...Napoleon the Genius of France By: Brian Tan Drekolias CHY4U1 Tuesday, January-15-13 What defines a genius? Is genius a measure of intellectual prowess or is it something that is determined by the accomplishments of an individual? Many would agree that geniuses are a combination of both intellect and their accomplishments achieved. An abundance of names would come to one’s mind when speaking of geniuses: Leonardo Da Vinci, Albert Einstein, Bill Gates, and Stephen Hawking. But one name that seems to slip the minds of many is none other than Napoleon Bonaparte. Napoleon is a figure in history that is very controversial; some view him as a hero of the people while others view him as a tyrant and the devil incarnate. However, none can argue with the accomplishments that Napoleon achieved over a long career. He took France and ultimately saved it from itself; he improved the nation with his domestic policies, victories in battle as well as giving the French a global identity and a sense of pride. Therefore, Napoleon was a genius...
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...2/HUM2052 Napoleon Out of the chaos and confusion of the French Revolution, one man arose who would change the course of French and European history. This man has been called everything from a military genius and heroic soldier to a delusional dictator and paranoid executioner. Whatever one’s opinion may be, one thing is certain: Napoleon Bonaparte redefined post-Revolutionary France and, in turn, redefined the idea of what it meant to be a military dictator. To say that there was chaos and political unrest during the French Revolution is a huge understatement. After decades of oppression amidst a feudalistic society, the country peasants revolted against wealthy landowners and the aristocracy. The gap between the wealthy and powerful and those who were less fortunate was enormous, and the majority of Frenchmen would no longer tolerate living amidst poverty, hunger, and sickness while the French aristocracy lived the life of luxury off the taxes they imposed on the impoverished. After the uprising, France quickly fell into political unrest and financial disaster, with different men rising to power on nothing more than their own aspirations or “reigns of terror”, a la Robespierre. France was spinning out of control and nothing seemed to stabilize society or wield control on the population. The French were desperate for a hero, someone who would come and not only save their dying country, but also reinstate their dignity, power, and sense of national pride. Napoleon recognized...
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...Napoleon Bonaparte: the best of leaders; the worst of leaders 1 comment Posted in Leaders from History | 1 comment I must confess that I have a bit of thing about Napoleon. A quick check on Amazon will show you (reassuringly, perhaps, for me) that I am not alone. There are a lot of books about Napoleon. If you are a student of leadership, then you come up against Napoleon like a student of modern art comes up against Picasso. There is simply no way around the man. But why? Firstly, Napoleon had a very large canvass to work on. The French revolution was a truly remarkable event. It began as an essentially liberal revolution, but was hijacked (as revolutions so often are) by homicidal fanatics: Robespierre and his fellow Jacobins. When Napoleon seized power in a nearly botched but nevertheless bloodless and generally welcomed coup, he became the leader of a nation that was beset on all sides by the old monarchies of Europe, desperate to snuff out this terrifying, king-killing, unthinkable republic in its midst. The French people were equally desperate to retain their new and bitterly hard-won freedoms from the essentially feudal rule of the Bourbon kings and the Ancien Régime. A significant sector of society was also keen to keep its hands on the financial benefits that they had accrued by buying up, at a very good price, the lands and estates previously owned by the monarch, the aristocracy and the church. Napoleon found himself at the head of nation that was predisposed to welcome...
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...Churchill was born and raised in the Victorian Era, a time in which the British Empire was at its peak as the world’s strongest power. When studying almost any aspect of Churchill’s life, his romantic vision of Britain as a thriving empire and world power holds a strong precedence. Many historians study Churchill through his political career, aiming to validate claims both for and against Churchill as hero of his time. There is expansive research and volumes of evaluations on Churchill’s decision making and the associated success and failures that ensued. While the never ending debate on the quality of his leadership goes on, Churchill’s career as a writer and his extensive published works are commonly overlooked. This paper analyzes Churchill the writer and how his works not only paint a vivid picture of his life and times, but are also a self-reflection of the man he was and the man he wanted to be. Churchill once stated, “Writing a book is an adventure. To begin with it is a toy then an amusement. Then it becomes a mistress, and then it becomes a master, and then it becomes a tyrant and, in the last stage, just as you are about to be reconciled to your servitude, you kill the monster and fling him to the public”. Churchill’s life can be very closely compared to his explanation of writing a book. His life was a marvelous adventure filled with excitement and travel, but as his fame and political power...
