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We collect information that You provide to Kensington us when You apply for and use and/or purchase our Services or otherwise communicate with us. For example, some of the critical Holderness School ways You may provide information to us include: When You purchase our Services, the payment system will require your personal, contact, billing and credit information. Couresworks Kensington! When You establish or modify Your user account online, We may collect user identification information, passwords, and/or security question responses that You will use for future sign-on. When You interact with our Customer Service representatives, enter information on our Website, submit survey responses, or pay for Services, we may also collect Personal Information and other information. We may monitor and writing essays Niagara record phone calls, e-mails, live chats, or other communications between You and our Customer Service representatives or other employees or representatives. Information We Collect Automatically. We automatically collect a variety of information associated with Your use of our Services.

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Web Browsing Activity. When accessing our Website, We automatically collect certain information about Your computer and Your visit, such as your IP address, browser type, date and time, the couresworks web page You visited before visiting our Website, Your activities and purchases on writing a history Vrije Universiteit Amsterdam, our Website, and Park School other analytical information associated with the Website. Information From Other Sources. We may also obtain information about You from other sources. For example, We may receive credit information from writing article Lucton School third-party sources before initiating Your service. We may also purchase or obtain Personal Information (for example, e-mail lists, postal mail lists, demographic and marketing data) from others. HOW WE USE INFORMATION WE COLLECT ABOUT YOU. We use the information We collect for a variety of business purposes, such as: To provide and bill for Services You purchase; To deliver and confirm Services You obtain from us; To verify Your identity and maintain a record of Your transactions and couresworks Kensington interactions with us; To provide customer services to You; To create, modify, improve, enhance, remove or fix our Services and their performance; To identify and suggest products or services that might interest You; To make internal business decisions about current and writing a history Vrije Universiteit future Service offerings; To provide You customized user experiences, including personalized Services offerings; To protect our rights, interests, safety and property and that of our customers, service providers and other third parties; and.

To comply with law or as required for legal purposes. We may use Personal Information for investigations or prevention of couresworks fraud or network abuse. We may use information we collect to contact You about our and/or third-party products, services, and offers that We believe You may find of interest. A Case Essay University Group)! We may contact You by telephone, postal mail, e-mail, or other methods. You may see advertisements when You visit our Website. We may help advertisers better reach our customers by providing certain customer information, including geographic information, language preferences or demographic information obtained from couresworks Kensington Park School other companies. Critical Evaluation Holderness! This information is used by Kensington Park, advertisers to determine which ads may be more relevant to You. However, we do not share Personal Information outside of our corporate family for advertising purposes without Your consent. WHEN WE SHARE INFORMATION COLLECTED ABOUT YOU. We do not sell, license, rent, or otherwise provide Your Personal Information to unaffiliated third-parties (parties outside our corporate family) without Your consent. We may, however, disclose Your information to writing University unaffiliated third-parties as follows: With Your Consent.

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In a Business Transfer. We may sell, disclose, or transfer information about You as part of a corporate business transaction, such as a merger or acquisition, joint venture, corporate reorganization, financing, or sale of company assets, or in the unlikely event of insolvency, bankruptcy, or receivership, in essay University of Groningen which such information could be transferred to third-parties as a business asset in the transaction. For Legal Process Protection. We may disclose Personal Information, and couresworks School other information about You, or Your communications, where we have a good faith belief that access, use, preservation or disclosure of such information is writing Vrije Universiteit, reasonably necessary: to satisfy any applicable law, regulation, legal process or enforceable governmental request; to enforce or apply agreements, or initiate, render, bill, and collect for School, services and products (including to collection agencies in order to define School obtain payment for our products and services); to Kensington Park School protect our rights or interests, or property or safety or that of others; in connection with claims, disputes, or litigation – in court or elsewhere; to facilitate or verify the appropriate calculation of writing Lucton taxes, fees, or other obligations; or. in an emergency situation.

We may provide information that does not identify You personally to third-parties for marketing, advertising or other purposes. HOW WE STORE AND PROTECT THE INFORMATION COLLECTED ABOUT YOU. Protecting Your Information. Park School! We use a variety of physical, electronic, and procedural safeguards to protect Personal Information from unauthorized access, use, or disclosure while it is under our control. Unfortunately, no data transmission over essay Vrije Amsterdam the internet can be guaranteed to be completely secure. As a result, although we will utilize such measures, we do not guarantee You against the loss, misuse, or alteration of Personal Information under our control, and You provide Personal Information to couresworks Kensington us at Your own risk. You should always take care with how You handle and disclose your Personal Information and should avoid sending Personal Information through insecure e-mail, social networks or other internet channels.

Retention and Disposal. A Case Study Essay University Of Groningen! We retain information only for as long as we have a business or tax need or as applicable laws, regulations and/or government orders allow. When we dispose of Personal Information, we use reasonable procedures designed to couresworks Park erase or render it unreadable (for example, shredding documents and wiping electronic media). Essays SKODA AUTO! PRIVACY POLICY UPDATES. How We Communicate Changes to This Policy. We may update this Policy at any time to Kensington School provide updates to or clarification of our practices. If we make changes we may provide You with additional notice (such as adding a statement to the homepage of our Website or sending You a notification). You should refer to this Policy often for the latest information and the effective date of any changes. This web site is writing a history Vrije, owned and operated by Viatta Business Ltd . A Partner is an individual who refers customers.

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Religion and Park School Life: A Personal and Public Essay. T he 16th century English chancellor and how to write biography College later Catholic saint Thomas Moore was, in the words of dramatist Robert Bolt, “a man for all seasons.” Religion itself is an ever-present “topic for all seasons,” but in a presidential election year it seems more so than ever. Couresworks Park! Remember the how to College Rev. Jeremiah Wright controversy in 2008? Some of Republican Rick Santorum’s religious statements earlier this year?

And for the next several months we’ll continue to couresworks Park School, hear more about Mitt Romney’s Mormonism. But religion is not only Vrije, a fit subject for public discourse, but also a very personal matter. Just recently, two writers have demonstrated this. One is Kensington School, Bill Keller of The New York Times, and the other is physicist and former Oberlin College president Robert Fuller in a series of essays that are appearing on SKODA AUTO the LA Progressive. In their essays, as in couresworks Kensington Park School, many others on study University religion, the personal and couresworks Park public aspects intersect. Writing Essays! And so they shall in couresworks Park, this present essay. Let’s start with the personal.

I was raised Catholic. From grade school up through graduate school at Georgetown University, I attended Catholic schools. Then, my first teaching job (1967-1970) was at the Jesuit-run Wheeling College (now Wheeling Jesuit University). But then for the next four decades I taught at a public university, Eastern Michigan U., where my main responsibility was teaching Russian and twentieth-century global history. Meanwhile, the Catholic Church was changing, mainly due to the leadership of a case study of Groningen (Study Group) Pope John XXIII, who was elected pope in 1958 and School died in 1963, a year after calling together the Second Vatican Council (1962–1965). Like many liberal Catholics, I was delighted with the changes he introduced into writing short essays Niagara Catholic life, such as a more ecumenical spirit and masses in one’s native language instead of Kensington Latin. One of the highlights of my six months in writing short Niagara, Europe with the U.S. Kensington School! Army was a trip to Rome and being part of writing high AUTO University a large group audience with John XXIII. With the Catholic John Kennedy as president (1961-1963) and couresworks imbibing the liberal Catholic spirit of Georgetown as a graduate student from College, 1962 to couresworks Kensington, 1967, it was a good time to be a Catholic.

When it came time to choose a Ph.D. dissertation subject, I decided to write on the ecumenical religious and a magazine article Lucton School philosophic Russian thinker, Vladimir Soloviev (1853-1900), who was also a vigorous opponent of nationalism and the strongest Russian critic of anti-Semitism (see here for my 1970 article on him and Russia’s Jews). During my three years at Wheeling College, I knew many good Catholic priests and laypersons, and in general the college took part in the ecumenical spirit of the couresworks School times. Our curriculum committee, of which I was a member, decided that theology, being an academic discipline and not indoctrination, should be broadened. How To Biography Essay College! To that end, our college invited a local rabbi to couresworks Kensington, teach a course on Judaism. Although still considering myself a good Catholic, I rejected what I considered certain anti-rational aspects of the church. Several hours into a weekend cursillo (an intense type of spiritual retreat), I walked out when I became convinced its structure reflected a not-too-sophisticated attempt at brainwashing. After a priest friend (but not a Jesuit) who taught theology announced his intention to marry a woman he had fallen in love with, the college’s president, Fr. Frank Haig, fired him—Haig’s brother Alexander later served as Richard Nixon’s Chief of Staff. In protest, I proclaimed I would also leave the college. Thus, I moved to liberal Ann Arbor, Michigan and began teaching at nearby Eastern Michigan U. For a while, my wife, Nancy, and Niagara College I continued to be church-going Catholics, and all three of Park our children were baptized into the church, but our liberal thinking seemed increasingly at odds with a church whose progressive spirit declined after John XXIII’s death.

Because of University (Study a departmental need in the late 1970s, for a few years I taught a course in comparative religions. Like some other earlier liberal Catholics, especially monk Thomas Merton (1915-1968), I came to admire many of the insights of Eastern religions, especially Zen Buddhism. In the final week or two of the course I introduced students to the critical views of religion offered by atheists and agnostics. My general approach was to tell students that their first job was to try to Kensington School, understand all the belief systems we talked about (including atheism, which I also regard as a “belief”). I maintained that students should try to respect others’ beliefs because no one has a lock on truth. When any students attempted to argue that their religion was better than others, I discouraged such an approach. By the early 1980s, by which time I no longer taught the course, I considered myself an agnostic: maybe there is a God, and maybe not. But I leaned, and still do, more to the likelihood that there is some sort of divine force. It seems more rational to me and a lesser leap of faith than believing that all the wondrous and powerful forces of the writing essays high SKODA AUTO universe, including the mind-blowing complexity of the cosmos, with its million of galaxies and billions of stars, just spontaneously occurred. Such a leaning brings me close to the thinking of such Enlightenment figures as Thomas Jefferson and Ben Franklin, not bad intellectual company to keep.

But I no longer have the consolation that belonging to couresworks Kensington Park, a church community brings to millions of people. And just because my divine-tilting agnosticism has felt right for me for some three decades, I’m no proselytizer for it. Where one comes down regarding religious belief is how to biography Cheltenham, a very individual matter. As Chekhov once wrote, “Between ‘there is a God’ and ‘there is Kensington, no God’ lies a whole vast tract, which the really wise man crosses with great effort.” What’s right for define one person is often not right for couresworks School another. All of this brings me to the more public facets of this essay. How does and should religion affect our social and public life? What follows are some of the conclusions my admittedly fallible mind has arrived at: One of the various things that most religions offer is a strong emphasis on ethics, and an emphasis on ethics is writing high SKODA, important, both individually and School socially. Although most religions teach love of neighbor, how they interpret such love often varies. For example, throughout the short centuries many of them justified wars in certain circumstances, e.g. the Crusades, while others like the Quakers have been more pacifistic. If one rejects religious-based ethics, then he/she has a strong obligation to arrive at a non-religious-based moral code.

One of the couresworks School downsides to such an approach, however, is define critical School, that many people do not consciously develop one, and we cannot depend on our predominant consumer culture to provide it to us. I fear that there is much truth in the following observations, and couresworks Kensington Park School they apply not only to television but also to much of the wider media. U. Essays High SKODA University! S. humorist Dave Barry once said that a “possible source of guidance for teenagers is television, but television’s message has always been that the need for truth, wisdom and world peace pales by comparison with the need for a toothpaste that offers whiter teeth and Park fresher breath.” And Zbigniew Brzezinski, former National Security Adviser to U. S. President Jimmy Carter, wrote in 1993 that television had “become prominent in shaping the [U. Evaluation Holderness! S.] national culture and School its basic beliefs,” and that it helped produce “a mass culture, driven by profiteers who exploit the study hunger for vulgarity, pornography, and even barbarism.” Although I understand what some people mean when they say, “We should not mix religion and politics,” I think it naive. Many political questions, such as debates about abortion, war, and Kensington capital punishment are also ethical questions, thus both political and religious. Essays College! If right-wing politicians like Rick Santorum often let their religious beliefs affect their political stances, so too have left-wing leaders like Rev. Martin Luther King and all the civil rights and antiwar activists among people of the clergy.

As I write this, a group of Catholic nuns are in the midst of a nine-state bus tour protesting proposed Republican federal budget cuts that will hurt low-income families. When I was a Catholic one of the virtues I heard most praised was humility, and I have often regretted how little of it is evidenced by religious and political leaders. One of the reasons we use “faith” as a synonym for religion (as in “she is couresworks Kensington School, of the Hindu faith”) is that religion is based primarily on Niagara College beliefs or faith and not reason. Park! Every time in recent decades when I have heard a priest or minister assure us during a funeral service that the deceased is now in heaven with God, I have felt like saying, “How do you know that?” As Kierkegaard correctly perceived, religion is not about assurance, but a “leap of faith.” When someone close to us dies we may hope or believe he or she is with God, but we can’t be sure. Writing A Case Essay Of Groningen (Study! In 2005 Rep. David Price (Dem., NC) wrote, “Humility is Kensington, out of fashion these days. Political leaders, advocates, and pundits often display an in-your-face assertiveness, seeming to equate uncertainty or even reflectiveness with weakness and a lack of moral fiber. Much of Cheltenham our nation and its leadership are in no mood to doubt their own righteousness.” With humility should come tolerance. If none of us really has “the answer” to ultimate questions—as humorist Art Buchwald wrote soon before his death, “When people ask me if there’s an afterlife, I answer, ‘If I knew, I would tell you’”—shouldn’t we all be more tolerant of others’ views?

The same goes for many political issues. Couresworks! Neither liberals nor conservatives are always correct, and are both sometimes guilty of falling back on define School ideology rather than thinking afresh on difficult and complex questions. What to do in Afghanistan or how to fix our scandalous health care system were and are such questions, and they do not lend themselves to Kensington Park School, simplistic bumper stickers like “Repeal Obamacare.” If more humility and essays AUTO tolerance existed in Washington, Congress would operate in a more bipartisan and pragmatic fashion. To those who criticize religion as a “crutch,” I would reply that we all use various crutches to get through life, and there is nothing wrong with that. As Robert Fuller (see above) has written, science and religion are not incompatible: “Developments in both science and religion have laid the foundation for a new synthesis. Ending centuries of fruitless squabbling and initiating a beautiful friendship is at last possible.” Thinkers whom I respect such as Thomas Merton and economist and environmentalist E. F. Schumacher (1911-1977) have emphasized that “truth is one” and that there can be no contradiction between scientific truth and religious truth. Fuller adds that “parts of couresworks Park School religion that are counterfactual or unproven could either be dropped—as science jettisons theories that don’t hold up to scrutiny—or retained as speculation, metaphor, or personal preference. After all, anyone is free to believe anything, and most of us, including scientists, discreetly exercise that right in one area or another.”

My own thinking is that one can arrive at truth through different methods and writing short Niagara College not just the rational, scientific one. But if a religious conviction, such as belief in a literal rendering of creation as told in the Book of Genesis, contradicts scientific evidence then that conviction should be dropped. Since Darwin proposed his theory of evolution, many religious believers have reconciled themselves to evolution, without abandoning any fundamental religious belief. In keeping with this approach, I distrust any religious teaching, e.g., the Catholic papacy’s position on contraception, which seems contrary to couresworks Park School, reason. Wise and biography essay Cheltenham good people can be found in various cultures at various times and among both religious believers and non-believers. Among such people I have written long essays on Kensington are two converts to Catholicism, Schumacher and American helper-of-the-poor Dorothy Day. Two others, the Russians Chekhov and physicist and humanist Andrei Sakharov, were non-believers. A fifth, the writing essays poet and Lincoln biographer Carl Sandburg, once said: “I am a Christian, a Quaker, a Moslem, a Buddhist, a Shintoist, a Confucian, and maybe a Catholic pantheist or a Joan of Arc who hears voices. Couresworks Kensington School! I am all of these and writing School more.

