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http://www.copticbook.net/daily.php?srname=&m=3&d=21&mode=1&itemnum=3

Departure of St. Cosma, the Fifty-Fourth Pope of Alexandria

["Departure of St. Cosma, the Fifty-Fourth Pope of Alexandria\nAlso on this day, in the year 809 A.D., St. Cosma, 54th Pope of Alexandria, departed. He was born in Samanoud and became a monk in the monastery of St. Macarius. When the papal chair became vacant, the bishops and the people, with one accord, agreed to choose this father. He was ordained Patriarch and he experienced great tribulations. The believers also experienced tribulations and great afflictions; however, some wonders appeared during his patriarchate. Among them, blood flowed from the icon of St", "Departure of St. Cosma, the Fifty-Fourth Pope of Alexandria\nMary in the church of St. Severus, in the desert of Scete (the Holy desert). Also, many of the icons in the churches in Egypt became wet with tears.", "Departure of St. Cosma, the Fifty-Fourth Pope of Alexandria\nThis unusual phenomenon was believed to be a result of the afflictions and sorrows that befell the Patriarch and the believers. In spite of all the afflictions that he experienced, the Patriarch continued teaching the believers and strengthening them diligently and with great zeal. He stayed on the Chair of St. Mark for seven years and six months, then departed in peace.\nMay his prayers be with us. Amen."]

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RedPajama-Data-V2

https://slrmuseum.com/biographies/nicholson_william_rev/

Rev. William Nicholson

["Rev. William Nicholson\nRev. William Nicholson, minister, residing at Shabbona, was in active service as a Pastor of the Methodist Episcopal Church from 1834 to 1871, when, on account of being thrown from his horse, he was compelled to retire from active life. He was born in Newark, Nottinghamshire, Eng., July 13, 1806, and is a son of John and Charlotte (Rud) Nicholson. He was reared and educated in his native town and spent a portion of his early years in the lumber business", "Rev. William Nicholson\nIn 1829, he was converted to the faith of the Methodist Episcopal Church, and spent five years as tract distributor, benevolent visitor and teacher, and in 1834 began preaching as a local preacher.", "Rev. William Nicholson\nHe emigrated to the United States in 1842 and located in the Western Reserve in Ohio, where he began preaching, at Nelson and Hiram Centers. In 1849 he removed to a point 20 miles from Coldwater, in Branch Co., Mich. He preached in that county and in Indiana for six years, and then in 1854 came to this State and located at Aurora, where he assisted in charge of the Church located there. In 1855 he went to Clinton Township, this county", "Rev. William Nicholson\nIn 1856 he preached in Shabbona Grove, then a part of the Paw Paw Circuit. During that year he purchased 80 acres of land in Shabbona Township, but continued to reside at Paw Paw, Lee County, until 1859, when he removed to his farm. He has subsequently added to his original purchase until he became the owner of 200 acres. He was instrumental in the building of school houses and establishing religious meetings.", "Rev. William Nicholson\nIn the spring of 1876 Rev. Nicholson moved to the village of Shabbona, where he has since lived. He has filled the pulpit of both churches at that place at different times. Since the summer of 1882 he has retired from active work in the ministry on account of failing health and injuries received as stated.", "Rev. William Nicholson\nHe was married Nov. 27, 1828, to Miss Maria, daughter of Henry and Mary (Gilbert) Radford. She was born in Nottinghamshire, England. They are the parents of nine children, seven of whom are living, viz: Hannah, widow of James McCray, resides in Earl, IL; Sarah is the wife of Ira Lyons, a resident of Oregon; Elizabeth died at the age of 19 years; Josiah H", "Rev. William Nicholson\nmarried Loie Nicholson and resides in Iowa; Mary is the wife of Dewitt Van Vliet and resides at Elk Grove, Mo.; Martha is the wife of John Mullins, and lives at Shabbona; John J. enlisted in Co. E, 105th Ill. Inf., in the late Civil War, and died with fever at Chicago before leaving for the field of action; Charles W. married Miss Marion Houghtby and lives on the old homestead; Lucy M. is the wife of Dewitt Van Velzor, a resident of Shabbona.", "Rev. William Nicholson\nPolitically, Mr. Nicholson has been identified with the Republican Party since the days of Fremont. He has met with several severe accidents during his life. The last one of consequence occurred when he was 65 years of age. He was thrown from his horse on the frozen ground and badly crippled. He is also the victim of acute rheumatism, from which he suffers greatly", "Rev. William Nicholson\nWith all his afflictions, he maintains a patient faith that all is for the best, and still endeavors to impress the divine precepts of his religion upon all those who come within his influence."]

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RedPajama-Data-V2

https://www.johnsanidopoulos.com/2020/10/corpus-areopagiticum-fr-george-florovsky.html

Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium

["Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nMiracles of Saint Anastasia the Roman at Gregoriou...\nThe Austrian Who Saved a Greek City from the Nazi'...\nThe First Greek Priest Killed in the War of 1940\nThe Vision of the Holy Protection of the Mother of...\nSaint Nestor as a Model for our Lives\nThe Chapel of Saint Nestor, Patron Saint of Athlet...\nFive Miracles of Saint Demetrius the New of Basarabov\nSynaxis of the Panagia Kyparissiotissa in Megara\nThe Possessed Man as the Fragmentation of the Huma...", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nSermon on the Healing of the Gadarene Demoniac (St...\nSaint Eberigisil, Bishop of Cologne (+ 593)\nSaint Theophilus the Recluse of the Kiev Caves (+ ...\nSaint Sisoes the Recluse of the Kiev Caves (+ 13th...\nBook of James (Complete NKJV Translation)\nOn James the Just, the Brother of our Lord (St. Je...\nHomily Five on the Interpretation of the Doxology:...\nHoly Ethnomartyr Gregory, Bishop of Methoni (\u2020 1825)\nSaints Theodore and Paul of Rostov\nSynaxis of the Andronikos Icon of the Mother of God", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nHoly New Martyrs and Confessors of Romania Persecu...\nSaint Hilarion, Metropolitan of Kiev and All Russi...\nSaint Hilarion, Schemamonk of the Kiev Caves (+ la...\nThe Only Case of a Stylite in the Western World\nSaint Gerasimos and the Deadly Plague of 1760\nA Marvelous and Humorous Miracle of Saint Matrona ...\nSynaxarion of our Venerable Mother Matrona of Chios\nSynaxis of the Panagia the Vasilissa in Mouzaki of...\nPatriarch of Alexandria Performs the Divine Liturg...", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDid the Apostle Luke, Like the Apostle John, Refer...\nDid the Apostle Luke Ever See or Hear Christ in Pe...\nHoly Apostle and Evangelist Luke: Epistle and Gosp...\n\"When I Start Thinking of Myself as Being Better T...\nVenerable Anthony of Leokhnov (+ 1611)\nSynaxis of the Deliverer Icon of the Mother of God\nSynaxis of the Icon of the Mother of God \u201cIn Givin...\nSaint Joseph, Catholicos of Georgia (+ 1770)\nHymns and Prayer Upon Entering the Chapel of Saint...", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nTranslation of the Sacred Relics of Saint Kallinik...\nHomily Four on the Interpretation of the Doxology:...\nSilence Without Awkwardness: The Spiritual Communi...\nPhotograph of Saint Paisios the Athonite's Father,...\nHoly Hieromartyr Lucian the Presbyter of the Kiev ...\nSaint Nicholas Sviatosha, Prince of Chernigov, and...\nSynaxis of the Icon of the Mother of God of Yakhrom\nA Miraculous Appearance of Saint Savvas the Sancti...\nHoly New Martyr Bosiljka Rajicic of Pasjane (+ lat...", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nMiracles of Saint Theosebios of Arsinoe\nSaint Anthony, Metropolitan of Chqondidi (+ 1815),...\nTranslation from Malta to Gatchina of a Portion of...\nSynaxis of the Rudens Icon of the Mother of God\nThe Rediscovery of Saint Athanasios the Demon-Dest...\nSermon on the Parable of the Sower (St. Cyril of A...\nHomily Three on the Interpretation of the Doxology...\nHomily Two on the Interpretation of the Doxology: ...\nSaint Pelagia the Harlot, A Living Embodiment of t...", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nFather Timothy Strelkov: A Russian Priest Who Was ...\nMuseum Dedicated to the Great Romanian Theologian ...\nNo Prophet is Accepted in his Own Country\nHomily One on the Interpretation of the Doxology: ...\nThe Fearsome and Beneficial Vision of Kosmas the Monk\nSynaxarion of the Holy Martyrs Domnina, Bernike an...\nOn Malice and the Love of Enemies According to Sai...\nOn the Love of Enemies According to Saint Silouan\nExcerpts from the Sermon for the Second Sunday of ...", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nCorpus Areopagiticum (Fr. George Florovsky)\nThe Basis of Theology According to St. Dionysius t...\nHomily Ten on the Sacred Liturgical Books of the O...\nSaint Sava of Vishera (+ 1461)\nTransfer of the Terebovlya Icon of the Most Holy M...\nSynaxis of the Icon of the Mother of God of Kasperov\nSynaxis of the Icon of the Mother of God of Barsky\nSynaxis of the Icon of the Mother of God of Gerbovets\nCorpus Areopagiticum\nBy Fr. George Florovsky\nThe Nature of the Corpus", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe body of works collected under the name of Dionysius the Areopagite is one of the most enigmatic literary efforts of Christian antiquity. There is no reason to doubt its pseudo-epigraphic character, and there is no way one should see as its author \"Dionysius the Areopagite\" who was converted by the apostle Paul's sermon in Acts 17:34, and who, according to ancient tradition, became the first bishop of Athens (see Eusebius, IV, 23, 4)", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nTestifying against this is not only the total lack of any mention of Dionysius' works before the sixth century, but also the very nature of the text or corpus, which is too far removed from the artless simplicity of the earliest Christian epoch both in terms of language and way of thinking. This was self-evident even before the Areopagiticum's dependence \u2014 both ideologically and literary \u2014 on the Neo-Platonic teacher Proclus (410-485) had been unquestionably established", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nMoreover, the unknown author evidently wanted to create the impression of a man of the apostolic epoch \u2014 a disciple of St. Paul, a witness to the eclipse which occurred on the day of the Savior's death, a witness to the Holy Virgin's Assumption, and an associate of the holy apostles. The claim to authentic antiquity is perfectly obvious, and the question of a premeditated \"forgery\" arises.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nHowever, right up to the Renaissance, no doubts as to the antiquity of the Areopagiticum arose either in the East or in the West, with the exception of Hypatius of Ephesus and later that of Patriarch Photius. \"The works of the great Dionysius\" enjoyed undisputed authority and rendered a strong influence on the development of theological thought in the late Patristic epoch, in the Byzantine epoch, and in the West throughout the Middle Ages", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIt hardly seems possible to suppose that the patent anachronisms of the document could have remained unnoticed for all that time. It is not very likely that people in the sixth century unhesitatingly ascribed the whole developed liturgical rite, including the taking of monastic vows, to the apostolic era \u2014 historical memory at that time had not grown that weak", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn any case, one must not try to explain the fact that the corpus was held in such high regard in antiquity merely by claiming that people were convinced it belonged to an authoritative writer of the apostolic era. Its great merits would sooner have led them to conclude it was ancient than the other way around.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nPerhaps it is possible to compare the Corpus Areopagiticum with the collection of the so-called Apostolic Canons and the so-called Apostolic Constitutions. In their final form they date back to a fairly late time. But this circumstance was noted at that time, and its authority repudiated because of extremely late unorthodox interpolations. People had no such reservations about the Areopagiticum", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nQuestions about the Areopagiticum were first raised only with the beginning of the new philological criticism in the sixteenth century! The first to raise such questions were Gregory of Trebizond and Theodore of Gaza in the East, and, in the West, Lorenzo Valla and Erasmus. After them came Sirmond, Petavius, and Tillemont. These men showed the late origin of the Corpus Areopagiticum with perfect clarity", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nHowever, not everyone immediately agreed with this conclusion by any means, and one encounters belated defenders of the authenticity and apostolic antiquity of the Areopagiticum \u2014 even recently", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn any case, the collection's origins remain mysterious and unclear to this very day, and to this very day no one has succeeded in saying anything of substance about its real author, where it was written, or the goals of this \"forgery.\" Attempts to identify the imaginary Dionysius with some Dionysius known to us from among the statesmen and writers of the fourth and fifth centuries, or with some other historical figure, particularly with the famous monophysite patriarch Severus of Antioch, must be regarded as resolutely unsuccessful and arbitrary.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe Historical Influence of the Corpus Areopagiticum\nThe significance of the Areopagiticum is primarily determined by its historical influence. These works were already in circulation in the early sixth century. The famous Severus of Antioch refers to them at the Council of Tyre in 513, and St. Andrew of Caesarea mentions them in his exegesis on the Book of Revelation, a book he wrote between 515 and 520.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nSergius of Resaina, who died about 536, translated the Areopagiticum into Syriac. This translation received a wide circulation, especially in Monophysite circles, even though Sergius himself \u2014 originally a Monophysite presbyter and at the same time a physician \u2014 occupied a rather ambiguous position in the dogmatic disputes, and was even close to the Nestorians. He studied in Alexandria and was Aristotelian in his philosophical sympathies", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn any case he translated Porphyry's Introduction to the Categories of Aristotle \u2014 \u0395\u03b9\u03c3\u03b1\u03b3\u03c9\u03b3\u03ae \u2014 and, in addition, wrote a number of his own books on logic. His translation of the pseudo-Aristotelian On the World is especially characteristic \u2014 here he managed to attain great precision and strictness. What is more, Sergius was a mystic, which is evident from the preface to his translation of the Areopagiticwn", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nAt the famous talks between the orthodox and the Severians which took place in Constantinople in either 531 or 533, the question of the merits of these works came up. The Severians refer to them but the leader of the orthodox, Hypatius of Ephesus, rejected this reference and declared the Areopagiticum to be apocryphal \u2014 something which not one of the ancients knew.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nBut very soon the orthodox began to utilize the corpus also. The first interpreter of the Areopagiticum was John of Scythopolis (ca. 530-540). Apparently it is his Scholia which are known under the name of St. Maximus the Confessor. Later copyists brought together the Scholia of different interpreters but the diacritics disappeared with the passage of time. The corpus of Scholia known under the name of St. Maximus presents us with a rather homogeneous whole", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nNot many Scholia at all display a style reminiscent of the venerable Maximus. The Scholia of John of Scythopolis were translated into Syriac in the eighth century by Bar-Sergius of Edessa. Even earlier in the seventh century Joseph of Hadzaia, \"the Contemplator,\" who is better known under the name of Ebed-Jesus, undertook the interpretation of the Areopagiticum. An Arabic translation of the Areopagiticum, which also received Church approval, was made from the official Syriac text", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nAn Armenian translation was made in the seventh century. The remnants of a Coptic translation should also be mentioned. All of this bears witness to the wide circulation and authority of corpus. Leontius of Byzantium, and later Anastasius of Sinai and Sophronius of Jerusalem are some of the orthodox theologians who make use of the Areopagiticum", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThese documents rendered a strong influence on the venerable Maximus the Confessor, who worked on an explanation of the \"difficult passages\" in the Areopagiticum and in the works of St. Gregory of Nazianzus. For St. John of Damascus, the \"great Dionysius\" is an undisputed authority. Also relying upon the Areopagiticum, as upon a reliable foundation, are the defenders of the veneration of icons, the iconodules, particularly St", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nTheodore the Studite (759-826), who come forth at the Seventh Ecumenical Council in 787 and following the Seventh Ecumenical Council when the controversy over icons still raged. With St. Theodore the Studite, all the metaphysics of icons are tied up with Dionysius1 thought and he sings the praises of the profundity of Dionysius1 theology. St. Cyril, the Apostle to the Slavs and a disciple of St. Photius, speaks of the corpus with respect. According to Anastasius the Librarian, St", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nCyril would quote \"the great Dionysius\" by heart. Later countless persons in Byzantium were engaged in interpretation of the Corpus Areopagiticum and the work became a sort of reference book for Byzantine theologians. These interpretations have not yet been collected and remain unstudied to this day. We must make special note of the interpretations of the famous Michael Psellus (1018-1079) and George Pachymeres (1242-1310). The paraphrases of the latter, like the Scholia ascribed to St", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nMaximus, have adhered to the text itself in the manuscripts. Further evidence of the Areopagiticum's popularity in the fourteenth century, in the era of a new mystical renaissance in Byzantium in the age of St. Gregory Palamas, is the Slavic \u2014 Bulgarian \u2014 translation which was commissioned by Theodosius, the Metropolitan of Serres in southern Macedonia and done by the Athos monk Isaiah in 1371", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nFrom the Euthymian group in Bulgaria it was transported to Rus, probably by the metropolitan Cyprian \u2014 a manuscript copy in his hand has been preserved, along with other texts of ascetic and mystical literature.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe Areopagiticum was taken to the West very early. The first to refer to them in the West is Pope Gregory the Great (c. 540-604), who popularized the mystical doctrines in the corpus, especially the angelology. Pope Martin I appealed to the writings as authentic at the First Lateran Council in 649. Pope Agatho (c. 577-681) refers to the Areopagiticum in a letter which was read at the Sixth Ecumenical Council (680/681) in Constantinople", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe Areopagiticum became particularly well-respected in France, thanks to the erroneous identification of the pseudo-Dionysius with Dionysius of Paris. In 757 a copy of Dionysius1 works was sent by Pope Paul I (pontificate from 757-767), along with some other books, to Pepin the Short, the Prankish king. In 827 the Byzantine emperor Michael II (820-829) gave an excellent copy to king Louis [Ludwig] the Pious. Not many people among the Franks knew Greek at this time. In the monastery of St", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDenis the abbot Gilduin (d. 840) translated the Areopagiticum into Latin but his translation did not receive a wide circulation. It was forced into the background by the translation by the famous John Scotus Eriugena about 858, at the request of Charles the Bald. By his own admission John Scotus Eriugena used for his translation the works of St. Maximus the Confessor which he also translated", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nJohn Scotus Eriugena's knowledge of Greek was not above reproach and there are quite a few gross misunderstandings in his translations. But the influence of Dionysius and St. Maximus the Confessor on Eriugena's own system of thought \u2014 he was one of the most remarkable thinkers of the early Middle Ages \u2014 was exceptionally strong.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe Areopagiticum was very influential in the West throughout the Medieval period. This is already evident in Anselm (1033-1109). Hugh of St. Victor (d. 1141) occupies himself with an interpretation of the Celestial Hierarchy (using Eriugena's translation). In general, Hugh of St. Victor's mystical theories are very closely connected with the mysticism of the pseudo-Dionysius. Peter Lombard (c.l 100-1160) regarded the Areopagiticum as an unquestionable authority", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nJohn the Saracene in the twelfth century, and Thomas of Vercelli and Robert Grosseteste in the thirteenth century translated the Areopagiticum and added commentaries. Albert the Great (d. 1280) comments on all the works of pseudo-Dionysius.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThomas Aquinas also regards these works with great respect. In Thomas Aquinas' Summa there are 1,700 quotations from the Areopagiticum \u2014 this corpus and the works of St. John of Damascus were his main sources from eastern patristic thought. To Aquinas also belongs a special commentary on the book On the Divine Names.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nBonaventura, too, was greatly influenced by the Areopagiticum. He wrote a special interpretation of the book On the Ecclesiastical Hierarchy. In general, in the Middle Ages pseudo-Dionysius was the most powerful and most respected authority for representatives of all schools of thought in all centuries", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nPeople also go back to pseudo-Dionysius in debates about the objective reality and properties of God; in teaching about cognition and contemplation of God; in questions of ascetics; and in interpretation of the liturgy. The influence of the Areopagiticum is felt throughout liturgical literature and in the monuments of medieval art. The famous Dionysius the Carthusian (1402-1471), Doctor Ecstaticus, sums up the medieval literature on this topic in his extensive commentaries.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe influence of the Areopagiticum is very strongly felt among the German and Flemish mystics of the fourteenth and fifteenth centuries, especially on Meister Eckhart (c. 1260-1327) and Jan van Ruysbroeck (1293-1381), and on the unknown author of the famous book On the Imitation of Christ, often ascribed to Thomas a Kempis (c. 1380-1471). In the new mystical and speculative experience, the traditions of the mysterious contemplation of ancient times are once again reviving", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn his philosophical constructions Nicholas of Cusa (1401-1464) is connected to the Areopagiticum. The famous Florentine Platonic philosopher Marsilius Ficinus (1433-1499) was working on a translation of the corpus.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nMartin Luther (1483-1546) raised sharp questions about pseudo-Dionysius \u2014 he considered the Areopagiticum apocryphal and saw in its author a dangerous dreamer. About the same time Erasmus (c. 1469-1536), following Lorenzo Valla, came out with proof of the late origin of the corpus. But the Areopagiticum's influence did not abate", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nRoman Catholic theologians of the sixteenth and seventeenth centuries continued to argue that the text was authentic \u2014 see, for example, Leonhard Lessius (1554-1623); Cardinal Cesare Baronius (1538-1607); and the famous publisher of the Areopagiticum, Corderius.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nMystics such as Angelus Silesius (1624-1677) and to some extent the Quietists continued to take their inspiration from it. It would not be an exaggeration to say that without the influence of the Areopagiticum the entire history of medieval mysticism and philosophy would be incomprehensible. The Areopagiticum was a lively and important source, though not the only one, of Platonism; that is, Neo-Platonism, in the Middle Ages.\nIn Quest of the Author", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe Corpus Areopagiticum consists of the following: (1) On the Celestial Hierarchy \u2014 \u03a0\u03b5\u03c1\u03b9 \u03c4\u03b7\u03c2 \u03bf\u03c5\u03c1\u03b1\u03bd\u03b9\u03b1\u03c2 \u03b9\u03b5\u03c1\u03b1\u03c1\u03c7\u03b9\u03b1\u03c2 \u2014 which is a description of the celestial world; (2) On the Ecclesiastical Hierarchy \u2014 \u03a0\u03b5\u03c2\u03c1\u03b9 \u03c4\u03b7\u03c2 \u03b5\u03ba\u03ba\u03bb\u03b7\u03c3\u03b9\u03b1\u03c3\u03c4\u03b9\u03ba\u03ae\u03c2 \u03b9\u03b5\u03c1\u03b1\u03c1\u03c7\u03af\u03b1\u03c2 \u2014 which is a description and interpretation of the Church liturgy; (3) On the Divine Names \u2014 \u03a0\u03b5\u03c1\u03af \u03b8\u03b5\u03af\u03c9\u03bd \u03bf\u03bd\u03bf\u03bc\u03ac\u03c4\u03c9\u03bd \u2014 which is a work about God's properties; (4) The Mystical Theology \u2014 \u03a0\u03b5\u03c1\u03af \u03bc\u03c5\u03c3\u03c4\u03b9\u03ba\u03ae\u03c2 \u03b8\u03b5\u03bf\u03bb\u03bf\u03b3\u03af\u03b1\u03c2 \u2014 which is a discussion about the ineffability and unknowableness of God's essence; and (5) a set of ten letters to various persons, primarily on dogmatic themes", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn addition, the text contains references to a whole series of other works by the same author; however, this is most probably a simple literary fiction. Letters signed by the Areopagite which have been preserved only in Latin translation and letters which were discovered in Syriac and Armenian translations, belong to other authors.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe Areopagiticum bears the stamp of late Neo-Platonism, especially in its language. The author uses an especially original and very refined theological terminology. However, the Neo-Platonic influence does not swallow it up entirely and does not overwhelm it. The author is not so much a thinker as he is a contemplator, and speculative audacity is curbed in him from within by the pathos of ineffability and a keen liturgical sense. Speculation is there only in a preliminary stage", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThere are some grounds for viewing the author as a monk \u2014 in any case he is a very enthusiastic supporter of monastic intellectual activity, and a defender of hierarchic authority. One should seek his homeland in the East, and in Syria rather than Egypt. The author lives in an era of intense Christological disputes but does not dwell on Christological topics in any detail \u2014 it is as if he is avoiding these themes. This explains why the Areopagiticum was so popular among the Severians.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe author of the Areopagiticum is not so much a theologian as a contemplative observer and liturgist. He transfers the center of gravity in Christian life to the liturgy and the sacraments. The influence of the Areopagiticum was felt strongest of all in the mystical and symbolical explanation of the liturgy and liturgical actions, both in Byzantine and Latin medieval liturgical literature", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nHowever, this interpretation does not begin with Dionysius \u2014 he is continuing and systematizing a tradition which had already taken shape. One cannot but agree that his terminology recalls the usage of the Greek mysteries. However, this language was openly and consciously mastered and transformed in the Church at the very beginning \u2014 in any case, second century Alexandrians spoke this language, as did fourth century theologians.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe author of the Areopagiticum is very well read \u2014 both in Hellenistic philosophy and Church literature. He apparently knew the works of the Cappadocians well; he also knew well the works of Clement of Alexandria, not just Proclus. These patristic connections of the pseudo-Dionysius deserve special attention", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn his Neo-Platonism he is by no means an innovator \u2014 he attaches himself to the already developed Christian tradition, and he primarily summarizes it with a genuine systematic scope and great dialectic vigor and poignancy.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn his doctrine on the knowledge of God the author of the Areopagiticum follows the Cappadocians \u2014 primarily St. Gregory of Nyssa. In His transsubstantial existence, \"through his own principle or property,\" God is unknowable and inscrutable. He is above any idea and any name, above all definitions, \"above mind, essence and knowledge.\" It is impossible to feel, imagine, comprehend, or name him", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe inner Divine Life is entirely concealed from created scrutiny and exceeds any measure which is accessible to or can be accommodated by created reason. But this does not mean that God is far removed from the world or that he conceals himself from reasoning spirits. God is revealed and acts and is present in creatures \u2014 a creature exists and abides and lives by virtue of this Divine omnipresence", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nGod is present in the world not in hiss own essence, which always remains unattainable, unknowable, and ineffable, but in his \"works\" and his goodness, which come from the incommunicable God as an abundant current and which gives communion to that which exists. He abides in the world in his \"creative emanations\" and \"beneficial providences,\" in his powers and energies. In his self-revelation to the world, God is cognizable and comprehensible. This means that God is comprehensible only through revelation", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\n\"In general,\" warns Dionysius, \"one should not think, or say, anything about the transsubstantial and hidden Godhead except that It is revealed to us in the Logos of God.\" There is, however, another revelation. This is the world itself, for in a certain sense the entire world is a certain image of God and is entirely permeated with Divine energies. And in God there is a \"creative prototype\" of the world, through participation in which the world has objective reality", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nGod is cognizable and comprehensible in that visage which is open to the world. In other words, God is cognized and comprehended in his relationship with the world or with all creation \u2014 precisely in this relationship, and only in this relationship. Cognition never penetrates to the hidden and ineffable depths of Divine life", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nGod can be comprehended and described in two ways: either by contrasting him sharply and resolutely with the world; that is, by denying all phrases and definitions referring to him which are proper and fitting for creation \u2014 which means each and every one; or by elevating all definitions applied to creation \u2014 and again, each and every one. Thus there are two ways open to cognition of God and to theology: the way of positive or cataphatic theology, and the way of negative or apophatic theology", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe apophatic way is higher \u2014 only it can lead into that Divine darkness which is how the Light unapproachable appears to creation.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe way of contrasting God with the world demands negation. It is impossible to say anything affirmative about God, for any affirmation is partial, thereby giving rise to limitations. In any affirmation something else is silently excluded and a certain limit is supposed. In this sense it is possible and necessary to say that He is Nothing, \u03b1\u03c5\u03c4\u03cc \u03b4\u03b5 \u03bc\u03b7 \u03bf\u03bd \u2014 for he is not something particular or limited. He is above everything definite and every individual thing", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nHe is above every limitation, above every definition and affirmation, and therefore above every negation as well. The apophatic \"not\" should not be misinterpreted and consolidated cataphatically \u2014 it is synonymous with \"above\" (or \"beyond\" and \"besides\"); it signifies neither limitation or exception but elevation and superiority. \"Not\" is not in the system of created names but is opposed to this whole system, and even to the very categories of cosmic cognition", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThis is a completely original \"not,\" a symbolic \"not\" \u2014 a \"not\" of incommensurability, not of limitation. The Godhead is not subject to perceptible and spatial definitions; it does not have an outline, or form, or quality, or quantity, or volume. The Godhead is above all speculative names and definitions. God is not soul, nor reason, nor imagination, nor opinion, nor thought, nor life. He is neither word nor idea \u2014 and therefore he is not perceived by either word or idea", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn this sense God is not a \"subject\" of cognition. He is above cognition. He is not a number, nor order, nor magnitude, nor a trifle, nor equality or similarity, or inequality or dissimilarity. He is not power, nor color, nor life, nor time, nor an era, nor knowledge, nor truth, nor a kingdom, nor wisdom, nor unity. God in this sense is God the Nameless, \u0398\u03b5\u03bf\u03c2 \u03b1\u03bd\u03c9\u03bd\u03c5\u03bc\u03bf\u03c2", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nHe is above everything \u2014 \u201cnothing which exists and nothing which does not exist,\u201d \u201ceverything in everything, and nothing in nothing.\u201d Therefore the way to cognition is the way of abstraction and negation, the way of simplification and falling silent, so as to cognize God \u201cas something removed from that which exists.\u201d This is the way of the ascetic. He begins with a \u201cpurification,\u201d \u03ba\u03b1\u03b8\u03b1\u03c1\u03bf\u03af\u03c2. Pseudo-Dionysius describes catharsis ontologically, not psychologically", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThis is a liberation from any kind of admixture \u2014 that is, a \"simplification\" of the soul or, to put it differently, a \"gathering of the soul\" a \"uniform gathering\" or concentration, an \"entry into one's self,\" an abstraction from any cognition, from all images, perceptible and intellectual. This is also a certain soothing of the soul \u2014 we cognize God only when the spirit is at rest, the repose of ignorance.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThis apophatic ignorance is rather supra-knowledge \u2014 not the absence of knowledge but perfect knowledge and therefore incommensurate with any partial cognition. This ignorance is a contemplation, and it is something greater than merely contemplation. God is cognized not from afar, not through meditating about him but through an incomprehensible union with him, \u03b5\u03bd\u03c9\u03c3\u03b9\u03c2. This is possible only through ecstasy, through stepping beyond all limits, through a kind of spiritual frenzy", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThis means entering a certain sacred darkness, the \"darkness of ignorance,\" the \"darkness of silence.\" This \"stepping out\" is true cognition, but it is cognition without words and ideas and therefore an incommunicable cognition, which is accessible only to him who has attainted it \u2014 and not even entirely accessible to him, for no one can even describe it to himself", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nHigher cognition is revealed \"in the darkness of ignorance,\" which the soul enters at high levels: \"the highest cognition of God is that which is attained through ignorance, by means of a union which transcends reason, when reason, having separated from everything which exists and then abandoning itself, combines with rays which beam on high, whence and where it is enlightened in the incomprehensible abyss of wisdom.\" It is not the mind, a word, or wisdom because it is the cause of the mind, words, and wisdom", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThis is the region of mysterious silence and speechlessness. The region in which thought is inactive and the soul touches God, feels the Godhead. It is drawn to him in love and prays and sings \u2014 \u03c5\u03bc\u03bd\u03b5\u03b9. One has to climb higher and higher, pass all the sacred summits, abandon all heavenly sounds, lights, and words \u2014 and enter into \"the mysterious darkness of ignorance\" where truly that One resides Who is above and beyond everything. Such was the path of the holy Moses.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nPseudo-Dionysius cites the same exemplary model of ecstasy as St. Gregory of Nyssa (following Philo). In such mystical contemplation Dionysius sees the source and goal of any genuine cognition of God. On the heights the mind has to fall silent, and it will never have the power to relate the ineffable words it has heard there. This does not mean that logical attempts at reflective cognition are impossible or iniquitous", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIt is not the final cognition \u2014 and for it a higher measure lies in revealing and acknowledging its dynamic approximateness. All human notions or definitions of the Godhead are rather an attempt to reason. However, they are not empty and not unfounded. God is comprehended through ecstasy, through leaving and going beyond the world. But this \"beyond\" does not have a spatial meaning.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nTherefore, cognition of God beyond the world does not exclude cognition within the world and through the world. The Divine mystery and inaccessibility of the Godhead do not signify concealment. On the contrary, God is revealed. Mystical and apophatic theology (\"mystical theology\") does not exclude revelation. This is \"ascension\" because it is possible that God I \"descends,\" is revealed, appears", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nOne can define the basic theme of the theology of the Areopagiticum as a theme about God and Revelation, a theme about \"appearances of God,\" about theophanies. Hence the shift to cataphatic theology.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nAccording to Dionysius cataphatic theology is possible because the whole world, everything that exists, is a kind of image or depiction of God", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\n\"We cognize God not from his nature, which is unknowable and transcends any thought and reason, but from the order of all things which he has established, which contains certain images and similarities to Divine prototypes \u2014 ascending to him who is found far above everything by a special way and order, through abstraction from everything and elevation over everything.\" This is not inferring the cause of the effect; nor is it judging about God through the world, but rather contemplation of the prototype in the images: contemplation of God in the world", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nFor everything which creation has, it has through its \"communion\" with Divine acts and energies which descend and pour out into the world. Everything which exists, exists only to the extent that this communion exists. In cataphatic cognition or knowledge of God we ascend to God as to the Cause of everything. But for pseudo-Dionysius the Cause is revealed or appears in that which has been created. God's creative or causal act is the Divine appearance \u2014 the theophany", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nAny Divine revelation is a theophany, a presence, an appearance. Therefore, there is something direct and intuitive in cataphatic cognition or knowledge of God.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nCataphatic definitions and judgments never reach the very transsubstantial essence of God. They speak of God in the world, about the relationship of God to the world, about God in revelation. This does not weaken their cognitive realism. The basic concept of cataphatic theology is providence \u2014 \u03c0\u03c1\u03cc\u03bd\u03bf\u03b9\u03b1", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nAs Dionysius understands it, \u201cprovidence\u201d is a kind of movement or \u201cstepping out\u201d of God into the world \u2014 \u03c0\u03c1\u03cc\u03bf\u03b4\u03bf\u03c2 \u2014 a descent into the world, and returning to himself \u2014 the Divine \u03b5\u03c0\u03b9\u03c3\u03c4\u03c1\u03bf\u03c6\u03ae \u2014 a kind of rotation or movement of Divine love. Providence is a certain completely real Divine omnipresence \u2014 with his providence, God is present in everything and, as it were, becomes everything for the sake of universal salvation and good", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nGod, as it were, steps out of himself \u2014 immutably and continually he steps into the world, although in this constant action of his, he remains motionless and immutable. He remains in the perfect identity and simplicity of his own reality \u2014 the same and different.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn Divine providence abiding and mobility, motionlessness and motion \u2014 \u03c3\u03c4\u03ac\u03bf\u03b9\u03c2 \u03ba\u03b1\u03b9 \u03ba\u03af\u03bd\u03b7\u03c3\u03b9\u03c2 \u2014 mysteriously coincide. This is expressed by the Neoplatonic symbol of the circle, in the center of which all rays come together \u2014 the \u201cimage of the mind,\u201d according to Proclus. God eternally steps down, abides, and returns. For Dionysius, God's abiding and motion do not signify any mixture or dissolution", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIt does not signify, Dionysius explains, any \"change\" or \"transformation\" but only that God created everything, brought it into being, and contains it, mysteriously enveloping and embracing everything with his multifarious providence.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn its descent to its communicants God's goodness does not leave its essential immutability. The Godhead is supra-essentially separated, \"withdrawn\" from the world \u2014 this is the final and definitive boundary, the last gap \u2014 hiatus or trans, uncrossable \u2014 \u03c5\u03c0\u03ad\u03c1", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe Divine powers and energies are many and varied, and Dionysius simply calls them distinguishing marks \u2014 \u03b4\u03b9\u03b1\u03ba\u03c1\u03af\u03c3\u03b5\u03b9\u03c2. But the great number of Divine gifts and acts do not violate the unity and identity of Divine existence. In his acts God has many names, but in the immutable and inalterable simplicity of his objective reality, he is above every word and name, and the closer one gets to God himself, the more the human tongue pales and words become scarce.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nAmong the Divine names Dionysius places goodness \u2014 \u03c4o \u03b1\u03b3\u03b1\u03b8\u03cc\u03bd \u2014 in the first rank. Because of his goodness God creates, establishes, gives life, and accomplishes everything. Doing good is a property of the good. Just as a light's life-giving rays extend in all directions from its source, so does the Supreme Good illumine everything that exists with its unchanging radiance, and gives off its supra-essential and life-giving rays \u2014 the \"rays of complete goodness\" in all directions", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe sun is only the visible and remote image of the Divine and Spiritual Light. The Light is the image of Good. Everything that exists strives for this resplendent light and gravitates towards it. Everything exists and lives only through communion with this resplendent illumination, and to the extent that it accommodates it \u2014 that is, insofar as it is permeated by the rays of the spiritual and intelligent light", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nMoreover, these light-bearing rays can be called \"the rays of Divine Darkness,\" for they blind with the force of their uncontainable light \u2014 the \"inaccessible light\" of the Godhead is a darkness which is rendered impenetrable by the excessiveness of the imparted illumination.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nHere Dionysius is even literally close to Proclus and is reproducing the Neoplatonic metaphysics of light. However, these metaphysics and the language connected with the metaphysics were assimilated by Church theology much earlier. After all, it was St. Gregory of Nazianzus who said that \"God in the intellectual world is like the sun in the perceptible one.\" All Christian symbolism is permeated with these metaphysics of light \u2014 the roots and beginnings of which are much deeper than Neoplatonism.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nGood, as an intelligent and all-penetrating light, is the beginning of unity. Ignorance is the beginning of division. The spiritual light, which dispels the darkness of foolishness, gathers everything together, and brings fragmenting doubts to unified knowledge which is true, pure, and simple. The light is unity and begets unity. The rays create unity. God is unity, or better, supra-unity \u2014 a unity which brings everything together into one, which unites and reunites everything", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDivine unity first of all signifies the perfect simplicity and indivisibility of Divine existence. God is called \"simple\" or \"single\" because in his indivisible simplicity he abides above any multitudinousness, even though he is the Creator of all things. He is above not only multitudinousness, but also singleness, as well as any number in general", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nMoreover, he is the beginning, and the cause, and the measure of any numeration, for any numeration presupposes unity and multitudinousness can exist only within the bounds of a higher unity. The world exists through the perfect unity of Divine providence. All objective reality gravitates towards a single focus, from which radiate the Divine powers which contain it \u2014 and here lies the basis of it stability. This is not external dependence or forced attraction but the attraction of love", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nEverything heads for God as for its cause and goal, for everything proceeds from him, everything returns to him, and exists through him and in him. Everything rushes towards him, for everything proceeds from his love, for he is Blessing and Beauty \u2014 and it is fitting that Blessing and Beauty be the object of attraction and love. Divine love envelops the lovers like a kind of ecstasy \u2014 \u03b5\u03c3\u03c4\u03af \u03b4\u03b5 \u03ba\u03b1\u03b9 \u03b5\u03ba\u03c3\u03c4\u03b1\u03c4\u03b9\u03ba\u03cc\u03c2 \u03cc \u03b8\u03b5\u03b9\u03bf\u03c2 \u03b5\u03c1\u03c9\u03c2. This love is kindled by God himself \u2014 with the tender breath of his goodness", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nBlessing is given off in love. Blessing attracts and is revealed as the object of love. This love is also the beginning of order and harmony \u2014 a simple and self-propelled force which draws everything towards unity, towards \"a certain unity-creating dissolution.\" As Blessing, God is Love, and therefore he is also Beauty, for Blessing and Beauty coincide in the single cause of all existence. The stamp of Divine Beauty is on all of creation", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nFlowing forth to us from the Father of lights is a unity-creating force which elevates us to simplicity and union with God. The Divine Light never loses its unity in its fragmentation \"in order to dissolve with mortals in a dissolution which raises them on high and unites them with God.\" Being simple and single in his motionless and lonely identity, God also creates unity for the illumined, although he shines forth under multifarious sacred and mysterious covers.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nGod is perfect Beauty, Supra-Beauty, Omni-Beauty, without beginning and end, without any defect or flaw \u2014 the source and prototype of every beauty and all beauties. As Blessing, God is the beginning of everything. As Beauty, God is the end of everything, for everything exists for his sake and receives from him its beauty; that is, its proportion and measure", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nFollowing Plato (and Proclus), Dionysius produces \u03ba\u03ac\u03bb\u03bb\u03bf\u03c2 from \u03ba\u03b1\u03bb\u03bf\u03c5\u03bd, \u201cto call, summon,\u201d and repeats the Platonic idea of beauty as the object of attraction. It is precisely beauty which kindles love. Dionysius describes self-existing beauty with the same words that Plato puts into Socrates' mouth in The Symposium", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThis is beauty which exists in and of itself, and has existed eternally, \"something which has always existed, which is not born and does not perish, does not grow larger or smaller, is not here sublime and there ugly,\" something which \"as existing in and of itself, has always had the same appearance and is eternal.\"", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe beginning of every existence and order lies in this supreme beauty, for a single beauty attracts, unifies, and coordinates everything. Hence, all connections, all similarity, and all agreement in objective reality. Hence, measure and movement, heterogeneity and simplicity. Being above any division or multitude, God brings everything to himself as a higher, longed-for beauty and blessing.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn Dionysius' thought such a tight connection between beauty and love is another Platonic and Neoplatonic motif which has been assimilated by all of Christian asceticism, particularly in the later period. In addition, the metaphysical \"sensuality\" of Hellenism fuses with the Biblical \u2014 as it is expressed in The Song of Songs \u2014 in this symbolic epitome of religious love. Here Dionysius is a successor of St. Gregory of Nyssa, who in turn is repeating Origen", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThis is a long-standing idea which had already become traditional. In Dionysius, it was reinforced by another typically Hellenistic doctrine \u2014 the doctrine of the cosmic force of love and the cosmic significance of beauty.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nGod is everything, since he is not any particular thing, for everything is contained in God within its \"created foundations\" and \"prototypes.\" God is the highest Beginning of everything real, the implementing Cause, the supporting Force, and the final Goal of everything\" \u2014 \u03b1\u03c1\u03c7\u03ae \u03ba\u03b1\u03b9 \u03c4\u03b5\u03bb\u03bf\u03c2, \u0391 \u03ba\u03b1\u03b9 \u03a9. The creative and determining bases of everything \u2014 \u03c5\u03c0\u03bf\u03b8\u03b5\u03c4\u03b9\u03ba\u03bf\u03af \u03bb\u03cc\u03b3\u03bf\u03b9 \u2014 preexist indivisibly in God, concordant with which the Supra-Real predetermines and produces everything", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThese \u201cpredeterminations\u201d are \u201cprototypes\u201d \u2014 \u03c0\u03b1\u03c1\u03b1\u03b4\u03b5\u03af\u03b3\u03bc\u03b1\u03c4\u03b1 \u2014 which, moreover, are Divine and All-Good predeterminations. According to the interpretations of the scholiasts, these are the \u201cperfect and eternal thoughts of the eternal God.\u201d According to St. John of Damascus' explanation, this is \"everlasting Divine advice.\" This is an image of the world in God, as well as God's volition about the world. This is a certain world of ideas, although it is not a self-existing, self-sufficient world", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nRather, it exists within God and reveals him to the world. It is the face of God, as it were, which is turned towards the world. And it shines brightly, and these \"rays\" or \"energies\" enter the very world, penetrate it, create and preserve it, and give it life. These \"prototypes\" are the living and life-giving providence of God, the \"creative energies\" of God.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThis is not an intellectual world dreamily contemplated in the inaccessible distance, but a world of forces, a living, Almighty force. Here lies the essential difference between Dionysius and Plato. On the other hand, these \"prototypes\" are not things themselves but precisely the prototypes of things or paradigms. In some sense the things are connected with and similar to them, but only as to something higher and different \u2014 \u03bc\u03ad\u03b8\u03b5\u03be\u03b9\u03c2, \u03bc\u03af\u03bc\u03b7\u03c3\u03b9\u03c2", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn this lies the difference between Dionysius and Neoplatonic emanation. What is more, in a certain sense the Divine \"definitions\" of things are tasks \u2014 not only \"prototypes\" but also \"goals.\" Therefore, movement in the world, attraction, and striving are both possible and necessary. The world does not only reflect or represent the Divine \"prototype,\" it has to reflect it. The prototype is not only a \"paradigm\u201d but also a \u201ctebs\u201d \u2014 an \u201cend\u201d or \u201ccompletion\u201d \u2014 \u03ce\u03c2 \u03c4\u03b5\u03bb\u03b9\u03ba\u03cc\u03bd \u03b1\u03af\u03c4\u03b9\u03bf\u03bd", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nImplementation or \u201cfulfillment\u201d \u2014 \u03c4\u03b5\u03bb\u03b5\u03af\u03c9\u03c3\u03b9\u03c2 \u2014 presupposes co-participation, \u201cimitation\u201d \u2014 \u0398\u03b5\u03bf\u03c5 \u03c3\u03c5\u03bd\u03b5\u03c1\u03b3\u03cc\u03bd \u03b3\u03b5\u03bd\u03ad\u03c3\u03b8\u03b1\u03b9. The beginning does not fully coincide with the end \u2014 between them is a dynamic interval. \"Reflection\" and \"imitation\" do not coincide.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nFor Dionysius the main thing is that all definitions and qualities of that which exists go back to God \u2014 otherwise, how could they exist", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\n? In his relation to them, God is not only the external cause but also a kind of prototype, so that to a certain extent (\"analogically\") everything is his \"image.\" Therefore, one can and must shift the ontological definition of that which exists to the Supra-Real, as to the end, the purpose, the goal, the limit. The world exists and is because God is objective reality \u2014 in it the objective reality of the world is a Divine image", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe world lives because God is Life, and the world's life is a kind of communion with Divine Life. Existence is a Divine gift from God, and the first of his gifts. All qualities are also Divine gifts. They all reflect God to a certain extent \"for otherwise it would not exist if it were not connected with the essence and beginning of everything that exists.\" \"The objective reality of everything lies in the objective reality of the Godhead.\" To a certain extent, everything is connected with the Godhead", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nTherefore it is possible to affirm everything about God, for he is the beginning and the end, the purpose and endless foundation of everything.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nNothing, however \u2014 neither the temporary nor the invariable \u2014 reflects God entirely. God is above everything. Therefore all names taken from his \"providence\" are only metaphorically fitting for him. God is essence and the Real \u2014 rather, the Supra-Real. God is life, for he is the source of life. But he is Supra-Life, for he is Life itself, and all life flows from him. God is Wisdom, Reason, Intellect, Truth", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nGod is the Energy or Power and Source of all power and energy \u2014 the Power which maintains everything, and affirms, and therefore saves everything. By virtue of his providential presence in everything, God is the salvation of everything. Along with that God is Truth, the Truth of everything and about everything because all order and structure go back to him, and God relates to everything in conformity with its worth.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nEverything is connected to the Godhead, but to a different extent and in different ways. Inanimate things are connected insofar as they are \u2014 to the extent of their objective reality. Living things are connected to the extent of their life. Reasoning beings are connected to God's All-Perfect Wisdom.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nAll these multitudinous names taken from Divine providence are inadequate by virtue of their very multitudinousness, for God is essentially One. All things speak of God, and not one says enough. All bear witness to him, and not one reveals him. All cataphatic names speak of his \"energies\" and \"providence\" but not of his essence. In the multitudinousness of his theophanies and his \"going out of himself,\" God remains invariable", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe multitudinousness of the Divine names signifies the multitudinousness of his deeds, without violating the essential simplicity and supra-multitudinousness of his Existence.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nHere cataphatic theology shifts back to the apophatic. One can and must deny everything that can be said about God because nothing is commensurate with him, and he is above everything. But he is above not only affirmations but negations as well, for he is the fullness of everything. Being all-named, God is nameless as well. Being everything in everything, he is also nothing in nothing.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDionysius makes a distinction between general Divine names, which he applies to the entire Holy Trinity, and hypostatic names. All the definitions of apophatic and cataphatic theology are general names. All providential names designate the indivisible activity of the Supra-Essential Trinity. All these names speak of the Unity of the Godhead", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDionysius draws a distinction between these general names and (1) the names of the Trinitarian Hypostases, which designate special properties of the Divine Persons; (2) all names connected with the Incarnation. Dionysius speaks briefly and fleetingly of the Trinitarian dogma. It is not difficult to see, however, that the sharp emphasis on the generality of all Divine names is a concealed profession of complete consubstantiality", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe Persons of the Holy Trinity are distinguished from one another, and the Father alone is the essential source of Divinity. The personal names of the Divine Hypostases are apophatic because Divine Fatherhood and Sonship are incommensurately higher than that birth which we know and understand. The Holy Spirit, the source of any deification of spiritual existence, is higher than any created spirit", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe Son and the Spirit are like two miraculous fruits of the Father's fecundity \u2014 but all of this is above speech and thought. It should be added that Dionysius emphasizes that the Trinitarian nature and unity of God are of a supra-numerical nature, for God is beyond measure and number.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nCataphatic theology, as a doctrine about Divine Providence, is at the same time a cosmology. Dionysius defines the image of the world, first of all, as an idea of order and harmony, or \u03b5\u03c5\u03c4\u03b1\u03be\u03af\u03b1, as an idea of Divine peace. The basis for this peace is to be found in the ineffable tranquillity of Divine Life, which is revealed in world harmony and order. God is the God of peace", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nEverything in the world is well-structured and harmonious, and everything is made and coordinated; and for all of that, nothing loses its originality but is composed in living harmony. This peace is the Divine stamp on the world. It is proclaimed first of all in \"hierarchy,\" in the hierarchical structure of the world", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nA hierarchy, according to Dionysius' definition, is \"a holy rite, a knowledge and an activity, which as far as possible becomes like Divine beauty and which, when illumined from on high, leads to possible \"imitation of God.\" The aim of the hierarchy is \"possible comparison with God and union with him.\" \"It imprints the image of God within itself and makes its communicants Divine likenesses, the clearest and the purest mirrors, so that they begin to reflect and impart to those below them the Divine radiance they have received.\" This is what the Divine hierarchy consists of.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDivine Beauty is highest of all \u2014 it is higher than everything sacred and is the cause of any sacred rite. Everything strives for this as much as possible so as to become assistants of God, and \"as much as possible to reveal in themselves Divine activity,\" through imitation of God. The rite of the hierarchy demands that some enlighten and perfect, and others be enlightened and perfected. The higher must impart their illumination and purity to the lower", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe Beginning of the hierarchy is the Holy Trinity, the source of life and unity. The hierarchy is the graded order of the world. There are levels in the world, gradations which are defined by the degree of proximity to God. God is everything in everything, but not equally in everything. According to its nature, not everything is equally close to God", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nBut among these entities, which seem to be constantly receding, there is a living, unbroken connection, and everyone exists for others, so that only the fullness of everything realizes the goal of the world.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nEverything strives for God but strives through an intermediary, through a means of narrower entities. The lower entities can not ascend to God except with the assistance of the higher ones. Dionysius is quite strict about maintaining this stairway principle. Thus order is rendered by a path and action. The goal of the hierarchy is to love God and commune with him.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nGod created everything for himself; that is, for blessing and bliss, for peace and beauty, so that everything would strive for him and, in joining with him, communicate with him, unite together inwardly. One can observe this reciprocity, this attraction, roused and moved by love and beauty, all throughout the world, right up to non-existence. It is proclaimed both in the external world and in the inner life of the soul", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\n? Perhaps Dionysius has too brief an answer to this question. God cannot be the cause of evil. Good always begets good. Therefore, evil \"is not any sort of objective reality.\" It has a completely deprivative significance. Evil exists not in and of itself, but in another; evil is something incidental for objective reality, something extra which does not enter into its essential definitions. Evil only destroys and therefore presupposes objective reality and good", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nTherefore there can be no pure, unadulterated evil; there can be no \"self-evil.\" Evil always presupposes good as its foundation and support. As creations of God, the demons themselves are not evil by nature; there is something positive in them \u2014 reality, movement, life. Evil cannot be an independent principle, for then it would have to be invariable. However, invariability and self-identity are properties only of good", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nEvil is a wasting disease and similar to darkening, but light always remains light and also shines in the dark without turning into darkness.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nNothing which exists is evil as such \u2014 neither is matter evil. Evil is disharmony, disorder, \u03b1\u03c4\u03b1\u03be\u03b9\u03b1. But pure disharmony is impossible and a total absence of form and order is tantamount to non-existence. Matter is not total chaos \u2014 it is connected with order and forms. It has the power of birth and preservation.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nNot matter as such, but an attraction for what is lower, is the reason for evil in the soul. By itself, matter cannot hinder souls from striving for good. The beginning and end of evil things lies in good. In other words, evil does not so much exist as \"be present\"; it exists in and upon something else. Evil is parasitical; its cause is impotence \u2014 \u03b1\u03c3\u03b8\u03ad\u03bd\u03b5\u03b9\u03b1. In all evil deeds and phenomena we see primarily feebleness", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nEvil is a certain stepping out of the measures of nature and objective reality, a \"defection from true goodness,\" an unjust and improper action, a certain \"blending of the dissimilar.\"", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn his discussion of the existence and causes of evil, pseudo-Dionysius follows Proclus almost literally. Proclus' book on evil has come down to us only in the Latin translation by William of Moerbeke, the Latin archbishop of Corinth in the thirteenth century \u2014 De malorum subsistentia. However, one should not forget that the Neoplatonic point of view about evil was already customary for theological thought \u2014 it is enough to recall St. Gregory of Nyssa", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn the thought of Dionysius the final fate of evil remains unclear. Will the impotence of evil improve at some time? Will the harmonic fullness of existence, which is violated by evil as if by deprivation, be fulfilled? Or is evil paradoxically entering into harmony and order, even though it is a false face and a semi-illusory accident which exists by virtue of good and for the sake of good", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\n? Dionysius does not argue here to the end. But it is very characteristic that he speaks of evil only in passing, in, as it were, parentheses.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nAbove the ladder of creatures stand the celestial ranks of angels \u2014 \"the innumerable blessed host of supra-terrestrial minds.\" Their perfection is determined by a high and preferential degree of communion with God, which is accessible to them and characteristic of them. Through the pure spirituality of their nature, they are closest of all to God and are therefore the intermediaries of his revelation to the world, the heralds of his will and his mysteries.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe name \"angels,\" which is applied to the whole celestial world, expresses this service. In the strict sense of the word it is only the name of one of the heavenly ranks, the lowest one. By their very nature, not only because of their perfection, angels are higher than men. It is for this reason that God's revelation is accomplished through them, and only through them", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\n\"The work of any hierarchy is divided into sacredly receiving true purification, the Divine light, and perfecting knowledge themselves and then imparting it to others.\" The angels were the leaders of the righteous men of the Old Testament; the law was given to Moses through the angels; the archangel Gabriel brought the mysterious news to Zechariah and Mary; the angels gave the news to Joseph and the shepherds of Bethlehem.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe celestial world itself has a hierarchical structure, and not all the angelic ranks possess Divine enlightenment to an equal extent. Here the lower ranks receive from the higher. As Dionysius sees it, the angelic world is a united whole and also a stairway. He mentions that knowledge and perfection \"gradually weaken as they pass to the lower ranks.\" To a certain extent, all angels are privy to the Godhead and the Light imparted therefrom", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nEven so, however, the higher ones are intermediaries and leaders of the lower; they constantly take part in the providential power, and they themselves have the light and powers of the lower ones. But the lower ranks do not have what belongs to the higher ones", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe mysteries of the supra-celestial minds are not accessible to them \u2014 only to the extent that \"God is revealed to us through these angels themselves as those who know themselves\" \u2014 that is, to the same extent as the angelic appearances \"which were made before the holy theologians.\"", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nWe recognize angels in certain prototypical symbols from which we must ascend to what is meant \u2014 from perceptible images to spiritual simplicity. The images are not similar to what is meant \u2014 they are coarse, and this sets off the high level of what is meant.\nThe images precisely conceal the holy object from carnal minds as if with a sort of sacred curtain.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nOur life is not constrained by necessity, and the Divine rays of heavenly enlightenment are not obscured by the free will of the beings governed by Providence; but the non-identity of the spiritual glance leads to the fact that there are different degrees of enlightenment, and that communion with the abundant enlightenment can even cease entirely. However, \"the source-ray is alone and simple, always the same, and always abundant.\"", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDionysius brings into this system the already developed Church doctrine of the nine ranks of angels, redistributing them into three triple groups. The first and highest triad is the Cherubim, Seraphim, and Thrones who stand \"as if on the thresholds of the Godhead,\" at the very sanctuary of the Trinity, \"around God,\" in the closest direct proximity to him. They have access to direct knowledge of the Divine mysteries", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThese are the blazing or burning seraphim and cherubim who are rich in knowledge and wisdom \u2014 these names are the names of their God-like properties. The blaze of fire of the seraphim signifies the ardor of their love; they are governed by God himself. They transmit Divine knowledge to the lower ranks and \"are the rivers of wisdom.\"", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThis first hierarchy, which is united, which is the most Godlike, which is closest of all to the first illumination from the Original Divine light, transcends any created force, visible or invisible", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThis is \"the hierarchy which is God's own and which is similar to him in every way.\" Their love for God is completely invariable, and they \"keep the foundation of their God-like nature always unshakeable and immobile.\" They possess \"perfectly simple knowledge of the highest light\" and \"have the closest communion with the Divine and human properties of Christ.\"", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThey are blessed directly by God, are \"illumined by simple and direct illuminations,\" and learn the wise reasons for his Divine acts from Good Itself. And the lower ranks learn from them. They participate in original knowledge of the \"radiant mysteries\" and are purified, illumined, and perfected through this", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThis is the \"Godlike hierarchy,\" \"God's Divine places of tranquillity.\" They have \"a more concealed and clearer illumination,\" which is simple, unitary, the first given and the first to appear, and the most complete.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe second hierarchy consists of Dominions, Virtues, and Powers. They have access only to secondary illumination, which comes to them through the ranks of the first hierarchy. \"Even lower is the third hierarchy \u2014 Principalities, Archangels, and Angels. The rank of angels concludes a ladder of celestial minds. They are the closest to the earth \u2014 they are the \"angels of the world,\" as it were. Angels are appointed to look after all peoples of the earth, and they are the leaders of the terrestrial hierarchy", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe celestial and terrestrial worlds close ranks here, as it were, and a descending ladder of illuminations and revelations obtains. God decreases his illuminations and makes something of his mysteries unknowable according to the decreasing capacity of the beings.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nAs Dionysius understands it, this is an immutable order. \"Every rank is the interpreter and herald of the ranks above it, and the highest are interpreters of God.\" In essence, the angelic world shields God for man. A direct path is not realized, and this reveals a certain vagueness in Dionysius' Christological ideas. He speaks of Christ comparatively rarely", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nTrue, in the Incarnation of the Logos he recognizes the completeness and fulfillment of a theophany \u2014 but he overemphasizes the ineffability and mysteriousness of this manifestation. The Godhead stays hidden after this manifestation and even in the manifestation itself. The image of the God-Man is not the focal point of Dionysius' spiritual experience.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDionysius continues the old Alexandrian tradition, clearly expressed in Clement of Alexandria and especially in Origen, which is harshly colored by the late Judaic and Hellenistic motive of mediation. Perhaps there is even a certain echo of Gnostic \"genealogies.\" In any case, the hierarchical idea receives features from Dionysius which are too sharp. He even corrects Holy Scripture in the name of principle \u2014 thus he does not agree to see a real seraphim in the seraphim which appeared to the prophet Isaiah", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nEither this was an angel, who is called seraphim because of his fiery service, or else a seraphim was acting through the angel who is granting him his activity as the most qualified performer of Divine mysteries.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDionysius concludes his sketch of the \"celestial hierarchy\" with a rather detailed critique of the symbolic images under which angels are described and appear in the Scriptures. He stresses the mysteriousness of the angelic world and its inaccessibility for human understanding.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe goal of life lies in communion with God, in deification. The hierarchy is established for this goal. Deification is comparison to and union with God. Comparison, but not a blending or a mixture \u2014 the immutable boundary of Divine inaccessibility always remains inviolate. This comparison extends to the whole world, not only to reasoning and speaking beings \u2014 it is for every type of being to an appropriate degree. \"The first and pre-eminent deification\" is accessible only to the higher celestial ranks.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe concept of deification in Dionysius at times almost dissolves in the concept of peace, harmony and unity, and almost merges with the concept of the natural God-like quality of everything which exists.\nThe Liturgy", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDionysius1 mysticism is liturgical or sacramental mysticism. The path to God leads through the Church and through the sacraments. The liturgy is the path of deification and consecration. For Dionysius, the Church is primarily a world of sacraments; it is in the sacraments and through the sacraments that communion with God is realized.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nJesus, the Supra-Essential Mind, which begins in God, calls us to the perfect unity of Divine Life and elevates us to holiness. Jesus is the beginning of any hierarchy \u2014 celestial, terrestrial, and ecclesiastical. One could say that the Church hierarchy or priesthood is the highest step in the perceptible world and is directly contiguous with the celestial world of pure spirits", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn this sense, the terrestrial Church is an \"image\" of the celestial; this comparison had been made already by Clement of Alexandria.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe essence of the terrestrial hierarchy lies in revelation, in the \"words handed down by God.\" These do not consist exclusively of the Scriptures, but also include the oral, clandestine legacy of the apostles \u2014 here Dionysius is reminiscent of the Alexandrians. The hierarchy preserves and transmits this legacy in perceptible symbols, as if to conceal Divine mysteries from the unsanctified. Dionysius emphasizes the motive of the mystery", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIt is demanded not only by the mystery of the Godhead itself, and not only by veneration of the object of worship \u2014 \"the holy things for the holy\" \u2014 but also for the benefit of the unsanctified, unprepared, and the novice. What is more, the hierarchy's principle demands that knowledge be revealed at varying degrees and at different levels. Even the most external symbols \u2014 the disciplina arcani \u2014 must be inaccessible to outsiders. After that, knowledge and enlightenment increase by stages.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn the Church Dionysius distinguishes two triple circles. The first consists of the sacred ranks, the hierarchs or ordained. The second consists of the \"ranks of those being completed.\" Knowledge is transmitted from top to bottom. The highest rank is that of the bishops. Dionysius calls it simply the \"rank of hierarchs.\" This is die crowning rank, the summit of the hierarchy, the source of power and religious rites. The act of enlightenment is the responsibility of the priests", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDeacons officiate at \"purification.\" It is they who commune with the still unenlightened. They prepare them for baptism and guide those being baptized, developing them for a new life. They stand on the boundary between the priestly and secular ranks.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nPresbyters \u2014 priests \u2014 have greater leadership. They explain the symbols and rites to the enlightened. The bishop alone has the right of the religious rite, in which the bishop is assisted by the presbyters.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nIn the worldly circle Dionysius again distinguishes three ranks, which correspond to the three degrees of the priesthood. The lowest rank are those still needing purification: the proclaimed, the penitent, the possessed. The second rank is the \u201ccontemplative\u201d rank, the \u201csacred people,\u201d \u03b9\u03b5\u03c1\u03bf\u03c2 \u03bb\u03b1\u03bf\u03c2. They contemplate \u201cthe sacred symbols and their hidden meaning.\u201d", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe highest category is reserved for the monks. They are guided by the bishop himself, but are ordained by the presbyters. According to Dionysius1 interpretation, the name of a monk shows that integral and indivisible \"unitary\" or monadic life which he has to lead. Monks must direct their spirit to a \"God-like monad,\" must overcome any dissipation, and gather up and unite their spirit so that the Divine monad be imprinted there.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDionysius calls the ordination or \"completion\" of monks a sacrament, and consequently the taking of monastic vows in Byzantium was usually considered a sacrament. However, Dionysius stridently emphasizes that monasticism is not a degree of the priesthood and that monks are ordained for personal perfection, not the guidance of others. They have to obey the priestly ranks, the presbyters in particular", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nTherefore, monks are not ordained through the laying on of hands, and without genuflection before the altar of faith. The priest reads a prayer (the \"epiklisis\"), and the person becoming a monk renounces vice and \"imagination\" (\"fantasy\"). The priest makes the sign of the cross over him, calling on the name of the Holy Trinity, tonsures him, robes him in new garments, and kisses him. Such was the ancient rite. The most important place in it is taken up by the vow.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDionysius speaks of three sacraments \u2014 Baptism, the Eucharist, and Anointing. Baptism opens one's way into the Church. Dionysius calls it \"enlightenment\"; \"Divine birth\"; or \"rebirth.\" Baptism is performed by the bishop, but along with all the presbyters and among the sacred people, who ratify the sacrament of Baptism with their assent of \"amen.\" To begin with, Baptismal enlightenment gives self-knowledge", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nEveryone who is baptized, as a person entering into communion with God, needs an integral and gathered life and a striving for immutability. Baptism is completed by Anointing, which is also performed by the bishop. Dionysius connects the \"sacrament of Chrism\" with the idea of Divine Beauty, which is symbolized by the Chrism's fragrance.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nDionysius gives a detailed interpretation of the symbolic actions of the sacraments, and his interpretations frequently call St. Cyril of Jerusalem to mind. It is possible to think that he is giving the generally accepted interpretation, but at the same time he is striving for symmetry and parallelism \u2014 hence the sometimes violent comparisons. One's attention is drawn to his constant use of expressions taken from the usage of the mysteries, often instead of names and words sanctified by Church custom", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThis could hardly have been accidental \u2014 there was probably the intention to juxtapose the true \"mysteries\" of the Church to the false pagan \"mysteries.\"", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe focus of sacramental life is the Eucharist \u2014 \"the sacrament of participation or communion,\" as Dionysius calls it. This is for the most part a sacrament of union with the One, the completion or fulfillment of any perfection, the \"completion of union.\" The outward sign of unity is receiving communion from a single cup and a single loaf of bread \u2014 those who receive the same food have to be united. Dionysius sees precisely this motive in the symbolism of the communion service and tries to emphasize it.", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe last chapter of the book On the Ecclesiastical Hierarchy is devoted to a description and symbolic explanation of the funeral rite. Dionysius first speaks of the fate of the faithful beyond the grave \u2014 the \"life without night,\" the eternal youth, full of light, radiance, and bliss. This joy is recompense for one's struggle and faithfulness, and for this reason bliss is not in store for everyone equally", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe path of death is the path of a holy rebirth, the path of \"palingenesis,\" for resurrection is prepared for everyone. In fulfilling the faith, even the body will be called to a blissful life. This hope determines the joyful nature of the burial rite. It is curious that the proclaimed, as people who are still outside the Church, are not allowed to be present during the concluding prayers of the funeral service, during the reading of the prayer of absolution", "Corpus Areopagiticum: Fr. George Florovsky and the Legacy of the Areopagus in Byzantium\nThe reason is that the burial is an intra-Church prayer, a fraternal prayer and activity. A prayer for the deceased, particularly the prayer of absolution, is an impulse of sacramental love, and it is offered by the bishop, the supreme hierarch of the community, the \"herald of Divine vindications.\" The final kiss is a symbol of fraternal ties and love. Finally, the deceased is anointed with unction, as he was anointed at the beginning of his Christian journey, at his baptism."]

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RedPajama-Data-V2

https://greekreporter.com/2021/10/20/october-20-marks-192-years-since-the-battle-of-navarino/

Battle of Navarino: A Milestone in the Greek War of Independence

["Battle of Navarino: A Milestone in the Greek War of Independence\nGreekReporter.comGreeceBattle of Navarino: A Milestone in the Greek War of Independence\nBattle of Navarino: A Milestone in the Greek War of Independence\nBy Nick Kampouris\n\u201cThe Battle of Navarino\u201d by Ambroise Louis Garneray. Credit: Public Domain\nThe Battle of Navarino, one of the most important battles in Greece\u2019s War of Independence, took place 194 years ago today, on October 20, 1827.", "Battle of Navarino: A Milestone in the Greek War of Independence\nIt was on this date that a coalition of united European powers defeated the Ottoman Turkish naval forces in the area of Navarino off the Peloponnesian peninsula.\nAfter almost four centuries of Ottoman rule, the Greeks had revolted and fought bravely against their occupiers.\nThe Greek revolution was viewed sympathetically by many European powers and especially the people of France, Britain, and Russia, which sent considerable forces to assist the revolt in Greece.", "Battle of Navarino: A Milestone in the Greek War of Independence\nOttomans hoped to crush Greeks at the Battle of Navarino\nThe Russians, who shared the same Orthodox Christian faith with the Greeks, were very favorable to the Greek cause for an independent Christian state along the shores of the Aegean.\nThe Russian Tsar believed that he had a duty to support his Orthodox Christian brethren against the Ottomans, who were old enemies of the Russian Empire.", "Battle of Navarino: A Milestone in the Greek War of Independence\nAt the same time, Western Europe\u2019s most powerful nations, France and Britain, were not keen on the Ottoman Empire gaining a strong foothold in Europe and were therefore also sympathetic to the Greek cause, in hopes of promoting their own national interests in the region.\nBy 1827, six years after the revolution began, the rebellious but outnumbered Greeks found themselves exhausted, both physically and mentally.\nThe Ottoman Turks believed that this was the time to crush the Greek rebellion once and for all.", "Battle of Navarino: A Milestone in the Greek War of Independence\nFor this reason, the Ottoman authorities sought to gain support from Egypt, which was nominally part of the Ottoman Empire but was in practice independent, under the rule of Muhammed Ali.\nThe presence of Egyptian army forces in European seas and on the soil of the Continent provoked outrage and led the great European powers to form an alliance to help the Greeks attain their freedom, as Ottoman practices were now seen as unacceptable.", "Battle of Navarino: A Milestone in the Greek War of Independence\nThe great nations of Britain, France, and Russia joined forces and sent naval ships to the Ionian Sea, between modern Italy and Greece.\nTheir decision to attack the Ottoman fleet at Navarino Bay was made by British Admiral Sir Edward Codrington, in cooperation with the French and in consultation with Greece\u2019s first governor, Ioannis Kapodistrias.", "Battle of Navarino: A Milestone in the Greek War of Independence\nLondon and Paris wanted to secure Greek autonomy in the region and bind Russia by treaty as a check on her own expansionist tendencies in the Mediterranean. In turn, Russia wished to take over Ottoman territories and therefore saw this battle as an opportunity to weaken their Turkish enemies.\nIt is now known that the allied European forces hoped that the sight of a united European front against the Ottomans would persuade the Turks to end their occupation of Greece, without even fighting.", "Battle of Navarino: A Milestone in the Greek War of Independence\nHowever, the Turks and their Egyptian counterparts did not budge.\nThey decided instead to confront the allies\u2019 naval squadrons, hoping that a victory there would end Greece\u2019s dreams for an autonomous state, or one that was independent from the Ottomans.\nThe two opponents met off the coast of the Peloponnesian town of Navarino, what is nowadays officially known as Pylos.\nBattle was one of the most important in the Greek War of Independence", "Battle of Navarino: A Milestone in the Greek War of Independence\nTurkish ships fired first on the allied European ships, commencing the Battle of Navarino. This was a development not welcomed by many, but something that was about to become one of the most crucial battles in the Greek War of Independence\u2019.", "Battle of Navarino: A Milestone in the Greek War of Independence\nAlthough the Ottomans attacked first, the allies\u2019 ships were superior and their guns had longer ranges. Codrington\u2019s ship led the counterattack soon after the first shot, and within hours the superior artillery of the European forces utterly destroyed the Turkish and Egyptian armada.", "Battle of Navarino: A Milestone in the Greek War of Independence\nThe devastating defeat of the Turks was so complete that they lost control of seas that had been in their possession for centuries, as the Ottoman Empire had controlled most of the Mediterranean Sea from the eastern coasts of Italy all the way to the Middle East.\nThe Ottomans\u2019 defeat in Navarino was so devastating that their position in Greece was now substantially eroded, putting their presence there under immediate threat.", "Battle of Navarino: A Milestone in the Greek War of Independence\nWhile they continued their efforts to militarily control the geographical region of Greece, the Ottomans had inexorably lost the upper hand.\nThe Ottoman forces were ultimately forced to abandon the region a few years later, with Greece finally gaining its independence for the first time after the fall of the Byzantine Empire.\nBattle of Navarino\nGreek War of Independence\nNavarino\nRare Mummified Baby Woolly Mammoth Found in Canada\nCambodia Stingray is the \u201cWorld\u2019s Biggest\u201d Freshwater Fish Ever Netted"]

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RedPajama-Data-V2

http://drexel.edu/now/archive/2017/August/Scandinavian-Criminology-Course/

A Life-Changing Visit to a Revolutionary Scandinavian Prison

["A Life-Changing Visit to a Revolutionary Scandinavian Prison\nDrexelNow\nDrexel Quarterly\nDrexel University Identity Guidelines\nSitecore CMS Support\nThe Drexel Collection\nA Life-Changing Visit to a Revolutionary Scandinavian Prison\nBy: Ben Seal", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nAbbey Meyer is getting used to the confused looks she gets when she tells people about the week-and-a-half she spent in Scandinavia last winter. Everything seems fine when she describes the Christmas-style feast she and her friends shared in Sweden or the art she found at every turn while riding the Norwegian subway, but then she mentions the real reason she made the trip and the reactions change.", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\n\u201cWhen I tell everyone I traveled across the world to visit a prison and go inside, they\u2019re always like, \u2018Wait, what?\u2019\u201d said Meyer, a junior studying criminology and justice in Drexel University\u2019s College of Arts and Sciences.", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nMeyer was one of five students who went to Scandinavia last December on the maiden voyage of an intensive course abroad designed to examine the differences between the American criminal justice system \u2014 focused on deterrence and punishment \u2014 and its counterparts in Norway and Sweden, which prioritize restoration and rehabilitation. She came back with a newfound appreciation for the diverse approaches to criminal justice around the world, and she\u2019s been telling people about the experience ever since.", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\n\u201cIt opened up my eyes to a whole different world outside of where we live, and that our system is not the main system,\u201d said Meyer. \u201cNot to be harsh, but it\u2019s not working. More of us need to go out and experience what other countries are doing with their offenders and see what we can bring from them here. Even though we\u2019re a thousand times bigger, we can take little things from them and make them our own.\u201d", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nJordan Hyatt, PhD, JD, an assistant professor in the Department of Criminology and Justice Studies, designed the program with that idea in mind. The social democratic societies in Scandinavia contribute to justice systems with challenges far different than those in America, where the government plays a much smaller role in ensuring the welfare of its citizens", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nBut given the stark realities \u2014 2.3 million Americans are in prison and the per capita numbers are significantly worse than any other country \u2014 there are surely lessons to be learned.", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\n\u201cThe goal is not to transplant their system here,\u201d said Hyatt. \u201cIt\u2019s neither possible nor particularly informative. It\u2019s better to look at the way they do things and why, in terms of rehabilitation and re-entry, and try to import parts of that into the United States.\u201d", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nHyatt, now in his third year teaching at Drexel, taught in Sweden when he was younger and has done research in Scandinavia. He saw the intensive course as a way to ground the ideas he covers in his comparative justice class, using site visits and cultural lessons to help students understand both the methods of justice and their underlying factors.\nEmma Nolan, left, and Abbey Meyer outside of the family visiting center in Oslo Prison in Norway.", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nCentral to the experience were days spent at Halden Prison in Norway, near the southern border with Sweden, and B\u00e4rby, a juvenile justice facility just north of Stockholm. For Emma Nolan, a criminology major, Halden was \u201cthe star of the entire trip.\u201d\n\u201cIt was absolutely mind-blowing,\u201d she said. \u201cWhen we were walking around we felt like we were walking around a college campus.\u201d", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nBecause the Norwegian justice system aims to prepare individuals for life after prison \u2014 there is no capital punishment and the maximum sentence is 21 years \u2014 the facility at Halden is itself a stark contrast to an American prison, Meyer said. There may be a concrete wall rimmed with barbed wire, but it\u2019s shrouded by \u201cbeautiful\u201d trees, she said. The prison complex reminded her of farmland", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nThe prisoners have tight schedules, including work and classes to develop skills they can use upon their release, but they spend much of their time roaming the grounds and talking with correctional officers who are working to develop a personal connection.", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nBefore the trip, Hyatt suggested his students avoid reading up on the prison, so they could walk in with fresh eyes and be fully absorbed.\n\u201cIt makes the abstract very concrete,\u201d Hyatt said of the visit. \u201cIt\u2019s one thing to talk about a maximum security prison that focuses on rehabilitation, but it\u2019s another thing to walk through the institution and see how inmates are treated.\u201d\nThe Akershus Fortress the class visited in Norway, where they were given a private tour of an old solitary confinement tower.", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nMeyer was stunned by a five-course meal prepared by prisoners working in Halden\u2019s restaurant \u2014 an elevated assemblage of dishes cooked by inmates showcasing the skills they learned inside. She came home from Halden with a cookbook that sits perched in her kitchen as a memento.", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nThe second edition of the course, set for this December, has space to expand to 12 students, and Hyatt is hoping to reach beyond criminology to draw from disciplines such as engineering and public health \u2014 \u201cpeople who look at systems of incarceration and punishment in a very different way,\u201d he said.", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nFor Nolan, the time spent in Scandinavia was \u201ccompletely life-changing.\u201d She returned to Norway in the spring to better understand what makes Halden so different from American prisons. While there, she interviewed Halden\u2019s warden, who will be visiting Drexel on Oct. 2 for a panel discussion about those differences with Hyatt and Pennsylvania Secretary of Corrections John Wetzel", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\nNolan also spoke with correctional officers, teachers, members of the social welfare department, workers in the drug rehabilitation program and individuals who help transition prisoners upon release. She had been targeting a career in law enforcement or government work, but the experience opened her eyes to the research aspect of criminology. Between her two trips to Scandinavia, she already has a lead on an area of study.", "A Life-Changing Visit to a Revolutionary Scandinavian Prison\n\u201cThe U.S. system is a revolving door where people leave and re-offend and have to re-enter the criminal justice system,\u201d said Nolan. \u201cSo much money is being spent on housing them when it could be spent on fixing them.\u201d\nTopical Tags:\nCriminology & Justice Studies\nFollow Drexel:"]

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RedPajama-Data-V2

http://digital.library.unlv.edu/collections/menus/history-restaurant-menus?quicktabs_2=2

Menus: The Art of Dining | UNLV Libraries Digital Collections

["Menus: The Art of Dining | UNLV Libraries Digital Collections\nUNLV Libraries Digital Collections\nDreaming the Skyline\nThe Historic Landscape of Nevada\nThe History of the Restaurant\nEarly Restaurants in America\nOrigins of the Menu\nEarly Menu Format and Structure\nSouthern Nevada & Las Vegas: History in Maps\nDean Martin: Dino at the Sands!\nSurfaceCollection\nThe History of Restaurant Menus", "Menus: The Art of Dining | UNLV Libraries Digital Collections\nThe concept of enjoying a leisurely meal in an establishment specifically devoted to preparing and serving food and ordering off of a menu is one that would have been quite foreign to our ancestors. In Europe, prior to the mid 18th century and even into the nineteenth century, dining outside of the home was regarded with great suspicion as the quality of food and the establishments in which one could eat were not held in high esteem", "Menus: The Art of Dining | UNLV Libraries Digital Collections\nDining outside of the home would typically only occur when a person was traveling and had no access to their own kitchen. The wealthy who traveled were more apt to have servants who carried quality foodstuffs and prepared it for them, or to stay in the homes of friends rather than eat at such establishments", "Menus: The Art of Dining | UNLV Libraries Digital Collections\nThere were indeed taverns or inns that provided accommodation and where food was served along with alcohol, but it was not always food of the highest quality, and the patrons of such establishments (thought to be drunkards and thieves) were looked upon with some trepidation as well.", "Menus: The Art of Dining | UNLV Libraries Digital Collections\nThe concept of having a number of dishes to choose from that we are familiar with today was not an option at such eating establishments; patrons sat at one large table at an appointed hour and the eating was family style (the earliest definition of table d\u2019h\u00f4te) and would consist of whatever the owner cared to prepare. In many cases, these dishes had the potential to be leftovers and scraps of the most foul quality imaginable.", "Menus: The Art of Dining | UNLV Libraries Digital Collections\nIt was much the same in America. Taverns and boarding houses in the seventeenth and eighteenth century would have served primarily travelers, as there would have been little reason (or opportunity) for most Colonial Americans to eat outside of the home. And the food in such places, as in Europe, had little to recommend it.\nWith help from\nThe Digital Collections team can be found on the third floor within Lied Library.\nNevada Digital Resources"]

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RedPajama-Data-V2

http://webapp1.dlib.indiana.edu/archivesphotos/results/item.do?itemId=P0026687

Archives Photograph Collection - "Coat of Arms, College of Arts & Sciences"

["Archives Photograph Collection - Coat of Arms, College of Arts & Sciences\nCoat of Arms, College of Arts & Sciences\nBlazon consists of a silver field with three azure arrows in saltire.\nBethune, Ade (as designer)\nArts and Sciences, College of\nLogos, I.U."]

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RedPajama-Data-V2

https://accessgudid.nlm.nih.gov/devices/07613327125801

AccessGUDID - DEVICE: VARIAX (07613327125801)

["AccessGUDID - DEVICE: VARIAX (07613327125801)\nDevice Description: Sup Decr Curve Clav Plate Insert, LEFT\nInstrument tray A flat shallow vessel, usually with a raised rim, providing a suitable platform for containing many medical, usually surgical instruments and items. It is typically made of stainless steel and designed to fit into other devices, e.g., supply trolleys, storage systems or sterilizers. This device may or may not be fitted with a lid or cover. This is a reusable device."]

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RedPajama-Data-V2

https://scholarsarchive.byu.edu/irp/vol21/iss1/

Issues in Religion and Psychotherapy | Vol 21 | No. 1

["Issues in Religion and Psychotherapy | Vol 21 | No. 1\nHome > All Journals > IRP > Vol. 21 (1995) > No. 1\nAMCAP Journal\nBoundaries: The Line of Yes and No\nSister Chieko N. Okazaki\nRites of Healing\nWendy L. Ulrich\nSpiritual Interventions in Psychotherapy: A Survey of the Practices and Beliefs of AMCAP Members\nP. Scott Richards and Richard W. Potts\nThe Making of a Gang Boy\nChris Casta\u00f1o Ruiz\nYouth Gang Violence: Community Interventions\nDale F. Pearson\nThe Lord Would Deliver Them\nLarry Lewis\nImposing Our Values\nDuane M. Laws\nAMCAP Journal, Volume 21, Issue 1, 1995", "Issues in Religion and Psychotherapy | Vol 21 | No. 1\nAll Issues Vol. 38, No. 1 Vol. 37, No. 1 Vol. 36, No. 1 Vol. 35, No. 1 Vol. 34, No. 1 Vol. 33, No. 1 Vol. 32, No. 1 Vol. 31, No. 1 Vol. 30, No. 1 Vol. 29, No. 1 Vol. 28, No. 1 Vol. 27, No. 1 Vol. 26, No. 1 Vol. 25, No. 1 Vol. 24, No. 1 Vol. 23, No. 1 Vol. 22, No. 1 Vol. 21, No. 1 Vol. 20, No. 1 Vol. 19, No. 1 Vol. 18, No. 1 Vol. 17, No. 1 Vol. 16, No. 1 Vol. 15, No. 2 Vol. 15, No. 1 Vol. 14, No. 1 Vol. 13, No. 2 Vol. 13, No. 1 Vol. 12, No. 2 Vol. 12, No. 1 Vol. 11, No. 2 Vol. 11, No. 1 Vol. 10, No. 1 Vol", "Issues in Religion and Psychotherapy | Vol 21 | No. 1\n9, No. 4 Vol. 9, No. 3 Vol. 9, No. 2 Vol. 9, No. 1 Vol. 8, No. 4 Vol. 8, No. 3 Vol. 8, No. 2 Vol. 8, No. 1 Vol. 7, No. 4 Vol. 7, No. 3 Vol. 7, No. 2 Vol. 7, No. 1 Vol. 6, No. 4 Vol. 6, No. 3 Vol. 6, No. 2 Vol. 6, No. 1 Vol. 5, No. 3 Vol. 5, No. 2 Vol. 5, No. 1 Vol. 4, No. 2 Vol. 4, No. 1 Vol. 3, No. 1 Vol. 2, No. 1 Vol. 1, No. 1"]

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RedPajama-Data-V2

https://www.ark.no/boker/Jonathan-Steinberg-All-or-Nothing-9781134436569

All or Nothing: The Puzzle of Fascism and Nazism

["All or Nothing: The Puzzle of Fascism and Nazism\nButikk B\u00f8ker E-b\u00f8ker Dokumentar og fakta Reise Europa\nForfatter Jonathan Steinberg\nGerman and Italian fascist armies in the Second World War treated the Jews quite differently. Jews who fell into the hands of the German army ended up in concentration camps; none of those taken by the Italians suffered the same fate. Yet the protec\u2026\nJonathan Steinberg\nOm All or Nothing", "All or Nothing: The Puzzle of Fascism and Nazism\nGerman and Italian fascist armies in the Second World War treated the Jews quite differently. Jews who fell into the hands of the German army ended up in concentration camps; none of those taken by the Italians suffered the same fate. Yet the protectors of the Jews were no philo-Semites, nor were they (often) great respecters of human life. Some of those same officers had sanctioned savage atrocities against Ethiopians and Arabs in the years before the war", "All or Nothing: The Puzzle of Fascism and Nazism\nJonathan Steinberg uses this remarkable and poignant story to unravel the motives and forces underpinning both Fascism and Nazism. As a renowned historian of both Germany and Italy, he is uniquely placed to answer the underlying question; why?"]

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RedPajama-Data-V2

https://historicengland.org.uk/listing/the-list/list-entry/1007131

Westnewton Castle, Westnewton, Allerdale, a Fortified Manor House from the medieval period.

["Westnewton Castle, Westnewton, Allerdale, a Fortified Manor House from the medieval period.\nFortified houses were residences belonging to some of the richest and most powerful members of society. Their design reflects a combination of domestic and military elements. In some instances, the fortifications may be cosmetic additions to an otherwise conventional high status dwelling, giving a military aspect while remaining practically indefensible. They are associated with individuals or families of high status and their ostentatious architecture often reflects a high level of expenditure", "Westnewton Castle, Westnewton, Allerdale, a Fortified Manor House from the medieval period.\nThe nature of the fortification varies, but can include moats, curtain walls, a gatehouse and other towers, gunports and crenellated parapets. Their buildings normally included a hall used as communal space for domestic and administrative purposes, kitchens, service and storage areas. In later houses the owners had separate private living apartments, these often receiving particular architectural emphasis", "Westnewton Castle, Westnewton, Allerdale, a Fortified Manor House from the medieval period.\nIn common with castles, some fortified houses had outer courts beyond the main defences in which stables, brew houses, granaries and barns were located. Fortified houses were constructed in the medieval period, primarily between the 15th and 16th centuries, although evidence from earlier periods, such as the increase in the number of licences to crenellate in the reigns of Edward I and Edward II, indicates that the origins of the class can be traced further back", "Westnewton Castle, Westnewton, Allerdale, a Fortified Manor House from the medieval period.\nThey are found primarily in several areas of lowland England: in upland areas they are outnumbered by structures such as bastles and tower houses which fulfilled many of the same functions. As a rare monument type, with fewer than 200 identified examples, all examples exhibiting significant surviving archaeological remains are considered of national importance.", "Westnewton Castle, Westnewton, Allerdale, a Fortified Manor House from the medieval period.\nThe fortified manor house 268m WSW of Home Farm is reasonably well-preserved as earthworks and buried remains. The monument provides insight into the character and development of fortified residences in the medieval period. It will contain archaeological deposits relating to its construction, use and subsequent abandonment, which will inform us about the lives of the people who inhabited the manor house", "Westnewton Castle, Westnewton, Allerdale, a Fortified Manor House from the medieval period.\nFeatures such as the ditches will also contain environmental deposits, which will provide information on the use of the surrounding landscape.", "Westnewton Castle, Westnewton, Allerdale, a Fortified Manor House from the medieval period.\nThe monument includes the remains of a fortified manor house of medieval date, situated in a bend in Westnewton Beck south west of Westnewton Village. The most prominent features of the site are two mounds, 1.5m high and up to 26m wide, which are linked by two much slighter banks, the whole is understood to represent the remains of towers linked by a cross-hall. Large facing stones are visible protruding from the turf of the more northerly of the mounds", "Westnewton Castle, Westnewton, Allerdale, a Fortified Manor House from the medieval period.\nTo the front of the house is a square enclosure, approximately 25m by 25m, defined by banks to the north-west and north-east, with a short return of the inner scarp on the south-eastern side. The enclosure has an entrance in its northern corner and is understood to be the remains of a courtyard adjoining the front of the house. The north-eastern bank of the courtyard continues, in a reduced form, for a further 26m", "Westnewton Castle, Westnewton, Allerdale, a Fortified Manor House from the medieval period.\nA linear bank, 0.3m high, with external ditch, marks the south-eastern perimeter of the earthworks. To the west of the house are the remains of a large, irregular enclosure, marked by a broad flat-bottomed ditch accompanied by an inner bank. The ditch is understood to have held water and been an ornamental rather than a defensive feature."]

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RedPajama-Data-V2

https://www.graphic.com.gh/news/general-news/ghana-news-review-base-pay-calculation-tuc-urges-tripartite-committee.html

TUC urges tripartite committee to review base pay calculation

["TUC urges tripartite committee to review base pay calculation\nReview base pay calculation - TUC urges tripartite committee\nBY: Emmanuel Bruce\nDr Kwabena Nyarko Otoo (right), Director, LRPI of TUC\nThe Trades Union Congress (TUC) has said the time has come for the tripartite committee, which determines the base pay of public sector workers, to review the variables used in arriving at salary increases.", "TUC urges tripartite committee to review base pay calculation\nThe TUC said over the years, the major determinant had been inflation, but there was the need to bring in other variables, such as the real cost of living, because the previous method did not work to the benefit of employees.\nIt explained that inflation was just a representation of cost of living but not the actual, hence the need to use the living cost.", "TUC urges tripartite committee to review base pay calculation\nSpeaking at an Economic Forum on the 2021 mid-year budget, the Director of the Labour Policy and Research Institute of the TUC, Dr Kwabena Nyarko Otoo, said the union was working to bring in other variables, such as the real cost of living.\n\u201cInflation is just a representation of the cost of living but not the actual cost of living. We want to include cost of living itself, as opposed to changes in the cost of living, and this places us into things such as housing.", "TUC urges tripartite committee to review base pay calculation\n\u201cInflation can show a downward trend, but rent prices will rise, so we need to open it up and bring in some of the individual cost items that significantly affect people,\u201d he stated.\nThe forum was organised by the TUC with support from Friedrich Ebert Foundation (FES) for the leadership of the TUC at the national and sub-national levels.", "TUC urges tripartite committee to review base pay calculation\nThe forum, which will become a regular activity, was attended by the Secretary General of the TUC, Dr Anthony Yaw Baah, the Programmes Coordinator of FES, Mr Ebo Mensah, regional and district leadership of the TUC.\nProductivity factor\nDr Otoo said it was a legitimate concern if the government also wanted to factor in productivity as a determinant of salary increases.", "TUC urges tripartite committee to review base pay calculation\nHe said the issue was, however, due to the fact that nobody knew the level of productivity in the public sector, except the conjecture that the public sector was not productive.\n\u201cThis is not backed by any facts and may not live up to empirical scrutiny. You have one policeman taking care of 1,000 Ghanaians, but to a very large extent there is some level of peace and stability in the country. Can you say policemen are not doing well?", "TUC urges tripartite committee to review base pay calculation\n\u201cWe have one nurse taking care of about 800 people, when it should be 500 or below, but to a very large extent, our health sector is not that bad. Can you say they are not being productive?\u201d he asked rhetorically.\nDr Otoo said while there were a lot of things that could be done to improve public sector productivity, the onus was on the employer, not employees.\nReview of single spine", "TUC urges tripartite committee to review base pay calculation\nHe also called for a review of the Single Spine Salary Structure (SSSS), saying it had not been able to serve the purpose for which it was introduced.\nDr Otoo said the SSSS was introduced with clear objectives, one of which was to eventually lead to enhanced pay for people in the public sector.", "TUC urges tripartite committee to review base pay calculation\nHe said it was also meant to address some of the inequities in the public sector salary structure and ultimately reduce bargaining centres within the public sector, but noted that all of those objectives had not materialised.", "TUC urges tripartite committee to review base pay calculation\n\u201cPay in the public sector is still very low, pay inequities are still very wide and there is an energetic attempt by some public sector entities to exit the SSSS, with some having already exited, bringing us back to the previous situation when there were multiple bargaining sectors within the public sector,\u201d he said.", "TUC urges tripartite committee to review base pay calculation\nThe TUC\u2019s Director of Research said if university teachers, for instance, got the $2,000 base pay they were asking for, it would mean that everybody at their level must have that, which might be difficult to do, for which reason the obvious way out was to exit the SSSS.", "TUC urges tripartite committee to review base pay calculation\nHe also noted that while the SSSS had the objective of bringing all public service entities to one bargaining centre, some of the entities had separate laws that incorporated them, which also defined different routes for determining their salaries.\nHe said some of them even wrote to the Fair Wages and Salaries Commission (FWSC) that the law said their wages should be determined by their governing boards, not the FWSC.", "TUC urges tripartite committee to review base pay calculation\n\u201cSo one of the things the SSSS failed to do was harmonise the laws on the determination of paying public sector workers,\u201d Dr Otoo said."]

