The collaboration between Korteweg and de Vries -- An enquiry into personalities
新编英国文学选读(上)chapter7
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Chapter 7. The Eighteenth Century[The Age of Reason (1688——1798)]I. Historical backgroundAfter the Glorious Revolution, Whig and Tory were established. The former one represented the interests of the moneyed class, while the latter one represented the royalists.England fought many wars with France, Spain, etc. In those wars England rose as a victor making it the strongest country in navy and economy and considerably stretching its occupied land oversees extending from the west of Canada to the east of India.II. The special features of the cultural life at the timea. Political writings: the rise of the political parties led to the appearance of pamphlet wars of political writings attracting many writers to work for either of the parties or both alternatively.b. The rise of newspapers and magazines: the reason for the rise: ·Both parties had their respective ones to express their opinions. ·The rise of the middle class demanded entertainment and education and they need to express their views too.c. Coffeehouses:where people gathered to exchange ideas and thus they help to determine the literary trend of the timed. The new morality:·The emphasis on reason·The development of tolerance of different opinions in politics and religione. The influence of science and technology:·Principia Mathematica in 1687 by Newton (1642——1727)·The new epistemology of John Locke (1632——1704)f. French influence——Augustanism——neoclassicism stressing to learn from the classicals*What is classicism"The characteristics in Greek and Roman classical works. They are clarity, logic, form, proportion, balance with each other, parallelism, restraint.III. The characteristics of neoclassicism1.Reason rather than emotion and form rather than content were emphasized.2.Most of the writings at the time were didactic and satirical.3.The closed couplet was the only possible verse form for serious work for elegance, correctness, appropriateness and restraint were preferred.4.It is exclusively a "town〞poetry, catering to the interests of the "society〞in great cities. The humbler aspect of life are neglected and it showed in most part no love of nature, landscape, or country things and peoplecking romantic elements and being hostile to medieval literature6.An age of prose, especially the latter part the centuryIV. Representative authors of the time1. Daniel Defoe2. Jonathan Swift3. Joseph Addison4. Alexander Pope5. Samuel Johnson6. Henry Fieldding7. Thomas Gray8. Thobias George Smollet9. Richard Brinsley Sheridan10. Robert Burns11. William Blake1.Daniel Defoe(1661—1731)a pioneer novelist of England and also a prolific writer of books and pamphlets on a great variety of subjects.1)his life story:a.from a dissenter’s family: Presbyterian butcherb.having a questionable character in politics, but strong belief in religious freedom2)his literary achievements:·fiction:Robinson , Crusoe , Moll Flanders·contribution to journalism & regulating English trade methods and principles3) characteristics of his fiction:a.Robinson Crusoe:(1)based on real experience of a Scottish sailor but bined with his own imagination, it is still a fictional work.(2)using the picaresque frame with a story in the shape of a journal and having strong sense of journalistic truth; containing serious wisdom of life(3)The importance of the hero:i. typical of the rising English bourgeois class, practical and diligent with a restless curiosity to know more about the world and a desire to prove individual power in the face of social and natural challengesIi. a real hero of middle class different from the hero of knights or epic hero(4)moral teaching: sing praise of labour, presenting it as the source of human pride and happiness as well as a means to change man’s living conditions from desperation to prosperity(5)limitations:i. praise colonization overseas through the relationship with Fridayii. his attitude to woman is open to criticismiii. Praise slaveryb. Moll Flanders:(1) its story(2)the significance, one is for the first a woman being the protagonist; artistically more mature than Robinson: better structure and better plot; so it is written in an autobiographical form called a memoir2. Jonathan Swift(1667-1745)a churchman and also a university graduate who viewed human society with contempt and has been called a cynic and even a misanthrope. 1)his life story:His father died before he was born, and he had to accept the aid of his relatives and finished his study at Dublin University.2)his literary achievements:a.satirical essays:The Battle of Books(1696-1698), A Tale of the Tub(1696-1698)b.Writings in pamphlets:The Draiper’s Letters, A Modest Proposac.fiction:Gulliver’s Travel(1726)3)characteristics of his pamphlets:·Gulliver’s Travela. criticizing the oppression and exploitation of the Irish people by the absentee landlords and the English government.b. using bitter satire·The battle of Booksa debate happening 18th century. Some people modern people ·The Tale of the Tuba satire on various religious sects: Catholic, Anglican and dissenters’churches: changes done by different churches to the Christian doctrines·The Draiper’s Lettersrevealing the corruption and license, debased·A Modest Proposala satire on the English government’s heavy exploitation4)A Modest Proposala.It is a bitter satire on the policy of the English government towards the Irish people.b.Swift in this article suggested to the Irish people that the best way to end their misery was to produce children and sell them at market as a delicious dish for the rich.3. Joseph Addison(1672-1719)and Richard Steele(1672-1729)1) their life stories: they were born in the same year, attended the same school and later studied at the same university.they had the samepolitical trend——whig2) their literary achievements:Joseph Addison & Richard Steele·Joseph Addisonstarted the periodical essays that were the most characteristic genre of 18thcentury literature.·Richard Steelecontribution to the periodicals:The Tatler, The Spectator, The Guardian3)characteristics of their periodical essays:a.Methods:d, indirect, was admirably adapted to their purpose.2. were full of wit, humor, and satire.b. Themes:dealt with1)light topics-fashions, head-dresses, practical jokes,2)polite conversations, discussed art, philosophy, drama, and poetry, and sought in so doing not only to interest the general reader in such subjects, but also to guide and develop their tastes.3) deeper topics such immoralityOne other characteristic: draw some images of some typical middle class people:C. Style: simple language familiar to the middle men; graceful, poised, well balanced, familiar words and expressions to the readers,4)Aims of their writing:a.to educate the newly risen middle class.b.to bridge the gap between the small circle of London elegance and wit,and the large, serious, rather Puritan middle class.5)two selected pieces written by Addisona. The Royal Exchangeb. Sir Roger at Church4.Alexander Pope(1688-1744)1) his life story:·he was self-educated.·he worked hard against poor health and unfavorable conditions and gained a profound knowledge of both the classics and the craft of writing.2)his literary achievements:·An Essay on Criticism, The Rape of the Lock, An Essay on Man ·Contribution to poetry in heroic couplets3)characteristics of his poems:a. succeeded Chaucer and Dryden in bringing metrical form to its perfection.b. contained a great number of quotable lines that have passed intoeveryday speech as popular sayings, such as :"To err is human, to forgive divine〞, and "For fools rush in where angels fear to tread.〞c. limitation: Pope is never profound in thought, so the poems lack original ideas5.Samuel Johnson(1709-1784)the greatest English man of letters between Pope and Wordsworth. 1) his life story:·he was born in a book seller’s family.·he was conservative in his world outlook and was against any kind of reform or innovation.·he upheld tradition and authority. Uphold conventions authority 2)his literary achievements:·A Dictionary of the English Language·Contribution to a periodical, The Rambler,·Known for essay; his Preface to his edition of Shakespeare and The Lives of the Poets3)characteristics of his writing:Emphasizing the specification of language6. Henry Fielding(1707-1754)playwright, novelist and district law magistrate, came from an aristocratic background1) his life story:·was born to an upper-class family·began writing plays while at university and took it as his profession after leaving school.2)his literary achievements:novels:The History of the Adventures of Joseph Andrews,The History of Tom Jones3)characteristics of his novels:a. The History of the Adventures of Joseph Andrew( 1) its story and significance(2)in his preface to this novel Fielding proudly announced that he had created a new genre called ic epics in prose and discussed its characteristic feature.(3)the novel turned from a novel of seduction into one of the first exemplars of the great English panoramic tradition, which was to reach new heights later in Thackeray and Dickens.b. The History of Tom Jones(1) its story(2) Its significance:a. the understanding of allegory in the storyb. to Fielding, the countryside represents the basic goodness of human race, whereas the city stands for evil and sin.Tobias George SmollettA general introductionTobias George Smollett (19 March 1721 –17 September 1771) was a Scottish poet and author.He was best known for his picaresque novels, such as·The Adventures of Roderick Random (1748),·The Adventures of Peregrine Pickle(1751), which influenced later novelists such as Charles Dickens.·His last novel, the best novel is The Expedition of Humphry Clinker (1771), published in the year of his death.7. Thomas Gray(1716-1771)one of the representative poets at the time1) his life story:was born in London and educated at Eton and Cambridge, where he, after a grand tour on the continent, spent the rest of his life.2)characteristics of his poems:·more natural and spontaneous in thought·emphasizing emotions and sentiments3)The Elegy Written in a Country Churchyard8. Richard Brinsley Sheridan (1751-1816)1) his life story:was born in Dublin, of Irish origin, and was educated at Harrow.2)his literary achievements:drama: The Rivals, A Trip to Sarborough, The School for Scandal3)The School for Scandala. its story and significanceb. it is written in the tradition of edy of Manners, and exposes the immorality, hypocrisy, money-hunting, and scandal-mongering of the idle classes in 18th century England.9. Robert Burns(1759-1796)1) his life story:was born in Scotland in a poor peasant family and educated himself through selfstudy.2)his literary achievements:poems and songs3)characteristics of his poems and songsa.written in the Scottish dialect and in the tradition of Scottish folk songs.b.besides love lyrics, most of his poems and songs are about patriotic and political themes.10. William Blake (1757-1827)a poet as well as an engraver.1)his life story:was born in a hosier’s family in London and drew pictures andengraved to illustrate his works and the works of others.2)his literary achievements:·poems:Poetical Sketches, Songs of Innocence,Songs of Experience, Prophetic Books·broke with the neo-classical tradition both in form and in content3)characteristics of his poemsa. Songs of Innocence(1) expressed the poet’s delight in life,even in the face of sorrow and suffering.(2)the world is seen through the eyes of a child’s imagination which can be attained by adults if they cast away the follies and deceits of the hostile world and seek a visionary world through their imagination.b. Songs of Experience(1) the atmosphere is no longer sunny but sad and gloomy, and evil is found everywhere in this world.(2) through the loss of imagination, man has bee a slave to the falsehood and hypocrisy of religion and society, and thus has lost the Heaven of Innocence and gained the Hell of Experience.c. the contradiction of these two poem collections。
