Download Albatros D.III (OEF) by P.M. Grosz PDF

By P.M. Grosz

WWI German biplane, 32 sleek pages, images and drawings, covers in colour, stappled

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Identified at the overseas marked because the ''ULTRAV'', the ever-present mild weight armored automobile from Panhard - the VLB in French terminology - is well-designed and trustworthy. It won repute in ex-Yugoslavia, serving not just with the French detachments, but in addition because the own automobile of normal MacKenzie, the Canadian commander of the UNO forces

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Antiquaries were a favorite butt of character-writers like John Earle, who declared the antiquary "a man strangely thrifty of Time past . . "19 As late as the 1740s, furthermore, Fielding attacked "the 'objective' method of factual accumulation used by the antiquarian" and focused "his renovation of reality on private life 17 18 19 Levine, Humanism and History, 73; Douglas, English Scholars, 16. Ferguson, Clio Unbound, 5; Pocock, Ancient Constitution, 102; Shapiro, Probability and Certainty, 135.

Ann Rigney, The Rhetoric of Historical Representation: Three Narrative Histories of the French Revolution (Cambridge University Press, 1990), 48, 61. The idea of such a counterrevolution serves to suggest the limitations of the paradigm of the historical revolution and also to highlight the "otherness" imposed on the historiography treated in this study in accounts where it is dismissed as marginal, vestigial, or moribund. Yet the label also serves to acknowledge that in some cases the texts in question were reactionary, often consciously so, in the sense that they were deliberately based on historiographical principles or methodology that had been rejected by the historical revolutionaries.

For Bacon, historical discourse was, like all learning, not only a way of knowing but also a means of acting in the world. He attacked the "vain" labors of the schoolmen, "laborious webs of learning" that were also "fruitless," and exhorted his readers to "consider what are the true ends of knowledge, and . . "41 Since the former Chancellor of England could hardly help but see that working "for the benefit and use of life" generally involved contention and often led to fame and power, he would seem to have meant that men should not use learning for mere contention or mere power even while clearly indicating that he could not conceive of a form of learning worthy of the name that was not a means to some practical end.

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