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The Logic of Violence in Civil War Has Much Less to Do with Collective Emotions, Ideologies, Cultures, Or “Greed and Grievance” Than Currently Believed
P1: KAE 0521854091pre CUNY324B/Kalyvas 0 521 85409 1 March 27, 2006 20:2 This page intentionally left blank ii P1: KAE 0521854091pre CUNY324B/Kalyvas 0 521 85409 1 March 27, 2006 20:2 TheLogic of Violence in Civil War By analytically decoupling war and violence, this book explores the causes and dynamics of violence in civil war. Against prevailing views that such violence is either the product of impenetrable madness or a simple way to achieve strategic objectives, the book demonstrates that the logic of violence in civil war has much less to do with collective emotions, ideologies, cultures, or “greed and grievance” than currently believed. Stathis Kalyvas distinguishes between indis- criminate and selective violence and specifies a novel theory of selective violence: it is jointly produced by political actors seeking information and indi- vidual noncombatants trying to avoid the worst but also grabbing what oppor- tunities their predicament affords them. Violence is not a simple reflection of the optimal strategy of its users; its profoundly interactive character defeats sim- ple maximization logics while producing surprising outcomes, such as relative nonviolence in the “frontlines” of civil war. Civil war offers irresistible opportu- nities to those who are not naturally bloodthirsty and abhor direct involvement in violence. The manipulation of political organizations by local actors wishing to harm their rivals signals a process of privatization of political violence rather than the more commonly thought politicization of private life. Seen from this perspective, violence is a process taking place because of human aversion rather than a predisposition toward homicidal violence, which helps explain the para- dox of the explosion of violence in social contexts characterized by high levels of interpersonal contact, exchange, and even trust. -
Rule by the Few in the Federalist Papers: an Examination of the Aristocratic Preference of Publius
Br. J. Am. Leg. Studies 10(2) (2021), DOI: 10.2478/bjals-2020-0020 Rule by the Few in the Federalist Papers: An Examination of the Aristocratic Preference of Publius Carl M. Felice IV.* ABSTRACT The Federalist Papers are a set of eighty-five essays written by Alexander Hamilton, James Madison, and John Jay during the founding era of the United States, with the purpose of persuading the states to adopt the Constitution as the replacement for the Articles of Confederation. The Papers were some of the most impressive political writings of the time, and are still cited frequently today by the United States Supreme Court. The arguments set forth in the Papers attempted to defend the Constitution’s aristocratic characteristics against its opponents, the Anti-Federalists, while also attempting to normalize an anti-democratic, representative form of government in the minds of the American people. The clever advocacy and skillful rhetoric employed by Hamilton, Madison, and Jay led to the eventual ratification of the Constitution, and consequently the creation of the most powerful and prosperous nation on the planet. This paper examines the differences between the traditional forms of government, the political philosophies of the Papers’ authors, the anti-democratic, aristocratic nature of the government proposed by the Constitution, and the arguments for and against its adoption, as articulated in the Papers and various other writings. KEYWORDS Federalist Papers, James Madison, Alexander Hamilton, Aristocracy, Constitution CONTENTS I. Introduction .....................................................................................219 II. Classic Conceptions of Government ............................................219 A. Government as Conceived by Aristotle ........................................219 B. Government as Conceived by Montesquieu .................................222 III. -
Populations Légales En Vigueur À Compter Du 1Er Janvier 2020
