Our primary priority should neither be minimizing cost nor maximizing pedagogical flexibility. Our primary priority should be increasing student learning, and our efforts to reduce costs and increase pedagogical flexibility must always be subservient to that end. When we fail to put student learning first, we can become zealots who confuse the means with the ends.

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Like the national debt, the homeless population, gun ownership, and job insecurity, television grew prodigiously in the 1980s.

However, the artists of West Meets East do not possess institutional power, and are instead most likely more suppressed by institutional norms of boundary and difference that often accompany immigration.

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Since I weeded out the folks that don’t teach their kids logic in the first two paragraphs, as representatives of the real world it’s up to the rest of us to spread the knowledge. It won’t be easy. The best thing we can do is teach these thought processes to our children, so that they may look at other children with looks of bewilderment when other children are unable to solve simple tasks. Hopefully, they will not simply do the task for them, but teach them to think. I’m not saying we need to build a whole new generation of project managers and analysts, but it would be better than a generation of task-oriented mindless office drones with untied shoelaces, shoving on a door at the Midvale School for the Gifted.

to countries without regard to the recipients’ needs or capacity.

to maintain a status-quo wherever we find existing regimes anti-communistic.”

“Uncle Sugar is as dangerous a role for us to play as Uncle Shylock.”

the East may think little or nothing of them.”

Can you show that the test error is an unbiased estimate of the generalization error? That is, that the expected value of the test error is equal to the generalization error.

First, the self may be seen as a social actor, who enacts roles and displays traits by performing behaviors in the presence of others.

What is your story? What kind of a narrative are you working on? As you look to the past and imagine the future, what threads of continuity, change, and meaning do you discern? For many people, the most dramatic and fulfilling efforts to change the self happen

, the self may be seen as a social actor, who enacts roles and displays traits by performing behaviors in the presence of others

e students may learn that compliance is important and that certain behaviors will be academically rewarded and allowed to compensate for learning deficiencies. On the other hand, instructional strategies such as project-based learning or community-based learning, to name just two of many possible options, may communicate specific messages

However, many of us are not fully aware of our values, and as a result can at times think, say and do things that are not in alignment.

It represents the smallest complete television picture umt. Bu~ images already are combinations of several different signs at once and mvolve a complex set of denotations and connotations. Further-more, if we use the frame as the smallest unit of meaning, we ignore the soundtrack, where ½o second would not necessarily capture a meaning-~l sound and where speech, sound effects, and music may be occurring simultaneously.

Extrapolating our results to the general population, we estimate that asking about citizenship would reduce the share of Hispanics recorded by the Census by approximately 6.07 million, or around 12.03 percent of the 2010 Hispanic population – a sizable reduction in the share of the U.S. population that would be recorded as Hispanic.

We think what they want is flexibility, but actually what they need is structure

One would think that if there's play in the joints, that that would include the concept that States are free to say we don't want to spend money from the public FIs on houses of worship. Now, you say this affects free exercise. We seem to be confusing money with religious practice.

The authors make the point in ch4 that annotation is not really conversation. I think Miranda is correct here, that annotation is a work-around for the fact that texts are not interactive. Ultimately, are we just fooling ourselves by annotating a text?

This intangible nar-rating presence need not be thought of as a person, but rather as an agency, that which chooses, orders, presents, and thus tells the narrative before us.

how do we get students to move beyond civil attention to true engagement in the classroom?

writeandanalyzeavarietyoftypesof

How do we define a composing practice that is in-terlaced and interwoven with email, text-messaging, and web-browsing?

Husmann thinks the students had fallen into certain study habits, which, once formed, were too hard to break. Students seemed to be interested in their learning styles, but not enough to actually change their studying behavior based on them. And even if they had, it wouldn’t have mattered.

Be it further enacted, that every civil officer shall, and every person may, arrest and carry back to his or her legal employer any freedman, free Negro, or mulatto who shall have quit the service of his or her employer before the expiration of his or her term of service without good cause, and said officer and person shall be entitled to receive for arresting and carrying back every deserting employee aforesaid the sum of $5, and 10 cents per mile from the place of arrest to the place of delivery, and the same shall be paid by the employer, and held as a setoff for so much against the wages of said deserting employee: Provided, that said arrested party, after being so returned, may appeal to a justice of the peace or member of the board of police of the county, who, on notice to the alleged employer, shall try summarily whether said appellant is legally employed by the alleged employer and his good cause to quit said employer; either party shall have the right of appeal to the county court, pending which the alleged deserter shall be remanded to the alleged employer or otherwise disposed of as shall be right and just, and the decision of the county court shall be final.

facts toward insight or complex ideas rarely take place” in many classrooms.By the same token, if we’re still using tests (Kohn, 2015) rather than authentic assessments of theirunderstanding, we’re giving them a gift of meaningful questions with one hand only to take it awaywith the other (by evaluating them on the number of facts they’ve crammed into short-termmemory).Deep questions help kids to stay curious, grow increasingly resourceful at figuring things out, andbecome active meaning makers. To structure learning around such questions is to take the first steptoward creating an environment that is not merely academic but genuinely intellectual.2. WHOSE QUESTIONS?It makes good sense to create thoughtful questions for students, but it’s even more important toelicit their questions — a possibility missing from many resources on the subject. Teaching, likeparenting and managing, is greatly improved by following a four-word admonition: Talk less, askmore. And better than asking subject-matter questions is the process of encouraging kids to come upwith the questions that matter to them. If this is more the exception than the rule in our classrooms,it may be because it requires us to give up some control.There is a purely practical justification for asking students what they’re curious about: Even amarvelously gifted teacher can’t always figure out the right question to ask a given student at justthe right time, as Duckworth (1987, p. 5) pointed out. Thus, she added, it’s fortunate that “childrencan raise the right question for themselves if the setting is right.” As a result, “they are moved to taxthemselves to the fullest to find an answer.” By inviting their questions, we unleash the power ofintrinsic motivation because all of us tend to develop more enthusiasm for, and ultimately becomemore skillful at, pursuing questions about which we’re genuinely curious than those handed to us bysomeone else.This may explain the National Research Council’s (1996, p. 31) declaration that “inquiry intoauthentic questions generated from student experiences is the central strategy for teachingscience.” (By “is,” we can assume they meant “should be.”) And their conclusion is by no meanslimited to science.In more traditional classrooms, students are rarely asked what they’ve been wondering abou

Cognitive–Behavioral Therapy: A problem-focused intervention that seeks to teach chil-dren who manifest socioemotional challengesand maladaptive behaviors to become theirown therapist.

that will empower you to advocate for yourself, make smart choices for your own learning, and get the most out of your experience at SF State and the culture we collectively create here.

does not exist in this province.

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The question posed at the beginning of this paragraph is a good place to begin.

We are usually relatively unfamiliar with our participants, at least on a personal level. This can make sitting down for an interview where we might be asking some deep questions a bit awkward and uncomfortable, at least at first. Because of this, we want to craft our questions in such a way that they are not off-putting, inadvertently accusatory or judgmental, or culturally insensitive.  To accomplish this we want to make sure we phrase questions in a neutral tone (e.g. “Tell me what that was like”, as opposed to, “That sounds horrible, what was that like”). To accomplish this we can shift perspectives and think about what it would be like for us to be asked these questions (especially by a stranger), and we can pilot test our questions to see how they ‘feel’ to others. Also, if we are conducting interviews on topics that may be particularly hard for people to talk about, we likely will want to start out with some questions that are easier to address prior to getting into the heavier topics. Make them relatable Unlike surveys, where researchers may not be able to explain the meaning of question, when conducting interviews, we are present to help further explain questions if there is some confusion. However, ideally our questions are as clear as possible from the beginning. This means that we avoid jargon or technical terms, we anticipate areas that might be hard to explain and try to provide some examples or a metaphor that might help to get the point across, and we do our homework to relay our questions in a cultural context that is appropriate. Like the discussion above, pilot testing our questions can be very helpful for ensuring the relatability of our questions, especially with community representatives. What sounds good in our heads as a question, might make little sense to our intended audience. Make them individually distinct, but collectively comprehensive Just like when we are developing survey questions, you don’t want to ask more than one question at the same time. This is confusing and hard to respond to for the participant, so make sure you are only asking about one idea in each question.  However, when you are thinking about your list of questions, or your whole interview guide collectively, ensure that you have comprehensively included all the ideas related to your topic. It’s extremely disheartening as a qualitative researcher that has concluded their interviews and realized there was a really important area that you failed to include in your guide. To avoid this, make sure to know the literature in your area well and talk to other people who study this area to get there perspective on what topics need to be included.

you may choose to meet at your office

It is a resource that participants own that they choose to share with us.

As we are thinking about going out in the world to gather data, I think it can be helpful to think about the data that is shared with us a resource.

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Emergent design is the idea that some decision in our design will be dynamic and change as our understanding of the research question evolves as we go through the research process.

The researcher who schedules interviews with public assistance recipients to capture their experience after a legislation drastically changes their requirements for receiving benefits relies on the verbal data shared with them.

As such, as you go about recruiting for your qualitative studies, remember that people are made of multiple stories, of intersectional identities.

Because of this, I think we need to take special care to treat these stories as sacred and we go about asking for people to share them, we need to do so humbly.

assure there is fair distribution of risks and benefits related to our research, be conscientious in our recruitment efforts to support equitable representation, and that we ensure special protections to vulnerable groups involved in research activities. As you plan your qualitative research study sampling plan, make sure to consider who is invited and able to participate and who is not.

[2.20]

Section 2 then begins the real ball game, namely everyone has the following fundamental freedom. The one difficulty we had, as a committee, is with Section 2(b). What do we do with freedom of thought when you have got legislation dealing with have propaganda? How far is it possible to retain such articles as Section 281(1) of the Criminal Code and Section 281(2)? Moreover, you will see we have quoted from Article 20 of the United National Covenant of Civil and Political Rights where propaganda of this kind is regarded as inconsistent with freedom of speech. [Page 87] So we raised the question which seemed to me to be necessary to raise with you, that caution must be exercised, we hope, by the courts in due course, or by you, as draftsmen on how far you are prepared to push the concept of free speech consistent with our experience of hate propaganda. One suggestion we make here-and I do not wish to do anything more than to drop it as a hint, but you may want to have some language that some of the modern constitutions have, which state very starkly and flatly that the advocacy of genocide or group libel is forbidden. But I had the honour to be the chairman of the special committee on hate propaganda in 1965. At that time we came to the flat conclusion that the advocacy of group hatred and genocide was totally inconsistent with the democratic process and no democratic state could tolerate it. Now, whether you want to put that flatly in a constitution is for you to consider; but I think it is for us to bring it to your attention, because it is of importance.

Is Eugenics Happening Today? As research continues to uncover new disease-causing mutations, it becomes increasingly possible to stop the transmission of certain heritable diseases.  In the long term, this may lead to complete eradication of diseases like Down Syndrome, cystic fibrosis, and hemophilia. However, some wonder if modern day attempts to eradicate hereditary disorders equate to eugenics. One complication of genetic testing for the purpose of disease eradication is that, in practice, a particular ethnic group will likely be involved due to shared ancestry.  For instance, Tay-Sachs disease is significantly more common in certain Jewish communities.  Tay-Sachs is a genetic disease that causes a deterioration of mental and physical abilities and results in death by age four. Eradicating Tay-Sachs will require screening all individuals in the affected population. However, a public campaign to test all individuals of Jewish descent for Tay-Sachs carrier status may for some recall the racist motivations of eugenicists in the early 20th century, particularly those associated with Nazi Germany. Also, racial stereotypes or biases may be reinforced if genetic testing performed on individuals of an ethnic group reveals a predisposition to a particular disease or condition. Using modern genetic technology, prospective parents can be prescreened to determine their carrier status for certain diseases. Preimplantation genetic diagnosis following in vitro fertilization allows parents to select embryos that are free of disease. Additionally, prenatal genetic testing can provide a lot of information to parents about their unborn child.  These technologies make more informed decision-making possible, but some are concerned about a shift in the way we view family and parenting.  Parents who want to have a child without pursuing genetic testing may feel guilty if the child is born with any health problems. Additionally, some are concerned about what an overemphasis on eliminating disabilities in unborn children will mean for people who already have the disability. The most significant difference between modern genetic technologies, that some view as eugenic, and the historical use of eugenics is consent.  Today, individuals pursue genetic testing by choice.  An individual can never be forced into testing or be required to take action, such as sterilization, based on the results of a genetic test.  Individuals differ in their views on genetic testing in relation to reproductive decision-making and possible eugenic motivations, but at least today parents have the choice to use the technology or not.

I want to refer you to Section 2 of the resolution which is a Section on fundamental freedoms. It says: Everyone has the following fundamental freedoms: (a) freedom of conscience and religion, (b) freedom of thought, belief, opinion expression, including freedom of the press and other media of information What I want to ask you is, how do you think the word “everyone” would be interpreted as it pertains to everyone has the following freedoms, the freedom of the press, freedom of other media of information. I want to take you back in this country about four of five years when the government across the way introduced legislation, which I supported, concerning Time magazine and Reader’s Digest, to try and Canadianize the magazine industry in this country. I am wondering whether or not if we were to enshrine Section 2 in the constitution as written, Time magazine or Reader’s Digest could have gone to the courts and said: “We have a consitutional right in this country of freedom of expression and freedom of the press and freedom of information, freedom of the media; therefore, the government of Canada [Page 12] and the Parliament of Canada do not have the right to legislate restrictively against our two organizations.” Could it be interpreted in that way? Ms. Crandall: Mr. Nystrom, I think that is the kind of question which an expert should be asked to answer. This is what we are saying now, We have not had an opportunity to look at all sides of these questions to give you any kind of an answer. Again, I am not trying to be difficult. But that is one of the questions which we would like to ask someone who is knowledgeable. Mr. Nystrom: I appreciate the answer. The reason why I ask the question is that the words “everyone” and “citizens of Canada” are used throughout the resolution. I am not a lawyer myself, but it would seem to imply that these could be given a fairly wide interpretation, and I am concerned that we might have in a constitution something that is restrictive where we could not increase Canadian content. Let me ask you the same question again about the electronic media. There is growing concern that we Canadianize radio, television—and the CRTC is concerned about this, about television programs coming in from the United States. There is talk now about a second CBC network in this country. Again, I want to ask you a similar question pertaining to the electronic media. If everybody has the freedom of expression and freedom of the press and other media of information, in your opinion, or perhaps in the opinion of your colleague, do you think we would be able to do this as a Parliament, where the constitution says we are denying a fundamental right to everyone, perhaps NBC, New York, or ABC somewhere in the United States? Ms. Hardy: I think, Mr. Nystrom, that it is very important. I have served abroad for Canada in the Department of External Affairs, in the public affairs field, and I feel that it is very important that we develop a Canadian culture, that we develop an interest in things Canadian and a pride, and I grant that there are very good programs produced by the electronic media of other countries but I think we should be proud of our own heritage and be proud of what we can do. I have just been at a briefing on plans for CBC 2, Tele Deux, and I am very pleased that this is what may be coming along shortly and I would hope that we would not refuse all foreign media offers to assist us in our cultural development, but I think we should certainly give ourselves the chance to be first in the field and to welcome the opportunity and the pride in our own country and in what we can develop ourselves. This is a continuing subject of interest financially as well as culturally, naturally, and I would hope that the media club, which now covers the electronic media representatives as well as the press, would be in the forefront of assisting in developments if possible. Thank you. [Page 13] Mr. Nystrom: I wonder if you could possibly, if you have time to do a written brief to the Committee, to try and seek some advice on those questions, because I agree fully with you that we have to develop a Canadian culture and of course we need some input from other countries around the world because we are part of the global village, we have to have a Canadian identity and it is very important, and I would be very concerned if the way Section 2 is written that perhaps we could be denied through our constitution the right to develop fully the Canadian culture and pehaps you could look at that. I also wanted to ask your interpretation of a couple of other words in Section 2. I wanted to ask you what you think the interpretation in your opinion would be of other media of information. We have singled out here freedom of belief, opinion, expression, including the freedom of the press. I know what the press is, I think, but what would be the interpretation legally, in your opinion, of other media of information, what would that include? Ms. Hardy: I would expect that that would include the electronic journalism. The press is usually referred to as print media. Media is a very broad term that has had to be used because you cannot just refer to the press now because it covers a number of other representatives who inform, through one source or another, and I think the electronic media has an important place now in our culture because communications in this country is an aspect of helping unify the country, I think, by letting us get to know each other, not only through print but through electronic means.

