HUGH LECAINE AGNEW Demonstrating the Nation: Symbol
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The South Slav Policies of the Habsburg Monarchy
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School January 2012 Nationalitaetenrecht: The outhS Slav Policies of the Habsburg Monarchy Sean Krummerich University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons, Ethnic Studies Commons, and the European History Commons Scholar Commons Citation Krummerich, Sean, "Nationalitaetenrecht: The outhS Slav Policies of the Habsburg Monarchy" (2012). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/4111 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Nationalitätenrecht: The South Slav Policies of the Habsburg Monarchy by Sean Krummerich A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of History College of Arts & Sciences University of South Florida Major Professor, Graydon A. Tunstall, Ph.D. Kees Botterbloem, Ph.D. Giovanna Benadusi, Ph.D. Date of Approval: July 6, 2012 Keywords – Austria, Hungary, Serb, Croat, Slovene Copyright © 2012, Sean Krummerich Dedication For all that they have done to inspire me to new heights, I dedicate this work to my wife Amanda, and my son, John Michael. Acknowledgments This study would not have been possible without the guidance and support of a number of people. My thanks go to Graydon Tunstall and Kees Boterbloem, for their assistance in locating sources, and for their helpful feedback which served to strengthen this paper immensely. -
In the Kingdom of Bohemia
14 października 2020 In the Kingdom of Bohemia In the Kingdom of Bohemia In the 14th century, due to the Bohemian expansion, Silesia was separated from Poland and became a part of the Crown of the Kingdom of Bohemia. In 1327, Władysław Bytomski, Duke of Koźle, and his younger brothers, Jerzy and Siemowit, were the first ones to pay homage to John the Blind, King of Bohemia. Although their father, Casimir, already paid homage to Wenceslaus II, the then-King of Bohemia, in 1289, Wenceslaus was simultaneously the ruler of Poland. At the time when Władysław paid homage to Bohemia, Poland was already ruled by Władysław Łokietek, Duke of Kujawy and Lesser Poland, who was considering coronation. As a consequence of the subordination of subsequent Silesian duchies to Bohemia, aside from being obliged to participate in war expeditions of Bohemian rulers and to appear at the court in Prague, the Silesian Piasts also had to respect the decisions made by the Bohemian king in accordance with the Bohemian law. One of such astounding decisions was made in the case of the succession of the Duchy of Koźle after the heirless death of Bolesław, Duke of Koźle and Bytom, in 1355. According to the Polish law, the duchy could be inherited only by a man, and therefore, the closest relative of Bolesław, Casimir, Duke of Cieszyn, was preparing himself to rule Koźle. However, as stated in the Bohemian law, the succession could also occur in the female line, and since the deceased Bolesław had a sister, Eufemia, the fight for the succession was joined by her husband, Duke Konrad of Oleśnica. -
Mcq Drill for Practice—Test Yourself (Answer Key at the Last)
Class Notes Class: X Topic: THE RISE OF NATIONALISM IN EUROPE CONTENTS-MCQ ,FILL UPS,TRUE OR FALSE, ASSERTION Subject: HISTORY AND REASON AND MCQ PRACTICE DRILL… FOR TERM-I/ JT/01/02/08/21 1.Who remarked “When France Sneezes, the rest of Europe catches cold”? (a) Giuseppe Mazzini (b) Metternich (c) Louis Philippe (d) Johann Gottfried Ans : (b) Metternich 2.Which country had been party of the ‘Ottoman Empire’ since the 15th century? (b) Spain (b) Greece (c) France (d) Germany Ans : (b) Greece 3.Which country became full-fledged territorial state in Europe in the year 1789? (c) Germany (b) France (c) England (d) Spain Ans : (b) France 4.When was the first clear expression of nationalism noticed in Europe? (a) 1787 (b) 1759 (c) 1789 (d) 1769 Ans : (c) 1789 5.Which of the following did the European conservatives not believe in? (d) Traditional institution of state policy (e) Strengthened monarchy (f) A return to a society of pre-revolutionary days Ans : (c) A return to a society of pre-revolutionary days 6.Name the Italian revolutionary from Genoa. (g) Metternich (b) Johann Gottfried (c) Giuseppe Mazzini (d) None of these Ans : (c) Giuseppe Mazzini 7.Which language was spoken for purposes of diplomacy in the mid 18th century in Europe? (h) German (b) English (c) French (d) Spanish Ans : (c) French 8.What was ‘Young Italy’ ? (i) Vision of Italy (b) Secret society (c) National anthem of Italy (d) None of these Ans : (b) Secret society WORKED FROM HOME 9.Treaty of Constantinople recognised .......... as an independent nation. -
Flags of Asia
