Chapter 10: Europe in the Middle Ages, 1000-1500
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Nationalism in the French Revolution of 1789
The University of Maine DigitalCommons@UMaine Honors College 5-2014 Nationalism in the French Revolution of 1789 Kiley Bickford University of Maine - Main Follow this and additional works at: https://digitalcommons.library.umaine.edu/honors Part of the Cultural History Commons Recommended Citation Bickford, Kiley, "Nationalism in the French Revolution of 1789" (2014). Honors College. 147. https://digitalcommons.library.umaine.edu/honors/147 This Honors Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Honors College by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. NATIONALISM IN THE FRENCH REVOLUTION OF 1789 by Kiley Bickford A Thesis Submitted in Partial Fulfillment of the Requirement for a Degree with Honors (History) The Honors College University of Maine May 2014 Advisory Committee: Richard Blanke, Professor of History Alexander Grab, Adelaide & Alan Bird Professor of History Angela Haas, Visiting Assistant Professor of History Raymond Pelletier, Associate Professor of French, Emeritus Chris Mares, Director of the Intensive English Institute, Honors College Copyright 2014 by Kiley Bickford All rights reserved. Abstract The French Revolution of 1789 was instrumental in the emergence and growth of modern nationalism, the idea that a state should represent, and serve the interests of, a people, or "nation," that shares a common culture and history and feels as one. But national ideas, often with their source in the otherwise cosmopolitan world of the Enlightenment, were also an important cause of the Revolution itself. The rhetoric and documents of the Revolution demonstrate the importance of national ideas. -
6-908 Intellectual Property Policy
Policy Number: 6-908 Policy Name: Intellectual Property Policy Policy Revision Dates: 9/2018, 9/17, 8/10, 3/01, 6/99, 5/96, Page 1 2/88, 9/87, 9/85 6-908 Intellectual Property Policy The Arizona Board of Regents and the three universities that the board governs, are all dedicated to teaching, research, and the extension of knowledge to the public. The university community recognizes its responsibility to produce and disseminate knowledge. Inherent in this responsibility is the need to encourage the production of Scholarly Works and the development of Intellectual Property (IP), some of which may have potential commercial value. These activities contribute to the professional development of the individuals involved, enhance the reputation of the university in which they work, provide additional educational opportunities for participating students, and promote the public welfare. Board-Owned IP should be appropriately managed in the best interest of the state and the university system. This policy addresses ownership rights and revenue sharing for Board-Owned IP. Compliance with this policy is required for all employees as part of the terms of their employment. This policy also applies to non-employee students of the university and to anyone else who creates intellectual property with significant use of board or university resources. University-wide trademarks, logos, and other board or university indicia or identifiers are not subject to or covered by this policy. Definitions of capitalized terms are included in the final section of this policy. A. Ownership of Intellectual Property. 1. Board-Owned IP: a. The board owns all intellectual property in each of the following categories: (1) Any intellectual property created by an employee in the course and scope of employment; and (2) Any intellectual property created with the significant use of board or university resources. -
Taylor's Residential Series™ Test Kits
Taylor’s Residential Series™ Test Kits INTRODUCTION aylor’s Residential Series™ test kits are designed for spa and pool owners who have low bather loads and test their water between visits from a service technician Tor trips to their pool supplies store. This series uses the same quality reagents as Taylor’s kits for professional analysts. Buyers have a choice of three progressively more sophisticated models: 3-Way, 6-Way, and 9-Way, as described below. Every Residential kit is available in our classic case—the solid blue, injection-molded plastic kit which is so durable it The K-1004 6-Way DPD kit monitors three variables that impact water can be refilled season after season. Tabs on every case make quality so problems can be detected and treated early, with less them easy to hang from hooks. expense. Residential kits feature .75 oz. reagents color-coded to 3-WAY (DPD) instructions; sanitizer values for both chlorine and bromine Free Chlorine .25–2.5 ppm testing; five sets of printed-color standards encased in Total Bromine .5–5 ppm plastic for longevity (calibrated to work with Taylor pH pH 6.8–8.2 reagents R-0014, R-0015, and R-0016); and molded fill English: K-1101 lines to ensure the correct sample size. Spanish: K-1101S Instructions are written in clear, nontechnical terms and Spanish version is available in a case pack of twelve (K-1101S-12) include pictograms for ease of following steps. Instruction 6-WAY (OT) cards printed on waterproof paper that resists fading and Total Chlorine .5–5 ppm tearing. -
