'Pimpernel' Smith Decades Before Indiana Jones First Cocked a Snook
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The Bronze Eagle, by Emmuska Orczy, Baroness 1
The Bronze Eagle, by Emmuska Orczy, Baroness 1 CHAPTER PAGE CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V CHAPTER VI CHAPTER VII CHAPTER VIII CHAPTER IX CHAPTER X CHAPTER XI CHAPTER XII The Bronze Eagle, by Emmuska Orczy, Baroness The Project Gutenberg eBook, The Bronze Eagle, by Emmuska Orczy, Baroness Orczy This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: The Bronze Eagle A Story of the Hundred Days Author: Emmuska Orczy, Baroness Orczy Release Date: July 2, 2008 [eBook #25955] Language: English The Bronze Eagle, by Emmuska Orczy, Baroness 2 Character set encoding: ISO-8859-1 ***START OF THE PROJECT GUTENBERG EBOOK THE BRONZE EAGLE*** E-text prepared by Steven desJardins and the Project Gutenberg Online Distributed Proofreading Team (http://www.pgdp.net) THE BRONZE EAGLE by BARONESS ORCZY * * * * * By BARONESS ORCZY THE BRONZE EAGLE A BRIDE OF THE PLAINS THE LAUGHING CAVALIER "UNTO CAESAR" EL DORADO MEADOWSWEET THE NOBLE ROGUE THE HEART OF A WOMAN PETTICOAT RULE GEORGE H. DORAN COMPANY NEW YORK * * * * * THE BRONZE EAGLE A Story of the Hundred Days by BARONESS ORCZY Author of "The Laughing Cavalier," "The Scarlet Pimpernel," Etc., Etc. [Illustration] New York George H. Doran Company Copyright, 1915, by Baroness Orczy Copyright, 1915, by George H. Doran Company This novel was published serially, under the title of "Waterloo" CONTENTS CHAPTER PAGE 3 CHAPTER PAGE THE LANDING AT JOUAN 9 I. -
44618 History Newsletter 2009
THE NEWSLETTER DEPARTMENT OF HISTORY Number 58 Chapel Hill, North Carolina Autumn 2009 GREETINGS FROM THE CHAIR. The national and international events of 2008-09 affected the History Department at the University of North Carolina, Chapel Hill, in much the same way that they influenced most other institutions over the past year. The global economic recession, a huge decline in North Carolina’s tax revenues, the major losses in endowment funds, and our own university’s mandated budget cuts all echoed through the offices and classrooms of Hamilton Hall. We learned again that historians have no way to escape from history, even as they maintain the all-important “long view” that keeps everything in proper perspective. Despite the recent financial upheavals, however, the UNC History Department had another highly productive year. The faculty published 12 new books, edited or co-edited seven other books, and produced fifty scholarly articles and chapters in edited collections. Our graduate students continued to receive national and international research awards, including twenty fellowships from foundations and government agencies such as the Mellon Foundation, the ACLS, the Fulbright-Hayes program, the Japan Foundation, and the German government’s DAAD research program. You will find detailed information about the diversity of our Department’s publications, teaching, and research awards in the pages of this Newsletter; and you will see how UNC’s historians remain constantly active, no matter what may be happening in the wider world of stock markets, banks, and international trade. The Department also continued to sponsor the Project for Historical Education (regular seminars for high school history teachers) and the annual public lecture on African American History. -
Thd Old Man in the Corner /By Baroness Orczy
mUNIFORM EDITION orczyI. M(MMb 7 Q &-V Z> l I o Presented to the LIBRARIES of the UNIVERSITY OF TORONTO by David Bernhardt THE OLD MAN IN THE CORNER LIBRARY EDITION OF BARONESS ORCZY’S FAMOUS NOVELS Price 3/6 each 1 The Scarlet Pimpernel 2 I Will Repay 3 The Emperor’s Candlesticks 4 By the God’s Beloved 5 Beau Brocade 6 A Son of the People 7 The Tangled Skein 8 The Old Man in the Corner 9 The Nest of the Sparrowhawk HODDER AND STOUGHTON Digitized by the Internet Archive in 2015 https://archive.org/details/thdoldmanincorneOOorcz “ The old man in the corner. Frontispiece. THE OLD MAN IN THE CORNER By BARONESS ORCZY Author of “Eldorado” “ The Scarlet Pimpernel” etc. HODDER AND STOUGHTON LONDON NEW YORK TORONTO | ^!uiiiiiiuiiiiiiii!miiii[iiiiiiiiiiiitiiiitiiiiiiiiiiiiiitmiiuimmiiii!!!!!miiiiiiuimiu Eldorado I By | Baroness I orczy| Recounting the Scarlet I | | Pimpernel’s greatest ad- | | venture. 