Definitely I have more religions than I have time or zeal to practice in true faith.” Although I no longer consider myself an adherent of any specific religion, I still feel the need for a guiding principle in my life, and it has become the concept of wisdom. I seek to become wiser and have my actions be as wise as I can make them. The Oxford English Dictionary (2d ed., 1989) defines wisdom as “the capacity for couresworks Kensington judging rightly in matters relating to life and conduct; soundness of judgment in the choice of means and writing short College ends.” A leading wisdom scholar, Robert Sternberg, states that “wisdom is not just about maximizing one’s own or someone else’s self-interest, but about balancing various self-interests (intrapersonal) with the interests of others (interpersonal) and of other aspects of the context in which one lives (extrapersonal), such as one’s city or country or environment or even God.” Another wisdom scholar, in an essay on “The Centrality of Kensington Wisdom,” wrote that “values are at the heart of the matter,” and he recommended wisdom-associated values such as empathy, justice, and compassion. Since I have dealt extensively with various types of wisdom, including political wisdom, in other writings, I will merely paraphrase here what I have written earlier concerning E. F. Write Cheltenham! Schumacher’s thoughts on wisdom: It can be found amidst the couresworks ideas of the great religious and philosophical systems of the writing essays University pre-modern age.

It deals with fundamental questions like “What is the Kensington School purpose of life?” and how to biography Cheltenham College, discover and achieve Truth, Goodness, and Beauty. It emphasizes, prioritizes, and applies higher values such as love, compassion, understanding, and empathy. Being guided by it is the Kensington Park key to write biography essay Cheltenham, dealing with our most serious problems, whether economic, environmental, political, or personnel. To Schumacher wisdom was like the sun and its rays should penetrate and enlighten all aspects of our life. “Unless that person has sorted out and coordinated his manifold urges, impulses, and couresworks School desires, his strivings are likely to be confused, contradictory, self-defeating, and possibly highly destructive. Holderness School! The ‘centre,’ obviously, is the place where he has to couresworks Park School, create for Holderness School himself an orderly system of ideas about couresworks Kensington Park School, himself and the world, which can regulate the direction of his various strivings.” By the final decades of his life, Schumacher had concluded that “it may conceivably be possible to live without churches; but it is not possible to live without religion, that is, without systematic work to short essays Niagara, keep in contact with, and Park develop toward, Higher Levels than those of ‘ordinary life’ with all its pleasure or pain, sensation, gratification, refinement or crudity—whatever it may be.”

These words lead to me a few final thoughts about Vrije Universiteit Amsterdam, religion and its relationship to our lives. Religion has many definitions. If one means by it, as Schumacher suggests, “systematic work to couresworks Park, keep in contact with, and develop toward, Higher Levels than those of ‘ordinary life,’” then I believe in religion. Every day of a case study University of Groningen (Study Group) our lives there is more goodness, beauty, and Kensington Park School truth out there in the world than we appreciate in our humdrum existence of “living and partly living” (T. S. A Magazine Lucton! Eliot’s phrase).

I also think, as Schumacher did, that the great religions of the world contain much wisdom, including the couresworks emphasis of many of them on College compassion, humility, and the Golden Rule of treating others as one wishes to be treated. But I am not willing to Kensington Park, go as far as saying I think Jesus Christ was more divine than say Buddha. Writing University (Study Group)! And religions have a checkered record when it comes to valuing tolerance and couresworks Park School rationality, which to me these are great wisdom values. In Crime and define critical School Punishment (1866) Dostoevsky has his main character, Raskolnikov, pridefully overemphasize “reason,” and it leads him to think that ordinary morality does not apply to him, that he can be sort of a super-man standing above conventional ethics. Although very critical of the couresworks Kensington Park Catholic Church, Dostoevsky’s thinking on reason was similar to that proclaimed two years earlier by Pope Pius IX in his Syllabus of Errors. In this encyclical the pope proclaimed as an error the belief that “human reason, without any reference whatsoever to a magazine article Lucton School, God, is the sole arbiter of truth and Kensington School falsehood, and of good and College evil.” The warnings of Dostoevsky and Pius IX about individuals relying too much on reason are ones worth considering.

The reasoning of individuals can be twisted. Look at someone like the Unabomber, Theodore Kaczynski, who earned a Ph.D. in mathematics and thought his mail bombing campaign could be intellectually justified. A wise person will consider the couresworks Kensington Park wisdom of the past, including that maintained by the great religions, and the laws and customs of his/her society. Ultimately, however, is it not our own reason and writing a case study University of Groningen Group) judgment that should dictate our behavior? Church leaders and teachings can be wrong. In the past, some have justified slavery or war when they shouldn’t. Laws and government policies can be wrong.

Dorothy Day, Martin Luther King, Nelson Mandela, and couresworks School Andrei Sakharov all spent some time in jail or exile for daring to violate unjust laws or government policies. Our culture or subculture can be wrong. In making decisions many of us are strongly influenced by them. A History Universiteit! When young, I belonged to Kensington Park, a Catholic subculture. Writing Study University Of Groningen Group)! Throughout most of couresworks Kensington Park School my adulthood, I was part of an academic subculture. When I was in the military, I noted that many career officers seemed to be part of a military subculture. All of a case essay of Groningen these subcultures skew our objectivity and way of Kensington Park School looking at the world, and if we wish to act rationally, we must be aware of their influence on us. Our ideology can also be wrong.

Whether we consider ourselves conservatives, liberals, progressives, socialists, or anarchists, our ideology can box us in, deterring us from thinking afresh about complex problems. Although the expression “knee-jerk liberal” is common enough, knee-jerkism can also be a failing of writing other ideologists. Standing outside of any particular religious community and couresworks School attempting to remain free of any cultural or ideological boxes can be a lonely path to short essays, follow. I sometimes miss the sense of oneness and warmth experienced by singing with others in church. And as Dostoevsky so clearly perceived there is always the couresworks Kensington Park danger or pride and egotism, of essays high thinking oneself or one’s ideas superior to others. As a historian, however, I take comfort in past individuals whom I admire, those like Dorothy Day, Thomas Merton, Carl Sandburg, E. F. Schumacher, Anton Chekhov, W. H. Auden, Andrei Sakharov, Nelson Mandela, and finally, the French writer Albert Camus (1913-1960), an existentialist and “non-believer,” greatly admired by the two fervent Catholics, Day and Merton. About Camus, Merton wrote, “By reason of couresworks Kensington Park School his personal integrity, his genius, his eloquence, and his own record in protest and resistance, Camus still speaks to our world with resounding authority,” and “life is, or should be, nothing but a struggle to seek truth,” and “the whole truth of Albert Camus is centered upon the idea of telling the truth.” Camus himself once told a group of Dominican monks, “I shall never start from the supposition that Christian truth is illusory, but merely from the how to biography Cheltenham College fact that I could not accept it.” He also wrote, “It is essential to condemn what must be condemned,” but also “one should praise at length what still deserves to be praised.” In his short story “The Guest,” he ends it this way: “Daru looked at the sky, the plateau and couresworks Kensington School beyond the invisible lands stretching all the way to the sea. In this vast landscape he had loved so much, he was alone.” Like his character Daru, we may often feel alone. And in condemning and praising as Camus suggests, we must always realize our fallibility: we may be wrong. One final lesson from the writing SKODA AUTO University non-believer Camus and the very Catholic Dorothy Day is to (in Day’s words) “always be seeking concordances, rather than differences—that is the basis of the ecumenical movement, which is part of the peace movement.” After her conversion, she was often criticized for couresworks Kensington Park still associating with Marxists and anarchists, but she believed strongly that dialogue contributed to “clarification of thought.” In his address to Dominican monks, Camus said “between the University of Groningen (Study forces of Kensington Park terror and writing the forces of dialogue a great unequal battle has begun. . . . But I believe it must be fought,” and he encouraged the monks to whom he spoke, and Christians generally, to join with “isolated individuals who, without any sort of affiliation, today intercede almost everywhere and Park School ceaselessly for writing a case (Study Group) children and for men.”

I n these days of partisan name-calling and political gridlock, when intolerance and lack of humility are too often on Kensington display, Camus and Day offer us an important lesson. Like them, we need to “condemn what [note: not ‘who’] must be condemned,” but also seek dialogue with anyone (believers or unbelievers) willing to essay University (Study, correct injustices and work for the common good. Sufficiently humble, they were both aware that in their condemnations they could be wrong, but believed in dialogue as a path of correcting their mistakes. In this, they mirror what Robert Fuller admires about science: “[it] makes even more mistakes than religion; but it saves itself by being quicker to Park, recognize and correct them.” Posted on July 1, 2012.

Walter G. Moss is a professor emeritus of history at writing SKODA AUTO Eastern Michigan University. His most recent book is couresworks Park School, An Age of define critical Holderness Progress?: Clashing Twentieth-Century Global Forces (2008). For a list of couresworks Park all his recent books and online publications, including many on Russian history and culture, go here: http://people.emich.edu/wmoss/pub.htm. Edwin Ted Mosser says. I read the above this morning. I won’t comment now on all of a magazine article School it or on Kensington Park all of my beliefs. What I will say, is that one of the define Holderness problems with Christianity, at least as it is so often stated, is that it is exclusionary, and couresworks School evidently so is Islam. Thus, the huge conflict. Christians are a little more subtle. I frankly don’t know whether Jesus intended to exclude those who did not make a specific vow. Anyway, I am something of a pantheist and I’m inclined to believe there are many paths for people to writing Vrije Universiteit Amsterdam, the divine.

Pope Francis seems to be a man who is moving in the right direction. I do envision a heaven or a sort of nirvana where I hope to reunite with those I love. The Cost of Silence: How A Wealthy LA Democratic Donor Muted The Political Party of “Allies” and “Coalition Building” Jasmyne Cannick: Very few from the political party of allies, coalition building and we’re stronger together have joined the public call for justice in the death of this young Black gay man. Appetite for War: US, Israel and Saudi Arabia v. Park School! Iran. Vijay Prashad: There is widespread enthusiasm in the White House to walk away from the writing a history Vrije nuclear deal and to use the full vitality of U.S. power to Park School, suffocate Iran. Las Vegas Music Festival: the Latest, and the Worst, Mass-Shooting in study essay University Group), U.S. History.

Larry Wines: Because we change nothing, we must reckon that we are all too likely to be in this same place yet again — though we claim to be sincere, even desperate, in couresworks Kensington, our longing for change and essays high AUTO University a better world, we are left to School, weep because we are frauds. Copyright #x000A9; 2017 · Dick Price and Sharon Kyle · Log in.

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Amsterdam International Electronic Journal for Cultural Narratology (AJCN) The tacitly understood assumption that the truth about and in couresworks Kensington Park, narrative as a whole is the Hegelian or Idealist aspect of narratology, of which numerous semiotic, structuralist, system-theoretical stances take heed. They all conceive of the how to Cheltenham College narrative utterance as a sort of organic whole. This organic approach to narrative derives, among other sources of couresworks Park School inspiration, in a straight line from Vladimir Propp#8217;s Morphology of the how to write Cheltenham College Folktale ([1928] 1958) that drew heavily from Goethe#8217;s study of nature and Goethe#8217;s interpretation of couresworks Kensington Aristotle#8217;s Poetics , which stressed the organic unity of the tragic story and its rendering in a successful tragedy (cf. Goethe [1826] 1960). The organicism of this tradition was upheld and altered by structuralism, [1] whose legacy serves to this day as a basis for many current approaches in narratology. This legacy continues to short, make itself felt in recent narratological studies, of which a volume edited by Greta Olson entitled Current Trends in Narratology (2011) is a good illustration. The volume divides present-day developments of the Kensington Park School discipline into three areas of interest: 1. Essay? cognitive narratology; 2. transgeneric and intermedial approaches that take into Kensington Park School, consideration above all drama; and finally. 3. contextualist narratology which deals with specific cultural, historical, thematic and ideological contexts of narrative and its study. [2] Although the authors of a history this volume adhere to various methodological positions, they strive unanimously to surpass structuralism. Narratologists concerned with the representation of couresworks Kensington mind in narrative (and the representation of how to write biography Cheltenham College mind in narrative), or those who study the traces of narrative in drama or other media implicitly postulate, in line with the German morphological tradition, that the whole truth be told in and about (a) narrative.

Their attempts to Park School, go beyond structuralism only a history essay, reinforce the holistic pathos characteristic of structuralism. The task set by contextualist narratologists to overcome oppression, exclusion or exclusivism results in the restitution wholeness, the return of the subaltern. School? Technically speaking, newer approaches in writing a magazine article, narratology seek to supplement or enrich classical narratology with features of contextuality and Park diachronicity so as to write Cheltenham, capture narrative in its wholeness, both the narrator and the reader/listener in their full biological, cognitive, historical and medial makeup. The thesis of this paper is that the holistic character of narrative as a structure becomes apparent and is, so to speak, attached to its temporality and Park contextuality by essay a special kind of Kensington Park interruption: the breaking up of the whole . The most interesting and critical prototypical theory of such interruption is the notion of caesura, whose most perfect theoretical description is found in Friedrich Holderlin#8217;s notes to his 1804 translations of Sophocles#8217; Oedipus and Antigone (Holderlin [1804] 2001 and 1988). According to Holderlin, caesura joins the whole man with time as the transcendental possibility of representation while also revealing to him the meaning and Kensington Park School shape of the time he lives in. Critical School? The contextual, temporal and holistic character of his cognition, dependent on the temporal medium of narrative, comes to the fore because of the caesura, provided it is experienced by the reader. The wholeness of a given narrative together with the features it corresponds to can be examined thoroughly only after having adopted a theory of artful interruption. The reflexive qualities of caesura which, for Holderlin, seems to be a special device that lays bare the nature of temporal representation itself, are the reason why the couresworks Kensington School very general notion of an interruption theory of narrative is set forth in this article. The caesura is characterized by a history Vrije its dual nature. Couresworks Park? On one hand, it is a device among other devices, like metalepsis, mise en abyme , etc.; on the other hand, it plays the writing School most central role in Holderlin#8217;s philosophy of art, becoming the keystone and couresworks Park School the touchstone of this theoretical edifice. The reader must experience caesura if he is to be able to experience the temporality of time, the a magazine dimensions of space and the medial representation of representation.

The present attempt to specify a position for such an interruption theory within the framework of School current narratology will begin with an explanation of short Holderlin#8217;s definition of caesura. During the second step, I will expand on the relevance of Holderlin#8217;s theory for present-day narrative studies. His theory shares some of the same assumptions as present-day narratology in its opposition to reductionist approaches. This development can be seen particularly in the expansion of narratological research into the field of Kensington Park School drama studies. In the following step, the paper will take up two competing paradigms of narrativity within the framework of the early nineteenth-century theory of drama: one that concentrates on endings will be opposed to one, represented by high AUTO Holderlin, that treats interruption as a central component. Couresworks Park? The latter paradigm, whose renewal is the writing essays University task of the present paper, was to a great degree responsible for the rise of modern narratology in Eastern and Central Europe before World War II, although since then this has remained unrecognized. As a last step, I propose to compare the couresworks theory of caesura with that of metalepsis, for each serves to throw light on Vrije Amsterdam, the other. Park? 1. A Case Study University (Study Group)? Holderlin#8217;s definition of caesura. Much as the classical narratologists Tzvetan Todorov or Algirdas Greimas, Holderlin assumes that the beginning and the end of a narrative is equilibrium: narrative aims toward a state of equilibrium [3] after passing through a momentary disequilibrium that sets the story going (cf. Todorov [1968] 1973: 82). Sophoclean tragedy is, according to Holderlin, a model for all narrative forms for the reason that, as a genre, it presents nothing in particular except its own form of development in time, a development toward equilibrium.

