Book Review of The Pyramids of Egypt †History Paper

Book Review of The Pyramids of Egypt – History Paper Free Online Research Papers The Pyramids of Egypt, by I.E.S. Edwards, is a success as a serious and truthful work of history. One of its main purposes is to describe many of the pyramids in great detail and give either facts or opinions on why they were built the way they were. The first 7 chapters are all descriptive of different pyramids. The author also goes through a time line of the development of the techniques used to build the pyramids. One of the first pyramids to be described in detail is the Step Pyramid. All of the major pyramids were described as well as many I hadn’t heard of before. An interesting feature of Sahure’s pyramid was its elaborate drainage system for his temple. Lion’s heads projected from the tops of the outer walls, and the rain falling from the roof escaped through their heads. The final chapter was the most interesting to me, as it went into a discussion of what might have been the purpose for building pyramids and how they might have been constructed. I have always been told that we don’t know how the pyramids were built. After reading this book I have come to realize that this is a false statement in a sense. We don’t know exactly how the pyramids were built, but we do have enough knowledge to make educated guesses about how they might have been built. One of the main themes of this book is that a great deal can be learned about ancient Egypt by studying the pyramids. Many of Egypt’s rulers built pyramids for themselves and their pyramids are often filled with knowledge about them. The book states that Imhotep was the first king to use stone buildings rather than brick. It also says that later Egyptians regarded him as a magician, an astronomer, and the father of medicine. His knowledge of stone was used to build the step pyramids. The pyramids also give us our only knowledge of kings such as Sekhemkhet. The book also says that it is highly probably that under Zoser’s reign there was a big advance in the production of sculpture in the round. This was ascertained from the fact that only two royal statues dating from an earlier period were found, whereas many were found from Zoser’s period. Why the ancient Egyptian kings troubled themselves with building tombs of pyramid shape is another question the author tries to answer. The step pyramids were said to provide the king with a stairway to walk to heaven. The deceased king was said to have eaten three meals in the sky each day and two on earth. Why Egyptians moved to the true pyramid seems to stem from the symbol of the sun god at Heliopolis, which was conical in shape. A conical shaped building would have been impossible for the early Egyptians to produce, so they built the closest thing they could to it. The cone and its architectural form, the pyramid, represented the rays of the sun shining down on the earth. III. Utility of Importance of the Book The Pyramids of Egypt is an important book because of several reasons. It contributes to the understanding of a historical problem of some importance by trying to clear up the mystery concerning the pyramids. It gives reasons as to how they may have been built and for what purpose. The way pyramids were built has long been a mystery of history, and a very interesting subject to me personally. The book also contributes to the general education of the reader, giving facts about how many of the pyramids are laid out, how they were built, and the rulers that built them. It tells about how some of them were built one way and were then later added on to. One example of this was the pyramid at Meidum. This pyramid started as a step pyramid, however another layer of stone was added to make this pyramid a true pyramid. Zoser’s pyramid underwent many transformations in form as well. IV. Style The style of this book is good for what this book is. Whereas I usually find long highly detailed descriptions of objects I have never seen first hand difficult to understand, I was able to piece together most of what the author was talking about as far as the makeup of the pyramids. There were a few paragraphs I had to read slowly and more than once in order to understand them, but for the most part the style flowed pretty well and was easy to understand. V. Validity of the Book This book appears to be quite a valid source of history. A complete separate bibliography is given for each chapter, and includes a wide range of books. I feel that the facts that I.E.S. Edwards has presented to me are in agreement with those facts I already knew. There are not any real inconsistencies on the facts in the book. However different opinions are given from different sources about certain questions that the exact answers to are not known. In most cases Edwards gives other authors’ opinions as well as his own, which makes me believe that Edwards wrote this book without bias or prejudice. He quotes other authors quite frequently throughout the entire book. The only statements that weren’t clarified enough for me were those that the author quoted or stated what Herodotus had said or written. Herodotus as we know, was not always completely basing himself on fact, and the author didn’t always comment on whether what he was quoting from Herodotus wa s known to be completely true or not. 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Use of Pastiche in English Prose

Use of Pastiche in English Prose A text that borrows or imitates the style, words, or ideas of other writers. Unlike a parody, which aims for a comic or satiric effect, a pastiche is often intended as a compliment (or an homage) to the original writer(s)though it may just be a hodgepodge of borrowed words and ideas. Examples and Observations: The pastiche prose form openly mimes the content and mannerisms of another written work. Its a respectful, if often jocular, an homage to the work that inspired it. (Its literary cousin is the parody, but that imitation subtly or savagely satirizes its source material.) The pastiche implicitly says, I appreciate this author, the characters, and the fictive world . . . and my imitation is sincere flattery.The affection for Sir Arthur Conan Doyle and his immortal Sherlock Holmes is evident in August Derleths stories about brilliant, deerstalker-wearing Solar Pons of 7B Praed St.(Mort Castle, Write Like Poe. The Complete Handbook Of Novel Writing, 2nd ed. Writers Digest Books, 2010)The secret mechanism of a pastiche is the fact that a style is not just a unique set of linguistic operations: a style is not just a prose style. A style is also a quality of vision. It is also its subject matter. A pastiche transfers the prose style to a new content (while parody transfers the prose style to an inadmissible and scandalous content): it is, therefore, a way of testing out the limits of a style.(Adam Thirlwell, The Delighted States. Farrar, Straus and Giroux, 2007) Parody and Pastiche in The SimpsonsParody attacks a particular text or genre, making fun of how that text or genre operates. Pastiche merely imitates or repeats for mildly ironic amusement, whereas parody is actively critical. For instance, when an episode of The Simpsons loosely follows the plot of Citizen Kane (rendering Mr. Burns as Kane), no real critique is offered of Orson Welless masterpiece, making this pastiche. Yet on a weekly basis, The Simpsons plays with generic conventions of the traditional family sitcom. It also mocks forms of advertising and . . . it occasionally lambastes the form and format of news, all with critical intent, thereby making such instances bona fide parody.(Jonathan Gray, Jeffrey P. Jones, and Ethan Thompson, The State of Satire, the Satire of the State. Satire TV: Politics and Comedy in the Post-Network Era. New York University Press, 2009)Pastiche in Green Days American Idiot (Musical)The sheer volume of the stage band’s music and the frenet ic rush of action provide constant energy. But tunes recalling the 1950s pastiche of The Rocky Horror Picture Show or, during We’re Coming Home Again, the Phil Spectoresque Springsteen of Born to Run, have few punk credentials. The indulgent-youths versus dutiful-wives combat of Too Much Too Soon also shows how much [Bilie Joe] Armstrong’s characters are [Jack] Kerouac boys and girls at base, American idiots and ennui unchanged.(Nick Hasted, Green Day’s American Idiot, Hammersmith Apollo, London. The Independent, December 5, 2012) Pastiche in Peter PanThe apparent contradiction whereby war converts into a game is weirdly captured in Baden-Powells favorite play, J.M. Barries Peter Pan (1904), which he saw many times in the years he was gestating Scouting for Boys. In the Neverland of the play, Peters boys, the pirates, and the Indians relentlessly track after one another in a literal vicious circle that, though it is on one level all burlesque, an excessive late Imperial pastiche of the commonplaces of childrens fiction, is also deadly seriousas the final carnage on Captain Hooks ship vividly dramatizes.(Elleke Boehmer, introduction to Scouting for Boys: A Handbook for Instruction in Good Citizenship by Robert Baden-Powell, 1908; Rpt. 2004)Samuel Becketts Use of Pastiche[Samuel] Becketts cutting and pasting his reading onto his own stock of prose produced a discourse that Giles Deleuze might call rhizomatic or a technique Frederic Jameson might call pastiche. That is, these early works are finally assemblages, intertextual layerings, palimpsests, the effect of which is to produce (if not reproduce) a multiplicity of meanings in a manner that will come to be thought Postmodern in the second half of the twentieth century. . . .Postmodern pastiche would suggest that the only style possible in contemporary culture is travesty or mimicry of past stylesquite the opposite of what Beckett was developing. Intertext or assemblage or pastiche allowed Beckett to assault the idea of style and so (or thereby) develop his own . . ..(S.E. Gontarski, Style and the Man: Samuel Beckett and the Art of Pastiche. Samuel Beckett Today: Pastiches, Parodies Other Imitations, ed. by Marius Buning, Matthijs Engelberts, and Sjef Houppermans. Rodopi, 2002) Fredric Jameson on PasticheHence, once again, pastiche: in a world in which stylistic innovation is no longer possible, all that is left is to imitate dead styles, to speak through the masks and with the voices of the styles in the imaginary museum. But this means that contemporary or postmodernist art is going to be about art itself in a new kind of way; even more, it means that one of its essential messages will involve the necessary failure of art and the aesthetic, the failure of the new, the imprisonment in the past.(Fredric Jameson, Postmodernism and Consumer Society. The Cultural Turn: Selected Writings on the Postmodern, 1983-1998. Verso, 1998)

