19 c Europe, Part 1, 1815-1848; General ObservationsJim Powers
The introduction to this twenty-two part series on nineteenth century Europe, 1815-1914. It also describes the college textbook which I have chosen to illustrate and annotate.
19 c Europe, part 1, session 3; France: The Restoration and the July MonarchyJim Powers
We begin with the economic and social effects of the Revolution. Next, we follow the last of the Bourbons, 1814-1830. Then, the July Monarchy of Louis Philippe. Finally, a survey of religion and the arts.
19 c Europe, Part 1, 1815-1848; General ObservationsJim Powers
The introduction to this twenty-two part series on nineteenth century Europe, 1815-1914. It also describes the college textbook which I have chosen to illustrate and annotate.
19 c Europe, part 1, session 3; France: The Restoration and the July MonarchyJim Powers
We begin with the economic and social effects of the Revolution. Next, we follow the last of the Bourbons, 1814-1830. Then, the July Monarchy of Louis Philippe. Finally, a survey of religion and the arts.
19 c Europe, session 2.9; The German Question, 1850-66Jim Powers
Now we look at the question which had faced Germans since the great upheaval of 1848, should Germany be unified with or without the Austrian Empire. It will be decided in the Seven Weeks War.
19 c Europe, session 1; The Great Powers and the Balance of Power, 1815 1848Jim Powers
Beginning with the Vienna settlement, 1814-15, we follow the efforts of the Concert of Europe to preserve the peace and prevent revolutionary disturbances.
19 c Europe, session 2.9; The German Question, 1850-66Jim Powers
Now we look at the question which had faced Germans since the great upheaval of 1848, should Germany be unified with or without the Austrian Empire. It will be decided in the Seven Weeks War.
19 c Europe, session 1; The Great Powers and the Balance of Power, 1815 1848Jim Powers
Beginning with the Vienna settlement, 1814-15, we follow the efforts of the Concert of Europe to preserve the peace and prevent revolutionary disturbances.
19 c Europe, session 2.10; The Reorganization of Europe, 1866-1871Jim Powers
We conclude Part Two of this mid-century survey with Great Britain from Palmerston to Gladstone, Russia under Alexander II, and the showdown between France and Germany.
19 c europe, session.3.14; third french republic Jim Powers
The French Republic from humiliating defeat, the Paris Commune, and the end of royalism to republican success and three crises, to the coming of the Great War.
The early cold war, 1945-50, follows my USN in WW II series. A major focus follows the Unification struggle leading to the DoD. The USN faces an even greater mission but must resist being stripped of the budget to carry it out.
The last presentation for this part of the USN's rise to the leading maritime power. The period 1919-1945 was treated earlier in the posts titled USN in WW II. Next I plan to take the story from 1945.
In 1916, the last great line battle of the First World War. Now the naval war will concentrate on Britain's vital shipping and the U-boat war against it.
This one has a personal connection for me. I wrote my MA thesis on one of the key players. I took our younger son, Bob, to see the site and the Allied cemetery. All the futility and sadness of WW I is brought to sharp focus in this story.
This session looks at the period after the Spanish-American War and before WW I. TR plays a major part in developing the naval establishment and flexing his aquatic "big stick." WH Taft and Woodrow Wilson continue down the path of Latin American intervention
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. “From what has been said in the previous chapter, it will be easy to guess that the political
history of the countries of western Europe was far from placid in the years after 1871. The
governing classes were under steady pressure to extend political freedom to the masses
and to alleviate the social conditions in which they lived and labored; and in most
countries, although sometimes only after protracted political struggles, they acknowledged
this and instituted measures of political and economic democracy before 1914. The
country that made the most conspicuous progress in that respect was, indubitably, Great
Britain; but several of the lesser nations showed an equal ability to adjust their policies and
institutions to the changing conditions of the times. Unfortunately, others—their number
included Italy and Spain—showed a greater willingness to imitate the forms than to be
inspired by the realities of British parliamentary and social institutions.”
Gordon A. Craig in 1991
Craig, op. cit., p.286
3. Great Britain
BROADENING THE FRANCHISE
DEPRESSION, PARTIES AND PARLIAMENT
TOWARD A LABOR PARTY
REVIVAL AND RELAPSE OF LIBERALISM
THE IRISH QUESTION FROM GLADSTONE TO WW I
BRITISH DEMOCRACY IN 1914
Belgium, The Netherlands and
Switzerland
Northern Europe
DENMARK
NORWAY
SWEDEN
Southern Europe
SPAIN
PORTUGAL
ITALY
Today’s Major Themes
5. Ibid.
“As a result of the reforms of the 1860s Great Britain was already far advanced on the road
to political democracy, and she now carried this to its logical conclusion.The Reform Act
of 1867 had given the franchise to nearly all the male urban population.…”
12. born to a wealthy Unitarian ship-owning
family in Liverpool
after a prosperous international business
career, he became a philanthropist
he walked London with policemen collecting
data on the poor
he included his cousin Beatrice Potter Webb
in his work
Labour and Life of the People, 1889
How to deal with the growing poverty?
