IT is much easier to understand and remember a thing when a reason is given for it, than when we are merely shown how to do it without being told why it is so done; for in the latter case, instead of being assisted by reason, our real help in all study, we have to rely upon memory or our power of imitation, and to do simply as we are told without thinking about it. The consequence is that at the very first difficulty we are left to flounder about in the dark, or to remain inactive till the master comes to our assistance.? Now in this book it is proposed to enlist the reasoning faculty from the very first: to let one problem grow out of another and to be dependent on the foregoing, as in geometry, and so to explain each thing we do that there shall be no doubt in the mind as to the correctness of the proceeding. The student will thus gain the power of finding out any new problem for himself, and will therefore acquire a true knowledge of perspective.?? George Adolphus Storey??Book First?The Necessity of the Study of Perspective to Painters, Sculptors, and Architects?LEONARDO DA VINCI tells us in his celebrated Treatise on Painting that the young artist should first of all learn perspective, that is to say, he should first of all learn that he has to depict on a flat surface objects which are in relief or distant one from the other; for this is the simple art of painting. Objects appear smaller at a distance than near to us, so by drawing them thus we give depth to our canvas. The outline of a ball is a mere flat circle, but with proper shading we make it appear round, and this is the perspective of light and shade.? ‘The next thing to be considered is the effect of the atmosphere and light. If two figures are in the same coloured dress, and are standing one behind the other, then they should be of slightly different tone, so as to separate them. And in like manner, according to the distance of the mountains in a landscape and the greater or less density of the air, so do we depict space between them, not only making them smaller in outline, but less distinct.’?Sir Edwin Landseer used to say that in looking at a figure in a picture he liked to feel that he could walk round it, and this exactly expresses the impression that the true art of painting should make upon the spectator.??There is another observation of Leonardo’s that it is well I should here transcribe; he says: ‘Many are desirous of learning to draw, and are very fond of it, who are notwithstanding void of a proper disposition for it. This may be known by their want of perseverance; like boys who draw everything in a hurry, never finishing or shadowing.’ This shows they do not care for their work, and all instruction is thrown away upon them. At the present time there is too much of this ‘everything in a hurry’, and beginning in this way leads only to failure and disappointment. These observations apply equally to perspective as to drawing and painting.? Unfortunately, this study is too often neglected by our painters, some of them even complacently confessing their ignorance of it; while the ordinary student either turns from it with distaste, or only endures going through it with a view to passing an examination, little thinking of what value it will be to him in working out his pictures. Whether the manner of teaching perspective is the cause of this dislike for it, I cannot say; but certainly most of our English books on the subject are anything but attractive.??All the great masters of painting have also been masters of perspective, for they knew that without it, it would be impossible to carry out their grand compositions. In many cases they were even inspired by it in choosing their subjects. When one looks at those sunny interiors, those corridors and courtyards by De Hooghe, with their figures far off and near, one feels that their charm consists greatly in their perspective, as well as in their light and tone and colour... ?