and the more pseudonymity is available

Yet the body intervenes constantly, whether one is ill or not. It is the mode of intervention that conditions how well, or unwell, we feel. A state of wellbeing is one in which we do not need to think about our embodied organism in any way other than the sensorial pleasures it affords, where we are immersed within our environment, engaged in an activity, involved with others. But one of physical or emotional pain affects the very foundation on which the sense of self we otherwise take for granted rests: what we feel ourselves to be can be upended. When this happens, we may realise that what we feel ourselves to be is in fact constructed. How we exist as embodied selves is a highly complex business involving the brain and body engaged in constant interaction.

How will this class, with its focus on biological organic chemistry, be different from a class in biochemistry? You should not make the mistake of thinking that a course built around biological examples is going to be more biochemistry than organic chemistry. Although there will inevitably be some overlap with the biochemistry course you may take later in your career (just as there is overlap between courses in general chemistry and organic chemistry, between physical chemistry and physics, etc.), this is very much an organic chemistry text – it follows essentially the same outline and covers essentially the same topics as most other organic chemistry texts, and is fundamentally distinct from most biochemistry texts. In organic chemistry, we think about individual chemical reactions at the atomic level – concentrating on the 'how and why' details of what is happening with the organic molecule(s) in question. In a biochemistry course, you will see many of the same compounds and reactions that you saw in this text. In biochemistry, however, you will see them mainly from the perspective of complete biochemical pathways: you will spend much of your time studying how these pathways are interconnected and regulated. Biochemistry, then, is a 'bigger picture' course where we study the forest, while in organic chemistry we study the trees.

Our greatest danger is that in the great leap from slavery to freedom we may overlook the fact that the masses of us are to live by the productions of our hands, and fail to keep in mind that we shall prosper in proportion as we learn to dignify and glorify common labour, and put brains and skill into the common occupations of life;

This triple paradox in Mr. Washington's position is the object of criticism by two classes of colored Americans. One class is spiritually descended from Toussaint the Savior, through Gabriel, Vesey, and Turner, and they represent the attitude of revolt and revenge; they hate the white South blindly and distrust the white race generally, and so far as they agree on definite action, think that the Negro's only hope lies in emigration beyond the borders of the United States. And yet, by the irony of fate, nothing has more effectually made this programme seem hopeless than the recent course of the United States toward weaker and darker peoples in the West Indies, Hawaii, and the Philippines,—for where in the world may we go and be safe from lying and brute force?

reets; for if we take the ages into our account, may there not be a civilization going on among brutes as well as men? They seemed to me to be rudimental, burrowing men, still standing on their defence, awaiting their transformation.

I wonder, though, why it was thought that the appropriate location for a limitations clause was right at the very beginning of the proposed Charter of Fundamental Rights and Freedoms, and whether you would be prepared to look at the possibility of moving the limitations clause in whatever form we may finally end up with—and naturally, there may be complications, because if there is a preamble in it it would be inappropriate to do this; but if there is no preamble, on the proposed Clause 1, moving the limitations clause to the end of the proposed Charter? In other words, I believe it would be important symbolically, if nothing else, to start out with the list of fundamental freedoms, the mobility rights and a positive statement of what the rights are, and then at the conclusion of the proposed Charter to indicate what limitations might exist on those [Page 26] rights, rather than starting out with limitations and then a statement of rights. Mr. Kaplan: Well, before directly answering the question, I would like to understand that you are suggesting that the difference is symbolic, and that it does not make any real difference. Mr. Robinson: Certainly, I would not argue that there was any difference in substance in the way this will be interpreted, and I am sure your advisers could confirm that. Mr. Kaplan: I do not think there any real difference either. I think it is purely a matter of style. Our view of the matter was that it was more realistic and useful to the reader to see at once that the rights were not absolute, but that they were constrained. That would be made immediately clear to a person consulting the statute without having to read the first 30 sections to find that what was contained in the proposed Clause 1 was 0really not the whole story. It seems to be more honest. Mr. Robinson: Mr. Minister, if it is agreed that there is no difference in substance—and we are talking about a document, a Charter of Rights which, hopefully, would be widely distributed to school children, to Canadians right across the country, and I would suggest there is a certain symbolic value in setting out those rights and then at the conclusion of those rights indicating what the limitations, if any, may exist in respect of them, as is done in the Diefenbaker Bill of Rights, where the rights were enumerated and at the conclusion of the Bill of Rights, there are references, for example to the War Measures Act and to other limiting provisions.

Mr. Roger Tassé, (Q.C., Deputy Minister, Department of Justice): I think that is an important question you have raised, Mr. Fraser. In effect when you look at the meaning of law, it may mean a number of things and in this context it could mean an Act of Parliament, for example, and we did not want it to be restricted to an Act of Parliament for some of the reasons that have been expressed, and also for another reason that has not been mentioned so far, and that is in effect we wanted also to cover rules of the common law. For example, in the area of libel, defamation. And in many provinces this has not been clarified. There are rules that have just been expressed over time by the courts and we did not want to upset all of this legislation so that is why in effect in French we have used an expression that would embody as well rules of common law that have been established by courts and it could be in the civil law field or in the common law, most probably in the common law, but also would include the statute and include a regulation enacted under an appropriately passed or enacted legislation. Mr. Fraser: So what you are saying, then, is that … Mr. Tassé: Perhaps if I may just expand on what I have just said. For example, if you look at the freedom of expression, the law of defamation, the law of libel imposes some limits on that so we wanted these to continue to have application and we think that they would fit in effect the tests that are set out in Section 1. Mr. Fraser: Well, then, by the same token, so does the law of master and servant, the law of contract and the law of partnership, and a number of other common law notions. [Page 50] Could you foresee a situation where, on the basis of the rights set out in here, you could have a conflict between what are considered laws which stem from the body of case law that has come down over the centuries which could be in conflict with the right that has been set out in the Charter? Mr. Tassé: Well, Mr. Fraser, we do not see these rights or these prescriptions of the Charter to have application in terms of a relationship between individuals. We see them as applying in terms of a relationship between the state and individuals, so I am not sure that in terms of contract laws, unless we were looking at the situation where in fact we are talking of contracts passed between the state, the government, and that might offend a constitutional limitation on some of these rights, then the Charter might be called upon for assistance but if we are just looking at in effect relationships, contractural relationships between individuals, I do not see how the Charter itself could be called upon to assist in resolution of conflicts that may arise. Mr. Fraser: Well, I do not want to take this too far into the realm of theory but individual contracts are constantly formed as a result of discrimination between certain options and certain individuals, and that has always been, within some limitations, an accepted freedom to enter into contract unless there is a specific piece of legislation which forbids it. You can take, for instance, the codes in some of the provinces which now constrain absolute freedom of contract in hiring policies. But I take it that what you are saying is that in the English version when you say “prescribed by law”, that is not just statute law, but is also the common law? Mr. Tassé: Yes. Mr. Fraser: As decided by the cases? Mr. Tassé: Yes. Mr. Fraser: But they could still be challenged if somebody could take the issue to a court and say that that law can no longer be demonstrably justified in a free and democratic society? Mr. Tassé: That is correct. Mr. Fraser: Thank you.

Mr. Irwin: Is that not the whole raison d’être of this discussion, how much power are we as legislators going to give up by way of entrenched rights to the courts, to not be touched forever. The Joint Chairman (Mr. Joyal): Mr. Tarnopolsky. [Page 27] Professor Tarnopolsky: Mr. Chairman, if I may answer that. I think our position is that you should either fish or cut bait. If you are going to have a bill of rights, make it a bill of rights which cannot be just over-ridden any time that a court is convinced, which we are suggesting would be relatively easy, that the limits are those which are generally acceptable. It would not just be in legislation, because, again, if I could use the Hogan case, I think that it would not be very difficult to convince a court that the practice of the police, namely, how can a lawyer help the chap, let him take the breathalizer, it is probably generally accepted, So that I think the fear of those of our members who support a bill of rights would be that it would be disillusioning, that it would be disappointing for the populace to think that they have a bill of rights which really over-rode inconsistent legislative administrative action to find out it is not. We think that rather than promoting that kind of cynicism, the Parliament should face up to either creating a bill of rights which over-rides or stay with the one which we now have, which we have got some jurisprudence on and there are more cases than just a Drybones case which have been applied with some effect.

Mr. Fairweather, what I would like to do from looking at materials that you have provided earlier, is take you to your concern of Section I of the proposed resolution. At the bottom of your presentation as well as in the accompanying documents you stress your concern about Section l. I would like to ask you from your perspective if the clause remains essentially in the form it now appears what are the technical consequences of that clause in relation to the protection of rights and freedoms? Mr. Fairweather: They are so serious that I could not imagine this Committee letting Section l go unamended, That section as drafted would challenge, in my opinion, the rest of the charter, and I suspect somebody is going to be getting an amendment. It is, as I said, turning our backs on the international and national jurisprudence, and it is very broadly drafted. Why we do not use the language that is well accepted now and has been ratified by Canada, for the life of me I have no idea. This is a strong statement but I have strong feelings. I am absolutely committed to the entrenchment and the patriation and the goals. They are wonderful goals for this country at last but why not go for something better. Mr. Epp: From your experience as a Commissioner of the Human Rights Commission, could you give us examples of if this proposed resolution had in fact been in effect with the prohibitions in Section 1, can you give us some specific examples of the restrictions it would have given or caused both to rights and freedoms and also to the Commission? Mr. Fairweather: Yes. One was given last night, if I know correctly, by the Minister of Justice for Canada. It might be that generally accepted standards in this country for mandatory retirement, the anti-discrimination part having to do with age, could be challenged and rendered meaningless as a reform mechanism, because the generally accepted standards now are quite illiberal, if I may use that word in this place. [Page 12] The generally accepted standards for Canada are to push people out at certain ages, I greeted this charter with excitement when I saw that the Government of Canada had included age, but when I see the language of Section 1, I wonder. Another message that surely cannot be forgotten is that the generally accepted standards in Canada in 1940 and 1941 were to take Canadians whose offence was that they were of Japanese origin. In the Wellington Street Archives last night while you were doing something else I went to the festival of the 100th anniversary of the Chinese in Canada. They came to build the railway and I am as shocked as I know senators and members are to remember that people who are enshrined and rightly, in our history were perpetrators of the Chinese Exclusion Act, the Chinese $50 a head tax act. The Chinese people in this country were not allowed to vote in a province I think until after the Second World War. It was Mr. Diefenbaker who gave the Native peoples the right to vote in the late 1950s. I am not saying that a government that follows this one would, but it could, because those were I guess until reform came the accepted standards. This document is to be entrenched, enshrined, as a statement to the people who have their loyalty to Canada. Mr. Epp: Do I understand you correctly, sir, that if the document before us were to be enshrined, entrenched, that an incident like Canadians of Japanese origin and the removal of these people from various parts of Canada, their prohibition of freedoms at that time, that in fact that kind of action would still be possible under the charter in its present form. Mr. Fairweather: I think, Mr. Epp, my duty is to warn you, and I have given some examples, age and these other offensive matters could be put in jeopardy. I am not saying they will but they could. I think most of this charter is really a superb piece of work, but I cannot see why Canada wants to turn its back on accepted international standards and language that has been adjudicated. That is why I am being a bit fussy. It clouds the rest of a noble document.

in May, an Australian think tank called climate change "a near- to mid-term existential threat to human civilization."

We scream everywhere: "Look, look, look, look!"

“No you’re not. That’s not how the story goes.”“Well if you already know how the story goes, why do you need me to read it toyou?”

It must be by his death, and, for my part,    I know no personal cause to spurn at him,    But for the general. He would be crown’d:    How that might change his nature, there’s the question.    It is the bright day that brings forth the adder    And that craves wary walking. Crown him that,    And then, I grant, we put a sting in him    That at his will he may do danger with.    The abuse of greatness is when it disjoins    Remorse from power, and, to speak truth of Caesar,    I have not known when his affections sway’d    More than his reason. But ’tis a common proof    That lowliness is young ambition’s ladder,    Whereto the climber-upward turns his face;    But when he once attains the upmost round,    He then unto the ladder turns his back,    Looks in the clouds, scorning the base degrees    By which he did ascend. So Caesar may;    Then, lest he may, prevent. And, since the quarrel    Will bear no color for the thing he is,    Fashion it thus, that what he is, augmented,    Would run to these and these extremities;    And therefore think him as a serpent’s egg    Which hatch’d would as his kind grow mischievous,    And kill him in the shell.

While inter-racial councils have sprung up in the South, drawing on forward elements of both races, in the Northern cities manual laborers may brush elbows in their everyday work, but the community and business leaders have experienced no such interplay or far too little of it

Those who conscientiously attempt to keep abreast of current thought, even in restricted fields, by close and continuous reading might well shy away from an examination calculated to show how much of the previous month's efforts could be produced on call.

There is a growing mountain of research. But there is increased evidence that we are being bogged down today as specialization extends.

Guardian newspaper

Another important aspect – we track mousemove on document, not on ball. From the first sight it may seem that the mouse is always over the ball, and we can put mousemove on it. But as we remember, mousemove triggers often, but not for every pixel. So after swift move the cursor can jump from the ball somewhere in the middle of document (or even outside of the window). So we should listen on document to catch it.