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RedPajama-Data-V2

http://www.rawa.org/temp/runews/2011/04/06/afghans-complain-about-nato-led-raid-that-killed-6.html

Afghans complain about NATO-led raid that killed 6

["Afghans complain about NATO-led raid that killed 6\nMcClatchy Newspapers, April 6, 2011\nAfghans complain about NATO-led raid that killed 6\nThe U.N. recently reported that 80 civilians died in ISAF night raids during 2010\nBy Hashim Shukoor\nKABUL, Afghanistan -- A night raid by NATO-led forces killed six civilians in the relatively peaceful northern Afghan province of Sar-e-Pul, local officials said Tuesday, but a statement from the U.S.-led coalition said the dead were Taliban insurgents armed with AK-47 assault rifles.", "Afghans complain about NATO-led raid that killed 6\nThe disagreement adds to the debate surrounding night raids, which have become a centerpiece of U.S.-led operations in Afghanistan as coalition forces seek to kill or capture Taliban supporters. Afghan President Hamid Karzai has asked the International Security Assistance Force, the official name for the coalition, to halt the raids, one of which last month resulted in the death of a Karzai cousin in Kandahar in southern Afghanistan.", "Afghans complain about NATO-led raid that killed 6\nThe ISAF statement said Monday night's raid in Sar-e-Pul had targeted the Taliban's provincial shadow governor, whom it described as a \"key power broker in the north\" with ties \"to foreign fighter facilitation and suicide training camps operating in the province.\"\nThe statement didn't identify the shadow governor by name and didn't say whether the force had succeeded in killing or capturing him. It said one insurgent had been killed in the raid itself, and that \"several other insurgents\" had been captured.", "Afghans complain about NATO-led raid that killed 6\nWhile leaving the area, the statement said, the troops saw \"several Taliban members take cover in a ditch just outside of town. The security force isolated the ditch, calling for all insurgents to exit peacefully. The insurgents, armed with AK-47s, engaged the security force. The force returned fire, resulting in several insurgents killed.\"", "Afghans complain about NATO-led raid that killed 6\nSayed Anwar Rahmati, the Karzai-appointed governor of the province, said in a telephone interview with McClatchy Newspapers that villagers from Sayad, where the raid took place, denied that the dead men were Taliban and said only one of the captured men was an armed insurgent.", "Afghans complain about NATO-led raid that killed 6\n\"Around 11 p.m. on Monday night, foreign forces raided a house,\" he said. \"As a result, six young men were killed and four others were detained. According to our intelligence, only one of the four detained is an armed Taliban insurgent.\"", "Afghans complain about NATO-led raid that killed 6\nThe governor didn't address ISAF claims that the men who were killed had opened fire first. He said villagers had come to him to complain about the incident. He also said that Sayad, about nine miles west of the provincial capital, also known as Sar-e-Pul, is an \"insecure\" area and that both local Taliban and Taliban-allied foreign fighters \"are seen in this district.\"", "Afghans complain about NATO-led raid that killed 6\nRahmati worried that village anger over the raid would feed already hostile feelings over the burning of a Quran last month by a Florida pastor. Recent demonstrations in several provinces sparked by the Quran burning have left at least 18 people dead, including eight U.N. workers who died when their compound was stormed in Mazar-i-Sharif.", "Afghans complain about NATO-led raid that killed 6\n\"Villagers from the district wanted to stage a demonstration to condemn the killings,\" Rahmati said. \"We managed to convince them not to do so, because the Quran-burning issue is still hot in this region, and there are some circles trying to exploit the situation for their own interests.\"\nThe raid was one of seven that ISAF reported had taken place throughout Afghanistan on Monday.", "Afghans complain about NATO-led raid that killed 6\nNight raids have been a source of friction between Karzai and the U.S.-led coalition in Afghanistan. Many of the raids are conducted independently by foreign troops without prior coordination with Afghan security forces.", "Afghans complain about NATO-led raid that killed 6\nThe list of raids gone wrong is a lengthy one, including the raid that killed Karzai's cousin last month, a Christmas Eve raid in Kabul that killed two guards employed by the Tiger International security company, and a raid last August that killed three brothers from a family in Maidan Wardak province.\nThe U.N. recently reported that 80 civilians died in ISAF night raids during 2010.", "Afghans complain about NATO-led raid that killed 6\nDespite Karzai's demand that the raids be halted, ISAF insists that the raids have played an important role in weakening the Taliban.\n(Shukoor is a McClatchy Newspapers special correspondent.)\n28.03.2011: Foreign soldiers take 9 family members to base in Logar", "Afghans complain about NATO-led raid that killed 6\nAccording to latest reports of the UN Office on Drugs and Crime, Afghanistan accounts for 80% of global opium and heroin production, the area of poppy straw crops reached a record 209,000 hectares in the country in 2013. Meanwhile, opium production went up 50% to reach 5,500 tons last year.\nAssociated Press, June 27, 2014"]

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RedPajama-Data-V2

https://helplinelaw.com/law/nicaragua/constitution/constitution04.php

Supreme Court (Nicaragua) - Wikipedia, the free encyclopedia

["Supreme Court (Nicaragua) - Wikipedia, the free encyclopedia\nUnder the 1987 constitution, the Supreme Court is an independent branch of government, whose members are selected for six-year terms by the National Assembly from lists submitted by the president. From among those members, the president selects the head of the Supreme Court. The constitution also provides that the Supreme Court justices appoint judges to the lower courts. Supreme Court justices can only be removed constitutionally \"for reasons determined by law.\"", "Supreme Court (Nicaragua) - Wikipedia, the free encyclopedia\nIn National Assembly-approved 1990 reforms to the Organic Law of Tribunals, the Chamorro government enlarged the Supreme Court's membership from the constitutionally mandated seven justices to nine, as a way of breaking what was perceived as Sandinista domination of the court. Those seven members had been appointed to their six-year terms in December 1987, and their terms were to expire in 1993", "Supreme Court (Nicaragua) - Wikipedia, the free encyclopedia\nIn 1990 President Chamorro also dismissed the court's Sandinista-appointed head and replaced him with one of her own choosing. The evaluation of this act depended on one's political point of view", "Supreme Court (Nicaragua) - Wikipedia, the free encyclopedia\nAccording to Nicaraguan analysts, the nine-member court decided that it would take decisions only on the basis of consensus, a procedure some saw as guaranteeing Sandinista influence on the court, others saw as neutralizing Sandinista influence, and still others saw as effectively paralyzing the operations of the court."]

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RedPajama-Data-V2

https://www.nga.gov/Collection/.5036.html

Collection

["Collection\nHome \u00bb Collection\nFrom Byzantine altarpieces to pop art, learn all about paintings, sculpture, prints, drawings, photographs, and other works in the collection. Browse the collection and make connections among objects you know and newly discovered masterpieces.\nBrowse these notable works, personally selected by Gallery curators, to find new insights about the artists and surprising details behind their most significant creations.", "Collection\nSearch the entire National Gallery of Art collection by artist's last name, key words in the title, key words in object information, credit line, provenance name, accession number, exhibition history, and/or catalogue raisonn\u00e9.\nExplore a list of artists whose works make up the National Gallery of Art collection. Filter results by nationality, lifespan, last name, and biographies.", "Collection\nThe Gallery is constantly building its collections through gift and purchase. A number of important works recently acquired are featured here.\nSearch nearly 4,000 European and American paintings in our collection, dating from the Renaissance period to the present day.\nSearch nearly 3,000 European and American sculptures in our collection, dating from the Renaissance to the present day.", "Collection\nNearly 70,000 prints by European and American artists, dating from the 11th century, are listed here. Find at least artist, title, and date information on each object.\nAround 31,000 drawings in media such as pencil, watercolor, and pen and ink, among others, are in the Gallery's collection.\nThe Gallery owns almost 15,000 photographs, dating from the beginning of the medium in 1839 to the present.\nAs objects for daily use, works of decorative art allow a close insight into cultures of the past.", "Collection\nThe days are gone when a museum could comfortably classify its holdings as paintings, sculptures, works on paper, photographs, or decorative arts.\nSearch for a specific object by title, artist, keyword, provenance, or exhibition history in our Collection Search.\nSee the works that are on view now in the Gallery.\nView the most recent acquisitions in the Gallery's collections.\nIn Depth: Provenance Study: The Princely Collections of Liechtenstein\nTours and Guides", "Collection\nSee the collection in context and gain insight into artists and their work. The Gallery offers guided tours led by educators and docents, self guided tours of our highlights, and self-guided audio tours.\nFind old favorites and make new discoveries. View maps and easily navigate the East and West Buildings as well as the Sculpture Garden.", "Collection\nWhile the Gallery is home to many renowned masterpieces, significant gaps in the collection remain generating the need to increase and improve the Gallery\u2019s holdings. Every work of art in the collection is the result of private philanthropy and the Gallery looks to its major donors to help sustain the standard of excellence by making gifts for the acquisition of art.\nNational Lending Service\nExtended Loans\nHave a question? Take a look at our list of the most frequently asked questions."]

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RedPajama-Data-V2

https://uncw.edu/news/2016/09/uncw-honors-faculty,-staff-researchers.html

404: Page Not Found | UNCW

["404: Page Not Found | UNCW\nUNCW Honors Faculty, Staff Researchers\nThe University of North Carolina Wilmington honored faculty and staff researchers during its annual Researcher\u2019s Recognition Reception held on Sept. 20.\nThe event recognized those who submitted grant proposals, received an award or were involved in innovation and entrepreneurship during Fiscal Year 2016.", "404: Page Not Found | UNCW\n\u201cIn these days of funding at public universities, grant and external funding is extremely important. It\u2019s not just the funding, it\u2019s what you bring to this university and the community at large and the nation,\u201d Provost Marilyn Sheerer told the group. \u201cThe chancellor and I are very supportive of research endeavors and we are trying in every way we know how to be more supportive. There is no doubt in my mind that we will continue to enhance the research productivity at UNCW.\u201d", "404: Page Not Found | UNCW\nThe newest members of the James F. Merritt Million Dollar Club were also announced during the reception. The club honors faculty who have received more than $1 million in research funding. This year\u2019s inductees are Heather Koopman, professor in the Department of Biology and Marine Biology, $1 Million Club; and Karl Ricanek, professor in the Department of Computer Science, $5 Million Club.", "404: Page Not Found | UNCW\nAdvancing research and scholarly activities is among the university\u2019s strategic priorities, noted Chancellor Jose V. Sartarelli. Currently, UNCW averages about $13 million in grant funding. The strategic plan calls for an increase to $30 million by 2020-21.", "404: Page Not Found | UNCW\n\u201cIf we are going to give flight to our imagination, research is fundamental,\u201d said Sartarelli. Imagination and research \u2013 creating new knowledge that we can impart to our students, to our community and the world \u2013 is critical. We are committed to advancing scholar activities and research at UNCW.\u201d\nThe latest edition of re:search, the university\u2019s research magazine, was unveiled during the reception. The magazine illustrates just a sampling of the innovative and collaborative research at UNCW.", "404: Page Not Found | UNCW\n--Venita Jenkins\n#SPARC\nRead the new issue of re:search here.\nRon Vetter, Associate Provost for Research, Dean of the Graduate School"]

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RedPajama-Data-V2

http://usslave.blogspot.de/2012_05_01_archive.html

US Slave: May 2012

["US Slave: May 2012\nUS Slave\nThis site is for educational purposes. Slavery in the new world from Africa to the Americas.\nA Small Nation of People: W.E.B. Du Bois and African American Portraits of Progress\nAfrican American life at the turn of the 20th century is the subject of this volume, which has recently been published by the Library of Congress in association with Amistad, an imprint of HarperCollins Publishers.", "US Slave: May 2012\nAs the world prepared to celebrate a century of progress at the 1900 International Exposition in Paris, W.E.B. Du Bois, then a sociology professor at Atlanta University, was approached by Thomas Calloway, an African American lawyer who called for black participation in the exposition, to illustrate progress made by black Americans since Emancipation. Du Bois, Calloway and Daniel A. P", "US Slave: May 2012\nMurray, a son of freed slaves and assistant Librarian of Congress, compiled books, manuscripts, artifacts and some 500 photographs of people, homes, churches, businesses and landscapes that defied stereotypes. \"A Small Nation of People\" brings together more than 150 of these photographs in a single volume for the first time.", "US Slave: May 2012\nKnown as \"The Exhibit of American Negroes,\" the Paris display included a set of charts, maps and graphs prepared by Du Bois that recorded the growth of population, economic power and literacy among African Americans in Georgia. But it also included photographs that exemplified dignity, accomplishment and progress, showing African Americans attending universities, running businesses and serving as nuns.", "US Slave: May 2012\nIn the years following the exposition, Murray succeeding in acquiring the complete set of photographs for the Library's Prints and Photographs collection. These images may be viewed on the Library's Web site in the Prints and Photographs Online Catalog (www.loc.gov/rr/print/catalog.html) in the collection designated \"African American Photographs Assembled for the 1900 Paris Exposition.\" Prints of illustrations with reproduction numbers may be ordered from the Library's Photoduplication Service.", "US Slave: May 2012\nEssays by Du Bois biographer David Levering Lewis and photo historian Deborah Willis provide the context for the choice of these photographs and their importance today.\nDavid Levering Lewis, a recipient of a MacArthur Foundation Fellowship, is the author of several books, including the Pulitzer Prize-winning volumes \"W.E.B. Du Bois: The Fight for Equality and the American Century\" and \"W.E.B. Du Bois: Biography of a Race.\" He is a professor of history at New York University.", "US Slave: May 2012\nDeborah Willis, also a MacArthur Fellow, writes frequently on African American themes as well as on the history of photography. Among her more recent publications is \"Reflections in Black: A History of Black Photographers, 1840-Present.\" She is a professor of photography and imaging at New York University.", "US Slave: May 2012\n\"A Small Nation of People,\" a 208-page hardcover book with 163 duotone images, is available for $24.95 in bookstores and through the Library of Congress Sales Shop, Washington, DC 20540-4985. Credit card orders are taken at (888) 682-3557.\nClick here to view Mr. Lewis and Ms. Willis talked about their book, A Small Nation of People: W.E.B. Du Bois and African American Portraits of Progress, on C-Span's BookTV.\nPosted by Ron at 10:39 AM\nW.E.B. Du Bois and the 1900 Paris Exhibition", "US Slave: May 2012\nIncluded in an award-winning exhibit at the Paris Exposition, this photograph--one of 500--was part of the evidence collected under the direction of W. E. B. DuBois to illustrate the condition, education, and literature of African Americans at the turn of the twentieth century, only thirty-five years after the abolition of slavery. In his own description of the exhibit, DuBois noted that by 1900 African Americans owned one million acres of land and paid taxes on twelve million dollars worth of property", "US Slave: May 2012\nIn addition to photographs about black-owned businesses like this one in Georgia, the exhibit included a number of images related to successful black businesses elsewhere. The related display in the foyer of the Library's John Adams Building features additional photographs of black businesses assembled for the Paris Exposition. [http://memory.loc.gov/ammem/aaohtml/aopart6.html]", "US Slave: May 2012\nAn African American-owned drugstore in Georgia--CREDIT: \"Interior view of Dr. McDougald's Drug Store.\" 1899 or 1900. W.E.B. Du Bois Albums of Photographs of African Americans in Georgia Exhibited at the Paris Exposition Universelle in 1900, Prints and Photographs Division, Library of Congress\nMaterials Compiled by W.E.B. Du Bois", "US Slave: May 2012\nAt the turn of the century, W. E. B. Du Bois compiled a series of photographs for the \"American Negro\" exhibit at the 1900 Paris Exposition. He organized the 363 images into albums, entitled Types of American Negroes, Georgia, U.S.A. and Negro Life in Georgia, U.S.A..", "US Slave: May 2012\nAt the time, Du Bois was a professor of sociology at Atlanta University, committed to combating racism with empirical evidence of the economic, social, and cultural conditions of African Americans. He believed that a clear revelation of the facts of African American life and culture would challenge the claims of biological race scientists influential at the time, which proposed that African Americans were inherently inferior to Anglo-Americans", "US Slave: May 2012\nThe photographs of affluent young African American men and women challenged the scientific \"evidence\" and popular racist caricatures of the day that ridiculed and sought to diminish African American social and economic success. Further, the wide range of hair styles and skin tones represented in the photographs demonstrated that the so-called \"Negro type\" was in fact a diverse group of distinct individuals", "US Slave: May 2012\nThe one public statement Du Bois made concerning these photographs was that visitors to the American Negro exhibit would find \"several volumes of photographs of typical Negro faces, which hardly square with conventional American ideas.\"", "US Slave: May 2012\nDu Bois's work for the American Negro exhibit was extensive and much praised. In the Spring of 1900, Paris Exposition judges awarded him a gold medal for his role as \"collaborator\" and \"compiler\" of materials for the exhibit. [http://www.loc.gov/pictures/collection/anedub/dubois.html]", "US Slave: May 2012\nNPR reported on 2 December 2003, \"W.E.B. Du Bois' African-American Portraits: Collection Depicts Life for Blacks 35 Years After Civil War,\" by Michele Norris -- \"Some foreigners will think we have nothing for the Negro but the bludgeon and revolver; we shall convince them otherwise.\" These are the words of B.D. Woodward, the assistant commissioner-general for the U.S.'s delegation to the 1900 Paris Exposition", "US Slave: May 2012\nHe was referring to the \"American Negro Exhibit,\" pulled together for the Paris Exposition by the young sociologist W.E.B. Du Bois.", "US Slave: May 2012\nDu Bois put on exhibit 500 photographs that symbolized black life in America 35 years after the end of slavery. And he chose with care. The photos, many of them portraits, show the trappings of middle- and upper-class life: ornate clothing, fancy hats, jewelry, confident poses. Du Bois intended the photographs to counteract stereotypes of blacks as poor, uneducated, or the victims of American racism.", "US Slave: May 2012\nThose photographs are now collected in a book, A Small Nation of People, published by the Library of Congress. Co-author and historian of photography Deborah Willis first heard about the photos during college. She didn't discover they still existed for years later. She says even today \u2014 in her 50s \u2014 she's still amazed by the stories the photos tell. NPR's Michele Norris, host of All Things Considered, talks with Willis about the collection. (source: NPR)", "US Slave: May 2012\nLabels: African American Culture, Black History, Gilded Age, W.E.B. DuBois\nAlexander Crummell, Cambridge's first black graduate\nAlexander Crummell, Cambridge University's first black student to graduate in the 19th century.", "US Slave: May 2012\nStephen Bates of The UK Guardian reports on 19 October 2011--Alexander Crummell is not a name that resonates in any list of black pioneers but his story as the son of a former slave who became almost certainly the first black student to graduate from Cambridge University will be told tonight at a lecture in the university's Festival of Ideas.", "US Slave: May 2012\nThe resurrection of the long-obscure 19th-century American student comes months after Cambridge and Oxford once again had to fend off accusations about low admission rates for students from ethnic minorities. In 2009, 15% of first-year undergraduates were from ethnic minorities, but none of the academic or laboratory staff at the university were black.", "US Slave: May 2012\nAlthough Crummell was perhaps not the first black student Cambridge had seen \u2013 a Jamaican man, Francis Williams, is thought to have studied there in the 1700s and a mixed-race violinist, George Augustus Bridgetower, had been awarded a music degree for a composition in 1812 \u2013 he is the first officially recorded in the university records as having studied and graduated.", "US Slave: May 2012\nHis story will be told by Sarah Meer, a university lecturer and fellow of Selwyn College, at the English faculty. \"He was immensely proud to have studied at Cambridge and said he had never felt free until he landed in Britain,\" Meer said.\nThe library at the Queen's College in Cambridge", "US Slave: May 2012\nCrummell, born and educated in New York, the son of illiterate parents, was sponsored by American Episcopalians and their English Anglican contacts and was admitted to Queens' College as a 30-year-old student, married with three young children, in 1848. The student fees, raised by his church supporters in the abolitionist movement, were even more eye-watering than they would be today: \u00a33,000, perhaps the equivalent of \u00a3180,000.", "US Slave: May 2012\nHe certainly experienced racism. Dons' diaries refer to the \"woolly-haired undergraduate with a black wife and piccaninnies\". But there was also sympathy too, when one of his children was killed in an accident", "US Slave: May 2012\nCrummell remembered being cheered by other students when he graduated, though a future archbishop of Canterbury, EW Benson, who was present, recalled one student calling out: \"Three groans for the Queens' nigger.\" Benson claimed he had shouted out \"Shame on you\", and that he had led the cheers himself.", "US Slave: May 2012\nCrummell's modern obscurity, Meer thinks, is probably because he later espoused the idea, championed by some American white racists, of setting up the black African country of Liberia. He lived and worked there for a number of years, aiming to teach the inhabitants to become Christianised and Europeanised. \"Crummell ended up on the wrong side", "US Slave: May 2012\nHe was also quite a stern and difficult person, who fell out with his congregations because he believed they were not living moral enough lives and with his colleagues, who he felt infringed his dignity,\" she said. \"Whether he was like that because of his personality, or his experiences, we will never be sure.\" (source: The UK Guardian)", "US Slave: May 2012\nThe Decaying Historic Alexander Crummell School\nThat little building is sitting on a big sea of gravel, full of opportunity. (Lydia DePillis)", "US Slave: May 2012\nFrom the Washington City Paper, \"City Puts Another Decaying Historic School Up For Grabs,\" by Lydia DePillis on 30 August 2011 -- This November, the Alexander Crummell School on Gallaudet and Kendall Streets NE will mark its 100th birthday. But it's not really in a position to celebrate. The decaying brick hulk, placed on the National Register of Historic Places in 2004, has been bereft of students since the late 60s", "US Slave: May 2012\nIn a 2000 City Paper cover story, the school's decline mirrored that of the surrounding neighborhood, Ivy City. Now, there's no reason you would ever find the building unless you were either looking for it or looking for nothing, as I was this past Sunday, when I stumbled across the abandoned school on a bike ride and struggled to make out \"CRUMMELL SCHOOL\" underneath all the vegetation growing around it.", "US Slave: May 2012\nIn the next few months, however, the building's fortunes could change: Yesterday, the District issued a request for offers for the building, with the requirement that it be made available for a charter school. It's unlikely that would be an attractive proposition for any for-profit developer, given that the school itself is only about 20,000 square feet, and will likely take many millions to renovate", "US Slave: May 2012\nIt's also just the latest in a a pile of schools, many of them also historic, that the District closed and is trying to put back into productive use ...", "US Slave: May 2012\nBut here's the Crummell School's selling point: The entire lot is huge, at nearly 2.5 acres, situated right off New York Avenue NE behind the soon-to-be-developed Hechts Warehouse. According to the request for offers, residents are looking for a community center and \"economic development\" on the site, which could take the form of new housing, retail, offices, or hell, a laser tag arena. If anything, that's what will bring this crumbling beauty back to life. (source: Washington City Paper)", "US Slave: May 2012\nThe old Alexander Crummell School located at Kendall and Gallaudet Streets, NE in the Ivy City neighborhood of Washington, D.C. Designed by Snowden Ashford in 1910, the Elizabethan Revival building is listed on the National Register of Historic Places.\nOf Alexander Crummell by W.E.B. Du Bois\nW.E.B. Du Bois (1868\u20131963). The Souls of Black Folk. 1903.\nChapter XII: Of Alexander Crummell", "US Slave: May 2012\nTHIS is the history of a human heart,\u2014the tale of a black boy who many long years ago began to struggle with life that he might know the world and know himself. Three temptations he met on those dark dunes that lay gray and dismal before the wonder-eyes of the child: the temptation of Hate, that stood out against the red dawn; the temptation of Despair, that darkened noonday; and the temptation of Doubt, that ever steals along with twilight", "US Slave: May 2012\nI saw Alexander Crummell first at a Wilberforce commencement season, amid its bustle and crush. Tall, frail, and black he stood, with simple dignity and an unmistakable air of good breeding. I talked with him apart, where the storming of the lusty young orators could not harm us. I spoke to him politely, then curiously, then eagerly, as I began to feel the fineness of his character,\u2014his calm courtesy, the sweetness of his strength, and his fair blending of the hope and truth of life", "US Slave: May 2012\nInstinctively I bowed before this man, as one bows before the prophets of the world. Some seer he seemed, that came not from the crimson Past or the gray To-come, but from the pulsing Now,\u2014that mocking world which seemed to me at once so light and dark, so splendid and sordid. Four-score years had he wandered in this same world of mine, within the Veil.", "US Slave: May 2012\nHe was born with the Missouri Compromise and lay a-dying amid the echoes of Manila and El Caney: stirring times for living, times dark to look back upon, darker to look forward to. The black-faced lad that paused over his mud and marbles seventy years ago saw puzzling vistas as he looked down the world. The slave-ship still groaned across the Atlantic, faint cries burdened the Southern breeze, and the great black father whispered mad tales of cruelty into those young ears", "US Slave: May 2012\nFrom the low doorway the mother silently watched her boy at play, and at nightfall sought him eagerly lest the shadows bear him away to the land of slaves.", "US Slave: May 2012\nSo his young mind worked and winced and shaped curiously a vision of Life; and in the midst of that vision ever stood one dark figure alone,\u2014ever with the hard, thick countenance of that bitter father, and a form that fell in vast and shapeless folds. Thus the temptation of Hate grew and shadowed the growing child,\u2014gliding stealthily into his laughter, fading into his play, and seizing his dreams by day and night with rough, rude turbulence", "US Slave: May 2012\nStrange temptation for a child, you may think; and yet in this wide land to-day a thousand thousand dark children brood before this same temptation, and feel its cold and shuddering arms. For them, perhaps, some one will some day lift the Veil,\u2014will come tenderly and cheerily into those sad little lives and brush the brooding hate away, just as Beriah Green strode in upon the life of Alexander Crummell. And before the bluff, kind-hearted man the shadow seemed less dark", "US Slave: May 2012\nBeriah Green had a school in Oneida County, New York, with a score of mischievous boys. \u201cI\u2019m going to bring a black boy here to educate,\u201d said Beriah Green, as only a crank and an abolitionist would have dared to say. \u201cOho!\u201d laughed the boys. \u201cYe-es,\u201d said his wife; and Alexander came. Once before, the black boy had sought a school, had travelled, cold and hungry, four hundred miles up into free New Hampshire, to Canaan", "US Slave: May 2012\nBut the godly farmers hitched ninety yoke of oxen to the abolition schoolhouse and dragged it into the middle of the swamp. The black boy trudged away.", "US Slave: May 2012\nThe nineteenth was the first century of human sympathy,\u2014the age when half wonderingly we began to descry in others that transfigured spark of divinity which we call Myself; when clodhoppers and peasants, and tramps and thieves, and millionaires and\u2014sometimes\u2014Negroes, became throbbing souls whose warm pulsing life touched us so nearly that we half gasped with surprise, crying, \u201cThou too! Hast Thou seen Sorrow and the dull waters of Hopelessness", "US Slave: May 2012\n? Hast Thou known Life?\u201d And then all helplessly we peered into those Other-worlds, and wailed, \u201cO World of Worlds, how shall man make you one?\u201d", "US Slave: May 2012\nSo in that little Oneida school there came to those schoolboys a revelation of thought and longing beneath one black skin, of which they had not dreamed before. And to the lonely boy came a new dawn of sympathy and inspiration. The shadowy, formless thing\u2014the temptation of Hate, that hovered between him and the world\u2014grew fainter and less sinister. It did not wholly fade away, but diffused itself and lingered thick at the edges", "US Slave: May 2012\nThrough it the child now first saw the blue and gold of life,\u2014the sun-swept road that ran \u2019twixt heaven and earth until in one far-off wan wavering line they met and kissed. A vision of life came to the growing boy,\u2014mystic, wonderful. He raised his head, stretched himself, breathed deep of the fresh new air. Yonder, behind the forests, he heard strange sounds; then glinting through the trees he saw, far, far away, the bronzed hosts of a nation calling,\u2014calling faintly, calling loudly", "US Slave: May 2012\nHe heard the hateful clank of their chains, he felt them cringe and grovel, and there rose within him a protest and a prophecy. And he girded himself to walk down the world.", "US Slave: May 2012\nA voice and vision called him to be a priest,\u2014a seer to lead the uncalled out of the house of bondage. He saw the headless host turn toward him like the whirling of mad waters,\u2014he stretched forth his hands eagerly, and then, even as he stretched them, suddenly there swept across the vision the temptation of Despair.", "US Slave: May 2012\nThey were not wicked men,\u2014the problem of life is not the problem of the wicked,\u2014they were calm, good men, Bishops of the Apostolic Church of God, and strove toward righteousness", "US Slave: May 2012\nThey said slowly, \u201cIt is all very natural\u2014it is even commendable; but the General Theological Seminary of the Episcopal Church cannot admit a Negro.\u201d And when that thin, half-grotesque figure still haunted their doors, they put their hands kindly, half sorrowfully, on his shoulders, and said, \u201cNow,\u2014of course, we\u2014we know how you feel about it; but you see it is impossible,\u2014that is\u2014well\u2014it is premature.", "US Slave: May 2012\nThis was the temptation of Despair; and the young man fought it doggedly. Like some grave shadow he flitted by those halls, pleading, arguing, half angrily demanding admittance, until there came the final No; until men hustled the disturber away, marked him as foolish, unreasonable, and injudicious, a vain rebel against God\u2019s law. And then from that Vision Splendid all the glory faded slowly away, and left an earth gray and stern rolling on beneath a dark despair", "US Slave: May 2012\nEven the kind hands that stretched themselves toward him from out the depths of that dull morning seemed but parts of the purple shadows. He saw them coldly, and asked, \u201cWhy should I strive by special grace when the way of the world is closed to me?\u201d All gently yet, the hands urged him on,\u2014the hands of young John Jay, that daring father\u2019s daring son; the hands of the good folk of Boston, that free city", "US Slave: May 2012\nAnd yet, with a way to the priesthood of the Church open at last before him, the cloud lingered there; and even when in old St. Paul\u2019s the venerable Bishop raised his white arms above the Negro deacon\u2014even then the burden had not lifted from that heart, for there had passed a glory from the earth.", "US Slave: May 2012\nAnd yet the fire through which Alexander Crummell went did not burn in vain. Slowly and more soberly he took up again his plan of life. More critically he studied the situation. Deep down below the slavery and servitude of the Negro people he saw their fatal weaknesses, which long years of mistreatment had emphasized. The dearth of strong moral character, of unbending righteousness, he felt, was their great shortcoming, and here he would begin", "US Slave: May 2012\nHe would gather the best of his people into some little Episcopal chapel and there lead, teach, and inspire them, till the leaven spread, till the children grew, till the world hearkened, till\u2014till\u2014and then across his dream gleamed some faint after-glow of that first fair vision of youth\u2014only an after-glow, for there had passed a glory from the earth.", "US Slave: May 2012\nOne day\u2014it was in 1842, and the springtide was struggling merrily with the May winds of New England\u2014he stood at last in his own chapel in Providence, a priest of the Church. The days sped by, and the dark young clergyman labored; he wrote his sermons carefully; he intoned his prayers with a soft, earnest voice; he haunted the streets and accosted the wayfarers; he visited the sick, and knelt beside the dying. He worked and toiled, week by week, day by day, month by month", "US Slave: May 2012\nAnd yet month by month the congregation dwindled, week by week the hollow walls echoed more sharply, day by day the calls came fewer and fewer, and day by day the third temptation sat clearer and still more clearly within the Veil; a temptation, as it were, bland and smiling, with just a shade of mockery in its smooth tones. First it came casually, in the cadence of a voice: \u201cOh, colored folks", "US Slave: May 2012\n? Yes.\u201d Or perhaps more definitely: \u201cWhat do you expect?\u201d In voice and gesture lay the doubt\u2014the temptation of Doubt. How he hated it, and stormed at it furiously! \u201cOf course they are capable,\u201d he cried; \u201cof course they can learn and strive and achieve\u2014\u201d and \u201cOf course,\u201d added the temptation softly, \u201cthey do nothing of the sort.\u201d Of all the three temptations, this one struck the deepest. Hate? He had outgrown so childish a thing. Despair", "US Slave: May 2012\nBut to doubt the worth of his lifework,\u2014to doubt the destiny and capability of the race his soul loved because it was his; to find listless squalor instead of eager endeavor; to hear his own lips whispering, \u201cThey do not care; they cannot know; they are dumb driven cattle,\u2014why cast your pearls before swine?\u201d\u2014this, this seemed more than man could bear; and he closed the door, and sank upon the steps of the chancel, and cast his robe upon the floor and writhed.", "US Slave: May 2012\nThe evening sunbeams had set the dust to dancing in the gloomy chapel when he arose. He folded his vestments, put away the hymn-books, and closed the great Bible. He stepped out into the twilight, looked back upon the narrow little pulpit with a weary smile, and locked the door. Then he walked briskly to the Bishop, and told the Bishop what the Bishop already knew. \u201cI have failed,\u201d he said simply. And gaining courage by the confession, he added: \u201cWhat I need is a larger constituency", "US Slave: May 2012\nThere are comparatively few Negroes here, and perhaps they are not of the best. I must go where the field is wider, and try again.\u201d So the Bishop sent him to Philadelphia, with a letter to Bishop Onderdonk.", "US Slave: May 2012\nBishop Onderdonk lived at the head of six white steps,\u2014corpulent, red-faced, and the author of several thrilling tracts on Apostolic Succession. It was after dinner, and the Bishop had settled himself for a pleasant season of contemplation, when the bell must needs ring, and there must burst in upon the Bishop a letter and a thin, ungainly Negro. Bishop Onderdonk read the letter hastily and frowned. Fortunately, his mind was already clear on this point; and he cleared his brow and looked at Crummell", "US Slave: May 2012\nThen he said, slowly and impressively: \u201cI will receive you into this diocese on one condition: no Negro priest can sit in my church convention, and no Negro church must ask for representation there.\u201d", "US Slave: May 2012\nI sometimes fancy I can see that tableau: the frail black figure, nervously twitching his hat before the massive abdomen of Bishop Onderdonk; his threadbare coat thrown against the dark woodwork of the book-cases, where Fox\u2019s \u201cLives of the Martyrs\u201d nestled happily beside \u201cThe Whole Duty of Man.\u201d I seem to see the wide eyes of the Negro wander past the Bishop\u2019s broadcloth to where the swinging glass doors of the cabinet glow in the sunlight. A little blue fly is trying to cross the yawning keyhole", "US Slave: May 2012\nHe marches briskly up to it, peers into the chasm in a surprised sort of way, and rubs his feelers reflectively; then he essays its depths, and, finding it bottomless, draws back again. The dark-faced priest finds himself wondering if the fly too has faced its Valley of Humiliation, and if it will plunge into it,\u2014when lo! it spreads its tiny wings and buzzes merrily across, leaving the watcher wingless and alone.", "US Slave: May 2012\nThen the full weight of his burden fell upon him. The rich walls wheeled away, and before him lay the cold rough moor winding on through life, cut in twain by one thick granite ridge,\u2014here, the Valley of Humiliation; yonder, the Valley of the Shadow of Death. And I know not which be darker,\u2014no, not I. But this I know: in yonder Vale of the Humble stand to-day a million swarthy men, who willingly would\n\u201c...bear the whips and scorns of time,\nThe oppressor\u2019s wrong, the proud man\u2019s contumely,", "US Slave: May 2012\nall this and more would they bear did they but know that this were sacrifice and not a meaner thing. So surged the thought within that lone black breast. The Bishop cleared his throat suggestively; then, recollecting that there was really nothing to say, considerately said nothing, only sat tapping his foot impatiently. But Alexander Crummell said, slowly and heavily: \u201cI will never enter your diocese on such terms.\u201d And saying this, he turned and passed into the Valley of the Shadow of Death", "US Slave: May 2012\nYou might have noted only the physical dying, the shattered frame and hacking cough; but in that soul lay deeper death than that. He found a chapel in New York,\u2014the church of his father; he labored for it in poverty and starvation, scorned by his fellow priests. Half in despair, he wandered across the sea, a beggar with outstretched hands", "US Slave: May 2012\nEnglishmen clasped them,\u2014Wilberforce and Stanley, Thirwell and Ingles, and even Froude and Macaulay; Sir Benjamin Brodie bade him rest awhile at Queen\u2019s College in Cambridge, and there he lingered, struggling for health of body and mind, until he took his degree in \u201953. Restless still and unsatisfied, he turned toward Africa, and for long years, amid the spawn of the slave-smugglers, sought a new heaven and a new earth.", "US Slave: May 2012\nSo the man groped for light; all this was not Life,\u2014it was the world-wandering of a soul in search of itself, the striving of one who vainly sought his place in the world, ever haunted by the shadow of a death that is more than death,\u2014the passing of a soul that has missed its duty. Twenty years he wandered,\u2014twenty years and more; and yet the hard rasping question kept gnawing within him, \u201cWhat, in God\u2019s name, am I on earth for?\u201d In the narrow New York parish his soul seemed cramped and smothered", "US Slave: May 2012\nIn the fine old air of the English University he heard the millions wailing over the sea. In the wild fever-cursed swamps of West Africa he stood helpless and alone.", "US Slave: May 2012\nYou will not wonder at his weird pilgrimage,\u2014you who in the swift whirl of living, amid its cold paradox and marvellous vision, have fronted life and asked its riddle face to face. And if you find that riddle hard to read, remember that yonder black boy finds it just a little harder; if it is difficult for you to find and face your duty, it is a shade more difficult for him; if your heart sickens in the blood and dust of battle, remember that to him the dust is thicker and the battle fiercer", "US Slave: May 2012\nNo wonder the wanderers fall! No wonder we point to thief and murderer, and haunting prostitute, and the never-ending throng of unhearsed dead! The Valley of the Shadow of Death gives few of its pilgrims back to the world.", "US Slave: May 2012\nBut Alexander Crummell it gave back. Out of the temptation of Hate, and burned by the fire of Despair, triumphant over Doubt, and steeled by Sacrifice against Humiliation, he turned at last home across the waters, humble and strong, gentle and determined. He bent to all the gibes and prejudices, to all hatred and discrimination, with that rare courtesy which is the armor of pure souls", "US Slave: May 2012\nHe fought among his own, the low, the grasping, and the wicked, with that unbending righteousness which is the sword of the just. He never faltered, he seldom complained; he simply worked, inspiring the young, rebuking the old, helping the weak, guiding the strong.", "US Slave: May 2012\nSo he grew, and brought within his wide influence all that was best of those who walk within the Veil. They who live without knew not nor dreamed of that full power within, that mighty inspiration which the dull gauze of caste decreed that most men should not know. And now that he is gone, I sweep the Veil away and cry, Lo! the soul to whose dear memory I bring this little tribute", "US Slave: May 2012\nI can see his face still, dark and heavy-lined beneath his snowy hair; lighting and shading, now with inspiration for the future, now in innocent pain at some human wickedness, now with sorrow at some hard memory from the past. The more I met Alexander Crummell, the more I felt how much that world was losing which knew so little of him. In another age he might have sat among the elders of the land in purple-bordered toga; in another country mothers might have sung him to the cradles.", "US Slave: May 2012\nHe did his work,\u2014he did it nobly and well; and yet I sorrow that here he worked alone, with so little human sympathy. His name to-day, in this broad land, means little, and comes to fifty million ears laden with no incense of memory or emulation. And herein lies the tragedy of the age: not that men are poor,\u2014all men know something of poverty; not that men are wicked,\u2014who is good? not that men are ignorant,\u2014what is Truth? Nay, but that men know so little of men.", "US Slave: May 2012\nHe sat one morning gazing toward the sea. He smiled and said, \u201cThe gate is rusty on the hinges.\u201d That night at star-rise a wind came moaning out of the west to blow the gate ajar, and then the soul I loved fled like a flame across the Seas, and in its seat sat Death.", "US Slave: May 2012\nI wonder where he is to-day? I wonder if in that dim world beyond, as he came gliding in, there rose on some wan throne a King,\u2014a dark and pierced Jew, who knows the writhings of the earthly damned, saying, as he laid those heart-wrung talents down, \u201cWell done!\u201d while round about the morning stars sat singing. (source: W.E.B. DuBois, Souls of Black Folk)\nNew Hampshire Slave Trade\nSLAVERY in NEW HAMPSHIRE", "US Slave: May 2012\nFrom Slavery in the North -- African slaves were noted in New Hampshire by 1645. They concentrated in the area around Portsmouth. Furthermore, as one of the few colonies that did not impose a tariff on slaves, New Hampshire became a base for slaves to be imported into America then smuggled into other colonies. Every census up to the Revolution showed an increase in black population, though they remained proportionally fewer than in most other New England colonies.", "US Slave: May 2012\nAs across the North, wartime attrition destroyed slavery as a viable economic institution. Between 1773 and 1786, the number of New Hampshire slaves fell from 674 to 46. Many obtained freedom by running away to the British in Boston, others by serving in the Continental Army. Desperate to fill its regiments, New Hampshire had offered bounties to slaveholders who manumitted black recruits.", "US Slave: May 2012\nThe rhetoric of Revolution and liberty was felt here, too, but the practical effect was often wanting. In 1779, Prince Whipple, a slave of a New Hampshire Continental Army officer, and 18 other blacks sent a petition to the legislature seeking emancipation. They used Revolutionary rhetoric, and wrote that slavery was incompatible with \"justice, humanity, and the rights of mankind,\" but the petition was ignored.", "US Slave: May 2012\nThe 1783 state constitution declared \"all men are born equal and independent,\" with natural rights, \"among which are enjoying and defending life and liberty.\" This was very close to the language that led, via the courts, to the end of slavery in Massachusetts. But there are no judicial records from New Hampshire to indicate that this was construed there as ending slavery. Many clearly felt it did, but whether for all slaves, or only to children of slaves born after 1783, is not clear.", "US Slave: May 2012\nSlaves were removed from the rolls of taxable property in 1789, but the act appears to have been for taxing purposes only. The 1790 census counted 158 slaves; but in 1800, there were only 8. Portsmouth traders participated legally in the slave trade until 1807. No slaves were counted for the state in 1810 and 1820, but three are listed in 1830 and one in 1840.", "US Slave: May 2012\nA commonly accepted date for the end of slavery in New Hampshire is 1857, when an act was passed stating that \"No person, because of decent, should be disqualified from becoming a citizen of the state.\" The act is interpreted as prohibiting slavery. By a strict interpretation, however, slavery was outlawed only on Dec. 6, 1865, when the 13th amendment went into effect. (Ratified by New Hampshire July 1, 1865.) [Slavery in the North ]", "US Slave: May 2012\nWith a minuscule number of slaves in its population (a mere one-fifteenth of one percent in 1860), New Hampshire was one of the more liberal states of the North in terms of restrictive laws. Except for barring blacks from the militia, it left them to do most other things. For instance, in 1860, New Hampshire was one of only 5 states that allowed blacks to vote.", "US Slave: May 2012\nBut when abolitionists pressed their agenda, or when the mere possibility of a black in-migration arose, the people could act as decisively as those in Ohio or Indiana.", "US Slave: May 2012\nIn March 1835, for instance, a group of 28 white and 14 black students sat down to begin classes at the newly founded Noyes Academy, a private school in Caanan, N.H. The school was a pet project of New England abolitionists, who figured prominently on its board", "US Slave: May 2012\nThey admitted qualified students, regardless of race, and they made it an item of the school's policy, as outlined in its prospectus, \"to afford colored youth a fair opportunity to show that they are capable, equally with the whites, of improving themselves in every scientific attainment, every social virtue, and every Christian ornament.\"", "US Slave: May 2012\nThe black students seem to have been drawn largely from New York City (they rode up in segregated steamboats), and the roster features several names that went on to prominence in the civil rights struggles", "US Slave: May 2012\nBut, though the abolitionists had written glowingly of the little town's acceptance of this social experiment, the citizens of Canaan called a meeting and declared that they did not accept it at all, that they were more than four-fifths opposed the academy, and that they were \"determined to take effectual measures to remove it.\"", "US Slave: May 2012\nOn the Fourth of July, 1835, a mob approached the building, but they dispersed when confronted by a local magistrate. But later that month, the Town Meeting appointed a committee to do away with the school in \"the interest of the town, the honor of the State, and the good of the whole community (both black and white).\"", "US Slave: May 2012\nThe committee accomplished its work on Aug. 10. It rounded up men from neighboring towns and nearly 100 yoke of oxen, and they pulled the school building off its foundation and dragged it to the town common, beside the Baptist meeting house, where it could be prevented from being used as intended. When the job was done, the committee met briefly to condemn abolitionism, praise the Constitution, and invoke the memories of the patriots of '76", "US Slave: May 2012\n\"So ended the day,\" the \"Concord Patriot\" wrote, \"joyful to the friend of his country, but sorrowful to the Abolitionists.\" Early in 1839, a fire of unreported origin destroyed the former school building.", "US Slave: May 2012\nSpeaking in Congress, New Hampshire Sen. Isaac Hill defended the citizens, saying their goal had been to thwart the abolitionist scheme to mingle the children of the two races. But rumors around the town before the decisive action centered on fear of an influx of blacks, and visions of ramshackle huts full of fugitive slaves lining the streets of Canaan, of town tax rates driven sky high by black paupers and good citizens subject to public nuisances. [Slavery in the North ]", "US Slave: May 2012\nJames DeWolfe-Perry will be joined by Reverend Lauren Smith of Portsmouth's South Church, and University of New Hampshire Professors Jeffrey Bolster and David Watters in a panel discussion of questions raised in the film about the Atlantic slave trade as a cornerstone of Northern commercial life, how it drove the economy of many port cities including those of the Seacoast region, and the relevance of this history today.", "US Slave: May 2012\nDr. Kathleen Wheeler of Independent Archeological Consultants will complete the program by describing her team\u2019s discoveries at the African Burying Ground on Chestnut Street after it was accidentally exposed during a public works project in 2003.\n'The Dumbest Generation' by Mark Bauerlein", "US Slave: May 2012\nHow dumb are we? Thanks to the Internet, dumb and dumber, this author writes, Book Review by Lee Drutman, in The LA Times, on July 5, 2008 -- In the four minutes it probably takes to read this review, you will have logged exactly half the time the average 15- to 24-year-old now spends reading each day. That is, if you even bother to finish. If you are perusing this on the Internet, the big block of text below probably seems daunting, maybe even boring. Who has the time", "US Slave: May 2012\nSuch is the kind of recklessly distracted impatience that makes Mark Bauerlein fear for his country. \"As of 2008,\" the 49-year-old professor of English at Emory University writes in \"The Dumbest Generation,\" \"the intellectual future of the United States looks dim.\"", "US Slave: May 2012\nThe way Bauerlein sees it, something new and disastrous has happened to America's youth with the arrival of the instant gratification go-go-go digital age. The result is, essentially, a collective loss of context and history, a neglect of \"enduring ideas and conflicts.\" Survey after painstakingly recounted survey reveals what most of us already suspect: that America's youth know virtually nothing about history and politics. And no wonder. They have developed a \"brazen disregard of books and reading.\"", "US Slave: May 2012\nThings were not supposed to be this way. After all, \"never have the opportunities for education, learning, political action, and cultural activity been greater,\" writes Bauerlein, a former director of Research and Analysis at the National Endowment for the Arts. But somehow, he contends, the much-ballyhooed advances of this brave new world have not only failed to materialize -- they've actually made us dumber.", "US Slave: May 2012\nThe problem is that instead of using the Web to learn about the wide world, young people instead mostly use it to gossip about each other and follow pop culture, relentlessly keeping up with the ever-shifting lingua franca of being cool in school. The two most popular websites by far among students are Facebook and MySpace. \"Social life is a powerful temptation,\" Bauerlein explains, \"and most teenagers feel the pain of missing out.\"", "US Slave: May 2012\nThis ceaseless pipeline of peer-to-peer activity is worrisome, he argues, not only because it crowds out the more serious stuff but also because it strengthens what he calls the \"pull of immaturity.\" Instead of connecting them with parents, teachers and other adult figures, \"[t]he web . .", "US Slave: May 2012\nencourages more horizontal modeling, more raillery and mimicry of people the same age.\" When Bauerlein tells an audience of college students, \"You are six times more likely to know who the latest American Idol is than you are to know who the speaker of the U.S. House is,\" a voice in the crowd tells him: \" 'American Idol' IS more important.\"", "US Slave: May 2012\nBauerlein also frets about the nature of the Internet itself, where people \"seek out what they already hope to find, and they want it fast and free, with a minimum of effort.\" In entering a world where nobody ever has to stick with anything that bores or challenges them, \"going online habituates them to juvenile mental habits.\"", "US Slave: May 2012\nAnd all this feeds on itself. Increasingly disconnected from the \"adult\" world of tradition, culture, history, context and the ability to sit down for more than five minutes with a book, today's digital generation is becoming insulated in its own stultifying cocoon of bad spelling, civic illiteracy and endless postings that hopelessly confuse triviality with transcendence. Two-thirds of U.S. undergraduates now score above average on the Narcissistic Personality Inventory, up 30% since 1982, he reports.", "US Slave: May 2012\nAt fault is not just technology but also a newly indulgent attitude among parents, educators and other mentors, who, Bauerlein argues, lack the courage to risk \"being labeled a curmudgeon and a reactionary.\"", "US Slave: May 2012\n? The natural (and anticipated) response would indeed be to dismiss him as your archetypal cranky old professor who just can't understand why \"kids these days\" don't find Shakespeare as timeless as he always has. Such alarmism ignores the context and history he accuses the youth of lacking -- the fact that mass ignorance and apathy have always been widespread in anti-intellectual America, especially among the youth. Maybe something is different this time. But, of course. Something is different every time.", "US Slave: May 2012\nThe book's ultimate doomsday scenario -- of a dull and self-absorbed new generation of citizens falling prey to demagoguery and brazen power grabs -- seems at once overblown (witness, for example, this election season's youth reengagement in politics) and also yesterday's news (haven't we always been perilously close to this, if not already suffering from it?)", "US Slave: May 2012\nBut amid the sometimes annoyingly frantic warning bells that ding throughout \"The Dumbest Generation,\" there are also some keen insights into how the new digital world really is changing the way young people engage with information and the obstacles they face in integrating any of it meaningfully. These are insights that educators, parents and other adults ignore at their peril. (source: LA Times)", "US Slave: May 2012\nEdgefield District Pottery: Origins of Southern Stoneware\nThe Augusta Chronicle reported on 19 February 2004, \"Edgefield District jugs, jars are becoming prized pottery\" -- Cool to the touch and sturdy even after more than a century of use and disuse, the antebellum jugs and jars made in South Carolina's Edgefield District have become revered as prized collectibles.", "US Slave: May 2012\nGlazed a distinctive green or brown, many with the fingerprints and signature marks of their makers etched in their faces, original Edgefield pots are selling in the thousands of dollars at art auctions and on eBay.\n\"The people who made these things would be amazed at what they are valued at,\" said Stephen Ferrell, a potter and ceramics historian who runs Old Edgefield Pottery in Edgefield, S.C.", "US Slave: May 2012\nOnce used for storing meats, meal or molasses and made by plantation workers, both freemen and slave artisans, Edgefield pots sold for about 10 cents a gallon, Mr. Ferrell said.\nJust three weeks ago, a pot linked to Dave, a literate slave whose technique and tendency to write poetry on his wares made him a superstar of Edgefield pottery, sold for $30,000 at auction.\nOther pieces, including one acquired for $185,000 by the High Museum of Art in Atlanta, are selling for even more.", "US Slave: May 2012\nThe price spike is part history and part economics, Mr. Ferrell said.\nIntended for everyday use, in a time before the Mason jar revolutionized food storage, the pots produced from about 1810-1920 in the Edgefield District - which includes present-day Edgefield, Trenton, Saluda, McCormick and Aiken - were widely touted as some of the best ware in the nation.\nTheir characteristic alkaline glaze, a mix of Chinese technique, made them not only durable and safe but also attractive, Mr. Ferrell explained.", "US Slave: May 2012\n\"You didn't have to have pretty designs to make them functional, but they did,\" Mr. Ferrell said. \"They are beautiful from an art perspective. They've been made so beautifully that they've surpassed that (functional) use.\"\nTheir unique style and the plantation economy that the potteries grew out of made pots more than just containers.", "US Slave: May 2012\n\"Slaves made many things: tables, chairs ... but with this, this is something that they marked,\" Mr. Ferrell said. \"It's the story behind them, the people that made them\" that make the pieces so coveted by collectors.\nOtis Williams, of Evans, began collecting Edgefield pottery about 15 years ago.\n\"I started collecting because I was interested in the history of the South during that period,\" Mr. Williams said. \"From my point of view, it is very important to preserve the history that we have.\"", "US Slave: May 2012\nMr. Williams said that he wanted to know how people lived and that the pots presented an answer to that.\n\"Why would a person want an old pot? You have a piece of history that came from the earth, made by hand and was essential to survival in that era,\" he said. \"You got to eat.\"\nWith more than 1 million pieces produced during the heyday of the Edgefield potteries, that importance is underscored.\nStill, very few of the Edgefield pots remain intact.", "US Slave: May 2012\n\"Part of them got broken in the usual way, or people just threw them away,\" Mr. Ferrell said.\nSo, along with being beautiful and old, Edgefield pottery is rare, which makes it a perfect fit for a market that values those three traits.\nPrivate collectors aren't the only ones taking notice. Rumors that a national slave museum will be constructed and a growing appreciation of Southern culture have led many museums to buy Edgefield pieces.", "US Slave: May 2012\nAlong with works at the High Museum, Edgefield pottery is displayed in museums from the McKissick Museum in Columbia to the Smithsonian Institution.\n\"Major museums and collections buying Edgefield pottery is kind of a 'go' for other collectors,\" Mr. Ferrell said. That \"market approval\" has led to increasing prices, he added.\n\"It's developing at such a rate, where I used to feel fairly confident saying this is a $5,000 vase, it sells for much higher,\" he said.", "US Slave: May 2012\nMr. Williams, who has about 45 pieces in his collection, recalls buying his first Dave piece for about $250; it's now worth about four times as much.\nFrom watching the trend, he isn't sure he could even afford the pieces of his collection today. Each time he goes to auction, he said, he is priced out.\n\"It's very difficult to put a price on history,\" Mr. Williams said. \"And it is very difficult to find a quality Edgefield pot. That's why the bidders go through the roof.\"", "US Slave: May 2012\nIt's also why more people are getting in to the hunt, Mr. Ferrell said.\n\"More and more daily, I hear of people in South Carolina, North Carolina and Georgia starting to collect Edgefield pottery. People from blue-collar workers to dentists to doctors and lawyers to people in the accounting world that think it's an investment,\" he said.\nEven celebrities such as Bill Cosby and Cicely Tyson are said to be collecting.", "US Slave: May 2012\n\"When you have people like that in the market, they are all going to want articles that are genuine, \" Mr. Ferrell said. (source: The Augusta Chronicle)\nClick here to return to the US Slave Home Page\nThe Atlantic Slave Trade was the largest Forced migration in world history.\nTomb Of The Unknown Slave\nSt. Augustine Catholic Church, New Orleans, LA\nSearch The US Slave Blog\nFabrice Monteiro's Photography\nFabrice Monteiro's Photographs\nThe Legendary Icon Anastacia\nEscrava Anastacia", "US Slave: May 2012\nPhilip Morgan: Early American Slave Culture\nBlack Culture in the Eighteenth-Century Chesapeake and Lowcountry\nCotton and Race in the Making of America: The Human Costs of Economic Power\nGene Dattel's Slave Grown Cotton in Global Economy: Mississippi (1800-1860)\nScarred Back of an Escaped Mississippi Slave\nThis enslaved man had a name, Gordon.\nTORTURES, BY IRON COLLARS, CHAINS, FETTERS, HANDCUFFS", "US Slave: May 2012\nII. TORTURES, BY IRON COLLARS, CHAINS, FETTERS, HANDCUFFS, &c. The slaves are often tortured by iron collars, with long prongs or \u201chor...\nSlave Tortures: The Mask, Scold's Bridle, or Brank\nMulier taceat in ecclesia - 'Let the woman be silent in church' Let the Woman be Silent in Church: Over four centuri...\nAbout the Banjo by Tony Thomas\nFrom Black Banjo Gathering this article \"About the Banjo,\" written by Tony Thomas discusses the banjo and American folk music. T...", "US Slave: May 2012\nDr. J. Marion Sims Medical Experiments on Enslaved Women and Children\nIn an essay entitled, \" Father Butcher , \" one of Columbia, South Carolina's activist and artist, Wendy Brinker is pens a wel...\nSLAVE WHIPPING AS A BUSINESS\nSLAVE WHIPPING AS A BUSINESS. Whipping was done at these markets, or trader's yards, all the time. People who lived in the city...\nManila The African Money Of The Slave Trade", "US Slave: May 2012\nMANILLAS: AFRICAN BRACELET MONEY Copper was the \"red gold\" of Africa and had been both mined there and traded across the Sahar...\nSlave Grown Cotton in a Global Economy: Mississippi (1800-1860)\nMississippi History Now published an article in 2006 entitled, \"Cotton in a Global Economy: Mississippi (1800-1860),\" by Eug...\nBunce Island Slave Post\nBance Island in Sierra Leone By Joseph Opala, Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition Yale Universi...", "US Slave: May 2012\nThe African Banjo and American Music\nFirst introduced to the United States by African Americans in southern slave communities, the early banjo was construed with a gourd head a...\nSarah \"Saartjie\" Baartman: The Real Life of the Hottentot Venus\nFrom Salon Magazine on 9 January 2007, \"Venus abused: In the early 1800s, Westerners leered at Saartjie Bartmaan's curvy ...\nAfrican Martial Arts of Brazil", "US Slave: May 2012\nThe banjo is a product of Africa. Africans transported to the Caribbean and Latin America were reported playing banjos in the 17th and 18th centuries, before any banjo was reported in the Americas. Africans in the US were the predominant players of this instrument until the 1840s.\nCharleston Slave Tags and Slave Badges", "US Slave: May 2012\nBadge laws existed in several Southern cities, urban centers such as Mobile and New Orleans, Savannah and Norfolk; the practice of hiring out slaves was common in both the rural and urban South. But the only city known to have implemented a rigid and formal regulatory system is Charleston.\nMANILLA: MONEY OF THE SLAVE TRADE", "US Slave: May 2012\nManilla. Manillas were brass bracelet-shaped objects used by Europeans in trade with West Africa, from about the 16th century to the 1930s. They were made in Europe, perhaps based on an African original.Once Bristol entered the African trade, manillas were made locally for export to West Africa.\nSLAVE CURRENCY: African Slave Trade Beads", "US Slave: May 2012\nIn Africa, trade beads were used in West Africa by Europeans who got them from Venice, Holland, and Bohemia. They used millions of beads to trade with Africans for slaves, services, and goods such as palm oil, gold, and ivory. The trade with Africans was so vital that some of the beads were made specifically for Africans.\nSlave Trade Currency: Cowry Shells", "US Slave: May 2012\nLong before our era the cowry shell was known as an instrument of payment and a symbol of wealth and power. This monetary usage continued until the 20th century. If we look a bit closer into these shells it is absolutely not astonishing that varieties as the cypraea moneta or cypraea annulus were beloved means of payments and eventually became in some cases huge competitors of metal currencies.\nBunce Island Slave Factory\nCannons with the Royal Crest\nAdanggaman\nAfricans Making Slaves of Africans", "US Slave: May 2012\nOta Benga The Man in the Bronx Zoo\nOta Benga (1883-1916) was an African Congolese Pygmy, who was put on display in the monkey house at the Bronx Zoo in New York in1906\nRailroads and Slave Labor\nNorth America's four major rail networks \u2014 Norfolk Southern, CSX, Union Pacific and Canadian National \u2014 all own lines that were built and operated with slave labor.\nSculptor Augusta Savage\n\"Lift every voice and sing\" by Augusta Savage: New York World's Fair.\nAfro-Uruguay Spirit of Resistance in Candombe", "US Slave: May 2012\nIn the streets of Montevideo, Uruguay, Afro-Uruguayans celebrate an often-ignored part of their history - Candombe and resistance.\nTintin: Sinister Racist Propaganda\nTintin has been an inspiration for generations. But his status as a paragon of wholesome adventure is under threat, thanks to a court bid to ban one of his books, Tintin in the Congo, for its racist portrayal of Africans.\nEnslaved Children\nBare feet in tattered rags\nCivil War Orphans\nPresident George Washington\nOwned 316 Slaves", "US Slave: May 2012\nPresident Thomas Jefferson\nPresident James Madison\nPresident Andrew Jackson\nPresident John Tyler\nOwned 70 Slaves\nOwned Slaves\nPresident Zachary Taylor\nOwned at least 1 slave\nAfrican Slave Trade Ad", "US Slave: May 2012\n\"It is a peculiar sensation, this double-consciousness, this sense of always looking at one's self through the eyes of others, of measuring one's soul by the tape of a world that looks on in amused contempt and pity. One ever feels his two-ness,--an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.\" -- W.E.B. DuBois\nSlave Tortures\nPortugal Slave Trade", "US Slave: May 2012\n1501-1866 Portugal transported 5,848,265 people from Africa to the Americas.\nFrench Slave Trade\n1501-1866 France transported 1,381,404 Africans to America.\nGreat Britain Slave Trade\n1501-1866 The British transported 3,259,440 Africans to the Americas.\nSpain Slave Trade\n1501-1866 Spain transported 1,061,524 Africans to the Americas\nDenmark Slave Trade\n1501-1866 Denmark transported 111,041 people from Africa.\nUnited States Slave Trade\n1501-1866 The USA transported 305,326 Africans to the Americas.", "US Slave: May 2012\nNetherlands Slave Trade\n1501-1866 The Netherlands transported 554,336 Africans.\nMarcus Tullius Cicero (Roman statesman, orator and essayist, 106\u201343 B.C.).\n\"To be ignorant of what occurred before you were born is to remain always a child. For what is the worth of human life, unless it is woven into the life of our ancestors by the records of history?\" \u2014 Marcus Tullius Cicero\nBRAWLEY, BENJAMIN; \"A Social History of the American Negro\"\nCharter of the Dutch West India Company : 1621", "US Slave: May 2012\nCLARKSON, THOMAS; \"An Essay on the Slavery and Commerce of the Human Species, Particularly the African\"\nDeclaration of the Rights of Man - 1789\nDOUGLASS, FREDERICK; \"Collected Articles of Frederick Douglass\"\nDOUGLASS, FREDERICK; \"Fourth of July Speech\"\nDOUGLASS, FREDERICK; \"My Bondage and My Freedom \"\nDOUGLASS, FREDERICK; \"Narrative of the Life of Frederick Douglass\"\nDOUGLASS, FREDRICK; \"Speech on the Dred Scott Decision\"\nDUBOIS, W.E.B.; \"Critiques Booker T. Washington\"", "US Slave: May 2012\nDUBOIS, W.E.B.; \"Freedmen's Bureau Pt. 2\"\nDUBOIS, W.E.B.; \"Freedmen's Bureau Pt.1\"\nDUBOIS, W.E.B.; \"The Conservation of Races \"\nDUBOIS, W.E.B.; \"The Negro\"\nDUBOIS, W.E.B.; \"The Philadelphia Negro\"\nDUBOIS, W.E.B.; \"The Quest of the Silver Fleece\"\nDUBOIS, W.E.B.; \"The Souls of Black Folk\"\nDUBOIS, W.E.B.; \"The Suppression of the African Slave Trade to the United States of America\"\nFONER, ERIC; \"EXPERT REPORT\"\nGARRISON, WILLIAM LLOYD; \"No Compromise with Slavery\"", "US Slave: May 2012\nGARRISON, WILLIAM LLOYD; \"The Abolition Of Slavery The Right Of The Government Under The War Power\"\nKING, MARTIN LUTHER, JR.; \"I have a Dream\"\nNotes on the Debates in the Federal Convention\nOLAUDAH EQUIANO; \"The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, The African\"\nStatutes of the United States Concerning Slavery\nThe History of the Impeachment of Andrew Johnson\nTRUTH, SOJOURNER; \"The Narrative of Sojourner Truth\"\nWASHINGTON, BOOKER T.; \"Atlanta Compromise Speech\"", "US Slave: May 2012\nWASHINGTON, BOOKER T.; \"Up From Slavery: An Autobiography\"\nWOODSON, CARTER G.; \"A Century of Negro Migration\"\nSlave Narratives\nAaron; \"The Light and Truth of Slavery\"\nBall, Charles; \"Fifty Years in Chains, or, The Life of an American Slave\"\nBayley, Solomon; \"A Narrative of Some Remarkable Incidents in the Life of Solomon Bayley, Formerly a Slave in the State of Delaware\"\nBibb, Henry\nBruce, Henry Clay; \"The New Man: Twenty-Nine Years a Slave,Twenty-Nine Years a Free Man\"", "US Slave: May 2012\nCugoano, Ottobah; \"Narrative of the Enslavement of Ottobah Cugoano, a Native of Africa; Published by Himself in the Year 1787\"\nDouglass, Frederick; \"Narrative of the Life of Frederick Douglass, an American Slave\"\nEquiano, Olaudah; \"The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa\"\nGrandy, Moses; \"Narrative of the Life of Moses Grandy, Late a Slave in the United States of America\"", "US Slave: May 2012\nKeckley, Elizabeth Hobbs; \"Behind the Scenes, or, Thirty years a Slave, and Four Years in the White House\"\nPicquet, Louisa; \"Louisa Picquet, the Octoroon, or, Inside Views of Southern Domestic Life\"\nSmith, Harry; \"Fifty Years of Slavery in the United States of America\"\nSolomon Northup; \"Twelve Years a Slave: Narrative of Solomon Northup, a Citizen of New-York, Kidnapped in Washington City in 1841\"\nSteward, Austin\nVeney, Bethany; \"The Narrative of Bethany Veney: A Slave Woman\"", "US Slave: May 2012\nWashington, Booker Taliaferro; \"An Autobiography: The Story of My Life and Work\"\nWatson, Henry; \"Narrative of Henry Watson, a Fugitive Slave\"\nWilliams, James; \"A Narrative of Events Since the First of August, 1834, By James Williams, an Apprenticed Labourer in Jamaica\""]

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RedPajama-Data-V2

http://www.scag.gov/archives/24771

On dual office holding (Supervisor of the Chester County Hospital X-Ray Dept. and serve on the Chester County Council). - South Carolina Attorney General

["On dual office holding (Supervisor of the Chester County Hospital X-Ray Dept. and serve on the Chester County Council). - South Carolina Attorney General\nOpinion on dual office holding (Supervisor of the Chester County Hospital X-Ray Dept. and serve on the Chester County Council).\nRequested by Paul E. Short, Jr., Esquire, Chester County Attorney."]

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RedPajama-Data-V2

https://digitalscholarship.unlv.edu/fac_articles/231/

"The Past, Present, and Future of Urban Cable Propelled People Movers" by Edward S. Neumann

["The Past, Present, and Future of Urban Cable Propelled People Movers by Edward S. Neumann\nHome > Engineering > Civil & Environmental Engineering > Faculty Publications > 231\nCivil & Environmental Engineering and Construction Faculty Publications\nThe Past, Present, and Future of Urban Cable Propelled People Movers\nEdward S. Neumann, University of Nevada, Las VegasFollow\nJournal of Advanced Transportation", "The Past, Present, and Future of Urban Cable Propelled People Movers by Edward S. Neumann\nThe evolution of urban cable propelled people mover technology from the early 1800\u2032s through the 1990\u2032s is reviewed, with emphasis on systems developed since 1980. Technologies can be classified by the means of vehicle support and the type of service provided. The simplest systems serve as shuttles moving back-and-forth between a pair of terminal stations; more complex systems feature vehicles which are launched continuously at short headways", "The Past, Present, and Future of Urban Cable Propelled People Movers by Edward S. Neumann\nAdvances have occurred in the design and aesthetics of guideways, vehicle operating speed, the spectrum of capacities available, and automated features. The characteristics of the individual systems in urban environments throughout the world are described.", "The Past, Present, and Future of Urban Cable Propelled People Movers by Edward S. Neumann\nCable cars (Streetcars); Local transit; Railroads; Cable; Urban transportation; Wire-rope transportation\nCivil and Environmental Engineering | Civil Engineering | Transportation | Urban Studies and Planning\nNeumann, E. S. (1999). The Past, Present, and Future of Urban Cable Propelled People Movers. Journal of Advanced Transportation, 33(1), 51-82.\nhttp://dx.doi.org/10.1002/atr.5670330106\nUNLV Department of Civil & Environmental Engineering"]

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RedPajama-Data-V2

https://apps.carleton.edu/curricular/cs/events/?audience=256908&category=107307&start_date=2019-11-15&no_search=1

Computer Science Events – Computer Science – Carleton College

["Computer Science Events \u2013 Computer Science \u2013 Carleton College\nComputer Science Events\n\u00ab Starting Friday, November 15th, 2019\nEvents in category: Computing\nSee all categories (clear \"Computing\")\nThere are no events available for students in the Computing category\nMonth Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Year 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020\nDepartmental Activities\nComputer Science Home\nComputer Science Events pages maintained by Paula Stowe"]