Warhol - Contemporary Notion of Authenticity and Authorship Essay

Warhol - Contemporary Notion of Authenticity and Authorship - Essay Example The essay "Warhol - Contemporary Notion on Authenticity and Authorship" examines the contemporary notion of the authenticity and authorship and the figure of Andy Warhol. The comment draws the attention of the masses that they do not have to go to their screens to watch Andy Warhol. This is because whatever they saw was the real and famous Pop artist. Through this comment, he identifies himself with his era and culture suggesting that nothing is perfect. Warhol is very much interested in the surface of things and not their deeper attributes. This is a depiction that words have no meaning and the appearance of something is enough to give all the necessary information about it. Therefore, Andy Warhol alludes that there is instant disclosure of information about something when one considers the superficial qualities. There is a lot of reasoning in this statement. To start with, Andy Warhol refutation of depth is a criticism against the rich and legacy of novelty. This comment can also b e a tool of defence of Warhol that elicits interests of the audience to differentiate what is genuine from the unreal. Andy Warhol’s pieces of art flourished in television and screens. He was a legend in filmmaking and paintings. Through his mastery of art, Warhol could paint different items from shops and supermarkets. Warhol used silkscreen techniques to produce duplicate images of the items. Some of the famous paintings comprised of Marilyn and Campbell Soup which demonstrate well application of artistic prowess.

Lee Smiths Oral History, a Depiction Intricacies and Complexities of Essay

Lee Smiths Oral History, a Depiction Intricacies and Complexities of History - Essay Example And perhaps the point of the entire novel is to show readers the different facets of history, making it both rich and confusing; a field which is definitely more than just a simple narration of events in the past. Oral History is deemed by many not only to be Lee Smith's most popular novel, but more importantly her most complex work. The twists and turns that one has to go through reading the novel is quite evident as the piece is very challenging to read, much more to understand. However this complexity seems to be the very vehicle upon which Smith presents to readers the idea of how complex writing or telling history is. In this novel, Smith puts herself and the reader in the shoes of a historian, who is faced with the dilemma of gathering a large collection of stories and accounts of things in the past to present to the public in a simple and straightforward manner. By making the narrative intricate, Smith takes the reader along for a dizzying journey that most serious historians take. Smith cleverly uses different voices and points of view in the stories that the main character, Jennifer Bingham, had to hear.

Memorable summer Essay Example for Free

Memorable summer Essay Magic, name of the cruise line we went on last summer, have one thousand feet long as much as twenty seven length of school buses combine and fifteen decks above of surface sea water, and because of a imagination, my kids called it by â€Å"big boat†. We were very excited, and my kids had been asked about the trip every night since spring. Also, we were join a group had five families were going to. Wow, group vacation on cruise sounded like it could have a lot of fun, or at least I would hope I could. After the Magic took off the Galveston’s port, we have our first group dinner at North Restaurant on deck three, that how it called because there were a South Restaurant on the other side of the lobby. Big group with a lot of small kids we were usually had three adults waiting at the line, while the rest of us watched our children at lobby. Then after thirty minutes of waited, the waitress led our group to the tables on the side off restaurant next to the window, where the kids could looked out to see the big ocean and the ship was moving, were have a big table, but with twenty people, the table could not hold enough seats. Then, we had to separate into two small groups: three families at table next to the window and the other two families sat at the table next to it. My family was at the table close to the middle of restaurant with the other family, Tue, Hac and there two kids, Ronan was three years old as same as my second son Justin, and Summer was twenty two month olds which was four months younger than my daughter Julia and my five years old son, John. Pretty much all-next dinners we were sat at the same table with the same waiter and waitress, and later I were know that were how the restaurant want to set up table as the same everyday, so they can keep track easy. For breakfasts or lunches, we were called each other that were there, the Lido restaurant buffet on deck ten, first to reserved tables for the whole group because it was always crowed. We were helped each other to get food for our kids, because there were lots of people, almost four thousand passengers on board plus employees, tried to have breakfasts or lunches made all the lines was very long. There were the Mongolian stir fry boot, I was had to wait forty- five minutes to get my turn, so I told the chef that I would like two dished of stir fry noodles instead of just only one I had been want from beginning. At the same time, Kevin, one of my friend, got pizzas and cheeseburgers after thirty minutes of waited, or Hac got a pancake after twenty minutes waited So, to void the hunger of our kids, we were usually shared foods with every one, and whomever stayed at table had to take care the kids. It was a nice thing of group vacation. Although, that were first time our kids met on board, but they were seem click together really fast. They were almost same ages. There were had two more boys same as my older boy was five years old. They were all like to swim and play at the water park a lot. There was a salt pool at open deck ten with four feet deep seem like dangers to all of our small kids, then we told them to go to the fresh water park on deck twelve. Most of kids, they are like to play with water, so our kids were the same. Although, water park were just almost size with basketball field, and not really have a big and high water slide like the one at Slash Town up north Houston, but our kids really loved to running around. My husband had taken my oldest son, John, got in line waiting for a big water slide. He was really loved it, but he did not want to go again. Because they were have to wait forty-five minutes, and he was just want to have more fun running around with his friends, his brother and sister. Instead of waiting at the line, there were still had a small water slide for under three feet tall, and they were very happy to just play there. Also on board had camp for all kids ages with no extra charge, and our kids loved to go there. At room from two years old to five years old was most our kids went to. There were three teachers in class with a lot of activities such as sing, read, draw, dance†¦ just like at Kids r Kids day care. They were also had a lot of toys that made our kids loved to be in there too. Although, camp have a lot of things kids like, but of course kids were always want to go with parents. However, to all of our kids if they heard the other go to camp then they all want to go such as when I asked my kids, John, Justin and Julia, that they would like to go camp. The first thing, they were always asked that the other, Ronan, Jefferson, Alan, Elaine†¦were at camp too, then they would go. This was happened all the same way to my all friend, and we were told each other that our kids to hang around than us. Of course, they were five years old and younger, their simply thought fun were just mean be playing together. The camp was open from eight o’clock in the morning to three o’clock in the afternoon, and they open back from five o’clock in the afternoon to ten o’clock in the evening. With that time frame I could have little time for my self. One day after drop off all kids at camp, all of us were walking around deck ten. We found at one side of the ship were not had many people, our group kind of little lousy, and we sat there and started to plan what should we do with no kids at that time. Then all ladies started playing cards, and all men were want to play basketball on deck twelve. We were made joked and laughed to each other. The weather was clear blue sky with little wind, and sometime we could taste a little salty from the wind. We were sat there and look out distance just only blue sky, seawater and wind†¦ we felt so peaceful, relax and stress less. I had been thought the wind blew all pressure of life off, and dropped it into the big blue ocean. While all ladies sat there relax, then all men were having fun with basketball. I did not know how much fun that they had but turn out one of our men got leg hurt, and they had to stop after fifteen minutes. So they were came back, where we were and sat with their wives, and when the ship still going and none of us could know where was the ship head. While kids were at camp, all moms and dads were laid on the chairs enjoy time with lots of joked and laughed on a beautiful day were remarkable vacation for us. Vacation for a family with three small children like mine was has never been much fun before, but this cruise trip was a best summer vacation for every one of family members. Especially travel with group have children as almost same ages were help our kids got company, then we, moms and dads, were really could have free time to relax our self. We were also can looked each other back to help other parent or they could help us. Although our trip we did not do much things special, but every one of our group, kids, moms and dads, were had seized our great time for our self and together that just simple of happiness.