Recensement de la population Populations légales en vigueur à compter du 1er janvier 2020 Arrondissements - cantons - communes 44 LOIRE-ATLANTIQUE INSEE - décembre 2019 Recensement de la population Populations légales en vigueur à compter du 1er janvier 2020 Arrondissements - cantons - communes 44 - LOIRE-ATLANTIQUE RÉPUBLIQUE FRANÇAISE SOMMAIRE Ministère de l'Économie et des Finances Institut national de la statistique et des études économiques Introduction..................................................................................................... 44-V 88 avenue Verdier CS 70058 92541 Montrouge cedex Tableau 1 - Population des arrondissements ................................................ 44-1 Tél. : 01 87 69 50 00 Directeur de la Tableau 2 - Population des cantons et métropoles ....................................... 44-2 publication Jean-Luc Tavernier Tableau 3 - Population des communes.......................................................... 44-3 INSEE - décembre 2019 INTRODUCTION 1. Liste des tableaux figurant dans ce fascicule Tableau 1 - Population des arrondissements Tableau 2 - Population des cantons et métropoles Tableau 3 - Population des communes, classées par ordre alphabétique 2. Définition des catégories de la population1 Le décret n° 2003-485 du 5 juin 2003 fixe les catégories de population et leur composition. La population municipale comprend les personnes ayant leur résidence habituelle sur le territoire de la commune, dans un logement ou une communauté, les personnes détenues dans les établissements pénitentiaires -
Metric System Units of Length
Math 0300 METRIC SYSTEM UNITS OF LENGTH Þ To convert units of length in the metric system of measurement The basic unit of length in the metric system is the meter. All units of length in the metric system are derived from the meter. The prefix “centi-“means one hundredth. 1 centimeter=1 one-hundredth of a meter kilo- = 1000 1 kilometer (km) = 1000 meters (m) hecto- = 100 1 hectometer (hm) = 100 m deca- = 10 1 decameter (dam) = 10 m 1 meter (m) = 1 m deci- = 0.1 1 decimeter (dm) = 0.1 m centi- = 0.01 1 centimeter (cm) = 0.01 m milli- = 0.001 1 millimeter (mm) = 0.001 m Conversion between units of length in the metric system involves moving the decimal point to the right or to the left. Listing the units in order from largest to smallest will indicate how many places to move the decimal point and in which direction. Example 1: To convert 4200 cm to meters, write the units in order from largest to smallest. km hm dam m dm cm mm Converting cm to m requires moving 4 2 . 0 0 2 positions to the left. Move the decimal point the same number of places and in the same direction (to the left). So 4200 cm = 42.00 m A metric measurement involving two units is customarily written in terms of one unit. Convert the smaller unit to the larger unit and then add. Example 2: To convert 8 km 32 m to kilometers First convert 32 m to kilometers. km hm dam m dm cm mm Converting m to km requires moving 0 . -
REPORT FOLLOWING TECHNICAL INVESTIGATION Into The
REPORT FOLLOWING TECHNICAL INVESTIGATION into the collision (and resulting fire) between a coach and a HGV that occurred on October 23rd 2015 on Departmental Road No 17 near the town of Puisseguin (South-West of France) July 2017 Land Transport Accidents Investigations Bureau Case n° BEATT-2015-014 Report following the technical investigation into the collision (and resulting fire) between a coach and a HGV that occurred on October 23rd 2015 on Departmental Road n°17 near the town of Puisseguin (South-West of France) Bordereau documentaire Report commissioned by: Ministry for an Ecological and Solidarity Transition (MTES) Report compiled by: Land Transport Accidents Investigations Bureau (BEA-TT) Document Title: Report following the technical investigation into the collision (and resulting fire) between a coach and a HGV on October 23rd 2015on Departmental Road 17 near Puisseguin (33) IRSN N°: EQ-BEAT--17-6--FR Suggested keywords: coach, fire Photo and graphic design credits: — AF: AFHYMAT; — BEA-TT: Land Transport Accidents Investigations Bureau — CL: Christophe Ledon, accident examiner; — EV: EvoBus France; — FB: Francis Bréville, automobile expert; — Gend. : gendarmerie (police); — IV: IVECO; — XG: Xavier Gargasi, fire expert. Legal Notice The technical investigation featuring in this report was carried out in accordance with Articles L. 1621-1 - 1622-2 and R. 1621-1 - 1621-26 of the French Transport Code, pertaining in particular to technical inquiries carried out following a land transport accident or incident. The sole objective of this investigation is to prevent future accidents from occurring by determining the circumstances and causes of the event and establishing relevant safety recommendations. The report does not aim to determine responsibility for the accident. -