Pedagogy is not ideologically neutral.

But the Taurid swarm, a dense cluster within the Taurid meteoroid stream, and through which the Earth periodically passes, changes the odds significantly and gives a possible reason for the unlikely occurrence that a once per 1000-year event occurred just over a century ago. If the hypothesized might of the Taurid swarm is successfully proven, this also heightens the possibility of a cluster of large impacts over a short period of time.

Increase Font Size Toggle Menu HomeReadBuySign in Search in book: Search Contents Special thanks to...DisclaimerTo the teacher...Dear students...Map of Places in the StoriesPDF Downloads and How to Buy Print Copy Getting Started with Reading Skills Critical ReadingAnnotating While You ReadCreating Discussion QuestionsLearning Vocabulary in ContextBuilding Vocabulary with Suffixes Unit 1: Why Study Greek Mythology? Article: Why Study Greek Mythology?Story: Part 1: The Creation StoryStory: Part 2: The War of the TitansStory: Part 3: The Olympian PantheonArticle: The Olympics: Then and NowArticle: LEGOS in SpaceArticle: Greek Influence in US World’s FairsArticle: American NeoclassicismUnit 1 Writing Task: Putting it All Together Unit 2: Hades and the Underworld Story: Hades and the UnderworldStory: Sisyphus and TantalusStory: Prometheus and PandoraArticle: Opening Pandora’s BoxArticle: Ethos, Pathos, and LogosUnit 2: Writing Task: Putting it All Together Unit 3: Adventure and The Hero’s Journey Story: The Trojan War Part 1: The Apple of DiscordStory: The Trojan War Part 2: Achilles and HectorThe Trojan War Part 3: The Wooden HorseArticle: Cassandra of Climate ChangeArticle: The Hero’s JourneyStory: Theseus and the MinotaurArticle: Procrustean PoliticsStory: The Adventures of HerculesStory: Cadmus and EuropaStory: Jason and the ArgonautsStory: Perseus and MedusaStory: The OdysseyArticle: Resisting the Internet’s GripUnit 3 Writing Task: Putting It All Together Unit 4: Hubris and Nemesis Story: Oedipus the KingArticle: My Son’s Oedipus ComplexStory: Daedalus and IcarusArticle: Businesses and the Icarus ParadoxStory: King Midas and the Golden TouchStory: PhaethonStory: BellerophonArticle: Human Chimeras Already ExistStory: ArachneArticle: Hubristic LeadersArticle: Disasters Due to HubrisUnit 4 Writing Task: Putting it All Together Unit 5: Love and Metamorphosis Story: Echo and NarcissusArticle: Selfies: Narcissism or Not?Story: Cupid and PsycheArticle: When Cupid’s Arrow StrikesStory: Pan and SyrinxStory: Halcyone and CeyxStory: The Story of IoStory: Pyramus and ThisbeStory: Venus and AdonisUnit 5 Writing Task: Putting it All Together Writing and Grammar Skills Appendix Writing Skills: Avoiding PlagiarismWriting Skills: Noun Clauses for Better SentencesGrammar Skills: Active and Passive VoiceGrammar Skills: Gerund and InfinitiveGrammar Skills: Participle Phrases Instructor's Guide Teacher Resources & Cool ToolsInstructor's GuidePresentation TopicsAdditional Journal Topics Additional Materials for Instructors and Students Unit 1 Additional MaterialsUnit 2 Additional MaterialsUnit 3 Additional MaterialsUnit 4 Additional MaterialsUnit 5 Additional MaterialsFun Extras for Students About the authorAbout the BookReferences It’s All Greek to Me! Buy Unit 3: Adventure and The Hero’s Journey Article: The Hero’s Journey Image by alan9187 on PIxabay, Before You Read Discuss the following questions with a classmate. What makes someone a hero? What do heroes do in movies? Why do people love stories about heroes? What are some stories you can think of that have a hero? Skim the next reading. What do you think is the author’s purpose of the text: to inform, entertain, or to persuade? How will that affect the way you take notes on the reading?   Vocabulary in Context This article has a lot of useful vocabulary for reading the rest of the chapter and for use in your next essay. Try to guess the vocabulary in bold. Chances are this kind of story has been told for millennia, and yet people still love them. Many stories that humans have loved throughout time have some interesting patterns, and that there’s a good reason why these kinds of stories strike a chord in us. Superhero movies epitomize the hero’s journey and are becoming bigger and bigger blockbusters each year. Even George Lucas himself, the creator of the groundbreaking Star Wars movie series, noted that Joseph Campbell’s book was very influential to him. This is the point where the person actually crosses into the field of adventure, leaving the known limits of his or her world and venturing into an unknown and dangerous realm where the rules and limits are unknown. The hero may need to fight against foes who are guarding the gate or border of the realm to prevent the hero from coming in. While on their way towards their task, the hero might meet some friends, allies, or people willing to help them. In between facing ordeals, the hero gets to see more of the fantastic land they are in. Not long after she begins her trek on the yellow brick road, Dorothy meets others that will help her on her quest. Numerous times she traverses back and forth from Kansas and the land of Oz and other neighboring fantasy lands filled with interesting characters. The real reason why ordinary humans like ourselves love these kinds of outlandish storylines is that we want to strive to be heroes ourselves. Vocabulary Building Find the word in the paragraph given. Use the synonyms and definition to help. P1: surpass, exceed (v.): ______________________________________________________ P2: a preset pattern (n.): ______________________________________________________ P4: to be a perfect example of (v.): ____________________________________________ P5: clearly, in full detail (adv.): _________________________________________________ P12: a complete and thorough change (n.): ____________________________________ P14: gentle, kind (adj.): _______________________________________________________ P17: although (conj.): _________________________________________________________ P18: equipped (v.): ___________________________________________________________ P19: a magical or medicinal potion (n.): ________________________________________ P20: great happiness (n.): _____________________________________________________ P20: extremely interested (adj.): ______________________________________________ P27: strange, unfamiliar (adj.): _________________________________________________ P28: involve (v.): _____________________________________________________________ The Hero’s Journey Written by Charity Davenport with material from the Wikipedia article “Monomyth“, Illustrations by W.W. Denslow for L. Frank Baum’s book The Wonderful Wizard of Oz, Think about one of your favorite movies or stories. Chances are the story has a strong hero that you empathize with and aspire to become. And chances are this kind of story has been told for millennia, and yet people still love them. These stories transcend time and culture. In narratology and comparative mythology, the monomyth, or the hero’s journey, is the common template of a broad category of tales that involve a hero who goes on an adventure, and in a critical crisis wins a victory, and then comes home changed or transformed. The study of hero myth narratives started in 1871 with anthropologist Edward Taylor’s observations of common patterns in plots of heroes’ journeys. Later on, hero myth pattern studies were popularized by Joseph Campbell in his 1949 book The Hero with a Thousand Faces. Campbell and other scholars describe narratives of Gautama Buddha, Moses, and Jesus Christ in terms of the monomyth, and notice that many stories that humans have loved throughout time have some interesting patterns, and that there’s a good reason why these kinds of stories strike a chord in us. The stages of the hero’s journey can be found in all kinds of literature and movies, from thousands of years ago to now. Superhero movies epitomize the hero’s journey and are becoming bigger and bigger blockbusters each year. Even George Lucas himself, the creator of the groundbreaking Star Wars movie series, noted that Joseph Campbell’s book was very influential to him. The hero’s journey can be found in books like Harry Potter, Lord of the Rings, The Chronicles of Narnia, and most other fantasy sci-fi books, legends, fairy tales, and comic book series like Spiderman and Batman. Many video games like The Legend of Zelda, Skyrim, the Final Fantasy and even the Pokémon series carry many elements of the hero’s journey. But fantasies aren’t real. Why do we love these stories so much? Because the monsters might not be real, the witches might not be real, and the magical objects and fantastic settings might not be real. But the struggle is. But before we talk about that, we need to dive deeper into the different stages of Campbell’s hero’s journey. The following list of stages also describes stages mentioned by other writers, like David Adams Leeming, who wrote a similar book inspired by Campbell’s book in 1981 called Mythology: The Voyage of the Hero, and Christopher Vogler who published The Writer’s Journey: Mythic Structure for Writers in 2007. As you read, think about examples from stories, movies, or books you have read that might fit these stages. You’ll be surprised. As an example, the story of The Wonderful Wizard of Oz, America’s most well-known mythology written in 1900 by L. Frank Baum, will be used to help explain the stages. There are many stages–not all monomyths necessarily contain all stages explicitly; some myths may focus on only one of the stages, while others may deal with the stages in a somewhat different order. The stages are divided into three parts–departure, initiation, and return. Part 1: Departure 1: Unusual Birth

“Sin is behovable—[playeth a needful part]—; but all shall be well” After this the Lord brought to my mind the longing that I had to Him afore. And I saw that nothing letted me but sin. And so I looked, generally, upon us all, and methought: If sin had not been, we should all have been clean and like to our Lord, as He made us.

Washington Examiner

Marc Prensky points out to us that, “today’s students—K through college—represent the first generation of students to grow up with this new technology”, and as such, “have spent their entire lives surrounded by and using…tools of the digital age” (68).

Wherefore both when young and old a man must study philosophy, that as he grows old he may be young in blessings through the grateful recollection of what has been, and that in youth he may be old as well, since he will know no fear of what is to come.

Omega Point

local organisers may be faster

We might all experience some frustration now and then, but we cannot allow that frustration to turn into a personal attack. It’s important to remember that a community where people feel uncomfortable or threatened is not a productive one. Members of the Write the Docs community should be respectful when dealing with other members as well as with people outside the community.

enginethatistheproblembut,rather,theusersofsearchengineswhoare.Itsuggeststhatwhatismostpopularissimplywhatrisestothetopofthesearchpile

92 ImperativesandCreative Culturediscussionof,'technologyandart',we rarely hearanybodytalkingabout'technologyasart'.41Yet it is not only theapparentusefulnessoftechnologythatimpels us to developit.Thereare imperatives thatdrive us beyondusefulness,thoughas we have seen, efforts to explainthemget us into difficult areas. Aesthetic satisfactions may be easy tounderstand,butwhen people talk about the cathedral-building impulseas'aspirationtohigherthings'one may suspect an evasion

We can paraphrase Thurston as saying that mathematicians often don't think about mathematical objects using the conventional representations found in books. Rather, they rely heavily on what we might call hidden representations, such as the mental imagery Thurston describes, of groups breaking into formations of circular groups. Such hidden representations help them reason more easily than the conventional representations, and occasionally provide them with what may seem to others like magical levels of insight

It may also be, as the scholar Anne Mangen has found in her work, that our minds are slightly befuddled by navigating ebooks.

These parents are worried that their kids are influenced by the gender-identity exploration they’re seeing online and perhaps at school or in other social settings, rather than experiencing gender dysphoria.

“Do you know what you’re having?” “A lawyer,” I often answered. Or, “a doctor.” Occasionally, I’d say, “a rock guitarist.”

162The Six Nations Iroquois ConfederacyDo not prosecute the Indians for the methods used to gain your attention, for the fault actually lies with the Government of the United States for ignoring Indians for so long.Put your energies and money now being expended for the suppression of Indian people at Wounded Knee into a real effort to understand why they are there. And begin here in the capitol through an investigation of the BIA, and of the government policies dealing with our most urgent needs.Reaffirm and respect the treaties entered into between our two peoples.Put your house in order with respect to our people, so that we may continue to coexist in peace and friendship as our grandfathers and their grandfathers tried so hard to do

You are quite elated by this freedom to juggle the record of your thoughts

For example, I have never had anything bad happen to me on Friday the 13th. Yet every time it happens, I am just a little more cautious and think about it more than any other date. But then I can go and laugh about how strange of an idea it is to believe that a date can cause bad things to happen. I think that it persists easily because it is a part of  my life and feels wrong to not react to it. I may never truly experience something that I can attribute to Friday the 13th to explain it, but I also may never experience anything to make me stop thinking about it as different.

In actuality, only 40% of American teens have sex by the time they finish high school these days, and research shows that the more teens know about sex, the more likely they are to not only delay sex, but to make healthier choices if they do decide to have it.

For a lot of parents the idea of talking about the pleasure part of sex makes them feel like they are somehow condoning something they are supposed to condemn.

Though talking about pleasure is a good way to steer our kids towards better sex, expanding our understanding of pleasure is also an important component in helping them ensure that the sex they have is consensual.That’s because if some teens just expect sex to be mediocre, bad, uncomfortable, or even painful just something that only certain bodies and people of certain identities have the right to enjoy, then non-consensual situations simply become a lot more socially acceptable.For example, due to socialization, cis/hetero girls may not feel empowered to talk about bad or unwanted sex, and cis/hetero boys may feel less invested in ensuring their partners are fully on-board with everything that is going on

Presently, there are no perfect looking robots that can carry out physical tasks, but we do have clunky cable filled robots that are capable of thinking and learning by themselves. It isn’t available for public usage, but simple forms of AI include google homes and other hubs. They may not be able to do things without human intervention such as suddenly think it would be thoughtful to make you coffee, but it will make you coffee if you tell it to. It may not have a physical manner of getting up and making you coffee, but it can communicate with other devices that can make the coffee. 

I salivate in anticipation of the cinnamon coffee muffin I am about to devour. The walk down the stairs to breakfast reinforces the immediacy of home here. Although I may not have my family to greet me each morning, I delight in sharing my breakfast with other fellow 9-am-takers. Just as the particularly tired mornings at home go by without one word being spoken, so, too do my mornings here consist of an unvoiced coexistence. Though I do not personally know most of the individuals I see every morning, it is their presence and constancy that makes the transition from the top of the stairs to the bottom not only bearable, but something I eagerly await. I leave the thoughts of my family for a short while, only to be graced by my new family.

Yet, in the application of science to the needs and desires of man, it would seem to be a singularly unfortunate stage at which to terminate the process, or to lose hope as to the outcome.

It is a suggestive thought, but it hardly warrants prediction without losing touch with reality and immediateness.

Is it not possible that we may learn to introduce them without the present cumbersomeness of first transforming electrical vibrations to mechanical ones, which the human mechanism promptly transforms back to the electrical form?

Technical difficulties of all sorts have been ignored, certainly, but also ignored are means as yet unknown which may come any day to accelerate technical progress as violently as did the advent of the thermionic tube.

sets a reproducer in action, photographs the whole trail out, and passes it to his friend for insertion in his own memex

When the user is building a trail, he names it, inserts the name in his code book, and taps it out on his keyboard. Before him are the two items to be joined, projected onto adjacent viewing positions.

It affords an immediate step, however, to associative indexing, the basic idea of which is a provision whereby any item may be caused at will to select immediately and automatically another. This is the essential feature of the memex.

A special button transfers him immediately to the first page of the index.