6/- | | HODDER AND STOUGHTON | Tiiiiiiiiiiiiiiiiliiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiifiiiiiiiiiiiiiiii? TO MY DEAR UNCLE AND AUNT COUNT AND COUNTESS WASS OF CZEGE IN REMEMBRANCE OF MANY HAPPY DAYS SPENT IN TRANSYLVANIA October, igoS CONTENTS CHAPTER VAGI ^ I. The Fenchurch Street Mystery 11 ( II. A Millionaire in the Dock • • 22 III. His Deduction . 38 - IV. The Robbery in Phillimorb Terrace 43 V. A Night’s Adventure . 52 VI. All He Knew • • 64 — VII. The York Mystery • * 70 VIII. The Capital Charge • * 78 IX. A Broken-hearted Woman . 94 — X. The Mysterious Death on the Under- ground Railway • 100! j XI. Mr. Errington . 11 7 — XII. The Liverpool Mystery 131 XIII. A Cunning Rascal 144 . - XIV. -
Fantastic Archaeology and Pseudoscience Lost Tribes, Sunken Continents, and Ancient Astronauts
SOUTHERN METHODIST UNIVERSITY TAOS SUMMER TERM 2019 ANTH 3334: FANTASTIC ARCHAEOLOGY AND PSEUDOSCIENCE LOST TRIBES, SUNKEN CONTINENTS, AND ANCIENT ASTRONAUTS Professor: Whitney A. Goodwin, Ph.D. Candidate, Department of Anthropology Contact: [email protected] Course Time: Monday-Friday, 9:00am-12:00pm, 1:00-4:00pm Course Location: Fort Burgwin Archaeology Laboratory Office Hours: By appointment COURSE DESCRIPTION: Archaeology, like any other science, is no stranger to today’s world of half-truths and ‘alternative facts’. Fantastic claims have been made about everything in the field, from crystal skulls to entire civilizations. In this course, you will acquire the tools to form critical opinions about archaeological phenomena and become able to take apart shaky arguments based on incomplete, false or nonexistent evidence. At the same time, you will learn that science is never straightforward, neat, and simple. When it comes to many issues, legitimate controversies among scientists about what is known and what is knowable can turn into speculations about the past that go beyond any possibility of documentation. In fact, you will learn that sometimes these frontiers between the legitimate and the lunatic are the most dynamic and interesting of all. In this course we will also consider, thematically and periodically, the difference between legitimate controversy within scientific archaeology, what is termed a “Paradigm controversy”, and controversy pitting scientists against pseudoscientists and charlatans. As Ken Feder describes in the first two chapters of his book, Frauds, Myths and Mysteries, a controversy between legitimate scientists operates by clear and consistent rules of evidence, even if those scientists have very different interpretations of evidence. -
8Th Grade Summer Reading Assignments
Summer Reading Assignments for Grade 8 Assignment #1 1. Choose a book from the attached list to read. 2. As you read, complete the attached Characterization Sheet. Note: “Direct Characterization” means the character traits that the author states directly (e.g., “Peter was a quiet young man.”) 3. Write a book report that is to include the following: An introduction A 2-paragraph summary of the book including basic information about the characters, the plot, the setting, the conflict and the resolution. A detailed character analysis of the main character in the book you chose. (a) That section should address: What the character looks like The character’s personality traits (ex., friendly, shy, brave) How the character changed from the beginning of the book to the end and why that change occurred (b) You should support your statements with quotes or examples from the book such as: What the character says What the character does What is said about the character What happens to the character A conclusion that includes some characteristics of the book as a whole and what you thought of the book. Assignment #2 1. Choose another book from the attached book list. Write a detailed analysis of the theme and conflict(s) in the book. The theme of the book (What is the theme? Support your idea with quotes or examples.) The conflict in the book. (What type was it? How is it important to the story?) Theme – An implicit or recurrent idea that runs through the book Conflict – Opposition between characters or forces in a work of fiction, especially opposition that motivates or shapes the action of the plot (Examples of types of conflict include man vs. -