The Allure of Vampires and Immortality :: Argumentative Persuasive Essays

The Allure of Vampires and Immortality    Humanity has always been fascinated with the allure of immortality and although in the beginning vampires were not a symbol of this, as time passed and society changed so did the ideas and perceptions surrounding them. The most important thing to ask yourself at this point is 'What is immortality?' Unfortunately this isn't as easily answered as asked. The Merriam Webster Dictionary says immortality is 'the quality or state of being immortal; esp : unending existence' while The World Book Encyclopedia states it as 'the continued and eternal life of a human being after the death of the body.' A more humorous definition can be found in The Devil's Dictionary by Ambrose Bierce:    'A toy which people cry for, And on their knees apply for, Dispute, contend and lie for, And if allowed Would be right proud Eternally to die for.'    While all of these are accurate interpretations to some extent none of them encompass all of what immortality really is. The reason for this is simple; there is no true definition or guideline by which to follow. Immortality means something different to each and every person on this earth. Down through the ages people have been immortalized by deeds, words, songs, poetry, and a number of other endeavors, but some have always sought the elusive Philosopher's Stone; the answer to true immortality    Since the beginning of recorded history, everlasting life has been pursued by old and young, rich and poor. One need only look to the Gilgamesh Epic, the oldest story in the world, to discover where these roots lay. Gilgemesh, the mighty king and warrior, fearing his own demise, seeks out Utnapishtim, a mortal made immortal by the gods, in the hopes that he'll reveal the secret of eternal life. The immortal tells the king of a flower, which when eaten, bestows eternal life. Note that the answer is tangible and real, something that can be seen and held. Not immortality for the soul, but for the body. In the end Gilgamesh fails at his quest, but he is all the wiser for his journeys. The Greeks, too, sought immortality, but it tended to be of a spiritual nature only, because generally the gods were the only ones considered to be true immortals.