Deflection to the left gives him the same control backwards.

It consists of a desk, and while it can presumably be operated from a distance, it is primarily the piece of furniture at which he works. On the top are slanting translucent screens, on which material can be projected for convenient reading. There is a keyboard, and sets of buttons and levers. Otherwise it looks like an ordinary desk.

It needs a name, and, to coin one at random, "memex" will do. A memex is a device in which an individual stores all his books, records, and communications, and which is mechanized so that it may be consulted with exceeding speed and flexibility.

The world has arrived at an age of cheap complex devices of great reliability; and something is bound to come of it.

truly significant attainments become lost in the mass of the inconsequential.

Yet specialization becomes increasingly necessary for progress, and the effort to bridge between disciplines is correspondingly superficial.

Now, for many, this appears to be approaching an end. What are the scientists to do next?

Indeed, for art to be considered post-human, there must be a collaboration between technology and biology (machines and humans). And as Kirby (2012) notes, musicians’ reliance on DAWs is a great place to raise the question of machine and human collaboration.

company worth having and think we may safely reckon on securing you two large families, one a rich West Indian from Surrey, the other a most respectable Girls Boarding School, or Academy, from Camberwell

People have witnessed how social media has changed lives. From being able to have business meetings no matter where you are in this world, or to having connections with people thousands of miles away, or being able to discuss issues with privacy, or being able to follow the news around the world. People have seen how social platforms have motivated people and grown businesses and even allowed for online education and learning tools for anything you can possibly think of. At the end of the day many rather sit in a class room and watch a YouTube video or scroll on Facebook than pay attention. Many can’t focus on doing homework or studying for an exam without checking their social media accounts. Many will compare themselves to others and believe that they are not worth anything. Many are looking at posts that make them upset, that make them insecure, and lose their attention spans. Many are addicted to something so fake and just crazy to follow. Many feel fake vibrations in their pockets when there isn’t one. Many are addicted to something that was created to make our lives easier and more entertaining, a way to make talking to someone one hundred times easier. But instead it made life for some awful. No matter what it is very hard to argue the fact the social platforms have made life much more productive and much simpler, and as social media grows it will benefit us even more. But it also has its vast amounts of negatives which cannot be overseen. Studies and statistic have proven that social media is taking a toll on our lives but they have also proven that with moderation we can still use all of our accounts but be more productive, have better attention spans, and have less issues with mental health. To every person their own and some may even say that social media has helped them, but it is clear that for many the correlation between social media usage and mental health issues is a vast issue and needs to fixed.

The restrictions mean New Zealanders could face legal consequences for intentionally looking at the Christchurch killer’s video, which may have been seen millions of times around the world.

In 1866, the U.S. government forced the Cherokees, among others, to enfranchise their emancipated slaves, referred to as “Freedmen.

as a phase in the cultural life of the West, landscape [art as a genre) may already be over

And you’re done. That may sound like a lot of steps, but each one is simple, fast, and fluid. Here are those steps executed in real time (video intentionally silent). I really encourage you to watch the video to see how ridiculously easy this is for someone with some training.

Perceived Discrimination against Black Americans and White Americans Authors

While therewould normally be an overlap between the student’s goals and those of the teacher,the degree of overlap may not be high