Sébastien Dubreil
1/31/2021 Curriculum Vitae Sébastien Dubreil Education 1997-2002 Joint Ph.D. in French and Educational Studies, Emory University, Atlanta, GA. Dissertation: An Empirical Investigation on Using Video and the Internet to Teach Culture in the Intermediate-Level Foreign Language Classroom, directed by Professor Carol Herron. 1996-1997/ International student (non-degree seeking) in Liberal Arts, The University of the South, 1994-1995 Sewanee, TN. 1994 Maîtrise in Business Administration, Université de Nantes, France. Employment 2016-present Full Teaching Professor of French and Francophone Studies and Second Language Acquisition and Technology-Enhanced Learning, Department of Modern Languages, Carnegie Mellon University, Pittsburgh, PA. 2013-2016 Associate Professor of French (tenured) / Director of the French Language Program / Director of the Language and World Business Program, Department of Modern Foreign Languages and Literatures, University of Tennessee, Knoxville, TN. 2006-2013 Assistant Professor of French / Director of the French Language Program, Department of Modern Foreign Languages and Literatures, University of Tennessee, KnoXville, TN. Visiting Professor in American Studies, Swansea University, Wales. 2002-2006 Assistant Professor of French / Director of the French Language Program, Department of Romance Languages and Literatures, University of Notre Dame, South Bend, IN. 2001-2002 Graduate Teaching Associate, Department of French and Italian, Emory University, 1998-2000 Atlanta, GA. 1996-1997 Director of the French House and Part-time Instructor, Department of French, The University of the South, Sewanee, TN. 1996 Full-time substitute teacher, Lycée Professionnel Saint-Martin, Machecoul, France. 1994-1995 Director of the French House and Part-time Instructor, Department of French, The University of the South, Sewanee, TN. -
Introduction
© Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. CHAPTER 1 Introduction French Society in 1789 Historians working on the French Revolution have a problem. All of our attempts to find an explanation in terms of social groups or classes, or particular segments of society becoming powerfully activated, have fallen short. As one expert aptly expressed it: “the truth is we have no agreed general theory of why the French Revolution came about and what it was— and no prospect of one.”1 This gaping, causal void is cer- tainly not due to lack of investigation into the Revolution’s background and origins. If class conflict in the Marxist sense has been jettisoned, other ways of attributing the Revolution to social change have been ex- plored with unrelenting rigor. Of course, every historian agrees society was slowly changing and that along with the steady expansion of trade and the cities, and the apparatus of the state and armed forces, more (and more professional) lawyers, engineers, administrators, officers, medical staff, architects, and naval personnel were increasingly infusing and diversifying the existing order.2 Yet, no major, new socioeconomic pressures of a kind apt to cause sudden, dramatic change have been identified. The result, even some keen revisionists admit, is a “somewhat painful void.”3 Most historians today claim there was not one big cause but instead numerous small contributory impulses. One historian, stressing the absence of any identifiable overriding cause, likened the Revolution’s origins to a “multi- coloured tapestry of interwoven causal factors.”4 So- cial and economic historians embracing the “new social interpretation” identify a variety of difficulties that might have rendered eighteenth- century French society, at least in some respects, more fraught and vulnerable than earlier. -
1 Alice Coulter Main Department of History IRIS Graduate Student