IDEA – due process & procedural safeguards

Idea: Due Process & A ; Procedural SafeguardsIDEA stresses the cardinal importance of the function of educational decision makers every bit good as parent ‘s in the affair of each single pupil ‘s academic public presentation. IDEA outlines the necessary actions for a school territory to implement an single educational plan, besides known as an IEP. The first measure each territory must follow is to inform the parents of the pupil in inquiry. â€Å" IDEA sets forth demands for States and local educational bureaus ( school territories ) in supplying particular instruction and related services to kids with disablements, ages 3 through 21 ( US Dept. of Educ. , 2010, para.1 ) . The territory must besides supply a â€Å" anterior written notice † to the parents. At specified times, the school territory must supply parents with a â€Å" procedural precautions notice † which explains their rights under Part B of the IDEA. Prior to July 1, 2005 province and federal ordinances required school territories to supply the parent with a transcript of procedural precautions upon each presentment of an Individualized Education Program ( IEP ) meeting ( US Dept. of Educ. , 2010, para.1 ) . The typical province ordinance used today â€Å" school territories merely require the proviso of procedural precautions statement to be given to the parent one clip per school twelvemonth, during initial referral for rating for pupils, besides on the day of the month to do any alterations to the pupils IEP, every bit good as a parental petition for any extra transcripts, and moreover upon the first happening of the filing of a due procedure hearing petition or kid ailment is another clip a parent will have the precaution statement † ( DESE, 2010, portion B parity. 2 ) . Under 34 CFR AA §300.503 ( degree Celsius ) , each single school territory must give parents a written in the native linguistic communication of the parent and dated when any opportunities are made in the instruction of the pupil. Under 34 CFR AA §300.503 ( a ) the school territory must advise parents if a pupil is refused any educational services pending rating consequences. Taylor, S ( 2005 ) . Basically after eligibility is determined, parents are notified, and if in understanding, the IEP for the pupil will be developed and implemented. However concerns originate with parents and pedagogues of what is deemed appropriate for the single pupil. Typically a ailment made by either a parent or school decision maker deems a demand for a due procedure hearing. Each party will show their grounds with an ample sum of factual information to make a decision of action. Parents and pedagogues will explicate their grudges in an appropriate mode. Parents and pedagogues will routinely mention back to the pupils IEP. If plaintiff makes a ailment that is non portion of the pupils IEP, typically the consequence will non be favourable for that peculiar party. Each party demands to hold grounds to back up their statement. The end is to convert the justice to do a determination in favour of the grounds provided. The ailment must be caused by the school ‘s actions, or deficiency of action, refering to the pupils educational public assistance, and/or if the pupil is non having educational benefit that is stated in IEP and without disciplinary steps, the pupil ‘s instruction will be harmed. Each school territory must take appropriate steps, including the proviso of auxiliary AIDSs and services determined appropriate and necessary by the kid ‘s IEP Team, to supply kids with disablements an equal chance for engagement in instruction. Section 300.308 requires that the IEP squads finding the eligibility for kids suspected of holding a learning disablement are to include: the kid ‘s parents ; a squad of qualified professionals including the kid ‘s regular instruction instructor ; at least one individual qualified to carry on single diagnostic scrutiny of kids, e.g. a school psychologist or reading specializer. Section 300.309 ( a ) a squad can happen that a kid has a learning disablement if the kid does n't accomplish adequately for the kid ‘s age or does n't run into grade-level criterions. When difference declaration, mediation have non helped a due procedure hearing is the following measure to do a more definite program of action refering to a pupils educational demands. What is due procedure? A due procedure hearing is normally an functionary, test between parents and school territories. Each party will be represented by their ain chosen council. Harmonizing to William B. nor shall any State deprive any individual of life, autonomy, or belongings, without due procedure of jurisprudence. Typically a parent or school functionary will convey a compliant to either party. The compliant will include a description of the issue and possible redresss to the job or alteration. Then the following measure is a response, that is necessary within 10 yearss of reception of a due procedure petition ; the non-complaining party ( school or parent ) must direct a written response to the kicking party. Within 15 yearss, the hearing officer and the other parties must be notified in composing if the hearing notice is thought to be deficient. The hearing officer has 5 yearss to find the importance of the notice. Parents and members of the IEP squad meet to discourse and to seek and decide the ailments. Typically a hearing would be held within 15 yearss of reception of petition for hearing unless both parties: agree to travel to mediation or hold in composing to relinquish the hearing. In a Due Process Hearing, the Judge will do a determination based on testimony and facts submitted to the tribunal on a finding of whether the pupil received a ( FAPE ) free and appropriate public instruction and/or whether a procedural misdemeanor occurred. Either party has the right to appeal the justice ‘s determination to federal or province tribunal, or every bit far as the Supreme Court. The Due Process hearing can be financially dearly-won for all parties. The determination to bespeak a Due Process Hearing requires thoughtful consideration and should be contemplated merely after all other options have been exhausted. In the terminal a judgement is made and will necessitate one party to supply a service or pay a amount of money to the other party. Sometimes the losing party feels victimized by the Court and refuses to pay or go on with the judgement made by the tribunal. These actions typically lead to more struggle. An illustration of would be after the U. S. Supreme Court instance of Brown v. Board of Education, some Virginia school boards closed their schools. These school boards used monolithic opposition to avoid following with the determination. Harmonizing to Brown v. Board of Education, 347 U.S. 483 ( 1954 ) â€Å" Resistance besides slowed execution of the Brown determination in schools and led to many extra tribunal instances. For illustration, Prince Edward County, Virginia, closed all of its public schoolsaa‚ ¬ † for Whites every bit good as blacksaa‚ ¬ † instead than incorporate. The most influential instance I researched was TINKER v. DES MOINES SCHOOL DIST. , 393 U.S. 503 ( 1969 ) . This instance focused on pupil have oning armbands in protest of the Vietnam War. Petitioners, three public school students in Des Moines, Iowa, were suspended from school for have oning black armbands to protest the Government ‘s policy in Vietnam. They sought nominal amendss and an injunction against a ordinance that the respondents had promulgated censoring the erosion of armbands. However due to the insisting of pupils following in the political societal propaganda as their parents a choice of pupils fitting and decided to do a base by have oning armbands to school as a signifier of protest of the war. When word of this new sense of an anti-war message reached the school functionaries, â€Å" principals of the Des Moines schools on December 14, 1965, the school adopted a policy that any pupil have oning an armband to school would be asked to take it, and if he refused he would be suspended until he returned without the armband. The pupils were cognizant of the new school policy, yet ignored the warning. It upheld [ 393 U.S. 503, 505 ] the constitutionality of the school governments ‘ action on the land that it was sensible in order to forestall perturbation of school subject. 258 F. Supp. 971 ( 1966 ) . Harmonizing to TINKER v. DES MOINES SCHOOL DIST. , 393 U.S. 503 ( 1969 ) The District Court dismissed the ailment on the land that the ordinance was within the Board ‘s power, despite the absence of any determination of significant intervention with the behavior of school activities. The District Court recognized that the erosion of an armband for the intent of showing certain positions is the type of symbolic act within the Free Speech Clause of the First Amendment. The decision of the school governments was sensible because it was based upon their fright of a perturbation from the erosion of the armbands. Another interesting point made by TINKER v. DES MOINES SCHOOL DIST. , 393 U.S. 503 ( 1969 ) â€Å" Their divergence consisted merely in have oning on their arm a set of black fabric, non more than two inches broad. They wore it to exhibit their disapproval of the Vietnam belligerencies and their protagonism of a armistice, to do their positions known, and, by their illustration, to act upon others to follow them. They neither interrupted school activities nor sought to irrupt in the school personal businesss or the lives of others. They caused treatment outside of the schoolrooms, but no intervention with work and no upset. In the fortunes, our Fundamental law does non allow functionaries of the State to deny their signifier of look. † In the terminal, the instance was to be a â€Å" affair for the lower tribunals to find † The instance was reversed and remanded. TINKER v. DES MOINES SCHOOL DIST. , 393 U.S. 503 ( 1969 ) . What is interesting is that merely 7 pupils of 18,000 disobeyed the new policy sing the armbands. Five pupils being from the Tinker household ages 8-15. Another instance that demonstrates the usage of due procedure in instruction is, â€Å" West Virginia v. Barnette, supra, this Court held that under the First Amendment, the pupil in public school may non be compelled to toast the flag. Our job lies in the country where pupils in the exercising of First Amendment rights collide with the regulations of the school governments. † Another contention is the cost of the due procedure hearing. Parents and School Districts have to utilize the household nest eggs and or the school budget for lawyer fees, tribunal cost, and execution of either transit for pupils, new plans and or auxiliary AIDSs and learning resources for instructors. Parents worry about the preparation and experience of the instructors who are educating their kids. This is a important obstruction of trust and communicating that can be missing from both parties. Appraisal is critical in the early instruction of all pupils. The earlier any intercession can be performed the better a pupil will be to accomplish the satisfactory scene with equals. The stairss involved include doing certain the pupil is eligible for services, find what the pupil needs to be evaluated on, find what appraisal is best for the pupil, observe the pupil, evaluate and construe the findings, and so make a course of study that fits the pupils larning abilities best. Possible inquiries to remind an pedagogue during appraisal and observation is: Does the kid have a need/deficiency in the accomplishment or ability? Does the kid have a get downing degree of accomplishment or ability? Or does the kid have a mastery degree of accomplishment or ability?

