They are a number of vague, loose, individuals, and nothing more. With them all is to begin again (Sallust, 1963).
Soon authors started to insist on the antiquity of Dutch liberty. In 1587, for example, Willem Verheyden urged the Dutch to uphold the 'exceptional freedom which we have inherited from our ancestors', as it had been retained 'since the time of Julius Caesar'. 5 The antiquity of Dutch liberty became one of the foundational ideas of the Dutch Republic. According to the Batavian myth, as it is called nowadays, (Brewer, 1975) the liberty of the United Provinces, and of Holland in particular, had been urged by the Batavians, the direct, 'classical' ancestors of the Dutch. As Hugo Grotius argued in his 1610 'Treatise on the Antiquity of the Batavian now Hollandish Republic', the Batavians had been respected as 'authors of liberty', (Brewer, 1975), as a free, self-governing people willing to do the utmost to retain their freedom. The Batavians and the leader of their revolt against the Romans, Claudius Civilis, were amongst the heroes of the 'Golden Age'. They were celebrated in literature with both Vondel and Hooft offering epic tales of Batavian history (Hampsher-Monk, 1988). On the basis of Tacitus' Histories, the moment of the Batavians committing themselves to the revolt was captured by the famous painting of Otto van Veen and the etching by Antonio Tempesta, and in 1662 by Rembrandt, whose Conspiracy of Claudius Civilis was commissioned for the New Amsterdam town hall. The latter was probably rejected because Rembrandt repudiated the humanist conventions of the Batavian myth, interpreting instead the 'barbarous ceremonies and strange oath' of the Batavians (as Tacitus had in fact put it) in what has been called a 'staggering picture' of 'brutal monumentality'. Lest the foundation of the king's exclusive legal title should pass for a mere rant of adulatory freedom, the political divine proceeds dogmatically to assert (Thelwall, 1796) that, by the principles of the Revolution, the people of England have acquired three fundamental rights, all which, with him, compose one system (Burke, 1790).
The aim of this thesis is to study, within the normative context of sixteenth century political thought, the ideological meaning and implications of the foundational idea of Dutch liberty, as developed during the Revolt, for the political rights and duties of individual citizens and its relation to the Libyan Revolt of 2011 and contemporary American politics. During the Dutch Revolt notions of civic rights obviously focused on the issues of political obedience and resistance, which were central to the political thought of the Reformation (Smith, 1977). Therefore, it is historically imperative to interpret Dutch political thought on these issues within the context of Reformation debates on Christian liberty and the foundations and limits of secular authority (Oxford, 1765-9). Although the issues of civic duty and its relation to liberty were not absent from Reformation political thought, they had been analyzed first and foremost in the Renaissance political thought of civic humanism. It is, therefore, useful to explore late sixteenth-century Dutch debates on civic duty and liberty within the context of Renaissance political thought (Oxford, 1765-9).
Dutch Revolt and Burkean arguments in American politics today
As many proponents of the Dutch Revolt emphasized in their publications, the active support of the defense of liberty, and of its essence the liberty of conscience, was the duty of every Dutch citizen. Clare vertoninge . . . (Hampsher-Monk, 1976) of 1579 was one of many treatises which urged Dutch citizens to act as true 'patriots and lovers of the liberty of the country'. Indeed, the individual citizen should, 'coming to the worst', prefer to 'die an honest death for the defense of his fatherland and preservation of his goods, wife, children and offspring instead of waiting every day and from hour to be led to death as a sheep' (Brewer, 1975).
As this sort of phrase suggests, in analyzing civic duty Dutch authors adopted Ciceronian arguments. In fact it was not uncommon for authors to present their treatises as acts of civic duty in the Ciceronian sense (Smith, 1977). In 1582, for example, Jan van den Kiele published his pamphlet Redene Exhortatyf, because, as he put it, 'as Cicero testifies in De Officiis each good subject (after the gifts conferred unto him by the Lord, and after his quality) is bound to support his fatherland and to render service'. The argument that virtuous acts of public service by the citizens were the key to the preservation of liberty, to the...
Type 1 operational failures were forensically diagnosed as improper reproduction of the original tape tracking pathway. These failures likely reflected a degree of natural ability in visualizing the tape position necessary to restore function. This type of failure identified a missing component of the technical instructions capable of being redressed by the addition of another instructional step. Type 2 operational failures were forensically diagnosed as insufficient physical dexterity in manipulating the
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The writer will then be ready to write a first draft where the outline is expanded into paragraphs (Introduction to technical writing/documentation) and a glossary of terms is created (The technical writing process). The writer will then revise the first draft, including checking for completeness and accuracy, checking that writing is clear and concise, proofreading with spelling and grammar checks, reviewing mechanics such as abbreviations, acronyms and initialisms expansion
One of the core strengths of this technical description is the use of frequent subheadings. The eye is easily guided to different issues related to the eMate300 such as "Easy Communication and Networking" or "Give More Students Access to the Technology They Need." Readers can tell at a quick glance what the eMate300 is all about without committing to reading an entire technical document. Visual and design aides like
Technical Writing The author of this report has been asked to answer several questions relating to the author's experience while learning about technical writing and similar subjects. The questions asked include what skills have been learned, what would be needed to continue learning the skills, how to keep improving those skills and so forth. Also asked for from this assignment include thoughts about the qualities that lead to efficacious technical writing,
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