Flags of Asia Item Type Book Authors McGiverin, Rolland Publisher Indiana State University Download date 27/09/2021 04:44:49 Link to Item http://hdl.handle.net/10484/12198 FLAGS OF ASIA A Bibliography MAY 2, 2017 ROLLAND MCGIVERIN Indiana State University 1 Territory ............................................................... 10 Contents Ethnic ................................................................... 11 Afghanistan ............................................................ 1 Brunei .................................................................. 11 Country .................................................................. 1 Country ................................................................ 11 Ethnic ..................................................................... 2 Cambodia ............................................................. 12 Political .................................................................. 3 Country ................................................................ 12 Armenia .................................................................. 3 Ethnic ................................................................... 13 Country .................................................................. 3 Government ......................................................... 13 Ethnic ..................................................................... 5 China .................................................................... 13 Region .................................................................. -
The Political and Symbolic Importance of the United States in the Creation of Czechoslovakia
Graduate Theses, Dissertations, and Problem Reports 2014 Drawing borders: the political and symbolic importance of the United States in the creation of Czechoslovakia Samantha Borgeson West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Borgeson, Samantha, "Drawing borders: the political and symbolic importance of the United States in the creation of Czechoslovakia" (2014). Graduate Theses, Dissertations, and Problem Reports. 342. https://researchrepository.wvu.edu/etd/342 This Thesis is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. DRAWING BORDERS: THE POLITICAL AND SYMBOLIC IMPORTANCE OF THE UNITED STATES IN THE CREATION OF CZECHOSLOVAKIA Samantha Borgeson Thesis submitted to the Eberly College of Arts And Sciences at West Virginia University in partial fulfillment of the requirements for the degree -
Vernacular Religion in Diaspora: a Case Study of the Macedono-Bulgarian Group in Toronto
Vernacular Religion in Diaspora: a Case Study of the Macedono-Bulgarian Group in Toronto By Mariana Dobreva-Mastagar A Thesis submitted to the Faculty of Trinity College and the Theological Department of the Toronto School of Theology In partial fulfilment of the requirements for the degree of Doctor of Philosophy in Theology awarded by the University of St. Michael's College © Copyright by Mariana Dobreva-Mastagar 2016 Vernacular Religion in Diaspora: a case Study of the Macedono-Bulgarian group in Toronto PhD 2016 Mariana Dobreva-Mastagar University of St.Michael’s College Abstract This study explores how the Macedono-Bulgarian and Bulgarian Eastern Orthodox churches in Toronto have attuned themselves to the immigrant community—specifically to post-1990 immigrants who, while unchurched and predominantly secular, have revived diaspora churches. This paradox raises questions about the ways that religious institutions operate in diaspora, distinct from their operations in the country of origin. This study proposes and develops the concept “institutional vernacularization” as an analytical category that facilitates assessment of how a religious institution relates to communal factors. I propose this as an alternative to secularization, which inadequately captures the diaspora dynamics. While continuing to adhere to their creeds and confessional symbols, diaspora churches shifted focus to communal agency and produced new collective and “popular” values. The community is not only a passive recipient of the spiritual gifts but is also a partner, who suggests new forms of interaction. In this sense, the diaspora church is engaged in vernacular discourse. The notion of institutional vernacularization is tested against the empirical results of field work in four Greater Toronto Area churches. -
Flags of the World