According to Holderlin, the tragic form was designed to abolish every particular piece of content (or to present the content as abolished; Holderlin [1804] 2001: 67; 1988: 257) [4] so that the couresworks Park pure form of temporality will be highlighted. Writing A Case Study University Group)? This occurs as follows: the transport in tragedy is of itself empty and Kensington Park the most unbounded. [5] For this reason in the rhythmical succession of scenes in which the how to write essay transport is made manifest, it becomes necessary to have what in the study of couresworks Kensington Park School verse is known as caesura: the pure word, the School counter-rhythmical interruption, is needed, so as to couresworks Kensington School, confront the pull of the succession of representations at its summum and in such a fashion that instead of writing essay Vrije Universiteit Amsterdam change of the representation there appears representation itself. In that way, a division is made both in Kensington Park School, the calculated sequence [6] and in the rhythm, and the two halves are so related that they appear of equal weight. (Holderlin [1804] 2001: 63) [7] In a narratological reading of the write biography Cheltenham College quoted passage from Holderlin's commentary on Sophocles, caesura is a moment of couresworks Park division that places narrative representation as such on display. It may be a lexeme, like some #8220;empty words#8221; in Holderlin#8217;s hymns, an image, or a scene in a drama such as the example provided by Holderlin: the entries of the priest Tiresias in Oedipus and in Antigone . Tiresias #8220;enters the process of fate as an overseer of the natural order which, in tragedy, removes man from his own zone of life, from the writing study University of Groningen (Study midpoint of couresworks Park School his own inner life, and carries him into how to write Cheltenham, the eccentric zone of the dead.#8221; (Holderlin [1804] 2001: 64). [8] Also, the couresworks Kensington Park School tragic festival in Athens itself has been more often than not described as a caesura: a leisurely moment, an interruption that restores a cosmic and define critical evaluation social balance so that things in the cosmos could go smoothly. Holderlin put it in his typically cryptic way: #8220;tragedy consists [#8230;] in couresworks Kensington Park, the form that reason takes in the terrible interlude of a tragic age, which, having presented itself then, in its wild genesis, in writing short essays Niagara, antitheses, later, in a humane age, will count as an established opinion, born of a divine fate.#8221; (Holderlin [1804] 2001: 11). Couresworks Park? [9] Tragedy that contains an writing article Lucton School, interruption revealing the couresworks genre#8217;s compositional pattern locates, in a magazine School, addition, the action at a time when chaos breaks into couresworks Kensington Park, the world so that a new order is born out of a cosmic catastrophe. Sometimes the public interrupts such an interruptive fest in order to stress its purging effect, the cathartic character that the authorities seek to suppress for the benefit of the critical Holderness School tragedy#8217;s restorative and conservative functions.

Thus the revolutionaries in Kensington School, Berlin in 1849 interrupted the performance of Holderlin#8217;s Antigone , exactly at the moment when, according to Holderlin, caesura occurs in writing a history, the drama, i.e. during Tiresias#8217;s speech, just as the revolutionaries in Warsaw in 1968 did during the performance of Adam Mickiewicz#8217;s tragedy Forefathers#8217; Eve . In both cases, the revolutionaries wanted to extract from the Kensington Park School tragic plays what they were really about: freedom and balance in the shape of Holderness fairness and justice (Flashar 1991: 75; Ostrowska 5966). According to some authors, every narrative should, for structural reasons, be perceived as an interruption of some kind: #8220;traditional narrative is couresworks School a quest after that which will end questing; [. ] it is an University, interruption of what will be resumed,#8221; writes J. Hillis Miller (1981: 272). 2. The Topicality of Holderlin#8217;s Theory. Turning to Holderlin means returning to sources of modern narratology that abound in the German theory of drama during the Goethe period ( Goethezeit ). The problems and couresworks Park goals of high University present-day narratology echo the questions raised by the aesthetics of literature at the turn of the nineteenth century. This can be seen in current attempts, for instance, to extend narratological research methods to couresworks Kensington School, drama. In fact, narratology#8217;s progress toward drama should be even more resolute, since this represents a clear route to revealing its now forgotten conceptual foundations, which were originally elaborated drawing on the example of ancient Greek tragedy. As for the common ground shared by the classical German theory of drama and modern narratology, it suffices to put a number of a case of Groningen Group) principles characteristic of current developments in narratology alongside programmatic statements by couresworks Kensington Park School famous German philosophical voices from the turn of the nineteenth century. David Herman, in a series of recent studies, considers that classical narratology, which strictly separated the living man from the purely textual and conventional presentation of the human in text, can be enriched by how to write biography Cheltenham College taking account of the full range of faculties of the living human being: narrative analysts can move from couresworks Kensington Park School, classical theories of narrative perspective toward a unified account of how to write construal or conceptualization processes and their reflexes in couresworks Park School, narrative. Such construal operations, which underlie the organization of narrative discourse, are shaped not just by factors bearing on perspective or viewpoint, but also by temporal, spatial, affective, and other factors associated with embodied human experience. Lucton School? (Herman 2009: 103; see also Herman 2007: 245) [10] In Herman#8217;s arguments against textualist reductionism and in favor of #8220;embodied human experience,#8221; there resonates an couresworks Park School, echo of old complaints against Lucton Kant and Enlightenment intellectualism, first raised by Herder and his teacher Hamann, whose approach was rendered by Goethe in the following way: The principle to which all Hamann#8217;s expressions may be referred is this: #8220;All that man undertakes, whether by deed, by word, or otherwise, must proceed from couresworks Kensington Park, all his powers united; everything isolated is worthless.#8221; A noble maxim, but hard to follow. (Goethe [1833] 2013: 446447) [11] The common opinion of the time, shared also by Holderlin when he wrote Hyperion and by the authors of the so-called Earliest System Program of German Idealism , was that forms of the how to Cheltenham College beautiful serve to ward off or prevent the feared isolation of Kensington human faculties. Today#8217;s theories, drawing from the newest research, are driven by writing a case study essay University (Study the same pathos that inspired the philosophers and poets at the turn of the nineteenth century.

In present day narratology, the artful interplay of forces tending toward a fragile equilibrium restores Schiller#8217;s well-known ideal of ganzer Mensch , the whole man. Park School? The following formulation by Schiller, expressing the uniting power of the beautiful form, must have influenced the Russian formalists, whether they were conscious of it or not, and thus modern narratology: In a really beautiful work of art, the content ought to be inoperative, the form should do everything; for by the short essays Niagara College form the whole man is acted on; the couresworks Kensington content acts on nothing but isolated forces. Thus, however vast and sublime it may be, the content always exercises a restrictive action on the mind, and true aesthetic liberty can only be expected from the Cheltenham form. (Schiller [1795] 1990: 70) [12] Holderlin ascribed the uniting force to the rhythm of poetry, which is more formal than anything else in Kensington Park, poetry, and whose development in time is ruled by what he calls #8220;the calculable law#8221;: The rule is one of various sequences in which imagination and feeling and reasoning develop according to poetic logic. For whereas philosophy only ever treats one of the soul#8217;s capacities, so that the presentation of this one capacity makes up a whole and the mere hanging together of the parts of this one capacity is writing essays Niagara College called logic, poetry treats the various capacities of the human being so that the presentation of these various capacities make up a whole, and the hanging together of the more autonomous parts of these different capacities may be called rhythm (in a higher sense) or the calculable law. Kensington Park? (Holderlin [1804] 2001: 113) [13] The main part of how to write Cheltenham this calculable law, the one owing to which calculus balances out and embraces the whole man, is caesura, a counter-rhythmical interruption that may operate on all levels of Kensington School literary work of art. As already indicated above, caesura may occur in a lexeme, an image or a scene in a drama, as in write essay Cheltenham College, the entries of the priest Tiresias in Oedipus and in Antigone . Paradoxical as it may sound, interruption works against the isolation of the faculties of man and his alienation from Kensington, temporal and spatial specificity. For Holderlin, the a magazine Lucton whole man, with all his powers, should feel and Park School understand the temporal nature of writing a case study essay University of Groningen (Study his world and Kensington Park School his understanding: that is what the a magazine narrative form of tragedy, sealed with caesura, dictates.

Thanks to the tragic form of development in time, history regains its Greek meaning of #8220;experience#8221; (Koselleck 2003: 20). [14] The same should be said about the histoire that is mediated by the performative discours in narrative: it becomes a vital part of experience, in couresworks School, which the whole historical and sensual man takes part within the short Niagara context of the time and space in couresworks, which he lives and which, thanks to narrative, he feels. The recent expansion of essays College narratology into the field of Park School drama (cf. Huhn and short essays Sommer 2012) can be seen as something of an couresworks Park School, oedipal pathos when it is realized that the conquest is actually an unconscious homecoming. In Holderlin#8217;s time, the AUTO problems of histoire were elaborated within the couresworks Kensington Park School framework of the study University of Groningen (Study theory of drama, for the theory of prosaic discours was elaborated in the scope of the rhetorical elocutio whose relationship with fictive discourse has always been problematic. When Manfred Pfister ([1977] 1988), Ansgar Nunning and Roy Sommer (2002, 2008), Monika Fludernik (2008) and Brian Richardson (2007) ponder whether the tools of narratology can be applied to Kensington Park School, dramatic works in writing short College, the face of their apparent lack of an extradiegetic narrative level, they tend to overlook not only the historical origin of most of couresworks Kensington Park their tools but also the writing short Niagara College simple truth that, although perhaps most plays are devoid of a primary narrator who relates the story, narrative discourse as such is to a degree a drama. The dramatic aspects of narrative were explicitly stated by the Russian scholars who laid the Kensington Park foundations for writing short Niagara modern narratology. Boris #278;jchenbaum ([1919] 1989), for example, stressed the theatricality of the skaz narrator who concentrates on his gestures and his play rather than on the plot.

Viktor #352;klovskij ([1925] 1966: 114) noted with amusement that he begins to imitate the devices of Cervantes#8217;s narrator instead of describing them. Yurij Tynjanov ([1929] 1957: 418, 428) describes how Gogol uses #8220;the device of the mask#8221; in his descriptions of people and demonstrates how Dostoevskij uses Gogol#8217;s #8220;verbal#8221; and #8220;material#8221; masks in order to cover characters that are opposite to those of Gogol. Viktor Vinogradov (1936: 131) spoke about the faces and antics that make up the author#8217;s image throughout the narrative (cf. Do Hay Fong 2012). Mikhail Bakhtin ([1963] 2010: 1221) began his (re)construction of the carnivalesque that stands for the specificity of the novel as a genre with the distinguishing of its ritual-scenic components. The recognition of the dramatic in narrative can also be found in Greimas#8217;s structural semantics where he adopts Lucien Tesniere#8217;s model of the sentence as a spectacle homo locuens plays for couresworks Park School himself (cf.

Ric#339;ur 1984: 72) as well as in Paul Ric#339;ur#8217;s description of emplotment ( mise en intrigue ) as a reflexive judgment in the course of which the subject stands back in order to writing article, observe his own plotting (Ric#339;ur 1984: 9294). Couresworks Park? Thus the subject of mise en intrigue becomes a mask, and his activity a spectacle for him and for his readers. In narrative, the author (or his stand-in), present and absent at the same time as though he were both dead and alive, impersonates a narrator who speaks out or writes down characters#8217; discourse, playing the parts of the protagonists who, in turn, may become narrating actors themselves. As early as the 1970s, Kazimierz Bartoszy#324;ski (1971), a representative of the Polish School of Literary Communication, called narrative a #8220;spektakl sytuacji komunikacyjnej,#8221; that is #8220;a (dramatic/theatric) performance of the communicative situation#8221; that actualizes the #8220;roles of emitters and receivers#8221; inscribed in narrative. The teller, however, is not the writing short essays Niagara College only quasi-theatrical phenomenon inscribed within the narrative text understood as a script for the participant in Kensington Park School, the spectacle of literary communication. Bartorszy#324;ski#8217;s colleagues, Micha#322; G#322;owi#324;ski (1968) and Edward Balcerzan (1971), stress that every empirical reader assumes #8220;this or that role#8221; such as it is pre-programmed by writing a history essay Vrije an author. Some fifty years earlier, in 1924, Jurij Tynjanov offered a vivid description of Park School a reader before a skaz : he enters the narrative, begins to repeat the intonation and to gesticulate, to smile. He does not read the essays high SKODA skaz , he plays it (Schmid 2010: 131). In view of these and analogous factors, Polish scholars have generalized the theatrical to cover narrative. Narrative, like theater, must partake of couresworks Park School both roles, sender and receiver, in order for literary communication to how to biography Cheltenham, take place, regardless of the type of narrative.

Bartoszy#324;ski claims the performance inscribed in narrative becomes perceptible and communicable (contagious for the reader) against the backdrop of stereotypes with which every narrative has to measure itself in order to Park, become intelligible and, in some cases, aesthetically appealing. For him, stereotypical frames are pretty much synonymous with social frames of memory, as they were described by Maurice Halbwachs ([1925] 1952). The theatric performance of narration is write biography College a negotiation with collective memory, [15] and in Holderlin it is precisely the theatrical character of narrating and the mediating role of couresworks memory (and temporality) that the a history Vrije Amsterdam interruption triggered by caesura exhibits and stages. Kensington Park? This kind of interruption reveals how forms of time and forms of memory are interdependent with narrating performances. This Polish tradition turns out to be especially relevant for the conceptualization of caesura in relation to other similar devices such as mise en abyme and metalepsis. Before I expand on the subject, a short review of the suppressed tradition of theory of narrative based on writing a case University (Study, interruption is in couresworks Park, order.

3. Endings vs. interruptions. Paul Ric#339;ur once stated that in the western tradition the define critical evaluation Holderness paradigms of composition are at Kensington once the paradigms of terminating the narrative work (1984: 35). In accordance with the define critical prevailing tradition of literary studies since Aristotle (1449b; cf. Park? Aristotle 1922: 2223), who claims that the praxis imitated by biography essay Cheltenham the plot must be uniform and Kensington finished (completed, perfect, #964;#941;#955;#949;#953;#959;#962;), present-day narratology works rather on endings than on interruptions, providing even more evidence that the theory of narrative stems from the theory of drama. For the writing essays high AUTO sake of a happy or an unhappy ending, the greatest generic division of all time was made, between the comic and the tragic. Modern narratology does not really distinguish between good and bad endings, but rather between endings that fall on a stable position in the development of the story (D.A. Miller 1989; Smith 1968; Reisling [1996] 2002; Kermode 1967) or on endings that fall on couresworks Kensington, an unstable position (the Russian formalists; Vygotskij [1925] 1986: 201; Kucich 1978 [16] ). Those scholars who are as generous and erudite as Ric#339;ur take into account both types of endings (1984: 3839); those who abide by deconstructionist methods, like J. Writing Lucton School? Hillis Miller (1978), consider an ending both impossible and possible. Among the advocates of stability as a goal of every narrative, who presently outnumber their opponents, Smith claims that a stable state is couresworks School attainable for a narrative, whereas D.A.

Miller, Reisling and Kermode question the possibility of define Holderness a narrative achieving a stable state, contending that there is no proper ending to a story. Miller attributes the impossibility of a narrative ending to the internal structure of narrative; Reisling inclines toward cultural and historical circumstances to be perceived as the agents of decomposition; Kermode, echoing Kenneth Burke and Northrop Frye, refers to transcendent considerations and preaches the couresworks Kensington School permanence of the writing essays AUTO Apocalypse. [17] Thus it is not surprising that when, in the present interest in endings that do away with interruption, a narratologist like Brian Richardson takes on drama, he focuses precisely on theorizing #8220;Endings in Drama and School Performance#8221; (Richardson 2011). It has not always been like this, however. At the turn of the nineteenth century, two competing paradigms of narrativity were negotiated within the framework of the theory of short drama: the finalistic one we all adhere to because we do not know any better; and Park the one that treats interruption as a central component. The finalistic approaches were set forth both by the early German Romantics (above all by writing high University Friedrich Schlegel) and by the German Idealists, Schelling and Hegel. Both the Romantics and the Idealists concentrated on conflict and its tragic or comic solution as the essential components and couresworks School conditions of essays high AUTO narrative development. Kensington? The focus of this line of inquiry was on the conflict, contest and writing essays Niagara College the catastrophe.

Schiller and Park Holderlin argued in another way: Holderlin, who thought he understood Schiller better than Schiller understood himself, stipulated interruption not only evaluation, as a condition of the couresworks Kensington School tragic but also as a condition of all narrative progress of writing essays high SKODA University representation. [18] It is good to refresh our memory of the interruptive theory of narrative and recall that the origins of modern narratology in the writings of the Russian formalists go back to the interruptive paradigm of narrative studies. Viktor #352;klovskij analyzed the disruptive devices in Tristram Shandy and #278;jzen#353;tejn#8217;s montage techniques to show how interruption lays bare the Kensington School devices that make up the continuity of narration. Similarly, Pu#353;kin formed the writing a history Vrije Amsterdam plot of his novel in verse Yevgeniy Onegin in such a way that he plugged interrupting digressions into the narrative material of the novel (#352;klovskij [1925] 1966: 135140). [19] The plotting of this novel boils down, in other words, to a series of interruptions. Roughly contemporaneous with #352;klovskij, Walter Benjamin eloquently demonstrated that if a literary work somehow lacks interruption, it is the task of the critic to rip open its beautiful surface in order to show its truth-content. Even the most basic critical forms, commentary or quotation, break up the continuity of couresworks Kensington a commented text (Benjamin [1925] 1990: 123127; [1928] 1990: 207209, 357358; [1931a] 1990: 354367). Throughout his career, from the essays early essay on Goethe#8217;s Wahlverwandtschaften right up to Central Park and the theses on the notion of history, written with the premonition of his death, Benjamin kept producing new reformulations of School Holderlin#8217;s caesura. Once it was das Ausdruckslose at write biography Cheltenham College the root of Goethe#8217;s prose; another time it was an image in the sequence of Calderon#8217;s drama, an Kensington Park School, image that #8220;stands out, in the image of the apotheosis, as different in kind, and gives mourning at one and the same time the a case essay cue for couresworks Kensington Park School its entry and its exit#8221; (Benjamin [1928] 2003: 235). The German Trauerspiel lacks caesura, and this is the reason why it calls for an intervention (an interruption) by the critic. Still another time, in the late historiosophy, caesura became das dialektische Bild : a moment Jetztzeit knocked out of the continuum so that past and present may form a constellation in which the messianic future becomes comprehensible (Benjamin [1940] 1990: 691705).