Alessandro di Mariano di Vanni Filipepi, better known as Sandro Botticelli ( 1445 – 1510), was an Italian painter of the Early Renaissance. He belonged to the Florentine school under the patronage of Lorenzo de' Medici, a movement that Giorgio Vasari would characterize less than a hundred years later as a "golden age", a thought, suitably enough, he expressed at the head of his Vita of Botticelli. Botticelli's posthumous reputation suffered until the late 19th century; since then his work has been seen to represent the linear grace of Early Renaissance painting. Among his best known works are The Birth of Venus and Primavera. In 1481, Pope Sixtus IV summoned Botticelli and other prominent Florentine and Umbrian artists to fresco the walls of the Sistine Chapel. The iconological program was the supremacy of the Papacy. Sandro's contribution included the Temptations of Christ, the Punishment of the Rebels and Trial of Moses. He returned to Florence, and "being of a sophistical turn of mind, he there wrote a commentary on a portion of Dante and illustrated the Inferno which he printed, spending much time over it, and this abstention from work led to serious disorders in his living." Thus Vasari characterized the first printed Dante (1481) with Botticelli's decorations; he could not imagine that the new art of printing might occupy an artist. The masterpieces Primavera (c. 1482) and The Birth of Venus (c. 1485) were both seen by Vasari at the villa of Lorenzo di Pierfrancesco de' Medici at Castello in the mid-16th century, and until recently, it was assumed that both works were painted specifically for the villa. Recent scholarship suggests otherwise: the Primavera was painted for Lorenzo's townhouse in Florence, and The Birth of Venus was commissioned by someone else for a different site. By 1499, both had been installed at Castello. In these works, the influence of Gothic realism is tempered by Botticelli's study of the antique. But if the painterly means may be understood, the subjects themselves remain fascinating for their ambiguity. The complex meanings of these paintings continue to receive widespread scholarly attention, mainly focusing on the poetry and philosophy of humanists who were the artist's contemporaries. The works do not illustrate particular texts; rather, each relies upon several texts for its significance. Of their beauty, characterized by Vasari as exemplifying "grace" and by John Ruskin as possessing linear rhythm, there can be no doubt. In the mid-1480s, Botticelli worked on a major fresco cycle with Perugino, Domenico Ghirlandaio and Filippino Lippi, for Lorenzo the Magnificent's villa near Volterra; in addition he painted many frescoes in Florentine churches. In 1491 he served on a committee to decide upon a fa?ade for the Cathedral of Florence.

In issuing this second treatise on Crayon Portraiture, Liquid Water Colors and French Crystals, for the use of photographers and amateur artists, I do so with the hope and assurance that all the requirements in the way of instruction for making crayon portraits on photographic enlargements and for finishing photographs in color will be fully met. To these I have added complete instructions for free-hand crayons. This book embodies the results of a studio experience of twenty-four years spent in practical work, in teaching, and in overcoming the everyday difficulties encountered, not alone in my own work, but in that of my pupils as well. Hence the book has been prepared with special reference to the needs of the student. It presents a brief course of precepts, and requires on the part of the pupil only perseverance in order that he may achieve excellence. The mechanical principles are few, and have been laid down in a few words; and, as nearly all students have felt, in the earlier period of their art work, the necessity of some general rules to guide them in the composition and arrangement of color, I have given, without entering into any profound discussion of the subject, a few of its practical precepts, which, it is hoped, will prove helpful. While this book does not treat of art in a very broad way, yet I am convinced that those who follow its teachings will, through the work they accomplish, be soon led to a higher appreciation of art. Although this kind of work does not create, yet who will say that it will not have accomplished much if it shall prove to be the first step that shall lead some student to devote his or her life to the sacred calling of art? It has been said that artists rarely, if ever, write on art, because they have the impression that the public is too ill-informed to understand them—that is, to understand their ordinarily somewhat technical method of expression. If, therefore, in the following pages I may sometimes seem to take more space and time for an explanation than appears necessary, I hope the student will overlook it, as I seek to be thoroughly understood. My hope with reference to this work is that it may prove of actual value to the earnest student in helping him reach the excellence which is the common aim of all true artists. ? ?J. A. Barhydt. About Author: To many who know nothing about the art of crayon portraiture, the mastery of it not only seems very difficult, but almost unattainable. In fact, any work of art of whatever description, which in its execution is beyond the knowledge or comprehension of the spectator, is to him a thing of almost supernatural character. Of course, this is more decided when the subject portrayed carries our thoughts beyond the realms of visible things. But the making of crayon portraits is not within the reach alone of the trained artist who follows it as a profession. I claim that any one who can learn to write can learn to draw, and that any one who can learn to draw can learn to make crayon portraits. Making them over a photograph, that is, an enlargement, is a comparatively simple matter, as it does not require as much knowledge of drawing as do free-hand crayons. But you must not suppose that, because the photographic enlargement gives you the drawing in line and an indistinct impression of the form in light and shade, you are not required to draw at all in making a crayon portrait over such an enlargement. Some knowledge of drawing is necessary, though not a perfect knowledge. Many people err in supposing that only the exceptionally skilled can produce the human features in life-like form upon the crayon paper. While recognizing great differences in natural aptitude for drawing in different persons, just as those who use the pen differ widely in their skill, some being able to write with almost mechanical perfection of form, I still hold that any one who is able to draw at all can succeed in producing creditable crayons.. J. A. Barhydt.