ATHELSTANEFORD A SOME WELL KNOWN FLAGS Birthplace of Scotland’s Flag The name Japan means “The Land Canada, prior to 1965 used the of the Rising Sun” and this is British Red Ensign with the represented in the flag. The redness Canadian arms, though this was of the disc denotes passion and unpopular with the French sincerity and the whiteness Canadians. The country’s new flag represents honesty and purity. breaks all previous links. The maple leaf is the Another of the most famous flags Flags of the World traditional emblem of Canada, the white represents in the world is the flag of France, The foremost property of flags is that each one the vast snowy areas in the north, and the two red stripes which dates back to the represent the Pacific and Atlantic Oceans. immediately identifies a particular nation or territory, revolution of 1789. The tricolour, The flag of the United States of America, the ‘Stars and comprising three vertical stripes, without the need for explanation. The colours, Stripes’, is one of the most recognisable flags is said to represent liberty, shapes, sizes and devices of each flag are often in the world. It was first adopted in 1777 equality and fraternity - the basis of the republican ideal. linked to the political evolution of a country, and during the War of Independence. The flag of Germany, as with many European Union United Nations The stars on the blue canton incorporate heraldic codes or strongly held ideals. European flags, is based on three represent the 50 states, and the horizontal stripes. -
Flags and Banners
Flags and Banners A Wikipedia Compilation by Michael A. Linton Contents 1 Flag 1 1.1 History ................................................. 2 1.2 National flags ............................................. 4 1.2.1 Civil flags ........................................... 8 1.2.2 War flags ........................................... 8 1.2.3 International flags ....................................... 8 1.3 At sea ................................................. 8 1.4 Shapes and designs .......................................... 9 1.4.1 Vertical flags ......................................... 12 1.5 Religious flags ............................................. 13 1.6 Linguistic flags ............................................. 13 1.7 In sports ................................................ 16 1.8 Diplomatic flags ............................................ 18 1.9 In politics ............................................... 18 1.10 Vehicle flags .............................................. 18 1.11 Swimming flags ............................................ 19 1.12 Railway flags .............................................. 20 1.13 Flagpoles ............................................... 21 1.13.1 Record heights ........................................ 21 1.13.2 Design ............................................. 21 1.14 Hoisting the flag ............................................ 21 1.15 Flags and communication ....................................... 21 1.16 Flapping ................................................ 23 1.17 See also ............................................... -
The Story of the Tricolour
The Story of the Tricolour Subject: History Strand: Historical Skills Strand Unit: Looking at evidence Class Level: Middle/Senior Primary Objectives: that the children will identify and develop respect for the tricolour as the National Flag of Ireland that the children will draw a diagram of the flag to scale that the children will generate and discuss historical enquiry questions based on the flag Integration: Maths - scale, lines and angles, ordering; Oral Language Development; Activity - The Flag Introduce the flag to the children. Ask them to describe the flag - colours, order, scale. Locate and read Article 7 of the Constitution (online) - "The National Flag is the Tricolour of Green, White and Orange." Draw the flag to scale and colour. IN groups ask children to brainstorm questions that they have about the Irish Flag? Provide them with the questions prompt chart or remind them of: Who? What? When? Where? Why? You could also suggest questions beginning with Can…?..Should…? Could…? Each questions can be written on a post-it and placed on a chart. Once the brainstorm is complete each group can arrange their questions according to their own criteria: Questions we know the answer to/ Questions we can’t answer On a scale from the most important to the least important Big Questions/ little questions Each group can then present their work. Discussion points the teacher can address are: Why did you group the questions in that way? What question do you think is the most interesting? How might we find the answer to that question? Do you think that question can be answered easily? Is there more than one way of answering that question? The teacher can facilitate the subsequent whole class discussion to identify the most important (key)questions which the class can pursue in subsequent lessons. -
The Dynamics of Flag Evolution
