore, their preferences differed according to their facial structures.
The details of the historical development of Rhinoplasty procedure and why it emerged are as such in general terms. It can be stated that the procedure is in constant development and it is more capable of meeting the expectations of people at this point. | 1,147 | ENGLISH | 1 |
2. Blue laws were created to control private behavior
American blue laws, like much of American common law, came with the British settlers to the New World. Regionally they reflected the differences in religious viewpoints of the British during the age of colonization. Puritan New England’s many blue laws were directed almost solely towards behavior on the Sabbath, and were stricter, covering a wider variety of behaviors, than those of Virginia. Many were created to prevent hunting on the Sabbath. Nearly all the American colonies passed laws to prohibit commerce on Sunday. In several colonies, church attendance was mandatory, and violators were subject to fines, at a time when indebtedness could mean imprisonment.
In Virginia, the last remnants of the blue laws to remain in effect was over hunting. Hunting of certain beasts was legal on Sunday, while others were not. Even during hunting season, deer could not be taken on Sunday. Nor could several birds, such as ducks and doves, nor turkeys. Other animals could be taken on the Sabbath during the hunting season, such as bear and, being Virginia with its riding tradition, foxes. Virginia’s alcohol sales laws were eased over time, though the state still controls liquor sales through the Alcohol Beverage Control (ABC) stores, which open on Sunday for limited hours. | <urn:uuid:451b0ab8-2068-4bc9-862b-07b5b6940a25> | CC-MAIN-2020-05 | https://historycollection.co/the-random-history-of-blue-laws-in-the-united-states/2/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607596.34/warc/CC-MAIN-20200122221541-20200123010541-00197.warc.gz | en | 0.988573 | 264 | 3.71875 | 4 | [
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0.047914575... | 2 | 2. Blue laws were created to control private behavior
American blue laws, like much of American common law, came with the British settlers to the New World. Regionally they reflected the differences in religious viewpoints of the British during the age of colonization. Puritan New England’s many blue laws were directed almost solely towards behavior on the Sabbath, and were stricter, covering a wider variety of behaviors, than those of Virginia. Many were created to prevent hunting on the Sabbath. Nearly all the American colonies passed laws to prohibit commerce on Sunday. In several colonies, church attendance was mandatory, and violators were subject to fines, at a time when indebtedness could mean imprisonment.
In Virginia, the last remnants of the blue laws to remain in effect was over hunting. Hunting of certain beasts was legal on Sunday, while others were not. Even during hunting season, deer could not be taken on Sunday. Nor could several birds, such as ducks and doves, nor turkeys. Other animals could be taken on the Sabbath during the hunting season, such as bear and, being Virginia with its riding tradition, foxes. Virginia’s alcohol sales laws were eased over time, though the state still controls liquor sales through the Alcohol Beverage Control (ABC) stores, which open on Sunday for limited hours. | 258 | ENGLISH | 1 |
Ghari was tax on Houses. It was introduced by Allauddin Khilji.
Charah was tax on Grass lands used for grazing of animals.It was also introduced by Allauddin Khilji.
Kharaz was tax levied on gross production of lands belonged to non – Muslims.It was introduced by Firoz Shah Tughlaq.
Ushraf was tax levied on gross production of lands belonged to Muslims.
Zakat was religious tax levied on Muslims. This was kept in the special treasury of Diwan-i-Rasalat headed by Dabir-i-Mulk.
Jizya was tax levied on non Muslims and non followers of Islam.
Khoms was 1/7th of production from mines.
Sharab or Shart
Sharab or Shart was 1/10th of crop production levied on farmers to develop and maintain water supply facilities. It was introduced by Firuz Tughlaq.
In the Vijayanagara Empire, the Government department responsible collecting the land revenue is called as Athanave. The Vijaya-nagara emperors collected the taxes based on the soil fertility of lands. Ta on production is 1/6 of the gross production. It was paid either in the form of crop or Money. Heavy taxes were levied on prostitution.
Zarib was introduced by Murshid Quli Khan based on the unit bhiga It was collected as one quarter of the crop production. It was paid in any form.
Chaut and Sardeshmukhi
Shivaji collected these taxes outside of his territory. Chaut was ¼ of the government revenue paid by Mughal Officers. In addition to this Sardeshmuki was another ten percent tax. | <urn:uuid:9df5852a-a30f-4a03-8a0e-3220ea736cb1> | CC-MAIN-2020-05 | https://www.preptoz.com/library/taxes-in-middle-age-india/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00383.warc.gz | en | 0.984797 | 363 | 3.34375 | 3 | [
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0.427951246... | 9 | Ghari was tax on Houses. It was introduced by Allauddin Khilji.
Charah was tax on Grass lands used for grazing of animals.It was also introduced by Allauddin Khilji.
Kharaz was tax levied on gross production of lands belonged to non – Muslims.It was introduced by Firoz Shah Tughlaq.
Ushraf was tax levied on gross production of lands belonged to Muslims.
Zakat was religious tax levied on Muslims. This was kept in the special treasury of Diwan-i-Rasalat headed by Dabir-i-Mulk.
Jizya was tax levied on non Muslims and non followers of Islam.
Khoms was 1/7th of production from mines.
Sharab or Shart
Sharab or Shart was 1/10th of crop production levied on farmers to develop and maintain water supply facilities. It was introduced by Firuz Tughlaq.
In the Vijayanagara Empire, the Government department responsible collecting the land revenue is called as Athanave. The Vijaya-nagara emperors collected the taxes based on the soil fertility of lands. Ta on production is 1/6 of the gross production. It was paid either in the form of crop or Money. Heavy taxes were levied on prostitution.
Zarib was introduced by Murshid Quli Khan based on the unit bhiga It was collected as one quarter of the crop production. It was paid in any form.
Chaut and Sardeshmukhi
Shivaji collected these taxes outside of his territory. Chaut was ¼ of the government revenue paid by Mughal Officers. In addition to this Sardeshmuki was another ten percent tax. | 360 | ENGLISH | 1 |
Tang dynasty is one of the most magnificent dynasties of China. Tang projected its power over Manchuria, Korea, Mongolia, Vietnam, and Central Asia. In fact, Tang was probably the strongest empire in the early medieval period.
Chinese scholars usually called the decline and fall of imperial dynasties “a vicious cycle.” No matter how glorious Tang was, Tang could not escape an inevitable fate that befell on other dynasties.
An Shi Rebellion
Furthermore, the emperor also gave excessive military power to non-Han generals, providing them many capabilities to revolt.
In 755, An Lushan started a rebellion and marched toward the heart of the Tang dynasty. Literally, no one could stop him, because his troops were experienced frontier guards, while the imperial troops were left rotten in the capital for years.
The new emperor formed his new army and sent it to crush the rebels. Both sides fought fiercely in the central plains of China for years. In the end, Tang dynasty was finally able to subjugate the rebels.
However, at what cost?
Chinese historians compared two consensuses, the pre-rebellion one and post-rebellion one. The pre-rebellion recorded that the empire had a population of 52,919,309 in 755. However, the post-rebellion one showed that the population was only 16,900,000 in 764 or the year that the rebellion was over.
The difference between the two was 36 million. However, this certainly does not imply that the rebellion caused 36 million deaths. This was because the protracted war could certainly lead many to flee their hometowns, creating a huge error in the collection of data.
By the way, the death toll was still significant. The numbers may be up to ten million deaths. A sharp decline in population also led to a plunge in imperial revenue, as fewer taxpayers were available, causing financial problems in later decades.
Constant warfare in the rebellion permanently destroyed the fertility of the central region of China. Chang’an and Luoyang had to rely on grains from the southern areas ever since. As a result, trade and commerce in the southern area prospered. The economic power thus started to slip from the imperial grip at Chang’an.
Loss of imperial power
Military governors (Jiedushi)
Tang dynasty was in gradual decline after the rebellion, despite numerous attempts to stop it. One of the most problematic issues in this period was the rise in power of the regional military governors (Jiedushi, 节度使.)
The Jiedushis took the assigned regions as their own and became the regions’ de-facto ruler. They can conscript more men into the army, collect taxes for themselves and even promote or demote their retainers or generals.
Prolonged Trouble from the Jiedushis
Initially, the Tang court could not risk another rebellion, as it could put the dynasty into an abrupt end. The imperial court chose a pacifist policy. The Tang government decided to control these regions nominally. To obtain the loyalty of these Jiedushis, Tang court made their titles hereditary. This meant that the descendants of the Jiedushis would remain Jiedushis.
Even though this policy kept the Jiedushis in check, the force that threatened the dynasty would never disappear. Those regions under Jiedushis would never come back under imperial control. Imperial authority over those lands was gone forever.
This fact was clear to several Tang emperors such as Emperor Dezong and Emperor Xianzong. Hence, they tried to quell the power of these military governors and restore imperial authority. Though there were some successes, all of them were temporary. Tang court in the 8th-9th century had to spend resources trying to suppress these warlords for a century without any long-term success.
Frequent wars against these Jiedushis significantly worsened the imperial treasury. Tax revenues that suffered from the decreased population could not cover the expenses. To finance the expedition, the Tang government had to increase the taxes on peasants, leading to widespread discontent over the realm.
Eunuchs are men who served the emperor in the palace after their castration. Throughout Chinese history, eunuchs usually become powerful in imperial politics. Strong emperors would keep these eunuchs in check, while weak emperors fell into the grasp of the eunuchs.
The rise of eunuch was repeated in every major Chinese dynasty. Tang dynasty was not an exception.
Eunuchs’ power in the Tang dynasty
These eunuchs rose in prominence in the reign of Emperor Dezong of Tang. As the emperor attempted to crush the Jiedushis, he relied on the advice of these eunuchs. Since the emperor put his trust in them, they were gradually promoted, so their power increased as well.
Several Tang emperors also died relatively young, so their legitimate heirs were either too young or weak to handle administrative affairs. Thus, he had to put their faith on the eunuchs, whom most of the time were the same people who brought up these emperors. Thus, it was inevitable that the eunuchs possessed imperial powers.
As the court was under the eunuchs’ control, leaders of the eunuchs would exterminate everyone who obstructed their power. Honest and capable ministers would be expelled or executed. Soon, the eunuchs’ powers would be too formidable for even emperors to openly challenge them. In the late Tang dynasty, several emperors such as Emperor Jingzong and Wenzong were murdered by these formidable eunuchs.
The administration under these eunuchs was disastrous. Corruption was rampant. People’s sufferings were ignored. Hence, they began to lose faith in the government. Many would believe that Tang had already lost their Mandate of Heaven (Tianming), and the new dynasty was imminent.
Well, they were in fact correct.
Overall, Tang emperors not only lost their imperial authority over key states to the Jiedushis, and but also imperial power to the eunuchs. As a result, they became puppet emperors.
As the whole court was under the eunuchs’ control, Tang emperors, who were now puppet emperors, had no need or power to govern by themselves. Hence, they spent their time on alcohols, women, and luxuries.
The imperial families were no different. For instance, when a daughter of Emperor Yizong married, she spent five million taels of silver on her lavish ceremony. That equaled to cumulative yearly incomes of tens of thousands of peasants.
Certainly, imperial treasuries could not keep up with their spending. They became strained in the late Tang period. Tang administration solved this problem by increasing taxes on the population.
That was another grave mistake. It led to widespread discontent, especially among the peasants who suffered most. Their incomes already plunged because natural disasters in the 860-870 AD destroyed their crops.
Finally, the peasants had no choice. They could not tolerate anymore, so they decided to rebel in 874. Thus began the major rebellion of late Tang dynasty.
Their leaders were Wang Xianzhi and Huang Chao. Many peasants quickly joined their ranks. The rebels soon numbered more than 10,000 and started attacking major provinces in the central part of China.
Tang court chose to implement a divide-and-conquer strategy to deal with the rebels. The emissary came to Wang Xianzhi and offered him a title of general. This caused a major break between Wang Xianzhi and Huang Chao. In 877, Huang Chao left Wang Xianzhi and campaigned by himself. Unfortunately for Wang Xianzhi, the negotiations failed. Tang imperial troops defeated and killed him in 878.
After Wang Xianzhi’s death, his followers rejoined Huang Chao’s army. Huang Chao attempted to raid Luoyang, Tang’s eastern capital. However, he faced stiff resistance, so he marched south to avoid a battle with major Tang armies.
Rebels gained strength
Huang Chao quickly conquered several prefectures in the south of the Yangtze River. This caused turmoil in the Tang court. Thus, the Tang government tried to tame him by offering him several titles. However, both sides never reached an agreement.
In fall 879, the rebels attacked and sacked Guangzhou. Arab sources pointed out that foreign merchants up to 200,000 were killed. Whether the massacre really occurred was unclear, as it was not mentioned in any Chinese source.
Hot weather and illnesses in the south killed many of Huang Chao’s troops. Hence, He decided to march back north. On his way, he fought with several imperial armies. Huang Chao suffered some defeats but still managed to plunder several prefectures. This pillage kept his army intact.
The tide of war turned against Tang dynasty, as Huang Chao defeated a major imperial army in 880. His victory increased his prestige among the people. Many more peasants who suffered from the Tang regime joined his army. Some who refused to do so were conscripted by Huang Chao. Within months, his army was as large as 150,000 men.
His army was near Chang’an in late 880. Tang generals attempted to block the rebels’advance to the capital. Unfortunately, they failed, as many imperial soldiers mutinied. Emperor Xizong of Tang had to abandon the capital and flee to Sichuan in early 881.
After Huang Chao captured Chang’an, he executed many of the imperial Li Clan, and purged former imperial officers who were disobedient. Huang later declared himself emperor of Qi.
Huang Chao really made a terrible mistake for not following Emperor Xizong. This made the crumbling Tang regime regained an initiative. Emperor Xizong rallied troops from all regions and recruited even nomadic tribals to crush Huang Chao and his new regime.
Emperor Xizong appointed Li Keyong, a leader of the Shatuo tribe as a general. He combined his nomadic cavalry with the Tang imperial troops and struck the rebels. Many of Huang Chao’s followers surrendered to Tang. The most prominent one was Zhu Wen.
*Remember Zhu Wen, we will talk about this guy later.
Li Keyong and the Tang army crushed the rebels’ major army in spring 883. This victorious army then marched toward Chang’an to recapture it from the rebels. Huang Chao could not stay further in Chang’an, so he fled east. Huang Chao was defeated and killed in summer 884, though many sources pointed out that he committed suicide.
Into the abyss
Overall, this agrarian rebellion was disastrous for the Tang dynasty. The imperial government took a decade (874 AD-884 AD) to defeat the rebels. Subsequently, the Jiedeshis again rose in power. Some were ex-rebel generals who defected to Tang such as Zhu Wen. Some were generals who proved themselves in battles against rebels like Li Keyong.
Many of these warlords openly fought against each other. The entire realm was in disarray. In other words, no one feared the Tang emperor anymore.
After surrendering to Tang, Zhu Wen was instrumental in ending the rebellion. As a result, he received many promotions, making him one of the Jiedushis.
Zhu Wen took an opportunity of weakness in the imperial court to expand his influence. He built up his position at Xuanwu circuit and conquered other territories from fellow warlords. Within years, he was the strongest warlord in the realm.
He was far from being humble. In fact, Zhu Wen was extremely ambitious and bloodthirsty. He marched an army to seize Chang’an in 903. Emperor Zhaozong (Emperor Xizong’s younger brother) was in Zhu Wen’s hand. He quickly executed his enemies in the court and forced the emperor to move the capital to Luoyang.
Despite holding the emperor firmly in his hand, Zhu Wen was still apprehensive. He was afraid that the emperor would conspire with the officials and other Jiedushis against him.
He decided to eradicate this threat by starting another great purge. In 904, he ordered his troops to attack the palace and killed the emperor. Emperor Zhaozong died along with many members of his clans, loyal officials, and their family members.
The last emperor of the Tang Dynasty
Zhu Wen felt he was not ready to take the throne. He crowned Li Zuo, an infant son of Emperor Zhaozong, emperor. He would be remembered as Emperor Ai, the last Tang emperor.
Emperor Ai was an innocent child. Therefore, he could not obstruct Zhu Wen’s authority. Zhu Wen later killed all older brothers of the new emperor. At this point, Zhu had already slaughtered almost every member of the imperial family.
In 907, Zhu Wen forced emperor Ai to yield the throne to him. The young emperor was too powerless to resist. He abdicated the throne in that spring. Zhu Wen then became the emperor of the Liang dynasty. Tang dynasty was effectively over.
Emperor Ai did not survive long. A year after his abdication, he was dead. His guards killed him on Zhu Wen’s orders.
Cr: Zizhi Tongjian | <urn:uuid:511f0efa-3e6e-4fb6-be46-8ae80fda7010> | CC-MAIN-2020-05 | https://victorytale.com/tang-dynasty-fell/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251776516.99/warc/CC-MAIN-20200128060946-20200128090946-00048.warc.gz | en | 0.981763 | 2,799 | 4.28125 | 4 | [
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0.2059765011072158... | 6 | Tang dynasty is one of the most magnificent dynasties of China. Tang projected its power over Manchuria, Korea, Mongolia, Vietnam, and Central Asia. In fact, Tang was probably the strongest empire in the early medieval period.
Chinese scholars usually called the decline and fall of imperial dynasties “a vicious cycle.” No matter how glorious Tang was, Tang could not escape an inevitable fate that befell on other dynasties.
An Shi Rebellion
Furthermore, the emperor also gave excessive military power to non-Han generals, providing them many capabilities to revolt.
In 755, An Lushan started a rebellion and marched toward the heart of the Tang dynasty. Literally, no one could stop him, because his troops were experienced frontier guards, while the imperial troops were left rotten in the capital for years.
The new emperor formed his new army and sent it to crush the rebels. Both sides fought fiercely in the central plains of China for years. In the end, Tang dynasty was finally able to subjugate the rebels.
However, at what cost?
Chinese historians compared two consensuses, the pre-rebellion one and post-rebellion one. The pre-rebellion recorded that the empire had a population of 52,919,309 in 755. However, the post-rebellion one showed that the population was only 16,900,000 in 764 or the year that the rebellion was over.
The difference between the two was 36 million. However, this certainly does not imply that the rebellion caused 36 million deaths. This was because the protracted war could certainly lead many to flee their hometowns, creating a huge error in the collection of data.
By the way, the death toll was still significant. The numbers may be up to ten million deaths. A sharp decline in population also led to a plunge in imperial revenue, as fewer taxpayers were available, causing financial problems in later decades.
Constant warfare in the rebellion permanently destroyed the fertility of the central region of China. Chang’an and Luoyang had to rely on grains from the southern areas ever since. As a result, trade and commerce in the southern area prospered. The economic power thus started to slip from the imperial grip at Chang’an.
Loss of imperial power
Military governors (Jiedushi)
Tang dynasty was in gradual decline after the rebellion, despite numerous attempts to stop it. One of the most problematic issues in this period was the rise in power of the regional military governors (Jiedushi, 节度使.)
The Jiedushis took the assigned regions as their own and became the regions’ de-facto ruler. They can conscript more men into the army, collect taxes for themselves and even promote or demote their retainers or generals.
Prolonged Trouble from the Jiedushis
Initially, the Tang court could not risk another rebellion, as it could put the dynasty into an abrupt end. The imperial court chose a pacifist policy. The Tang government decided to control these regions nominally. To obtain the loyalty of these Jiedushis, Tang court made their titles hereditary. This meant that the descendants of the Jiedushis would remain Jiedushis.