Vasari says, and rightly, in his Life of Leonardo, "that he laboured much more by his word than in fact or by deed", and the biographer evidently had in his mind the numerous works in Manuscript which have been preserved to this day. To us, now, it seems almost inexplicable that these valuable and interesting original texts should have remained so long unpublished, and indeed forgotten. It is certain that during the XVIth and XVIIth centuries their exceptional value was highly appreciated. This is proved not merely by the prices which they commanded, but also by the exceptional interest which has been attached to the change of ownership of merely a few pages of Manuscript. That, notwithstanding this eagerness to possess the Manuscripts, their contents remained a mystery, can only be accounted for by the many and great difficulties attending the task of deciphering them. The handwriting is so peculiar that it requires considerable practice to read even a few detached phrases, much more to solve with any certainty the numerous difficulties of alternative readings, and to master the sense as a connected whole. Vasari observes with reference to Leonardos writing: "he wrote backwards, in rude characters, and with the left hand, so that any one who is not practised in reading them, cannot understand them". The aid of a mirror in reading reversed handwriting appears to me available only for a first experimental reading. Speaking from my own experience, the persistent use of it is too fatiguing and inconvenient to be practically advisable, considering the enormous mass of Manuscripts to be deciphered. And as, after all, Leonardo's handwriting runs backwards just as all Oriental character runs backwards—that is to say from right to left—the difficulty of reading direct from the writing is not insuperable. This obvious peculiarity in the writing is not, however, by any means the only obstacle in the way of mastering the text. Leonardo made use of an orthography peculiar to himself; he had a fashion of amalgamating several short words into one long one, or, again, he would quite arbitrarily divide a long word into two separate halves; added to this there is no punctuation whatever to regulate the division and construction of the sentences, nor are there any accents—and the reader may imagine that such difficulties were almost sufficient to make the task seem a desperate one to a beginner. It is therefore not surprising that the good intentions of some of Leonardo s most reverent admirers should have failed. Leonardo's literary labours in various departments both of Art and of Science were those essentially of an enquirer, hence the analytical method is that which he employs in arguing out his investigations and dissertations. The vast structure of his scientific theories is consequently built up of numerous separate researches, and it is much to be lamented that he should never have collated and arranged them. His love for detailed research—as it seems to me—was the reason that in almost all the Manuscripts, the different paragraphs appear to us to be in utter confusion; on one and the same page, observations on the most dissimilar subjects follow each other without any connection. A page, for instance, will begin with some principles of astronomy, or the motion of the earth; then come the laws of sound, and finally some precepts as to colour. Another page will begin with his investigations on the structure of the intestines, and end with philosophical remarks as to the relations of poetry to painting; and so forth. Leonardo himself lamented this confusion, and for that reason I do not think that the publication of the texts in the order in which they occur in the originals would at all fulfil his intentions. No reader could find his way through such a labyrinth; Leonardo himself could not have done it. ABOUT AUTHOR: Leonardo Da Vinci, Born on April 15, 1452, in Vinci, Italy, Leonardo da Vinci was concerned with the laws of science and nature, which greatly informed his work as a painter, sculptor, inventor and draftsmen. His ideas and body of work—which includes "Virgin of the Rocks," "The Last Supper," "Leda and the Swan" and "Mona Lisa"—have influenced countless artists and made da Vinci a leading light of the Italian Renaissance.Quotes"Iron rusts from disuse, stagnant water loses its purity and in cold weather becomes frozen; even so does inaction sap the vigor of the mind."? ? ? ? ? – Leonardo da Vinci Humble Beginnings:Leonardo da Vinci was born on April 15, 1452, in Vinci, Italy. Born out of wedlock, the love child of a respected notary and a young peasant woman, he was raised by his father, and his stepmothers. 'The Last Supper'In 1482, Lorenzo de' Medici, a man from a prominent Italian family, commissioned da Vinci to create a silver lyre and bring it to Ludovico il Moro, the Duke of Milan, as a gesture of peace. Da Vinci did so and then wrote Ludovico a letter describing how his engineering and artistic tal