The Dynamics of Flag Evolution THE DYNAMICS OF FLAG EVOLUTION the obvious colours for the flag is still alive and doing well, although unfortunately extinct in Britain. Dr. William G. Crampton The ideal heraldic process was therefore from the arms, to the colours, to the flag, particularly the flag for This paper is the second instalment of my treatment common usage, and from there to a further form, the of the theoretical aspects of flag evolution and taxo striped flag with the arms added back to it, to make a nomy, following from the paper on the «Phylogenesis more official or Important flag. Another use of this, as of Vexillology# presented at Barcelona in 1991In that we know from the work of Rabbow and Gunther is the paper I postulated that just as living organisms form civic flag with the arms added back to it, probably for themselves into genetic families so do flag designs, and purposes of distinction, since there is a limit to the num that these grow into major, intermediate and minor ber of striped flags that can exist together at any one groupings as do organic life-forms. I also postulated the time^-T existence of at least twelve major flag root-forms, label led «Urflaggen», from which, it could be demonstrated, Related to heraldry and roughly co-terminous with it a huge proportion of the world's flags, both extant and was the influence of religion. Two major forms of this extinct, could be shown to be derived. are known: the Christian and the Moslem, and both related very directly to flags for personal and territorial The purpose of this paper is to illustrate some of the use. -
Austrian Federalism in Comparative Perspective
CONTEMPORARY AUSTRIAN STUDIES | VOLUME 24 Bischof, Karlhofer (Eds.), Williamson (Guest Ed.) • 1914: Aus tria-Hungary, the Origins, and the First Year of World War I War of World the Origins, and First Year tria-Hungary, Austrian Federalism in Comparative Perspective Günter Bischof AustrianFerdinand Federalism Karlhofer (Eds.) in Comparative Perspective Günter Bischof, Ferdinand Karlhofer (Eds.) UNO UNO PRESS innsbruck university press UNO PRESS innsbruck university press Austrian Federalism in ŽŵƉĂƌĂƟǀĞWĞƌƐƉĞĐƟǀĞ Günter Bischof, Ferdinand Karlhofer (Eds.) CONTEMPORARY AUSTRIAN STUDIES | VOLUME 24 UNO PRESS innsbruck university press Copyright © 2015 by University of New Orleans Press All rights reserved under International and Pan-American Copyright Conventions. No part of this book may be reproduced or transmitted in any form, or by any means, electronic or mechanical, including photocopy, recording, or any information storage nd retrieval system, without prior permission in writing from the publisher. All inquiries should be addressed to UNO Press, University of New Orleans, LA 138, 2000 Lakeshore Drive. New Orleans, LA, 70148, USA. www.unopress.org. Printed in the United States of America Book design by Allison Reu and Alex Dimeff Cover photo © Parlamentsdirektion Published in the United States by Published and distributed in Europe University of New Orleans Press by Innsbruck University Press ISBN: 9781608011124 ISBN: 9783902936691 UNO PRESS Publication of this volume has been made possible through generous grants from the the Federal Ministry for Europe, Integration, and Foreign Affairs in Vienna through the Austrian Cultural Forum in New York, as well as the Federal Ministry of Economics, Science, and Research through the Austrian Academic Exchange Service (ÖAAD). The Austrian Marshall Plan Anniversary Foundation in Vienna has been very generous in supporting Center Austria: The Austrian Marshall Plan Center for European Studies at the University of New Orleans and its publications series. -
The Politics of Access to Advanced Education in Late Imperial Austria
The Politics of Access to Advanced Education In Late Imperial Austria Professor Gary B. Cohen Univeristy of Oklahoma September 1993; Working Paper 93-6 © 2002 by the Center for Austrian Studies. Permission to reproduce must generally be obtained from the Center for Austrian Studies. Copying is permitted in accordance with the fair use guidelines of the US Copyright Act of 1976. The the Center for Austrian Studies permits the following additional educational uses without permission or payment of fees: academic libraries may place copies of the Center's Working Papers on reserve (in multiple photocopied or electronically retrievable form) for students enrolled in specific courses: teachers may reproduce or have reproduced multiple copies (in photocopied or electronic form) for students in their courses. Those wishing to reproduce Center for Austrian Studies Working Papers for any other purpose (general distribution, advertising or promotion, creating new collective works, resale, etc.) must obtain permission from the Center. For Austria's peoples and the government, the development of advanced education during the late nineteenth century offered challenges as well as opportunities. Popular aspirations for secondary and higher education grew as modern class structures and an industrial market economy replaced the old corporate society. Study in Gymnasien, Realschulen, universities, and technical colleges opened the doors for entry into the growing sectors of white-collar and technical employment, the learnedprofessions, and government service. For the hitherto dominant German-speaking elements in the Alpine and Bohemian lands and for the Poles in Galicia, assuring their continued leadership in achanging social structure required maintaining privileges in secondary and higher education.