Even though this policy kept the Jiedushis in check, the force that threatened the dynasty would never disappear. Those regions under Jiedushis would never come back under imperial control. Imperial authority over those lands was gone forever.
This fact was clear to several Tang emperors such as Emperor Dezong and Emperor Xianzong. Hence, they tried to quell the power of these military governors and restore imperial authority. Though there were some successes, all of them were temporary. Tang court in the 8th-9th century had to spend resources trying to suppress these warlords for a century without any long-term success.
Frequent wars against these Jiedushis significantly worsened the imperial treasury. Tax revenues that suffered from the decreased population could not cover the expenses. To finance the expedition, the Tang government had to increase the taxes on peasants, leading to widespread discontent over the realm.
Eunuchs are men who served the emperor in the palace after their castration. Throughout Chinese history, eunuchs usually become powerful in imperial politics. Strong emperors would keep these eunuchs in check, while weak emperors fell into the grasp of the eunuchs.
The rise of eunuch was repeated in every major Chinese dynasty. Tang dynasty was not an exception.
Eunuchs’ power in the Tang dynasty
These eunuchs rose in prominence in the reign of Emperor Dezong of Tang. As the emperor attempted to crush the Jiedushis, he relied on the advice of these eunuchs. Since the emperor put his trust in them, they were gradually promoted, so their power increased as well.
Several Tang emperors also died relatively young, so their legitimate heirs were either too young or weak to handle administrative affairs. Thus, he had to put their faith on the eunuchs, whom most of the time were the same people who brought up these emperors. Thus, it was inevitable that the eunuchs possessed imperial powers.
As the court was under the eunuchs’ control, leaders of the eunuchs would exterminate everyone who obstructed their power. Honest and capable ministers would be expelled or executed. Soon, the eunuchs’ powers would be too formidable for even emperors to openly challenge them. In the late Tang dynasty, several emperors such as Emperor Jingzong and Wenzong were murdered by these formidable eunuchs.
The administration under these eunuchs was disastrous. Corruption was rampant. People’s sufferings were ignored. Hence, they began to lose faith in the government. Many would believe that Tang had already lost their Mandate of Heaven (Tianming), and the new dynasty was imminent.
Well, they were in fact correct.
Overall, Tang emperors not only lost their imperial authority over key states to the Jiedushis, and but also imperial power to the eunuchs. As a result, they became puppet emperors.
As the whole court was under the eunuchs’ control, Tang emperors, who were now puppet emperors, had no need or power to govern by themselves. Hence, they spent their time on alcohols, women, and luxuries.
The imperial families were no different. For instance, when a daughter of Emperor Yizong married, she spent five million taels of silver on her lavish ceremony. That equaled to cumulative yearly incomes of tens of thousands of peasants.
Certainly, imperial treasuries could not keep up with their spending. They became strained in the late Tang period. Tang administration solved this problem by increasing taxes on the population.
That was another grave mistake. It led to widespread discontent, especially among the peasants who suffered most. Their incomes already plunged because natural disasters in the 860-870 AD destroyed their crops.
Finally, the peasants had no choice. They could not tolerate anymore, so they decided to rebel in 874. Thus began the major rebellion of late Tang dynasty.
Their leaders were Wang Xianzhi and Huang Chao. Many peasants quickly joined their ranks. The rebels soon numbered more than 10,000 and started attacking major provinces in the central part of China.
Tang court chose to implement a divide-and-conquer strategy to deal with the rebels. The emissary came to Wang Xianzhi and offered him a title of general. This caused a major break between Wang Xianzhi and Huang Chao. In 877, Huang Chao left Wang Xianzhi and campaigned by himself. Unfortunately for Wang Xianzhi, the negotiations failed. Tang imperial troops defeated and killed him in 878.
After Wang Xianzhi’s death, his followers rejoined Huang Chao’s army. Huang Chao attempted to raid Luoyang, Tang’s eastern capital. However, he faced stiff resistance, so he marched south to avoid a battle with major Tang armies.
Rebels gained strength
Huang Chao quickly conquered several prefectures in the south of the Yangtze River. This caused turmoil in the Tang court. Thus, the Tang government tried to tame him by offering him several titles. However, both sides never reached an agreement.
In fall 879, the rebels attacked and sacked Guangzhou. Arab sources pointed out that foreign merchants up to 200,000 were killed. Whether the massacre really occurred was unclear, as it was not mentioned in any Chinese source.
Hot weather and illnesses in the south killed many of Huang Chao’s troops. Hence, He decided to march back north. On his way, he fought with several imperial armies. Huang Chao suffered some defeats but still managed to plunder several prefectures. This pillage kept his army intact.
The tide of war turned against Tang dynasty, as Huang Chao defeated a major imperial army in 880. His victory increased his prestige among the people. Many more peasants who suffered from the Tang regime joined his army. Some who refused to do so were conscripted by Huang Chao. Within months, his army was as large as 150,000 men.
His army was near Chang’an in late 880. Tang generals attempted to block the rebels’advance to the capital. Unfortunately, they failed, as many imperial soldiers mutinied. Emperor Xizong of Tang had to abandon the capital and flee to Sichuan in early 881.
After Huang Chao captured Chang’an, he executed many of the imperial Li Clan, and purged former imperial officers who were disobedient. Huang later declared himself emperor of Qi.
Huang Chao really made a terrible mistake for not following Emperor Xizong. This made the crumbling Tang regime regained an initiative. Emperor Xizong rallied troops from all regions and recruited even nomadic tribals to crush Huang Chao and his new regime.
Emperor Xizong appointed Li Keyong, a leader of the Shatuo tribe as a general. He combined his nomadic cavalry with the Tang imperial troops and struck the rebels. Many of Huang Chao’s followers surrendered to Tang. The most prominent one was Zhu Wen.
*Remember Zhu Wen, we will talk about this guy later.
Li Keyong and the Tang army crushed the rebels’ major army in spring 883. This victorious army then marched toward Chang’an to recapture it from the rebels. Huang Chao could not stay further in Chang’an, so he fled east. Huang Chao was defeated and killed in summer 884, though many sources pointed out that he committed suicide.
Into the abyss
Overall, this agrarian rebellion was disastrous for the Tang dynasty. The imperial government took a decade (874 AD-884 AD) to defeat the rebels. Subsequently, the Jiedeshis again rose in power. Some were ex-rebel generals who defected to Tang such as Zhu Wen. Some were generals who proved themselves in battles against rebels like Li Keyong.
Many of these warlords openly fought against each other. The entire realm was in disarray. In other words, no one feared the Tang emperor anymore.
After surrendering to Tang, Zhu Wen was instrumental in ending the rebellion. As a result, he received many promotions, making him one of the Jiedushis.
Zhu Wen took an opportunity of weakness in the imperial court to expand his influence. He built up his position at Xuanwu circuit and conquered other territories from fellow warlords. Within years, he was the strongest warlord in the realm.
He was far from being humble. In fact, Zhu Wen was extremely ambitious and bloodthirsty. He marched an army to seize Chang’an in 903. Emperor Zhaozong (Emperor Xizong’s younger brother) was in Zhu Wen’s hand. He quickly executed his enemies in the court and forced the emperor to move the capital to Luoyang.
Despite holding the emperor firmly in his hand, Zhu Wen was still apprehensive. He was afraid that the emperor would conspire with the officials and other Jiedushis against him.
He decided to eradicate this threat by starting another great purge. In 904, he ordered his troops to attack the palace and killed the emperor. Emperor Zhaozong died along with many members of his clans, loyal officials, and their family members.
The last emperor of the Tang Dynasty
Zhu Wen felt he was not ready to take the throne. He crowned Li Zuo, an infant son of Emperor Zhaozong, emperor. He would be remembered as Emperor Ai, the last Tang emperor.
Emperor Ai was an innocent child. Therefore, he could not obstruct Zhu Wen’s authority. Zhu Wen later killed all older brothers of the new emperor. At this point, Zhu had already slaughtered almost every member of the imperial family.
In 907, Zhu Wen forced emperor Ai to yield the throne to him. The young emperor was too powerless to resist. He abdicated the throne in that spring. Zhu Wen then became the emperor of the Liang dynasty. Tang dynasty was effectively over.
Emperor Ai did not survive long. A year after his abdication, he was dead. His guards killed him on Zhu Wen’s orders.
Cr: Zizhi Tongjian | 2,782 | ENGLISH | 1 |
In the novel The Namesake by Jhumpa Lahiri, how did naming cause an impact throughout the novel?
Names are crucially important in Lahiri's The Namesake, as we can see from the novel's title. The name referred to in the title is Gogol, who is the protagonist of the novel. His parents are from India and live in Massachusetts where his father Ashoke works as a professor. He brings Ashima to the U.S. after their arranged marriage, and the two have Gogol not long after settling in Massachusetts. The novel opens with Ashima in the hospital giving birth to Gogol. The two parents do not want to name him right away because they are waiting for the name to be sent to them by elder relatives in India. The hospital will not let them take the baby home without a name, though, so Ashoke suggests Gogol. He names the baby after his favorite author, the Russian writer Nikolai Gogol, whose book he was reading when Ashoke was involved in a serious train accident that most of his fellow travelers did not survive. After his long, painful recovery, Ashoke went on to travel, to marry Ashima, and then to start his family. He considers his life to have been born out of that moment he survived, which he credits to Gogol's book, specifically the story "The Overcoat."
As a child, Gogol becomes accustomed to his name, and when he enters school, he wants to keep it even though his parents want him to go by Nikhil, a more ordinary name. As he grows older, however, Gogol finds his name to be awkward and after he learns some of the background of the author Gogol, he is very embarrassed. He blames his parents for naming him with such a strange moniker. He legally changes his name to Nikhil when he is old enough and continues to use that name thereafter. His father eventually explains his name's meaning, and Gogol reacts by saying that he can't believe his father would name him something related to a major tragedy. Even though Ashoke assures him that Gogol and Ashima don't remind him of a near-death experience, but "of everything that came after," Gogol is offended. He becomes estranged from his family until his father's untimely death. Then, he begins to reclaim his heritage and appreciate his father's gift to him. Gogol's progress as a character is shown at the end of the book when he opens the book of Gogol stories to read, after having left it on the shelf since he was a teenager. He wants to come to terms with his background and begins to embrace his father's choice as an act of love.
Names are a central theme of The Namesake, and Gogol's name is one way Lahiri explores the character's coming-of-age and his struggle to reconcile his Indian and American identities. She also explores generational conflict and family relationships through this central issue of naming.
check Approved by eNotes Editorial | <urn:uuid:619da9df-0b89-45c9-b28f-3ef6e09195ac> | CC-MAIN-2020-05 | https://www.enotes.com/homework-help/novel-namesake-by-jhumpa-lahiri-how-did-naming-1241787?en_action=hh-question_click&en_label=hh-sidebar&en_category=internal_campaign | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00310.warc.gz | en | 0.991778 | 634 | 3.3125 | 3 | [
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0.318992942571... | 3 | In the novel The Namesake by Jhumpa Lahiri, how did naming cause an impact throughout the novel?
Names are crucially important in Lahiri's The Namesake, as we can see from the novel's title. The name referred to in the title is Gogol, who is the protagonist of the novel. His parents are from India and live in Massachusetts where his father Ashoke works as a professor. He brings Ashima to the U.S. after their arranged marriage, and the two have Gogol not long after settling in Massachusetts. The novel opens with Ashima in the hospital giving birth to Gogol. The two parents do not want to name him right away because they are waiting for the name to be sent to them by elder relatives in India. The hospital will not let them take the baby home without a name, though, so Ashoke suggests Gogol. He names the baby after his favorite author, the Russian writer Nikolai Gogol, whose book he was reading when Ashoke was involved in a serious train accident that most of his fellow travelers did not survive. After his long, painful recovery, Ashoke went on to travel, to marry Ashima, and then to start his family. He considers his life to have been born out of that moment he survived, which he credits to Gogol's book, specifically the story "The Overcoat."
As a child, Gogol becomes accustomed to his name, and when he enters school, he wants to keep it even though his parents want him to go by Nikhil, a more ordinary name. As he grows older, however, Gogol finds his name to be awkward and after he learns some of the background of the author Gogol, he is very embarrassed. He blames his parents for naming him with such a strange moniker. He legally changes his name to Nikhil when he is old enough and continues to use that name thereafter. His father eventually explains his name's meaning, and Gogol reacts by saying that he can't believe his father would name him something related to a major tragedy. Even though Ashoke assures him that Gogol and Ashima don't remind him of a near-death experience, but "of everything that came after," Gogol is offended. He becomes estranged from his family until his father's untimely death. Then, he begins to reclaim his heritage and appreciate his father's gift to him. Gogol's progress as a character is shown at the end of the book when he opens the book of Gogol stories to read, after having left it on the shelf since he was a teenager. He wants to come to terms with his background and begins to embrace his father's choice as an act of love.
Names are a central theme of The Namesake, and Gogol's name is one way Lahiri explores the character's coming-of-age and his struggle to reconcile his Indian and American identities. She also explores generational conflict and family relationships through this central issue of naming.
check Approved by eNotes Editorial | 626 | ENGLISH | 1 |
In this unit we will learn about the big cats or the jungle cats. [MUSIC} This is a caracal which derives its name from the word ‘karakulak’ which means black ears. It is found mostly in Africa, the middle east, persia and the indian sub-continent. This is a cheetah, it can run at the speed of 113km/h making it the fastest land animal. The cheetahs use their tails to change their direction while sprinting. They are found in eastern and southern africa and in some parts of iran. This is a cougar, also known as puma or a mauntain lion. They are solitary and secretive and most active during dawn and dusk. They are present all over North America. This is a jaguar, it can be differentiated by it spots which look like roses from a distance. The spots of a jaguar are called rossetes. It is mostly found in America. This is a leopard. They are the most adaptable member of the cat family as it can adapt to any weather or climate. It is mostly found in the sub-saharan areas and some parts of asia. The king of the jungle the lion is the only member of the cat family with a mane and its roar can be heard upto 5 miles away. The lions are the most social cats of the cat family as they live in prides. They are found all over Africa. The lynx is the only member of the cat family which has types with such a diversified group characters amongst the cat family. It is mostly found all over America. There are 4 types of lynx and the lynx shown in the picture is a Canada lynx. This is an ocelot also called a dwarf. They are good swimmers and climbers. They are extremely territorial. The male lynx is called a torn and a female is called a queen. It is mostly found in South America. This is a panther. The panther is mostly referred to jaguars and leopard with a white or a black mutation. They are the rarest amongst the cat family. It is mostly found in America, Asia, and Africa. The tiger is the largest cat of the cat family and the strongest. It has the second largest brain among the carnivores. They use roars to communicate with other tigers. Unlike other big cats they are adept swimmers. They are found in Asia and Russia. | <urn:uuid:27e464e9-8b84-4f67-b4ed-2146885e0ebe> | CC-MAIN-2020-05 | https://catpictures24.com/big-cats/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00550.warc.gz | en | 0.980621 | 514 | 3.5 | 4 | [
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... | 1 | In this unit we will learn about the big cats or the jungle cats. [MUSIC} This is a caracal which derives its name from the word ‘karakulak’ which means black ears. It is found mostly in Africa, the middle east, persia and the indian sub-continent. This is a cheetah, it can run at the speed of 113km/h making it the fastest land animal. The cheetahs use their tails to change their direction while sprinting. They are found in eastern and southern africa and in some parts of iran. This is a cougar, also known as puma or a mauntain lion. They are solitary and secretive and most active during dawn and dusk. They are present all over North America. This is a jaguar, it can be differentiated by it spots which look like roses from a distance. The spots of a jaguar are called rossetes. It is mostly found in America. This is a leopard. They are the most adaptable member of the cat family as it can adapt to any weather or climate. It is mostly found in the sub-saharan areas and some parts of asia. The king of the jungle the lion is the only member of the cat family with a mane and its roar can be heard upto 5 miles away. The lions are the most social cats of the cat family as they live in prides. They are found all over Africa. The lynx is the only member of the cat family which has types with such a diversified group characters amongst the cat family. It is mostly found all over America. There are 4 types of lynx and the lynx shown in the picture is a Canada lynx. This is an ocelot also called a dwarf. They are good swimmers and climbers. They are extremely territorial. The male lynx is called a torn and a female is called a queen. It is mostly found in South America. This is a panther. The panther is mostly referred to jaguars and leopard with a white or a black mutation. They are the rarest amongst the cat family. It is mostly found in America, Asia, and Africa. The tiger is the largest cat of the cat family and the strongest. It has the second largest brain among the carnivores. They use roars to communicate with other tigers. Unlike other big cats they are adept swimmers. They are found in Asia and Russia. | 501 | ENGLISH | 1 |
The Tower of London, officially Her Majesty's Royal Palace and Fortress of the Tower of London, is a historic castle located on the north bank of the River Thames in central London. It lies within the London Borough of Tower Hamlets, separated from the eastern edge of the square mile of the City of London by the open space known as Tower Hill. It was founded towards the end of 1066 as part of the Norman Conquest of England. The White Tower, which gives the entire castle its name, was built by William the Conqueror in 1078 and was a resented symbol of oppression, inflicted upon London by the new ruling elite. The castle was used as a prison from 1100 until 1952, although that was not its primary purpose. A grand palace early in its history, it served as a royal residence. As a whole, the Tower is a complex of several buildings set within two concentric rings of defensive walls and a moat. There were several phases of expansion, mainly under Kings Richard I, Henry III, and Edward I in the 12th and 13th centuries. The general layout established by the late 13th century remains despite later activity on the site. | <urn:uuid:b4096617-e0c3-42f7-ae27-7c189b01abfb> | CC-MAIN-2020-05 | https://www.spectroom.com/category/171207300-educational-buildings | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00507.warc.gz | en | 0.984107 | 235 | 3.296875 | 3 | [
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0.1489836424589... | 1 | The Tower of London, officially Her Majesty's Royal Palace and Fortress of the Tower of London, is a historic castle located on the north bank of the River Thames in central London. It lies within the London Borough of Tower Hamlets, separated from the eastern edge of the square mile of the City of London by the open space known as Tower Hill. It was founded towards the end of 1066 as part of the Norman Conquest of England. The White Tower, which gives the entire castle its name, was built by William the Conqueror in 1078 and was a resented symbol of oppression, inflicted upon London by the new ruling elite. The castle was used as a prison from 1100 until 1952, although that was not its primary purpose. A grand palace early in its history, it served as a royal residence. As a whole, the Tower is a complex of several buildings set within two concentric rings of defensive walls and a moat. There were several phases of expansion, mainly under Kings Richard I, Henry III, and Edward I in the 12th and 13th centuries. The general layout established by the late 13th century remains despite later activity on the site. | 257 | ENGLISH | 1 |
Keegan Hunt January 26, 2018 Cobalt DBQ Task: Use the information from the documents and your knowledge of medieval Europe history to explain how the people of medieval Europe were influenced politically, socially, and economically. Medieval Europe had many events in history some good events some bad events including the Bubonic plague and the Holy war, the Crusades and those are just some of the many. These events made people think of many ideas that inspired a lot the features of today. The many important events in European history influenced the people of medieval Europe politically, socially, and economically. First and foremost, the Crusades influenced the people politically. The Crusades were a series of war fought by the Christians and the Muslims. In the beginning of the war Pope Urban ll rallied up a lot of Christians and inspired them to fight and regain the holy land of Jerusalem. The first attack was successful they got back Jerusalem! The second attack was them trying to defend Jerusalem and it failed because they were fighting each other and the Muslims snuck in and took it over. Then the third one was when they took over land like Acre and Jaffa, but did not succeed in taking Jerusalem. There were a ton of casualties in the war from both sides. During the war people went to church and it influenced their daily life socially. The church collected money called tithes and it was supposed to help them earn salvation. The pastor of the church would speak Latin and most of the people in Medieval Europe were illiterate and didn’t know how to write. So, the church put stained glass windows up to tell the story of the things they would go over in church. The church was a very important place, people of all levels can go to church, from the lowest surf, to the highest king, they all went to church for salvation. Salvation with Christ meant you were saved and you would go to heaven a place holiness and tranquility. To the Christians salvation was very important so, they would dedicate their life to God, their savor. This all relates to document 4 and 5 both talking about the medieval church salvation and the power of the church. When Pope Urban ll inspired them economically, they fought together to and worked together to help each other. During the war the Christians had less advanced technology than the Muslims. They were a lot more advanced because they learned about their surroundings and evolved while the Christians in Europe were staring though a tiny lens. So, they had better techniques of fighting but the Crusaders learned from them and used their way of fighting against them. The Europeans learned a lot about their ways and greatly improved, and they improved so much that they advanced farther than all the other civilizations coming up with new technology, new laws, and better trading. A bit after the crusades then world in medieval Europe changed immensely. | <urn:uuid:c670aec9-ea85-4007-9ebf-4a75bc2f3943> | CC-MAIN-2020-05 | https://colchestertelecom.net/keegan-jerusalem-the-first-attack-was-successful-they/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251788528.85/warc/CC-MAIN-20200129041149-20200129071149-00450.warc.gz | en | 0.988004 | 569 | 3.453125 | 3 | [
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-0.03441929817... | 1 | Keegan Hunt January 26, 2018 Cobalt DBQ Task: Use the information from the documents and your knowledge of medieval Europe history to explain how the people of medieval Europe were influenced politically, socially, and economically. Medieval Europe had many events in history some good events some bad events including the Bubonic plague and the Holy war, the Crusades and those are just some of the many. These events made people think of many ideas that inspired a lot the features of today. The many important events in European history influenced the people of medieval Europe politically, socially, and economically. First and foremost, the Crusades influenced the people politically. The Crusades were a series of war fought by the Christians and the Muslims. In the beginning of the war Pope Urban ll rallied up a lot of Christians and inspired them to fight and regain the holy land of Jerusalem. The first attack was successful they got back Jerusalem! The second attack was them trying to defend Jerusalem and it failed because they were fighting each other and the Muslims snuck in and took it over. Then the third one was when they took over land like Acre and Jaffa, but did not succeed in taking Jerusalem. There were a ton of casualties in the war from both sides. During the war people went to church and it influenced their daily life socially. The church collected money called tithes and it was supposed to help them earn salvation. The pastor of the church would speak Latin and most of the people in Medieval Europe were illiterate and didn’t know how to write. So, the church put stained glass windows up to tell the story of the things they would go over in church. The church was a very important place, people of all levels can go to church, from the lowest surf, to the highest king, they all went to church for salvation. Salvation with Christ meant you were saved and you would go to heaven a place holiness and tranquility. To the Christians salvation was very important so, they would dedicate their life to God, their savor. This all relates to document 4 and 5 both talking about the medieval church salvation and the power of the church. When Pope Urban ll inspired them economically, they fought together to and worked together to help each other. During the war the Christians had less advanced technology than the Muslims. They were a lot more advanced because they learned about their surroundings and evolved while the Christians in Europe were staring though a tiny lens. So, they had better techniques of fighting but the Crusaders learned from them and used their way of fighting against them. The Europeans learned a lot about their ways and greatly improved, and they improved so much that they advanced farther than all the other civilizations coming up with new technology, new laws, and better trading. A bit after the crusades then world in medieval Europe changed immensely. | 576 | ENGLISH | 1 |
Originally Theresienstadt was created as a fortress by Emperor Joseph II of Austria in the 18thcentury, who thus named it after his mother, Maria Theresa. However, during World War II, Terezin became a Jewish ghetto and a concentration camp under Nazi Germany. It served two purposes, firstly it functioned as a middle point to the extermination camps, and secondly as a sort of “retirement place” for the elderly.