辩题整理:当今世界竞争高于合作
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辩题整理:当今世界竞争高于合作英文回答:In the labyrinthine tapestry of the modern world, the question of whether competition or cooperation holds sway is a perennial debate. I firmly believe that cooperation is the cornerstone of progress and prosperity in our globalized society.Firstly, collaboration fosters innovation. When individuals and organizations pool their knowledge, skills, and resources, they can achieve milestones that would be impossible to reach in isolation. The Manhattan Project, which produced the world's first atomic bomb, is a prime example of the collaborative power of science. By bringing together the brightest minds from various disciplines, the U.S. government was able to harness their collective intellect to develop a groundbreaking technology.Secondly, cooperation promotes economic growth. Trade,commerce, and investment thrive when nations work together to reduce barriers and establish common standards. The European Union, for instance, has created a single market of over 27 countries, facilitating seamless movement of goods, services, and people. By cooperating, EU member states have boosted their economies and improved their citizens' quality of life.Thirdly, collaboration fosters social cohesion. When people work together towards shared goals, they develop a sense of belonging and purpose. Community initiatives, such as neighborhood clean-ups or volunteer programs, strengthen social bonds and create a more positive and inclusive environment for all.Moreover, competition can be destructive. It can lead to cutthroat tactics, sabotage, and exploitation. In the business world, for example, intense competition can drive companies to cut corners, compromise on quality, and harm the environment. This ultimately undermines the long-term sustainability of the economy and society.In contrast, cooperation creates a virtuous cycle of trust, reciprocity, and shared success. By working together, individuals and nations can build relationships based on mutual respect and understanding. This foundation of trust enables them to collaborate effectively, innovate fearlessly, and overcome challenges together.In conclusion, I firmly believe that cooperation is the superior force in our globalized world. It fosters innovation, promotes economic growth, strengthens social cohesion, and ultimately leads to a more prosperous and fulfilling society for all.中文回答:现今世界,竞争与合作孰重孰轻,一直是争论不休的问题。
判断题 英国文学
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1.The progress of bourgeois economy made England a powerful state and enabledher in 1588 to inflict a defeat on the Spanish Invincible Armada. T2.The Protestant Reformation was in essence a religious movement in a politicalguise. F3.Before the Reformation, the English Bible was universally used by the Catholicchurches. F4.Shakespeare’s sonnets are divided into three groups: Numbers 1—17, Numbers18—126, and Numbers 127—154. T5.Shakespeare’s sonnets are written for variety of virtues. T6.Shakespeare wrote about his own people and for his own time. T7.To reproduce the real life, Shakespeare often combines the majestic with the funny,the poetic with the prosaic(散文体的) and tragic with the comic. T8.Utopia is More’s masterpiece, written in the form of letters betw een More andHythloday, a voyage. F9.Both the gentlemen and the common people went to the theatres. But the upperclass was the dominant force in Elizabethan theatre. T10.From Shakespeare’s history plays, it can be seen that Shakespeare took a greatinterest in the political questions of his time. T11.Generally speaking, after Shakespeare, the English drama was undergoing aprocess of prosperity. F12.English Renaissance Period was an age of poetry and drama, and was an age ofprose. F13.Utopia, Book One, describes an ideal communist society. F14.English literature of the 17th century witnessed a flourish on the whole. F15.The Revolution Period is also called Age of Milton because it produced a greatpoet whole name is William Milton. F16.The main literary form in literature of Revolution Period is drama. F17.Among the English poets during the Revolution Period, John Donne was thegreatest one. F18.The greatest epic produced by Milton, Paradise Lost, is written in heroic couplets.F19.The 18th century was an age of poetry. A group of excellent prose writers, such asJonathan Swift, Samuel Richardson, Henry Fielding, were produced. F20.Novel writing made a big advance in the 18th century. The main characters in thenovels were no longer common people, but the kings and nobles. F21.The 19th century produced the first English novelists, who fall into two groups: thesentimentalist novelists and the realist novelist. F22.Robert Burns is remembered mainly for his songs written in the English dialect ona variety of subjects. F23.My Hea rt’s in the Highlands is one of the best known poems written by RobertBurns in which he pored his unshakable love for his homeland. T24.Many of Goldsmith’s poems were put to music. F25.Pre-romanticism is ushered by Burns and Blake and represented by Percy,Macpherson and Chatterton. F26.English Romantic literature started from mid-18th to the early 19th century. F27.Jane Austen is one of the greatest romantic woman novelists. T28.After composing the Lucy poems, Wordsworth began his The Prelude . T29.P.B. Shelley gaine d his nickname, “Mad Shelley” because of his independent andrebellious attitude. T30.Lyrical Ballads begins with Coleridge’s long poem, “Tintern Abbey”. F31.Many of the subjects of the poems in Lyrical Ballads deal with elements of nature.T32.Coleridge wrote the majority of poems in Lyrical Ballads. F33.Wordsworth’s“I Wondered Lonely as a Cloud” has another name, Growth of aPoet’s Mind. F34.The Prelude is a long and autobiographical poem considered as Coleridge’smasterpiece. F35.Some romantic writers stood on the side of the feudal forces and even combinedthemselves with those forces. T36.Wordsworth and Coleridge are revolutionary Romantic poets. F37.Byron and Shelley and Keats are known as the romantic poets of the secondgeneration. T38.The romanticists paid great attention to the spiritual and emotional life of man. T39.Jane Austen is a writer who regards novel writing as a sophisticated art. T40.The story of Shelley’s Prometheus Unbound was taken from Roman mythology. F41.Shelley is one of the leading Romantic poets, an intense and original lyrical poetin the English language. T42.Byron’s Don Juan begins with descriptions of the hero’s childhood. T43.Byron’s literary career was closely linked with the struggle and progressivemovements of his age. T44.Byron opposed oppression and slavery, and has a passionate love for liberty. T45.Wordsworth drew inspirations from the mountains and lakes. T46.Dickens’ The Pickwick Papers gives a rather comprehensive picture of early 19thcentury England. T47.Mr. Pickwick and Sam Weller were two major characters in The Pickwick Paperswhich aroused the interests of the readers. T48.In Oliver Twist, Dickens makes his readers aware of the inhumanity of country lifeunder capitalism. F49.The title Bleak House is not only the name of a house but is also an apt (贴切的)description of the society of the time. T50.Hard Times is a fierce attack on the bourgeois system of education and ethics(论理学,道德学) and on utilitarianism (功利主义). T51.A Tale of Two Cities takes the Industrial Revolution as the subject. F52.The theme underlying A Tale of Two Cities is the idea “Where there is oppression,there is revolution.” T53.The story of Tess is filled with a feeling of dismal foreboding and doom. T54.Fateful circumstances and tragic coincidences abound in the book of Jude theObscure. F55.James Joyce and Virginia Woolf are the two best-known novelists of the “streamof consciousness” school. T56. With the establishment of the Jacobin dictatorship in France, Wordsworth’s attitude toward revolution changed into active. ( F )57.In the revised version of Lyrical Ballads, Coleridge held that poetry is the “spontaneous overflow of powerful feeling”. ( F )58. Romanticism is a literary trend. It prevailed in England in the period (1798---1832) ( F )59. The ideals of French Revolution are liberty, democracy, and equality. ( F )6. The brilliant literary criticism “Biographia Literaria” is written by Wordsworth. ( F )60. A Tale of Two Cities belongs to the first writing phase of Dickens’s career, and the two cities are London and Paris. ( F )61. Symbolism, Surrealism, Imagism, Expressionism, etc, all belong to School of Modernism. ( T )62. The Rainbow is D. H. Lawrence’s autobiographical work. ( T )63. Chaucer employed the heroic couplet in writing his greatest work The Canterbury tales. T64. Shakespeare’s plays have been traditionally divided into four categories according to dramatic type: histories, comedies, tragedies and romances. T65. John Milton’s Paradise Lost opens with the description of a meeting among the fallen angels, and ends with the departure of Adam and Eve from the Garden of Eden. T66. “ Till a’ the seas gang dry, my dear, / And the rocks melt wi’ the sun: / I will luve thee still, my dear, / While the sands of life shall run.” The above lines are take n from the famous poem “Scots Wha Hae”. F67. In Gulliver’s Travels, Yahoos are the creatures living in Houyhnynms. T68. As an age of romantic enthusiasm, the Romantic Age began in 1789 when Wordsworth and Coleridge published Lyrical Ballads. F69. Odes a re generally regarded as Keats’ most important and mature works. T70. Wuthering Heights is written by Ann Bronte. It is a morbid story of love, but a powerful attack on the bourgeois marriage system. F71.The English translation of the Bible emerged as a result of the struggle betweenProtestant and Catholicism. T72.The Bible was notably translated into English by the Protestants. T73.Apart from the religious influence, the Authorized Version has had a greatinfluence on English language and literature. T74.Rationalism is the theme of the English Renaissance, which emphasized thecapacities of human mind and the achievements of human nature. F75.Sonnets contain Italian sonnets and Shakespeare sonnets. T76.The highest glory of the English Renaissance was unquestionably its novel. F77.In the 16th century, London became the centre of English drama. T78.In the Elizabethan Theater, there were no actress and women’s parts were alwaystaken by boys. T79.Shakespeare’s drama becomes a monument of the English neo-classicism. F80.The Pilgrim’s Progress gives a vivid and satirical picture of Vanity Fair which isthe symbol of London at the time of Restoration. T81.John Milton’s masterpiece, The Pilgrim’s Progress, is an allegory, a narrative inwhich general concepts such as sins, despair, and faith are represented as people or as aspects of the natural world. F82.Satan is the hero in Milton’s masterpiece The Pilgrim’s Progress. F83.English enlighteners believed in the emmotion. F84.English enlighteners believed that social problems could be dealt with by humanintelligence. T。
Literature and human rights