Increase Font Size Toggle Menu HomeReadSign in Search in book: Search Contents I. The Middle Ages (ca. 476-1485) 1. Bede (ca. 672-735) Bede: BiographyCaedmon’s Hymn 2. Dream of the Rood Dream of the Rood 3. Beowulf: Parts I & II Introduction: BeowulfStory SummaryThemesHistorical BackgroundLiterary StyleReading:Part IPart II 4. Beowulf: Part III Part III 5. Judith  Judith6. The Wanderer 7. Wulf and Eadwacer Wulf and Eadwacer 8. The Wife's Lament The Wife’s Lament 9. The Ruin The Ruin 10. Selection of Old English Riddles Selections from Old English Poems 11. The Myth of Arthur's Return Geoffrey of Monmouth: From The History of the Kings of BritainWace: From Roman de BrutLayamon: From Brut  II. Irish Literature 12. Cúchulainn’s Boyish Deeds Cúchulainn: IntroductionCuchulainn’s Boyish Deeds III. Anglo-Norman Literature 13. Tristan and Iseult Introduction: Tristan and IseultThe Story SummaryLiterary ThemesReading: Tristan and Yseult 14. Guide for Anchoresses (Ancrene Wisse) The Sweetness and Pain of Enclosure 15. Romances of Marie de France Marie de France: IntroductionArthurian LegendDiscussion Questions:Helpful ResourcesReading: THE LAY OF SIR LAUNFAL IV. Middle English Literature in the 14th and 15th Century 16. Sir Gawain and the Green Knight (ca. 1375-1400) Introduction: Sir Gawain and the Green Knight 17. Sir Gawain: Parts I & II Part IPart II 18. Sir Gawain: Parts III & IV Part IIIPart IV19. Geoffrey Chaucer: The Canterbury Tales 20. Canterbury Tales: General Prologue Prologue 21. Canterbury Tales: Miller's Prologue and Tale Introduction: The Miller’s TaleStory SummaryReading: The Miller’s PrologueThe Miller’s Tale 22. Canterbury Tales: The Wife of Bath's Prologue and Tale Introduction: The Wife of BathStory Summary:Reading: The Wife of Bath’s PrologueWife of Bath’s Tale 23. Canterbury Tales: The Pardoner's Prologue and Tale Introduction: The PardonerStory Summary:Reading: Pardoner’s PrologueThe Pardoner’s Tale 24. Canterbury Tales: The Nun's Priest's Tale Introduction: The Nun’s Priest’s TaleStory Summary:Reading: The Nun’s Priest’s Tale: PrologueThe Nun’s Priest’s Tale25. Chaucer's Retraction to Canterbury Tales26. Julian of Norwich: Revelations of Divine Love (Selections) 27. Margery Kempe: Excerpts from The Book of Margery Kempe Introduction: The Book of Margery Kempe BiographySummaryReading: The Birth of Her First Child and Her First Vision (excerpt)Her Pride and Attempts to Start a Business (excerpt)Margery and Her Husband Reach a Settlement28. The Wakefield Second Shepherd's Play29. Middle English Lyrics30. Robert Henryson: The Cock and the Jasp31. Everyman 32. Thomas Malory: Le Morte d'Arthur Introdution: Le Morte d’ArthurReading: Selection from Morte d’Arthur  V. The Sixteenth Century 33. Sir Thomas More: Utopia UTOPIA34. From: The Book of Common Prayer 35. WOMEN IN POWER: Selected Readings Mary I (Tudor): IntroductionMary Tudor: BiographyLady Jane Grey: IntroductionLady Jane: BiographyMary Queen of Scots: IntroductionElizabeth I: IntroductionBiography36. Edmund Spencer: the Faerie Queene (Book I) 37. Sir Walter Raleigh: Poems and From: The Discovery of the Large, Rich and Beautiful Empire of Guiana Sir Walter Raleigh: IntroductionBiography: Sir Walter RaleighPoems38. Sir Philip Sidney: From Astrophil and Stella 39. THE WIDER WORLD: Selected Readings The Wider World: Selected Readings Richard Hakluyt: BiographyReading: Hakluyt’s Dedicatory Epistle to The Principal Navigations, 1589Leo Africanus: BiographyReading: Leo Africanus on the North Africans, 1526An English Traveller’s Guide to the North Africans, 1547Voyage to the Arctic, 1577, with Reflections on Racial DifferenceAmadas and Barlowe’s Voyage to Virginia, 1584Introduction: Thomas Hariot BiographyHariot’s Report on Virginia, 1585General History of the Turks, 1603Introduction: Thomas Dallam BiographyReading: A Gift for the Sultan 40. Christopher Marlowe: Hero and Leander Hero and Leander 41. Christopher Marlowe: Doctor Faustus The Tragical History of Doctor Faustus 42. William Shakespeare: Selected Sonnets Introduction: Shakespeare’s SonnetsNotable Themes and SummariesReading: Selected Sonnets 43. William Shakespeare: Taming of the Shrew Introduction: Taming of the ShrewExtended OverviewReading: THE TAMING OF THE SHREW VI. Early Seventeenth Century 44. John Dunne: Selections Songs and SonnetsA Selection of Holy SonnetsFrom: Devotions upon Emergent Occasions45. Aemilia Lanyar: Salve Deus Rex Judaeorum 46. Ben Jonson: Epigrams and Poetry EpigramsPoemsFrom: Underwood 47. GENDER RELATIONS: Conflict and Counsel From: The Arraignment of Lewd, Idle, Froward, and Unconstant Women: Or the Vanity of Them Choose you WhetherRachel Speght: From A Muzzle for Melastomus William Gouge: From Domestical Duties48. Francis Bacon: Essays49. Margaret Cavendish: The Blazing World 50. George Herbert: The Temple The Temple 51. CRISIS OF AUTHORITY: The Beheading of Charles I From: King Charles, His Trial (1649)From: A Perfect Diurnal of Some Passages in Parliament, no. 288Robert Filmer: From Patriarcha John Milton: From The Tenure of Kings and Magistrates Gerrard Winstanley: From A New Year’s Gift Sent to the Parliament and ArmyThomas Hobbes: From Leviathan 52. CRISIS OF AUTHORITY: Political Writing Robert Filmer: From Patriarcha John Milton: From The Tenure of Kings and Magistrates Gerrard Winstanley: From A New Year’s Gift Sent to the Parliament and ArmyThomas Hobbes: From Leviathan 53. CRISIS OF AUTHORITY: Writing the Self Lucy Hutchinson: From Memoirs of the Life of Colonel John HutchinsonEdward Hyde, Earl of Clarendon: From The History of the RebellionLady Anne Halkett: From The Memoires 54. John Milton: Poems and Sonnets LycidasSonnets 55. John Milton: Paradise Lost (Books 1-3) BOOK 1BOOK 2BOOK 3 56. John Milton: Paradise Lost (Books 4-6) BOOK 4BOOK 5BOOK 6 57. John Milton: Paradise Lost (Books 7-9) BOOK 7BOOK 8BOOK 9 58. John Milton: Paradise Lost (Books 10-12) BOOK 10BOOK 11BOOK 12 Appendix An Open Companion for British Literature I 49 Margaret Cavendish: The Blazing World THE DESCRIPTION OF A NEW WORLD, CALLED The Blazing-World. WRITTEN By the Thrice Noble, Illustrious, and Excellent PRINCESSE, THE Duchess of Newcastle. LONDON,  Printed by A. Maxwell, in the Year M.DC.LX.VIII. To The Duchesse of Newcastle, On Her New Blazing-World. Our Elder World, with all their Skill and Arts, Could but divide the World into three Parts: Columbus, then for Navigation fam’d, Found a new World, America ’tis nam’d; Now this new World was found, it was not made, Onely discovered, lying in Time’s shade. Then what are You, having no Chaos found To make a World, or any such least ground? But your Creating Fancy, thought it fit To make your World of Nothing, but pure Wit. Your Blazing-World, beyond the Stars mounts higher, Enlightens all with a Cœlestial Fier. William Newcastle. To all Noble and Worthy Ladies. This present Description of a New World, was made as an Appendix to my Observations upon Experimental Philosophy; and, having some Sympathy and Coherence with each other, were joyned together as Two several Worlds, at their Two Poles. But, by reason most Ladies take no delight in Philosophical Arguments, I separated some from the mentioned Observations, and caused them to go out by themselves, that I might express my Respects, in presenting to Them such Fancies as my Contemplations did afford. The First Part is Romancical; the Second, Philosophical; and the Third is meerly Fancy; or (as I may call it) Fantastical. And if (Noble Ladies)you should chance to take pleasure in reading these Fancies, I shall account my self a Happy Creatoress: If not, I must be content to live a Melancholly Life in my own World; which I cannot call a Poor World, if Poverty be only want of Gold, and Jewels: for, there is more Gold in it, than all the Chymists ever made; or, (as I verily believe) will ever be able to make. As for the Rocks of Diamonds, I wish, with all my Soul, they might be shared amongst my Noble Female Friends; upon which condition, I would willingly quit my Part: And of the Gold, I should desire only so much as might suffice to repair my Noble Lord and Husband’s Losses: for, I am not Covetous, but as Ambitious as ever any of my Sex was, is, or can be; which is the cause, That though I cannot be Henry the Fifth, or Charles the Second; yet, I will endeavour to be, Margaret the First: and, though I have neither Power, Time nor Occasion, to be a great Conqueror, like Alexander, or Cesar; yet, rather than not be Mistress of a World, since Fortune and the Fates would give me none, I have made One of my own. And thus, believing, or, at least, hoping, that no Creature can, or will, Envy me for this World of mine, I remain, Noble Ladies, Your Humble Servant, M. Newcastle. The Description of a New World, Called The Blazing-World. A Merchant travelling into a foreign Country, fell extreamly in Love with a young Lady; but being a stranger in that Nation, and beneath her, both in Birth and Wealth, he could have but little hopes of obtaining his desire; however his Love growing more and more vehement upon him, even to the slighting of all difficulties, he resolved at last to Steal her away; which he had the better opportunity to do, because her Father’s house was not far from the Sea, and she often using to gather shells upon the shore accompanied not with above two to three of her servants it encouraged him the more to execute his design. Thus coming one time with a little leight Vessel, not unlike a Packet-boat, mann’d with some few Sea-men, and well victualled, for fear of some accidents, which might perhaps retard their journey, to the place where she used to repair; he forced her away: But when he fancied himself the happiest man of the World, he proved to be the most unfortunate; for Heaven frowning at his Theft, raised such a Tempest, as they knew not what to do, or whither to steer their course; so that the Vessel, both by its own leightness, and the violent motion of the Wind, was carried as swift as an Arrow out of a Bow, towards the North-pole, and in a short time reached the Icy Sea, where the wind forced it amongst huge pieces of Ice; but being little, and leight, it did by the assistance and favour of the gods to this virtuous Lady, so turn and wind through those precipices, as if it had been guided by some experienced Pilot, and skilful Mariner: But alas! Those few men which were in it, not knowing whither they went, nor what was to be done in so strange an Adventure, and not being provided for so cold a Voyage, were all frozen to death; the young Lady onely, by the light of her Beauty, the heat of her Youth, and Protection of the Gods, remaining alive: Neither was it a wonder that the men did freeze to death; for they were not onely driven to the very end or point of the Pole of that World, but even to another Pole of another World, which joined close to it; so that the cold having a double strength at the conjunction of those two Poles, was insupportable: At last, the Boat still passing on, was forced into another World; for it is impossible to round this Worlds Globe from Pole to Pole, so as we do from East to West; because the Poles of the other World, joining to the Poles of this, do not allow any further passage to surround the World that way; but if any one arrives to either of these Poles, he is either forced to return, or to enter into another World: and lest you should scruple at it, and think, if it were thus, those that live at the Poles would either see two Suns at one time, or else they would never want the Sun’s light for six months together, as it is commonly believed: You must know, that each of these Worlds having its own Sun to enlighten it, they move each one in their peculiar Circles; which motion is so just and exact, that neither can hinder or obstruct the other; for they do not exceed their Tropicks: and although they should meet, yet we in this World cannot so well perceive them, by reason of the brightness of our Sun, which being nearer to us, obstructs the splendor of the Sun of the other World, they being too far off to be discerned by our optick perception, except we use very good Telescopes; by which, skilful Astronomers have often observed two or three Suns at once. But to return to the wandering Boat, and the distresed Lady; she seeing all the Men dead, found small comfort in life; their Bodies which were preserved all that while from putrefaction and stench, by the extremity of cold, began now to thaw, and corrupt; whereupon she having not strength enough to fling them over-board, was forced to remove out of her small Cabine, upon the deck, to avoid the nauseous smell; and finding the Boat swim between two plains of Ice, as a stream that runs betwixt two shores, at last perceived land, but covered all with Snow: from which came, walking upon the Ice, strange Creatures, in shape like Bears, only they went upright as men; those Creatures coming near the Boat, catched hold of it with their Paws, that served them instead of hands; some two or three of them entred first; and when they came out, the rest went in one after another; at last having viewed and observed all that was in the Boat, they spake to each other in a language which the Lady did not understand; and having carried her out of the Boat, sunk it, together with the dead men. The Lady now finding her self in so strange a place, and amongst such wonderful kind of Creatures, was extreamly strucken with fear, and could entertain no other Thoughts, but that every moment her life was to be a sacrifice to their cruelty; but those Bear-like Creatures, how terrible soever they appear’d to her sight, yet were they so far from exercising any cruelty upon her, that rather they shewed her all civility and kindness imaginable; for she being not able to go upon the Ice, by reason of its slipperiness, they took her up in their rough arms, and carried her into their City, where instead of Houses, they had Caves under ground; and as soon as they enter’d the City, both Males and Females, young and old, flockt together to see this Lady, holding up their Paws in admiration; at last having brought her into a certain large and spacious Cave, which they intended for her reception, they left her to the custody of the Females, who entertained her with all kindness and respect, and gave her such victuals as they used to eat; but seeing her Constitution neither agreed with the temper of that Climate, nor their Diet, they were resolved to carry her into another Island of a warmer temper; in which were men like Foxes, onely walking in an upright shape, who received their neighbours the Bear-men with great civility and Courtship, very much admiring this beauteous Lady; and having discoursed some while together, agreed at last to make her a Present to the Emperor of their World; to which end, after she had made some short stay in the same place, they brought her cross that Island to a large River, whose stream run smooth and clear, like Chrystal; in which were numerous Boats, much like our Fox-traps; in one whereof she was carried, some of the Bear- and Fox-men waiting on her; and as soon as they had crossed the River, they came into an Island where there were Men which had heads, beaks and feathers, like wild-Geese, onely they went in an upright shape, like the Bear-men and Fox-men: their rumps they carried between their legs, their wings were of the same length with their Bodies, and their tails of an indifferent size, trailing after them like a Ladie’s Garment; and after the Bear- and Fox-men had declared their intention and design to their Neighbours, the Geese- or Bird-men, some of them joined to the rest, and attended the Lady through that Island, till they came to another great and large River, where there was a preparation made of many Boats, much like Birds nests, onely of a bigger size; and having crost that River, they arrived into another Island, which was of a pleasant and mild temper, full of Woods and the Inhabitants thereof were Satyrs, who received both the Bear- Fox- and Bird men, with all respect and civility; and after some conferences (for they all understood each others language) some chief of the Satyrs joining to them, accompanied the Lady out of that Island to another River, wherein were many handsome and commodious Barges; and having crost that River, they entered into a large and spacious Kingdom, the men whereof were of a Grass-Green Complexion, who entertained them very kindly, and provided all conveniences for their further voyage: hitherto they had onely crost Rivers, but now they could not avoid the open Seas any longer; wherefore they made their Ships and tacklings ready to sail over into the Island, where the Emperor of the Blazing- world (for so it was call’d) kept his residence. Very good Navigators they were; and though they had no knowledg of the Load-stone, or Needle or pendulous Watches, yet (which was as serviceable to them) they had subtile observations, and great practice; in so much that they could not onely tell the depth of the Sea in every place, but where there were shelves of Sand, Rocks, and other obstructions to be avoided by skilful and experienced Sea-men: Besides, they were excellent Augurers, which skill they counted more necessary and beneficial then the use of Compasses, Cards, Watches, and the like; but, above the rest, they had an extraordinary Art, much to be taken notice of by Experimental Philosophers, and that was a certain Engin, which would draw in a great quantity of Air, and shoot forth Wind with a great force; this Engine in a calm, they placed behind their Ships, and in a storm, before; for it served against the raging waves, like Cannons against an hostile Army, or besieged Town; it would batter and beat the waves in pieces, were they as high as Steeples; and as soon as a breach was made, they forced their passage through, in spight even of the most furious wind, using two of those Engins at every Ship, one before, to beat off the waves, and another behind to drive it on; so that the artificial wind had the better of the natural; for, it had a greater advantage of the waves, then the natural of the Ships: the natural being above the face of the Water, could not without a down right motion enter or press into the Ships; whereas the artificial with a sideward-motion, did pierce into the bowels of the Waves: Moreover, it is to be observed, that in a great Tempest they would join their Ships in battel-aray: and