Czech Jews were transported to the camp in 1941, followed by Austrian, German, Dutch and Danish, who were transported in the following months. More than 150,000 Jews, amongst them 15,000 children, were kept in Terezin before being sent off to death camps in Treblinka and Auschwitz. The exact number of survivors is rather unclear, although reports have shown that there were approximately 17,000 survivors, amongst them 150 children.
The Nazis wanted to give a good perception to the world about Terezin, and thus promoted it as a camp full of cultural richness and good living conditions. To a certain extent, the camp was known for its cultural life compared to other concentration camps, since many of the detainees were renowned artists, scientists, scholars, and musicians. Due to a grand cultural life, many concerts and lectures on topics such as art, music Judaism, economics and science, took place in the camp. A Ghetto Central Library was also established in November 1942 and contained over 100,000 books, which were brought by the inmates to the camp. Important to note that Terezin was the only concentration camp during Nazi Germany, where religion and prayers were allowed.
Terezin was also used for propaganda by the Nazis. In 1944, an inspection by the International Red Cross and representatives from the Danish government took place in order to evaluate the living conditions of the inmates. This was also an opportunity for the Nazis to portray a positive image of the camp. Major efforts took place to clean up the camp, and prepare it for the visit. Numerous inmates were sent to Auschwitz in order to avoid overcrowding, cafes and shops were installed, rooms where repainted and refurbished. The inmates were also instructed to perform during the visit. Children were playing in the main square area and were also forced to take part in performances.
During the official visit, the inmates were give strict instructions; only the Danish Jews were allowed to speak with the representatives. The visit gave a positive impression to the International Red Cross and the Danish government, who were convinced that the inmates were living a normal life.
Even though this is not your usual ‘fun to see’ sight, it is definitely worth the trip when you are in Prague. There are numerous tour buses and guides that leave from Prague for a day trip and take you to Terezin.
Live it yourself as a memorable local experience!Discover the Live Stories
Like this story?
Get more! Subscribe to our monthly inspiration newsletter. | <urn:uuid:a25709ab-14e6-4e87-9640-ad54f7b111bb> | CC-MAIN-2020-05 | https://www.itinari.com/terezin-a-former-jewish-ghetto-and-concentration-camp-hejb | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592261.1/warc/CC-MAIN-20200118052321-20200118080321-00241.warc.gz | en | 0.984984 | 599 | 4.03125 | 4 | [
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0.5090184211... | 2 | Originally Theresienstadt was created as a fortress by Emperor Joseph II of Austria in the 18thcentury, who thus named it after his mother, Maria Theresa. However, during World War II, Terezin became a Jewish ghetto and a concentration camp under Nazi Germany. It served two purposes, firstly it functioned as a middle point to the extermination camps, and secondly as a sort of “retirement place” for the elderly.
Czech Jews were transported to the camp in 1941, followed by Austrian, German, Dutch and Danish, who were transported in the following months. More than 150,000 Jews, amongst them 15,000 children, were kept in Terezin before being sent off to death camps in Treblinka and Auschwitz. The exact number of survivors is rather unclear, although reports have shown that there were approximately 17,000 survivors, amongst them 150 children.
The Nazis wanted to give a good perception to the world about Terezin, and thus promoted it as a camp full of cultural richness and good living conditions. To a certain extent, the camp was known for its cultural life compared to other concentration camps, since many of the detainees were renowned artists, scientists, scholars, and musicians. Due to a grand cultural life, many concerts and lectures on topics such as art, music Judaism, economics and science, took place in the camp. A Ghetto Central Library was also established in November 1942 and contained over 100,000 books, which were brought by the inmates to the camp. Important to note that Terezin was the only concentration camp during Nazi Germany, where religion and prayers were allowed.
Terezin was also used for propaganda by the Nazis. In 1944, an inspection by the International Red Cross and representatives from the Danish government took place in order to evaluate the living conditions of the inmates. This was also an opportunity for the Nazis to portray a positive image of the camp. Major efforts took place to clean up the camp, and prepare it for the visit. Numerous inmates were sent to Auschwitz in order to avoid overcrowding, cafes and shops were installed, rooms where repainted and refurbished. The inmates were also instructed to perform during the visit. Children were playing in the main square area and were also forced to take part in performances.
During the official visit, the inmates were give strict instructions; only the Danish Jews were allowed to speak with the representatives. The visit gave a positive impression to the International Red Cross and the Danish government, who were convinced that the inmates were living a normal life.
Even though this is not your usual ‘fun to see’ sight, it is definitely worth the trip when you are in Prague. There are numerous tour buses and guides that leave from Prague for a day trip and take you to Terezin.
Live it yourself as a memorable local experience!Discover the Live Stories
Like this story?
Get more! Subscribe to our monthly inspiration newsletter. | 624 | ENGLISH | 1 |
TO IDENTIFY a suspect, police typically ask eyewitnesses to pick him out of a line-up of similar-looking folk. Alas, this method is often inaccurate. DNA testing has shown that witnesses often fail to detect the culprit or, worse, wrongfully accuse the innocent.
Why should this be? Witnesses may feel under pressure to identify someone as the guilty party, even if they are not sure. Or they could be worried about making a mistake. A new study suggests that witnesses will make more accurate identifications if they do not have to be so precise.
Neil Brewer, a psychologist at Flinders University in Australia, has devised a new type of police line-up, described in Psychological Science. Rather than simply pointing out the perpetrator, witnesses are asked how confident they are when identifying him. And they have to make up their minds quickly. Whereas a typical police officer tells a witness to take time and mull it over, Dr Brewer sets a very short deadline.
Dr Brewer knew from past research that strong memory traces are more rapidly accessed by the brain than weaker ones—and that accurate eyewitness identifications are made significantly faster than inaccurate ones. So he guessed that limiting the time witnesses had to look at suspects would yield better results.
To test this hypothesis, Dr Brewer and his colleagues asked 905 volunteers to watch a series of short films. The volunteers were told to pay close attention, since they would be asked questions about what they had seen. Each film showed either footage of a crime (eg, someone shoplifting or stealing a car), or a seemingly mundane series of events such as people using a cash machine. For the latter, volunteers were told that one of the people in the film was a suspect in a crime that had occurred nearby and that they would be asked to help identify him.
Half the participants—some a week later, others within five minutes—were then shown, on a computer screen, a series of individual pictures from a line-up of 12 people. The witnesses saw each face for three seconds; after two seconds a buzzer went off, indicating that they had to complete their identification in one second. To do that, they had to click on one of 11 on-screen buttons ranging from “100% confident that this is the culprit” to “0%, absolutely certain this is not the culprit”. If they were too slow, the next face appeared.
The other half of the participants were shown the same faces one at a time, but were given as long as they liked to answer. The results were analysed using a statistical test. The witnesses who were given a flexible choice but only a short time to ponder were much more accurate. They picked the correct suspects 67% of the time. The “yes or no” group picked the right man only 49% of the time. A witness delayed may be justice denied.
This article appeared in the Science and technology section of the print edition under the headline "Unusual suspects" | <urn:uuid:b478d19b-486a-491a-83bb-6749de50e821> | CC-MAIN-2020-05 | https://www.economist.com/science-and-technology/2012/03/03/unusual-suspects | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681412.74/warc/CC-MAIN-20200125191854-20200125221854-00096.warc.gz | en | 0.983338 | 608 | 3.53125 | 4 | [
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0.423647761344909... | 1 | TO IDENTIFY a suspect, police typically ask eyewitnesses to pick him out of a line-up of similar-looking folk. Alas, this method is often inaccurate. DNA testing has shown that witnesses often fail to detect the culprit or, worse, wrongfully accuse the innocent.
Why should this be? Witnesses may feel under pressure to identify someone as the guilty party, even if they are not sure. Or they could be worried about making a mistake. A new study suggests that witnesses will make more accurate identifications if they do not have to be so precise.
Neil Brewer, a psychologist at Flinders University in Australia, has devised a new type of police line-up, described in Psychological Science. Rather than simply pointing out the perpetrator, witnesses are asked how confident they are when identifying him. And they have to make up their minds quickly. Whereas a typical police officer tells a witness to take time and mull it over, Dr Brewer sets a very short deadline.
Dr Brewer knew from past research that strong memory traces are more rapidly accessed by the brain than weaker ones—and that accurate eyewitness identifications are made significantly faster than inaccurate ones. So he guessed that limiting the time witnesses had to look at suspects would yield better results.
To test this hypothesis, Dr Brewer and his colleagues asked 905 volunteers to watch a series of short films. The volunteers were told to pay close attention, since they would be asked questions about what they had seen. Each film showed either footage of a crime (eg, someone shoplifting or stealing a car), or a seemingly mundane series of events such as people using a cash machine. For the latter, volunteers were told that one of the people in the film was a suspect in a crime that had occurred nearby and that they would be asked to help identify him.
Half the participants—some a week later, others within five minutes—were then shown, on a computer screen, a series of individual pictures from a line-up of 12 people. The witnesses saw each face for three seconds; after two seconds a buzzer went off, indicating that they had to complete their identification in one second. To do that, they had to click on one of 11 on-screen buttons ranging from “100% confident that this is the culprit” to “0%, absolutely certain this is not the culprit”. If they were too slow, the next face appeared.
The other half of the participants were shown the same faces one at a time, but were given as long as they liked to answer. The results were analysed using a statistical test. The witnesses who were given a flexible choice but only a short time to ponder were much more accurate. They picked the correct suspects 67% of the time. The “yes or no” group picked the right man only 49% of the time. A witness delayed may be justice denied.
This article appeared in the Science and technology section of the print edition under the headline "Unusual suspects" | 600 | ENGLISH | 1 |
T. S. Eliot Biography, Life, Interesting Facts
Died On :
Also Known For :
Birth Place :
T. S.Eliot was born on September 26, 1888. He was a poet, literary critic, playwright, and editor. When he was sixty years old, he received the Nobel Prize in Literature for his contribution to poetry.
Thomas Stearns (T. S.) Eliot was born on September 26, 1888, in St. Louis, Missouri. He was born into a distinguished family. He was born to Henry Ware Eliot who was an industrialist and philanthropist and Charlotte Champe Stearns who was a school teacher and poet. He was brought up alongside six siblings. He did not have many friends growing up, so he spent his time reading stories about savages and the Wild West. He was intrigued by the book ‘The Adventures of Tom Sawyer.’
In 1898, T. S.Eliot joined Smith Academy where he studied Latin, French, and German among other languages and subjects. He wrote his first poems at the age of fourteen, but he destroyed them because they were gloomy. In 1905, he joined Milton Academy, Massachusetts for a preparatory year. In the same year he published his works ‘Song’, A Fable for Feasters,’ ‘The Man Who Was King’, ‘A Tale of a Whale’ and ‘Birds of Prey.’ In 1906, he joined Harvard University where he studied philosophy. He continued to write and contributed his works to the Harvard Advocate. In 1909, he graduated from Harvard with a Bachelor of Arts Degree. In the same year, he worked as a philosophy assistant at the University.
In 1910, T. S.Eliot moved to France where he studied philosophy at the Sorbonne University located in Paris. He began developing his style of writing while in Paris. In 1911, he moved back to Harvard where he studied Sanskrit and Indian Philosophy. He later received a Scholarship to Merton College in Oxford, and so he moved to England.
In England, T. S.Eliot visited London several times. In London, he met many writers and poets. He met Ezra Pond who was a poet in London’s Literary Circle. Ezra introduced him to many poets because of his talent. He was also introduced to writers, artists, and intellectuals in London. Ezra played a significant role in assisting him in publishing his works. In 1915, he began teaching French and Latin in Highgate Junior School, London. He also took extra classes in the evening at the Birkbeck at the University of London where he taught English. In the same year, he played a major role in the publishing of ‘The Love Story of J. Alfred Prufrock’ in ‘Poetry.’
In 1916, T. S.Eliot finished his thesis, but he could not get to the United States to present it because World War I. In 1917, he became a clerk at the Lloyds Bank in London. In the same year, he became a literary editor of Egoist. Egoist was a London Literally magazine which published modernist works. In 1917, his first book of poems ‘Prufrock and Other Observations’ was published. In 1919, his seminal work ‘Tradition and the Individual Talent’ was published in the Egoist.
In 1920, T. S.Eliot published his book ‘Sacred Wood.’ In 1921, he took a leave from the bank to go to Margate in Kent to finish up his poem ‘West Land.’ In 1922, ‘West Land’ was published in the Criterion which was a literary journal founded by him. In 1925, he joined Faber and Gwyer which was a publishing firm. In the same year, his poem ‘The Hollow Men’ was published.
In 1927, T. S.Eliot converted to Anglicanism and became a British citizen. In 1930, his poem ‘Ash Wednesday’ was published. In 1939, he published the book ‘Old Possum’s Book of Practical Cats.’ He later became an editor for the Wesleyan University Press. His best book was titled ‘Four Quarters’ which many scholars refer to as his last great work.
Awards and Achievements
In 1948, T. S.Eliot was awarded the Nobel Prize in Literature for his contribution to present day poetry. In the same year, he received the Order of Merit from the British Monarch. In 1959, he was awarded the Dante Medal of Florence. In 1964, he was awarded the Presidential Medal of Freedom by the United States. He has received thirteen honorary doctorates from prestigious universities such as Harvard among others.
In 1915, T. S.Eliot married Vivienne Haigh-Wood for purposes of staying in England, but they were never close to each other. In 1933, they separated, and Vivienne was committed into an asylum by her brother. She died in 1947. In 1957, he married Esme Valerie Fletcher. He died on January 10, 1957 of emphysema at his house in London. He was cremated at Golders Green Crematorium, London. His ashes were taken to East Coker and buried at St. Michael and All Angel’s Church. After his death, his wife preserved his legacy by editing and adding several notes to ‘The Letters of T. S. Eliot.’
Kazi Nazrul Islam
Ella Wheeler Wilcox | <urn:uuid:2b2432a6-b933-4595-ad03-77b53db57917> | CC-MAIN-2020-05 | https://www.sunsigns.org/famousbirthdays/profile/t-s-eliot/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00093.warc.gz | en | 0.991393 | 1,170 | 3.40625 | 3 | [
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0.2386713027954... | 1 | T. S. Eliot Biography, Life, Interesting Facts
Died On :
Also Known For :
Birth Place :
T. S.Eliot was born on September 26, 1888. He was a poet, literary critic, playwright, and editor. When he was sixty years old, he received the Nobel Prize in Literature for his contribution to poetry.
Thomas Stearns (T. S.) Eliot was born on September 26, 1888, in St. Louis, Missouri. He was born into a distinguished family. He was born to Henry Ware Eliot who was an industrialist and philanthropist and Charlotte Champe Stearns who was a school teacher and poet. He was brought up alongside six siblings. He did not have many friends growing up, so he spent his time reading stories about savages and the Wild West. He was intrigued by the book ‘The Adventures of Tom Sawyer.’
In 1898, T. S.Eliot joined Smith Academy where he studied Latin, French, and German among other languages and subjects. He wrote his first poems at the age of fourteen, but he destroyed them because they were gloomy. In 1905, he joined Milton Academy, Massachusetts for a preparatory year. In the same year he published his works ‘Song’, A Fable for Feasters,’ ‘The Man Who Was King’, ‘A Tale of a Whale’ and ‘Birds of Prey.’ In 1906, he joined Harvard University where he studied philosophy. He continued to write and contributed his works to the Harvard Advocate. In 1909, he graduated from Harvard with a Bachelor of Arts Degree. In the same year, he worked as a philosophy assistant at the University.