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Literature and Human Rightsby Michael EricksonAssociate Professor, Department of EnglishSt. Louis campusWhen Arthur Miller wrote The Crucible in 1953 he set his play in colonial Salem, Massachusetts, a community torn apart by accusations of witchcraft. At first the witch hunts targeted only the weakest members of the community, but soon those who defended the weak and those who questioned the witch hunts were accused and condemned to death as well. The Crucible gives us a portrait of a community in the grip of terror, a community that uses religion and the law to violate its own citizens’ human rights. Of course, Miller wasn’t really writing about what happened in Salem in 1692. Audiences in the 1950s quickly saw The Crucible as a metaphor for the anti-communist witch hunts that terrorized the United States after World War II. Miller knew he could not write directly about the anti-communist witch hunts without being accused of being a communist himself (he was anyway), so he chose to set his story in colonial America. In The Crucible, Arthur Miller created an enduring metaphor, a cautionary tale, of what can happen to a community when it gives in to fear and hysteria and violates the basic human rights of its own citizens for “the greater good.”The link between the literary arts and human rights is profound, touching almost every epoch and society on earth. The ancient Greek writer, Euripides, wrote The Trojan Women (415 B.C.) as a response to the Athenian invasion and slaughter of the people on the island of Melos during the Peloponnesian War. Using the Trojan War as his metaphorical vehicle, Euripides presented on stage the suffering of a mother who mustwatch as her young son is murdered by the Greeks and she and her daughters are sold into slavery. Euripides was not the only Athenian who questioned his city’s interminable war with Sparta on stage.comedy,Lysistrata (411 B.C.), was a very direct protest against the Aristophanes’Peloponnesian War. In the play, an Athenian woman, Lysistrata, organizes the women of Greece to go on a sex strike until the men stop fighting. They seize the Acropolis in Athens, which also housed the Athenian treasury. Denied sex and money for their war, the men are soon brought to their knees and peace declared.Lysistrata has since become an icon of protest literature. In the 1960s it was often produced as a protest against the Vietnam War. After the United States invasion of Iraq in 2003, Lysistrata was produced on over 400 college campuses in the U.S. as a protest. Though written over 2,400 years ago, Lysistrata continues to bring audiences together in the shared belief that we can end the madness of war.Other authors throughout the ages have created enduring works of political protest. Jonathan Swift satirized British colonial policies that decimated his native Ireland. Widespread starvation led Swift to write his satire, A Modest Proposal (1729), in which he proposed that the Irish eat their children, a measure that would alleviate both starvation and overpopulation. A Modest Proposal follows in a long tradition of pamphleteers and lampooners in using grotesque satire to make its point.In the U.S., Harriet Beecher Stowe’s anti-slavery activism and writing led to the serialized publication of Uncle Tom’s Cabin (1852) in The Liberator, an abolitionist newspaper. The novel became an instant success, selling over 300,000 copies in the first year. Today, the novel is considered overly sentimental and patronizingly racist in parts,but in the 1850s it electrified the country. Harriet Beecher Stowe is widely credited with having raised popular sentiment against slavery in the northern U.S., and having kept England from siding with the South in the Civil War.In the twentieth century, African American writers such as Ralph Ellison, Lorraine Hansberry, Alice Walker, August Wilson and others have further explored the continuing legacy of racism in American society. Their stories have given voice to those who had no voice. Their stories chronicle the rise of a people from slavery, through the Jim Crowe era, into the modern era of a dream that can no longer be deferred. Their work reminds us that even in the most oppressive environments the will to find justice, one’s rightful place in the world, is innate in human nature.A few years ago I met a German stage director who had lived and worked in East Germany when it was under the control of the communists. The Stasi, or secret police, routinely arrested and jailed artists and writers. Work that was considered remotely critical of the government was brutally suppressed. So how does one work or even survive in such an oppressive environment, I asked. You produce the classics, he told me. A production of Macbeth took on a whole new meaning behind the Iron Curtain, he said. Macbeth becomes a metaphor for the brutal and corrupt communist government. Macbeth’s schemes and murders are those of the government’s secret police. His countrymen abandon Macbeth and eventually revolt against him, a sentiment shared by most East Germans about their own government. Everyone knew what was going on, the director told me. The actors on stage, the audience, everyone knew and understood the subtext, everyone, expect the Stasi. To the police it was just a production of a 400-year-old play. How could it harm them? To the audience and performers, it was a sharedexperience, a shared hope that one day their oppressors would suffer the same fate as the doomed Macbeth. And they were right.George Orwell warned us in his novel, 1984, that totalitarian governments could erase human rights and individual identity. What he could not foresee in the dark days of the 1940s was the enduring resilience of the human will to express itself and be free.Throughout the ages, our literature has chronicled our journey from barbarism to civilization. It reminds us of where we have been and where we need to go. Our stories break down barriers to understanding and empathy. Literature is indeed a window into the soul of humanity.。
学术英语(社科)Unit2二单元原文及翻译
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UNIT 2 Economist1.Every field of study has its own language and its own way of thinking. Mathematicians talk about axioms, integrals, and vector spaces. Psychologists talk about ego, id, and cognitive dissonance. Lawyers talk about venue, torts, and promissory estoppel.每个研究领域都有它自己的语言和思考方式。
数学家谈论定理、积分以及向量空间。
心理学家谈论自我、本能、以及认知的不一致性。
律师谈论犯罪地点、侵权行为以及约定的禁止翻供。
2.Economics is no different. Supply, demand, elasticity, comparative advantage, consumer surplus, deadweight loss—these terms are part of the economist’s language. In the co ming chapters, you will encounter many new terms and some familiar words that economists use in specialized ways. At first, this new language may seem needlessly arcane. But, as you will see, its value lies in its ability to provide you a new and useful way of thinking about the world in which you live.经济学家也一样。
QSO Narrow [OIII] Line Width and Host Galaxy Luminosity
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QSO Narrow [OIII] Line Width and Host Galaxy Luminosity
E. W. Bonning 1, G. A. Shields2, S. Salviander2, R. J. McLure 3
Shields et al. (2003) examined the MBH −σ[O III] relationship in QSOs with redshifts up to z = 3, finding little evolution with cosmic time. This result suggests that supermassive black holes and their host galaxies grow together, or that both have largely completed their growth by z ≈ 2. Such a conclusion would provide valuable guidance to theories of the evolution of galaxies and their black holes. However, the use of σ[O III] for σ∗ is controversial. [O III] line profiles often have substantial asymmetry and a non-Gaussian profile. This may arise from outflow combined with extinction of the far side of the NLR (e.g., Wilson & Heckman 1985; Nelson & Whittle 1995). Objects with strong iron emission can obscure the
自考《英美文学选读》笔记2(简单版)
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William Wordsworth (1770-1850) 1770 He was born in the family of an attorney. He was educated at St. John's College, Cambridge. 1790-92He traveled to France and sensed the filthiness of the French Revolution (Slogan "liberty, fraternity, and equality")。
He saw that Jacobite took the power from Gironde, who was radical. Lewis XIIII was killed. He became conservative in politics. 1795 A gentleman friend gave him some money that enabled him to live in Great Lake with his sister Dorothy who never got married and live with William Wordsworth of all her life. 1798 The beginning of the Romantic period. He lived by the riverside with his sister writing poems for 8 years. 1813 Wordsworth received a sinecure as a distributor. 1843 He succeeded Southey as Poet Laureate. William Wordsworth is the best-known and oldest poet among the Lake Poet. 3 groups of his poetry 1. Simple, rural folk: wrote when he lived in Great Lake district. e.g. "Lucy Poem": full of innocence and simpleness. 2. Childhood: beautiful and instructive. e.g. "We are seven", a short poem in the form of a dialogue between the poet and a 8-year-old girl. The poem reveals Wordsworth's philosophy of pre-existence of soul. The girl is too innocent to recognize death. "Ode: Intimations and Immortality", explains his philosophy of pr-existence, explains the from childhood to manhood. 3. Nature - the most important part About animals, plants, emotions. e.g. "To a butterfly", "To a skylark", "My heart leaps up", expresses the joy of seeing rainbow. The major works of William Wordsworth. Tintern Abby, it combines his feelings as worship of nature, with his impression gathered during his second visit. In this poem, Wordsworth reveals his innermost thoughts and emotions with regard to the natural world. The Prelude,(1805) contains 14 books. His autobiographical poem. The first 8 books tell about his early life. The last 6 books tell about his growing maturity. Importance of the poem: it's a heart-pouring expression of Wordsworth's own spiritual development. The Preface,(1800) added to the Lyrical Ballads (1798)。
英国文学史习题第二、三部分
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PartIIThe RenaissanceI.Fill in the blanks.1.The 16th century in England was a period of the breaking up of _____________relations andthe establishing of the foundations of _______________.2.____________ broke off with the Pope, dissolved all the monasteries and abbeys in thecountry, confiscated their lands and proclaimed himself head of ______________________.3.The old English aristocracy having been exterminated in the course of the War of ________,a new nobility, totally dependent on King’s power, come to the fore.4.Absolute monarchy in England reached its summit during the reign of __________.5._____________was the first to introduce the sonnet into English literature. In Elizabethantime, the three greatest sonnet writers are William Shakespeare, __________________ and _________________.6.Hamlet, Othello, King Lear, and ___________ are generally regarded as Shakespeare’s fourgreat tragedies.7.During the twenty-two years of his literary work, Shakespeare produced ______plays,_____narrative poems and ______ sonnets.8.The Tragical History of Doctor Faustus is one of ______________’s best plays. And it is himwho made __________ the principal vehicle of expression in drama.9._____________ is often referred to as the poets’ poet.10.Pope described Francis Bacon as the ___________, ___________, _____________ ofmankind. Bacon’s works may be divided into three classes, the __________, the __________, the _________ works.II.Find out the match from column B for each item in column A.