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RedPajama-Data-V2

http://www.gutenberg.org/ebooks/57348

Practical Stair Building and Handrailing by W. H. Wood

["Practical Stair Building and Handrailing by W. H. Wood\nProduced by Chris Curnow, Charlie Howard, and the Online\nDistributed Proofreading Team at http://www.pgdp.net (This\nfile was produced from images generously made available\nby The Internet Archive)\n\n\n\n\n\n\n\n\n\nPRACTICAL STAIR BUILDING AND HANDRAILING\n\n\n\n\n PRACTICAL\n STAIR BUILDING AND HANDRAILING\n\n BY THE\n SQUARE SECTION AND FALLING LINE SYSTEM\n\n\n BY\n W.\u00a0H. WOOD\n\n\n [Illustration]\n\n\n London:\n E.\u00a0&\u00a0F.\u00a0N. SPON, 125 STRAND\n\n New York:\n SPON & CHAMBERLAIN, 12 CORTLANDT STREET\n\n 1894\n\n\n\n\nPREFACE.", "Practical Stair Building and Handrailing by W. H. Wood\nThe following book has been written to assist those who wish to acquire\na knowledge of the most practical and systematic methods adopted in the\nexecution of stair building and handrailing.", "Practical Stair Building and Handrailing by W. H. Wood\nIn compiling this work the author has kept steadily in view the\nabsolute necessity of treating most fully the elementary parts.\nTherefore, if to some the details should appear tedious, he begs to\nsay they have been written to assist those who, being unable to obtain\na correct knowledge of the methods adopted, seldom advance beyond a\ncertain and very unsatisfactory stage.", "Practical Stair Building and Handrailing by W. H. Wood\nThe plates on stairs will be found to contain much useful and valuable\ninformation, all of which the author has practically tested, some of\nthem many times over, and can therefore vouch for the accuracy of the\nvarious methods shown.", "Practical Stair Building and Handrailing by W. H. Wood\nThe Plates 12 and 13 should be thoroughly understood before proceeding\nwith the handrailing, as the diagrams showing problems in solid\ngeometry have been carefully selected, bearing directly on the subject,\nand it should not be left until the \u201cwhy\u201d and \u201cwherefore\u201d has been\nreasoned out.\n\nThe system of handrailing is somewhat new, but the author has\ncontinually put it to practical test for the last five years, and he is\nconvinced that it is only required to be known to be appreciated.", "Practical Stair Building and Handrailing by W. H. Wood\nW.\u00a0H. WOOD.\n\n\n\n\nCONTENTS.\n\n\n _STAIR BUILDING._\n PLATE PAGE\n 1 ELEMENTARY PROBLEMS 3\n\n 2 CLOSE NEWELLED OR DOG-LEGGED STAIRS, THE SETTING OUT OF\n RODS, &C. 5", "Practical Stair Building and Handrailing by W. H. Wood\n3 THE CONSTRUCTION OF VARIOUS PARTS OF STAIRS, SHOWING THE\n APPLICATION OF THE STEEL SQUARE FOR SETTING OUT STRINGS,\n &C. 7\n\n 4 PLAN AND ELEVATION OF OPEN NEWEL STAIRCASE, WITH SPANDRIL\n UNDER BOTTOM FLIGHT 11\n\n 5 DETAILS OF CONSTRUCTION 13", "Practical Stair Building and Handrailing by W. H. Wood\n6 DETAILS OF A NEWEL STAIRS, STARTING AND LANDING WITH\n WINDERS 15\n\n 7 HALF-SPACE LANDING, WITH A STRAIGHT FLIGHT ABOVE AND BELOW,\n AND A CONTINUED RAIL, STARTING WITH A SIDE WREATH FROM A\n NEWEL 17\n\n 8 DETAILS OF CONSTRUCTION 19\n\n 9 DETAILS OF CONSTRUCTION 23", "Practical Stair Building and Handrailing by W. H. Wood\n10 DETAILS OF CONSTRUCTION SHOWING AN APPARATUS FOR MARKING\n THE LENGTH AND CUTS OF BALUSTERS AROUND THE CIRCULAR PARTS 25\n\n 11 DETAILS OF CONSTRUCTION 29\n\n\n _HANDRAILING._\n\n 12 ON OBLIQUE PLANES AND THEIR TRACES 37\n\n 13 ON PROJECTION OF OBLIQUE PLANES, &C. 41\n\n 14 LEVEL LANDING WREATH, OR HALF TWIST 43", "Practical Stair Building and Handrailing by W. H. Wood\n15 LEVEL LANDING WREATH, OR HALF TWIST 45\n\n 16 LEVEL LANDING WREATH, OR HALF TWIST 47\n\n 17 HALF-SPACE LANDING, WITH STRAIGHT FLIGHT ABOVE AND BELOW 49\n\n 18 FROM THE LEVEL TO THE RAKE 53\n\n 19 FROM THE LEVEL TO THE RAKE 55\n\n 20 HALF-SPACE LANDING WITH THE RISERS IN THE SPRINGING 57", "Practical Stair Building and Handrailing by W. H. Wood\n21 WINDERS IN THE HALF-SPACE AND LEVEL LANDING AT TOP 59\n\n 22 WINDERS IN THE HALF-SPACE, WITH A STRAIGHT FLIGHT ABOVE AND\n BELOW, WREATH TO FORM ITS OWN EASING 61\n\n 23 QUARTER-SPACE LANDING, WREATH IN ONE PIECE 65\n\n 24 QUARTER-SPACE LANDING, WREATH IN TWO PIECES 67\n\n 25 QUARTER-SPACE LANDING, WREATH IN ONE PIECE, TO FORM ITS OWN\n EASING INTO THE STRAIGHT RAIL 69", "Practical Stair Building and Handrailing by W. H. Wood\n26 WINDERS IN THE QUARTER-SPACE, WREATH IN ONE PIECE, TO FORM\n ITS OWN EASING INTO STRAIGHT RAIL 71\n\n 27 LANDING IN AN OBTUSE ANGLE, THE WREATH TO FORM ITS OWN\n EASING INTO THE STRAIGHT RAIL 73\n\n 28 HALF TWIST STARTING FROM A SCROLL, AND A SIDE WREATH\n STARTING FROM A NEWEL 75\n\n 29 WINDERS STARTING FROM A CURTAIL STEP 77", "Practical Stair Building and Handrailing by W. H. Wood\n30 WINDERS IN THE QUARTER-SPACE, STARTING FROM A NEWEL 79\n\n 31 THE PLAN OF RAIL FORMING PART OF AN ELLIPSE, STARTING FROM\n A NEWEL OVER WINDERS 81\n\n 32 SHOWING THE MOULDING OF RAILS, AND A METHOD OF\n PROPORTIONATELY INCREASING OR DECREASING THE SIZE OF THEM 83\n\n\n\n\nPRACTICAL\n\nSTAIR BUILDING AND HANDRAILING.\n\n\n\n\n_STAIR BUILDING._", "Practical Stair Building and Handrailing by W. H. Wood\nStairs are a succession of steps leading from one landing to another\nin a building. Each step comprises tread and riser, the tread being\nhorizontal and the riser vertical. The side pieces supporting the ends\nof steps are called strings: that next to the wall, the wall string;\nthe other, the front, outside, well, cut, open, or close string. When\nthe steps are narrower one end than the other they are called winders.\nThe landing is a platform between the floors, and it is sometimes", "Practical Stair Building and Handrailing by W. H. Wood\narranged to give access to a door. A succession of steps between each\nlanding is called a flight. It is not often that the stair builder is\ncalled upon to say how and where the stairs are to go, that being the\nwork of the architect; but the former must do his best to carry out the\nwishes of the latter, who will leave to him the placing of risers, and\nall details necessarily belonging to the stair builder, who will make\nthe best possible job, having all easings and falling lines as graceful", "Practical Stair Building and Handrailing by W. H. Wood\nHe will take the dimensions off on to his rods, and from them set out\nthe whole stairs, showing all doorways, landings, headroom, &c., to 1\u00bd\ninch scale if possible. All winders must be set out full size.\n\n\n\n\n[Illustration: PLATE 1.]\n\nPLATE I.\n\nELEMENTARY PROBLEMS.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01. Draw a straight line, equal in length to the semicircle A\u00a0B\u00a0C.\nWith A and C as centres, and for radius A\u00a0C, strike the two arcs to\nintersect each other in S. Join S\u00a0A and S\u00a0C extended, to cut the line\nthrough B in D and E. Then, D\u00a0E is the length of the required line, and\nif this was bent around the semicircle it would reach from A to C. This\nline throughout this work is termed the stretch-out of the semicircle.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02. Given the length D\u00a0E, find the radius to strike a semi-*circle\nequal in length to it. Draw a line from E at 60\u00b0, and from B at 45\u00b0 to\nD\u00a0E, to cross each other at C. Draw from B square to D\u00a0E, and from C\nparallel to D\u00a0E to meet in O; then O\u00a0B will be the required radius.", "Practical Stair Building and Handrailing by W. H. Wood\nFigs. 3, 4 and 5 show how to bisect any given angle. Let A\u00a0B\u00a0C be\nthe given angle. With B as centre, strike the arc D\u00a0D to any radius.\nWith D\u00a0D as centres, and for radius more than half the distance D\u00a0D,\ndescribe arcs intersecting in E. Then, a line from B to E will bisect\nthe angle.", "Practical Stair Building and Handrailing by W. H. Wood\nFigs. 6, 7 and 8 show how to ease any given angle, that is to form a\ncurve that will connect the two straight lines, from any two given\npoints, on those lines. Let A\u00a0B and B\u00a0C be the two lines forming the\ngiven angle, and it is required to connect those lines from A to C.\nDivide A\u00a0B and B\u00a0C into any number of equal parts, connect those parts,\nand the curve will be formed if A\u00a0B and B\u00a0C has been divided into a\nsufficient number of parts.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a09 shows a semi-ellipse, A\u00a0B being the semi-major axis, and B\u00a0D the\nsemi-minor axis. Let A\u00a0B and D\u00a0B, Fig.\u00a010, equal A\u00a0B and D\u00a0B, Fig.\u00a09.\nTo strike the curve, move this rod around, keeping D on the major axis,\nand A on the minor axis, and mark off points at the end of the rod all\nround.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a011. Given a semi-ellipse, draw a normal tangent. Determine the\nfoci of the ellipse F\u00a0F. With D as centre, and for radius A\u00a0B strike\narcs of circles at F\u00a0F. At any point on the curve, say at S, draw lines\nto F\u00a0F and bisect the angle. Now draw through S, square to this line\nthat bisects the angle for the required normal tangent.\n\n\n\n\n[Illustration: PLATE 2.]\n\nPLATE II.\n\nCLOSE NEWELLED OR DOG-LEGGED STAIRS, THE SETTING OUT OF RODS, ETC.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plan of a dog-legged stair. The first thing to be done\nis to take off the sizes on a rod. First take the rod, marked Fig.\u00a03.\nCut this rod in between the brick walls, taking care to try it between\nthe walls where the two flights come together at risers 12 and 13.\nSet off on each end of this rod the thickness of plaster; now set off\nthe face of wall strings so that they will be flush with the face of\nthe skirting. Then set back from face of the string half an inch, the", "Practical Stair Building and Handrailing by W. H. Wood\ndepth of the housing, this will be the end of the treads and risers.\nNext set off the centre of the rod, draw the newel and string on the\nrod, half their thicknesses on each side of the centre line. Then set\nback towards the centre from each face of the centre string, half an\ninch, the depth of the housing. This gives the length of the treads\nand risers; and if ordinary care is taken in setting out this rod, and\nworking to it, no mistake can be made.", "Practical Stair Building and Handrailing by W. H. Wood\nThe height rod is seen at Fig.\u00a04. Set off on this rod the height from\nthe top of the bottom floor to the top of the top floor. Now divide\nthis height into as many parts as there are to be risers, and the\ndistance from one division to another represents the height from the\ntop of one tread to the top of the next. The number of risers and the\nheight of them must be regulated by circumstances. A few hints only can\nbe thrown out here. The rise should not be less than 6 inches or more", "Practical Stair Building and Handrailing by W. H. Wood\nthan 7\u00bc inches, while the going and the rise added together should not\nbe less than 16\u00bd inches or more than 18 inches. Thus, it will be seen,\nthe going should be regulated by the rise. For instance, say the rise\nis 7\u00bc inches, then the going should not exceed 10\u00be inches; this would\nmake the going and rise added together 18 inches. Now, the stairs\nwould be easier if the going was only 9\u00be, as this would make the two 17\ninches, which is a better average than 18 inches. These remarks are not", "Practical Stair Building and Handrailing by W. H. Wood\nlaid down as a fixed and unaltered rule, but are intended as a guide in\nthe setting out of stairs of any description. Mark off on the height\nrod the floors, joist and ceiling of both landings, as shown at Fig.\u00a04.\nIn putting in the landing, use the height rod to get the height of the\njoist, but care must be taken to take the height from the proper floor\nlevel, in case the floor is not down.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows the going rod. Put one end of this rod against the back\nwall, and mark on to it all doorways, trimmer joists, &c. The width\nof landing and the going must be regulated by circumstances, but the\nrisers, newels and all joists must be marked on to the rod as shown. In\nputting in these trimmers it is always as well to square them, that is,\nput them in square to the side walls, then should the back wall be out\nof square the difference will be in the landing.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows the pitch board. These are best made of zinc. Make the\nrise equal the height of one rise on the height rod, and the going\nequal the going of one step on the going rod.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a07 shows the construction of one step. A plan and elevation of\nthe stairs should always be made to a scale of, say, \u00be of an inch to\nthe foot, or, if possible, to 1\u00bd inch to the foot, and all openings,\nheadroom, &c., should be shown. The line H\u00a0H, Fig.\u00a02, is drawn parallel\nto the line of nosings on the bottom flight, and at a height above them\nof 7 feet. Then the bottom edge of the top landing must be kept above\nthis line to give sufficient headroom. The setting out of the strings", "Practical Stair Building and Handrailing by W. H. Wood\n[Illustration: PLATE 3.]\n\nPLATE III.\n\nTHE CONSTRUCTION OF VARIOUS PARTS OF STAIRS, SHOWING THE APPLICATION OF\nTHE STEEL SQUARE FOR SETTING OUT STRINGS, ETC.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows a cradle for glueing up the steps. Let A be a piece of\nwood about 18 inches long by 6 inches wide by 2 inches thick, and B\nshould be a piece about 2 feet 6 inches long by 3 inches wide by 2\ninches thick. Put a \u00be-inch mortise through B and tenon A into it. Well\nglue and wedge, and pin as shown. Two of these should be made. It will\nbe noticed that E is cut out for the projection of the front edge of\nthe tread past D, which is the face of the riser, and the mortise in B", "Practical Stair Building and Handrailing by W. H. Wood\nis kept back to E. F is cut out to fit over the scotia. The holes in\nthe edges C and D are for pins to go in, to wedge against when glueing\nup the steps. The process of glueing up the steps is as follows: first\ncut off treads, risers, and scotia about 1 inch or 1\u00bd inch longer than\ntheir proper length. Now plane up the treads, and shoot the front edges\nstraight and square; then plough the under side for the scotia to go in\nabout \u00bc inch deep; then plane up the scotia and gauge them to a width", "Practical Stair Building and Handrailing by W. H. Wood\nand thickness so as to fit tight into the groove. These scotias should\nnext be glued into the grooves and allowed to dry while the risers are\nbeing planed up. Plane up the face of the risers, and shoot the edge\nto go against the tread straight and square. Now fix the two cradles\non the bench, by screwing them through B into the top of the bench. In\nfixing these, try them with one of the treads so as to get them square;\nkeep them about 6 inches from each end.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows one of these cradles with a part of a step glued up. Lay\nthe step on the cradle and stick a pin in one of the holes in B, and\nput in a wedge between the pin and the back edge of the step to keep\nthe step in its place. Now glue the tread for the edge of the riser,\nalso the back of the scotia; well rub the riser to get the glue rubbed\nout, and put in the wedge to keep the riser down, as shown. Then put in\ntwo screws and three blocks as shown at Fig.\u00a07, Plate\u00a0II. In putting on", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows a part of the outer string housed out for the treads and\nrisers. The steel square is used to get the lines on the strings for\nthe treads and risers, as shown. Get a piece of stuff long enough,\nmarked F, and let it be about 2 inches square; put a good thick saw\ncut in each end and slip the square in the cuts as shown. Hold the\nhypothenuse of the pitch board against the fence F and set the blade to\nthe going, and the tongue of the square to the rise of the pitch board.", "Practical Stair Building and Handrailing by W. H. Wood\nNow to mark the string. Gauge the hypothenuse line about 2\u00bd inches from\nthe top edge of string, and make the distance between A\u00a0A on this line\nequal the hypothenuse of the pitch board. Slide the square along from\nA to A and mark both treads and risers. To mark the housing on the\nback side of the treads and risers, get two pieces of thin stuff and\ncut wedge-shaped, allowing them the wedge wider than the thickness of\ntreads to mark the housing for the treads, and the wedge wider than the", "Practical Stair Building and Handrailing by W. H. Wood\nthickness of the risers for the housing for the risers. Fig.\u00a04 shows a\nsection of the steps with bracketed carriages showing. These carriages\nare only used in this description of stairs; they average from 2 inches\nto 3 inches thick; they are put on with the grain running in the same\ndirection as the strings, they are screwed to the under side of the\nsteps and to each other, as shown, and well blocked to treads and\nrisers. They are placed according to the width of the stairs, three\nunder each flight.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows a part of the wall string, moulded to match the skirting,\nand housed out for treads and risers. In putting stairs of this sort\ntogether, lay the wall string on the ground, as shown, taking care\nto get it straight and solid. Then place one end of the steps in the\ngrooves of the wall string, after all the steps have been placed in\nposition, then lay the outer string on the ends of steps, and after\nthe steps have been got into the grooves. Well strut from the ceiling", "Practical Stair Building and Handrailing by W. H. Wood\nor any convenient place on to the outer string, forcing the steps into\nall the grooves. Then put in the wedges, glueing them before they are\ndriven in. After they have been screwed up and blocked the struts can\nbe removed.", "Practical Stair Building and Handrailing by W. H. Wood\nThe nosing and scotia are worked after the steps have been glued up;\nthis is the best method of working in either a machine or a hand shop.\n\nFit the nosing and scotia into the strings on the bench before putting\ntogether, also get the rises to a width and number each step where it\nis to go.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows how the strings are tenoned into the newel; the dotted\nlines show the tenons and the haunching, the tenon being 3 inches deep\nand the haunching \u00bd inch deep; this is shown at Fig.\u00a07. The housing out\nof the newels is described later on where there are winders.\n\nThe thickness of treads, &c., varies according to the class of work,\nbut the following may be taken as a good example.\n\nTreads, 1\u00bc inch thick. Project over risers, 1\u00bc inch.\n\nRisers, 1 inch thick.\n\nScotia, 1\u00bc inch by \u215d inch.", "Practical Stair Building and Handrailing by W. H. Wood\nStrings, 1\u00bd inch.\n\n\n\n\n[Illustration: PLATE 4.]\n\nPLATE IV.\n\nPLAN AND ELEVATION OF OPEN NEWEL STAIRCASE, WITH SPANDRIL UNDER BOTTOM\nFLIGHT.\n\n\nFig.\u00a01 shows the plan of an open newelled stairs, starting from a\nbull-nose step at bottom, and having a short piece of rail along the\ntop to give sufficient headroom. The dotted lines show the joist.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the elevation, with spandril and newels. After having\ntaken the width, height and going or run on to the rods, set up an\nelevation to 1\u00bd scale, when the size of strings can be taken off;\nnewels, length of rails and spandril can all be set out. Draw the line\nH\u00a0H parallel to the line of nosing and 7 feet above. Keep the bottom of\nfacia crossing over the bottom flight above this line. After having set\nout the stairs to this scale mark off the rods full size.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the width rod, with the two newels marked on it.\n\nFig.\u00a04 is the going rod, with newels, face of risers, joist, &c., all\nmarked on it.\n\nFig.\u00a05 shows the height rod. Mark on to this rod the two landings.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows the newels on the half-space landing. The newel A being\nthe bottom one, runs right down to the floor, the bottom square on\nit being to receive the bottom handrail, while the short level rail\nis above this. The newel B, the top square, is to receive the top\nhandrail, and the short rail is below it. Thus it will be seen the\ntwining on the top newel is shorter than on the bottom one marked A.\n\nThe details will be found on the following plate.\n\n\n\n\n[Illustration: PLATE. 5.]\n\nPLATE V.", "Practical Stair Building and Handrailing by W. H. Wood\nDETAILS OF CONSTRUCTION.\n\n\nFig.\u00a01 shows the top rail of spandril, with the tenon cut ready to go\ntogether.\n\nFig.\u00a02 is the middle rail tenoned and haunched ready to go together to\nfit into the stile.\n\nFig.\u00a03 shows the other end of the same rail ready to go into the top\nrail.\n\nFig.\u00a04 shows the bottom rail tenoned ready to go into the stile against\nthe newel.\n\nFig.\u00a05 is the same rail tenoned ready to go into the top rail under the\nstring.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows a part of one panel with the moulding. To cut the moulding\nin, bisect the two angles as A\u00a0B and C\u00a0D; this was shown on Plate\u00a0I.\nMake cuts in the mitre, cut to A\u00a0B and C\u00a0D, and cut the mitres to it.\nIn putting the spandril together, put all muntings, rails, panels, top\nrail, bottom and middle rails first, and the stile against the newel\nlast.\n\nFig.\u00a07 shows a part section enlarged of the top rail of spandril,\nstring of stairs and capping.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a08 shows a round-ended step. This is got out in three thicknesses,\nas shown at Fig.\u00a09. This block is prepared as shown; the riser is cut\nto the thickness of a veneer, it is glued and screwed at the back,\nis well glued, brought around and well wedged and screwed as shown;\nthe scotia is glued and screwed to the block, and the tread is well\nglued and screwed from the bottom. The newel is mortised into the step\ndiagonally, as shown.\n\nFig.\u00a010 shows the elevation of the trimmer at the top.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a011 shows the plans of the trimmer, with wedge and method of\njointing.\n\nFig.\u00a012 shows the section of newel and a part of door, frame and\nspandril.\n\n\n\n\n[Illustration: PLATE 6.]\n\nPLATE VI.\n\nDETAILS OF A NEWEL STAIRS, STARTING AND LANDING WITH WINDERS.", "Practical Stair Building and Handrailing by W. H. Wood\nIn planning stairs of this description several things have to be\nconsidered. First take off the height and going on a rod. Then decide\nhow many steps there are to be. Draw a plan and elevation, as shown\nat Figs. 1 and 2. Set off the width of the stairs and draw the two\nnewels. Now draw the line of travel 15 inches from the centre of rail.\nTake the centre of newels for centre, and strike the quarter of circle\ntop and bottom in continuation of this line, which divide into as", "Practical Stair Building and Handrailing by W. H. Wood\nmany divisions as there are to be steps. In drawing the winders keep\nthe narrow ends as wide as possible, and for this purpose they can be\nbrought past the newels into the strings; as we can have no sympathy\nwith the system that crowds all the narrow ends of winders into the\nnewels, by that means making the stairs unnecessarily dangerous. The\ndotted lines show the trimmers and joist; care must be taken to have\nsufficient headroom. It will be noticed that the wall string is jointed", "Practical Stair Building and Handrailing by W. H. Wood\nat both ends, so as to get sufficient width. When these strings are set\nout like this to a scale, it is seen at once what there is to joint on.\nFig.\u00a03 shows the short string at the bottom, and Fig.\u00a04 that at the\ntop. These short strings must be made to ease into the long wall string\nat the same height, also to ease into the skirting. To fix these stairs\nproceed as follows: set the steps 1, 2 and 3 at the bottom, and 12, 13\nand 14 at the top, out full size on a board, with the wall strings and", "Practical Stair Building and Handrailing by W. H. Wood\nnewels. Tongue and groove the strings together in the corners, having\nthe tongue on the long string at the bottom. Mark the treads off the\nboard to cut and not try to fit on the job. If the rods have been set\nout correct in the first place, and as correct can be worked to, they\ncan be cut in the shop for the bottom winders, but for the top ones\nthe lines should be taken off the board out to them, and cut when\nfixed. Put the flight together, including step No. 12 at the top and 3", "Practical Stair Building and Handrailing by W. H. Wood\nat the bottom, then fix on the bottom newel, after which step No. 2 can\nbe fixed in position. Then put the short string in its place, also step\nNo. 1. Now let the stairs go down into their place and do all necessary\nblocking and screwing. It will be understood that everything has been\nfitted before this, also that these bottom winders are glued up. Next\nput on the long newel and glue and pin it; slip the short string at top\ninto its place, then fix in the risers 13, 14 and 15, and treads 13 and", "Practical Stair Building and Handrailing by W. H. Wood\n14 and the nosing at top. Glue, screw and block these after they are\nin. Before cutting the treads and risers at the top, try with a rod to\nsee if the lines on them taken off the board are correct, and if there\nis any difference allow for it when cutting them in.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows the plan and Fig.\u00a07 the elevation of the newel for the\nbottom, with part of winders to 1\u00bd inch scale. In setting out the\nnewels mark the position of risers on to them, thus, make 1,\u00a02, Fig.\u00a07,\nequal to 1,\u00a02, Fig.\u00a05, and set up the height of a rise, and square out\na line and make 2,\u00a03 equal 2,\u00a03, Fig.\u00a05; this riser, it will be seen,\ncomes on the edge; again set up a rise, as shown by 3,\u00a03. From 3 square\nout a line and make 3,\u00a04 equal 3,\u00a04, Fig.\u00a05, and set up the height of", "Practical Stair Building and Handrailing by W. H. Wood\na rise. The same process would be repeated as long as there were any\nrisers striking the newel on plan. Of course the newel would be set out\nfull size on the board that the winders were set out on.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows the plan of newel, and Fig.\u00a08 the elevation of a part of\nit. Repeat the process described at Figs. 5 and 7.\n\n\n\n\n[Illustration: PLATE 7.]\n\nPLATE VII.\n\nHALF-SPACE LANDING, WITH A STRAIGHT FLIGHT ABOVE AND BELOW, AND A\nCONTINUED RAIL, STARTING WITH A SIDE WREATH FROM A NEWEL.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plan, and Fig.\u00a02 the sectional elevation. The previous\nplates have shown stairs with close strings--that is, the outside\nstrings are housed out for the treads and risers, in the same way as\nthe wall string, and the top of the string is kept above the nosings,\nand a capping is fixed on the top of it, and the balusters are cut\non, or let into this capping, according to the class of work. But in\nthis case is shown a cut or open string. The treads and risers are", "Practical Stair Building and Handrailing by W. H. Wood\nhoused into the wall string as before, but the outside strings are cut\nso as to allow the treads and risers to pass right through, and the\nbalusters are dovetailed into the ends of treads, details of which are\nshown on Plate\u00a0VIII. The carriages and the landing joist are shown by\ndotted lines on plan. The carriages fit close up under the bottom edge\nof treads, and rough brackets are nailed to the side of them, and fit\nclose up to the under side of treads, and glued and blocked. In this", "Practical Stair Building and Handrailing by W. H. Wood\ndescription of stairs it is usual to have four iron balusters, placed\nas follows, one each on steps 7, 13, 18 and 24. There should be a\njoist, or good solid block let into them, immediately under the newel,\nso that a bolt can be let up into the centre of newel, and through this\nblock, or joist, and screwed tight from the bottom. The wall string\nshould be well plugged and nailed to the wall. If there is no spandril\nunder the bottom flight, the carriages should be stiffened by cutting", "Practical Stair Building and Handrailing by W. H. Wood\npieces of the same stuff in between each carriage and let into the\nwall. Get a long bolt made to go through all the carriages, and the\npieces between them and into the wall, with a screw on the outside end\nto screw them all up tight together. To bore them for the bolts: After\nthe carriages have been fitted in their place, before they are fixed,\nlay them together and bore them; then bore the short pieces before\nputting them into their place.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the width rod. Care should always be taken to try this\nrod at the landing, where the two flights are connected, and allow for\nthe stairs to fit in between the walls, just slack enough to go in\ntheir place without any trouble. They want, in fact, to drop into their\nplace. Mark on each end of the rod the face of the skirting on the\nlandings, and let this be the face of the wall string. Mark the centre,\nand set off on each side the centre line of rail, also the string and", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 is the going rod. Of course, the going must be regulated by\ncircumstances, but this rod must have the face of all the risers marked\non it, also each springing, as shown by S\u00a0S\u00a0S, and the landings,\ndoorways, &c.\n\nFig.\u00a05 is the height rod, which must have landings, &c., marked on it\nas shown. These rods should be used to put in the landing by. The pitch\nboard will be taken off the rods, as was before explained. Remember, a\nlittle care in setting out and working to these rods is true economy.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a07 shows the top and bottom carriages bolted to the trimmers\nat the landing. The short trimmer is sufficiently long to take the\ntop carriages. The dotted lines show how the bottom end of the top\ncarriages is let into the short trimmer, and bolted through. The bottom\ncarriages cut against the long trimmer, and bolted through, as shown.\nIt sometimes happens the short trimmer has to be blocked out from the\nlong one, so as to receive the top carriages. In that case it is packed", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a08 shows the carriages bolted to the trimmer on the top landing.\n\n\n\n\n[Illustration: PLATE 8.]\n\nPLATE VIII.\n\nDETAILS OF CONSTRUCTION.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plan, and Fig.\u00a02 the elevation of a part of an open\nor cut string. It will be seen the risers are cut like a bare face\ntenon 5/16 inch thick, the same thickness as the ornamental brackets,\nand shouldered to fit against the inside of the string. These brackets\nare glued and bradded to the outside face of the string, and mitred\nto the ends of the risers. That part of the string where the shoulder\nof the risers fits against, should be gauged to an exact thickness.", "Practical Stair Building and Handrailing by W. H. Wood\nThe brackets fit close up under the ends of the treads, which project\nthe thickness of the brackets past the strings, and mitred on the\nfront edge to receive the return nosing and scotia, which is mitred\nand returned into the string, as shown at E, Fig.\u00a01. The best method\nto adopt is as follows:--Get the risers shouldered and mitred, then\nplough the treads for the scotia; now cut off the ends of the treads\nas far as the mitre, which mark and cut in a little way, finishing the", "Practical Stair Building and Handrailing by W. H. Wood\ncut after the nosing has been worked and the stairs are together. Cut\nin the dovetails for the balusters, but not chop them out before the\nstairs are fixed. Now glue in the scotia, and, when dry, put the steps\ntogether, the same as was explained in Plate\u00a0III. Then get the length\nof steps from the width rod, and cut them off. Gauge the risers to a\nwidth with a gauge as seen at Fig.\u00a04. Fit the steps in the wall string,\nand cut out for nosing and scotia. To put them together, lay the wall", "Practical Stair Building and Handrailing by W. H. Wood\nstring on the floor, having it straight and solid; put the steps into\nit, and lay the outer string on, and, with struts from the ceiling or\nany convenient place, force the cut string on to the shoulders of the\nrisers, and the steps into the housing of the wall string. See that\nthe stairs are square before doing all necessary wedging, blocking,\nscrewing, &c. Then remove the struts and put on the brackets and return\nnosing, glueing and bradding the former, while the latter should only", "Practical Stair Building and Handrailing by W. H. Wood\nhave two brads into the steps, so that they can be easily removed to\nfix the balusters when the handrail is fixed, after which they can be\npermanently nailed. The iron balusters are screwed to a block fixed\nfor the purpose. This block is marked A, Figs. 1 and 3. The riser is\nreduced to allow the block to come forward, so as to get the screws\nwell into it; it is stub-tenoned into the under side of the tread, as\nshown by the dotted lines, Fig.\u00a03; it is also screwed into the back of", "Practical Stair Building and Handrailing by W. H. Wood\nthe next tread below, and well glued and blocked. There will have to\nbe a special baluster turned, out of pine, for a pattern, and turned\na little longer to allow for shrinkage in the casting, which is about\n\u215b inch to each foot. The square parts must be made to draw out of the\nsand when cast--that is, they must be a trifle thicker in the middle\non the sides shown at Fig.\u00a03 than they are at the edges, as they are\ncast in two halves. They will be drilled and countersunk for the screws\nafter they are cast.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows the side and Fig.\u00a06 the front elevation of a mitre shoot\nfor shooting the mitres of the ends of risers. The sides are two 9-inch\nboards, set up at 45\u00b0, and screwed to the bottom, marked D, and to the\nback, marked H. Two ledges are screwed on the bottom, marked N. Also a\nlonger piece on the top, in front, marked C, for the trying plane to\nslide on when shooting the mitres. A false bottom is put in, and set\nup at 45\u00b0, marked B, this is screwed or nailed through the sides, and", "Practical Stair Building and Handrailing by W. H. Wood\nkept \u00bd inch above C, as shown. The triangular piece is put in, and the\nbottom side S\u00a0P is kept the thickness of a bracket above B, and S\u00a0P\nmust be the exact size of the thickness of the string where the risers\nfit against it. The risers are put in with the shoulders against S\u00a0R\nand shot off. The brackets can be mitred in the same way. This box will\ndo for any job by having different triangular pieces.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a07 shows how to get out the continuation of the brackets along the\ntop landing, and finish against the wall. It often happens that the\nbrackets require to be reduced in length for unders or diminished\nflyers, or increased for a large well, or where the risers are farther\napart than on the straight flights. Figs. 8 and 9 show methods of\nreducing or increasing the length of the brackets, and each member\nproportionately. It is only necessary to describe one, as the method", "Practical Stair Building and Handrailing by W. H. Wood\nfor both is the same. Let A be the given, and B the required bracket.\nHaving drawn the bracket A, set off C\u00a0E at any angle, the required\nlength. Join D\u00a0E, draw any number of lines on the bracket A, square\nto C\u00a0D, draw these lines parallel to D\u00a0E, and from where they cut C\u00a0E\nsquare outline, and make them equal corresponding lines on the bracket\nA, as 3, 4 and 5 on B will equal 3, 4 and 5 on A. These brackets for\nthe circular parts may be got out of wood; in that case the grain", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a010 shows how the cut string, which is 12 inches wide, may be got\nout of a 9-inch board. Shoot the bottom edge, then gauge a line on its\nface to equal S\u00a0S, Fig.\u00a02. Then with the compasses set off on this\nline, the hypothenuse of the pitch board as many times as is required,\nas shown by N\u00a0R\u00a0S\u00a0H. Then with the steel square mark each going and\nrise, which cut, it will be found the board is not wide enough, but the\npieces cut out of the corners can be glued on to make it out as shown\nby A and B.", "Practical Stair Building and Handrailing by W. H. Wood\nIn some cases, where there are no ornamental brackets, the ends of\ntreads are cut off flush with the outside face of string, except the\nmitre for the return nosing, and the risers are mitred to the string.\n\n\n\n\n[Illustration: PLATE 9.]\n\nPLATE IX.\n\nDETAILS OF CONSTRUCTION.\n\n\nFig.\u00a01 is the plan of the well and the steps, landing and starting, at\nthe half-space landing. The lines marked C\u00a0S are the direction of the\ncuts to be made through the circular or well string for the risers to\nmitre to.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows a piece of thin stuff cut to a semicircle to fit the\ninside of the string. This piece is laid on the plan, and the position\nand direction of the cuts for risers is marked on it as seen by C\u00a0C.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows a section of a staved well, the joints being ploughed out\nand cross tongues put in as shown. Each joint must be well glued and\nrubbed and screwed through the back. It will be noticed it is carried\npast the springing into the straight on both sides; this makes a better\njob, as a joint made in the springing always has a crippled appearance,\nno matter how well the job may be done.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 shows a falling mould for marking the treads and risers, also\nthe bottom edge of the well in a continuous line with the bottom edge\nof the two straight strings. Take a thin lath and bend it around\nFig.\u00a02, and mark on it the springing and risers, as shown by S\u00a0S and\nR\u00a0R. Lay this lath on the piece of stuff the falling mould is to be\ncut out of, in a horizontal position, as shown, and mark the risers\nand springing. Set up a step above and below the springings, and set", "Practical Stair Building and Handrailing by W. H. Wood\noff S\u00a0S to equal S\u00a0S, Fig.\u00a02, Plate\u00a0VIII. Then draw the under side of\nstraight strings and continue it across the well, taking care to have\nthe best possible falling line. H\u00a0H shows the length the pieces forming\nthe well will require to be. This falling mould may be made out of good\nstiff brown paper, or any other suitable stuff. Now bend it around on\nthe inside of the well, and mark the treads and risers and the bottom\nedge. Keep the springing lines on the mould to the springing marked", "Practical Stair Building and Handrailing by W. H. Wood\non the well. To mark the springing on the well take Fig.\u00a02 and hold\nin the well, and mark the springing top and bottom and finish it with\na straight edge. Also mark the direction of the cuts as shown by the\nlines marked C.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows how the well is fixed to the straight strings. This must\nbe all fitted in the shop ready to slide up in its place when the\nstairs are fixed, when it should be well glued, wedged and screwed. The\ncircular string for the starting and top landing of Fig.\u00a01, Plate\u00a0VII.,\nmay be got out and fixed in the same way. These kind of wells answer\nthe purpose for which they are used, but they are not so strong as a\nveneered well, which is shown on Plate\u00a0XI.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows the step starting from the half-space landing. This step\nis slightly curved at the end to make it the same width on the end as\nthe rest. The risers, starting and landing are laid down to suit the\nrail, as shown in Plate\u00a0XVII.\n\nFig.\u00a07 shows the return nosing for this step.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a08 shows the landing step. This is got out long enough to reach\nfrom wall to wall. This step is glued up in the shop with the rest; the\nnosing is worked on the solid and returned as far as E, about 2 or 3\ninches on. The scotia is fixed around the circular part after all is\nfixed.\n\nFig.\u00a09 shows the top landing step. This too goes from wall to wall, and\nis treated in the same way as Fig.\u00a08, only the nosing is worked from\nend to end.\n\n\n\n\n[Illustration: PLATE 10.]\n\nPLATE X.", "Practical Stair Building and Handrailing by W. H. Wood\nDETAILS OF CONSTRUCTION, SHOWING AN APPARATUS FOR MARKING THE LENGTH\nAND CUTS OF BALUSTERS AROUND THE CIRCULAR PARTS.\n\n\nFig.\u00a01 shows part plan of stairs for a side wreath starting from a\nnewel. The farther out the newel stands, within reason, the better will\nbe the appearance, provided it does not obstruct the passage in any way.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the construction of the curved steps. Let the pieces\nmarked A be in two pieces, as shown, glued and screwed together,\nwith the grain crossing each other as much as possible. The riser is\nreduced, as shown, as far as the work goes, to within about 3 inches\nof the end, as shown by B. The little piece of straight on the face\nof riser at B can be cleaned off in continuation of the curve after\nit is glued up. Screw through the blocks into the end of riser at B,", "Practical Stair Building and Handrailing by W. H. Wood\nthen bend the veneer around, put on hand-screws to hold the riser and\nblock together while wedging, and before removing the hand-screws put\nin the screws as shown. The scotia is screwed to the under side of\nthe tread, and holes bored in the bottom edge of riser so as to get a\nscrew-*driver in, and screw the riser on from the bottom, the screws\ngoing through the scotia into the tread.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the block for a curtail step. The step is struck from the\nsame centres as the handrail, which is explained on plate. The block is\ngot out in three thicknesses; the grain of two pieces can run in the\nsame direction as the riser, and the middle pieces in the direction of\nS\u00a0S. The balusters will regulate the size of the block, as shown. This\nstep is constructed on the same principle as Fig.\u00a02, the scotia being\nin the solid. The nosing will be worked on the tread in the solid and", "Practical Stair Building and Handrailing by W. H. Wood\nreturned at R through the string. The piece marked H is a piece of\n\u00bc-inch iron twisted so as to screw to the under side of the tread and\nto the inside of the string. The last baluster on the step should be\niron, shouldered to fit on the top of the tread, and a \u00be pin on it to\ngo through the step, with a thread for a nut to screw it up tight from\nthe bottom. They are sometimes run in with sulphur instead of the nut;\nin that case it can be fixed after the step is fixed, but the nut makes\nthe best job.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 shows an apparatus for cutting up the balusters around the\nwreaths. It is a very simple affair, easily made and easily applied;\nit makes a perfect fit, and the saving of time is very great. The box\nis made the size of the baluster on the inside, the back C is 1\u00bd inch\nthick, and the sides \u00be inch. The pieces marked A are cut as shown, and\nslotted, a couple of screws are screwed into the sides with washers on,\nfor A to slide up and down. B is a piece of zinc screwed on to A, as", "Practical Stair Building and Handrailing by W. H. Wood\nshown, with the head countersunk flush. B must be about \u215b inch narrower\nthan the balusters, so as to go into the groove of the under side of\nhandrail. The screws in B must be so that they can be turned either way\nwith the fingers, while those in the sides must be so that A will slide\nup and down easy. The box will be about 2 feet long, cut off perfectly\nsquare at the bottom end. To mark the balusters, stand the box on the\ntread so that the inside of it will be immediately over where the", "Practical Stair Building and Handrailing by W. H. Wood\nbaluster has to go. Slide up A on either side so that B will go into\nthe groove of the under side of the handrail, then turn B on both sides\nto fit the rail. Take it away and lay it down, and lay the baluster in\nit, and mark it top and bottom. The dovetail has of course to be added.\nThe distance between the two pieces of zinc must be the same as the\nbalusters and inside of the box, and the centre of B must be in a line\nwith the centre of the side of inside of box.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows the plan, and Fig.\u00a06 the sectional elevation, of a part of\nstairs, with winders in the quarter space, and a quarter space landing\nto give access to a doorway. The dotted lines show the carriages and\nlanding. The back edges of the treads are kept \u00bd inch beyond the back\nof risers to form a ledge. The cross piece G is fixed to receive\nthe carriages, as shown. The pieces F are fixed, as shown, let into\nthe wall one end, and fixed to the back of the well the other. These", "Practical Stair Building and Handrailing by W. H. Wood\npieces are fixed under each tread flush with the back edge, the width\ndepends upon the well string; they are kept so that the plaster will\nfinish flush with the bottom of the well. The short carriages C are cut\ntight in between F and F, and they must be wide enough to notch over\nthe projection of the back edge of the treads, as shown by E, Fig.\u00a06.\nIf these short carriages are cut in tight it makes a good sound job,\nand rough brackets can be nailed on them, and blocked and glued as for", "Practical Stair Building and Handrailing by W. H. Wood\nthe straight parts. The laths will go from F to F. D is put in to take\nthe laths, as the distance here from F to F is too much without them,\nand E is to take the ends of laths along the wall. The landing will be\nunderstood. The joists K are put in to receive the floor and laths.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a07 shows the joint of the two diagonal joists.\n\nFig.\u00a08 shows the joints at the external angle of the landing, the bolt\ngoing through the three, J\u00a0A\u00a0H, as shown.\n\n\n\n\n[Illustration: PLATE 11.]\n\nPLATE XI.\n\nDETAILS OF CONSTRUCTION.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 is an enlarged plan of Fig.\u00a01, Plate\u00a0X. The face of risers must\nbe set off on the centre line of rail to suit the falling line of\nhandrail, which should be ascertained first. The line of travel is 15\ninches from the centre line of rail, and the winders are divided on\nthis line.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the development. Cut a piece of thin board to fit the face\nof string around the zinc circle on plan, as shown by Fig.\u00a03. Bend a\nthin lath around it, and mark the springing on to it and all risers\nbetween. Lay this lath on Fig.\u00a02, and mark the springing and position\nof risers, as shown. The position of risers outside of the springing\ncan of course be taken off the plan. Draw one or two full size steps\ntop and bottom, and a part of the straight strings as shown. Continue", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 shows a cylinder made to fit the inside face of the circular\nstring. Before the veneer is put on, glue some paper all over the\noutside of this cylinder and let it dry. Then, should any glue get\nbetween the veneer and cylinder, it will pull the paper off instead\nof sticking to the wood, and perhaps break the veneer; the paper can\nbe washed off. Bend the lath around the cylinder on top of the paper,\nand mark the springing, as shown, on both sides. Do this at both ends,", "Practical Stair Building and Handrailing by W. H. Wood\nand mark the springing down the sides with a straight-edge. Now get a\npiece of veneer a full 1/16 inch thick, the size shown by the straight\ndotted lines, Fig.\u00a02. Cut the bottom edge to the curve S\u00a0S. Mark the\nspringing and each step on the veneer. It is as well to mark these\non both sides. In putting this on the cylinder take care to have it\nthe right hand. Fix on one side first with a hand-screw, so that the\nspringing on the veneer is on the springing on the cylinder, then bend", "Practical Stair Building and Handrailing by W. H. Wood\nit around and fasten the other side temporarily. Then get two pieces\nof veneer, \u215b inch thick and about 1 inch wide, cut to the shape of\nthe curves S\u00a0S and N\u00a0N. Now bend the two pieces around on the top\nof the first piece, keeping the edge S\u00a0S flush with the bottom edge\nof the large veneer. It will be seen that the three thicknesses of\nveneer will form the sinking in the string 5/16 inch deep. Next get\na piece the exact thickness of the sinking 5/16 inch, and cut it to", "Practical Stair Building and Handrailing by W. H. Wood\nthe shape of the sinking, as seen at Fig.\u00a05. Put plenty of saw kerfs\nin the direction shown, that is, parallel to the springing. Let the\nkerfs go past the springing a bit on both ends. Now bend this around\nthe cylinder with the kerfs next to it, and the edge close up to the\nveneers. Now get the staves about 2 inches by 2 inches, and bevel the\nedges to fit each other around the circle and hollow the under side to\nfit in the veneer, also cut the ends out to fit over the sinking. Start", "Practical Stair Building and Handrailing by W. H. Wood\none side first with straight pieces as far as the springing and screw\nit down, then work from this piece and go right around, screwing each\npiece as it is fitted, until they are all on. Next start in the centre\nand take off one side, numbering each piece as it is taken off, lift\nup each of the three pieces of veneer and glue between them, screw the\nstaves on again except the centre one, take them off on the other side\nand glue in the same way, after which screw on all the staves again.", "Practical Stair Building and Handrailing by W. H. Wood\nTo glue the staves, again start in the centre and take off one, well\nglue the bottom next to the veneer and screw it down tight. Take off\nthe next one to it and glue the bottom and side going against the one\nalready glued. Repeat this process until all are fixed, but never glue\nmore than one at a time. It may be found necessary to steam the veneer.\nThis is sometimes done in a box made for the purpose, where there is\nsteam to be had, but failing that, boiling in the glue-pot is used. But", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows an enlarged section through the joint A\u00a0B, Fig.\u00a04. F is a\nsection of Fig.\u00a05.\n\nFig.\u00a07 shows the well in position. If a \u215d-inch bead is used for the\nbottom edge, a piece of \u215d-inch cane can be bent around the well in\ncontinuation of the bead. This work must be all fitted before it leaves\nthe bench, ready to go into its place when fixed.\n\n\n\n\n_HANDRAILING._", "Practical Stair Building and Handrailing by W. H. Wood\nThe handrail is that portion of the fence carried up on the outside of\nthe stairs and supported by the balusters, which are let into the ends\nof the treads. While these balusters form protection, the rail is to\nassist in the ascent and descent of the stairs. It is very evident the\nrail should be a uniform height over the line of nosings. This height\nshould be 2 feet 8 inches, measured vertically over the face of risers,\nfrom the top side of tread to the top side of rail. And it will be seen", "Practical Stair Building and Handrailing by W. H. Wood\nthat the risers around the circular parts should be placed so as to\nhave the best possible falling line of rail, while the balusters should\nbe, if anything, a trifle longer than on the straight parts.", "Practical Stair Building and Handrailing by W. H. Wood\nThe method adopted in this work is as follows:--The plan of centre line\nof rail is first laid down, and the tangents and face of risers drawn.\nNext the centre line of rail is unfolded, or developed, on a board,\nwith position of risers thereon. Then the centre falling line of rail\nis drawn, resting on the corners of the full-size steps and continued\nacross the well. And here it is where good taste and judgment is\nrequired, so as to get a good falling. After the falling line has been", "Practical Stair Building and Handrailing by W. H. Wood\ndrawn it will be seen at once if any improvement can be made in the\nposition of the risers. The development of tangents is next drawn to\nsuit the falling line of rail.", "Practical Stair Building and Handrailing by W. H. Wood\nThe face moulds are next got out of some thin stuff. The tangents on\nthe moulds will equal the tangents developed in the elevation. This\nwill be better understood by referring to the succeeding drawings. Two\nface moulds are used, one for each side of the plank. The tangents and\nsections are the same on each mould, but as the width is on the inside\nof one mould and on the outside of the other, this gives the wreath\nthe necessary twist. The wreath having been cut out square through the", "Practical Stair Building and Handrailing by W. H. Wood\nplank and the joints made, and the tangents squared across the joints,\nthe face moulds are then tacked on, with the ends of both moulds flush\nwith the joints, and the tangents on both face moulds are put to the\ntangents squared across the joints of wreath, there being no pushing\nor sliding the mould in any shape or form. The inside and outside\nis now sawn off, the saw always being held in the same direction as\nthe section lines on the face moulds. A bevel is obtained for each", "Practical Stair Building and Handrailing by W. H. Wood\nsection and set off on a board. The width of rail is also drawn on\nthe same board, and where the bevel cuts the centre of width of rail,\nis the centre of plank. Now as the face mould gives the height of the\ncentre of plank at each section, these heights are transferred to the\nelevation, which shows at once if the falling line is any, and how\nmuch, out of the centre of plank. Then the sections of rail are drawn\non the board above, or below, where the bevel cuts the centre of width", "Practical Stair Building and Handrailing by W. H. Wood\nof rail, according to what the falling line is out of the centre of\nplank at each section. This shows what superfluous stuff there is to\ncome off the top side of the wreath at each section, which is marked\non to the wreath before the face moulds are removed. This superfluous\nstuff is then sawn off, keeping the saw in the direction of the\nsection lines, after which the wreath is gauged to a thickness and the\nsuperfluous stuff sawn off the bottom.", "Practical Stair Building and Handrailing by W. H. Wood\nI may say that this system has been put to practical test, and some of\nthe very best examples of handrailing have been done by it with the\nvery best results. But it was found to be a great advantage to use a\nmachine gig-saw: they can be bought the same as any other saw, and if\nit is fixed into a bow-saw frame, or a frame made for it, no difficulty\nwill be experienced in sawing out any wreath shown in this book.\n\nThe advantages of this system are:--", "Practical Stair Building and Handrailing by W. H. Wood\n1. The tangents are made to conform to the falling line of rail,\ninstead of the falling line having to conform to the tangents, as is\nthe case in most systems.\n\n2. The wreath being sawn out to the section lines instead of vertical,\nas is the case with cylindrical wreaths, saves more than half the time\nin squaring.", "Practical Stair Building and Handrailing by W. H. Wood\n3. The wreath being straight across on the inside and outside in the\ndirection of the section line, instead of concave on the inside and\nconvex on the outside, as is the case with a cylindrical wreath, is\nmuch easier to mould, and has a much better appearance by far when\nfinished.\n\n4. It has all the advantages of falling moulds without the trouble of\ngetting them out, and it can always be ascertained what any part of the\nfalling line is out of the centre of the plank.", "Practical Stair Building and Handrailing by W. H. Wood\n5. It takes the minimum thickness of stuff, as it can always be seen\nexactly what thickness will be required.\n\n6. The system of bevelled joints does away with the short ramps, and\nthereby saves both labour and material; besides there is only one joint\ninstead of three.\n\nIt will be seen that in no case in this book is extra thickness of\nstuff required.\n\n\n\n\n[Illustration: PLATE 12.]\n\nPLATE XII.\n\nON OBLIQUE PLANES AND THEIR TRACES.", "Practical Stair Building and Handrailing by W. H. Wood\nThus, if we place a box on the table, the top of the table represents\nthe horizontal plane and the side of the box the vertical plane, and\nthe intersection of the box and the table is the ground line, or X\u00a0Y.\nDraw a line out square from the box on the table, marked N\u00a0N, Fig.\u00a01.\nHold the end of a book on this line, with its edge against the side of\nthe box in an inclined position; mark a line on the side of the box:\nthis line is the vertical trace, because the oblique plane has cut the", "Practical Stair Building and Handrailing by W. H. Wood\nvertical plane on this line. Before moving the book mark a line on\nthe table: this is the horizontal trace, for the same reason that the\noblique plane has cut the horizontal plane on this line.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the horizontal trace inclined 60\u00b0 to the vertical plane.\nDraw the dotted line N\u00a0N on the table, making an angle of 60\u00b0 with the\nbox. Place the end of a book on this line, and while in an inclined\nposition mark the vertical and horizontal traces the same as in Fig.\u00a01.\nTo find the true inclination of the oblique plane take F for centre,\nand for radius F\u00a0R, strike the arc to cut X\u00a0Y in P; join E\u00a0P, which\nis the true length and inclination of a line on the oblique plane, to", "Practical Stair Building and Handrailing by W. H. Wood\nstand vertically over F\u00a0R. All lines on the oblique plane parallel to\nthe horizontal trace will be level, and all lines square to it will be\nthe true inclination of the surface of the oblique plane.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03. It is required to cut a block of wood the size of the square\nA\u00a0B\u00a0C\u00a0O, its side A\u00a0B to be 5 inches high, and its top surface inclined\n30\u00b0 to the horizontal plane. On the oblique surface project an ellipse\nthat will stand vertically over the quarter of circle on plan. Let\nA\u00a0B\u00a0C\u00a0O be the plan and B\u00a0C\u00a0R\u00a0N the elevation. Project 7,\u00a08,\u00a09 on to\nthe oblique surface, as shown by 1,\u00a02,\u00a03.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 shows a cuneiform sketch of the block. Make B\u00a0N and C\u00a0R equal\ncorresponding letters, Fig.\u00a03; join R\u00a0N; square out lines from N\u00a0R;\nmake N\u00a0A\u00b4,\u00a0R\u00a0O\u00b4 equal A\u00a0B, Fig.\u00a03. To complete the figure, make A\u00a0A\u00b4\nequal B\u00a0N, and O\u00a0O\u00b4 equal C\u00a0R. To draw the ellipse, make N\u00a01\u00a02\u00a03\u00a0R\nequal N 1\u00a02\u00a03\u00a0R, Fig.\u00a03. Make 1\u00a07 and 2\u00a08 and 3\u00a09 equal 4\u00a07 and 5\u00a08 and\n6\u00a09, Fig.\u00a03. Trace the curve through A\u00b4\u00a07\u00a08\u00a09\u00a0R as shown. If this block\nis cut out in a vertical direction to the ellipse on its surface it", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05. Cut a block of wood so that its edge will stand vertically over\nA\u00a0B\u00a0C\u00a0O. The top of the block to be hard down at A. From A to B rise\n3 inches, and from B to C 4 inches more. Make B\u00a0F equal 3 inches and\nC 5, 7 inches. Join 5, F extended to cut X\u00a0Y in E. Join E\u00a0A, which is\nthe horizontal trace, and E\u00a0F\u00a05, the vertical trace. F\u00a05 will be the\ninclination of the edge of the block over B\u00a0C. To get the length and\ninclination of the edge over A\u00a0B, take B for centre and B\u00a0A for radius,", "Practical Stair Building and Handrailing by W. H. Wood\nThe process of getting the lines on the oblique surface of this block,\nas shown at Fig.\u00a06, is the same as most of the face moulds as laid down\nin this book, and let it be understood that if the problems on this\nand the following Plate are properly mastered, the foundation upon\nwhich this system depends has been laid, and all the plates that follow\nare purely a matter of detail. Let the instructions given here be\ncarried out, and cut the blocks of wood as described, when the meaning", "Practical Stair Building and Handrailing by W. H. Wood\nMake E\u00a0F\u00a05 equal E\u00a0F\u00a05, Fig.\u00a05. Take the distance F\u00a0H, Fig.\u00a05, in\nthe compasses, with F, Fig.\u00a06, as centre, strike an arc at A. With\nE\u00a0A, Fig.\u00a05, as a radius, and E, Fig.\u00a06, as centre, strike an arc to\nintersect the first one at A. Join E\u00a0A for horizontal trace and F\u00a0A\nfor the top edge of the block over A\u00a0B. Draw from 5 parallel to F\u00a0A,\nand from A parallel to F\u00a05. Then O will be the centre of the ellipse,\nas it will be vertical over the centre on plan. A line drawn on an", "Practical Stair Building and Handrailing by W. H. Wood\noblique plane square to the horizontal trace and passing through its\ncentre is the major axis, and a line drawn parallel to the H\u00a0T and\npassing through its centre is the minor axis. Make 2\u00a03\u00a00\u00a05 equal\n2\u00a03\u00a00\u00a05, Fig.\u00a05. Make 3\u00a06 and 0\u00a07 equal 8\u00a06 and 0\u00a07, Fig.\u00a05, and trace\nthe curve through A\u00a06\u00a07\u00a05.", "Practical Stair Building and Handrailing by W. H. Wood\n[Illustration: PLATE 13.]\n\nPLATE XIII.\n\nON PROJECTION OF OBLIQUE PLANES, ETC.\n\n\nShould any part of a plan be a circle, it will when projected on to an\noblique plane be an ellipse.", "Practical Stair Building and Handrailing by W. H. Wood\nThus, take any one round piece of wood, cut one end off square to its\nside, this end will be a true circle. Cut the other end to any angle,\nwhich will then be an ellipse, and when the piece is stood on end will\nbe vertical over the circle, its plan. Fig.\u00a01 shows this. And it will\nbe seen, no matter what angle the oblique plane may be, the minor axis\nnever changes, it is always the same length as on plan, as are all\nlines parallel to it; but not so with the major axis, which always", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows a plank inclined 45\u00b0 to the horizontal plane, with a\nquarter of an ellipse traced on its oblique surface. At any point on\nthe curve draw a section line and a normal tangent. Cut the plank\nsquare through to the section line. Draw a level line on the square\ncut, and produce a bevel that will, when the stock is held to the\nsection line on the oblique surface, produce with its blade a line\nacross the cut that will be perpendicular to the level line on the\nsquare cut.", "Practical Stair Building and Handrailing by W. H. Wood\nAt any point on the curve, say at S, draw a line square to, and to\ncut the major axis in P; draw the level line on the edge to cut the\nvertical line from the centre O in N; draw R\u00a0N square to the major\naxis. Join R\u00a0S, which is the section line; draw the tangent square to\nit through S. Cut the plank through to the lines S\u00a0R and R\u00a0N; join N\u00a0S\nafter the cut is made. To get the bevel, draw A\u00a0A parallel to, and at\na distance away from O\u00a0N, equal to minor axis or radius of circle on", "Practical Stair Building and Handrailing by W. H. Wood\nplan. Take the compasses, and for centre put one foot at O, and for\nradius strike an arc just touching the tangent through S, bring it\naround to cut A\u00a0A in H, join O\u00a0H for the required bevel. This bevel,\nwhen applied across the cut, will be square to the level line S\u00a0N.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plan of the rail, with the top riser placed in the\nspringing and the level rail 4 inches above the landing, so that when\nthe rail is raised to its proper height, 2 feet 8 inches above the\ntreads, measured vertically over the face of the risers to the top\nof rail, it will be 3 feet from the landing to top of level rail. To\nget the radius of the centre line of rail, make B\u00a0H, Fig.\u00a03, equal 4\ninches; then A\u00a0B will be the required radius. At Fig.\u00a02 set up one", "Practical Stair Building and Handrailing by W. H. Wood\nstep and landing. Draw the centre falling line resting on the corners,\nalso draw the level rail 4 inches above the landing. Make N\u00a0C equal\nthe stretch-out of the centre line of rail, Fig.\u00a01, and complete the\nfalling line from A to C, as shown.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 shows the face mould. Draw A\u00a0B\u00a0C at right angles. Make A\u00a0S equal\nA\u00a0S, Fig.\u00a02, and A\u00a0B equal A\u00a0H, Fig.\u00a03, and B\u00a0C equal B\u00a0C, Fig.\u00a01, and\nC\u00a0P equal C\u00a0P, Fig.\u00a02. From A draw A\u00a0O parallel to B\u00a0C, and from C draw\nC\u00a0O parallel to A\u00a0B. Then O will be the centre, A\u00a0O the semi-minor\naxis, and O\u00a0C the semi-major axis. To get points in the curve and draw\nsection lines, take O\u00a0C, Fig.\u00a01, for radius and C, Fig.\u00a04, for centre;\nstrike an arc on the left; draw V\u00a0L through the centre, and tangent to", "Practical Stair Building and Handrailing by W. H. Wood\nthis arc; draw from C square to V\u00a0L. Say there are to be two sections\nmarked 5 and 6, Fig.\u00a01. Make C\u00a02\u00a01 equal C\u00a02\u00a01, Fig.\u00a01. Draw from 1 and\n2 parallel to V\u00a0L to cut O\u00a0C in 3 and 4. From 3 and 4 draw parallel to\nA\u00a0O, and make 4\u00a05 and 3\u00a06 equal 1\u00a06 and 2\u00a05, Fig.\u00a01; then 5 and 6 will\nbe points in the curve. From 3 and 4 draw square to and cut V\u00a0L in 7\nand 8; from 7 and 8 draw square to and cut O\u00a0C in 9 and 10; join 9\u00a05\nand 6 10 for section lines. To get bevels, width of mould, &c:--On a", "Practical Stair Building and Handrailing by W. H. Wood\npiece of board draw two parallel lines, at a distance apart equal to\nradius of centre line of rail, as shown by the lines R\u00a0R, Fig.\u00a05; also\ndraw the width of rail, as shown by W\u00a0W. For the section at C, make\n1\u00a02, Fig.\u00a05, equal O\u00a0C, Fig.\u00a04; draw section of rail; draw E\u00a0F parallel\nto 1\u00a02, to cut the top corner of section of rail. Then O\u00a0C will be half\nthickness of plank and E\u00a0C\u00a0F the width of mould. For section 5, with O,\nFig.\u00a04, as centre, strike an arc to just touch the tangent from 5; make", "Practical Stair Building and Handrailing by W. H. Wood\n3,\u00a04, Fig.\u00a05, equal this distance. Make O\u00a05 equal half thickness of\nplank and draw R\u00a0N parallel to 3\u00a04, then R\u00a05\u00a0N will be width of mould\non this section. The process of getting bevel and width of mould for\nsection 6 is the same, always squaring out the line from the centre of\nsection of rail and setting off half thickness of plank, and drawing\nthe top or bottom side of plank parallel to the bevel line through the\ncentre of section. To complete the face mould make C\u00a0E and C\u00a0F equal", "Practical Stair Building and Handrailing by W. H. Wood\nC\u00a0E and C\u00a0F, Fig.\u00a05. For section 5 make 5\u00a0R and 5\u00a0N equal 5\u00a0R and 5\u00a0N,\nFig.\u00a05. For section 6 make 6\u00a0S and 6\u00a0P equal 6\u00a0S and 6\u00a0P, Fig.\u00a05. The\nsection on the minor axis requires no bevel, as was explained in Plates\nXII. and XIII. This line never exceeds its plan, therefore on this line\nthe face mould never exceeds the width of rail. Complete the face mould\nas shown.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plank from which the wreath is to be cut out. Lay the\nface mould on, and transfer the tangents on the face of the stuff.\nMark off each side of the tangent at P,\u00a0O\u00a0H to equal C\u00a0H, Fig.\u00a05,\nPlate\u00a0XIV., and cut the wreath out square through the plank, as shown\nby dotted lines, taking care to have the wreath cut full on the minor\naxis at A, and along the shank to S, as this part does not exceed the\nwidth of the rail.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the wreath after being cut out square through the plank.\nPlane one side perfectly true, then get it to its required thickness.\nIt is very important that the stuff should be got to the same thickness\nas drawn at the sections, that is, twice the thickness of O\u00a0C, Fig.\u00a05,\nPlate\u00a0XIV. Now make the joints square to the face of stuff and square\nto the tangents, applying the square as shown. So much depends upon the\ntrueness of the joints that too much care cannot be taken with them.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the face mould for the other side of the stuff. Lay the\nface mould, Fig.\u00a04, Plate\u00a0XIV., on a thin piece of stuff, and mark off\non to it the tangents S\u00a0A\u00a0B\u00a0C\u00a0P and the section lines, stick a bradawl\nthrough 5 and 6, and mark off on the section lines, on each side of\nC\u00a05 and 6, the width as shown opposite to the first face mould. Fig.\u00a04\nshows the application of moulds.\n\n\n\n\n[Illustration: PLATE 16.]\n\nPLATE XVI.\n\nLEVEL LANDING WREATH, OR HALF TWIST--_continued_.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the same wreath after the inside and outside has been cut\noff, so that a straightedge will touch both face moulds all round when\nheld in the direction of the section lines, as shown marked across the\ninside.", "Practical Stair Building and Handrailing by W. H. Wood\nTo cut the wreath out get a machine gig-saw and either make a frame\nfor it or fit it into a bow-saw frame: this saw will be found to be\nmuch better than the ordinary bow-saw, as it is much stiffer and will\nnot bend in the cut, and being thick on the teeth and thin on its back\nedge, works free.", "Practical Stair Building and Handrailing by W. H. Wood\nEvery wreath shown in this book can be squared with this saw, and\nif care is taken in cutting the superfluous stuff off, very little\ncleaning up is required. The saw must always be held in the same\ndirection as the section lines. After the inside and outside has been\ncut off and cleaned up, before taking the face moulds off mark down\nfrom the top on each section, inside and out, the distances as shown\nby the shaded parts on each section at Fig.\u00a05, Plate\u00a0XIV., and marked", "Practical Stair Building and Handrailing by W. H. Wood\nF\u00a0Y, R\u00a0J, S\u00a0K, &c. The shaded part at Fig.\u00a01 shows this; the moulds can\nnow be removed and the superfluous stuff cut off to the lines traced\nthrough E\u00a0J\u00a0K on the inside and Y\u00a0A\u00a0B on the outside. The bottom can be\ngauged from the top with an ordinary gauge, but should be sawn full and\njointed to the straight rails before being cleaned up.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the same wreath, only the rail is cut out of the top of\nthe plank all round, instead of the centre, as at Fig.\u00a01. And this\nwreath has a much better appearance on the inside when finished. The\nface moulds and their application are the same, but as the rail is to\ncome out of the top of the plank, it will throw the level rail too high\non the landing. To obviate this the rising landing must be brought out\nfrom the springing. Make A\u00a0B, Fig.\u00a03, equal A\u00a0B, Fig.\u00a04, draw section", "Practical Stair Building and Handrailing by W. H. Wood\nof rail at H as shown, draw S\u00a0S parallel to A\u00a0H, make P\u00a0P equal half\nthickness of rail, make B\u00a0A\u00a0N, Fig.\u00a04, equal B\u00a0A\u00a0N, Fig.\u00a03, and draw\nriser as shown.", "Practical Stair Building and Handrailing by W. H. Wood\n[Illustration: PLATE 17.]\n\nPLATE XVII.\n\nHALF-SPACE LANDING, WITH STRAIGHT FLIGHT ABOVE AND BELOW.\n\n\nFig.\u00a01 shows the plan of rail with the risers landing and starting,\nplaced half a tread from C on each side along the centre line of rail.\nBy this arrangement we get two balusters on the landing the same\ndistance apart as on the steps, and the centre falling line straight.", "Practical Stair Building and Handrailing by W. H. Wood\nDraw plan of rail and enclose the centre line with tangents A\u00a0B\u00a0C\u00a0D\u00a0E.\nMark off from C along centre line of rail on each side half a tread,\nand draw face of risers landing and starting.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the elevation. Make A\u00a0N equal stretch-out of centre line\nof rail. Set up two steps and landing, taking care to draw the face\nof risers as they occur on the centre line of rail, Fig.\u00a01. Draw the\nfalling line resting on the corners as shown. For development of\ntangents make F\u00a0D\u00a0S equal E\u00a0D\u00a0C, Fig.\u00a01. From D, square up a line to\ncut the falling line in R, then E\u00a0R will be the pitch of the tangent\nover E\u00a0D, Fig.\u00a01; join R\u00a0S for pitch of tangent over D\u00a0C, Fig.\u00a01. Make", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the face mould. Make E\u00a0D\u00a0S equal E\u00a0R\u00a0C, Fig.\u00a02, with D\nfor centre, and R\u00a0S, Fig.\u00a02, as radius; strike an arc at C with S as\na centre, and F\u00a0C, Fig.\u00a01, as radius; strike an arc to intersect the\nfirst one at C, join D\u00a0C. From C draw parallel to D\u00a0E, and from E draw\nparallel to D\u00a0C; these lines will meet at the centre O. Join S\u00a0C, which\nis the horizontal trace. Draw the semi-major axis square to it through\nthe centre and the semi-minor axis parallel. With F as centre, and O\u00a0N,", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01, as radius, strike an arc at H; draw V\u00a0L through the centre and\ntangent to the arc. Say we have one section between the minor axis\nand C marked 1. Make H\u00a0N equal O\u00a0N, Fig.\u00a01. Draw N\u00a0J parallel to V\u00a0L.\nMake J\u00a0I equal N\u00a0I, Fig.\u00a01. Draw J\u00a0P square to V\u00a0L and P\u00a0R square to\nF\u00a0O; join R\u00a0I for section line. For bevels, width of moulds, &c., take\nO for centre and for radius open the compasses to touch each tangent;\ntransfer these distances to Fig.\u00a04, always making the distance between", "Practical Stair Building and Handrailing by W. H. Wood\nthe lines N\u00a0R, Fig.\u00a04, equal the radius of centre line of rail on plan.\nDraw the section of rail on each bevel and set off half thickness of\nplank, and complete the sections as shown. For width of mould make\nC\u00a0I\u00a0P and 1\u00a03\u00a04 and E\u00a06\u00a05 on section lines Fig.\u00a03 equal C\u00a0I\u00a0P and\n1\u00a03\u00a04 and E\u00a06\u00a05 at sections Fig.\u00a04. It will be noticed that, while\nat sections C and I the face mould has less stuff on the inside, at\nsection E, on the other side of the minor axis, it has more.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows the face mould for the other side of the plank. To cut\nthe wreath out, lay either mould on and transfer the tangents on to\nthe stuff, and mark off on each side of face mould on the minor axis.\nThe stuff should be cut full on this line. Mark off on each side of\nthe tangents at the joint C the distance C\u00a0P as seen at the section,\nand on each side of E,\u00a0E\u00a0Y as seen at Fig.\u00a04. Draw around roughly from\nP to the minor axis to Y. The stuff is cut square through the plank", "Practical Stair Building and Handrailing by W. H. Wood\nto this line inside and out. Plane the stuff true and gauge it to its\nproper thickness and make the joints square to face of stuff and to the\ntangents. The application of the face moulds is seen at Fig.\u00a06; the\ntangents on both face moulds must lie on the tangents marked across\nboth joints of the wreath. Now saw the inside and outside off as shown\nby the shaded parts at Fig.\u00a06, keeping the saw in the direction of\nthe section lines. Clean up the wreath both inside and out, always", "Practical Stair Building and Handrailing by W. H. Wood\nkeeping the straight edge in the direction of the section lines. Before\nremoving the moulds mark from the top side 22, 33, 44, 55, 66 and 77,\nas shown by the shaded parts of sections at Fig.\u00a04. Cut the superfluous\nstuff off the top to these lines, after which, gauge to a thickness,\nset the gauge full so as to allow the wreaths being cleaned up after\nthe pair are bolted together. Before they are bolted and dowelled\ntogether at the centre joint them to the straight rails, and clean off", "Practical Stair Building and Handrailing by W. H. Wood\nany superfluous stuff there may be on the shanks in a line with the\nstraight rails, and mark the section of rail on the ends of shanks\nbefore removing the straight rail; now joint the two together.", "Practical Stair Building and Handrailing by W. H. Wood\nBut before cleaning the pair off it would be well to test the\ncorrectness of the centre joint. Make N\u00a0Y, Fig.\u00a02, equal S\u00a0Y, Fig.\u00a01,\nand join E\u00a0Y; now if the distance from the centre of the thickness of\none wreath to the centre of the thickness of the other on the inside\nat the sections, at the springing, equals E\u00a0Y, Fig.\u00a02, the joint will\nbe correct. Having proved the joint in this way, clean them off while\ntogether, then take them apart before glueing up. Mark the pattern of", "Practical Stair Building and Handrailing by W. H. Wood\nrail on the joint and mould them; use a handrail screw to bolt the\njoints together with and keep them as near as possible the centre of\nsection of rail. There should be two dowels in each joint to keep them\nfrom twisting, placed according to pattern of rail.", "Practical Stair Building and Handrailing by W. H. Wood\nIn taking the length of straight rails, take the length of strings from\nspringing to springing and allow for length of shanks of wreaths, as\nmeasured from the joint to springing, in a line with straight rails.\n\n\n\n\n[Illustration: PLATE 18.]\n\nPLATE XVIII.\n\nFROM THE LEVEL TO THE RAKE.\n\n\nThe principal thing to consider in planning stairs of this kind is to\nplace the riser starting, so as to get a good falling line. Fig.\u00a01\nshows the plan with the centre line enclosed with tangents A\u00a0B\u00a0C\u00a0D\u00a0E.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the elevation with the centre falling line and development\nof tangents. Make R\u00a0N\u00a0S equal stretch-out of centre line of rail,\nFig.\u00a01. Draw the landing and the level part of falling line 4 inches\nabove it to cut the centre line at H. Draw H\u00a0E to pitch of pitch-board\nand complete the falling line from E to J; set up the height of a riser\nabove the landing on the right, and draw the top of step to cut the\nline H\u00a0E for position of riser. Make E\u00a0P, Fig.\u00a01, equal S\u00a0P and draw", "Practical Stair Building and Handrailing by W. H. Wood\nface of riser starting on plan. This riser must be slightly curved, so\nas to get it the same width on the end as the others. For development\nof tangents, make 1\u00a02\u00a03\u00a04\u00a0E equal A\u00a0B\u00a0C\u00a0D\u00a0E, Fig.\u00a01. From 4 square down\na line to cut H\u00a0E in D; from where the falling line cuts the centre\nline, square out a level line to cut 3 in C; join D\u00a0C extended to cut\nthe line 2 in B; draw A\u00a0B level. Then A\u00a0B and B\u00a0C will be the tangents\nfor the bottom mould, and C\u00a0D and D\u00a0E for the top mould; make E\u00a0F,", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the face mould for the upper wreath. Make E\u00a0D\u00a0F equal\nE\u00a0D\u00a0F, Fig.\u00a02, and F\u00a0C equal F\u00a0C, Fig.\u00a01, and D\u00a0C equal D\u00a0C, Fig.\u00a02.\nDraw the major axis through the centre square to F\u00a0C. With S as centre\nand O\u00a0N, Fig.\u00a01, as radius, strike an arc at N; draw V\u00a0L through the\ncentre and tangent to the arc. For section marked 3, make N\u00a0H equal\nO\u00a0H, Fig.\u00a01, draw H\u00a0J parallel to V\u00a0L, make J\u00a03 equal H\u00a03, Fig.\u00a01.\nDraw J\u00a0P parallel to S\u00a0N, and P\u00a0L square to major axis, join L\u00a03 for\nsection line.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 shows the sections, width of mould, &c. The process of getting\nthe bevels being the same in every case, it would be useless repetition\nto describe it every time. The shaded parts of sections show the\nsuperfluous stuff to come off the top side of wreath at each section.\n\nFig.\u00a05 shows the face mould for the other side of the wreath. In\napplying these moulds care must be taken to get the twist the right way.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows the face mould for the lower wreath. As this one has only\none pitch, draw A\u00a0B\u00a0C at right angles and make A\u00a0B and B\u00a0C equal A\u00a0B\nand B\u00a0C, Fig.\u00a02. With A as centre and A\u00a0O, Fig.\u00a01, as radius, strike an\narc, draw V\u00a0L through the centre and tangent to the arc; make H\u00a0S equal\nO\u00a0S, Fig.\u00a01; draw S\u00a04 parallel to V\u00a0L, make 4\u00a02 equal S\u00a02, Fig.\u00a01. Draw\n4\u00a05 parallel to A\u00a0H, and 5\u00a06 square to major axis A\u00a0O; join 6\u00a02 for\nsection line.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a07 shows the sections for this wreath. The section at the joint C\nwill be in the centre of plank, but that at A and 2 will be below the\ncentre. The difference between O\u00a0H, Fig.\u00a06, and Y\u00a0J, Fig.\u00a02, is what\nthe section on shank will be below the centre; and that between O\u00a05,\nFig.\u00a06, and 5\u00a06, Fig.\u00a02, for section 2. Draw the sections below the\ncentre as shown at Fig.\u00a07.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a08 shows a sketch of the bottom wreath with the inside and outside\nworked. The shaded parts show the superfluous stuff to come off top and\nbottom.\n\n\n\n\n[Illustration: PLATE 19.]\n\nPLATE XIX.\n\nFROM THE LEVEL TO THE RAKE--_continued_.", "Practical Stair Building and Handrailing by W. H. Wood\nThe plan, elevation and falling line, and position of risers in this\ncase are the same as in Plate\u00a0XVII., but show a different way of\ngetting out the wreaths. This may not be such a correct method as the\nformer one, as the centre joint will be vertical instead of square to\nthe tangent across the well as was the case there, but nothing could\nbe more simple than the method here described. Having the plan and\nelevation drawn, square out a bevel line from C, to cut the springing", "Practical Stair Building and Handrailing by W. H. Wood\nin R. Make R\u00a0F equal E\u00a0D, Fig.\u00a01; say the joint is to be at S on the\nright, join S\u00a0F, draw the joint S\u00a0P square to the straight rail, and\ndraw S\u00a0N square to the tangent F\u00a0E\u00a0S.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the face mould. Draw S\u00a0E\u00a0D\u00a0C at right angles, make S\u00a0E\u00a0D\nequal S\u00a0E\u00a0F, Fig.\u00a02, and C\u00a0D equal C\u00a0D, Fig.\u00a01. To complete the mould,\nmake O\u00a0N and C\u00a0N equal E\u00a0R and F\u00a0R, Fig.\u00a02. Draw V\u00a0L through O\u00a0N; make\nC\u00a0R and P\u00a0H equal C\u00a0R and R\u00a0H, Fig.\u00a01. As will be seen, the straight\nrail is not in a line with the tangent, and as the joint must be square\nto the straight rail it cannot be square to the face of the plank.\nTherefore, the face mould for the top side will require to be a trifle", "Practical Stair Building and Handrailing by W. H. Wood\nlonger, while the mould for the bottom side must be the same distance\nshorter. To find out how much the joint will require to be bevelled,\nmark off along S\u00a0N, Fig.\u00a02, S\u00a0J to equal half thickness of plank; then\nthe distance between the two lines S\u00a0P and S\u00a0N at J is what the joint\nwill be out of square to face of plank through half its thickness.\nThe shank of top face mould must be increased, and that of the bottom\nreduced to this amount as shown by the shaded parts. The face mould", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows the application of the face moulds; as there is no bevel\non the shank E\u00a0S the joint will only be out of square to face of plank\nand not to the tangent. Fig.\u00a06 shows the bottom half; this having no\ntwist can be struck with the compasses, the same as the plan. It must\nbe the distance C\u00a0H, Fig.\u00a02, thicker than the rail. The shaded part\nshows how the superfluous stuff must be taken off top and bottom.\n\nFig.\u00a07 shows the pair in position after being squared.\n\n\n\n\n[Illustration: PLATE 20.]\n\nPLATE XX.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plan of a half-space landing with the centre line of\nrail struck with a 9-inch radius, and the risers starting and landing\nplaced in the springing. As the steps are only 10 inches it is very\nevident that if the tangents A\u00a0B and D\u00a0E were the same pitch as the\nstraight rail the tangent across the well would pitch the wrong way,\nwhich of course would not do. To obviate this the tangent A\u00a0B must only\nrise half a riser over B, and the tangent D\u00a0E only fall half a riser", "Practical Stair Building and Handrailing by W. H. Wood\nover D, and the tangent across the well level and the joint on the end\nof shanks must be bevelled so as to joint square to the straight rail.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the elevation. Make S\u00a0N equal stretch-out of centre line\nof rail. Set up one step above and below and draw landing; also draw\nthe centre falling as shown, this line must pass through the centre at\nthe height of half a riser above the landing, and make a good easing\ninto the straight rail above and below the springing. For development\nof tangents make F\u00a0B equal A\u00a0B, Fig.\u00a01, and draw from B to the joint\nbelow the springing; draw R\u00a0P square to the straight rail, which will", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the face moulds. As the tangent B\u00a0C is level draw A\u00a0B\u00a0C\nat right angles; make R\u00a0A\u00a0B equal R\u00a0A\u00a0B, Fig.\u00a02, and B\u00a0C equal B\u00a0C,\nFig.\u00a01, and complete the mould as usual. It will be seen that the\nsections will be in the centre of the plank at both joints. For\nsection P, make F\u00a0H, Fig.\u00a02, equal A\u00a0P, Fig.\u00a01, and H\u00a0J, Fig.\u00a02,\nequal H\u00a0J, Fig.\u00a03. The difference between J and the falling line is\nwhat the section is out of the centre of plank as shown at Fig.\u00a04.", "Practical Stair Building and Handrailing by W. H. Wood\nThe difference between the tangent A\u00a0B and the falling line at the\nspringing shows that the section A is out of the centre. The stuff must\nbe thick enough to get this section out as required. Make R\u00a0Y, Fig.\u00a02,\nequal half thickness of plank. Add Y\u00a0C to the end of shank of one face\nmould and reduce the other to the same amount, as shown by the shaded\nparts.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plan with the centre line enclosed with tangents.\nHaving laid down the risers on plan, keeping the narrow ends of winders\nas near as possible half a step, then with one baluster on each they\nwill be the same distance apart as on the square steps which have two.\nThis is not intended as a fixed rule but merely as a guide. The risers\nmust be placed so as to get a good falling line, and this can only be\nascertained by developing or unfolding the centre line and tangents on\na board.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the development of centre line and tangents. Set up all\nthe treads and risers as they occur on the centre line of rail, Fig.\u00a01.\nDraw the springing through A and E. Draw the centre falling line\nresting on the corners of square step at bottom and 4 inches above the\nlanding at top. It is better for the falling line to be a little higher\nover the winders, especially near the top. To develop the tangents make\nthe distance between the lines 1\u00a02\u00a03\u00a0D\u00a0E equal A\u00a0B\u00a0C\u00a0D\u00a0E, Fig.\u00a01. Draw", "Practical Stair Building and Handrailing by W. H. Wood\nD\u00a0E level. From the centre joint on the falling line square out a line\nto cut the line 3 at C, join D\u00a0C extended to cut the line 2 in B. From\nwhere the falling line cut the lower springing, square out a line to\ncut the line 1 in A; join A\u00a0B; then A\u00a0B\u00a0C will be the tangents for the\nlower wreath and C\u00a0D\u00a0E for the top. Decide where the joint is to be\nbelow the springing, and draw a line parallel to the tangent A\u00a0B, and\ntangent to the curve of the falling line where the joint is to be. The", "Practical Stair Building and Handrailing by W. H. Wood\njoint must be square to this line. It will be necessary to have a ramp\nhere to ease into the straight rail, this is shown by the dotted lines.\nIn the next plate is shown a method of easing the wreath into the\nstraight rail without the aid of a ramp.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the bottom face mould. Make C\u00a0B\u00a0F and B\u00a0A equal C\u00a0B\u00a0A\nand B\u00a0A, Fig.\u00a02, and F\u00a0A equal F\u00a0A, Fig.\u00a01, and complete the mould as\nusual. To find what each section is out of the centre of the plank,\nmake W\u00a04\u00a05, Fig.\u00a02, equal C\u00a04\u00a05 on the centre line of rail, Fig.\u00a01;\nmake 4\u00a04 and 5\u00a05, Fig.\u00a02, equal N\u00a0O and N\u00a0H, Fig.\u00a03. The difference\nbetween the falling line and 4 is what the section 4 on the minor axis\nis above the centre; and that between 5 and the falling line is what", "Practical Stair Building and Handrailing by W. H. Wood\nthe section 5 is out of the centre. The section at both joints is in\nthe centre, but at the springing A the falling line is a little above\nthe centre, as it cut the springing above the level line A\u00a0W, which\nis the height of the centre of the plank there. Get out the mould for\nthe opposite side of the plank in the usual way, by laying Fig.\u00a03 on a\nthin piece of stuff, and transfer the tangents and section lines on to\nit. Stick a bradawl through A\u00a05\u00a04\u00a0C and mark off out to it A\u00a07\u00a05\u00a08 and", "Practical Stair Building and Handrailing by W. H. Wood\n5\u00a09, and C 10 and C 11, only on the opposite side. Work the inside and\noutside off first with a gig-saw, as before described. The shaded parts\nof sections at Fig.\u00a04 show the superfluous stuff there is to come off\nthe top side.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows the face mould for the top half. Draw C\u00a0D\u00a0E at right\nangles, and to equal C\u00a0D\u00a0E, Fig.\u00a02. To see what the sections are out\nof the centre, make E\u00a03\u00a02, Fig.\u00a02, equal E\u00a03\u00a02 on centre line of rail,\nFig.\u00a01. Make 2\u00a02 and 3\u00a03, Fig.\u00a02, equal S\u00a0R and S\u00a0L. The difference\nbetween 2 and the falling line is what the section 2 is below the\ncentre of plank, and that between 3 and the falling line is what the\nsection 3 is below the centre. And that between E and the falling line\nis what it is below there.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows the sections, and the shaded part shows the superfluous\nstuff there is to come off the top at each section, after the inside\nand outside have been cut off.\n\nFig.\u00a07 shows the wreath after the inside and outside have been cut off;\nthe dotted lines show the wreath cut square through the plank.\n\n\n\n\n[Illustration: PLATE 22.]\n\nPLATE XXII.\n\nWINDERS IN THE HALF-SPACE, WITH A STRAIGHT FLIGHT ABOVE AND BELOW,\nWREATH TO FORM ITS OWN EASING.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plan with face of risers laid down. It will be noticed\nthat the winders commence at the springing at the top, while they are\nbrought past the springing at the bottom; this causes the rail to be\nhigh at E and, therefore, safer for any one coming down the stairs\nwith their hand on the rail; and by bringing the winders below the\nspringing it makes a better easing into the straight rail. This will be\nunderstood by referring to Fig.\u00a02, where the centre line and tangents", "Practical Stair Building and Handrailing by W. H. Wood\nare developed. Set up the treads and risers as they occur on the centre\nline of rail, Fig.\u00a01; also draw the springing and the centre line W.\nDraw the centre falling line resting on the corners of square steps top\nand bottom, and continue it up over the winders as shown by the dotted\nline. To develop the tangents make the distance between 1\u00a02\u00a03\u00a04\u00a05\nequal A\u00a0B\u00a0C\u00a0D\u00a0E, Fig.\u00a01. From where the falling line cuts the centre\nline square out a level line to cut the line 3 at C. Continue the top", "Practical Stair Building and Handrailing by W. H. Wood\ntangent down in a line with the straight rail to cut the line 4 in D.\nJoin D\u00a0C extended to cut the line 2 in B. Now make the joint below the\nspringing, as near to it as possible, so that it will be clear of the\neasing. There being no ramp on the straight rail, the joint should be\nwell clear of the easing and into the straight so as to avoid any signs\nof a <DW36> when the wreath is jointed to the straight rail, which\nthere would be if the joint was made in the easing. Square out a level", "Practical Stair Building and Handrailing by W. H. Wood\nline from the joint P, and make P\u00a0R equal the distance between the line\n1 and the springing. Join R\u00a0B, this has cut the line 1 at A. From A\ndraw A\u00a0W level. From R draw the joint square to the straight rail, and\nR\u00a0P square to the tangent A\u00a0B\u00a0R. Make D\u00a0F, Fig.\u00a01, equal 4\u00a0F, Fig.\u00a02,\nand join F\u00a0E for the horizontal trace of the top wreath. Make B\u00a0S,\nFig.\u00a01, equal 6\u00a0S, Fig.\u00a02, and join S\u00a0A for the horizontal trace of the\nbottom wreath.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the face mould for the top wreath. Make C\u00a0D\u00a0F equal\nC\u00a0D\u00a0F and D\u00a0E equal D\u00a0E, Fig.\u00a02, and F\u00a0E equal F\u00a0E, Fig.\u00a01. Draw from\nE parallel to D\u00a0C and from C parallel to D\u00a0E to meet at the centre\nO. Draw the major axis square to the horizontal trace F\u00a0E. With M as\ncentre and O\u00a0M, Fig.\u00a01, as radius strike an arc at N; draw V\u00a0L through\nthe centre and tangent to the arc, and complete the mould as usual; M\u00a0S\nwill equal M\u00a0S, and T\u00a0J will equal S\u00a0J, Fig.\u00a01.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 shows the sections. S\u00a0S will equal the radius of centre line of\nrail, Fig.\u00a01, and for bevels place one foot of the compasses on the\ncentre O, Fig.\u00a03, and open out to touch each tangent, then transfer\nthese distances to each section, Fig.\u00a04. To find what each section is\nout of the centre of the plank, make E\u00a0J\u00a0K, Fig.\u00a02, equal E\u00a0J\u00a0K on the\ncentre line of rail, Fig.\u00a01. Make J\u00a0J and K\u00a0K, Fig.\u00a02, equal N\u00a0H and\nN\u00a0O, Fig.\u00a03. Now the difference between E and the falling line is what", "Practical Stair Building and Handrailing by W. H. Wood\nthe section is below the centre at the springing, and that between J\nand the falling line is what the section is below the centre, and that\nbetween K and the falling line is what the section on the minor axis K\nis above the centre; the sections at both joints are in the centre of\nthe plank.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows the bottom face mould. R\u00a0A\u00a0B will equal R\u00a0A\u00a0B, and S\u00a0B\u00a0C\nwill equal S\u00a0B\u00a0C, Fig.\u00a02, and A\u00a0S will equal A\u00a0S, Fig.\u00a01. Proceed as\nusual to get bevels, sections and width of mould. Now, as the tangent\nA\u00a0B is not in a line with the straight rail, and the joint being\nsquare to the latter, the end of shank must be bevelled so as to joint\ncorrectly to the straight rail. Draw P\u00a0P, Fig.\u00a07, to the same bevel as\nthat for the shank marked O\u00a0O, Fig.\u00a06. Draw C\u00a0D, Fig.\u00a07, square to P\u00a0P,", "Practical Stair Building and Handrailing by W. H. Wood\nmake C\u00a0N equal 2\u00a02 at section A, Fig.\u00a06, draw the level line through N\nto cut P\u00a0P in E and C\u00a0D in D. Now, at Fig.\u00a02 mark off along R\u00a0P,\u00a0R\u00a0S to\nequal 2\u00a02 or 1\u00a01, Fig.\u00a06. Make C\u00a0S and C\u00a0S, Fig.\u00a07, equal S\u00a0S, Fig.\u00a02,\nand join S\u00a0E and S\u00a0D for bevels T and S. Apply the bevel T as shown and\nS as shown at Fig.\u00a08. The face mould for the under side will be S\u00a0S,\nFig.\u00a02, longer, and that for the top side the same amount shorter.", "Practical Stair Building and Handrailing by W. H. Wood\n[Illustration: PLATE 23.]\n\nPLATE XXIII.\n\nQUARTER-SPACE LANDING, WREATH IN ONE PIECE.\n\n\nFig.\u00a01 shows plan of centre line of rail enclosed with tangent A\u00a0B\u00a0C.\nDraw risers, landing, and starting half a tread from B. This will cause\nthe tangents on face moulds to be the same pitch as the straight rail.\nThis arrangement answers very well if the rail is small, but if the\nrail is a wide one, say 4 inches or more, the inside has a crippled and\nawkward appearance.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02. Make R\u00a0S equal stretch-out of the quadrant, Fig.\u00a01. Set up\none tread and riser above and below, as they occur on the centre line\nof rail, Fig.\u00a01. For development of tangents make C\u00a02\u00a01 equal A\u00a0B\u00a0C,\nFig.\u00a01. Square out a level line from the springing at S to cut the line\n1 at A. Join A\u00a0C for tangents, which will be the same pitch as the\nstraight rail.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows face mould. Make C\u00a0B\u00a0S equal C\u00a0B\u00a0A and B\u00a0C equal B\u00a0C,\nFig.\u00a02, and S\u00a0C equal the diagonal of the square on plan. Draw C\u00a0O\nand B\u00a0O parallel to A\u00a0B and B\u00a0C. Draw sine major axis and sine minor\nthrough O. Notice the major axis is parallel to the diagonal from A to\nC, and the minor axis is the other diagonal. Both pitches being the\nsame throws the horizontal trace parallel to the diagonal from the\ncentre to B. One bevel will do for both shanks, as the pitches are the", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows the plan of centre line of rail of a side wreath starting\nfrom a newel. Lay down the tangents A\u00a0B and B\u00a0C equal in length and to\nthe required angle, according to circumstances, the size of the hall,\n&c. The farther it stands out into the hall the better it will look,\nbut it must not obstruct the passage or be out of proportion to the\nsize of the stairs. B should be in front of the second riser, or it\nwill make the rail too high at the newel. A will be the face of the", "Practical Stair Building and Handrailing by W. H. Wood\nnewel. Draw from A square to A\u00a0B, and from C square to C\u00a0B to meet in\nO. Then O\u00a0A will be the radius of the centre line of rail, which draw.\nThen A\u00a0B being level will be the horizontal trace.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a07 shows the elevation. Set up a tread and risers and draw the\nspringing C as it occurs on the plan. Make C\u00a03 equal C\u00a0B, Fig.\u00a06, and\ndraw B\u00a0C\u00a0S resting on the corners.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a08 shows the face mould. Draw the line A\u00a0P, and make A\u00a0D\u00a0P equal\nA\u00a0D\u00a0O, Fig.\u00a06. Draw V\u00a0L through P at right angles to A\u00a0P. Draw D\u00a08\nparallel to V\u00a0L, make D\u00a08 equal B\u00a03, Fig.\u00a07; join A\u00a08 extended to\ncut V\u00a0L in O; then O will be the centre. Make A\u00a0B and 8\u00a0C equal A\u00a0B\nand D\u00a0C, Fig.\u00a06. The completion of the mould will be understood. The\ntangent C\u00a0B will equal C\u00a0B, Fig.\u00a07, if the drawing is correct.\n\nFig.\u00a09 shows the sections which will be in the centre of plank all\nround.\n\n\n\n\n[Illustration: PLATE 24.]", "Practical Stair Building and Handrailing by W. H. Wood\nPLATE XXIV.\n\nQUARTER-SPACE LANDING, WREATH IN TWO PIECES.\n\n\nIt was said in a previous case that with a wide rail and the tangents\non the same pitch as the straight rail, the inside of rail has a\ncrippled appearance. This can be remedied by having the wreath in two\npieces.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plan laid down so as to make the inside falling line\nof rail a straight line; and the risers landing and starting placed in\nthe springing. To find the radius of centre line of rail, Fig.\u00a01. Make\nS\u00a0N, Fig.\u00a07, equal one step. From N draw N\u00a0R at 45\u00b0 with S\u00a0N, and from\nS draw a line at 60\u00b0 with S\u00a0N to meet the line from N in R, from R draw\nsquare to and cut S\u00a0N in P; then R\u00a0P will be the radius for the inside\nof the rail on plan.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the development. Make H\u00a0R equal stretch-out of centre line\nof rail on plan. Set up one tread and risers above and below, with the\nrisers in the springing. Draw the centre falling line, resting on the\ncorners and passing through the centre, at the height of half a riser\nabove the landing. To develop tangents, make C\u00a0S\u00a0R Fig.\u00a02, equal C\u00a0B\u00a0A,\nFig.\u00a01, and complete tangents as shown. To draw the horizontal trace\nat Fig.\u00a01, make A\u00a0B\u00a0F, Fig.\u00a01, equal R\u00a0S\u00a0F, Fig.\u00a02. Join F\u00a0C for the", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the face mould. Make A\u00a0B\u00a0F equal A\u00a0B\u00a0F and B\u00a0C equal B\u00a0C,\nFig.\u00a02, and F\u00a0C equal F\u00a0C, Fig.\u00a01. Make C\u00a0P equal C\u00a0N, Fig.\u00a01. Draw the\nmajor axis from N square to N\u00a0C\u00a0F. Draw from A parallel to F\u00a0C\u00a0P to\ncut major axis in 7. Now if the drawing is correct A\u00a07 will equal A\u00a0R,\nFig.\u00a01. With P as centre and N\u00a0R, Fig.\u00a01, as radius, strike an arc at\nS; again, with 7 as centre and A\u00a0R, Fig.\u00a02, as radius, strike an arc\nto intersect the first one in S. Join 7\u00a0S and P\u00a0S extended, and P\u00a0N", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 shows the sections and bevels. Make N\u00a0N equal radius of centre\nline of rail, Fig.\u00a01, with O as centre, and for radius just touching\neach tangent, which distances transfer to Fig.\u00a04. All the sections in\nthis case will be in the centre of the plank.\n\nFig.\u00a05 shows the face mould for the other side of the plank.\n\nFig.\u00a06 shows the application of the face moulds to the stuff.\n\nBoth joints are square to tangents and face of plank in this case.\n\n\n\n\n[Illustration: PLATE 25.]\n\nPLATE XXV.", "Practical Stair Building and Handrailing by W. H. Wood\nQUARTER-SPACE LANDING, WREATH IN ONE PIECE, TO FORM ITS OWN EASING INTO\nTHE STRAIGHT RAIL.\n\n\nFig.\u00a01 shows the plan laid down exactly the same as in Plate\u00a0XXIII.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the elevation. Make Y\u00a0Y equal the stretch-out of centre\nline of rail, Fig.\u00a01, and set up one step above and below as shown.\nDraw the centre falling line resting on the corners and passing through\nthe centre at the height of half a riser above the landing. For\ndevelopment of tangents, make 1,\u00a02, 3 equal A\u00a0B\u00a0C, Fig.\u00a01. Square out\na level line from the lower joint H, and make H\u00a0R equal the distance\nbetween the line 1 and the springing; join R\u00a0N; then A\u00a0B\u00a0C will be", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the face mould. Make R\u00a0A\u00a0B\u00a0S equal R\u00a0A\u00a0B\u00a0C, Fig.\u00a02, and\nS\u00a0C equal the diagonal on plan, and B\u00a0C equal B\u00a0C, Fig.\u00a02. Draw C\u00a0O and\nA\u00a0O parallel to A\u00a0B and B\u00a0C, make C\u00a0N equal C\u00a0N, Fig.\u00a02. The bevel A\nand C will be the same, as both pitches are the same.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 shows the sections at the two joints, and the section on the\nminor axis will be in the centre of the plank. But section A will be\nabove, and that at C below the centre. The distance between C and the\nfalling line is what the section at C will be below, and A above the\ncentre. It will be seen one corner of the rail is cut off at these\nsections; this makes no difference so long as the moulding of the rail\nwill work it out.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows the bevels for the joints to be worked off to, so as to\nmake them joint to the straight rail. Draw P\u00a0P to the same pitch as\nO\u00a0O, Fig.\u00a04; draw C\u00a0H square to P\u00a0P; make C\u00a0N equal 4\u00a04, Fig.\u00a04. At\nFig.\u00a02 mark along R\u00a0P,\u00a0R\u00a0S to equal 4\u00a04, Fig.\u00a04; make C\u00a0S and C\u00a0S equal\nS\u00a0S, Fig.\u00a02, and draw S\u00a0E for the bevel T to be applied across the end\nof shank and along the tangent. Join S\u00a0D for the bevel S, to be applied\nthrough the end of shank and along the surface of the stuff; this bevel", "Practical Stair Building and Handrailing by W. H. Wood\nmust be held parallel to the tangent across the joint, that is, square\nthrough the plank. Notice that in all these bevel joints if the tangent\nis steeper than the straight rail, the bevel T is applied so that\nthe ends of shank diminish towards the inside, while if the tangent\nis flatter, the end of shank will diminish towards the outside. This\nwill be understood by referring to Fig.\u00a03 in this plate, and Fig.\u00a05,\nPlate\u00a0XXI.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows the face mould for the under side; the shaded part N\u00a0S\nshows the extra length required; this will equal S\u00a0S, Fig.\u00a02, the other\nend R\u00a0S will be the same amount shorter. This mould is reverse to\nFig.\u00a03.\n\nFig.\u00a07 shows the wreath cut out square through the plank, before the\nmoulds are put on. The application of the bevels is seen here.\n\n\n\n\n[Illustration: PLATE 26.]\n\nPLATE XXVI.\n\nWINDERS IN THE QUARTER-SPACE, WREATH IN ONE PIECE, TO FORM ITS OWN\nEASING INTO STRAIGHT RAIL.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the development. Make Y\u00a0Y equal stretch-out of centre of\nrail, Fig.\u00a01. Set up treads and risers, placing the risers as they\noccur on the centre line of rail, Fig.\u00a01; draw the centre falling line\nas shown. To development tangents make 1\u00a02\u00a0C equal A\u00a0B\u00a0C, Fig.\u00a01.\nContinue the tangent C\u00a0B in a line with straight rail; make H\u00a0R equal\nthe distance between the line 1 and springing; join R\u00a0B extended to cut\nthe level line in F. Draw the joint line square to the straight rail,", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the face mould for the top side of the plank. Make R\u00a0A\u00a0B\u00a0F\nand B\u00a0C equal corresponding letters, Fig.\u00a02, and F\u00a0C equal F\u00a0C, Fig.\u00a01;\ndraw C\u00a0O and A\u00a0O parallel to A\u00a0B and B\u00a0C; draw the major axis O\u00a0M\nsquare to F\u00a0C through the centre, with M as centre and M\u00a0O, Fig.\u00a01, as\nradius strike an arc at P; draw V\u00a0L through the centre and tangent to\nthe arc. Make M\u00a0H equal M\u00a0H, Fig.\u00a01; draw Y\u00a0J parallel to V\u00a0L; make Y\u00a0E\nequal H\u00a0E, Fig.\u00a01. Draw Y\u00a0J parallel to M\u00a0P, and J\u00a0K square to major", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 shows bevels, width of mould, thickness of plank. Get the levels\nby taking O, Fig.\u00a03, as centre, and for radius open out to touch each\ntangent; transfer these distances to Fig.\u00a04 for each bevel as shown,\nand complete the sections as usual; the section at each joint will\nbe in the centre, but each of the others will be below. Make C\u00a0E\u00a0D,\nFig.\u00a02, equal C\u00a0E\u00a0D, Fig.\u00a01. Make E\u00a0E and D\u00a0D equal P\u00a0J and P\u00a0O,\nFig.\u00a03. Then the difference between K\u00a0D\u00a0E and C and the falling line,", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows the bevels for the bevelled joint at R. Draw P\u00a0P to the\nsame bevel as the bevel for the shank, marked O\u00a0O, Fig.\u00a04; draw C\u00a0H\nsquare to P\u00a0P. Make C\u00a0N equal 1\u00a01, Fig.\u00a04, make C\u00a0S and C\u00a0S equal\nS\u00a0S, Fig.\u00a02, and join S\u00a0E and S\u00a0P for bevels T and S. Cut the wreath\nout square through the plank as usual, except at this joint, which is\nworked across the top and bottom to the bevel T, the bevel S being\nfor the sides. If the joint is worked true to these bevels, it will", "Practical Stair Building and Handrailing by W. H. Wood\njoint correctly to the straight rail. S\u00a0S, Fig.\u00a02, is what the face\nmould will require to be longer for the under side; this is shown by\nthe shaded part on end of shank, Fig.\u00a06, while R\u00a0S on the shank of the\ntop face mould, Fig.\u00a03, shows the same amount shorter. It is presumed\nthat the method of squaring the wreath is fully understood, and needs\nno further explaining here, as it can only be a repetition of what was\ndescribed in the first few plates.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 is the plan with the risers placed in the springing, and the\nrail drawn with a radius so as to make the inside falling line nearly\na straight line. Draw the centre line of rail to the angle, and bisect\nit from B. Set off on each side half a tread marked 2\u00a02 and 3\u00a03.\nNow draw the inside of rail to cut these two lines in 4 and 5; draw\nthrough 4 and 5 square to the centre line of rail to meet in O, then\nO will be the centre and A\u00a0O the radius. Complete the plan as shown.", "Practical Stair Building and Handrailing by W. H. Wood\nThe elevation is shown at Fig.\u00a02. Make S\u00a0S equal the centre line of\nrail, Fig.\u00a01, from A to C. Set up one step above and below and draw the\nfalling line. To develop tangents, make 1\u00a02\u00a0C equal A\u00a0B\u00a0C, Fig.\u00a01. Make\nthe joints at N and H. Make H\u00a0R equal the distance between the line\n1 and the springing. Join R\u00a0N for development of tangents. Draw the\njoint line square to the straight rail, and R\u00a0P square to the tangents.\nMark off along R\u00a0P,\u00a0R\u00a0S to equal 1\u00a01 or 4\u00a04, Fig.\u00a04. Make B\u00a0F, Fig.\u00a01,", "Practical Stair Building and Handrailing by W. H. Wood\nequal 2\u00a0C, Fig.\u00a02, and join F\u00a0C. Fig.\u00a03 is the face mould. Make R\u00a0A\u00a0B\u00a0F\nequal R\u00a0A\u00a0B\u00a0C, Fig.\u00a02, and B\u00a0C equal B\u00a0C, Fig.\u00a02, and F\u00a0C equal F\u00a0C,\nFig.\u00a01. Draw the minor axis from B parallel to F\u00a0C, and make B\u00a0O equal\nB\u00a0O, Fig.\u00a01. Draw the major axis square to it. The sections are seen\nat Fig.\u00a04. Make R\u00a0R equal radius of centre line of rail on plan; make\nO\u00a0O equal O\u00a0O, Fig.\u00a03, and complete sections as usual. The difference\nbetween C and the falling line at Fig.\u00a02 is what the section at C will", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows the face mould for the under side of the plank.\n\nFig.\u00a06 shows the wreath worked inside and out ready for squaring.\n\nFig.\u00a07 shows the bevels for the bevelled joints on both ends of wreath.\nThey will be applied the same as in Plate\u00a0XXV.\n\n\n\n\n[Illustration: PLATE 28.]\n\nPLATE XXVIII.\n\nHALF TWIST STARTING FROM A SCROLL, AND A SIDE WREATH STARTING FROM A\nNEWEL.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plan of a stair starting with a scroll. Make D\u00a0E equal\nabout 4 times the width of rail, which divide into 9 equal parts; make\nD\u00a0I equal 5 of these parts; this will be the radius for the largest\nquadrant of the rail. To find the radius for each of the remaining\nquadrants, make D\u00a01, Fig.\u00a05, equal D\u00a01, Fig.\u00a01; make 1\u00a02 equal one of\nthe 9 parts, with D as centre and D\u00a01 as radius; strike an arc from 2;\nsquare up a line to cut the arc in A; join A\u00a0D with D as centre and D\u00a02", "Practical Stair Building and Handrailing by W. H. Wood\nas radius; strike an arc to cut A\u00a0D in B; from B draw B\u00a03 square to\nD\u00a01. Continue the process as far as required to complete the scroll,\nD\u00a02 will strike the second quadrant and D\u00a03 the third, and so on. The\nface mould is seen at Fig.\u00a03. Draw C\u00a0B\u00a0A at right angles and make C\u00a0B\nequal C\u00a0B, Fig.\u00a02, and A\u00a0B equal A\u00a0B, Fig.\u00a01. Make A\u00a0R equal radius of\ncentre line of rail C\u00a01, Fig.\u00a01, and complete the mould as usual. The\nscroll itself will only require to be the thickness of the rail, as it", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows the plan, and Fig.\u00a07 the elevation of a side wreath\nstarting from a newel. Make A\u00a0P, Fig.\u00a08, equal the radius of centre\nline of rail, Fig.\u00a06, and draw V\u00a0L through P square to A\u00a0P. Make A\u00a0E\nequal A\u00a0E, Fig.\u00a06, draw E\u00a08 square to A\u00a0E, and make E\u00a08 equal B\u00a0D,\nFig.\u00a07. Join A\u00a08 extended to cut V\u00a0L in O; then O will be the centre\nand A\u00a0O the major axis. Make A\u00a0B and 8\u00a0C equal A\u00a0B and E\u00a0C, Fig.\u00a06.\nJoin C\u00a0B, which is the tangent, and if the drawing is correct, this", "Practical Stair Building and Handrailing by W. H. Wood\nwill equal C\u00a0B, Fig.\u00a07. The tangent A\u00a0B being level is of course the\nsame length as on plan. All the sections will be in the centre of the\nplank; these are seen at Fig.\u00a09. The short shank A\u00a0N is to let into the\nnewel; A being the face of newel.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plan of a scroll, and wreath to stand over the curtail\nstep and winders. Divide N\u00a0N into 9 equal parts. Make N\u00a01 equal 5 of\nthese parts and draw the largest quadrant. To draw the remainder make\nN\u00a01, Fig.\u00a07, equal N\u00a01, Fig.\u00a01; with N as centre and N\u00a01 as radius,\nstrike the arc. Make 1\u00a02 equal 1 of the 9 parts; from 2 erect a\nperpendicular to cut the arc in 7. Join 7\u00a0N. Now with N as centre and\nN\u00a02 as radius, strike the second arc to cut N\u00a07 in 8; draw 8\u00a03 parallel", "Practical Stair Building and Handrailing by W. H. Wood\nto 7\u00a02. Again, with N as centre and N\u00a03 as radius, strike the arc to\ncut N\u00a07 in 9; draw 9\u00a04 parallel to 8\u00a03. This process can be continued\nas far as required. N\u00a01 will strike the largest quadrant, N\u00a02 the next,\nand N\u00a03 the next, and so on until the scroll is completed. The centre\nand inside lines of rail will be struck from the same centres. Make the\njoint at A, and draw the radius line from 2, which is the centre of\nthis part of the scroll; draw the tangent A\u00a0B square to it.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the elevation. Set up the treads and risers as they occur\non the centre line of rail, Fig.\u00a01, and draw the centre falling line so\nthat it will finish level, about on the line N\u00a0N, and at a height of\nabout 1 or 2 inches above the top of the first step. Make 3\u00a07 equal the\nstretch-out of the centre line of rail, Fig.\u00a01 from A to C. Draw the\nlevel line through the falling line at 7, and make 3\u00a08 and 8\u00a0A equal\nC\u00a0B and B\u00a0A, Fig.\u00a01, and complete the development of tangents as shown.", "Practical Stair Building and Handrailing by W. H. Wood\nDraw the joint at 7 square to the tangent A\u00a0B. The scroll must be the\ndistance S\u00a0S thicker than the thickness of rail, and the joint worked\nto the bevel as shown.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 is the face mould for the top side of the plank. Make B\u00a0F,\nFig.\u00a01, equal 8\u00a0F, Fig.\u00a02, and at Fig.\u00a03 make C\u00a0B\u00a0F equal C\u00a0B\u00a0F and\nB\u00a0A equal B\u00a0A, Fig.\u00a02, and F\u00a0A equal F\u00a0A, Fig.\u00a01. Draw C 11 and A\u00a05\nparallel to the horizontal trace F\u00a0A, and make A\u00a05 and C 11 equal A\u00a05\nand C\u00a07, Fig.\u00a01, and draw the major axis through 5 and 11. With 5 as\ncentre and 5\u00a07, Fig.\u00a01, as radius, strike an arc at 7; draw a line\nthrough 11 and tangent to the arc. Now, if the drawing is correct, 7 11", "Practical Stair Building and Handrailing by W. H. Wood\nwill equal the height 3\u00a0C, Fig.\u00a02. Make 5\u00a04 3\u00a01\u00a06\u00a07 equal corresponding\nfigures, Fig.\u00a01, and complete the mould as usual. Notice O will be the\ncentre for sections D\u00a0E\u00a0R and C, and S\u00a0S, Fig.\u00a04, will equal the radius\n1\u00a0D, Fig.\u00a01. But for the section at the joint A, 2 will be the centre\nand S\u00a0S, Fig.\u00a05, will equal the radius 2\u00a0A, Fig.\u00a01. The bevels, &c.,\nare got as usual. Make 3\u00a04\u00a05 6\u00a07, Fig.\u00a02, equal C\u00a0R\u00a0E\u00a0D\u00a0A, Fig.\u00a01. Make\n4\u00a04 and 5\u00a05 and 6\u00a06, Fig.\u00a02, equal 1\u00a0S and 1\u00a0O and 1\u00a0W, Fig.\u00a03. Now,", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 is the face mould for the under side of the plank.\n\n\n\n\n[Illustration: PLATE 30.]\n\nPLATE XXX.\n\nWINDERS IN THE QUARTER-SPACE, STARTING FROM A NEWEL.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plan. There will be one baluster on the bottom step,\nand the remainder placed as shown. In planning stairs of this kind care\nmust be taken not to let the newel obstruct the passage. No fixed rule\ncan be laid down for the position of the newel; circumstances alone\nmust regulate that; but the further the newel is brought round the more\ngraceful will be the falling line of rail.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 is the elevation. Make C\u00a0A equal the stretch-out of centre line\nof rail from C to A, Fig.\u00a01, and C\u00a0D equal C\u00a0B, Fig.\u00a01. Let B be 12\ninches above the floor line; now draw the centre falling line from the\njoint at R at the top, and to strike the face of the newel level at\nthe height of B, as shown by the dotted lines. Join R\u00a0B for pitch of\ntangent B\u00a0C. The tangent A\u00a0B will be level, therefore the same length\nas on plan. Draw the joint at R square to the straight rail, and R\u00a0P", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 is the face mould for the top side of the plank. Draw the lines\nA\u00a0E and N\u00a0E at right angles, and make A\u00a0E equal A\u00a0E, Fig.\u00a01, and N\u00a0E\nequal B\u00a0D, Fig.\u00a02; join A\u00a0N, which is the major axis; make C\u00a0R equal\nC\u00a0R above the springing at Fig.\u00a02; add S\u00a0S, Fig.\u00a02, on to the end of\nshank, as shown by shaded part. The completion of the face mould will\nbe understood.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 shows the sections. It will be noticed that the sections S and R\nare above the centre of plank. Make F\u00a0S\u00a0R, Fig.\u00a02, equal A\u00a0S\u00a0R on the\ncentre line of rail, Fig.\u00a01, and make S\u00a0S and R\u00a0R below the falling\nat Fig.\u00a02 equal R\u00a0F and R\u00a0O, Fig.\u00a03. The difference between S and the\nfalling line is what the section at S is above the centre of plank,\nwhile that between R and the falling line is what the section at R on\nthe minor axis is above the centre of plank.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows the bevels for the bevelled joint at R. Draw H\u00a0H to the\nsame pitch as the bevel for the section C and draw C\u00a0E square to H\u00a0H\nand C\u00a0N vertical; draw E\u00a0D level through N; make C\u00a0S and C\u00a0S equal S\u00a0S,\nFig.\u00a02, and join S\u00a0D and S\u00a0E for bevels T and S. To cut out the wreath,\nlay the face mould on the stuff, transfer the tangents on to it, mark\noff on each side of the tangent at A\u00a0A\u00a01, and on each side of the\ntangent at C\u00a0C\u00a0N, and on each side of R on the minor axis, \u00bc of an inch", "Practical Stair Building and Handrailing by W. H. Wood\nmore than half width of rail, marked P\u00a0P, Fig.\u00a04. Trace around through\nI\u00a0P\u00a0N inside and outside. Cut the wreath out square through the plank.\nBefore bevelling the wreath, work the joint to the bevels T and S. The\nbevel T to be applied across the top and bottom, while the bevel S will\nbe applied on the sides. S\u00a0S is the extra length of stuff required on\nend of shank, as shown by shaded part on end of face mould. To get\nout the face mould for the under side, lay Fig.\u00a03 on a thin piece of", "Practical Stair Building and Handrailing by W. H. Wood\nstuff and transfer the tangents and section lines on to it, and stick\na bradawl through A\u00a0S\u00a0R\u00a0C and mark off on each section the width of\nmould on the opposite side to Fig.\u00a03. The shank will be the same amount\nshorter that Fig.\u00a03 is longer.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a01 shows the plan of rail with the risers in position. The line O\u00a0C\nis the minor axis, and O\u00a0D the major axis of the ellipse on plan; and\nas the tangent A\u00a0B is level, it is of course the H\u00a0T. From the foci\nP\u00a0P draw to A, and bisect the angle, as shown by A\u00a0Y; this will be the\nface of the newel on plan. Draw the tangent A\u00a0B square to it. Draw F\u00a0S\nthrough the centre O\u00a0V square to A\u00a0B. Draw O\u00a0E parallel to A\u00a0B; this\nline will be the minor axis on the face mould.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a02 shows the elevation. A\u00a0S will equal the stretch-out of the\ncentre line of rail from A to C, Fig.\u00a01; and S\u00a0B will equal C\u00a0B,\nFig.\u00a01. Draw the falling line as shown so as to strike the face of\nnewel level, at a height of 12 inches above the floor. Square out A\u00a0B\nfrom A and join B\u00a0R for pitch of tangent. Draw the joint line square to\nthe straight rail and R\u00a0P square to the tangent.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows the face mould for the under side. Draw F\u00a0S and S\u00a0P at\nright angles, and make F\u00a0S equal F\u00a0S, Fig.\u00a01; and S\u00a0P equal the height\nS\u00a0C, Fig.\u00a02. Join F\u00a0P for the major axis of face mould. Make F\u00a0R equal\nF\u00a0O, Fig.\u00a01. Draw R\u00a0O parallel to S\u00a0P. Draw O\u00a0E square to the major\naxis F\u00a0P; then O\u00a0E is the minor axis, and O\u00a0R is the same line as is\nmarked V\u00a0L in previous plates. Make O\u00a05\u00a0E\u00a06 equal O\u00a05\u00a0E\u00a06, Fig.\u00a01. Make\nF\u00a0N equal F\u00a0N, Fig.\u00a01, and draw N\u00a0Y parallel to R\u00a0O, and Y\u00a0D square to", "Practical Stair Building and Handrailing by W. H. Wood\nmajor axis. Make Y\u00a0D equal N\u00a0D, Fig.\u00a01, and complete the section as\nusual. Also make P\u00a0C equal S\u00a0C, and F\u00a0A\u00a0B equal F\u00a0A\u00a0B, Fig.\u00a01. Join C\u00a0B\nextended, and make C\u00a0R equal C\u00a0R, Fig.\u00a02. Now if the drawing is correct\nC\u00a0B will equal C\u00a0B, Fig.\u00a02.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a04 shows the bevel and section A. Make A\u00a0B equal O\u00a0F, Fig.\u00a01; and\nB\u00a0C equal O\u00a0F, Fig.\u00a03. Draw the section of rail, and draw A\u00a02 to cut\nthe top corner parallel to B\u00a0C. Then A\u00a0O will be half thickness of\nplank and A\u00a02 width of mould here.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a05 shows bevel and section D. Make A\u00a0B equal O\u00a0D, Fig.\u00a01. With O as\ncentre for radius, open out the compasses to touch the tangent from D;\ntransfer this distance to Fig.\u00a05, as shown by B\u00a0C. Now make A\u00a0D\u00a0E\u00a0S,\nFig.\u00a02, equal A\u00a0D\u00a0E\u00a0S on the centre line of rail, Fig.\u00a01. Make D\u00a0N and\nE\u00a0H, Fig.\u00a02, equal N\u00a0Y and R\u00a0O, Fig.\u00a03. The difference between N and\nthe falling line shows that the latter is nearly in the centre of plank\nat the section D. Make D\u00a03 and D\u00a04, Fig.\u00a03, equal D\u00a03 and D\u00a04 at the\nsection.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a06 shows the section on the minor axis, which of course requires no\nbevel. The difference between 4 and the falling line at Fig.\u00a02 shows\nwhat this section is out of the centre of the plank.\n\nFig.\u00a07 shows bevel and section C. Make A\u00a0B equal O\u00a0C, Fig.\u00a01, and with\nO as centre, and for radius a distance to just touch the tangent, C\u00a0B,\nFig.\u00a03. Transfer this to Fig.\u00a07 as shown by B\u00a0D, and complete the\nsection as usual.", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a08 shows the bevels for the bevelled joint at R. The method of\ngetting them and their application will be understood.\n\nFig.\u00a09 shows the face mould for the top side. The difference between\nthis mould and Fig.\u00a03 is that A\u00a02 and D\u00a04 and C\u00a07 is on the inside of\nA\u00a0D and C, instead of the outside, as at Fig.\u00a03. In sawing around on\nthe inside, leave the stuff full on the section D, and gauge to a width\nafter the moulds have been removed.\n\n\n\n\n[Illustration: PLATE 32.]\n\nPLATE XXXII.", "Practical Stair Building and Handrailing by W. H. Wood\nSHOWING THE MOULDING OF RAILS, AND A METHOD OF PROPORTIONATELY\nINCREASING OR DECREASING THE SIZE OF THEM.\n\n\nFigs. 1 and 2 show pattern of rails full size, both of which look well\nwhen finished, and nice to handle. The shaded parts at Fig.\u00a01 show how\nthe rail should be worked out before it is moulded. It will be seen\nthat Fig.\u00a01 has three dowels, while Fig.\u00a02 has two.", "Practical Stair Building and Handrailing by W. H. Wood\nAt Fig.\u00a02 is seen a method by which a rail may be proportionately\nincreased or decreased to any size. Let S be the given rail and R the\nrequired one. Make A\u00a0B equal the width of S, and A\u00a0E the thickness of\nR; from E draw square to A\u00a0B, and make E\u00a0F equal the thickness of S;\njoin A\u00a0B. From A square out a line and make A\u00a0D equal the width of the\nrequired rail R. From B and D square out lines to meet in C; join A\u00a0C.\nFrom each member in S draw ordinates to cut A\u00a0C and A\u00a0F, and where", "Practical Stair Building and Handrailing by W. H. Wood\nFig.\u00a03 shows a handrail screw, A being a round nut, a section of which\nis seen at Fig.\u00a04, and B a square one; W is a round washer. These\nscrews are let into about the centre of the section of rail at the\njoints. A hole is cut in the under side of each piece for the nuts to\ngo in, and a small bent chisel, made for the purpose, is used to turn\nthe nut A.\n\n\n LONDON:\n\n PRINTED BY WILLIAM CLOWES AND SONS, LIMITED, STAMFORD STREET\n AND CHARING CROSS.\n\n\n\n\nTranscriber\u2019s Notes", "Practical Stair Building and Handrailing by W. H. Wood\nPunctuation and spelling were made consistent when a predominant\npreference was found in this book; otherwise they were not changed.\n\nSimple typographical errors were corrected; occasional unbalanced\nquotation marks retained.\n\nAmbiguous hyphens at the ends of lines were retained; occurrences of\ninconsistent hyphenation have not been changed.\n\nEach \u201cFigure\u201d reference is to a portion of the Plate illustration\nimmediately preceding the text.\n\nThe captions of all illustrations included this credit line:", "Practical Stair Building and Handrailing by W. H. Wood\nThos. Kell & Son, Lith.\n\nwhich have been omitted in this eBook.\n\nThe right-side edges of several illustrations were missing or illegible.\n\nPage 43: Two occurrences of \u201csime\u201d were changed to \u201csemi-\u201d to conform\nwith the rest of the book.\n\n\n\n\n\nEnd of the Project Gutenberg EBook of Practical Stair Building and\nHandrailing, by W. H. Wood\n\n***"]