A scientific approach
13. Map of Whitechapel
from Charles Booth’s
Labour and Life
of the People.
Volume 1: East London
(London: Macmillan, 1889).
The streets are colored to represent
the economic class of the residents:
Yellow (“Upper-middle and
Upper classes, Wealthy”),
red ("Lower middle class -
Well-to-do middle class”),
pink ("Fairly comfortable
good ordinary earnings”),
blue ("Intermittent or
casual earnings”), and
black ("lowest class…
occasional labourers,
street sellers, loafers,
criminals and
semi-criminals")
37. The “Khaki” Election of Oct 1900 •
The 1900 UK general election was…also referred to as the Khaki Election …, [because] it
was held at a time when it was widely believed that the Second Boer War had effectively
been won (though in fact it was to continue for another two years). The Conservative Party,
led by Lord Salisbury with their Liberal Unionist allies, secured a large majority of 130 seats,
despite securing only 5.6% more votes than Henry Campbell-Bannerman's Liberals. This was
largely owing to the Conservatives winning 163 seats that were uncontested by others. The
Labour Representation Committee, later to become the Labour Party, participated in a general
election for the first time. However, it had only been in existence for a few months; as a
result, Keir Hardie and Richard Bell were the only LRC Members of Parliament elected in
1900.).
This was the first occasion when Winston Churchill was elected to the House of Commons.
He had stood in the same seat, Oldham, at a by-election held the previous year, but had lost. It
was also the final general election of the Victorian era and the 19th century.
Wikipedia
38.
39.
40. The October 1900 "Khaki election" came too soon for the new party to campaign effectively;
total expenses for the election only came to £33. Only 15 candidatures were sponsored, but
two were successful; Keir Hardie in Merthyr Tydfil and Richard Bell in Derby.[
41.
42.
43.
44. Although, English law does not provide a 'right' to strike in the strict sense, it is better seen as
providing immunity from tortious liability should certain substantive and procedural
requirements be met.—Wikipedia
72. THE IRISH QUESTION
FROM GLADSTONE TO WORLD WAR I
Sir Edward Carson
signing the Ulster Solemn
League and Covenant, 1912
73.
74.
75. “The Irish unrest that had marked Gladstone’s first ministry was aggravated in the years
that followed. The coming of the agricultural depression to Ireland and the precipitous fall
of agricultural prices destroyed most of the good effects of Gladstone’s Land Act and led
to widespread misery, 2110 families being evicted for failure to pay rent in the year 1880
alone. This led to renewed agitation in favor of comprehensive reform to provide not
merely fixed peasant tenure but actual peasant ownership of the land.…”
Craig, op. cit., p.300
142. “In most of the countries discussed … [so far], substantial progress toward democracy had
been registered by 1914 and, even where there was a tendency towards an increased use of
violence in politics, it was not so marked as to threaten the existing political regimes, most
of which had shown the ability to adjust themselves successfully to changed needs and
new problems. None of this was true of the states of southern Europe, where progress
toward democracy was minimal, violence uncontrolled, and the stability of established
government always in question.”
Craig, op. cit., p.308
152. “…the highest in Europe, far in excess of job opportunities, and this
led to the emigration of the most enterprising elements of the labor
force (350,000 emigrated in 1900; 530,000 in 1910) and to a high
degree of social distress and unrest among those who remained.”
Ibid.
153.
154.
155.
156.
157.
158.
159. “I’m pointing the way, but people keep staring at my finger.”—Maria Montessori
Maria Montessori was an Italian feminist and pioneering educator. Her revolutionary ideas
about child-centered education have continued to win devotees more than a century after
her visits to America. She was the first woman to graduate from an Italian medical college.
She developed a methodology to teach ‘idiots,’ who were considered hopeless by the
educational establishment. When some of her students passed the standard tests, she
decided to try her methodology on ‘normal’ students. The impressive results won
worldwide interest in her Method by the end of the first decade of the twentieth century.
After the bloodbath of 1914-18 she placed even more emphasis on education for peace.
Her progressive stance of respect for the child ill accorded with the rise of Italian fascism
and its militaristic education. She found better opportunities in democratic societies around
the English-speaking world.
I include this aside as an example of the presence of a great resource for preparing the
way for democracy in this region which Craig rightly agues was the least democratic part
of Western Europe.
jbp
160.
161. Op. cit., p. 315.
“Among the intellectuals on the extreme right there was a growing interest in the theories
of Vilfredo Pareto (1848-1923) •….”
162. Op. cit., p. 315.
“Among the intellectuals on the extreme right there was a growing interest in the theories
of Vilfredo Pareto (1848-1923) •….”
163. Op. cit., p. 315.
“Among the intellectuals on the extreme right there was a growing interest in the theories
of Vilfredo Pareto (1848-1923) • and Gaetano Mosca (1858-1941),•….”