(I)Find out the author and his work.A B1. ( ) Thomas Morea. Gorge Green2. ( ) Edmund Spenser b. Eupheus3. ( ) John Lyly c. The Fairy Queen4. ( ) Marlowe d. Utopia5. ( ) Robert Greene e.The Jew of Malta(II). The relationship with Hamlet.A B1. ( ) Ghost a. friend2. ( ) Claudius b. mother3. ( ) Queen Gertrude c. father4. ( ) Horatio d. girlfriend5. ( ) Polonius e. girlfriend’s father6. ( ) Ophelia f. uncle(III). The character in the play.A B1. ( ) The Merchant of Venice a. Desdemona2. ( ) As You Like It b. Cordelia3. ( ) Hamlet c. Juliet4. ( ) King Lear d. Ophelia5. ( ) Othello e. Portia6. ( ) Romeo and Juliet f. RosalindIII. Define the literary terms listed below.1.Renaissance:1)The word, meaning “rebirth”, is commonly applied to the movement or period whichmarks the transition from the medieval to the modern in Western Europe.2)In the usual sense of the word, Renaissance suggests especially the 14th, 15th, 16th, andearly 17th centuries, the dates differing for different countries.3)(It is best to regard the Renaissance as the result of a new emphasis upon and a newcombination of tendencies and attitudes already exiting, stimulated by a series of historical events. )The new humanistic learning resulted from the rediscovery of classical literature is frequently taken as the beginning of the Renaissance on its conscious, intellectual side, since it was to the treasures of classical culture and to the authority of classical writers that the people of the Renaissance turned for inspiration.2.sonnet:1)It is a lyric poem of 14 lines with formal rhyme scheme, expressing different aspects of asingle thought, mood, or feeling, sometimes resolved or summed up in the last lines of the poem.2)The form originated from medievalItaly in about 1230-1240, and reached its peak withthe Italian poet Petrarch. In the first half of the 16th century, Thomas Wyatt introduced the Italian sonnet into England and established English sonnet. The most famous English sonnet sequences appeared in Elizabethan times, including Sir Philip Sidney’s Astrophil and Stella(1591), Edmund Spenser’s Amoretti(1595) and Shakespeare’s Sonnets (1593-1598).3)The two main forms of the sonnet are the Patrarchan, or Italian, and the English, orShakespearean. The former consists of an octave, or eight-line stanza, and a sestet, or six-line stanza. The octave has two quatrains, rhyming abba, abba; the first quatrain presents the theme, the second develops it. The sestet is built on a few different rhymes, arranged cddcee, cdecde, cdccdc, or cdedce; the first three lines exemplify or reflect on the theme, and the last three lines bring the whole poem to a unified close. Philip Sidney’s sonnets are excellent examples of this style in the English language.4)The English sonnet consists of three quatrains, each rhymed differently, with a final,independently rhymed couplet that makes an effective, unifying climax to the whole.The rhyme scheme is abab, cdcd, efef, gg.3.humanism:1)Broadly, this term suggests any attitude which tends to exalt the human elements orstress the importance of human interests, as opposed to the supernatural, divine elements —or as opposed to the grosser, animal elements.2)In a more specific sense, humanism suggests a devotion to those studies supposed topromote human culture most effectively—in particular, those dealing with the life, thought, language, and literature of ancient Greece and Rome. In literary history the most important use of the term is to designate the revival of classical culture which accompanied the Renaissance.4.tragedy:1)Tragedy is concerned with the harshness and apparent injustice of life.2)It usually recounts an important and causally related series of events in the life of aperson of significance. The events would culminate in trials and catastrophes of a hero, who falls down from power and whose eventual death leads to the downfall of others.Often the hero’s fall from happiness is due to a weakness in his character, a weakness such as the excessive pride of Faustus, the overweening ambition of Macbeth, or the uncontrolled jealousy of Othello, which brings self-destruction.3)The tragic action aroused feelings of awe in the audience, who often leave the theatrewith a renewed sense of the seriousness and significance of human life. The word catharsis is often used to describe the audience’s feelings. It means the purging from the mind of the feelings of pity and fear the play has aroused.5.essay:1)The term refers to literary composition devoted to the presentation of the writer’s ownideas on a topic and generally addressing a particular aspect of the subject. Often brief in scope and informal in style, the essay differs from such formal expository forms as the thesis, dissertation, or treatise.2)The development of the form may be considered a result of the Renaissance emphasis onthe individual, which fostered exploration of one’s inner self in relation to the outside world.6.classicism:1) As a critical term, classicism is a body of doctrine thought to be derived fromor to reflect the qualities of ancient Greek criticism. Classicism stands for certain definite ideas and attitudes, mainly drawn from the critical utterances of the Greeks and Romans or developed through an imitation of ancient art and literature. These include restraint, restrictedscope, dominance of reason, sense of form, unity of design and aim, clarity, simplicity, balance, attention to structure and logical organization, chasteness in style, severity of outline, moderation, self-control, intellectualism, decorum, respect for tradition, imitation, conservation, and good sense.IV. Answer the following questions.1.Give a summary about the English literature during the Renaissance period.Answer:a)English literature in the Renaissance Period is usually regarded as the highlight in thehistory of English literature. In the second period of English Renaissance, that is, in Elizabethan Period, English literature developed with a great speed and made a magnificent achievement.b)The greatest and most distinctiveachievement of Elizabethan literature is the drama.Thus appeared a group of excellent dramatists. They are John Lyly, Thomas Kyd, George Peele, Robert Greene, Christopher Marlowe, William Shakespeare, and Ben Johnson.c)Next to the drama is the lyrical poetry. Elizabethan poetry is remarkable for its variety,its freshness, its youthfulness, and its romantic feeling. A group of great poets appeared, such as Thomas Wyatt, Henry Howard, Philip Sidney, and Edmund Spenser. In that time, writing poetry became a fashion, and Queen Elizabeth herself was also a poet.d)Besides drama and poetry, there were also some prose writings, though not so many,such as Thomas More’s Utopia, which may be thought as the first literary masterpiece of the English Renaissance, and Francis Bacon’s Essays, which makes the author one of the best essayists in English literature.2.Give a brief comment on The Merchant of Venice.Answer:a)Of Shakespeare’s earlier comedies, The Merchant of Venice is certainly the mostoutstanding one in which Shakespeare creates tension, ambiguity, a self-conscious and self-delighting artifice that is at once intellectually exciting and emotionally engaging.The sophistication derives in part from the play between high, outgoing romance and dark forces of negativity and hate.b)The traditional theme of the play is to praise the friendship between Antonio andBassano, to idealize Portia as a heroine of great beauty, wit and loyalty, and to expose the insatiablegreed and brutality of the Jew, but later, especially after the holocaust committed by the Nazi Germany during the Second World War, it is very difficult to see Shylock as a conventional evil figure. And many people today tend to regard the play asa satire of the Christian hypocrisy and their false standard of friendship and love, theircunning ways of pursuing worldliness and their unreasoning prejudice against Jews.3.Read Bacon’s “Of Studies” carefully, and use it as an example to illustrate Bacon’s writingstyle.Answer:Bacon’s essays are famous for their brevity, compactness, and powerfulness. Yet there is an obvious stylistic change in his Essays. The sentences in the first edition are charged and crowded with symmetries. They are composed in a rather affected way. However, the final edition not only enlarges the range of theme, but also brings forth the looser and more persuasive style. The essays are well arranged and enriched by biblical allusions, metaphors, and cadence.V. For each of the quotation listed below please give the title of the literary work from which it is taken, then give a brief analysis of them.1.To be, or not to be: that is the question:Whether ’tis nobler in the mind to sufferThe slings and arrows of outrageous fortune,Or to take arms against a sea of troubles,And by opposing end them. To die, to sleep:……With this regard their currents turn awry,And lose the name of action.Answer: 1) This quotation is taken from Hamlet.2) Analysis:①Hamlet is urged by the ghost to seek revenge for his father’s foul and most unnaturalmurder. But Hamlet has none of the single-minded blood lust of the earlier revenges. It is not becausehe is incapable of action, but the cast of his mind is so speculative, so questioning, and so contemplative. That action, when it finally comes, seems almost like defeat, diminishing rather than adding to the stature of the hero.②Trapped in a nightmare world of spying, testing and plotting, and apparently bearingthe intolerable burden of the duty to revenge his father’s death, Hamlet is obliged to inhabit a shadow world, to live suspended between fact and fiction, language and action.His life is one of constant role-playing, examining the nature of action only to deny its possibility; for he is too sophisticated to degrade his nature to the conventional role of astage revenger.③For such a figure, soliloquy is a natural medium, a necessary release of his anguish,and some of his questioning monologues possess surpassing power and insight, which have survived centuries of being torn from their context.④But our interest is not only in Hamlet the tragic hero for this play but alsoShakespeare’s most detailed exposureof a corrupted court—“an unweeded garden”in which there is nothing but a foul and pestilent congregation of vapours. By revealing the power-seeking, the jostling for place, the hidden motive, the courteous superficialities that veil lust and guilt, Shakespeare condemns the hypocrisy and treachery and general corruption at the royal court.2.Shall I compare thee to a summer’s day?Thou art more lovely and more temperate:……So long as men can breathe, or eyes can see,So long lives this, and this gives life to thee.Answer: 1) This poem is taken from Shakespeare’s Sonnets.2) Analysis: Though they are well with the general tradition of Elizabethan sonnet cycles,Shakespeare’s sonnets are in several ways unique.①The principal person addressed by the poet is not a womanbut a young man; the dark lady,when she appears, is vastly different from the Delias and Celias of Petrarchan convention.More importantly, the depths of moral and aesthetic contemplation in Shakespeare’s sonnets are far more profound than we find in other Elizabethan cycle.②With 3 exceptions (99, 126 and 154) Shakespeare uses the sonnet in the popular English form,first fully developed by Shakespeare. The couplet usually ties the sonnet to one of the general themes of the series, leaving the quatrains free to develop the poetic intensity, which makes the separate sonnets so memorable.