In 1910, T. S.Eliot moved to France where he studied philosophy at the Sorbonne University located in Paris. He began developing his style of writing while in Paris. In 1911, he moved back to Harvard where he studied Sanskrit and Indian Philosophy. He later received a Scholarship to Merton College in Oxford, and so he moved to England.
In England, T. S.Eliot visited London several times. In London, he met many writers and poets. He met Ezra Pond who was a poet in London’s Literary Circle. Ezra introduced him to many poets because of his talent. He was also introduced to writers, artists, and intellectuals in London. Ezra played a significant role in assisting him in publishing his works. In 1915, he began teaching French and Latin in Highgate Junior School, London. He also took extra classes in the evening at the Birkbeck at the University of London where he taught English. In the same year, he played a major role in the publishing of ‘The Love Story of J. Alfred Prufrock’ in ‘Poetry.’
In 1916, T. S.Eliot finished his thesis, but he could not get to the United States to present it because World War I. In 1917, he became a clerk at the Lloyds Bank in London. In the same year, he became a literary editor of Egoist. Egoist was a London Literally magazine which published modernist works. In 1917, his first book of poems ‘Prufrock and Other Observations’ was published. In 1919, his seminal work ‘Tradition and the Individual Talent’ was published in the Egoist.
In 1920, T. S.Eliot published his book ‘Sacred Wood.’ In 1921, he took a leave from the bank to go to Margate in Kent to finish up his poem ‘West Land.’ In 1922, ‘West Land’ was published in the Criterion which was a literary journal founded by him. In 1925, he joined Faber and Gwyer which was a publishing firm. In the same year, his poem ‘The Hollow Men’ was published.
In 1927, T. S.Eliot converted to Anglicanism and became a British citizen. In 1930, his poem ‘Ash Wednesday’ was published. In 1939, he published the book ‘Old Possum’s Book of Practical Cats.’ He later became an editor for the Wesleyan University Press. His best book was titled ‘Four Quarters’ which many scholars refer to as his last great work.
Awards and Achievements
In 1948, T. S.Eliot was awarded the Nobel Prize in Literature for his contribution to present day poetry. In the same year, he received the Order of Merit from the British Monarch. In 1959, he was awarded the Dante Medal of Florence. In 1964, he was awarded the Presidential Medal of Freedom by the United States. He has received thirteen honorary doctorates from prestigious universities such as Harvard among others.
In 1915, T. S.Eliot married Vivienne Haigh-Wood for purposes of staying in England, but they were never close to each other. In 1933, they separated, and Vivienne was committed into an asylum by her brother. She died in 1947. In 1957, he married Esme Valerie Fletcher. He died on January 10, 1957 of emphysema at his house in London. He was cremated at Golders Green Crematorium, London. His ashes were taken to East Coker and buried at St. Michael and All Angel’s Church. After his death, his wife preserved his legacy by editing and adding several notes to ‘The Letters of T. S. Eliot.’
Kazi Nazrul Islam
Ella Wheeler Wilcox | 1,223 | ENGLISH | 1 |
What was reborn during the Renaissance? The Renaissance is known as a rebirth of classical ideas and in all actuality, a celebration or rebirth of humanism. The middle ages had lasted for over a thousand years. It was during this time Christianity was spread. Christianity, along with the Germanic culture of the tribes who invaded the Roman Empire, changed Europe forever. The Christian Church had a major influence in the everyday activities of everyone at that time. By 1500 people began to shine away preoccupation with the church. Instead, they focused more on the classical ideas that came before the onset f Christianity influence.
This is how the Renaissance started. The word renaissance literally means a rebirth or revival in French. This period was labeled The Renaissance because it was a rebirth of the ideas of ancient Greece and Rome. The humanistic ideas that were lost during the middle ages had in fact been “reborn”. The Renaissance was not Just the renewed interest in the ideas of that time, but also renewed interest in classical art and architecture. The Renaissance and the Classical era of Greece and Rome are similar in many ways. This can be seen through the importance put on man, instead of the importance of
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God as seen through the middle ages. The church had helped create a caste system that was in place during the middle ages. Before the Renaissance, there were primarily three different social levels; the nobility, the churchmen, and the peasants. By not putting as much emphasis on the church, the caste system began to dissolve. This was a major reason why merchants, artist, scholars, and scientist like Leonardo Dad Vinci began to appear. The people of the renaissance essentially looked to ancient Greece and Rome for inspiration. This is why they are so similar. | <urn:uuid:bfb473bc-b9f0-4708-88d3-296e57e6a840> | CC-MAIN-2020-05 | https://anyassignment.com/philosophy/renaissance-rebirth-of-humanism-assignment-45105/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00530.warc.gz | en | 0.981554 | 366 | 3.546875 | 4 | [
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-0.0990703329443... | 3 | What was reborn during the Renaissance? The Renaissance is known as a rebirth of classical ideas and in all actuality, a celebration or rebirth of humanism. The middle ages had lasted for over a thousand years. It was during this time Christianity was spread. Christianity, along with the Germanic culture of the tribes who invaded the Roman Empire, changed Europe forever. The Christian Church had a major influence in the everyday activities of everyone at that time. By 1500 people began to shine away preoccupation with the church. Instead, they focused more on the classical ideas that came before the onset f Christianity influence.
This is how the Renaissance started. The word renaissance literally means a rebirth or revival in French. This period was labeled The Renaissance because it was a rebirth of the ideas of ancient Greece and Rome. The humanistic ideas that were lost during the middle ages had in fact been “reborn”. The Renaissance was not Just the renewed interest in the ideas of that time, but also renewed interest in classical art and architecture. The Renaissance and the Classical era of Greece and Rome are similar in many ways. This can be seen through the importance put on man, instead of the importance of
Don’t waste your time!
Order your assignment!
God as seen through the middle ages. The church had helped create a caste system that was in place during the middle ages. Before the Renaissance, there were primarily three different social levels; the nobility, the churchmen, and the peasants. By not putting as much emphasis on the church, the caste system began to dissolve. This was a major reason why merchants, artist, scholars, and scientist like Leonardo Dad Vinci began to appear. The people of the renaissance essentially looked to ancient Greece and Rome for inspiration. This is why they are so similar. | 368 | ENGLISH | 1 |
When Herbert Hoover was inaugurated as the thirty-first President of the United States early in 1929, the nation was enjoying unprecedented prosperity. But by the end of the year, the stock market had crashed and the country was headed for the Great Depression. President Hoover tried to fight the Great Depression, but as he neared the end of his term, the American economy was in its worst state yet, and many fearful citizens wanted a leader who would do more to alleviate the crisis. They found that leader in Franklin D. Roosevelt, who promised the nation a "New Deal" and with that promise won the election of 1932. Roosevelt's New Deal had profound effects upon American history. Although it was intended to restore America's devastated economy, the New Deal actually did little to encourage prosperity.
Causes of the Great Depression.
Easy Credit. Although the American economy thrived in the 1920s, much of this prosperity was based on easy credit. The Federal Reserve Bank kept interest rates low, making it easy for businesses and individuals to take out loans. This policy encouraged people to go into debt. Many people bought new homes, cars, and appliances on installment plans. Instead of paying the full price of an item at the time of purchase, they made a small down payment and then paid monthly installments over a set period of time. As long as people could buy on credit, factories kept busy and jobs were plentiful.
The stock market. The optimism of the era was nowhere more evident than at the stock exchange on Wall Street in New York City. Most factories were owned by shareholders, people who held stocks in the corporations producing the goods. As businesses prospered in the 1920s, stock dividends soared and many people invested in stocks, driving stock prices higher every day.
Risky investments. Some investors practiced speculation , ignoring the true value of stocks, they tried to buy stock while it was going up and then sell it at higher price. Convinced that they could always sell at a higher price, speculators bought and traded stocks at far above their actual value. Stocks, like consumer goods, could also be bought on credit. Some people speculated on borrowed money, gambling that the stock market would continue to thrive. By paying as little as 10 percent of the price of stock in cash and securing a loan to cover the balance, people could hold stock on margin. Margin buyers hoped to sell at a good enough price to repay their loans and still make a good profit. The combination of easy credit and risky investments set the stage for economic disaster.
The Great Crash of 1929.
Signs of a slowing economy. Prices on the New York Stock Exchange, already at a historic high, began to surge upward in the spring of 1928 and, in spite of a few slumps, continued to climb during the first half of 1929. But the careful observer could have seen signs of a slowing economy. In June 1929, industrial production began to decline. A few stockbrokers and economists warned that many stocks were greatly overpriced, and several major investor decided to sell their stocks before prices began to reflect the decrease in production. But most people seemed convinced that the "bull market" of rising stock prices would last forever.
The stock market crash. By the end of September, stock averages had begun to decline steadily. As more and more people began to sell, prices continued to drop. The stock market crash began on Thursday, October 24, when a massive wave of selling sent stock prices spiraling downward and nearly 13 million share of stock changed hands. During the afternoon, several influential banking houses, including J.P. Morgan's company, invested large amounts of money in sagging stocks in an effort to quell the panic. For a few Days, stock prices seemed to stabilize, but on October 29, 1929, remembered as "Black Tuesday," the bottom fell out of the market. Stock prices plunged downward and a record 16 million shares...
Please join StudyMode to read the full document | <urn:uuid:3943c6b0-3fb3-49de-b1d1-7027f54d8045> | CC-MAIN-2020-05 | https://www.studymode.com/essays/The-Great-Depression-Causes-And-How-64935676.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00084.warc.gz | en | 0.983084 | 806 | 4 | 4 | [
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0.1813837736845... | 1 | When Herbert Hoover was inaugurated as the thirty-first President of the United States early in 1929, the nation was enjoying unprecedented prosperity. But by the end of the year, the stock market had crashed and the country was headed for the Great Depression. President Hoover tried to fight the Great Depression, but as he neared the end of his term, the American economy was in its worst state yet, and many fearful citizens wanted a leader who would do more to alleviate the crisis. They found that leader in Franklin D. Roosevelt, who promised the nation a "New Deal" and with that promise won the election of 1932. Roosevelt's New Deal had profound effects upon American history. Although it was intended to restore America's devastated economy, the New Deal actually did little to encourage prosperity.
Causes of the Great Depression.
Easy Credit. Although the American economy thrived in the 1920s, much of this prosperity was based on easy credit. The Federal Reserve Bank kept interest rates low, making it easy for businesses and individuals to take out loans. This policy encouraged people to go into debt. Many people bought new homes, cars, and appliances on installment plans. Instead of paying the full price of an item at the time of purchase, they made a small down payment and then paid monthly installments over a set period of time. As long as people could buy on credit, factories kept busy and jobs were plentiful.
The stock market. The optimism of the era was nowhere more evident than at the stock exchange on Wall Street in New York City. Most factories were owned by shareholders, people who held stocks in the corporations producing the goods. As businesses prospered in the 1920s, stock dividends soared and many people invested in stocks, driving stock prices higher every day.
Risky investments. Some investors practiced speculation , ignoring the true value of stocks, they tried to buy stock while it was going up and then sell it at higher price. Convinced that they could always sell at a higher price, speculators bought and traded stocks at far above their actual value. Stocks, like consumer goods, could also be bought on credit. Some people speculated on borrowed money, gambling that the stock market would continue to thrive. By paying as little as 10 percent of the price of stock in cash and securing a loan to cover the balance, people could hold stock on margin. Margin buyers hoped to sell at a good enough price to repay their loans and still make a good profit. The combination of easy credit and risky investments set the stage for economic disaster.
The Great Crash of 1929.
Signs of a slowing economy. Prices on the New York Stock Exchange, already at a historic high, began to surge upward in the spring of 1928 and, in spite of a few slumps, continued to climb during the first half of 1929. But the careful observer could have seen signs of a slowing economy. In June 1929, industrial production began to decline. A few stockbrokers and economists warned that many stocks were greatly overpriced, and several major investor decided to sell their stocks before prices began to reflect the decrease in production. But most people seemed convinced that the "bull market" of rising stock prices would last forever.
The stock market crash. By the end of September, stock averages had begun to decline steadily. As more and more people began to sell, prices continued to drop. The stock market crash began on Thursday, October 24, when a massive wave of selling sent stock prices spiraling downward and nearly 13 million share of stock changed hands. During the afternoon, several influential banking houses, including J.P. Morgan's company, invested large amounts of money in sagging stocks in an effort to quell the panic. For a few Days, stock prices seemed to stabilize, but on October 29, 1929, remembered as "Black Tuesday," the bottom fell out of the market. Stock prices plunged downward and a record 16 million shares...
Please join StudyMode to read the full document | 841 | ENGLISH | 1 |
The bombing of Dresden in February 1945 has remained one of the more controversial aspects of World War Two. Dresden, a city unaffected by bombing up to that point in the war, lost many thousands of civilians in the firestorm that was created by the Allies. As the Russians advanced to Berlin from the east and the Allies from the west, why was Dresden bombed when it did appear that the war would be ended in the near future?
Historically, Dresden had been northern Germany’s cultural centre – a city filled with museums and historic buildings. The Zwinger Museum and Palace and the Frauenkirche Cathedral were world famous buildings. From 1939 to the end of 1944, the city had been spared the bombing raids that the Allies had launched on Nazi Germany. By February 1945, the city was filled with refugees – people moving from east to west in an attempt to escape the advancing Red Army. The Nazi propaganda machine had filled the minds of the Germans with horror stories of what to expect if the Red Army got to Germany. Thousands now fled from this army as it relentlessly advanced to Berlin. No-one knows how many people were in Dresden when the city was bombed. Officially, the city’s population was 350,000, but with the number of refugees there, it would have been a lot higher than this.
Between February 13th and February 14th 1945, between 35,000 and 135,000 people were killed by Allied bombing in Dresden. Historians still argue over the number of deaths. However, there were so many refugees in the city at the time that the real figure will almost certainly never be known.
So why was Dresden chosen as a target? Arthur Harris, head of Bomber Command, had always held the view that any city that had anything to do with the Nazi war effort was a target. A number of theories do exist as to why Dresden was chosen so late in the war.
1) The city was in Nazi Germany and for this reason was a legitimate target for attack as the Allies were at war with Nazi Germany.
2) The city was not simply a cultural centre – there were factories there producing weapons and equipment for the Nazi war effort. Therefore, the city was a legitimate target. It was also a rail base to send troops to the war front with the Russians.
3) Though the Russians were allies, Churchill and Roosevelt had already decided that Stalin would be a major problem after the end of the war. Therefore, as the Red Army advanced against an army that was effectively defeated, it had no idea as to what an equal and possibly superior military force could do. Therefore, Dresden was bombed to show the Russians the awesome power of the Allies and to act as a warning to them not to stray from the agreements they had made at the war conferences.
An internal RAF memo spreads some light on the reason for the bombing:
|“Dresden, the seventh largest city in Germany and not much smaller than Manchester, is also far the largest unbombed built-up the enemy has got. In the midst of winter with refugees pouring westwards and troops to be rested, roofs are at a premium. The intentions of the attack are to hit the enemy where he will feel it most, behind an already partially collapsed front, to prevent the use of the city in the way of further advance, and incidentally to show the Russians when they arrive what Bomber Command can do.”
RAF January 1945
In all, over three waves of attacks, 3,300 tons of bombs were dropped on the city. Many of the bombs that were dropped were incendiary bombs. These created so much fire that a firestorm developed. The more the city burned, the more oxygen was sucked in – and the greater the firestorm became. It is thought that the temperature peaked at 1,800 degrees Fahrenheit. The surface of roads melted and fleeing people found that their feet were burned as they ran. Some jumped into reservoirs built in the city centre to assist firefighters. However, these were ten feet deep, smooth-sided and had no ladders – many drowned. Very few of those in the city centre survived – those that did provided a vivid picture of what it was like to be in a firestorm.
|“There were no warning sirens. We were completely surprised and rushed back down to the cellars of the hospital. But these quickly became hopelessly overcrowded with people who could no longer find shelter in their own burning buildings. The crush was unbearable, we were so tight you could not fall over.”“Apart from the fire risk, it was becoming increasingly impossible to breath in the cellar because the air was being pulled out by the increasing strength of the blaze.”
“We could not stand up, we were on all fours, crawling. the wind was full of sparks and carrying bits of blazing furniture, debris and burning bits of bodies.”
“There were charred bodies everywhere.”
“The experience of the bombing was far worse than being on the Russian front, where I was a front-line machine gunner.”
After the raid had finished, SS guards brought in from a nearby camp, burnt the bodies in the city’s Old Square (the Altmarkt). There were so many bodies that this took two weeks to complete.
A vast amount of the city was destroyed and when the Red Army took it over, the city had all but ceased to exist. Much of the city centre remained rubble into the 1950’s, when the Russians who remained in the city during the Cold War, put their effort into rebuilding destroyed cities in Russia itself, rather than rebuild eastern Germany. | <urn:uuid:da298778-fde6-47de-9ac4-0f33e61ce494> | CC-MAIN-2020-05 | https://www.historylearningsite.co.uk/world-war-two/the-bombing-campaign-of-world-war-two/the-bombing-of-dresden/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592261.1/warc/CC-MAIN-20200118052321-20200118080321-00352.warc.gz | en | 0.990822 | 1,162 | 3.8125 | 4 | [
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0.3013548851013183... | 8 | The bombing of Dresden in February 1945 has remained one of the more controversial aspects of World War Two. Dresden, a city unaffected by bombing up to that point in the war, lost many thousands of civilians in the firestorm that was created by the Allies. As the Russians advanced to Berlin from the east and the Allies from the west, why was Dresden bombed when it did appear that the war would be ended in the near future?
Historically, Dresden had been northern Germany’s cultural centre – a city filled with museums and historic buildings. The Zwinger Museum and Palace and the Frauenkirche Cathedral were world famous buildings. From 1939 to the end of 1944, the city had been spared the bombing raids that the Allies had launched on Nazi Germany. By February 1945, the city was filled with refugees – people moving from east to west in an attempt to escape the advancing Red Army. The Nazi propaganda machine had filled the minds of the Germans with horror stories of what to expect if the Red Army got to Germany. Thousands now fled from this army as it relentlessly advanced to Berlin. No-one knows how many people were in Dresden when the city was bombed. Officially, the city’s population was 350,000, but with the number of refugees there, it would have been a lot higher than this.
Between February 13th and February 14th 1945, between 35,000 and 135,000 people were killed by Allied bombing in Dresden. Historians still argue over the number of deaths. However, there were so many refugees in the city at the time that the real figure will almost certainly never be known.
So why was Dresden chosen as a target? Arthur Harris, head of Bomber Command, had always held the view that any city that had anything to do with the Nazi war effort was a target. A number of theories do exist as to why Dresden was chosen so late in the war.
1) The city was in Nazi Germany and for this reason was a legitimate target for attack as the Allies were at war with Nazi Germany.
2) The city was not simply a cultural centre – there were factories there producing weapons and equipment for the Nazi war effort. Therefore, the city was a legitimate target. It was also a rail base to send troops to the war front with the Russians.
3) Though the Russians were allies, Churchill and Roosevelt had already decided that Stalin would be a major problem after the end of the war. Therefore, as the Red Army advanced against an army that was effectively defeated, it had no idea as to what an equal and possibly superior military force could do. Therefore, Dresden was bombed to show the Russians the awesome power of the Allies and to act as a warning to them not to stray from the agreements they had made at the war conferences.