Mermaids

The French Revolution in the Minds of Men Author(s): Maurice Cranston Reviewed work(s): Source: The Wilson Quarterly (1976-), Vol. 13, No. 3 (Summer, 1989), pp. 46-55 Published by: Wilson Quarterly Stable URL: http://www. jstor. org/stable/40257906 . Accessed: 31/05/2012 21:13 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www. jstor. org/page/info/about/policies/terms. jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive.We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email  protected] org. Wilson Quarterly and Woodrow Wilson International Center for Scholars are collaborating with JSTOR to digitize, preserve and extend access to The Wilson Quarterly (1976-). http://www. jstor. org 1789 THE FRENCH IN THE REVOLUTION OF MEN MINDS by Maurice Cranston July 14, 1989- BastilleDay- political and culturalleaders of every ideological persuasion assembled in Paristo celebratethe bicentennial of the French Revolution.Was there something strange about their unanimous applause? All subsequent major revolutions, such as those that took place in Russia and China, remain controversialtoday. But the French Revolution, which served as the direct or indirect model for these later upheavals, now passes for an innocuous occasion which anyone, Marxistor monarchist,can join in celebrating. Wasthis proof only of the anaesthetizing power of time, that two centuries could turn the French Revolutioninto a museum piece, an exhibitionacceptable to all viewers, even to a descendent of the old Bourbon monarchs?Or is there something about the French Revolution itself that, from its beginning, sets it apart from later revolutions? The tricouleur, the Marseillaise, the monumental paintings of David all celebr ate a series of connected events, alternatelyjoyous and grim, which make up the real, historical French Revolution. But there is another French Revolution, one which emerged only after the tumultuous days were over and the events and deeds became inflated or distorted in the minds of later partisans. This is the French Revolution as myth, and it is in many ways the more importantof the two.It is so, one could argue, because the myth, and not the reality, inspired the scores of revolutions that were to come. The actors of the French Revolution, anWQ SUMMER 1989 nouncing their principles on behalf of all mankind, clearly intended their deeds to have a mythic dimension. They wanted to inspireothers to follow their example. Consider the Declarationof the Rights of Man, passed in Augustof 1789. At no point does it refer to the specific conditions or laws of France. Instead, it speaks in grand universals, as if it were the voice of mankinditself.Replete with terms like citizen, liberty,th e sacred rights of man, the common good, the document provides the lexicon for all future revolutions. By contrast, the earlier revolutionary models which stirredthe French in 1789 to act- the English Revolution of 1688 and the American Revolution of 1776- had been essentiallypolitical events, limited in scope and conservative in objectives. The English revolutionists claimed to restore the liberty that the despotic James II had destroyed; the American revolutionaries made the kindredclaim that they were only defending their rights against tyrannical measures introduced by George III.Neither revolutionsought to change society. The French Revolution, however, sought to do exactly that. Indeed, to many of the more zealous French revolutionaries, the central aim was the creation of a new man- or at least the liberation of pristine man, in all his natural goodness and simplicity, from the cruel and corrupting prison of the traditionalsocial order. It is easy to see how this grandiose vi sion of the Revolution's purpose went hand-in-handwith the emergence of Romanticism.The great Romantic poets and philosophers encouraged people through- 46 1789 out the West to believe that imagination could triumph over custom and tradition, that everything was possible given the will to achieve it. In the early 1790s, the young William Wordsworth expressed the common enthusiasm for the seemingly brave and limitless new world of the Revolution: France standingon the top of golden hours, And human nature seeming born again. Here we encounter one of the many differences between reality and myth.The reality of the French Revolution, as Tocqueville maintained, was prepared by the rationalist philosophers of the 18th-century Enlightenment, by Voltaire, Diderot, Helvetius, d'Alembert, and Holbach no less than by Rousseau. Its myth, however, was perpetuated during the 19th century by Ro- mantic poets such as Byron, Victor Hugo and Holderlin. Byron in his life and in his poetry bore witnes s to that romanticized revolutionary idealism, fighting and then dying as he did to help the Greeks throw off the Turkish yoke and set up a free state of their own.The grandeur of its lofty aims made the French Revolution all the more attractive to succeeding generations of revolutionaries, real and would-be; the violence added theatrical glamor. The guillotine – itself an invention of gruesome fascination together with the exalted status of its victims, many of them royal, noble, or political celebrities, made the Terror as thrilling as it was alarming. The wars which broke out in 1793, when France declared war on Great Britain, Holland, and Spain, were fought not by professional soldiers but by conscripts, ordinary men who were ex-Duringthe 1790s, the FrenchArmybecame the â€Å"schoolof the Revolution,†where volunteers learned to â€Å"knowwhat theyfoughtfor and love what they know. † WQ SUMMER 1989 47 1789 pected to †know what they fought for and love w hat they know. † These wars were thought of as wars of liberation. It hardly matteredthat Napoleon turnedout to be an imperialist conqueror no better than Alexander or Caesar;he was still a people's emperor. If historians of the French Revolution are unanimous about any one point, it is this:thatthe Revolutionbroughtthe people into French political life. To say that it inwould be to say too troduced â€Å"democracy† much.Althoughpopularsuffragein varying degrees was institutedas the revolutionunfolded, no fully democratic system was set up. But popular supportcame to be recognized as the only basis for legitimatingthe nationalgovernment. Even the new despotism of Napoleon had to rest on a plebiscitary authority. These plebiscites, which allowed voters only to ratifydecisions already made, denied popular sovereignty in fact while paying tribute to it in theory. (The vote for the Constitutionwhich made Napoleon emperor in 1804-3,500,000 for versus 2,500 against hardlysugg estsa vigorous democracy. But if Napoleon's government was not democratic, it was obviously populistic. The people did not rule themselves, but they approvedof the man who ruled them. The end of Napoleon's empire in 1815, which was also in a sense the end of the historicalFrench Revolution,could only be brought about by the intervention of foreign armies. Those foreign armies could place a king on the throne of France, as they did with Louis XVIIIin 1815, but they could not restore the principle of royal sovereignty in the hearts of the French people. They simply put a lid on forces which would break ut in anotherrevolution 15 years later,this time not only in France but in other parts of the Westernworld. The French Revolution had turned the French into a republican people. Even when they chose a king- Louis-Philippe to lead that revolution of 1830, he was more of a republican prince than a royal sovereign in the traditional mold. LouisPhilippe,the â€Å"CitizenKing,†had to recognize, as part of his office, â€Å"the sovereignty of the nation. â€Å"And what kind of sovereign is it, one may ask, who has to submit to the sovereigntyof the nation?The answer must clearlybe, one who is king neitherby grace of God nor birth nor lawfulinheritancebut only through the will of the people, who are thus his electors and not his subjects. of â€Å"sovereignty the nation†was a new and powerful idea, a revolutionaryidea, in the 19th century. At the philosophical level, it is usually asto cribed,with some justification, the teachof JeanJacques Rousseau, whom Eding mund Burke, Alexis de Tocqueville, and many lesser commentators considered the ideologue of the French Revolution.What Rousseau did was to separate the concept which he said should be kept of sovereignty, the people in their own hands, from the by which he urged the concept of government, people to entrustto carefullychosen elites, their moral and intellectual superiors. Rousseauheld that neither h ereditarykings nor aristocratscould be considered superiors of this kind. Rousseau was uncompromisinglyrepublican. To him a republic could be based only on the collective will of citizens who contracted to live together under laws that they themselves enacted. â€Å"Myargument,†Rousseauwrote in TheSo-Maurice Cranston, a former Wilson Center Guest Scholar, is professor of political science at the London School of Economics. Born in London, he was educated at St. Catherine'sCollege and The His OxfordUniversity. books include John StuartMill (1965),Jean-Jacques: EarlyLife and Work of Jean-JacquesRousseau, 