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...Who Made Rizal Our Foremost National Hero, and Why? BY: ESTEBAN A. DE OCAMPO Dr. Jose Rizal Mercado y Alonso, or simply Jose Rizal (1861-1896), is unquestionably the greatest hero & martyr of our nation. The day of his birth & the day of his execution are fittingly commemorated by all classes of our people throughout the length & breadth of this country & even by Filipinos & their friends abroad. His name is a byword in every Filipino home while his picture adorns the postage stamp & paper money of widest circulation. No other Filipino hero can surpass Rizal in the number of towns, barrios, & streets named after him; in the number of educational institutions, societies, & trade names that bear his name; in the number of persons, both Filipinos & foreigners, who were named "Rizal" or "Rizalina" because of their parents’ admiration for the Great Malayan; & in the number of laws, Executive Orders & Proclamations of the Chief Executive, & bulletins, memoranda, & circulars of both the bureaus of public & private schools. Who is the Filipino writer & thinker whose teachings & noble thoughts have been frequently invoked & quoted by authors & public speakers on almost all occasions? None but Rizal. And why is this so? Because as biographer Rafael Palma (1) said, "The doctrines of Rizal are not for one epoch but for all epochs. They are as valid today as they were yesterday. It cannot be said that because the political...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF GEORGE ORWELL’S ANIMAL FARM By HAZEL K. DAVIS, Federal Hocking High School, Stewart, OH S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of George Orwell’s Animal Farm 2 INTRODUCTION Animal Farm is an excellent selection for junior and senior high students to study. Although on one level the novel is an allegory of the 1917 Russian Revolution, the story is just as applicable to the latest rebellion against dictators around the world. Young people should be able to recognize similarities between the animal leaders and politicians today. The novel also demonstrates how language can be used to control minds. Since teenagers are the target not only of the educational system itself but also of advertising, the music industry, etc., they should be interested in exploring how language can control thought and behavior. Animal Farm is short and contains few words that will hamper the reader’s understanding. The incidents in the novel allow for much interactive learning, providing opportunities for students to dramatize certain portions, to expand on speeches, and to work out alternative endings. The novel can be taught collaboratively with the history department as an allegory of the Russian Revolution, allowing students to draw parallels...
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...Georgio Vasari- Rinascita=rebirth (like Renaissance) painter/architect Male Suffrage o Individualism: People sought to receive personal credit for achievements, unlike medieval ideal of “all glory goes to god” Names Ideas o Renaissance: Began in Italian city-states, a cause de invention of the printing press, laid way for Protestant Reformation Events Books/Texts Italy: City states, under HRE (Holy Roman Empire) o For alliances: old nobility vs. wealthy merchants FIGHT P-Prussia Popolo: third class, “the people”, wanted own share of wealth/power R-Russia A-Austria Ciompi Revolts: 1378 Florence, Popolo were revolting [eew], brief period of control over government B-Britain Milan taken over by signor (which is a tyrant) • o Under control of the Condottiero (mercenary) Sforza- Significant because after this, a few wealthy families dominated Venice (e.g. Medici) Humanism: Francesco Petrarch (Sonnets), came up with term “Dark Ages”, began to study classical world of rhetoric and literature Cicero: Important Roman, provided account of collapse of Roman Republic [like Edward Gibbon], invented Ciceronian style: Latin style of writing which humanists followed • [Even though they weren’t in Rome, Humanists did as the Romans do] Despite being accused of following Pagan culture, Petrarch talked a lot about universality Civic Humanists: Politicians/ diplomats, utilized public education for common good Plato: Studying...
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...other in a bloody battle. General Sherman realized that attacking the entrenchments of the enemy was fruitless and killed too many soldiers. He went on a path of flanking maneuvers that helped get around these entrenched soldiers. He followed up this plan by attacking the economy of the South and breaking their resolve. The importance of his new plan can be seen on how his tactics of attacking the land and economy, instead of other human beings, and avoiding head-on confrontation actually saved lives for both the Union and Confederate armies. The march from Atlanta to Savannah has taken on a life of its own for historians today. The campaign’s impact has been over-emphasized by his contemporaries on both sides of the war creating a war hero or war tyrant depending on which side was describing his march. One of the reasons Sherman decided to avoid frontal confrontation with the...