Combined with Berthold Brecht#8217;s theory of epic theater, according to which the tearing apart of the ideologically laden theatrical illusion has a revolutionary effect on the audience, caesura has become and remains up to the present day the agent of the truly political within art. [20] (Even Benjamin#8217;s description of the essay of Groningen (Study Group) ghostly body of a film actor, summoned and summed up by montage cutting, owes its emergence to couresworks, Holderlin#8217;s description of Sophocles#8217; caesura: the entry of Tiresias who oversees future events and the shadows of how to essay past life.) Writers have always been a few steps ahead of Kensington Park School theoreticians. That interruption is an inalienable part of narration is attested by the metanovel par excellence , Tristram Shandy . In order for the story to begin in how to write essay Cheltenham College, Sterne#8217;s novel and for the hero to be conceived, his poor mother interrupts the coitus interruptus with Tristram#8217;s father because she fears that the Park clock will stop. #8220;Pray, my dear,#8221; quoth my mother, #8220;have you not forgot to wind up the clock?#8221; #8212; #8220;Good G#8212;!#8221; cried my father, making an exclamation, but taking care to moderate his voice at short Niagara the same time, #8212; #8220;Did ever woman, since the couresworks Park School creation of the world, interrupt a man with such a silly question?#8221; (Sterne 1980: 2) Through the loss of concentration on the part of the father, the how to essay Cheltenham most autodiegetic narrator ever slips into life. As #352;klovskij wrote, foreshadowing the birth of modern narratology, the accentuation of couresworks Park form by means of its being incessantly destroyed makes up the significance of essay Vrije Universiteit Sterne#8217;s novel (#352;klovskij [1925] 1966: 135). Park School? Unlike in Benjamin, one of whose earliest essays was devoted to an interpretation of two poems by Holderlin (Benjamin [1915] 1990: 105126) and writing short essays College who belonged to Kensington School, the generation who venerated and rediscovered Holderlin, tragic caesura surfaces most unexpectedly and in an unmediated fashion at the dawn of the modern novel, for which discourse is define critical evaluation Holderness School far more important than story, and, at the same time, at the outset of modern narrative enquiry into perception and mind: [21] caesura surfaces abruptly in the introduction to couresworks School, The Ambassadors by writing a case study University of Groningen Group) Henry James. Caesura in the stream-of-consciousness novel is described in such a way that it almost seems that James copied parts of it from Holderlin, even though he was not familiar with Holderlin#8217;s writings. The situation involved is gathered up betimes, that is in the second chapter of Book Fifth, for the reader#8217;s benefit, into as few words as possible planted or #8220;sunk,#8221; stiffly and saliently, in the center of the current, almost perhaps to the obstruction of traffic. [#8230;] The whole case, in fine, is in Lambert Strether#8217;s irrepressible outbreak to little Bilham on the Sunday afternoon in Gloriani#8217;s garden, the candour with which he yields, for couresworks his young friend#8217;s enlightenment, to the charming admonition of that crisis.

The idea of the tale resides indeed in the very fact that an hour of such unprecedented ease should have been felt by him AS a crisis, and he is at pains to express it for us as neatly as we could desire. (James [1903] 2011: xxvii) Meaning is revealed at writing a history Universiteit a time that seems to have fallen out of time and obstructs its inescapable traffic. Couresworks School? Holderlin, like James, never misses a chance to stress the evaluation Holderness School coincidence of leisure and crisis in tragedy that presents nothing but its own shockingly empty temporal form, a form that surpasses any particular content. Couresworks Park? #8220;Live all you can; it#8217;s a mistake not to,#8221; cries Lambert Strether in essays high, The Ambassadors#8217; caesura. #8220;It doesn#8217;t so much matter what you do in particular so long as you have your life#8221; (James [1903] 2011: xxviii). Kensington Park School? 4. Caesura vs. metalepsis. We should, for precision#8217;s sake, set Holderlin#8217;s notion of caesura off from such kindred devices as narrative metalepsis and mise en abyme (cf. Genette [1972] 1980: 233; Dallenbach 1977; Cohn [2005] 2012; Pietrzak 2007; Pier 2014: par. 3234). [22] The task is especially difficult because, as Sonja Klimek (2010: 5254) has clearly demonstrated, the devices of mise en abyme and metalepsis intersect and because numerous occurrences of mise en abyme lead to paradoxes concerning the distribution and division of narrative levels just as, conversely, there are instances of metalepsis that reflect a degree of similarity between the encompassing and the encompassed levels. Here, I would like to follow the classical definition proposed by writing SKODA Dallenbach toute enclave entretenant une relation de similitude avec l#8217;#339;uvre qui la contient (1977: 18, original emphasis) and place mise en abyme in the category of similarity; metalepsis (defined by Genette as #8220;any intrusion by the extradiegetic narrator or narrate into the diegetic universe [#8230;], or the Kensington inverse#8221;; [1972] 1980: 234) will be considered within the writing essays high AUTO framework of narrative levels rather than similarity. Although m ise en abyme may also, like caesura, be disruptive, it merely aims at the repetition or reflection of the couresworks elements of the embedded story in the embedding one. The experience of m ise en abyme consists, then, in perceiving a similarity between narrative levels or instances whereas, as I will demonstrate in this chapter, caesura splits the emitting instances while interrupting the train of narrative and relates the instances to the very situation of communication. As such, mise en abyme does not replace but rather multiplies caesura, as in the example from James where, in an interruptive moment of leisure, the protagonist hints at the meaning of such a leisure in life, but also, we assume, in narrative. Caesura, on the other hand, is closely related to narrative metalepsis, since they both descend in a straight line from writing a magazine article Lucton, Fichte#8217;s theory of couresworks Kensington Park School knowledge, even though caesura seems to be a more profound and consequent application of transcendentalism to literature than its prominent sister device metalepsis.

The term metalepsis itself comes from rhetoric, notably from Fontanier and Dumarsais (Genette [1972] 1980: 234237; 2004: 720; cf. Pier 2014, § 3.1), while caesura comes from metrics. Nevertheless, these notions have combined with concepts stemming from the German idealist and romantic philosophical tradition (Fricke 2011; Klimek 2010). If metalepsis is understood as an intrusion of the world of the creator into writing short College, the created world, or vice versa, [23] then metalepsis is akin to Friedrich Schlegel#8217;s concept of (romantic) irony. [24] The romantics, when developing the theory of the possibility of permanent incursion of the teller into the told, took the name of Fichte#8217;s ultimate source of all knowledge ( Ich ) for the grammatical personal pronoun referring to the subject of an utterance, and so transferred the almighty and absolutely free #8220;I#8221; to the literary field. [25] Theirs was an anthropomimetic and language-oriented interpretation of Fichte#8217;s theory of knowledge that is practically indiscernible from metalepsis as an intrusion of #8220;I#8221; into the utterance or simply the collision of the level of the narrative act at Kensington which some #8220;I#8221; operates whose activity creates the Vrije Universiteit presented word with the intradiegetic level. In contrast to the egological romantics, Holderlin focused on Fichte#8217;s description of the imagination that mediates between the determined-determining #8220;I#8221; and the #8220;not-I#8221; in a series of sublime interruptions of the flow of time. Imagination discerns not only between the first and the third persons but also between the levels of the transcendental I or Ego. The highest one, pure reason, enters the small moments of the Park School sublime that are torn in the flux and writing essay Universiteit sees the temporality of representation which it brought into being: This floating of imagination between irreconcilable links [the determined I and not-I within the absolute I, pure reason], this its self-contradiction is [#8230;] that which extends the condition of the Kensington Park School Ego to a time-moment. (For pure reason everything is at once; only for imagination is there a time.) Imagination cannot stand this floating long, that is, not longer than a moment, (except in the feeling of the Niagara sublime, where astonishment, a halt of the interchange in time, arises.) Reason steps in, (and thus there arises a reflection,) determines imagination to take B up in the determined A, the subject; but as soon as this is accomplished, the determined A must again be limited by an infinite B, etc. etc., until it has arrived at School a complete determination of the (here theoretical) reason, which needs no other limiting B outside of reason in imagination, that is, until it has arrived at the representation of the representing. (Fichte [1794/1795] 1889: 181182) [26] The #8220;representation of the essays high SKODA University representing#8221; forms a common ground between metalepsis and Kensington Park caesura, on the backdrop of which the differences between the two figures rooted in Fichte become more evident. In contradistinction to Fichte who, as the last sentence suggests, aimed at a purely intellectual representation of the representing in the theory of knowledge, Holderlin assumed that the truly absolute cannot be merely abstract.

In line with the tenants of German Idealism, Holderlin, one of the architects of this movement, perceived the absolute as the unity of phenomena and theory, the sensuous and the intelligible. As we have already seen, caesura was introduced by Holderlin as a central device of his system by virtue of short College its ability to bring the unity of Kensington phenomena and define critical evaluation School theory to light: a poetisches Kalkul intended to Kensington Park School, bond all faculties of man and, accordingly, all the dimensions in which he lives. This unity also meant that the #8220;fate#8221; of the phenomenalized absolute is time, as Hegel put it at the end of Phanomenologie des Geistes ([1806] 1979: 583584), so that the representation of representation needs to account for this absolute temporality. The revelation of the absolute should thus be accomplished, according to writing, Holderlin, by imagination in the sublime moment of caesura which operates at all levels of narrative (as its mise en abyme -like instances prove) and shows the Park temporality of representation as such. The most striking similarity between metalepsis and caesura is the fact that metalepsis also has, as Debra Malina put it, a #8220;disruptive effect on the fabric of narrative#8221; (2002: 1). Similarly, Werner Wolf described metalepsis as a #8220;collapse of the narrative system#8221; (1993: 356358). Nevertheless, the differences are numerous, starting with the fact that metalepsis is always associated with humor, logical paradoxes and the fantastic (Genette [1983] 1988: 88; cf. Genette [1972] 1980: 234237; Pier 2014: § 2, par.

2124; McHale 1987: 99130, 222227), whereas caesura feels at home in the tragic. Writing Essays High AUTO? Metalepsis in its proper sense conveys a contamination between #8220;the world of the telling and the world of the told#8221; (Pier 2014: par. 1), whereas caesura means rather the couresworks Kensington School intrusion of the silence that separates the narrator from what makes his narrating possible, namely the theatrical component described by the Polish narratologists as an element present in every narrative performance. This dramatic component which is revealed by caesura sometimes takes on the form of the difference between the narrator and the silent #8220;implied author#8221; who is the bearer of the possible forms of communication and whose mask the defined and limited narrator is; it may also be the difference between the frame of collective memory in the form of the uncanny all-encompassing memory of the implied author and what is writing Lucton School actually told, i.e. chosen and actualized, the difference which endows the narrator and his discourse with a discernible shape and an ability to affect the receiver. Caesura lays bare the difference between the given narration and the temporary (in both meanings) measure of all things against which this narration appears as reliable or not, innovative or archaic, funny or boring, tragic or banal. Couresworks? It is evaluation Holderness School a secondary issue whether we place this measure in couresworks Kensington Park School, the text, like the structuralists did (Okopie#324;-S#322;awi#324;ska [1967] 1998, 1975; Schonert 2014: par. Critical Evaluation Holderness School? 7; Schmid 2013: par. 14), or within the cognition of a living person that processes the couresworks Kensington text (Herman 2013b). Caesura opens the gap between the possible and the actual in a magazine article Lucton School, narrative without openly disclosing the intervention of the telling subject into the told, but rather the conditions of the possibility of dramatic performance that lie at the root of narrative. Commenting on Diderot#8217;s intuitive description of narrative communication from Ceci n#8217;est pas un conte #8220; Lorsqu#8217;on fait un conte, c#8217;est a quelqu#8217;en qui l#8217;ecoute ; et pour peu que le conte dure, il est rare que le conteur ne soit pas interrompu quelquefois par son auditeur #8221; Micha#322; G#322;owi#324;ski writes that it is part of the reader#8217;s condition as the receiver of the literary work to interrupt the process of narration in order to ask questions on conventions and Kensington Park stereotypes, according to which the particular occurrence of define critical Holderness communication functions (G#322;owi#324;ski 1992: 144, original emphasis). Couresworks Kensington Park? The extradiegetic narrator whose epiphany is metalepsis (and sometimes also mise en abyme ) is but a part of a dramatic situation that caesura is supposed to writing essay Universiteit Amsterdam, reveal.

He turns out to be one of many #8220;human but not personal#8221; (Balcerzan 1971: 82) [27] roles to be assumed by the implied or empirical author the roles of emitters and receivers whose repertoire is narrative fiction. Reflections on time have made up a central part in the theory of tragedy since Aristotle. They continued in the early modern poetics of neo-classicism with the doctrine of the three unities. However, Holderlin elevates the Kensington Park philosophy of tragic time to another level when he says that the empty #8220;transport#8221; of tragedy conveys nothing but the conditions of possibility of appearance and disappearance: For at the furthest frontier of suffering nothing else stands but the conditions of time and of space. At that frontier Man forgets himself because he is wholly in the moment; and how to biography essay Cheltenham College the God [sic!] forgets himself because he is nothing but time; and Kensington both are unfaithful [to one another]. (Holderlin [1804] 2001: 69) [28] The #8220;moment#8221; this quotation identifies as caesura makes time perceivable, even though this moment is not #8220;a part#8221; of time. With regard to the spacio-temporal character of tragic caesura, o ne may say that whereas metalepsis lays bare the conditions of write biography fictionality, because what distinguishes fiction from nonfiction is that in every fiction there is #8220;at least the potential for narrative metalepsis#8221; (Nelles 1997: 152), caesura exposes to the critical reader or viewer the conditions of appearing and disappearing of all phenomena that are to make a part of couresworks Kensington Park narrative, fictional or not, after narrative became at the turn of the nineteenth century the medium of all experience and reflection. SKODA? One may, cum grano salis , apply here the distinction voiced by Niklas Luhmann: metalepsis reveals mediality of a form , whereas caesura makes visible the difference between the medium of narrative and couresworks Park School particular forms (cf.

Luhmann 2000: 3032). A History Essay Universiteit? Caesura#8217;s difference from couresworks Kensington Park, metalepsis explains why caesura#8217;s representative in the world of man is the writing study of Groningen (Study blind specialist in the underworld: Tiresias makes absence appear on the stage where he presents himself in his clairvoyant blindness. The goal of couresworks Kensington Park tragedy, according to Holderlin, is to stage the conditions of time and space and to make them palpable as a way of understanding human existence that is historical, i.e. dependent on define critical evaluation, Mnemosyne founded by the poets#8217; tale. Artistic forms that are characteristic for a given epoch or that, so to speak, grow out of their time exist #8220;not just in order to learn to understand the Park School spirit of the times but once that spirit is grasped and learned to hold it steadily and to feel it#8221; (Holderlin [1804] 2001: 118). Study University Of Groningen (Study? [29] Caesura in a narrative helps us to feel its flow, whereas the task of the critic would be to find or to provoke an interruption in a text. The critical dispersion of narrative with the help of Park School caesura is a translation of the old forms of enclosing the world into a new perception that consists of shocks and break-offs, one which regards continuous narrative passionately but as something alienated from it, even irreparably lost and fascinating only because of this loss. Without adopting caesura in its midst, narratology runs the danger of becoming a dead science that deals with dead forms. Making the eccentric theory of caesura a part of the academic organon of narratology means executing the writing article School will of Holderlin, who began his notes on Oedipus with: #8220;It will be a good thing, giving poets even in our country a secure social existence, if poetry, even in our country and notwithstanding the differences of the times and the political systems, is raised to couresworks, the mechane of the Ancients#8221; (Holderlin [1804] 2001: 63). Adams, Edward (2002). #8220;Paul#8217;s Story of God and Creation.#8221; Narrative Dynamics in Paul: A Critical Assessment . Ed. Bruce W. A Case Essay University (Study Group)? Longenecker, Westminster: John Knox Press, 2002, 1943.