{"publication_date": 1894}

RedPajama-Data-V2

http://lincoln.lib.niu.edu/teachers/lesson5-groupd.html

Lincoln/Net | Northern Illinois University Digital Library

["Lincoln/Net | Northern Illinois University Digital Library\nThe Cherokee Removal\nGroup D Readings\nby Jennifer Erbach\nCherokee Address | Memorial of the Cherokee\nThe following excerpts are from the closing paragraphs of an address of a council of the Cherokee Nation to the people of the United States, written in July of 1830.", "Lincoln/Net | Northern Illinois University Digital Library\nBefore we close this address, permit us to state what we conceive to be our relations with the United States. After the peace of 1783, the Cherokees were an independent people; absolutely so, as much as any people on earth. They had been allies to Great Britain, and as a faithful ally took a part in the colonial war on her side", "Lincoln/Net | Northern Illinois University Digital Library\nThey had placed themselves under her protection, and had they, without cause, declared hostility against their protector, and had the colonies been subdued, what might not have been their fate", "Lincoln/Net | Northern Illinois University Digital Library\n? But her [Great Britain's] power on this continent was broken. She acknowledged the independence of the United States, and made peace. The Cherokees therefore stood alone; and, in these circumstances, continued the war. They were then under no obligations to the United States any more than to Great Britain, France or Spain. The United States never subjugated the Cherokees; on the contrary, our fathers remained in possesion of their country, and with arms in their hands.", "Lincoln/Net | Northern Illinois University Digital Library\nWe are aware, that some persons suppose it will be for our advantage to remove beyond the Mississippi. We think otherwise. Our people universally think otherwise. Thinking that it would be fatal to their interests, they have almost to a man sent their memorial to congress, deprecating the necessity of a removal. This question was distinctly before their minds when they signed their memorial", "Lincoln/Net | Northern Illinois University Digital Library\nNot an adult person can be found, who has not an opinion on the subject, and if the people were to understand distinctly, that they could be protected against the laws of the neighboring states, there is probably not an adult person in the nation, who would think it best to remove; though possibly a few might emigrate individually.", "Lincoln/Net | Northern Illinois University Digital Library\nWe are not willing to remove; and if we could be brought to this extremity, it would be not by argument, not because our judgment was satisfied, not because our condition will be improved; but only because we cannot endure to be deprived of our national and individual rights and subjected to a process of intolerable oppression.", "Lincoln/Net | Northern Illinois University Digital Library\nWe wish to remain on the land of our fathers. We have a perfect and original right to remain without interruption or molestation. The treaties with us, and laws of the United States made in pursuance of treaties, guaranty our residence, and our privileges and secure us against intruders. Our only request is, that these treaties may be fulfilled, and these laws executed. But if we are compelled to leave our country, we see nothing but ruin before us", "Lincoln/Net | Northern Illinois University Digital Library\nThe country west of the Arkansas territory is unknown to us. From what we can learn of it, we have no prepossessions in its favor. All the inviting parts of it, as we believe, are preoccupied by various Indian nations, to which it has been assigned. They would regard us as intruders, and look upon us with an evil eye. The far greater part of that region is, beyond all controversy, badly supplied with wood and water; and no Indian tribe can live as agriculturists without these articles", "Lincoln/Net | Northern Illinois University Digital Library\nAll our neighbers, in case of our removal, though crowded into our near vicinity, would speak a language totally different from ours, and practice different customs. The original possessors of that region are now wandering savages lurking for prey in the neighborhood. They have always been at war, and would be easily tempted to turn their arms against peaceful emigrants", "Lincoln/Net | Northern Illinois University Digital Library\nWere the country to which we are urged much better than it is represented to be and were it free from the objections which we have made to it, still it is not the land of our birth, nor of our affections. It contains neither the scenes of our childhood, nor the graves of our fathers.", "Lincoln/Net | Northern Illinois University Digital Library\nCherokee Nation. \"Cherokee Address,\" Niles' Weekly Register, 21 August, 1830 pp. 455-456.\nThe following is a memorial from the Cherokee nation in sent to the U.S. Congress in December of 1829 and published in their newspaper, the Phoenix, on January 20, 1830.\nTo the honorable the senate and house of representatives of the United States of America, in congress assembled:", "Lincoln/Net | Northern Illinois University Digital Library\nThe undersigned memorialists, humbly make known to your honorable bodies, that they are free citizens of the Cherokee nation. Circumstances of late occurrence have troubled our hearts, and induced us at this time to appeal to you, knowing that you are generous and just. As weak and poor children are accustomed to look to their guardians and patrons for protection, so we would come and make our grievances known. Will you listen to us? Will you have pity on us", "Lincoln/Net | Northern Illinois University Digital Library\n? You are great and renowned\ufffdthe nation, which you represent, is like a mighty man who stands in his strength. But we are small\ufffdour name is not renowned. You are wealthy, and have need of nothing; but we are poor in life, and have not the arm and power of the rich.", "Lincoln/Net | Northern Illinois University Digital Library\nBy the will of our Father in heaven, the governor of the whole world, the red man of America has become small, and the white man great and renowned. When the ancestors of the people of these United States first came to the shores of America, they found the red man strong\ufffdthough he was ignorant and savage, yet he received them kindly, and gave them dry land to rest their weary feet. They met in peace, and shook hands in token of friendship", "Lincoln/Net | Northern Illinois University Digital Library\nWhatever the white man wanted and asked of the Indian, the latter willingly gave. At that time the Indian was the lord, and the white man the suppliant. But now the scene has changed. The strength of the red man has become weakness. As his neighbors increased in numbers, his power became less, and now, of the many and powerful tribes who once covered these United States, only a few are to be seen\ufffda few whom a sweeping pestilence has left", "Lincoln/Net | Northern Illinois University Digital Library\nThe northern tribes, who were once so numerous and powerful, are now nearly extinct. Thus it has happened to the red man of America. Shall we, who are remnants, share the same fate?", "Lincoln/Net | Northern Illinois University Digital Library\nBrothers\ufffdwe address you according to usage adopted by our forefathers, and the great and good men who have successfuIly directed the councils of the nation you represent\ufffdwe now make known to you our grievances. We are troubled by some of your own people. Our neighbor, the state of Georgia, is pressing hard upon us, and urging us to relinquish our possessions for her benefit", "Lincoln/Net | Northern Illinois University Digital Library\nWe are told, if we do not leave the country, which we dearly love, and betake ourselves to the western wilds, the laws of the state will be extended over us, and the time, 1st of June, 1830, is appointed for the execution of the edict. When we first heard of this we were grieved and appealed to our father, the president, and begged that protection might be extended over us", "Lincoln/Net | Northern Illinois University Digital Library\nBut we were doubly grieved when we understood, from a letter of the secretary of war to our delegation, dated March of the present year, that our father the president had refused us protection, and that he had decided in favor of the extension of the laws of the state over us. \ufffdThis decision induces us to appeal to the immediate representatives of the American people", "Lincoln/Net | Northern Illinois University Digital Library\nWe love, we dearly love our country, and it is due to your honorable bodies, as well as to us, to make known why we think the country is ours, and why we wish to remain in peace where we are. The land on which we stand, we have received as an inheritance from our fathers, who possessed it from time immemorial, as a gift from our common father in heaven. We have already said, that when the white man came to the shores of America, our ancestors were found in peaceable possession of this very land", "Lincoln/Net | Northern Illinois University Digital Library\nThey bequeathed it to us as their children, and we have sacredly kept it as containing the remains of our beloved men. This right of inheritance we have never ceded, nor ever forfeited. Permit us to ask, what better right can a people have to a country, than the right of inheritance and immemorial peaceable possession", "Lincoln/Net | Northern Illinois University Digital Library\n? We know it is said of late by the state of Georgia, and by the executive of the United States, that we have forfeited this right\ufffdbut we think this is said gratuitously. At what time have we made the forfeit? What crime have we committed, whereby we must forever be divested of our country and rights? Was it when we were hostile to the United States, and took part with the king of Great Britain, during the struggle for independence", "Lincoln/Net | Northern Illinois University Digital Library\n? Why was not such an article as the following inserted in the treaty: \"The United States give peace to the Cherokees, but, for the part they took in the late war, declare them to be but tenants at will, to be removed when the convenience of the states within whose chartered limits they live shall require it.\" This was the proper lime to assume such a position. But it was not thought of, nor would our forefathers have agreed to any treaty, whose tendency was to deprive them of their rights and their country", "Lincoln/Net | Northern Illinois University Digital Library\nAll that they have conceded and relinquished are inserted in the treaties open to the investigation of all people. We would repeat, then, the right of inheritance and peaceable possession which we claim, we have never ceded nor forfeited. In addition to that first of all rights, the right of inheritance and peaceable possession, we have the faith and pledge of the U. States, repealed over and over again, in treaties made at various times", "Lincoln/Net | Northern Illinois University Digital Library\nBy these treaties our rights as a separate people are distinctly acknowledged, and guarantees given that they shall be secured and protected. So we have always understood the treaties The conduct of the government towards us, from its organization until very lately, the talks given to our beloved men by the presidents of the United States, and the speeches of the agents and commissioners, all concur to show that we are not mistaken in our interpretation", "Lincoln/Net | Northern Illinois University Digital Library\n\ufffd Some of our beloved men who signed the treaties are still leaving, and their testimony tends to the same conclusion. We have always supposed that this understanding of the treaties was in accordance with the views of the government; nor have we ever imagined that any body would interpret them otherwise. In what light shall we view the conduct of the United States and Georgia, in their intercourse with us, in urging us to enter into treaties, and cede lands", "Lincoln/Net | Northern Illinois University Digital Library\n? If we were but tenants at will, why was it necessary that our consent must be obtained before these governments could take lawful possession of our lands", "Lincoln/Net | Northern Illinois University Digital Library\n? The answer is obvious. These governments perfectly understood our rights our right to the country, and our right to self government. Our understanding of the treaties is further supported by the intercourse law of the United States, which prohibits all encroachments upon our territory", "Lincoln/Net | Northern Illinois University Digital Library\nThe undersigned memorialists humbly represent, that if their interpretation of the treaties has been different from that of the government, then they have ever been deceived as to how the government regarded them, and what she asked and promised. Moreover, they have uniformly misunderstood their own acts.", "Lincoln/Net | Northern Illinois University Digital Library\nIn view of the strong ground upon which their rights are founded, your memorialists solemnly protest against being considered as tenants at will, or as mere occupants of the soil, without possessing the sovereignty", "Lincoln/Net | Northern Illinois University Digital Library\nWe have already stated to your honorable bodies, that our forefathers were found in posseision of this soil in full sovereignty, by the first European settlers; and as we have never ceded nor forfeited the occupancy of the soil and the sovereignly over it, we do solemnly protest against being forced to leave it, either direct or by indirect measures", "Lincoln/Net | Northern Illinois University Digital Library\nTo the land of which we are now in possession we are attached\ufffdit is our fathers' gift\ufffdit contains their ashes\ufffdit is the land of our nativity, and the land of our intellectual birth. We cannot consent to abandon it, for another far inferior, and which holds out to us no inducements", "Lincoln/Net | Northern Illinois University Digital Library\nWe do moreover protest against the arbitrary measures of our neighbor, the state of Georgia, in her attempt to extend her laws over us, in surveying our lands without our consent and in direct opposition to treaties and the intercourse law of the United States, and interfering with our municipal regulations in such a manner as to derange the regular operations of our own laws", "Lincoln/Net | Northern Illinois University Digital Library\nTo deliver and protect them from all these and every encroachment upon their rights, the undersigned memorialists do most earnestly pray your honorable bodies. Their existence and future happiness are at stake\ufffddivest them of their liberty and country, and you sink them in degradation, and put a check, if not a final stop, to their present progresss in the arts of civilized life, and in the knowledge of the Christian religion", "Lincoln/Net | Northern Illinois University Digital Library\nYour memorialists humbly conceive, that such an act would be in the highest defree oppressive. From the people of these United States, who perhaps, of all men under heaven, are the most religious and free, it cannot be expected.\ufffd Your memorialists, therefore, cannot anticipate such a result. You represent a virtuous, intelligent and Christian nation. To you they willingly submit their cause for your righteous decision.", "Lincoln/Net | Northern Illinois University Digital Library\nCherokee nation, Dec. 1829. Cherokee Nation. \"Memorial of the Cherokee Indians,\" Niles' Weekly Register vol. 38 no. 3, pp 53-54.\n\u00a9Copyright 2002 Abraham Lincoln Historical Digitization Project"]

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RedPajama-Data-V2

https://afdc.energy.gov/laws/11739

Alternative Fuels Data Center: High Occupancy Vehicle (HOV) Lane Exemption

["Alternative Fuels Data Center: High Occupancy Vehicle (HOV) Lane Exemption\nVehicles with an Alternative Fuel Vehicle (AFV) or Energy Efficient license plate are permitted to use HOV lanes, regardless of the number of passengers. Qualified vehicles must display the required license plate, which are available from the Arizona Department of Transportation (ADOT). Vehicles registered with Energy Efficient plates prior to May 20, 2014, may continue to use HOV lanes until the owner sells or transfers the vehicle", "Alternative Fuels Data Center: High Occupancy Vehicle (HOV) Lane Exemption\nFor more information, see the ADOT AFV and the Energy Efficient Plate Program websites. (Reference Arizona Revised Statutes 28-2416, and 23-2416.01)"]

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RedPajama-Data-V2

https://eclkc.ohs.acf.hhs.gov/curriculum/consumer-report/curricula/creative-curriculum-infants-toddlers-twos-3rd-edition

The Creative Curriculum® for Infants, Toddlers & Twos, 3rd Edition | ECLKC

["The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nCurriculum Consumer Report\n\u25c0 Curriculum Consumer Report\nHow to Use This Report\nCriteria for Effective Curricula\nCriteria for Home-Based Curricula\nCriteria for Infant and Toddler Curricula\nCriteria for Preschool Curricula\nUnderstanding the Ratings\nAbout the Curriculum Consumer Report\nHow to Navigate the Curriculum Consumer Report\nFind Curriculum\nThe Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition\n\u25c0 Back to Curricula Compare to Another Curriculum\nCurriculum Description", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition provides a set of resources to help teachers plan and implement routines and learning experiences for young children. It includes three volumes that describe the curriculum foundation, routines and experiences, and objectives for development and learning. The curriculum also offers additional resources, such as activity cards, songs and rhymes, and books.\nSummary of Curriculum Review", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nPromotes interactions, routines, and learning experiences to support infants' and toddlers' development and learning in all Head Start Early Learning Outcomes Framework (ELOF) domains\nProvides scaffolding strategies within activities to support children as they move through the developmental progressions\nSpecifies developmentally appropriate learning goals and guidance on how to use them for the individualization of learning experiences based on children's strengths and needs", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nDescribes a clear process for ongoing child assessment\nProvides a range of strategies and resources to support family engagement\nOffers comprehensive standardized training and materials to support implementation\nEncourages ample opportunity for infants and toddlers to engage in movement, play, and active exploration\nIncludes extensive guidance on how to design well-organized, engaging indoor and outdoor environments", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nGives comprehensive guidance and resources to help teachers establish developmentally appropriate daily schedules centered around caregiving routines\nIncludes specific guidance on how to support the development and learning of infants and toddlers who are dual language learners (DLLs)\nOffers specific adaptations for children with disabilities, suspected delays, or other special needs\nLacks guidance on how to provide learning experiences that build on children's cultural experiences at home", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nWebsite: https://teachingstrategies.com/solutions/teach/creative-curriculum-infants-todd\u2026\nCost of Curriculum\nThe Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition, with Daily Resources (English): $1,149\nCoaching to Fidelity, Infants, Toddlers & Twos Edition: $199.95\nCost of Professional Development\n2-day in-person course: $5,000 per site\n10-hour online professional development course: $150 per teacher", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nContact the publisher for the most updated information on costs of the curriculum and current professional development offerings.\nAvailability in Other Languages\nThe Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition, with Daily Resources (Spanish): $1,149\nThe Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition, with Daily Resources (Bilingual): $1,795\nTarget Age\nCenter-based infant and toddler programs for children 0\u201336 months\nCurriculum Materials Reviewed by Raters", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nAll materials from The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition, with Daily Resources were purchased and reviewed in 2018. These materials included:\nGuide to The Creative Curriculum\u00ae for Infants, Toddlers & Twos\nVolumes 1\u20133 of The Foundation\nIntentional Teaching Cards\nMighty Minutes\nHighlights Hello\nBook Conversation Cards\nThe Classroom and Family Resources Online Portal\nWhat do the ratings mean?\nFull Evidence\nModerate Evidence\nMinimal Evidence\nNo Evidence\nCriterion 1", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nEvidence from research demonstrates that the curriculum has been associated with children's positive learning outcomes. The curriculum has been implemented and directly studied in early childhood programs, and the research showed significant, positive effects on children's developmental outcomes. Evidence of effectiveness has been obtained in rigorous research studies, such as randomized controlled trials or regression discontinuity designs", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nAt the time of this review, there are no available published research studies on The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition (The Creative Curriculum\u00ae for Infants, Toddlers & Twos)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe publisher conducted a study that suggests implementing The Creative Curriculum\u00ae for Infants, Toddlers & Twos for two years, along with ongoing training and coaching, is associated with growth in children's social and emotional, physical, language, and cognitive development compared to developmental norms", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nMore rigorous research published in peer-reviewed journals is needed in order to establish evidence for positive effects of The Creative Curriculum\u00ae for Infants, Toddlers & Twos on children's learning outcomes.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nResearch-Based Curriculum\nThe curriculum provides research-based interactions and teaching practices to support children's development and learning. A research-based curriculum is consistent with research on how children develop and learn. Specifically, it promotes interactions, teaching practices, and learning experiences that research has shown to be effective in supporting children's development and learning.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nResponsive Relationships and Interactions: The curriculum consistently promotes responsive relationships and interactions with infants and toddlers, which research shows are foundational to children's development in all domains. Volume 1: The Foundation (Volume 1) and Volume 3: Objectives for Development & Learning (Volume 3) provide strategies to build secure, trusting relationships with children (e.g., smile at children, show affection, talk with children, spend time playing with children)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 2: Routines & Experiences (Volume 2) offers guidance on how to engage in sensitive, responsive caregiving during daily routines (e.g., hellos and goodbyes, diapering and toileting). For each routine, the curriculum includes \"Responding to What Children Need\" with a brief scenario, teacher's thoughts and responses, and what the child might be learning", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThroughout Volumes 1\u20133, the Intentional Teaching Cards, and the Book Conversation Cards, the curriculum offers several prompts and examples of how to engage children in joint attention as well as how to respond to children's language and communication.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nDaily Routines as Opportunities for Learning: The Creative Curriculum\u00ae for Infants, Toddlers & Twos provides comprehensive guidance on how to use daily routines to support infants' and toddlers' development and learning in all domains", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 1: The Foundation includes guidance on how to create predictable and flexible schedules centered around infants' and toddlers' routines (e.g., diapering and toileting, eating and mealtimes) and experiences (e.g., playing with toys, imitating and pretending, enjoying stories and books). It also includes specific tools to support teachers in the process. For example, the \"Individual Care Plan\" is developed with each family to help create individualized schedules for infants", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 2: Routines & Experiences gives further guidance on how to create an environment to support caregiving routines, how to create caring and teaching strategies during routines, and how to partner with families.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nPlay and Exploration: The curriculum promotes infants' and toddlers' play and active exploration, which research suggests provide a rich context for learning in all domains. Volume 1: The Foundation describes how children learn through play. It also guides teachers to provide sufficient time in the daily schedule for play and exploration", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 2: Routines & Experiences offers several examples of equipment for active physical play (e.g., riding toys, climbers, slides, push-and-pull toys) and open-ended materials (e.g., grasping and mouthing toys, blocks, balls, dough, painting materials) that would foster children's curiosity, exploration, and creativity", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nSeveral Intentional Teaching Cards reinforce these principles by inviting children to explore and use objects in multiple ways (e.g., cups, whisks, rocks, nesting toys, foam blocks, cardboard boxes).", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nLanguage-Rich Environment and Interactions: The curriculum offers research-based teaching practices to promote language-rich environments and interactions. Volume 1: The Foundation provides guidance on how to engage in varied types of talk with infants and toddlers throughout the day. It suggests using high-pitched and sing-song voice with infants, imitating infants babbling, asking toddlers open-ended questions, and describing what children see, hear, taste, and smell", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 3: Objectives for Development & Learning offers strategies to build infants' and toddlers' vocabulary (e.g., use gestures and concrete objects to clarify words; introduce children to new words through books, songs, conversations, and pretend play). The Intentional Teaching Cards include guidance on how to engage in back-and-forth exchanges with children, as well as descriptions of several opportunities to support children's emergent literacy skills", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nFinally, the Book Conversation Cards give developmentally appropriate prompts and strategies to read the curriculum's Highlights Hello books with infants and toddlers.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nPromoting Emotional, Behavioral, and Cognitive Self-Regulation: The Creative Curriculum\u00ae for Infants, Toddlers & Twos promotes research-based teaching practices to support children's emotional, behavioral, and cognitive self-regulation. Volume 1: The Foundation offers general strategies to help infants and toddlers begin to regulate their behaviors (e.g., establish and follow rituals, redirect children's behaviors as needed, offer choices)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 3: Objectives for Development & Learning gives strategies for creating an emotionally supportive environment (e.g., label and talk about emotions and their causes, help children detect and interpret cues about how someone else feels) and for facilitating cognitive self-regulation (e.g., model self-talk to help children stay engaged and persist; provide specific, positive verbal feedback or physical support during challenging tasks)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe Intentional Teaching Cards reinforce these strategies with learning experiences to support children's emotional, behavioral, and cognitive self-regulation. For example, \"Let's Try This Instead\" invites teachers to use a positive approach to redirecting children's inappropriate behavior during routines and experiences.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nFacilitating Cognitive Development: The curriculum promotes research-based teaching practices that facilitate infants' and toddlers' cognitive development. The Intentional Teaching Cards provide specific prompts for teachers to support cognitive development (e.g., describe objects, comment about cause and effect of actions, encourage child to make comparisons)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 1: The Foundation highlights strategies to embed math language and concepts throughout everyday routines and activities (e.g., count with children, use comparison words, talk about shapes). The Intentional Teaching Cards provide multiple, related opportunities for children to explore math concepts (e.g., matching shapes, doing puzzles, reading counting books)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 3: Objectives for Development & Learning offers suggestions to teachers on how to scaffold children's problem-solving skills (e.g., provide opportunities to explore objects in new and creative ways, describe children's problem-solving strategies).", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nSupporting Physical Development: The curriculum consistently recommends research-based teaching practices to support infants' and toddlers' perceptual, motor, and physical development. The Intentional Teaching Cards include many, varied opportunities for infants and toddlers to practice fine, gross, and perceptual motor skills", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nFor example, the curriculum features several learning experiences for children to practice the fine motor skill of squeezing (e.g., manipulating playdough, squeezing sponges, wringing out wet clothes)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThroughout the learning experiences to support physical development, the curriculum prompts teachers to choose appropriately challenging physical tasks for each child, explain how to perform physical tasks, model actions, describe children's movements, praise children's efforts, and encourage children to keep practicing.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum includes an organized developmental scope and sequence to support children's development and learning. A scope and sequence outlines what the curriculum focuses on and how the plans and materials support children at different levels of development", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe scope refers to the areas of development addressed by the curriculum; the sequence includes plans and materials for learning experiences that progressively build from less to more complex, with the goal of supporting children as they move through the developmental progressions. A content-rich curriculum ensures that sequences of learning experiences include multiple, related opportunities for children to explore a concept or skill with increasing depth", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nScope: The Creative Curriculum\u00ae for Infants, Toddlers & Twos clearly identifies nine areas of development and learning: Social-Emotional, Physical, Language, Cognitive, Literacy, Mathematics, Science and Technology, Social Studies, and the Arts. Cognitive development encompasses the Approaches to Learning ELOF domain. Volumes 1\u20133 provide an overview of young children's development as well as specific teaching practices to support children's development and learning in each of these areas.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nSequence: The curriculum provides guidance within activities on how to support children as they move through the developmental progressions. The Intentional Teaching Cards describe activities in the domains of Language and Literacy, Mathematics, Social-Emotional, and Physical Development. These activities provide evidence of sequence in all five ELOF domains", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nEach activity includes a \"Teaching Sequence\" to support children at different levels of the developmental progressions specified in Volume 3: Objectives for Development & Learning. This allows teachers to individualize activities to meet the strengths and needs of each child. Additionally, teachers can use the Mighty Minutes, Book Conversation Cards, and guidance provided in Volumes 1\u20133 to offer multiple related learning opportunities for children to explore concepts and skills in all domains.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nAlignment with the Head Start Early Learning Outcomes Framework (ELOF)\nThe curriculum is aligned with the ELOF. Aligning a curriculum with the ELOF identifies the extent to which ELOF domains and sub-domains are addressed in the curriculum. Curricula that are fully aligned with the ELOF are comprehensive and cover all areas of children's learning and development described in the ELOF.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nAlignment with the ELOF: A thorough review of all the curriculum materials indicates that The Creative Curriculum\u00ae for Infants, Toddlers & Twos is fully aligned with the ELOF. Volume 1: The Foundation and Volume 2: Routines & Experiences clearly describe how the recommended strategies, interactions, environments, routines, and experiences support children's development and learning in the ELOF domains and sub-domains", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 3: Objectives for Development & Learning provides learning goals and strategies to support children's development and learning in all ELOF domains and sub-domains. The Intentional Teaching Cards offer learning experiences to support children's development and learning across the five ELOF domains.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum specifies learning goals for children. The curriculum's learning goals are objectives for children's development and learning across domains. Learning goals should be measurable and developmentally appropriate. Measurable learning goals focus on skills, behaviors, and knowledge that are observable; developmentally appropriate learning goals are consistent with well-established developmental progressions", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nTeachers should be able to use a curriculum's learning goals to individualize learning experiences for all children, such as children from diverse cultures, children who are dual language learners, children who are tribal language learners, and children with disabilities or other special needs.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nLearning Goals: The Creative Curriculum\u00ae for Infants, Toddlers & Twos includes 36 objectives for development and learning organized into nine areas: Social-Emotional, Physical, Language, Cognitive, Literacy, Mathematics, Science and Technology, Social Studies, and the Arts. The objectives are measurable and developmentally appropriate expectations of the knowledge, skills, and behaviors young children develop and learn", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe Intentional Teaching Cards and Mighty Minutes specify objectives for each activity, and the learning experiences supported the stated goals. Volume 3: Objectives for Development & Learning describes how to use the objectives with children with disabilities, suspected delays, or other special needs. It also explains how teachers can use the objectives with children who are DLLs to gather information, no matter which language children use to demonstrate what they know and can do.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum provides guidance on ongoing child assessment. Ongoing child assessment is a process of gathering information to understand and support children's development over time. Information gathered through observation and documentation helps inform curriculum planning, teaching, and individualizing for all children. Ongoing child assessment can also be used to periodically complete standardized and structured assessment instruments to evaluate children's developmental progress.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nOngoing Observation and Documentation: The curriculum offers a four-step process for ongoing observation and documentation: 1) Observing and Collecting Facts, 2) Analyzing and Responding, 3) Evaluating, and 4) Summarizing, Planning, and Communicating. In addition, the curriculum includes specific tools to support teachers in the ongoing observation and documentation process. The Intentional Teaching Cards include \"Questions to Guide Observations\" (e.g., How did the child hold and manipulate the ball", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\n? How did the child separate from their family member?). The \"Child Planning Form\" provides a template for teachers to record observations and future plans based on the documentation.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nStandardized and Structured Assessment Instruments: The curriculum encourages programs to use the publisher's Teaching Strategies GOLD Assessment System (TS GOLD), which is aligned with The Creative Curriculum\u00ae objectives. The online platform, MyTeachingStrategies\u2122, features resources related to TS GOLD that describe how assessment instruments should be valid and reliable, as well as individually, culturally, and linguistically appropriate", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum also stresses the importance of regularly assessing children's development and using this information to plan instruction.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum promotes parent and family engagement. Parent and family engagement is a collaborative and strengths-based process through which early childhood teachers, families, and children build positive and goal-oriented relationships. It is a shared responsibility of families and staff that is built on mutual respect for the roles and strengths each has to offer", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum provides culturally and linguistically responsive strategies to communicate with families and to engage families in children's learning.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nCommunicating with Families: The curriculum offers specific guidance on communicating with diverse families. Volume 1: The Foundation provides several communication strategies that encourage both learning from and sharing information with families. Some ideas for sharing information with families include a whiteboard that describes the learning experiences of the day, a daily communication form, email, and newsletters", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum also encourages teachers to learn from families in a variety of ways, such as by conducting home visits or using the \"Individual Care Plan\u2014Family Information Form\" to learn about children's daily routines and activities at home", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum provides support on how to communicate with families in ways that are culturally responsive (e.g., observe how families interact with their child; communicate with families to learn how their culture affects childrearing practices, beliefs, and goals) and linguistically responsive (e.g., provide messages in families' home languages, provide translators).", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nEngaging Families: The curriculum provides multiple resources to support parent and family engagement. Volume 1: The Foundation offers a variety of ways for families to be involved in the classroom and program (e.g., classroom jobs, family playtime). Volume 2: Routines and Experiences includes letters to parents and families that focus on how to support children's development during routines and extend their learning at home", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nIn addition, The Creative Curriculum\u00ae Learning Games are activities for families to do at home with their children; they are available in both English and Spanish. The curriculum gives general guidance on engaging diverse families (e.g., learn about strengths and needs of each family to individualize approach, connect with social services and family support workers).", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum offers professional development and materials to support implementation and continuous improvement. Professional development includes gaining the knowledge and skills required for effective implementation of a curriculum. Standardized training procedures include initial and ongoing training to support education staff as they learn to implement a curriculum with fidelity. Standardized training procedures provide consistent content and delivery methods across training sessions", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nCurriculum materials to support implementation include resources that come with a curriculum to help education staff understand how to use it. The materials may also include resources to help education managers and coaches support education staff to implement the curriculum effectively.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nProfessional Development: The publisher, Teaching Strategies, offers comprehensive standardized initial training and ongoing professional development. In-person training options for teachers range from a two-day introduction called \"Implementing The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition,\u201d to more advanced examinations of specific topics (e.g., partnering with families, supporting language and literacy development)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe publisher also offers in-person courses designed for administrators and coaches on how to help teachers implement the curriculum with fidelity. Online courses represent another option for ongoing professional development. These include 10 hours of self-paced modules at an additional cost. Finally, the publisher offers to work with programs to customize trainings based on program needs.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nCurriculum Materials to Support Implementation: The curriculum includes a comprehensive set of materials to support implementation. The Guide to The Creative Curriculum\u00ae for Infants, Toddlers & Twos orients teachers to the curriculum materials. The curriculum offers three volumes to support teachers during implementation: Volume 1: The Foundation, Volume 2: Routines & Experiences, and Volume 3: Objectives for Development & Learning", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nFinally, the Daily Resources provide teachers with more specific guidance on how to engage children in learning experiences throughout the day (e.g., Intentional Teaching Cards, Mighty Minutes, Book Conversation Cards).", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nFidelity Tool: For an additional fee, programs can purchase Coaching to Fidelity, Infants, Toddlers & Twos Edition, which includes The Fidelity Tool for Administrators and The Fidelity Tool Teacher Checklist. Both tools assess the fidelity of implementation of the Daily Resources, The Foundation, and TS GOLD.\nLearning Experiences and Interactions", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum promotes rich learning experiences and interactions to support development across domains. For infants and toddlers, rich learning experiences take place within the context of an engaging play environment, interactions and conversations with caregivers and peers, and daily caregiving routines. Rich learning experiences support and extend children's knowledge, understanding of concepts, and skills across domains", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nInfants and toddlers develop and learn by freely moving their bodies and actively exploring their environments in open-ended ways. The curriculum offers infants and toddlers ample opportunities to move and explore and provides teachers with guidance on how to interact with children to extend exploration, thinking, and communication. Rich learning experiences should be culturally and linguistically responsive and inclusive of children with disabilities, suspected delays, or other special needs.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nActive Exploration: The Creative Curriculum\u00ae for Infants, Toddlers & Twos offers ample opportunities for infants and toddlers to freely move and actively explore their environment. Volume 1: The Foundation highlights the importance of children having time for play and exploration daily", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 2: Routines & Experiences gives many specific examples of learning materials and equipment that lend themselves to open-ended exploration (e.g., natural materials, cups and pails for filling and dumping, manipulative toys, climbers). The Intentional Teaching Cards provide opportunities for children to manipulate objects, investigate concepts, and engage in open-ended exploration (e.g., exploring water using cups or other props; building with large blocks; exploring bells)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nMany learning experiences do have teachers modeling or demonstrating how to do something, but even within these activities, children are still given opportunities to freely explore the materials.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nInteractions That Extend Children's Learning: Many of the curriculum's resources provide guidance and examples on how teachers engage in interactions that extend children's learning. Volume 1: The Foundation offers general strategies, such as to describe what a child is seeing or doing, provide vocabulary, or ask children open-ended questions", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 2: Routines & Experiences provides \"Caring and Teaching\" examples of how to extend children's learning (e.g., describe changes the child can observe, point out cause-and-effect relationships, encourage the child to solve problems)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nFinally, the Intentional Teaching Cards and Book Conversation Cards provide several examples of specific strategies, open-ended questions, and other prompts that teachers can use to spark children's thinking and encourage them to communicate (e.g., model different ways to use objects, describe objects, invite children to share observations, ask simple questions to prompt children to think about solutions).", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nIndividualization: The curriculum provides specific guidance on how to individualize learning experiences for all children. The Intentional Teaching Cards feature the section \"Including All Children,\" which offers strategies to ensure children with disabilities, suspected delays, or other special needs can participate. The Intentional Teaching Cards also include scaffolding strategies to support children who are DLLs", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolumes 1\u20133 give some suggestions for how teachers can consider children's cultures as they plan routines and learning experiences, but they give very few specific examples of embedding children's cultures within learning experiences throughout the curriculum materials.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum provides guidance on how to set up rich learning environments and developmentally appropriate routines. Rich learning environments are nurturing spaces that support the development of all young children. The curriculum provides guidance on how to design developmentally appropriate schedules, routines, and indoor and outdoor opportunities for choice, play, exploration, and experimentation. Learning environments include age-appropriate equipment, materials, and supplies", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThey also reflect home cultures and are flexible to support the changing ages, interests, and characteristics of a group of children over time.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nEnvironment: The curriculum provides extensive guidance on how to design well-organized, engaging indoor and outdoor environments. Volume 1: The Foundation offers direction on how to set up the physical space for daily routines and play; sample layouts for young infants, mobile infants, and toddlers and twos; and a description of how the environment supports children's development in the ELOF domains", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 2: Routines & Experiences includes information on how to create an environment to support specific daily routines (e.g., sleeping and naptime, eating and mealtimes) and experiences (e.g., imitating and pretending, exploring outdoors). The curriculum gives specific guidance on how to include children's home languages and cultures into the physical environment (e.g., songs in home languages, pictures that honor the ethnic diversity of children and families)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nIt also explains how to ensure the physical environment is accessible for children with disabilities, suspected delays, or other special needs (e.g., environmental changes for wheelchairs, support for sitting and standing).", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nLearning Materials: The curriculum provides specific guidance on selecting learning materials that are developmentally appropriate and foster open-ended exploration. Volume 1: The Foundation encourages teachers to choose materials that support children's development and learning, as well as open-ended and home-like materials that can be used in a variety of ways", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe \"Playing with Toys\" chapter in Volume 2: Routines & Experiences offers explicit examples of developmentally appropriate toys for infants and toddlers and that foster exploration and inquiry (e.g., grasping and mouthing toys, push and pull toys, blocks, transportation toys, animal figures). In addition, the Intentional Teaching Cards provide examples of developmentally appropriate materials, such as natural materials, building blocks, squeeze bottles, and stacking or nesting toys", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nFinally, the curriculum gives specific guidance on how to provide learning materials that authentically represent children's cultures; that are in children's home languages; and that are accessible to children with disabilities, suspected delays, or other special needs.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nSchedule and Routines: The curriculum provides comprehensive guidance and resources to help teachers establish a flexible daily schedule centered around caregiving routines. Volume 1: The Foundation offers an \"Individual Care Plan\" form designed to be used with families to create an individualized schedule for each infant. It also describes how to plan a more group-oriented schedule for older toddlers", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 2: Routines & Experiences offers guidance and vignettes on how teachers support children's development and learning during routines (e.g., hellos and good-byes, diapering and toileting, eating and mealtimes, sleeping and naptime, and dressing). Some Intentional Teaching Cards provide further specific direction on how teachers support children's development and learning during daily caregiving routines", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum includes some explicit examples in Volume 2: Routines & Experiences of how routines may need to be adapted based on families' cultural preferences (e.g., swaddling infants, using bed boards); children's home languages (e.g., singing lullabies in Spanish); or children's disabilities, suspected delays, or other special needs (e.g., consulting with specialist on feeding procedures and appropriate adaptive equipment).", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum supports cultural responsiveness. Cultural responsiveness is a strengths-based approach to teaching and caregiving rooted in respect and appreciation for the role of culture in children's learning and development. A culturally responsive curriculum prompts teachers to learn about each child's strengths, abilities, experiences, and interests as developed within the child's family and culture", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum provides guidance on how to modify and enhance curriculum plans and materials to build on these strengths, abilities, experiences, and interests with the goal of incorporating each child's culture into the classroom.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nInteractions: The curriculum provides guidance on engaging children and families in culturally responsive interactions. Volume 1: The Foundation describes how culture affects children's development as well as families' childrearing practices, beliefs, and goals", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nIt includes general tips (e.g., avoid assigning cultural labels, understand your own belief system) as well as specific strategies, such as observing how families interact with their child and communicating with families to learn about their beliefs, routines, and interactions at home (e.g., \"How is discipline handled?\" \"How do people interact with one another?\" \"Do they look each other in the eye?\")", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe \"Individual Care Plan\u2014Family Information Form\" includes explicit prompts to support teachers in learning how families interact with their child within their home and culture (e.g., \"In what language do you speak and sing with your child at home?\" \"How do you play with your child?\"). Volume 3: Objectives for Development & Learning includes a few specific references to acknowledging culture in interactions (e.g., non-verbal communication may have different meanings in different cultures).", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nLearning Experiences: The curriculum offers some guidance on how to ensure caregiving routines build on families' traditions, cultures, beliefs, and values. However, it lacks adequate guidance on how to provide learning experiences that build on children's cultures. Volume 1: The Foundation includes an \"Individual Care Plan\u2014Family Information Form,\" which encourages teachers to learn about caregiving routines children experience within their home", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 2: Routines & Experiences provides some specific examples of how culture may affect daily routines (e.g., cultural preferences related to food, sleeping, and cooking). Volumes 2 and 3 include a few examples of how to provide learning experiences that build on children's cultures, such as encouraging families to share cultural music and songs or recipes for cooking activities to acknowledge children's backgrounds", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nA limitation is that the Intentional Teaching Cards, which are the curriculum's learning experiences, lack specific guidance on providing culturally responsive learning experiences.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nLearning Environment: The curriculum provides some specific guidance on providing learning materials that portray society's diversity and authentically represent the cultures and ethnicities of children and families. Volume 1: The Foundation and Volume 2: Routines & Experiences encourage teachers to choose learning materials that honor diversity, depicting people similar to the children in the class as well as the diversity of society (e.g., books, puzzles, photographs, dolls, music, art supplies)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 3: Objectives for Development & Learning suggests teachers provide materials that recognize society's diversity as well as children's home cultures (e.g., various shades of skin tone art utensils; block people and props representing a range of jobs and cultures). Highlights Hello publications include images of children and families that represent society's diversity", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nA limitation is that the Intentional Teaching Cards provide very minimal guidance on using learning materials that reflect children's cultures.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum supports linguistic responsiveness. Linguistic responsiveness refers to teaching practices that support the learning, development, and engagement of children from diverse linguistic backgrounds. It includes supports for continued development of children's home or tribal languages by authentically incorporating children's languages into the learning environment. Furthermore, linguistically responsive practices can facilitate English acquisition", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum provides scaffolding strategies to support children at any level of English knowledge to fully participate in the curriculum's learning experiences and environment. For infants and toddlers, linguistic responsiveness requires partnering with families to intentionally support the development and learning of children who are dual language learners (DLLs)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThis process includes developing a plan, based on the languages of the teacher and family, to support a child's development of each language in the classroom as well as at home.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nLinguistic Responsiveness: The curriculum provides specific guidance embedded throughout several curriculum materials on how to support the development and learning of infants and toddlers who are DLLs. Volume 1: The Foundation includes brief information on dual language development and principles to support children who are DLLs, both for teachers who do and do not speak the child's home language", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 3: Objectives for Development & Learning gives information on working with children who are DLLs and includes a \"Home Language Survey\" and strategies to support children's English language acquisition. The Intentional Teaching Cards include further suggestions to support children who are DLLs, such as to provide directions in the child's home language, watch for non-verbal cues that signal a child's desire to participate, and point to an object or demonstrate an action as you describe it", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum provides guidance on how to individualize for children with disabilities, suspected delays, or other special needs. Individualization for children with disabilities, suspected delays, or other special needs includes providing more specialized supports for children to access and participate in learning, social experiences, and activities", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum's guidance for specialized supports includes specific teaching practices and ways of interacting with children, as well as adaptations to daily schedules, learning activities, and the learning environment. Individualizing for children with disabilities, suspected delays, or other special needs enables all children to access, participate, and thrive in early learning settings.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nTeaching Practices and Interventions: The curriculum provides specific guidance on how to embed intentional teaching practices in the daily routines and learning experiences to support the development and learning of children with disabilities, suspected delays, or other special needs", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 1: The Foundation offers general tips around caring for and teaching infants and toddlers with disabilities or special needs (e.g., learn about disabilities to know what adjustments need to be made; work closely with families and specialists)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe Intentional Teaching Cards feature the section, \"Including All Children,\" with strategies to ensure all children can participate, such as adult support (e.g., demonstrate how to move through tunnels), peer support (e.g., pair children of different skill levels), temporal modifications (e.g., shorten duration of activity), and simplifying the activity (e.g., provide activity simple enough for children to complete).", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nLearning Environment: The curriculum offers specific guidance on how to ensure the physical environment and learning materials are accessible to children with disabilities, suspected delays, or other special needs. Volume 1: The Foundation includes examples of how to provide an accessible physical environment for children with physical disabilities, visual, hearing, and sensory impairments, and tactile defensiveness", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nVolume 2: Routines & Experiences reviews how the toileting area may need to be adapted for children with disabilities, suspected delays, or other special needs, as well as provides examples of modifications for toys (e.g., handles or built-up knobs, playboards)", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe Intentional Teaching Cards feature the section, \"Including All Children,\" with suggested material adaptations to ensure all children can participate (e.g., use items that are easier to grasp and manipulate, provide books with highly contrasting pictures, record song into child's communication device).", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThe curriculum offers guidance on how to individualize based on children's interests, strengths, and needs. Individualization is a process of planning and implementing learning experiences that are responsive to each child's interests, strengths, and needs. Teachers reflect on their observations of each child and then plan the most effective ways to support each child's learning and development", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nWhen learning experiences are tailored to children's interests, they are more engaging and meaningful to children. Because children may vary in their developmental progressions, it is also important that the curriculum supports teachers in planning learning experiences that are responsive to individual children's strengths and needs.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nIndividualization Based on Interests: Volume 1: The Foundation describes a process of responsive planning, which includes prompts for teachers to consider children's interests and engagement (e.g., What experiences interest the children now", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\n? Which materials are the children using most?). Volume 1: The Foundation and Volume 2: Routines & Experiences provide vignettes that demonstrate how a teacher notices children's interests and plans learning experiences around these interests. The \"Child Planning Form\" also reminds teachers to note children's interests as they plan learning experiences.", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nIndividualization Based on Strengths and Needs: Volume 1: The Foundation describes a process of responsive planning. Teachers review observation notes, consider recent events and interactions, and analyze information about each child to develop weekly plans to support a child's current knowledge, skills, and abilities. Furthermore, the Intentional Teaching Cards provide specific scaffolding strategies to support children at different levels of a developmental progression", "The Creative Curriculum\u00ae for Infants, Toddlers & Twos, 3rd Edition | ECLKC\nThese resources help teachers individualize learning experiences to meet children's strengths and needs. Finally, the Book Conversation Cards provide developmentally appropriate prompts and strategies to read Highlights Hello books with young infants (e.g., describe what is happening in pictures), mobile infants (e.g., name anything the child touches on the page), toddlers (e.g., invite child to point to something as you name it), and twos (e.g., invite child to talk about what she sees in the pictures)."]

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21727, 0.0225], [21727, 21792, 0.07692308], [21792, 22576, 0.00765306], [22576, 23413, 0.02150538], [23413, 24070, 0.05327245], [24070, 24381, 0.09324759], [24381, 24419, 0.07894737], [24419, 25349, 0.00645161], [25349, 26318, 0.01960784], [26318, 27313, 0.02110553], [27313, 28006, 0.02453102], [28006, 28019, 0.07692308], [28019, 28054, 0.08571429], [28054, 28687, 0.00789889], [28687, 29784, 0.01276208], [29784, 30910, 0.01509769], [30910, 32162, 0.01757188], [32162, 32804, 0.00623053], [32804, 33968, 0.01890034], [33968, 35026, 0.01984877], [35026, 36051, 0.01853659], [36051, 36077, 0.07692308], [36077, 37090, 0.011846], [37090, 38115, 0.0302439], [38115, 38206, 0.08791209], [38206, 38955, 0.00534045], [38955, 39915, 0.01458333], [39915, 40906, 0.01614531], [40906, 40965, 0.08474576], [40965, 41700, 0.00680272], [41700, 42296, 0.03020134], [42296, 43282, 0.01926978]], \"rps_doc_ml_palm_score\": [[0, 43282, 0.02785426]], \"rps_doc_ml_wikipedia_score\": [[0, 43282, null]], 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RedPajama-Data-V2

https://commons.law.famu.edu/faculty-research/92/

"Correcting Mismatched Authorities: Erecting a New "Water Federalism"" by Robert H. "Bo" Abrams

["Correcting Mismatched Authorities: Erecting a New Water Federalism by Robert H. Bo Abrams\nHome > Faculty Works > Journal Publications > 92\nCorrecting Mismatched Authorities: Erecting a New \"Water Federalism\"\nRobert H. \"Bo\" Abrams, Florida A & M University College of LawFollow", "Correcting Mismatched Authorities: Erecting a New Water Federalism by Robert H. Bo Abrams\nIn the United States water law is a subset of property law that controls the use and allocation of the water resource. Water law was, and remains, state law; nothing in the Constitution purports to change that. The scope of federal sovereignty at the time of nationhood did not include even the possibility of playing a major role in regulating resources because the national government was not a significant landholder. The twentieth century changed water federalism dramatically", "Correcting Mismatched Authorities: Erecting a New Water Federalism by Robert H. Bo Abrams\nIn the twentieth century, even while laws and rhetoric respected the division of authority favoring the states, the real power over water in most basins passed into the federal government's programmatic and regulatory control, creating a mismatch of supposed authority and actual power over water", "Correcting Mismatched Authorities: Erecting a New Water Federalism by Robert H. Bo Abrams\nNow, at the outset of the twenty-first century, federal control of federal projects and programs greatly reduces the sphere of influence of state water law and the ability of the states to allocate water to the uses that best serve their respective public interests. The federal imperatives that may have justified that shift when the relevant laws were enacted are now half a century old and seem out of touch with the modem reality of water management", "Correcting Mismatched Authorities: Erecting a New Water Federalism by Robert H. Bo Abrams\nA new statute that employs a structure similar to that of the Coastal Zone Management Act of 1972 will put the states back in control of the water and concurrently use federal authority in a role for which it is well suited.", "Correcting Mismatched Authorities: Erecting a New Water Federalism by Robert H. Bo Abrams\nRobert H. Abrams, Correcting Mismatched Authorities: Erecting a New \"Water Federalism,\" 25 Nat. Resources & Env't 22 (2010)\nConstitutional Law Commons, Environmental Law Commons, Natural Resources Law Commons, Water Law Commons"]

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RedPajama-Data-V2

https://app.leg.wa.gov/WAC/default.aspx?cite=14-104&full=true

Chapter 14-104 WAC:

["Chapter 14-104 WAC:\nWACs > Title 14 > Chapter 14-104\nChapter Listing\nChapter 14-104 WAC\nLast Update: 12/7/05\nCOMMITTEE ON ADVANCED TUITION PAYMENT\nWAC Sections\n14-104-010 Time and place of committee meetings.\n14-104-020 Request for items to be placed on committee agenda.\n14-104-030 Delegation to director.\nTime and place of committee meetings.", "Chapter 14-104 WAC:\nThe committee shall hold regular meetings at such time as it may fix. The annual meeting schedule shall be published in the Washington State Register. Special meetings may be requested by the chair of the committee or by a majority of the members of the committee and announced in accordance with law.", "Chapter 14-104 WAC:\nAll regular and special meetings of the committee shall be held at the state investment board, Olympia, Washington, unless scheduled elsewhere, and are open to the general public, except for lawful executive sessions.\nNo official business may be conducted by the committee except during a regular or special meeting.\n[Statutory Authority: RCW 28B.95.030 (9)(e). WSR 05-24-103, \u00a7 14-104-010, filed 12/7/05, effective 1/7/06; WSR 98-23-009, \u00a7 14-104-010, filed 11/5/98, effective 12/6/98.]", "Chapter 14-104 WAC:\nAnyone, other than a committee member wishing an item placed on the agenda of a committee meeting, must have a written request in the office of the secretary of the committee no later than twelve o'clock noon five business days before the next scheduled meeting of the committee. The secretary will relay the request to the chair of the committee as soon as feasible. The chair will determine whether the item is to be placed on the agenda", "Chapter 14-104 WAC:\nThe chair or designee will notify the individual initiating the request as to whether or not the item will be placed on the agenda.", "Chapter 14-104 WAC:\n[Statutory Authority: RCW 28B.95.030 (9)(e). WSR 98-23-009, \u00a7 14-104-020, filed 11/5/98, effective 12/6/98.]\nDelegation to director.", "Chapter 14-104 WAC:\nThe committee delegates to the director its authority and responsibility to administer the advanced college tuition payment program, also known as the guaranteed education tuition (GET) program in accordance with laws, policies, and rules approved by the committee to the fullest extent permitted by law. At the operational level, the director has final administrative authority over all matters affecting the program", "Chapter 14-104 WAC:\nEmployees of the program shall be employees of the higher education coordinating board and the board shall carry out administrative responsibilities otherwise not assigned to the committee."]

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RedPajama-Data-V2

https://silverchips.mbhs.edu/content/city-at-peace-20154/

City at Peace | Silver Chips Online

["City at Peace | Silver Chips Online\nCity at Peace\nMarch 15, 2003, midnight | By Anna Benfield | 16 years, 1 month ago\n\"Should I express myself? Should I be myself or should I find out what they want and try to be somebody else?\"\nNearly 50 teenage voices resonate beautifully through Suite 202 in the old Manhattan Laundry building in D.C. on Feb 20, confronting a question teenagers across America ask themselves everyday.", "City at Peace | Silver Chips Online\n\"Don't, woulda-coulda, hit that thing!\" Artistic Director Sandy Halloway says, urging the cast to really feel what they are singing. \"Tell the audience why you hold back so much [in your everyday lives]; 'this is why I lock myself down and don't expose myself.'\"", "City at Peace | Silver Chips Online\nHere at City at Peace, a youth development program that utilizes the performing arts to facilitate personal and social change, fifteen Blair students join teens from other D.C. area high schools to rehearse for the Mar 27 performance entitled Show Face that will culminate the year long program.", "City at Peace | Silver Chips Online\nScenes and musical numbers in the show reflect the experiences that have shaped the these teens' identities through raw portrayals of issues affecting their lives, such as racism, sexual identity, depression, peer rejection, drug use, self-mutilation, abandonment and love.", "City at Peace | Silver Chips Online\nIn the first months of the program, Halloway facilitates team-building and self-awareness exercises to help the cast break down defense mechanisms and overcome insecurities. Participants also learn a model that, according to participants, actually works to resolve conflict and prevent violence.", "City at Peace | Silver Chips Online\nAs someone who invests his time in several organizations working for social justice, senior Eryn Trimmer feels that City at Peace has helped him develop stronger interpersonal skills. \"It has empowered me and made me want to make a difference,\" he says.", "City at Peace | Silver Chips Online\nThe activities during the first half of the program help spark discussions about issues that pervade the streets, schools, and homes in local communities. According to associate Artistic Director, Marcus Harper, cross-cultural bonds are formed as the teens discover they share experiences with someone who bears no physical resemblance to them. A middle-class suburban child with workaholic parents might, for example, feel the same abandonment as an impoverished urban child whose single mom is never home.", "City at Peace | Silver Chips Online\nOne aspect of the program that aids in making these connections is the set rules called \"first agreements\" that include respect, confidentiality, \"I statements\" and amnesty. These agreements keep the group focused and honest, challenging the cast to open up and expose themselves.", "City at Peace | Silver Chips Online\nSenior and third year City at Peace cast member Jessica Valoris explains that \"I statements\" forbids the teens from using the second person to help them take responsibility for their comments and avoid making broad-sweeping assumptions.\nGradually, the teens become more open and honest, gaining trust and a sense of security with their peers. \"We get kids to see that there's a different way of being. We can create environments and relationships that are safer,\" says Harper.", "City at Peace | Silver Chips Online\nSenior Amy Scheer says that the teens forgive the peeling paint and torn carpet, embracing City at Peace as a place where they can talk and be themselves. \"I feel more at home here sometimes than I do at my own house,\" she says.", "City at Peace | Silver Chips Online\nThe fact that some cast members consider each other a second family and are more open at City at Peace than with their other friends reveals the depth of their relationships. \"I don't think its possible to have that kind of relationship without coming through anger, without crying together, crying for each other,\" says Halloway.", "City at Peace | Silver Chips Online\nDeveloping strong bonds with a diverse group of people has sparked the desire within many participants to develop a more open-minded attitude towards people and situations they encounter, instead of writing them off at face-value. \"I really grew. I accept people easier for who they are,\" says junior Maryam Benganga.", "City at Peace | Silver Chips Online\nThis is also true for Scheer, who has found that her experience with City at Peace has not only taught her to be more accepting of others but also of herself. \"It's not just that I have a greater understanding of all the injustices in the world; I've also learned so much about myself, my strengths and weaknesses and interactions with other people,\" she says.", "City at Peace | Silver Chips Online\nPerforming arts skills are by no means prerequisites to the program; some participants even admit they never believed they could sing to save their lives. Gaining the confidence to expose themselves and really commit to acting or choreography for the show almost parallels the leap of trust the cast takes when they first open up to each other.\nHalloway entreats the group to find the power in their voice. \"I would hate for you to come off that stage not feeling like you changed somebody's life,\" she says.", "City at Peace | Silver Chips Online\nThis is not an unrealistic expectation. After every performance audience members introduce themselves to Halloway and share the impact that it had on them. On one occasion, she was confronted by a woman who admitted that she hadn't talked to her daughter in twenty years but planned to go home that night and call her.", "City at Peace | Silver Chips Online\nHalloway describes the performance as a \"holistic\" way to empower the audience. Often, this means helping viewers understand they are not alone and giving them permission to step up and act. \"We use the performing arts to portray the issues in a way that is very real. We want to offer people real solutions to the problems that are facing us,\" says Halloway.", "City at Peace | Silver Chips Online\nValoris, responsible for recruiting several of her friends for the program, has found that the show acts as a catalyst for conversation. \"It helps me talk to my mom about issues that I'm not that comfortable talking about on a regular basis.\"\nBeyond the stage", "City at Peace | Silver Chips Online\nAfter several hours of rehearsing choreography and musical numbers, teens sit in a circle listening to Halloway voice her concern that fear is interfering with the process. \"Are you all afraid of each other, to be full out? Are you taking risks,\" she asks, her voice full of emotion. \"If we don't come together, we aren't coming.\"", "City at Peace | Silver Chips Online\nShe urges the cast not to be afraid of success. \"If you guys don't get that you can make a difference, nothing's going to change,\" Halloway says, wiping a tear from her face and reminding them that so much of what they're learning is not really about the show, \"it's much bigger than that.\"", "City at Peace | Silver Chips Online\nOne characteristic that distinguishes City at Peace from other programs for social change is the value it places on individual transformation. \"You're never going to affect change until you realize it's not about changing circumstances, it's about changing people,\" says Harper.", "City at Peace | Silver Chips Online\nWorking with teenagers to develop creative non-violent solutions to real world conflicts gives Halloway hope for future generations. \"I know a lot of people worry about the future, but I see the future first hand,\" she says. \"I don't feel scared; I feel assured.\"\nCity at Peace will premier its 2003 production, Show Face on Mar 27 at 7:30 pm at George Washington University's Lisner Auditorium. Tickets are $20 for adults and $10 for youth. For more information visit City at Peace .\nTags: print", "City at Peace | Silver Chips Online\nAnna Benfield. Anna Benfield is a CAP swimmer, field hockey and lacrosse goalie and diversity workshop leader. She loves biking, sailing, collages, the zoo and her little brother. More \u00bb"]

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RedPajama-Data-V2

https://law.jrank.org/pages/6828/Fee-Tail.html

Fee Tail: An Estate in Land Subject to Inheritance Restrictions

["Fee Tail: An Estate in Land Subject to Inheritance Restrictions\nFee Tail\nAn estate in land subject to a restriction regarding inheritance.\nA fee tail is an interest in real property that is ordinarily created with words such as \"to A and the heirs of his body.\" It may be limited in various ways, such as to male or female heirs only, or to children produced by a particular spouse.", "Fee Tail: An Estate in Land Subject to Inheritance Restrictions\nA fee tail is passed by inheritance from generation to generation to the heirs of the body of the initial owner. Since no one is an heir of the living, the children of the owner of a fee tail are merely heirs apparent. Such children, therefore, have no transferable interest during their lifetimes.", "Fee Tail: An Estate in Land Subject to Inheritance Restrictions\nA fee tail can endure until the holder dies without surviving issue, but it cannot be passed on to collateral heirs. A reversion remains in the original owner whenever a fee tail is created. Thus, if a tenant in fee tail dies without heirs, the property reverts back to the original grantor who initially created the fee tail estate.", "Fee Tail: An Estate in Land Subject to Inheritance Restrictions\nThe power of the holder of a fee tail is limited, since the holder can use the land during the course of his or her lifetime but cannot prohibit its passing to his or her bodily heirs if any exist upon his or her death.\nMany jurisdictions have abolished the fee tail estate since it restricts the ready alienation, or transfer, of property. Such states have transformed it into a fee simple through statute."]

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RedPajama-Data-V2

https://www.vogon.today/the-pedant/mass-in-latin/2021/09/09/

Mass according to the ancient Tridentine rite: an exception to be tolerated?

["Mass according to the ancient Tridentine rite: an exception to be tolerated?\nMass in Latin\n9 September 2021 3 months ago babelfish\nWho is going to save our Church? Not our bishops, not our priests and religious. It is up to you, the people. You have the minds, the eyes, and the ears to save the Church. Your mission is to see that your priests act like priests, your bishops act like bishops, and your religious act like religious.\n(Ven. Fulton J. Sheen)\nNisi Dominus aedificaverit domum, in vanum laboraverunt qui aedificant eam.\n(Psalm 126)", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nAlthough not unexpected, the apostolic letter in the form of a motu proprio dated July 16 last year in which Pope Francis revoked the decision of his predecessor to authorize the celebration of Mass according to the ancient Tridentine rite without constraint, as an \"expression extraordinary of the same lex orandi of the Catholic Church of the Latin rite \"( Summorum pontificum , art. 1, 2007)", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe Latin mass according to the canon of the Missale Romanum of 1962, the last revision of an almost two-thousand-year liturgical tradition made official by Pius V in 1570, thus becomes an exception subject to the authorization of the competent bishop, and the post-conciliar mass in the vernacular \" the only expression of the lex orandi of the Roman Rite \"( Traditionis custodes , art. 1)", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nAn exception, Francis points out today, to be tolerated exclusively for the benefit of \"those who are rooted in the previous celebratory form and need time to return to the Roman rite promulgated by Saints Paul VI and John Paul II\" ( Traditionis custodes , accompanying letter to bishops , my italics) and therefore to be accompanied towards a progressive extinction, since the bishops cannot \"authorize the constitution of new groups\" ( Trad. cust. , art. 3 par. 6).", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nAs a Catholic practicing the \"ancient rite\" I feel called into question by this decision, the reasons and effects of which offer an insight into the efforts of the Church today", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIn the brief commentary accompanying the motu proprio, the Pontiff does not put forward any doctrinal scruples, that is, he does not question the orthodoxy of the preconclilary rite, but denounces \"the instrumental use\" that would be made of it, \"increasingly characterized by a growing refusal not only of the liturgical reform, but of the Second Vatican Council, with the groundless and unsustainable assertion that it has betrayed tradition \u201d", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nHe sees \"more and more evident in the words and attitudes of many the close relationship between the choice of celebrations according to the liturgical books preceding the Second Vatican Council and the rejection of the Church and its institutions\". The abrogation of the concessions would therefore have the purpose of \"defending the unity of the Body of Christ \u2026 This unity [which] I intend to be re-established in the whole Church of the Roman rite\".", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nAlthough abstractly noble, the motivation appears problematic if not exactly contradictory. It is in fact true that some groups dedicated to liturgical traditionalism are very critical of the Church that originated from Vatican II, even to the point of considering it apostatic. The fact is that, however, all these groups, having made themselves independent from the diocesan hierarchy, do not respond to the authority of the bishops and therefore are not affected by the Pontiff's decision", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nOn the contrary, those who until a month ago benefited from Summorum pontificum and who today see their liturgical freedom threatened had chosen to express a more traditional sensitivity while remaining in communion with the Church, as was in fact Ratzinger's intentions. Now, however, it is easy to predict that Francis' \"friendly fire\" will fulfill the fears of the pope emeritus and push many traditionalists towards schismatic shores, as is happening", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nWhichever way you look at the story, it is difficult to dismiss the suspicion that the rite was targeted and not its \"instrumental use\". Otherwise, why preventively and indiscriminately block its diffusion? If it were only an innocent instrument, why not save it from those who \"abuse\" it? And again, how illogical is the hope of opposing or converting those who harbor a \"rejection of the Church and its institutions\" by piercing the ball, obscuring a very noble expression of it", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nOne remains increasingly perplexed considering the context of a popular participation in the Eucharistic sacrifice which at least in the developed hemisphere has been reduced to historic lows and declines continuously from the early 1980s to the last, spectacular collapse of the \"pandemic\" two-year period. After the incredible suspension of the sacraments , attendance in the reopened and hospitalized diocesan churches has even halved", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nAs has been repeated for years, the abandonment of the mass is the culmination of a more general desertion which is also reflected in the collapse of offers , of the eight per thousand , of ordinations , of religious marriages , of participation in parish life.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIn this crisis, the traditional front, on the other hand, seems not only to resist, but rather to grow against the trend. The Pontiff has unfortunately chosen not to disclose the results of a cognitive survey on the phenomenon, but from other sources we know that for example in the United States traditional parishes are multiplying while the number of Catholics is decreasing, which in France a fifth of seminarians would have chosen", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nthe traditional address , that in the last decade the celebrations in vetus ordo in the world would have more than doubled . In the two chapels where I follow Mass in Latin, attendance continues to increase since I attend them, even in the weeks of the \"red zone\" and especially after the Traditionis custodes , so much so that in the last month many people have been forced to follow 'external", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nEveryone communicates, the assembly articulates the responsories together and follows the singing, the musical and choral accompaniment is of a professional level.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nWhile I wonder about the meaning of pruning the only flourishing \"asset\" of an organization otherwise chronically bleeding of faithful and faith, it comes naturally to me to compare this vitality with the rare nantes in vast gurgitis who resist spaced out and watchful in our parish churches", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nAnd in this new retreating into unpopularity and failure I see the tyrannical nature today common to many powers: to despise consent, to express oneself only with compulsion and prohibition, to emphasize an enemy to criminalize everyone and to impose in spite of all a modernity now short of seductions, now old", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIn fact, what Traditionis custodes appears to be to the most recent provisions of civil government is the absence of the slightest attempt to explain the reasons of those who cultivate an alternative or a refusal. There is nothing to understand, it is the people who must understand. And if he does not understand, he will do without the people.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nTo the questions that Francis does not ask himself I try to answer within the limits of my experience, hoping to give at least a partial testimony of what is \"seething\" in the base. First of all, yes, I too find that the liturgy according to the usual lesson represents in itself and not in the eventual instrumentality of its exercise an implicit criticism of the spiritual and church model of Vatican II, if only for the obvious reason that its overcoming it was decided precisely in that forum", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nRemaining the best intentions of the Bavarian pope and the many practical merits of the liberalization that bears his signature, many years earlier he himself recognized that \"behind the different ways of conceiving the liturgy there are \u2026 different ways of conceiving the Church, therefore God and man's relations with him. The liturgical discourse is not marginal: it is the heart of the Christian faith! \" ( Report on the Faith , 1985)", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe lack of awareness of how the change of rite was both the effect and cause of a paradigm shift is signaled by the persistence of certain apologetic myths of the reform. For example, on the use of Latin, considered an obstacle to the understanding and participation of the faithful when, on the contrary, it removes the barriers that would make the same formulas unintelligible to ministers and faithful of different languages", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe fixed declamations of the Latin Mass are less than forty, distributed in more or less equal parts between the priest and the assembly. With the exception of Confiteor , Gloria and Credo , these are short or very short formulas that are easy to memorize in their meaning and letter by consulting a missal with the text opposite, where you can also follow the proper parts and the readings of the day (which now it is customary to repeat also in language) in the double version", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nWith this minimum baggage you can participate in masses all over the world. Today, however, it is enough to move to Bolzano to not understand a comma. In any case, it is doubtful that to understand a liturgical formula it is sufficient to have it translated, without also grasping its theological meaning and function. The overlap with the language of use can indeed give rise to misunderstandings and \"false friends\" (such as the famous formula pro perfidis Iudaeis , later removed)", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nFor these reasons and certainly not for intellectualism all the great religions use an ancient and dedicated language in their rites, free from uncertainties.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nParadoxical is also the criticism of those who see a sort of \"classist\" separation in the posture of the priest who celebrates facing the altar without interacting directly with the assembly, as if to exclude it from the Mystery", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nOnly an eye clouded by ideological fury can escape the fact that the opposite is true: in the rite of Pius V the minister is not distinguished from the faithful by turning his back to them, but turns to the Presence in the tabernacle \u2026 like the faithful! And like the faithful he silently addresses his prayers to the divinity, of whose Sacrifice he is a humble mediator. The implications of this misconception are enormous", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nAfter the reform, the focal point of the celebration moved from the altar to the priest and the line of sight that from men opens to God closed between men and the man who speaks and gesticulates from the altar, with the divinity relegated on background. The phenomenon of good or bad masses, lively or modest, exciting or boring masses was born, now the ceremony is imprinted on the personality and inspiration of the person celebrating, not on the celebrated one", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nA phenomenon completely foreign to the previous liturgical tradition, which, having contained the minister's action in the prevalence of silence and in a rigidly articulated ceremonial, was always and solemnly equal to itself, with its wide meditative spaces and the hieratic repetition of a gesture without weather", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIt is curious to observe how the will of Paul VI to promote the \"active participation of the faithful in the Mass [so that] they do not attend as strangers or silent spectators this mystery of faith\" ( Sacrosantum Concilium ) has translated in practice into a decisive expansion of the pastor's leadership", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nWishing to draw a political suggestion from it, a very current concept of paternalistic and tutorial democracy is reflected here in which the people \"participate\" to the extent that they allow themselves to be led.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe most immediately tangible risk of an excessively person-centered liturgy is its excessive personalization. It is significant that in presenting the Trad. Cust. Francis himself recommends that the bishops \"ensure that every liturgy is celebrated with decorum \u2026 without eccentricities that easily degenerate into abuses\", bringing out at least part of the problem. In a more precise way, the future Pope Benedict XVI framed the permeability of the rite when the contingency broke out (ibidem):", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe liturgy is not a show, a show that needs brilliant directors and talented actors. The liturgy does not live on \"pleasant\" surprises, on \"captivating\" ideas, but on solemn repetitions. It must not express the actuality and its ephemeral but the mystery of the Sacred. Many have thought and said that the liturgy must be \"done\" by the whole community in order to be truly his. It is a vision that has led to measuring its \"success\" in terms of spectacular effectiveness, of entertainment", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIn this way, however, the liturgical proprium has been dispersed, which does not derive from what we do, but from the fact that something happens here that we all together cannot really do.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nWhat the two popes omit to comment on is the thread that connects these drifts to the anthropocentric revolution introduced by the last council, of having transferred the liturgical center of gravity from the immutable Celestial to the fickleness of the human being, his inclinations and his events", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nAnd that in this centrality of man the deep knot of the traditionalist polemic also declines and realizes itself, of a secularization that is transmitted from rites to doctrine, to acts, to the sense of saying and feeling Catholic. Commenting on the Bergoglian edict , the superior general of the Priestly Fraternity of Saint Pius X Don Davide Pagliarani traced the connection with decision by indicating in the Mass of Paul VI", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\n[the] authentic expression of a Church which wants to be in harmony with the world, which listens to the demands of the world; a Church which, after all, no longer has to fight the world because it no longer has anything to reproach it with; a Church that has nothing more to teach because it listens to the powers of this world \u2026 a Church that no longer has as its mission to restore the universal kingship of Our Lord, since it wants to make its contribution to the elaboration of a world better, freer, more egalitarian, more eco-responsible; and all this with purely human means", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nTo this humanist mission that the men of the Church have given themselves must necessarily correspond an equally humanist and desacralized liturgy.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIt must be said that for many the need to question themselves critically about this model was imposed only upon the occurrence of its most evident consequences, that is, with the years of the last pontificate, under which we witnessed such an acceleration of secularizing impetus to make it conceivable for the first time to abandon the \"comfort zone\" in which one was born and raised", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nAs far as I am concerned, the doctrinal deviations attributed by some to the Argentine pope have had little or no influence in this crisis, nor have his positions been decisive, at least not in themselves. What disturbed me was the inexorable convergence of the institution towards the messages \"of the powers of this world\" in content, in language and especially in timing", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIt was the readiness with which the Church and the churches relaunched with a sprinkle of incense the priorities dictated from time to time by the supranational potentates of politics and industry, by the world-wide press, by television intellectuals and in short by whoever the world accredited. at that moment among the \"best\".", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIn the period (not before, not after, not today) in which the world turned the spotlight on the difficulties of those who emigrate, at Sunday mass the wood of a beached raft was displayed and welcoming was preached while Egyptian bakers and workers spoke from the pulpit Sinhalese and Ukrainian nannies. Once the curtain fell, it was the turn of climate change. Like all the powerful, the author of Laudato si 'also received the Swedish girl \"who makes the powerful tremble\" promoted by the powerful of Davos", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nA few months later he inaugurated the Synod for the Amazon \"for an integral ecology\", among which moments we also recall the ceremony of adoration of a pagan \"Mother Earth\" . As the world pointed its finger at \"populism\" it rewrote German history by blaming the people of \"all of Germany\" for the election of Hitler in '33.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIn 2014, the philosopher Edgar Morin articulated in a book-manifesto the wish for a \"new humanism\" whose formula had already been circulating for some years in the allocutions of the Masonic lodges ( Gran Loggia Regolare d'Italia, 2002 ; Grande Oriente d'Italia, 2007 ) and that the following year would give the title to the 5th National Ecclesial Conference in Florence: In Jesus Christ the new humanism . Authoritative theologians such as Galantino , Lorizio , and Forte have written about a \"new humanism\"", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nFrancis himself invoked it by launching the \"Global Compact on Education\" (a kind of circular implementing the Morinian pedagogical principles) and during the ceremony for the awarding of the Charlemagne Prize awarded to the most illustrious supporters of European integration. But even earlier Paul VI had mentioned it at the end of the work of Vatican II , with the admission that \u201csecular secular humanism in the end appeared in terrible stature and in a certain sense defied the Council", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe religion of God who became Man met with the religion (because such it is) of man who became God \"and the disturbing conclusion that there was no clash between the two fronts:\" it could have been; but it did not happen \u201d.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe Pope received Morin in a private audience in 2019 and recently celebrated his centenary as part of a special day set up by UNESCO, an institution that has in turn been singing in the chorus of \"new humanists\" for at least a decade . The esteem between the two is mutual", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe Frenchman considers the Argentine \" the only one to have a planetary conscience \" and reads in the latest encyclical, already praised for the same reasons by the Grand Master of the GOI , the program in itself dear to a social renewal in the name of the brotherhood of peoples children of the same, pachamamic \u00ab Terre-M\u00e8re \u00bb", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nFor Morin, being \"all brothers\" is also a prelude to a planetary political union to accelerate which, he wrote in 2002 , \"would require a sudden and terrible increase in dangers, the coming of a catastrophe that acts as an electric shock necessary for the awareness and decision making \"", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe new beacon of Roman Catholicism, whose name is Edgar Nahoum at the registry office, played first in the communist party and then in the socialist one, defines himself as a \" radical non-believer \" whose only faith is \"in brotherhood and love\" and he considers religions \" anthropological realities \" useful, for example, as a \"parapet against the corruption of politicians and administrators\" ( sic ), as long as they renounce all truth claims.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nWithout going further into these and other theoretical coincidences, not very exciting in their merits but instructive in the method, let's go back to the most tangible facts of the global epidemic from Covid-19 and its containment policies, which for many have represented the apical point of the Church-world identity. In the history of Christianity, the suspensions of cum populo religious services have been very rare and limited", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nAmong so many wars and epidemics, the only certain precedent in Italy is that of the plague of 1576-77 in Milan, which in a few months killed 18,000 in a city of 130,000 (as if 8.2 million Italians died today) and during which card. Borromeo organized processions and required the prelates to bring the comforts of faith to the homes of the Milanese in quarantine", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nWe understand the dismay of those who, like the certainly not traditionalist Andrea Riccardi , have seen the same measures re-proposed but on a more severe scale, national and international, for an epidemic whose death rates are close to zero for the majority of the population. .", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe readiness with which the Church has withdrawn its principals is equal to that with which it took the pandemic speech initiated by the world and transmitted it to the churches, letting it occupy every space, physical and spiritual", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIn temples impregnated with chlorine, with the water \" ad effugandam omnem potestatem inimici \" replaced by the alcoholic poultices of the supermarket and the pasdaran of hygiene to punish the proximity of the neighbor, these ears have heard from the pulpit that \"today Elijah and Jesus would tell us to pull the masks up to the nose \u00bb. They listened month after month to pray to the Lord for doctors, paramedics, nurses, pharmacists, researchers, OSS, etc", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nbut also for \"science\" and \"so that there are vaccines for everyone\". These eyes saw the faithful rubbing their hands with the disinfectants brought from home a few moments before taking the Body of NSGC from the already disinfected hands of the priest, even if it were the scab of a leper. More than bodies, the virus infected homilies and never failed to inspire metaphors, appeals and new doctrinal categories in the preacher's imagination", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe lockdown became a period of reflection and purification (?), The pandemic an occasion \"to question oneself about being a community\", distancing a \"rediscovery of one's neighbor\". The medical way to secularization proceeded by easy contamination: between quarantine and Lent, health sacrifices and asceticism, isolation and prayer, healing and conversion, isolation and fraternal charity, health of body and soul.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe apex of the apex was reached with the arrival of the new vaccines. On the same theme, the Church had indeed already expressed itself a few years earlier in response to another call from the world. Back then, it was 2017, it was a question of extending by decree the obligations of prophylaxis for children in the wake of an alleged measles epidemic, whose polyvalent vaccine was also developed using tissues of voluntarily aborted human fetuses", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nHowever, there was a problem: in a 2005 opinion, the Pontifical Academy for Life had censored these products, recommending \"using alternative vaccines and invoking conscientious objection regarding those who have moral problems\"", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nSolution: a little more than a month after the entry into force of the Italian decree, the same Academy published a subsequent opinion that overturned the previous one, this time denying \"that there is a morally relevant cooperation between those who today use these vaccines and the practice of 'voluntary abortion'. The Congregation for the Doctrine of the Faith would then also reach the same conclusions with a timely Note on the morality of the use of some anti-Covid-19 vaccines of 21 December 2020.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThese pro re nata doctrinal changes were but the prelude to a mighty descent into the field among the ranks of the world to embrace the new battle and lead the recalcitrant back to his fold, entrusting the altars with the unlikely mission of pushing a pharmacological campaign. Here we can only offer a meager anthology of events, starting from the top", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIn the last Christmas message, the Pontiff opened the dance by celebrating alongside the \"light of Christ who comes into the world\" also \"various lights of hope, such as the discoveries of vaccines\"", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nTwo weeks later he had already switched to the imperative: \"There is a suicidal denial that I cannot explain, but today we must take the vaccine.\" At Easter he exhorted the heads of state \"in the spirit of an internationalism of vaccines\" and the following month he reiterated the concept in a video message addressed to the public of the Global Citizen ( sic) VAX Live concert , set up with the money of the planetary elite capitalist \"to celebrate the encounters and the freedom that the vaccine is bringing us \u00bb", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nOn the same days Anthony Fauci and the CEOs of Pfizer and Moderna attended an (obviously) global health conference organized by the Holy See. In August he launched another commercial to South American bishops and to the world: \" getting vaccinated is an act of love \".", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe involvement of the ecclesiastical hierarchies was neither casual nor spontaneous. In March, the new Vatican dicastery for the Integral Human Development Service released a \" Kit for Church Representatives \" in which pages you can find the answers to be given to the doubtful faithful, \"resources for homilies and conversations\" and pre-packaged content to be disseminated on social networks for transform every priest into an apostle of the mission", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe one from Pinerolo will be the testimonial in an advertising campaign of the ASL to convince the undecided, the one from Treviso promotes the serum in the news, the one from Nuoro takes selfies with the hashtag #iomivaccino, the Campania ones promise the president of their region \"all the possible collaboration to speed up and strengthen the immunization campaign through the awareness of the faithful \", that of Macerata denounces the fake news that can be read online from the pulpit, that of Rovigo adds new definitions to the catechism (\" those who oppose the vaccine with motivations ethics and religious, rejects the doctrine of the Catholic Church \"), that of Tempio Pausania excludes religious and lay people who are not vaccinated from community services", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIn some dioceses the injections are made directly in the consecrated churches , a choice objectively without necessity and without sense, if not precisely that of strengthening the circle between trust in the world and faith in the beyond, to sacramentalize the act by secularizing the temple.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nHere we can and want to leave out the judgments on the direction of these interventions. We don't care how desirable the reduction of carbon dioxide, internationalism, vaccinations against pneumonia, surgical masks, migrations from poor countries are. As dwellers of the world, we reason about these and other things in the world. As Christians, we seek the Eternal in churches", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nWe are not disturbed by the militancy and the application of eternal messages to the understanding and correction of the times, on the contrary! We are saddened by their absence, their liquefying in the repetition of the dictates of the century and the itches of its masters. Don't be surprised if the churches become empty. Why go to mass if the same messages can be read in a random newspaper or heard in a random monologue from a random politician", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\n? Those who seek the world do not know what to do with a crooked imitation weighed down by sacred references that are at best rhetorical, but out of context. On the other hand, those looking for Heaven are a little tired of having to sift through a particle of eternity by rummaging through civics, editorial papers, advice for prophylaxis, philosophical chatter, pastoral talk, hermeneutic fantasies, media pathetism and contaminations passed off as \"dialogue\".", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThe point of the Latin Mass is all here. It is not followed out of intellectual snobbery or to affirm a political creed, but rather to shake off these and other miseries by celebrating a promise that leads elsewhere and that in that elsewhere sets the only safe coordinates for living and interpreting the upheavals of the world. The Latin Mass is not only the symbol of a Church whose mission was not to end in the imitation of the century", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIt certainly is, but only because it itself offers a tool perfected over the millennia to make that conception come true by organizing action and thought according to God.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIf to the lame reasons of the Bergoglian censorship we add on the one hand the observation of the worldly drifts in which his pontificate is enveloping and on the other the count of the desertions of the people with whom he pays homage to the central secular and secular thought, yes it is really tempting to agree with those who see in his decree an attack aimed not so much at one of the ways of living the faith, but precisely at faith as an experience that is also stylistically different from the world", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nIt is not for me to say whether this result was pursued with intention or even if it was already hatching in the plans of some conciliar architect, as some have argued . From my small point of observation, I register its coherence with every other phenomenon of a modernity that becomes all the more despotic the more it grows older in old age", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nMore than expressing judgments, we should perhaps take note of the conflict inherent in every crisis and strive to greet, despite so many lacerations and inconveniences, the opportunity to reaffirm the eternal root of religious experience by separating it from its envelope, the Presence that gives it meaning and its only being able to be a connection that does not integrate but transcends, that offers the world a model but rejects the model of the world, which of world accepts persecution but not suggestion.", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\n\"The task of the modern era was the realization and humanization of God\", Ludwig Feuerbach clearly noted in the Principles of the Philosophy of the Future (1843). The ancient and deadly effort to make a religion without God or with a cosmetic, peripheral, cardboard god, is opposed to trusting in His project which is not of men but for men, so that they are not prey to idols, inscrutable in ways but clear in its glorious fulfillment", "Mass according to the ancient Tridentine rite: an exception to be tolerated?\nThis is a machine translation from Italian language of a post published on Il Pedante at the URL http://ilpedante.org/post/la-messa-in-latino on Wed, 08 Sep 2021 15:05:26 PDT.\n\u2190 The cost of natural gas explodes, and no one is doing anything about it\nThird dose vaccines, here\u2019s how to move. Report \u2192"]

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RedPajama-Data-V2

https://www.ohiocountylibrary.org/research/wheeling-history/4232

A. E. Carter Married 49 Years.

["A. E. Carter Married 49 Years.\nMr. and Mrs. A. E. Carter\nA. E. CARTER\nMARRIED 49 YEARS AGO TODAY\nAn event which will be celebrated unostentatiously, but which is nevertheless an important milestone in the lives of one of Ohio county's most distinguished couples, will take place today, when Mr. and Mrs. A. E. Carter celebrate their 49th wedding anniversary, the occasion also being Mrs. Carter's 68th birthday.", "A. E. Carter Married 49 Years.\nMr. and Mrs. Carter were married at the home of her parents, Col. and Mrs. Thomas Y. Hervey, now the site of the new Ohio county Infirmary, March 20, 1873, by the late Rev. Laverty Grier. The started housekeeping on the William Faris farm the patent having been received by Mr. Faris from Patrick Henry, governor of Virginia. They remained on that farm for over 31 years when Mr. Carter puchased the homestead of Rev. Laverty Greer, adjacent to what is now Elm Court, where they have since resided.", "A. E. Carter Married 49 Years.\nToday they celebrate their wedding anniversary by moving to their new and modern home in Elm Court.\nMr. and Mrs. Carter are the oldest married couple of the Stone Presbyterian church, both of whom have been communicants there more than 55 years, where Mr. Carter has been an elder for many years. Mrs. Carter has also been very active in the women's organization there.", "A. E. Carter Married 49 Years.\nAlthough they reared a family of 13 children, eight girls and five boys, residing for many years where it was impossible at times to procure the services of a physician, all the children are living, some of whom are among the leading business men of this section, while others have gone to distant parts of the country.", "A. E. Carter Married 49 Years.\nMr. Carter was always a shewd judge of live stock, a good horseman and an expert shot with the old squirrel rifle. At the age of 76 he can take a peep-site rifle and out shoot scores of younger men. While Mr. Carter in his younger days went in quest of game, Mrs. Carter whiled away much of her time making carpet rags since she has shown a preference for hand-loomed rugs. With a kind work for everyone, Mrs", "A. E. Carter Married 49 Years.\nWheeling Intelligencer, March 20, 1922.\nfrom the OCPL Vertical File.\nof biographical pages\nService provided by the staff of the Ohio County Public Library in partnership with and partially funded by Wheeling National Heritage Area Corporation."]

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RedPajama-Data-V2

https://www.paintingmania.com/fishermen-bathers-aven-53_7699.html

Fishermen and Bathers on the Aven by Paul Gauguin

["Fishermen and Bathers on the Aven by Paul Gauguin\nJune 7, 1848 \u2013 May 8, 1903\nFishermen and Bathers on the Aven - Paul Gauguin was a leading Post-Impressionist painter. His bold experimentation with colouring led directly to the Synthetist style of modern art while his expression of the inherent meaning of the subjects in his paintings, under the influence of the cloisonnist style, paved the way to Primitivism and the return to the pastoral. He was also an influential exponent of wood engraving and woodcuts as art forms.", "Fishermen and Bathers on the Aven by Paul Gauguin\nHome > All Categories > Shop by Artist > Paul Gauguin Paintings\nFishermen and Bathers on the Aven\nAdd Fishermen and Bathers on the Aven to\nOther paintings by Paul Gauguin:\nFire by the Water\nFirst Spring Flowers\nFloral and Vegetable Motifs\nFlower Piece\nPaul Gauguin was a French postimpressionist painter whose lush color, flat two-dimensional forms, and subject matter helped form the basis of modern art.", "Fishermen and Bathers on the Aven by Paul Gauguin\nGauguin was born in Paris on June 7, 1848, into a liberal middle-class family. After an adventurous early life, including a four-year stay in Peru with his family and a stint in the French merchant marine, he became a successful Parisian stockbroker, settling into a comfortable bourgeois existence with his wife and five children.", "Fishermen and Bathers on the Aven by Paul Gauguin\nIn 1874, after meeting the artist Camille Pissarro and viewing the first impressionist exhibition, he became a collector and amateur painter. He exhibited with the impressionists in 1876, 1880, 1881, 1882, and 1886. In 1883 he gave up his secure existence to devote himself to painting; his wife and children, without adequate subsistence, were forced to return to her family", "Fishermen and Bathers on the Aven by Paul Gauguin\nFrom 1886 to 1891 Gauguin lived mainly in rural Brittany (except for a trip to Panama and Martinique from 1887 to 1888), where he was the center of a small group of experimental painters known as the school of Pont-Aven. Under the influence of the painter \u00c9mile Bernard, Gauguin turned away from impressionism and adapted a less naturalistic style, which he called synthetism.", "Fishermen and Bathers on the Aven by Paul Gauguin\nHe found his inspiration in the art of indigenous peoples, in medieval stained glass, and in Japanese prints; he was introduced to Japanese prints by the Dutch artist Vincent Van Gogh when they spent two months together in Arles, in the south of France, in 1888. Gauguin's new style was characterized by the use of large flat areas of nonnaturalistic color, as in Yellow Christ (1889, Albright-Knox Gallery, Buffalo, New York).", "Fishermen and Bathers on the Aven by Paul Gauguin\nIn 1891, ruined and in debt, Gauguin sailed for the South Seas to escape European civilization and \"everything that is artificial and conventional.\" Except for one visit to France from 1893 to 1895, he remained in the Tropics for the rest of his life, first in Tahiti and later in the Marquesas Islands. The essential characteristics of his style changed little in the South Seas; he retained the qualities of expressive color, denial of perspective, and thick, flat forms.", "Fishermen and Bathers on the Aven by Paul Gauguin\nUnder the influence of the tropical setting and Polynesian culture, however, Gauguin's paintings became more powerful, while the subject matter became more distinctive, the scale larger, and the compositions more simplified. His subjects ranged from scenes of ordinary life, such as Tahitian Women, or On the Beach , to brooding scenes of superstitious dread, such as Spirit of the Dead Watching. His masterpiece was the monumental allegory Where Do We Come From? What Are We", "Fishermen and Bathers on the Aven by Paul Gauguin\n? Where Are We Going?, which he painted shortly before his failed suicide attempt. A modest stipend from a Parisian art dealer sustained him until his death at Atuana in Marquesas on May 9, 1903.", "Fishermen and Bathers on the Aven by Paul Gauguin\nGauguin's bold experiments in coloring led directly to the 20th-century Fauvist style in modern art. His strong modeling influenced the Norwegian artist Edvard Munch and the later expressionist school."]