1712-54 (1982), and John Locke: A Biography(1985). WQ SUMMER 1989 48 1789 Three Leaders Three Phases of the Revolution. The liberalMarquisde Lafayetteinitiallyguided the Revolution. GeorgesDanton helped overthrowthe monarchy,but was executedfor being too moderate. Robespierre was both directorand victim of the Terror. ial Contract, â€Å"is that sovereignty, being nothing othe r than the exercise of the general will, can never be alienated; and the sovereign, which is simply a collective being, cannot be represented by anyone but itself- power may be delegated, but the will cannot be. † The sheer size of France, however, with a population in 1789 of some 26 million of people, precluded the transformation the French kingdom into the sort of direct democracy that Rousseau a native Swissthe Americanshad very reenvisaged. Still, cently proved that a nation need not be as small as a city-statefor a republican constitution to work.And as an inspirationto the average Frenchman, the American Revolution was no less importantthan the writings of Rousseau. The American Revolution thus became a model for France,despite its conservative elements. Moreover,the AmericanRevolution later served as a model for others largely because its principles were â€Å"translated† and universalized by the French Revolution. In Latin America, the Spanish and Portuguesecol onies could not directly follow the American example and indict their monarchs for unlawfully violating their rights; Spain and Portugal, unlike England, recognized no such rights.But following the example of the French RevoWQ SUMMER 1989 49 1789 lution, LatinAmericanslike Simon Bolivar and Jose de San Martinwere able to appeal to abstract or universal principles. To describe Bolivia's new constitution in 1826, Simon Bolivarused the same universaland idealisticcatchwordswhich the French had patented 37 years before: â€Å"In this constitution/' Bolivar announced, â€Å"you will find united all the guarantees of permanency and liberty, of equality and order. † If the South American republics sometimes seemed to run short on republican liberty nd equality,the concept of royal or imperial sovereignty was nonetheless banished forever from American shores. The short reign of Maximilianof Austriaas Emperor of Mexico ( 1864- 1867) provideda brief and melancholy epilogue to such ide as of sovereignty in the New World. Even in the Old World,royal and aristocratic governments were on the defensive. In 1815, the Congress of Vienna, under Prince Metternichof Austria'sguidance, attempted to erase the memory of the Revolution and restore Europe to what it had been before 1789.Yet only five years after the Congress,Metternichwrote to the Russian tsar,AlexanderI, admitting,†Thegovernments, having lost their balance, are frightened, intimidated, and thrown into confusion. † French Revolution had permanently destroyed the mystique on which traditional regimes were based. No king could indisputablyclaim that he ruled by divine right; nor could lords and bishops assume that their own interests and the nationalinterestscoincided. After the French Revolution, commoners, the hitherto silent majorityof ordinaryunderprivilegedpeople, asserted the right to have opinions of their own- and to make them known.For once the ideas of liberty, democracy,and the rightsof men had been extracted from philosophers'treatises and put on the agenda of political actionwhich is what the French Revolution with its â€Å"universalprinciples†did- there could be no security for any regime which set itself againstthose ideals. In old history textbooks one can still find the interpretation of the French Revolutionfirstadvancedby Jules Micheletand Jean Jaures and other left-wing historians who explained the Revolution as one abolishing feudalismand advancing bourgeois capitalist society.While few historians still view the Revolution this way,the Micheletinterpretation was widespread during the 19th century,and its currency promptedmany an aspiring Robespierreto â€Å"comThe revolutionaryuprisingin Frankfurt 1848. â€Å"Thedull sound plete† the revolution. in Completing the revoluof revolution,†which VictorHugo had detected â€Å"pushingout under every kingdomin Europe,†grew dramaticallyloud thatyear. tion meant overthrowing 50 WQ SUMMER 19 89 1789 the bourgeoisie in favor of the working class, just as the bourgeoisie had supposedly overthrown the feudal aristocracyin 1789.The convulsive year of 1848 was marked in Europe by several revolutions which attempted to complete the work of 1789. Their leaders all looked back to the FrenchRevolutionfor their â€Å"historicjustification. â€Å"Tocquevilleobservedof these revolutionaries that their â€Å"imitation [of 1789] was so manifestthat it concealed the terrible originalityof the facts;I continuallyhad the impression they were engaged in playactingthe FrenchRevolutionfar more than continuing it. If the 19th centurywas, as many historians describe it, the â€Å"century of revolutions,†it was so largelybecause the French Revolution had provided the model. As it turns out, the existence of a proper model has proved to be a more decisive prod to revolution than economic crisis, political unrest, or even the agitations of young revolutionaries. Indeed, the role of pr ofessionalrevolutionaries seems negligible in the preparation of most revolutions. Revolutionaries often watched and analyzed the political and social disintegrationaround them, but they were seldom in a position to direct it.Usually,as HannahArendtobserved,†revolution broke out and liberated,as it were, the professional revolutionistsfrom wherever they happened to be- from jail, or from the coffee house, or from the library. † Tocqueville made a similar observation about the revolutionaries of 1848: The French monarchy fell â€Å"before rather than beneath the blows of the victors, who were as astonishedat their triumph as were the vanquishedat their defeat. † Disturbances which during the 18th century would hardly have proven so incendiary ignited one revolution after another during the 19th century.They did so because now there existed a revolutionary model for respondingto crises. During the 1790s, revolutionaries outside of France such as ToussaintL'Ouverture Haiti and in Wolfe Tone in Ireland tried simply to import the French Revolution,with its ideals of nationalism,equalityand republicanism, and adapt it to local conditions. And well into the 19th century,most revolutionaries continued to focus their eyes not on the future but on the past- on what the French duringthe 1790s had done in roughlysimilar circumstances. e sure, the French Revolution possessed differentand even contradictory meanings, differences which reflect die various stages of the historical Revolution. The ideals and leaders of each stage inspired a particulartype of The revolutionarymen later revolutionary. of 1789-91, including the Marquisde Lafayette, inspired liberal and aristocratic revolutionaries. Their ideal was a quasiBritish constitutional monarchy and suffrage based on propertyqualifications. The revolutionariesof 1830-32 realizedthis liberal vision in France and Belgium.The Girondins and moderate Jacobins of 1792-93 became the model for lowermiddle-class and intellectual revolutionaries whose political goal was a democratic republic and usually some form of a â€Å"welfare state. â€Å"The French Revolutionof 1848, with its emphasis on universal manhood suffrage and the state's obligation to provide jobs for all citizens, initiallyembodied their vision of society. A third type of revolutionary,the extremists of 1793-94 such as Robespierre and GracchusBabeuf, inspired later working-classand socialist revolutionaries.A reactionarysuch as Prince Metternich would hardly have distinguished among these three types of revolutionaries. But a later observer,Karl Marx,did. Seeing that the nationalist revolutions of his time igWQ SUMMER 1989 51 1789 Lenin (shown here in a 1919 photograph) exploitedthe precedentof the FrenchRevolution to legitimizethe BolshevikRevolutionin the eyes of the world. nored the socialist-radical strain of the French Revolution, he came to deplore its influence on later revolutionaries.Marx,who by 1848 was alreadyac tive in communist politics, condemned what he considered the confusion of understanding in most of these revolutionarymovements. An emotional yearning to reenact the dramas of 1789-1815 seemed to him to stand in the way of a successful revolutionary strategy. In a letter to a friend in September, 1870, Marxwrote: â€Å"The tragedyof the French, and of the working class as a whole, is that they are trapped in their memories of momentous events. We need to see an end, once and for all, to this reactionary cult of the past. † VladimirIlyich Lenin had no such resWQ SUMMER 1989 ervations.He passed up no rhetorical opportunityto present his Russian Bolsheviks as the heirs of the French revolutionary traditionand the RussianRevolutionof 1917 as a reenactment of France'sRevolution of 1789. Lenin went so far as to call his Bolshevik faction â€Å"the Jacobins of contemporarySocial-Democracy. † is not difficult to understandLenin's motives. Throughoutthe 19th century, most of th e successful revolutions in Europe and