Aristotle (1922). Poetics . Trans. and ed. Couresworks Kensington School? S.H. Butcher. Essay College? London: Macmillian Co. Kensington Park School? Balcerzan, Edward (1971): #8220;Perspektywy #8216;poetyki odbioru#8217;#8221; [The Perspectives of Reception Poetics]. Define Evaluation School? Problemy socjologiiliteratury . Ed. Janusz S#322;awi#324;ski. Wroc#322;aw: Ossolineum, 79108. German translation: Balcerzan, Edward (1974). #8220;Perspektiven der Perzeptionspoetik.#8221; Trans. Walter Kroll.

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2. Paris: Seuil. Schelling, Friedrich Wilhelm Joseph ([1802/1803] 1985). #8220;Philosophie der Kunst (1802/1803).#8220; Ausgewahlte Schriften . Frankfurt am Main: Suhrkamp, vol. 2: 181564. Schiller, Friedrich ([1795] 1990). Letters upon the Aesthetic Education of Man. Trans. Charles W. Eliot.

Raleigh, NC: Hayes Barton Press. #8212; ([1795-1801] 1962). #8220;Uber die asthetische Erziehung des Menschen, in einer Reihe von Briefen.#8221; Samtliche Werke. Munchen: Hanser, vol. 5: 570669. #8212; ([1803] 1962b). #8220;Uber den Gebrauch des Chors in der Tragodie.#8221; Samtliche Werke. Munchen: Hanser, vol. 2: 815823. School? Schmid, Wolf (2010). Narratology. An Introduction . Berlin and Park School New York: De Gruyter. #8212; (2013). #8220;Implied Author.#8221; The living handbook of narratology . Ed. Peter Huhn et al. Hamburg: Hamburg University.

Accessed 13 Oct. 2014. Schonert, Jorg (2014). #8220;Author.#8221; The living handbook of narratology. Ed. Peter Huhn et al. Hamburg: Hamburg University. Accessed 13 Oct. 2014. Siemek, Marek (1984). Essays SKODA? Die Idee des Transzendentalismus bei Fichte und Kant . Hamburg: Meiner. #352;klovskij, Viktor (1966).

Theorie der Prosa . Trans. Gisela Drohla. Frankfurt am Main: Fischer. Smith, Barbara Herrnstein (1968). Poetic Closure: A Study How Poems End . Couresworks School? Chicago: University of writing School Chicago Press. Sterne, Laurence ([17591767] 1980). The Life and Opinions of Tristram Shandy , Gentleman . London and New York: W.W. Norton and Kensington Park School Company. Todorov, Tzvetan (1965). Theorie de la litterature.

Textes des formalistes russes . Writing Study University Of Groningen (Study? Paris: Editions du Seuil. #8212; ([1968] 1973). #8220;Poetique . #8221; Qu'est-ce que c'est le structuralisme? 2. Ed. Francois Wahl and Oswald Ducrot. Paris: Editions du Seuil. Torgovnick, Marianna (1981). Closure in Kensington School, the Novel . Princeton: Princeton University Presses.

Wolf, Werner (1993). Asthetische Illusion und Illusionsdurchbrechung in der Erzahlkunst: Theorie und Geschichte mit Schwerpunkt auf englischem illusionsstorenden Erzahlen . Tubingen: Niemeyer. [1] French narratology was also deeply influenced by Todorov#8217;s translation of the a magazine article School Russian formalists in Theorie de la litterature (1965). Dole#382;el (1990: chap. 6) maintains that Propp#8217;s morphological approach was succeeded by the Prague Linguistic Circle#8217;s semiotic paradigm. [2] For an historical overview of couresworks Kensington School narratology, see Meister (2013). [3] It is assumed that this was already Aristotle#8217;s position (cf. Adams 2002: 23). [4] #8220;Hence the constant to and fro of the dialogue, hence the College chorus as its antithesis.

Hence the all too chaste, all too mechanical interplay (ending in facts) of the different parts, in couresworks Kensington, the dialogue, and between chorus and short essays dialogue and Kensington Park School the large passages or dramas made up of chorus and dialogue. It is all speech against speech, and the speeches cancelling each other out.#8221; In the original: #8220;Darum der immer widerstreitende Dialog, darum der Chor als Gegensaz [sic!] gegen diesen. Darum das allzukeusche, allzummechanische und faktisch endigende Ineinandergreifen zwischen den verschiedenen Theilen, im Dialog, und zwischen dem Chor und Dalog und den gro?en Parthien oder Dramaten, welche aus Chor und Dialog bestehen. Define Critical Evaluation Holderness School? Alles ist Rede gegen Rede, die sich gegenseitig aufhebt#8221; (Holderlin 1988: 257). [5] The term #8220;transport#8221; should be understood as, on the one hand, an equivalent to Max Black#8217;s vehicle of metaphor (as opposed to the tenor of couresworks Kensington Park metaphor) as well as, on College, the other hand, something related to the German word #8220;Getragenheit#8221; that contains #8220;tragen#8221; (#8220;to carry,#8221; meaning festivity, dignity and pathos). In French and English of the period, #8220;transport#8221; meant something like great agitation. Couresworks Park? Numerous examples are found for example in Stendhal#8217;s Le Rouge et le Noir or in Jane Austin#8217;s Pride and Prejudice (see for example vol. III, chaps 7 and essays high AUTO 8). [6] In Schelling#8217;s lectures on art form the years 1802 and 1803, one reads that the purity and rationality of Greek art is to be found above all in tragedy, #8220;die man fast wie eine geometrische oder arithmetische Aufgabe ansehen kann, die vollig rein und ohne Bruch aufgeht. Zum Wesen des Epos gehort es, da? kein bestimmter Anfang noch Ende. Das Gegentheil bei der Tragodie.

In ihr wird eben ein solches reines Aufgehen, ein absolutes Geschlossenseyn gefordert, ohne dass irgend etwas noch unbefridigt zuruckbleibe#8221; (Schelling [1802/1803] 1985: 536). [7] #8220;Der tragische Transport ist nemlich eigentlich leer, und der ungebundenste. Park School? / Dadurch wird in der rhytmischen Aufeinanderfolge der Vorstellungen, worinn der Transport sich darstellt, das, was man im Sylbenmaa?e Casur hei?t, der reine Wort, die gegenrhytmische Unterbrechung nothwendig, um nemlich dem rei?enden Wechsel der Vorstellungen, auf seinem Summum, so zu begegnen, dass alsdann nicht mehr der Wechsel der Vorstellung, sondern die Vorstellung selber erscheint. / Dadurch wird die Aufeinanderfolge des Kalkuls, und der Rhythmus getheilt, und bezieht sich, in seinen zweien Halften so aufeinander, dass sie, als gleichwiegend, erscheinen#8220; (Holderlin 1988: 250). [8] #8220;Er tritt in den Gang des Schicksaals, als Aufseher uber die Naturmacht, die tragisch, den Menschen seiner Lebenssphare, dem Mittelpuncte seines innern Lebens in eine andere Welt entrukt und in die exzentrische Spare der Todten rei?t#8221; (Holderlin 1988: 251). [9] #8220;vorzuglich [#8230;] besteht die tragische Darstellung [#8230;] in der Vernunftsform, die sich in der furchtbaren Muse einer tragischen Zeit bildet, und so wie sie in Gegensatzen sich darstellte, ihn ihrer wilden Entstehung, nachher, in humaner Zeit, als feste aus gottlichem Schicksaal geborene Meinung gilt#8221; (Holderlin 1988: 419). [10] For the full list of substantial readings, see Herman (2013a). [11] #8220;Das Prinzip, auf welches die samtlichen Au?erungen Hamanns sich zuruckfuhren lassen, ist dieses: »Alles, was der Mensch zu leisten unternimmt, es werde nun durch Tat oder Wort oder sonst hervorgebracht, mu? aus samtlichen vereinigten Kraften entspringen; alles Vereinzelte ist verwerflich.« Eine herrliche Maxime! aber schwer zu befolgen#8220; (Goethe [1811-1833] 1948: 513). [12] In the English translation of the 22 nd letter, I replaced #8220;substance#8220; with #8220;content#8220;: #8220;In einem wahrhaft schonen Kunstwerk soll der Inhalt nichts, die Form aber alles tun; denn durch die Form allein wird auf das Ganze des Menschen, durch den Inhalt hingegen nur auf einzelne Krafte gewirkt. Writing Vrije? Der Inhalt, wie erhaben und weltumfassend er auch sei, wirkt also jederzeit einschrankend auf den Geist, und nur von der Form ist wahre asthetische Freiheit zu erwarten#8220; (Schiller [17951801] 1962: 369). Kensington School? [13] #8220;Sie ist eine der verschiedenen Successionen, in high University, denen sich Vorstellung und Empfindung und Rasonnement, nach poetischer Logik, entwickelt. So wie nemlich immer die Philosophie nur ein Vermogen der Seele behandelt, so dass die Darstellung dieses Einen Vermogens ein Ganzes macht, und das blose Zusammenhangen der Glieder dieses Einen Vermogens Logik genannt wird; so behandelt die Poesie die verschiedenen Vermogen des Menschen, so da? die Darstellung dieser verschiedenen Vermogen ein Ganzes macht, und das Zusammenhangen der selbststandigeren Teile der verschiedenen Vermogen der Rhythmus, im hohern Sinne, oder das kalkulable Gesetz genannt werden kann#8220; (Holderlin 1988: 411). [14] In this context Fludernik#8217;s (1996) notion of Kensington School #8220;experientiality#8221; should be mentioned. Evaluation Holderness School? See also Caraciollo (2013, 2014) and Lakoff and Johnson (1999). [15] Every narration is in a way a theatrical performance and every reception of such a performance is a transformation of a theatric action into a narration.

To remember something is to be able to narrate it. [16] Vygotskij states in an authoritative way that #8220;the theoreticians#8221; define the point as an #8220;ending in couresworks Kensington Park School, an unstable position#8221; ([1925] 1986: 52). He does not provide the statement with a footnote. Write Biography Cheltenham College? [17] See also Richter (1974) Torgovnick (1981), DuPlessis ([1984] 2002), Rabinowitz (2002), Reising ([1996] 2002). [18] In his famous introduction to Kensington Park, Die Braut von Messina oder die feindlichen Bruder titled #8220;Uber den Gebrauch des Chors in der Tragodie#8221; (#8220;On the Use of a case of Groningen Chorus in Tragedy#8220;), Schiller claims that the chorus should interrupt the action of tragedy so that the viewer can distance himself emotionally from the Park School events on the stage and feel his own freedom (Schiller [1803] 1962b: 821). [19] On how the writing essays high SKODA interruption functions in Don Quixote , see #352;klovskij ([1925] 1966: 104105). See also #352;klovskij (1973: 135140). [20] #8220;Fur das epische Theater steht daher die Unterbrechung der Handlung im Vordergrunde#8220; (Benjamin [1931b] 1990: 521). Couresworks Kensington? Hans-Thies Lehman (2003: 1617) also claimed in the newer times that interruption brought politics to the fore. We saw that it is actually Schiller`s invention. How To Write Biography Essay Cheltenham? [21] #8220;The mind as such, and perception in School, particular, have of course been stock features of all narrative enquiry since the days of Henry James#8221; (Fludernik and Olson 2011: 8). [22] Dallenbach (1977) and Fricke (2003) contain many references to the German authors of the Goethe Epoch who used the device frequently. [23] See Pier (2014) for an overview of the various theoretical developments surrounding this concept. Unfortunately, these concepts are not always consistent with one another so that meticulous classifications, albeit precise in themselves, tend to confuse matters rather than clarify them when they are being used simultaneously. Essays Niagara College? Accordingly, I have felt compelled to use only one notion of metalepsis, the one whose juxtaposition with caesura promised to couresworks Kensington, be intellectually fruitful. Some of the classifications of metalepsis attribute to it features that I would rather attribute caesura for the sake of the study University precision of couresworks Kensington Park School both notions. [24] An unsurpassed presentation of essay Vrije Universiteit Amsterdam romantic irony remains Behler (1981). [25] The confusion of the first-person pronoun with the transcendental notion of the couresworks Park self seems to have been present already in Fichte. See Siemek (1984). [26] #8220;Dieses Schweben der Einbildungskraft zwischen unvereinbarem, dieser Widerstreit derselben mit sich selbst ist es, welcher, wie sich in how to essay College, der Zukunft zeigen wird, den Zustand des Ich in demselben zu einem Zeit -Momente ausdehnt. (Fur die blosse, reine Vernunft ist alles zugleich; nur fur die Einbildungskraft giebt es eine Zeit.) Lange, d. i. langer, als einen Moment (ausser im Gefuhl des Erhabenen, wo ein Staunen , ein Anhalten des Wechsels in der Zeit entsteht), halt die Einbildungskraft dies nicht aus; die Vernunft tritt ins Mittel (wodurch eine Reflexion entsteht), und bestimmt dieselbe, B in das bestimmte A (das Subject) aufzunehmen; aber nun muss das als bestimmt gesetzte A abermals durch ein unendliches B begrenzt werden, mit welchem die Einbildungskraft gerade so verfahrt, wie oben; und so geht es fort, bis zur vollstandigen Bestimmung der (hier theoretischen) Vernunft durch sich selbst, wo es weiter keines begrenzenden B ausser der Vernunft in der Einbildungskraft bedarf, d. i. b is School zur Vorstellung des Vorstellenden (Fichte [1794/1795] 19622012: 360361). It is Diteter Henrich, whom I follow when juxtaposing the disruptive work of the caesura with this particular fragment from Fichte (1997: 136; 2003: 230).

[27] The (then) structuralist Edward Balcerzan borrowed the expression #8220;human but impersonal#8221; from define Holderness, Jung#8217;s Psychologie und Dichtung (1950). [28] #8220;In der au?ersten Granze des Leidens bestehet nemlich nichts mehr, als die Bedingungen der Zeit oder des Raums. / In dieser vergi?t sich der Mensch, weil er ganz im Moment ist; der Gott, wie er nichts als Zeit ist; und beides ist untreu#8220; (Holderlin 1988: 258). [29] #8220;nicht blos da sind, um den Geist der Zeit verstehen zu lernen, sondern ihn festzuhalten und zu fuhlen, wenn er einmal begriffen und gelernt ist#8220; (Holderlin 1988: 421).

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40 mm OQF Marks I, III, IV, VIII, IX, X, XI, NI and NI/I. Probably the Kensington Park best heavy MG AA weapon of define evaluation Holderness School World War II, Bofors guns of this type remained in couresworks Park School service long after the writing School war ended. This weapon was used on almost every major USA and Kensington Park School UK warship of World War II and was a very potent AA gun. The Germans used Norwegian-produced Bofors guns which they designated as the short essays Niagara College 4 cm/56 Flak 28 and the Japanese copied a British Army air-cooled Bofors captured at Singapore to produce their 4 cm/60 Type 5. This weapon traces its roots back to a 1918 Krupp design - the Bofors Company was partly owned by German interests until 1930 - but the finished product was entirely a Bofors design owing little or nothing to Krupp influence. The first Bofors prototype was finished late in couresworks Kensington the summer of 1930 and writing a magazine Lucton the first automatic shots were fired on 17 October 1930. These initial trials were unsuccessful and couresworks Kensington Park it was not until 10 November 1931 that automatic salvos were fired. Official trials for the Swedish Navy took place on 21 March 1932. The weapon was further refined and the Model 1936 was adopted for production. The British Army first showed interest in these guns in 1933 and placed an order for a case essay University of Groningen 100 of them in Kensington Park School 1937. First Royal Navy shipboard use of air-cooled guns was in writing study essay of Groningen (Study Group) late 1941 aboard the battleships Prince of Kensington School Wales and Nelson and on write biography Cheltenham the cruisers Manchester and Erebus, although some ships had earlier been temporarily armed with Army air-cooled guns that had been rescued during the evacuation of the Norway invasion forces in Park 1940.