1 Alice Coulter Main Department of History IRIS Graduate Student Summer Fieldwork Award 2019 Report Submitted August 10, 2020 Thanks to the generous support of a Graduate Student Summer Fieldwork Award from the Institute for Regional and International Studies (IRIS) at UW-Madison, I was able to travel to Paris, France this past year to conduct archival research for my dissertation on “Sex after the Terror: Gender, Class, and Democracy in the French Revolution.” My project explores the transformations in France’s political landscape following the death of Robespierre from the perspective of gender. Specifically, I seek to understand how sexual and familial pathology became a major lens through which the French remembered and interpreted the Terror. I began my time in Paris at the Archives nationales, focusing on Series D/III, the records of the National Convention’s Committee of Legislation. I delved into the dossiers of three deputies – Pierre Arnaud Dartigoeyte, Jacques Pinet, and Jean-Baptiste Cavaignac – who were accused of committing extralegal atrocities during the Terror. After the Thermidorian coup that toppled Robespierre, the legislature solicited denunciations against officials who had abused their authority. I mined the diverse condemnations against Dartigoeyte, Pinet, and Cavaignac from the small towns and villages along France’s southwestern border with Spain, where the deputies were posted. By comparing the numerous published pamphlets, handwritten letters, manuscript reports, and evidentiary packets composed by a wide range of interested parties, from the relatives of victims to municipal officials to deposed bishops, I traced the role gendered violence came to assume in the myth of the Terror in the Midi. -
Siècles, 47 | 2019 Jeunesse Dorée Ou Jeunesse Perdue ? Les « Jeunes Gens » Entre Engagement, Dés
Siècles Cahiers du Centre d’histoire « Espaces et Cultures » 47 | 2019 La jeunesse s’engage ! Art et politique en France (XVIIIe-XXe siècles) Jeunesse dorée ou jeunesse perdue ? Les « jeunes gens » entre engagement, désengagement et « égarement » violent après Thermidor Gilded Youth or Lost Youth? The “jeunes gens” from Engagement, Disengagement, and Violent Turmoil after Thermidor Clément Weiss Édition électronique URL : http://journals.openedition.org/siecles/5137 ISSN : 2275-2129 Éditeur Centre d'Histoire "Espaces et Cultures" Référence électronique Clément Weiss, « Jeunesse dorée ou jeunesse perdue ? Les « jeunes gens » entre engagement, désengagement et « égarement » violent après Thermidor », Siècles [En ligne], 47 | 2019, mis en ligne le , consulté le 10 décembre 2020. URL : http://journals.openedition.org/siecles/5137 Ce document a été généré automatiquement le 10 décembre 2020. Tous droits réservés Jeunesse dorée ou jeunesse perdue ? Les « jeunes gens » entre engagement, dés... 1 Jeunesse dorée ou jeunesse perdue ? Les « jeunes gens » entre engagement, désengagement et « égarement » violent après Thermidor Gilded Youth or Lost Youth? The “jeunes gens” from Engagement, Disengagement, and Violent Turmoil after Thermidor Clément Weiss « Une force nouvelle et inattendue avait surgi, formée de tous les jeunes hommes qui venaient de ronger leur frein sous le joug de la Terreur. La jeunesse dorée, ainsi qu’on la surnomma, à cause de la tenue décente, élégante même, par laquelle elle protestait contre le cynisme de malpropreté qui avait été affecté par les terroristes, représentait l’opinion publique et s’appuyait sur elle1. » 1 Publiés à titre posthume en 1888, les souvenirs du baron Hyde de Neuville contribuent à la mémoire dorée d’une jeunesse thermidorienne dont l’engagement esthétique, par l’élégance et le vêtement, aurait rompu avec le « cynisme de malpropreté » affecté sous « le joug de la Terreur ». -
Voices of Revolt Voices of Revolt