An internal RAF memo spreads some light on the reason for the bombing:
|“Dresden, the seventh largest city in Germany and not much smaller than Manchester, is also far the largest unbombed built-up the enemy has got. In the midst of winter with refugees pouring westwards and troops to be rested, roofs are at a premium. The intentions of the attack are to hit the enemy where he will feel it most, behind an already partially collapsed front, to prevent the use of the city in the way of further advance, and incidentally to show the Russians when they arrive what Bomber Command can do.”
RAF January 1945
In all, over three waves of attacks, 3,300 tons of bombs were dropped on the city. Many of the bombs that were dropped were incendiary bombs. These created so much fire that a firestorm developed. The more the city burned, the more oxygen was sucked in – and the greater the firestorm became. It is thought that the temperature peaked at 1,800 degrees Fahrenheit. The surface of roads melted and fleeing people found that their feet were burned as they ran. Some jumped into reservoirs built in the city centre to assist firefighters. However, these were ten feet deep, smooth-sided and had no ladders – many drowned. Very few of those in the city centre survived – those that did provided a vivid picture of what it was like to be in a firestorm.
|“There were no warning sirens. We were completely surprised and rushed back down to the cellars of the hospital. But these quickly became hopelessly overcrowded with people who could no longer find shelter in their own burning buildings. The crush was unbearable, we were so tight you could not fall over.”“Apart from the fire risk, it was becoming increasingly impossible to breath in the cellar because the air was being pulled out by the increasing strength of the blaze.”
“We could not stand up, we were on all fours, crawling. the wind was full of sparks and carrying bits of blazing furniture, debris and burning bits of bodies.”
“There were charred bodies everywhere.”
“The experience of the bombing was far worse than being on the Russian front, where I was a front-line machine gunner.”
After the raid had finished, SS guards brought in from a nearby camp, burnt the bodies in the city’s Old Square (the Altmarkt). There were so many bodies that this took two weeks to complete.
A vast amount of the city was destroyed and when the Red Army took it over, the city had all but ceased to exist. Much of the city centre remained rubble into the 1950’s, when the Russians who remained in the city during the Cold War, put their effort into rebuilding destroyed cities in Russia itself, rather than rebuild eastern Germany. | 1,166 | ENGLISH | 1 |
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Omar al mukhtar, born in the year 1856, is known in modern Libya as the heroic martyr who sacrificed his life while trying to free Libya from Italian colonization. As a child, Omar AL Mukhtar had lived in the region of Cyrenaica, which was under the control of the Ottoman Empire. He had also lost his father at a young age, and lived much of his youth in poverty. However, he would not only change the course of his tribe, country and people, but also the world of Libyan Muslims in the Post Colonial Era.
A short while after his father had passed, Omar al Mukhtar, at the age of 16, was brought under the care and tutelage of one of the Sheikhs in his home town. As he grew in age, he had developed a life style of only sleeping three hours per day in order to stay awake the rest of the day worshiping god. He ended up memorizing the whole Quran and reciting it every week. This has led people to see him as a humble, and deeply religious man.
He earned the name of“Lion of the Desert” by defending the people he was traveling to Sudan with, from a lion that blocked their path. Instead of allowing his people give up a camel which was a prized possession at the time, to the lion, he took a horse and a shot gun, and chased the lion. Eventually he came back with the lions head. This has highlighted his courage and maturity at that time.
His fifties was marked by the dawn of the Italian colonization (1911-1943) of Libya as. At a time when the world was being controlled by European powers, Omar Al Mukhtar stood firm for Islam and faced the Italian colonizers of Libya with great courage in the face of danger. He had fought fiercely against the French with a group called Banu Sanus, who would later be known as the Sanusies. Briefly, they also fought the British. As part of a global “feast”, Italy joined the European nations in causing havoc in the southern part of the northern hemisphere by colonizing Libya. It was during this time, Omar Al Mukhtar, gathered his forces in the face of an attack against Libya, his homeland. Although, Al mukhtar was offered large sums of money to pacify this resistance, he refused and responded with this quote: “I’m not a sweet bite of a meal anyone can swallow. No matter how long they try to change my belief and opinion, Allah is going to let them down.” They then suggested he leave his home town to live closer to the ruling party complete with a monthly salary, but he again refused by saying, “No, I will not leave my country until I meet my lord. Death is closer to me than anything, I’m waiting for it by the minute.”
The Sanusi, Muhammad az-Zaway, who once fought with him against the French, attempted to persuade him to retreat to Egypt with the rest of those who had fought against the French. However, he refused to turn his back on the enemy knowing well that his chances were slim against a force that was enlarging by the minute. He and his companions defended themselves until only he and one of his companions were left. At last his horse was shot dead under him, causing him to fall to the ground. He was shackled and brought to a city called Suluq, where the Italian military post was. Al Mukhtar believed Jihad, which is defined as a holy war waged on behalf of Islam as a religious duty, was ordained upon every able Muslim while his homeland was occupied by the colonizers. With his faith, heroism and courage he earned the respect of even his enemies.
His hanging took place before hundreds of people in 1931. Intending to scare the Muslims, the Italians, however did not succeed in doing this. In fact the opposite had taken place. His hanging shook the entire Muslim world, and numerous rebelions took place specifically in North Africa. His last quote was “Inna lillahi wa inna ilayhi raji’un.” Which means, “From god we have come, and to god we will return.”
Today, Omar Al Mukhtar is known for his braveness and courage during the Italian resistance throughout Libya. He is loved and appreciated by many,. This is proven by the fact that his face is printed on the Libyan 10 Dinar note.
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0.1040428653359... | 2 | Pssst… we can write an original essay just for you.
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Omar al mukhtar, born in the year 1856, is known in modern Libya as the heroic martyr who sacrificed his life while trying to free Libya from Italian colonization. As a child, Omar AL Mukhtar had lived in the region of Cyrenaica, which was under the control of the Ottoman Empire. He had also lost his father at a young age, and lived much of his youth in poverty. However, he would not only change the course of his tribe, country and people, but also the world of Libyan Muslims in the Post Colonial Era.
A short while after his father had passed, Omar al Mukhtar, at the age of 16, was brought under the care and tutelage of one of the Sheikhs in his home town. As he grew in age, he had developed a life style of only sleeping three hours per day in order to stay awake the rest of the day worshiping god. He ended up memorizing the whole Quran and reciting it every week. This has led people to see him as a humble, and deeply religious man.
He earned the name of“Lion of the Desert” by defending the people he was traveling to Sudan with, from a lion that blocked their path. Instead of allowing his people give up a camel which was a prized possession at the time, to the lion, he took a horse and a shot gun, and chased the lion. Eventually he came back with the lions head. This has highlighted his courage and maturity at that time.
His fifties was marked by the dawn of the Italian colonization (1911-1943) of Libya as. At a time when the world was being controlled by European powers, Omar Al Mukhtar stood firm for Islam and faced the Italian colonizers of Libya with great courage in the face of danger. He had fought fiercely against the French with a group called Banu Sanus, who would later be known as the Sanusies. Briefly, they also fought the British. As part of a global “feast”, Italy joined the European nations in causing havoc in the southern part of the northern hemisphere by colonizing Libya. It was during this time, Omar Al Mukhtar, gathered his forces in the face of an attack against Libya, his homeland. Although, Al mukhtar was offered large sums of money to pacify this resistance, he refused and responded with this quote: “I’m not a sweet bite of a meal anyone can swallow. No matter how long they try to change my belief and opinion, Allah is going to let them down.” They then suggested he leave his home town to live closer to the ruling party complete with a monthly salary, but he again refused by saying, “No, I will not leave my country until I meet my lord. Death is closer to me than anything, I’m waiting for it by the minute.”
The Sanusi, Muhammad az-Zaway, who once fought with him against the French, attempted to persuade him to retreat to Egypt with the rest of those who had fought against the French. However, he refused to turn his back on the enemy knowing well that his chances were slim against a force that was enlarging by the minute. He and his companions defended themselves until only he and one of his companions were left. At last his horse was shot dead under him, causing him to fall to the ground. He was shackled and brought to a city called Suluq, where the Italian military post was. Al Mukhtar believed Jihad, which is defined as a holy war waged on behalf of Islam as a religious duty, was ordained upon every able Muslim while his homeland was occupied by the colonizers. With his faith, heroism and courage he earned the respect of even his enemies.
His hanging took place before hundreds of people in 1931. Intending to scare the Muslims, the Italians, however did not succeed in doing this. In fact the opposite had taken place. His hanging shook the entire Muslim world, and numerous rebelions took place specifically in North Africa. His last quote was “Inna lillahi wa inna ilayhi raji’un.” Which means, “From god we have come, and to god we will return.”
Today, Omar Al Mukhtar is known for his braveness and courage during the Italian resistance throughout Libya. He is loved and appreciated by many,. This is proven by the fact that his face is printed on the Libyan 10 Dinar note.
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Are you interested in getting a customized paper?Check it out! | 1,049 | ENGLISH | 1 |
Erasmus was the dominant figure of the early humanist movement. Neither a radical nor an apologist, he remains one of early Renaissance controversial figures.
Desiderius Erasmus of Rotterdam was one of Europe's most famous and influential scholars. A man of great intellect who rose from meager beginnings to become one of Europe's greatest thinkers, he defined the humanist movement in Northern Europe. His translation to Greek of the New Testament brought on a theological revolution, and his views on the Reformation tempered its more radical elements.
Erasmus rose from obscure beginnings to become one of the leading intellectual figures of the early Northern Renaissance. Most historians believe that he was born Gerard Gerardson in 1466 (with many noting his probable birthdate as October 27) in Rotterdam, Holland. His father, believed to be Roger Gerard, was a priest, and his mother was named Margaret, the daughter of a physician. He was christened with the name "Erasmus," meaning "beloved."
Erasmus began his education at the age of 4, attending a school in Gouda, a town near Rotterdam. When he was 9 years old, his father sent him to a prestigious Latin grammar school, where his natural academic ability blossomed. After his parents died in 1483 from the plague, Erasmus was put into the care of guardians, who were adamant about him becoming a monk. While he gained a personal relationship with God, he rejected the harsh rules and strict methods of the religious teachers of the time.
A Brief Stint in the Priesthood
In 1492, poverty forced Erasmus into monastery life and he was ordained a Catholic priest, but it seems that he never actively worked as a cleric. There is some evidence, during this time, of a relationship with a fellow male student, but scholars are not in agreement as to its extent. Erasmus's life changed dramatically when he became secretary for Henry de Bergen, bishop of Chambray, who was impressed with his skill in Latin. The bishop enabled Erasmus to travel to Paris, France, to study classical literature and Latin, and it was there that he was introduced to Renaissance humanism.
Life as a Professional Scholar
While in Paris, Erasmus became known as an excellent scholar and lecturer. One of his pupils, William Blunt, Lord Montjoy, established a pension for Erasmus, allowing him to adopt a life of an independent scholar moving from city to city tutoring, lecturing and corresponding with some of the most brilliant thinkers of Europe. In 1499, he traveled to England and met Thomas More and John Colet, both of whom would have a great influence on him. Over the next 10 years, Erasmus divided his time between France, the Netherlands and England, writing some of his best works.
In the early 1500s, Erasmus was persuaded to teach at Cambridge and lecture in theology. It was during this time that he wrote The Praise of Folly, a satirical examination of society in general and the various abuses of the Church. Another influential publication was his translation of the New Testament into Greek in 1516. This was a turning point in theology and the interpretation of scripture, and posed a serious challenge to theological thinking that had dominated universities since the 13th century. In these writings, Erasmus promoted the spread of Classical knowledge to encourage a better morality and greater understanding between people.
The Protestant Reformation erupted with the publication of Martin Luther's Ninety-five Theses in 1517. For the next 10 years, Erasmus would be embroiled in an intellectual debate over human nature, free will and religion. Though Erasmus supported Protestant ideals, he was against the radicalism of some of its leaders, and, in 1523, he condemned Luther's methods in his work De libero arbitrio.
On July 12, 1536, during preparations for a move to the Netherlands, Erasmus fell ill and died from an attack of dysentery. Though he remained loyal to the Church of Rome, he did not receive last rites, and there is no evidence that he asked for a priest. This seems to reflect his view that what mattered most was a believer's direct relationship with God. | <urn:uuid:2b4c2f96-3511-4518-8439-a703a05007ab> | CC-MAIN-2020-05 | https://www.ourbiography.com/erasmus/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00369.warc.gz | en | 0.984414 | 874 | 4.3125 | 4 | [
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0.310266077518... | 2 | Erasmus was the dominant figure of the early humanist movement. Neither a radical nor an apologist, he remains one of early Renaissance controversial figures.
Desiderius Erasmus of Rotterdam was one of Europe's most famous and influential scholars. A man of great intellect who rose from meager beginnings to become one of Europe's greatest thinkers, he defined the humanist movement in Northern Europe. His translation to Greek of the New Testament brought on a theological revolution, and his views on the Reformation tempered its more radical elements.
Erasmus rose from obscure beginnings to become one of the leading intellectual figures of the early Northern Renaissance. Most historians believe that he was born Gerard Gerardson in 1466 (with many noting his probable birthdate as October 27) in Rotterdam, Holland. His father, believed to be Roger Gerard, was a priest, and his mother was named Margaret, the daughter of a physician. He was christened with the name "Erasmus," meaning "beloved."
Erasmus began his education at the age of 4, attending a school in Gouda, a town near Rotterdam. When he was 9 years old, his father sent him to a prestigious Latin grammar school, where his natural academic ability blossomed. After his parents died in 1483 from the plague, Erasmus was put into the care of guardians, who were adamant about him becoming a monk. While he gained a personal relationship with God, he rejected the harsh rules and strict methods of the religious teachers of the time.
A Brief Stint in the Priesthood
In 1492, poverty forced Erasmus into monastery life and he was ordained a Catholic priest, but it seems that he never actively worked as a cleric. There is some evidence, during this time, of a relationship with a fellow male student, but scholars are not in agreement as to its extent. Erasmus's life changed dramatically when he became secretary for Henry de Bergen, bishop of Chambray, who was impressed with his skill in Latin. The bishop enabled Erasmus to travel to Paris, France, to study classical literature and Latin, and it was there that he was introduced to Renaissance humanism.
Life as a Professional Scholar
While in Paris, Erasmus became known as an excellent scholar and lecturer. One of his pupils, William Blunt, Lord Montjoy, established a pension for Erasmus, allowing him to adopt a life of an independent scholar moving from city to city tutoring, lecturing and corresponding with some of the most brilliant thinkers of Europe. In 1499, he traveled to England and met Thomas More and John Colet, both of whom would have a great influence on him. Over the next 10 years, Erasmus divided his time between France, the Netherlands and England, writing some of his best works.
In the early 1500s, Erasmus was persuaded to teach at Cambridge and lecture in theology. It was during this time that he wrote The Praise of Folly, a satirical examination of society in general and the various abuses of the Church. Another influential publication was his translation of the New Testament into Greek in 1516. This was a turning point in theology and the interpretation of scripture, and posed a serious challenge to theological thinking that had dominated universities since the 13th century. In these writings, Erasmus promoted the spread of Classical knowledge to encourage a better morality and greater understanding between people.
The Protestant Reformation erupted with the publication of Martin Luther's Ninety-five Theses in 1517. For the next 10 years, Erasmus would be embroiled in an intellectual debate over human nature, free will and religion. Though Erasmus supported Protestant ideals, he was against the radicalism of some of its leaders, and, in 1523, he condemned Luther's methods in his work De libero arbitrio.
On July 12, 1536, during preparations for a move to the Netherlands, Erasmus fell ill and died from an attack of dysentery. Though he remained loyal to the Church of Rome, he did not receive last rites, and there is no evidence that he asked for a priest. This seems to reflect his view that what mattered most was a believer's direct relationship with God. | 882 | ENGLISH | 1 |
Henry Ford Did More for Workers than Unions Did
A Car for the Masses
When Henry Ford came up with the Model T, his goal was to build a car for the masses. Although history teachers typically present this as pertaining to price, Ford actually had to do much more than make his automobile cheaper. In fact, when the Model T was released in 1908, it initially sold for $850, compared to the Model N’s $500 price tag in 1906. As early as 1901, the Curved Dash Oldsmobile — designed by Ransom Olds — sold for only $650.
But the cost of owning a car went far beyond the sticker price. Few people knew how to drive, so it had to be easy to learn for those who were not rich enough to hire a professional driver. One way that the Model T simplified driving was by adopting a transmission that made it easier to change gears and allowed the car to drive in reverse. A car for the masses needed to accommodate diverse populations. Gasoline-powered cars were already the norm, but gasoline itself was not. Rural Americans had no gas stations, but they already purchased kerosene for their tractors, and many could produce ethanol themselves. Any of these three fuel options could power the Model T.
The design also needed to be reliable and easy to maintain. The Model T adopted a more reliable cooling system. Water loses density as it heats up, so Ford’s engineers figured that a tube at the bottom of the radiator would feed cool water to the engine, while another tube at the top would receive the hot water, replacing the mechanically vulnerable water pump with a passive system built around thermodynamic principles. In the early years, Ford added valve covers to the engines to protect them against oil loss and contamination.
Contrary to the common narrative, Ford’s goal was not to build a cheap car; it was to build a reliable car that would be easy for people to operate and maintain. Once those goals were met, Ford turned his focus to reducing the cost of production.
To this end, Ford’s greatest contribution was not a grand innovation but a synthesis of existing systems of production. Adam Smith famously described the specialized division of labor used in eighteenth-century pin factories. Eli Whitney used interchangeable parts for the production of firearms as early as 1801, establishing the “American system of manufacturing.” Ransom Olds first brought these concepts to automobile production by using a stationary assembly line to produce his Curved Dash Oldsmobile. When Ford unveiled his moveable assembly line, he credited the idea to Chicago meat-packers, who used a similar process to disassemble animal carcasses.
The moving assembly line dramatically increased the rate at which a given number of workers could assemble a vehicle. Ford ended up applying this manufacturing concept to every level of production, from the assembly of specific components up to the hanging-chassis assembly line which produced the final product in forty-five operations. By 1916, Americans could buy a Model T for only $360.
More Money, Less Work, No Unions
Ford’s efficient manufacturing process had an unanticipated cost: it was boring. As Ford described the process in his autobiography:
In the chassis assembling, there are forty-five separate stations. … The man who places a part on does not fasten it. … The man who puts in a bolt does not put on the nut; the man who puts on a nut does not tighten it.1
Ford was trying to describe why his process was so efficient, but he unintentionally also explained why his company had a staggering worker turnover rate of 370 percent in 1913. In that year, the Ford Motor Company was earning annual profits of $27 million on $90 million in revenue, but it could not keep its factories staffed. Up to that point, entry-level workers earned $2.30 a day for a nine-hour shift. But nine hours spent turning a lug nut is hardly an attractive job when competitors — such as General Motors, the conglomerate formed from Ransom Olds’s ventures — paid similar wages for less monotonous work. So in 1914, Henry Ford announced that none of his workers would earn less than $5 a day working eight-hour shifts. He also offered eighteen paid days off for vacation and illness, an uncommon practice at the time, especially for unskilled workers.
The pay increase was set up as a profit-sharing system rather than a simple wage, with conditions attached. Workers still made their original base wages for merely fulfilling their jobs, but those who met certain personal requirements could earn a maximum of $2.70 per day extra, allowing the raise to apply equally to all workers, even those who made more than the starting wages. The strings Ford attached to the raise are a common source of criticism, but it is difficult to understand why. Workers who did not want to meet the conditions could still find employment at the factory at the original wages and still enjoy a slightly shorter work day, and the conditions Ford attached to the bonus included things like contributing to a personal savings account and not physically abusing your family. Of course, those who opposed these strings could still seek employment elsewhere, just as they had already been doing.