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RedPajama-Data-V2

https://webarchive.library.unt.edu/eot2008/20090109072518/http:/www.loc.gov/rr/rarebook/catalog/drake/drake-10-lastvoy.html

Sir Francis Drake: A Pictorial Biography - The Last Voyage

["Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThe Library of Congress >> Especially for Researchers >> Research Centers\nHome >> Digitized Rare Books >> Drake Biography\nFind in Rare Book Reading Room Researchers Web Pages All Library of Congress Pages\nSir Francis Drake: A Pictorial Biography by Hans P. Kraus\n- The Actors\n- The Unfortunate Voyage\n- Drake's First Success\n- The Famous Voyage\n- The Spanish Defenses\n- The Caribbean Raid\n- The Cadiz Raid\n- The \"Invincible\" Armada\n- The Beginning of the End\n- The Last Voyage\nCatalogue of the Collection", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThe Last Voyage, 1595-1596\nDrake's last campaign was an expedition commanded jointly by him and his old associate Sir John Hawkins, under whom his career had had such a spectacular beginning at San Juan de Ul\u00faa, in 1567. Nearly thirty years later, they sailed from Plymouth on August 28, 1595. Their primary objective was a treasure ship which had suffered damage at sea, and which was in the harbor of San Juan, Puerto Rico, with 2,000,000 ducats aboard.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThe attempt to surprise this ship failed, as San Juan was well fortified and well defended. Drake then went to Nombre de Dios, on the Panama isthmus, which he used as a base for an attack on Porto Bello and Panama, where the treasure from Peru was carried across the isthmus for shipment to Spain. This attack (Dec. 27-30, 1595) was also a failure. They returned to Nombre de Dios, then sailed again; but on January 28th, 1596, Drake died at sea off Porto Bello", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThe document to the left displays one aspect of this last voyage. It again was a joint venture, and to raise money for his investment, Drake sold his 71-year lease of a house called \"The Herbar\" in the Dowgate ward of London. The document is the one which Drake received as his record of the transaction; it is signed by the purchaser, Alderman Paul Banninge.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThe Herbar was a most interesting building. It had been a royal residence, under King Richard III (1483-1485), and for a time it had been occupied by King Philip II of Spain's diplomatic charg\u00e9 d'affaires in London (c. 1571-1578). Drake's lease of the property dates from November 6, 1588, so that it is quite possible that he purchased it with his prize money from the capture of the Rosario during the Armada campaign of that year.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nDocument recording Drake's sale of the lease of his house \"The Herbar\" in London, 1593, apparently to finance his last expedition. [11]\nCaro de Torres' Relacion , 1620, relating the success of Sotomayor. [38]", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nOn the Spanish side, the defenses at Panama were commanded by Don Alonso de Sotomayor (1545-1610), a soldier of great experience, who was sent there by the Viceroy of Peru and made commander-in-chief (\"Capitan General\"). The English troops were under Sir Thomas Baskerville (d. 1597) (\"Coronel Tomas\" in the text). Their attempt to cross the isthmus was defeated, and soon after this Drake died.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nA biography of Sotomayor by Francisco Caro de Torres (c. 1560-1630) relates this Spanish success in detail. The author includes a lengthy eulogy of Drake, praising his courtesy, his outstanding performance as a navigator, especially in his circumnavigation, and lauds his humane treatment of prisoners--the latter indeed an exception in the generally brutal condition of sixteenth century warfare.\nThe text and translation of Caro de Torres' eulogy are printed on these two pages.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nFrancis Drake was greatly disheartened by the ill success of this voyage, which had caused the deaths of two commanders [Hawkins and Clifford] and of so many gentlemen, so he went with his fleet to the Escudo of Veragua, along the coast to the westward. There he took counsel with his brother and with Colonel Thomas [Baskerville] and with such others as were left; he declared to them that he was determined not to return", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nto England without again attempting the expedition up the Chagres River in launches, for so much time had by now passed that the Spaniards would be unprepared for them, and if they could reach the way station at Cruces it would be simple to capture Panama because from there the route was an easy one", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nHe thought that it was better to be defeated than to return to England, where he would be disgraced in the eyes of the Queen and her favorites, for they would hold him responsible for the failure of the voyage and forget his previous successes. Therefore, with great courage, he resolved to renew his attempt, in the course of which he was overtaken by a fever which killed him", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThis was when the fleet had arrived at the mouth of the Chagres River, which may be considered famous as the scene of the death of so great a sailor. Although he had not been brought up a soldier by profession, his Queen gave him appointments as commander-in-chief of her forces, and employed him in positions of trust and honor. In his profession as a seaman he was one of the most outstanding mariners the world has ever seen: in sailing around it only Magellan preceded him", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nDespite such celebrity he was courteous and kindly to his prisoners, and hospitable to them, as reported by Captain Ojeda. Don Francisco de Z\u00e1rate, who fell in with Drake in the Pacific, when he was voyaging from New Spain towards Peru, was sumptuously entertained; Drake discussed important questions with him and returned all his property to him with great humanity and courtesy--his silverware, his servants, a slave woman and his ship", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nAn anonymous Spanish Relacion covers the successful defense of Puerto Rico against the attempt to seize the treasure ship there. Events are related up to Dec. 20, 1595, and the license for printing is dated Feb. 21, 1596, less than a month after Drake's death, which of course was not then known in Spain. The present edition (hitherto only one other edition known) is unrecorded and possibly unique.\nA translation of the text is on the opposite page.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nA contemporary account of Drake's repulse at Puerto Rico in an anonymous Relacion , 1596. [29]\nREPORT OF THE VOYAGE OF HIS MAJESTY'S FIVE WAR FRIGATES, UNDER THE COMMAND OF DON PEDRO TELLO DE GUZMAN, THIS YEAR, 1595.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nEverybody was surprised and overjoyed at this happy outcome, when two sail came in sight. We gave them chase until three in the afternoon, when our vice-admiral brought one of them by the lee, grappled with her and took her, leaving the Santa Isabel to keep her company. The flagship and the remaining vessels of the squadron continued in chase of the other ship. About then--that is to say, around four o'clock in the afternoon--the vice-admiral shot off three guns, as a warning to the flagship", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nOrdered to search the sea, the lookouts sighted nine sail coasting along the island of Guadeloupe. We thereupon abandoned the chase: the flagship returned to the convoy to pick up the frigates and spoke with [Vice-]Admiral Gonzalo M\u00e9ndez, who transmitted the report he had extracted from the prisoners he had taken, as follows:", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nFirst, that they had de parted from Plymouth on 8th September in the year aforesaid, in company with a fleet commanded by the generals Francis Drake and [Sir] John Hawkins. The prize and her companion had lost company with the fleet in rough weather, four days earlier", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nShips that might lose company had been ordered to rendezvous with the main body either at Bayona [in Galicia, on the north coast of Spain] or at Puerto Santo [in the Canary Islands] or off Guadeloupe [as might be requisite according to the stage of the voyage reached]. If they did not fall in with the fleet at those roadsteads they were to proceed to Puerto Rico where they were told the expedition would spend ten days", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThey had fallen with the island on the previous afternoon, and had sighted and counted nineteen sail, but had not succeeded in fetching them to speak with them; then they had taken our frigates for ships of their own squadron, and that was why they had fallen in with our flotilla.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nAsked how strong their fleet was, they said that it consisted of 26 sail. Of these six were Queen's ships: five of them ranged from 800 down to 500 tons, and the other was of 300. Among the remaining 20 vessels, which were adventured by private persons, some were comparable to them in strength and burthen. All of them were under orders from the Queen.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nAsked what effect the fleet was intended to accomplish when it left England, witness said that he knew no more than that it was to proceed to Puerto Rico and there take the silver; but that it was so well victualled and stored that the men believed that they were expected to spend a long time in the Indies.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nNews of Drake's death spread slowly. On June 20, 1596, Andres Armenteros, a member of the Council of the Indies, the Spanish governmental committee which supervised operations in America, wrote from Seville to the Duke of Medina Sidonia, Drake's old opponent at Cadiz and during the Armada campaign. He informed the Duke that Drake was dead, and that his body had been carried back to England in a barrel of beer--this latter detail was of course not true.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nArmenteros also speaks of a combined English-Dutch flotilla which was being assembled. Even as he wrote, this fleet was sailing towards Spain, under the command of the Earl of Essex and Lord Howard of Effingham, both of them old military associates of Drake.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nTheir successful attack on Cadiz (June 22-July 5, 1596) was a repeat performance of Drake's stunning attack on that same city in 1587, and the flames of this raid, as the Spanish war and merchant ships were again being destroyed, form a fitting postscript to the career of the great warrior and discoverer.\nThe Armenteros letter (reproduced to the right) is unpublished, so far as we can discover. A translation of the portion that relates to Drake is printed below.\nTRANSLATION OF ARMENTEROS' STORY", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nI received your Grace's letter, of which I return a transcript herewith, and I gave it to the Flemings to make them understand the obstacles to the plans for trade in Calais. They called a meeting and discussed the question exhaustively, eventually deciding that what has been set down in the margin of the transcript will be the best course for His Majesty's service. I send this to Your Grace so as to comply with Your Grace's instructions, for this is the right and profitable course of action", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nYour Grace will already be aware that Drake's fleet on its return reached England with only five ships, and very few men in them: Drake's body was on board, embalmed, in a beer cask", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nBecause of this failure the preparations of another war fleet which was being got ready in England, with ships from Holland and Zeeland participating, have been wrecked, because they were planning to fit it out with the two million pieces of eight that they wrongly thought Drake had been successful in capturing at Puerto Rico...", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nI kiss Your Grace's hands, those of Her Grace the Duchess, etc. Seville, 20 June, 1596.\nThe Licentiate Armenteros.\nA hitherto unpublished letter of Andres Armenteros to the Duke of Medina Sidonia, reporting that Drake's body, embalmed, was brought back to England in a beer cask, 1596. [13]\nThe account of Drake's last voyage in the third volume of Hakluyt's Principal Navigations , 1600. [30]", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThe most comprehensive account of these dramatic events, as seen by the Englishmen whom Drake commanded on his last voyage, is a temperate and reliable narrative which corrects the many erroneous Spanish stories about it, some of them found when Howard and Essex sacked Cadiz. Though the story that follows is very nearly contemporary with the operation, for this second and definitive edition of Principal Navigations [30] Richard Hakluyt took care to see that it was complete and impartial", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThis chronicle of the final decline of Drake's fortunes (Volume III, pp. 583-590) is probably by one of his captains and the beginning is reproduced above.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nIn undertaking this narration of the life of Sir Francis Drake the object throughout has been to present it as it was seen through the eyes of the men of his time. So, if it is to be concluded fittingly, the last word must, by right, belong to his great countryman Richard Hakluyt. It is unthinkable to leave the English hero to the fate to which Licentiate Armenteros (see p", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\n176) consigned him when so incomparable a historian of voyages and discovery has recorded, in the present account, exactly how the greatest of English mariners did meet his end. The close of the epic story of the life of Sir Francis Drake, as told by Richard Hakluyt (Volume III, pp. 587-588) only four years afterwards, is transcribed below.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThe 29 [December, 1595] sir Thomas Baskervil with 750 armed men, besides Chirurgians and provand boyes [boys serving for an allowance of food, without pay] went for Panama.\nThe last of December the Generall [i.e., Drake] burned halfe the towne, and the first of Januarie [1596] burnt the rest, with all the Frigats, Barks & Galiots, which were in the harbour and on the beach on shore, having houses built over them to keep the pitch from melting.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThe second of January sir Thomas returned with his souldiers both weary and hungry, having marched more than halfe the way to the South sea...The march was so sore as never Englishman marched before...upon the top of an hill, through which we must needes passe, the Spaniards had set up a Fort and kept it with some 80 or 90 men, who played upon us as we came up, before wee were aware of them, and so killed some twentie or more among us...Then sir Thomas had perfect knowledge that they must passe two such Forts more, [even] if he got that [one], besides [knowing] Panama to be very strong, the enemie knowing of our comming long before.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nAlso our souldiers had no victuals left, nor any meanes to get more; which considerations caused sir Thomas to return and give over his attempt...the 5 [January] we set saile at 12 of the clocke, and stood to the westward.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThe 10 day we saw an Iland lying westward some 30 leagues called Escudo, where wee came to anker...we sawe a roader [i.e., a vessel riding at anchor], who seeing us, set sayle, but that night with our Pinnesses we tooke him...The men being examined by the Generall confessed him to be an Advisor sent from Nombre de Dios to all the ports along the coast westward...It is a sickly climat...and given to much raine: here we washed our ships and set up the rest of our Pinnesses.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nCover of the oval container preserving the Silver Map of his circumnavigation, bearing Drake's coat of arms. [58a]\nThe 15 day Captaine Plat died of sicknesse, and then sir Francis Drake began to keepe his cabin, and to complaine of a scowring or fluxe.\nThe 23 we set saile and stood up again for Puerto Bello, which is but 3 leagues to the Westwards of Nombre de Dios.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThe 28 at 4 of the clocke in the morning our Generall sir Francis Drake departed this life, having bene extremely sicke of a fluxe, which began the night before to stop on him. He used some speeches at or a little before his death, rising and apparelling himselfe, but being brought to bed againe within one houre died. He made his brother Thomas Drake and captaine Jonas Bodenham executors, and M", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThomas Drakes sonne [the later Sir Francis Drake, first baronet] his heire to all his lands except one manor which he gave to captain Bodenham.", "Sir Francis Drake: A Pictorial Biography - The Last Voyage\nThe same day we ankered at Puerto Bello, being the best harbour we found along the maine both for great ships and small...After our comming hither to anker, and the solemne buriall of our Generall sir Francis in the sea: Sir Thomas Baskervill being aboord the Defiance,... M. Bride made a sermon, having to his audience all the captaines in the fleete.\nOctober 25, 2005 Contact Us:"]

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RedPajama-Data-V2

https://examples.yourdictionary.com/examples-of-egyptian-myths.html

"8 Famous Ancient Egyptian Myths and Their Symbolism"

["8 Famous Ancient Egyptian Myths and Their Symbolism\nExamples of Egyptian Myths: 8 Famous Ancient Stories\nwall painting of Egyptian gods\nLTK subscription agreement\nThe ancient Egyptians really seemed to have it all. They built the astonishing pyramids, crafted volumes of myths, and lived along the gorgeous, if not tempestuous, banks of the River Nile. As with any ancient culture, the Egyptians used mythology to try to explain the world around them.", "8 Famous Ancient Egyptian Myths and Their Symbolism\nWhile some Eyptian myths explained nature's phenomena, others were told to make sense of the human condition - death and dying, love, deceit, and treachery. Regardless of their aim, myths are full of beautiful symbolism, often touting some virtue or human quality to aspire to.\n8 Examples of Egyptian Mythology Stories", "8 Famous Ancient Egyptian Myths and Their Symbolism\nStudents across the globe continue to pore through volumes of ancient mythological tales, and with good reason. They tell us so much about our ancestors. Let's take a look at some examples of popular myths told by the Egyptians.\nThe Story of Ra: Creation Myth", "8 Famous Ancient Egyptian Myths and Their Symbolism\nNot only is Ra credited with creating all the gods of the earth, he also traveled across the sky every day as the sun. At night, Ra would journey to the underworld, defeating the allies of chaos. Ra also ruled on Earth as the first Pharoah. Egyptian kings claimed they were descended from Ra, thus giving credence to their seat on the throne. They called themselves \"The Son of Ra\".\nIsis and Osiris: Murder and Revenge", "8 Famous Ancient Egyptian Myths and Their Symbolism\nIsis and Osiris were two of the four children of Nut, the earth goddess. Isis and Osiris were married. As the eldest child, Osiris ascended the throne and the people loved him, but his brother, Set, was jealous of this and sought revenge. Set killed Osiris, cut him into pieces, and disperse the pieces all over Egypt.", "8 Famous Ancient Egyptian Myths and Their Symbolism\nIsis, however, had great magical powers. She traveled across the land, collected all the pieces of Osiris, breathed life back into them, and resurrected him. Soon, they conceived a child together, Horus, but Osiris could not return to the land of the living and went on to rule the underworld.\nHorus and Set: A Mythical Murder Plot Continues\nWhen Horus grew to be a man, he challenged Set to the throne. A series of battles ensued but, to no surprise, Set didn't play fair and kept coming out the victor.", "8 Famous Ancient Egyptian Myths and Their Symbolism\nEventually, Isis stepped in to help Horus. She set a trap for Set, but he begged her for his life and she let him go. This infuriated Horus. His rage was so strong that it even upset the other gods. In a final match, a boat race, it looked like Horus was going to be the victor. Infuriated, Set turned into a hippopotamus and attacked Horus' boat. Yet another fight ensued and their fellow gods declared the match a tie.", "8 Famous Ancient Egyptian Myths and Their Symbolism\nIn the end, Osiris was consulted to see who should be king. Osiris declared that no man should take the throne through murderous ways, as Set had. In the end, Horus took his rightful place, while his father continued to rule the underworld.\nMa'at: The Goddess of Morality\nMa'at was the goddess of truth, justice, and morality. She was the daughter of Ra and wife of the moon god, Thoth. She weighed the hearts of the dead to decide who should have eternal joy in the afterlife.", "8 Famous Ancient Egyptian Myths and Their Symbolism\nHer Feather of Truth was the determining factor. Once placed on a scale, if the deceased's heart was heavier than her feather, they would not be permitted to journey to paradise. If the heart was deemed too heavy, a demon would devour it, causing the deceased to die a second time.\nAnubis: A Death Myth", "8 Famous Ancient Egyptian Myths and Their Symbolism\nAnubis was an ancient Egyptian god who had many roles around death. He was initially the lord of the dead but as Osiris became more popular he took over that role. Anubis' story was then changed and he came Osiris' son and helper in the afterlife.\nAnubis was the protector of tombs and inventor of mummification. He was also tasked with taking the dead souls to the underworld and overseeing the weighing of the heart.\nThe Book of Thoth", "8 Famous Ancient Egyptian Myths and Their Symbolism\nThe Book of Thoth contained all the knowledge of the gods. It was nestled in the bottom of the Nile and locked in a series of boxes guarded by serpents. Many pharaohs tried to gain access to it during their reign, but it was never opened.\nIt's said that the knowledge in there was never meant to be possessed by mere mortals. Perhaps this helped the Egyptians make sense of the things they still couldn't quite understand. Somewhere - out there in the bottom of the Nile - lay all the answers.", "8 Famous Ancient Egyptian Myths and Their Symbolism\nEver wonder where Cinderella originated? Well, this is the tale of a Greek girl named Rhodopis who was sold into slavery in Egypt. A very kind man bought her and, in turn, provided her with a home and showered her with beautiful gifts. One day, an eagle swooped down and stole one of her rose-red slippers. It was delivered to the pharaoh Amasis. Amasis asked to meet the owner of that slipper and the rest, shall we say, is history. The two fell so deeply in love they even died on the same day.", "8 Famous Ancient Egyptian Myths and Their Symbolism\nThe Princess of Bekhten: A God who Saved a Princess\nPharaoh was visiting Nehern, collecting his annual tributes, when the prince of Bekhten presented him with his eldest daughter. Pharaoh accepted the princess and took her back to Egypt, making her the chief royal wife. She was named Ra-neferu.", "8 Famous Ancient Egyptian Myths and Their Symbolism\nYears later, her sister Bent-Reshet became ill. The prince of Bekhten asked Pharaoh for help. He sent a physician but her illness was the work of an evil spirit. Pharaoh then went to the temple of Khonsu Nefer-hetep and asked the god to heal her. The god confronted the evil spirit, immediately causing it to leave Bent-Reshet.", "8 Famous Ancient Egyptian Myths and Their Symbolism\nThe prince tried to keep the powerful Khonsu in Bekhten but after three years he returned home. The prince felt ashamed for trying to keep the god there and thanked him by sending many gifts and offerings. When the tribute arrived in Egypt the pharaoh placed it at the foot of the statue of Khonsu in the Great Temple.\nMyths and the Human Condition", "8 Famous Ancient Egyptian Myths and Their Symbolism\nPerhaps the human condition will continue to confound us. Even with experts in psychology, there's much we just can't figure out. The shock of a vengeful murder plot will continue to do just that: shock. Happily-ever-afters will continue to elate hearts.\nWe humans tend to want to put things into their proper \"boxes\" in an attempt to understand the world and people around us. It's amazing to think that we have this in common with the same great men who built the pyramids centuries ago."]

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RedPajama-Data-V2

https://www.wesh.com/article/body-found-in-river-identified-death-considered-suspicious/4420544

Body found in St. Johns River identified; death considered suspicious

["Body found in St. Johns River identified; death considered suspicious\nBody found in river identified; death considered suspicious\nMan identified as Robert Remus Sr.\nA body was found in the St. Johns River by a boater Wednesday, according to the Volusia County Sheriff's Office.", "Body found in St. Johns River identified; death considered suspicious\nInvestigators in Volusia County have identified a man found floating in the St. Johns River on Wednesday.The man is identified as Robert Remus Sr., 67.Sheriff's deputies said Remus had been living in a trailer at Highbanks Marina and Camp Resort, which is not far from where his body was recovered.The death is considered suspicious.An autopsy is complete, but the cause of death has yet to be determined and the investigation is on-going.\nDEBARY, Fla. \u2014", "Body found in St. Johns River identified; death considered suspicious\nInvestigators in Volusia County have identified a man found floating in the St. Johns River on Wednesday.\nThe man is identified as Robert Remus Sr., 67.\nBody found in St. Johns River, death called 'suspicious'\nImages: Body found in Volusia County river\nSheriff's deputies said Remus had been living in a trailer at Highbanks Marina and Camp Resort, which is not far from where his body was recovered.\nThe death is considered suspicious."]

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RedPajama-Data-V2

https://biratnagarkhabar.com/2021/09/how-miamis-infamous-homeless-man-has-been-rescued-from-the-ocean/

How Miami's infamous homeless man has been rescued from the ocean

["How Miami's infamous homeless man has been rescued from the ocean\nHow Miami\u2019s infamous homeless man has been rescued from the ocean\nIn February, Miami-Dade County police responded to a report of a homeless man floating off the beach and a man in distress on the beach in the Miami-Coral Gables area.\nThe man was found by police on the shore of Coral Gables.\nThe next day, officers found the man and his two friends on the Miami Beach Boardwalk.", "How Miami's infamous homeless man has been rescued from the ocean\nOfficers took the two men into custody and took them to the Coral Gable Police Department, where they were taken to the Miami County Jail, where the Miami Herald reported that one of the men was booked on charges of felony animal cruelty and a misdemeanor battery charge.\nThe Herald reported the man was not arrested.\nAccording to the report, police also received a tip that the man\u2019s friend was at a homeless shelter and could be spotted.", "How Miami's infamous homeless man has been rescued from the ocean\nOfficers located the man in a shelter near where the two were, but the man said he did not want to be arrested and fled.\nWhen officers arrived at the shelter, the man ran away, according to the Herald.\nAfter officers searched the man, he was found to be in possession of a loaded pistol, according the report.\nHe was taken to a hospital and was later charged with felony animal abuse and misdemeanor battery.", "How Miami's infamous homeless man has been rescued from the ocean\nOn February 20, the Miami Sun reported that the police had located the homeless man, and he had been taken into custody.\nThe two men were taken into protective custody and placed in the custody of Miami-area authorities, the Sun reported.\nPolice also found two small cans of pepper spray in the man.\nPolice did not immediately release information on the man or his friends.\nOn Wednesday, February 23, police reported that they had found the homeless men and two of their friends.", "How Miami's infamous homeless man has been rescued from the ocean\nOfficers found the two homeless men in a dumpster on a street near the beach, where one was wearing a hoodie and another was wearing shorts.\nThe homeless man was seen on surveillance footage walking away from the dumpster with his hands in the air and walking toward the ocean.\nThe police report did not say how long the homeless homeless man had been living at the dumpsters.", "How Miami's infamous homeless man has been rescued from the ocean\nMiami police released a statement to the media saying that the homeless residents had been reported to police because of concerns that they were causing a disturbance.\nPolice said they were investigating and could not comment further at this time.\nA police report stated that officers were called about the two groups of men on March 12, but did not name the homeless group.", "How Miami's infamous homeless man has been rescued from the ocean\nMiami- Dade County Public Defender Jeffrey Dutton told ABC News that the arrest of the homeless people was a victory for the homeless community.\n\u201cI think the homeless and the homeless in general are very much welcome in Miami-Daytona Beach,\u201d Dutton said.\n\u201cThe homeless have always been welcome here.\u201d\nThe punch newspaper \u2013 and the punch reader \u2013\nThe new Georgia Tech paper\u2019s logo is a photo of a tiger and a skull"]

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RedPajama-Data-V2

https://shgl.tv/arewa-consultative-forum-warns-northerners-against-visiting-southeast/

Arewa Consultative Forum Warns Northerners Against Visiting Southeast

["Arewa Consultative Forum Warns Northerners Against Visiting Southeast\nArewa Consultative Forum warns Northerners against visiting Southeast\nArewa Consultative Forum (ACF) warned Northerners against traveling to The Southeast because of insecurity there.", "Arewa Consultative Forum Warns Northerners Against Visiting Southeast\nAudu Ogbe, National Chairman of ACF, issued the warning on Monday, May 31. In his words, he expressed concern over an increase in attacks and killings against northern residents in the southeast. The travel advisory was issued taking into account the 1966 killings of northern leaders, which, he said, precipitated the civil war.", "Arewa Consultative Forum Warns Northerners Against Visiting Southeast\n\"The ACF advises all northerners who may wish to travel to the southeast to be very careful. It is important for northerners to weigh the necessity and importance of such travel. According to the statement, \"Such trips should not be made unless they are absolutely necessary and of a compelling nature, such as matters of life and death.\"\nA travel advisory follows the murder in Imo state of former presidential aide Ahmed Gulak, who was killed by members of IPOB.\nArewa"]

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RedPajama-Data-V2

https://www.goldmarkart.com/gallery/8-20-21/man-drawing-from-a-cast-2842

Rembrandt: Man Drawing from a Cast

["Rembrandt: Man Drawing from a Cast\nMan Drawing from a Cast\nBack to 8.20.21 /\nBeggar with a Wooden LegBeheading of John the Baptist\nItem Code: RVR-130-u\nCat Rais No\nB 130 White and Boon\nAssumed date: 1641\nRecueil\nBase price $2,596\nIncludes free standard framing and UK delivery\nFrom the original plates. H.L. Basan edition. Published date 1806/07.\nAssumed date: 1641. State III.", "Rembrandt: Man Drawing from a Cast\nBorn in Leiden in 1606, Rembrandt was to become the most important artist of the Dutch Golden Age and, as summed up by Gombrich in The Story of Art, \u2018one of the greatest painters who ever lived\u2019. But it is also Rembrandt\u2019s unparalleled skills and achievements as an etcher that has made him a continuous source of inspiration to scholars and collectors alike, as well as a profound influence on many later artists, including Francisco de Goya, James McNeill Whistler and Pablo Picasso", "Rembrandt: Man Drawing from a Cast\nThe technical mastery and inventiveness with which Rembrandt made his 300 or so etchings was already recognised in his lifetime and his prints were widely sought after. The very fact that his graphic work could be reproduced meant that it was his etchings, rather than his drawings or paintings, which led to his international reputation at the time.", "Rembrandt: Man Drawing from a Cast\nIn spite of his artistic success, Rembrandt was forced to declare bankruptcy in 1656 and his house and possessions were put under auction. Fortunately, Rembrandt's copper etching plates were not amongst the items sold, and for a while their whereabouts were unknown. After Rembrandt\u2019s death in 1669, the first record of the plates appeared in an inventory of his estate created by his friend, the print dealer Clement de Jonghe", "Rembrandt: Man Drawing from a Cast\nThe plates then passed through several hands but it wasn\u2019t until the latter half of the 18th century that the first significant posthumous impressions of the existing copperplates were made. This was under the ownership of Parisian dealer Claude Henri Watelet, who was a very skilled etcher himself and was apparently the first to rework some of the plates. It was in 1786 that the Parisian printer and publisher Pierre-Francois Basan acquired around 80 etching plates by Rembrandt from the estate Watelet", "Rembrandt: Man Drawing from a Cast\nThe so-called Basan Receuil was first published in 1789 and constituted a landmark not only in the history of Rembrandt scholarship, but also in the development of the academic study of art. For the first time a volume containing an overview of Rembrandt's work printed from his own plates was available to the collecting public. It was, in many respects, the first illustrated catalogue of an artist's work", "Rembrandt: Man Drawing from a Cast\nAfter Basan died in 1797, his son, Henri Louis Basan, inherited the plates and published further collections of Rembrandt etchings in 1807/8. The H.L. Basan edition seldom appears for sale and we are truly delighted to have acquired this collection.", "Rembrandt: Man Drawing from a Cast\nBorn in Leiden in 1606, Rembrandt was to become the most important artist of the Dutch Golden Age. His unparalleled skills and achievements as an etcher have made him a continuous source of inspiration to scholars and collectors alike, as well as a profound influence on many later artists, including Goya, Whistler and Picasso.", "Rembrandt: Man Drawing from a Cast\nThe technical mastery and inventiveness with which Rembrandt made his 300 or so etchings was already recognised in his lifetime and his prints were widely sought after. Baldinucci, the famous Florentine biographer, praised Rembrandt\u2019s \u2018highly bizarre technique, which he invented for etching and which was his alone, being neither used by others or seen elsewhere\u2019 (1686). Rembrandt died in 1669."]

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RedPajama-Data-V2

https://en.orthodoxwiki.org/Council_of_Chalcedon

Fourth Ecumenical Council

["Fourth Ecumenical Council\nThe Fourth Ecumenical Council took place in Chalcedon in 451 AD, and is also known as the Council of Chalcedon. It ruled that Jesus Christ is \"in two natures\" in opposition to the doctrine of Monophysitism. The council also issued canons dealing mainly with the organization of the Church. The respective acceptance and rejection of this council led to the break between the Chalcedonian Orthodox (the \"Eastern Orthodox Church\") and the Non-Chalcedonians (the \"Oriental Orthodox Church\").\n2 Commemoration", "Fourth Ecumenical Council\nThe Fourth of the seven Ecumenical Councils dealt with the following:\nChrist's nature and personhood\nThe visible organization of the Church", "Fourth Ecumenical Council\nIn AD 449, between the third and fourth Councils, another council was held in which St. Cyril's successor, Dioscorus of Alexandria, \"insisted that there is in Christ only one nature (physis)\". It is a position commonly called Monophysite, and it states that the Savior \"is from two natures, but after His Incarnation there is only 'one incarnate nature of God the Word'.\" St. Cyril himself had used those words, but Dioscorus omitted many of the balancing statements that St. Cyril had made", "Fourth Ecumenical Council\nAnd so, only two years later, Emperor Marcian called a new gathering of bishops to decide the matter. This gathering, in AD 451 is what is considered the fourth great Council.", "Fourth Ecumenical Council\n...while Christ is a single, undivided person, He is not only from two natures but in two natures. The bishops acclaimed the Tome of St. Leo the Great, Pope of Rome (died 461), in which the distinction between the two natures is clearly stated, although the unity of Christ's person is also emphasized. In their proclamation of faith they stated their belief in 'one and the same son, perfect in Godhead and perfect in humanity, truly God and truly human..", "Fourth Ecumenical Council\nacknowledged in two natures unconfusedly, unchangeably, indivisibly, inseparably; the difference between the natures is in no way removed because of the union, but rather the peculiar property of each nature is preserved, and both combine in one person and in one hypostasis.", "Fourth Ecumenical Council\nThis definition, where the distinction between Christ's two natures and the unity of His personhood are both emphasized, was aimed not only at the Monophysites, but also the followers of Nestorius.", "Fourth Ecumenical Council\nConcerning the visible organization of the Church, Canon 28 confirmed Canon 3 of the Second Council and affirmed the assignment of Constantinople, or New Rome, as equal in honor with the 'old' Rome. This was a blow to the Alexandrians and their desire to \"rule supreme\" in the east. Leo of Rome rejected this canon, but the east has always recognized its validity", "Fourth Ecumenical Council\nThe Council also freed Jerusalem from the jurisdiction of Caesarea and gave it the fifth place in honor, thus creating what is known by the Orthodox as the 'Pentarchy'. This Pentarchy settled the order of precedence. In order of rank:", "Fourth Ecumenical Council\nRome & Constantinople\nAll five sees claimed Apostolic foundation. The first four were the most important cities in the empire, and Jerusalem was added because it is where Christ suffered and rose from the dead. Also, it was during this council that the bishops in each city received the title \"Patriarch.\" The Patriarchates then divided the whole of the known world into spheres of jurisdiction, except for Cyprus, which had been granted independence by the third Council and remains self-governing to this day.", "Fourth Ecumenical Council\nThere are two misunderstandings of this Pentarchy that must be avoided:\nthe system of patriarchs and metropolitans is based on ecclesiastical structure\nthe Bishop of Rome (Pope) has supremacy over the other bishops", "Fourth Ecumenical Council\nRegarding the first misunderstanding, the Orthodox do not view the Church from the standpoint of ecclesiastical order, but from the perspective of divine right. They see all bishops as essentially equal, regardless of the prominence of the city which they oversee. They are all divinely appointed teachers of the faith, they all share in Apostolic succession and they all have sacramental powers", "Fourth Ecumenical Council\nIf a dispute arises, it is not enough for any one bishop to express his opinion; all diocesan bishops have the right to attend a general council, express their opinion and cast a vote. The system of the Pentarchy does not impair the essential quality of each bishop nor does it strip the local community of the significance Ignatius assigned it.", "Fourth Ecumenical Council\nRegarding the second misunderstanding, the Orthodox do not accept the doctrine of Papal authority as established in 1870 by the Vatican Council and taught in the Roman Catholic Church today. Where the Orthodox see Rome going wrong is when they turned the 'primacy in love' (as St. Ignatius called it) into a place of supremacy of external jurisdiction and power. 'Primacy in love' does not overthrow the essential equality of all bishops.", "Fourth Ecumenical Council\nThe Holy Fathers of the Fourth Ecumenical Council are commemorated on July 16 and also on the 9th Sunday after Pentecost the Sunday of the Fathers of the First Six Councils.\nThe Orthodox Church, Bishop Kallistos (Ware) of Diokleia\nCategory:Coptic interpretations of the Fourth Ecumenical Council\nCanons of the seven ecumenical councils\nThe Historical Background of the Council (Chalcedon) - by Alexander Schmemann, B.D.", "Fourth Ecumenical Council\nRetrieved from \"https://en.orthodoxwiki.org/index.php?title=Fourth_Ecumenical_Council&oldid=126839\"\nEcumenical Councils\nCategories > Church History\nCategories > Church History > Canon Law\nCategories > Church History > Councils\nCategories > Church History > Councils > Ecumenical Councils\nThis page was last edited on July 13, 2019, at 02:58."]

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RedPajama-Data-V2

https://www.britannica.com/science/amniotic-sac/article-feedback

Click here to search Amniotic sac formation and function in amnion in reptiles, birds, and mammals, a membrane forming a fluid-filled cavity (the amniotic sac) that encloses the embryo. The amniotic sac and the fluid it contains are sometimes referred to

["as the bag of waters.\nseed and fruit\nrespectively, the characteristic reproductive body of both angiosperms (flowering plants) and gymnosperms (conifers, cycads, and ginkgos) and, in angiosperms, the ovary that encloses it. Essentially,...", "\nbiological development\nthe progressive changes in size, shape, and function during the life of an organism by which its genetic potentials (genotype) are translated into functioning mature systems (phenotype). Most modern philosophical..."]

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RedPajama-Data-V2

http://www.cc.gatech.edu/~dellaert/07F-Robotics/Overview.html

This site provides information on the CS 3630/8803 course ”Introduction to Robotics and Perception”, to be taught in the Fall 2007 Semester at the GT-Lorraine campus in Metz, France. This is an introductory robotics course typically offered in the College

[" of Computing. The course covers the fundamental problems and the leading solutions for computer and robot perception and action selection", "\nTopics are approached primarily from the point of view of autonomous robot navigation -- what and how must a robot perceive the world, and how can it use that information to navigate effectively?", "\nThere no prerequisites except familiarity with programming.\nFrank Dellaert"]

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RedPajama-Data-V2

http://www.csce.gov/index.cfm?FuseAction=ContentRecords.ViewDetail&ContentRecord_id=829&ContentType=P&ContentRecordType=P&UserGroup_id=78&region_id=78&year=0&month=0&Subaction=ByDate&CFID=9098727&CFTOKEN=80717269

“WHERE WALLS STILL STAND” -- COMMISSION MARKS 20TH ANNIVERSARY OF FALL OF BERLIN WALL Cardin, Hastings Call on Administration to Prioritize Human Rights Issues in Foreign Policy WASHINGTON—Twenty years after the fall of the Berlin Wall, leaders of the U.S

[". Helsinki Commission said Wednesday the U.S. must lead the fight against modern tools of repression and consistently raise human rights concerns. (Video and photos available. Text of speeches available here.)", "\nStanding in front of the largest piece of the Berlin Wall outside Germany, U.S. Senator Benjamin L. Cardin (D-MD), Chairman of the Commission on Security and Cooperation in Europe (U.S. Helsinki Commission), Co-Chairman Congressman Alcee L. Hastings (D-FL) and Ranking Minority Member Senator Sam Brownback (R-KS) spoke to a crowd of human rights leaders, foreign diplomats, including the ambassadors of Germany and Romania. \u201cWalls that divide or imprison are not always made of bricks and mortar", "\nThe United States must renew its commitment to human rights \u2013 not as a personal belief of any political leader or simply an Administration policy, but as a moral obligation of our country to uphold international law and universal principles of freedom and liberty,\u201d Chairman Cardin said. \u201cWe must strengthen international institutions through more active U.S", "\nengagement, but -- whether we are talking about money or militaries, energy or the environment -- the central issue of human rights must never be off the table.\u201d House Majority Leader Steny Hoyer (D-MD), who chaired the Helsinki Commission in 1989 reflected on its work during the Cold War, when its work helped thousands of people escape Soviet communism and led delegations that were among the first to give human rights advocates a voice in their own countries", "\nSpeaking alongside German Ambassador Klaus Scharioth, Commission leaders praised how far nations have come since 1989 and identified walls that still stand as barriers to religious, press, and political freedom. \u201cHistoric progress has been made worldwide, but we are not done. For our country to advance freedom around the globe, we know we must advance it here,\u201d Co-Chairman Hastings said", "\n\u201cI\u2019m disappointed that the administration has still not yet nominated an ambassador to one of the preeminent human rights organizations, the Organization for Security and Cooperation in Europe. For a president who so strongly supports international engagement and reinvigorating multilateral institutions, I expected better", "\nI know it is early and the agenda is long, but I hope we will have an ambassador nominated by year\u2019s end.\u201d \u201cAs we celebrate twenty years since the fall of the Berlin Wall, we must rededicate ourselves to tearing down the walls of the 21st Century,\u201d said Senator Brownback. \u201cOne thing is clear: while physical brutality will always be a tool of oppressors, the tyranny of today and tomorrow will be measured by the extent to which tyrants censor and suppress access to electronic information", "\nAs the next generation inherits a globally and instantly connected planet, the struggle for liberty will be waged over fiber optics as much or more than through firepower.\u201d Majority Leader Hoyer added: \u201cThose who were forced to set up this Wall had promised so much\u2014equality, plenty, brotherhood", "\nBut they delivered only what Orwell called the prospect of \u2018a boot stamping on a human face, forever.\u2019 They called themselves revolutionaries, but they acted out one of the oldest human urges: the urge to dominate our fellow humans. In this Wall, we saw a system that could entrap, but not entice. When it stood, this Wall stood for the division of Europe; but in the battle of ideas, it was also the gray flag of surrender.\""]

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RedPajama-Data-V2

http://www.csce.gov/index.cfm?FuseAction=ContentRecords.ViewDetail&ContentRecord_id=834&ContentType=P&ContentRecordType=P&UserGroup_id=61&region_id=61&year=0&month=0&Subaction=ByDate&CFID=21597397&CFTOKEN=30471895

HELSINKI COMMISSIONERS SEEK JUSTICE FOR VICTIMS OF STERILIZATION IN CZECH REPUBLIC AND SLOVAKIA Commend Czech Government for Acknowledgment of Coerced Sterilization of Romani Women WASHINGTON--U.S. Senator Benjamin L. Cardin (D-MD), Chairman of the Commis

["sion on Security and Cooperation in", "\n(U.S. Helsinki Commission) and Co-Chairman Congressman Alcee L. Hastings (D-FL) today welcomed the statement by Czech Prime Minister Jan Fischer in which the Czech government acknowledged and expressed regret that some Romani women had been sterilized without informed consent.", "\n\u201cI commend Czech officials for the leadership they have shown today in confirming past practices of involuntary sterilization of Romani women,\u201d Chairman Cardin said. \u201cWork remains in the Czech Republic and certainly in neighboring Slovakia\nto have justice upheld for women who were forever deprived of the chance to have children.\u201d \u201cThe Czech government\u2019s expression of regret for the irreversible crimes committed against these women is an important step,\u201d Co-Chairman Hastings said. \u201cNow, Slovakia", "\nmust address the issue as the Helsinki Commission urged for the better part of this decade. I regret that after all this time Slovakia\nhas not clearly and unequivocally acknowledged that some Romani women there were sterilized without their informed consent.\u201d\nOn Nov. 19, 2009, the U.N. Committee Against Torture recommended that Slovakia", "\nshould \"take urgent measures to investigate promptly, impartially, thoroughly and effectively all allegations of involuntary sterilizations of Roma women, prosecute and punish the perpetrators and provide victims with fair and adequate compensation.\"", "\nThe Czechoslovak communist state targeted Romani women for sterilization based on now discredited theories of eugenics and was first reported in the 1970s. Although the sterilization policy ended with the fall of communism in 1990, the practice continued sporadically in both the Czech and\nRepublics\n. Last year, Sen. Cardin and Rep. Hastings led a Helsinki Commission delegation to Prague", "\nand met with former Minister of Justice and civil rights Ombudsman Otakar Motejl. In 2006, the Ombudsman issued a breakthrough report confirming that some Romani women had been sterilized without informed consent. To date victims of those past practices have been unable to get redress before the courts even in cases where courts confirmed the allegations.\nIn April 2009, eight Slovak Romani women, who were denied access to their own medical records for more than a decade, won a case against Slovakia", "\nbefore the European Court\non Human Rights. Nevertheless, the Slovak Government has not taken steps to re-open its investigation into the sterilization of Romani women. Slovakia\n\u2019s highest court ruled in December 2006 that the investigation into allegations of three Romani women had been so faulty that it violated the Slovak Constitution and the European Convention on Human Rights. Media Contact: Neil Simon"]

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RedPajama-Data-V2

https://quotesgram.com/ferdinand-de-saussure-quotes/

Ferdinand de Saussure - Swiss Linguist and Semiotician - Quotes Collection

["Ferdinand de Saussure - Swiss Linguist and Semiotician - Quotes Collection\nFerdinand de Saussure Quotes\nFerdinand de Saussure \u2014 Swiss Educator born on November 26, 1857, died on February 22, 1913\nFerdinand de Saussure was a Swiss linguist and semiotician whose ideas laid a foundation for many significant developments both in linguistics and semiology in the 20th century. He is widely considered one of the fathers of 20th-century linguistics and one of two major fathers of semiotics/semiology... (wikipedia)", "Ferdinand de Saussure - Swiss Linguist and Semiotician - Quotes Collection\nWithin speech, words are subject to a kind of relation that is independent of the first and based on their linkage: these are syntagmatic relations, of which I have spoken.\nA linguistic system is a series of differences of sound combined with a series of differences of ideas.\nEveryone, left to his own devices, forms an idea about what goes on in language which is very far from the truth.", "Ferdinand de Saussure - Swiss Linguist and Semiotician - Quotes Collection\nLinguistics will have to recognise laws operating universally in language, and in a strictly rational manner, separating general phenomena from those restricted to one branch of languages or another.\nNearly all institutions, it might be said, are based on signs, but these signs do not directly evoke things."]

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RedPajama-Data-V2

https://www.eulex-kosovo.eu/?page=2,11,2064

EULEX and Kosovo Government officials inspect the Justice Palace

["EULEX and Kosovo Government officials inspect the Justice Palace\nJudicial institution, all in one place\nOn Tuesday 14 January 2014, Mats Mattsson, Head of EULEX's Executive Division, together with the Deputy Prime Minister and Minister of Justice, Hajredin Ku\u00e7i, inspected the work that is being done relating to the building of the Justice Palace.", "EULEX and Kosovo Government officials inspect the Justice Palace\nA mixed staff of Judges and Prosecutors will work in the new compound. It will bring together local and international judicial staff in one place, offer better working conditions and improve the visibility of and access to the judiciary. There are eight modern court rooms and the general public will have access to the building.", "EULEX and Kosovo Government officials inspect the Justice Palace\nMattsson stressed the importance for important justice institutions to be in one place, as the work will be done much easier and more effectively. \"The close internal cooperation will make it more difficult for power groups to interfere in the judiciary and a strong and independent justice system is the key to the success of any democratic society,\" he said.", "EULEX and Kosovo Government officials inspect the Justice Palace\nThe Minister Ku\u00e7i stated that the building of the Justice Palace and the Detention Center will underline the strength of the modern judicial system in Kosovo.\nThe Palace of Justice is a project co-founded by the Government of Kosovo and the European Union. According to the plan, the building is foreseen to be ready in May, and after that, it will take some time to furnish all the offices."]

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RedPajama-Data-V2

https://casetext.com/case/guardianship-of-sharp

In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors

["In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nOpinionCase details\nGuardianship of Sharp\nGuardianship of Walsh\n(Prob. Code, \u00a7 1406) [1a] The selection is within the sound discretion of the trial court and will not be\u2026\nIn re Richard E\nThe court's statements otherwise constitute compliance with Civil Code section 4600 That section does not\u2026\nFull title:In the Matter of the Guardianship of OLETA SHARP and ONETA SHARP, Minors\u2026\nCourt:Court of Appeal of California, Third District\nDate published: Oct 8, 1940\n41 Cal.App.2d 79 (Cal. Ct. App. 1940)\n106 P.2d 244", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nCourt of Appeal of California, Third District\nDocket No. 6316.\nOctober 8, 1940.\nAPPEAL from an order of the Superior Court of San Joaquin County appointing guardians of minors. Anthony Caminetti, Jr., Judge. Affirmed.\nO.C. Parkinson for Appellant.\nH.C. Stanley for Respondents.\nSTEEL, J., pro tem.", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nThis appeal is taken by the Children's Home Society of California from an order appointing the petitioners as guardians of two minor children. The appellant society appeared in response to notice and opposed the petition. The principal question presented is that of jurisdiction.", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nFrom the record it appears that Oleta Sharp and Oneta Sharp, twins, were born September 26, 1935, at the home of petitioners Thelma Sharp and Robert Sharp in Texas, the illegitimate children of Vena Lawson, now Vena Thompson, a sister of Thelma Sharp. Approximately a year later the mother came to California in search of employment and located at Stockton. She has since married George Thompson. Shortly after Mrs", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nThompson departed from Texas the Sharps also came to Stockton bringing the twin children with them and where they have since resided. During the entire period of time since their birth and up to approximately three months prior to the filing of the petition for guardianship herein the children lived with and were cared for by the petitioners. It is the testimony of Mrs", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nSharp that before their birth, her sister Vena Thompson, the mother of the twins, told her that she could have the child when it was born; that petitioner then made arrangements with the doctor to attend her sister and also made the necessary baby clothes; that after the birth the mother, in response to a question by petitioner as to giving her the children, said: \"You can have them, and if you don't want them I don't care what you do with them.\" The testimony shows that the Sharps, after arriving in California, were at times pressed for finances, the husband, Robert Sharp, following the work of seasonal labor and at times working on WPA projects", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nIn the summer of 1938 the petitioner, Thelma Sharp, asked her sister to supply milk for the children, thus assisting in their support. This request apparently was the forerunner to the difficulties which subsequently arose. The mother thereupon contacted the Children's Home Society in Oakland, which in turn sent a representative to investigate the situation with a view to accepting the children for adoption purposes", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nAfter such investigation was made, and without in any way advising the petitioner Thelma Sharp of the proposed plan of placing the children in such Home, the mother, on the pretense of taking the children to her home for an afternoon's visit, took the children from the Sharp home and delivered them over to a representative of the Children's Home Society, together with a Relinquishment in the case of each minor child.", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nUpon learning what had taken place, the Sharps went to Oakland, accompanied by the mother of the children, in an endeavor to regain their custody. Their efforts in this regard were of no avail and the Sharps then applied to the Home Society for leave to adopt the children. This application was not approved by the society. The children were then placed by the society in a private home in Alameda county with the object of subsequent adoption", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nDirecting our attention first to the question of jurisdiction of the San Joaquin county court it appears from the record that when the matter came on for hearing before the court below its jurisdiction was first put in issue and evidence was then received on the question of whether or not there had been an abandonment by the mother of the children. The court found there had been such abandonment and therefore concluded it had jurisdiction to proceed with the hearing", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nThe appellant, Children's Home Society, contends that the court below was without jurisdiction in this proceeding because the minor children were for a period of some three months prior to the filing of said petition actually residing in Alameda county, and, therefore, jurisdiction would rest with the court of the latter county. In answer to this contention respondents cite In re Vance, 92 Cal. 195 [28 P", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\n229], as authority for the rule that where a child has been voluntarily placed with another by a parent, with the intent to abandon such child, the residence of such abandoned child is not changed by its surreptitious removal by such parent to another county. In re Hawkins, 183 Cal. 568 [ 192 P. 30], is cited to the effect that the general rule that \"the residence of the father during his life . . . is the residence of the unmarried minor child\" (Pol. Code, sec. 52, subd", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\n4) does not apply when the child is under the age of fourteen years and has been abandoned by the father, for in such case he forfeits the guardianship of the child and can no longer claim its custody; that its residence then becomes the place where it is removed by those who intend to give it a permanent home elsewhere.", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nAppellant contends in this regard that the rule just stated fits the instant case exactly as the children were residing in Alameda county with persons who intended to give them a permanent home when the petition herein was filed in San Joaquin county. A further examination of the authorities discloses the case of County of Los Angeles v. Superior Court, 128 Cal.App", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\n522 [ 18 P.2d 112] (hearing denied in Supreme Court), a case involving jurisdiction in a Juvenile Court proceeding in which the Vance and Hawkins cases, supra, are considered and wherein the court's conclusion, we submit, is determinative of the question of jurisdiction here considered. We quote from the opinion, page 529, as follows:", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\n\"On the point of law involved there can be no controversy. The residence of an illegitimate unmarried minor follows that of the mother. ( Blythe v. Ayers, [ Ayres], 96 Cal. 532, 560 [31 P. 915, 19 L.R.A. 40]; 9 Cal. Jur., p. 839.) Such residence cannot be changed by the act of the minor or that of his guardian. (Pol. Code, sec. 52, subd. 6.) Abandonment on the part of the parent forfeits the right of guardianship. (Civ. Code, sec. 246, subd. 4; In re Vance, 92 Cal. 195, 198 [28 P", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\n229]; In re Hawkins, 183 Cal. 568, 576 [ 192 P. 30].) The two cases last cited were guardianship proceedings brought under section 1747 of the Code of Civil Procedure, which authorizes the superior court of each county to appoint guardians of minors `who are inhabitants or residents of the county. In each case the rule of the decision was based upon section 246 of the Civil Code, and the parent was held to have forfeited his right to guardianship because of his abandonment of the child", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nIn each case the child was admittedly an `inhabitant' of the county where the proceeding was commenced. In both cases the court, by way of dicta, added that the `residence' of the child followed that of those who intended to give it a permanent home. ( People v. Dewey, 23 Misc. Rep. 267 [50 N.Y. Supp. 1013], and Cannon's Estate, 15 Pa. Co. Ct. Rep. 312), were cited as authority", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nBut section 52 of our Political Code was not considered in either the Vance or the Hawkins case and we do not find a similar provision in the laws of New York or Pennsylvania.", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\n\"It is settled law in this state that there can be but one residence and that that can be changed only by the union of act and intent. (Sec. 52, Pol. Code.) It is equally well settled that a residence cannot be lost until another is gained. ( Idem.) In this case the residence of the minor was the residence of the mother and that residence was not lost until another was gained. By her abandonment of the daughter the mother forfeited her right of guardianship. (Sec. 246, Civ. Code; now found in sec", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\n\"Such an interpretation brings us to the conclusion that the residence of an illegitimate unmarried minor is the residence of the mother; that this residence cannot be changed by simple abandonment; and that such a minor so abandoned, and for whom no guardian has been appointed, is a resident of the county wherein the mother resides and continues to be such until another residence is gained by some legal means beyond the mere abandonment on the part of the mother.\"", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\n[1] It therefore appears to be the established rule in this state that the residence of an illegitimate unmarried minor follows that of the mother and so remains until another is legally gained or established by means other than abandonment of the child.", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\n[2] In the instant proceeding it is without dispute that the mother of the twins was at the date of the filing of the petition herein and for a considerable period of time prior thereto, a resident of San Joaquin county, and applying the foregoing rule, the superior court of the latter county was vested with jurisdiction to hear and determine the guardianship proceeding pending therein.", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\n[3] Appellant further urges as error requiring a reversal that findings were not prepared and served as required by the statute. At the conclusion of the hearing and after the court had indicated its decision, the court directed counsel to \"prepare your order\" which was done and wherein was incorporated the findings of the court on all material facts necessary to sustain such order", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nThis was a sufficient compliance with the statute in such a proceeding and the findings and judgment are not required to be incorporated in separate documents. ( In re Bensfield, 102 Cal.App. 445 [ 283 P. 112].) [4] As to the failure to serve a copy of the judgment before it was presented to the court for signature the Bensfield case, supra, further holds that where no direction is given for the preparation of findings, service thereof is not required. In Miller v. Murphy, 186 Cal. 344 [ 199 P", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\n525], a case where findings were ordered prepared and served by the court, it was held that, standing alone, and in the absence of claim or showing of prejudice, such omission to serve the findings would not be sufficient to justify a reversal. An examination of the record here discloses substantial evidence to sustain the findings and order complained of and we find no prejudice resulting to appellant by reason of not having been afforded an opportunity to submit counter findings.", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\nOther assignments of error urged upon this appeal include misconduct by the court in its examination of witnesses, insufficiency of the evidence as to the fitness of petitioners as guardians and lack of proof as to abandonment. However as already indicated, the judgment finds ample support to sustain it and the court's conduct of the case, as shown by the record, does not indicate any such misconduct as would be sufficient to warrant a reversal", "In the Matter of the Guardianship of Oleta Sharp and Oneta Sharp, Minors\n[5] In guardianship proceedings the court acts for and on behalf of the minor and must necessarily be given considerable latitude in bringing out the facts. In this regard it is not unusual for the court to take over the examination of a witness or witnesses. The paramount consideration is a determination of what may be for the best interest and welfare of the minor and primarily that question rests largely with the trial court in the exercise of a sound discretion"]

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RedPajama-Data-V2

https://collections.ushmm.org/search/catalog/pa1141990

"Liberation of Jews in Losice by Soviet and American Soldiers"

["Liberation of Jews in Losice by Soviet and American Soldiers\nA group of newly liberated Jews pose with Soviet and American soldiers who were passing through the town of Losice.\nThe American soldiers had been taken captive after the Battle of the Bulge and were liberated by the Soviet army. They were on their way back to the United States via Moscow. After discovering that the soldiers were also Jewish, the Jews of Losice communicated with them in Yiddish.", "Liberation of Jews in Losice by Soviet and American Soldiers\nAmong those pictured are Salus Mordkowicz, Asher Weinstein, Boris Mordkowicz, Belcia Pinkus, Ajzce Szerc, and Berl Losice.\nLosice, [Lublin] Poland\nVariant Locale\nLositsy\nLIBERATION -- Poland -- General\nUnited States Holocaust Memorial Museum, courtesy of Lillian Rajs Gewirtzman", "Liberation of Jews in Losice by Soviet and American Soldiers\nDavid Gewirtzman (born Berl Losice) is the oldest son of Yankiel and Henia Losice. He was born on April 15, 1928 in Losice Poland where his father was a grain merchant, and his family had lived for 500 years. His sister Rivke was born on November 6, 1930 and his brother Yitzhak was born on August 15, 1932. On December 1, 1941 a ghetto was established in Losice surrounded by barbed wire. Most of the ghetto's Jews were deported to Treblinka eight months later on August 22 1942", "Liberation of Jews in Losice by Soviet and American Soldiers\nThe Losice family escaped deportation by hiding for three days in a cramped attic. On August 25, Berl and Rivke left the hiding place to make contact with a Polish farmer. On their way home, a Polish policeman arrested the children. They were thrown in prison and sentenced to death. However, on the same day, a Polish boy and a girl also were arrested for stealing items that had previously belonged to Jews in the ghetto", "Liberation of Jews in Losice by Soviet and American Soldiers\nGerman guards mixed up the two sets of children and executed the Polish children by mistake. Berl and Rivke were eventually released and along with the rest of their family were sent to a new smaller ghetto. The new ghetto consisted of five houses housing approximately fifty Jews who temporarily had escaped deportation. They stayed in the camp for about two months before hearing rumors of new impending deportations", "Liberation of Jews in Losice by Soviet and American Soldiers\nIronically, the same policeman who had arrested Berl and Rivke now felt remorse for having arrested so young a girl and offered to hide and care for her. On November 9 Rivke left the ghetto to live with the policeman and his wife. Yankiel continued to search for hiding places for the rest of the family. Through various contacts he found an impoverished peasant who agreed to hide the bulk of the family in exchange for money", "Liberation of Jews in Losice by Soviet and American Soldiers\nYitzhak, who was then only ten years old, was sent to live with a different peasant who at the time was considered to be more reliable. For the next two years Yitzhak stayed hidden inside a haystack; by the time he left the spot, he had forgotten how to talk or walk. On November 18, 1942, Wacek, a Polish friend, brought Berl, his parents, his maternal aunt and uncle and their two children, Oskar and Belcia Pinkus to the farm of Stanislaw Szczerbicki in the town of Koszelowska", "Liberation of Jews in Losice by Soviet and American Soldiers\nThe farmer hid the seven family members in a hole in the floor of his pigsty 8 feet by 4 feet, and 3 feet deep. For the next two years, the family remained underground, emerging for fresh air only for short intervals at night. They kept occupied by playing chess and cards, telling stories and reading newspapers the peasant brought from town. However, they had to contend with rats, bedbugs, inadequate food and water, and leaking manure from the sty", "Liberation of Jews in Losice by Soviet and American Soldiers\nAfter seven months, Yankiel had a premonition that Rivke was in danger. He sent Wacek to check. He returned with the girl after learning that the policeman felt he no longer could safely hide her and was prepared to kill her that very night in desperation. Though Szczerbicki originally agreed to hide the family for the financial gain, he kept them even once they could no longer pay, at great risk to his own life", "Liberation of Jews in Losice by Soviet and American Soldiers\nThe Losice family remained hidden until the Soviet army captured the area in the summer of 1944. At liberation, only sixteen Jews survived from Losice. However, members of the Polish Home Army murdered one survivor shortly thereafter in a postwar pogrom in the neighboring town of Mordy. The remaining Jews felt it was no longer safe to remain in Losice and fled to Lodz where large numbers of Polish Jews were gathering", "Liberation of Jews in Losice by Soviet and American Soldiers\nIn April 1945, Berl along with his cousin Belcia Pinkus, fled with the Bricha in the hopes of immigrating to Palestine. They traveled to Romania, Hungary, and Austria and came eventually to Italy where they joined Kibbutz Behazit in Lido di Roma, twenty kilometers from Rome. In January 1946 Berl sent a note to his parents telling them where he was and received a cable in response saying they were in Italy as well", "Liberation of Jews in Losice by Soviet and American Soldiers\nThough the rest of the Kibbutz went to La Spezia harbor to board an illegal ship for Palestine, Berl and his cousin remained behind after his parents begged him to keep the family intact. As a family they immigrated to the United States to join an uncle who had previously come. There they adopted the new name, Gewirtzman.", "Liberation of Jews in Losice by Soviet and American Soldiers\nJEWS (POLISH)\nJEWS (RUSSIAN/SOVIET)\nJEWS IN HIDING\nJEWS IN HIDING (AFTER THE EXPERIENCE)\nSOLDIERS/MILITARY (RUSSIAN/SOVIET)\nProvenance: Lillian Rajs Gewirtzman"]

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RedPajama-Data-V2

https://thefulcrum.us/protect-democracy

Protect Democracy

["Protect Democracy\nProtect Democracy is a nonpartisan nonprofit with an urgent mission: to prevent our democracy from declining into a more authoritarian form of government. We do this by holding the President and the Executive Branch accountable to the laws and longstanding practices that have protected our democracy through both Democratic and Republican administrations", "Protect Democracy\nWhile democracy spread through most of the latter half of the Twentieth Century, it has been in retreat around the world through the early days of the Twenty-First. In the United States, we have seen an unprecedented tide of authoritarian-style politics sweep the country that is fundamentally at odds with the Bill of Rights, the constitutional limitations on the role of the President, and the laws and unwritten norms that prevent overreach and abuse of power", "Protect Democracy\nThe only limits to prevent a slide away from our democratic traditions will be those that are imposed by the Courts, Congress, and the American people."]

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RedPajama-Data-V2

https://www.rafikifoundation.org/child-pages/child-detail/christina-CB034

Christina's Journey to Rafiki Village Uganda

["Christina's Journey to Rafiki Village Uganda\nAfter Christina and her two sisters, Peace and Tendo, were orphaned as small children, they lived with their grandmother for a time. Though their aging grandmother tried to provide for them, it was a struggle, and she asked Rafiki for help. Christina and her sisters arrived at the Rafiki Village Uganda in 2005. The girls were placed in the same cottage and quickly began to bond well with their Rafiki Mother", "Christina's Journey to Rafiki Village Uganda\nChristina now enjoys studying biology and math because she wants to become a neurosurgeon in the future. She is trying her best to be well-versed in many things, and she continues to play the saxophone in music class. Christina loves spending time in worship on Sundays and being with her friends after worship. Christina strives to stand firm in her faith and grow in her personal walk with the Lord.", "Christina's Journey to Rafiki Village Uganda\nDOB: Aug 16, 2002\nRichard\u2019s mother died in 2005, and his father died in 2006.\nRandall was abandoned by his mother shortly after his birth.\nBoth of Stanley's parents contracted a fatal illness and died when he was a young child.\nRhoda's mother died when she was a small child, and her father abandoned her.\nRebecca arrived at the Rafiki Village Ghana in 2010.\nTonny\u2019s mother abandoned him immediately after birth.", "Christina's Journey to Rafiki Village Uganda\nBefore arriving at the Rafiki village, Ben and his five siblings lived with their grandmother, along with her six children, in a one-room house.\nHana\u2019s mother died in 2008, and her father remains unknown.\nBoth Emmanuel's parents abandoned him when he was a small child.\nAquil\nBoth Frank's parents died shortly after his birth.\nMoris was put in the care of an uncle after his mother died, and his father remains unknown.", "Christina's Journey to Rafiki Village Uganda\nVincent and his brother, Rabson, lived with their grandmother after their parents died in 2011.\nEmmanuel's mother died shortly after he was born, and his father had died before her.\nJehu\nJehu's mother died of yellow fever and his father, a policeman, was killed in the Liberian war.\nNaomi and her three sisters lost their mother due to high blood pressure and their father to alcoholism."]

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RedPajama-Data-V2

https://www.visitsolea.com/the-monastery-of-agios-ioannis-st-john-lambadistis-frescoes/?lang=en

The Monastery of Agios Ioannis (St. John) Lambadistis Frescoes

["The Monastery of Agios Ioannis (St. John) Lambadistis Frescoes\nAs seen in the decor and frescoes, the monastery flourished during the Byzantine period, as well as during the French Occupation (1191-1489) and the Venetian domination (1489-1571). The frescoes were created in different times, from the 11th to the 16th century and are of different styles. Many icons kept in the monastery are also important to mention, such as Agios Ioannis the Lampadistis of the 14th century, Agios Iraklidios of the 16th century and several others", "The Monastery of Agios Ioannis (St. John) Lambadistis Frescoes\nIt is also worth mentioning that the iconostasis of the catholic monastery is the oldest preserved wooden iconostasis in Cyprus. Built in the 13th century, it has beautiful decorations with coats of arms and other designs. During the Ottoman domination (1571-1878), the monastery experienced significant growth, especially in the very difficult conditions of the time. In the 18th century it was reported that 14 monks lived there, it had 4 living areas", "The Monastery of Agios Ioannis (St. John) Lambadistis Frescoes\nFrescoes - Icons\nFrescoes of Panagia tou Araka Church\nThe most beautiful century of Byzantine art has completed its cycle, with the occupation of Cyprus by Richard the Lionheart in 1191. The epilogue of this period is depicted in the main church of the Monastery of Panagia tou Araka in the village of Lago\nFrescoes of the Archangel Michael Church", "The Monastery of Agios Ioannis (St. John) Lambadistis Frescoes\nThe Church of Archangel Michael has been characterised as one of the most important monuments in the area due to the well-preserved Byzantine frescoes of the 15th century and the wooden temple shield, also painted by Byzantine representations. Notewort\nFrescoes of the Holy Monastery of Panagia Chrysokourdalliotissa", "The Monastery of Agios Ioannis (St. John) Lambadistis Frescoes\nThe frescoes of the Church, preserved at the same time as the church was by the Department of Antiquities of Cyprus, date back to the first half of the 16th century, but most of them have unfortunately since been destroyed. Those in very good condition\nFrescoes of the Panagia Moutoulla Church", "The Monastery of Agios Ioannis (St. John) Lambadistis Frescoes\nAll the frescoes of the Sacred Step and the main temple date back to 1280, when the temple was built. They are distinguished by their linear austerity, the limited color scale and the bad proportions of the figures. The bodies are dull, the heads dispr"]

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RedPajama-Data-V2

https://mt.abrsm.org/zh_tw/about-us/news/blog/?abrsm%5BblogId%5D=92943

Celebrating queer composers: Pride Month with ABRSM

["Celebrating queer composers: Pride Month with ABRSM\nPride Month with ABRSM\nTo celebrate Pride Month, we\u2019re taking a look at some of the queer composers who appear on our syllabuses and the extraordinary lives they led.\nBenjamin Britten is one of the highest profile English composers of the twentieth century, most famous for operas such as Peter Grimes and the War Requiem as well as chamber operas including The Turn of the Screw.", "Celebrating queer composers: Pride Month with ABRSM\nAfter showing prodigious talent from a young age, Britten started studying composition at the Royal College of Music in 1930. His considerable ability was evident to his tutors, as he won both the Sullivan Prize for composition and the Cobbett Prize for chamber music during his time there.\nHomosexuality was illegal during Britten\u2019s lifetime and he suffered the consequences of this, with a visit from the police in 1953 to investigate rumours of his relationship with his then partner, Peter Pears.", "Celebrating queer composers: Pride Month with ABRSM\nHis legacy remains one of the most successful gay composers from the last century.\nWidely regarded as the most successful Russian composer of all time, Tchaikovsky\u2019s compositions include iconic ballets such as The Nutcracker and Swan Lake, the opera Eugene Onegin, and his 1812 Overture.\nHis personal life was a struggle, littered with trauma that includes his mother\u2019s early death and his consequent attendance of a remote boarding school which isolated him further.", "Celebrating queer composers: Pride Month with ABRSM\nTchaikovsky experienced being a gay man at a time when it was illegal in Russia. He married Antonina Miliukova in 1877 in an attempt to put rumours concerning his sexuality to bed, but unfortunately this marriage only exacerbated his own unhappiness, as well as Antonina\u2019s.\nLisa Kron\nHailing from Ann Arbour, Michigan, Lisa Kron is an American actress and playwright who has enjoyed a successful career thanks to work produced both in the United States and internationally.", "Celebrating queer composers: Pride Month with ABRSM\nShe is most widely known for the success of the musical Fun Home for which she wrote the lyrics and book. Fun Home scooped up several awards, including the Tony Award for Best Original Score as well as the Tony Award for Best Book of a Musical and the Tony Award for Best Musical in 2015.", "Celebrating queer composers: Pride Month with ABRSM\nHer work treats the role of the outsider with humour and shines a light on American society using insights from her own experiences as one of the few Jewish people in her family and a lesbian working in traditional theatre.", "Celebrating queer composers: Pride Month with ABRSM\nPoulenc was a prolific composer whose work continues to be performed across the world today. Turning his hand to chamber music, choral pieces, and solo piano tunes (which can be found in the ABRSM Piano syllabus!), his music combined the rigour of 18th century French harpsichord compositions with rich modern harmonies.", "Celebrating queer composers: Pride Month with ABRSM\nAs a queer man under Nazi rule, he was in a dangerous position, but Poulenc managed to show defiance through his music. He composed pieces that incorporated the anti-German tune Vous n'aurez pas l'Alsace et la Lorraine and was a contributor to the National Front (pour musique).\nThese pieces were printed in secret during the French Resistance, cementing his role as one of the most historically important French composers of the 20th century.", "Celebrating queer composers: Pride Month with ABRSM\nWe hope you\u2019ve enjoyed this blog. Check out our Singing for Musical Theatre playlist, featuring our favourite songs from a wide range of shows that celebrate inclusivity and authenticity!"]

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RedPajama-Data-V2

https://sentence.yourdictionary.com/ballenstedt

Ballenstedt - Etymology and History

["Ballenstedt - Etymology and History\nBallenstedt\nBallenstedt sentence example\nAschersleben was probably founded in the 11th century by Count Esico of Ballenstedt, the ancestor of the house of Anhalt, whose grandson, Otto, called himself count of Ascania and Aschersleben, deriving the former part of the title from his castle in the neighbourhood of the town.\nIn 1581 he went back to Ballenstedt, but was soon recalled to active life by his appointment to the pastorate at Badeborn in 1583.", "Ballenstedt - Etymology and History\nPrince Frederick removed the ducal residence to Ballenstedt in 1765.\nA few patches of Upper Carboniferous are found on the borders of the hills near Ilfeld, Ballenstedt, &c., lying unconformably upon the Devonian.\nThe western or smaller portion (the so-called Upper Duchy or Ballenstedt) is also enclosed by the two latter districts and, for a distance of 5 m.", "Ballenstedt - Etymology and History\nThe country is divided into the districts of Dessau, Cothen, Zerbst, Bernburg and Ballenstedt, of which that of Bernburg is the most, and that of Ballenstedt the least, populated.\nEsico's grandson, Otto the Rich, count of Ballenstedt, was the father of Albert the Bear, by whom Anhalt was united with the mark of Brandenburg."]

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RedPajama-Data-V2

http://www.entre-libros.com/libro/alhambra-the_883437

Tales of the Alhambra

["Tales of the Alhambra\nALHAMBRA, THE\nIRVING, WASHINGTON\nMAXTOR LIBRERIA\nOBRAS ORIGINALES\n\"In the spring of 1829, the author of this work, whom curiosity had brought into Spain, made a rambling expedition from Seville to Granada in company with a friend, a member of the Russian Embassy at Madrid. Accident had thrown us together from distant regions of the globe, and a similarity of taste led us to wander together among the romantic mountains of Andalusia...\"", "Tales of the Alhambra\nTales of the Alhambra is a collection of essays, verbal sketches, and stories by Washington Irving. Shortly after completing a biography of Christopher Columbus in 1828, Washington Irving traveled from Madrid, where he had been staying, to Granada, Spain", "Tales of the Alhambra\nAt first sight, he described it as \"a most picturesque and beautiful city, situated in one of the loveliest landscapes that I have ever seen.\" Irving was preparing a book called A Chronicle of the Conquest of Granada, a history of the years 1478-1492, and was continuing his research on the topic. He immediately asked the then-governor of the historic Alhambra Palace as well as the archbishop of Granada for access to the palace, which was granted because of Irving's celebrity status."]

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RedPajama-Data-V2

https://www.catholic.org/encyclopedia/view.php?id=1385

Baert, François - Catholic Encyclopedia

["Baert, Fran\u00e7ois - Catholic Encyclopedia\nBollandist, born at Ypres, 25 August, 1651; died at Antwerp, 27 October, 1719. He entered the Society of Jesus at Mechlin, 28 September, 1667. After passing through the novitiate he was regent of several colleges in the province of Belgian Flanders, studied theology and philosophy, and was finally ordained priest in 1680. The following year, 1681, he made assistant to Father Daniel Papebroch, the last survivor of the first generation of Bollandists", "Baert, Fran\u00e7ois - Catholic Encyclopedia\nThe name of Baertius is on the title pages of nine of the volumes of the Acta Sanctorum; the last four of May, and of the first five of June; but to judge from the articles published in these volumes his collaboration is by no means so large as these figures would indicate. There are no articles bearing his signature either in the volumes for May nor in the fifth volume for June. The other four volumes for June contain some fifteen articles by him, all very short excepting the commentaries on St", "Baert, Fran\u00e7ois - Catholic Encyclopedia\nColumba and Saint Basil the Great, of the date of 9 June. In 1688, in company with Father Conrad Jannick, he made a trip to Austria and Hungary in search of literary material; the journey lasted eight months and the two returned with a large number of documents.", "Baert, Fran\u00e7ois - Catholic Encyclopedia\nBrown Oval Carved \"Beehive\" Sterling Silver Rosary\n6mm Light Amethyst Swarovski, Austrian Tin Cut Aurora Borealis Sterling Silver Rosary Bracelet"]

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RedPajama-Data-V2

https://www.ketv.com/article/john-warner-dies/36541789

Former GOP Sen. John Warner, military expert once married to Elizabeth Taylor, dies at 94

["Former GOP Sen. John Warner, military expert once married to Elizabeth Taylor, dies at 94\nFormer GOP Sen. John Warner, military expert once married to Elizabeth Taylor, dies at 94\nUpdated: 7:17 AM CDT May 26, 2021\nRon Galella/Ron Galella Collection via Getty Images\nElizabeth Taylor and John Warner\nSOURCE: Ron Galella/Ron Galella Collection via Getty Images", "Former GOP Sen. John Warner, military expert once married to Elizabeth Taylor, dies at 94\nFormer Sen. John W. Warner of Virginia, a former Navy secretary who was once married to Elizabeth Taylor, has died at 94, his longtime chief of staff said Wednesday.Susan A. Magill said Warner died Tuesday of heart failure at home in Alexandria, Virginia, with his wife and daughter at his side.\"He was frail but had a lot of spirit until his last days,\" Magill said.Warner, a Republican, was elected to the Senate in 1978 and served five terms", "Former GOP Sen. John Warner, military expert once married to Elizabeth Taylor, dies at 94\nHe announced in 2007 that he would not run again in 2008.John Warner had an independent streak that sometimes infuriated conservative party leaders but won him support from moderates in both parties. The courtly senator with chiseled features and a thick shock of gray hair was so popular with Virginia voters that Democrats did not bother to challenge him for his 2002 reelection that won him his fifth term", "Former GOP Sen. John Warner, military expert once married to Elizabeth Taylor, dies at 94\nA former secretary of the Navy, Warner was for a time was chairman of the Senate Armed Services Committee. Warner was also the sixth of Taylor\u2019s seven husbands. The two were married from 1976 to 1982.Democrat Mark Warner, who had challenged him for the Senate in 1996 and went on to serve a term as Virginia\u2019s governor, won the election to succeed him in 2008. After years of rivalry, the two became good friends, and John Warner attended his swearing-in in January 2009", "Former GOP Sen. John Warner, military expert once married to Elizabeth Taylor, dies at 94\nMark Warner \u2014 no relation \u2014 said his friend \"epitomizes what it means to be a senator.\"\"Virginia has lost an unmatched leader, and my family has lost a dear friend,\" said Sen. Tim Kaine, D-Va. \"Once I came to the Senate, I understood even more deeply the influence of John Warner. I came to know John McCain, Carl Levin, and so many others who served with him and attested to his integrity and outsized influence in a body he loved so dearly.\"", "Former GOP Sen. John Warner, military expert once married to Elizabeth Taylor, dies at 94\nFormer Sen. John W. Warner of Virginia, a former Navy secretary who was once married to Elizabeth Taylor, has died at 94, his longtime chief of staff said Wednesday.\nSusan A. Magill said Warner died Tuesday of heart failure at home in Alexandria, Virginia, with his wife and daughter at his side.\n\"He was frail but had a lot of spirit until his last days,\" Magill said.\nWarner, a Republican, was elected to the Senate in 1978 and served five terms. He announced in 2007 that he would not run again in 2008.", "Former GOP Sen. John Warner, military expert once married to Elizabeth Taylor, dies at 94\nJohn Warner had an independent streak that sometimes infuriated conservative party leaders but won him support from moderates in both parties. The courtly senator with chiseled features and a thick shock of gray hair was so popular with Virginia voters that Democrats did not bother to challenge him for his 2002 reelection that won him his fifth term. A former secretary of the Navy, Warner was for a time was chairman of the Senate Armed Services Committee.", "Former GOP Sen. John Warner, military expert once married to Elizabeth Taylor, dies at 94\nWarner was also the sixth of Taylor\u2019s seven husbands. The two were married from 1976 to 1982.\nDemocrat Mark Warner, who had challenged him for the Senate in 1996 and went on to serve a term as Virginia\u2019s governor, won the election to succeed him in 2008. After years of rivalry, the two became good friends, and John Warner attended his swearing-in in January 2009. Mark Warner \u2014 no relation \u2014 said his friend \"epitomizes what it means to be a senator.\"", "Former GOP Sen. John Warner, military expert once married to Elizabeth Taylor, dies at 94\n\"Virginia has lost an unmatched leader, and my family has lost a dear friend,\" said Sen. Tim Kaine, D-Va. \"Once I came to the Senate, I understood even more deeply the influence of John Warner. I came to know John McCain, Carl Levin, and so many others who served with him and attested to his integrity and outsized influence in a body he loved so dearly.\""]

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RedPajama-Data-V2

http://www.renewamerica.com/columns/engel/110904

Homosexuals in high political office -- the saga of Irish senator David Norris

["Homosexuals in high political office -- the saga of Irish senator David Norris\nHomosexuals in high political office -- the saga of Irish senator David Norris (Part I)\nBy Randy Engel\nFor most Americans, the name of the Irish politician David Norris probably won't ring a bell.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nFor one thing, Norris holds office in the Seanad, the Upper House of the Parliament of the Republic of Ireland, not the U.S. Senate. But, perhaps, more to the point, Norris isn't Catholic and he doesn't wear a Roman collar. He is a white, liberal, Protestant, pro-abort, \"gay\" Irish Senator", "Homosexuals in high political office -- the saga of Irish senator David Norris\nHence, it's unlikely that you would see his face along with his controversial comments on the virtues of Greek pederasty (aka, sexual acts between an adult male and an underage male adolescent) splashed against the front page of The New York Times any time soon, even though these public revelations were damning enough to force Norris' withdrawal from the race for the office of President of the Republic in 2012 on the Independent ticket.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nDavid Patrick Bernard Norris was born on July1, 1944, in Leopoldville in the Belgian Congo, now known as the Democratic Republic of Congo. David came to Ireland as a young child, age 6, following the untimely death of his English sailor/engineer father who was a decorated World War I hero", "Homosexuals in high political office -- the saga of Irish senator David Norris\nHe was raised by his mother and a stern, over-protective aunt who according to Norris, \"being a midlands woman distrusted and was fearful of the sea.\" Piano lessons would serve her charge better, although it is obvious from Norris' writings that she was never entirely successful in wiping out the young man's life-long romance with the sea", "Homosexuals in high political office -- the saga of Irish senator David Norris\nThese biographical details are worth mentioning because the early loss of a father and being raised in a father-absent, female-dominated environment are two of the many causal factors associated with development of same-sex attraction in the young man child.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nNorris' official website biography states that he attended school at St. Andrew's College and The High School. He then entered Trinity College at the University of Dublin from which he received a B.A. in English Literature and Language. At age 24, he became a lecturer with a professional interest for all things James Joyce. He continued his academic career until 1996", "Homosexuals in high political office -- the saga of Irish senator David Norris\nSeven years earlier, in 1987, he entered the world of secular politics as Ireland's first openly \"gay\" Senator representing a politically-limited liberal constituency from the University of Dublin in the Seanad. He holds that seat up to the present.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nNorris and the Irish \"Rights of the Behind Movement\"\nDavid Norris got in on the ground floor of organized perversion in Ireland, and was one of the early leaders of the Irish \"Rights of the Behind Movement,\" a term coined by the hopelessly \"homophobic\" Karl Marx and Freidrich Engels. Engels, in sharp contrast to Norris, was particularly critical of anything that smelled \"Greek.\"", "Homosexuals in high political office -- the saga of Irish senator David Norris\nAccording to an investigative report by the Irish Daily Mail Online, National Library records show that on May 10, 1975, the 31-year-old Norris addressed the first meeting of the Union for Sexual Freedom in Ireland. During his talk, Norris reportedly claimed that \"as a child it had been his greatest desire to be molested so he, more than most people, knows the rarity of the homosexual child molester.\"", "Homosexuals in high political office -- the saga of Irish senator David Norris\nOne does not need to be a trained psychiatrist to discern that the young David Norris was simply looking for attention and genuine affection from a father figure and male role model in his life, not a sadistic sexual encounter with a predatory sodomite feigning \"friendship\" for the young boy. As for Norris' comment on the rarity of homosexual molestation of underage boys, I doubt that he would try and float that verbal sewage downstream in Ireland today", "Homosexuals in high political office -- the saga of Irish senator David Norris\nNorris is credited with being a founding member of the National Gay Federation formed in the late 1970s as a \"public charity\" for the purpose of promoting homosexual \"rights\" including \"gay partnerships,\" \"civil unions,\" and of late, \"gay marriages,\" and providing \"gay\" media events such as \"Gay Prom Night\" where a dyke is crowned king and the male homosexual, queen; Pride parades which celebrate \"lesbian, gay, bisexual, transgender and queer life\" in Dublin; and a \"Gay Switchboard\" to advance homosex relations and contacts especially for youth and visitors to Ireland", "Homosexuals in high political office -- the saga of Irish senator David Norris\nNorris also helped establish the International Gay Association (IGA) which was formed alongside the political action group Campaign for Homosexual Equality in 1978-79. The IGA, which eventually morphed into the International Lesbian, Gay, Bi, Trans, Intersex Association, has been waging an on-going war against \"gender-stereotyping\" and \"homophobia,\" and \"transphobia\" ever since.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nOn June 17, 2011, speaking from ILGA headquarters in Brussels on the occasion of the release of the United Nations Human Rights Council Statement condemning abuses and violations of persons based on their \"sexual orientation\" or \"gender-identity,\" Co-Secretary General Renato Sabbadini lashed out at \"the mistaken sense 'of tradition' or 'natural order,'\" which fosters discrimination against perverts, labeling such criteria as \"the last crumbling pillars of a patriarchal order which belong with other dark pages of our past, like slavery and the Inquisition.\" All the while, Norris is assuring the Irish people that homosexuals are family friendly.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nIn its formative years, when Norris was in a leadership position, the IGA maintained a close relationship with the London-based Paedophile Information Exchange (PIE) created in 1974 for the purpose of lobbying for intergenerational sex", "Homosexuals in high political office -- the saga of Irish senator David Norris\nIn the 1980s, the IGA passed two motions in favor of PIE, one calling for the abolition of the age of consent, the second calling for an international solidarity campaign on behalf of PIE, whose leadership at the time was being hauled before the Old Bailey, seat of Central Criminal Court in London, for promoting indecent acts between adults and children", "Homosexuals in high political office -- the saga of Irish senator David Norris\nIn the 1990s, political pressure from various United Nations agencies to which the IGA sought membership, forced the agency's Board to officially sever its ties to the North American Man Boy Love Association, an American version of PIE which had formally disbanded in 1984.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nOn 22 April 1983, Norris with support from the Campaign for Homosexual Equality, along with co-litigant Tonie Walsh, President of the N(L)GF from 1984-1988, entered into a constitutional action (Norris v. Attorney General [1984] IR 36) against sections 61 and 62 of the Offences Against the Person Act, 1861, and s. 11 of the Criminal Law Amendment Act, 1885 which criminalized intercourse between men. Norris claimed that the anti-sodomy laws were unconstitutional and not part of Irish law", "Homosexuals in high political office -- the saga of Irish senator David Norris\nHis claim was rejected by a majority of the Supreme Court, but in 1988, Norris brought a successful challenge to the law before the European Court of Human Rights, Norris v. Ireland no. 10581/83. Five years after the ECHR decision, Ireland decriminalized homosexuality.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nAn intriguing point of interest is that the first legal advisor for the Campaign for Homosexual Equality, and one of its founding members, was Mary McAleese, whose religion is officially noted as \"Roman Catholic. She is the current President of Ireland.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nMary Robinson, who served as the Republic's first woman president from 1990 to 1997, also served as legal advisor for the Campaign. Robinson, a baptized Catholic and a Trilateral, who went on to become the UN High Commissioner for Human Rights, was a former classmate of Norris. She also served as Norris' Barrister in the ECHR Case.\nThe Ezra Nawi Yizhak Affair", "Homosexuals in high political office -- the saga of Irish senator David Norris\nNorris' infatuation with Ezra Yizhak, a working-class Israeli plumber and pro-Palestinian activist, who lives in Jerusalem, began shortly after they met in Dublin in December 1975. Their \"romance\" went on for ten years, until Norris, disgusted with Yizhak's promiscuous soirees with \"a string of 24-year-old football players in the background when he [Norris] was not there,\" called for an amiable \"separation\" of sorts", "Homosexuals in high political office -- the saga of Irish senator David Norris\nThe two men, however, remained close friends and continued their visits between Dublin and Tel Aviv and their correspondence and phone contacts into the new millennia.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nAt one point in time, immigration authorities contacted Norris and asked if \"an Israeli woman named Ezra Yizhak was living with him illegally,\" but Norris fended them off by denying he was living with the woman or that he had ever encountered a woman by that name. David Norris is a very clever boy.\nYizhak Sodomizes Palestinian Youth", "Homosexuals in high political office -- the saga of Irish senator David Norris\nIn 1992, Yizhak began a sexual relationship with an underage Palestinian boy. The boy was 15. Yizhak was 40 years old. When the boy's parents learned of it, they contacted the authorities. Five years later, in 1997, despite repeated pleadings and interventions by Senator Norris, Ezra Yizhak was convicted and sentenced to three months in jail by the Israeli Courts for statutory rape.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nHowever, it was not until August 1, 2011, that the Irish people and Norris' political supporters for his Presidential candidacy learned about the Senator's involvement in the Yizhak case. The revelations did not go down well.\nNorris Paints Yizhak as a Victim\nNot a Perpetrator of a Crime", "Homosexuals in high political office -- the saga of Irish senator David Norris\nDocuments published in the Irish press showed that on January 22, 1997, Norris wrote a short clemency appeal with a character reference for Yizhak and an offer to act as a guarantor or sponsor for his former sex partner. The two letters, one to Yizhak's attorney and the other addressed \"To whom it may concern,\" were written on official Seanad stationary and signed Senator David Norris, Bureau Member Irish Foreign Affairs Committee.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nIn May 20011, Norris traveled to Israel to be present when the Yizhak case was heard and the judgment rendered. He offered to be a witness for the defense, but Yizhak's attorney Mr. Reuven Bar Chaim declined the offer.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nOn August 29, 1997, Norris sent another substantially longer clemency appeal in care of Yizhak's legal team, but directed to the judges of the High Court in Jerusalem on the occasion of his former sex partner's sentencing", "Homosexuals in high political office -- the saga of Irish senator David Norris\nNorris let the judges know that he was a member of the Upper House of the Irish Parliament; that his name had been widely mentioned as a possible presidential candidate in the forth coming elections for the Presidency of Ireland; and that he was \"a person of some consequence whose views are not arrived at lightly or for no good reason.\"", "Homosexuals in high political office -- the saga of Irish senator David Norris\nYizhak to be \"an intelligent, honest, trustworthy, good and moral person for whom the present difficulty is quite uncharacteristic.\" He said that Yizhak's plumbing clients \"speak in terms of high praise of his honesty, integrity, efficiency and courtesy.\" This, despite the fact, that Yizhak charges his clients exorbitant rates in order to finance his projects for the Bedouin people of the South Hebron area of occupied West Bank, including a summer camp program with swimming facilities for their children.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nAccording to Norris, Yizhak was the real victim in this case. Indeed, a victim thrice over. First as a victim of an abusive father; second, as a homosexual who suffered discrimination as a citizen; and third, a victim of police entrapment", "Homosexuals in high political office -- the saga of Irish senator David Norris\nNorris stated that his dear friend was under the care of a psychotherapist, and that he feared that \"lasting and perhaps permanent damage will be done to Yizhak's psychological and material welfare by being imprisoned.\" Norris recommended either dismissal of the case due to legal irregularities, or at the least, \"a non custodial sentence.\"", "Homosexuals in high political office -- the saga of Irish senator David Norris\nAbout the young Palestinian boy sexually abused by Yizhak, Norris had little to say except that by pleading guilty when he was arrested, Yizhak magnanimously \"spared the young man who is the other party to the incident from the traumatic necessity of giving evidence,\" and that, \"secure in the knowledge that Mr. Yizhak will not offend again in the same way, he (Norris) was willing to make financial compensation available to the young man involved.\"", "Homosexuals in high political office -- the saga of Irish senator David Norris\nTo their credit, a number of Irish organizations representing victims of sexual abuse came out swinging when details of the Norris-Yizhak became public. Their reaction forced an apology from Norris who said he regretted \"giving the impression that I did not have sufficient compassion for the victim of Ezra's crime.\"", "Homosexuals in high political office -- the saga of Irish senator David Norris\nIn an interview with the Sunday Independent, Norris claimed that he had not known the full details of the charge at the time he wrote the character reference, and that he was \"shattered\" when the full truth emerged. Yet, in his letter of August 29, 1997, Norris assured the judges of the Israeli High Court that he had \"direct knowledge of the events surrounding the case,\" and had transmitted those details to Mr. Yizhak's lawyer in a letter dated May 27, 1997.\nNorris' Support for Pederast Cathal O'Searcaigh", "Homosexuals in high political office -- the saga of Irish senator David Norris\nOne of the many fallouts of Norris' apologia for his friend's crime of statutory rape was that of dredging up Norris' public support in 2008 for the well-known Irish poet and openly homosexual, Cathal \u00d3 Searcaigh.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nThe award winning 2007 hour-long documentary Fairytale of Kathmandu, directed by Neasa Ni Chian\u00e1in, was originally planned as a tribute to \u00d3 Searcaigh for his \"charitable\" efforts to provide street urchins and poor young boys and men and their families in Nepal with decent housing, food, bicycles and clothing", "Homosexuals in high political office -- the saga of Irish senator David Norris\nThe film, however, turned out to be something quite different than the original proposal after the Irish-born Miss Ni Miss Chian\u00e1in learned that \u00d3 Searcaigh was routinely sexually exploiting the boys he as purportedly \"helping.\" She also learned that the poet had informally adopted a Napalese youth who he had brought home to Ireland.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nThe Irish Director charged \u00d3 Searcaigh with being a \"sexual tourist.\" The 50-year-old \u00d3 Searcaigh retorted that he was nothing of the kind, that he did not abuse the boys, most of who were at the most 16, and that he did not coerce them or sodomize them.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nOn May 11, 2008, David Norris jumped into the fray, by using his position as an Irish senator, with full immunity from any civil or criminal liability for his statements, to viciously attack N\u00ed Chian\u00e1in and accuse her of \"systematic creative editing\" and of trying, sentencing, and crucifying \u00d3 Searcaigh in the film", "Homosexuals in high political office -- the saga of Irish senator David Norris\nAlthough Norris admitted he only knew the poet casually, nevertheless, from the floor of the Seanad, he said, \"I have always found him to be open, honourable and generous.\" Was there a pederast that Norris did not always find \"open, honest and generous?\"", "Homosexuals in high political office -- the saga of Irish senator David Norris\nLater, when a group of artists claimed in the Irish Times that the film \"was feeding homophobic stereotypes of gay men,\" Norris exclaimed, \"Gloriously, the artists of Ireland have supported Cathal \u00d3 Searcaigh as they previously did in the case of Oscar Wilde. Wilde, need I say, was but another internationally famous pederast who Norris obviously approved of.\nNorris' Campaign for Presidency Implodes", "Homosexuals in high political office -- the saga of Irish senator David Norris\nShortly after the Ezra Nawi Yizhak story made the Irish headlines in early August 2011, seven members of the Senator's fifteen-strong campaign force, including his Director of Elections and his Director of Communications were said to have resigned on the grounds that Norris had not made them aware of the Yizhak affair when they joined his team. But this explanation turned out to be not the whole or real truth.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nThe \"rats were fleeing the sinking ship\" because Norris had shown his staff letters and materials which confirmed his opposition to any age of consent law and his favorable opinion of pederasty as practiced in ancient Greece.\nStay tuned to Part II of \"Homosexuals in High Political Office \u2014 Irish Senator David Norris and the Greek Thing.\"\n\u00a9 Randy Engel", "Homosexuals in high political office -- the saga of Irish senator David Norris\nRandy Engel, one of the nation's top investigative reporters, began her journalistic career shortly after her graduation from the University of New York at Cortland, in 1961. A specialist in Vietnamese history and folklore, in 1963, she became the editor of The Vietnam Journal, the official publication of the Vietnam Refugee and Information Services, a national relief program in South Vietnam for war refugees and orphans based in Dayton, Ohio... (more)", "Homosexuals in high political office -- the saga of Irish senator David Norris\nRandy Engel, one of the nation's top investigative reporters, began her journalistic career shortly after her graduation from the University of New York at Cortland, in 1961. A specialist in Vietnamese history and folklore, in 1963, she became the editor of The Vietnam Journal, the official publication of the Vietnam Refugee and Information Services, a national relief program in South Vietnam for war refugees and orphans based in Dayton, Ohio. She recorded for the Voice of America and Radio Saigon", "Homosexuals in high political office -- the saga of Irish senator David Norris\nIn addition to her writings and relief work on behalf of the VRIS, in the mid-1960s, Randy Engel developed an intense interest in pro-life issues including population control, abortion and eugenics, putting her on the ground floor of the emerging Pro-Life Movement. In 1972, she founded the U.S. Coalition for Life in Pittsburgh, Pa., an international pro-life research and investigative agency, and began editing the USCL's official publication, the Pro-Life Reporter", "Homosexuals in high political office -- the saga of Irish senator David Norris\nHer four-year study on the eugenic policies and programs of the March of Dimes titled \"Who Will Defend Michael?\" quickly put the USCL on the map as the finest pro-life research agency in the U.S.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nHer investigative findings documenting the rise of the federal government's anti-life programs at home and abroad served as the basis for her testimony before Congressional hearings in the U.S. House of Representatives and the U.S. Senate", "Homosexuals in high political office -- the saga of Irish senator David Norris\nRandy Engel's groundbreaking investigative findings related to US/AID abortion and sterilization programs in Latin and South America, Asia and Africa were instrumental in bringing about major pro-life changes in the Agency for International Development's foreign assistance programs.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nMany of her original research publications for the USCL including A March of Dimes Primer: the A-Z of Eugenic Abortion, and The Pathfinder Fund: A Study of US/AID Anti-Life Funding have become pro-life classics and continue to enjoy wide circulation.\nIn 1995, the veteran pro-life researcher exposed the long-standing eugenic abortion record of Dr. Henry Foster, President Bill Clinton's nominee for U.S. Surgeon General, resulting in the Senate's failure to approve the nomination.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nSex Education: The Final Plague, Randy Engel's first full-length book on the sexual conditioning of Catholic school children was published by Human Life International (Baltimore, MD) in 1989 and later by Tan Publishers (Rockville, IL). Her second book, The McHugh Chronicles: Who Betrayed the Pro-Life Movement? was published in 1997, while she continued to gather researching material and conduct interviews for The Rite of Sodomy.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nOver the last forty years, Randy Engel's articles have appeared in numerous Catholic publications including Liguorian Magazine, Our Sunday Visitor, The Wanderer, Catholic Family News and the Homiletic and Pastoral Review. She has received numerous awards for excellence in investigative journalism including the prestigious Linacre Quarterly Award for Distinguished Writing by the Catholic Medical Association.", "Homosexuals in high political office -- the saga of Irish senator David Norris\nMeticulous documentation and references and easy readability are the hallmarks of Randy Engel's investigative writings, and The Rite of Sodomy: Homosexuality and the Roman Catholic Church is no exception to the rule. The 1,318-page text contains over 3000 endnotes, a bibliography of over 350 books, is fully indexed and reads like a top-flight mystery thriller - except that it is not fiction - it is true.\nReceive future articles by Randy Engel: Click here", "Homosexuals in high political office -- the saga of Irish senator David Norris\nThe Salk Vaccine and Covid-19 \u2013 Lessons never learned, Part IV\nThe Salk vaccine and Covid-19 \u2013 Lessons never learned, Part III\nThe Salk vaccine and Covid-19 \u2013 Lessons never learned, Part II\nThe Salk vaccine and Covid-19\u2014Lessons never learned\nBill mandating women register for the draft is a camel\u2019s nose under the tent\nThe McCarrick Report \u2013 After the dust has settled\nAmerica rising \u2013 The awakening of the sleeping giant\nJoin the international boycott of Hallmark at Christmas time and forever"]

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RedPajama-Data-V2

https://www.mailtribune.com/happening-now/2017/03/02/pence-used-a-private-email-account-to-conduct-state-business/

Pence used a private email account to conduct state business

["Pence used a private email account to conduct state business\n14E0D0E8-55DE-497F-BB27-C5C7E0C2856D\nPence used a private email account to conduct state business\nBy Ken Thomas The Associated Press\nWASHINGTON \u2014 Vice President Mike Pence used a private email account to conduct public business as Indiana's governor, according to public records obtained by the Indianapolis Star.", "Pence used a private email account to conduct state business\nThe newspaper reported Thursday that emails provided through a public records request show that Pence communicated with advisers through his personal AOL account on homeland security matters and security at the governor's residence during his four years as governor.", "Pence used a private email account to conduct state business\nThe vice president's spokesman, Marc Lotter, said Pence \"maintained a state email account and a personal email account\" like previous governors in the state. Lotter said at the end of his term Pence directed outside counsel to review all of his communications to ensure that state-related emails were transferred and properly archived by the state.", "Pence used a private email account to conduct state business\nAs President Donald Trump's running mate, Pence frequently criticized rival Hillary Clinton's use of a private email server as President Barack Obama's secretary of state, accusing her of purposely keeping her emails out of public reach and shielding her from scrutiny.\nLotter said \"the comparison is absurd\" because Clinton had set up a private server in her home at the start of her tenure at the State Department and, unlike Clinton, Pence did not handle any classified material as Indiana's governor.", "Pence used a private email account to conduct state business\nBut the governor's account faced security issues. Pence's AOL account was subjected to a phishing scheme last spring, before he was chosen by Trump to join the ticket. Pence's contacts were sent an email falsely claiming that the governor and his wife were stranded in the Philippines and needed money.\nThe governor moved to a different AOL account with additional security measures, Lotter said, but has since stopped using the new personal account since he was sworn-in as vice president.", "Pence used a private email account to conduct state business\nThe newspaper reported that the office of Pence's successor, Indiana Gov. Eric Holcomb, released more than 30 pages from Pence's AOL account, but declined to release an unspecified number of emails because they were considered confidential.\nPublic officials are not barred from using personal email accounts under Indiana law, but the law is interpreted to mean that any official business conducted on private email must be retained to comply with public record laws.", "Pence used a private email account to conduct state business\nThe state requires all records pertaining to state business to be retained and available for public information requests. Emails involving state email accounts are captured on the state's servers, but any emails that Pence may have sent from his AOL account to another private account would need to be retained.", "Pence used a private email account to conduct state business\nAt the end of his term, Pence hired the Indianapolis law firm of Barnes & Thornburg to conduct a review of all of his communications and that review is still ongoing, Lotter said. Any correspondence between Pence's AOL account and any aides using a state email account would have been automatically archived, he said."]

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RedPajama-Data-V2

https://www.tpr.org/2020-11-12/musicians-from-mali-offer-advice-on-getting-through-hard-times

"Musicians From Mali Offer Advice On Getting Through Hard Times"

["Musicians From Mali Offer Advice On Getting Through Hard Times\nMusicians From Mali Offer Advice On Getting Through Hard Times\nBy Anastasia Tsioulcas\nPublished November 12, 2020 at 4:00 AM CST\nKiss Diouara\nCourtesy of the artists\nThe band Songhoy Blues from Bamako, Mali.", "Musicians From Mali Offer Advice On Getting Through Hard Times\nThe northwestern African country of Mali is one of the world's musical cradles. Its rich traditions helped give birth to American blues and jazz, traditions brought by enslaved Africans to these shores. But today, Mali is in turmoil. The country has suffered a long civil war spurred by Islamist insurgents (whose attacks are still ongoing), and the government fell to a coup in August. The country is also trying, like the rest of the world, to cope with the coronavirus.", "Musicians From Mali Offer Advice On Getting Through Hard Times\nDespite all of those challenges, however, Malian musicians are still creating amid the chaos \u2014 and have some important lessons to share about how to get through tough times.\nThe band Songhoy Blues plays rollicking music of resistance against the political and social threats its country is facing.", "Musicians From Mali Offer Advice On Getting Through Hard Times\nThese Malian musicians came together in 2012 after attacks by local and foreign jihadists forced people to flee the country's northern cities and towns as well as its vast Saharan desert. Musicians were among the refugees because the jihadists also banned music.", "Musicians From Mali Offer Advice On Getting Through Hard Times\n\"When the civil war start in Mali, when they banned music, all the people from the north of Mali has to move to the south just to be safe at that moment,\" explains Aliou Tour\u00e9. He's the lead singer of Songhoy Blues. Most of the band's members fled their hometowns to the country's capital, Bamako, in the southwest; he came from the city of Gao, in the east. The band formed in Bamako.", "Musicians From Mali Offer Advice On Getting Through Hard Times\n\"When you come far away from your hometown and you meet each other,\" Tour\u00e9 explains. \"you speak the same language. It's kind of like a satisfaction of nostalgia when you meet someone who speak your language, who do what you do, who love something that you love.\"", "Musicians From Mali Offer Advice On Getting Through Hard Times\nFinding that kind of emotional home, far from home, was particularly crucial for musicians like Tour\u00e9. His life revolved around music, even though his city of more than 80,000 people didn't even have a radio station when he was growing up \u2014 and most people wouldn't have had their own radios anyway.\n\"There wasn't a CD or cassette or whatever,\" he says. \"And you need to be rich to get a simple radio.\"", "Musicians From Mali Offer Advice On Getting Through Hard Times\nBut still, Tour\u00e9 says, they knew Mali's world-famous musicians and the country's local traditions: Tour\u00e9's own grandfather was one of the founders of a spectacular regional band called Super Onze.\nWhat Songhoy Blues does has earned fans around the world, including Damon Albarn and Brittany Howard. The Malian musicians are a thoroughly modern band, but they're also walking in the footsteps of some of their country's most revered musicians, like Ali Farka Toure and Salif Keita.", "Musicians From Mali Offer Advice On Getting Through Hard Times\nAnd like those other artists, the music of Songhoy Blues is born of struggle \u2014 and not just political. When I spoke to Aliou Tour\u00e9 (no relation to Ali Farka) by phone in Bamako, he had just recovered from a bout of malaria. And, like so many other places in the world, the coronavirus pandemic has shut down his country. He says enduring each hurdle is like surfing.", "Musicians From Mali Offer Advice On Getting Through Hard Times\n\"As every single band in the world during now,\" he says, \"we just keep surfing on the waves \u2014 see what's gonna happen next day, what's gonna happen next day, next month.\"\nThe pandemic shutdown, though, has created some interesting creative opportunities for artists. It's given Songhoy Blues time to work on new material and to collaborate with local filmmakers on their videos.\nThe pandemic has also provided a respite for one of the country's most beloved singers, Oumou Sangare.", "Musicians From Mali Offer Advice On Getting Through Hard Times\nSangare spent much of the coronavirus shutdown in the U.S. \u2014 first in New York, and then in Baltimore. She's since returned to her home in Bamako. She says the isolation was actually nourishing.\n\"I rejoiced in my confinement,\" she says in French. \"I've never had the chance to rest like that in the 30 years of my career. Confinement has served me well, it served me to sit down and think how I can continue with my career.\"", "Musicians From Mali Offer Advice On Getting Through Hard Times\nThat period of reflection gave Sangare the creative energy to start work on a new album herself. Sangare also acknowledges that Mali's ongoing civil strife has taken a severe toll across the nation \u2014 across ethnic and geographic boundaries.\n\"The country has suffered so much,\" she says. \"The country has had many difficulties. The north suffers. The center suffers. Also the south \u2014 the whole country is suffering. I think that the Malians must unite. That's my point of view: It is unity that makes strength.\"", "Musicians From Mali Offer Advice On Getting Through Hard Times\nFor years, musicians have been at the forefront of urging the country to stay united and to stand for peace. Their voices are now again in the lead \u2014 trying to bolster the country's courage.\nSonghoy Blues decided to name its latest album Optimisme \u2014 \"optimism.\"", "Musicians From Mali Offer Advice On Getting Through Hard Times\nLead singer Aliou Tour\u00e9 says that he's learned that it's the only way forward. \"That's the only thing keeping us, keeping people smiling, and that's the only, only way to give ourselves a hope,\" he says. \"It's the best way to keep yourself alive. To be optimist, I think, is the biggest message ever that the whole world need to hear right now.\"\nIt's a message that Songhoy Blues \u2014 and Mali \u2014 can take to the wider world during very troubled times.", "Musicians From Mali Offer Advice On Getting Through Hard Times\nWith thanks to Ma\u00efmouna Tour\u00e9-Ke\u00efta and Cherif Ke\u00efta for their assistance in the voiceover for Oumou Sangare in the radio version of this story.", "Musicians From Mali Offer Advice On Getting Through Hard Times\nAnastasia Tsioulcas is a reporter on NPR's Arts desk. She is intensely interested in the arts at the intersection of culture, politics, economics and identity, and primarily reports on music", "Musicians From Mali Offer Advice On Getting Through Hard Times\nRecently, she has extensively covered gender issues and #MeToo in the music industry, including backstage tumult and alleged secret deals in the wake of sexual misconduct allegations against megastar singer Pl\u00e1cido Domingo; gender inequity issues at the Grammy Awards and the myriad accusations of sexual misconduct against singer R. Kelly."]