The British water-cooled version was developed by writing a magazine copying the Dutch Hazemeyer mounting which had arrived in Britain in couresworks 1940 aboard the Dutch minelayer Willem van der Zaan . The first issue of locally produced water-cooled Bofors guns was to the Black Swan class sloop HMS Whimbrel in how to essay November 1942. The total number of Kensington air-cooled guns built by writing Vrije Universiteit Australia, Britain and Canada is School, not accurately known but was somewhere between 2,100 and 2,800 plus about 200 to 400 guns supplied from the United States. Water-cooled guns are better documented with 442 Mark IV and School 342 Mark XI in Park service at the end of the war plus 786 water-cooled guns supplied by the USA. These USA weapons had been sent to Britain as a part of Lend-Lease or else were installed on ships refitted in USA shipyards. The US Army was also interested in this weapon and tested a single air-cooled model in 1937.

In 1940 the Chrysler Corporation agreed to begin manufacturing air-cooled guns utilizing British blueprints. The USN acquired many of these during the war, although the quantity used was far less than that of the a history essay Vrije Amsterdam water-cooled guns. The US Navy had a good deal of pre-war interest in this weapon and BuOrd purchased a sample of an air-cooled twin version from Bofors in early 1940. This arrived in New York from Sweden on 28 August 1940. Kensington Park! During the high same month, the Dutch escort vessel van Kinsbergen demonstrated these weapons to USN observers in a test off Trinidad. Couresworks! BuOrd formally obtained Swedish licenses in June 1941, although some manufacturing actually started prior to that time. Terms of the license included $500,000 for writing a history essay Vrije Universiteit Amsterdam the manufacturing rights plus $100,000 for two Bofors engineers to help set up production.

The two engineers were never sent, so as a result this $100,000 was not paid. Bofors delivered a complete set of metric drawings as part of couresworks Kensington their end of this contract. It should be noted that the USN considered the writing Amsterdam original Bofors Model 1936 design to couresworks Kensington Park, be completely unsuitable for the mass production techniques required for the vast number of guns needed to equip the writing a magazine article Lucton School ships of the US Navy. Kensington Park School! First, the Swedish guns were designed using metric measurement units, a system all but unknown in the USA at that time. Worse still, the dimensioning on the Swedish drawings often did not match the actual measurements taken of the writing short essays Niagara weapons. Couresworks Kensington! Secondly, the Swedish guns required a great deal of writing a magazine Lucton School hand work in couresworks Kensington School order to make the essay Universiteit Amsterdam finished weapon. For example, Swedish blueprints had many notes on them such as file to couresworks Kensington School, fit at assembly and drill to how to write biography, fit at assembly, all of which took much production time in order to implement - there is a story that one production engineer supposedly remarked that the Bofors gun had been designed so as to eliminate the unemployment problems of the Great Depression. Third, the Park Swedish mountings were manually worked, while the USN required power-worked mountings in order to attain the fast elevation and training speeds necessary to engage modern aircraft. Evaluation School! Fourth, the Swedish twin gun mounting supplied to the USA for Kensington evaluation was air-cooled, limiting its ability to a case essay University (Study Group), fire long bursts, a necessity for most naval AA engagements. Finally, the USN rejected the Kensington School Swedish ammunition design, as it was not boresafe, the short College fuze was found to be too sensitive for normal shipboard use and couresworks Kensington its overall design was determined to be unsuitable for College mass production.

US manufacturers made radical changes to the Swedish design in order to minimize these problems and as a result the guns and mountings produced in the USA bore little resemblance their Swedish ancestors. For example, all but the earliest US guns were built to English measurement units rather than to metric units. To give one additional example of the design differences made for USA produced weapons; the Chrysler Corporation redesigned ten components to suit mass production techniques and this was claimed to Kensington, have saved some 7,500,000 pounds (3,402,000 kg) of material and 1,896,750 man hours during a year's production, as well as freeing up 30 machine tools for a magazine article School the production of other components. For ammunition, the fuze designed and produced in Britain was adopted as an interim measure by the USA, but this was considered to be of an unsafe design and unsuitable for mass production techniques. Fortunately, this fuze was almost immediately replaced by one designed by R.L. Graumann of the Naval Ordnance Laboratory. This fuze was simple in design and ideally suited to couresworks Kensington, mass production. The new fuze, designated as the writing article Lucton Mark 27, was found to be 99.9 percent efficient in ballistic acceptance tests, a record not equaled by any other fuze of the time. Kensington School! Both the writing essays Niagara College US Army and Kensington Park School the British adopted this fuze for their own production lines. The USN estimated that the how to write biography Cheltenham College adoption of the couresworks Park School Mark 27 saved some $250,000,000 during the war. One firm rule adopted early in evaluation Holderness the redesign process was that any new Allied munition for these weapons needed to be completely interchangeable with existing designs.

This allowed ammunition produced by any American or British ordnance manufacturer to couresworks Park School, be used with any weapon produced by either country, thus greatly simplifying the logistics problems of a world-wide war. The first USN pilot twin was completed in January 1942 and the first quad in April 1942. The first shipboard quad installation was on the gunnery-training ship (ex-battleship) USS Wyoming (AG-17) on 22 June 1942, and a history essay Vrije the first twin installation was on the destroyer USS Coghlan (DD-606) on 1 July 1942. The USA started a massive production program for these weapons and by couresworks School December 1942 a monthly production rate of essay Amsterdam 1,600 Army guns and 135 Navy twin-barrel guns was achieved. A total of about 42,895 guns were built by the end of the Park war, distributed as 23,897 for the Army, 10,019 for the Navy and Coast Guard, and 8,979 for export to other nations. Even so, the demand was not fully met until well into biography Cheltenham College 1944. By that time, the couresworks Kensington Park pre-war 1.1 gun had been almost totally replaced by Bofors guns. To illustrate how many of these weapons were produced by the USA, note that out a magazine Lucton School of the couresworks Kensington more than 400 destroyers built for the USN between 1934 and 1946, only the four destroyers of the pre-war Gridley class (DD-380) and those destroyers sunk early in the war did not receive at writing essay Vrije least some Bofors guns. Late in World War II, the USN started replacing 20 mm Oerlikon guns with the Bofors 40 mm guns, as the smaller weapon was found to be ineffective against Japanese Kamikazes. However, even the Bofors was determined to be inadequate against suicide attacks by early 1945, and as a result Bofors guns were in turn replaced during the Kensington Park School late 1940s and 1950s with the new rapid fire 3/50 (7.62 cm) designs. It should be noted that although the Bofors gun was probably the writing short Niagara best anti-aircraft heavy machine gun of World War II, the USN considered it to be a front-line weapon for only six years.

It did remain in Kensington School service in the USN until the 1970s on auxiliary and evaluation Holderness School non-modernized ships, primarily because the 3/50 RF (7.62 cm) replacement program was never fully funded. Early versions of the couresworks Park School twin mounting used friction-coupled drives, which quickly wore out on naval ships due to salt contamination. Later versions used hydraulic-coupled drives which eliminated the problem. The development of the Mark 51 director system gave the essay of Groningen Group) USA weapons greatly improved accuracy. Couresworks Park! For example, half of all Japanese aircraft shot down between 1 October 1944 and 1 February 1945 were credited to the Bofors/Mark 51 combination. Writing A Case Essay University Group)! See the article on the Mark 51 director on the Technical Board for additional information. The USN Mark 1 and Mark 2 Bofors guns were both water-cooled and were used for all twin and quad mountings.

The Mark 1 was a left-hand weapon while the Mark 2 was a right-hand weapon. Except for the barrel assemblies, the components were not interchangeable. These weapons could be fired in single-shot or automatic mode via a selector switch on the side of the slide. The M1 was an air-cooled version originally produced for the US Army. School! The barrel assemblies for a magazine article Lucton School the M1 were interchangeable with those of British and Canadian produced air-cooled weapons. All USN single mountings used a modified version of the couresworks Army M1. These guns are recoil operated and use a monobloc barrel with a detachable breech ring, breech casing and automatic loader. Breech block is a vertical sliding type.

Although often listed as being 60 calibers long, all of these guns except for article Lucton the Japanese version were actually 56.25 calibers in length. Additional information on guns produced by couresworks Park all nations may be found in the Mount / Turret Data section at the bottom of this page. Germany: 4 cm/56 (1.57) Flak 28. Japan: 4 cm/60 (1.57) Type 5 (Model 1945) Official Designation: 60 caliber Type 5 4 cm Gun. UK: 40 mm/56.3 (1.57) QF Marks I, III, IV, VIII, IX, X, XI, NI and NI/I. USA: 40 mm/56 (1.57) Mark 1, Mark 2 and M1. UK - Almost all major UK warships of World War II.

Germany - Cruisers and S-Boats. Japan - Not in define evaluation School service. Japan: Not in service. Japan: 1,018 lbs. (462 kg) [air-cooled] UK: 1,120 to 1,163 lbs. (508 to 528 kg) [depending upon Park, Mark] [water-cooled] USA Mark 1 and Mark 2: about 1,150 lbs. (522 kg) [water-cooled] USA M1: 1,036.5 lbs. (470 kg) [air-cooled] UK: 145.3 to how to write biography, 145.5 in (3.691 to 3.696 m) [depending upon Mark]

USA: 148.8 in (3.780 m) Japan: 94.5 in (2.400 m) UK: 88.578 in (2.250 m) USA: 88.6 in (2.250 m) Japan: 78.8 in (2.000 m) UK: 75.85 in (1.927 m) USA: 75.85 in (1.927 m) Japan: (16) 0.0098 in deep (0.25 mm) UK: (16) 0.0236 in deep x 0.220 (0.60 x 5.59 mm) USA Mark 1 and Mark 2: (16) 0.0236 in deep x 0.220 (0.60 x 5.59 mm) [water-cooled] USA M1: (16) 0.0225 in deep x 0.220 (0.057 x 5.59 mm) [air-cooled]

UK: 0.0892 in (2.66 mm) USA: 0.0892 in (2.66 mm) Japan: Uniform RH 1 in 30. UK: Increasing RH 1 in 45 to Park, 1 in a case essay University Group) 30. USA: Increasing RH 1 in 45 to 1 in 30. USA: 28.3 in 3 (0.464 dm 3 ) (see Notes 2 and 7) 140 to 160 rounds per minute when firing horizontal (gravity assist) The official designation for British guns was Ordnance, Quick Firing (usually abbreviated as OQF) 40 mm Mark (whatever). For example, OQF 40 mm Mark IX was the designation of the gun used in the Mark V mounting.

A modification kit was produced around 1970 which increased the couresworks Kensington rate of fire to 180 rounds per minute and the magazine capacity to 20 rounds by using a banana feeder fed by standard four-round clips. USN Mark 1 guns fed from the left while the writing a case study University Group) Mark 2 guns fed from the right. Manually loaded M1 guns fed from the left. Park School! The standard automatic loader holds two four-round clips. When the first four-round clip is inserted into the feeder, the clip itself is stripped off and falls out onto the deck (the clip chute is a cut out just below the loader; left side for a left gun and how to write biography right side for couresworks Park a right gun). The second clip is writing SKODA AUTO University, then dropped into the loader and pushed down so that it forces a round through the loader star wheels and onto the rammer tray. This first round only had to be manually pushed through when the gun was initially loaded, the loader will automatically feed rounds from new clips.

The second clip does not drop out until the Kensington School first two rounds (of eight) are fired. The gun loader feed guides normally held eight rounds (two clips), although ten rounds could be loaded with two loose rounds between clips. To get the gun ready to fire the first round, a cocking lever is writing essays high SKODA, used to manually move the rammer to the cocked position, rotate the star wheels a quarter turn and couresworks Kensington lower the breech block. If no rounds are in the autoloader, then two clips must be inserted as described above to push the bottom round onto how to write Cheltenham College, the rammer tray. Unlike most weapons, triggering the couresworks Kensington Bofors gun by depressing the firing foot pedal does not actually fire the weapon. Instead, it starts the loading cycle which once in progress made the entire firing and loading operations completely automatic. At the start of writing a history essay Universiteit Amsterdam this cycle, the spring-powered rammer is released, pushing the couresworks Kensington Park School round on the rammer tray into the breech which automatically closes when the cartridge case rim strikes the actuator. The breech closing actuates the firing sequence which ends when the firing pin strikes the primer cap in the base of the cartridge case and fires the weapon. Writing Essays High! Recoil then opens the breech block, pushes the couresworks Park School rammer back into the cocked position and a case essay of Groningen Group) the extractor arms pull the cartridge case out and back over the rammer tray and down a semi-circular chute that guides the spent case out under the gun barrel. As the breech block moves forward during counter-recoil, it causes the star wheels in the autoloader to make a quarter turn which drops the next round onto School, the rammer tray. In automatic mode, this cycle will repeat as long as the firing pedal is a history Amsterdam, depressed and at least two rounds of ammunition remain in the autoloader.

Most Bofors guns, including the USN Mark 1 and Mark 2 guns, had a loader interlock which automatically halted firing when there were only Kensington two rounds remaining in the weapon, one on the rammer tray and one in the autoloader. This allowed firing to be quickly resumed when a new clip was dropped into the loader. USN M1 guns differed by having a selector switch on the back of the loader at the center, bottom rear. This switch could be set to writing a magazine article School, disable the interlock such that the M1 could fire all eight rounds in the autoloader or it could be set to stop the gun when only two rounds were remaining, similar to other Bofors guns. If all rounds were fired, then the first loader would have to start from the beginning to drop in two clips and push on the top so that the bottom round would rotate through the loader star wheels and drop onto the rammer tray. The gun would then resume firing when the pointer pushed his foot pedal. As noted above, most Bofors guns stopped firing when there were two rounds remaining in the weapon or when the couresworks Kensington foot pedal was released. Unloading these two or more rounds at cease fire involved pointing the weapon up at a 30 degree angle, working the cocking lever to eject the critical Holderness round on the loader tray and then using special tools to Kensington Park School, remove the remaining rounds from the writing a case essay Group) autoloader. It was up to the second loader to properly orientate each clip when he handed it to the first loader so that all the first loader had to do was drop it into the feed lips of the autoloader.

Since the Bofors gun cycled between 120 to 160 rounds per minute (one clip every 1.5 to 2 seconds), the first loader had to do a quick pick up, turn, and drop action in Park order to keep up with it. If the clip was not orientated properly during the hand-over, then the first loader would have to juggle it in order to position it properly before it could be dropped into the autoloader, thus slowing down the loading cycle. Being too slow would interrupt the firing cycle - hence the reason for the loader interlock. The British considered that skillful loaders could keep a gun firing for essay Vrije Amsterdam about 24 rounds (six clips) without a pause. Perhaps unusually for US guns, the bores of these weapons were not chromium plated. Ammunition was percussion fired in all models. In US Naval Technical Mission to Japan report O-47(N)-2 it is couresworks Kensington Park School, stated that the Japanese in copying a captured British air-cooled gun 'increase[d the] barrel length from 2160 mm (85.1) to 2400 mm (94.57)'. This dimension is usually taken as being the overall barrel length in most references (see for biography essay College example Naval Weapons of World War Two). However, this dimension cannot be the overall barrel length, as British-built Bofors guns had a bore length of 88.578 in (2.250 m) - 56.3 calibers, while their overall length was about 145.3 in (3.691m). As the rifling length given in O-47(N)-2 for the Type 5 is significantly longer than that for the British Bofors, I believe that the dimensions given in O-47(N)-2 for barrel lengths must actually be for School the bore lengths and use this assumption in constructing this data page.

German Naval Guns: 1939 - 1945 by article Miroslaw Skwiot says that the rifling in Kensington Park School German Bofors guns consisted of sixteen grooves, each 41.2 mm wide. These figures are mathematically impossible. Writing Short Essays College! It is possible that the couresworks Park author (or the translators) made an define critical School, order of magnitude error and that the actual width was 4.12 mm wide, but this dimension would still be significantly narrower than the grooves in Kensington UK and US guns which were identical to the original Bofors design. (see Notes 2 and 3) AB 40 mm L/60 HE-T - 2.05 lbs. Writing A History Essay Amsterdam! (0.93 kg) HE Mark 1 Mods 1 to couresworks Kensington Park School, 24 - 1.985 lbs. Writing Essay Amsterdam! (0.900 kg) HE Mark 2 Mods 1 to 35 - 1.985 lbs. Couresworks Park! (0.900 kg) AP M81A1 and M81A2 - 1.960 lbs. (0.889 kg) HE - 1.970 lbs. (0.894 kg)

SAP - 1.970 lbs. Short! (0.894 kg) AP - 1.970 lbs. (0.894 kg) HE - 2.105 lbs. (0.955 kg) HE - 2.21 lbs. Park School! (1.002 kg) UK - 4.88 lbs. (2.21 kg) USA - 4.75 lbs. (2.15 kg) Germany - 4.6 lbs. Essay Group)! (2.1 kg) HE-T - about 0.150 lbs. (0.068 kg) TNT. Bofors (modern day) HE-T - 0.20 lbs. (0.092 kg) Hexotonal.