But workers apparently had no objection to Ford’s conditions for the extra wages. Workers flocked to Detroit to get jobs, and those who had them decided that monotonous work was more bearable with the new perks. But it does not do justice to the policy to say that Ford increased the livelihoods of his own employees. By 1914, Ford Motor Company was an enormous employer and one of the most famous businesses in the country. The good press Ford received from the decision put pressure on other companies — not only competing automobile manufacturers — to similarly increase pay, shorten the workday, and add vacation days. He also paid African American workers the same wages as white workers, reducing the ability of employers to benefit from a culture of racial discrimination by paying black workers less than white ones. By 1926, when Ford similarly advertised his decision to reduce the work week from six days to five, he essentially established modern employment standards: the forty-hour week, eight-hour day, vacation and sick days, and standardized wages.
Henry Ford, Unions, and the Government
It is also important to contrast the gains of Ford’s reforms with the competing attempts to achieve similar outcomes. Union organizers had been agitating for eight-hour workdays for a century, with little to show for it. A handful of industries — usually only within a given locality — had agreed to eight-hour workdays in response to labor strikes, but the affected workers were a drop in the bucket for America’s workforce despite decades of agitation. Furthermore, even when unions did achieve some victory, it either explicitly excluded racial minorities and immigrants—both of whom enjoyed equal wages at Ford — or ostensibly agreed to universal wage rates for the purpose of protecting white workers from black competition, which was the motivation behind the earlier minimum wages laws.
Where unions had an impact, there were negative consequences, especially for African Americans. But even without these problems, the change they effected was far too modest to credit unions with the forty-hour workweek, as they frequently are. Ford despised unions and would not allow them at his factory, yet he not only met, but exceeded, the union demands of his day: whereas unions generally called for an eight-hour day with no reduction in pay, Ford more than doubled wages. Even for companies such as General Motors, which did have unionized workers, the unions get credit for reforms that they never won until Ford Motor Company threatened to lure away their best employees, shifting the turnover problem from Ford to his competitors.
As part of the New Deal, well after Ford’s reforms, the 1938 Fair Labor Standards Act helped further standardize the eight-hour workday and the weekend by setting a federal minimum wage that mandated overtime pay for anybody working more than forty hours per week. Unlike Ford’s reform, in which the adoption of an eight-hour day was accompanied by a substantial increase in pay, this act brought the eight-hour workday to those who did not already have it at the expense of their wages. Even if workers wanted to work longer hours to earn more money, employers were now incentivized to deny them this opportunity.
These reforms, of course, also did not come with any benefit to the consumer. Ford designed an automobile that the average American could both afford and operate. It was because of this accomplishment — laudable by itself — that he was able to reduce the hours his employees worked while increasing their pay and benefits, avoiding the unintended consequences that follow union agitation and legislation.
Those who recognize that Ford deserves credit for these positive changes often accept the myth that he made his reforms for moral reasons. While there is no doubt that some of his policies followed moral motivations, such as the demand that his workers save money and refrain from physically abusing their families, this idea predominantly derives from Ford’s own marketing of the policy. He famously publicized his 1926 reform by citing the hours one of his entry-level workers had to work to afford a Model T, cultivating the myth that he paid high wages because he wanted his workers to afford the product they built.
Ford certainly wanted working-class people to afford his car, which is why he worked to reduce its cost, but the wage reforms were born out of the need to retain workers, and the eight-hour work day was a logical way of keeping his factories operating twenty-four hours a day, divided into eight-hour shifts. The important insight is that capitalism does not depend on kind-hearted employers to produce positive change; the competitive profit-and-loss mechanism works naturally to incentivize these outcomes while reducing the unintended consequences of such changes.
- 1. Henry Ford and Samuel Crowther, My Life and Work (Garden City, NY: Garden City Publishing, 1922), 83. | <urn:uuid:ba1088a2-6a46-4179-95c0-7dda795c5e7c> | CC-MAIN-2020-05 | https://mises.org/wire/henry-ford-did-more-workers-unions-did | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00337.warc.gz | en | 0.981745 | 2,043 | 3.671875 | 4 | [
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0.2047048956155... | 3 | Henry Ford Did More for Workers than Unions Did
A Car for the Masses
When Henry Ford came up with the Model T, his goal was to build a car for the masses. Although history teachers typically present this as pertaining to price, Ford actually had to do much more than make his automobile cheaper. In fact, when the Model T was released in 1908, it initially sold for $850, compared to the Model N’s $500 price tag in 1906. As early as 1901, the Curved Dash Oldsmobile — designed by Ransom Olds — sold for only $650.
But the cost of owning a car went far beyond the sticker price. Few people knew how to drive, so it had to be easy to learn for those who were not rich enough to hire a professional driver. One way that the Model T simplified driving was by adopting a transmission that made it easier to change gears and allowed the car to drive in reverse. A car for the masses needed to accommodate diverse populations. Gasoline-powered cars were already the norm, but gasoline itself was not. Rural Americans had no gas stations, but they already purchased kerosene for their tractors, and many could produce ethanol themselves. Any of these three fuel options could power the Model T.
The design also needed to be reliable and easy to maintain. The Model T adopted a more reliable cooling system. Water loses density as it heats up, so Ford’s engineers figured that a tube at the bottom of the radiator would feed cool water to the engine, while another tube at the top would receive the hot water, replacing the mechanically vulnerable water pump with a passive system built around thermodynamic principles. In the early years, Ford added valve covers to the engines to protect them against oil loss and contamination.
Contrary to the common narrative, Ford’s goal was not to build a cheap car; it was to build a reliable car that would be easy for people to operate and maintain. Once those goals were met, Ford turned his focus to reducing the cost of production.
To this end, Ford’s greatest contribution was not a grand innovation but a synthesis of existing systems of production. Adam Smith famously described the specialized division of labor used in eighteenth-century pin factories. Eli Whitney used interchangeable parts for the production of firearms as early as 1801, establishing the “American system of manufacturing.” Ransom Olds first brought these concepts to automobile production by using a stationary assembly line to produce his Curved Dash Oldsmobile. When Ford unveiled his moveable assembly line, he credited the idea to Chicago meat-packers, who used a similar process to disassemble animal carcasses.
The moving assembly line dramatically increased the rate at which a given number of workers could assemble a vehicle. Ford ended up applying this manufacturing concept to every level of production, from the assembly of specific components up to the hanging-chassis assembly line which produced the final product in forty-five operations. By 1916, Americans could buy a Model T for only $360.
More Money, Less Work, No Unions
Ford’s efficient manufacturing process had an unanticipated cost: it was boring. As Ford described the process in his autobiography:
In the chassis assembling, there are forty-five separate stations. … The man who places a part on does not fasten it. … The man who puts in a bolt does not put on the nut; the man who puts on a nut does not tighten it.1
Ford was trying to describe why his process was so efficient, but he unintentionally also explained why his company had a staggering worker turnover rate of 370 percent in 1913. In that year, the Ford Motor Company was earning annual profits of $27 million on $90 million in revenue, but it could not keep its factories staffed. Up to that point, entry-level workers earned $2.30 a day for a nine-hour shift. But nine hours spent turning a lug nut is hardly an attractive job when competitors — such as General Motors, the conglomerate formed from Ransom Olds’s ventures — paid similar wages for less monotonous work. So in 1914, Henry Ford announced that none of his workers would earn less than $5 a day working eight-hour shifts. He also offered eighteen paid days off for vacation and illness, an uncommon practice at the time, especially for unskilled workers.
The pay increase was set up as a profit-sharing system rather than a simple wage, with conditions attached. Workers still made their original base wages for merely fulfilling their jobs, but those who met certain personal requirements could earn a maximum of $2.70 per day extra, allowing the raise to apply equally to all workers, even those who made more than the starting wages. The strings Ford attached to the raise are a common source of criticism, but it is difficult to understand why. Workers who did not want to meet the conditions could still find employment at the factory at the original wages and still enjoy a slightly shorter work day, and the conditions Ford attached to the bonus included things like contributing to a personal savings account and not physically abusing your family. Of course, those who opposed these strings could still seek employment elsewhere, just as they had already been doing.
But workers apparently had no objection to Ford’s conditions for the extra wages. Workers flocked to Detroit to get jobs, and those who had them decided that monotonous work was more bearable with the new perks. But it does not do justice to the policy to say that Ford increased the livelihoods of his own employees. By 1914, Ford Motor Company was an enormous employer and one of the most famous businesses in the country. The good press Ford received from the decision put pressure on other companies — not only competing automobile manufacturers — to similarly increase pay, shorten the workday, and add vacation days. He also paid African American workers the same wages as white workers, reducing the ability of employers to benefit from a culture of racial discrimination by paying black workers less than white ones. By 1926, when Ford similarly advertised his decision to reduce the work week from six days to five, he essentially established modern employment standards: the forty-hour week, eight-hour day, vacation and sick days, and standardized wages.
Henry Ford, Unions, and the Government
It is also important to contrast the gains of Ford’s reforms with the competing attempts to achieve similar outcomes. Union organizers had been agitating for eight-hour workdays for a century, with little to show for it. A handful of industries — usually only within a given locality — had agreed to eight-hour workdays in response to labor strikes, but the affected workers were a drop in the bucket for America’s workforce despite decades of agitation. Furthermore, even when unions did achieve some victory, it either explicitly excluded racial minorities and immigrants—both of whom enjoyed equal wages at Ford — or ostensibly agreed to universal wage rates for the purpose of protecting white workers from black competition, which was the motivation behind the earlier minimum wages laws.
Where unions had an impact, there were negative consequences, especially for African Americans. But even without these problems, the change they effected was far too modest to credit unions with the forty-hour workweek, as they frequently are. Ford despised unions and would not allow them at his factory, yet he not only met, but exceeded, the union demands of his day: whereas unions generally called for an eight-hour day with no reduction in pay, Ford more than doubled wages. Even for companies such as General Motors, which did have unionized workers, the unions get credit for reforms that they never won until Ford Motor Company threatened to lure away their best employees, shifting the turnover problem from Ford to his competitors.
As part of the New Deal, well after Ford’s reforms, the 1938 Fair Labor Standards Act helped further standardize the eight-hour workday and the weekend by setting a federal minimum wage that mandated overtime pay for anybody working more than forty hours per week. Unlike Ford’s reform, in which the adoption of an eight-hour day was accompanied by a substantial increase in pay, this act brought the eight-hour workday to those who did not already have it at the expense of their wages. Even if workers wanted to work longer hours to earn more money, employers were now incentivized to deny them this opportunity.
These reforms, of course, also did not come with any benefit to the consumer. Ford designed an automobile that the average American could both afford and operate. It was because of this accomplishment — laudable by itself — that he was able to reduce the hours his employees worked while increasing their pay and benefits, avoiding the unintended consequences that follow union agitation and legislation.
Those who recognize that Ford deserves credit for these positive changes often accept the myth that he made his reforms for moral reasons. While there is no doubt that some of his policies followed moral motivations, such as the demand that his workers save money and refrain from physically abusing their families, this idea predominantly derives from Ford’s own marketing of the policy. He famously publicized his 1926 reform by citing the hours one of his entry-level workers had to work to afford a Model T, cultivating the myth that he paid high wages because he wanted his workers to afford the product they built.
Ford certainly wanted working-class people to afford his car, which is why he worked to reduce its cost, but the wage reforms were born out of the need to retain workers, and the eight-hour work day was a logical way of keeping his factories operating twenty-four hours a day, divided into eight-hour shifts. The important insight is that capitalism does not depend on kind-hearted employers to produce positive change; the competitive profit-and-loss mechanism works naturally to incentivize these outcomes while reducing the unintended consequences of such changes.
- 1. Henry Ford and Samuel Crowther, My Life and Work (Garden City, NY: Garden City Publishing, 1922), 83. | 2,045 | ENGLISH | 1 |
The Roman diet today, as in Ancient Roman times, depended on four staples: cereals or grains, fruits and vegetables, olive oil, and wine.
If the Roman family was of the upper class and wealthy, their diet also included seafood, cheese, eggs, meat, and a variety of fruit.
Of course, the poorest people had a very restricted diet of porridge, very coarse breads, and whatever vegetables they could grow or find growing wild.
Grains and Cereals
Wheat and other grains like barley, oats, rye, and mullet were imported from outlying Roman territories in England, Egypt, North Africa, Sicily, Libya, Tunisia, Algeria, and Morocco.
The grain was milled and bags of flour in varying degrees of fineness and quality were distributed to the upper class and sold to the public.
Poor people could only afford the cheapest and coarsest flours. They could use these flours to make gruel, or unleavened dark bread.
The lighter the flour, the more expensive it was, and it would be made into loaves of bread, cakes, and other pasta-based foods to grace the tables of the government members and the elite.
Fruit, Wine, and Vegetables
The most common fruits bought and traded in Ancient Rome were apples, figs, dates, and grapes. Other fruits were pears, plums, cherries, and peaches.
They would be eaten fresh or they could be dried. They perfected winemaking and could use any fruit to ferment with honey, but the most favourite was wine.
Ancient Rome shipped wine and olive oil across the Mediterranean Sea to distant countries and some was even transported to Asia.
Almost every vegetable was available to the Ancient Romans. Every estate, small home, and farm had a garden of some sort. A lot of the vegetables were cooked in bread or were pickled in wine or honey.
Meat and Fowl
Hunting was a national sport of the upper class, and the poor were well-known to resort to poaching. The rich could hire people to hunt for them or use slaves to do the hunting.
Homes of the elite had no problem getting wild game, such as rabbit, wild boar, goat, and deer for their dining pleasure.
A variety of wild birds, such as partridge, pheasant, ducks, quail, magpies were also trapped or shot with bow and arrow. Meat could be preserved by salting, drying, smoking, and pickling.
A great many people were fishermen and they took advantage of the fact that much of the Roman Empire was near an ocean or a sea.
Fish of every description were caught and sold in the open markets. In times of plenty, the Ancient Romans preserved the fish by drying, salting, smoking, or pickling.
One product of the fishing industry was fish sauce made from whole small fish. This fish sauce was a favourite seasoning and it was shipped from Rome to other outlying territories.
Because the Ancient Romans imported spices from far away countries, especially from Asia, they were able to concoct delectable sauces with herbs and spices.
Food was cooked on a brazier, and either roasted, broiled or boiled.
Wines and spices were added liberally in upper class homes. Bakeries had large ovens that the people could use if they brought their own dough.
- What were the four staples of the Ancient Roman diet?
- What wild game was available to hunt?
- How did the Ancient Romans preserve their meat, fruit, and fish?
- What three commodities did the Ancient Romans export?
- Where did the Ancient Romans get the spices they used in cooking?
- The four staples of the Ancient Roman diet was grains or cereals, fruits and vegetables, olive oil, and wine.
- Wild game included wild boar, deer, rabbit, and wild birds.
- The Ancient Romans would preserve their food by drying, salting, smoking, pickling, and soak in honey.
- Ancient Romans exported wine, olive oil, and fish sauce.
- Most of the spices that Ancient Romans used in cooking was imported from Asia. | <urn:uuid:0eef73f1-85e0-4df2-9722-4059d3926210> | CC-MAIN-2020-05 | https://www.savvyleo.com/world-history/ancient-rome/food-and-cooking/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614880.58/warc/CC-MAIN-20200124011048-20200124040048-00245.warc.gz | en | 0.98355 | 867 | 3.40625 | 3 | [
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0.148349314928... | 14 | The Roman diet today, as in Ancient Roman times, depended on four staples: cereals or grains, fruits and vegetables, olive oil, and wine.
If the Roman family was of the upper class and wealthy, their diet also included seafood, cheese, eggs, meat, and a variety of fruit.
Of course, the poorest people had a very restricted diet of porridge, very coarse breads, and whatever vegetables they could grow or find growing wild.
Grains and Cereals
Wheat and other grains like barley, oats, rye, and mullet were imported from outlying Roman territories in England, Egypt, North Africa, Sicily, Libya, Tunisia, Algeria, and Morocco.
The grain was milled and bags of flour in varying degrees of fineness and quality were distributed to the upper class and sold to the public.
Poor people could only afford the cheapest and coarsest flours. They could use these flours to make gruel, or unleavened dark bread.
The lighter the flour, the more expensive it was, and it would be made into loaves of bread, cakes, and other pasta-based foods to grace the tables of the government members and the elite.
Fruit, Wine, and Vegetables
The most common fruits bought and traded in Ancient Rome were apples, figs, dates, and grapes. Other fruits were pears, plums, cherries, and peaches.
They would be eaten fresh or they could be dried. They perfected winemaking and could use any fruit to ferment with honey, but the most favourite was wine.
Ancient Rome shipped wine and olive oil across the Mediterranean Sea to distant countries and some was even transported to Asia.
Almost every vegetable was available to the Ancient Romans. Every estate, small home, and farm had a garden of some sort. A lot of the vegetables were cooked in bread or were pickled in wine or honey.
Meat and Fowl
Hunting was a national sport of the upper class, and the poor were well-known to resort to poaching. The rich could hire people to hunt for them or use slaves to do the hunting.
Homes of the elite had no problem getting wild game, such as rabbit, wild boar, goat, and deer for their dining pleasure.
A variety of wild birds, such as partridge, pheasant, ducks, quail, magpies were also trapped or shot with bow and arrow. Meat could be preserved by salting, drying, smoking, and pickling.
A great many people were fishermen and they took advantage of the fact that much of the Roman Empire was near an ocean or a sea.
Fish of every description were caught and sold in the open markets. In times of plenty, the Ancient Romans preserved the fish by drying, salting, smoking, or pickling.
One product of the fishing industry was fish sauce made from whole small fish. This fish sauce was a favourite seasoning and it was shipped from Rome to other outlying territories.
Because the Ancient Romans imported spices from far away countries, especially from Asia, they were able to concoct delectable sauces with herbs and spices.
Food was cooked on a brazier, and either roasted, broiled or boiled.
Wines and spices were added liberally in upper class homes. Bakeries had large ovens that the people could use if they brought their own dough.
- What were the four staples of the Ancient Roman diet?
- What wild game was available to hunt?
- How did the Ancient Romans preserve their meat, fruit, and fish?
- What three commodities did the Ancient Romans export?
- Where did the Ancient Romans get the spices they used in cooking?
- The four staples of the Ancient Roman diet was grains or cereals, fruits and vegetables, olive oil, and wine.
- Wild game included wild boar, deer, rabbit, and wild birds.
- The Ancient Romans would preserve their food by drying, salting, smoking, pickling, and soak in honey.
- Ancient Romans exported wine, olive oil, and fish sauce.
- Most of the spices that Ancient Romans used in cooking was imported from Asia. | 840 | ENGLISH | 1 |
Facts you probably didn’t know about ninjas
Despite popular opinion, real ninjas were more like CIA agents than ultimate fighters. Sure, they could fight, but it wasn’t their primary function. Ninjas, or shinobi, were as sneaky as foxes. The first ninjas came from the Iga Province of Japan, specifically the area around the village Koga. Subversion was their game, and they were the best.
The birth of the ninja
Clans from the Iga province produced the first ninjas, possibly as early as the 12th century. They became more common in the 15th century. Shinobi trained as spies and mercenaries during the Shinoku period. A ninja’s goal was to strike terror into the hearts of enemies.