Latin America had been nationalist revolutions. (Indeed, when the revolutionaryGerman liberals of 1848 issued their Declaration of Rights, they ascribed those rightsto the GermanVolkas a whole and not to privatepersons. But the 52 1789 into his hands but the ideology and propaexample of the French Revolution suga revolutioncould be more than ganda adopted by the Allied powers in gested that World War I did so as well. When their just a matter of nationalism. Takingthe example of the French Revolution under the earlymilitarycampaignswent badly,the Alfanatical Robespierre,one could argue, as lies attemptedto make the war more popuLenin did, that the true goal of revolution lar, and the enormous casualties more tolwas to alter the way people lived together, erable,by declaringtheir cause to be a war In for â€Å"liberty. the name of liberty,Great socially and economically. as we know, Lenin looked back Britain, France, and the United States enYet , a century when attempts at radical couraged the subject nations of the Gerupon social revolutions had been ultimatelyand man, Austrian and Turkish empires to uniformlyabortive. The French Revolution throw off the imperialyoke. of 1848, which removed the â€Å"liberal†King But in championingnationalliberty,the Allies were guilty of hypocrisy.Neither Louis-Philippe,briefly gave greater power to the working class. Duringits most prom- GreatBritainnor France had any intention of permittingnationalistrevolutionswithin ising days, the anarchist Pierre-Joseph Proudhon (1809-1865) even accepted a their own empires or those of any neutral seat in the legislative chamber. But the power. But Leninwas able to catch them in the trap of their own contradictions. coup d'etat of Napoleon III in 1851 soon brought an end to all this.The communist By declaring to the world that the Bolshevik seizure of power in 1917 was a removement, which Marx described as a enactment of the French Revolutio n, he specter haunting Europe, produced no more tangible results than most specters was able to attach to his regime all those do. Before World War I, Marxwas notably less influential as a theoretician than were the champions of â€Å"revolutionary socialism† such as Proudhon and FerdinandLassalle(1825-1864) who persuaded the workers that their interestswould be better served by reform and democratic process than by revolution.It was World War I which put revolutionarysocialism back on the agenda again. The â€Å"war to end all wars†gave Lenin the opportunityto persuade the world that the French Revolution could be repeated as a communist revolution in, of all with a Chinese face†: Mao's Cultural Revolution â€Å"Robespierre places, Russia. Not only did hoped to realizeRobespierre'sdream of pushing beyondpolitical the upheavals of war play reformto remakeman and society. WQ SUMMER 1989 53 1789 strong, if mixed, emotions which the French Revolution had kindled in the outside world from 1789 on.In symbolicways, both large and small- such as naming one of their first naval ships Marat, after the French revolutionaryleader- the early Soviets underscored their connection with the earlier revolution. The attempts of the Allied powers to send in troops to save TsaristRussiafrom the Bolshevikswas immediately seen by a war-wearyworld as a reactionary,counter-revolutionary†White Terror,†and public opinion soon put an end to that intervention. After1917,the Soviet Union'sself-image became less that of a revolutionaryregime socialist and more that of a well-established empire.This transition unexpectedly enabled its adherents at last to obey Marx's injunctionto abolish the cult of the revolutionary past and to fix their eyes on the present. The idea of revolutionthus passed from the left to the ultra-left,to Stalin and Trotskyand, later, to Mao Zedong and his CulturalRevolutionin China. Yet even during the extreme phase of the CulturalRevo lution, Mao still evinced his debt to the French Revolution, a debt which he shares with the later â€Å"Third World†revolutionaries.Whenever a revolutionary leader, from Ho Chi Minh and FrantzFanonto Fidel Castroand Daniel Ortega, speaksof a new man, or of restructuring a whole society, or of creating a new human order,one hears againthe ideas and assumptionsfirst sounded on the political stage during the French Revolution. fact, there can be no doubt that a â€Å"cultural revolution† is what Robespierre set afoot in France, and what, if he had lived, he would have tried to bring to completion. As a disciple of Rousseau, he truly believed that existing culture had corruptedmodern man in all classes of society, and that an entirely new culture was WQ SUMMER 1989 ecessaryif men were to recover their natural goodness. The new religious institutions which Robespierre introduced the cult of the Supreme Being and the worship of Truthat the altar of Reason, as well as the ne w patrioticfestivalsto replace the religious holidays were all intended to be part of what can only be called a cultural revolution. Robespierredid not believe that political, social, and economic changes alone, however radical,would enable men to achieve their full humanity.But while the ideals and the languageof the cultural revolution sound nobler than those of the political revolution,such elevation of thought seems only to authorize greater cruelty in action. Robespierre's domination of the French Revolution lasted for only a short period, from April 1793 until July 1794, when he himself died under the same guillotine which he had used to execute his former friendsand supposed enemies. Moderationwas restoredto the French Revolution after his execution by the least idealistic of its participants a a cynical Talleyrand, pusillanimousSieyes, and a crudely ambitious Napoleon. ikewise, moderation was restored to the Chinese Revolutionby the Chineseadmirersof Richard Nixon. Yet while moderation had been restored to the real historical French of Revolution,the inevitability the returnto was often conveniently ig†normalcy† nored by later revolutionaries. And what of France itself? At first glance, all the majorsubsequent â€Å"dates†of French history seem to be in a revolutionary tradition or at least of revolutionary magnitude- 1830 (Louis-Philippe); 1848 (the Second Republic); 1852 (the Second Empire); 1871 (the Third Republic); 1940 (the Vichy French State); 1945 (the Fourth Republic); 1958 (the Fifth Republic).Yet these headline dates, all suggesting recurrent tumult, may be misleading:Francehas not been wracked by major upheavalsnor 54 1789 that left the structure by social earthquakes of society unrecognizable, as Russia and Chinawere aftertheir revolutions. Continuity may be the most striking feature in Frenchlife. Robertand BarbaraAnderson's Bus Stop to Paris (1965) showed how a village not more than 10 miles from Paris remained unaffec tedyear afteryear by all the great rumblingsin the capital. Are we dealing with a revolutionwhose myth is all out of proportionto the facts?Tocqueville,that most dependableof all politicalanalysts,offersan answer:The major change effected by the Bourbon kings duringthe 17th and 18th centuries was the increasingcentralizationof France and the creation of a strong bureaucracyto administer it. This bureaucracy,in effect, ruled France then and has continued to rule it through every social upheaval and behind every facade of constitutionalchange. This bureaucracyhas providedstabilityand continuitythroughthe ups and downs of political fortune.The French Revolutionand Napoleon, far from making an abrupt break with the past, continued and even accelerated the tendencytowardbureaucraticcentralization. Tocquevillealmost broached sayingthat the French Revolution never happened, that the events not only looked theatrical but were theatrical:The French could afford to have as many revolutions as they pleased, because no matter what laws they enacted, or what persons they placed in their legislative and executive offices, the same civil servants, the functionaries,the members of V would remain Administration, in command. any revolutions can the historian cite as having left the people better off at the end than they were at the beginning? Unfortunatelythe discrepancybetween its mythand its reality may have made the French Revolution a deceptive model for other nations to imitate. The mythtreatedsociety like a neutral, ahistoricalprotoplasmfrom which old corrupt institutions could be extracted and into which new rules for human interaction could be inserted at will. The reality was that France, with its unusually strong state bureaucracy, could withstand the shocks and traumas of radical constitutional upheaval.In modern history, revolution often seems a luxurythat only privilegedpeoples such as the French and the Americansand the English can afford. Less fortunatepeoples, f rom the Russiansin 1918 to the Cambodians in 1975, on whom the burden of the establishedregimes weighed more cruelly, have often enacted their revolutions with catastrophicresults. It is perhaps one of the harsherironies of history that, since the defeat of Napoleon in 1815, the more a country appears to need a revolution, the less likely it will be able to accomplish one successfully. WQ SUMMER 1989 55