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...Classical Period (1750-1825) Listening Bridge Both of these excerpts are from CONCERTOS. Listen and compare, using the following questions as guides: • What is the solo instrument in each piece? • How would you describe the orchestra that accompanies the soloist in each example? • In which piece does the orchestra and soloist play the same “theme”? • In which piece does the accompaniment part include many repeated tones? • In which piece are there more sudden and extreme changes in dynamics? • Which one has a basso continuo? • Which one features a more “singable” melody? • What purpose do you think each piece was intended to serve? |[pic]Four Seasons: Winter |[pic]Piano Concerto No. 21 C major | |[pic] |[pic] | |Antonio Vivaldi |Wolfgang Amadeus Mozart | | | | |Born: 1678 |Born: 1756 | |Died: 1741 |Died: 1791 | |Period: Baroque |Period:...
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...Essays Essays Part II. 2, 2.] Part II. 2, 2.] Essays The Project Gutenberg EBook of Essays, by Ralph Waldo Emerson This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: Essays Author: Ralph Waldo Emerson Editor: Edna H. L. Turpin Release Date: September 4, 2005 [EBook #16643] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK ESSAYS *** 1 Essays Produced by Curtis A. Weyant , Sankar Viswanathan and the Online Distributed Proofreading Team at http://www.pgdp.net ESSAYS BY RALPH WALDO EMERSON Merrill's English Texts SELECTED AND EDITED, WITH INTRODUCTION AND NOTES, BY EDNA H.L. TURPIN, AUTHOR OF "STORIES FROM AMERICAN HISTORY," "CLASSIC FABLES," "FAMOUS PAINTERS," ETC. NEW YORK CHARLES E. MERRILL CO. 1907 CONTENTS INTRODUCTION LIFE OF EMERSON CRITICAL OPINIONS CHRONOLOGICAL LIST OF PRINCIPAL WORKS THE AMERICAN SCHOLAR COMPENSATION SELF RELIANCE FRIENDSHIP HEROISM MANNERS GIFTS NATURE SHAKESPEARE; OR, THE POET PRUDENCE CIRCLES NOTES PUBLISHERS' NOTE Merrill's English Texts 2 Essays 3 This series of books will include in complete editions those masterpieces of English Literature that are best adapted for the use of schools and colleges. The editors of the several volumes will...
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...Министерство образования и науки Республики Казахстан Кокшетауский государственный университет им. Ш. Уалиханова An Outline of British Literature (from tradition to post modernism) Кокшетау 2011 УДК 802.0 – 5:20 ББК 81:432.1-923 № 39 Рекомендовано к печати кафедрой английского языка и МП КГУ им. Ш. Уалиханова, Ученым Советом филологического факультета КГУ им. Ш. Уалиханова, УМС КГУ им. Ш. Уалиханова. Рецензенты: Баяндина С.Ж. доктор филологических наук, профессор, декан филологического факультета КГУ им. Ш. Уалиханова Батаева Ф.А. кандидат филологических наук, доцент кафедры «Переводческое дело» Кокшетауского университета им. А. Мырзахметова Кожанова К.Т. преподаватель английского языка кафедры гуманитарного цикла ИПК и ПРО Акмолинской области An Outline of British Literature from tradition to post modernism (on specialties 050119 – “Foreign Language: Two Foreign Languages”, 050205 – “Foreign Philology” and 050207 – “Translation”): Учебное пособие / Сост. Немченко Н.Ф. – Кокшетау: Типография КГУ им. Ш. Уалиханова, 2010 – 170 с. ISBN 9965-19-350-9 Пособие представляет собой краткие очерки, характеризующие английскую литературу Великобритании, ее основные направления и тенденции. Все известные направления в литературе иллюстрированы примерами жизни и творчества авторов, вошедших в мировую литературу благодаря...
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...| Transformational Leadership: Characteristics and Criticisms Iain Hay School of Geography, Population and Environmental ManagementFlinders University A prime function of a leader is to keep hope alive. (John W. Gardner)Nothing great was ever achieved without enthusiasm. (Ralph Waldo Emerson)Setting an example is not the main means of influencing another, it is the only means. (Albert Einstein) Collectively, these three short quotations capture some of the key characteristics of transformational leadership, a form of leadership argued by some (Simic, 1998) to match the Zeitgeist of the post-World War II era. Academic debate about the nature and effectiveness of transformational leadership has developed since key work on the topic emerged in the 1970s. This short paper sets out to provide summary answers to three main questions about transformational leadership. What is it? How is it applied? What are some of its key weaknesses? In the course of the discussion, the following pages also provide a brief background to the origins of transformational leadership theory and point quickly to a possible theoretical future for a transformed transformational leadership. Transformational Leadership TheoryAccording to Cox (2001), there are two basic categories of leadership: transactional and transformational. The distinction between transactional and transformational leadership was first made by Downton (1973, as cited in Barnett, McCormick & Conners, 2001) but the idea...