164. Op. cit., p. 315.
“Among the intellectuals on the extreme right there was a growing interest in the theories
of Vilfredo Pareto (1848-1923) • and Gaetano Mosca (1858-1941),• who mercilessly exposed
the inadequacies and the shams of Giolittianism and, in something of the spirit of Sorel, called
for a new elite, versed in the ways of power, who would lead society out of its present
materialistic swamp. This coincided with the formation, in 1910, of a new Nationalist party…”
165.
166. Op. cit., p. 315.
“Among the intellectuals on the extreme right there was a growing interest in the theories
of Vilfredo Pareto (1848-1923) • and Gaetano Mosca (1858-1941),• who mercilessly exposed
the inadequacies and the shams of Giolittianism and, in something of the spirit of Sorel, called
for a new elite, versed in the ways of power, who would lead society out of its present
materialistic swamp. This coincided with the formation, in 1910, of a new Nationalist party •
which was frankly monarchist, antiparliamentarian, and imperialistic. Its most outspoken
leader, Enrico Corradini (1865-1931),• announced in his speeches the themes elaborated on by
the Fascist movement after the war:….”
167. Op. cit., p. 315.
“Among the intellectuals on the extreme right there was a growing interest in the theories
of Vilfredo Pareto (1848-1923) • and Gaetano Mosca (1858-1941),• who mercilessly exposed
the inadequacies and the shams of Giolittianism and, in something of the spirit of Sorel, called
for a new elite, versed in the ways of power, who would lead society out of its present
materialistic swamp. This coincided with the formation, in 1910, of a new Nationalist party •
which was frankly monarchist, antiparliamentarian, and imperialistic. Its most outspoken
leader, Enrico Corradini (1865-1931),• announced in his speeches the themes elaborated on by
the Fascist movement after the war:• the heroic qualities of combat, the insignificance of life
when the cause of the nation was at stake, modern Italy’s legacy from ancient Rome, the
necessity of subordinating the concepts of liberty and equality to those of discipline and
obedience, and the moral satisfaction that came from living dangerously.
“The fact that the youth of Italy in particular should have turned to this kind of thing
shows how far Giolitti’s • cynicism had succeeded in draining the idealism out of Italian
politics. This also explains the remarkable vogue of the poet Gabriele d’Annunzio
(1863-1938),…”
168. Op. cit., p. 315.
“Among the intellectuals on the extreme right there was a growing interest in the theories
of Vilfredo Pareto (1848-1923) • and Gaetano Mosca (1858-1941),• who mercilessly exposed
the inadequacies and the shams of Giolittianism and, in something of the spirit of Sorel, called
for a new elite, versed in the ways of power, who would lead society out of its present
materialistic swamp. This coincided with the formation, in 1910, of a new Nationalist party •
which was frankly monarchist, antiparliamentarian, and imperialistic. Its most outspoken
leader, Enrico Corradini (1865-1931),• announced in his speeches the themes elaborated on by
the Fascist movement after the war:• the heroic qualities of combat, the insignificance of life
when the cause of the nation was at stake, modern Italy’s legacy from ancient Rome, the
necessity of subordinating the concepts of liberty and equality to those of discipline and
obedience, and the moral satisfaction that came from living dangerously.
“The fact that the youth of Italy in particular should have turned to this kind of thing
shows how far Giolitti’s • cynicism had succeeded in draining the idealism out of Italian
politics.…”
169. Op. cit., p. 315.
“Among the intellectuals on the extreme right there was a growing interest in the theories
of Vilfredo Pareto (1848-1923) • and Gaetano Mosca (1858-1941),• who mercilessly exposed
the inadequacies and the shams of Giolittianism and, in something of the spirit of Sorel, called
for a new elite, versed in the ways of power, who would lead society out of its present
materialistic swamp. This coincided with the formation, in 1910, of a new Nationalist party •
which was frankly monarchist, antiparliamentarian, and imperialistic. Its most outspoken
leader, Enrico Corradini (1865-1931),• announced in his speeches the themes elaborated on by
the Fascist movement after the war:• the heroic qualities of combat, the insignificance of life
when the cause of the nation was at stake, modern Italy’s legacy from ancient Rome, the
necessity of subordinating the concepts of liberty and equality to those of discipline and
obedience, and the moral satisfaction that came from living dangerously.
“The fact that the youth of Italy in particular should have turned to this kind of thing
shows how far Giolitti’s • cynicism had succeeded in draining the idealism out of Italian
politics. This also explains the remarkable vogue of the poet Gabriele d’Annunzio
(1863-1938),• who in 1900 had foresworn the politics of the extreme right…announcing
grandiloquently that ‘as a man of intellect, I shall move toward life.’ By 1909, in poetry whose
content was increasingly empty but whose rhetoric increasingly exhilarating, he was calling on
young Italy to seek life, not in politics but in violent action that would make an end of the
dullness and mediocrity of the existing regime….”
170.
171. Just as we see the Industrial Revolution spreading across Europe from west to east in the
nineteenth century, so the political transformation which it nurtures. Both promise a
desirable transformation of human existence if implemented wisely. But as we continue to
trace this last third of the century, storm clouds gather.
But that’s another story…
jbp