Читанка для учн?в старших клас?в середньо? школи в ус?х ?вропейських кра?нах. Книжку створено в рамках сп?льного проекту орган?зац?й та установ, що працюють разом у Платформ? ?вропейсько? пам'ят? та сумл?ння. Зб?рка м?стить 30 дивовижних ?стор?й людей з 16 ?вропейських кра?н, що зазнали тотал?таризму. Це розпов?д? про см?ливц?в, як? протистояли тотал?таризмов? та загинули, а також про тих, кому пощастило вижити. Ц? розпов?д? сповнен? надзвичайного суму через незм?рн? страждання, що ?х завдали фанатичн? орудар?, поборники та п?дсобники тотал?таризму таким же людям, як ? вони. Але водночас вони осп?вують любов до свободи, людську г?дн?сть, несхитн?сть, см?лив?сть, в?ру та в?ддан?сть головним людським ц?нностям.

["The Elements of Drawing" was written during the winter of 1856. The First Edition was published in 1857; the Second followed in the same year, with some additions and slight alterations. The Third Edition consisted of sixth thousand, 1859; seventh thousand, 1860; and eighth thousand, 1861.The work was partly reproduced in "Our Sketching Club," by the Rev. R. St. John Tyrwhitt, M.A., 1874; with new editions in 1875, 1882, and 1886.Mr. Ruskin meant, during his tenure of the Slade Professorship at Oxford, to recast his teaching, and to write a systematic manual for the use of his Drawing School, under the title of "The Laws of Fésole." Of this only vol. i. was completed, 1879; second edition, 1882. As, therefore, "The Elements of Drawing" has never been completely superseded, and as many readers of Mr. Ruskin's works have expressed a desire to possess the book in its old form, it is now reprinted as it stood in 1859.] ? THE SECOND EDITION.As one or two questions, asked of me since the publication of this work, have indicated points requiring elucidation, I have added a few short notes in the first Appendix. It is not, I think, desirable otherwise to modify the form or add to the matter of a book as it passes through successive editions; I have, therefore, only mended the wording of some obscure sentences; with which exception the text remains, and will remain, in its original form, which I had carefully considered. Should the public find the book useful, and call for further editions of it, such additional notes as may be necessary will be always placed in the first Appendix, where they can be at once referred to, in any library, by the possessors of the earlier editions; and I will take care they shall not be numerous.August 3, 1857. ? PREFACE? i. It may perhaps be thought, that in prefacing a manual of drawing, I ought to expatiate on the reasons why drawing should be learned; but those reasons appear to me so many and so weighty, that I cannot quickly state or enforce them. With the reader's permission, as this volume is too large already, I will waive all discussion respecting the importance of the subject, and touch only on those points which may appear questionable in the method of its treatment. ? ii. In the first place, the book is not calculated for the use of children under the age of twelve or fourteen. I do not think it advisable to engage a child in any but the most voluntary practice of art. If it has talent for drawing, it will be continually scrawling on what paper it can get; and should be allowed to scrawl at its own free will, due praise being given for every appearance of care, or truth, in its efforts. It should be allowed to amuse itself with cheap colors almost as soon as it has sense enough to wish for them. If it merely daubs the paper with shapeless stains, the color-box may be taken away till it knows better: but as soon as it begins painting red coats on soldiers, striped flags to ships, etc., it should have colors at command; and, without restraining its choice of subject in that imaginative and historical art, of a military tendency, which children delight in, (generally quite as valuable, by the way, as any historical art delighted in by their elders,) it should be gently led by the parents to try to draw, in such childish fashion as may be, the things it can see and likes,—birds, or butterflies, or flowers, or fruit. ? iii. In later years, the indulgence of using the color should only be granted as a reward, after it has shown care and progress in its drawings with pencil. A limited number of good and amusing prints should always be within a boy's reach: in these days of cheap illustration he can hardly possess a volume of nursery tales without good wood-cuts in it, and should be encouraged to copy what he likes best of this kind; but should be firmly restricted to a few prints and to a few books.