when they feared Wind and Waves would be too strong for them, if they divided their Ships; they joined as many together as the compass or advantage of the places of the Liquid Element would give them leave. For, their Ships were so ingeniously contrived, that they could fasten them together as close as a Honey-comb, without waste of place; and being thus united, no Wind nor Waves were able to separate them. The Emperor’s Ships, were all of Gold; but the Merchants and Skippers, of Leather; the Golden Ships were not much heavier then ours of Wood, by reason they were neatly made, and required not such thickness, neither were they troubled with Pitch, Tar, Pumps, Guns, and the like, which make our Woodden-Ships very heavy; for though they were not all of a piece, yet they were so well sodder’d, that there was no fear of Leaks, Chinks, or Clefts; and as for Guns, there was no use of them, because they had no other enemies but the Winds: But the Leather Ships were not altogether so sure, although much leighter; besides, they were pitched to keep out Water. Having thus prepar’d, and order’d their Navy, they went on in despight of Calm or Storm: And though the Lady at first fancied her self in a very sad condition, and her mind was much tormented with doubts and fears, not knowing whether this strange Adventure would tend to her safety or destruction; yet she being withal of a generous spirit, and ready wit, considering what dangers she had past, and finding those sorts of men civil and diligent attendants to her, took courage, and endeavoured to learn their language; which after she had obtained so far, that partly by some words and signs she was able to apprehend their meaning, she was so far from being afraid of them, that she thought her self not onely safe, but very happy in their company: By which we may see, that Novelty discomposes the mind, but acquaintance settles it in peace and tranquillity. At last, having passed by several rich Islands and Kingdoms, they went towards Paradise, which was the seat of the Emperor; and coming in sight of it, rejoiced very much; the Lady at first could perceive nothing but high Rocks, which seemed to touch the Skies; and although they appear’d not of an equal heigth, yet they seemed to be all one piece, without partitions: but at last drawing nearer, she perceived a clift, which was a part of those Rocks, out of which she spied coming forth a great number of Boats, which afar off shewed like a company of Ants, marching one after another; the Boats appeared like the holes or partitions in a Honey-comb, and when joined together, stood as close; the men were of several Complexions, but none like any of our World; and when both the Boats and Ships met, they saluted and spake to each other very courteously; for there was but one language in all that World: nor no more but one Emperor, to whom they all submitted with the greatest duty and obedience, which made them live in a continued Peace and Happiness; not acquainted with Foreign Wars or Home-bred Insurrections. The Lady now being arrived at this place, was carried out of her Ship into one of those Boats, and conveighed through the same passage (for there was no other) into that part of the World where the Emperor did reside; which part was very pleasant, and of a mild temper: Within it self it was divided by a great number of vast and large Rivers, all ebbing and flowing, into several Islands of unequal distance from each other, which in most parts were as pleasant, healthful, rich, and fruitful, as Nature could make them; and, as I mentioned before, secure from all Foreign Invasions, by reason there was but one way to enter, and that like a Labyrinth, so winding and turning among the Rocks, that no other Vessels but small Boats, could pass, carrying not above three passengers at a time: On each side all along the narrow and winding River, there were several Cities, some of Marble, some of Alabaster, some of Agat, some of Amber, some of Coral, and some of other precious materials not known in our world; all which after the Lady had passed, she came to the Imperial City, named Paradise, which appeared in form like several Islands; for, Rivers did run betwixt every street, which together with the Bridges, whereof there was a great number, were all paved. The City it self was built of Gold; and their Architectures were noble, stately, and magnificent, not like our Modern, but like those in the Romans time; for, our Modern Buildings are like those Houses which Children use to make of Cards, one story above another, fitter for Birds, then Men; but theirs were more Large, and Broad, then high; the highest of them did not exceed two stories, besides those rooms that were under-ground, as Cellars, and other Offices. The Emperor’s Palace stood upon an indifferent ascent from the Imperial City; at the top of which ascent was a broad Arch, supported by several Pillars, which went round the Palace, and contained four of our English miles in compass: within the Arch stood the Emperor’s Guard, which consisted of several sorts of Men; at every half mile, was a Gate to enter, and every Gate was of a different fashion; the first, which allowed a passage from the Imperial City into the Palace, had on either hand a Cloyster, the outward part whereof stood upon Arches sustained by Pillars, but the inner part was close: Being entred through the Gate, the Palace it self appear’d in its middle like the Isle of a Church, a mile and a half long, and half a mile broad; the roof of it was all Arched, and rested upon Pillars, so artificially placed that a stranger would lose himself therein without a Guide; at the extream sides, that is, between the outward and inward part of the Cloyster, were Lodgings for Attendants; and in the midst of the Palace, the Emperor’s own Rooms; whose Lights were placed at the top of every one, because of the heat of the Sun: the Emperor’s appartment for State was no more inclosed then the rest; onely an Imperial Throne was in every appartment, of which the several adornments could not be perceived until one entered, because the Pillars were so just opposite to one another, that all the adornments could not be seen at one. The first part of the Palace was, as the Imperial City, all of Gold; and when it came to the Emperors appartment, it was so rich with Diamonds, Pearls, Rubies, and the like precious Stones, that it surpasses my skill to enumerate them all. Amongst the rest, the Imperial Room of State appear’d most magnificent; it was paved with green Diamonds (for there are in that World Diamonds of all Colours) so artificially, as it seemed but of one piece; the Pillars were set with Diamonds so close, and in such a manner, that they appear’d most Glorious to the sight; between every Pillar was a Bow or Arch of a certain sort of Diamonds, the like whereof our World does not afford; which being placed in every one of the Arches in several rows, seemed just like so many Rain-bows of several different colours. The roof of the Arches was of blew Diamonds, and in the midst thereof was a Carbuncle, which represented the Sun; and the Rising and Setting-Sun at the East and West-side of the Room were made of Rubies. Out of this Room there was a passage into the Emperor’s Bed-Chamber, the Walls whereof were of Jet, and the Floor of black Marble; the Roof was of Mother of Pearl, where the Moon and Blazing-Stars were represented by white Diamonds, and his Bed was made of Diamonds and Carbuncles. No sooner was the Lady brought before the Emperor, but he conceived her to be some Goddess, and offered to worship her; which she refused, telling him, (for by that time she had pretty well learned their Language) that although she came out of another world, yet was she but a mortal. At which the Emperor rejoycing, made her his Wife, and gave her an absolute power to rule and govern all that World as she pleased. But her subjects, who could hardly be perswaded to believe her mortal, tender’d her all the Veneration and Worship due to a Deity. Her Accoustrement after she was made Empress, was as followeth: On her head she wore a Cap of Pearl, and a Half-moon of Diamonds just before it; on the top of her Crown came spreading over a broad Carbuncle, cut in the form of the Sun; her Coat was of Pearl, mixt with blew Diamonds, and frindged with red ones; her Buskins and Sandals were of green Diamonds; In her left hand she held a Buckler, to signifie the Defence of her Dominions; which Buckler was made of that sort of Diamond as has several different Colours; and being cut and made in the form of an Arch, shewed like a Rain-bow; In her right hand she carried a Spear made of white Diamond, cut like the tail of a Blazing Star, which signified that she was ready to assault those that proved her Enemies. None was allowed to use or wear Gold but those of the Imperial Race, which were the onely Nobles of the State; nor durst any one wear Jewels but the Emperor, the Empress and their Eldest Son; notwithstanding that they had an infinite quantity both of Gold and precious Stones in that World; for they had larger extents of Gold, then our Arabian Sands; their precious Stones were Rocks, and their Diamonds of several Colours; they used no Coyn, but all their Traffick was by exchange of several Commodities. Their Priests and Governors were Princes of the Imperial Blood, and made Eunuches for that purpose; and as for the ordinary sort of men in that part of the World where the Emperor resided, they were of several Complexions; not white, black, tawny, olive or ash-coloured; but some appear’d of an Azure, some of a deep Purple, some of a Grass-green, some of a Scarlet, some of an Orange-colour, &c. Which Colours and Complexions, whether they were made by the bare reflection of light, without the assistance of small particles; or by the help of well-ranged and order’d Atoms; or by a continual agitation of little Globules; or by some pressing and re-acting motion, I am not able to determine. The rest of the Inhabitants of that World, were men of several different sorts, shapes, figures, dispositions, and humors, as I have already made mention, heretofore; some were Bear-men, some Worm-men, some Fish- or Mear-men, otherwise called Syrens; some Bird-men, some Fly-men, some Ant-men, some Geese-men, some Spider-men, some Lice-men, some Fox-men, some Ape-men, some Jack daw-men, some Magpie-men, some Parrot-men, some Satyrs, some Gyants, and many more, which I cannot all remember; and of these several sorts of men, each followed such a profession as was most proper for the nature of their Species, which the Empress encouraged them in, especially those that had applied themselves to the study of several Arts and Sciences; for they were as ingenious and witty in the invention of profitable and useful Arts, as we are in our world, nay, more; and to that end she erected Schools, and founded several Societies. The Bear-men were to be her Experimental Philosophers, the Bird-men her Astronomers, the Fly- Worm- and Fish-men her Natural Philosophers, the Ape-men her Chymists, the Satyrs her Galenick Physicians, the Fox-men her Politicians, the Spider- and Lice-men her Mathematicians, the Jackdaw- Magpie- and Parrot-men her Orators and Logicians, the Gyants her Architects, &c. But before all things, she having got a Soveraign power from the Emperor over all the World, desired to be informed both of the manner of their Religion and Government; and to that end she called the Priests and States men, to give her an account of either. Of the States men she enquired, first, Why they had so few Laws? To which they answered, That many Laws made many Divisions, which most commonly did breed Factions, and at last brake out into open Wars. Next, she asked, Why they preferred the Monarchical form of Government before any other? They answered, That as it was natural for one Body to have but one Head, so it was also natural for a Politick body to have but one Governor; and that a Common-wealth, which had many Governors was like a Monster with many Heads. Besides, said they, a Monarchy is a divine form of Government, and agrees most with our Religion: For as there is but one God, whom we all unanimously worship and adore with one Faith; so we are resolved to have but one Emperor, to whom we all submit with one obedience. Then the Empress seeing that the several sorts of her Subjects had each their Churches apart, asked the Priests, whether they were of several Religions? They answered her Majesty, That there was no more but one Religion in all that World, nor no diversity of opinions in that same Religion for though there were several sorts of men, yet had they all but one opinion concerning the Worship and Adoration of God. The Empress asked them, Whether they were Jews, Turks, or Christians? We do not know, said they, what Religions those are; but we do all unanimously acknowledg, worship and adore the Onely, Omnipotent, and Eternal God, with all reverence, submission, and duty. Again, the Empress enquired, Whether they had several Forms of Worship? They answered, No: For our Devotion and Worship consists onely in Prayers, which we frame according to our several Necessities, in Petitions, Humiliations, Thanksgiving, &c. Truly, replied the Empress, I thought you had been either Jews, or Turks, because I never perceived any Women in your Congregations: But what is the reason, you bar them from your religious Assemblies? It is not fit, said they, that Men and Women should be promiscuously together in time of Religious Worship; for their company hinders Devotion, and makes many, instead of praying to God, direct their Devotion to their Mistresses. But, asked the Empress, Have they no Congregation of their own, to perform the duties of Divine Worship, as well as Men? No, answered they: but they stay at home, and say their Prayers by themselves in their Closets. Then the Empress desir’d to know the reason why the Priests and Governors of their World were made Eunuchs? They answer’d, To keep them from Marriage: For Women and Children most commonly make disturbance both in Church and State. But, said she, Women and Children have no Employment in Church or State. ‘Tis true, answer’d they; but, although they are not admitted to publick Employments, yet are they so prevalent with their Husbands and Parents, that many times by their importunate perswasions, they cause as much, nay, more mischief secretly, then if they had the management of publick Affairs. The Empress having received an information of what concerned both Church and State, passed some time in viewing the Imperial Palace, where she admired much the skil and ingenuity of the Architects, and enquired of them, first, Why they built their Houses no higher then two stories from the Ground? They answered her Majesty, That the lower their Buildings were, the less were they subject either to the heat of the Sun, or Wind, Tempest, Decay, &c. Then she desired to know the reason, why they made them so thick? They answered, That, the thicker the Walls were, the warmer they were in Winter, the cooler in Summer; for their thickness kept out both the Cold and Heat. Lastly, she asked, Why they Arched their Roofs, and made so many Pillars? They replied, That Arches and Pillars, did not onely grace a Building very much, and caused it to appear Magnificent, but made it also firm and lasting. The Empress was very well satisfied with their answers; and after some time, when she thought that her new founded societies of the Vertuoso’s had made a good progress in the several Employments she had put them upon, she caused a Convocation first of the Bird-men, and commanded them to give her a true relation of the two Cœlestial Bodies, viz. the Sun and Moon, which they did with all the obedience and faithfulness befitting their duty. The Sun, as much as they could observe, they related to be a firm or solid Stone, of a vast bigness; of colour yellowish, and of an extraordinary splendor: But the Moon, they said, was of a whitish colour; and although she looked dim in the presence of the Sun, yet had she her own light, and was a shining body of her self, as might be perceived by her vigorous appearance in Moon-shiny-nights; the difference onely betwixt her own and the Sun’s light was, that the Sun did strike his beams in a direct line; but the Moon never respected the Centre of their World in a right line, but her Centre was always excentrical. The Spots both in the Sun and Moon, as far as they were able to perceive, they affirmed to be nothing else but flaws and stains of their stony Bodies. Concerning the heat of the Sun, they were not of one opinion; some would have the Sun hot in it self, alledging an old Tradition, that it should at some time break asunder, and burn the Heavens, and consume this world into hot Embers, which, said they, could not be done, if the Sun were not fiery of it self. Others again said, This opinion could not stand with reason; for Fire being a destroyer of all things, the Sun-stone after this manner would burn up all the near adjoining Bodies: Besides, said they, Fire cannot subsist without fuel; and the Sunstone having nothing to feed on, would in a short time consume it self; wherefore they thought it more probable that the Sun was not actually hot, but onely by the reflection of its light; so that its heat was an effect of its light, both being immaterial. But this opinion again was laught at by others, and rejected as ridiculous, who thought it impossible that one immaterial should produce another; and believed that both the light and heat of the Sun proceeded from a swift Circular motion of the Æthereal Globules, which by their striking upon the Optick nerve, caused light, and their motion produced heat: But neither would this opinion hold; for, said some, then it would follow, that the sight of Animals is the cause of light; and that, were there no eyes, there would be no light; which was against all sense and reason. Thus they argued concerning the heat and light of the Sun; but, which is remarkable, none did say, that the Sun was a Globous fluid body, and had a swift Circular motion; but all agreed, It was fixt and firm like a Center, and therefore they generally called it the Sun-stone. Then the Empress asked them the reason, Why the Sun and Moon did often appear in different postures or shapes, as sometimes magnified, sometimes diminished; sometimes elevated, otherwhiles depressed;