Shinobi were arsonists, spies, raiders, and terrorists — whatever their masters asked of them. They did what honorable samurai warriors were unwilling to do — the dirty work.
Spying, reconnaissance, and espionage
Sometimes ninjas fought openly as hired hands. During the Shimaraba Rebellion in 1637, Koga ninjas were recruited to fight against Christian rebels. Shinoku disguised themselves as the enemy and snuck into Hara Castle — the enemy’s stronghold.
The ninjas surveyed the defensive moat, the height of the wall, and the conditions of the roads. They stole bags of rice when the enemy’s food was running low. With the help of the ninjas, Christianity was forced underground.
Psychological warfare to boot
Sometimes a ninja’s job was to get under the enemy’s skin. At Hara Castle, shinoku would sneak in at night to turn the enemy’s flag upside-down. It was unnerving to know that the enemy could come and go as they pleased. No defender felt safe and paranoia ran rampant.
In the 16th and 17th century, accounts of ninjas being used for psychological warfare became more common. Shinoku were regularly sent to capture enemy banners in the middle of the night. Ninjas were the swiss army knife of war— a creative weapon of warlords and kings. | <urn:uuid:a305a2c7-d2f4-4bc0-804d-de162fcb8ea4> | CC-MAIN-2020-05 | https://www.history101.com/facts-about-ninjas/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251728207.68/warc/CC-MAIN-20200127205148-20200127235148-00521.warc.gz | en | 0.983386 | 446 | 3.328125 | 3 | [
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0.3667691051959991... | 4 | Facts you probably didn’t know about ninjas
Despite popular opinion, real ninjas were more like CIA agents than ultimate fighters. Sure, they could fight, but it wasn’t their primary function. Ninjas, or shinobi, were as sneaky as foxes. The first ninjas came from the Iga Province of Japan, specifically the area around the village Koga. Subversion was their game, and they were the best.
The birth of the ninja
Clans from the Iga province produced the first ninjas, possibly as early as the 12th century. They became more common in the 15th century. Shinobi trained as spies and mercenaries during the Shinoku period. A ninja’s goal was to strike terror into the hearts of enemies.
Shinobi were arsonists, spies, raiders, and terrorists — whatever their masters asked of them. They did what honorable samurai warriors were unwilling to do — the dirty work.
Spying, reconnaissance, and espionage
Sometimes ninjas fought openly as hired hands. During the Shimaraba Rebellion in 1637, Koga ninjas were recruited to fight against Christian rebels. Shinoku disguised themselves as the enemy and snuck into Hara Castle — the enemy’s stronghold.
The ninjas surveyed the defensive moat, the height of the wall, and the conditions of the roads. They stole bags of rice when the enemy’s food was running low. With the help of the ninjas, Christianity was forced underground.
Psychological warfare to boot
Sometimes a ninja’s job was to get under the enemy’s skin. At Hara Castle, shinoku would sneak in at night to turn the enemy’s flag upside-down. It was unnerving to know that the enemy could come and go as they pleased. No defender felt safe and paranoia ran rampant.
In the 16th and 17th century, accounts of ninjas being used for psychological warfare became more common. Shinoku were regularly sent to capture enemy banners in the middle of the night. Ninjas were the swiss army knife of war— a creative weapon of warlords and kings. | 437 | ENGLISH | 1 |
When Einstein suspected that he would win the Nobel Prize for his paper showing time is relative — the infamous E = mc2 — he dumped all his prize money to his first wife, Mileva Marić.
Some argue that this is was merely a form of alimony and child support, not even an uncommon one among divorced Nobel winners. But others — including the not-so-implicit arguments made by National Geographic’s Genius — argue that these payments represented atonement for Einstein’s alleged decision to claim his wife’s efforts towards his discoveries as his own.
First things first: There’s no hard evidence that Marić collaborated in a meaningful way to Einstein’s research, nor can it be irrefutably shown that Einstein stole her ideas. But an analysis of the letters that they wrote to each other has given enough weight to the idea that Marić played an important role in developing the famous thought experiments that are attributed solely to Einstein.
This theory is the basis for Marić’s portrayal in Genius, where Marić grows increasingly frustrated as her husband takes her ideas and runs with them, eventually overlooking her contributions and celebrating their success as his own.
The foundation for the argument of Einstein as idea-thief comes from some of Einstein’s letters to Marić. In particular, he wrote in one 1901 letter, “How happy and proud I will be when the two of us together will have brought our work on the relative motion to a victorious conclusion!” Some argue that this — along with other letters where Einstein uses phrases like “our research” — provide support for the notion that Marić was more involved in her husband’s scientific endeavors than history suggests.
Critics of this idea, who remain unconvinced that Marić could have helped, point out that Einstein wrote about detailed scientific concepts to Marić much more than she did to him. They argue that Einstein was merely bouncing ideas off of his wife, not working with her in a scientific partnership. But just as Einstein’s word choice doesn’t necessarily prove that Marić contributed, the absence of technical terms in her letters doesn’t mean that she didn’t — particularly because most of Marić’s letters were destroyed, along with some earlier drafts of Einstein’s work.
Critics also like to point out that Marić failed out of school, arguing that her understanding of math and physics must have paled in comparison to Einstein’s. It’s true that Marić never received a diploma, but it’s important to note that she took her final exams — her entrance and midterm grades were better or the same as Einstein’s — while pregnant with her and Einstein’s first child, a daughter who either died or was adopted shortly after birth. Also, Marić was the only woman in her class and the only one who failed the final exams that were given by older male professors who may have wanted to keep their field masculine.
Again, these don’t prove that Marić was responsible for discoveries attributed to Einstein, but it means that the common arguments saying that she couldn’t have are bunk. Coupled with the fact that Einstein reportedly saw Marić as his intellectual equal, it is certainly possible that Einstein collaborated with his wife on much, if not all, of his research.
Some of Einstein’s letters to Marić suggest that certain scientific endeavors were collaborative while others were not. In several letters, Einstein was very specific about whose ideas were whose. In one, he wrote “The local Prof. Weber is very nice to me and shows interest in my investigations. I gave him our paper,” referring to two separate projects.
Looking at multiple letters that refer to the same project over time, it is likely that Marić played an early collaborative role in some ideas, but as time went on Einstein viewed them more and more as his own. All of Einstein’s papers bore his name and his name alone, even though it’s accepted by both sides of the debate that Marić did much of Einstein’s research, spending time at the library gathering information that he — or they — would later use.
Whether or not Einstein stole his wife’s work at the turn of the twentieth century, one thing is accepted by both sides of the debate: that Marić was an instrumental part of Einstein’s professional development. | <urn:uuid:9a23ba9c-8ff8-4cf0-a546-346c26458723> | CC-MAIN-2020-05 | https://www.inverse.com/article/31669-genius-einstein-mileva-maric-nobel-prize | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778272.69/warc/CC-MAIN-20200128122813-20200128152813-00305.warc.gz | en | 0.986226 | 917 | 3.40625 | 3 | [
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-0.0147375920787453... | 9 | When Einstein suspected that he would win the Nobel Prize for his paper showing time is relative — the infamous E = mc2 — he dumped all his prize money to his first wife, Mileva Marić.
Some argue that this is was merely a form of alimony and child support, not even an uncommon one among divorced Nobel winners. But others — including the not-so-implicit arguments made by National Geographic’s Genius — argue that these payments represented atonement for Einstein’s alleged decision to claim his wife’s efforts towards his discoveries as his own.
First things first: There’s no hard evidence that Marić collaborated in a meaningful way to Einstein’s research, nor can it be irrefutably shown that Einstein stole her ideas. But an analysis of the letters that they wrote to each other has given enough weight to the idea that Marić played an important role in developing the famous thought experiments that are attributed solely to Einstein.
This theory is the basis for Marić’s portrayal in Genius, where Marić grows increasingly frustrated as her husband takes her ideas and runs with them, eventually overlooking her contributions and celebrating their success as his own.
The foundation for the argument of Einstein as idea-thief comes from some of Einstein’s letters to Marić. In particular, he wrote in one 1901 letter, “How happy and proud I will be when the two of us together will have brought our work on the relative motion to a victorious conclusion!” Some argue that this — along with other letters where Einstein uses phrases like “our research” — provide support for the notion that Marić was more involved in her husband’s scientific endeavors than history suggests.
Critics of this idea, who remain unconvinced that Marić could have helped, point out that Einstein wrote about detailed scientific concepts to Marić much more than she did to him. They argue that Einstein was merely bouncing ideas off of his wife, not working with her in a scientific partnership. But just as Einstein’s word choice doesn’t necessarily prove that Marić contributed, the absence of technical terms in her letters doesn’t mean that she didn’t — particularly because most of Marić’s letters were destroyed, along with some earlier drafts of Einstein’s work.
Critics also like to point out that Marić failed out of school, arguing that her understanding of math and physics must have paled in comparison to Einstein’s. It’s true that Marić never received a diploma, but it’s important to note that she took her final exams — her entrance and midterm grades were better or the same as Einstein’s — while pregnant with her and Einstein’s first child, a daughter who either died or was adopted shortly after birth. Also, Marić was the only woman in her class and the only one who failed the final exams that were given by older male professors who may have wanted to keep their field masculine.
Again, these don’t prove that Marić was responsible for discoveries attributed to Einstein, but it means that the common arguments saying that she couldn’t have are bunk. Coupled with the fact that Einstein reportedly saw Marić as his intellectual equal, it is certainly possible that Einstein collaborated with his wife on much, if not all, of his research.
Some of Einstein’s letters to Marić suggest that certain scientific endeavors were collaborative while others were not. In several letters, Einstein was very specific about whose ideas were whose. In one, he wrote “The local Prof. Weber is very nice to me and shows interest in my investigations. I gave him our paper,” referring to two separate projects.
Looking at multiple letters that refer to the same project over time, it is likely that Marić played an early collaborative role in some ideas, but as time went on Einstein viewed them more and more as his own. All of Einstein’s papers bore his name and his name alone, even though it’s accepted by both sides of the debate that Marić did much of Einstein’s research, spending time at the library gathering information that he — or they — would later use.
Whether or not Einstein stole his wife’s work at the turn of the twentieth century, one thing is accepted by both sides of the debate: that Marić was an instrumental part of Einstein’s professional development. | 849 | ENGLISH | 1 |
One of the most important missteps taken by the Union as it faced the threat of secession was General-in-Chief Winfield Scott’s decision to create the U.S. Volunteers to parallel the U..S. army. He believed the war would be a short one, and he had had a negative experience with volunteers in the Mexican War. So his policy was that the regulars in the army could do all the fighting, while the volunteers could do guard duty, watch the borders, and act as auxiliaries. In fact, contrary to Scott’s vision, the 16,000 man army at the opening of the war would be “supplemented” by millions of volunteers, who would do the bulk of the fighting. (The South, by contrast, had a “unified army”).
Jacob Cox, one of the best Union “political generals,” opined in his memoirs that his soldiers were disgruntled because they not recognized as being in the United States army. He noted an additional problem was the “anomalous and hurtful” rivalry between West Point-trained Generals and Political Generals. The former, he wrote, often “refused to acknowledge the equality of the volunteers.” The latter, he wrote, saw the regular officers as “a would-be aristocracy and derided them as martinets.”
Over time, as the volunteers proved themselves, relations between the two groups improved, and volunteers like Cox, John Logan, and Joshua Chamberlain achieved both senior commands and recognition by the regulars as capable military leaders.
Cox believed that a “citizens army,” as Napoleon had created, would have been a far better approach. As he wrote, “If the regular army organization is so narrow it can’t be expanded in time of emergency, what use is it? If a volunteer organization is fit to decide the great wars of the nation, is it not ridiculous to keep an expensive organization of regulars f the petty contests with Indians?…what is needed is a system flexible enough to provide or the increase of the army to any size required without losing any of the advantage of character or efficiency which, in any respect, pertained to it as a regular army.”
Over time the U.S. armed forces have in fact evolved in this way, so Cox’s views were quite prescient. But the fact remains that some 98% of the Union army was not, oddly enough, in the Union army.
Below are images of Scott and Cox’s memoirs. | <urn:uuid:43f6e95f-2b2a-44df-b7f0-5c091b0b7d94> | CC-MAIN-2020-05 | https://civilwarhistory-geneschmiel.com/2019/12/19/98-of-the-men-in-the-union-army-were-not-in-the-union-army/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251773463.72/warc/CC-MAIN-20200128030221-20200128060221-00415.warc.gz | en | 0.984608 | 535 | 3.265625 | 3 | [
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0.3735031187... | 13 | One of the most important missteps taken by the Union as it faced the threat of secession was General-in-Chief Winfield Scott’s decision to create the U.S. Volunteers to parallel the U..S. army. He believed the war would be a short one, and he had had a negative experience with volunteers in the Mexican War. So his policy was that the regulars in the army could do all the fighting, while the volunteers could do guard duty, watch the borders, and act as auxiliaries. In fact, contrary to Scott’s vision, the 16,000 man army at the opening of the war would be “supplemented” by millions of volunteers, who would do the bulk of the fighting. (The South, by contrast, had a “unified army”).
Jacob Cox, one of the best Union “political generals,” opined in his memoirs that his soldiers were disgruntled because they not recognized as being in the United States army. He noted an additional problem was the “anomalous and hurtful” rivalry between West Point-trained Generals and Political Generals. The former, he wrote, often “refused to acknowledge the equality of the volunteers.” The latter, he wrote, saw the regular officers as “a would-be aristocracy and derided them as martinets.”
Over time, as the volunteers proved themselves, relations between the two groups improved, and volunteers like Cox, John Logan, and Joshua Chamberlain achieved both senior commands and recognition by the regulars as capable military leaders.
Cox believed that a “citizens army,” as Napoleon had created, would have been a far better approach. As he wrote, “If the regular army organization is so narrow it can’t be expanded in time of emergency, what use is it? If a volunteer organization is fit to decide the great wars of the nation, is it not ridiculous to keep an expensive organization of regulars f the petty contests with Indians?…what is needed is a system flexible enough to provide or the increase of the army to any size required without losing any of the advantage of character or efficiency which, in any respect, pertained to it as a regular army.”
Over time the U.S. armed forces have in fact evolved in this way, so Cox’s views were quite prescient. But the fact remains that some 98% of the Union army was not, oddly enough, in the Union army.
Below are images of Scott and Cox’s memoirs. | 507 | ENGLISH | 1 |
The Attack on Mers-el-Kébir, part of Operation Catapult and also known as the Battle of Mers-el-Kébir, was a British Navy bombardment of the French Navy at its base at Mers-el-Kébir on the coast of what was then French Algeria on 3 July 1940. A British naval task force attacked the French fleet, which was at anchor and not expecting an assault from the United Kingdom, France's former ally. The attack resulted in the deaths of 1,297 French servicemen, the sinking of a battleship and the damaging of five other ships. France and the United Kingdom were not at war but France had surrendered to Germany, and the UK feared the French fleet would end up as a part of the German Navy, a fate that would greatly increase the Kriegsmarine's size and combat ability. Although French Admiral François Darlan had assured Winston Churchill the fleet would not fall into German possession, the British acted upon the assumption that Darlan's promises were insufficient guarantees. The attack remains controversial to this day, and created much rancour between the United Kingdom and France, but it also demonstrated to the world and to the United States in particular, Britain's commitment to continue the war with Germany at all costs and without allies if need be. | <urn:uuid:1fe48d2f-e17d-4cd4-9b0a-aa82bc6cfb93> | CC-MAIN-2020-05 | http://www.wikiplacemarks.com/article_view.php?id=162672 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251788528.85/warc/CC-MAIN-20200129041149-20200129071149-00084.warc.gz | en | 0.982868 | 269 | 3.359375 | 3 | [
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0.2092630863189697... | 2 | The Attack on Mers-el-Kébir, part of Operation Catapult and also known as the Battle of Mers-el-Kébir, was a British Navy bombardment of the French Navy at its base at Mers-el-Kébir on the coast of what was then French Algeria on 3 July 1940. A British naval task force attacked the French fleet, which was at anchor and not expecting an assault from the United Kingdom, France's former ally. The attack resulted in the deaths of 1,297 French servicemen, the sinking of a battleship and the damaging of five other ships. France and the United Kingdom were not at war but France had surrendered to Germany, and the UK feared the French fleet would end up as a part of the German Navy, a fate that would greatly increase the Kriegsmarine's size and combat ability. Although French Admiral François Darlan had assured Winston Churchill the fleet would not fall into German possession, the British acted upon the assumption that Darlan's promises were insufficient guarantees. The attack remains controversial to this day, and created much rancour between the United Kingdom and France, but it also demonstrated to the world and to the United States in particular, Britain's commitment to continue the war with Germany at all costs and without allies if need be. | 268 | ENGLISH | 1 |
Werner Goldberg a German who was of half Jewish ancestry, and whose image appeared in the Berliner Tageblatt as “The Ideal German Soldier”,
Werner Goldberg was a German who was of half Jewish ancestry, or hald breed in Nazi terminology, who served briefly as a soldier during World War II and whose image appeared in the Berliner Tageblatt as “The Ideal German Soldier”,
and his image was later used in recruitment posters for the Wehrmacht 1935 Nuremberg classed persons with three Jewish grandparents as Jewish; those with two Jewish grandparents would be considered Jewish only if they practiced the faith or had a Jewish spouse. Therefore Werner Goldberg was considered an “Aryan” German by Nazi authorities because of his German non-Jewish mother.
Goldberg’s father grew up in Königsberg with his sons Günther and Walter as a member of the Jewish community but he had himself baptized in the local Lutheran church as he wished to become assimilated and marry a Christian. After Hitler became Chancellor of Germany in 1933, Mr. Goldberg lost his position under the Nazi law of April 1933, Law for the Restoration of the Professional Civil Service, which expelled Jews from the German Civil Service.
Goldberg left school in 1935 and became an apprentice at Schneller und Schmeider, a clothing company jointly owned by a Jew and a non-Jew, where many of his colleagues were Jews or half breed. Goldberg’s maternal uncle joined the Nazi party and refused to be seen with the Goldberg family, even avoiding Goldberg’s mother.
At the beginning of 1938 Goldberg served a six-month term in the Reich Labour Service whose uniform, as Goldberg later recalled, “had a swastika on an armband”. On December 1, 1938 Goldberg joined the German Army. He took part in the invasion of Poland on September 1, 1939, serving alongside childhood friend Karl Wolf, whose father was now a high-ranking SS officer.
Shortly after the beginning of the War, Goldberg’s photograph appeared in the Sunday edition of the Berliner Tagesblatt newspaper with the caption “The Ideal German Soldier”; the photograph had been sold to the newspaper by the official army photographer. It was later used on recruitment posters.
In 1940 following the Armistice with France, Goldberg was expelled from the army under Hitler’s order of April 8, 1940 which stated that all 1st degree Mischlinge were to be expelled from the military. He returned to his former workplace which had now changed its name to the Feodor Schmeider Company, having been obliged to remove the Jewish name Schneller. Goldberg played an increasingly more responsible role within the company, obtaining contracts for uniforms from the army and the navy. He also attended the Reich Board of Labour Studies School (Reichsausschuss für Arbeitsstudie) where he was one of 4 out of 80 students who passed the test to become a REFA teacher. He then became a Labour Studies Board lecturer on the clothing business, and delivered lectures to organizations and company directors, even publishing an article in the weekly trade publication Textilwoche.