Брошура в стисл?й та популярн?й форм? розпов?да? про под?? Укра?нсько? революц?? 1917–1921 рок?в – процеси державного буд?вництва, творення укра?нсько? пол?тично? нац??, в?дродження укра?нсько? науки, осв?ти, культури та духовност?. Багато уваги прид?ля?ться л?дерам Укра?нсько? революц?? – Михайлу Грушевському, Володимиру Винниченку, Симону Петлюр?, Павлу Скоропадському, ?вгену Петрушевичу, Номану Челеб?дж?хану та ?н., як? розробляли ?? ?деолог?ю, формували порядок денний, вели за собою народ. Розкрива?ться ?нституц?йне буд?вництво, творення законодавчо?, виконавчо?, судово? г?лок влади, розбудова в?йська, дипломат??, ф?нансово? системи тощо. Фотокартки ? св?дчення сучасник?в в?дтворюють атмосферу того часу, проливають св?тло на життя ? побут звичайно? людини в умовах революц?йних потряс?нь.??Брошура п?дготовлена на основ? матер?ал?в ?нформац?йно-просв?тницько? кампан??, яку Укра?нський ?нститут нац?онально? пам’ят? проводить до 100-р?ччя Укра?нсько? революц?? 1917-1921 рок?в, в ход? яко? п?дготовлено низку фотодокументальних виставок, комплект?в лист?вок та ?нформац?йних матер?ал?в, дитячу наст?льну гру, спец?ал?зовану веб-стор?нку, присвячену под?ям Укра?нсько? революц?? 1917–1921 рок?в (www.UNR.memory.gov.ua).??

DRAWING is the expression of an idea: “Art must come from within, and not from without. This fact has led some to assert that the study of nature is not essential to the student, and that careful training in the study of the representation of the actual appearance is mechanical and harmful. Such persons forget that all art ideas and sentiments must be based upon natural objects, and that a person who cannot represent truly what he sees will be entirely unable to express the simplest ideal conceptions so that others may appreciate them. Study of nature is, then, of the first and greatest importance to the art student.A drawing may be made in outline, in light and shade, or in color. The value of the drawing artistically does not depend upon the medium used, but upon the individuality of the draughtsman making it. The simplest pencil sketch may have much more merit than an elaborate colored drawing made by one who is unable to represent truly the facts of nature, or who sees, instead of the beauty and poetry, the ugliness and the imperfections of the subject. OBJECTS FOR STUDY:We hear a great deal now about the cultivation of the sense of beauty by the choice of drawing models. Many go so far as to say that nothing but the most beautiful forms should be given from the start, and, asserting that the cube, cylinder,and other type forms are not beautiful, they say that they should not be used, but that beautiful variations of these type forms should be provided. More definite information than this is rarely given. We are not told what natural objects are beautiful, and cheap enough to be provided, or how these objects of beauty are to be obtained, if they are not provided by the city. Such advice as to the use of beautiful models must be very pleasant and valuable to the drawing teacher, who so often fails to secure the money necessary to provide the cheap wooden models costing a few cents each ; and we do not wonder that special and regular teachers often regard this subject as one having no standards and no authorities. Much of all this commotion about beautiful objects of study is raised by those who, suffering from criticism, have in the desire to escape it plunged headlong from one set of mechanical rules for a series of lessons for the public schools, to another set less arbitrary in certain directions, but still mechanical, and if possible, more harmful than before, because attempting more.The average teacher can readily learn to discover at a glance whether or not the drawing of a cube represents the object as it might appear. She can do this even without seeing the model from the pupil's position; and the student can compare his drawing with the object and discover its errors more easily than he can in the drawing of a cast, a leaf, a figure,or any other object of beauty, in which the beauty depends upon lines which are subtile and which require a trained eye to see at all truly.