USA (World War II) HE Mark 1 - 0.148 lbs. Couresworks School! (0.067 kg) Cast TNT. HE Mark 2 - 0.150 lbs. (0.068 kg) Cast TNT. AP - None (Solid Bullet) Britain (World War II) HE - 0.150 lbs. (0.068 kg) Cast TNT or BRX/BWX (BWX = Beeswax) USA AP M81A1 - 6.19 in (15.7 cm)

Germany - 7.2 in high SKODA AUTO (18.4 cm) USA HE - 17.62 in (44.75 cm) Britain HE - 17.65 in (44.83 cm) Britain AP and SAP - 17.58 in (44.65 cm) Germany - 17.8 in (44.7 cm) Mark 2 - Brass, 40 x 311R, 1.89 lbs. (0.86 kg) Mark 3 - Steel, 40 x 311R, 1.53 lbs. (0.69 kg) USA - 0.694 lbs. (0.314 kg) NC 025.

USA - 0.661 lbs. Couresworks Kensington Park! (0.300 kg) SPDN. UK - 0.547 lbs. (0.248 kg) Cordite W. UK - 0.719 lbs. (0.326 kg) FNH/PO22. Germany - 0.668 lbs. (0.303 kg) Str PC/38N. Japan - 0.617 to 0.661 lbs. (0.280 to 0.300 kg) USA HE w/NC 025: 2,890 fps (881 mps) UK HE: 2,800 fps (853 mps) with Cordite W. UK HE: 2,890 fps (881 mps) with FNH/PO22. Germany Flak 28: 2,801 fps (854 mps) Japan Type 5: 2,953 fps (900 mps)

UK - 19.68 tons/in 2 (3,100 kg/cm 2 ) USA - 19.5 tons/in 2 (3,070 kg/cm 2 ) UK - 10,000 Rounds. Germany - 10,000 Rounds. Admiral Hipper and Prinz Eugen: 2,000 rounds. S-Boats: 500 rounds. HMS Vanguard: 1,269 rounds (including 34 practice)

Standard outfit for most ships was 1,564 rounds per gun. Most ships: 2,000 rounds. Ammunition for most guns is held in four-round aluminum clips. The feed guides atop each gun can hold two clips at a time. Define Evaluation Holderness! Two loose rounds can be inserted between clips. A four-round clip weighs about 19.0 lbs. Couresworks Park! (8.6 kg). High SKODA AUTO! The many Mods of Park School USN ammunition were primarily bookkeeping designations used to critical evaluation School, indicate the manufacturer.

USN AP had a windscreen. Kensington Park! USN HE ammunition was issued in HE-T/SD, HE/SD, HE-I-T/SD and HE-I/SD forms. Plugged forms for training purposes were also manufactured. There was also a Mark 3 HE round that did not contain a tracer, but this was used only for a brief time during World War II and was replaced in 1945 by Dark (non-luminous tracer) and Dark Ignition (delayed ignition tracer) ammunition. Dark Tracer was issued only in HE/SD and HE-I-T/SD forms.

Dark Ignition ammunition was issued only in HE-I-T-SD form. By 1941 Britain was producing forty-one marks of short Niagara College HE and Kensington Park School HE-T, nine marks of critical evaluation Holderness School SAP, five marks of AP, twenty-four marks of TP and TP-T, six marks of proof ammunition, four marks of School barrel-cleaning rounds, five marks of break-up ammunition for training and gun checking, and a single mark of paper shot ammunition. This plethora of types threatened to essays AUTO, overwhelm the logistical system and a rationalization program reduced the numbers down to three HE and HE-T marks by 1945. Gilding metal for couresworks Kensington Park driving bands was substituted for copper as a cost-savings measure and writing essays high these rounds had a T after the Kensington Park mark number, such as HE Mark 6T. HE and HE-T rounds were painted a buff color while SAP rounds were painted black with a white tip. AP rounds were painted black with a white tip and a white body ring. Tracer rounds added a red body ring. USN tracer burned out at 5,000 yards (4,570 m) horizontal, 15,000 feet (2,740 m) vertical. USN bourrelet diameter was 1.570 inches (39.88 mm).

German rounds were HE with tracer and self-destruct. Tracer ignited about 330 yards (300 m) from the muzzle and the self-destruct was set for 10.5 seconds. Modern ammunition: Bofors introduced a 40 mm PFHE proximity round during the 1980s similar to write essay Cheltenham College, those developed for their larger guns. Kensington Park School! Bofors claims a maximum effective bursting radius of 18 feet (5.5 m) against aircraft size targets with automatic sensitivity control to reduce the burst range to six feet (2 m) against missiles flying at low altitudes. Muzzle velocity is 2,820 fps (860 mps) and the total shell weight is 2.16 lbs. (0.98 kg) including 3.2 oz (90 gms) of octol explosive. Essay Group)! Bofors currently produces HET, PT and APHC-T (armor piercing high capacity - tracer) rounds for these weapons. Park School! The APHC-T round is unusual in that it carries an armor-piercing slug within an aluminum body.

Bofors claims that this round penetrates some 30% deeper than the earlier APC-T round and that the evaluation Holderness School aluminum body has an incendiary effect on the target. Couresworks School! In US Naval Technical Mission to article School, Japan report O-47(N)-2 it is stated that the muzzle velocity of the Japanese weapon was 2,822 fps (860 mps) before the barrel was lengthened and the propellant charge increased. However, I must question if the working pressure given in this document - 16.50 tons/in 2 (2,600 kg/cm 2 ) - is correct, as it seems to Kensington Park, be much lower than that found for other nation's weapons. The Mark and Mod, manufacturer's initials or symbol, and lot number are stamped around the body of the projectile. Color photographs of some of writing a history essay these projectiles may be seen below. USA produced HE-SD ammunition was set to detonate at 4,000 - 5,000 yards (3,700 - 4,570 m) so as to minimize problems due to friendly fire.

HE and AP rounds that did not self-destruct were also manufactured. Kensington! Time of flight for 1.985 lbs. Writing Essay Vrije Amsterdam! (0.900 kg) HE shell with MV = 2,890 fps (881 mps) 4,200 yards (3,840 m): 8.5 seconds. 4,500 yards (4,110 m): 10.5 seconds. British rounds normally self-destructed at 3,000 - 3,500 yards (2,700 - 3,200 m), but this was increased to 7,000 yards (6,400 m) in some ammunition types. German rounds self-destructed after 10.5 seconds. The USN attributed this low effective range to poor fuze design. It is unclear as to couresworks Kensington, how the fuze design affected the effective range, but I would assume that this meant that the fuze was of a history essay Universiteit Amsterdam poor aerodynamic shape. Park School! Self-destructing ammunition was not used. Armor Penetration with AA Common Shell.

Estimated for writing high University Class B Homogeneous Armor. Note: This data is from Battleships: United States Battleships 1935-1992 and is based upon the USN Empirical Armor Penetration formula. Although not stated as such, I believe that the penetration values would be for 90 degree impacts. Mount/Turret Data - Sweden/Bofors-built Weapons and Mountings. Prior to the start of World War II Bofors had produced 182 Land-Service guns for Park the Swedish Army and 295 for export.

Bofors also produced 11 Naval guns for the Swedish Royal Navy and 61 for define evaluation School export. During World War II Bofors produced at least 320 guns for the Swedish Royal Navy. Thirty-eight additional guns were built post-war until 1954 when production of the L/60 was halted. Guns were of School both air-cooled and water-cooled types and at least fifteen different single, twin and submarine mounting types were in service. A Case Essay (Study Group)! Some of the twin water-cooled mounting types had integral 1.25 m or 2.0 m Hazemeyer rangefinders.

(10,524 - 10,796 kg) (10,340 - 11,137 kg) Mark 3 single mounts used air-cooled guns, which were modified versions of the US Army M1 Bofors gun. Three versions of the Park Mark 3 were used on writing College surface ships, the Mod 0, Mod 4 and Mod 9, while submarines used the wet mount Mod 5 and Mod 6. Park! Mod 0 was the basic Army mount and weighed 2,440 lbs. (1,107 kg) including gun and short essays Niagara College sighting mechanisms. The Mod 0 lacked power drives and so was manually trained and elevated. Crew for the Mod 0 was usually five to six men. Mod 4 added 1 hp power drives for training and Kensington School elevation and had the same crew size as the Mod 0. How To Write Biography Essay College! Submarine Mods 5 and 6 were manually worked mountings.

Most single mount shipboard installations had safety rails around them to keep the couresworks Kensington gun crews from accidentally firing into writing essays high SKODA the ship. The Mark 3 Mod 9 was a much later design using rebuilt M1 guns. The Mod 9 was designed for use on river and coastal patrol craft and for one man operation - crew was actually a pointer-trainer and a mount captain. This mount used integral train and elevation power drives and was stabilized. Weight increased to 4,200 lbs. (1,905 kg). This Mod was installed aboard 17 PB Mark III Sea Spectre patrol boats during the mid-1980s. Originally, Mod 9 used a large 48-round drum magazine, but this was not often used as it interfered with vision from the couresworks Kensington pilot house. Writing A Magazine Article Lucton School! This drum looked something like the ones used on 20 mm Oerlikons but, of course, much larger.

During the 1980s Tanker War in the Persian Gulf, it was also reported that the drum did not feed reliably, so it was removed and the crews went back to manual loading. Park! All USN twin and quad mountings used water-cooled Mark 1 and Mark 2 Bofors guns. Any mod of the Mark 1 or Mark 2 Bofors guns could be used in any mod of writing short essays College USN twin or quad mountings; these USN guns were designed to be completely interchangeable in couresworks Kensington Park School that regards. Writing A History Universiteit Amsterdam! Twin mounts consisted of a left-hand gun (Mark 1) and a right-hand gun (Mark 2) joined together. The gun axes were 9.568 in (24.3 cm) apart. School! Elevation and training motors were 3 or 5 hp. In twin mounts, when the firing pedal is pushed down, one gun in the pair fires as described above. When this gun recoils, it trips a lever which allows the other gun to fire, thus ensuring that the guns do not fire together. A Case Essay University (Study! For twin and School quad mounts, the crew consisted of a Mount Captain, Pointer, Trainer, a 1st Loader for each gun and then however many ammunition passers it took to get back to the ammunition supply point. In addition to the guncrew, there was normally a Mark 51 (or later) Director crew consisting of AUTO University a Pointer and a Range Setter.

Quad mounts were basically two twin mounts joined together, with each pair having a left-hand gun (Mark 1) and a right-hand gun (Mark 2). The gun pairs axes were 60.0 in (1.524 m) apart. Elevation motors were 5 hp and training motors were 5 or 7.5 hp. As noted above, hydraulic drive gear was used on most units. Although both pairs of guns elevated together, in some Mods the pairs could be uncoupled in case of damage. Couresworks School! There were many Mod numbers assigned to the twin and writing Amsterdam quad mountings, with most having to Kensington, do with details of the power drives. An asterisk (*) indicated that the mount included a radar antenna and was used with the Mark 63 director. The Mark 4 quad mount was a low-weight version that used a lighter amplidyne generator mounted below deck and a GE RPC system.

This mounting had much faster training and elevation speeds than earlier mounts, but only 100 had been delivered by the end of the war. US ships carried large quantities of define critical Holderness School this weapon with USS Saratoga CV-3 probably having the most with 23 quad mounts and two twin mounts for a total of 96 guns. Essex class carriers carried between 10 and 18 quad mounts and most Iowa class battleships carried 20 quad mounts. The USN built more than 2,300 quad mounts, just under 10,000 twin mounts and more than 10,000 single mounts during the war. This mass production gradually reduced the costs during the war, with quad mounts dropping from $86,000 down to $67,250 and twin mounts dropping from couresworks Kensington School $62,300 down to critical evaluation School, $43,640. As noted above, the USA supplied 8,979 guns to other nations as part of couresworks School Lend-Lease. This is evaluation Holderness, broken down as follows: United Kingdom and Commonwealth: 2,834. Free French Forces: 448. American Republics: 4. Serious British interest in this weapon was first shown by Kensington School the Army in 1933 and study essay (Study was followed by an order for 100 guns in 1937.

Later, a manufacturing license was purchased from Bofors. The British version is officially listed as 56.3 calibers long. In spite of the many different Mark numbers, all Bofors guns used by the Royal Navy were basically similar. They were recoil operated with a monobloc barrel and detachable breech ring, breech casing and automatic loader with a vertical sliding breech block. The air-cooled Marks I, I* and III differed in details of the automatic loader and couresworks Park were primarily derivatives of Land Service (LS - Army) guns. Writing A History Essay Universiteit Amsterdam! The Canadian-built models were given a C suffix as in the Mark IC and Mark I*C. The Austrailian-built Mark I* was identical to the British-built gun of School that designation. The water-cooled Marks IV, VIII, IX, X, XI and post-war NI and NI/I all had water jackets with circulating pumps and differed only in regards to the mounting they were to evaluation Holderness, be used on. Single shots could be fired in couresworks Kensington School all but the define Mark VIII, IX, X and probably the NI and NI/I guns. Unlike USN practice, the left and right versions of Kensington these weapons were not given separate Mark numbers but had Type letters added (see below).

This large number of writing a case essay University of Groningen (Study Group) variations of British Bofors guns compared to the three produced for the USN would seem to show once again the Kensington lack of interest by the Royal Navy in weapon standardization during the World War II period. The British considered the short essays Niagara Bofors to be at couresworks Kensington Park least twice as effective as their own 2-pdr against torpedo bombers, but not much better than that weapon against a history essay Amsterdam kamikazes. Details on the guns: Marks I, II and III: Air-cooled, LS guns, some of which were converted to naval use. See Note 3 below.

Mark IV and IV/I: Water-cooled. Designed for use on the twin-gun Mark IV Hazemeyer mountings. Produced in left and right versions, with Type D being the left gun and couresworks Kensington Park Type E the right gun. Many of these guns were later converted to the Mark XI standard for use on the Mark V mountings. High! A total of 484 guns were produced with 442 in service by 1945. See Note 4 below. Mark V: Project abandoned. Mark VI: Army gun issued to Crusader AA tanks. Mark VII: Air-cooled, no-trunnion guns intended for use on an early version of the STAAG Mark 1 mounting.

400 guns were ordered from Vickers-Armstrong, but the Kensington School project was canceled and the Mark X took its place. Mark VIII: Water-cooled, this weapon was produced for the Buster mounting and article Lucton School eight guns were finished before the project was canceled. Park School! Left and right guns were produced and these guns did not have a single-shot provision. Essays SKODA University! See Note 12. Mark IX: Air-cooled guns for the for the Mark VI six-gun mounting.

Left and right guns were produced and these guns did not have a single-shot provision. See Note 6. Mark X: Water-cooled guns for the STAAG Mark 2 mounting. These guns had trunnions and were produced in left and right versions with no provision for Kensington Park single-shot operation. See Note 11. Mark XI: Water-cooled guns for the Mark V mounting. Many of these were converted from the Mark IV and Mark IV/I. Total of 342 in service by 1945. The USA provided 393 each of their Mark 1 (left-hand) and Mark 2 (right-hand) guns to Lucton School, the Royal Navy.

These were used in British RP Mark I (Twin) and School RP Mark II (Quad) mountings. The twin mount was first used on the Lend-Lease Attacker class escort carriers in January 1943. The quad mount was first installed on HMS Phoebe in June 1943. The USA also supplied air-cooled guns which were used mainly on LSTs. The Mark III series of hand-operated single mountings were the writing short Army design adapted for Naval use and were widely used, with some 500 in service by the end of World War II. Usually designated as LS Mark III (Land Service). The following mountings do not appear to have entered naval service, although they do appear on naval gun lists: Mark III* (hand operated with gyro sights for layer and trainer), RPLS Mark III (Remote Power Land Service) and Toadstool (joystick controlled power operation using Army components). Elevation limits for the Mark III were -5 to +90 degrees. As of June 1942, 314 Mark III mountings were in service, of which 301 were on DEMS. By May 1945, there were about couresworks Kensington School 1,392 in service with 568 on essays Niagara DEMS.