In December 1942, Goldberg’s father was admitted to the Bavaria Hospital. The Gestapo however raided the hospital and sent him to a Jewish hospital which had been requisitioned by the Gestapo for use as prison, from which Jews were taken and sent to Auschwitz. On Christmas Eve, gambling that the guards would be drunk or absent, Goldberg took his father from the hospital. Mr. Goldberg was soon back in the hands of the Gestapo and in April 1943 was summoned for deportation, but Goldberg told him not to show up and he was again saved. He became the only member of Goldberg’s family to survive the war.
Goldberg died in Berlin on September 28, 2004, age 84 in Berlin, he was survived by his wife Gertrud Goldberg, and three children
Other half Jews in the German army with Goldberg, are Wehrmacht private Horst Geitner, Fieldmarshall Erhar Milch, high decorated General Helmut Wildberg and 1st Staff Officer on the Bismarck, Paul Ascher. | <urn:uuid:51162e13-82a3-4c3b-9689-26187e86bae4> | CC-MAIN-2020-05 | https://ww2gravestone.com/werner-goldberg-german-half-jewish-ancestry-whose-image-appeared-berliner-tageblatt-ideal-german-soldier/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607314.32/warc/CC-MAIN-20200122161553-20200122190553-00224.warc.gz | en | 0.985535 | 878 | 3.53125 | 4 | [
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0.391371965408325... | 2 | Werner Goldberg a German who was of half Jewish ancestry, and whose image appeared in the Berliner Tageblatt as “The Ideal German Soldier”,
Werner Goldberg was a German who was of half Jewish ancestry, or hald breed in Nazi terminology, who served briefly as a soldier during World War II and whose image appeared in the Berliner Tageblatt as “The Ideal German Soldier”,
and his image was later used in recruitment posters for the Wehrmacht 1935 Nuremberg classed persons with three Jewish grandparents as Jewish; those with two Jewish grandparents would be considered Jewish only if they practiced the faith or had a Jewish spouse. Therefore Werner Goldberg was considered an “Aryan” German by Nazi authorities because of his German non-Jewish mother.
Goldberg’s father grew up in Königsberg with his sons Günther and Walter as a member of the Jewish community but he had himself baptized in the local Lutheran church as he wished to become assimilated and marry a Christian. After Hitler became Chancellor of Germany in 1933, Mr. Goldberg lost his position under the Nazi law of April 1933, Law for the Restoration of the Professional Civil Service, which expelled Jews from the German Civil Service.
Goldberg left school in 1935 and became an apprentice at Schneller und Schmeider, a clothing company jointly owned by a Jew and a non-Jew, where many of his colleagues were Jews or half breed. Goldberg’s maternal uncle joined the Nazi party and refused to be seen with the Goldberg family, even avoiding Goldberg’s mother.
At the beginning of 1938 Goldberg served a six-month term in the Reich Labour Service whose uniform, as Goldberg later recalled, “had a swastika on an armband”. On December 1, 1938 Goldberg joined the German Army. He took part in the invasion of Poland on September 1, 1939, serving alongside childhood friend Karl Wolf, whose father was now a high-ranking SS officer.
Shortly after the beginning of the War, Goldberg’s photograph appeared in the Sunday edition of the Berliner Tagesblatt newspaper with the caption “The Ideal German Soldier”; the photograph had been sold to the newspaper by the official army photographer. It was later used on recruitment posters.
In 1940 following the Armistice with France, Goldberg was expelled from the army under Hitler’s order of April 8, 1940 which stated that all 1st degree Mischlinge were to be expelled from the military. He returned to his former workplace which had now changed its name to the Feodor Schmeider Company, having been obliged to remove the Jewish name Schneller. Goldberg played an increasingly more responsible role within the company, obtaining contracts for uniforms from the army and the navy. He also attended the Reich Board of Labour Studies School (Reichsausschuss für Arbeitsstudie) where he was one of 4 out of 80 students who passed the test to become a REFA teacher. He then became a Labour Studies Board lecturer on the clothing business, and delivered lectures to organizations and company directors, even publishing an article in the weekly trade publication Textilwoche.
In December 1942, Goldberg’s father was admitted to the Bavaria Hospital. The Gestapo however raided the hospital and sent him to a Jewish hospital which had been requisitioned by the Gestapo for use as prison, from which Jews were taken and sent to Auschwitz. On Christmas Eve, gambling that the guards would be drunk or absent, Goldberg took his father from the hospital. Mr. Goldberg was soon back in the hands of the Gestapo and in April 1943 was summoned for deportation, but Goldberg told him not to show up and he was again saved. He became the only member of Goldberg’s family to survive the war.
Goldberg died in Berlin on September 28, 2004, age 84 in Berlin, he was survived by his wife Gertrud Goldberg, and three children
Other half Jews in the German army with Goldberg, are Wehrmacht private Horst Geitner, Fieldmarshall Erhar Milch, high decorated General Helmut Wildberg and 1st Staff Officer on the Bismarck, Paul Ascher. | 890 | ENGLISH | 1 |
The Boston slave riot of 1854 was a contest for the soul of Boston in which slavery supporters won the battle but lost the war.
An angry mob of abolitionists tried to free a captured slave and failed, but the struggle awakened fervent anti-slavery sentiment throughout the North. It sent Wendell Phillips on a speaking tour throughout the North, transformed Ralph Waldo Emerson into an ardent abolitionist and convinced Henry David Thoreau to urge civil disobedience.
Philanthropist Amos Lawrence said, “We went to bed one night old-fashioned, conservative, Compromise Union Whigs and waked up stark mad Abolitionists.”
On the night of May 24, 1854, federal marshals seized 19-year-old Anthony Burns on Court Street and wrestled him into the courthouse on a trumped-up charge of jewelry theft. Burns was born into slavery in Virginia. When he was 15, his arm was mangled in the sawmill where he was working. He was later hired out to work on the wharves of Richmond, where he befriended a sailor from Boston who helped him escape.
He found a series of odd jobs in Boston to support himself. He was working in a Brattle Street clothing store when Burns’ owner discovered where he was living in Boston. Authorities identified him by a scar on his face that looked like a brand and an inch of bone protruding from his wrist.
Wendell Phillips, the wealthy, 42-year-old son of Boston’s first mayor, and the rest of the city’s abolitionists were horrified by the arrest. It wasn’t so much that the Fugitive Slave Act was being enforced — it had taken effect in 1850. They were upset by the passage of the Kansas-Nebraska Act two days earlier. Kansas was certain to enter the Union as a slave state, and slavery opponents feared slavery could seep north into Boston as well.
Indignation at Burns’ arrest was intensified by the presence of several abolitionist and women’s rights groups, who were checking into Boston hotels for their annual convention.
The next day Wendell Phillips went to see the terrified Anthony Burns in the courthouse. He persuaded him to accept legal help from Richard Henry Dana, Jr.
The Boston Slave Riot
A large and furious crowd gathered at Faneuil Hall to protest Burns’ capture. Phillips gave a speech, asking 500 volunteers to surround the courthouse the next day. Unknown to him, another abolitionist, Thomas Wentworth Higginson, had bought axes and planned to attack the courthouse to free Burns. At a pre-arranged signal, the crowd surged toward the courthouse. The mob failed to free the prisoner, but a guard was killed in the melee.
As many as a thousand troops poured into the city to restore order as the trial got under way.
After a four-day trial, the judge ordered Burns back to slavery as Phillips watched helplessly in the courtroom. He visited Burns in his cell. “Mr. Phillips,” Burns implored, “has everything been done for me that can be done? Must I go back?”
Phillips replied, “Burns, there isn’t humanity, there isn’t justice enough here to save you; you must go back.”
Richard Henry Dana, Jr., had pleaded in the courtroom for Burns’ freedom for 4-1/2 hours. For his efforts he was attacked by pro-slavery rioters.
On June 2, Boston was placed under martial law. Anthony Burns was to be shipped back to Virginia. As guards prepared to march him to the ship, nearly 50,000 people lined the streets, held back by Marines and police officers. Storefronts were draped in black, and people hung out upper windows spitting on the soldiers as the crowd shrieked, ‘Shame! Shame!’ Burns walked through the crowd with his head held high to the ship that would carry him back to Virginia.
The sight of a solitary black man walking through the busiest street in Boston was not soon forgotten. President Franklin Pierce had hoped that stern enforcement of the Fugitive Slave Law would quell opposition to it. He miscalculated badly. The Boston slave riots intensified feelings against slavery in Massachusetts as the federal troops had seemed to place the commonwealth ‘under the feet of Virginia.’
Wendell Phillips sank into depression, from which he emerged with fresh resolve to take his anti-slavery message out of Boston to the Ohio Valley and the Great Lakes. He had the blessing of his invalid wife, who would spend long weeks at home without him.
Burns wrote to Phillips from a jail in Richmond, Va., asking him to ‘dow all you can for me.’ His owner refused to sell him to abolitionists, who had raised $1,200 for the purchase.
Finally, Anthony Burns was put on the auction block and sold to David McDaniel. McDaniel agreed to sell Burns to the Boston abolitionists for $1,300. He returned to Boston.
Wendell Phillips arranged for Anthony Burns to attend Oberlin College, where an anonymous donor gave him a scholarship. Anthony Burns would graduate, become a Baptist minister, and die of tuberculosis at the age of 28.
Phillips became the country’s foremost orator against slavery. After the Civil War, he championed the rights of women, Indians and labor. In 1870 he ran for governor of Massachusetts as a labor and temperance candidate. He lost.
Wendell Phillips died on Feb. 2, 1884. In July 1915, a monument was dedicated to commemorate him in Boston Public Garden.
This story was updated from the 2014 version. | <urn:uuid:91ab40df-d387-40c7-827d-0c3083e72da9> | CC-MAIN-2020-05 | http://www.newenglandhistoricalsociety.com/boston-slave-riot-1854/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591234.15/warc/CC-MAIN-20200117205732-20200117233732-00191.warc.gz | en | 0.980952 | 1,193 | 3.6875 | 4 | [
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-0.2737260... | 3 | The Boston slave riot of 1854 was a contest for the soul of Boston in which slavery supporters won the battle but lost the war.
An angry mob of abolitionists tried to free a captured slave and failed, but the struggle awakened fervent anti-slavery sentiment throughout the North. It sent Wendell Phillips on a speaking tour throughout the North, transformed Ralph Waldo Emerson into an ardent abolitionist and convinced Henry David Thoreau to urge civil disobedience.
Philanthropist Amos Lawrence said, “We went to bed one night old-fashioned, conservative, Compromise Union Whigs and waked up stark mad Abolitionists.”
On the night of May 24, 1854, federal marshals seized 19-year-old Anthony Burns on Court Street and wrestled him into the courthouse on a trumped-up charge of jewelry theft. Burns was born into slavery in Virginia. When he was 15, his arm was mangled in the sawmill where he was working. He was later hired out to work on the wharves of Richmond, where he befriended a sailor from Boston who helped him escape.
He found a series of odd jobs in Boston to support himself. He was working in a Brattle Street clothing store when Burns’ owner discovered where he was living in Boston. Authorities identified him by a scar on his face that looked like a brand and an inch of bone protruding from his wrist.
Wendell Phillips, the wealthy, 42-year-old son of Boston’s first mayor, and the rest of the city’s abolitionists were horrified by the arrest. It wasn’t so much that the Fugitive Slave Act was being enforced — it had taken effect in 1850. They were upset by the passage of the Kansas-Nebraska Act two days earlier. Kansas was certain to enter the Union as a slave state, and slavery opponents feared slavery could seep north into Boston as well.
Indignation at Burns’ arrest was intensified by the presence of several abolitionist and women’s rights groups, who were checking into Boston hotels for their annual convention.
The next day Wendell Phillips went to see the terrified Anthony Burns in the courthouse. He persuaded him to accept legal help from Richard Henry Dana, Jr.
The Boston Slave Riot
A large and furious crowd gathered at Faneuil Hall to protest Burns’ capture. Phillips gave a speech, asking 500 volunteers to surround the courthouse the next day. Unknown to him, another abolitionist, Thomas Wentworth Higginson, had bought axes and planned to attack the courthouse to free Burns. At a pre-arranged signal, the crowd surged toward the courthouse. The mob failed to free the prisoner, but a guard was killed in the melee.
As many as a thousand troops poured into the city to restore order as the trial got under way.
After a four-day trial, the judge ordered Burns back to slavery as Phillips watched helplessly in the courtroom. He visited Burns in his cell. “Mr. Phillips,” Burns implored, “has everything been done for me that can be done? Must I go back?”
Phillips replied, “Burns, there isn’t humanity, there isn’t justice enough here to save you; you must go back.”
Richard Henry Dana, Jr., had pleaded in the courtroom for Burns’ freedom for 4-1/2 hours. For his efforts he was attacked by pro-slavery rioters.
On June 2, Boston was placed under martial law. Anthony Burns was to be shipped back to Virginia. As guards prepared to march him to the ship, nearly 50,000 people lined the streets, held back by Marines and police officers. Storefronts were draped in black, and people hung out upper windows spitting on the soldiers as the crowd shrieked, ‘Shame! Shame!’ Burns walked through the crowd with his head held high to the ship that would carry him back to Virginia.
The sight of a solitary black man walking through the busiest street in Boston was not soon forgotten. President Franklin Pierce had hoped that stern enforcement of the Fugitive Slave Law would quell opposition to it. He miscalculated badly. The Boston slave riots intensified feelings against slavery in Massachusetts as the federal troops had seemed to place the commonwealth ‘under the feet of Virginia.’
Wendell Phillips sank into depression, from which he emerged with fresh resolve to take his anti-slavery message out of Boston to the Ohio Valley and the Great Lakes. He had the blessing of his invalid wife, who would spend long weeks at home without him.
Burns wrote to Phillips from a jail in Richmond, Va., asking him to ‘dow all you can for me.’ His owner refused to sell him to abolitionists, who had raised $1,200 for the purchase.
Finally, Anthony Burns was put on the auction block and sold to David McDaniel. McDaniel agreed to sell Burns to the Boston abolitionists for $1,300. He returned to Boston.
Wendell Phillips arranged for Anthony Burns to attend Oberlin College, where an anonymous donor gave him a scholarship. Anthony Burns would graduate, become a Baptist minister, and die of tuberculosis at the age of 28.
Phillips became the country’s foremost orator against slavery. After the Civil War, he championed the rights of women, Indians and labor. In 1870 he ran for governor of Massachusetts as a labor and temperance candidate. He lost.
Wendell Phillips died on Feb. 2, 1884. In July 1915, a monument was dedicated to commemorate him in Boston Public Garden.
This story was updated from the 2014 version. | 1,181 | ENGLISH | 1 |
Paper type: Essay Pages: 2 (491 words)
Plato’s The Apology is an account of the speech Socrates makes at the trial in which he is charged with not recognizing the gods recognized by the state, inventing new deities, and corrupting the youth of Athens. Socrates’ speech, however, is by no means an “apology” in our modern understanding of the word. The name of the dialogue derives from the Greek “apologia,” which translates as a defense, or a speech made in defense. Thus, in The Apology, Socrates attempts to defend himself and his conduct–certainly not to apologize for it.
For the most part, Socrates speaks in a very plain, conversational manner.
He explains that he has no experience with the law courts and that he will instead speak in the manner to which he is accustomed: with honesty and directness. He explains that his behavior stems from a prophecy by the oracle at Delphi which claimed that he was the wisest of all men. Recognizing his ignorance in most worldly affairs, Socrates concluded that he must be wiser than other men only in that he knows that he knows nothing.
In order to spread this peculiar wisdom, Socrates explains that he considered it his duty to question supposed “wise” men and to expose their false wisdom as ignorance.
These activities earned him much admiration amongst the youth of Athens, but much hatred and anger from the people he embarrassed. He cites their contempt as the reason for his being put on trial. Socrates then proceeds to interrogate Meletus, the man primarily responsible for bringing Socrates before the jury. This is the only instance in The Apology of the elenchus, or cross-examination, which is so central to most Platonic dialogues. His conversation with Meletus, however, is a poor example of this method, as it seems more directed toward embarrassing Meletus than toward arriving at the truth.
In a famous passage, Socrates likens himself to a gadfly stinging the lazy horse which is the Athenian state. Without him, Socrates claims, the state is liable to drift into a deep sleep, but through his influence–irritating as it may be to some–it can be wakened into productive and virtuous action. Socrates is found guilty by a narrow margin and is asked to propose a penalty. Socrates jokingly suggests that if he were to get what he deserves, he should be honored with a great meal for being of such service to the state.
On a more serious note, he rejects prison and exile, offering perhaps instead to pay a fine. When the jury rejects his suggestion and sentences him to death, Socrates stoically accepts the verdict with the observation that no one but the gods know what happens after death and so it would be foolish to fear what one does not know. He also warns the jurymen who voted against him that in silencing their critic rather than listening to him, they have harmed themselves much more than they have harmed him.
Cite this page
Platos Apology. (2016, Nov 26). Retrieved from https://studymoose.com/platos-apology-essay | <urn:uuid:6f14aed1-b1d9-4314-a86f-4f3cd2ef9866> | CC-MAIN-2020-05 | https://studymoose.com/platos-apology-essay | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690095.81/warc/CC-MAIN-20200126165718-20200126195718-00401.warc.gz | en | 0.982713 | 660 | 3.421875 | 3 | [
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Plato’s The Apology is an account of the speech Socrates makes at the trial in which he is charged with not recognizing the gods recognized by the state, inventing new deities, and corrupting the youth of Athens. Socrates’ speech, however, is by no means an “apology” in our modern understanding of the word. The name of the dialogue derives from the Greek “apologia,” which translates as a defense, or a speech made in defense. Thus, in The Apology, Socrates attempts to defend himself and his conduct–certainly not to apologize for it.
For the most part, Socrates speaks in a very plain, conversational manner.
He explains that he has no experience with the law courts and that he will instead speak in the manner to which he is accustomed: with honesty and directness. He explains that his behavior stems from a prophecy by the oracle at Delphi which claimed that he was the wisest of all men. Recognizing his ignorance in most worldly affairs, Socrates concluded that he must be wiser than other men only in that he knows that he knows nothing.
In order to spread this peculiar wisdom, Socrates explains that he considered it his duty to question supposed “wise” men and to expose their false wisdom as ignorance.
These activities earned him much admiration amongst the youth of Athens, but much hatred and anger from the people he embarrassed. He cites their contempt as the reason for his being put on trial. Socrates then proceeds to interrogate Meletus, the man primarily responsible for bringing Socrates before the jury. This is the only instance in The Apology of the elenchus, or cross-examination, which is so central to most Platonic dialogues. His conversation with Meletus, however, is a poor example of this method, as it seems more directed toward embarrassing Meletus than toward arriving at the truth.
In a famous passage, Socrates likens himself to a gadfly stinging the lazy horse which is the Athenian state. Without him, Socrates claims, the state is liable to drift into a deep sleep, but through his influence–irritating as it may be to some–it can be wakened into productive and virtuous action. Socrates is found guilty by a narrow margin and is asked to propose a penalty. Socrates jokingly suggests that if he were to get what he deserves, he should be honored with a great meal for being of such service to the state.
On a more serious note, he rejects prison and exile, offering perhaps instead to pay a fine. When the jury rejects his suggestion and sentences him to death, Socrates stoically accepts the verdict with the observation that no one but the gods know what happens after death and so it would be foolish to fear what one does not know. He also warns the jurymen who voted against him that in silencing their critic rather than listening to him, they have harmed themselves much more than they have harmed him.
Cite this page
Platos Apology. (2016, Nov 26). Retrieved from https://studymoose.com/platos-apology-essay | 660 | ENGLISH | 1 |
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