Comandorul Sablin are ca subiect principal activitatea fostului ofi?er al Marinei Ruse Imperiale reflectat? ?n dosarele Siguran?ei ?i ale Securit??ii. Documentele publicate sub egida Institutului de Istorie ?George Bari?iu“ al Academiei Rom?ne acoper? perioada interbelic? ?i cea postbelic?. Nikolai Vasilievici Sablin a activat pe vasul ?arului Nikolai al II-lea al Rusiei, ??tandart“, iar dup? 1918 – ca ?ef al Cifrului Statului Major al Flotei Militare din Marea Baltic?. ?n Rom?nia a fost reprezentant al Marelui Duce Kiril Vladimirovici, pre?edinte al filialei Uniunii Militare Navale Ruse, vicepre?edinte al Societ??ii de Ajutor a Fo?tilor Combatan?i Ru?i de pe Frontul Rom?n, director al ziarului Golos Buharesta, a participat la r?zboiul antisovietic.Din nota agentului Securit??ii ?Alexandru Popescu“, casa ?Paula“, 19 octombrie 1956:?Urmare notelor anterioare referitoare la emigrantul rus, fost reprezentant pentru Rom?nia al organiza?iei emigran?ilor ru?i Mi?carea Monarhist? Rus?, ?inut ?n observa?ie, comunic:Despre leg?tura lui Sablin N. cu organele informative militare rom?ne ?nainte de 23 august 1944 am auzit din timpul vechiului meu serviciu, ?ns? nu am avut preciziuni. ?n prezent semnalez urm?toarele:Dup? cum s-a comunicat prin nota din 10 octombrie a.c., ?n ziua de 4 octombrie a.c., Sablin Nikolai a f?cut o vizit? lui Baikov Andrei (str. Sl?ve?ti 3), c?nd s-a discutat cu acesta chestiunea cu pensia lui Sablin N., sistat?.?n timpul convorbirii (am asistat ?n camer? ?i eu) Sablin N. a povestit c? el s-a ?nt?lnit cu un fost colonel rom?n (numele n-am putut re?ine) pe care Sablin N. l-a cunoscut ?nainte de 23 august 1944 ?i cu care a avut ni?te leg?turi.Sablin N. a spus c? el sper? c? la cererea lui acest colonel va ajuta lui ?n chestia pensiei sale, deoarece el ?n trecut a colaborat cu acesta ?n domeniul informativ, privitor la URSS. Sablin Nikolai a specificat c? acest material el c?p?ta de la fratele s?u Sablin Eugen, din Londra (Sablin Eugen ?n ultimul an al regimului ?arist a fost ministrul Rusiei ?n Anglia, iar apoi a fost conduc?torul emigra?iei ruse din Londra ?i unul din activi?tii principali din Mi?carea Monarhist? Rus?).“

Ilie Badescu, sociologul care a redeschis dezbaterea privind puterea si importanta pe care o are spiritul si desavarsirea fiintei si societatii, in lucrarea de fata ne vorbeste despre forta invataturilor precum si despre devierile prin care sunt propagate in lume falsele invataturi.

O livro apresenta uma abordagem sobre como foram construídos os saberes inerentes à medicina e ao hospital na Sociedade Moderna. Mostra, historicamente, como foi estabelecido o poder e as práticas médico-hospitalares. A obra apresenta o discurso das institui??es dominantes sobre o modelo assistencial, como também revela a realidade pragmática do acesso efetivo ao direito social à saúde, que, formalmente, foi expresso como uma necessidade básica traduzida em mínimos sociais, como condi??o legítima de dignidade da pessoa humana. A relev?ncia desse estudo é em virtude de sua especial significa??o nas diversas áreas das Ciências Humanas e Sociais, ao nutrir o debate sobre a temática do Direito à Saúde nas inst?ncias do Poder Público, bem como ao introduzi-la na agenda das profiss?es relacionadas com o campo da saúde, aprofundando suas dimens?es de transdisciplinariedade e transversalidade.

No caso da episteme comunicacional pode-se dizer que a mesma vem-se constituindo na historicidade de conceitos chave e de hipóteses clássicas que têm nutrido o pensamento teórico e a pesquisa empírica do campo. Pensando a episteme comunicacional trata disso, ou seja, do objeto comunica??o em sua trajetória por fazer-se, a qual, ao acumular-se, permite a renova??o do que foi pensado a seu respeito e a prospec??o de novos pontos de vista.