Is the Truth Down There?: Cultural Heritage Conflict and the Politics of Archaeological Authority
IS THE TRUTH DOWN THERE?: CULTURAL HERITAGE CONFLICT AND THE POLITICS OF ARCHAEOLOGICAL AUTHORITY IAN BARBER PUBLIC HISTORY REVIEW, VOL 13, 2006, PP143-154 enerally it is acknowledged that conflict is axiomatic in any contemporary system of heritage (or cultural) resource management.1 Tunbridge and G Ashworth2 argue that dissonance (‘a discordance or a lack of agreement and consistency’) is ‘intrinsic’ to heritage, since ‘selection is inevitable’ and ‘any creation of heritage from the past disinherits someone [else] completely or partially, actively or potentially’. In this process there may be conflict between stakeholders who feel alienated from the physical reference points of their own past, and those decision-makers who would modify or appropriate that past. In overview, the selection pressures that are at the core of cultural heritage conflicts are complex and wide-ranging. Disagreement spans differences over the treatment and care of sites through to the targeted destruction of cultural property and associated customary communities.3 Affected communities may contest decisions that seem to dismiss their own heritage sites and associated narratives and practices. At the extreme end of the scale, these differences may lead to sectarian violence and the destruction of cultural property. Conflict can also occur between cultural heritage practitioners themselves over how, and even whether, to research the contested past.4 The appeal of the material archaeological record is often enhanced where the past is referenced in postcolonial or nationalist conflicts. In these disputes, archaeologists may be found as expert witnesses in legal proceedings (for example, Sutton’s article in this volume) or as public advocates for or against communities with customary or other cultural heritage associations.5 Newly discovered archaeological features and artifacts may be given considerable if tendentious weight or be subject to critical scrutiny and dismissal. -
Faculty Publications and Presentations 2010-11
UNIVERSITY OF ARKANSAS FAYETTEVILLE, ARKANSAS PUBLICATIONS & PRESENTATIONS JULY 1, 2010 – JUNE 30, 2011 Table of Contents Bumpers College of Agricultural, Food and Life Sciences………………………………….. Page 3 School of Architecture…………………………………... Page 125 Fulbright College of Arts and Sciences…………………. Page 133 Walton College of Business……………………………... Page 253 College of Education and Health Professions…………… Page 270 College of Engineering…………………………………... Page 301 School of Law……………………………………………. Page 365 University Libraries……………………………………… Page 375 BUMPERS COLLEGE OF AGRICULTURE, FOOD AND LIFE SCIENCES Agricultural Economic and Agribusiness Alviola IV, P. A., and O. Capps, Jr. 2010 “Household Demand Analysis of Organic and Conventional Fluid Milk in the United States Based on the 2004 Nielsen Homescan Panel.” Agribusiness: an International Journal 26(3):369-388. Chang, Hung-Hao and Rodolfo M. Nayga Jr. 2010. “Childhood Obesity and Unhappiness: The Influence of Soft Drinks and Fast Food Consumption.” J Happiness Stud 11:261–275. DOI 10.1007/s10902-009-9139-4 Das, Biswa R., and Daniel V. Rainey. 2010. "Agritourism in the Arkansas Delta Byways: Assessing the Economic Impacts." International Journal of Tourism Research 12(3): 265-280. Dixon, Bruce L., Bruce L. Ahrendsen, Aiko O. Landerito, Sandra J. Hamm, and Diana M. Danforth. 2010. “Determinants of FSA Direct Loan Borrowers’ Financial Improvement and Loan Servicing Actions.” Journal of Agribusiness 28,2 (Fall):131-149. Drichoutis, Andreas C., Rodolfo M. Nayga Jr., Panagiotis Lazaridis. 2010. “Do Reference Values Matter? Some Notes and Extensions on ‘‘Income and Happiness Across Europe.” Journal of Economic Psychology 31:479–486. Flanders, Archie and Eric J. Wailes. 2010. “ECONOMICS AND MARKETING: Comparison of ACRE and DCP Programs with Simulation Analysis of Arkansas Delta Cotton and Rotation Crops.” The Journal of Cotton Science 14:26–33. -