Increase Font Size Toggle Menu HomeReadSign in Search in book: Search Contents I. The Middle Ages (ca. 476-1485) 1. Bede (ca. 672-735) Bede: BiographyCaedmon’s Hymn 2. Dream of the Rood Dream of the Rood 3. Beowulf: Parts I & II Introduction: BeowulfStory SummaryThemesHistorical BackgroundLiterary StyleReading:Part IPart II 4. Beowulf: Part III Part III 5. Judith  Judith6. The Wanderer 7. Wulf and Eadwacer Wulf and Eadwacer 8. The Wife's Lament The Wife’s Lament 9. The Ruin The Ruin 10. Selection of Old English Riddles Selections from Old English Poems 11. The Myth of Arthur's Return Geoffrey of Monmouth: From The History of the Kings of BritainWace: From Roman de BrutLayamon: From Brut  II. Irish Literature 12. Cúchulainn’s Boyish Deeds Cúchulainn: IntroductionCuchulainn’s Boyish Deeds III. Anglo-Norman Literature 13. Tristan and Iseult Introduction: Tristan and IseultThe Story SummaryLiterary ThemesReading: Tristan and Yseult 14. Guide for Anchoresses (Ancrene Wisse) The Sweetness and Pain of Enclosure 15. Romances of Marie de France Marie de France: IntroductionArthurian LegendDiscussion Questions:Helpful ResourcesReading: THE LAY OF SIR LAUNFAL IV. Middle English Literature in the 14th and 15th Century 16. Sir Gawain and the Green Knight (ca. 1375-1400) Introduction: Sir Gawain and the Green Knight 17. Sir Gawain: Parts I & II Part IPart II 18. Sir Gawain: Parts III & IV Part IIIPart IV19. Geoffrey Chaucer: The Canterbury Tales 20. Canterbury Tales: General Prologue Prologue 21. Canterbury Tales: Miller's Prologue and Tale Introduction: The Miller’s TaleStory SummaryReading: The Miller’s PrologueThe Miller’s Tale 22. Canterbury Tales: The Wife of Bath's Prologue and Tale Introduction: The Wife of BathStory Summary:Reading: The Wife of Bath’s PrologueWife of Bath’s Tale 23. Canterbury Tales: The Pardoner's Prologue and Tale Introduction: The PardonerStory Summary:Reading: Pardoner’s PrologueThe Pardoner’s Tale 24. Canterbury Tales: The Nun's Priest's Tale Introduction: The Nun’s Priest’s TaleStory Summary:Reading: The Nun’s Priest’s Tale: PrologueThe Nun’s Priest’s Tale25. Chaucer's Retraction to Canterbury Tales26. Julian of Norwich: Revelations of Divine Love (Selections) 27. Margery Kempe: Excerpts from The Book of Margery Kempe Introduction: The Book of Margery Kempe BiographySummaryReading: The Birth of Her First Child and Her First Vision (excerpt)Her Pride and Attempts to Start a Business (excerpt)Margery and Her Husband Reach a Settlement28. The Wakefield Second Shepherd's Play29. Middle English Lyrics30. Robert Henryson: The Cock and the Jasp31. Everyman 32. Thomas Malory: Le Morte d'Arthur Introdution: Le Morte d’ArthurReading: Selection from Morte d’Arthur  V. The Sixteenth Century 33. Sir Thomas More: Utopia UTOPIA34. From: The Book of Common Prayer 35. WOMEN IN POWER: Selected Readings Mary I (Tudor): IntroductionMary Tudor: BiographyLady Jane Grey: IntroductionLady Jane: BiographyMary Queen of Scots: IntroductionElizabeth I: IntroductionBiography36. Edmund Spencer: the Faerie Queene (Book I) 37. Sir Walter Raleigh: Poems and From: The Discovery of the Large, Rich and Beautiful Empire of Guiana Sir Walter Raleigh: IntroductionBiography: Sir Walter RaleighPoems38. Sir Philip Sidney: From Astrophil and Stella 39. THE WIDER WORLD: Selected Readings The Wider World: Selected Readings Richard Hakluyt: BiographyReading: Hakluyt’s Dedicatory Epistle to The Principal Navigations, 1589Leo Africanus: BiographyReading: Leo Africanus on the North Africans, 1526An English Traveller’s Guide to the North Africans, 1547Voyage to the Arctic, 1577, with Reflections on Racial DifferenceAmadas and Barlowe’s Voyage to Virginia, 1584Introduction: Thomas Hariot BiographyHariot’s Report on Virginia, 1585General History of the Turks, 1603Introduction: Thomas Dallam BiographyReading: A Gift for the Sultan 40. Christopher Marlowe: Hero and Leander Hero and Leander 41. Christopher Marlowe: Doctor Faustus The Tragical History of Doctor Faustus 42. William Shakespeare: Selected Sonnets Introduction: Shakespeare’s SonnetsNotable Themes and SummariesReading: Selected Sonnets 43. William Shakespeare: Taming of the Shrew Introduction: Taming of the ShrewExtended OverviewReading: THE TAMING OF THE SHREW VI. Early Seventeenth Century 44. John Dunne: Selections Songs and SonnetsA Selection of Holy SonnetsFrom: Devotions upon Emergent Occasions45. Aemilia Lanyar: Salve Deus Rex Judaeorum 46. Ben Jonson: Epigrams and Poetry EpigramsPoemsFrom: Underwood 47. GENDER RELATIONS: Conflict and Counsel From: The Arraignment of Lewd, Idle, Froward, and Unconstant Women: Or the Vanity of Them Choose you WhetherRachel Speght: From A Muzzle for Melastomus William Gouge: From Domestical Duties48. Francis Bacon: Essays49. Margaret Cavendish: The Blazing World 50. George Herbert: The Temple The Temple 51. CRISIS OF AUTHORITY: The Beheading of Charles I From: King Charles, His Trial (1649)From: A Perfect Diurnal of Some Passages in Parliament, no. 288Robert Filmer: From Patriarcha John Milton: From The Tenure of Kings and Magistrates Gerrard Winstanley: From A New Year’s Gift Sent to the Parliament and ArmyThomas Hobbes: From Leviathan 52. CRISIS OF AUTHORITY: Political Writing Robert Filmer: From Patriarcha John Milton: From The Tenure of Kings and Magistrates Gerrard Winstanley: From A New Year’s Gift Sent to the Parliament and ArmyThomas Hobbes: From Leviathan 53. CRISIS OF AUTHORITY: Writing the Self Lucy Hutchinson: From Memoirs of the Life of Colonel John HutchinsonEdward Hyde, Earl of Clarendon: From The History of the RebellionLady Anne Halkett: From The Memoires 54. John Milton: Poems and Sonnets LycidasSonnets 55. John Milton: Paradise Lost (Books 1-3) BOOK 1BOOK 2BOOK 3 56. John Milton: Paradise Lost (Books 4-6) BOOK 4BOOK 5BOOK 6 57. John Milton: Paradise Lost (Books 7-9) BOOK 7BOOK 8BOOK 9 58. John Milton: Paradise Lost (Books 10-12) BOOK 10BOOK 11BOOK 12 Appendix An Open Companion for British Literature I 49 Margaret Cavendish: The Blazing World THE DESCRIPTION OF A NEW WORLD, CALLED The Blazing-World. WRITTEN By the Thrice Noble, Illustrious, and Excellent PRINCESSE, THE Duchess of Newcastle. LONDON,  Printed by A. Maxwell, in the Year M.DC.LX.VIII. To The Duchesse of Newcastle, On Her New Blazing-World. Our Elder World, with all their Skill and Arts, Could but divide the World into three Parts: Columbus, then for Navigation fam’d, Found a new World, America ’tis nam’d; Now this new World was found, it was not made, Onely discovered, lying in Time’s shade. Then what are You, having no Chaos found To make a World, or any such least ground? But your Creating Fancy, thought it fit To make your World of Nothing, but pure Wit. Your Blazing-World, beyond the Stars mounts higher, Enlightens all with a Cœlestial Fier. William Newcastle. To all Noble and Worthy Ladies. This present Description of a New World, was made as an Appendix to my Observations upon Experimental Philosophy; and, having some Sympathy and Coherence with each other, were joyned together as Two several Worlds, at their Two Poles. But, by reason most Ladies take no delight in Philosophical Arguments, I separated some from the mentioned Observations, and caused them to go out by themselves, that I might express my Respects, in presenting to Them such Fancies as my Contemplations did afford. The First Part is Romancical; the Second, Philosophical; and the Third is meerly Fancy; or (as I may call it) Fantastical. And if (Noble Ladies)you should chance to take pleasure in reading these Fancies, I shall account my self a Happy Creatoress: If not, I must be content to live a Melancholly Life in my own World; which I cannot call a Poor World, if Poverty be only want of Gold, and Jewels: for, there is more Gold in it, than all the Chymists ever made; or, (as I verily believe) will ever be able to make. As for the Rocks of Diamonds, I wish, with all my Soul, they might be shared amongst my Noble Female Friends; upon which condition, I would willingly quit my Part: And of the Gold, I should desire only so much as might suffice to repair my Noble Lord and Husband’s Losses: for, I am not Covetous, but as Ambitious as ever any of my Sex was, is, or can be; which is the cause, That though I cannot be Henry the Fifth, or Charles the Second; yet, I will endeavour to be, Margaret the First: and, though I have neither Power, Time nor Occasion, to be a great Conqueror, like Alexander, or Cesar; yet, rather than not be Mistress of a World, since Fortune and the Fates would give me none, I have made One of my own. And thus, believing, or, at least, hoping, that no Creature can, or will, Envy me for this World of mine, I remain, Noble Ladies, Your Humble Servant, M. Newcastle. The Description of a New World, Called The Blazing-World. A Merchant travelling into a foreign Country, fell extreamly in Love with a young Lady; but being a stranger in that Nation, and beneath her, both in Birth and Wealth, he could have but little hopes of obtaining his desire; however his Love growing more and more vehement upon him, even to the slighting of all difficulties, he resolved at last to Steal her away; which he had the better opportunity to do, because her Father’s house was not far from the Sea, and she often using to gather shells upon the shore accompanied not with above two to three of her servants it encouraged him the more to execute his design. Thus coming one time with a little leight Vessel, not unlike a Packet-boat, mann’d with some few Sea-men, and well victualled, for fear of some accidents, which might perhaps retard their journey, to the place where she used to repair; he forced her away: But when he fancied himself the happiest man of the World, he proved to be the most unfortunate; for Heaven frowning at his Theft, raised such a Tempest, as they knew not what to do, or whither to steer their course; so that the Vessel, both by its own leightness, and the violent motion of the Wind, was carried as swift as an Arrow out of a Bow, towards the North-pole, and in a short time reached the Icy Sea, where the wind forced it amongst huge pieces of Ice; but being little, and leight, it did by the assistance and favour of the gods to this virtuous Lady, so turn and wind through those precipices, as if it had been guided by some experienced Pilot, and skilful Mariner: But alas! Those few men which were in it, not knowing whither they went, nor what was to be done in so strange an Adventure, and not being provided for so cold a Voyage, were all frozen to death; the young Lady onely, by the light of her Beauty, the heat of her Youth, and Protection of the Gods, remaining alive: Neither was it a wonder that the men did freeze to death; for they were not onely driven to the very end or point of the Pole of that World, but even to another Pole of another World, which joined close to it; so that the cold having a double strength at the conjunction of those two Poles, was insupportable: At last, the Boat still passing on, was forced into another World; for it is impossible to round this Worlds Globe from Pole to Pole, so as we do from East to West; because the Poles of the other World, joining to the Poles of this, do not allow any further passage to surround the World that way; but if any one arrives to either of these Poles, he is either forced to return, or to enter into another World: and lest you should scruple at it, and think, if it were thus, those that live at the Poles would either see two Suns at one time, or else they would never want the Sun’s light for six months together, as it is commonly believed: You must know, that each of these Worlds having its own Sun to enlighten it, they move each one in their peculiar Circles; which motion is so just and exact, that neither can hinder or obstruct the other; for they do not exceed their Tropicks: and although they should meet, yet we in this World cannot so well perceive them, by reason of the brightness of our Sun, which being nearer to us, obstructs the splendor of the Sun of the other World, they being too far off to be discerned by our optick perception, except we use very good Telescopes; by which, skilful Astronomers have often observed two or three Suns at once. But to return to the wandering Boat, and the distresed Lady; she seeing all the Men dead, found small comfort in life; their Bodies which were preserved all that while from putrefaction and stench, by the extremity of cold, began now to thaw, and corrupt; whereupon she having not strength enough to fling them over-board, was forced to remove out of her small Cabine, upon the deck, to avoid the nauseous smell; and finding the Boat swim between two plains of Ice, as a stream that runs betwixt two shores, at last perceived land, but covered all with Snow: from which came, walking upon the Ice, strange Creatures, in shape like Bears, only they went upright as men; those Creatures coming near the Boat, catched hold of it with their Paws, that served them instead of hands; some two or three of them entred first; and when they came out, the rest went in one after another; at last having viewed and observed all that was in the Boat, they spake to each other in a language which the Lady did not understand; and having carried her out of the Boat, sunk it, together with the dead men. The Lady now finding her self in so strange a place, and amongst such wonderful kind of Creatures, was extreamly strucken with fear, and could entertain no other Thoughts, but that every moment her life was to be a sacrifice to their cruelty; but those Bear-like Creatures, how terrible soever they appear’d to her sight, yet were they so far from exercising any cruelty upon her, that rather they shewed her all civility and kindness imaginable; for she being not able to go upon the Ice, by reason of its slipperiness, they took her up in their rough arms, and carried her into their City, where instead of Houses, they had Caves under ground; and as soon as they enter’d the City, both Males and Females, young and old, flockt together to see this Lady, holding up their Paws in admiration; at last having brought her into a certain large and spacious Cave, which they intended for her reception, they left her to the custody of the Females, who entertained her with all kindness and respect, and gave her such victuals as they used to eat; but seeing her Constitution neither agreed with the temper of that Climate, nor their Diet, they were resolved to carry her into another Island of a warmer temper; in which were men like Foxes, onely walking in an upright shape, who received their neighbours the Bear-men with great civility and Courtship, very much admiring this beauteous Lady; and having discoursed some while together, agreed at last to make her a Present to the Emperor of their World; to which end, after she had made some short stay in the same place, they brought her cross that Island to a large River, whose stream run smooth and clear, like Chrystal; in which were numerous Boats, much like our Fox-traps; in one whereof she was carried, some of the Bear- and Fox-men waiting on her; and as soon as they had crossed the River, they came into an Island where there were Men which had heads, beaks and feathers, like wild-Geese, onely they went in an upright shape, like the Bear-men and Fox-men: their rumps they carried between their legs, their wings were of the same length with their Bodies, and their tails of an indifferent size, trailing after them like a Ladie’s Garment; and after the Bear- and Fox-men had declared their intention and design to their Neighbours, the Geese- or Bird-men, some of them joined to the rest, and attended the Lady through that Island, till they came to another great and large River, where there was a preparation made of many Boats, much like Birds nests, onely of a bigger size; and having crost that River, they arrived into another Island, which was of a pleasant and mild temper, full of Woods and the Inhabitants thereof were Satyrs, who received both the Bear- Fox- and Bird men, with all respect and civility; and after some conferences (for they all understood each others language) some chief of the Satyrs joining to them, accompanied the Lady out of that Island to another River, wherein were many handsome and commodious Barges; and having crost that River, they entered into a large and spacious Kingdom, the men whereof were of a Grass-Green Complexion, who entertained them very kindly, and provided all conveniences for their further voyage: hitherto they had onely crost Rivers, but now they could not avoid the open Seas any longer; wherefore they made their Ships and tacklings ready to sail over into the Island, where the Emperor of the Blazing- world (for so it was call’d) kept his residence. Very good Navigators they were; and though they had no knowledg of the Load-stone, or Needle or pendulous Watches, yet (which was as serviceable to them) they had subtile observations, and great practice; in so much that they could not onely tell the depth of the Sea in every place, but where there were shelves of Sand, Rocks, and other obstructions to be avoided by skilful and experienced Sea-men: Besides, they were excellent Augurers, which skill they counted more necessary and beneficial then the use of Compasses, Cards, Watches, and the like; but, above the rest, they had an extraordinary Art, much to be taken notice of by Experimental Philosophers, and that was a certain Engin, which would draw in a great quantity of Air, and shoot forth Wind with a great force; this Engine in a calm, they placed behind their Ships, and in a storm, before; for it served against the raging waves, like Cannons against an hostile Army, or besieged Town; it would batter and beat the waves in pieces, were they as high as Steeples; and as soon as a breach was made, they forced their passage through, in spight even of the most furious wind, using two of those Engins at every Ship, one before, to beat off the waves, and another behind to drive it on; so that the artificial wind had the better of the natural; for, it had a greater advantage of the waves, then the natural of the Ships: the natural being above the face of the Water, could not without a down right motion enter or press into the Ships; whereas the artificial with a sideward-motion, did pierce into the bowels of the Waves: Moreover, it is to be observed, that in a great Tempest they would join their Ships in battel-aray: and when they feared Wind and Waves would be too strong for them, if they divided their Ships; they joined as many together as the compass or advantage of the places of the Liquid Element would give them leave. For, their Ships were so ingeniously contrived, that they could fasten them together as close as a Honey-comb, without waste of place; and being thus united, no Wind nor Waves were able to separate them. The Emperor’s Ships, were all of Gold; but the Merchants and Skippers, of Leather; the Golden Ships were not much heavier then ours of Wood, by reason they were neatly made, and required not such thickness, neither were they troubled with Pitch, Tar, Pumps, Guns, and the like, which make our Woodden-Ships very heavy; for though they were not all of a piece, yet they were so well sodder’d, that there was no fear of Leaks, Chinks, or Clefts; and as for Guns, there was no use of them, because they had no other enemies but the Winds: But the Leather Ships were not altogether so sure, although much leighter; besides, they were pitched to keep out Water. Having thus prepar’d, and order’d their Navy, they went on in despight of Calm or Storm: And though the Lady at first fancied her self in a very sad condition, and her mind was much tormented with doubts and fears, not knowing whether this strange Adventure would tend to her safety or destruction; yet she being withal of a generous spirit, and ready wit, considering what dangers she had past, and finding those sorts of men civil and diligent attendants to her, took courage, and endeavoured to learn their language; which after she had obtained so far, that partly by some words and signs she was able to apprehend their meaning, she was so far from being afraid of them, that she thought her self not onely safe, but very happy in their company: By which we may see, that Novelty discomposes the mind, but acquaintance settles it in peace and tranquillity. At last, having passed by several rich Islands and Kingdoms, they went towards Paradise, which was the seat of the Emperor; and coming in sight of it, rejoiced very much; the Lady at first could perceive nothing but high Rocks, which seemed to touch the Skies; and although they appear’d not of an equal heigth, yet they seemed to be all one piece, without partitions: but at last drawing nearer, she perceived a clift, which was a part of those Rocks, out of which she spied coming forth a great number of Boats, which afar off shewed like a company of Ants, marching one after another; the Boats appeared like the holes or partitions in a Honey-comb, and when joined together, stood as close; the men were of several Complexions, but none like any of our World; and when both the Boats and Ships met, they saluted and spake to each other very courteously; for there was but one language in all that World: nor no more but one Emperor, to whom they all submitted with the greatest duty and obedience, which made them live in a continued Peace and Happiness; not acquainted with Foreign Wars or Home-bred Insurrections. The Lady now being arrived at this place, was carried out of her Ship into one of those Boats, and conveighed through the same passage (for there was no other) into that part of the World where the Emperor did reside; which part was very pleasant, and of a mild temper: Within it self it was divided by a great number of vast and large Rivers, all ebbing and flowing, into several Islands of unequal distance from each other, which in most parts were as pleasant, healthful, rich, and fruitful, as Nature could make them; and, as I mentioned before, secure from all Foreign Invasions, by reason there was but one way to enter, and that like a Labyrinth, so winding and turning among the Rocks, that no other Vessels but small Boats, could pass, carrying not above three passengers at a time: On each side all along the narrow and winding River, there were several Cities, some of Marble, some of Alabaster, some of Agat, some of Amber, some of Coral, and some of other precious materials not known in our world; all which after the Lady had passed, she came to the Imperial City, named Paradise, which appeared in form like several Islands; for, Rivers did run betwixt every street, which together with the Bridges, whereof there was a great number, were all paved. The City it self was built of Gold; and their Architectures were noble, stately, and magnificent, not like our Modern, but like those in the Romans time; for, our Modern Buildings are like those Houses which Children use to make of Cards, one story above another, fitter for Birds, then Men; but theirs were more Large, and Broad, then high; the highest of them did not exceed two stories, besides those rooms that were under-ground, as Cellars, and other Offices. The Emperor’s Palace stood upon an indifferent ascent from the Imperial City; at the top of which ascent was a broad Arch, supported by several Pillars, which went round the Palace, and contained four of our English miles in compass: within the Arch stood the Emperor’s Guard, which consisted of several sorts of Men; at every half mile, was a Gate to enter, and every Gate was of a different fashion; the first, which allowed a passage from the Imperial City into the Palace, had on either hand a Cloyster, the outward part whereof stood upon Arches sustained by Pillars, but the inner part was close: Being entred through the Gate, the Palace it self appear’d in its middle like the Isle of a Church, a mile and a half long, and half a mile broad; the roof of it was all Arched, and rested upon Pillars, so artificially placed that a stranger would lose himself therein without a Guide; at the extream sides, that is, between the outward and inward part of the Cloyster, were Lodgings for Attendants; and in the midst of the Palace, the Emperor’s own Rooms; whose Lights were placed at the top of every one, because of the heat of the Sun: the Emperor’s appartment for State was no more inclosed then the rest; onely an Imperial Throne was in every appartment, of which the several adornments could not be perceived until one entered, because the Pillars were so just opposite to one another, that all the adornments could not be seen at one. The first part of the Palace was, as the Imperial City, all of Gold; and when it came to the Emperors appartment, it was so rich with Diamonds, Pearls, Rubies, and the like precious Stones, that it surpasses my skill to enumerate them all. Amongst the rest, the Imperial Room of State appear’d most magnificent; it was paved with green Diamonds (for there are in that World Diamonds of all Colours) so artificially, as it seemed but of one piece; the Pillars were set with Diamonds so close, and in such a manner, that they appear’d most Glorious to the sight; between every Pillar was a Bow or Arch of a certain sort of Diamonds, the like whereof our World does not afford; which being placed in every one of the Arches in several rows, seemed just like so many Rain-bows of several different colours. The roof of the Arches was of blew Diamonds, and in the midst thereof was a Carbuncle, which represented the Sun; and the Rising and Setting-Sun at the East and West-side of the Room were made of Rubies. Out of this Room there was a passage into the Emperor’s Bed-Chamber, the Walls whereof were of Jet, and the Floor of black Marble; the Roof was of Mother of Pearl, where the Moon and Blazing-Stars were represented by white Diamonds, and his Bed was made of Diamonds and Carbuncles. No sooner was the Lady brought before the Emperor, but he conceived her to be some Goddess, and offered to worship her; which she refused, telling him, (for by that time she had pretty well learned their Language) that although she came out of another world, yet was she but a mortal. At which the Emperor rejoycing, made her his Wife, and gave her an absolute power to rule and govern all that World as she pleased. But her subjects, who could hardly be perswaded to believe her mortal, tender’d her all the Veneration and Worship due to a Deity. Her Accoustrement after she was made Empress, was as followeth: On her head she wore a Cap of Pearl, and a Half-moon of Diamonds just before it; on the top of her Crown came spreading over a broad Carbuncle, cut in the form of the Sun; her Coat was of Pearl, mixt with blew Diamonds, and frindged with red ones; her Buskins and Sandals were of green Diamonds; In her left hand she held a Buckler, to signifie the Defence of her Dominions; which Buckler was made of that sort of Diamond as has several different Colours; and being cut and made in the form of an Arch, shewed like a Rain-bow; In her right hand she carried a Spear made of white Diamond, cut like the tail of a Blazing Star, which signified that she was ready to assault those that proved her Enemies. None was allowed to use or wear Gold but those of the Imperial Race, which were the onely Nobles of the State; nor durst any one wear Jewels but the Emperor, the Empress and their Eldest Son; notwithstanding that they had an infinite quantity both of Gold and precious Stones in that World; for they had larger extents of Gold, then our Arabian Sands; their precious Stones were Rocks, and their Diamonds of several Colours; they used no Coyn, but all their Traffick was by exchange of several Commodities. Their Priests and Governors were Princes of the Imperial Blood, and made Eunuches for that purpose; and as for the ordinary sort of men in that part of the World where the Emperor resided, they were of several Complexions; not white, black, tawny, olive or ash-coloured; but some appear’d of an Azure, some of a deep Purple, some of a Grass-green, some of a Scarlet, some of an Orange-colour, &c. Which Colours and Complexions, whether they were made by the bare reflection of light, without the assistance of small particles; or by the help of well-ranged and order’d Atoms; or by a continual agitation of little Globules; or by some pressing and re-acting motion, I am not able to determine. The rest of the Inhabitants of that World, were men of several different sorts, shapes, figures, dispositions, and humors, as I have already made mention, heretofore; some were Bear-men, some Worm-men, some Fish- or Mear-men, otherwise called Syrens; some Bird-men, some Fly-men, some Ant-men, some Geese-men, some Spider-men, some Lice-men, some Fox-men, some Ape-men, some Jack daw-men, some Magpie-men, some Parrot-men, some Satyrs, some Gyants, and many more, which I cannot all remember; and of these several sorts of men, each followed such a profession as was most proper for the nature of their Species, which the Empress encouraged them in, especially those that had applied themselves to the study of several Arts and Sciences; for they were as ingenious and witty in the invention of profitable and useful Arts, as we are in our world, nay, more; and to that end she erected Schools, and founded several Societies. The Bear-men were to be her Experimental Philosophers, the Bird-men her Astronomers, the Fly- Worm- and Fish-men her Natural Philosophers, the Ape-men her Chymists, the Satyrs her Galenick Physicians, the Fox-men her Politicians, the Spider- and Lice-men her Mathematicians, the Jackdaw- Magpie- and Parrot-men her Orators and Logicians, the Gyants her Architects, &c. But before all things, she having got a Soveraign power from the Emperor over all the World, desired to be informed both of the manner of their Religion and Government; and to that end she called the Priests and States men, to give her an account of either. Of the States men she enquired, first, Why they had so few Laws? To which they answered, That many Laws made many Divisions, which most commonly did breed Factions, and at last brake out into open Wars. Next, she asked, Why they preferred the Monarchical form of Government before any other? They answered, That as it was natural for one Body to have but one Head, so it was also natural for a Politick body to have but one Governor; and that a Common-wealth, which had many Governors was like a Monster with many Heads. Besides, said they, a Monarchy is a divine form of Government, and agrees most with our Religion: For as there is but one God, whom we all unanimously worship and adore with one Faith; so we are resolved to have but one Emperor, to whom we all submit with one obedience. Then the Empress seeing that the several sorts of her Subjects had each their Churches apart, asked the Priests, whether they were of several Religions? They answered her Majesty, That there was no more but one Religion in all that World, nor no diversity of opinions in that same Religion for though there were several sorts of men, yet had they all but one opinion concerning the Worship and Adoration of God. The Empress asked them, Whether they were Jews, Turks, or Christians? We do not know, said they, what Religions those are; but we do all unanimously acknowledg, worship and adore the Onely, Omnipotent, and Eternal God, with all reverence, submission, and duty. Again, the Empress enquired, Whether they had several Forms of Worship? They answered, No: For our Devotion and Worship consists onely in Prayers, which we frame according to our several Necessities, in Petitions, Humiliations, Thanksgiving, &c. Truly, replied the Empress, I thought you had been either Jews, or Turks, because I never perceived any Women in your Congregations: But what is the reason, you bar them from your religious Assemblies? It is not fit, said they, that Men and Women should be promiscuously together in time of Religious Worship; for their company hinders Devotion, and makes many, instead of praying to God, direct their Devotion to their Mistresses. But, asked the Empress, Have they no Congregation of their own, to perform the duties of Divine Worship, as well as Men? No, answered they: but they stay at home, and say their Prayers by themselves in their Closets. Then the Empress desir’d to know the reason why the Priests and Governors of their World were made Eunuchs? They answer’d, To keep them from Marriage: For Women and Children most commonly make disturbance both in Church and State. But, said she, Women and Children have no Employment in Church or State. ‘Tis true, answer’d they; but, although they are not admitted to publick Employments, yet are they so prevalent with their Husbands and Parents, that many times by their importunate perswasions, they cause as much, nay, more mischief secretly, then if they had the management of publick Affairs. The Empress having received an information of what concerned both Church and State, passed some time in viewing the Imperial Palace, where she admired much the skil and ingenuity of the Architects, and enquired of them, first, Why they built their Houses no higher then two stories from the Ground? They answered her Majesty, That the lower their Buildings were, the less were they subject either to the heat of the Sun, or Wind, Tempest, Decay, &c. Then she desired to know the reason, why they made them so thick? They answered, That, the thicker the Walls were, the warmer they were in Winter, the cooler in Summer; for their thickness kept out both the Cold and Heat. Lastly, she asked, Why they Arched their Roofs, and made so many Pillars? They replied, That Arches and Pillars, did not onely grace a Building very much, and caused it to appear Magnificent, but made it also firm and lasting. The Empress was very well satisfied with their answers; and after some time, when she thought that her new founded societies of the Vertuoso’s had made a good progress in the several Employments she had put them upon, she caused a Convocation first of the Bird-men, and commanded them to give her a true relation of the two Cœlestial Bodies, viz. the Sun and Moon, which they did with all the obedience and faithfulness befitting their duty. The Sun, as much as they could observe, they related to be a firm or solid Stone, of a vast bigness; of colour yellowish, and of an extraordinary splendor: But the Moon, they said, was of a whitish colour; and although she looked dim in the presence of the Sun, yet had she her own light, and was a shining body of her self, as might be perceived by her vigorous appearance in Moon-shiny-nights;