Fic??o brasileira no século XXI é um livro instigante. De leitura agradável e de interesse amplo, debru?a-se, com competência e inventividade, sobre oito escritores brasileiros contempor?neos, consagrados e premiados. O que n?o é pouco em uma tradi??o como a nossa, em que n?o se encontram muitos estudiosos de literatura que encarem o contempor?neo e consigam discuti-lo de forma a dialogar, n?o apenas com o estudioso e o especialista como também com o leitor comum interessado em literatura. Adriana Lunardi, Alberto Martins, Luiz Ruffato, Michel Laub, Milton Hatoum, Nelson de Oliveira, Ricardo Lísias e Rodrigo Lacerda encontram, por meio da leitura que deles fazem os autores deste livro, novos olhares para suas obras. E, nestes novos olhares, há um convite para novos leitores e leituras renovadas.

O nuan autobiografic, perfect ntemeiat, irizeaz concepia lui Breban de la acest nivel, miza mare a ideii fiind aceea de a demonstra – ceea ce romancierul a mai fcut… – c generaia din care face el nsui parte (Nichita Stnescu, Matei Clinescu etc.) a transformat literatura ntr-un asemenea mediu germinativ de excelene, prin intermediul promovrii esteticului ca replic alternativ sublim la grotescul ideologic din jur. Trebuie s recunoatem c Breban rmne seniorial i impecabil de fiecare dat cnd enun aceast dihotomie: de pild, nu trebuie uitat faptul c Istoria dramatic a prezentului s-a zamislit cnd mpotriva autorului se trgea cu tunul, pe motivul orchestratei acuze de colaborare cu Securitatea. Nici un raspuns n volum, nimic insidios, revanard sau resentimentar: doar idei i fapte, nu psihologie. Jos plria!“ (tefan Borbély)Numai cultura, carevaszica, ne poate lecui de aceast nesiguran identitar i numai ea poate nnobila istoria noastr de care, s-a putut constata, prozatorul maramureean nu-i mulumit… Face i alte profeii, atunci cnd n capitolul final vorbete despre specificul naional, dar despre toate acestea vom putea discuta cu alt prilej. Este o tem pe care noi, romnii, o aducem mereu n discuie fie pentru a o sataniza, fie pentru a o apra. Observ c N. Breban n-o respinge, de plano, cum fac globalitii, nici n-o smintete cu un discurs encomiastic, cum fac localitii. El procedeaz corect, aa cum procedeaz orice intelectual lucid i responsabil, adic analizeaz un concept (un concept esenial) i ncearc s-i vad viitorul… Este trist, i are de ce, cnd se gndete la lumea politic de azi i la retorica resentimentului i a rzbunrii care domin lumea intelectual… S mai spun c are i n acest caz dreptate, c dup douzeci de ani de libertate intelectualii romni, cu precdere scriitorii (ei, care s-au inut bine sub regimul totalitar), se detest cu o grea sinceritate mi amintesc de o propoziie din Eminescu (reproduc din memorie): Nu eti liber, dac nu eti drept. Se poate spune i invers: Nu eti drept, dac nu eti liber. Liber, n cazul oamenilor de litere, de prejudeci, de complexe i idiosincrazii, de eecurile i vexaiunile pe care i le-a provocat istoria i pe care spiritul nu poate s le stpneasc.“ (Eugen Simion)

Lucrarea aduce in dezbaterile istoricilor si economistilor evolutia economica si politica a Romaniei in perioada 1859-1900, marcand o contributie insemnata in acest domeniu destul de putin studiat, analizat si dezbatut.Tema centrala a lucrarii o constituie necesitatea crearii unei industrii romanesti inca de la inceputul secolului al XIX-lea, pledand in favoarea protectionismului, a independentei capitalurilor si a mainii de lucru calificata.De asemenea, autorul analizeaza dezbaterile care au avut loc in epoca pe tema industrializarii si protectionismului intre cele doua partide mari existente in a doua jumatate a secolului XIX: Conservator si Liberal, precum si cele dintre economistii de conceptie din acea vreme: D.P. Martian, I. Ghica, Ionica Tautu, P.S. Aurelian.

The work represents a synthesis published and printed in two volumes (the 1st volume in 2002, the second one, in 2004) under the aegis of Mica Valahie Publishing House in Bucharest. Being elaborated on the basis of some documents discovered in the Romanian and foreign archives, the two volumes cover the period up to 1929 in the first volume and the period from 1929 to 2005 in the second one. The paper reveals the role and place of Romanian oil in the evolution of the national and worldwide history, especially during the World War between 1939 and 1945 and in the development of the so-called “cold war”. The book insists upon the prospects of the specific “black gold” evolution.In the addendum there are to be found some interesting documents and the complete bibliography of oil.