Demystifying Discourse Analysis for Archaeology Students
Journal of Archaeology and Education Volume 2 Issue 3 Article 1 June 2018 Say What?: Demystifying Discourse Analysis for Archaeology Students Cynthia L. Van Gilder Saint Mary's College of California, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/jae Part of the Archaeological Anthropology Commons Recommended Citation Van Gilder, Cynthia L. 2018 Say What?: Demystifying Discourse Analysis for Archaeology Students. Journal of Archaeology and Education 2 Available at: https://digitalcommons.library.umaine.edu/jae/vol2/iss3/1 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Journal of Archaeology and Education by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. Van Gilder: Demystifying Discourse Analysis Most archaeology instructors are eager to have their students appreciate that the study of the past is relevant to the present. In fact, most current introductory textbooks include a section, however brief it may be, on the socio-politics of archaeology. These discussions are usually framed around how ideas about the past have been used to justify abuse (e.g., Nazi archaeology to support an Aryan homeland), or how the involvement of descendant communities in research is now considered best practice in the field (e.g., NAGPRA, community based archaeology). One of the most powerful tools for understanding how what we say about the past makes a difference in the present is discourse analysis. Ultimately, archaeologists communicate their findings via discourses: in reports, articles, books, museum exhibits, documentaries, podcasts, websites, and even occasionally fictional writings. -
Volume 23, Number 2
SHARP News Volume 23 | Number 2 Article 1 Spring 2014 Volume 23, Number 2 Follow this and additional works at: https://scholarworks.umass.edu/sharp_news Recommended Citation (2014) "Volume 23, Number 2," SHARP News: Vol. 23: No. 2. Available at: https://scholarworks.umass.edu/sharp_news/vol23/iss2/1 This Article is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in SHARP News by an authorized editor of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. et al.: Volume 23, Number 2 SHARP NEWS Volume 23, Number 2 Spring 2014 were also several editions of Harriet Beecher The exhibit even examined unusual speci- EXHIBITION REVIEWS Stowe’s Uncle Tom’s Cabin, most opened to mens of visual culture from shortly after the engravings of Eliza’s crossing of the Ohio, Civil War. The most fascinating of these was one of the novel’s most iconic scenes. Milton Bradley’s “Myriopticon,” a history of Emphasizing the importance of less the war in 22 color pictures on one continu- Home Front: Daily Life in the popular histories of the Civil War, another ous scroll in a cigar box which readers would Civil War North part of the exhibit examined the impact of have viewed by scrolling from left to right Newberry Library, Chicago the Civil War on Native Americans. This with two wooden knobs. Beside this was an- 27 September 2013 – 24 March 2014 section displayed illustrations of native vio- other series of five stereographs of slave life lence which Northern audiences would have from the Oliver Barrett collection, which visi- Unlike many exhibits commemorating viewed, including extreme engravings of re- tors were able to manipulate and experience the 150th anniversary of the American Civil ported massacres occurring in northwestern using stereograph viewers. -
THE Scarlet Pimpernel