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...1 CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V CHAPTER VI CHAPTER VII CHAPTER VIII CHAPTER IX CHAPTER X CHAPTER XI CHAPTER XII CHAPTER XIII CHAPTER XIV CHAPTER XV CHAPTER XVI Chapter XVIII CHAPTER XVII CHAPTER XVIII CHAPTER XIX CHAPTER XX CHAPTER XXI CHAPTER XXII CHAPTER XXIII CHAPTER XXIV CHAPTER XXV CHAPTER XXVI CHAPTER XXVII CHAPTER XXVIII CHAPTER XXIX CHAPTER XXX CHAPTER XXXI The Art of Public Speaking BY 2 The Art of Public Speaking BY J. BERG ESENWEIN AUTHOR OF "HOW TO ATTRACT AND HOLD AN AUDIENCE," "WRITING THE SHORT-STORY," "WRITING THE PHOTOPLAY," ETC., ETC., AND DALE CARNAGEY PROFESSOR OF PUBLIC SPEAKING, BALTIMORE SCHOOL OF COMMERCE AND FINANCE; INSTRUCTOR IN PUBLIC SPEAKING, Y.M.C.A. SCHOOLS, NEW YORK, BROOKLYN, BALTIMORE, AND PHILADELPHIA, AND THE NEW YORK CITY CHAPTER, AMERICAN INSTITUTE OF BANKING THE WRITER'S LIBRARY EDITED BY J. BERG ESENWEIN THE HOME CORRESPONDENCE SCHOOL SPRINGFIELD, MASS. PUBLISHERS Copyright 1915 THE HOME CORRESPONDENCE SCHOOL ALL RIGHTS RESERVED TO F. ARTHUR METCALF FELLOW-WORKER AND FRIEND Table of Contents THINGS TO THINK OF FIRST--A FOREWORD * CHAPTER I--ACQUIRING CONFIDENCE BEFORE AN AUDIENCE * CHAPTER II--THE SIN OF MONOTONY DALE CARNAGEY * CHAPTER III--EFFICIENCY THROUGH EMPHASIS AND SUBORDINATION * CHAPTER IV--EFFICIENCY THROUGH CHANGE OF PITCH * CHAPTER V--EFFICIENCY THROUGH CHANGE OF PACE * CHAPTER VI--PAUSE AND POWER * CHAPTER VII--EFFICIENCY THROUGH INFLECTION * CHAPTER VIII--CONCENTRATION IN DELIVERY...
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...Adolf Hitler was born on 20th April, 1889, in the small Austrian town of Braunau near the German border. Both Hitler's parents had come from poor peasant families. His father Alois Hitler, the illegitimate son of a housemaid, was an intelligent and ambitious man and later became a senior customs official. Klara Hitler was Alois' third wife. Alois was twenty-three years older than Klara and already had two children from his previous marriages. Klara and Alois had five children but only Adolf and a younger sister, Paula, survived to become adults. Alois, who was fifty-one when Adolf was born, was extremely keen for his son to do well in life. Alois did have another son by an earlier marriage but he had been a big disappointment to him and eventually ended up in prison for theft. Alois was a strict father and savagely beat his son if he did not do as he was told. Hitler did extremely well at primary school and it appeared he had a bright academic future in front of him. He was also popular with other pupils and was much admired for his leadership qualities. He was also a deeply religious child and for a while considered the possibility of becoming a monk. Competition was much tougher in the larger secondary school and his reaction to not being top of the class was to stop trying. His father was furious as he had high hopes that Hitler would follow his example and join the Austrian civil service when he left school. However, Hitler was a stubborn child and attempts by his parents...
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...LEADERSHIP FOR INNOVATION LEADERSHIP FOR INNOVATION How to organize team creativity and harvest ideas JOHN ADAIR London and Philadelphia Publisher’s note Every possible effort has been made to ensure that the information contained in this book is accurate at the time of going to press, and the publishers and author cannot accept responsibility for any errors or omissions, however caused. No responsibility for loss or damage occasioned to any person acting, or refraining from action, as a result of the material in this publication can be accepted by the editor, the publisher or the author. First published in Great Britain in 1990 by the Talbot Adair Press as The Challenge of Innovation This edition published in Great Britain and the United States by Kogan Page Limited in 2007 as Leadership for Innovation Reprinted 2007 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licences issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned addresses: 120 Pentonville Road London N1 9JN United Kingdom www.kogan-page.co.uk © John Adair, 1990, 2007 The right of John...
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