③Shakespeare’s sonnets constitute a vast landscape of metaphor, surprising often because itseems to anticipate the atmosphere of some of the later plays. In this landscape are some vividly recognizable figures—the poet, the friend, the Dark Lady, and, more indefinite, the rival poetPart IIIThe Period of Revolution and RestorationI. Fill in the blanks.1.The 17th century was a period when _________________ impeded the further developmentof capitalism in England and the ____________ could no longer bear the sway of ______________.2.There were religious division and confusion and a long bitter struggle between the people’sParliament and the Throne—___________ fighting against the ____________ who helped the king.3.After _________’s death, monarchy was again restored (1660). It was called the period of the______________.4.The Glorious Revolution in _______ meant three things: the supremacy of __________, thebeginning of __________________, and the final triumph of the principle of _____________.5.The Puritans believed in ____________ of life. Under the powerful influence of them, thetheatres were closed in ________. And the Revolution Period is also called ______________, because the English Revolution was carried out under a religious cloak.6.Restoration created a literature of its own, that was often ______ and _______, but on thewhole __________ and _________. The most popular genre in the literature of the Restoration was that of ____________ whose chief aim was to entertain the licentious aristocrats.7.Donne entered the church in 1615, where he rose rapidly to be Dean of ______________.The first thing to strike the reader is Donne’s extraordinary ____________ and penetrating ___________. The next is the ___________ which marks certain of the lighter poems and which represents a conscious reaction from the extreme _____________ of woman encouraged by the Petrachan tradition.ton opposed the ____________ party and gave all his energies to the writing of_____________ dedicated to the people’s liberties.9.Paradise Lost, consisting of ______books, tells how ________ rebelled against God and how_______ and ________ were driven out of Eden. And it presents the author’s view in an_________, ___________ form.10.In Revolution Period _________ towers over his age as William Shakespeare towers over theElizabethan Age and as Chaucer towers over the Medieval Period.11.During the civil war and commonwealth, there were two leaders in England, Cromwell, theman of action, and __________, the man of thought.ton and Bunyan represented the extreme of English life in the 17th century. One gave usthe only epic since _____________, the other gave us the only great ___________.13.Bunyan’s most important work is ______________________________, written in theold-fashioned, medieval form of ___________ and dream. In the book, Bunyan gives a vivid and satirical description of ___________________, which is the symbol of London at the time of Restoration.14.The literature of the middle and later periods of the 17th century cultivated in the poetry of___________, in the prose writing of _________, and also in the plays and literary criticism of ___________.II. Define the literary terms listed below.1.three unities:Three rules or absolutes of 16th-17th-century Italian and French drama, broadly adapted from Aristotle’s Poetics: the unity of time, which limits a play to a single day, the unity of place, which limits a play’s setting to a single location, and the unity of action, which limits a play to a single story line.2.conceit:1)It comes from the Italian concetto, meaning “concept”or “idea”, and was uses inRenaissance poetry to mean a precise and detailed comparison of something more remote or abstract with something more present or concrete; and often detailed through a chain of metaphors or similes.2)Two types of conceit are often distinguished by specific names:①The Petrarchan conceit is a type of figure used in love poems that had been novel andeffective in the Italian poet Petrarch, but became hackneyed in some of his imitators among the Elizabethan sonneteers.②The metaphysical conceit is a characteristic figure in John Donne and other metaphysicalpoets of the 17th century. The metaphysical poets exploited all knowledge for thevehicle of these figures; and their comparisons, whether succinct or expanded, wereoften novel and witty, and at their best startlingly effective.3) The metaphysical conceit fell out of favor in the 18th century, when it came to beregarded as strained and unnatural. But with the great revival of interest in themetaphysical poets during the early decades of the 20th century, a number of modernpoets exploited this type of figure. At the beginning of “The Love of J. Alfred Prufrock”, for example, T. S. Eliot compares the evening to “ a patient etherized upon a table”.3.masque:An elaborate form of court entertainment——a mixture of drama, music, song, and dance ——developed in the Renaissance Italy and transported to England during Elizabethan times. The speaking characters, who were often courtiers, wore us (1634) by John Milton is probably the most important masque in English literature.4.pastoral:A literary work dealing with, and often celebrating, a rural world and a way of life livedclose to nature. Pastoral denotes subject matter rather than form; hence, the terms pastoral lyric, pastoral ode, pastoral elegy, pastoral drama, pastoral epic, and pastoral novel. A poetic example of English pastoral poetic conventions occurs in Christopher Marlowe’s The Passionate Shepherd to His Love.5.allegory:1)It is a fictional literary narrative or artistic expression that conveys a symbolic meaningparallel to but distinct from, and more important than the literal meaning. Allegory has also been defined as an extended metaphor. The symbolic meaning is usually expressed through personifications and other symbols. Related forms are the fable and the parable, which are didactic, comparatively short, and simple allegories.2)The art of allegory reached its height during the Middle Ages, especially in the works ofthe Italian poet Dante and the English poet Geoffrey Chaucer, and during the Renaissance.3)Two early example of allegory are Le Roman de la Rose (《玫瑰传奇》, by French writerDaniel Poirion and was translated into English by Chaucer.) and Piers the Plowman. The former is an allegory of human love, the latter an allegorical protest against the clergy. In The Faerie Queen the English poet Edmund Spenser conceals, beneath a surface of chivalric romance, a commentary on religious and ethical doctrines and on social conditions in 16th century England. One of the greatest of all allegories is Pilgrim’s Progress by the English writer John Bunyan, a prose narrative symbolically concerning the search for spiritual salvation. Although modern authors generally favor less abstract, more personal symbolism, allegories are still written. One extremely popular example is Animal Farm (1945) by the English writer George Orwell.6.genre:A form, class, or type of literary work, e.g. , the short story, novel, poem play, or essay; oftenused to denote such literary subclassifications as the detective story, the Gothic novel, the pastoral elegy, or the revenge tragedy.III. Find out the work from column A and its content from column B.1. ( ) Il Penseroso a. defense of the Revolution2. ( ) Lycidas b. Satan against God3. ( ) Comus c. about dear friend4. ( ) Areopagitica d. happiness5. ( ) Eikonolastes e. meditation6. ( ) Defense for the English People f. masque7. ( ) Paradise Lost g. attack on the censorship8. ( ) L’Allegro h. justifying the executionIV. Answer the following questions.1.What are the different aspects between the literature of Elizabethan Period and that of theRevolution Period?Answer:The Revolution Period was of confusion in literature. English literature of the Period witnessed a decline and degeneration. We can see that it is different from the literature of Elizabethan Period in three aspects.1)Elizabethan literature had a marked unity and the feeling of patriotism and devotion tothe Queen, but in the Revolution Period, all this was changed, the king became the open enemies of the people, and the country was divided by the struggle for political and religious liberty. So literature was as divided in spirit as were the struggling parties.2)Elizabethan literature was generally inspiring. It throbbed with youth, hope, and vitality.Literature in the Puritan Age expressed age and sadness. Even its brightness hours were followed by gloom and pessimism.3)Elizabethan literature was intensely romantic. The romance sprang from the heart ofyouth. People believed all things, even the impossible. But in literature of the Puritan Period, we can not find romantic ardor.2.Make a brief introduction to Paradise Lost.Answer:Paradise Lost is Milton’s masterpiece, and the greatest English epic. Before its actual writing, he had the subject in his mind for a quarter of a century, and made drafts about the characters and plot. It is a long epic in 12 books, done in blank verse. The stories were taken from the Old Testament: The creation; the rebellion in Heaven of Satan and his fellow-angels; their defeat and expulsion from Heaven; the creation of the earth and of Adam and Eve; the fallen angels in hell plotting against God; Satan’s temptation of Eve; and the departure of Adam and Eve from Eden.3.Why do people say Samson is Milton?1)Samson Agonistes is a poetical drama modeled on the Greek tragedies. The story wastaken from the Old Testament. Samson was an athlete of the Israelites. He stood as their champion fighting for the freedom of their country. But he was betrayed by his wife and blinded by his enemies, the Philistines. One day he was summoned to provide amusement for his enemies by feats of strength in a temple. There he wreaked his vengeance upon his enemies by pulling down the temple upon himself in a common ruin.2)In this poetic drama, Milton is telling us his own story. Like Samson, he has beenbetrayed by his wife. He has suffered from blindness and been scorned by his enemies, and yet he has struggled heroically against his enemies. Samson’s miserable blind servitude among his enemies, his agonizinglonging for sight and freedom, and the lastterrible triumph are all allusions to the poet’s own story. So the whole poem strongly suggests Milton’s passionate longing that he too could bring destruction down upon the enemy at the cost of his own life. Samson is Milton.V. Read Donne’s “The Flea” carefully, then give a brief analysis of it.The FleaMark but this flea, and mark in this,How little that which thou deniest me is;Me it sucked first, and now sucks thee,And in this flea our two bloods mingled be;Thou know’st that this cannot be saidA sin, or shame, or loss of maidenhead,Yet this enjoys before it woo,And pampered swells with one blood made of two,And this, alas, is more than we would doOh stay, three lives in one flea spare,Where we almost, nay more than married are.This flea is you and I, and thisOur marriage bed and marriage temple is;Though parents grudge, and you, we are met,And cloistered in these living walls of jet.Though use make you apt to kill meLet not to that, self-murder added be,And sacrilege, three sins in killing three.Cruel and sudden, hast thou sincePurpled thy nail in blood of innocence?Wherein could this flea guilty be,Except in that drop which it sucked from thee?Yet thou triumph’st, and say’st that thouFind’st not thy self nor me the weaker now;’Tis true; then learn how false fears be;Just so much honour, when thou yield’st to me,Will waste, as this flea’s death look life from thee.Analysis:1) At the heart of Donne’s poetic practice is the conceit, on which Donne’s strong argumentation or persuasion is built. His conceits are seldom simple or plain, on the contrary, they are complex, crafty, and sometimes systematic, for his ingenuity enables him to combine things unlike in his poetry.2) A poem may be composed of a group of conceits based on a central one. For instance, in “T he Flea”, conceits on different levels are employed in the forceful persuasion. The flea’s sucking both the man’s and the lady’s blood is compared to be a worldly marriage; the flea then unifies them; when the lady angrily kills the flea, she commits suicide as well as murder. The central conceit ——is reinforced through different levels. Thus, the image is made more round and vivid.3) Donne is undoubtedly the master of conceits. And from these far-fetched conceits, he has got his fame as the great writer of conceited verse.。
新视野B2U2 Text B 课文详解(带课文翻译)
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Section B W h a t c o l l e g e b r i n g s u s ?
xt Reading
3 Some adventuresome educators and campus watchers have openly begun to suggest that we revise our attitudes and reform the system. College may not be the best, the proper or even realistic place for every young person after the completion of high school. Critics suggest we may have been looking at all those surveys and statistics upside down through the rosy glow of our own remembered college experiences.
Section B W h a t c o l l e g e b r i n g s u s ?
Text Reading
2 The reality is that college has never been magical for everyone. Now that close to half our high school graduates are attending college, those who don’t fit the pattern are becoming more numerous. Excess college graduates are selling shoes and driving taxis.