Those Army mountings modified at least somewhat for naval service were designated as Mark III CN and there were 500 of these in service at the end of the couresworks Kensington School war, with 291 on DEMS. Mounting weight for how to biography essay the LS Mark III including the couresworks Kensington Park School gun was 1.2 tons (1.22 mt). The Mark IV twin mounting was derived from the Hazemeyer triaxial mounting which had its origins in the 1940 arrival in Britain of the Dutch minelayer Willem van der Zaan . The Mark IV was a self-contained twin mounting that had its own rangefinder, radar and analog computer on the mount. This mounting used Mark IV water-cooled guns and how to write biography essay Cheltenham College utilized a track and couresworks Kensington pinion system for elevating and training which was powered via a Ward-Leonard system for automatic target tracking. The Mark IV was probably too advanced for its day and proved to writing essays College, be somewhat delicate for use on destroyers and sloops. The later STAAG and Buster designs were more robust, but very much heavier. School! According to writing article Lucton, service notes, the Mark IV was apparently used more often in couresworks School manual mode than in power mode.

Elevation was -10 to +90 degrees with cross-level of how to write Cheltenham +/- 14 degrees with control cutting out at +/- 12 degrees. Maximum elevating speed was 25 degrees per second with the manually controlled joystick, but training and elevation via automatic control was limited to little more than 10 degrees per second. Weight was 7.05 tons (7.16 mt). The later Mark IV* mounting had a more robust radar attachment and couresworks Kensington Park differed in a magazine article Lucton details of the controls and gyros. The following description taken from Destroyer Weapons of World War 2 is Kensington Park School, of interest: 'The 7-ton Haslemere, as it was generally known, was a brilliant concept, but unfortunately it needed more advanced technology than then existed.

It cannot claim to have been the most popular of weapons but at least it provided a little light relief on occasions. When stationary in writing study essay University (Study Group) the power-off mode during maintenance, a combination of training, depression and cross-roll made it look for all the world as though it was about to fall off its gundeck. Park School! Observations like I see the essay Cheltenham Haslemere is ill again were common.' The design of the Kensington Park School Mark V twin was based upon the USN Mark 1 twin mounting adapted to use British components including some components of 2-pdr mountings and RPC gear from the 4.5 (11.4 cm) Mark V. School! Also known as Utility, this mount used the Mark XI gun and was first introduced on the Hunt class destroyer HMS Meynell on 3 February 1945. The Mark V was power operated with elevation limits of -15 to couresworks Park School, +90 degrees and write biography essay College weighed 6.4 tons (6.5 mt) with 12 four-round clips carried on mount. The Mark V proved quite popular in service and was retained long after the more sophisticated STAAG was retired.

Its largest drawback was the lack of a blind fire capability. The RP50 Mark V had a maximum training speed of 35 degrees per couresworks Park, second and writing essays high University elevating speed of 28 degrees per second. The RP50 Mark VC (Canadian) had a maximum elevation speed of 35 degrees per second. Park! The Mark VI was a sextuple mount using the air-cooled Mark IX gun and used a 36-round ammunition tray for each gun rather than the usual four-round clips. Trays had an automatic feed mechanism which was operated by write biography Cheltenham the recoil of the couresworks Park School guns. Trays needed to be reloaded manually with the AUTO University mount elevated to +25 degrees. Left and right versions of the guns were produced and Kensington Park the guns did not have a single-shot capability. Training and elevating speeds of the critical Holderness RP50 Mark VI mounting were both 30 degrees per School, second. This mount did not enter service until after the war. Weight was 21.24 tons (21.58 mt).

This was a large weapons platform intended to be fitted primarily to battleships and fleet carriers with three hundred-twenty four being completed. The first battleship fitted was HMS Vanguard and high she eventually carried a total of ten mountings although this number was rapidly reduced during her career. Aircraft carriers HMS Eagle and couresworks Park School HMS Ark Royal carried eight. On some ships and some mountings, the lack of working space meant that the guns could only be reloaded at certain fixed bearings while on other ships the reloading could occur with the guns traversing at an automatically slowed rate. How To Write Essay Cheltenham! The Mark VII was an adapted Army single mount with a weight of School 1.40 tons (1.42 mt). Production orders for these were not placed until 29 May 1945 although one prototype was ordered on 17 March 1945. Similar in design to essays College, the Boffin mounting, described below, but able to elevate to +90 degrees and Kensington Park could train continuously as it used a slip ring for electrical power.

The Mark VIII was an unsuccessful variation of the Mark VII using battery power and did not enter service. The Mark IX was an upgraded Mark VII mount with electric drive. The Mark IX mount used the Mark NI gun and had six ready-use clips on mount. Mark IX was used successfully during the Falklands War, with guns on HMS Fearless and HMS Intrepid shooting down an Argentine A-4B Skyhawk on 27 May 1982, probably the last aerial victory scored by the 40 mm/56. This success stimulated renewed interest in automatic weapons in the Royal Navy, eventually leading to the purchase of a magazine Lucton School newer 20 mm and 30 mm weapons. The Boffin mounting was a twin 20 mm Oerlikon Mark V or Mark VC mounting modified to take a single Bofors 40 mm gun. Elevation was -10 to about +70 degrees.

These used an oil hydraulic system and were fitted with a gyro gunsight. Elevation was restricted compared to other Bofors mountings as the position of the School elevating trunnion axis was lower, due to writing a history essay Vrije, the smaller nature of the Oerlikon guns. Some of these were still being used by Kensington the Canadian Navy in 1990 during the Persian Gulf war. The post-war STAAG Mark II twin mounting (later designated as Mark 2) using the Niagara College type 262 radar was very accurate, but also very unreliable. Part of this unreliability appears to have been a result of the couresworks Kensington Park decision to mount the radar equipment directly to the gun mount, thus exposing it to Universiteit Amsterdam, a high level of vibration. At 17.5 tons (17.8 mt), it was also quite heavy for only a twin weapon. Used the Mark X gun. Couresworks Park! The hydraulically powered Mark II was called a pseudo-triaxial mounting and was unusual in that the third axis was a lateral deflection movement instead of being cross-roll. Training and elevating speeds were both 35 degrees per second.

STAAG was found to be overly complicated and essays high SKODA University difficult to couresworks Kensington, maintain and did not enjoy a long service life as a result. As noted, the type 262 radar was very accurate and there are stories of guns in action against towed targets where after shredding the sleeve the radar would track up the tow wire and writing a case study of Groningen Group) the tow plane would escape only by cutting the wire. Nylon rope was eventually substituted for the wire as a remedy. The Mark I was the prototype single mounting. The twin barrel Mark 2 was the prototype for the Mark 2* which used DC electrical drives. The Mark 3 used AC drives. Park School! The Mark 2** had no radar in the mounting and was used for training. The Buster (Bofors Universal Stabilized Tachymetric Electric Radar) twin was another World War II attempt at a self-contained mounting, but at approximately 20 tons (20.3 mt) this weighed far too much for only a twin arrangement and define evaluation Holderness School the project was canceled.

Used the Mark VIII gun. Toadstool was a post-war attempt to convert a Land-Service gun to Park, naval operation with joystick control. Extensively tested but did not enter service. Australia uses the writing essays high SKODA AUTO British Mark VII mounting fitted with a locally designed upgrade package on Kensington Park School Fremantle patrol boats. Elevation was -5 / +90 degrees and train was 360 degrees. Powered by a low-pressure, oil/hydraulic system and entered service in 1980. Training speed of 20 degrees per second and elevation speed of 40 degrees per second. Designated as 40/60 AN.

A small number of these mountings were sold to Thailand. Mount/Turret Data - Republic of writing a history Vrije Universiteit Amsterdam Korea. The Republic of Korea has developed a modification kit for Kensington School the USA Mark 1 twin mount which adds a stabilization system both to the gun mount and to the Mark 51 FCS. This kit improves their effectiveness against surface targets. Writing A History Essay Vrije Amsterdam! These modified mountings are used on FRAM destroyers and locally built corvettes. Mount/Turret Data - Netherlands Hazemeyer Weapons and couresworks Kensington Park School Mountings. Hazemeyer was a Dutch subsidiary of Siemens Halske. Prior to World War II, this firm developed a very advanced triaxial mounting together with a tachymetric control system. Writing Article School! As noted above, upon the Dutch defeat in 1940, this mounting was brought to Britain where it was immediately copied and introduced into Park School production. Guns intended for naval use were manufactured at the Norwegian Kongsberg Arsenal.

The Arsenal started license production of this weapon for the Royal Norwegian Navy in the 1930s and was kept in limited production throughout the war. Introduced into essays AUTO University German naval service about late 1943 and was used to arm the cruisers Admiral Hipper and Prinz Eugen as well as some Schnellbootes. As far as is known, only Park single mountings were ever used on warships and only HE tracer was issued. The Kriegsmarine received 578 guns for use on ships with an additional 247 guns delivered as coast-defense weapons. Writing A History Vrije! Naval Flak 28 mountings were set on a rotating ring attached to Kensington Park, a round base plate that was fixed to the deck. Elevation was -6 / +90 degrees and training was 360 degrees. The Type 5 (Model 1945) originated from the essay of Groningen (Study capture at Singapore in 1942 of 24 British Bofors single air-cooled guns in working condition and another 56 made serviceable after repairs. One of these was used to Park School, produce a Japanese copy and this underwent prototype firing trials in 1943 at the Torigasaki range of the short Niagara Yokosuka Naval Arsenal. Limited production began in that year, but the gun was never perfected and Kensington it did not go into general service use.

However, some 5 to 7 weapons a month were being produced in late 1944, apparently for service evaluation purposes. The main alteration from the writing a magazine article Lucton School British Bofors design was to increase the bore length to 94.49 in (2.400 m) - 60 calibers - and to add Rhienmetall-style flash suppressors, which proved unsatisfactory. Production was at the Yokosuka Naval Arsenal and at the Hitachi Manufacturing Company. Used only in manually-worked single mountings, which had an elevation range of -10 / +95 degrees and a weight of 1,870 lbs. (850 kg). Recoil was 8.5 (21.6 cm). Major problems found by couresworks Kensington Park School the USN after the essays SKODA AUTO surrender were that poor manufacturing practices and lack of quality control caused improper seating of rounds and couresworks Kensington Park School jamming of parts and that the star wheels and extractors were frequently mismated. Nomenclature Note: Although the Japanese designation is normally described as the Type 5 (Model 1945), US Naval Technical Mission to Japan report O-47(N)-2 at one point (page 16) describes the how to essay College Mechanism designation as Type 5 (1943), which cannot be correct as the couresworks School numbers do not match. A Magazine Article School! This error may imply that the designation would actually be Type 3 (Model 1943) which would seem to be more in keeping with the couresworks Park actual Japanese design date of 1943. However, it should be noted that the Japanese Model number system, normally based upon the year the breech design was started, became very chaotic towards the writing short essays Niagara College end of World War II, with new weapons having Type years that had no relationship to the actual year that the breech design was started. So, this weapon may indeed have been designated as Type 5.

1. Kensington Park! Type 262 Radar (3 cm) 2. Writing Vrije Universiteit! Radar Operator's Panel. 3. Control Officer's remote radar display 40 mm STAAG mounting being shown to Australian Naval Officers and munitions workmen. State Library of Victoria Image H98.105/3203. British Bofors Mark VI Sextuple Mounting under construction at the Scotswood Works in 1946. Couresworks Kensington! Photograph copyrighted by Tyne Wear Archives Museums. German 4 cm/56 Flak 28. This picture was taken on the Prinz Eugen in Philadelphia, PA, USA.

Note the 10.5 cm/65 SK C/33 in the background. Define! USN Photograph. Kensington! Twin 40 mm Bofors on Brazilian Barroso (ex-USS Philadelphia CL-41) in a magazine article Lucton March 1951. USS Tuscaloosa CA-37 in background. U.S. Historical Center Photograph # 80-G-708174. USN PB Mk III fitted with 40-mm automatic cannon with 48-round drum magazine. Photograph copyrighted by couresworks Kensington Park School Giorgio Arra and used here courtesy of Robert Stoner of Niagara College Warboats.org. USN 40 mm projectiles of World War II. Note that the AP M81 does not have a boattail and that the Kensington School windshield apparently forms the bourrelet.

Diagonal Stripes represents the body and writing a magazine article Lucton body walls, small dots represent the tracer elements, dense dots represent the incendiary elements, other dots represent explosive (HE) burster elements. Explosive, incendiary and tracer elements were loaded in increments, as shown in the above sketches. Cutaway view of USN M81A1 AP Round. Couresworks School! British 40 mm HE Projectile Image courtesy of essay Vrije Universiteit Steve Johnson of Kensington Cyberheritage. Cutaway sketches of 40 mm ammunition.

The Design and Construction of British Warships 1939-1945: Volume I edited by D.K. Brown. Naval Weapons of World War Two by John Campbell. Joining the War at essays SKODA AUTO University Sea by Franklyn E. Dailey Jr., Capt. USNR (Ret.) The Illustrated Encyclopedia of 20th Century Weapons and Warfare by Bernard Fitzsimmons. US Battleships: An Illustrated Design History, US Naval Weapons and The Naval Institute Guide to World Naval Weapon Systems 1991/92 all by Norman Friedman. German Warships 1815-1945 Volume I and Volume II by Erich Gröner. The Bofors Gun and Small Arms, Artillery Special Weapons of the Third Reich both by Terry J. Gander.

Jane's Ammunition Handbook: Ninth Edition 2000-2001 edited by couresworks Terry J. Gander and Charles Q. Cutshaw. Destroyer Weapons of writing World War 2 by Park School Peter Hodges and Norman Friedman. Radar at Sea by Derek Howse. Weapon Direction in the Royal Navy article by H.W. Pout in The Development of Radar Equipments for the Royal Navy, 1935-45 edited by F.A. Kingsley. U.S. Navy Bureau of Ordnance in World War II by Lt. Cmdr. Buford Rowland, USNR, and Lt. William B. Short! Boyd, USNR.

Champions of the Pacific articles in Warship Volume II by Lawrence Sowinski. Iowa Class Battleships by couresworks Kensington School Robert F. Sumrall. German Naval Guns: 1939 - 1945 by Miroslaw Skwiot. German Cruisers of writing article School World War Two and German Coastal Forces of Kensington Park School World War Two both by M.J. Whitley. Naval Ordnance and writing a history essay Vrije Universiteit Gunnery - 1952: Navpers 16116-B by Department of the Navy. Ordnance Maintenance 40-MM Automatic Gun M1 TM 9-1252 by Department of the Army.

Ammunition: Instructions for Park the Naval Service: Ordnance Pamphlet 4 - May 1943 by Department of the Navy. 40 MM Antiaircraft Gun, OP 820, 1943 by Department of the Navy. U.S. Explosive Ordnance: Ordnance Pamphlet 1664 - May 1947 by short essays Niagara College Department of the Navy. US Naval Technical Mission to Japan report O-47(N)-2: Japanese Naval Guns and Mounts - Article 2, AA Machine Guns and Mounts. Handbook for Kensington Park 40mm Bofors Twin R.P 50 Mark 5 Mounting - 1950: BR1919 by Naval Ordnance Department, Admiralty. Special help from writing short Niagara College Mark Fitzpatrick, Robert Hurst, Cliff McMullen, Robert Stoner and Vladimir Yakubov. 31 August 2008 - Benchmark.

23 September 2009 - Corrected typographical error, added comment about front-line service life. 11 June 2010 - Added cutaway photograph of complete M81A1 AP round. 01 November 2010 - Corrected range table for couresworks Kensington USN M81A1. 11 January 2011 - Added data reference. 14 January 2011 - Added cutaway sketch.

06 April 2011 - Added data reference and added photographs of British Mark V twin mounting. 07 June 2011 - Additional information about usage by Kriegsmarine. 14 July 2011 - Added crew information for USN Twin and Quad Mounts. 28 January 2012 - Added photograph of Polish twin mounting. 16 June 2012 - Added photograph of STAAG in Australia. 28 December 2013 - Minor additions and added photograph of HMS Sheffield.

15 July 2014 - Added photograph of Sea Spectre Patrol Boat. 09 October 2015 - Added photograph of Mark VI Sextuple mounting. 24 December 2015 - Changed Vickers Photographic Archive links to point at a history essay Universiteit Wayback Archive. 06 February 2016 - Additional details on how the gun fired, Lend-Lease distribution, added Bofors ammunition details and gun production, added information on British ammunition, mountings and weapons.