Mechanical Keyswitch B3F
Mechanical Keyswitch B3F Miniature, Space-Saving Keyswitch Provides Long Service Life and Easy Mounting ■ Extended mechanical/electrical service life: 10 x 106 operations for 12 x 12 mm type and 1 x 106 operations for the 6 x 6 mm type ■ Ideal for applications such as audio, office and communications equipment, measuring instruments, TVs, VCRs, etc. ■ Taped radial type, vertical type, high force type, and gold-plated contact type are available as series versions ■ Flux-tight base structure allows automatic soldering of the keyswitches onto a PC board Ordering Information Flat Projected ■ B3F-1■■■, B3F-3■■■ 6 x 6 mm type Part Number Switch Without ground terminal With ground terminal Type Plunger height x pitch Operating Force Bags Sticks* Bags Sticks* Standard Flat 4.3 x 6.5 mm General-purpose: 100 g B3F-1000 B3F-1000S B3F-1100 B3F-1100S 150 g B3F-1002 B3F-1002S B3F-1102 B3F-1102S High-force: 260 g B3F-1005 B3F-1005S B3F-1105 B3F-1105S 5.0 x 6.5 mm General-purpose: 100 g B3F-1020 B3F-1020S B3F-1120 B3F-1120S 150 g B3F-1022 B3F-1022S B3F-1122 B3F-1122S High-force: 260 g B3F-1025 B3F-1025S B3F-1125 B3F-1125S 5.0 x 7.5 mm General-purpose: 100 g — — B3F-1110 — Projected 7.3 x 6.5 mm General-purpose: 100 g B3F-1050 B3F-1050S B3F-1150 B3F-1150S 150 g B3F-1052 B3F-1052S B3F-1152 B3F-1152S High-force: 260 g B3F-1055 B3F-1055S B3F-1155 B3F-1155S Vertical Flat 3.15 mm General-purpose: 100 g — — B3F-3100 — 150 g — — B3F-3102 — High-force: 260 g — — B3F-3105 — 3.85 mm General-purpose: 100 g — — B3F-3120 — 150 g — — B3F-3122 — High-force: 260 g — — B3F-3125 — Projected 6.15 mm General-purpose: 100 g — — B3F-3150 — 150 g — — B3F-3152 — High-force: 260 g — — B3F-3155 — * Number of switches per stick: Without ground terminal ... -
Charters: What Survives?
Banner 4-final.qxp_Layout 1 01/11/2016 09:29 Page 1 Charters: what survives? Charters are our main source for twelh- and thirteenth-century Scotland. Most surviving charters were written for monasteries, which had many properties and privileges and gained considerable expertise in preserving their charters. However, many collections were lost when monasteries declined aer the Reformation (1560) and their lands passed to lay lords. Only 27% of Scottish charters from 1100–1250 survive as original single sheets of parchment; even fewer still have their seal attached. e remaining 73% exist only as later copies. Survival of charter collectionS (relating to 1100–1250) GEOGRAPHICAL SPREAD from inStitutionS founded by 1250 Our picture of documents in this period is geographically distorted. Some regions have no institutions with surviving charter collections, even as copies (like Galloway). Others had few if any monasteries, and so lacked large charter collections in the first place (like Caithness). Others are relatively well represented (like Fife). Survives Lost or unknown number of Surviving charterS CHRONOLOGICAL SPREAD (by earliest possible decade of creation) 400 Despite losses, the surviving documents point to a gradual increase Copies Originals in their use in the twelh century. 300 200 100 0 109 0s 110 0s 111 0s 112 0s 113 0s 114 0s 115 0s 116 0s 1170s 118 0s 119 0s 120 0s 121 0s 122 0s 123 0s 124 0s TYPES OF DONOR typeS of donor – Example of Melrose Abbey’s Charters It was common for monasteries to seek charters from those in Lay Lords Kings positions of authority in the kingdom: lay lords, kings and bishops. -
Social Studies - 6 Use Any Resources You Have (Such As the Internet Or Books) to Explore the Topics More Each Week
This year in sixth grade you have been learning about the history of different regions of the world. In your at home learning opportunities you will continue this exploration. Some information may be review and some may be new. Feel free to Social Studies - 6 use any resources you have (such as the internet or books) to explore the topics more each week. Each week will connect to the last as much as possible. The following article is about the historical figure Joan of Arc, or Jeanne D’Arc (1412- 1431), the teenage girl who led the French to victory against the English in the 1400s. As you read, think about how and why is she remembered today? Joan of Arc: France’s Young Tragic Hero Part 1: The Makings of a Hero Joan was born the youngest of a family of five. Her father was a peasant farmer who had little money. She never learned to read or write. Yet in her short lifetime, she became one of history’s most famous people. Joan was born in Domremy, France on January 6, 1412. She was the youngest of five children. As a child, Joan played with other children but also enjoyed being alone. Like other girls, she was "Jeanne d'Arc, victorieuse des anglais, rentre à Orléans et est acclamée par la population" by Jean good at sewing and spinning. Unlike other girls, she claimed to hear “voices.” She said it was the Jacques Scherrer is in the public domain. voice of angels speaking to her, and she also claimed to have seen them. -