Collaborative Innovation A Viable Alternative to Market
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Jean Hartley is professor of public leadership in the Department of Public Leadership and Social Enterprise at the Open University Business School. Her research interests are in public leadership (political, managerial, professional, and community) and innovation in govern-ance and public services, including both institutional perspectives and employee experiences of innovation and other forms of organizational change.E-mail: jean.hartley@ Eva Sørensen is professor of public administration in the Department of Society and Globalization at Roskilde University. She is currently director of a large research project on public innovation and vice direc-tor of the Centre of Democratic Network Governance. Her main research interests are the impact of new forms of governance on the provision of effective, democratic, and innovative public governance. A special research interest is the study of how new forms of governance challenge traditional role perceptions among citizens, public employees, and politicians.E-mail: eva@ruc.dkJacob Torfi ng is professor of politics and institutions in the Department of Society and Globalization, Roskilde University. He is director of the Centre for Democratic Network Governance and vice director of a strategic research project on collaborative innovation in the public sector. His research interests include public governance reforms, governance networks, democracy, and public innovativon. He recently published Interactive Governance: Advancing the Paradigm (Oxford University Press), coauthored with Jon Pierre, Guy Peters, and Eva Sørensen.E-mail: jtor@ruc.dkCollaborative Innovation: A Viable Alternative to Market Competition and Organizational Entrepreneurship 821Public Administration Review , Vol. 73, Iss. 6, pp. 821–830. © 2013 by The American Society for Public Administration. DOI: 10.1111/puar.12136.Jean HartleyOpen University Business School, United KingdomEva Sørensen Jacob Torfi ngRoskilde University, DenmarkTh ere are growing pressures for the public sector to be more innovative but considerable disagreement about how to achieve it. Th is article uses institutional and organizational analysis to compare three major public innovation strategies. Th e article confronts the myth that the market-driven private sector is more innovative than the public sector by showing that both sectors have a number of drivers of as well as barriers to innovation, some of which are similar, while others are sector specifi c. Th e article then systematically analyzes three strategies for innovation: New Public Management, which empha-sizes market competition; the neo-Weberian state, which emphasizes organizational entrepreneurship; and collabo-rative governance, which emphasizes multiactor engage-ment across organizations in the private, public, and nonprofi t sectors. Th e authors conclude that the choice of strategies for enhancing public innovation is contingent rather than absolute. Some contingencies for each strategy are outlined.There is growing demand and pressure for thepublic sector to become more innovative(Borins 2008; Osborne and Brown 2011)in response to rising citizen expectations, dire fi scalconstraints, and a number of “wicked problems”that, because of their complexity, cannot be solvedby standard solutions or by increasing the fundingof existing mechanisms. While the eff ects of publicinnovation are sometimes evaluated diff erently bypublic and private stakeholders and may involve sig-nifi cant trade-off s (Abrahamson 1991; Hartley 2005; Tidd and Bessant 2009), there is a growing percep-tion that innovation can contribute to increased pro-ductivity, service improvement, and problem-solving capacity in the public sector, though not all innova-tions are eff ective or involve improvement. However, there seems to be considerable disagreement about how to spur and sustain public innovation. Th erefore, in order to better understand the drivers of as well as the barriers to public innovation, this article endeav-ors to compare three diff erent public innovation strat-egies in order to show that although market-drivenand bureaucratic innovation strategies have important qualities, a collaborative approach to public innova-tion seems to have some comparative advantages in certain contexts.In the last two decades, proponents of New Public Management (NPM) reforms have claimed that the public sector should imitate or learn from the private sector. Th e public sector should become more inno-vative, fl exible, and effi cient by introducing market-based competition and private sector management techniques (Osborne and Gaebler 1992). Critics claim that the marketization of the public sector has not helped make the public sector more innovative. Th ey suggest instead that public innovation should be enhanced by means of strengthening organiza-tional entrepreneurship in neo-Weberian bureauc-racies through a combination of transformational leadership (Bass and Riggio 2006), institutional and organizational integration (Christensen and Lægreid 2010), trust-based management (Nyhan 2000), and increased responsiveness toward the demands from citizens and users of specifi c public services (Pollitt and Bouckaert 2004). Although these strategic rec-ommendations, under the right conditions, may help spur public innovation, we argue that the dichoto-mous opposition between market-based competition and bureaucratic reform is an unfortunate and false choice. Unfortunate because both strategies tend to favor “in-house” innovation (i.e., by managers and staff ) and thus fail to reap the fruits of inter-organizational, intersectoral, and open innovation. False because a collaborative approach to innova-tion highlights the role of multiactor engagement in informing the understanding of the problem to be addressed, as well as in creating and implement-ing innovation and garnering support and owner-ship of the problem and the innovation. However, although collaborative innovation seems to besupported by new trends associated with New PublicGovernance (Osborne 2010), there are both merits and limitations of this particular strategy, and it may require the development of new kinds of innovation management.Collaborative Innovation: A Viable Alternative to MarketCompetition and Organizational Entrepreneurship822 Public Administration Review • November | December 2013Th e article focuses on innovation in the public sector, but we do not defi ne the public sector in legal terms as a public realm separated from civil society and the economy. Th e public sector is defi ned here in terms of a collective eff ort to produce and deliver public value that is authorized or sponsored by federal, state, provincial, or local government. Innovation in the public sector is still undertheorized and under-researched and is only just emerging from a period of being dominated by studies from the private sector (Hartley 2013; Moore 2005). Th is explains why we need to focus on the specifi c conditions and strategies for public sector innovation.The Myth of Private Sector Superiority in Innovation Th e myth that the private sector is much more innovative than the public sector is widespread. It stems from the fact that much of the generic innovation literature is “context blind,” assuming the existence of fi rms, markets, and competition as a precondition of innovation (Hartley 2013; Lynn 1997). Th e centrality of markets in theories of private sector innovation has created a particular, though inaccurate, form of reasoning. Innovation enables fi rms to survive in competitive markets (Johnson 2008; Schumpeter 1950); public organizations do not operate in markets; ergo, the public sector lacks the ability to produce innovation. Th e further apparent logical consequence is to try to make the public sector more like the private sector in structure, culture, and management.It is futile to try to assess whether there is “more” innovation in one sector or another. Measures are indirect, approximate, and incom-mensurate across diff erent innovation dimensions and organizations. Cross-sector comparison may also hide important subsector varia-tion, including variation across types of services, diff erent organiza-tions, and across levels of government (the last, most notably, in countries such as the United States). However, a comparison of the institutional conditions for innovation in the public and private sectors is illuminating and tends to undermine the myth of private sector superiority in innovation.Th e institutional conditions for private sector innovation bearexamination. Markets are institutional orders based on rules, norms, and regulations that aim to encourage free competition among buy-ers and sellers. Competition creates a clear and undeniable incentive for fi rms to innovate because failure to do so will tend to eliminate them from the market. However, while market-based competition can drive innovation, it also can act as a barrier. Teece (1992) shows that market competition tends to generate both too little and tooTh e argument proceeds in the following way: First, we confront the myth that the market-driven private sector is more innovative than the public sector by showing that both sectors are characterized by a number of drivers of as well as barriers to innovation, some of which are the same, while others are sector specifi c. Th ese insights are used to critically scrutinize the extent to which NPM can enhance public innovation. After identifying the drivers and limitations of the market competition approach of NPM, we briefl y explore the drivers and limitations of the second innovation strategy, which is based on reforming public bureaucracies in order to enhance organizational entrepreneurship. Finally, we analyze the comparative merits of the collaborative approach to public innovation and discuss how the drivers and barriers here might be harnessed by developing new kinds of innovation leadership and management. In the conclusion, we emphasize that this consideration of the drivers and barriers of these three institutional modes indicates that the choice between diff erent strategies for enhancing public innovation is contingent rather than absolute, and we outline some of the contingencies for each strategy. Before proceeding with the argument, we provide a brief outline of our theoretical starting point and defi ne some of the key concepts.An Institutional Approach to Public Innovation Th is article draws on institutional and organizational theories in public administration and governance in order to answer the increasingly important question of how to understand, analyze, and enhance public innovation. Institutional theory asserts that situated actors act within an institutional framework of rules, norms, knowl-edge, and sedimented discourses (March and Olsen 1989; Peters 2011). Th e institutional conditions are reproduced in the course of action, but they may also be modifi ed or transformed by inten-tional or nonintentional actions that involve collaboration based on resource interdependency as well as confl icts rooted in diff erent interests, interpretations, and worldviews. Th e institutional perspec-tive on innovation is important because it draws attention to the organizational and cultural conditions that might hamper or drive social and political actors aiming to produce innovative solutions.Th ere is no agreement in the literature about how to defi ne the con-cept of innovation, but in order to avoid confl ating innovation with creativity, we insist that innovation not only involves the generation but also the practical realization of new, creative ideas (Damanpour 1991; Van de Ven 1986). Hence, innovation can be defi ned as a complex and iterative process through which problems are defi ned; new ideas are developed and combined; prototypes and pilots are designed, tested, and redesigned; and new solutions are imple-mented, diff used, and problematized. Figure 1 depicts the diff erent analytical phases of the innovation cycle.Innovation involves change, but not all kinds of change qualify as innovation. Hence, we reserve the notion of innovation for those forms of change that break with the established practices and mind-sets of an organization or organizational fi eld to create something new (Damanpour 1991), so that innovation is a step change or a disruptive change (Lynn 1997; Osborne and Brown 2011). Innovation can be either radical or incremental, and it can be based on either the genera-tion of an original invention or the adoption and adaptation of others’ innovations (Damanpour and Schneider 2008). Hence, it is not the source of innovation but the local site of implementation that deter-mines whether something is an innovation (Roberts and King 1996).Figure 1The Cycle of InnovationTestingDiffusionProblem definitionIdea generationImplementationCollaborative Innovation: A Viable Alternative to Market Competition and Organizational Entrepreneurship 823diff erent publics, on the one hand, and actual service provision, on the other, as important drivers (e.g., Albury 2005). In some cases, the drive to innovate comes from public employees with profes-sional training who seek to advance their professional values and aspirations, for example, by inventing new methods for treating patients or teaching children to read and write. Nevertheless, the presence of strong professions in the public sector may also act as a barrier to innovation (Ferlie et al. 2005). Th e motivation for innovation in the public sector comes not only from managers and staff within the organization (Borins 1998) but also from elected and appointed politicians, who wish to change society (Hartley 2005; Polsby 1984). Citizens and civic groups, as well as users of public services cast in the role of “customers,” can also trigger public innovation by exiting or giving voice to their views and demands (Hirschman 1970; Osborne, Chew, and McLaughlin 