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RedPajama-Data-V2

http://www.alamongordo.com/tag/1314/

The Beast with Two Horns and a Dragon

["The Beast with Two Horns and a Dragon\nYou are here: Home / Archives for 13:14\n13:1Then I stood on the sand of the sea. I saw a beast coming up out of the sea, having ten horns and seven heads. On his horns were ten crowns, and on his heads, blasphemous names.\n13:2The beast which I saw was like a leopard, and his feet were like those of a bear, and his mouth like the mouth of a lion. The dragon gave him his power, his throne, and great authority.", "The Beast with Two Horns and a Dragon\n13:3One of his heads looked like it had been wounded fatally. His fatal wound was healed, and the whole earth marveled at the beast.\n13:4They worshiped the dragon, because he gave his authority to the beast, and they worshiped the beast, saying, \u201cWho is like the beast? Who is able to make war with him?\u201d", "The Beast with Two Horns and a Dragon\n*** The Beast is a System with 3 powers that it got from the Dragon : His power, throne and Authority. The 3 powers are Military System, Banking System and Communication System (Computer, TV, Radio) \u2026 The Media.\n13:5A mouth speaking great things and blasphemy was given to him. Authority to make war for forty-two months was given to him.\n13:6He opened his mouth for blasphemy against God, to blaspheme his name, and his dwelling, those who dwell in heaven.", "The Beast with Two Horns and a Dragon\n13:7It was given to him to make war with the saints, and to overcome them. Authority over every tribe, people, language, and nation was given to him.\n*** Authority over every tribe, people, language and nation \u2014> The United Nations !\n13:8All who dwell on the earth will worship him, everyone whose name has not been written from the foundation of the world in the book of life of the Lamb who has been killed.", "The Beast with Two Horns and a Dragon\n*** All who dwell on the Earth worship him. All people on the earth need Money to survive in this system so they worship and follow him.\n13:9If anyone has an ear, let him hear.\n13:10If anyone has captivity, he will go. If anyone is with the sword, he must be killed. Here is the endurance and the faith of the saints.\n13:11I saw another beast coming up out of the earth. He had two horns like a lamb, and he spoke like a dragon.", "The Beast with Two Horns and a Dragon\n*** The Second Beast has two horns and SPOKE like a dragon, the first TV\u2019s had two antennas on top, the system can tell people what to do if it uses TV, radio, ETC \u2026\n13:12He exercises all the authority of the first beast in his presence. He makes the earth and those who dwell in it to worship the first beast, whose fatal wound was healed.", "The Beast with Two Horns and a Dragon\n*** exercises all the authority of the first beast in his presence, The First Beast (The System) uses the SECOND BEAST (TV and MEDIA) to exersices all authority over all of the people. This is the FALSE MEDIA !\n13:13He performs great signs, even making fire come down out of the sky to the earth in the sight of people.\n*** Great signs and make fire come down from the sky on people \u2014> When the first TV came this was a great sigs (moving images, live images) and you can follow live attacks by th army on TV.", "The Beast with Two Horns and a Dragon\n13:14He deceives my own people who dwell on the earth because of the signs he was granted to do in front of the beast; saying to those who dwell on the earth, that they should make an image to the beast who had the sword wound and lived.\n*** IMAGE of the Beast was Radio and communications.\n13:15It was given to him to give breath to it, to the image of the beast, that the image of the beast should both speak, and cause as many as wouldn\u2019t worship the image of the beast to be killed.", "The Beast with Two Horns and a Dragon\n*** The IMAGE of the Beast becomes \u201calive\u201d, radio became alive (give breath to it) and became TV, moving images, the \u201cFalse Media\u201d.\n13:16He causes all, the small and the great, the rich and the poor, and the free and the slave, to be given marks on their right hands, or on their foreheads; (THE NUMBER 666)", "The Beast with Two Horns and a Dragon\n*** This is the \u201cbirth\u201d of BARCODES ! With barcodes, the System can follow you everywhere ! When you do research on barcodes, you will see that there is ALWAYS a STARTING, MIDDLE and END BARCODE. The space between barcodes are numbers !!! The First, Last AND Middle barcode are ALWAYS the SAME and are the number 6. This is the \u201cmark of the beast\u201d 666. Barcodes are on every article and on all documents WORLDWIDE.", "The Beast with Two Horns and a Dragon\n13:17and that no one would be able to buy or to sell, unless he has that mark, the name of the beast or the number of his name.\n*** No one on earth can buy or sell without using this barcode !\n13:18Here is wisdom. He who has understanding, let him calculate the number of the beast, for it is the number of man. His number is six hundred sixty-six.\n*** This 666 Mark (BARCODES) are the number of the Beast (SYSTEM).\nTHE BOOK OF REVELATION REVELATION 1 REVELATION 2 REVELATION 3 REVELATION 4 REVELATION 5", "The Beast with Two Horns and a Dragon\nREVELATION 6 REVELATION 7 REVELATION 8 REVELATIION 9 REVELATION 10 REVELATION 11\nREVELATION 12 EVELATION 13 REVELATION 14 REVELATION 15 REVELATION 16 REVELATION 17\nREVELATION 18 REVELATION 19 REVELATION 20 REVELATION 21 REVELATION 22\nTHE SEVEN SEALS OF THE APOCALYPSE THE TWO WITNESSES OF REVELATION\nTHE BEASTS OF REVELATION WHO IS THE ANTICHRIST PROPHECIES OF THE ANTICHRIST", "The Beast with Two Horns and a Dragon\nFiled Under: Prophecies Tagged With: 13:13, 13:14, 13:16, 13:17, 13:18, 42 months, 666, 666 code, 666 codex, a beast coming up out of the sea, a leopard, a mouth speaking great things and blasphemy, all who dwell on the earth will worship him, another beast coming up out of the earth, authority over every tribe, authority to make war, bar codes, be killed, been killed, blaspheme gods name, captivity, deceives my own people who dwell on the earth, dwell in heaven, everyone whose name has not been written from the foundation of the world, evil, exercises all the authority of the first beast in his presence, fatal wound was healed, feet like those of a bear, first beast fatal wound was healed, for it is the number of man, forty-two months, give breath to it, given marks on their right hands, great authority, he opened his mouth for blasphemy against God, he who has understanding, his number is six hundred sixty-six, horns, language, let him calculate the number of the beast, make an image to the beast who had", "The Beast with Two Horns and a Dragon\nhis mouth for blasphemy against God, he who has understanding, his number is six hundred sixty-six, horns, language, let him calculate the number of the beast, make an image to the beast who had the sword wound and lived, make war with the saints, makes the earth and those who dwell in it to worship the first beast, making fire come down out of the sky to the earth in the sight of people, marks on their foreheads, mouth of a lion, must be killed, nation, no one would be able to buy or to sell, on his heads blasphemous names, one of his heads wounded fatally, overcome the saints, people, performs great signs, Revelation 13, six hundred sixty-six, six-six-six, ten crowns, ten horns and seven heads, the beast, the beast spoke like a dragon, the book of life of the Lamb, the Book of Revelation, the dragon gave his authority to the beast, the dragon gave power to the beast, the endurance and the faith of the saints, the first beast, the free and the slave, the image of the beast, the image of the beast should both", "The Beast with Two Horns and a Dragon\nto the beast, the dragon gave power to the beast, the endurance and the faith of the saints, the first beast, the free and the slave, the image of the beast, the image of the beast should both speak, the name of the beast, the number of his name, the rich and the poor, the second Beast, the signs he was granted to do in front of the beast, the small and the great, the sword, the whole earth marveled at the beast, they worshiped the beast, those who dwell on the earth, throne, two horns like a lamb, unless he has that mark, who is able to make war with the beast, who is like the beast, wisdom, worship the image of the beast, worshiped the dragon"]

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https://www.kamakoti.org/kamakoti/articles/Preceptors%20of%20Advaita%20-%2049.html

Preceptors of Advaita - 49

["Preceptors of Advaita - 49\nSadasiva Brahmendra Sarasvati, the mahayogin and jivan-mukta, became a legend in his own lifetime. The seventeenth and eighteenth centuries saw a great flowering of the spirit in the Tamil country, especially in the Tanjore region under the enlightened rule of the Nyak and Maharashtra dynasties. Under the aegis of Sahaji (1684-1711) flourished a brilliant galaxy of poets and makers of music, scholars and thinkers who were noted alike for their personal purity and acuteness of intellect", "Preceptors of Advaita - 49\nMany of them, including it is believed Sadasiva\u2019s father, were settled in Sahajirajapuram, a royal grant for the encouragement of learning Great saints sojourned among them, providing the inspiration to the higher life. In Sadasiva, all the varied talent of that time of awakening seems to have met and blended harmoniously. His output as a poet and writer in the Vedantic tradition was slender", "Preceptors of Advaita - 49\nBut he touched the imagination of the people in a unique way, only Bodhendra and Sridhara Venkatesa, affectionately known as \u2018Ayyaval\u2019, being comparable to him in this respect.", "Preceptors of Advaita - 49\nMany miraculous tales are told about him, but few concrete facts are known. He was the disciple of Paramasivendra Sarasvati, the fifty-seventh head of the Kanchi Kamakoti Sankaracharya Pitha, whose greatness he repeatedly extols. Paramasivendra seems to have been a contemporary of the great poet Nilakantha Dikshita (born in 1612 A.D. or earlier); for his disciple Ramanatha was a contemporary of Ramabhadra Dikshita, the accomplished poet and grammarian, who was a pupil of Nilakantha and won his praise", "Preceptors of Advaita - 49\nAnd Ramanatha\u2019s pupil Nalla Adhvari, a younger relation of Ramabhadra Dikshita, acknowledges in his Advaita-rasamanjari Sadasiva as his spiritual preceptor after his Guru Paramasivendra. So we may take it that Sadasiva was born about the same time as Ramabhadra, in the early years of the seventeenth century.", "Preceptors of Advaita - 49\nHe mastered all the Sastras at an early age and was a formidable debater. But a mild word of rebuke from his Guru, says tradition, made him a mauni", "Preceptors of Advaita - 49\nHe spent his time mostly in the secluded peace and charm of the Kaveri banks as an avadhuta; only occasionally emerging, to bestow his grace on some fortunate individual such as Malhari Pandita, who requested him to bless his patron Serfoji (1911-29), who was childless, or Vijaya Raghunatha Tondaiman of Pudukkottah, or passing through the country-side like a silent benediction, radiating kindliness and compassion", "Preceptors of Advaita - 49\nAnd now for a brief survey of his works: Appayya Dikshita\u2019s works had great influence in that age of intellectual ferment and vigorous polemic. His Siddhantalesa-sangraha is a survey of the development of Advaitic doctrines after Sankara. Sadasiva made a verse compendium of it, evidently to serve as a refresher to the serious student engaged in manana. His commentary, Kesaravalli is an integral part of the work. It supplements the text, as well as elucidating it", "Preceptors of Advaita - 49\nThe verses convey, as the author justly claims, a depth of meaning in simple words. Indeed all his expository work is both concise and lucid.", "Preceptors of Advaita - 49\nOf his method in this work we can give but one instance here. The first section of the text treats of a question of Vedic exegetics\u2013whether the study of the Vedanta is enjoined as an apurva vidhi, a niyama vidhi, or a parisankhya-vidhi. Three verses are devoted to the statement of the first and the last views and to the conclusion (Vachaspati Misra\u2019s), which is that there is no vidhi at all involved here", "Preceptors of Advaita - 49\nBut as there are as many as nine varieties of the view that it is a niyama vidhi, the five major ones are set out in as many verses; while the minor varieties are relegated to the commentary, or altogether omitted, as being but derivatives or extended applications. Thus the seventh verse puts forward the Vivarana view that the injunction is restrictive, aiming at confining the study of the Vedanta to the traditional mode under a Guru by a proper adhikari", "Preceptors of Advaita - 49\nAnd the commentary mentions three possible violations of this injunction, which are prohibited by implications. These are (a) that an intelligent man might be tempted to rely on his own powers of mind to intuit the Vedantic truth, instead of studying and reflecting on it as revealed by the Upanishadic texts; or (b) he might dispense with the guidance of a Guru; or (c) that a dullard might be content to study Vedanta through un-canonical expositions in the vernacular.", "Preceptors of Advaita - 49\nIn such summary statement there is naturally no room for scholastic subtleties. But this may have the advantage of highlighting the main threads of argument. This is found to be eminently the case in the Brahma-tattva-prakasika, the brief but splendid gloss on the Brahma-sutra. While faithfully adhering to the Bhashya, Sadasiva makes no attempt to follow the master into the fascinating by-paths", "Preceptors of Advaita - 49\nTo take an instance at random, in explaining the sutras, \u201cIt (the Prana) is designated as having five functions, like the mind\u201d (ii-iv-ii), Sankara, after examining and rejecting as unsatisfactory a number of alternative reasons why the word \u2018five\u2019 in the sutra as applied to mind should be taken literally, concludes that it is intended merely to suggest, not a specific number, but plurality", "Preceptors of Advaita - 49\nSadasiva skips the discussions and simply states the conclusion and he brings out the Bhashya view of the sutra in these pithy words: \u201cBecause of its special and manifold functions, prana is subsidiary to the soul, resembling the mind in this respect.\u201d", "Preceptors of Advaita - 49\nThe Bhashyakara is occasionally laconic when from the context the meaning is fairly clear; as for example in III, ii, 25, especially when it is considered along with the succeeding sutras 29 and 34 where the word karmani, which he leaves unexplained, obviously refers to the act of wrapt worship (samradhana), which has the adjuncts (upadhis) of dhyana, etc. In fact the Bhamati and its sub-commentaries simply pass over the word", "Preceptors of Advaita - 49\nBut Sadasiva, following the ratnaprabha, elucidates karmani as dhyanadyupadhau karmani. Apparently he anticipated that there might be people like Thibaut, who, puzzled by the fact that \u201ckarmani is as good as passed over by him\u201d, confidently concluded, \u201cIt certainly looks here as if the Bhashyakara did not know what to do with the words of the sutra.\u201d", "Preceptors of Advaita - 49\nCommenting on II, ii, 37, the Bhashyakara reviews and refutes the schools that maintain that the Lord is only the efficient cause of the universe, not the material cause. Though he includes the Sankhya and the Yoga in this indictment and in this is followed by the Bhamati and its sub-commentaries, Sadasiva in his gloss does not refer to them but takes the attack as mainly directed against the Mahesvaras", "Preceptors of Advaita - 49\nThis is in all probability due to his view, set out in his work on the Yoga-sutra (described below) in commenting on the Yoga-sutra IV, 3", "Preceptors of Advaita - 49\nHis view is that the Sankhya does not recognize Isvara at all, holding that the sub-serving of the interest of the purusha alone is the teleological cause of the restarting of the heterogeneous activities of the gunas in pradhana after pralaya; while the yogis, though they do regard Isvara as the final cause, acting in the interests of the purushas, assign to \u2018dharma\u2019 and \u2018adharma\u2019, the role of efficient cause, which is a rather negative one in this system", "Preceptors of Advaita - 49\nIf the view here put forward is right, it should be clear that Sadasiva could take an independent line when he felt it necessary.", "Preceptors of Advaita - 49\nWhile thus unobtrusively condensing, elucidating, supplementing and qualifying, his main aim in his gloss is to give the student of bird\u2019s-eye view of the system. He brings out the coherence of the thought and the cogency of the argument, showing how, as the teaching develops through all its ramifications, the central thesis, the Brahman-atman equation, is never lost sight of", "Preceptors of Advaita - 49\nParticularly helpful is his practice of bringing out the logical connection (sangati), between adhyaya and adhyaya, pada and pada, sutra and sutra. His method of exposition is to set out under each sutra the subject, the doubt that necessitates the enquiry, the consequences that would flow from either of two possible conclusions and the leading arguments in support of the prima facie view and the view that is ultimately arrived at. In beautifully simple verses he sets out the kernel of every major section", "Preceptors of Advaita - 49\nThe Yogasudhakara, an extremely valuable gloss on the Patanjala-sutras, is undoubtedly Brahmendra\u2019s work. But this is the one major work of his, in which he does not anywhere mention Paramasivendra Sarasvati as his Guru. He pays homage, instead, to an unnamed Guru by whose grace, he says, he got the vidya and having \u201cchurned it in his mind\u201d (vilodya), wrote this Vritti. Paramasivendra Sarasvati has not left any work on Yoga", "Preceptors of Advaita - 49\nThe reference to Yoga and Kaivalya in his Dahara-vidya-prakasika suggest, rather, that his primary preoccupation was with the Upanishadic vidyas. Brahmendra may have studied Ashtanga-yoga under some other Guru", "Preceptors of Advaita - 49\nWe need not be surprised that one who attained the summits of Vedantic realization should have practiced Ashtanga-yoga, for the Bhagavatpada repeatedly points out that the Advaitin accepts such teachings of the yoga and other similar \u2018smritis\u2019 as are not opposed to the Vedanta and often refers to the fruits of Ashtanga-yoga1", "Preceptors of Advaita - 49\nBut Brahmendra, with his Vedantic background and from personal anubhava, seems to have reached conclusions regarding \u2018Isvara-pranidhana\u2019 and the state of Kaivalya, which are not strictly in conformity with the orthodox doctrine as expounded in the Vyasa Bhashya and Vachaspati\u2019s gloss, Tattvavaisaradi. While verse 63 of Atmavidya-vilasa says that he is transmitting the Upanishadic vidyas taught by his Guru Paramasiva, his familiarity with Patanjala yoga is clear from other slokas.", "Preceptors of Advaita - 49\nModern scholars have been puzzled by the seeming inconsistency between Yoga-sutra I-23 and Yoga-sutra II-1. \u2018Isvara-pranidhana\u2019 and \u2018kriya-yoga\u2019, terms which occur in the latter sutra, are interpreted by the Bhashya and the tika as pointing to the well-known Gita teaching of karma yoga. But \u2018Isvara-pranidhana\u2019 in Yoga-sutra I-23 is taken by them to mean \u2018special adoration\u2019 (bhakti-visesham). Brahmendra, however, interprets the term in the same way in both contexts, as meaning loving devotion only", "Preceptors of Advaita - 49\nSadasiva was a student of the Bhagavata and wrote a Bhagavata-sara. This probably had a decisive influence on his taking to the avadhuta life. He, it seems, made a collection of all the texts bearing on \u2018Paramahamsyacharya\u2019. His interpretation of kriya-yoga seems to be based on the rather specialized and restricted significance that term has in the eleventh skandha (see especially Ch.XX-6 to 9 and Ch.XXVII-1 & 9)", "Preceptors of Advaita - 49\nTaking all the Yoga-Sutras bearing on the subject together, he thinks three grades of authorities are distinguished. To him who cannot free himself from the lure of the world, karma-yoga is prescribed as part of niyama (see comment on II-28, 32 and 45). Yoga-sutra II-1 has in view the man whose mind is rather better controlled though not yet completely purified. Yoga-sutra I-23, applies to the man who has fully succeeded in that", "Preceptors of Advaita - 49\nWhen the mind is purified by devotion to \u201cthe Paramaguru who has in sport assumed an exceedingly winsome form\u201d, says Sadasiva Brahmendra (on yoga-sutra II-1), prema-bhakti, the intensified and exclusive devotion referred to in I-23, comes naturally. Pleased with that, the Lord grants the devotee the one-pointed concentration he yearns for and that leads in due course, to kaivalya.", "Preceptors of Advaita - 49\n? Intense and sustained pranava-japa, which is the praise of the Lord, when accompanied by loving concentration on Him, leads successively to the cessation of verbal activity (including japa), the inclining of the mind, by the grace of the Lord, towards quiescence and the detachment of the mind even from Him, for it achieves direct perception of the self (pratyasatti)", "Preceptors of Advaita - 49\nRecognising the similarity (sadrisya) between the self, \u201cits own master\u201d, which in its pristine state is free spirit (asanga-chidrupa) and Isvara, who is eternally and unchangeably that, it reminds the self of its true status; and then, its task done; it sinks down, like fire that has consumed its fuel", "Preceptors of Advaita - 49\nWhen abhyasa and vairagya have destroyed subliminal impressions, the pratyak-chiti (pure spirit) shines forth, established, says Brahmendra, in language reminiscent of the Upanishads, in its own glory (sve mahimni nirantaram nirvighnam avatishthate). From the above, it will be seen that Brahmendra\u2019s view of kaivalya is closer to the Vedantic conception of mukti, which is eternal bliss, than that of the Sankhya-Yoga, where it means a passionless and passive isolation for the purusha.", "Preceptors of Advaita - 49\nThis impersonal joy that goes with super-consciousness is in fact the key-note of all the creative work of Brahmendra. His poems and songs represent this totality of experience. Flashes of poetry illuminate the philosophical poems, even as mystical ecstasy communicates itself through an unforced lyricism in the kirtanas. And the golden thread of bhakti runs through them all.", "Preceptors of Advaita - 49\nWhile in a sense all his poems are in adoration of the Guru, whom he looked upon as his God, the short Navamani-mala is specifically in praise of Paramasivendra, \u201cwho from the purest compassion bestowed on me the dazzling gem of the Atmavidya\u201d. In the Svapnoditam, he describes how the duality of seer and seen disappeared, \u201cwhen by the grace of the moon, my Guru, I was submerged in the swelling sea of the chit and I saw naught but Self\u201d", "Preceptors of Advaita - 49\nIn the beautiful Dakshinamurti-dhyanam, he describes the glorious form of the Paramaguru and how He should be meditated upon as the Nirguna, the One without a second. But the most important work of Sadasiva in this class in his brilliant Guru-ratna-malika in eighty-seven verses which he wrote at the instance of Atmabodha, his fellow-disciple and successor of Paramasiva on the Sankara pitha", "Preceptors of Advaita - 49\nFollowing the Punyasloka-manjari of his parama-guru, Sarvajna-sadasiva-bodha, fifty-sixth head of the Kanchi pitha, he celebrates that long and brilliant succession of yogis and jivan-muktas.", "Preceptors of Advaita - 49\nThe age in which Sadasiva lived was one of keen theological controversy. His own Guru was a master of polemic. In his Dahara-vidya-prakasika and his commentary on the Siva-gita, Paramasiva, while paying his homage to Vishnu, vigorously maintains the supremacy of Para-siva, as \u201cthe Paramatma seated in the heart\u201d", "Preceptors of Advaita - 49\nAt the same time, as his special contribution to the literature of Nama-siddhanta, he collected from the Upanishads and other sacred texts, in his Svarupanusandhana which is not yet published, more than a thousand names connoting Brahman, with extensive commentaries thereon. Of this latter work Sadasiva offers a selection in his short poem Atmanusandhana", "Preceptors of Advaita - 49\nHis heart was drawn to Siva, \u201cyoginam paramam gurum\u201d, even as Appayya\u2019s was; but he remained unshaken in his Advaitic conviction, which is incompatible with the kind of sectarian mentality that depreciates Vishnu at the expense of Siva and vice versa. His poems on Paramesvara in the Navaratnamala, the Svanubhuti-prakasika and the Siva-manasa-puja show the ecstatic devotion", "Preceptors of Advaita - 49\nBut in these, as in the kirtanas, his mind passes with effortless ease from surrender to the Divine Personality to absorption in the Bliss of Brahman.", "Preceptors of Advaita - 49\nAbout twenty-five of his kirtanas are available; half a dozen of these sing Rama, - \u201cHe sports within me in the cave of the heart, with Peace, the daughter of Videha, for his companion\u201d. He devotes an equal number of songs to the Vanamali, Nanda\u2019s darling. And the bliss of the Unconditioned Absolute is celebrated in a dozen songs. It is not possible to explain in words, the charm of songs like \u201cmanasasanchara re\u201d, \u201csarvam brahmamayam\u201d, or \u201cchinta nasti kila\u201d", "Preceptors of Advaita - 49\nThey rain down a gentle influence on the heart, laying all doubts, lulling the ego and bringing the passionless peace that rejoices the sophisticate and the simple alike.", "Preceptors of Advaita - 49\nIt is in the Atmavidya-vilasa, which enshrines the quintessential experience of the mukta that Brahmendra\u2019s soul engages in its loftiest flight. There are two versions \u2013 one in sixty-two lovely Arya verses, which is far better known and perfect as a pearl; though the other, in forty-six verses, like another poem, the Bodha-arya-prakarana attributed to Brahmendra, is not without flashes of beauty, it is versified philosophy rather than metaphysical poetry.", "Preceptors of Advaita - 49\nThe Atma-vidya-vilasa is a spiritual autobiography, from which the merely contingent and ephemeral have been excluded. The quest, the practice and the perfection are all recorded, not systematically, but with the higher logic of poetry. It is the canticle of praise by the soul that has found itself, returned to its own home, its long odyssey done \u2013 the nightmare travail on the phantom sea of sankalpa and vikalpa. To him who knows their use all things are useful", "Preceptors of Advaita - 49\ntvamaham-abhimana-hino\nmodita-nanajanacharah\nviharati balavadeko\nvimala-sukhambhonidhau magnah\nHe is a rasa-jna, tasting the eternal sweetness of the Chit. Nature \u2013\u2013 \u201cred in tooth and claw\u201d for us \u2013 ministers to him, the fine river sand a softer bed than eiderdown:\nvijnana-nadi kunja-grihe\nmanjula-pulinaika-manjutara-talpe\nsete kopi yatindrah\nsamarasa-sukha-bodha-vastu-nistandrah", "Preceptors of Advaita - 49\nHe no longer takes; he gives. Bringing us wisdom and joy like some supernal sun and moon, cooling the consuming fire of passion like the breeze of heaven, he realizes for us the transcendent glory that is symbolized by the song of the cuckoo, the dance of the peacock, the serenity of the swan. He knows samadhi with and without object, he has practiced tapas and vairagya; he has borne without resentment the jeers and flouts of the ignorant. But all that is past", "Preceptors of Advaita - 49\nHe neither praises nor blames neither rejects nor requests. He is always and everywhere at home, nothing is alien to him. He is the king established in his own kingdom, the Peace that passeth understanding; he who, being nothing is everything:", "Preceptors of Advaita - 49\nvastunyastamitakhila-visvavihare vilinamanah\nrajati paranapeksho rajakhila-vitaraganam.\nIt was this purnatva, plenitude of light and bliss that made men say, who had a fleeting vision of that Suka-like spirit:\nSadasiva-brahma-rupam brahmadraksham chirepsitam.\nVidyaranya in his commentary on Aparokshanubhuti, however, only grudgingly concedes a subordinate and ancillary use for Patanjala yoga in the case of manda-adhikaris.\nPreceptors of Advaita - Other Parts:\nVasishta Shakti Parasara Vyasa Suka Gaudapada", "Preceptors of Advaita - 49\nGovinda Bhagavatpada Sankara Bhagavatpada Padmapada Hastamalaka Totakacharya Survesvara\nVimuktatman Sarvajnatman Mandanamisra Vachaspatimisra Jnanaghanapada Prakasatman\nSri-Harsha Anandanubhava Anandabodha Chitsukha Anubhutisvarupa Amalananda\nAnandapurna-\nVidyasagara Ramadvayacharya Pratyagsvarupa Sankarananda Vidyaranya Govindananda\nSankhapani Lakshmidhara Sadananda Sadananda Kashmiraka Prakasananda Ramatirtha", "Preceptors of Advaita - 49\nNrisimhashrama Ranga Raja Nrisimha Bhattopadhyaya Appayya Dikshita Madhusudana Sarasvati Dharmarajadhvarin\nMahadevananda Sarasvati Gangadharendra Sarasvati Paramasivendra Sarasvati Nallakavi Sadasiva Brahmendra Sarasvati Some Pre-Sankara Advaitins\nAnandagiri Brahmananda UpanishadBrahmendra Kalidasa Krishnamisra Jnanadeva\nNischaladasa Tandavarayar Potana SRI SANKARA AND SANKARITE INSTITUTIONS KAMAKSHI\u2013-THE AMNAYA-SAKTI Kamakoti & Nayanmars", "Preceptors of Advaita - 49\nSRI KAMAKOTI PITHA OF SRI SANKARACHARYA Sage of Kanchi JAGADGURU SRI CHANDRASEKHARENDRA SARASVATI On Advaita JAGADGURU SRI CHANDRASEKHARENDRA SARASVATI On The significance of Shankara Jayanti"]

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RedPajama-Data-V2

https://piercenahigyan.com/2012/09/28/abutment/

"The Mysterious Disappearance of Submarine Soil: A Tale of Bridge Building and Underwater Secrets"

["The Mysterious Disappearance of Submarine Soil: A Tale of Bridge Building and Underwater Secrets\nIn building the bridge that would connect the island town of Tiki-Free with the peninsular colony of Tiki-Bagombo, it was discovered, at a disturbingly late stage of the construction, that the underwater spots that were to serve as the bridge\u2019s anchorages were absent from the submarine soil", "The Mysterious Disappearance of Submarine Soil: A Tale of Bridge Building and Underwater Secrets\nThis news was disturbing in itself, but it perturbed Chief Odwalla, who had promised his tribesmen (and the few voting landed women) on both sides of the ocean that the bridge would be completed in time for the great festival of seasonal transition scheduled next month, as it had been for the last four hundred moons of recorded history.", "The Mysterious Disappearance of Submarine Soil: A Tale of Bridge Building and Underwater Secrets\nThe Chief took his primary architect aside and asked, kindly, what the holdup was. For Chief Odwalla, this kindness extended to allowing the primary architect to keep his favorite toe, but no more. After thanking his glorious moon-bestowed sachem for his tolerance, the architect explained in halting, bloodless hiccups that the submarine soil that was meant to provide the foundation for the bridge\u2019s abutments had disappeared", "The Mysterious Disappearance of Submarine Soil: A Tale of Bridge Building and Underwater Secrets\nThe Chief first asked where the soil had gone to, and then if it might be coaxed into returning. The architect explained, while bandaging his leaking stumps with wads of Mellowberry leaves and tobacco paste, that the terrain appeared, to their most seasoned divers, to have simply fallen deeper into the earth than their lungs allowed them to visit. And attempts to cajole the soil back to its former shelf were unsuccessful", "The Mysterious Disappearance of Submarine Soil: A Tale of Bridge Building and Underwater Secrets\nThe Chief then asked if more dirt might be pushed into the holes, to make up the difference. The architect replied that they had tried that, for the last ninety days, with limited success. The sand would rise to the lips of the holes, only to drop away after several hours. It was his professional opinion that there was something large beneath the dirt, perhaps feasting on the dirt, or at the very least using the piles of sand for its own amusements", "The Mysterious Disappearance of Submarine Soil: A Tale of Bridge Building and Underwater Secrets\nThe Chief asked what that could be, and the architect produced a list of marine gods they had sacrificed to, or failed to appease, in the last ten moon cycles. The Chief considered this list and then had it burned into the architects belly while he considered his options.", "The Mysterious Disappearance of Submarine Soil: A Tale of Bridge Building and Underwater Secrets\nWhen the branding had ceased, the primary architect rose on lopsided feet and asked if Chief Odwalla might consider a ferry instead of a bridge.", "The Mysterious Disappearance of Submarine Soil: A Tale of Bridge Building and Underwater Secrets\nLet it be known that when the primary architect was laden with heavy rocks and tossed into the mouth of the largest hole, he was somewhat relieved to be demoted to ritual sacrifice. He felt that the stone and mortar buttressing required for the proposed bridge\u2019s central abutments was lacking in long-term feasibility, insofar as his engineering skills allowed. The cool water was also a relief on his scorched and ink-stained belly", "The Mysterious Disappearance of Submarine Soil: A Tale of Bridge Building and Underwater Secrets\nHe would not be able to breathe long, coming from a clan of thatchers, not divers, but if the sand-eating god at the bottom of the world might indulge him, perhaps they could together build a roof of bubbles to appease Chief Odwalla and his campaign promise."]

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RedPajama-Data-V2

https://kristy-rows.com/2022/10/03/6-signs-of-clogged-arteries/

"6 Signs of Clogged Arteries: Understanding the Consequences and Symptoms"

["6 Signs of Clogged Arteries: Understanding the Consequences and Symptoms\n6 signs of clogged arteries\nAtherosclerosis: What are the consequences?\nFat streaks gradually develop in the artery and make its walls thick and hard. The latter shrinks and clogs, hampering good blood circulation. The arteries that supply the heart, neck, and legs are also the most affected. In addition, this fatty mixture of plaque can break off to form a blood clot; thus, it can pass through the blood vessels and block the flow of blood to other organs in the body.\nSo this can lead to:", "6 Signs of Clogged Arteries: Understanding the Consequences and Symptoms\nCoronary artery disease that can cause a heart attack\nCarotid artery disease that causes stroke or transient ischemic attack\nThe peripheral arterial disease affects the arteries that supply the lower extremities, such as the hips, legs, or even the feet.\nAn aneurysm is characterized by swelling of the arterial wall. It can rupture and cause bleeding in the brain and thus affect vital diagnosis.\nSigns of clogged arteries", "6 Signs of Clogged Arteries: Understanding the Consequences and Symptoms\nAccording to WebMD, clogged arteries often have no symptoms. However, when the artery is 70% blocked, symptoms such as:\nIn the case of coronary artery disease", "6 Signs of Clogged Arteries: Understanding the Consequences and Symptoms\nThe first symptom is chest pain, also called angina, which is mainly due to reduced blood flow to the heart. Difficulty breathing occurs due to a lack of oxygen in the heart and lungs. Thus, severe fatigue also appears, which slows down the blood flow to the heart, which leads to muscle weakness. Coronary artery disease can also manifest as a myocardial infarction (MI), heart attack, heart failure, or heart rhythm disturbances", "6 Signs of Clogged Arteries: Understanding the Consequences and Symptoms\nMyocardial infarction occurs when an area of \u200b\u200bthe heart muscle called necrosis dies. And for good reason, heart muscle cells no longer provide oxygen when coronary arteries are clogged. Symptoms of myocardial infarction may present as an exacerbation of angina pectoris and sudden, excruciating pain that may permanently radiate to the jaw, left arm, and sometimes to the back and stomach.", "6 Signs of Clogged Arteries: Understanding the Consequences and Symptoms\nWe will see the symptoms of a cerebral vascular accident (CVA) appear, which are characterized by\nFeeling of general weakness or numbness in one part of the body. This weakness is unusual and may be a sign of fatty deposits in the arteries, causing them to narrow.\nDifficulty moving an arm or leg\nOne-sided loss of vision\ndifficulty speaking\nSevere headache and nausea\nAs part of a peripheral disease", "6 Signs of Clogged Arteries: Understanding the Consequences and Symptoms\nThere is usually pain in the legs, calves, buttocks, or thighs. Therefore, even after walking or walking a short distance, you feel heaviness in the legs or pain in the feet, this may be a warning sign of clogged arteries. Inadequate blood circulation causes discomfort and pain due to clogged arteries and affects blood flow to organs. Cramps can occur even at night. Other symptoms such as cold feet or delayed healing of foot injuries may occur.\nHere are some of the often overlooked signs:"]

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RedPajama-Data-V2

https://www.browardpalmbeach.com/news/jail-medical-staff-left-paralyzed-inmate-on-floor-covered-in-urine-and-feces-according-to-lawsuit-6885527

Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit

["Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nJail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nKyle Swenson March 12, 2015 9:06AM", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nArmor Correctional Health Services, the Miami-base medical provider embroiled in a lawsuit in Broward County, has been hit with another suit. This time, the legal action was filed in Sarasota County. Like the Broward case, it alleges that Armor staff failed to give proper medical attention to an inmate in need", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nThis time, however, the experience culminated in a hellish situation in which the inmate allegedly was left paralyzed in a jail corridor, covered in his own piss and shit, for more than two hours while jail staff and health providers went about their business.", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nIn April 2014, Christopher Datta, age 22, was taken into custody at the Sarasota County jail after a probation violation. A year earlier, Datta had also been admitted to the facility after an arrest for marijuana and Xanax possession. From that previous stay, Datta had told prison staff about his medical conditions, a \"history of spinal stenosis and herniated/bulging discs in his lower back with sciatica,\" so says the lawsuit", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nBut a few days into his stay, Datta began to feel more back pain than usual: \"When he would lie down, sharp pain would shoot down from his lower back into his right buttock and right leg.\" When he asked a correctional officer if he could be taken to the infirmary, he was told he'd have to wait because he wasn't suffering a seizure or heart attack.", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nTwo hours later, his condition had deteriorated to the point that he needed the help of correctional officers to get down the stairs and into a wheelchair to go to the infirmary. But the nurse who saw Datta wouldn't send him to the hospital. Instead, she gave him hot towels for his pain and sent him back to the general population, according to the lawsuit.", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nA doctor did not evaluate Datta. Jail guards refused his request to go back to the infirmary when his pain increased. By the morning of April 18, he collapsed on the way to the shower. Other inmates had to prop him up with a chair under the showerhead so he could bathe.", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nThe pain increased. By the time he was next seen by medical staff in the infirmary, Datta reported he \"could not feel anything from his waist to his feet other than an extremely painful burning sensation in his legs, that he tried to use the bathroom but was unable to make himself go, and that he could not put any pressure on his legs and could not walk.\"", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nStill, the facility doctor did not come in to evaluate Datta. Eventually, it got to the point that he was screaming in pain from his cell. Instead of providing more treatment, staff placed Datta in a \"special management cell, which was a concrete room with doors made of steel between the cell and the hallway, so he and the other nurses and officers did not have to listen to Mr. Datta screaming for medical attention.\" Eventually, he screamed and banged on the walls until he passed out.", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nThe next day, Datta was again evaluated by nurses -- but no doctor. That day, he couldn't move on his own and hadn't had a bowel movement in days. When he finally had the urge, he asked for the nurse's help in getting from his wheelchair to the bathroom. She allegedly told him to go on his own.", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nWhile trying to get there, Datta collapsed on the hallway floor, where he urinated and defecated on himself. He was allegedly left there in his own filth for two hours. At one point, someone slid a mat under him. Someone cut off his dirty pants and gave him a towel. He was \"harassed, taunted, and embarrassed,\" the lawsuit says. \"Female inmates were walked by the cell and were able to view him as he law there on the floor exposed and covered in urine and stool [sic].\"", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nAgain, when Datta asked to be taken to the hospital, his request was denied. Eventually, the jail doctor examined Datta -- only once in his stay between April 11 and April 23. On the latter date, Datta had a court appearance. He was released on house arrest but was allowed to visit the hospital first. \"The officers at the Jail would not arrange for him to be transported to a hospital,\" the lawsuit claims, \"so he wheeled himself to a payphone outside of the Jail and called an ambulance.\"", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nAt the hospital, doctors determined Datta needed emergency surgery on his back. The inmate's suit claims that today he has \"permanent and profound neurological deficits\" due to the alleged delay in treatment at the jail. These include \"saddle paresthesia, bowel and bladder dysfunction, inability to obtain an erection, bilateral weakness in his lower extremities, and decreased sensation and tingling in his lower extremities.\"\nDude was only 22.", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\nThe lawsuit goes on to make a bigger claim: that Armor's Sarasota staff are \"encouraged not to send inmates to the hospital for emergency medical services and to delay sending inmates to the hospital for emergency medical.\"\nDatta is suing Armor and the company's staff for deprivation of civil rights and malpractice.\nIn the Sarasota Herald Tribune, Armor released the following statement about the case:", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\n\"Armor Correctional Health Services' policy is to strictly adhere to medical protocols for individual situations, diagnoses, and incidents. Due to Federal HIPAA regulations and out of respect for patients, family, and others allegedly involved, we do not comment specifically on the patient's case, but our medical records certainly do not confirm what is alleged.", "Jail Medical Staff Left Paralyzed Inmate on Floor Covered in Urine and Feces, According to Lawsuit\n\"Armor's team of dedicated health-care providers has extensive experience in providing correctional health care and has consistently provided a high level of health care to individuals facing a wide array of medical issues.\"\nSend your story tips to the author, Kyle Swenson.\nFollow Kyle Swenson on Twitter:\nFollow @kyletalking\nFollow @NewTimesBroward\nKyle Swenson\nContact: Kyle Swenson\nTwitter: @kyletalking\nKill My Wife. Please!\nA Porn Star, a Tortured Beauty Queen, a Dead Millionaire, and a Half-Smoked Joint"]

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RedPajama-Data-V2

https://worldbulletin.dunyabulteni.net/archive/turkish-army-calls-off-offensive-in-northern-iraq-for-now-h18876.html

Turkish Army calls off offensive in northern Iraq, for now

["Turkish Army calls off offensive in northern Iraq, for now\nTurkish Army calls off offensive in northern Iraq, for now\nTroops returned to their bases in Turkey yesterday after an incursion into northern Iraq against the outlawed PKK there.\n01 Mart 2008 Cumartesi 09:14\nA convoy of Turkish military trucks carrying elite troops return from northern Iraq in \u00c7ukurca in Hakkari province at the Turkey-Iraq border on Friday.", "Turkish Army calls off offensive in northern Iraq, for now\nTroops returned to their bases in Turkey yesterday after an incursion into northern Iraq against the outlawed Kurdistan Workers' Party (PKK) there, the military announced, ending a week-long offensive earlier than expected and stating that similar operations would be carried out in the future if necessary.", "Turkish Army calls off offensive in northern Iraq, for now\nThe military and the government have repeatedly said the troops would return as soon as the planned objectives have been accomplished. But even the most optimistic estimates saw the operation as lasting at least two weeks", "Turkish Army calls off offensive in northern Iraq, for now\nIn a statement posted on its Web site, the military set out the objectives as \"rendering terrorists in the region ineffective and damaging the physical infrastructure used by the organization.\" The PKK's heartland, the Zap region near the Turkish-Iraqi border, has been targeted in the offensive, it also said, contrary to earlier media reports that the PKK bases in the Kandil Mountains, located about 100 kilometers away from the border, would be rooted out.", "Turkish Army calls off offensive in northern Iraq, for now\nOpposition parties have called for a prolonged stay in northern Iraq, saying the troops should not return without establishing a buffer zone or destroying all PKK targets in northern Iraq. But the government and military have said repeatedly that the operation would be limited in time and scope. The statement also said: \"Of course, it is not possible to render the terrorist organization completely ineffective with one operation in a certain region", "Turkish Army calls off offensive in northern Iraq, for now\nThe military said some 300 terrorists were in the area the operation targeted before the incursion began. Throughout the operation, which began late on Feb. 21 and lasted until yesterday morning, some 240 terrorists were killed and the rest fled the area, according to the military. Shelters, communication facilities and logistics materials were also destroyed. \"Thus, it has been considered that the objectives of the operation set out at the beginning have been accomplished,\" it said", "Turkish Army calls off offensive in northern Iraq, for now\nThe ground offensive, the biggest anti-PKK operation in a decade, had the consent of the United States, which provided intelligence to assist the counter-PKK attack, but Washington had stepped up its pressure for a quick conclusion of the operation over the past few days, fearing a prolonged stay could destabilize northern Iraq and harm US ties with Iraqi Kurds.", "Turkish Army calls off offensive in northern Iraq, for now\nUS Defense Secretary Robert Gates, on a visit to Ankara on Thursday, repeated once again that the operation must be short term, and US President George W. Bush said hours later that \"the Turks need to move, move quickly, achieve their objective and get out.\"", "Turkish Army calls off offensive in northern Iraq, for now\nChief of General Staff Gen. Ya\u015far B\u00fcy\u00fckan\u0131t said in response that the \"short term is a relative notion\" that could mean \"one day or one year.\" Government officials also told Gates that the Turkish Army had no intention of staying once its objectives are accomplished.", "Turkish Army calls off offensive in northern Iraq, for now\nThe military, which has conducted aerial strikes on PKK targets in northern Iraq since Dec. 16 under a parliamentary authorization valid for one year, suggested that more cross-border operations could take place in the future if necessary. \"The north of Iraq will be monitored closely in regard to PKK activities, and the terrorist organization will not be allowed to pose a threat to Turkey from this region,\" it said. \"Anti-terror measures will continue at home and abroad.\"", "Turkish Army calls off offensive in northern Iraq, for now\nDeputy Prime Minister Mehmet Ali \u015eahin also said the parliamentary authorization, passed in late October, could be used for further operations. \"This operation has achieved its goals. The authorization could be used again if necessary,\" he said.", "Turkish Army calls off offensive in northern Iraq, for now\nIn Washington, White House Press Secretary Gordon Johndroe said \"it was a targeted and relatively short operation\" as requested by Gates and added, \"But I would certainly expect that in the future, that unless the PKK gives up terrorism, that we're going to have to continue to work with the Turks and the Iraqis to go after them.\"", "Turkish Army calls off offensive in northern Iraq, for now\n\"I think there's one thing that remains clear, and that is the United States, Turkey and Iraq all will continue to view the PKK as a terrorist organization that needs to be dealt with. So we will continue to have cooperation with them on dealing with that organization,\" Johndroe said.", "Turkish Army calls off offensive in northern Iraq, for now\nThroughout the operation, some 272 PKK targets were hit. Dozens of caves, shelters, command centers, training and logistics centers and transportation facilities have also been destroyed. The offensive has claimed the lives some 27 security personnel, including three government-paid village guards. Tanks or other armored vehicles have not been used during the operation, the military said.\nNO OUTSIDE PRESSURE", "Turkish Army calls off offensive in northern Iraq, for now\nThe military also asserted that there was no outside influence on the decision to pull out troops, referring to US statements on Thursday calling for quick withdrawal. \"The start and end dates of the operation have been decided purely on the basis of military needs and requirements. There has been no inside or outside influence on the decision,\" it said", "Turkish Army calls off offensive in northern Iraq, for now\n\"Some of the troops had already returned on the day when some reports on this issue emerged,\" it went on, referring to Thursday, when Gates visited Ankara.", "Turkish Army calls off offensive in northern Iraq, for now\nBut in a sign that the timing of the withdrawal might have come as a surprise to the government, the Prime Ministry revised the text of an address by Prime Minister Recep Tayyip Erdo\u011fan to the nation yesterday afternoon to take into account the troop pullout, hours after an embargoed copy of the speech which spoke of continuing operations was sent to the semi-official Anatolia news agency.", "Turkish Army calls off offensive in northern Iraq, for now\nErdo\u011fan, who was attending an economy meeting when the first reports of Turkish withdrawal broke, met with his military advisor, Lt. Gen. Nusret Ta\u015fdelen, later in the day. Ta\u015fdelen is also the head of the Operations Department at the General Staff.", "Turkish Army calls off offensive in northern Iraq, for now\nThe beginning date of the operation also came as a surprise, as many experts had predicted it would be unwise to launch a ground offensive in the mountainous northern Iraq in the winter. The military said the timing was intentional, in order to catch the PKK unprepared and to make best use of the armed forces' capacity to carry out operations in less favorable weather conditions.\nThe statement called on PKK members to leave the organization and take refuge in the \"justice and compassion of the state.\"", "Turkish Army calls off offensive in northern Iraq, for now\nHours before the military statement was released, Iraqi Foreign Minister Hoshyar Zebari said all Turkish troops had withdrawn, adding: \"We welcome this; we think this is the right thing for Turkey to do.\" He said the withdrawal showed that the \"military carried out its promises\" to remove Turkish troops after finishing operations against the PKK.", "Turkish Army calls off offensive in northern Iraq, for now\nIn Ankara, however, an opposition lawmaker slammed the government for what he called \"unfortunate timing\" of the troop withdrawal. \"The timing was wrong. The government has failed to show enough political will to support the operation\" after Gates called for a quick end to it, said Oktay Vural, deputy parliamentary group chairman of the Nationalist Movement Party (MHP).", "Turkish Army calls off offensive in northern Iraq, for now\nEarlier, a US official in Baghdad said: \"We are seeing a limited portion of the troops that had entered Iraq moving back toward Turkey. [It is] too early to call this a withdrawal.\"\nIraqi Kurds, long suspicious of neighboring Turkey, fear it is seeking to undermine the autonomy of Iraq's oil-rich Kurdish region. Ankara says it wants only to end terrorism.\nToday's Zaman\nT\u00fcrkiye celebrates 99th anniversary of Republic Day\nExplosions due to missile strikes reported in Ukraine's Kharkiv region", "Turkish Army calls off offensive in northern Iraq, for now\nTurkish, Greek defense ministers meet in Brussels\nHuge fire erupts on strategic bridge linking Crimea to Russia\nDeath toll from Indonesia football riot, stampede jumps to 174: Official"]

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RedPajama-Data-V2

http://www.ilionalumni.com/1964/1964_noreen_jones_memorial.html

Class of 1964 Noreen Jones Memorial

["Class of 1964 Noreen Jones Memorial\nClass of 1964 Noreen Jones Memorial\nBenedict (Bennie) X. DiPiazza, of Frankfort, met Ilionite Noreen Jones in the Summer of 1961. Bennie had just graduated from high school and was working as a lifeguard at the Frankfort swimming pool. Noreen had just finished her freshman year at Ilion High School. She went to the pool with her two small cousins.", "Class of 1964 Noreen Jones Memorial\nDiPiazza claims he dated Noreen for three years. Noreen Jones' family insisted she never dated Bennie DiPiazza. Margaret Rella of Frankfort, Noreen's aunt, said that Noreen went to St. Mary's Academy, a Little Falls Catholic high school, and lived with her aunt and uncle there, in order to get away from him. Margaret Rella recalled that DiPiazza made obscene phone calls in the middle of the night, drove by their houses, looked in windows and shouted obscenities", "Class of 1964 Noreen Jones Memorial\nThere were reports that a crying Noreen had gone to a neighbor's house, after being approached by DiPiazza, on the street. Noreen's Aunt Margaret also reported that DiPiazza, broke into the Jones' home and stole a photograph of Noreen. Benjamin DiPiazza, the father of Bennie, insisted that the picture be returned.", "Class of 1964 Noreen Jones Memorial\nIn February 1964, DiPiazza and Noreen were alone in the Jones family home on Main Street in Ilion. He wanted to discuss their future together. He wanted to talk about marrying Noreen after she graduated from college. DiPiazza recounted, \"She told me to get her off my mind, to forget about her entirely, she was going off to college.... I was hurt and angry. She said I hit her, but I don't remember it.\"", "Class of 1964 Noreen Jones Memorial\nNoreen's parents, George Jones a custodian in Ilion schools, and his wife Flora, sought the help of the Herkimer County District Attorney in protecting their daughter, Noreen.", "Class of 1964 Noreen Jones Memorial\nA meeting was held in the office of District Attorney Albert W. Schneider in March 1964. The DiPiazza and Jones families, including Noreen and Bennie, were at the meeting. Bennie DiPiazza signed a pledge never to approach Noreen or her parents again. However, after the meeting, in the hallway, DiPiazza punched the 17 year old Noreen Jones in the face and broke her nose. As her father was helping her up, DiPiazza jumped Mr. Jones, picked him up, and threw him on an inch thick seat that broke in half", "Class of 1964 Noreen Jones Memorial\nBennie DiPiazza was charged with assault and placed on probation. If he violated the terms of his probation, by bothering Noreen or her family, he risked spending a year in jail. DiPiazza hated District Attorney Schneider and in a 1990 interview with the Observer Dispatch said \"I resent Schneider to this day.\"", "Class of 1964 Noreen Jones Memorial\nIn July 1964, an argument between Bennie and his own father resulted in Bennie's being sent to St. Louis, MO to stay with his grandfather for two weeks. The grandfather, Anthony DiPiazza, was 70 years old at the time. He had served 18 years in Auborn for a murder conviction in the slaying of Nicholas DiMaggio. DiMaggi's body was found with five bullets in his head. The victim was discovered on Columbus Day 1931, on Railroad Street in Frankfort", "Class of 1964 Noreen Jones Memorial\nThe elder DiPiazza claimed the police had framed him, after they grilled him constantly, for 48 hours. After his release from Auborn, Anthony DiPiazza moved to St. Louis where friends gave him a job and a place to stay. Twenty year old Bennie DiPiazza would not accept the same offer from his grandfather and instead, returned to Frankfort in August 1964.", "Class of 1964 Noreen Jones Memorial\nOn the afternoon of August 27, 1964, Noreen Jones and her father went to a bank in Frankfort. Noreen entered the bank to obtain a school loan to attend Mary Regina College, in Syracuse. She planned to major in elementary education. Her father waited outside on a bench until he saw Bennie DiPiazza behind the wheel of a pink Buick.\nAfraid for his daughter's safety, Mr. Jones went into the bank to get Noreen. When they came outside, DiPiazza was standing nearby, watching them.", "Class of 1964 Noreen Jones Memorial\nMr. Jones left his car, which was parked off Main Street, and hitched a ride with the driver of a van waiting at the street light. He brought his daughter to her Aunt Frances Irons' home. He and Mrs. Irons drove back to retrieve his car.", "Class of 1964 Noreen Jones Memorial\nOn the ride back to get Mr. Jones' car, they stopped at the DiPiazza home on Pleasant Avenue to speak with Bennie's parents. No one was home but as they were leaving they encountered Bennie. Bennie threatened to ram their car with his pink Buick if they didn't pull over. Bennie's exchange with Mr. Jones is documented in more than 1000 pages of trial transcript. \"Gomer [Mr. Jones' nickname], you sonofabitch, you... If you tell lies to my probation officer, I'm gonna get you.\"", "Class of 1964 Noreen Jones Memorial\nAfter leaving the DiPiazza home, Frances Irons called the Frankfort Police Department. She spoke with the only officer on the day shift Acting Chief, George Grates. He arrived at her house at 1:50 PM.\nBennie DiPiazza continued riding around in the Buick. He picked up two high school girls and brought them to a dairy bar. He drove by the Irons home and saw the parked police car.", "Class of 1964 Noreen Jones Memorial\nWhile Chief Grates rode around the village looking for DiPiazza, Noreen and her Aunt took the Irons children out for ice cream. They reached the Royal Market, on Main Street, when DiPiazza pulled up to the curb and told Noreen, \"You, you're next.\" Noreen replied, \"Bennie, what are you so steamed up about?\"", "Class of 1964 Noreen Jones Memorial\nDiPiazza got out of the car, and slammed the door. Noreen ran heading for the police station, which was located in the rear of the Village Hall building. She was screaming, \"God help me, it's him, it's him. He's got a gun, he's got a gun...\"", "Class of 1964 Noreen Jones Memorial\nBennie opened fire with his Beretta, in front of Noreen's Aunt, two small cousins and three other witnesses. Village Clerk Fred Petrell, grabbed DiPiazza's arm trying to deflect the shots. Noreen fell to the floor, behind a table and started crawling under it. DiPiazza emptied his gun. Noreen had been hit six times; twice in the heart, once in the lung, liver and kidney. Chief Grates arrived and DiPiazza made no move to escape. Later, DiPiazza said, \"They made me do it, I had to do it.\"", "Class of 1964 Noreen Jones Memorial\nOn August 31, 1964, 1500 mourners attended the funeral of 17 year old Noreen Jones. Her body was interred in Mount Olivet Cemetary in Frankfort.\nOn October 21, 1964, 20 year old Benedict X. DiPiazza was indicted for the 1st degree murder of Noreen Jones.", "Class of 1964 Noreen Jones Memorial\nThe trial of Bennie DiPiazza was held in the spring of 1965. During the trial, Dr. Orgel, a Syracuse psychologist testified for the defense. He said DiPiazza scored an overall IQ of 122 on the Wexler-Bellevue intelligence tests... which would place him in the superior range. But on Rorscharch \"ink blot\" and \"figure drawing\" tests, Orgel found disturbing characteristics. DiPiazza, in Orgel's opinion, had feelings of inadequacy, tense hostility, destruction and sadism", "Class of 1964 Noreen Jones Memorial\nHe had to prove to himself and others that \"...\"he's a male, and as competent as any other male... My observations indicate he is chronically antisocial...maintains no loyalty, is frequently callous, and shows a gross lack of responsibility and a lack of exercise of judgement.\"", "Class of 1964 Noreen Jones Memorial\nIn Orgel's testimony, anything \"...that threatens his view of himself as a male\" might cause him to \"fly into a rage with little provocation.\" Orgel labeled DiPiazza a \"sociopath\".\nThe prosecution's doctors testified that he was not insane at the time of his crime. Dr. Jacobs said DiPiazza had admitted he loved Noreen and \"because he couldn't have her, no one else would.\"", "Class of 1964 Noreen Jones Memorial\nOn May 22, 1965, after 16 hours of deliberation, a jury of 8 men and 4 women returned a guilty verdict. DiPiazza was sentenced to life in prison with a minimum or 20 years.", "Class of 1964 Noreen Jones Memorial\nBetween 1984 and 1996, Bennie DiPiazza was denied parole at least six times. He was denied parole five times because he wanted to return to Frankfort and the State could not find anywhere for him to live. In 1984, a Christmas furlough home to Frankfort was cancelled after Herkimer County District Attorney Henry LaRaia advised against it. Later, District Attorney Patrick Kirk opposed the parole of DiPiazza.", "Class of 1964 Noreen Jones Memorial\nWhile in prison, DiPiazza continued to threaten family members and police. According to District Attorney Michael Daley, DiPiazza stopped the threats when he realized that they were affecting his parole hearings.", "Class of 1964 Noreen Jones Memorial\nIn 1989, a negative psychiatric evaluation resulted in parole denial. \"Subject still represents an inherent danger to the public... His behavior in the presence of females is erratic and unpredictable... Subject undergoes a personality change when dealing with members of the opposite sex... inability to behave appropriately in such situations suggests a need for constant supervision in such situations.\"", "Class of 1964 Noreen Jones Memorial\nBennedict X. DiPiazza was paroled in February 1996 and was was released from prison August 30, 1999. On December 14, 1999, he was arrested for allegedly stealing merchandise worth about $250, from Filene's department store, in the Albany Crossgates Mall. State Division of Parole spokesman, Thomas Grant, said DiPiazza would not be considered for parole again until October 2001.", "Class of 1964 Noreen Jones Memorial\nBennedict X. DiPiazza is currently incarcerated at Groveland. See link for Inmate Lookup - Bennedict X. DiPiazza Enter DIPIAZZA for Last Name field. DIN (Department Identification Number) is 65B0023. His next parole hearing date is February 2022. (August 11, 2001).\nSource of information The Observer Dispatch - May 20, 1990, Dec 10, 1998, Dec 30 - 1998\nFLORA D. JONES v. COUNTY HERKIMER ET AL. (07/22/66)\nModified August 11, 2021"]

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RedPajama-Data-V2

https://www.chapmoto.com/blog/2013/05/31/105-year-old-woman-rings-birthday-motorcycle-ride/

105-Year-Old Woman Rings In Birthday With Motorcycle Ride

["105-Year-Old Woman Rings In Birthday With Motorcycle Ride\n105-Year-Old Woman Rings In Birthday With Motorcycle Ride\nSome people celebrate birthdays with parties or cake. For Ella Passmore, however, those traditional celebrations were tired after 105 years. Instead, she chose to ring in her 105th birthday with a motorcycle ride.\nThe trip was one of the final items on Passmore's bucket list, so for her birthday, a few residents of her Richmond Hill, Ga., neighborhood teamed up to give her a true motorcycle experience.", "105-Year-Old Woman Rings In Birthday With Motorcycle Ride\nPassmore hopped on the back of a Harley-Davidson Electra Glide Trike on the morning of May 24. The driver of the bike then followed a police escort to from Passmore's residence to Richmond Hill City Hall, where the town's mayor greeted the birthday girl and her entourage, Motorcycle.com reports.\n\"I enjoyed it very much,\" Passmore told The Savannah Morning News of her motorcycle ride. \"I'm so glad the good Lord has given me [105] years.\"", "105-Year-Old Woman Rings In Birthday With Motorcycle Ride\nAccording to WJCL News, the ride was made possible by some local members of the community. One man offered up his Harley-Davidson for the jaunt, while the local Harley dealership donated cruiser helmets for Passmore to use."]

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RedPajama-Data-V2

https://yourlifeforless.com/charles-manson-net-worth/

Charles Manson Net Worth, Biography, Age, Height, Birth Place, Wiki.

["Charles Manson Net Worth, Biography, Age, Height, Birth Place, Wiki.\nCelebrity Networth\nCharles Manson Net Worth\nlinda smith | 25 | 0 | Charles Manson Net Worth, Charles Manson Salary, Charles Manson Worth", "Charles Manson Net Worth, Biography, Age, Height, Birth Place, Wiki.\nCharles Manson is a very well-known criminal. He is an American criminal. He led to do the murder of nine members of the family in four different places from the time of August and July in the year 1969. He was charged with first-degree murder and the conspiracy of murder for the seven people. He didn\u2019t spare the high-class people. In his life, he had spent more time in Jail.\nCharles Manson\u2019s Early Life", "Charles Manson Net Worth, Biography, Age, Height, Birth Place, Wiki.\nCharles was born on 12 th November in 1934. He was born in Cincinnati, which is in Ohio, US. He was taken birth from Kathleen Manson Bower Cavender and Colonel Walker Henderson Scott. He was held at the University of Cincinnati Academic Health Centre. He was named the Charles Mules Maddox. His mOthers had charged a petition against his father for the paternity suit. His father used to work in the local mills. He had a reputation as a Con Artist", "Charles Manson Net Worth, Biography, Age, Height, Birth Place, Wiki.\nWhen Charles\u2019s mother told her about her pregnancy, his father flew away in the name of work. After some time she realised that he had gone away by leaving her in this condition. Charles never knew that his biological father was Scott. Then his mother got married to William Eugene Manson. He was a dry cleaner. Charles was brought up in his auaunt\u2019souse. But his, most of the time was spent in the prison.", "Charles Manson Net Worth, Biography, Age, Height, Birth Place, Wiki.\nWhen he was only nine years old, he fired his school. He was also put in the theft and truancy. He had made the crime a, but at that time, there was also a Foster Home. So he was placed in the Gibault School for Boys, which was present in Terre Haute in Indiana. The school was a Male Delinquengs, which was run by a catholic priest. He was placed in that school where he was punished for the minor punishment committed. Because of this, he was running away from the school Gibault", "Charles Manson Net Worth, Biography, Age, Height, Birth Place, Wiki.\nAfter running from school, he used to sleep under the woods. After running from the school, he was with his mother to celebrate Christmas, but unfortunately, his mother also reimbursed him to the school. He committed his first crime by robbing a grocery store. As a part-time, he was working as Message Delivering in the Western Union. He worked there to live free in the crime. After that, he was caught by police, sending him to Jail", "Charles Manson Net Worth, Biography, Age, Height, Birth Place, Wiki.\nThen he had stated that the prison which we present in Omaha was present in Nebraska. Other students from the school also raped him. He was convicted for the murder of the family, known as the Manson Family murder charge .he was charged for the murder of the nine family members. He was accused of 2 murders and seven murders by a representative and 4 Arsons.", "Charles Manson Net Worth, Biography, Age, Height, Birth Place, Wiki.\nCheck out other celebrities net worth\nyasuo net worth\nbradley martyn net worth\nsaif ali khan net worth\nfaze jarvis net worth\ncash warren net worth\nCharles Manson\u2019s Personal Life\nHe got married to Rosalie Willis in 1995, and they parted their ways in 1958. He again married Leona Stevens in 1959, and they parted their ways in 1963. He is blessed with two children.\nHe holds a total net worth of $400 thousand, which he had ear rd from the prison. He used to dork there and earned some amount of money."]

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RedPajama-Data-V2

https://news.wjct.org/2022-09-12/not-everyone-mourns-the-queen-for-many-she-cant-be-separated-from-colonial-rule

Not everyone mourns the queen: For many, she can't be separated from colonial rule

["Not everyone mourns the queen: For many, she can't be separated from colonial rule\nNot everyone mourns the queen. For many, she can't be separated from colonial rule\nBy Juliana Kim\nTroops parade for Queen Elizabeth II as she arrives in Kingston, Jamaica, in 2002.\nQueen Elizabeth II's death has garnered a spectrum of feelings around the world about her life, legacy and the monarchy.", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\nWhen she took the throne in 1952, more than a quarter of the world's population was under British imperial power. That was more than 700 million people \u2014 including in parts of Africa, Asia, the Middle East and the Pacific islands.", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\nWhile her 70-year reign saw the British Empire become the Commonwealth of Nations \u2014 and the decline of the United Kingdom's global influence \u2014 the scars of colonialism linger. Many note the enslavement, violence and theft that defined imperial rule, and they find it difficult to separate the individual from the institution and its history.\nMoses Ochonu, a professor of African studies at Vanderbilt University, told NPR the queen's death brought attention to \"unfinished colonial business.\"", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\n\"There is a sense in which Britain has never fully accounted for its crimes,\" Ochonu said.\nElizabeth was associated with colonial and de-colonized Britain\nThe memory of Elizabeth is complicated by the fact that during her rule, more than 20 countries gained independence, Ochonu said.\n\"It's her dual status as the face of colonialism, but also a symbol of decolonization that defines how she is perceived in many former British African colonies.\"", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\nOchonu's own feelings toward the queen's death are mixed \u2014 in part because of his childhood. He was born in Nigeria, a little over a decade after the country saw an end to colonial rule.\nHe recalled how the queen continued to be fondly associated with prestige and grandeur. Images of Elizabeth as a young woman visiting parts of Africa humanized the crown and the monarch.\nFox Photos / Hulton Archive/Getty Images", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\nQueen Elizabeth II and Prince Philip wave from an open Land Rover to a crowd of schoolchildren at a rally held in Nigeria in 1956. The country would gain independence four years later.", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\nBut coupled with that nostalgia is \"residual anger\" over the brutal price paid for many countries' independence. Ochonu said in Nigeria, many are still haunted by Britain's role in their civil war, when the global power secretly tried to prevent the Republic of Biafra's secession efforts. In Kenya, Britain tortured thousands of rebels in detention camps, for which it apologized in 2013.\nThat's why Ochonu said her death prompts a time of reflection rather than mourning.", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\nElizabeth was a symbol of Britain's denial for colonial crimes\nOthers find it difficult to celebrate the queen's life \u2014 in part because they feel she should be held accountable for what her country did.\n\"We essentially have to respect her for her very long service, but as the monarch, she cannot be disentangled from colonization of South Asia,\" Mou Banerjee, a professor of South Asian history at the University of Wisconsin-Madison, told NPR.", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\nBanerjee is from India, which gained independence from Britain in 1947. Although Elizabeth was crowned five years later, Banerjee said many Indians hoped the queen would express remorse for the damages of colonialism.\nThat was the case in 1997 during what would be the queen's last visit to India. Elizabeth told Indians \"history cannot be rewritten\" in reference to the 1919 massacre in Jallianwala Bagh, where hundreds of Indians were shot and killed by British troops.", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\nThose sentiments have resurfaced as many wonder what will happen to the queen's crown jewel following her death. During colonial times, India was forced to hand over the 105-carat Kohinoor diamond to Britain. Many are also calling for the return of the Cullinan diamond back to South Africa.\n\"The jewels represent a history of coercion, subjugation, loot, loss, grief,\" Banerjee said.\nSimilarly, the queen's death has also reminded many people of the lack of reparations to former colonies.", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\nRicardo Makyn / AFP via Getty Images\nPeople calling for slavery reparations protest outside the entrance of the British High Commission during the visit of the Duke and Duchess of Cambridge in Kingston, Jamaica, earlier this year.\nOpal Palmer Adisa, the former director of the Institute for Gender and Development Studies at the University of the West Indies, told All Things Considered Britain has yet to even apologize to the African diaspora.", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\nOver 2.2 million enslaved people were taken to British colonies in the Caribbean.\nPalmer Adisa said in Jamaica, children were not taught specifics about what happened under British rule \u2014 even when discussing slavery.\n\"The implications and the horrendous actions of the British ... were never delineated,\" she said.\nMany people are wondering why the British monarchy still exists\nFor some, the queen's death has reignited conversations around the purpose and place for a monarch today.", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\nBanerjee has been skeptical of the crown from a young age, when she would hear her grandparents' anecdotes of the Bengal famine of 1943, where at least 3 million people died of starvation as a result of Britain's overseas economic policies.\nAlthough Elizabeth's eldest son now sits on the throne, Banerjee believes this can still be a time of reckoning over the institution.\n\"They say, the sun never sets on the British Empire. I think it has set with the death of Queen Elizabeth,\" Banerjee said.", "Not everyone mourns the queen: For many, she can't be separated from colonial rule\n\"It is time that we come to terms with that history of enslavement, that history of colonization.\"\nJuliana Kim\nJuliana Kim is a weekend reporter for Digital News, where she adds context to the news of the day and brings her enterprise skills to NPR's signature journalism."]

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https://archive.globalpolicy.org/component/content/article/168-general/37699.html%3Ftmpl=component&print=1&page=.html

The Selling of the Iraq War: The First Casualty

["The Selling of the Iraq War: The First Casualty\nForeign policy is always difficult in a democracy. Democracy requires openness. Yet foreign policy requires a level of secrecy that frees it from oversight and exposes it to abuse. As a result, Republicans and Democrats have long held that the intelligence agencies--the most clandestine of foreign policy institutions--should be insulated from political interference in much the same way as the higher reaches of the judiciary", "The Selling of the Iraq War: The First Casualty\nAs the Tower Commission, established to investigate the Iran-Contra scandal, warned in November 1987, \"The democratic processes ... are subverted when intelligence is manipulated to affect decisions by elected officials and the public.\"", "The Selling of the Iraq War: The First Casualty\nIf anything, this principle has grown even more important since September 11, 2001. The Iraq war presented the United States with a new defense paradigm: preemptive war, waged in response to a prediction of a forthcoming attack against the United States or its allies. This kind of security policy requires the public to base its support or opposition on expert intelligence to which it has no direct access", "The Selling of the Iraq War: The First Casualty\nIt is up to the president and his administration--with a deep interest in a given policy outcome--nonetheless to portray the intelligence community's findings honestly. If an administration represents the intelligence unfairly, it effectively forecloses an informed choice about the most important question a nation faces: whether or not to go to war. That is exactly what the Bush administration did when it sought to convince the public and Congress that the United States should go to war with Iraq.", "The Selling of the Iraq War: The First Casualty\nFrom late August 2002 to mid-March of this year, the Bush administration made its case for war by focusing on the threat posed to the United States by Saddam Hussein's nuclear, chemical, and biological weapons and by his purported links to the Al Qaeda terrorist network. Officials conjured up images of Iraqi mushroom clouds over U.S. cities and of Saddam transferring to Osama bin Laden chemical and biological weapons that could be used to create new and more lethal September elevenths", "The Selling of the Iraq War: The First Casualty\nIn Nashville on August 26, 2002, Vice President Dick Cheney warned of a Saddam \"armed with an arsenal of these weapons of terror\" who could \"directly threaten America's friends throughout the region and subject the United States or any other nation to nuclear blackmail.\" In Washington on September 26, Secretary of Defense Donald Rumsfeld claimed he had \"bulletproof\" evidence of ties between Saddam and Al Qaeda. And, in Cincinnati on October 7, President George W", "The Selling of the Iraq War: The First Casualty\nBush warned, \"The Iraqi dictator must not be permitted to threaten America and the world with horrible poisons and diseases and gases and atomic weapons.\" Citing Saddam's association with Al Qaeda, the president added that this \"alliance with terrorists could allow the Iraqi regime to attack America without leaving any fingerprints.\"", "The Selling of the Iraq War: The First Casualty\nYet there was no consensus within the American intelligence community that Saddam represented such a grave and imminent threat. Rather, interviews with current and former intelligence officials and other experts reveal that the Bush administration culled from U.S. intelligence those assessments that supported its position and omitted those that did not", "The Selling of the Iraq War: The First Casualty\nThe administration ignored, and even suppressed, disagreement within the intelligence agencies and pressured the CIA to reaffirm its preferred version of the Iraqi threat. Similarly, it stonewalled, and sought to discredit, international weapons inspectors when their findings threatened to undermine the case for war.", "The Selling of the Iraq War: The First Casualty\nThree months after the invasion, the United States may yet discover the chemical and biological weapons that various governments and the United Nations have long believed Iraq possessed. But it is unlikely to find, as the Bush administration had repeatedly predicted, a reconstituted nuclear weapons program or evidence of joint exercises with Al Qaeda--the two most compelling security arguments for war", "The Selling of the Iraq War: The First Casualty\nWhatever is found, what matters as far as American democracy is concerned is whether the administration gave Americans an honest and accurate account of what it knew. The evidence to date is that it did not, and the cost to U.S. democracy could be felt for years to come.", "The Selling of the Iraq War: The First Casualty\nThe Bush administration decided to go to war with Iraq in the late fall of 2001. At Camp David on the weekend after the September 11 attacks, Deputy Defense Secretary Paul Wolfowitz floated the idea that Iraq, with more than 20 years of inclusion on the State Department's terror-sponsor list, be held immediately accountable", "The Selling of the Iraq War: The First Casualty\nIn his memoir, speechwriter David Frum recounts that, in December, after the Afghanistan campaign against bin Laden and his Taliban sponsors, he was told to come up with a justification for war with Iraq to include in Bush's State of the Union address in January 2002. But, in selling the war to the American public during the next year, the Bush administration faced significant obstacles.", "The Selling of the Iraq War: The First Casualty\nIn the wake of September 11, 2001, many Americans had automatically associated Saddam's regime with Al Qaeda and enthusiastically backed an invasion. But, as the immediate horror of September 11 faded and the war in Afghanistan concluded successfully (and the economy turned downward), American enthusiasm diminished", "The Selling of the Iraq War: The First Casualty\nBy mid-August 2002, a Gallup poll showed support for war with Saddam at a post-September 11 low, with 53 percent in favor and 41 percent opposed--down from 61 percent to 31 percent just two months before. Elite opinion was also turning against war, not only among liberal Democrats but among former Republican officials, such as Brent Scowcroft and Lawrence Eagleburger", "The Selling of the Iraq War: The First Casualty\nIn Congress, even conservative Republicans such as Senate Minority Leader Trent Lott and House Majority Leader Dick Armey began to express doubts that war was justified. Armey declared on August 8, 2002, \"If we try to act against Saddam Hussein, as obnoxious as he is, without proper provocation, we will not have the support of other nation-states who might do so.\"", "The Selling of the Iraq War: The First Casualty\nUnbeknownst to the public, the administration faced equally serious opposition within its own intelligence agencies. At the CIA, many analysts and officials were skeptical that Iraq posed an imminent threat. In particular, they rejected a connection between Saddam and Al Qaeda", "The Selling of the Iraq War: The First Casualty\nAccording to a New York Times report in February 2002, the CIA found \"no evidence that Iraq has engaged in terrorist operations against the United States in nearly a decade, and the agency is also convinced that President Saddam Hussein has not provided chemical or biological weapons to Al Qaeda or related terrorist groups.\"", "The Selling of the Iraq War: The First Casualty\nCIA analysts also generally endorsed the findings of the International Atomic Energy Agency (IAEA), which concluded that, while serious questions remained about Iraq's nuclear program--many having to do with discrepancies in documentation--its present capabilities were virtually nil. The IAEA possessed no evidence that Iraq was reconstituting its nuclear program and, it seems, neither did U.S. intelligence", "The Selling of the Iraq War: The First Casualty\nIn CIA Director George Tenet's January 2002 review of global weapons-technology proliferation, he did not even mention a nuclear threat from Iraq, though he did warn of one from North Korea", "The Selling of the Iraq War: The First Casualty\nThe review said only, \"We believe that Iraq has probably continued at least low-level theoretical R&D [research and development] associated with its nuclear program.\" This vague determination didn't reflect any new evidence but merely the intelligence community's assumption that the Iraqi dictator remained interested in building nuclear weapons", "The Selling of the Iraq War: The First Casualty\nGreg Thielmann, the former director for strategic proliferation and military affairs at the State Department's Bureau of Intelligence and Research (INR), tells The New Republic, \"During the time that I was office director, 2000 to 2002, we never assessed that there was good evidence that Iraq was reconstituting or getting really serious about its nuclear weapons program.\"", "The Selling of the Iraq War: The First Casualty\nThe CIA and other intelligence agencies believed Iraq still possessed substantial stocks of chemical and biological weapons, but they were divided about whether Iraq was rebuilding its facilities and producing new weapons. The intelligence community's uncertainty was articulated in a classified report from the Defense Intelligence Agency (DIA) in September 2002", "The Selling of the Iraq War: The First Casualty\n\"A substantial amount of Iraq's chemical warfare agents, precursors, munitions, and production equipment were destroyed between 1991 and 1998 as a result of Operation Desert Storm and UNSCOM [United Nations Special Commission] actions,\" the agency reported. \"There is no reliable information on whether Iraq is producing and stockpiling chemical weapons, or where Iraq has--or will--establish its chemical warfare agent production facilities.\"", "The Selling of the Iraq War: The First Casualty\nHad the administration accurately depicted the consensus within the intelligence community in 2002--that Iraq's ties with Al Qaeda were inconsequential; that its nuclear weapons program was minimal at best; and that its chemical and biological weapons programs, which had yielded significant stocks of dangerous weapons in the past, may or may not have been ongoing--it would have had a very difficult time convincing Congress and the American public to support a war to disarm Saddam", "The Selling of the Iraq War: The First Casualty\nBut the Bush administration painted a very different, and far more frightening, picture. Representative Rush Holt, a New Jersey Democrat who ultimately voted against the war, says of his discussions with constituents, \"When someone spoke of the need to invade, [they] invariably brought up the example of what would happen if one of our cities was struck", "The Selling of the Iraq War: The First Casualty\nThey clearly were convinced by the administration that Saddam Hussein--either directly or through terrorist connections--could unleash massive destruction on an American city. And I presume that most of my colleagues heard the same thing back in their districts.\" One way the administration convinced the public was by badgering CIA Director Tenet into endorsing key elements of its case for war even when it required ignoring the classified findings of his and other intelligence agencies.", "The Selling of the Iraq War: The First Casualty\nAs a result of its failure to anticipate the September 11 attacks, the CIA, and Tenet in particular, were under almost continual attack in the fall of 2001. Congressional leaders, including Richard Shelby, the ranking Republican on the Senate Intelligence Committee, wanted Tenet to resign", "The Selling of the Iraq War: The First Casualty\nBut Bush kept Tenet in his job, and, within the administration, Tenet and the CIA came under an entirely different kind of pressure: Iraq hawks in the Pentagon and in the vice president's office, reinforced by members of the Pentagon's semi-official Defense Policy Board, mounted a year-long attempt to pressure the CIA to take a harder line against Iraq--whether on its ties with Al Qaeda or on the status of its nuclear program.", "The Selling of the Iraq War: The First Casualty\nA particular bone of contention was the CIA's analysis of the ties between Saddam and Al Qaeda. In the immediate aftermath of September 11, former CIA Director James Woolsey, a member of the Defense Policy Board who backed an invasion of Iraq, put forth the theory--in this magazine and elsewhere--that Saddam was connected to the World Trade Center attacks", "The Selling of the Iraq War: The First Casualty\nIn September 2001, the Bush administration flew Woolsey to London to gather evidence to back up his theory, which had the support of Wolfowitz and Richard Perle, then the Defense Policy Board chairman. While Wolfowitz and Perle had their own long-standing and complex reasons for wanting to go to war with Iraq, they and other administration officials believed that, if they could tie Saddam to Al Qaeda, they could justify the war to the American people", "The Selling of the Iraq War: The First Casualty\nAs a veteran aide to the Senate Intelligence Committee observes, \"They knew that, if they could really show a link between Saddam Hussein and Al Qaeda, then their objective, ... which was go in and get rid of Hussein, would have been a foregone conclusion.\"", "The Selling of the Iraq War: The First Casualty\nBut this theory immediately encountered resistance from the CIA and other intelligence agencies. Woolsey's main piece of evidence for a link between Saddam and Al Qaeda was a meeting that was supposed to have taken place in Prague in April 2001 between lead September 11 hijacker Mohamed Atta and an Iraqi intelligence official. But none of the intelligence agencies could place Atta in Prague on that date", "The Selling of the Iraq War: The First Casualty\n(Indeed, receipts and other travel documents placed him in the United States.) An investigation by Czech officials dismissed the claim, which was based on a single unreliable witness. The CIA was also receiving other information that rebutted a link between Iraq and Al Qaeda. After top Al Qaeda leader Abu Zubaydah was captured in March 2002, he was debriefed by the CIA, and the results were widely circulated in the intelligence community", "The Selling of the Iraq War: The First Casualty\nAs The New York Times reported, Zubaydah told his captors that bin Laden himself rejected any alliance with Saddam. \"I remember reading the Abu Zubaydah debriefing last year, while the administration was talking about all of these other reports [of a Saddam-Al Qaeda link], and thinking that they were only putting out what they wanted,\" a CIA official told the paper", "The Selling of the Iraq War: The First Casualty\nZubaydah's story, which intelligence analysts generally consider credible, has since been corroborated by additional high-ranking Al Qaeda terrorists now in U.S. custody, including Ramzi bin Al Shibh and September 11 architect Khalid Shaikh Mohammed.", "The Selling of the Iraq War: The First Casualty\nFacing resistance from the CIA, administration officials began a campaign to pressure the agency to toe the line. Perle and other members of the Defense Policy Board, who acted as quasi-independent surrogates for Wolfowitz, Cheney, and other administration advocates for war in Iraq, harshly criticized the CIA in the press", "The Selling of the Iraq War: The First Casualty\nThe CIA's analysis of Iraq, Perle said, \"isn't worth the paper it is written on.\" In the summer of 2002, Vice President Cheney made several visits to the CIA's Langley headquarters, which were understood within the agency as an attempt to pressure the low-level specialists interpreting the raw intelligence. \"That would freak people out,\" says one former CIA official. \"It is supposed to be an ivory tower. And that kind of pressure would be enormous on these young guys.\"", "The Selling of the Iraq War: The First Casualty\nBut the Pentagon found an even more effective way to pressure the agency. In October 2001, Wolfowitz, Rumsfeld, and Undersecretary of Defense for Policy Douglas Feith set up a special intelligence operation in the Pentagon to \"think through how the various terrorist organizations relate to each other and ... state sponsors,\" in Feith's description", "The Selling of the Iraq War: The First Casualty\nTheir approach echoed the \"Team B\" strategy that conservatives had used in the past: establishing a separate entity to offer alternative intelligence analyses to the CIA. Conservatives had done this in 1976, criticizing and intimidating the agency over its estimates of Soviet military strength, and again in 1998, arguing for the necessity of missile defense", "The Selling of the Iraq War: The First Casualty\n(Wolfowitz had participated in both projects; the latter was run by Rumsfeld.) This time, the new entity--headed by Perle prot\u00e9g\u00e9 Abram Shulsky--reassessed intelligence already collected by the CIA along with information from Iraqi defectors and, as Feith remarked coyly at a press conference earlier this month, \"came up with some interesting observations about the linkages between Iraq and Al Qaeda.\" In August 2002, Feith brought the unit to Langley to brief the CIA about its findings", "The Selling of the Iraq War: The First Casualty\nIf the separate intelligence unit wasn't enough to challenge the CIA, Rumsfeld also began publicly discussing the creation of a new Pentagon position, an undersecretary for intelligence, who would rival the CIA director and diminish the authority of the agency.", "The Selling of the Iraq War: The First Casualty\nIn its classified reports, the CIA didn't diverge from its initial skepticism about the ties between Al Qaeda and Saddam. But, under pressure from his critics, Tenet began to make subtle concessions. In March 2002, Tenet told the Senate Armed Services Committee that the Iraqi regime \"had contacts with Al Qaeda\" but declined to elaborate. He would make similar ambiguous statements during the congressional debate over war with Iraq.", "The Selling of the Iraq War: The First Casualty\nThe intelligence community was also pressured to exaggerate Iraq's nuclear program. As Tenet's early 2002 threat assessments had indicated, U.S. intelligence showed precious little evidence to indicate a resumption of Iraq's nuclear program. And, while the absence of U.N. inspections had introduced greater uncertainty into intelligence collection on Iraq, according to one analyst, \"We still knew enough, [and] we could watch pretty closely what was happening.\"", "The Selling of the Iraq War: The First Casualty\nThese judgments were tested in the spring of 2002, when intelligence reports began to indicate that Iraq was trying to procure a kind of high-strength aluminum tube. Some analysts from the CIA and DIA quickly came to the conclusion that the tubes were intended to enrich uranium for a nuclear weapon through the kind of gas-centrifuge project Iraq had built before the first Gulf war", "The Selling of the Iraq War: The First Casualty\nThis interpretation seemed plausible enough at first, but over time analysts at the State Department's INR and the Department of Energy (DOE) grew troubled. The tubes' thick walls and particular diameter made them a poor fit for uranium enrichment, even after modification. That determination, according to the INR's Thielmann, came from weeks of interviews with \"the nation's experts on the subject, ..", "The Selling of the Iraq War: The First Casualty\nthey're the ones that have the labs, like Oak Ridge National Laboratory, where people really know the science and technology of enriching uranium.\" Such careful study led the INR and the DOE to an alternative analysis: that the specifications of the tubes made them far better suited for artillery rockets. British intelligence experts studying the issue concurred, as did some CIA analysts.", "The Selling of the Iraq War: The First Casualty\nBut top officials at the CIA and DIA did not. As the weeks dragged on, more and more high-level intelligence officials attended increasingly heated interagency bull sessions. And the CIA-DIA position became further and further entrenched. \"They clung so tenaciously to this point of view about it being a nuclear weapons program when the evidence just became clearer and clearer over time that it wasn't the case,\" recalls a participant", "The Selling of the Iraq War: The First Casualty\nDavid Albright of the Institute for Science and International Security, who had been asked to provide the administration with information on past Iraqi procurements, noticed an anomaly in how the intelligence community was handling the issue. \"I was told that this dispute had not been mediated by a competent, impartial technical committee, as it should have been according to accepted practice,\" he wrote on his organization's website this March", "The Selling of the Iraq War: The First Casualty\nBy September 2002, when the intelligence agencies were preparing a joint National Intelligence Estimate (NIE) on Saddam's weapons of mass destruction, top CIA officials insisted their opinion prevail. Says Thielmann, \"Because the CIA is also the head of the entire U.S. intelligence community, it becomes very hard not to have the ultimate judgment being the CIA's judgment, rather than who in the intelligence community is most expert on the issue.\"", "The Selling of the Iraq War: The First Casualty\nBy the fall of 2002, when public debate over the war really began, the administration had created consternation in the intelligence agencies. The press was filled for the next two months with quotes from CIA officials and analysts complaining of pressure from the administration to toe the line on Iraq", "The Selling of the Iraq War: The First Casualty\nSays one former staff member of the Senate Intelligence Committee, \"People [kept] telling you first that things weren't right, weird things going on, different people saying, 'There's so much pressure, you know, they keep telling us, go back and find the right answer,' things like that.\" For the most part, this pressure was not reflected in the CIA's classified reports, but it would become increasingly evident in the agency's declassified statements and in public statements by Tenet", "The Selling of the Iraq War: The First Casualty\nThe administration hadn't won an outright endorsement of its analysis of the Iraqi threat, but it had undermined and intimidated its potential critics in the intelligence community.", "The Selling of the Iraq War: The First Casualty\nThe administration used the anniversary of September 11, 2001, to launch its public campaign for a congressional resolution endorsing war, with or without U.N. support, against Saddam. The opening salvo came on the Sunday before the anniversary in the form of a leak to Judith Miller and Michael R. Gordon of The New York Times regarding the aluminum tubes", "The Selling of the Iraq War: The First Casualty\nMiller and Gordon reported that, according to administration officials, Iraq had been trying to buy tubes specifically designed as \"components of centrifuges to enrich uranium\" for nuclear weapons. That same day, Cheney, Rumsfeld, and national security adviser Condoleezza Rice appeared on the political talk shows to trumpet the discovery of the tubes and the Iraqi nuclear threat. Explained Rice, \"There will always be some uncertainty about how quickly [Saddam] can acquire nuclear weapons", "The Selling of the Iraq War: The First Casualty\nBut we don't want the smoking gun to be a mushroom cloud.\" Rumsfeld added, \"Imagine a September eleventh with weapons of mass destruction. It's not three thousand--it's tens of thousands of innocent men, women, and children.\"", "The Selling of the Iraq War: The First Casualty\nMany of the intelligence analysts who had participated in the aluminum-tubes debate were appalled. One described the feeling to TNR: \"You had senior American officials like Condoleezza Rice saying the only use of this aluminum really is uranium centrifuges. She said that on television", "The Selling of the Iraq War: The First Casualty\nAnd that's just a lie.\" Albright, of the Institute for Science and International Security, recalled, \"I became dismayed when a knowledgeable government scientist told me that the administration could say anything it wanted about the tubes while government scientists who disagreed were expected to remain quiet.\" As Thielmann puts it, \"There was a lot of evidence about the Iraqi chemical and biological weapons programs to be concerned about", "The Selling of the Iraq War: The First Casualty\n? Making the case for active pursuit of nuclear weapons makes it look like the administration was trying to scare the American people about how dangerous Iraq was and how it posed an imminent security threat to the United States.\"", "The Selling of the Iraq War: The First Casualty\nIn speeches and interviews, administration officials also warned of the connection between Saddam and Al Qaeda. On September 25, 2002, Rice insisted, \"There clearly are contacts between Al Qaeda and Iraq. ..", "The Selling of the Iraq War: The First Casualty\nThere clearly is testimony that some of the contacts have been important contacts and that there's a relationship there.\" On the same day, President Bush warned of the danger that \"Al Qaeda becomes an extension of Saddam's madness.\" Rice, like Rumsfeld--who the next day would call evidence of a Saddam-bin Laden link \"bulletproof\"--said she could not share the administration's evidence with the public without endangering intelligence sources", "The Selling of the Iraq War: The First Casualty\nBut Bob Graham, the Florida Democrat who chaired the Senate Intelligence Committee, disagreed. On September 27, Paul Anderson, a spokesman for Graham, told USA Today that the senator had seen nothing in the CIA's classified reports that established a link between Saddam and Al Qaeda.", "The Selling of the Iraq War: The First Casualty\nThe Senate Intelligence Committee, in fact, was the greatest congressional obstacle to the administration's push for war. Under the lead of Graham and Illinois Senator Richard Durbin, the committee enjoyed respect and deference in the Senate and the House, and its members could speak authoritatively, based on their access to classified information, about whether Iraq was developing nuclear weapons or had ties to Al Qaeda", "The Selling of the Iraq War: The First Casualty\nAnd, in this case, the classified information available to the committee did not support the public pronouncements being made by the CIA.", "The Selling of the Iraq War: The First Casualty\nIn the late summer of 2002, Graham had requested from Tenet an analysis of the Iraqi threat. According to knowledgeable sources, he received a 25-page classified response reflecting the balanced view that had prevailed earlier among the intelligence agencies--noting, for example, that evidence of an Iraqi nuclear program or a link to Al Qaeda was inconclusive. Early that September, the committee also received the DIA's classified analysis, which reflected the same cautious assessments", "The Selling of the Iraq War: The First Casualty\nBut committee members became worried when, midway through the month, they received a new CIA analysis of the threat that highlighted the Bush administration's claims and consigned skepticism to footnotes", "The Selling of the Iraq War: The First Casualty\nAccording to one congressional staffer who read the document, it highlighted \"extensive Iraqi chem-bio programs and nuclear programs and links to terrorism\" but then included a footnote that read, \"This information comes from a source known to fabricate in the past.\" The staffer concluded that \"they didn't do analysis. What they did was they just amassed everything they could that said anything bad about Iraq and put it into a document.\"", "The Selling of the Iraq War: The First Casualty\nGraham and Durbin had been demanding for more than a month that the CIA produce an NIE on the Iraqi threat--a summary of the available intelligence, reflecting the judgment of the entire intelligence community--and toward the end of September, it was delivered. Like Tenet's earlier letter, the classified NIE was balanced in its assessments. Graham called on Tenet to produce a declassified version of the report that could guide members in voting on the resolution", "The Selling of the Iraq War: The First Casualty\nGraham and Durbin both hoped the declassified report would rebut the kinds of overheated claims they were hearing from administration spokespeople. As Durbin tells TNR, \"The most frustrating thing I find is when you have credible evidence on the intelligence committee that is directly contradictory to statements made by the administration.\"", "The Selling of the Iraq War: The First Casualty\nOn October 1, 2002, Tenet produced a declassified NIE. But Graham and Durbin were outraged to find that it omitted the qualifications and countervailing evidence that had characterized the classified version and played up the claims that strengthened the administration's case for war. For instance, the intelligence report cited the much-disputed aluminum tubes as evidence that Saddam \"remains intent on acquiring\" nuclear weapons", "The Selling of the Iraq War: The First Casualty\nAnd it claimed, \"All intelligence experts agree that Iraq is seeking nuclear weapons and that these tubes could be used in a centrifuge enrichment program\"--a blatant mischaracterization. Subsequently, the NIE allowed that \"some\" experts might disagree but insisted that \"most\" did not, never mentioning that the DOE's expert analysts had determined the tubes were not suitable for a nuclear weapons program", "The Selling of the Iraq War: The First Casualty\nThe NIE also said that Iraq had \"begun renewed production of chemical warfare agents\"--which the DIA report had left pointedly in doubt. Graham demanded that the CIA declassify dissenting portions.", "The Selling of the Iraq War: The First Casualty\nIn response, Tenet produced a single-page letter. It satisfied one of Graham's requests: It included a statement that there was a \"low\" likelihood of Iraq launching an unprovoked attack on the United States. But it also contained a sop to the administration, stating without qualification that the CIA had \"solid reporting of senior-level contacts between Iraq and al-Qaeda going back a decade.\" Graham demanded that Tenet declassify more of the report, and Tenet promised to fax over additional material", "The Selling of the Iraq War: The First Casualty\nBut, later that evening, Graham received a call from the CIA, informing him that the White House had ordered Tenet not to release anything more.", "The Selling of the Iraq War: The First Casualty\nThat same evening, October 7, 2002, Bush gave a major speech in Cincinnati defending the resolution now before Congress and laying out the case for war. Bush's speech brought together all the misinformation and exaggeration that the White House had been disseminating that fall. \"The evidence indicates that Iraq is reconstituting its nuclear weapons program,\" the president declared", "The Selling of the Iraq War: The First Casualty\n\"Iraq has attempted to purchase high-strength aluminum tubes and other equipment needed for gas centrifuges, which are used to enrich uranium for nuclear weapons.\" Bush also argued that, through its ties to Al Qaeda, Iraq would be able to use biological and chemical weapons against the United States. \"Iraq could decide on any given day to provide a biological or chemical weapon to a terrorist group or individual terrorists,\" he warned", "The Selling of the Iraq War: The First Casualty\nIf Iraq had to deliver these weapons on its own, Bush said, Iraq could use the new unmanned aerial vehicles (UAVs) that it was developing. \"We have also discovered through intelligence that Iraq has a growing fleet of manned and unmanned aerial vehicles that could be used to disperse chemical or biological weapons across broad areas,\" he said. \"We are concerned that Iraq is exploring ways of using these UAVs for missions targeting the United States.\" This claim represented the height of absurdity", "The Selling of the Iraq War: The First Casualty\nAfter the speech, when reporters pointed out that Bush's warning of an imminent threat was contradicted by Tenet's statement the same day that there was little likelihood of an Iraqi attack, Tenet dutifully offered a clarification, explaining that there was \"no inconsistency\" between the president's statement and his own and that he had personally fact-checked the president's speech", "The Selling of the Iraq War: The First Casualty\nHe also issued a public statement that read, \"There is no question that the likelihood of Saddam using weapons of mass destruction against the United States or our allies ... grows as his arsenal continues to build.\"", "The Selling of the Iraq War: The First Casualty\nFive of the nine Democrats on the Senate Intelligence Committee, including Graham and Durbin, ultimately voted against the resolution, but they were unable to convince other committee members or a majority in the Senate itself. This was at least in part because they were not allowed to divulge what they knew: While Graham and Durbin could complain that the administration's and Tenet's own statements contradicted the classified reports they had read, they could not say what was actually in those reports.", "The Selling of the Iraq War: The First Casualty\nBush, meanwhile, had no compunction about claiming that the \"evidence indicates Iraq is reconstituting its nuclear weapons program.\" In the words of one former Intelligence Committee staffer, \"He is the president of the United States. And, when the president of the United States says, 'My advisers and I have sat down, and we've read the intelligence, and we believe there is a tie between Iraq and Al Qaeda,' ... you take it seriously", "The Selling of the Iraq War: The First Casualty\nIt carries a huge amount of weight.\" Public opinion bears the former staffer out. By November 2002, a Gallup poll showed 59 percent in favor of an invasion and only 35 percent against. In a December Los Angeles Times poll, Americans thought, by a 90 percent to 7 percent margin, that Saddam was \"currently developing weapons of mass destruction.\" And, in an ABC/Washington Post poll, 81 percent thought Iraq posed a threat to the United States", "The Selling of the Iraq War: The First Casualty\nThe Bush administration had won the domestic debate over Iraq--and it had done so by withholding from the public details that would have undermined its case for war.", "The Selling of the Iraq War: The First Casualty\nBy January 2003, American troops were massing on Iraq's borders, and the U.N. Security Council had unanimously approved Resolution 1441, which afforded Saddam a \"final opportunity\" to disarm verifiably. The return of U.N. inspectors to Iraq after four years had raised hopes both in the United States and abroad that the conflict could be resolved peacefully", "The Selling of the Iraq War: The First Casualty\nOn January 20, French Foreign Minister Dominique de Villepin launched a surprise attack on the administration's war plans, declaring bluntly, \"Nothing today justifies envisaging military action.\" Nor was this sentiment exclusively French: By mid-January, Gallup showed that American support for the impending war had narrowed to 52 percent in favor of war and 43 percent opposed", "The Selling of the Iraq War: The First Casualty\nEqually important, most of the nations that had backed Resolution 1441 were warning the United States not to rush into war, and Germany, which opposed military action, was to assume the chair of the Security Council in February, on the eve of the planned invasion.", "The Selling of the Iraq War: The First Casualty\nIn his State of the Union address on January 28, 2003, Bush introduced a new piece of evidence to show that Iraq was developing a nuclear arms program: \"The British government has learned that Saddam Hussein recently sought significant quantities of uranium from Africa. ... Saddam Hussein has not credibly explained these activities. He clearly has much to hide.\"", "The Selling of the Iraq War: The First Casualty\nOne year earlier, Cheney's office had received from the British, via the Italians, documents purporting to show Iraq's purchase of uranium from Niger. Cheney had given the information to the CIA, which in turn asked a prominent diplomat, who had served as ambassador to three African countries, to investigate. He returned after a visit to Niger in February 2002 and reported to the State Department and the CIA that the documents were forgeries", "The Selling of the Iraq War: The First Casualty\nThe CIA circulated the ambassador's report to the vice president's office, the ambassador confirms to TNR. But, after a British dossier was released in September detailing the purported uranium purchase, administration officials began citing it anyway, culminating in its inclusion in the State of the Union. \"They knew the Niger story was a flat-out lie,\" the former ambassador tells TNR. \"They were unpersuasive about aluminum tubes and added this to make their case more persuasive.\"", "The Selling of the Iraq War: The First Casualty\nOn February 5, Secretary of State Colin Powell took the administration's case to the Security Council. Powell's presentation was by far the most impressive the administration would make--according to U.S. News and World Report, he junked much of what the CIA had given him to read, calling it \"bullshit\"--but it was still based on a hyped and incomplete view of U.S. intelligence on Iraq", "The Selling of the Iraq War: The First Casualty\nMuch of what was new in Powell's speech was raw data that had come into the CIA's possession but had not yet undergone serious analysis. In addition to rehashing the aluminum-tube claims, Powell charged, for instance, that Iraq was trying to obtain magnets for uranium enrichment. Powell also described a \"potentially ..", "The Selling of the Iraq War: The First Casualty\nsinister nexus between Iraq and the Al Qaeda terrorist network, a nexus that combines classic terrorist organizations and modern methods of murder.\" But Powell's evidence consisted of tenuous ties between Baghdad and an Al Qaeda leader, Abu Musab Al Zarqawi, who had allegedly received medical treatment in Baghdad and who, according to Powell, operated a training camp in Iraq specializing in poisons", "The Selling of the Iraq War: The First Casualty\nUnfortunately for Powell's thesis, the camp was located in northern Iraq, an area controlled by the Kurds rather than Saddam and policed by U.S. and British warplanes. One Hill staffer familiar with the classified documents on Al Qaeda tells TNR, \"So why would that be proof of some Iraqi government connection to Al Qaeda", "The Selling of the Iraq War: The First Casualty\nBut, by the time Powell made his speech, the administration had stopped worrying about possible rebukes from U.S. intelligence agencies. On the contrary, Tenet sat directly behind Powell as he gave his presentation. And, with the GOP takeover of the Senate, the Intelligence Committee had passed into the hands of a docile Republican chairman, Pat Roberts of Kansas.", "The Selling of the Iraq War: The First Casualty\nAs Powell cited U.S. intelligence supporting his claim of a reconstituted nuclear weapons program in Iraq, Jacques Baute listened intently. Baute, the head of the IAEA's Iraq inspections unit, had been pestering the U.S. and British governments for months to share their intelligence with his office. Despite repeated assurances of cooperation, TNR has learned that Baute's office received nothing until the day before Powell's presentation, when the U.S", "The Selling of the Iraq War: The First Casualty\nmission in Vienna provided the IAEA with an oral briefing while Baute was en route to New York, leaving no printed material with the nuclear inspectors. As IAEA officials recount, an astonished Baute told his aides, \"That won't do. I want the actual documentary evidence.\" He had to register his complaints through a United Nations Monitoring, Verification, and Inspection Commission (UNMOVIC) channel before receiving the documents the day Powell spoke", "The Selling of the Iraq War: The First Casualty\nAfter a few weeks of traveling back and forth between Baghdad and Vienna, Baute sat down with the dozen or so pages of U.S. intelligence on Saddam's supposed nuclear procurements--the aluminum tubes, the Niger uranium, and the magnets. In the course of a day, Baute determined, like the ambassador before him, that the Niger document was fraudulent", "The Selling of the Iraq War: The First Casualty\nThough the \"president\" of Niger made reference to his powers under the constitution of 1965, Baute performed a quick Google search to learn that Niger's latest constitution was drafted in 1999. There were other obvious mistakes--improper letterhead, an obviously forged signature, a letter from a foreign minister who had not been in office for eleven years. Baute also made quick work of the aluminum tubes", "The Selling of the Iraq War: The First Casualty\nHe assembled a team of experts--two Americans, two Britons, and a German--with 120 years of collective experience with centrifuges. After reviewing tens of thousands of Iraqi transaction records and inspecting Iraqi front companies and military production facilities with the rest of the IAEA unit, they concluded, according to a senior IAEA official, that \"all evidence points to that this is for the rockets\"--the same conclusion reached by the State and Energy Departments", "The Selling of the Iraq War: The First Casualty\nAs for the magnets, the IAEA cross-referenced Iraq's declarations with intelligence from various member states and determined that nothing in Iraq's magnet procurements \"pointed to centrifuge enrichment,\" in the words of an IAEA official with direct knowledge of the effort. Rather, the magnets were for projects as disparate as telephones and short-range missiles", "The Selling of the Iraq War: The First Casualty\nBaute, who according to a senior IAEA official was in \"almost daily\" contact with the American diplomatic mission in Vienna, was surprised at the weakness of the U.S. evidence. In one instance, Baute contacted the mission after discovering the Niger document forgeries and asked, as this official described it, \"Can your people help me understand if I'm wrong", "The Selling of the Iraq War: The First Casualty\n? I'm not ready to close the book on this file. If you've got any other evidence that might be authentic, I need to see it, and I'll follow up.\" Eventually, a response came: The Americans and the British were not disputing the IAEA's conclusions; no more evidence would be provided.", "The Selling of the Iraq War: The First Casualty\nOn March 7, IAEA Director-General Mohammed ElBaradei delivered Baute's conclusions to the Security Council. But, although the United States conceded most of the IAEA's inconvenient judgments behind closed doors, Vice President Cheney publicly assaulted the credibility of the organization and its director-general. \"I think Mr. ElBaradei frankly is wrong,\" Cheney told Tim Russert on NBC's \"Meet the Press\" on March 16", "The Selling of the Iraq War: The First Casualty\n\"I think, if you look at the track record of the International Atomic Energy Agency and this kind of issue, especially where Iraq's concerned, they have consistently underestimated or missed what it was Saddam Hussein was doing. I don't have any reason to believe they're any more valid this time than they've been in the past.\" Incredibly, Cheney added, \"We believe [Saddam] has, in fact, reconstituted nuclear weapons.\"", "The Selling of the Iraq War: The First Casualty\nCheney was correct that the IAEA had failed to uncover Iraq's covert uranium-enrichment program prior to the Gulf war. But, before the war, the IAEA was not charged with playing the role of a nuclear Interpol. Rather, until the passage of Resolution 687 in 1991, the IAEA was merely supposed to review the disclosures of member states in the field of nuclear development to ensure compliance with the Nuclear Non-Proliferation Treaty", "The Selling of the Iraq War: The First Casualty\nBy contrast, in the '90s, the IAEA mounted more than 1,000 inspections in Iraq, mostly without advance warning; sealed, expropriated, or destroyed tons of nuclear material; and destroyed thousands of square feet of nuclear facilities. In fact, its activities formed the baseline for virtually every intelligence assessment regarding Iraq's nuclear weapons program.", "The Selling of the Iraq War: The First Casualty\nUNMOVIC Chairman Hans Blix received similar treatment from American officials--even though he repeatedly told the Security Council that the Iraqis had yet to account for the chemical and biological weapons they had once possessed, a position that strengthened the U.S. case for war. According to The Washington Post, in early 2002 Wolfowitz ordered a CIA report on Blix", "The Selling of the Iraq War: The First Casualty\nWhen the report didn't contain damning details, Wolfowitz reportedly \"hit the ceiling.\" And, as the inspections were to begin, Perle said, \"If it were up to me, on the strength of his previous record, I wouldn't have chosen Hans Blix.\" In his February presentation, Powell suggested that Blix had ignored evidence of Iraqi chemical and biological weapons production. After stalling for months, the United States finally shared some of its intelligence with UNMOVIC", "The Selling of the Iraq War: The First Casualty\nWhat we must not do in the face of a mortal threat,\" Cheney instructed a Nashville gathering of the Veterans of Foreign Wars in August 2002, \"is give in to wishful thinking or willful blindness.\" Cheney's admonition is resonant, but not for the reasons he intended. The Bush administration displayed an acute case of willful blindness in making its case for war", "The Selling of the Iraq War: The First Casualty\nMuch of its evidence for a reconstituted nuclear program, a thriving chemical-biological development program, and an active Iraqi link with Al Qaeda was based on what intelligence analysts call \"rumint.\" Says one former official with the National Security Council, \"It was a classic case of rumint, rumor-intelligence plugged into various speeches and accepted as gospel.\"", "The Selling of the Iraq War: The First Casualty\nIn some cases, the administration may have deliberately lied. If Bush didn't know the purported uranium deal between Iraq and Niger was a hoax, plenty of people in his administration did--including, possibly, Vice President Cheney, who would have seen the president's State of the Union address before it was delivered. Rice and Rumsfeld also must have known that the aluminum tubes that they presented as proof of Iraq's nuclear ambitions were discounted by prominent intelligence experts", "The Selling of the Iraq War: The First Casualty\nAnd, while a few administration officials may have genuinely believed that there was a strong connection between Al Qaeda and Saddam Hussein, most probably knew they were constructing castles out of sand.", "The Selling of the Iraq War: The First Casualty\nThe Bush administration took office pledging to restore \"honor and dignity\" to the White House. And it's true: Bush has not gotten caught having sex with an intern or lying about it under oath. But he has engaged in a pattern of deception concerning the most fundamental decisions a government must make", "The Selling of the Iraq War: The First Casualty\nThe United States may have been justified in going to war in Iraq--there were, after all, other rationales for doing so--but it was not justified in doing so on the national security grounds that President Bush put forth throughout last fall and winter. He deceived Americans about what was known of the threat from Iraq and deprived Congress of its ability to make an informed decision about whether or not to take the country to war.", "The Selling of the Iraq War: The First Casualty\nThe most serious institutional casualty of the administration's campaign may have been the intelligence agencies, particularly the CIA. Some of the CIA's intelligence simply appears to have been defective, perhaps innocently so. Durbin says the CIA's classified reports contained extensive maps where chemical or biological weapons could be found. Since the war, these sites have not yielded evidence of any such weapons", "The Selling of the Iraq War: The First Casualty\nBut the administration also turned the agency--and Tenet in particular--into an advocate for the war with Iraq at a time when the CIA's own classified analyses contradicted the public statements of the agency and its director. Did Tenet really fact-check Bush's warning that Iraq could threaten the United States with UAVs", "The Selling of the Iraq War: The First Casualty\n? Did he really endorse Powell's musings on the links between Al Qaeda and Saddam? Or had Tenet and his agency by then lost any claim to the intellectual honesty upon which U.S. foreign policy critically depends--particularly in an era of preemptive war?", "The Selling of the Iraq War: The First Casualty\nDemocrats such as Durbin, Graham, and Senator Jay Rockefeller, who has become the ranking member of the Intelligence Committee, are now pressing for a full investigation into intelligence estimates of the Iraqi threat. This would entail public hearings with full disclosure of documents and guarantees of protection for witnesses who come forward to testify. But it is not likely to happen", "The Selling of the Iraq War: The First Casualty\nSenator John Warner, the chairman of the Armed Services Committee, initially called for public hearings but recanted after Cheney visited a GOP senators' lunch on June 4. Cheney, according to Capitol Hill staffers, told his fellow Republicans to block any investigation, and it looks likely they will comply. Under pressure from Democrats, Roberts, the new Intelligence Committee chairman, has finally agreed to a closed-door hearing but not to a public or private investigation", "The Selling of the Iraq War: The First Casualty\nAccording to Durbin, the Republican plan is to stall in the hope that the United States finds sufficient weapons of mass destruction in Iraq to quiet the controversy. The controversy might, indeed, go away. Democrats don't have the power to call hearings, and, apart from Graham and former Vermont Governor Howard Dean, the leading Democratic presidential candidates are treating the issue delicately given the public's overwhelming support for the war", "The Selling of the Iraq War: The First Casualty\nBut there are worse things than losing an election by going too far out on a political limb--namely, failing to defend the integrity of the country's foreign policy and its democratic institutions. It may well be that, in the not-too-distant future, preemptive military action will become necessary--perhaps against a North Korea genuinely bent on incinerating Seoul or a nuclear Pakistan that has fallen into the hands of radical Islamists", "The Selling of the Iraq War: The First Casualty\nIn such a case, we the people will look to our leaders for an honest assessment of the threat. But, next time, thanks to George W. Bush, we may not believe them until it is too late.", "The Selling of the Iraq War: The First Casualty\nCorrection: This article originally referred to Trent Lott as Senate majority leader in August of 2002. At the time he was Senate minority leader. The article has been corrected to reflect that change. We regret the error.\nAbout the Author: John B. Judis is a senior editor at TNR. Spencer Ackerman is an assistant editor at The New Republic.\nMore Articles on the Weapons Inspection Program\nMore Information on Iraq"]