The Legacy of the Roman Empire and the Middle Ages in the West The
The Legacy of the Roman Empire and the Middle Ages in the West The Roman Empire reigned from 27 BCE to 476 CE throughout the Mediterranean world, including parts of Europe, the Middle East, and North Africa. The fall of the Roman Empire in the West in 476 CE marked the end of the period of classical antiquity and ushered in a new era in world history. Three civilizations emerged as successors to the Romans in the Mediterranean world: the Byzantine Empire (in many ways a continuation of the Eastern Roman Empire), and the civilizations of Islam and Western Europe. These three civilizations would become rivals and adversaries over the course of the succeeding centuries. They developed distinct religious, cultural, social, political, and linguistic characteristics that shaped the path each civilization would take throughout the course of the Middle Ages and beyond. The Middle Ages in European history refers to the period spanning the fifth through the fifteenth century. The fall of the Western Roman Empire typically represents the beginning of the Middle Ages. Scholars divide the Middle Ages into three eras: the Early Middle Ages (400–1000), the High Middle Ages (1000–1300), and the Late Middle Ages (1300–1500). The Renaissance and the Age of Discovery traditionally mark the end of the Middle Ages and the beginning of the early modern period in European history. The legacy of the Roman Empire, and the division of its territory into three separate civilizations, impacted the course of world history and continues to influence the development of each region to this day. -
The Church Grows in Power. Essential Question
Big Idea The Church grows in power. Essential Question How did the Church gain power in Medieval Europe? Words To Know Secular – this means not-religious. Canon Laws – laws developed by the Church, based on the bible. Excommunication – the limiting or ending of a person’s membership in the Catholic Church. Holy Sacraments – sacred ceremonies of the church. Interdict – an order or ban from the church preventing a person or group of people from receiving holy sacraments in the Catholic Church. Words To Know Papal Supremacy – the authority or power of the Pope over all secular rulers (non religious rulers, including kings and emperors). Let’s Set The Stage… After the fall of the Roman Empire, western Europe broke into small warring kingdoms. Since it was the official church of the Roman Empire, most people in Western Europe were Christians. The Church owned a great deal of wealth and land. It became the most important unifying and stabilizing force in western Europe during the Middle Ages. The power vacuum left by the Roman Empire was filled by the Catholic Church. The Power of the Church The church was the center of medieval life in western Europe. Almost every village and town had a church building. Church bells rang out the hours, called people to worship and warned of danger. Over the course of the early Middle Ages, the Catholic Church became more influential and powerful, to the point where the Church and the beliefs of its clergy [people who had high positions in the Church like priests and bishops] controlled secular [non-religious] life and secular government. -
Chapter 4 Video, “Chaucer’S England,” Chronicles the Development of Civilization in Medieval Europe
Toward a New World 800–1500 Key Events As you read, look for the key events in the history of medieval Europe and the Americas. • The revival of trade in Europe led to the growth of cities and towns. • The Catholic Church was an important part of European people’s lives during the Middle Ages. • The Mayan, Aztec, and Incan civilizations developed and administered complex societies. The Impact Today The events that occurred during this time period still impact our lives today. • The revival of trade brought with it a money economy and the emergence of capitalism, which is widespread in the world today. • Modern universities had their origins in medieval Europe. • The cultures of Central and South America reflect both Native American and Spanish influences. World History—Modern Times Video The Chapter 4 video, “Chaucer’s England,” chronicles the development of civilization in medieval Europe. Notre Dame Cathedral Paris, France 1163 Work begins on Notre Dame 800 875 950 1025 1100 1175 c. 800 900 1210 Mayan Toltec control Francis of Assisi civilization upper Yucatán founds the declines Peninsula Franciscan order 126 The cathedral at Chartres, about 50 miles (80 km) southwest of Paris, is but one of the many great Gothic cathedrals built in Europe during the Middle Ages. Montezuma Aztec turquoise mosaic serpent 1325 1453 1502 HISTORY Aztec build Hundred Montezuma Tenochtitlán on Years’ War rules Aztec Lake Texcoco ends Empire Chapter Overview Visit the Glencoe World History—Modern 1250 1325 1400 1475 1550 1625 Times Web site at wh.mt.glencoe.com and click on Chapter 4– Chapter Overview to 1347 1535 preview chapter information. -