2008) and/or by engaging in the co-creation and coproduction of public services (Alford 2009; Pestoff 2012).When it comes to the crucial issue of size, the public sector has a clear advantage. Research shows that large organizations, contrary to common opinion, tend to be better at innovation through all stages to implementation and diff usion (Damanpour 1992; Hage and Aiken 1967). Large organizations have more resources to invest in innovation and are capable of absorbing the costs of innovation failure. Th is is true across sectors, and there are many more large organizations in the public sector than in the private sector. In addition, the institutional, political, and normative pres-sures to diffuse innovations in order to try to improve services (Bate and Robert 2003; Rashman and Hartley 2002) and public value(Benington and Moore 2011) is another driver that can be promi-nent in the public sector.Overall, the comparison of the drivers and barriers in each sector shows that the two sectors are facing both some of the same, as well as some sector-specifi c drivers and barriers (Halvorsen et al. 2005). In both sectors, innovation can be driven by competition, although competition in the public sector in most cases is based on the desire for growth and reputation rather than market pressures. If public innovation is less motivated by market-based competition, thereappear to be other sector-specifi c drivers, some of which tend to be more prevalent in the public sector than in the private sector. As for the barriers, both sectors confront a number of innovation barriers deriving from bureaucratic organizational form. Market competi-tion, however, may act as a sector-specifi c barrier in private mar-kets, whereas other sector-specifi c barriers, such as the presence of risk-aversive political decision makers, tend to hamper innovation inthe public sector. In sum, the myth of private sector superiority in innovation—which is based on the apparent syllogism that becausethe public sector is not subject to market competition, it is not innovative—appears to be completely unsustained.The Contributions and Limits of NPM as a Viable Innovation StrategyTh e recognition that both the public and private sectors have particular drivers and barriers in innovation helps reveal why NPM reforms that introduce private sector governance and management much innovation. Th ere can be too little innovation because fi rms are unable to eff ectively exclude other fi rms from exploiting the innovations that they have developed (the “free-riding” problem). However, competition also tends to produce too much innova-tion because fi rms overinvest in the early stages of innovation to be fi rst at the patent offi ce but consequently deplete their exploitation opportunities and fail at the point when the serious development work begins (the “overbidding” problem).Despite its limitations, competition clearly motivates organizations in market environments to innovate their products, production methods, and marketing techniques. However, we should not forget that many private fi rms operating in competitive markets are organ-ized as bureaucracies, which is an organizational form that acts as a barrier to innovation (Burns and Stalker 1961; Halvorsen et al. 2005). Th erefore, organizational entrepreneurs in private business will tend to be hampered by hierarchical decision making, risk-aversive leaders, departmentalization, infl exible rules and routines,professional boundaries, and institutional seclusion. In this sense,there are similarities with many public organizations. Rainey andChun (2005) conclude that there is mixed evidence as to whetherpublic or private organizations are morebureaucratic, and where diff erences are found,they are not large. So, competition may createpressures for fi rms to innovate, but it does notprovide a specifi c method for developing and implementing innovation.T urning to the institutional conditions forpublic sector innovation, it appears that themyth of an inertial public sector can be problematized by examining some of the drivers of and barriers to public innovation. Th e barriers to innovation in the public sector have been well rehearsed, evenover-rehearsed (Halvorsen et al. 2005). Public organizations have no clear fi nancial bottom line to use in measuring the value of innova-tion, and the public value of innovations is hard to assess. Publicorganizations and partnerships often lack fi nancial incentives toinnovate and are rarely allowed to keep the cost savings from inno-vations. Public organizations develop innovations in the presump-tion of openness and transparency and often with contested goalsand outcomes, magnifi ed by media interest, which has enhancedthe view that public organizations are risk averse in their innovation decisions (Brown and Osborne 2013). Finally, public organizationsare governed by politicians who have to take account of multiplestakeholders in innovation while knowing that innovation failuremay be exploited by the political opposition.Arguably, however, the barriers to public sector innovation havebeen overplayed, mainly from a private sector perspective, while the drivers are underacknowledged. Despite recent attempts to createpublic quasi markets, market-based competition still carries limited weight as a motivating factor, and there are other drivers of inno-vation. Some lie in the organization and some in its institutionalcontext. Koch and Hauknes (2005) note that people in both publicand private sectors may be motivated by a range of reasons beyondprofi t, including problem solving; the propagation of a policy, idea, or rationality; the desire for growth; and reputation (both per-sonal and organizational). Others perceive the attempt to improveperformance and address gaps between needs and aspirations ofCompetition may create pres-sures for fi rms to innovate, but it does not provide a specifi cmethod for developing andimplementing innovation.824 Public Administration Review • November | December 2013systematic monitoring of results enables local managers to identify ineffi ciencies, performance gaps, and new opportunities that are sometimes addressed through innovation (Walker, Damanpour, and Devece 2011), although frequently, public managers are content with pursuing rationalization through Lean techniques that neither produce innovation nor user value (Radnor and Osborne 2013). Hence, few commentators on performance management have linked it empirically to the generation, implementation, and diff usion of innovation despite the salience of innovation in NPM discourse.Although NPM has spurred some public innovation, the gains have been accompanied by some clear drawbacks, as NPM unin-tentionally has introduced some serious barriers to innovation. Competition, which in the public sector has taken the form of government-controlled quasi markets, is a double-edged sword. While it may drive innovation, it can also discourage service provid-ers from sharing knowledge and engaging in interorganizational learning, both of which, along with trust, are central to developing innovative solutions to joint problems (Rashman, Withers, and Hartley 2009; Teece 1992).Moreover, NPM has introduced a number of barriers to innovation that are similar to those found in traditional public administration. First, the unrelenting focus on performance often accelerates the production of the kind of detailed bureaucratic rules that NPM was meant to eliminate. Th e creation of new rules is often the standard response of elected politicians and executive administrative leaders to cases of severe underperformance of public services publicized in the mass media. Th e concern with risk in public service produc-tion also encourages middle managers to extend and develop rules in order to maintain standards and avoid risk (Brown and Osborne 2013). Th e incessant proliferation of rules keeps public employees in a straitjacket, which inhibits innovation.Second, accountability through managerial control is a key character-istic of NPM and is increasingly obtained through a self-accelerating system of performance measurement that aims to eliminate oppor-tunistic behavior (Power 1997). Th e measure-ment of particular processes and output targetstends to hamper innovation because innova-tive solutions may produce diff erent kinds of outputs through entirely new processes that may not initially have measurement data. In addition, new ways of working will oftencause an initial performance dip, for both psychological and operational reasons (Hartley2011). Th e use of evidence-based solutions is an integral part of the new performance man-agement system. It tends to favor the adoption of “best practices” but creates the risk that the “best practice” trumpsthe development of the “next practice” (Albury 2005). Third, the structural divisions of labor in public organizations (a signifi cant barrier to innovation) have been strengthened by NPM’s recom-mendations of arm’s-length governance that separates “steering” from“rowing” (Osborne and Gaebler 1992) and creates special-purpose agencies (Koppenjan and Klijn 2004).Finally, the fundamental problem of NPM is its inherent tendency to give priority to the enhancement of effi ciency in the production practices into the public sector may not result in noticeable growth in public innovation (Hartley 2005; Hess and Adams 2007;Newman, Raine, and Skelcher 2001). To assume that public innova-tion will fl ourish because of the creation of quasi markets and the adoption of new forms of strategic leadership and performance management overlooks the fact that the private sector is also prey to innovation barriers. However, this argument does not mean that enhanced competition in quasi markets and the adoption of new management practices have not contributed at all to public innovation. NPM has helped spur public innovation in some areas (Lubienski 2009; Parker, Ryan, and Brown 2000), but there has been insuffi cient refl ection on the innovation barriers associated with competition and managerialism. In order to develop a more nuanced view of the impact of NPM on public innovation, we fi rst look at the positive eff ects of NPM and then discuss some of the barriers.NPM reforms have contributed to enhancing public sector innova-tion in at least two ways. First, NPM has enhanced the competition for public service contracts among public, private, and nonprofi t providers. While sometimes spurring a “race to the bottom,” this marketization strategy has forced both public and private service providers to “do more with less” and even sometimes to innovate the form, content, and delivery of public services in order to win con-tracts and ensure contract renewal (Sørensen 2012). Because service providers are competing not only for contracts but also for citizens now cast in the role as consumers (e.g., users of public services with exit options), public service organizations have become more demand driven in some service areas, and this has spurred user-driven innovation (Jæger 2013). Service providers aim to attract as many users of public services as possible where they are fi nanced by direct payments from service users, by government vouchers, or payment by results.Second, NPM has enhanced public innovation by infl uencing themanagement culture in the public sector. Th e traditional bureau-cratic emphasis on legal regulation through lawmaking and rulefollowing has been supplemented by a newemphasis on strategic management thatfocuses on performance and results (Bryson,Berry, and Yang 2010). Here, the role ofsenior managers is to support elected politi-cians in formulating the overall goals andtargets and in defi ning the legal, economic, and discursive framework for public regula-tion and service production. Ideally, opera-tional managers in devolved agencies deployrules, resources, and employees fl exibly andeffi ciently in order to achieve predefi ned goalsand targets and provide high-quality services in an effi cient manner. Th is system of “regulated self-regulation” (Sørensen and T riantafi llou 2009) tends, at least in theory, to create more room for localexperimentation and service development than traditional forms ofbureaucratic service production. However, in practice, the room for local self-regulation is limited by the development of an elaborateand rather bureaucratic system of performance management basedon large numbers of measures, targets, indicators, and benchmarks,which creates gaming behaviors, distorting superordinate goals(e.g., Andrews et al. 2008; Hood 2006). On the other hand, theTh e measurement of particular processes and output targets tends to hamper innovation because innovative solutions may produce diff erent kinds of outputs through entirely newprocesses that may not initially have measurement data.Collaborative Innovation: A Viable Alternative to Market Competition and Organizational Entrepreneurship 825simplifi es formal rules and performance measures and encourages trust and engagement with staff so that they apply their professional knowledge and skills to innovations that create public value (Nyhan 2000). A fourth set of reforms aims to make the public sector more responsive to users’ and citizens’ demands and aspirations (Pollitt and Bouckaert 2004). Organizational entrepreneurs can use diff er-ent techniques, including digital ones, to discover the acknowledged and unacknowledged needs of citizens. Th e list could be contin-ued, but the argument is clear: a neo-Weberian public sector can support and sustain organizational entrepreneurship that enhances innovation.Th e strategy of innovation in a neo-Weberian state provides a promising alternative to NPM that addresses some of the weak-nesses of the latter. However, while it is more outwardly focused, with its interest in citizens, than NPM, both view innovation as predominantly an “in-house” activity. Whereas NPM celebrates public and private contractors operating within quasi markets as the true innovation heroes, the