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RedPajama-Data-V2

https://justthenews.com/government/congress/man-commits-suicide-after-driving-car-capitol-barricade-police?embed&utm_source=americasvoice.news&utm_medium=embed&utm_campaign=syndication

Man commits suicide after driving car into Capitol barricade: Police

["Man commits suicide after driving car into Capitol barricade: Police\nMan commits suicide after driving car into Capitol barricade: Police\nThe man fired several gunshots into the air while the vehicle was engulfed in flames, authorities state\nCapitol Police officers, Washington, D.C., Aug. 14, 2022\nDANIEL SLIM/AFP via Getty Images\nA man drove his car into a barricade at the U.S. Capitol early Sunday morning and fired several shots into the air before turning the gun on himself and committing suicide, police stated.", "Man commits suicide after driving car into Capitol barricade: Police\nThe man reportedly drove into the barricade at East Capitol Street and Second Street shortly after 4 a.m. The vehicle \"became engulfed in flames\" as he got out of the car, U.S. Capitol Police stated in a press release on Sunday.\nHe then proceeded to fire several shots into the air and officers responded to the sound of gunfire. As they approached, the man shot himself, law enforcement observed.\nNo one else was hurt and investigators do not believe that officers fired their weapons during the incident.", "Man commits suicide after driving car into Capitol barricade: Police\nThe man did not appear to have been targeting members of Congress, as lawmakers are currently in recess.\nThe D.C. Metropolitan Police Department is overseeing the death investigation while Capitol Police officers are investigating the man's background."]

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RedPajama-Data-V2

https://publishing.cdlib.org/ucpressebooks/view?docId=ft8h4nb55x&doc.view=content&chunk.id=d0e1358&toc.depth=1&anchor.id=bkd0e1393&brand=eschol

The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between

["The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nThe Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nThe Early Shklovsky, or How It All Becomes Official in the Work of an Actual Critic", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\n? Viktor Shklovsky (1893\u20131984) is a perfect example because he shows just how intimate the relations were between poets and critics in this age. In fact, when you place Shklovsky next to writers like Bely and Khlebnikov, you begin to wonder whether the distinction between poet and critic (or, for that matter, between symbolist, Futurist, and Formalist) is all that meaningful. Shklovsky was not a poet, but he was not exclusively a critic either (he wrote novels).", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nLike so many others, Shklovsky saw himself as a demystifier and a demythifier. Among his earliest writings are an article on Potebnia and one on transrational language, both published for the first time in 1916. They are probably more interesting for what they say about Shklovsky than for what they say about their subject because they both show Shklovsky implicitly defining himself in relation to the recent past and the present", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nThe article \"On Poetry and Transrational Language\" is usually seen as Shklovsky's defense of the theories of the zaumniki . If defending the zaumniki is what Shklovsky thought he was doing, then he certainly went about his task in a strange way. More than half the article is devoted to listing examples of transrational language from traditional literature, where, Shklovsky shows, the authors in question had no intention of writing in anything like transrational language", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nThe point is that transrational language exists (here he apparently is lending support to the Futurists' theories), but not only in its pure form. For the most part, in fact, it exists \"in a hidden state, as rhyme existed in ancient verse\u2014alive, but something one was not aware of.\"[35] Where it does appear in pure form is in the language of mystical sects and in glossolalia", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nPerhaps this assertion can be construed as validating the Futurists' idea of zaum' by demonstrating that it existed before the term had been invented. At the same time, however, it has the effect of devaluing their discovery. After all, the zaumniki were not claiming to have found something that was already in plain sight; they were claiming to have either", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\ninvented or discovered something that no one else had ever known about. When Shklovsky says it was there all the time, but not necessarily in its pure form, he shows that the zaumniki were doing nothing more than supplying a name for an existing phenomenon.", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nBesides, the whole thrust of the article seems to be toward a theoretical point independent of what the zaumniki were doing. Shklovsky's notion is that language and poetry are mutually determining things, that one can no more say poetry is a phenomenon of language than one can say language is a phenomenon of poetry", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nTransrational language in its pure state demonstrates this because of the way in which its unrecognizable speech \"wants to be language.\"[36] Shklovsky's thinking goes well beyond anything the zaumniki had done", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nIn its emphasis on the perceptual aspect of language\u2014that is, the tendency of the listener to take sound combinations that do not exist in his or her own lexicon and assimilate them into a structure that is somehow on the verge of meaningfulness\u2014Shklovsky's article looks ahead to the psychoperceptual orientation his work will start to assume in the article \"Art as Device.\"", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nThe article on Potebnia is more aggressive. The curious thing about it is that Shklovsky's critique of Potebnia is based on a misunderstanding and is used to assert a position that is not much different from Potebnia's. Shklovsky outlines his predecessor's theory of the poetic word, referring to the tripartite structure of outer form, image (or inner form), and meaning", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nHe then points out, rightly, that for Potebnia the imaginality (obraznost' ) of a word means its symbolism, which is directly proportional to its poeticality. Shklovsky disagrees", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nIn his opinion what distinguishes poetic language from prosaic language is not images but something he calls the palpability (oscutimost')[o&!;&!;utimost'] of its construction.\" The poetic image is only one of several means for rendering the construction of language palpable: language can be made palpable as well in its acoustical, pronunciative, or semasiological aspects.[37]", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nIn fact, as Shklovsky saw it, Potebnia was so concerned with images that he committed a cardinal error, which was to argue away the importance of external form", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\n\"From the position that 'the clarity of a representation or its absence (that is, the imaginality of a word) cannot be made out in its sounds' and that 'imaginality equals poeticality,'\" says Shklovsky, \"Potebnia draws the conclusion that the poeticality of a word cannot be made out in the sounds of that word, that external form (sound, rhythm) may be left entirely out of account in a definition of the essence of poetry.\"[38] Victor Erlich thinks that Shklovsky may have learned about Potebnia from secondhand sources.[39] The suggestion ap-", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\npears to make sense, for it is difficult to recognize Potebnia in Shklovsky's critique: no one who has read Thought and Language can possibly think that Potebnia ignores outer form since he devotes many pages to the subject of the relation between the outer form and the inner form of a word. Still, Erlich's statement is puzzling since in the critique of Potebnia Shklovsky cites page numbers from Notes on the Theory of Literature", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nIn addition, there is evidence to show that Shklovsky in one of his earliest articles appropriated words and phrases from Potebnia (without citing his source). There is no question, then, that Shklovsky knew Potebnia firsthand; the only question is whether he knew more than a few pages of his work.", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nLet's return for a moment to the article on Potebnia. Shklovsky's first reproach, that Potebnia was concerned only with images and not with the palpability of language, is just as unfounded as the second, although it is much easier to see why Shklovsky thought this. In fact, it is a flaw in Potebnia's system that makes Shklovsky's statement inaccurate", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nFor what Shklovsky really wishes to see is a doctrine of the self-valued word or word \"as such,\" a doctrine by which poetic language distinguishes itself from prosaic because it calls attention to itself as language . But isn't that exactly the doctrine Potebnia has unwittingly subscribed to, as Bely pointed out in his shrewd critique", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\n? Isn't Potebnia's \"mysticism of the word itself,\" as Bely calls it, the very thing Shklovsky would like to see, though he certainly would not like to see it called mysticism?", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nOne commentator has suggested that the most important concept of Shklovsky's early career, the concept of ostranenie, arose as a direct result of his misunderstanding of Potebnia.[40] The term is introduced in the 1917 article \"Art as Device,\" where Shklovsky again brings up Potebnia, referring to his theory slightingly as one according to which art is \"thinking in images,\" and then goes on to give a more complete account than previously of the distinction between poetic and prosaic language", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nSince it is the business of art to give us a perception of things that allows us to see them, not just recognize them, an must use the technique of \"making strange\" (ostranenie ), showing things in a new and different way, so that the perceiver \"sees\" them as if for the first time", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nPoetic language, which is the medium of verbal art, has the responsibility of promoting this type of vision, and it does so above all if words themselves are used in surprising and different ways, so that they call attention to themselves. Thus poetic language differs from prosaic in that prosaic language has become", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nautomatized; its constituent words are not noticed in and for themselves but simply exist to point to their objects and then disappear.[41]", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nIn \"Art as Device\" Shklovsky has dressed up his ideas in the garb of scientific respectability by discussing language in the context of something that sounds like perceptual psychology", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nBut what he is presenting is not fundamentally different from what he had said three years earlier, even before the Potebnia study, in an article titled \"The Resurrection of the Word.\" There Shklovsky had made the same distinction between recognizing and seeing as modes of perception associated, respectively, with prose and poetry. The same appeal is made to restore the word to a position of value by using words that call attention to themselves as words. Hence the \"resurrection\" promised in the title", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nWhat is striking about the article, however, is how much Shklovsky's style resembles that of Potebnia and Potebnia's successors. Yet this is not surprising, because Shklovsky, without telling us, has borrowed a great deal of material for his article from Potebnia and other sources close to Potebnia.", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nThe basic ideas are the same as in Potebnia. Potebnia had seen the process by which poetic language becomes prosaic as one of increasing abstraction. So does Shklovsky. Potebnia had talked about the objectivity of poetic language, meaning its nearness to sensual perception. Shklovsky speaks of the disappearance from consciousness of everything that is habitual, including prosaic language. And, most important of all, Potebnia had based the whole thing on a myth. Again, so does Shklovsky", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nThe creation of words is man's most ancient [drevnejsim[*] form of poetic creation. Today, words are dead, and language resembles a cemetery, whereas the word that had just come into being was imaginal and full of life [zivo[*] - obrazno ]. Every word in its basis [osnova ] is a trope. For example, the word \"moon\" [mesjac ]: the original [pervonacal'noe][pervona&!;al'noe] meaning of this word was \"measurer.\" . .", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nAnd often, when one succeeds in reaching the image that had formed the basis of a word but that has been lost, obliterated, one is amazed at its beauty, a beauty that once was but is no more.[42]", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nSound familiar? It should, because it is the same myth of original purity that Potebnia had found himself irresistibly drawn to. The same words and themes are there. There is talk of origins and tremendous separation in time. Shklovsky even uses the favored adjective to describe the linguistic Eden, pervonacal'nyj[*] (from pervyj, \"first,\" and nacalo[*] , \"beginning\"), Potebnia had used this word repeatedly in his own evocations of the myth of origins (as had Bely).", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nA great deal of the material Shklovsky uses in \"The Resurrection of the Word\" is borrowed, and an examination of his sources shows how dependent he was on the Potebnian myth. In one instance he borrows from exactly the same page of Potebnia's Notes on the Theory of Literature as Bely had done in the second part of \"The Magic of Words\": the introductory section to Potebnia's lengthy discussion of literary tropes", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nShklovsky casually mentions the commonly used metaphor \"foot of a mountain\" (podosva[*] gory ),[43] but he does not tell us that this is the very same example that Potebnia had used to illustrate the notion of metaphor.[44] Bely's adaptation of that page from Potebnia had included an analysis of an expression containing the word mesjac (moon) (S, pp. 443\u201346; SE, pp", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\n106\u20138); mesjac is the first example Shklovsky gives of a word whose original (Potebnia would say etymological) meaning is more poetic than its current one. Perhaps Shklovsky was borrowing from Bely, too.", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nMost of Shklovsky's borrowings, however, are from another nineteenth-century linguist, a contemporary of Potebnia named Aleksandr Nikolaevich Veselovsky (1838\u20131906)", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nIn 1895, four years after the death of Potebnia, Veselovsky had published an article titled \"From the History of the Epithet.\"[45] This is where Shklovsky gets a great many of the examples he uses to illustrate his point about poetic language.[46] For instance, in a discussion of poetic figures that through continued use have lost their vividness, Shklovsky mentions the epithets in the common Russian expressions solnce jasnoe (bright sun), belyj svet (white world), and grjazi topucie[*] (mucky mud), all of which appear in Veselovsky's article as examples of what Veselovsky calls tautological epithets.[47] When Shklovsky then talks about epithets that have become so habitual that they are used even in contexts where they don't make sense, he uses the following examples: the \"white hands\" (belye ruki ) belonging to a Moor in a Serbian epic; \"my true love,\" used in English ballads of both faithful and unfaithful lovers; the \"starry sky\" to which Nestor, in the Iliad, extends his hands in broad daylight; and a", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nto a Moor in a Serbian epic; \"my true love,\" used in English ballads of both faithful and unfaithful lovers; the \"starry sky\" to which Nestor, in the Iliad, extends his hands in broad daylight; and a fragment of folk poetry, which Shklovsky misquotes.[48] All examples come directly from Veselovsky.[49] This second group of examples in Veselovsky occurs in a discussion of what Veselovsky terms the oblivion of the real sense (zabvenie real'nogo smysla) of the epithet", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nOblivion results in petrification (okamenenie), the phenomenon where an expression has become so hardened through habitual use that it survives in the most contradictory of contexts for the simple reason that it is no longer noticed by speaker or", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nlistener. These are really the same concepts Shklovsky is using in \"The Resurrection of the Word,\" except that Shklovsky prefers terms like renewal and rebirth .", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nBut there is more to this story, and it shows that something strange is going on. Most accounts of nineteenth-century Russian linguistics and philology make a great deal of the difference between Potebnia and Veselovsky. Veselovsky is usually cited as the less psychologically inclined of the two, the more inductive, the more concerned with depersonalized facts of literary production", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nSince he sought to deny the importance of individual creativity in literary production, viewing it as a vast, historical process definable in terms of \"formulas,\" he is seen as the precursor to the \"antipsychological\" tendencies of the early Formalists.[50] And since Shklovsky has borrowed most heavily from Veselovsky, we might be tempted to think that his theoretical inclination would be toward the more sober and inductive methodology of Veselovsky rather than toward Potebnia's image-based, psychological system.", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nThe odd thing, however, is that Veselovsky has apparently done some borrowing of his own, for in the pages Shklovsky has drawn from, virtually every example Veselovsky cites in support of his discussion appears also in precisely the same few pages of Potebnia we have been talking about. Some examples thus appear in all three writers: the passage from the Iliad describing Nestor, the \"white hands\" from the Serbian epic, and \"mucky mud,\" to cite only three.[51]", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nIf Veselovsky's examples are the same as Potebnia's, it seems to be because in this essay his concepts are the same, too. Potebnia, on one of the pages from which Veselovsky has borrowed examples, speaks of certain epithets that are tautological, then mentions the oblivion (zabvenie ) of the representation (predstavlenie ) and its renewal.[52] The next page contains Potebnia's list of permanent (postojannye) epithets. Veselovsky, too, refers to the permanence (postojanstvo) of certain epithets", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nThe point is that the subject is the same in all three writers. All three are speaking of a central, vivid element that a word loses as it is subjected to continued use. In the pages in question Potebnia calls the element the representation (predstavlenie ) and links it up with the word's etymological root; Veselovsky calls it the word's real sense; and Shklovsky, unabashedly using the terminology of Potebnia, calls it the word's inner form.", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nThus three years after \"The Resurrection of the Word,\" when Shklovsky comes to talk of ostranenie as a technique (priem ) for restoring the\nvitality of language, his point of departure is the same as in the earlier essay, namely, the feeling that ordinary language has suffered the loss of a vital element. The solution is really the same too, namely, the proposal of a means for restoring the capacity of the poetic word to make things concrete and visible instead of just recognizable.", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\n? By no means. As for Bely and the avant-garde theorists, what is new is largely a question of emphasis. Shklovsky's insistence on the distinction between seeing and recognizing suggests a move away from grounding the old poetry-prose distinction in language itself. The Formalist critic in 1917 is distinctly uncomfortable with a theory of language that unhesitatingly ascribes the difference between an everyday form of language and an aesthetically valued one to something contained in language", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nAfter Shklovsky the field will open up to all kinds of new methodologies purporting to help define poetic language in the most objective and nonmystical of terms. Other Formalist critics will wrestle with the problem of defining verse language", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nAbove all, there will be Jakobson's definition of poetic language in terms of the distinction between figures of speech: metaphor, where concepts are substituted for each other along the \"vertical\" axis of selection, and metonymy, where the substitution takes place along the \"horizontal\" axis of combination.[53] The later theories are surely not free from the charge of mysticism that can be leveled at the Russian tradition inaugurated by Potebnia", "The Russian Tradition from Potebnia to Shklovsky, with Some Poets in Between\nBut there is no doubt that for all his tendencies to move the emphasis from language itself to perceptual phenomena in the listener, Shklovsky is still very much in the grips of the old tradition. The tendencies are just that\u2014tendencies. And Shklovsky is perfectly at home in the milieu I've been describing, just as Jakobson will be a few years later, having partially broken with the past but still perpetuating the myth about himself that there is no myth."]

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RedPajama-Data-V2

https://extension.usu.edu/rra/photos/navajo-lake-27

Navajo Lake | RRA | Extension | USU

["Navajo Lake | RRA | Extension | USU\nPlate 634X. Navajo Lake 1909 \u2013 2004 Viewed southwest to Navajo Lake on the Dixie National Forest. The original camera station is now blocked by conifers, so the retake was made from the nearest open area. The 1909 image was made before the Forest Service built a dam across the eastern portion of Navajo Lake - - see Plate 608x. The lake was completely full in 1909. The treeless area at the north-eastern edge of the lake is a lava flow. Today, the former lakebed is sparsely vegetated with grasses and forbs", "Navajo Lake | RRA | Extension | USU\nA new road right-of-way has been cleared on the south side of the lake - - see Plate 611x. Ponderosa pine, spruce, white fir, Douglas fir, and limber pine have all increased, while aspen has declined. Many spruce, however, have recently been killed by insects and disease. Note the fire-killed trees, including aspen, in the 1909 image.", "Navajo Lake | RRA | Extension | USU\nOriginal photograph taken by G.B. Richardson (No. 201) in 1909; retake by Charles E. Kay on August 11, 2004 - - Photo No. 5391-17A. Original photograph held in the U.S. Geological Survey Photographic Library, Denver, CO."]

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RedPajama-Data-V2

https://gps.uml.edu/catalog/search/?sem=0&yr=2020&sm=Fall&category=&format=&level=undergrad&location=off-campus

Fall 2020 Course Search | All, Undergraduate-Level, Off-Campus Courses | UMass Lowell

["Fall 2020 Course Search | All, Undergraduate-Level, Off-Campus Courses | UMass Lowell\nFall 2020: All, undergraduate-level, off-campus courses\nTotal records found: 3\nCRS#\nSIS#\nWhen Offered\nMTEC.1020-041 Engineering Design and Graphics 8747 Th 5:00 PM-9:00 PM EDT Fall 2020: Sep 01 to Dec 18 $1020\nMTEC.2030-041 Introduction to Automated Control Programming 8748 Th 5:00 PM-9:00 PM EDT Fall 2020: Sep 01 to Dec 18 $1020\nMTEC.2040-041 Manufacturing Technology Laboratory 8749 TBD Fall 2020: Sep 01 to Dec 18 $1020", "Fall 2020 Course Search | All, Undergraduate-Level, Off-Campus Courses | UMass Lowell\nPlease Note: Every effort has been made to ensure the accuracy of the information presented in this web site. However, the Division of Graduate, Online & Professional Studies reserves the right to implement new rules and regulations and to make changes of any nature in its program, calendar, locations, tuition, and fees. Whenever possible, appropriate notice of such changes will be given before they become effective", "Fall 2020 Course Search | All, Undergraduate-Level, Off-Campus Courses | UMass Lowell\nIn registering for courses, each student assumes full responsibility for knowledge of and compliance with the definitions, regulations, and procedures for the University as set forth in the appropriate publications and bulletins."]

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RedPajama-Data-V2

http://www.tsu.edu/students-services/departments/diversity-equity/index.html

About Us

["About Us\nOffice of Diversity, Equity & Inclusion (ODEI)\nThe Mission of the Office of Diversity, Equity and Inclusion is to engage, empower, and educate students, faculty, and staff to build a more inclusive, equitable, and welcoming campus environment for all members of the Texas Southern University community. The Center develops programming and trainings, facilitates mentoring opportunities, and engages in outreach and advocacy efforts to promote diversity, equity, inclusion, and social justice.", "About Us\nThe Office of Student Diversity, Equity and Inclusion will lead the university in realizing its potential to become an ever-more inclusive, equitable, and welcoming campus by empowering the campus community with a shared vision, understanding, and acceptance of responsibility for diversity, equity, and inclusion", "About Us\nThe office will lead efforts to leverage the diversity of the University to promote cultural competence as a fundamental skill of Texas Southern University students, faculty, staff and the institutionalization of diversity and inclusion as transformative forces that enhance academic excellence.", "About Us\nEngage: Engages constituents by providing intercultural dialogues, university programs partnerships, and highlighting organizations and services that promote diversity, equity and inclusion.\nEmpower: Empowers students to celebrate their cultural heritage and others by offering transformative diverse campus programming and by providing leadership experiences that maximize their potential. The office is an avenue for developing students\u2019 sense of belonging.", "About Us\nEducate: Educates the Texas Southern University campus by offering meaningful educational programs, lecture series, and workshops that advance diversity education and cultural competence. The office also serves as a change agent in fostering and inclusive environment.", "About Us\nMr. Roberto Regas serves as the coordinator for the Office of Diversity, Equity, and Inclusion (ODEI). In addition to leading the ODEI at Texas Southern University, he also serves as an academic advisor for COLABS. Roberto has a B.A. in English from the University of Houston and is currently completing his Master's in Higher Education Administration from Sam Houston State University.", "About Us\nPrior to his arrival at Texas Southern University, he worked at Southern Illinois University as an Advisement and Tutorial Supervisor for an academic program designed for postsecondary students with various learning differences and difficulties. Roberto was born in Argentina but grew up in Houston. Se Habla Espanol!\nSterling Student Life Center (SLCC)"]

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RedPajama-Data-V2

https://press.armywarcollege.edu/parameters/vol32/

The US Army War College Quarterly: Parameters | Vol 32

["The US Army War College Quarterly: Parameters | Vol 32\nHome > The US Army War College Quarterly: Parameters > Vol. 32 (2002)\nParameters Spring 2002\nParameters Summer 2002\nParameters Autumn 2002\nParameters Winter 2002", "The US Army War College Quarterly: Parameters | Vol 32\nAll Issues Vol. 50, No. 3 Vol. 50, No. 2 Vol. 50, No. 1 Vol. 49, No. 4 Vol. 49, No. 3 Vol. 49, No. 1 Vol. 48, No. 4 Vol. 48, No. 3 Vol. 48, No. 2 Vol. 48, No. 1 Vol. 47, No. 4 Vol. 47, No. 3 Vol. 47, No. 2 Vol. 47, No. 1 Vol. 46, No. 4 Vol. 46, No. 3 Vol. 46, No. 2 Vol. 46, No. 1 Vol. 45, No. 4 Vol. 45, No. 3 Vol. 45, No. 2 Vol. 45, No. 1 Vol. 44, No. 4 Vol. 44, No. 3 Vol. 44, No. 2 Vol. 44, No. 1 Vol. 43, No. 4 Vol. 43, No. 3 Vol. 42, No. 3 Vol. 42, No. 2 Vol. 42, No. 1 Vol. 41, No. 4 Vol. 41, No. 3 Vol", "The US Army War College Quarterly: Parameters | Vol 32\n41, No. 2 Vol. 41, No. 1 Vol. 40, No. 4 Vol. 40, No. 3 Vol. 40, No. 2 Vol. 40, No. 1 Vol. 39, No. 4 Vol. 39, No. 3 Vol. 39, No. 2 Vol. 39, No. 1 Vol. 38, No. 4 Vol. 38, No. 3 Vol. 38, No. 2 Vol. 38, No. 1 Vol. 37, No. 4 Vol. 37, No. 3 Vol. 37, No. 2 Vol. 37, No. 1 Vol. 36, No. 4 Vol. 36, No. 3 Vol. 36, No. 2 Vol. 36, No. 1 Vol. 35, No. 4 Vol. 35, No. 3 Vol. 35, No. 2 Vol. 35, No. 1 Vol. 34, No. 4 Vol. 34, No. 3 Vol. 34, No. 2 Vol. 34, No. 1 Vol. 33, No. 4 Vol. 33, No. 3 Vol. 33, No. 2 Vol. 33, No. 1 Vol", "The US Army War College Quarterly: Parameters | Vol 32\n32, No. 4 Vol. 32, No. 3 Vol. 32, No. 2 Vol. 32, No. 1 Vol. 31, No. 4 Vol. 31, No. 3 Vol. 31, No. 2 Vol. 31, No. 1 Vol. 30, No. 4 Vol. 30, No. 3 Vol. 30, No. 2 Vol. 30, No. 1 Vol. 29, No. 4 Vol. 29, No. 3 Vol. 29, No. 2 Vol. 29, No. 1 Vol. 28, No. 4 Vol. 28, No. 3 Vol. 28, No. 2 Vol. 28, No. 1 Vol. 27, No. 4 Vol. 27, No. 3 Vol. 27, No. 2 Vol. 27, No. 1 Vol. 26, No. 4 Vol. 26, No. 3 Vol. 26, No. 2 Vol. 26, No. 1 Vol. 25, No. 1 Vol. 24, No. 1 Vol. 23, No. 1 Vol. 22, No. 1 Vol. 21, No. 1 Vol. 20, No. 1 Vol", "The US Army War College Quarterly: Parameters | Vol 32\n19, No. 1 Vol. 18, No. 1 Vol. 17, No. 1 Vol. 16, No. 1 Vol. 15, No. 1 Vol. 14, No. 1 Vol. 13, No. 1 Vol. 12, No. 1 Vol. 11, No. 1 Vol. 10, No. 1 Vol. 9, No. 1 Vol. 8, No. 1 Vol. 7, No. 1 Vol. 6, No. 1 Vol. 5, No. 1 Vol. 4, No. 1 Vol. 3, No. 1 Vol. 2, No. 1 Vol. 1, No. 2 Vol. 1, No. 1"]

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RedPajama-Data-V2

https://scholarship.shu.edu/so-postcards/216/

"Black Rock Creek, South Mountain Reservation"

["Black Rock Creek, South Mountain Reservation\nHome > LIBRARIES > Archives and Special Collections > Historic Postcards of South Orange, N.J. > 216\nHistoric Postcards of South Orange, N.J.\nBlack Rock Creek, South Mountain Reservation\nHistoric postcards of Seton Hall and South Orange, ca. 1890-2006, Mss 0027\n[Title]. [Date of Item]. Historic postcards of Seton Hall and South Orange, ca. 1890-2006, Mss 0027. The Monsignor William No\u00e9 Field Archives & Special Collections Center, Seton Hall University Libraries, South Orange.", "Black Rock Creek, South Mountain Reservation\nAll materials available in this collection (unless otherwise noted) are the property of the Monsignor William No\u00e9 Field Archives & Special Collections Center and Seton Hall University, which reserves the right to limit access to or reproduction of these materials. Reproduction of materials or content is subject to United States copyright restrictions and may be subject to federal or state privacy regulations", "Black Rock Creek, South Mountain Reservation\nFor access to the original document or to request a high-resolution reproduction contact: Seton Hall University Libraries, Archives & Special Collections Center, archives@shu.edu, 973-761-9476."]

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RedPajama-Data-V2

https://thelivingplanetblog.wordpress.com/2016/11/28/the-center-of-the-universe/?like_comment=92&_wpnonce=8a428e3ff6

The Center of The Universe – Eupheus (to Know)

["The Center of The Universe \u2013 Eupheus (to Know)\nArguments, Astronomy, History, Religion, Science\nThe Center of The Universe\nDate: November 28, 2016Author: Pascal Chisom Okechukwu 6 Comments\nThe Milky Way (our own Galaxy). Photo by Michael Shainblum\nThree years ago, I was going through a NASA website, following a trend in an argument that once took place a long time ago. The argument having ensued for many centuries, during the growth of astronomy.", "The Center of The Universe \u2013 Eupheus (to Know)\nHowever, I brought this up now because, sometime this year, some group of people calling themselves the Flat Earthers raised up some dust in the air- about the Earth being actually Flat and not spherical as we know today. But I\u2019m not sharing anything yet on the flat earth versus round earth saga, maybe because i still find it ridiculous in some ways", "The Center of The Universe \u2013 Eupheus (to Know)\nAnyways, not all of us might know the scholastic difference between the centre of the Galaxy and the centre of the Universe, so lets all read on this interesting argument. And so it began;", "The Center of The Universe \u2013 Eupheus (to Know)\nFor centuries it was believed that the Earth was the center of the universe. This belief, known as the geocentric model, held that the Earth was stationary while the sky revolved above it on a set of celestial spheres. Aristotle eloquently argued how the Earth must be stationary and thus the center of the universe because,\nyou could not feel the Earth move;\nthere was no wind due to a moving Earth, hence it must be stationary;\nthe birds and the clouds would be left behind if the Earth were moving; and", "The Center of The Universe \u2013 Eupheus (to Know)\nif the Earth were moving the stars would display a parallax effect.\nIllustration for the Geocentric Model. Backed by the Catholic Church.", "The Center of The Universe \u2013 Eupheus (to Know)\nThis was to be the common belief for over 1800 years, not only because of the persuasive arguments of Aristotle, but also because a feature of the Greek philosophy was that the universe was perfect. So, they believed that the celestial spheres the stars moved on were perfect, and everything in the sky was perfect. Later, as the Catholic Church rose to prominence, this would be interpreted as a philosophy of a perfect sky as an indication of a perfect God", "The Center of The Universe \u2013 Eupheus (to Know)\nTherefore, any philosophy that did not agree with the geocentric belief was considered heretical. Anyone professing such beliefs risked facing the wrath of the Church. This understandably made people reluctant to present new ideas.", "The Center of The Universe \u2013 Eupheus (to Know)\nIn 1543, Nicolaus Copernicus published his work, Concerning the Revolutions of Celestial Spheres. He was very elderly, and in fact received the first copy of his book the day he died. This undoubtedly played a role in his decision to publish, because his book presented the then-controversial idea of what we call the heliocentric model. What Copernicus claimed was that the Sun, not the Earth, was the center of the universe, and the Earth, stars, and planets all revolved about the Sun", "The Center of The Universe \u2013 Eupheus (to Know)\nIt is this book that marks the beginning of modern astronomy and modern science. Because of the enormous importance of the work, the heliocentric model is commonly called the Copernican System. Copernicus\u2019 work was initially rejected and his book was banned by the Church. But the damage had been done, and Johannes Kepler devoted himself to the task of mathematically describing the orbits of the planets about the Sun", "The Center of The Universe \u2013 Eupheus (to Know)\nin the Heliocentric or Copernican model, the Sun is the center of the universe, while the Earth and other planetary bodies revolve around it. This system alone dashed the high esteem given to the status of Man in the universe.", "The Center of The Universe \u2013 Eupheus (to Know)\nGalileo declared in the early 1600s that he believed in the Copernican System, but he didn\u2019t have the necessary tools to prove it. However, by the end of 1610, Galileo had access to a new tool to prove his beliefs: the telescope. In that year, or early 1611, Galileo became the first person to observe the heavens through a telescope", "The Center of The Universe \u2013 Eupheus (to Know)\nHe immediately made several amazing discoveries, including mountains on the Moon and moons orbiting Jupiter (now known as the Galilean moons), and also discovered that the Milky Way was made of thousands of small stars and Venus went through a whole set of phases like the Moon. He presented his findings in a book called Sidereus Nuncias (The Messenger of the Stars) in 1611", "The Center of The Universe \u2013 Eupheus (to Know)\nHis beliefs would eventually bring him before the Inquisition, where he was forced to recant his beliefs before the court and later placed under house arrest, although it was not rigorously enforced.", "The Center of The Universe \u2013 Eupheus (to Know)\nBut before long, the popularity of the Copernican System grew until it was the accepted model. Does this mean that it was no longer believed that we were the center of the universe", "The Center of The Universe \u2013 Eupheus (to Know)\n? No. The belief was that the Sun, not the Earth, was at the center of the universe. So we were still focused on the idea that there was something special about us. We had simply moved the universal center from our planet to our star. One of the reasons for this is because astronomers saw basically the same numbers of stars in all directions. If we were not the center, they reasoned, then we would see more stars in one direction than another", "The Center of The Universe \u2013 Eupheus (to Know)\nBy the latter part of the nineteenth century, a number of star groups called globular clusters had been identified.\nGlobular Star Clusters are some of the oldest structures in galaxies, often containing some of the oldest stars. source: Encarta Encyclopedia", "The Center of The Universe \u2013 Eupheus (to Know)\nGlobular clusters are large, spherical groups of stars, numbering in the hundreds of thousands, or even millions of stars, and orbit the Milky Way. Distances to these globular clusters could be calculated, and the astronomer Harlow Shapley reasoned that if we were at the center of the universe, there should be an even distribution of globular clusters in all directions", "The Center of The Universe \u2013 Eupheus (to Know)\nHowever, when he plotted the locations of the globular clusters, he found we were not at the center of the Milky Way, and he was able to make a good estimate of the distance to the true center. Then it was established that the Sun was not the center of the universe, but it was still thought that the center of the Milky Way was the center of the universe. It was not until the twentieth century that it was finally established that neither we nor our galaxy formed the center of the universe.", "The Center of The Universe \u2013 Eupheus (to Know)\nIf you enjoyed reading this, remeber to keep checking back. I might just be writing on the Flat Earth versus Round Earth argument anytime. \ud83d\ude42\nReference: (nasa.gov) The Center of the Galaxy.\nThe Center of the Galaxy Authors: Patrick Miller, Christopher Keating, and Anahita Sidhwa. Audentes Publishing Co.\n#NASAAristotleCatholic ChurchGalileoGeocentric ModelHeliocentric ModelHistoryJohannes KeplerMilky WayNicolaus CopernicusPostadayScienceSpace\nPrevious Previous post: The Overwhelming Universe.", "The Center of The Universe \u2013 Eupheus (to Know)\nNext Next post: Perspectives on the Creation of the World\n6 thoughts on \u201cThe Center of The Universe\u201d\nThanks a lot Richard \ud83d\ude42\nFranklin says:\nfantastic piece bro\u2026\nThanks Franklin. \ud83d\ude42\nStan lee says:\nNice piece pascal\nThanks a lot Stan lee \ud83d\ude42"]

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RedPajama-Data-V2

https://www.cpc.unc.edu/resources/publications/bib/2187/

The Mass Media and American Adolescents’ Health | Carolina Population Center

["The Mass Media and American Adolescents\u2019 Health | Carolina Population Center\nThe Mass Media and American Adolescents\u2019 Health\nBrown, Jane D. & Witherspoon, Elizabeth M. (2002). The Mass Media and American Adolescents' Health. Journal of Adolescent Health, 31(6 Suppl. 1), 153-70.", "The Mass Media and American Adolescents\u2019 Health | Carolina Population Center\nAmerican teens today grow up in a world saturated with the mass media. In general, the media depict a world in which unhealthy behaviors such as physical aggression, unprotected sex, smoking, and drinking are glamorous and risk-free. We summarize what is known about the media's effects on four adolescent health issues that have been studied most comprehensively: violence and aggression; sex; obesity, nutrition, and eating disorders; and alcohol and tobacco use", "The Mass Media and American Adolescents\u2019 Health | Carolina Population Center\nA number of approaches that have potential for helping turn the media into more positive forces for adolescents' health are discussed"]

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RedPajama-Data-V2

https://books.google.ad/books?id=N8MjAAAAMAAJ&pg=PA2&focus=viewport&dq=editions:LCCN68059049&lr=&hl=ca&output=html_text

The Plays and Poems of William Shakspeare

["The Plays and Poems of William Shakspeare\nThe Plays and Poems of William Shakspeare, Volum 15\nPer William Shakespeare\nTEMPEST.\nKING JOHN.\nESSAY ON THE ORIGIN OF THE TEMPEST.\nPRELIMINARY REMARKS.", "The Plays and Poems of William Shakspeare\nTHE Tempest and The Midsummer-Night's Dream are the noblest efforts of that sublime and amazing imagination peculiar to Shakspeare, which soars above the bounds of nature, without forsaking sense; or, more properly, carries nature along with him beyond her established limits. Fletcher seems particularly to have admired these two plays, and hath wrote two in imitation of them, The Sea Voyage and The Faithful Shepherdess", "The Plays and Poems of William Shakspeare\nBut when he presumes to break a lance with Shakspeare, and write in emulation of him, as he does in The False One, which is the rival of Antony and Cleopatra, he is not so successful. After him, Sir John Suckling and Milton catched the brightest fire of their imagination from these two plays; which shines fantastically indeed in The Goblins, but much more nobly and serenely in The Mask at Ludlow Castle. WARBURTON.", "The Plays and Poems of William Shakspeare\nNo one has hitherto been lucky enough to discover the romance on which Shakspeare may be supposed to have founded this play, the beauties of which could not secure it from the criticism of Ben Jonson, whose malignity appears to have been more than equal to his wit. In the introduction to Bartholomew Fair, he says: If there be never a servant monster in the fair, who can help it, he says, nor a nest of antiques", "The Plays and Poems of William Shakspeare\nI was informed by the late Mr. Collins of Chichester, that Shakspeare's Tempest, for which no origin is yet assigned, was formed on a romance called Aurelio and Isabella, printed in Italian, Spanish, French, and English, in 1588. But though this information has not proved true on examination, an useful conclusion may be drawn from it, that Shakspeare's story is somewhere to be found in an Italian novel, at least that the story preceded Shakspeare. Mr", "The Plays and Poems of William Shakspeare\nCollins had searched this subject with no less fidelity than judgement and industry; but his memory failing in his last calamitous indisposition, he probably gave me the name of one novel for another. I remember he added a circumstance, which may lead to a discovery,-that the principal character of the romance, answering to Shakspeare's Prospero, was a chemical necromancer, who had bound a spirit like Ariel to obey his call, and perform his services", "The Plays and Poems of William Shakspeare\nIt was a common pretence of dealers in the occult sciences to have a demon at command. At least Aurelio, or Orelio, was probably one of the names of this romance, the production and multiplicity of gold being the grand object of alchemy. Taken at large, the magical", "The Plays and Poems of William Shakspeare\npart of the Tempest is founded on that sort of philosophy which was practised by John Dee and his associates, and has been called the Rosicrucian. The name Ariel came from the Talmudistick mysteries with which the learned Jews had infected this science. T. WARTON.", "The Plays and Poems of William Shakspeare\nMr. Theobald tells us that The Tempest must have been written after 1609, because the Bermuda Islands, which are mentioned in it, were unknown to the English until that year; but this is a mistake. He might have seen in Hackluyt, 1600, folio, a description of Bermuda, by Henry May, who was shipwrecked there in 1593.", "The Plays and Poems of William Shakspeare\nIt was however one of our author's last works. In 1598, he played a part in the original Every Man in his Humour. Two of the characters are Prospero and Stephano. Here Ben Jonson taught him the pronunciation of the latter word, which is always right in The Tempest:\nIs not this Steph\u0103no my drunken butler?\"\nAnd always wrong in his earlier play, The Merchant of Venice, which had been on the stage at least two or three years before its publication in 1600:", "The Plays and Poems of William Shakspeare\nMy friend Steph\u016bno, signify, I pray you,\" &c. -So little did Mr. Capell know of his author, when he idly supposed his school literature might perhaps have been lost by the dissipation of youth, or the busy scene of publick life! FARMER.", "The Plays and Poems of William Shakspeare\nThis play must have been written before 1614, when Jonson sneers at it in his Bartholomew Fair. In the latter plays of Shakspeare, he has less of pun and quibble than in his early ones. In The Merchant of Venice, he expressly declares against them. This perhaps might be one criterion to discover the dates of his plays. BLACKSTONE.\nSee Mr. Malone's Attempt to ascertain the Order of Shakspeare's Plays, and Note on \"The cloud-capp'd towers,\" &c. Act IV. STEEVENS.", "The Plays and Poems of William Shakspeare\nA hope has long been entertained, that at some time or other the romance or tale might be found, that furnished Shakspeare with the materials on which he formed this beautiful comedy. But after having ascertained the precise fact that unquestionably gave rise to it, and after the perusal of some rare and curious pieces of his age, of which a more particular account will presently be given, I am firmly persuaded that no such tale or romance will ever be found, or indeed ever existed.", "The Plays and Poems of William Shakspeare\nIn constructing many other plays, our poet frequently formed his drama on some story that he met with, either adopting it as he found it, or making some alterations; and in both cases, generally adding some new and original characters of his own invention. Such we know was the process in the formation of TwelfthNight, All's Well That Ends Well, Measure for Measure, The Winter's Tale, and some others. But here, as we have already"]

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RedPajama-Data-V2

https://www.thenews.com.pk/tns/detail/566123-great-writer-english-language

The great writer of the English language - Dr Arif Azad

["The great writer of the English language - Dr Arif Azad\nThe great writer of the English language\nDr Arif Azad\nAs in life, V.S. Naipaul will remain controversial in death and beyond. But he will live in his books as a great stylist, literary artist and a peerless constructor of sentence", "The great writer of the English language - Dr Arif Azad\nSir Vidiadhar Surajprasad Naipaul (V.S. Naipaul), the Literature Nobel Laureate, was a great West Indian writer of Indian ancestry. Naipaul was single-minded about pursuing writing as a profession from an early age. Over time, this passion made him into one of the greatest writers writing in English. Yet he leaves behind him a deeply contested legacy. His view of post-colonial societies and the Muslim world was hugely negative and smacked of an imperial mind-set.", "The great writer of the English language - Dr Arif Azad\nHe had nothing positive to say about the country Trinidad, where he was born, or its people. \"My most difficult thing to overcome was being born in Trinidad,\" he said, \"That crazy resort place! How on earth can you have serious writing from a crazy resort place?\"\nHis dark and negative portrayal of the people of West Indies led Derek Walcott, another Literature Nobel Laureate and a fellow West Indian, to characterise him as \u2018Sir Nightfall\u2019.", "The great writer of the English language - Dr Arif Azad\nNaipaul was equally unsparing and harsh in his criticism of the non-Arab Muslim world as the \u2018converted\u2019 people turning their back on their own history and adopting Arab imperium. He thought of Islam as a barbaric and uncivilised religion. He even suggested the US forces should stay in Iraq much longer with the express purpose of civilising the Arabs.", "The great writer of the English language - Dr Arif Azad\nNaipaul wrote two books on Islam -- Among the Believers and Beyond Belief -- based on his travels to Iran, Pakistan, Malaysia and Indonesia. Both books, decades apart, peddle Naipaul\u2019s unalterably fixed view of Islam. In India, too, he has been criticised for his unsympathetic portrayal of India in three books: An Area of Darkness, India: A Million Mutinies and A Wounded Civilization. Later, he warmed to the BJP government to the dismay of many.", "The great writer of the English language - Dr Arif Azad\nNaipaul is often compared to Joseph Conrad. Yet, to me, his books of reportage bear resemblance in content to the travel books of another renowned Polish journalist Ryszard Kapuscinski who, like Naipaul, travelled to different parts of the globe to chart the rise and fall of anti-colonial agitations and revolutions. Kapuscinski, however, wrote in a much more empathetic tone.", "The great writer of the English language - Dr Arif Azad\nNaipaul showed an utter lack of empathy in inflicting further wounds on, what one critic said were, the already wounded people of post-colonial societies. From 1950 onwards, he lived in Britain; yet his creative output did not touch upon the struggles of the ordinary immigrants fighting against daily racism, micro-brutalities and discrimination.", "The great writer of the English language - Dr Arif Azad\nV.S. Naipaul was born in Trinidad in 1932 to a journalist father with literary ambitions. His father felt inhibited in the pursuit of his deeply-held literary ambitions by his overbearing in-laws and the daily demands of journalism. The unfulfilled ambition of the father was to seep into the young Naipaul and harden further as he grew older. Naipaul won the hard-fought scholarship to Oxford University in 1950", "The great writer of the English language - Dr Arif Azad\nNaipaul showed an utter lack of empathy in inflicting further wounds on, what one critic said were, the already wounded people of post-colonial societies.\nAt Oxford, he felt terribly lonely. However, he was saved by his friendship with Patricia Hale, which later developed into full-blown romance. They were married in 1955. Patricia was to play an important part in his rise to becoming a literary icon, acting as his reviewer, reader and secretary.", "The great writer of the English language - Dr Arif Azad\nAfter his graduation, he worked for the BBC Caribbean Service while spending his spare time at the typewriter in the freelancers\u2019 room of the corporation. Always in search of material to write about, V.S. Naipaul mined his personal biography and geography to produce a string of novels focusing on his childhood. His three early books -- The Mystic Masseur, The Suffrage of Elvira and Miguel Street -- were the product of this Caribbean inspiration", "The great writer of the English language - Dr Arif Azad\nThe big breakthrough came with the publication of the novel A House for Mr Biswas (1961), loosely based on his father and his own family. Critically acclaimed, it is still regarded his best work.", "The great writer of the English language - Dr Arif Azad\nWhen the family-rooted Caribbean inspiration dried up, Naipaul turned his hand to non-fiction which grew out of his travels to different parts of the world. It was a time when anti-colonial agitation and pro-liberation movements were flickering in the developing world. Being of conservative bent, the prospect of radical political change repulsed Naipaul. Rather than identifying with the political struggle of the oppressed people to break free from the yoke of colonialism, V.S", "The great writer of the English language - Dr Arif Azad\nThird-world intellectuals were appalled by this attitude. Chinua Achebe, the great Nigerian writer, branded him a \"restorer of the comforting myths of the white race\". Edward Said also questioned his superficial understanding of Islam and Muslims.", "The great writer of the English language - Dr Arif Azad\nIn personal conduct as well, Naipaul was known to be cruel and opportunistic. He mistreated his long-suffering wife Patricia. He even admitted to contributing to her early death by his cruelty. Naipaul also admitted to abusing his long-term mistress, Margaret Gooding, an Anglo-Argentine, with whom he maintained more than two decades of relationship. He abruptly broke off this relationship when he proposed to Nadira, a Pakistani journalist, who became his second wife.", "The great writer of the English language - Dr Arif Azad\nIn 1990, he was knighted by the Queen. In 2001 he was awarded the Nobel Prize for Literature for his \"united perceptive narrative and incorruptible scrutiny in works that compel us to see the presence of suppressed histories\". The Nobel Prize judges also showered special praise on The Enigma of Arrival (1987) as a masterpiece. Earlier on, in 1971, he won the Booker Prize for his novel In a Free State (1971) which dwelt on stories of colonialism and the colonised people.", "The great writer of the English language - Dr Arif Azad\nHe was a peerless constructor of the English sentence. He will be remembered chiefly for his literary craft, luminous sentences and unflinching dedication to the vocation of a writer. He was a precise writer and never wrote falsely as Paul Theroux, his long-standing friend, noted. But the politics of his fiction and non-fiction work remains highly controversial. He even pronounced the death of the novel as a literary form midway through his career, only to return to it later in his life.", "The great writer of the English language - Dr Arif Azad\nAs in life, Naipaul will remain controversial in death and beyond, but he will live in his books as a great stylist and literary artist.\nSir Naipaul died in London on August 11, aged 85\nMore From Encore\nAfter Indus\nMen without shadows"]

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RedPajama-Data-V2

https://www.historicly.net/p/when-the-looting-starts?utm_source=substack&utm_campaign=post_embed&utm_medium=web

"The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting"

["The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nLast week, the US president threatened to unleash the full wrath of state power against \"thugs\" when he said, \"When the looting starts, the shooting starts.\" He certainly didn\u2019t know that one of the very first Indian words to enter the English language was the Hindi term \"lootna,\" which means \"to steal\" or \"to plunder.\" The president also coincidentally echoed the way the British used the word \"loot.\" The East India Company (EIC) designated \"looting\" for the actions of alleged Indian criminals whose theft from the company was minuscule in comparison to its own extensive plunder just as the president and his cronies shamelessly loot at every opportunity.", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nIn 1757, EIC conquered Bengal and installed the traitor Mir Jaffar Ali, the top general of Nawab Siraj who cooperated with mercenary Robert Cliv, as its puppet head. Mir Jaffar Ali then signed the treaty of Aligargh, which granted EIC sovereignty over the Kingdom of Bengal. EIC took over Bengal's mints, and gave itself exclusive authority to coin money. EIC also took over all the existing factories in Bengal as well as the ports, trade routes and highways.", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nEIC officials replaced Bengal\u2019s tax collectors, in 1764, imposing both a land tax and a tariff on any trade. By 1767, EIC doubled the total land tax in order to meet shareholder demand back in England. The following year, the monsoon season was excessively dry and crops failed. Farmers struggled to cope with severe shortages of grains. Moghuls usually responded by requisitioning grains from other areas of the empire to feed the subjects of the famine-plagued region", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nHowever, the EIC didn't bother with such petty problems like ensuring adequate food to the people of Bengal as its only goal was profit. Without food, people in the villages migrated to other areas in search of food, and while traveling from village to village, they inadvertently spread the small pox virus, creating an epidemic in 1770. Within one year, 10 million people in Bengal died, one-third of its population. With vast areas of the countryside decimated, nature reclaimed former farmlands.", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nMeanwhile, EIC was indifferent to the millions of dead but did become very alarmed by its decreasing profits. To recoup its shareholders investments in India, it required the famished, sickly people of Bengal to pay a 10% increase in land tax.", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nThe first Governor-General of India, Warren Hastings, authorized the tax collectors to use force to collect taxes from the \"recalcitrant\" areas. The now-emptied villages had fewer resources, but were forced to pay more in taxes to the British authorities, which coincides with reports of increased dacoity", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nAccording to a legal memorandum from that time, \"[b]odies of freebooters used to enter the areas from the adjoining hilly countries and the jungle- shelters and loot the villages, where a general state of lawlessness prevailed.\" Some villagers raided each other to procure enough grain to pay their taxes imposed by the EIC, while others, whose communities had been decimated, had to steal to feed themselves.", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nThe British Government because of its gross mismanagement that caused the collapse of the Bengali economy. Because of its increased debt, EIC had to further expand into more areas in India to boost profit for its shareholders.", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nAfter annexing the Carnatic Kingdom in the east and bullying the Nizam of Hyderabad into privatizing their dominions for profits, the EIC turned to the last stronghold: The State of Mysore. Mysore held an important area in the middle that would consolidate the EIC's Indian holdings. However, the Mysorean army fought back with rockets that could blow up targets miles away", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nA young English officer named Bayly observed: \"So pestered were we with the rocket boys that there was no moving without danger from the destructive missiles.\" He continued, \u201cThe rockets and musketry from 20,000 of the enemy were incessant. No hail could be thicker", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nEvery illumination of blue lights was accompanied by a shower of rockets, some of which entered the head of the column, passing through to the rear, causing death, wounds, and dreadful lacerations from the long bamboos of twenty or thirty feet, which are invariably attached to them.\u201d", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nThe Kingdom of Mysore proved so elusive that it took them four wars and nearly 40 years to conquer it. Among other challenges, in 1799, during the Siege of Srirangapatnam, EIC found that it didn't have enough rice to feed its soldiers. They arrested 100 thugs on the outskirts of Bangalore to explain away why EIC mercenaries were short on essential supplies. All sense of irony seemed to be lost on the EIC as it scapegoated 100 Indian men for 'looting' British supplies", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nThe EIC's inventory confirms that they took every painting, decoration, and piece of furniture from Tipu Sultan's palace. They even loosened floorboards made of marble and unbolted its beautifully carved wooden doors. They looted the entire library in Srirangapatnam, storming into the bedrooms and the closets. Even Tipu Sultan's silk underwear and shoes were claimed and shipped back to the UK", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nAccording to one of the British officers, \"there was not a house that wasn't plundered.\" Ultimately, they stole \u00a32.2 million worth of goods from Sirangapatnam. Accounting for inflation, today the value would be equivalent to \u00a3214,700,000.00.", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nFor the British, \u201clooting\u201d was a useful new addition to the English lexicon because they made it the centerpiece of their foreign policy And it is not the only word the English \u2018borrowed\u2019 from India", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nOther words for \u201cstealing\u201d have also been adopted, such as \u201cDacoit,\u201d a fancy word for robber, which comes from the Bengali \u201cDaku,\u201d which means \u201crobber.\u201d And \u201cthug,\u201d whose origin is the Sanskrit, \u201cThag,\u201d which means \u201cdeceiver.\u201d In the end, regardless of how you label the transference of resources by force, what the British stole from India would add up to over \u00a39.2 trillion.", "The Looting of Bengal: How the East India Company Plundered India and Shaped the Language of Looting\nRamachndra\nDec 15, 2020Liked by Esha\nThank you for sharing excellent collection of history datas and fine wrighting wish her all the Best"]

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RedPajama-Data-V2

https://www.catholic.com/encyclopedia/zeal

Zeal - A Necessary Effect of Love

["Zeal - A Necessary Effect of Love\nZeal (from delos, a derivative of deo) \u201cto boil\u201d, to \u201cthrob with heat\u201d), is \u201ca necessary effect of love\u201d, being \u201cthe vehement move-ment of one who loves to [secure] the object of his love\u201d (vehemens motus amantis in rem amatam, St. Thomas, \u201cSumma Theol.\u201d, I-II, Q. xxviii, a. 4). Here the distinctive note is in the vehemence, or intensity, of the action to which love impels, an intensity which is proportioned to that of the love felt", "Zeal - A Necessary Effect of Love\nAs there are two kinds of love, the amor concupiscentioe, which is self-regarding, and the amor amicitiae, which is altruistic, two corresponding kinds of zeal might be distinguished, but by usage the term is restricted to the zeal prompted by the amor amicitioe; indeed, in its religious sense it is applied solely to the zeal inspired by the love of God, to the ardent endeavors and works undertaken to promote His glory", "Zeal - A Necessary Effect of Love\nHere again we can subdivide according as this zeal for God manifests itself in works of devotedness directed towards the fulfilment of the first or the second of the two great Commandments. In the Bible (cf. Psalm lxiii, 10; Num., xxv, 11; Tit., ii, 14, etc.) it is mostly used in the first of these applications; in the phrase \u201czeal for souls\u201d it is used in the second, and in this sense it is much the most common among religious writers.", "Zeal - A Necessary Effect of Love\nZeal, being love in action, just on that account tends to remove as far as lies in its power all that is injurious or hostile to the object of its love; it has thus its antipathies as well as its attractions. Moreover, since, though itself appertaining to the will, it presupposes an exercise of judgment as to the appropriate means for the attainment of its object, we must further distinguish true and false zeal, according as the judgment guiding it is sound or unsound. Thus St", "Zeal - A Necessary Effect of Love\nPaul\u2019s zeal was zeal through-out, but it was false zeal in the days when he persecuted the Church, true zeal when he became its Apostle. \u201cCaritas Christi urget nos\u201d are the words with which this Apostle described the promptings within his own breast of this zeal which contributed so powerfully to lay the foundations of the Catholic Church", "Zeal - A Necessary Effect of Love\nAnd it is a zeal of like nature which, enkindled in the breasts of so many generations of ardent followers of Christ, has, in its cooperation with the lavish gifts of the Holy Spirit, built that Church up into the greatest marvel of human history", "Zeal - A Necessary Effect of Love\nFor it is the zeal of all those devout souls which, as distinguished from the lukewarmness of the ordinary Christian, has sent forth the Apostles and missionaries to their lives of self-sacrifice, has filled the sanctuaries with an unfailing supply of good priests and the cloisters with throngs of fervent religious, which has organized, sustained, and developed so splendid an array of works of charity to meet almost every conceivable need of suffering humanity."]

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RedPajama-Data-V2

https://www.niu.edu/theatre/about/facilities/index.shtml

Facilities - NIU - School of Theatre and Dance

["Facilities - NIU - School of Theatre and Dance\nThe Stevens Building, our home facility, is nearing the end of an important and much anticipated renovation. The building will conveniently house the university's principal theatre production spaces, which will include the O'Connell Theatre, a fully equipped 440-seat proscenium theatre; 220 seat Players Theatre, a smaller, flexible \"black box\" theatre space; and Corner Theatre, a 150-seat open stage workshop.", "Facilities - NIU - School of Theatre and Dance\nThe scene shop contains all major wood and metal working tools, including a remotely located industrial pneumatic compressor for use in construction, painting and stage mechanics. In addition to the lighting workshop, a specialized laboratory accommodates experimental projects in lighting and scenic design. This facility is complemented by two additional specialized design and technical classrooms and drafting laboratories"]

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RedPajama-Data-V2

http://ypsihistor.blogspot.com/2010/07/boy-bandit-is-in-toils-of-police.html

Ypsihistor: Boy Bandit is in the toils of the police

["Ypsihistor: Boy Bandit is in the toils of the police\nBoy Bandit is in the toils of the police\nThis story was published by The Daily Ypsilanti Press on Wednesday, July 21, 1920.\nDon Smith, boy bandit, is in the lockup in the city hall awaiting the arrival of officers from Lansing to take him back to the state industrial school for boys.\nHe celebrated his arrival in Ypsilanti by rummaging Lee N. Brown\u2019s house while the family was away to its summer cottage, Sunday, hiding the loor in an asparagus patch lut Oak Street way.", "Ypsihistor: Boy Bandit is in the toils of the police\nTuesday noon, Chief Connors got a call from Mrs. Hearl on East Cross Street, complaining that a boy was firing a revolver at her. Suspicioning (sic) who it was he started there immediately, but the boy got sight of him and \u201cran like a deer,\u201d with the chief in pursuit. Corralling him at last the boy bandit threatened Connors with his revolver, but he had run out of cartridges.", "Ypsihistor: Boy Bandit is in the toils of the police\nConnors took him in his machine and started for the city hall; when coming down the Cross Street hill there was a threatened mix up of machines, and, taking advantage of the situation, the boy broke away and disappeared.\nTuesday night a tip was given the police that Don would be found at Frank Whitman\u2019s on Oak Street. Going there the boy was found asleep, and as soon as he was dressed he was taken to the lockup.", "Ypsihistor: Boy Bandit is in the toils of the police\nIn the meantime efforts had been made to locate the articles taken from the Brown residence. Some of it was found, but there is more hidden either in the asparagus patch or somewhere near there.\nDon is said to be thoroughly bad. Chief Connors arrested him once before, and officers from Pontiac came and got him. Then he was sent to the industrial school at Lansing, but a couple of weeks ago he got away from there.", "Ypsihistor: Boy Bandit is in the toils of the police\nTuesday the boy carried a 32 caliber revolver, and last night there was unearthed from under his bed a belt of cartridges. A wrist watch was found on him, belonging to the Brown stolen stuff. Another watch is still missing.\nA vigorous search is being made for the hiding place of the rest of the loot.\nLast spring the boy slept at nights in the Prospect Park shed.\nHere is a second account of the case from The Ypsilanti Record of Thursday, July 22, 1920.\nPontiac Boy Bandit Held", "Ypsihistor: Boy Bandit is in the toils of the police\nDon Smith, age 14, was arrested late Tuesday night by Chief Connors and Officer Laidlaw at the home of Frank Whitman. Young Smith recently was arrested here by Chief Connors for Pontiac officers, where he was wanted for the larceny of nearly $200. He was sent from Pontiac to the reform school at Lansing, and he escaped from that institution about two weeks ago. An officer from the institution was here looking for Smith and told officers here to arrest Smith when they saw him should he return.", "Ypsihistor: Boy Bandit is in the toils of the police\nTuesday afternoon Chief Connors received a call from Mrs. Tim Hearl of East Cross Street, to the effect that a boy had shot at her with a revolver. The chief jumped into his car hurriedly and drove to the scene within a few minutes. Smith saw him coming and started to run. The chief can run a bit himself and the chase began around a barn. While going around a corner of the barn the officer was surprised to see Smith with a revolver pointing it directly at him", "Ypsihistor: Boy Bandit is in the toils of the police\nOn account of the age of the lad Chief Connors did not handcuff him. Going back down East Cross Street the chief drove his car with one hand and held the prisoner with the other. Smith was fighting all the way and when the officer was a collision with another automobile could only be avoided by releasing his hold temporarily on Smith the lad opened the door and ran. Several onlookers took up the chase but Smith escaped for the time being.", "Ypsihistor: Boy Bandit is in the toils of the police\nHe is the robber that broke into Attorney Lee N. Brown\u2019s residence o Oak Street and stole a revolver, two watches and an opera glass, in addition to a number of other articles. The revolver and watches have been recovered by the police. Some of the articles were hid in some high grass in Prospect Park by Smith. The lad stated that he would never go back to the reform school and the officers believe he will try to make good his threat", "Ypsihistor: Boy Bandit is in the toils of the police\nPosted by James at 6:38 AM\n\u503c\u5f97\u4e00\u770b\u518d\u770b\u7684\u683c\u5b50\uff0c\u591a\u8b1d\u5206\u4eab.................................................................\n\u6d41\u6d6a\u5230\u9019\u88e1\uff0c\u7559\u8a00\u8b1d\u8b1d\u4f60\u3002............................................................\n\u4f60\u4e0d\u80fd\u5de6\u53f3\u5929\u6c23\uff0c\u4f46\u4f60\u53ef\u4ee5\u6539\u8b8a\u5fc3\u60c5.................................................................\n\u8d99\u5433\u7dad\u502b\u5f65\u5ef7 said...\n\u826f\u597d\u7684\u958b\u7aef\uff0c\u5df2\u662f\u6210\u529f\u7684\u4e00\u534a\u3002.......................................................\nSix men injured, 22 cars derailed at Whittaker"]

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RedPajama-Data-V2

https://digitalcommons.law.byu.edu/byu_ca2/4955/

"B.A.M v. Salt Lake County" by Utah Court of Appeals

["B.A.M v. Salt Lake County by Utah Court of Appeals\nB.A.M. Development, LLC, a Utah limited liability company v. Salt Lake County, a body corporate and politic of the State of Utah : Brief of Cross-Petitioner\nPetition for Certiorari\nOPENING BRIEF OF CROSS-PETITIONER B.A.M. DEVELOPMENT FOR CERTIORARI REVIEW OF A COURT OF APPEALS DECISION ORIGINAL PROCEEDING IN THE THIRD JUDICIAL DISTRICT COURT IN AND FOR SALT LAKE COUNTY The Honorable Timothy R Hanson, District Judge\nDonald H. Hansen; Deputy Salt Lake County District Attorney; Attorney for Cross-Petitioner.", "B.A.M v. Salt Lake County by Utah Court of Appeals\nStephen G. Homer; Attorney for Cross-Petitioner.\nPetition for Certiorari, B.A.M v. Salt Lake County, No. 20040365 (Utah Court of Appeals, 2004)."]

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RedPajama-Data-V2

https://georgewbush-whitehouse.archives.gov/news/releases/2001/10/print/text/20011004-4.html

---------------------- Forwarded by Rachael L. Sunbarger/Who/Eop on (Text Only)

["---------------------- Forwarded by Rachael L. Sunbarger/Who/Eop on (Text Only)\n---------------------- Forwarded by Rachael L. Sunbarger/Who/Eop on\n20 PM ---------------------------\nRachael L. Sunbarger\nU.S. Assistance to the Afghan People\nAfter 22 Years of War, Three Years of Severe Drought, and Five Years Of\nTaliban Rule, Afghanistan Now Faces a Major Famine. the U.n. Security\nCouncil Has Pointed to the Taliban?s Repressive Policies and Harassment Of\nExpatriate Relief Agency Workers as Being Directly Responsible for the\ncurrent crisis.", "---------------------- Forwarded by Rachael L. Sunbarger/Who/Eop on (Text Only)\nBecause of the Taliban, the world is likely to see death and starvation on a massive scale as Afghanistan enters the coming winter. Islam promotes charity, yet the Taliban has cut off humanitarian assistance to the Afghan population.", "---------------------- Forwarded by Rachael L. Sunbarger/Who/Eop on (Text Only)\nAs President Bush announced today, the United States is prepared to contribute an additional $320 million in humanitarian assistance for the Afghanistan and neighboring states suffering from drought", "---------------------- Forwarded by Rachael L. Sunbarger/Who/Eop on (Text Only)\nThe total includes $25 million authorized on September 28 by the President from the Emergency Refugee and Migration Assistance Fund to provide assistance to a potentially large number of refugees who could cross from Afghanistan into the surrounding countries, including Pakistan, Iran, Tajikistan, Uzbekistan and Turkmenistan", "---------------------- Forwarded by Rachael L. Sunbarger/Who/Eop on (Text Only)\nAdditional assistance totaling $295 million will be provided through United Nations assistance agencies, the International Committee of the Red Cross, nongovernmental organizations, and through direct provision of food and relief supplies.", "---------------------- Forwarded by Rachael L. Sunbarger/Who/Eop on (Text Only)\nThe United States has led the international community's response to the suffering of the Afghan people.\nThe United States has contributed more than $1 billion in humanitarian assistance to the Afghan people since 1979, more than any other country.", "---------------------- Forwarded by Rachael L. Sunbarger/Who/Eop on (Text Only)\nSince the beginning of fiscal year 2001, the United States provided nearly $184 million in humanitarian aid to Afghans. This amount includes contributions from the U.S. Department of Agriculture ($99.8 million), the U.S. Agency for International Development ($50.55 million), the Department of State ($32.6 million); and the Centers for Disease Control ($569,000).", "---------------------- Forwarded by Rachael L. Sunbarger/Who/Eop on (Text Only)\nThe United States has supplied more than 80 percent of all food shipments sent to vulnerable Afghans through the United Nations? World Food Program, and will continue to be the leading food donor to the Afghan people."]

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RedPajama-Data-V2

https://georgewbush-whitehouse.archives.gov/news/releases/2007/07/print/20070720-6.html

Message to the Congress of the United States

["Message to the Congress of the United States\nSection 202(d) of the National Emergencies Act (50 U.S.C. 1622(d)) provides for the automatic termination of a national emergency unless, prior to the anniversary date of its declaration, the President publishes in the Federal Register and transmits to the Congress a notice stating that the emergency is to continue in effect beyond the anniversary date", "Message to the Congress of the United States\nIn accordance with this provision, I have sent the enclosed notice to the Federal Register for publication, stating that the national emergency and related measures dealing with the former Liberian regime of Charles Taylor are to continue in effect beyond July 22, 2007.", "Message to the Congress of the United States\nThe actions and policies of former Liberian President Charles Taylor and other persons, in particular their unlawful depletion of Liberian resources, their trafficking of illegal arms, and their formation of irregular militia, continue to undermine Liberia's transition to democracy and the orderly development of its political, administrative, and economic institutions and resources. These actions and policies continue to pose an unusual and extraordinary threat to the foreign policy of the United States", "Message to the Congress of the United States\nFor these reasons, I have determined that it is necessary to continue the national emergency with respect to the former Liberian regime of Charles Taylor."]

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RedPajama-Data-V2

https://globaledge.msu.edu/countries/trinidad-and-tobago/risk

Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge

["Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nAvoid cursing and using foul language in Trinidad and Tobago, it is considered a criminal offense.\nPitch Lake in Trinidad is the largest natural deposit of asphalt in the world.\nKnow if my company is ready to export?\nFind out using our Diagnostic Tools\nTrinidad and Tobago: Risk Assessment\nCountry Risk Rating\nPolitical and economic uncertainties and an occasionally difficult business environment can affect corporate payment behavior. Corporate default probability is appreciable. - Source: Coface", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nBusiness Climate Rating\nThe business environment is acceptable. Corporate financial information is sometimes neither readily available nor sufficiently reliable. Debt collection is not always efficient and the institutional framework has shortcomings. Intercompany transactions may thus run into appreciable difficulties in the acceptable but occasionally unstable environments rated A4.\nWorld\u2019s seventh-largest producer of LNG\nPetrochemical industry (world\u2019s leading exporter of methanol and ammonia)", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nLarge sovereign wealth fund (25% of GDP) and currency reserves\nLead country in the Caribbean Community (Caricom)\nWell-trained English-speaking workforce\nSmall economy and reliant on oil and gas\nUnderdeveloped non-energy sector (including agriculture and tourism)\nProjected decline in energy resources\nIneffective public initiatives\nInadequate financial sector supervision\nInequitable wealth distribution (20% of the population lives below the poverty line)\nDrug traffic-related crime", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nAfter four years of recession, mainly due to low hydrocarbon prices and disappointing production in the energy sector, growth could stabilize in 2020. It remains extremely vulnerable, being closely tied to the hydrocarbon sector (oil, gas, and petrochemicals), which accounted for 35% of GDP and 80% of goods exports in 2018. In 2020, production in this sector is expected to decline slightly again", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nThe new extraction sites (notably the Angelin project) will not be able to offset the decrease in production from existing sites, especially since low prices are not encouraging companies to invest to maintain existing capacity. Oil refining activity will continue to be severely hampered by the drop in crude oil production in Venezuela, the main supplier", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nThe petrochemical industry (ammonia, methanol, fertilizers) is unlikely to fare better, in view of the fall in the prices of these products owing to unfavorable global conditions in the chemical sector. Other sectors of the economy, which are underdeveloped, will make a small contribution to growth. Construction will benefit from the increase in public investment expenditure, particularly in transport infrastructure. Credit growth has recovered, which will promote private investment", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nHousehold consumption, which will be boosted by the sharp rise in the minimum wage, should also benefit from this credit growth. However, access to credit remains generally constrained, with the public sphere capturing a large share of the domestic banking system\u2019s financing capacity. Inflation will continue to be moderate, due to weak economic activity.", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nAfter shrinking for several years, the public deficit is set to increase in FY 2020, as expenditure growth exceeds revenue growth. The relative improvement in the economic situation should lead to an increase in revenues. In addition, the government plans to reduce tax exemptions on the profits of oil and gas companies. However, the same companies will get larger investment tax credits to encourage new exploration", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nOn the expenditure side, several major measures will be introduced, including a hike of about 15% in the minimum wage and an increase in the tax credit for solar water heaters. The main expenditure items will remain the State wage bill (18% of total expenditure) and especially transfers and subsidies (48%), the lion\u2019s share of which goes to households and regional health authorities", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nThe deficit will be financed by drawing on the country\u2019s sovereign wealth fund and by contracting domestic and international bank loans at high-interest rates, which will push up the interest burden (3% of GDP). However, public debt remains largely domestic (80%) and contracted over medium- and long-term maturities, while being mainly denominated in local currency.", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nThe current account is structurally in surplus owing to massive exports of hydrocarbons and oil derivatives, although the surplus has narrowed because of the sharp slowdown in the sector in recent years. In 2020, the trade surplus (9% of GDP in 2018) will shrink again, also reflecting a slight rebound in imports thanks to a pick-up in domestic consumption", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nConversely, the services deficit is expected to remain in place, as tourism revenues are marking time and are insufficient to offset services related to the hydrocarbon sector. The current account surplus allows the financial account to record net outflows of capital, mainly in the form of investments by the sovereign wealth fund, while at the same time replenishing foreign exchange reserves, which stood at about eight months of imports in 2019", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nThese reserves are regularly used by the central bank to maintain a fixed parity between the national currency and the US dollar, and they are expected to continue to decline in 2020.", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nPrime Minister Keith Rowley, a member of the People\u2019s National Movement (PNM), has been in power since the parliamentary elections of September 2015. He can rely on the PNM\u2019s absolute majority in parliament (23 out of 41 seats). However, it will not be easy for the PNM to hold onto power in the next elections, which are scheduled for 2020, particularly given the weakness of the economy and the continuing level of crime", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nThe government has also achieved mixed results in terms of meeting two of its main objectives, namely to consolidate the public finances and diversify the economy. In addition, the popularity of the PNM and Mr. Rowley was severely damaged by the arrest of Marlene McDonald, Minister of Public Administration, on corruption charges in August 2019", "Trinidad and Tobago: Risk Assessment >> globalEDGE: Your source for Global Business Knowledge\nThe main opposition party (also center-left), the United National Congress (UNC), led by former Prime Minister Kamla Persad-Bissessar, could take advantage of this favorable situation to win the elections."]

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RedPajama-Data-V2

https://english.elpais.com/spain/2021-07-09/spanish-police-arrest-fourth-suspect-in-fatal-beating-of-samuel-luiz.html

Spanish police arrest fourth suspect in fatal beating of Samuel Luiz

["Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\nSpanish police arrest fourth suspect in fatal beating of Samuel Luiz\nInvestigators are probing claims of a homophobic motive behind the killing, which sparked protests by LGBTQ+ groups. The victim has been described as a kind and spiritual young man who loved to help others\nThe Lonzas police precinct in A Coru\u00f1a, where the suspects of the fatal beating are being held.Cabalar (EFE)\n\u00d3scar L\u00f3pez-FonsecaSilvia R. PontevedraCaridad Bermeo\nMadrid / A Coru\u00f1a / Santiago - 09 Jul 2021 - 10:17 UTC", "Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\nSpanish police have arrested a fourth individual in connection with the deadly beating of a young man by a group of at least seven people in the northwestern city of A Coru\u00f1a last Saturday. The suspect is a man in his early twenties who is friends with the three people \u2013 two men and a woman \u2013 who were arrested over the brutal killing of Samuel Luiz, 24, outside a nightclub in the Galician city. The latest suspect is facing charges of homicide and for taking the victim\u2019s phone.", "Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\nPolice sources have insisted that the trigger was a misunderstanding over a cellphone: Luiz was on a video call but his assailants believed that he was recording them. One attacker punched him in the face, then went to get six friends and the group continued to beat him until he dropped to the ground 150 meters down the street. Luiz later died in hospital.", "Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\nOnly one person came to his aid: Ibrahima Shakur, a Senegalese citizen who has provided testimony to the police. Shakur declined to offer details so as not to interfere with the investigation, but explained why he decided to step in: \u201cI don\u2019t like violence. This could have happened to anyone. If it had been me, and nobody helped, I could also have died.\u201d\nFlowers and messages at the spot where Samuel Luiz was brutally beaten to death on Saturday.", "Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\nA friend of the victim said that the attackers \u2013 who did not know Luiz and had never been in contact with him before that moment \u2013 used homophobic slurs against the young man, who was homosexual. According to this friend, Lina, who was with Samuel at the time of the attack, the assailants repeatedly used the term \u201cmaric\u00f3n\u201d (faggot). This prompted widespread street protests by LGBTQ+ groups across Spain in the days after the attack, and led to public statements by Spanish ministers against hate crimes.", "Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\nAlthough Luiz has become a symbol of the fight against homophobia in Spain, his father has expressed his discomfort with this. Just hours after the attack, he made a public call for the murder of his son not to be used as a \u201cflag\u201d and recommended that protesters donate food to the Red Cross. \u201cI know that would have made my son happy,\u201d he said. Close friends of the victim told this newspaper that Luiz did not conceal his sexual orientation and that his family knew about it", "Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\nA life spent helping others\nSamuel (second from right) and his father (center) with other members of the Christian Congregation in A Coru\u00f1a.Jefferton Ferreira\nSamuel Luiz, a nursing assistant, had been an active member of his religious community. He played the flute from the age of 15 at the pentecostal church that his family attended, and was also a spiritual leader for a group of children at the Christian Congregation, an evangelical movement founded in Chicago in the early 1900s.", "Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\nLuiz studied the Bible and had embraced the faith through his father Maxsoud Luiz, a native of Brazil who works at Zara\u2019s logistics center in Arteixo (A Coru\u00f1a). Maxsoud also serves as a dean at the congregation, which meets on Thursdays and Sundays. Samuel \u201cwas always with him,\u201d according to an Arteixo city spokesperson. His mother Lolita Mu\u00f1iz is a native of Borroa, outside A Coru\u00f1a", "Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\nThe couple met in Galicia and later moved to Brazil, then returned after the birth of their child, who they named after the prophet Samuel.", "Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\nBesides his work as a nursing assistant at a senior home run by the Padre Rubinos Foundation, Samuel also volunteered with the Red Cross and studied at home in the afternoons. He was just one year away from becoming a dental technician.\n\u201cDevastated parents\u201d", "Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\n\u201cWhether he was homosexual is not something we knew anything about, nor does it matter. If the young man stood out for something, it was for how studious, kind and polite he was,\u201d said Orlando Bello, president of the neighborhood association San Xos\u00e9 Obreiro de Meicende, where the family lives. \u201cHe arrived with his parents from Brazil at just 14 months of age, went to school here... he was the only child of Lolita and Maxsoud", "Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\nJefferton Ferreira, a family friend and a member of the Christian Congregation, said that Samuel \u201cliked to take care of elderly and sick people. He always had a sweet look or an act of kindness ready for others.\u201d But what he will remember the most about Samuel is his love of music. \u201cHe was a quiet young man, but every time he spoke he said important things.\u201d His loss, he said, leaves \u201ca hole\u201d in the congregation.", "Spanish police arrest fourth suspect in fatal beating of Samuel Luiz\nFerreira also lamented that very little is being said about Samuel\u2019s remarkable spirituality and spirit of solidarity, and that the conversation instead revolves around the fact that he was gay. \u201cIf he had a sexual orientation, that\u2019s a personal thing and it\u2019s fine. But his personality went way beyond that.\u201d\nSpain approves sweeping sexual violence protection bill: \u2018We don\u2019t want any woman to feel alone\u2019\nPilar \u00c1lvarez / Reyes Rinc\u00f3n | Madrid"]

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RedPajama-Data-V2

https://truecrimelists.com/true-crime-on-this-day-november-2nd/

True Crime On This Day November 2nd: Bar Fight Murder, Serial Killer, Cold Case, and More

["True Crime On This Day November 2nd: Bar Fight Murder, Serial Killer, Cold Case, and More\nTrue Crime On This Day November 2nd\nNovember 2nd\nOn November 2nd in true crime, a bar fight murder, serial killer in New York City, cold case, and a shoot-out in Paris.\nIn Seattle, Washington, 24-year-old Barbara Annette McClure vanished without a trace. She had last been seen spending the evening at the Fandango Disco with her boyfriend and friends.", "True Crime On This Day November 2nd: Bar Fight Murder, Serial Killer, Cold Case, and More\nShe left to walk home alone after she had a public argument with her boyfriend. She was reported missing the next day when her roommate realised she had failed to return home.\nAn investigation turned up her driver\u2019s license, ten miles away from her house leading to the suspicion that she had been abducted.", "True Crime On This Day November 2nd: Bar Fight Murder, Serial Killer, Cold Case, and More\nIn Paris, French gangster Jacques Mesrine was shot dead by police. Mesrine was responsible for numerous murders, bank robberies, and kidnappings in multiple countries including France, the United States and Canada.\nHe had escaped prison so many times that he had been given the nickname of \u2018The Man of a Thousand Faces\u2019.", "True Crime On This Day November 2nd: Bar Fight Murder, Serial Killer, Cold Case, and More\nIn Denver, Colorado, a bar fight at the New Beginning Bar on the corner of West Dakota Avenue, left 27-year-old Ronald Williams dead. A police patrol car was passing during the fight and pulled over to investigate.\nWilliams had been stabbed multiple times and was taken to hospital where he died of his injuries. The cause of the bar fight was never discovered.\nThe identity of the killer has remained a mystery ever since, but it is still an active cold case in the State of Colorado.", "True Crime On This Day November 2nd: Bar Fight Murder, Serial Killer, Cold Case, and More\nIn New York City, 36-year-old mother-of-four Tolila Brown was strangled to death with a scarf. Her partially nude body was found in a shack at 1445 Minford Place, the following day.\nHer murder went unsolved for nearly 30 years when cold case investigators matched DNA under Brown\u2019s fingernails to spree killer Jesus Aguilera.\nIn May 1981, Aguilera escaped from a Cuban prison and arrived in the United States on a Cuban boat. He immediately went on a murder and rape spree.", "True Crime On This Day November 2nd: Bar Fight Murder, Serial Killer, Cold Case, and More\nAt the time, he was known to have killed two people, raped a 15-year-old girl and tried to hang her, then attacked numerous others. He was arrested shortly after and sentenced to life sentences for the murders of 30-year-old Guillermo Graniela and 24-year-old Josefina Cepeda.\nHe was never connected to Brown\u2019s death at the time, but in 2010, he was charged with her murder, and after a lengthy trial, was convicted in 2015.", "True Crime On This Day November 2nd: Bar Fight Murder, Serial Killer, Cold Case, and More\nThe third murder made him a serial killer by FBI definitions as he killed at least three people over a period of time. He was sentenced to an additional 15 years and is due for parole in 2027.\nIn Lee County, Alabama, on November 2nd, the skeletal remains of an unidentified black female in her late twenties or early thirties were discovered in a rural field by walkers.", "True Crime On This Day November 2nd: Bar Fight Murder, Serial Killer, Cold Case, and More\nShe was found with a white bra and red jacket. An autopsy of the remains confirmed she had been killed by a gunshot wound to the stomach approximately six months prior to the discovery. Her identity remains a mystery and the case is unsolved.\nIn Jacksonville, Florida, the body of a white male in his Twenties was found underneath the flatbed railroad car of a derailed freight train.", "True Crime On This Day November 2nd: Bar Fight Murder, Serial Killer, Cold Case, and More\nHe was discovered just two hours after the train accident and had a high blood-alcohol level. He was carrying a bag with some clothes and less than one dollar in change.\nDespite the train accident coming under scrutiny from the media and public, the dead man was never identified. It remains unclear if the man was a passenger on the train or near the track when it happened. No one ever came forward to identify him."]