God S Heroes
PUBLISHING GROUP:PRODUCT PREVIEW God’s Heroes A Child’s Book of Saints Children look up to and admire their heroes – from athletes to action figures, pop stars to princesses.Who better to admire than God’s heroes? This book introduces young children to 13 of the greatest heroes of our faith—the saints. Each life story highlights a particular virtue that saint possessed and relates the virtue to a child’s life today. God’s Heroes is arranged in an easy-to-follow format, with informa- tion about a saint’s life and work on the left and an fund activity on the right to reinforce the learning. Of the thirteen saints fea- tured, most will be familiar names for the children.A few may be new, which offers children the chance to get to know other great heroes, and maybe pick a new favorite! The 13 saints include: • St. Francis of Assisi 32 pages, 6” x 9” #3511 • St. Clare of Assisi • St. Joan of Arc • Blessed Kateri Tekakwitha • St. Philip Neri • St. Edward the Confessor In this Product Preview you’ll find these sample pages . • Table of Contents (page 1) • St. Francis of Assisi (pages 12-13) • Blessed Kateri Tekakwitha (pages 28-29) « Scroll down to view these pages. God’s Heroes A Child’s Book of Saints Featuring these heroes of faith and their timeless virtues. St. Mary, Mother of God . .4 St. Thomas . .6 St. Hildegard of Bingen . .8 St. Patrick . .10 St. Francis of Assisi . .12 St. Clare of Assisi . .14 St. Philip Neri . -
Series AK 1200 Single Stage Pressure Regulator Tied Diaphragm—Designed for Safety
ADV ANCED PRESSURE TECHNOLOGY SERIES AK 1200 SINGLE STAGE PRESSURE REGULATOR TIED DIAPHRAGM—DESIGNED FOR SAFETY u Vacuum to 1,700 psig (117 bar) inlet, 150 psig (10 bar) outlet u Flow capacity‡ 1 to 1,000 slpm (0.03 to 35.3 scfm) u Stainless Steel or Brass construction u Ni-Cr-Mo alloy internals, ‘SH’ option, for added corrosion resistance u High leak integrity ENGINEERING DATA Operating Parameters u Machined from bar stock Source pressure vacuum to 1,700 psig (117 bar) FC option vacuum to 300 psig (21 bar) u Optional accessories HR option vacuum to 3,000 psig (207 bar) Delivery pressure AK 1202* 1 to 30 psig (0.07 to 2 bar) u Fine adjustment control AK 1210 2 to 100 psig (0.14 to 7 bar) AK 1215** 5 to 150 psig (0.3 to 10 bar) (six turns of the knob from off to wide open) AK 1225 250 psig (17 bar) preset (preset at 800 psig inlet, NA FC) u Cleaned for O2 service Proof pressure 150% of operating pressures Burst pressure 300% of operating pressures u Field repairable Other Parameters u Knob LOTO option Inlet /outlet ports 1/4”, 3/8” and 1/2” NPT and compression u Diffusion resistant Ni-Cr-Mo alloy (optional porting available) diaphragm Flow coefficient, Cv 0.9 (HF option 1.1) Internal volume 0.65 in3 (10.6 cm3) u Installation and operating instructions Operating temperature -40º to +160ºF (-40º to +71ºC)*** Leak rate 1 x 10-9 sccs available at www.aptech-online.com Supply pressure effect 3.5 psig per 100 psig source pressure change MATERIALS OF CONSTRUCTION AK 1200B AK 1200S AK 1200SH Body brass SS 316L SS 316L Poppet SS 316 SS 316 Ni-Cr-Mo alloy / UNS N06022 Diaphragm Ni-Cr-Mo alloy / UNS N06022 Ni-Cr-Mo alloy / UNS N06022 Ni-Cr-Mo alloy / UNS N06022 Seat PCTFE (Polyimide opt.) PCTFE (Polyimide opt.) PCTFE ‡Flow rating based upon N2 @ 100 psig inlet, varying gas type and, or inlet/outlet pressures will effect rating. -
Monarchs During Feudal Times
Monarchs During Feudal Times At the very top of feudal society were the monarchs, or kings and queens. As you have learned, medieval monarchs were also feudal lords. They were expected to keep order and to provide protection for their vassals. Most medieval monarchs believed in the divine right of kings, the idea that God had given them the right to rule. In reality, the power of monarchs varied greatly. Some had to work hard to maintain control of their kingdoms. Few had enough wealth to keep their own armies. They had to rely on their vassals, especially nobles, to provide enough knights and soldiers. In some places, especially during the Early Middle Ages, great lords grew very powerful and governed their fiefs as independent states. In these cases, the monarch was little more than a figurehead, a symbolic ruler who had little real power. In England, monarchs became quite strong during the Middle Ages. Since the Roman period, a number of groups from the continent, including Vikings, had invaded and settled England. By the mid11th century, it was ruled by a Germanic tribe called the Saxons. The king at that time was descended from both Saxon and Norman (French) families. When he died without an adult heir, there was confusion over who should become king. William, the powerful Duke of Normandy (a part of presentday France), believed he had the right to the English throne. However, the English crowned his cousin, Harold. In 1066, William and his army invaded England. William defeated Harold at the Battle of Hastings and established a line of Norman kings in England.