Mein Kampf ist eine politisch-ideologische Programmschrift Adolf Hitlers. Sie erschien in zwei Teilen. Hitler stellte darin seinen Werdegang zum Politiker und seine Weltanschauung dar. Das Buch enthalt Hitlers Autobiografie, ist in der Hauptsache aber eine zweckgerichtete Kampf- und Propagandaschrift, die zum Neuaufbau der NSDAP als zentral gelenkter Partei unter Hitlers Fuhrung dienen sollte.??Der erste Band entstand in Hitlers Haftzeit 1924 und wurde erstmals am 18. Juli 1925, der zweite am 11. Dezember 1926 veroffentlicht. Vor allem der erste Band wurde bis 1932 in der Weimarer Republik zu einem viel diskutierten Bestseller.??Hitler schrieb 1924 den ersten Teil von Mein Kampf wahrend seiner Festungshaft in der Haftanstalt Landsberg in Landsberg am Lech. Er soll den Text seinem spateren Stellvertreter Rudolf HeB diktiert haben. Neuere Erkenntnisse weisen darauf hin, dass Hitler den Text selbst auf einer Reiseschreibmaschine tippte. Winifred Wagner berichtete, Hitler "massenhaft Schreibpapier" nach Landsberg geschickt zu haben.??Ursprunglich sollte das Buch Viereinhalb Jahre [des Kampfes] gegen Luge, Dummheit und Feigheit heiBen. Nach der vorzeitigen Haftentlassung im Dezember 1924 diktierte Hitler den starker programmatisch ausgelegten zweiten Teil von Mein Kampf seinem Gefolgsmann Max Amann, Direktor des Franz-Eher-Verlags. Amann und Hitler zogen sich im Sommer 1925 in das (daher spater so genannte) Kampfhausl des Pensionswirts Bruno Buchner auf dem Obersalzberg (nahe dem spateren Berghof) zuruck, um das Manuskript zu tippen.??Im Juli 1925 erschien der erste Band, im Dezember 1926 der zweite. Bis 1930 vertrieb der Verlag Mein Kampf in zwei groBformatigen Banden zum Preis von zunachst je 12, ab 1928 14 Reichsmark.??Der Originaltext erlebte in seiner zwanzigjahrigen Editionsgeschichte von 1925 bis 1945 zahlreiche Anderungen und Erweiterungen. Der Text der spaten Ausgaben aus den 1940er Jahren ist nur bedingt in direkten Bezug zu setzen mit Hitlers publizistischer und politischer Positionierung Mitte der 1920er. ??Im Herbst 2006 tauchten in Munchen funf Manuskript- und achtzehn Entwurfsseiten zu Hitlers Buch auf, die er vor dessen Veroffentlichung im Fruhjahr und im Sommer 1924 wahrend seiner Festungshaft in Landsberg verfasst hatte. Der Vergleich mit der spateren Endfassung ermoglichte der Hitlerforschung Ruckschlusse zur Entwicklung von Hitlers Weltbild und Agitationsweise.??Der erste und der zweite Band erschienen in einer Erstauflage von je 10.000 Exemplaren. Die NSDAP finanzierte sich ganz wesentlich uber den eigenen Parteiverlag, an dem auch Hitler personlich beteiligt war. Von der einbandigen Volksausgabe wurden bis Januar 1933 287.000 Exemplare zum Preis von je 12 RM durch den Zentralverlag der NSDAP (Franz Eher Nachfolger) verkauft. ??Hitler erhielt pro verkauftem Buch 10 Prozent Tantiemen. Die folgende einbandige Ausgabe kostete 8 RM ("Volksausgabe", ab 1930)...

This book is part of a series of 50 quick facts about each of the United States of America. This book covers the state of Texas. Facts about the major cities, the history of the state, famous people linked to Texas and many more subjects. This book contains all you will ever need to know about the Lone Star state.

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