The odds of coming to a conclusion favorable to the industry are 3.6 times greater in research sponsored by the industry than in research sponsored by government and nonprofit groups,

Rivalinterpretationsandcompetingnormsmayemergeorrecede

ies. They need to rely on their own internalized sense of good writing and to see their writing with their "own" eye

Vannevar Bush’s hypothetical “memex,” described in “As We May Think”

“But beyond the pleasure of Dreyer’s prose and authorial tone, I think there is something else at play with the popularity of his book,” he explained. “To put it as simply as possible, the man cares, and we need people who care right now.”

This week I have also enjoyed making connections from previous readings, specifically the one about the grading system, with this weeks readings. I feel as though information privilege and how students strive for certain grades are very much correlated. I wonder if eliminating grades would help with the issue of information privilege in the fact that students may actually continue to explore their research topics after the completion of a class.

Hedgehog & Fox You have emphasized ethical action, but a worry I always have about traditions which emphasize renunciation and detachment is what that means for politics and political engagement and the ability to effect any change. Now, both traditions would say the world is so far from perfect and everything is so impermanent that we’re never going to achieve a perfect political state of being. But is there a danger that if we’re attending too much to this kind of advice that we may just think all sorts of wrongs will go unrighted. Can you say something about how you see going beyond the ethical into a more political arena? Antonia Macaro Again, it’s a difficult one. Definitely there’s a tension in both traditions between detachment and action. The Stoics did have an ‘action streak’, as it were, which was about fulfilling your duties and doing what you could, given the circumstances you were in. But yes, it is definitely a tension and maybe this is the sense in which maybe I’m a bit more of an Aristotelian. I think in the end it’s the Serenity Prayer, which is about having the courage to change things that you can change and the serenity to accept the ones that you can’t change and the wisdom to know the difference, which is actually very hard to do. But I think it’s certainly worth trying to change things in the world that you think is possible to change, maybe sometimes even if you don’t think it’s possible to change. Some things may be worth fighting for anyway. It’s a question of finding a balance between that and not getting too attached to things. I suspect that that balance may be a personal, individual choice.

"if you understand this story then you will be liberated of all worries and fears".

https://www.lionsroar.com/what-is-your-body-july-2013/ I can't help but feel like the guy says that there is no physical reality and that it's all just in your mind and that science proves it.

failure to produce theory as we know it

To reduce music history to a pageant of masters is, at bottom, lazy. We stick with the known in order to avoid the hard work of exploring the unknown.

Although all humans may feel guilty from time to time, a person ought to avoid fully embracing him- or herself as inherently corrupt, as this attitude only invites further misbehavior.

"Polman's corporate social responsibility agenda certainly did gripe with a number of investors and so we shall watch with interest to see if continuity persists in this arena; we would expect evolution rather than revolution though," Clive Black, the head of research at UK stockbrokers Shore Capital, says. Jefferies' Deboo agrees there will be some changes – and argues Jope should look to do so. "My logic would be it would be hard not to be less sustainability-focused than Polman. Polman was the absolute high priest. My sense of Jope is that he comes across as this sort of, straight-up, affable guy, who looks to me to be more of a commercial pragmatist. My sense is you'll probably see it dialled down. That's my instinct," Deboo says. "It may be my personal prejudice but I think it had gone too far anyway. Not only was it alienating shareholders but I also think the marketing execution at Unilever had become far too leaden and earnest and purpose-driven. The Sustainable Living Plan was squeezing the joy out of the marketing, in my view. I would hope that Jope would dial that back a bit."

After a full day of teaching at Boston College, Karen Arnold had to find time to read her students’ contributions to an online discussion board. Each was required to write at least one post, and, as usual, they seemed to have waited to do it until the night before the deadline. “They would just blather something,” said Arnold, who teaches higher education and educational administration. “They didn’t have a conversation. It was more like a hoop-jumping exercise.” That was around 2008, and Arnold has avoided assigning online discussions ever since. Student and instructor at Bronx Community College (Photo by Ryan Brenizer) Like other faculty with memories of failed experiments such as these, she’s pushing back against the widespread notion that technology can necessarily improve teaching and cut costs. “We are fooling ourselves that we’re getting more efficient,” she said. Related: MOOC bandwagon shows signs of slowing down It’s been a high-stakes bet. Universities and colleges are marketing themselves to tech-savvy teenagers while promising higher productivity and financial savings. They will pour $10.4 billion into education technology this year, according to the Center for Digital Education, from computers to in-class gadgets such as digital projectors and wireless “clickers” that let students answer questions electronically. “We are fooling ourselves that we’re getting more efficient.” Karen Arnold, Boston College But professors say they don’t have enough help to use this technology effectively, haven’t seen results from it, and fear that the cost savings administrators keep insisting that technology will bring could mean their own careers are on the line. That’s left many in the university ranks rolling their eyes when the next “innovation” pops up. “We’ve been hearing over the last four or five years that technology is going to reduce costs, increase quality and increase access,” said Diane Harley, director of the Higher Education in the Digital Age project at University of California, Berkeley. She doesn’t think it can do all three of those things. “I always say, pick two.” Not that professors have completely resisted the trend. Nearly 75 percent have tried a new technology in their classes in the past year, according to a survey of 1,600 of them by Faculty Focus, a newsletter that shares effective teaching practices. Yet 34 percent said keeping up with technology was either “moderately” or “very” problematic. Related: As online courses expand, so do questions about ownership One of the most common complaints from faculty is that much of this technology creates more work, not less, a survey of 42 professors by David R. Johnson, a sociology researcher at Rice University, found. One of the reasons for this inefficiency is that professors adopt educational technology from companies that market it to them directly, even when their universities aren’t equipped to troubleshoot or upgrade it, said Gary W. Matkin, dean of continuing education, distance learning, and summer session at the University of California, Irvine. Then, when something even better comes along, faculty and universities chase after that. “It produces this technology war,” said Matkin. He thinks more universities will eventually switch to the model used by many corporations in which only certain technology is allowed. That way they’ll be better able to manage it — and track the results. Related: Want higher-ed reform? You may be surprised where you’ll find it Many schools have used this model to adopt the wireless clickers — or “student response systems” — in large classrooms. Allowing students to use the TV remote-style clickers to collectively answer questions can keep them engaged in lecture classes, according to a study at Canisius College, which found that student grades increased by 4.7 percent in classes that used clickers. But the technology’s impact goes only so far. In another study released this year, by Butler University professor Juan Pablo Rodriquez Prieto, language students who took clicker-based quizzes performed about 4.5 percent worse than classmates who used pencil and paper. Clare O’Connor, a Boston College biology professor who teaches several large classes and uses clickers regularly, agrees that they have limitations. She doesn’t use them for quizzes or tests, she said. “I like students to have the opportunities to change their answers,” she said. “If students have to answer when a question appears on the screen, you eliminate the possibility of more reflective answers.” One way schools have tried to lower the cost of education is by using another kind of technology: online courses. Yet even after teaching English online for 15 years, Wright State University-Lake Campus’ Martin Kich believes in-person courses offer students far more. Related: Colleges take cues from private business to improve their customer service He said he has to assign what he calls “busy work” to online classes simply to check that students are completing assignments, since there’s no opportunity to gather and discuss. “Academically, they are very suspect,” Kich said of online courses. Instead of lectures, online courses often use PowerPoint to present material. But studies have found that students, when given the ability to see lectures via PowerPoint — both online and in person — slack on doing their own assigned reading. “Students perceive the teachers will highlight all of the material worth considering in the textbook,” University of Central Missouri professor Thomas M. Mitchell wrote in a study of the use of PowerPoint in classes. “Unfortunately, students accept this efficient and time-saving system as a normal way of learning and disregard reading as an effective method of acquiring information.” As for Arnold, she abandoned discussion boards until her university upgraded to Canvas — an online learning management system — and encouraged professors to use it starting this year. After getting student feedback, she assigned two students to moderate the discussion board each week, filling it with questions that would drive conversation. At the start of class, the two students recap the results, saving Arnold the need to keep daily tabs on the board. “The good and bad thing about technology is it will do anything,” she said. But “you have to have time at the expense of other things you could be doing to figure it out.”   This story was produced by The Hechinger Report, a nonprofit, independent news website focused on inequality and innovation in education. This article was originally published on The Heching Report and authored by Ryan Derousseau. Read the original article. Spread the love

I am creating and envisioning a possibility that others may not see or may not have the confidence to direct. That possibility is going to open so many doors for me.

There is a lot of complexity in where one’s free speech ends and another’s begins. What if activismmeans banning speech you do not want to hear? What would be the short term and lasting implications ifall our demands for silencing voices and removing symbols we find offensive were totally met? How canwe help students understand the complexity of issues surrounding free speech?