BARONESS ORCZY COMPLETE THE Scarlet CLASSICS Pimpernel UNABRIDGED Read by Bill Homewood With the Reign of Terror at its peak, and the death toll mounting, France’s violent revolutionists suddenly find themselves frustrated by a mysterious vigilante. Known as the Scarlet Pimpernel, the enigmatic hero rescues the country’s ill-fated aristocrats from the doom of the guillotine and whisks them away to safety, with a band of gallant cohorts at his aid. Meanwhile, in England, beautiful Frenchwoman and former actress Lady Marguerite Blakeney finds herself drifting apart from her inane and foppish husband Sir Percy Blakeney – until Marguerite’s brother is found to be in league with the Pimpernel and the villainous Chauvelin blackmails her into discovering the true identity of the masked man… Bill Homewood is well known for his innumerable television Total running time: 9:54:07 performances and leading credits in the West End and for the RSC. View our catalogue online at n-ab.com/cat His other recordings for Naxos AudioBooks include She, Tom Jones, The Red & the Black, The Three Musketeers, The Hunchback of Notre Dame, the Four Just Men series and Les Misérables. 1 The Scarlet Pimpernel 9:58 21 Chapter 12 9:15 2 The guards at the gates had been doubled... 9:27 22 Barely another thirty seconds had elapsed... 9:58 3 Chapter 2 9:20 23 Chapter 13 5:36 4 ‘Lud! did you ever see such a wet September…’ 12:44 24 Chapter 14 9:51 5 Chapter 3 8:45 25 He was preparing to go.. -
SP Handout 1 French
The Scarlet Pimpernel Name: ________________________ Handout 1 The French Revolution (1789-1799) 1. Before the Revolution, French society consisted of three groups, or estates, Order the estates based on each estate’s status in society, listing the estate with the highest status first. a. b. c. 2. What groups of people made up the third estate? Which of these groups was the largest? 3. What privileges accorded to the first and second estates were most resented even by the prosperous members of the third estate? 4. Define the terms listed below (helps understanding of why people deeply resented the king). a. absolute monarchy b. divine right of kings 5. Describe briefly the financial crisis that had developed in France. 6. What plan did the Parliament of Paris devise to ease the crisis? 7. The third estate held a majority of the Parliament seats; therefore, they made three demands. What were they? a. b. c. 8. In 1789 the revolutionaries stormed the Bastille, freeing political prisoners. In that year also the national assembly adopted the Decrees of August 4 and the Declaration of the Rights of Man and of the CitiZen. List two of the important provisions of the decrees. a. Landlords: b. Clergy and Nobles: 9. What guarantees were granted by the Declaration for citizens? 10. What three provisions of the constitution were drafted by the assembly? a. b. c. 11. Which citizens had the right to vote? 12. How did the important legislative acts of the Assembly affect the Roman Catholic Church? 13. What did the Assembly to do the court system? 14. -
THE SCARLET PIMPERNEL by Baroness Orczy
THE SCARLET PIMPERNEL by Baroness Orczy Marguerite said nothing for a moment or two, as she surveyed with obvious delight the not very prepossessing little figure before her. Chauvelin was then nearer forty than thirty--a clever, shrewd-looking personality, with a curious fox- like expression in the deep, sunken eyes. He was the same stranger who an hour or two previously had joined Mr. Jellyband in a friendly glass of wine. “Chauvelin . my friend . .” said Marguerite, with a pretty little sigh of satisfaction. “I am mightily pleased to see you.” No doubt poor Marguerite St. Just, lonely in the midst of her grandeur, and of her starchy friends, was happy to see a face that brought back memories of that happy time in Paris, when she reigned--a queen—over the intellectual coterie of the Rue de Richelieu. She did not notice the sarcastic little smile, however, that hovered round the thin lips of Chauvelin. “But tell me,” she added merrily, “what in the world, or whom in the world, are you doing here in England?” “I might return the subtle compliment, fair lady,” he said. “What of yourself?” “Oh, I?” she said, with a shrug of the shoulders. “Je m’ennuie, mon ami, that is all.” They had reached the porch of “The Fisherman’s Rest,” but Marguerite seemed loth to go within. The evening air was lovely after the storm, and she had found a friend who exhaled the breath of Paris, who knew Armand well, who could talk of all the merry, brilliant friends whom she had left behind.