The eNotes Blog The Fate of the Folios A Tale of Intrigue at theFolger

The Fate of the Folios A Tale of Intrigue at theFolger Henry Clay Folger was a man with a mission. His goal was to obtain every possible copy of William Shakespeares venerated First Folio in existence.   Folger   began his obsessive quest in 1893 and over the next 35 years, he acquired 82 of the manuscripts. The most recent sale of a Folio in 2001 went for $6 million dollars, so the Folger Collection is one not only of great literary worth, but of considerable monetary value as well. With so few surviving Folios, perhaps it is not surprising that the manuscripts have been subjected to theft and intrigue. That compelling history is the subject of the Folgers newest exhibit, Fame Fortune Theft: The Shakespeare First Folio. The exhibit will include 10 of the manuscripts, and you may view one of them online here. The Folios are a big deal for several reasons. First, without the work of two of Shakespeares fellow actors, John Heminge and Henry Condell, there would be no extant copies of some of the most beloved of Shakespearean works, including Macbeth, Julius Caesar, As You Like It, The Winters Tale, and Twelfth Night. Heminge and Condell were exasperated by the false copies being circulated, cheap quatros that frequently did not even include the authors name, and told the public that they had been abus’d with diverse stolne, and surreptitious copies, maimed, and deformed by the frauds and stealthes of injurious impostors.† They promised authentic manuscripts and collected them into an impressive 900 page volume. Another reason why the Folios are important is that they reveal the fact that William Shakespeare was a man of great stature at the time of his death. The Folios measure 8 1/2 x 13 3/8 inches, a size typically reserved for lectern Bibles and great works of literature. The forward is written by the esteemed playwright Ben Jonson: Thou art a Monument, without a tombe,/And art alive still, while thy booke doth live. The engraved portrait by Martin Droeshout is the reason we know what Shakespeare looked like. The Folger exhibition is not meant to delve into the literary merits of the works, however, but to uncover their past: how they changed hands, whether by legitimate sale or by theft, how copies became damaged, what prices they have fetched over the course of 400 years, and how they came to reside in the Folger and elsewhere. Some of the stories seem fit for a modern spy novel. For example, in 1940, a man working for a crime syndicate, posed as an English professor and gained access to a Folio housed at Williams College. On his first visit, he measured the Folio precisely. On his next visit, he brought a cut copy of Reynard the Fox in a slip-on binding. He exchanged Reynard for the Folio, and walked out. The FBI finally caught up with the man and retrieved the manuscript. How some of the copies became damaged is interesting as well. In one instance, the noted 19th-century American actor Edwin Forrest purchased one of the Folios and had a glass case built to house it. He bequeathed the manuscript to the Home for Decayed Actors in Philadelphia. A massive fire a few years later destroyed most of the pages, but a few of the survivors are now on display at the University of Philadelphia, and are still in Forrests specially-made glass case. The pages are considered too delicate to travel, so the Folger has re-created them for the exhibit. Finally, it is interesting to see how the value of the Folios has increased exponentially from 1800 to 195 purchases of the First Folio doubled every 50 years. Additionally, it is not just England and the United States who own precious copies; so too do New Zealand, Australia, Africa, and Japan. â€Å"Fame, Fortune Theft: The Shakespeare First Folio† runs through Sept. 3 at the Folger Shakespeare Library, 201 East Capitol Street S.E., Washington; (202) 544-7077, folger.edu.

Predicting the Next Geologic Ice Age

Predicting the Next Geologic Ice Age The climate of the earth has fluctuated quite a bit over the last 4.6 billion years of our planets history and it can be expected that the climate will continue to change. One of the most intriguing questions in earth science is whether the periods of ice age are over or are we living in an interglacial, or period of time between ice ages? The geologic time period we are now living in is known as the Holocene. This epoch began about 11,000 years ago which was the end of the last glacial period and the end of the Pleistocene epoch. The Pleistocene was an epoch of cool glacial and warmer interglacial periods which began about 1.8 million years ago. Where Is Glacial Ice Located Now? Since the glacial period known as the Wisconsin in North America and WÃ ¼rm in Europe - when over 10 million square miles (about 27 million square kilometers) of North America, Asia, and Europe were covered by ice- , almost all of the ice sheets covering the land and glaciers in the mountains have retreated. Today about ten percent of the earths surface is covered by ice; 96% of this ice is located in Antarctica and Greenland. Glacial ice is also present in such diverse places as Alaska, Canada, New Zealand, Asia, and California. Could We Enter Another Ice Age? As only 11,000 years have passed since the last Ice Age, scientists cannot be certain that we are indeed living in a post-glacial Holocene epoch instead of an interglacial period of the Pleistocene and thus due for another ice age in the geologic future. Some scientists believe that an increase in global temperature, as we are now experiencing, could be a sign of an impending ice age and could actually increase the amount of ice on the earths surface. The cold, dry air above the Arctic and Antarctica carries little moisture and drops little snow on the regions. An increase in global temperature could increase the amount of moisture in the air and increase the amount of snowfall. After years of more snowfall than melting, the polar regions could accumulate more ice. An accumulation of ice would lead to a lowering of the level of the oceans and there would be further, unanticipated changes in the global climate system as well. Our short history on earth and our shorter record of the climate keeps us from fully understanding the implications of global warming. Without a doubt, an increase in the earths temperature will have major consequences for all life on this planet.

The Supply Chain Management of Dell, Toyotas Operations Management Research Paper

The Supply Chain Management of Dell, Toyotas Operations Management - Research Paper Example According to the paper operations management refers to the activity of managing the resources and the coordination of the entire process through which organizations produce goods and services; effective operations management, like SCM, is an integral part of the organization especially because it is a source of competitive advantages. In this regard, every organization has an operations function which is held by an operations manager because each one of them is involved either in the production of goods or services. This paper will examine the supply chain management of Dell, Toyota’s Operations Management, as well as, the competitive advantages gained through strategic SCM and OM by the two companies respectively; it will also highlight the differences between lean and agile SCM. Supply Chain Management (SCM) Supply Chain, the structured network of organizations involved in the conversion of raw materials into finished products and delivery of the same to end users or custome rs, and Supply Chain Management, the optimization of activities across the whole system, are inevitably the most fundamental aspects of doing business in today’s corporate world. As the study outlines the success and survival of every organization in the complex, highly competitive, and fast changing global market environment is dependent, not on the effectiveness of the individual organization’s supply chain strategies, but on the effectiveness of the entire network of players or the supply chain. Superficially, overall supply chains start with the raw materials or factors of production and combine several value-adding activities, then end with the delivery of finished products or goods to the end users; however, the extended view of Supply Chains integrate additional activities in the function, to the satisfaction of customers. Customer satisfaction, for that matter, becomes a crucial yardstick for measuring the effectiveness of the supply chains, and the management of the linking processes; market uncertainties call for supply chains that are flexible and adaptable to changes, thus the need for effective supply chain management to achieve such flexi bility. Overall effectiveness of the Supply Chain Management results to cost savings and enhanced customer service, while improving an organization’s competitiveness even in the wake of increasing competition and increasing consumer demands in the global corporate markets.

Advanced Quantitative Research Methods Essay Example | Topics and Well Written Essays - 2000 words

Advanced Quantitative Research Methods - Essay Example For example, ANOVA method is applied, in general, statistical difference rather than distinct difference of the research mean (Hox 2010, 35). It is worth noting that, at zero variance, all the values measured are regarded to identical even through variance always maintains a non-negative value. Therefore, as the ANOVA method is used to analyze the difference between several or a single variable, a small variance obtained in the statistical significance difference illustrates that the values or data points obtained are very close to the expected mean. Similarly, High statistical significance difference data points justify that the data values obtained in the research spread out from each other or spread around the mean (Woodward 2014, 210). On a broad aspect, the variance is usually divided into various components by utilizing ANOVA method that is then attributed to various types of variations in different sources of the variations obtained. In simple words, ANOVA method has its origin in experimental studies. However, ANOVA method uses four basic assumption that errors obtained in the statistical data analysis are normally distributed and independent (Salkind, Neil 2010, 34). In addition, it is always assumed that, all variance errors are equal, and the expected statistical values of the errors obtained are equal to zero. In simple terms, the ANOVA method produces a statistical test that determines as to whether the mean obtained from several tested groups are equal or whether they are not equal thereby providing a generalized t-test for more than two evaluated groups. In this regard, ANOVA method is used in providing a comparative test for more variables for the purpose of estimating a reliable statistical significan ce (Myers, Jerome 2010, 271). ANOVA method is a very powerful parametric and inferential statistic technique that can find differences or reject a null hypothesis among