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RedPajama-Data-V2

https://www.chinditslongcloth1943.com/norman-fraser-stocks.html

Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943

["Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nCaptain Norman Fraser Stocks RAMC\nNorman Fraser Stocks, before Operation Longcloth.\nNorman Fraser Stocks was born on the 22nd May 1913 in the Scottish capital of Edinburgh. His family lived at 4 Priestfield Road, Edinburgh and Norman was educated at George Watson's College situated in the Merchiston area of the city. He was commissioned into the Royal Army Medical Corps on the 7th May 1940 with the Army Service number 131335.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nIn 1941-42, Norman served as Senior Medical Officer in Brigadier Jock Campbell's unit in the Western Desert, this included taking part in Operation Crusader. Later in 1942 he was posted to Saugor in India, where he joined Chindit training for the first Wingate expedition.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nAccording to his Army Field Service Book, Norman also served as a Senior Medical Officer on the second Chindit expedition in 1944, followed by Chief Instructor to the Medical Branch Tactical School at Poona. At some point during his service in India he worked with 70 Indian Field Ambulance, which formed part of the 39th Indian Infantry Division.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nCaptain Stocks was attached to 142 Commando at Saugor, presumably acting as the Medical Officer for this unit in the months leading up to the commencement of Operation Longcloth. There is documentary evidence of his involvement with the commandos in the form of an inquiry into the death of Lance Corporal Percy Finch, a soldier training with 1 Column in 1942.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nOn Christmas Eve 1942, Percy Finch was accidentally killed in an incident involving the mis-use of explosives at the temporary training camp at Jhansi. Captain Stocks attended the casualties at the scene, including Finch and was now asked to give evidence at the Court of Inquiry held on the 26th December. He gave this account to the court:", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nOn 24th December 1942 at about 22:00 hours, I was at Brigade Headquarters when several soldiers came in and asked me to attend a casualty in the column lines. They said that he'd had an accident with some gelignite.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nI found the casualty, Lance Cpl. Finch lying outside a tent with a blanket over him. On a brief examination I found multiple injuries the worst being the right hand severed, and a large gaping wound in the chest and abdomen. I put on more blankets and went for a stretcher and morphia of which I injected half a grain. He was in severe shock, but conscious. I went with him in a truck to the British Military Hospital at Jhansi, where he was taken to the operating theatre", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nFurther examination had revealed the extent of the injuries.\n1. Gross ragged wound in the mid-line, penetrating chest and abdominal cavities, Viscua (organs) were protruding.\n2. Traumatic amputation of the right wrist and hand and massive loss of tissue to the right fore-arm.\n3. Numerous small lacerations of the head and face.\nIn my opinion, cause of death was surgical shock due to the above mentioned injuries.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nOn the 6th January 1943, the Chindit Brigade boarded a succession of special trains at Jhansi in preparation for their journey up to Dimapur in Assam. Some personnel from 1 Column under the temporary command of Brigade-Major G. Menzies-Anderson were loaded on to train SA 5 at Jhansi, included amongst the passengers on this train were Captain Stocks and Animal Transport Officer, Lieutenant John Fowler", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nIn a rather amusing movement order written for the transfer of the Brigade, it was stated that officers must be prepared to travel in 2nd or even 3rd Class carriages for the duration of the journey, as there was a severe shortage of 1st Class accommodation available.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nFrom Dimapur, the Brigade marched along the Manipur Road towards Imphal. They marched only at night in order to allow normal Army traffic to use the road during daylight hours, but also to keep their presence and direction of travel as secretive as they possibly could. After reaching Imphal 77th Brigade assembled for the very last time as one unit, before setting off for the Chindwin River by column formation and crossing into Burma.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nCaptain Stocks became the Medical Officer for 1 Column on Operation Longcloth, under the command of Major George Dunlop, formerly of the Royal Scots Regiment. This was a predominately Gurkha column and formed part of Southern Group in 1943, along with 2 Column and Southern Group Head Quarters. The true role of Southern Group which was commanded by Lieutenant-Colonel L.A", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nAlexander, was to act as a decoy for the other Chindit columns operating slightly to the north, by marching more openly through the tracks and pathways of the Burmese jungle and drawing attention to themselves and their activities.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nSeen below is a gallery of images in relation to the first part of this story. Please click on any image to bring it forward on the page.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nSouthern Group crossed the Chindwin on 15/16th February 1943 at a place called Auktaung. Their orders were to march toward their own prime target, the rail station at Kyaikthin. They marched openly along well known local trails and paths and also received a large supply drop from the air, which must have announced their presence in the area to the Japanese. The decoy group were accompanied at this time by a Company of Sikh Mountain Artillery and a section of Seaforth Highlanders", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nThis supplementary unit were to create a further diversion for Wingate by attacking the town of Pantha, alerting the enemy to the possibility that there might well be a full-scale re-invasion taking place. To all intents and purposes these tactics succeeded and Northern Group did proceed unmolested toward their own objectives.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nOn the 2nd March Columns 1 and 2 had reached the outskirts of Kyaikthin, Dunlop was given the order to blow up the railway bridge and separated from the main body, whilst Column 2 under the command of Major Arthur Emmett along with Group HQ moved on towards the rail station itself. What neither group realised was that the Japanese had by now closed in on the unsuspecting Chindits and lay in wait just a short way up the tracks. To make matters worse the two Gurkha columns had also now lost radio contact", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nColumn 2 and Group Head Quarters in the black of night stumbled into an enemy ambush which straddled both sides of the railway line embankment. Here is how Lieutenant Ian MacHorton recalls that moment from the pages of his book, 'Safer Than a Known Way' :", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\n\"We shuffled to a halt as the guides probed forward. There came the sound of just one bang up front, then an inferno of noise engulfed the world around me. There came the high-pitched staccato scream of a machine gun, then overwhelmingly many others joined in, the crash and ping of rifle bullets, the banging of grenades as the battle reached a fearful crescendo", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nMen and mules were lying, twisted and contorted, twitching and writhing, others were still erect, stark in the moonlight, heaving and jerking in the midst of this chaos. Then a sinister scuffling noise made by men of all kinds in close combat. The close combat of bayonet and kukri, the fanatical, personal slaughter with blood-dripping cold steel\".", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nColonel Alexander managed to extract the majority of his Head Quarters from the chaos and devastation at Kyaikthin, he decided to lead them away to the agreed rendezvous point a few miles further east. His decision to keep to the pre-operational plan and move on toward the Irrawaddy River clearly showed his determination to carry out Wingate's orders and to test the theories of dispersal under enemy fire.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nWithin a few days (about the 7th March) Group Head Quarters with the survivors from Column 2 had met up once more with George Dunlop and his men. Together they crossed the Irrawaddy River. Southern Group now found themselves the most easterly placed Chindit unit and by that very nature the furthest from the safety of India", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nAll remaining Chindit columns were now over the Irrawaddy and operating in a natural box contained on three sides by the Shweli and Irrawaddy Rivers and to the south by the Mongmit-Myitson Road, the force was effectively trapped and slowly the Japanese began to close in.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nImportant information about the contribution made by Captain Stocks on Operation Longcloth can be found in MacHorton's book. During another violent battle with the Japanese, at a place called Loi Sau just south of the town of Mongmit, Ian MacHorton was injured by mortar shrapnel and Colonel Alexander had to make the agonising decision to leave him by the track side. Norman Stocks treated MacHorton's wound at the scene and made him as comfortable as possible.\nFrom 'Safer Than a Known Way' :", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nJap bullets still whined and buzzed. Mortar bombs crashed beyond and around the rocks behind us. But behind the big boulder where we lay was a haven indeed. Still gasping for breath, Kulbahadur unfastened my belt and tugged my trousers down to expose my hip and thigh, which were now a mass of blood. It was pulsing out from an ugly wound where a long thin mortar splinter had cut into flesh and muscle a few inches below the hip joint.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nHavildar Lalbahadur, seeing that I was now safe from immediate danger and that Kulbahadur was treating my wound, hurled himself out bent double from the shelter of the boulder to take over my place in command of the platoon. A yard short of the boulder to which he was running, to carry on controlling the fight, he suddenly straightened out like a puppet on violently tugged strings. Without a cry he plunged forward, bounced when he hit the ground, jerked spasmodically, and lay still.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nI closed my eyes, not only because of the sudden onrush of pain from my wound. Tough, always smiling, Havildar Lalbahadur had been one of the sure things in life. He had strength and skill-at-arms and ardent courage. He was also a faithful friend.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nAcross the boulder-strewn hillside Captain Stocks, R.A.M.C., our Column Medical Officer, leaped into sight ducking and weaving through the no-man's-land of grenade bursts and zipping bullets. His red-cross haversack was bouncing on his hip as he ran. How he managed to get through that hail of fire unscathed, I never knew. Next moment he had reached my boulder and flung himself down beside me. He was feeling my thigh bone with one hand and my hip joint with the other.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\n\"It's a mortar splinter,\" he gasped, breathless from his dash. \"It's still in there. Can you move your leg?\"\nI tried, but pain in a searing fire swept through me and a cold sweat stood out on my brow.\n\"I can't, Doc, I can't,\" I groaned. \"Where's your morphia?\" he bellowed. This I heard.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nIn my shocked weakness I could not even reply. But Kulbahadur rummaged in my pack and withdrew a phial. Captain Stocks ripped off the top, exposing the sterilised needle. He jabbed it into my arm and squeezed. The pulsing of blood in my ears increased to a roaring that overwhelmed even the noise of battle. I was swallowed up in a red-black cloud of unconsciousness.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nAfter treating Lieutenant MacHorton and finding a quiet and at least temporarily safe place to leave him, Captain Stocks, Colonel Alexander and the rest of the Southern Group Chindits moved away from Loi Sau to the north-east. Incredibly, Ian MacHorton survived Operation Longcloth, returning to India in spite of the crippling wound to his leg.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nFrom that moment onwards, Major Dunlop and Colonel Alexander shared most of the decision making for their stricken Chindit column. After eventually deciding to return west to India rather than try for the safety of Yunnan Province in China, the group suffered a long and arduous journey home, including having to re-cross both the Irrawaddy and Shweli Rivers", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nOver the coming weeks the column lost many men, some after sharp engagements with the enemy, but the majority simply due to thirst, starvation and total exhaustion. It must be presumed therefore, that Captain Stocks was kept extremely busy during these gruelling days on the march.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nShown below is a map of the area around Loi Sau, the location where Lieutenant MacHorton was injured. Loi Sau is translated into English as 'Old Baldy' which refers to the featureless hill that sits above the village.\nMap of the area around Loi Sau, showing the direction of march by Southern Group after the ambush by the Japanese.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nAfter finally crossing the Shweli River the men of Southern Group marched once more for that seemingly insurmountable obstacle, the Irrawaddy. Major Dunlop suggests in his diary, that the group reached the great river just south of the town of Sinhnyat on the eastern bank on approximately the 20th April, although he also states that due to the physical condition of himself and his men, many of the passing days had seemingly rolled into one", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nThe Chindits gathered just outside of the town and organised their passage across the river. It is mentioned in MacHorton's book, that the Medical Officer for 2 Column, Captain George Lusk was also present at Sinhnyat, so hopefully the medical requirements of the men were being shared between the two Doctors at that time.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nThe ferrying of the Chindits across the Irrawaddy was almost complete, when disastrously, another enemy ambush occurred. The final few boats of the convoy were fired upon by Japanese machine guns and mortars, resulting in many casualties. It was at this time that Doc' Lusk was last seen alive, although rumour has it that he was actually taken prisoner at the Irrawaddy and died a few days later whilst in Japanese hands", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nIn all the chaos and confusion at the Irrawaddy, many of the men had become separated from the main body, which was now commanded by Major Dunlop. It was reported that Captain Stocks led a small group of twenty or so Gurkhas away from the western bank and headed in a southerly direction.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nBy early May, Dunlop's group had reached the approaches to the Chindwin Valley and were searching for food in some of the local villages in that area. Captain Stocks and his party had re-joined at some point previously and the doctor was now travelling alongside his old comrades from 142 Commando. Lieutenant Nealon took a section of his Commandos away in an attempt to find food in the village of Ywatha", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nShortly after this time, the main column were threatened by a group of Burmese Militia, then not long afterwards near a small stream called the Katun Chaung, the Chindits were attacked by a large Japanese patrol. Once again the men scattered in all directions, with the majority of the Commandos, along with Major Dunlop moving quickly away in the direction of the nearby hills.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nFrom his own diary written after the operation, George Dunlop remembers the incident at Katun Chaung:\nThat evening Nealon (by this time the commander of the Commando Platoon) asked if he might try his luck at getting food at Ywatha, as his British troops could not go on without it. The remnants of my command being somewhat pathetic, I said yes, thinking that they might at least have a chance. He set off with his party and an hour later we heard a fight at the village, very short and sharp.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nThere followed more days of hunger and climbing those infernal hills. One night all the mule Jemadar's party disappeared, leaving me with the doctor Captain Stocks, Lts. Clarke, Fowler, MacHorton, the No. 2 Guerrilla Platoon Officer, two Signallers and three or four Gurkhas, including my clerk who could speak both English and Burmese.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nEventually we killed a buffalo on the Katun Chaung. While cutting it up we were approached by a party of Burmans armed with rifles and war dahs. They told us that no Japanese were about, but, as we heard mortar fire earlier on from the direction of the Chindwin, I did not believe them. We disarmed them and they fled up a spur. The clerk wanted to go with them but we stopped him. Much shouting followed and I guessed that their Japanese masters were up there. I gave the order to scatter from the open paddy.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nIt was at Katun Chaung that Captain Stocks was once again separated from Column Commander George Dunlop. However, another short quote from Dunlop's diary explains what eventually happened to his Medical Officer:", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nI eventually learned the fate of some of the men; Burma Rifles Officer Chit Kyin had passed through with 250 men having got boats to cross the Chindwin. Stocks and the other British Officer had gone through too. They had had incredible luck. They walked into Katun. The Japanese took post in the perimeter of the village as they walked down the waters edge. There they found a villager who ferried them to Yuwa.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\n\u200bAfter reaching the relative safety of the western banks of the Chindwin River, most Chindits were moved quickly up to Tamu and then to Imphal, where they were admitted to the 19th Casualty Clearing Station, run by Senior Matron Agnes McGeary. It was here that they began to recuperate and received treatment for the ailments and maladies acquired from their trials in the Burmese jungle", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nNorman Stocks arrived at Imphal in early June 1943 (see photograph in the gallery below), by which time he had lost a lot of weight and was extremely grateful to receive such excellent care from Nurse McGeary and her team.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\n\u200bAs mentioned earlier in this story, Captain Stocks was involved with the second Wingate expedition in 1944 and according to the front cover of his Field Service Book, also worked within the ADMS (Assistant Director Medical Service) for the 19th Infantry Division (India), known as the Daggers in reference to their Divisional insignia", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nThe 19th Infantry Division, commanded by Major-General Thomas Wynford Rees had taken a major role in the defence of the Imphal plain during the autumn of 1944 and then began to clear the way for the re-invasion of Burma by the 14th Army, including the capture of Mandalay. By the end of the war, Norman Stocks had risen to the rank of Major and it was with this rank that he ultimately left the Army.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nSeen below are some more images in relation to the story of Captain Norman Stocks. Please click on any image to bring it forward on the page.\nAfter the war, Norman set up as a General Practitioner in a surgery in Gateshead, County Durham. He then moved down to London in the 1960's, living in the Borough of Islington for a number of years. Norman Stocks sadly passed away aged just 57, on the 11th September 1970 at the King's Mill Hospital, Sutton-in-Ashfield in the county of Nottinghamshire.", "Captain Norman Fraser Stocks RAMC - Chindits - Longcloth - 1943\nI would like to thank Jim Stocks, Norman's only son, for his invaluable assistance in providing information and photographs in relation to his father's experiences during WW2.\nCopyright \u00a9 Steve Fogden, March 2016."]

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RedPajama-Data-V2

https://formerslavesatdickinson.weebly.com/henry-spradley.html

Henry William Spradley

["Henry William Spradley\nHenry William Spradley was born on June 6, 1830 in Frederick County Virginia. Both of his parents were slaves. He was sold to James Jones, another slaveholder in the same county. He maried Jemima Williams, a slave owned by Col. John McGill, in 1858. At the outbreak of the war, Spradley was sent to care for wounded Confederate soldiers. He escaped and enlisted in the Union army in 1863. He moved for a brief period following the Civil war to Greencastle, Maryland, before relocating to Carlisle", "Henry William Spradley\nHe began to work for the college as the janitor of the Dickinson Grammar School. Within a short period of time, he was in charge of the entirety of West College, which he held until his death. \"While humble and modest, he was enthusiastic for anything that would promote the interests of the students whom he loved to serve.\"[1]\nHenry Spradley. Courtesy of Colin Macfarlane and Dickinson College Archives. (Digital Photo Collection.)", "Henry William Spradley\nAccording to an article in the Dickinsonian, he was referred to as \"the king of West College\" and \"Prof. Spradley.\" The article describes him as \"always jovial always good-natured, always politve. Nature has dubbed him a gentleman...you will find Spradley every time, zealous, enthousiastic, and deadly in earnest. Observe him in his duties about College, industrius, obliging, honest. Incapable of being bribed.\" \u200b[2]", "Henry William Spradley\nIn addition to serving as the janitor of Dickinson College, he was an active member in the community. He was member of the A.M.E. Church on West Street and had served as the Superintendent of the Sabbath School. He also filled many official positions within his church.[3]", "Henry William Spradley\nHe and his wife had three children: William, Elizabeth, and Shirley.Upon his death, many of the other janitors as well as friend Noah Pinkney were pall bearers at his funeral. He died on April 8, 1897 and was buried in the Lincoln Cemetery in Carlisle. \u200b\nDepiction of \"The Janitor\" in the 1881 Minutal. Courtesy of the Dickinson College Archives.\nPortrait of Henry Spradley circa 1880. Courtesy of Colin Macfarlane's documentary and the Dickinson College Archives.", "Henry William Spradley\nThe image of Spradley to the left is assumed to be dated as 1893. Because he was 60 in 1893, the date must be incorrect because he looks too young in the picture to fit that age. The image to the far left is a depiction of \"The Janitor\" that appeared in the 1881 Minutal. Based on how similar the portraits are (from the facial features, fabric creases, and general pose), it is likely that the sketch is based off of this portrait", "Henry William Spradley\nHowever, because the sketch was published in the 1881 Minutal, the picture must be dated sometime before that. However, because he did not move to Carlisle until the 1860s, which is where the print's frame says it was taken, this image must have been taken between the mid 1860s and 1881 when the Minutal was published", "Henry William Spradley\nThis window of time it could have been taken can further be shortened when considering that he was a stone mason until 1879, and the outfit he is wearing is one that the janitors of Dickinson College were required to wear. Therefore, this image must have been taken between his hiring at the college in the 1879 and the drawing of the sketch in 1881.", "Henry William Spradley\nLincoln Cemetery\nColin Macfarlane created a documentary on Henry Spradley and the Carlisle Lincoln Cemetery. Both Henry Spradley and Noah Pinkney were buried in the Lincoln Cemetery. The headstones have since been moved to clear space for a park. All that remains is a plaque marking the site of the cemetery.\n\"Henry W. Spradley, Citizen\" by Colin Macfarlane.\n[1] \"Death of Henry W. Spradley,\" The Dickinsonian, April 17, 1897, vol. 1, no. 24, Dickinson College Archives.", "Henry William Spradley\n[2] \"There He Goes,\" The Dickinsonian, March 1883, vol. 10, no. 6, \u200bDickinson College Archives.\n\u200b[3] \"Death of Henry W. Spradley,\" The Dickinsonian, April 17, 1897, vol. 1, no. 24, Dickinson College Archives."]

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RedPajama-Data-V2

http://www.ed.gov/news/press-releases/us-department-education-and-indianapolis-public-schools-reach-agreement-provide-

U.S. Department of Education and Indianapolis Public Schools Reach Agreement to Provide Equal Access to Interscholastic Athletics for Female Students | U.S. Department of Education U.S. Department of Education and Indianapolis Public Schools Reach Agreeme

["nt to Provide Equal Access to Interscholastic Athletics for Female Students", "\nContact: Press Office, (202) 401-1576, press@ed.gov The U.S. Department of Education today announced that its Office for Civil Rights has reached an agreement with the Indianapolis Public Schools in Indiana to ensure that the district provides equal athletic opportunities for girls. OCR independently initiated the investigation to examine whether the district discriminated against female students by denying them an equal opportunity to participate in its high school interscholastic athletics program", "\nOCR found the district to be in violation of Title IX of the Education Amendments of 1972, which requires schools to effectively accommodate the athletic interests and abilities of its male and female students but offers schools more than one means of demonstrating compliance, and also requires schools to provide equal benefits to male and female athletes", "\nThe investigation found the district's interscholastic athletics program failed to provide girls an equal opportunity to participate in high school interscholastic athletics, both through failure to provide actual sports opportunities to girls and through failure to provide equal access to practice and competitive facilities, locker rooms, equipment and supplies, and scheduling of games and practice times.", "\n\"This resolution agreement embodies the fundamental Title IX principles that school districts must provide girls and boys with both equal opportunity to participate and equal benefits and opportunities as participants in interscholastic athletics programs,\" said Assistant Secretary for Civil Rights Catherine E. Lhamon. \"Girls in schools across the country deserve to expect that their schools will support their desire to compete at a high level in a fair and competitive environment.\"", "\nInformation obtained during OCR's investigations revealed large disparities between the individual high school and the district-wide enrollment of female students and their participation in high school interscholastic athletics. For the 2010-11 school year, total high school enrollment was approximately 5,538 students, with almost 50 percent boys and 50 percent girls. Yet of the approximately 1,466 participants in the district\u2019s athletic programs, only 35 percent of were girls, compared to 65 percent boys", "\nThe 15-percentage point disparity between the enrollment rate of girls and their interscholastic athletic participation rate represents a total of approximately 445 additional participation opportunities that could be provided for girls.", "\nUnder the terms of the agreement with OCR, the district commits to ensuring that it will provide an equal opportunity for female students to participate in the athletics programs at its each of its high schools. The resolution agreement requires the district to increase participation opportunities for girls in its high school athletics programs and improve the athletic facilities, equipment and supplies, and primetime scheduling of game and practice times provided for girls\u2019 teams.", "\nHighlights of the agreement include: Conducting an assessment to determine whether there are unmet athletic interests and abilities among female students. Based on the results of the assessment, if there are unmet interests and abilities, the district will take steps to increase athletic opportunities for female students. These steps may include new sports teams for girls, additional levels for existing teams or increased sizes for existing teams.", "\nDevelop, implement and publicize a procedure for students or other interested parties, such as coaches or parents, to use in requesting the addition of new sports or levels of sports at the high schools.\nTake prompt steps to remedy the inequities that OCR's investigation revealed in the benefits and services such as uniforms and competitive and practice facilities provided to girls that participated in the district's high school athletics programs.", "\nCreate and implement a comprehensive policy to regulate booster club funding and any other private donations flowing into the athletic programs at each high school to ensure that, if the funding results in disparities in benefits and services favoring athletes of one sex over the other sex, the district will take action at the high school to ensure that the benefits and services are equivalent for both sexes.", "\nOCR will closely monitor the district's implementation of the agreement to ensure that the commitments made are implemented in a timely and effective manner and results in equal athletic opportunities for the female students. OCR will not close its monitoring until OCR determines that the district has fulfilled the terms of the agreement and is in compliance with the provisions of Title IX that were at issue in this review", "\nOCR is not requiring or encouraging the elimination of any district team and is seeking action from the district that does not involve the elimination of athletic opportunities for either sex. A copy of the resolution letter is posted here and the agreement here.", "\nOCR's mission is to ensure equal access to education and promote educational excellence throughout the nation through the vigorous enforcement of civil rights. OCR is responsible for enforcing federal civil rights laws that prohibit discrimination by educational institutions on the basis of disability, race, color, national origin, sex, and age, as well as the Boy Scouts of America Equal Access Act of 2001", "\nFor more information about OCR and how OCR processes civil rights cases, please visit OCR's website at www.ed.gov/ocr.", "\nTags: Press Releases\nInterscholastic Athletics for Female Students"]

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RedPajama-Data-V2

http://www.forbes.com/sites/greatspeculations/2012/02/10/the-world-economy-is-turning-japanese-i-really-think-so/2/

Great Speculations Buys, holds, and hopes Great Speculations’ RSS Feed Great Speculations’ Profile Great Speculations' contributor page is devoted to investing ideas that will help make you wiser and richer. Most articles will contain actionable advice. T

["he World Economy Is Turning Japanese, I Really Think So\nBill Bonner", "\nGet out your chopsticks! Brush up on your sushi! Learn to read backwards and upside down! Yes\u2026we\u2019re going to Japan! The gist of the Japanese situation is this: The bubble burst in 1990. But rather than let their big businesses go belly up, the Japanese used every trick in the book. Counter-cyclical deficits up the Shinanho. ZIRP (zero interest rate policy). And QE, too. The economy didn\u2019t grow. It didn\u2019t collapse. It just got stuck\u2026like a moth in amber. No new jobs. No new output", "\nAnd get this, Japan is expected to lose 40% of its working age population by 2050. Look at the EWJ for a proxy of pain in the stock market. But Japan is a leader, not a follower. Over the next 40 years, Germany will lose more than 30% of its working age population too. Russia and Poland will lose even more. Growth is expected to be negligible over the next 40 years in Japan. But it will be almost nothing in many other countries too, according to an HSBC report", "\nIt estimates that the US will grow at around 1.5% annually. France 1.1%. Denmark, Norway, Sweden \u2014 barely anything at all. What does this sound like to you, dear reader", "\n? It sounds like the whole developed world going Japan\u2019s way \u2014 with low growth and high debts from here to eternity. As in Japan, so in Europe and America. The European Central Bank is lending the banks as much as they want at low rates. The Fed has its own ZIRP, which it says it will keep in place until 2014. Growth is stalled, debts are mounting up. Hello, Tokyo! But wait, here\u2019s the Congressional Budget Office telling us that Congress will have those deficits under control in no time", "\nSpecial Offer: Click here to immediately download 17 Small Stocks With Big Dividends, a new investment report from Forbes. \u201cDeficits to fall sharply, U.S. forecast says,\u201d reports the International Herald Tribune. What a relief that is! The CBO has crunched the numbers. It has beaten up the 2s. It has punched out the 5s. It has pounded the 6s. And now, finally, like prisoners at Guantanamo, the numbers tell us what we want to hear", "\nDebt is going down! Wait a minute, are these the same number crunchers who, at the beginning of the 21st century, forecast federal surpluses as far as the eye could see", "\n? Yes, it is! But, okay, that didn\u2019t work out exactly as planned. They crunched the numbers but then the numbers got un-crunched on their own. Damned numbers! You just can\u2019t trust them. So, how can we trust these numbers? That\u2019s just it, dear reader, we can\u2019t. In order to work out as planned, they require: 1. Congress has to let the Bush tax cuts expire on schedule. Hmmm\u2026 Will that happen", "\n? Beats us. It probably depends on who wins the elections in November\u2026which probably depends on what the economy does between now and then\u2026which probably depends on more things than we can begin to estimate and compute. But the central idea of it \u2014 that Congress will act responsibly \u2014 seems like something you can\u2019t say with a straight face. Will pandas stop eating bamboo? Will teenagers stop slouching? Will liquor stores make free home deliveries", "\n? Nope. Everything has a nature of its own. And the nature of Congress is to spend money it doesn\u2019t have on things it doesn\u2019t need. And then to push the bill onto the next Congress\u2026the next administration and the next generation. 2. Not only do taxes have to go up, so does economic growth. There\u2019s a problem right there. According to prevailing theories, if you increase taxes during a de-leveraging spell, you don\u2019t get faster rates of GDP growth. You get slower growth.", "\nThe CBO acknowledges this problem, to a degree. It allows as how unemployment may go up, thanks to the tax increases. In fact, they say it will go to 9% in 2013. How will the president, Congress and the Fed react to rising unemployment? Mightn\u2019t it tempt them to engage in a little more counter-cyclical stimulus\u2026at the expense of the tax cuts? And what happens to growth rates", "\n? The CBO figures that growth can outstrip deficits. Maybe. Maybe not. Now, it\u2019s not even close. There\u2019s a $1.1 trillion deficit this year. Growth", "\n? Maybe a fifth of that. In other words, debt is growing 5 times faster than the economy. Nonetheless, long bonds like those in the TLT, continue to chug higher. During Mr. Obama\u2019s first (and maybe last) term, U.S. debt will grow by more than $5 trillion. Another term like that and we\u2019ll be over $20 trillion. And already the weight of debt is pressing down growth rates and it\u2019s getting worse. And if HSBC is right, U.S. growth will be very slow. Will deficits also be very low? Below 1.5% of GDP", "\n? Down from over $1 for the last 4 years to under $225 billion for the next 40? Heck, we\u2019re as soft-headed as anyone. We\u2019d like to see the whole problem go away too. And maybe it will\u2026 But we wouldn\u2019t bet on it\u2026 Bill Bonner The Daily Reckoning comments, called-out"]

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New Rules, Old Responses | Teachers College Columbia University Facilities, Dining and Residential Services News HomePublicationsViews on the NewsBrainstormSocial MediaContact UsSubscribe NewsroomArticle Library2004AugustNew Rules, Old Responses Filed Und

["er > New Rules, Old Responses", "\nEach year, my annual report takes the form of an essay. This year, I am writing about a revolution that has occurred in America's expectations for its schools\u2014how they should function and what they need to accomplish. Revolution is a sensational and much overused word. In our hyperbole-prone culture, social problems are regularly termed crises and trivial changes are called revolutionary. I want to make clear that I mean exactly what I have written", "\nOur nation's education system has been wracked by profound and disruptive changes brought on by shifts in the demography and economy of the country.", "\nEach year, my annual report takes the form of an essay. This year, I am writing about a revolution that has occurred in America's expectations for its schools-how they should function and what they need to accomplish. Revolution is a sensational and much overused word. In our hyperbole-prone culture, social problems are regularly termed crises and trivial changes are called revolutionary. I want to make clear that I mean exactly what I have written", "\nOur nation's education system has been wracked by profound and disruptive changes brought on by shifts in the demography and economy of the country. This essay discusses the nature, causes and consequences of that revolution. Using as examples several education policy issues that exploded into the headlines this year in New York City, it describes a mismatch between what is being demanded of the schools and what school people and government are actually thinking and doing", "\nLet's begin by looking at what has changed. \"Everything is Changed\" As our country makes the transition from a national industrial to a global information economy, we are living through changes far greater in magnitude and many times more rapid than any generation in human history", "\nEverything around us appears to be in flux-things as fundamental as how we cook, shop, communicate, and entertain, and as basic as how long we live, where we work, who our neighbors are, how safe we feel and what our country's relationship is with the rest of the world. The effect of change on this scale is profoundly disorienting for all of us who live through it. The rules and customs by which we have made our lives are bent and abridged without announcement or warning", "\nWe see parts of the world we have known dying and a new world as yet inchoate and indeterminate being born to replace it. It is far easier to see what is being lost than what is coming into being. Historians have the task of giving coherence and a name to the confusion and uncertainty people live through each day", "\nWashington Irving's 1819 tale of Rip Van Winkle, the story of a man who falls asleep for 20 years and wakes thinking he has slept a single night, is often used as a metaphor to describe the impact of the change we are experiencing. Upon awakening, Rip Van Winkle no longer recognizes the people in his village; the very buildings are different; the names over the doors are strange; his wife is dead; his children are grown; and friends have died in a Revolutionary War he has never heard about", "\nNear mad, Rip screams, \"Everything is changed, and I am changed and I can't tell what's my name and who I am.\" Today, our condition is similar to that of Rip Van Winkle's. The pace of change is so swift that an individual could go to sleep one night and wake up the next day feeling that the equivalent of 20 years had passed. But all people and all institutions are not affected equally by the change. Some are touched much more deeply", "\nIn the current era, the schools are one of the institutions that have been profoundly affected by change. The demographic, economic and technological changes sweeping our society have given education greater importance and impact than ever before in determining the success of the nation and its children. What we need from our schools in this environment today is different from what we needed from them yesterday. What we are asking them to do now is not what we asked them to do before", "\nTo understand how this happened, it is necessary to examine the changes that have occurred in the country and the forces that have caused them. Population shifts and an economic transformation, each occurring in the context of a shrinking globe and burgeoning new technologies, are individually enormously powerful forces. Together they represent a whipsaw for a society and its institutions, acting simultaneously, independently, concertedly, randomly, consistently and conflictingly, all at once", "\nLet's look at the impact of demographics first. Today, the population of the United States is increasing, aging, changing color, coming from other countries and redistributing itself across the nation at a frantic pace. In the past two decades, the population over the age of 65 increased by a third and those numbers will balloon as the oldest of the Baby Boomers hits 65 in 2011. In terms of race, over the same period, America became considerably less white", "\nWhile the Caucasian population increased by 9 percent, blacks grew by almost a third, Hispanics more than doubled and Asians nearly tripled. The immigrant population of the country increased over two fold, reaching the higher proportion in three-quarters of a century. Meanwhile, the population of the nation moved west and south to the regions that now constitute a majority of the U.S. population, remaking the political map of the nation", "\nOn the way, the middle class left our inner cities, leaving urban America more isolated in poverty and more segregated by race, and America became a majority suburban nation. These changes rocked the world of education", "\nThey brought with them a tidal wave of teacher and administrator retirements; the need for an army of new teachers to fill the classrooms of an increasing number of school children, particularly in the sunbelt; and with the high turnover in inner city schools, the necessity of continually replacing teachers and administrators. This in turn forced the states to find as many as two and a half million new teachers by 2008", "\nTo contend with an enormous number of potentially vacant classrooms, 43 states chose to reduce the entry requirements into teaching, creating new or alternative routes into the profession, and allowing people who had not been educated as teachers to fill their growing list of unfilled teaching positions. Demographics also meant changes in the population enrolled in the nation's schools", "\nInner city schools became increasingly segregated-largely the province of low-income children of color with low high school graduation rates; schools all across the country enrolled a rising tide of students for whom English was not their first language; and the nation found itself facing a stagnant achievement gap between whites/Asians and blacks/Hispanics. Demographics translated, too, into education becoming a key item on the national agenda", "\nThe well-educated Baby Boom generation, a potent political force comprising over a quarter of the U.S. population, became parents, producing a Baby Boom echo of children for whom they demanded better schools. It meant that politicians running for any office from dogcatcher to President of the United States had to have an education platform of some kind if they wanted to get elected", "\nIn this environment, the federal government, which launched a more than 30-year school improvement movement with a report entitled \"A Nation at Risk,\" became an education activist at a level not seen since the Great Society of the 1960's", "\nWashington embraced an increasingly larger and more powerful role in schooling, even getting involved at the state and local level, to the point of mandating state testing, determining acceptable reading curricula, and specifying failing school remedies as requirements for federal funding. The national government also defined what constituted appropriate teacher education and acceptable forms of research in education. Now let's turn to the second force, the new economy", "\nAs the nation shifted from an industrial to an information economy, the sources of wealth changed. The new sources were derived from intellectual activity and knowledge rather than physical labor and natural resources. The new economy demanded more education and higher-level skills and knowledge than ever before in history simply for adults to function successfully in society, necessitating more and better schooling for all of our children", "\nJobs requiring higher levels of education multiplied, and low-end education jobs dwindled. For instance, the assembly line job once available to people without high school diplomas, which had offered an income adequate to support a family, were lost. The demands of the new economy led most states to raise their expectations for high school graduation rates, as well as the requirements students needed to meet for school promotion and graduation", "\nStates also attempted to improve the quality of their teaching forces by raising the bar for teacher certification, which was the opposite of what they were doing to increase the quantity of teachers. They were moving simultaneously at high speed in opposite directions. The shift in the economy changed the focus of education as well. The emphasis in an industrial economy is on process, epitomized by the image of an assembly line. In contrast, an information economy stresses outcomes", "\nOur schools were a product of the industrial era and resembled, to some extent, an assembly line. That is, they educated children by age in batches of 25 or so through 180-day school years, from 8:00am to 3:00pm daily, teaching five major subjects, each in 45-minute blocks for a period of 12 years", "\nIn concert with the economic change, the schools were asked to shift focus from assuring access to this common process to assuring the outcomes of their education, placing their emphasis on student achievement-on what students actually learned. Specific student outcomes to be attained by the schools were mandated by 49 states, statewide tests were implemented to assess whether students were meeting these standards, and schools were to be held accountable for the results", "\nThe new economy also brought the schools competitors and new education providers. The private sector in the booming '90s looked at education and saw the next health care industry-a sector that was poorly led, low in productivity, high in cost and poor in its use of technology and achievement of results. Viewing education in an information economy as a potential goldmine, the private sector established companies to create and manage schools as well as educating teachers. Now put all of this together", "\nThe implications for education are absolutely staggering. Education became one of the most powerful engines driving our economy and determining individual and national success. The schools were told to raise achievement of intellectual skills and knowledge to the highest levels in history for all students. The states mandated this by adopting higher standards for promotion and graduation, outcomes, testing, and certification accountability", "\nSchooling needed to be redesigned, and to shift its focus from process to outcomes. The historically standardized processes would need to become variable and the traditionally variable outcomes would have to become standardized. The emphasis would have to switch from teaching to learning. The focus would have to change from the teacher to the student. The teacher and administrator forces had to be remade", "\nThe country needed millions of new teachers and administrators to quickly replace most of the current teacher and administrator corps. And it needed more able teachers and administrators to achieve the higher standards. In practice, improving quantity and quality at the same time ended up being conflicting goals, so the states introduced conflicting policies", "\nThe majority reduced the barriers for entering teaching to make it possible to recruit more new teachers, even as they raised the requirements for certification of teachers coming from traditional preparation programs to increase quality. No matter how teachers or administrators came to the job, the positions they took were dramatically different from their predecessors'. A different set of skills and knowledge was necessary in the redesigned school", "\nA school administrator could no longer be simply a manager, she needed to be an education leader who could guide a school through a transformation in goals, focus, human capital and learning resources to enable all students to achieve higher standards than ever before. All educators had to be prepared to work in an education system undergoing profound and continuing change. The currency in that system was student achievement and they were accountable for the results", "\nDemographic shifts demanded new approaches to teaching and learning at most schools. The populations that America's schools were least successful with-those lowest in academic achievement, school completion rates and English proficiency-were growing most quickly. While these students were more likely to be found in increasingly segregated inner city schools, affluent suburban schools were experiencing a mushrooming in the number of students diagnosed with learning disabilities", "\nAnd all across income ranges and community types, schools were facing an achievement gap between blacks/Hispanics and whites/Asians. Schools had new options. There were new pathways of entry into the education professions from which to recruit teachers and administrators, and new providers of education from which to obtain teacher preparation and professional development. The schools faced new competitors", "\nFor-profit companies such as Edison Schools, thinking the schools were doing poorly and they could do a better job, entered the education marketplace. Government created alternatives such as charter schools and vouchers. The schools now were being forced to compete for their own students and budgets as well as public approval. What all of this ultimately boiled down to was a nation demanding the transformation of its education system to produce more and better graduates", "\nThe country was calling for nothing less than a revolution in schooling. Consequences The irony is that the revolution has gone largely unnoticed. Ask anyone who works in schools and she will tell you she feels besieged by a barrage of new education laws and regulations", "\nTalk to policymakers and they will offer you a list of the changes they have mandated-some substantive, others procedural, a number inconsistent-ranging across the entire education landscape from curricular content, graduation and promotion requirements and testing to teacher certification standards, funding requirements and accountability measures", "\nEducators tend to view these changes as a gauntlet of individual initiatives they must run, while policymakers see them as a series of quality improvement measures. Yet neither are likely to have recognized the cumulative impact of the initiatives. They have been so busy coping and legislating that they missed the revolution the policymakers created that reshaped the educator's world.The result is that we are living in a new world that educators and policymakers continue to view through their old lenses", "\nThe result can be seen in several education policy issues which became causes c\u00e9l\u00e8bres in New York City this year. These issues concerned the very basic elements of schooling practice and policy-the requirements for social promotion, the definition and cost of an adequate education, the work and compensation of teachers, and the appropriate reading curriculum. It is useful to look at each to understand what is happening", "\nSocial Promotion In Winter 2004, the mayor of New York City and schools chancellor announced that they would end social promotion between third and fourth grade, where there are explicit state standards for reading and other subjects. The results were what would have been expected, because social promotion is one of those hot-button issues that produce automatic, knee-jerk reactions. Liberals embrace it and conservatives oppose it", "\nCriticism of the new policy mounted quickly, not only based on predictable ideological differences. The teachers union, which was being pushed hard by the mayor to make concessions, seized upon the issue, as did potential political opponents gearing up for next year's mayoral election. There were City Council hearings, and the media was filled with stories about the subject, generally focusing on the horse-race angle of whether the mayor or his critics would win", "\nNew York City has a mayorally controlled school system, but a vote was scheduled on the mayor's plan by his advisory education panel. The mayor appoints the majority of the panel's members, and other city officials appoint the rest. The meeting was cast as the show down at the O.K. Corral. Just before the meeting, the mayor fired and replaced several members of the panel in order to win the vote, which resulted in an uproar over his tactics", "\nSomehow in all of this, the educational merits and demerits of social promotion got lost. The subject of how best to educate our children got trumped by the politics of social promotion. That's too bad, because research on the subject is clear. Leaving students back increases their school dropout risk, and using the same methods to teach them the same subjects they failed to master the first time does not bring them up to needed achievement levels. Social promotion does not work either", "\nHaving failed to master prior skills, students are unable to learn more advanced material in the next grade and are more likely to become disruptive of other students who have. Neither approach is desirable. The real problem is that schooling is time-based-imagine if you brought your laundry to the cleaners and the proprietor asked for how long you wanted it washed. That is, of course, a ridiculous question", "\nThe answer is, \"I want my clothes washed until they are clean.\" Yet in education, we \"wash\"-or rather, educate-all students for the same amount of time, not until they are \"clean,\" or master the curriculum. They all are expected to learn the same skills and knowledge in 12 years even though they come to school with dramatically different levels of ability and experience. The school year is held constant at 180 days, and all children have to learn the same amount of material in that time", "\nWhat this means is the schools have a uniform process intended to achieve a uniform outcome. It is an unworkable approach that seeks to move schools into the new outcome-based world without allowing the process by which this occurs to become variable. With this approach, we are left with the question of what to do if children fail to learn the material in the same amount of time. Do we promote them to the next grade or leave them back", "\n? This problem would disappear if the education system simply recognized that kids learn at different rates. This would require us to fix as constant the outcomes we expect students to achieve and vary the amount of time they are given to attain them. Instead of saying all students should complete schooling in 12 years, it is more realistic to believe that some can achieve the stated outcomes in less time and others will take longer. We follow this practice in so many other aspects of our lives", "\nWhen we teach our children to drive, we don't demand that they all learn to do it in the same amount of time. Rather, we grant them driver's licenses when they have mastered the skill of driving, no matter how long or short that takes. Interestingly, New York City has instituted just such a practice for gifted students", "\nSpecial Progress classes were created for the most able students to advance through middle school in two years rather than three, reducing the amount of time needed to complete schooling from 12 to 11 years. The problem is that there is no similar provision for students who need more than 12 years. For these students, there is only the stigma of being \"left back.\" In essence, we are saying it is quite reasonable to complete the curriculum in less time, but unacceptable to need more time", "\nNew York State has already fixed the outcomes necessary for our children to earn a high school diploma. The schools now need to build into their structure a time-variable method for achieving these outcomes. Our expectation should be that schooling will be completed on average in anywhere from, say, 10 to 14 years. College already works this way. More students now are graduating from higher education in five years than four", "\nUltimately, this will mean transforming schooling from a time-constant process with variable outcomes to a process in which the outcomes are constant, with variable times and methods employed to achieve them. This would be a revolutionary change in which students advance individually based upon their achievements in each outcome area", "\nIt would necessitate an end to classes by age and grade and would require a very different kind of teaching force, expert at diagnosing the best ways for each student to learn, continually assessing student achievement in each of the outcome areas, and prescribing the appropriate instructional activities and levels for each student in each area. In the interim, there are several steps school systems can take", "\nFirst, they can engage in early diagnosis of student skills and knowledge, moving ahead students who are beyond grade level and providing appropriate additional instruction to students who are behind. Second, school systems can create transitional classes between grades", "\nThus the student who might be left back in third grade would instead advance to a smaller grade 3-4 class in which the focus would be on remediating areas of weakness and building on subjects already mastered, as opposed to repeating the entire experience. Third, school systems can extend the school day or year for all students, allowing those who are beyond grade level to gain enrichment rather than becoming bored, and supplementing the curriculum for students who are behind grade level", "\nThose students would be given additional time, with more individualized and effective methods of instruction, in areas in which they learn more slowly. If we did this, the issue of social promotion could become meaningless, a remnant from the past. More importantly, students would obtain a better education", "\nThe Cost of Education Under court order for redress, New York Governor George Pataki announced the creation of a commission to make recommendations on how to eliminate the inequity of funding for New York City's schools, which currently receive less financial support from New York State than other schools and whose students perform less well academically and graduate at lower rates than their peers around the state. The commission quickly became entangled in a thicket of politics", "\nThe Governor had appealed the initial court decision calling for adequate funding, so his motives in establishing the commission were immediately questioned. The Mayor of New York City denounced the composition of the commission and the narrowness of its charge. There were attacks by politicians representing school districts that stood to lose if funding was reallocated to the city, and counterattacks by city politicos who were fearful of a do-nothing commission stacked with friends of the governor", "\nOnce again, an education issue was transformed into a political matter. The first question facing the commission had to be what constitutes an adequate education. By the old rules, adequacy might be thought of as equalizing the number of dollars all schools receive. Or it could be considered ensuring all students go to schools with the same resources-teacher-student ratios, curriculum materials, physical plants and facilities", "\nBut like holding timing constant, these notions of holding dollars or resources constant is antiquated for a school system seeking to achieve common outcomes for all students. In today's world, adequacy means funding education at levels such that all children have an equal opportunity to achieve state-mandated learning outcomes. Second, because this is a fundamentally different definition of adequacy, it has very different financial implications than current education funding", "\nIt means the state will be required to make a far larger investment in urban school systems than in their suburban counterparts. For instance, research shows clearly that no change in schools has a greater impact on student achievement than a quality teacher. However, teacher salaries are lower and working conditions are considerably worse in the inner cities than in the suburbs. The result is that urban areas have difficulty attracting and retaining qualified teachers", "\nSince working conditions in the cities cannot be made equal or better than in the suburbs, it becomes essential that salaries there improve. Similarly, the process of education needs to be geared to the individual student. The reason is that children coming to urban schools bring less advanced skills than their peers nationwide and face a litany of linguistic, economic, familial and health challenges. As with social promotion, the universal 180-day school year was not created with them in mind", "\nAdequacy must offer access to pre-school, after-school and weekend programs, as well as summer school and tutoring, to all students who need it. It is simply a matter of creating sufficient instructional time to allow students to achieve mandated outcomes. Instruction has to begin with the skills children have and bring them to the state required outcomes. The amount of time and instruction to accomplish this varies. Students must also have the necessary curriculum materials to fit their learning needs", "\nIn short, it is imperative that the state invest its dollars according to the cost of providing the education that will give each student an equal opportunity to achieve its mandated outcomes. This will require a flip-flop of current state educational funding policies, as urban schools will need greater revenues than suburban schools to bring their students to state standards", "\nThe Work of Teachers This year, the New York City Teachers Union and the New York City Department of Education prepared to renegotiate the teachers' contract. The proceedings began with the unions and the city schools pointing fingers at each other for diminishing school quality. The Department of Education attacked the unions for making it all but impossible to remove bad teachers", "\nBeyond this, the Department criticized union rules that base teacher assignments primarily on seniority, not on teacher ability or school needs, assuring that weak schools continue to attract the least experienced teachers. They went on to chastise the unions for basing salaries upon years on the job, not the quality of teacher performance, the difficulty of the teaching assignment or the unmet demand for teachers in fields such as math and science", "\nThe Department lambasted the union for rigidly regulating hours on the job and the amount of time available for professional development, as in assembly-line work. The unions countered by saying that the school department was responsible for high teacher attrition and the city's inability to attract a sufficient number of highly-qualified teachers because it refused to pay adequate salaries. Once again, the charges and counter-charges made headlines and the City Council held hearings", "\nThe fact of the matter is that both sides were right. The teacher unions and government work in concert to ensure that the status of the teaching profession remains poor, the quality of urban teachers is kept low, and the mostly low-income and minority children who attend urban schools continue to receive the weakest education in the United States. In this process, government keeps most of the best and brightest out of the teaching profession, and unions fight to keep the incompetent in", "\nThis allows simultaneously for a lowering of both the quality ceiling and floor. By paying teachers low salaries, state and city governments ensure that the vast majority of our most able young people will not enter the teaching profession. In 2001, the average salary offered to new college graduates was more than $13,000 higher than the average starting salary for teachers", "\nGovernment insures a constant exodus of experienced teachers from the profession because the salary gap between teaching and other professions requiring comparable educations actually grows the longer one is employed as a teacher. The current system offers increasing incentives for experienced teachers, who have the strongest records of enhancing student achievement, to leave", "\nThe salary differences also mean urban schools are regularly subjected to \"creaming\" by suburban districts with better wages and working conditions, seeing their best teachers lured away after they have learned how to teach in the city. Teacher unions work hand in hand with government to undermine urban schools and de-professionalize the teaching profession. Unions do make it very hard to remove poor teachers. Just ask principals and teachers how difficult it is to fire a bad teacher", "\nOne recent New York City chancellor confided that, due to union rules, it costs over a quarter million dollars and takes several years to remove each grossly inept teacher. So while the states insure that the teaching profession fails to attract the best, the unions insure that the teaching force retains the worst. Beyond this, union work rules do keep the profession mediocre for the reasons identified by the Department of Education", "\nThe hallmark of a professional is doing the amount of work necessary to get the job done and doing whatever is necessary to accomplish the job. Each work rule to the contrary diminishes teaching as a profession and reduces the chances for the children of our cities to learn. The irony is that, despite these conditions, there continues to be a significant number of excellent teachers in our urban schools today", "\nThey are there because they are idealistic and willing to make sacrificial personal and financial commitments at the expense of their families. They are willing to work in a low-status profession despite all the barriers and despite all the incentives to leave. The finger-pointing masks the fact that government and the unions have an outdated view of the schools, rooted in a constant process rather than common outcomes", "\nThe low salaries make it impossible for the city to secure the quality of talent in teachers necessary to help students reach the state-mandated outcomes. And the teachers unions' retention of incompetent teachers and advocacy of narrow and fixed work rules fly in the face of a standards-based education system focused on student achievement, demanding flexibility in process and requiring accountability for results", "\nThe union/ government blame game is reminiscent of the magician who waves his arms and unfurls his cape to distract the audience so that it misses what he is really doing. In this case, the difference is that the magician is also unaware of what is going on. The Reading Curriculum This past year, there were continuing skirmishes between New York City and the federal government over the city's choice of a balanced literacy approach to teaching its children to read", "\nFinally, the New York City Department of Education decided to change the reading curriculum in 49 of the city's poorest schools in order to qualify for federal funding, targeted specifically at high poverty schools. The department made the change to meet the regulations of the Reading First program included in Title I of the No Child Left Behind Act", "\nReading First is unusual in that it prescribes a single model of reading instruction that schools must employ and funds only programs said to be grounded in scientifically based research utilizing randomized experimental trials. The existing New York City programs, implemented four months earlier, were rejected on the grounds that they failed to meet these criteria. The elimination of the existing reading curriculum in New York City was a mistake educationally. Education policy in the U.S", "\nhas become a political battlefield, in which issues such as vouchers, bilingual education and reading become matters not so much of how students learn best, but of competing orthodoxies. The reading wars are among the most vicious of the contests today-divided at the poles between conservatives advocating phonics and liberals championing whole-language instruction", "\nBush Administration education policy staffers have come largely from the phonics camp, and the regulations and implementation of Reading First reflect this. The Reading First program itself is rooted in the findings of the National Reading Panel, a congressionally-mandated review that examined the research on reading and identified five skills critical to early reading success-phonemic awareness, phonics, fluency, vocabulary and comprehension", "\nReading First is committed to offering only reading programs built around these components. The devil is actually in the details. The report doesn't explain how to balance the five components for varying student populations. It does not tell how much of each component all students need", "\nWhile the administered Reading First program places a heavy focus on phonics, the report cautions \"teachers must understand that systematic phonics instruction is only one component-albeit a necessary component of a total reading program.\" The Reading First program claims that \"scientifically based reading instruction can and does work with all children.\" However, the report of the national panel says that different programs \"suit some students better than others.\" In fact, the U.S", "\nDepartment of Education's National Center for Education Statistics released a report in 2003 showing that reading skills varied profoundly, not simply by program, but also by a student's home literacy environment, health, attitude toward learning, early literacy skills, and length of her school day. Nor was the National Reading Panel the only effort of its type. The National Academy of Science, under the auspices of the U.S. Department of Education and the U.S", "\nDepartment of Health and Human Services, convened a second group with a similar assignment that also produced a report which identified a somewhat different set of critical elements and called for a more balanced literacy curriculum-of the type originally adopted in New York City-combining what are thought to be successful elements of both the whole-language and phonics approaches. Balanced literacy is also currently being employed in Boston and San Diego", "\nData released in December from the National Assessment of Educational Progress on 2003 student achievement in reading in fourth and eighth grade indicated those two cities were outperforming nearly all of their urban peers using other approaches to reading instruction. The notion of funding only reading programs that work as demonstrated through scientifically based research is very appealing, but largely theoretical. At the moment, there is very little quality research on which programs work", "\nFor this reason, the U.S. Department of Education's Institute on Education Sciences has made research in this area one of its highest priorities. Here's the point. There is simply no single curriculum in reading or any other area that is appropriate for all children. Any curriculum is a means and not an end. It has absolutely no integrity of its own", "\nA curriculum is merely a bridge between what a school has-a particular student body with a given set of skills, knowledge, abilities and motivations; a specific faculty with its own strengths and weaknesses in teaching; and a package of resources including money, curriculum materials, plant, and student supports-and its goals, or the outcomes the school wishes its students to achieve", "\nAny curriculum that gets the school from its givens to its goals is an effective curriculum, and there are in theory many approaches with the potential to get a school there. This is another example of continuing to embrace a process-constant vision of schooling, rather than an outcome-based notion of education. The former emphasizes a single, common curriculum or method of teaching reading. The latter encourages a variety of different methods geared to the specific needs of the students being educated", "\nConclusion Our education system is caught between two worlds-one dying and another being born. Many of today's most heated policy debates and reform efforts are rooted in the dying world. They are premised on a uniform process of schooling for all children, whether the constant is time, funding, salaries, curriculum or pedagogy. The world being born is an outcome-based education system driven by common standards for all students", "\nIt necessitates sophisticated methods for assessing student achievement of those standards. At the moment, the tests that have been implemented by the states for this purpose are primitive. The future will require the development of multiple, more effective assessment tools which truly reflect the mandated outcomes such that teaching to the test becomes teaching to the standards. The methods of educating students to achieve these standards will need to be flexible", "\nThe notion of a time-fixed education will have to give way to time-variable schooling. The practice of moving students through school in assembly-line fashion by age will need to become increasingly individualized, with students progressing as they achieve each outcome. The common curriculum will need to be replaced by pedagogies that fit specific student learning styles", "\nAs brain research advances and new software is developed, we will gain an increasing understanding of how students learn, and we will acquire the means to design education based on their differences in learning styles. Our funding of schools will need to reflect state standards. Rather than providing preferential funding to the highly-affluent school districts, our money will need to be invested according to what our children need to achieve state standards", "\nThis will cause a reverse in funding, such that urban schools and disadvantaged children receive higher funding than their suburban peers. The work of our teachers will change. Instead of being the instructor at the front of the room, they will need to become the diagnostician of student learning styles, the prescriptor of the best means for each student to master the skills and knowledge that constitute state standards, and the assessor of student progress", "\nThis will require a much more highly-educated and skilled teacher force whose members must be paid significantly higher salaries. The same will hold true for our school administrators. This represents a transformation of our schools with the promise of making education more effective for our children and our society. Our debates and reform efforts in the years ahead need to focus on how best to forge this future", "\nToo often today, they serve only as barriers to realizing the future because they are rooted in a past we have rejected. Much can be learned from the study of history, but our children will be poorly served if we merely replicate it. Published Saturday, Apr. 2, 2005", "\nArthur Levine\n2003 Convocations Honor Supporters of Social Justice\nOne for the Books: Teachers College's Capital Campaign Surpa...\nDean Darlyne Bailey: Her Tenure as Acting President\nCharters Don't Seem to Make the Grade\nGrowing Pains Par for the Course\nNew Rules, Old Responses", "\nEach year, my annual report takes the form of an essay. This year, I am writing about a revolution that has occurred in America's expectations for its schools-how they should function and what they need to accomplish. Revolution is a sensational and much overused word. In our hyperbole-prone culture, social problems are regularly termed crises and trivial changes are called revolutionary. I want to make clear that I mean exactly what I have written", "\nOur nation's education system has been wracked by profound and disruptive changes brought on by shifts in the demography and economy of the country. This essay discusses the nature, causes and consequences of that revolution. Using as examples several education policy issues that exploded into the headlines this year in New York City, it describes a mismatch between what is being demanded of the schools and what school people and government are actually thinking and doing", "\nLet's begin by looking at what has changed. \"Everything is Changed\" As our country makes the transition from a national industrial to a global information economy, we are living through changes far greater in magnitude and many times more rapid than any generation in human history", "\nEverything around us appears to be in flux-things as fundamental as how we cook, shop, communicate, and entertain, and as basic as how long we live, where we work, who our neighbors are, how safe we feel and what our country's relationship is with the rest of the world. The effect of change on this scale is profoundly disorienting for all of us who live through it. The rules and customs by which we have made our lives are bent and abridged without announcement or warning", "\nWe see parts of the world we have known dying and a new world as yet inchoate and indeterminate being born to replace it. It is far easier to see what is being lost than what is coming into being. Historians have the task of giving coherence and a name to the confusion and uncertainty people live through each day", "\nWashington Irving's 1819 tale of Rip Van Winkle, the story of a man who falls asleep for 20 years and wakes thinking he has slept a single night, is often used as a metaphor to describe the impact of the change we are experiencing. Upon awakening, Rip Van Winkle no longer recognizes the people in his village; the very buildings are different; the names over the doors are strange; his wife is dead; his children are grown; and friends have died in a Revolutionary War he has never heard about", "\nNear mad, Rip screams, \"Everything is changed, and I am changed and I can't tell what's my name and who I am.\" Today, our condition is similar to that of Rip Van Winkle's. The pace of change is so swift that an individual could go to sleep one night and wake up the next day feeling that the equivalent of 20 years had passed. But all people and all institutions are not affected equally by the change. Some are touched much more deeply", "\nIn the current era, the schools are one of the institutions that have been profoundly affected by change. The demographic, economic and technological changes sweeping our society have given education greater importance and impact than ever before in determining the success of the nation and its children. What we need from our schools in this environment today is different from what we needed from them yesterday. What we are asking them to do now is not what we asked them to do before", "\nTo understand how this happened, it is necessary to examine the changes that have occurred in the country and the forces that have caused them. Population shifts and an economic transformation, each occurring in the context of a shrinking globe and burgeoning new technologies, are individually enormously powerful forces. Together they represent a whipsaw for a society and its institutions, acting simultaneously, independently, concertedly, randomly, consistently and conflictingly, all at once", "\nLet's look at the impact of demographics first. Today, the population of the United States is increasing, aging, changing color, coming from other countries and redistributing itself across the nation at a frantic pace. In the past two decades, the population over the age of 65 increased by a third and those numbers will balloon as the oldest of the Baby Boomers hits 65 in 2011. In terms of race, over the same period, America became considerably less white", "\nWhile the Caucasian population increased by 9 percent, blacks grew by almost a third, Hispanics more than doubled and Asians nearly tripled. The immigrant population of the country increased over two fold, reaching the higher proportion in three-quarters of a century. Meanwhile, the population of the nation moved west and south to the regions that now constitute a majority of the U.S. population, remaking the political map of the nation", "\nOn the way, the middle class left our inner cities, leaving urban America more isolated in poverty and more segregated by race, and America became a majority suburban nation. These changes rocked the world of education", "\nThey brought with them a tidal wave of teacher and administrator retirements; the need for an army of new teachers to fill the classrooms of an increasing number of school children, particularly in the sunbelt; and with the high turnover in inner city schools, the necessity of continually replacing teachers and administrators. This in turn forced the states to find as many as two and a half million new teachers by 2008", "\nTo contend with an enormous number of potentially vacant classrooms, 43 states chose to reduce the entry requirements into teaching, creating new or alternative routes into the profession, and allowing people who had not been educated as teachers to fill their growing list of unfilled teaching positions. Demographics also meant changes in the population enrolled in the nation's schools", "\nInner city schools became increasingly segregated-largely the province of low-income children of color with low high school graduation rates; schools all across the country enrolled a rising tide of students for whom English was not their first language; and the nation found itself facing a stagnant achievement gap between whites/Asians and blacks/Hispanics. Demographics translated, too, into education becoming a key item on the national agenda", "\nThe well-educated Baby Boom generation, a potent political force comprising over a quarter of the U.S. population, became parents, producing a Baby Boom echo of children for whom they demanded better schools. It meant that politicians running for any office from dogcatcher to President of the United States had to have an education platform of some kind if they wanted to get elected", "\nIn this environment, the federal government, which launched a more than 30-year school improvement movement with a report entitled \"A Nation at Risk,\" became an education activist at a level not seen since the Great Society of the 1960's", "\nWashington embraced an increasingly larger and more powerful role in schooling, even getting involved at the state and local level, to the point of mandating state testing, determining acceptable reading curricula, and specifying failing school remedies as requirements for federal funding. The national government also defined what constituted appropriate teacher education and acceptable forms of research in education. Now let's turn to the second force, the new economy", "\nAs the nation shifted from an industrial to an information economy, the sources of wealth changed. The new sources were derived from intellectual activity and knowledge rather than physical labor and natural resources. The new economy demanded more education and higher-level skills and knowledge than ever before in history simply for adults to function successfully in society, necessitating more and better schooling for all of our children", "\nJobs requiring higher levels of education multiplied, and low-end education jobs dwindled. For instance, the assembly line job once available to people without high school diplomas, which had offered an income adequate to support a family, were lost. The demands of the new economy led most states to raise their expectations for high school graduation rates, as well as the requirements students needed to meet for school promotion and graduation", "\nStates also attempted to improve the quality of their teaching forces by raising the bar for teacher certification, which was the opposite of what they were doing to increase the quantity of teachers. They were moving simultaneously at high speed in opposite directions. The shift in the economy changed the focus of education as well. The emphasis in an industrial economy is on process, epitomized by the image of an assembly line. In contrast, an information economy stresses outcomes", "\nOur schools were a product of the industrial era and resembled, to some extent, an assembly line. That is, they educated children by age in batches of 25 or so through 180-day school years, from 8:00am to 3:00pm daily, teaching five major subjects, each in 45-minute blocks for a period of 12 years", "\nIn concert with the economic change, the schools were asked to shift focus from assuring access to this common process to assuring the outcomes of their education, placing their emphasis on student achievement-on what students actually learned. Specific student outcomes to be attained by the schools were mandated by 49 states, statewide tests were implemented to assess whether students were meeting these standards, and schools were to be held accountable for the results", "\nThe new economy also brought the schools competitors and new education providers. The private sector in the booming '90s looked at education and saw the next health care industry-a sector that was poorly led, low in productivity, high in cost and poor in its use of technology and achievement of results. Viewing education in an information economy as a potential goldmine, the private sector established companies to create and manage schools as well as educating teachers. Now put all of this together", "\nThe implications for education are absolutely staggering. Education became one of the most powerful engines driving our economy and determining individual and national success. The schools were told to raise achievement of intellectual skills and knowledge to the highest levels in history for all students. The states mandated this by adopting higher standards for promotion and graduation, outcomes, testing, and certification accountability", "\nSchooling needed to be redesigned, and to shift its focus from process to outcomes. The historically standardized processes would need to become variable and the traditionally variable outcomes would have to become standardized. The emphasis would have to switch from teaching to learning. The focus would have to change from the teacher to the student. The teacher and administrator forces had to be remade", "\nThe country needed millions of new teachers and administrators to quickly replace most of the current teacher and administrator corps. And it needed more able teachers and administrators to achieve the higher standards. In practice, improving quantity and quality at the same time ended up being conflicting goals, so the states introduced conflicting policies", "\nThe majority reduced the barriers for entering teaching to make it possible to recruit more new teachers, even as they raised the requirements for certification of teachers coming from traditional preparation programs to increase quality. No matter how teachers or administrators came to the job, the positions they took were dramatically different from their predecessors'. A different set of skills and knowledge was necessary in the redesigned school", "\nA school administrator could no longer be simply a manager, she needed to be an education leader who could guide a school through a transformation in goals, focus, human capital and learning resources to enable all students to achieve higher standards than ever before. All educators had to be prepared to work in an education system undergoing profound and continuing change. The currency in that system was student achievement and they were accountable for the results", "\nDemographic shifts demanded new approaches to teaching and learning at most schools. The populations that America's schools were least successful with-those lowest in academic achievement, school completion rates and English proficiency-were growing most quickly. While these students were more likely to be found in increasingly segregated inner city schools, affluent suburban schools were experiencing a mushrooming in the number of students diagnosed with learning disabilities", "\nAnd all across income ranges and community types, schools were facing an achievement gap between blacks/Hispanics and whites/Asians. Schools had new options. There were new pathways of entry into the education professions from which to recruit teachers and administrators, and new providers of education from which to obtain teacher preparation and professional development. The schools faced new competitors", "\nFor-profit companies such as Edison Schools, thinking the schools were doing poorly and they could do a better job, entered the education marketplace. Government created alternatives such as charter schools and vouchers. The schools now were being forced to compete for their own students and budgets as well as public approval. What all of this ultimately boiled down to was a nation demanding the transformation of its education system to produce more and better graduates", "\nThe country was calling for nothing less than a revolution in schooling. Consequences The irony is that the revolution has gone largely unnoticed. Ask anyone who works in schools and she will tell you she feels besieged by a barrage of new education laws and regulations", "\nTalk to policymakers and they will offer you a list of the changes they have mandated-some substantive, others procedural, a number inconsistent-ranging across the entire education landscape from curricular content, graduation and promotion requirements and testing to teacher certification standards, funding requirements and accountability measures", "\nEducators tend to view these changes as a gauntlet of individual initiatives they must run, while policymakers see them as a series of quality improvement measures. Yet neither are likely to have recognized the cumulative impact of the initiatives. They have been so busy coping and legislating that they missed the revolution the policymakers created that reshaped the educator's world.The result is that we are living in a new world that educators and policymakers continue to view through their old lenses", "\nThe result can be seen in several education policy issues which became causes c\u00e9l\u00e8bres in New York City this year. These issues concerned the very basic elements of schooling practice and policy-the requirements for social promotion, the definition and cost of an adequate education, the work and compensation of teachers, and the appropriate reading curriculum. It is useful to look at each to understand what is happening", "\nSocial Promotion In Winter 2004, the mayor of New York City and schools chancellor announced that they would end social promotion between third and fourth grade, where there are explicit state standards for reading and other subjects. The results were what would have been expected, because social promotion is one of those hot-button issues that produce automatic, knee-jerk reactions. Liberals embrace it and conservatives oppose it", "\nCriticism of the new policy mounted quickly, not only based on predictable ideological differences. The teachers union, which was being pushed hard by the mayor to make concessions, seized upon the issue, as did potential political opponents gearing up for next year's mayoral election. There were City Council hearings, and the media was filled with stories about the subject, generally focusing on the horse-race angle of whether the mayor or his critics would win", "\nNew York City has a mayorally controlled school system, but a vote was scheduled on the mayor's plan by his advisory education panel. The mayor appoints the majority of the panel's members, and other city officials appoint the rest. The meeting was cast as the show down at the O.K. Corral. Just before the meeting, the mayor fired and replaced several members of the panel in order to win the vote, which resulted in an uproar over his tactics", "\nSomehow in all of this, the educational merits and demerits of social promotion got lost. The subject of how best to educate our children got trumped by the politics of social promotion. That's too bad, because research on the subject is clear. Leaving students back increases their school dropout risk, and using the same methods to teach them the same subjects they failed to master the first time does not bring them up to needed achievement levels. Social promotion does not work either", "\nHaving failed to master prior skills, students are unable to learn more advanced material in the next grade and are more likely to become disruptive of other students who have. Neither approach is desirable. The real problem is that schooling is time-based-imagine if you brought your laundry to the cleaners and the proprietor asked for how long you wanted it washed. That is, of course, a ridiculous question", "\nThe answer is, \"I want my clothes washed until they are clean.\" Yet in education, we \"wash\"-or rather, educate-all students for the same amount of time, not until they are \"clean,\" or master the curriculum. They all are expected to learn the same skills and knowledge in 12 years even though they come to school with dramatically different levels of ability and experience. The school year is held constant at 180 days, and all children have to learn the same amount of material in that time", "\nWhat this means is the schools have a uniform process intended to achieve a uniform outcome. It is an unworkable approach that seeks to move schools into the new outcome-based world without allowing the process by which this occurs to become variable. With this approach, we are left with the question of what to do if children fail to learn the material in the same amount of time. Do we promote them to the next grade or leave them back", "\n? This problem would disappear if the education system simply recognized that kids learn at different rates. This would require us to fix as constant the outcomes we expect students to achieve and vary the amount of time they are given to attain them. Instead of saying all students should complete schooling in 12 years, it is more realistic to believe that some can achieve the stated outcomes in less time and others will take longer. We follow this practice in so many other aspects of our lives", "\nWhen we teach our children to drive, we don't demand that they all learn to do it in the same amount of time. Rather, we grant them driver's licenses when they have mastered the skill of driving, no matter how long or short that takes. Interestingly, New York City has instituted just such a practice for gifted students", "\nSpecial Progress classes were created for the most able students to advance through middle school in two years rather than three, reducing the amount of time needed to complete schooling from 12 to 11 years. The problem is that there is no similar provision for students who need more than 12 years. For these students, there is only the stigma of being \"left back.\" In essence, we are saying it is quite reasonable to complete the curriculum in less time, but unacceptable to need more time", "\nNew York State has already fixed the outcomes necessary for our children to earn a high school diploma. The schools now need to build into their structure a time-variable method for achieving these outcomes. Our expectation should be that schooling will be completed on average in anywhere from, say, 10 to 14 years. College already works this way. More students now are graduating from higher education in five years than four", "\nUltimately, this will mean transforming schooling from a time-constant process with variable outcomes to a process in which the outcomes are constant, with variable times and methods employed to achieve them. This would be a revolutionary change in which students advance individually based upon their achievements in each outcome area", "\nIt would necessitate an end to classes by age and grade and would require a very different kind of teaching force, expert at diagnosing the best ways for each student to learn, continually assessing student achievement in each of the outcome areas, and prescribing the appropriate instructional activities and levels for each student in each area. In the interim, there are several steps school systems can take", "\nFirst, they can engage in early diagnosis of student skills and knowledge, moving ahead students who are beyond grade level and providing appropriate additional instruction to students who are behind. Second, school systems can create transitional classes between grades", "\nThus the student who might be left back in third grade would instead advance to a smaller grade 3-4 class in which the focus would be on remediating areas of weakness and building on subjects already mastered, as opposed to repeating the entire experience. Third, school systems can extend the school day or year for all students, allowing those who are beyond grade level to gain enrichment rather than becoming bored, and supplementing the curriculum for students who are behind grade level", "\nThose students would be given additional time, with more individualized and effective methods of instruction, in areas in which they learn more slowly. If we did this, the issue of social promotion could become meaningless, a remnant from the past. More importantly, students would obtain a better education", "\nThe Cost of Education Under court order for redress, New York Governor George Pataki announced the creation of a commission to make recommendations on how to eliminate the inequity of funding for New York City's schools, which currently receive less financial support from New York State than other schools and whose students perform less well academically and graduate at lower rates than their peers around the state. The commission quickly became entangled in a thicket of politics", "\nThe Governor had appealed the initial court decision calling for adequate funding, so his motives in establishing the commission were immediately questioned. The Mayor of New York City denounced the composition of the commission and the narrowness of its charge. There were attacks by politicians representing school districts that stood to lose if funding was reallocated to the city, and counterattacks by city politicos who were fearful of a do-nothing commission stacked with friends of the governor", "\nOnce again, an education issue was transformed into a political matter. The first question facing the commission had to be what constitutes an adequate education. By the old rules, adequacy might be thought of as equalizing the number of dollars all schools receive. Or it could be considered ensuring all students go to schools with the same resources-teacher-student ratios, curriculum materials, physical plants and facilities", "\nBut like holding timing constant, these notions of holding dollars or resources constant is antiquated for a school system seeking to achieve common outcomes for all students. In today's world, adequacy means funding education at levels such that all children have an equal opportunity to achieve state-mandated learning outcomes. Second, because this is a fundamentally different definition of adequacy, it has very different financial implications than current education funding", "\nIt means the state will be required to make a far larger investment in urban school systems than in their suburban counterparts. For instance, research shows clearly that no change in schools has a greater impact on student achievement than a quality teacher. However, teacher salaries are lower and working conditions are considerably worse in the inner cities than in the suburbs. The result is that urban areas have difficulty attracting and retaining qualified teachers", "\nSince working conditions in the cities cannot be made equal or better than in the suburbs, it becomes essential that salaries there improve. Similarly, the process of education needs to be geared to the individual student. The reason is that children coming to urban schools bring less advanced skills than their peers nationwide and face a litany of linguistic, economic, familial and health challenges. As with social promotion, the universal 180-day school year was not created with them in mind", "\nAdequacy must offer access to pre-school, after-school and weekend programs, as well as summer school and tutoring, to all students who need it. It is simply a matter of creating sufficient instructional time to allow students to achieve mandated outcomes. Instruction has to begin with the skills children have and bring them to the state required outcomes. The amount of time and instruction to accomplish this varies. Students must also have the necessary curriculum materials to fit their learning needs", "\nIn short, it is imperative that the state invest its dollars according to the cost of providing the education that will give each student an equal opportunity to achieve its mandated outcomes. This will require a flip-flop of current state educational funding policies, as urban schools will need greater revenues than suburban schools to bring their students to state standards", "\nThe Work of Teachers This year, the New York City Teachers Union and the New York City Department of Education prepared to renegotiate the teachers' contract. The proceedings began with the unions and the city schools pointing fingers at each other for diminishing school quality. The Department of Education attacked the unions for making it all but impossible to remove bad teachers", "\nBeyond this, the Department criticized union rules that base teacher assignments primarily on seniority, not on teacher ability or school needs, assuring that weak schools continue to attract the least experienced teachers. They went on to chastise the unions for basing salaries upon years on the job, not the quality of teacher performance, the difficulty of the teaching assignment or the unmet demand for teachers in fields such as math and science", "\nThe Department lambasted the union for rigidly regulating hours on the job and the amount of time available for professional development, as in assembly-line work. The unions countered by saying that the school department was responsible for high teacher attrition and the city's inability to attract a sufficient number of highly-qualified teachers because it refused to pay adequate salaries. Once again, the charges and counter-charges made headlines and the City Council held hearings", "\nThe fact of the matter is that both sides were right. The teacher unions and government work in concert to ensure that the status of the teaching profession remains poor, the quality of urban teachers is kept low, and the mostly low-income and minority children who attend urban schools continue to receive the weakest education in the United States. In this process, government keeps most of the best and brightest out of the teaching profession, and unions fight to keep the incompetent in", "\nThis allows simultaneously for a lowering of both the quality ceiling and floor. By paying teachers low salaries, state and city governments ensure that the vast majority of our most able young people will not enter the teaching profession. In 2001, the average salary offered to new college graduates was more than $13,000 higher than the average starting salary for teachers", "\nGovernment insures a constant exodus of experienced teachers from the profession because the salary gap between teaching and other professions requiring comparable educations actually grows the longer one is employed as a teacher. The current system offers increasing incentives for experienced teachers, who have the strongest records of enhancing student achievement, to leave", "\nThe salary differences also mean urban schools are regularly subjected to \"creaming\" by suburban districts with better wages and working conditions, seeing their best teachers lured away after they have learned how to teach in the city. Teacher unions work hand in hand with government to undermine urban schools and de-professionalize the teaching profession. Unions do make it very hard to remove poor teachers. Just ask principals and teachers how difficult it is to fire a bad teacher", "\nOne recent New York City chancellor confided that, due to union rules, it costs over a quarter million dollars and takes several years to remove each grossly inept teacher. So while the states insure that the teaching profession fails to attract the best, the unions insure that the teaching force retains the worst. Beyond this, union work rules do keep the profession mediocre for the reasons identified by the Department of Education", "\nThe hallmark of a professional is doing the amount of work necessary to get the job done and doing whatever is necessary to accomplish the job. Each work rule to the contrary diminishes teaching as a profession and reduces the chances for the children of our cities to learn. The irony is that, despite these conditions, there continues to be a significant number of excellent teachers in our urban schools today", "\nThey are there because they are idealistic and willing to make sacrificial personal and financial commitments at the expense of their families. They are willing to work in a low-status profession despite all the barriers and despite all the incentives to leave. The finger-pointing masks the fact that government and the unions have an outdated view of the schools, rooted in a constant process rather than common outcomes", "\nThe low salaries make it impossible for the city to secure the quality of talent in teachers necessary to help students reach the state-mandated outcomes. And the teachers unions' retention of incompetent teachers and advocacy of narrow and fixed work rules fly in the face of a standards-based education system focused on student achievement, demanding flexibility in process and requiring accountability for results", "\nThe union/ government blame game is reminiscent of the magician who waves his arms and unfurls his cape to distract the audience so that it misses what he is really doing. In this case, the difference is that the magician is also unaware of what is going on. The Reading Curriculum This past year, there were continuing skirmishes between New York City and the federal government over the city's choice of a balanced literacy approach to teaching its children to read", "\nFinally, the New York City Department of Education decided to change the reading curriculum in 49 of the city's poorest schools in order to qualify for federal funding, targeted specifically at high poverty schools. The department made the change to meet the regulations of the Reading First program included in Title I of the No Child Left Behind Act", "\nReading First is unusual in that it prescribes a single model of reading instruction that schools must employ and funds only programs said to be grounded in scientifically based research utilizing randomized experimental trials. The existing New York City programs, implemented four months earlier, were rejected on the grounds that they failed to meet these criteria. The elimination of the existing reading curriculum in New York City was a mistake educationally. Education policy in the U.S", "\nhas become a political battlefield, in which issues such as vouchers, bilingual education and reading become matters not so much of how students learn best, but of competing orthodoxies. The reading wars are among the most vicious of the contests today-divided at the poles between conservatives advocating phonics and liberals championing whole-language instruction", "\nBush Administration education policy staffers have come largely from the phonics camp, and the regulations and implementation of Reading First reflect this. The Reading First program itself is rooted in the findings of the National Reading Panel, a congressionally-mandated review that examined the research on reading and identified five skills critical to early reading success-phonemic awareness, phonics, fluency, vocabulary and comprehension", "\nReading First is committed to offering only reading programs built around these components. The devil is actually in the details. The report doesn't explain how to balance the five components for varying student populations. It does not tell how much of each component all students need", "\nWhile the administered Reading First program places a heavy focus on phonics, the report cautions \"teachers must understand that systematic phonics instruction is only one component-albeit a necessary component of a total reading program.\" The Reading First program claims that \"scientifically based reading instruction can and does work with all children.\" However, the report of the national panel says that different programs \"suit some students better than others.\" In fact, the U.S", "\nDepartment of Education's National Center for Education Statistics released a report in 2003 showing that reading skills varied profoundly, not simply by program, but also by a student's home literacy environment, health, attitude toward learning, early literacy skills, and length of her school day. Nor was the National Reading Panel the only effort of its type. The National Academy of Science, under the auspices of the U.S. Department of Education and the U.S", "\nDepartment of Health and Human Services, convened a second group with a similar assignment that also produced a report which identified a somewhat different set of critical elements and called for a more balanced literacy curriculum-of the type originally adopted in New York City-combining what are thought to be successful elements of both the whole-language and phonics approaches. Balanced literacy is also currently being employed in Boston and San Diego", "\nData released in December from the National Assessment of Educational Progress on 2003 student achievement in reading in fourth and eighth grade indicated those two cities were outperforming nearly all of their urban peers using other approaches to reading instruction. The notion of funding only reading programs that work as demonstrated through scientifically based research is very appealing, but largely theoretical. At the moment, there is very little quality research on which programs work", "\nFor this reason, the U.S. Department of Education's Institute on Education Sciences has made research in this area one of its highest priorities. Here's the point. There is simply no single curriculum in reading or any other area that is appropriate for all children. Any curriculum is a means and not an end. It has absolutely no integrity of its own", "\nA curriculum is merely a bridge between what a school has-a particular student body with a given set of skills, knowledge, abilities and motivations; a specific faculty with its own strengths and weaknesses in teaching; and a package of resources including money, curriculum materials, plant, and student supports-and its goals, or the outcomes the school wishes its students to achieve", "\nAny curriculum that gets the school from its givens to its goals is an effective curriculum, and there are in theory many approaches with the potential to get a school there. This is another example of continuing to embrace a process-constant vision of schooling, rather than an outcome-based notion of education. The former emphasizes a single, common curriculum or method of teaching reading. The latter encourages a variety of different methods geared to the specific needs of the students being educated", "\nConclusion Our education system is caught between two worlds-one dying and another being born. Many of today's most heated policy debates and reform efforts are rooted in the dying world. They are premised on a uniform process of schooling for all children, whether the constant is time, funding, salaries, curriculum or pedagogy. The world being born is an outcome-based education system driven by common standards for all students", "\nIt necessitates sophisticated methods for assessing student achievement of those standards. At the moment, the tests that have been implemented by the states for this purpose are primitive. The future will require the development of multiple, more effective assessment tools which truly reflect the mandated outcomes such that teaching to the test becomes teaching to the standards. The methods of educating students to achieve these standards will need to be flexible", "\nThe notion of a time-fixed education will have to give way to time-variable schooling. The practice of moving students through school in assembly-line fashion by age will need to become increasingly individualized, with students progressing as they achieve each outcome. The common curriculum will need to be replaced by pedagogies that fit specific student learning styles", "\nAs brain research advances and new software is developed, we will gain an increasing understanding of how students learn, and we will acquire the means to design education based on their differences in learning styles. Our funding of schools will need to reflect state standards. Rather than providing preferential funding to the highly-affluent school districts, our money will need to be invested according to what our children need to achieve state standards", "\nThis will cause a reverse in funding, such that urban schools and disadvantaged children receive higher funding than their suburban peers. The work of our teachers will change. Instead of being the instructor at the front of the room, they will need to become the diagnostician of student learning styles, the prescriptor of the best means for each student to master the skills and knowledge that constitute state standards, and the assessor of student progress", "\nThis will require a much more highly-educated and skilled teacher force whose members must be paid significantly higher salaries. The same will hold true for our school administrators. This represents a transformation of our schools with the promise of making education more effective for our children and our society. Our debates and reform efforts in the years ahead need to focus on how best to forge this future", "\nToo often today, they serve only as barriers to realizing the future because they are rooted in a past we have rejected. Much can be learned from the study of history, but our children will be poorly served if we merely replicate it. How This Gift Connects The Dots"]

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RedPajama-Data-V2

https://www.congress.gov/member/steve-chabot/C000266?pageSize=25&House_Committee%5B0%5D=Foreign+Affairs&subject=Energy

House amendment offered [34] House amendment offered/reported by [34] Roll call votes on amendments in House [23] Amendment failed in Committee of the Whole [19] House amendment not agreed to [19] House amendment agreed to [12] Amendment agreed to Committ

["ee of the Whole [9] Amendment agreed to by House [3] Show more", "\nInternational Affairs [499] Taxation [299] Crime and Law Enforcement [245] Health [205] Government Operations and Politics [130] Law [86] Armed Forces and National Security [84] Economics and Public Finance [80] Congress [75] Commerce [70] Finance and Financial Sector [68] Immigration [55] Foreign Trade and International Finance [49] Labor and Employment [42] Social Welfare [39] Education [38] Agriculture and Food [32] Science, Technology, Communications [29] Energy [28] Environmental Protection [28] Civil Rights and Liberties, Minority Issues [27] Transportation and Public Works [25] Public Lands and Natural Resources [21] Animals [16] Families [13] Arts, Culture, Religion [11] Housing and Community Development [9] Sports and Recreation [7] Emergency Management [5] Native Americans [3] Water Resources Development [3] Social Sciences and History [1] Show more", "\nJudiciary [691] Foreign Affairs [555] Ways and Means [520] Energy and Commerce [328] Oversight and Government Reform [215] Education and the Workforce [183] Financial Services [181] Rules [103] Armed Services [89] Transportation and Infrastructure [78] House Administration [77] Natural Resources [72] Agriculture [57] Budget [57] Small Business [52] Appropriations [40] Veterans' Affairs [40] Science, Space, and Technology [24] Homeland Security [14] Intelligence (Permanent) [11] Ethics [2] Show more", "\nForeign Relations [94] Judiciary [84] Banking, Housing, and Urban Affairs [34] Homeland Security and Governmental Affairs [32] Health, Education, Labor, and Pensions [22] Finance [21] Energy and Natural Resources [10] Veterans' Affairs [8] Budget [5] Environment and Public Works [5] Small Business and Entrepreneurship [5] Armed Services [4] Commerce, Science, and Transportation [3] Agriculture, Nutrition, and Forestry [1] Indian Affairs [1] Intelligence [1] Rules and Administration [1] Show more"]

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RedPajama-Data-V2

https://history.house.gov/Collection/Detail/15032393334?current_search_qs=%3Fid%3D15032449327%26amp%253bPreviousSearch%3DSearch%252cDate%26amp%253bCurrentPage%3D1%26amp%253bSortOrder%3DDate%26amp%253bResultType%3DGrid%26amp%253bCommand%3D1%26PreviousSearch

Error Document

["Error Document\nHouse Chamber Seating Chart\nAnalectic Magazine\na: 5 x 8 3/8 in. (12.7 x 21.3 cm) b: 8 3/8 x 5 in. (21.3 x 12.7 cm)\n2012.052.002a,b", "Error Document\nThe March 1820 edition of The Analectic Magazine published this floor plan of the recently-opened House Chamber, along with a key indicating which Member sat where. It also contained the locations of building features such as columns and chimney flues, indicating an interest in architecture as well as the business of Congress. A portrait image of Speaker Henry Clay and a view of the West Front of the Capitol were also illustrated in this volume", "Error Document\nThis eclectic publication was dedicated to book reviews, biographies, poetry, translations from French journals, and \u201cMiscellaneous Articles,\u201d covering nearly any topic which may have interested an educated audience.", "Error Document\nConstantine Desk\nOld Hall of the House: 1819\u20131857\nHistory, Art & Archives, U.S. House of Representatives, \u201cHouse Chamber Seating Chart,\u201d https://history.house.gov/Collection/Listing/2012/2012-052-002a,b/ (September 18, 2020)"]

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RedPajama-Data-V2

https://econnection.mst.edu/2008/04/larry_hench_inventor_of_biogla/

Missouri S&T – eConnection – Larry Hench, inventor of Bioglass, to speak on campus

["Missouri S&T \u2013 eConnection \u2013 Larry Hench, inventor of Bioglass, to speak on campus\nLarry Hench, inventor of Bioglass, to speak on campus\nProfessor Larry Hench, inventor of Bioglass, will be giving a public lecture on \"21st century challenges for materials science\" at noon on Thursday, April 24, in Room 204 of McNutt. Bioglass is the first human-made material that bonds to living tissue, and it is used globally for a wide variety of therapeutic applications.", "Missouri S&T \u2013 eConnection \u2013 Larry Hench, inventor of Bioglass, to speak on campus\nIn addition, Hench is the author of the \"Boing, Boing the Cat\" series of children\u2019s books. These books are intended to introduce engineering and science topics to kids. He will be signing copies of his books at 11:30 a.m. in McNutt.\nOn April 18, 2008. Posted in Lectures"]

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RedPajama-Data-V2

https://repository.lib.ncsu.edu/handle/1840.20/23/browse?type=advisor&value=R.+David+Mustian

Browsing NC State Theses and Dissertations by Advisor

["Browsing NC State Theses and Dissertations by Advisor\nAttitudes and beliefs of 4-H volunteers towards matters of concern in the North Carolina 4-H program and volunteer values \ufeff\nHeriberto N., Martinez (1991)"]

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RedPajama-Data-V2

https://repository.law.umich.edu/mlr/vol72/iss2/4/

"Title VII and NLRA: Protection of Extra-Union Opposition to Employmen" by Michigan Law Review

["Title VII and NLRA: Protection of Extra-Union Opposition to Employmen by Michigan Law Review\nTitle VII of the 1964 Civil Rights Act guarantees freedom from employment discrimination based on race, religion, sex, or national origin and establishes remedial procedures for aggrieved employees. A nondiscrimination clause in a collective bargaining agreement may also protect employees from discriminatory treatment; typically, the contract will also contain grievance machinery through which the employee, with the aid of his union, can present his complaint", "Title VII and NLRA: Protection of Extra-Union Opposition to Employmen by Michigan Law Review\nThe question remains: When both title VII and contract grievance procedures are available, can an individual employee or a group of employees take direct action against an allegedly discriminatory employer independently of the union and in lieu of the title VII procedures", "Title VII and NLRA: Protection of Extra-Union Opposition to Employmen by Michigan Law Review\n? The decision of the Court of Appeals for the District of Columbia Circuit in Western Addition Community Organization v. NLRB (The Emporium) faced this issue in determining whether a group of black employees could, without the sanction of their union and while a grievance under the nondiscrimination clause was pending, picket their employer during off-duty hours to publicize their demand for an end to allegedly discriminatory employment practices", "Title VII and NLRA: Protection of Extra-Union Opposition to Employmen by Michigan Law Review\nThe case arose on review of a National Labor Relations Board (NLRB) order finding that the employer had not violated section 8(a)(l) of the National Labor Relations Act (NLRA) by discharging the picketing employees.", "Title VII and NLRA: Protection of Extra-Union Opposition to Employmen by Michigan Law Review\nMichigan Law Review, Title VII and NLRA: Protection of Extra-Union Opposition to Employment Discrimination, 72 Mich. L. Rev. 313 (1973).\nCivil Rights and Discrimination Commons, Labor and Employment Law Commons, Legislation Commons"]

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RedPajama-Data-V2

https://weekly.blog.gustavus.edu/2014/05/09/midsummer-play-in-may/

Midsummer play in May - The Gustavian Weekly

["Midsummer play in May - The Gustavian Weekly\nMidsummer play in May | The Gustavian Weekly\nBy Kim Krulish Staff Writer | May 9, 2014 | Variety\nIt is down to the final weeks of classes at Gustavus and that means finals are approaching quickly, but there is still time for fun and entertainment. For anyone looking for a short break from studying, Theatre Professor Henry MacCarthy is directing a workshop performance of Shakespeare\u2019s \u201cA Midsummer Night\u2019s Dream\u201d May 15-18 at 7p.m. in the Linnaeus Arboretum.", "Midsummer play in May - The Gustavian Weekly\nThe play is familiar to MacCarthy, who has worked on \u201cA Midsummer Night\u2019s Dream\u201d before.\n\u201cI think in this particular production there are two things I\u2019ve really enjoyed. Building the whole world of the fairies has been really interesting, and discovering how passionate the lovers are for each other has also been surprisingly exciting this time around,\u201d MacCarthy said.", "Midsummer play in May - The Gustavian Weekly\nThe actors performing in \u201cMidsummer\u201d auditioned in October 2013 to know if they would be part of the cast before registering for their Spring semester classes. As the production is being done in a workshop setting, the cast did not have rehearsal every day, but instead began rehearsing three days per week at the beginning of this semester. The cast is large, including characters such as the Athenians, the Mechanicals, and the Fairies.", "Midsummer play in May - The Gustavian Weekly\n\u201cI\u2019m excited that I\u2019m working with so many new people that I have not worked with before. I\u2019m also excited to be working with people that I have worked with a lot. It\u2019s been really exciting and fun to see them tackle these characters that are very different from roles that they\u2019ve done before,\u201d MacCarthy said.\nSenior History and Art Major Katelyn Juni is playing the character of Peter Quince, a Mechanical. The director and cast decided to change the gender of the character and call her Mary Quince.", "Midsummer play in May - The Gustavian Weekly\n\u201cI love working with such a large cast. You learn a lot about one another but you learn a lot from each other on how to act and how to perform. It\u2019s been a really great experience to work on this in a workshop setting. This workshop setting has been more intensive but has also given us as actors and performers more opportunity to bring our own thoughts and opinions to the table,\u201d Juni said.", "Midsummer play in May - The Gustavian Weekly\nFirst-Year Psychological Science and Theatre Major, Deb Witherspoon is playing the character Puck/Robin Goodfellow, the attendant of the king of the fairies, Oberon.\n\u201cI think he\u2019s pretty cool. The fairies are a very interesting bunch, they\u2019re quite mischievous,\u201d Witherspoon said.", "Midsummer play in May - The Gustavian Weekly\nNo tickets are required for the performances, but there is no seating provided, so it is recommended that audience members show up early and bring their own chairs or blankets to sit on. Since \u201cMidsummer\u201d will be performed outside, if it rains the performance will be cancelled for that day.", "Midsummer play in May - The Gustavian Weekly\n\u201cI really appreciate the lens that our director is using to look at \u2018Midsummer Night\u2019s Dream\u2019. People have a very strict image of what you expect a Shakespeare play to look like, and Henry MacCarthy is doing something with this play that I think is rather unexpected by bringing it to a contemporary age. We\u2019re performing it outside, which is something that a lot of people on campus don\u2019t normally see. We are performing Shakespeare in a new or an unexpected way,\u201d Juni said.", "Midsummer play in May - The Gustavian Weekly\n\u201cI think it\u2019s always fun to work a Shakespeare text. This particular Shakespeare play allows for many different readings and I\u2019m doing the one that is immediately evident to me. I do think that the way we interpret the ending is not the most common way that it\u2019s usually done,\u201d MacCarthy said.", "Midsummer play in May - The Gustavian Weekly\n\u201cMy favorite part of the show is definitely the end. I\u2019m not going to say what happens because people need to watch that. But there\u2019s a very interesting surprise twist at the end, a metaphor that was made literal by Henry\u2019s direction, and I think people will get a kick out of it. I definitely do,\u201d Witherspoon said.", "Midsummer play in May - The Gustavian Weekly\n\u201cA Midsummer Night\u2019s Dream\u201d is one of the last theatrical performances of the school year. For some of the actors, it is their final performance as a Gustavus student, but for others it is the beginning of their college acting careers. The performances will be one of the last chances for students to take a relaxing break from studying for finals and for the general public to see Gustavus actors in action this year.", "Midsummer play in May - The Gustavian Weekly\n\u201cI\u2019m really excited for people to see this show. Because we\u2019re doing it in the Arb and because we\u2019re doing it in a contemporary setting, I think that the audience will never be bored, and that\u2019s something I\u2019m really looking forward to,\u201d Juni said.\n\u201cI\u2019ve really enjoyed this whole process. It\u2019s been a good show and I\u2019m excited to see where it\u2019s going to go,\u201d Witherspoon said."]

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RedPajama-Data-V2