VOICES OF REVOLT VOICES OF REVOLT SPEECHES OF MAXIMILIEN ROBESPIERRE VOICES OF REVOLT VOLUME I * SPEECHES OF MAXI MILlEN ROBES PIERRE WITH A BIOGRAPHICAL SKETCH NEW YORK INTERNATIONAL PUBLISHERS Copyright, 1927, by INTERNATIONAL PUBLISHERS, INc. Printed in the U. S . .A. This book is composed and printed by union labor CONTENTS PAGE INTRODUCTION 9 Robespierre in the Club of the Jacobins 18 Robespierre as the Realpolitiker of the Revo- lution 22 Robespierre and the Committee of Public Safety 2 7 The Ninth Thermidor 36 THE FLIGHT OF THE KING 41 AsKING THE DEATH PENALTY FOR Louis XVI 46 CoNCERNING THE DECLARATION OF THE RIGHTS OF MAN AND OF THE CITIZEN 52 IN FAVOR OF AN ARMED PEOPLE, OF A wAR AGAINsT THE VENDEE s6 REPORT ON THE PRINCIPLES OF A REVOLUTIONARY GOVERNMENT 61 REPORT ON THE PRINCIPLES OF POLITICAL MORAL ITY • REPORT ON THE EXTERNAL SITUATION OF THE REPUBLIC • EXPLANATORY NOTES MAXIMILIEN ROBESPIERRE INTRODUCTION IN the year 1770 a boy knocked at the gate of the Lycee Louis-le-Grand. Mass was just being held, and the youth could still hear the last notes of the organ as he was resting on a bench. He had covered a long distance on his journey: he had come from Arras. "Praised be Jesus Christ," was the sexton's greet ing as he opened the gate. The boy had already been announced, and was at once led to the rector. "So your name is Maximilien Robespierre, my child?" asked the Jesuit who conducted the insti tution. The young man becomes a scholar, one of the most diligent students of the Lycee Louis-le Grand. -
After Robespierre
J . After Robespierre THE THERMIDORIAN REACTION Mter Robespierre THE THERMIDORIAN REACTION By ALBERT MATHIEZ Translated from the French by Catherine Alison Phillips The Universal Library GROSSET & DUNLAP NEW YORK COPYRIGHT ©1931 BY ALFRED A. KNOPF, INC. ORIGINALLY PUBLISHED AS La Reaction Thermidorienne COPYRIGHT 1929 BY MAX LECLERC ET CIE UNIVERSAL LIBRARY EDITION, 1965 BY ARRANGEMENT WITH ALFRED A. KNOPF, INC. LIBRARY OF CONGRESS CATALOG CARD NUMBER: 65·14385 PRINTED IN THE UNITED STATES OF AMERICA PREFACE So far as order of time is concerned, M. M athie( s study of the Thermidorian Reaction, of which the present volume is a translation, is a continuation of his history of the French Revolution, of which the English version was published in 1928. In form and character, however, there is a notable difference. In the case of the earlier work the limitations imposed by the publishers excluded all references and foot-notes, and the author had to refer the reader to his other published works for the evidence on which his conclusions were based. In the case of the present book no such limitations have been set, and M. Mathiei: has thus been able not only to state his con clusions, but to give the chain of reasoning by which they have been reached. The Thermidorian Reaction is therefore something more than a sequel to The French Revolution, which M. Mathiei:, with perhaps undue modesty, has described as a precis having no independent authority; it is not only a work of art, but a weighty contribution to historical science. In the preface to his French Revolution M. -
Gravity and Coulomb's
Gravity operates by the inverse square law (source Hyperphysics) A main objective in this lesson is that you understand the basic notion of “inverse square” relationships. There are a small number (perhaps less than 25) general paradigms of nature that if you make them part of your basic view of nature they will help you greatly in your understanding of how nature operates. Gravity is the weakest of the four fundamental forces, yet it is the dominant force in the universe for shaping the large-scale structure of galaxies, stars, etc. The gravitational force between two masses m1 and m2 is given by the relationship: This is often called the "universal law of gravitation" and G the universal gravitation constant. It is an example of an inverse square law force. The force is always attractive and acts along the line joining the centers of mass of the two masses. The forces on the two masses are equal in size but opposite in direction, obeying Newton's third law. You should notice that the universal gravitational constant is REALLY small so gravity is considered a very weak force. The gravity force has the same form as Coulomb's law for the forces between electric charges, i.e., it is an inverse square law force which depends upon the product of the two interacting sources. This led Einstein to start with the electromagnetic force and gravity as the first attempt to demonstrate the unification of the fundamental forces. It turns out that this was the wrong place to start, and that gravity will be the last of the forces to unify with the other three forces.