neo-Weberian state praises the organiza-tional entrepreneurship of public leaders, managers, and employees operating within public organizations as the primary source of innovation. Both of these innovation strategies fail to realize and mobilize the huge innovation potential that lies in extraorganiza-tional innovation.Toward a Viable Collaborative Approach to Public Innovation Th ere is growing evidence that collaboration can spur public inno-vation (Bommert 2010; Eggers and Singh 2009; Roberts and King 1996). Th eories of collaborative innovation in the public sector derive both from theories of network governance, which emphasize the role of collaborative networks in fi nding innovative solutions to complex problems (Koppenjan and Klijn 2004; Powell, Koput, and Smith-Doerr 1996), and from theories of learning that conceptual-ize step change as occurring through interorganizational interaction and collaborative processes (Engeström 2008; Lave and Wenger 1991). Th eories of collaborative innovation also echo insights from management theories about private sector innovation, where it focuses on “social innovation” (Phills, Diegelmeier, and Miller 2008), “co-creation” (Prahalad and Ramaswamy 2004), and “open innovation” (Chesbrough 2003).Innovation is most often a result of interaction between actors from diff erent levels and organizations. A meta-analysis of scien-tifi c studies of public and private innovation reveals that internal and external communication and collaboration have positive eff ects on innovation (Damanpour 1991). Analysis of the U.S. public innovations submitted to a national award program showed that 60 percent were created through interorganizational collabo-ration (Borins 2001). Finally, national surveys and case studies from the United Kingdom demonstrate that local authorities with greater collaboration within and across organizations and in peer networks are more innovative than those without (Downe, Hartley, and Rashman 2004; Newman, Raine, and Skelcher 2001).Th e empirical evidence is supported by arguments about how col-laboration can strengthen all stages of innovation (Eggers and Singh 2009; Sørensen and Torfi ng 2011). Th e defi nition and framing ofof standardized services over the enhancement of eff ectiveness of public policies and service systems. “Lean” is an example of an incremental methodology to achieve effi ciencies in public service delivery. Although Lean methodology is not entirely suited to public services, in part because it does not suffi ciently take account of the integrated service systems that can span several organizations along with service users (Osborne, Radnor, and Nasi 2013; Radnor and Osborne 2013), it is widely used in the public sector. Th e problem, at least from an innovation perspective, is that Lean is primarily a tool for rationalizing work processes in relation to pre-defi ned service and does not attempt to produce innovative services or create entirely new service systems by reframing problems or goals.Overall, this institutional and organizational analysis shows that NPM has a number of features that can spur public innovation, but also that the positive impact of NPM on innovation is undermined by some unintended consequences of competition, performance management, the focus on effi ciency more than eff ectiveness, and the focus on single services and organizations rather than service systems.Public Innovation in Neo-Weberian BureaucraciesNPM has many supporters among public choice theorists, but there is also a growing number of critics (Christensen and Lægreid 2007; Ferlie et al. 1996). Th e main critique is NPM’s focus on the mar-ketization of the public sector, which tends to overlook fundamental diff erences between public and private sectors. So, it is tempting to opt for a return to traditional forms of public bureaucracy (Du Gay 2000) or perhaps to develop a modifi ed version of public adminis-tration that unifi es traditional virtues of Weberian bureaucracy with certain elements of NPM while also adding new elements. To this end, a group of public administration scholars has started to talk about the “neo-Weberian state” (Pollitt and Bouckaert 2004). Th ere is no coherent or comprehensive doctrine delineating the precise content of the neo-Weberian state (Lynn 2008), but some central features of this institutional form have been sketched. It is a form claimed to be more capable of enhancing innovation than either traditional public administration or NPM (Drechsler and Kattell 2008–09).A key to understanding the innovation potential of the neo-Weberian state is the implicit emphasis on the organizational entrepreneurship of public leaders, managers, and professionals. Entrepreneurship is promoted by a variety of public sector reforms, such as further strengthening transformational, post-transfor-mational, and distributive leadership. Whereas transformational leadership strengthens strategic responsibility for creating substan-tial organizational change (including innovation) (Bass and Riggio 2006), post-transformational and distributive leadership strategies encourage senior leaders to share the responsibility for leading and driving change with frontline managers and employees (Parry and Bryman 2006; Spillane 2005). Another set of reforms aims to strengthen the coordination between public agencies enhanc-ing intraorganizational and interorganizational integration, both vertically and horizontally, thus countering the problems gener-ated by arm’s-length governance (Christensen and Lægreid 2010). A third set of reforms seeks to replace the control-based systems of performance management with a more trust-based system that。
American Prose Since 1945
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• The most compellingly original treatments of that war are to be found in Joseph Heller‟s Catch-22 (1961) and Thomas Pynchon‟s Gravity’s Rainbow (1973), both written many years after it had ended.
• “Two major stories dominate the political life of the decade: the resignation of President Richard Nixon (9 August 1974) in the wake of the Watergate imbroglio and the end of America‟s involvement in Vietnam, seen first in the signing of the Paris Peace Accords (27 January 1973) and finally in the evacuation of U.S. personnel and South Vietnamese refugees (30 April 1975).
• the resignation in 1974, after Watergate, of President Richard Nixon; • more recent disasters in Iran and Lebanon; • plus the media‟s attempts to persuade the public that each day brings a new and intolerable threat to their lives—which perhaps it does.
考研英语作文合作共赢
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标题:Collaborative Success in Postgraduate Exams: A Win-Win StrategyIn the competitive world of postgraduate exams, it is often tempting to view others as rivals and opponents. However, a more enlightened approach would be to embrace collaboration and cooperation as a means to achieve mutual success. This essay argues that by fostering a culture of collaboration, students can not only enhance their own learning outcomes but also contribute to the overall academic environment.Firstly, collaboration fosters a sense of community and shared purpose among students. When students work together, they are more likely to share resources, ideas, and strategies that can help each other improve. This exchange of knowledge and expertise not only benefits theindividuals involved but also contributes to the collective wisdom of the academic community.Secondly, collaboration helps students develop important skills such as teamwork, communication, and problem-solving. These skills are crucial for success in postgraduate studies and beyond. By working together,students learn to balance their own opinions with those of their peers, negotiate differences, and find common ground. These skills are invaluable in professional settings where teamwork and collaboration are essential for project success.Moreover, collaboration can lead to more innovative and comprehensive solutions to problems. When students come together with diverse backgrounds, perspectives, and experiences, they are able to generate new ideas and approaches that might not emerge from individual efforts. This diversity of thought can lead to more robust and well-rounded solutions that benefit the entire academic community.However, it is important to note that collaboration does not mean sacrificing one's own goals or interests. Instead, it is about finding a balance between individual and collective success. Students should strive to maintain their own academic integrity and strive for excellence while also contributing to the success of their peers.In conclusion, collaboration is a win-win strategy that can lead to mutual success in postgraduate exams. Byfostering a culture of collaboration, students can enhance their learning outcomes, develop important skills, and contribute to the overall academic environment. Let us embrace this spirit of collaboration and work together towards a brighter future.**合作共赢在考研之路:双赢的策略**在考研这一竞争激烈的征途上,人们往往容易将他人视为对手,以竞争为主。
合作主题议论英文作文
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合作主题议论英文作文英文回答:Collaboration, the act of working together to achieve a common goal, is an essential aspect of human society. It allows us to pool our collective knowledge, skills, and resources in order to accomplish feats that would be impossible to achieve individually. Throughout history, collaboration has been the driving force behind some of the greatest scientific discoveries, technological advancements, and artistic masterpieces.One of the most striking examples of the power of collaboration is the human genome project. This ambitious undertaking involved researchers from around the world collaborating to sequence the entire human genome. The project required the coordination of thousands ofscientists working in dozens of different laboratories. Despite the immense complexity of the task, the project was completed in just 13 years, a testament to the power ofcollaboration.Collaboration is not only important for large-scale projects. It is also essential for success in everyday life. Whether we are working on a project at work, volunteeringin our community, or simply trying to solve a problem witha friend, collaboration can help us to achieve better results.There are many benefits to collaboration. For one, it allows us to share ideas and learn from each other. When we work with others, we are exposed to different perspectives and ways of thinking. This can help us to broaden our own understanding and come up with more creative solutions.Another benefit of collaboration is that it helps us to build relationships. When we work together on a common goal, we get to know each other better and develop trust. These relationships can be invaluable in our personal and professional lives.Of course, collaboration is not without its challenges.One challenge is that it can be difficult to get people to work together effectively. Different people have different work styles, goals, and motivations. This can lead to conflict and tension.Another challenge is that collaboration can be time-consuming. It takes time to build relationships, share ideas, and come to consensus. This can be frustrating, especially when we are working on a deadline.Despite these challenges, collaboration is an essential skill for success in the 21st century. In a world that is increasingly complex and interconnected, we need to be able to work together effectively with people from all walks of life.中文回答:合作,即共同努力实现共同目标的行为,是人类社会的一个基本方面。
以合作为主题写一篇英语作文120词
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The Power of CollaborationIn today's interconnected world, the significance of collaboration cannot be overstated. Collaboration is the backbone of progress, driving innovation and fostering success across various fields. It is the engine that powers ideas into reality, turning dreams into attainable goals. The beauty of collaboration lies in its ability to unite diverse talents, perspectives, and resources. When individuals or groups come together with shared goals and objectives, they create a synergy that is greater than the sum of its parts. This synergy leads to innovative solutions, creative ideas, and efficient outcomes.Collaboration breaks down barriers and breaks through obstacles. It encourages open communication, sharing of knowledge, and mutual respect. It fosters a culture oftrust and understanding, where each member feels valued and contributes to the best of their abilities.In the realm of science and technology, collaboration has beeninstrumental in achieving groundbreaking discoveries. The Human Genome Project, for instance, was atestament to the power of collaboration, with researchers from around the globe working together to decode the genetic blueprint of human beings. Similarly, in the business world, collaboration has led to the creation of successful partnerships and ventures that have transformed industries.Moreover, collaboration is not limited to large-scale projects or organizations. It can be seen in everyday life, from small groups of friends working together on a project to international organizations coming together to address global issues. The common thread is the shared belief that together, we can achieve more than we could ever hope to alone.In conclusion, collaboration is a powerful force that has the potential to transform the world. It brings together diverse talents, perspectives, and resources to create synergy and foster innovation. It breaks down barriers and fosters trust and understanding. As we move forward in an increasingly interconnected world, it is essential that we embrace the power of collaboration and work together to achieve our goals and dreams.**合作的力量**在当今相互连接的世界中,合作的重要性不容忽视。
关于合作的四级英语作文
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关于合作的四级英语作文The Importance of Collaboration in Achieving Success.In the modern world, collaboration has become anintegral part of achieving success in various aspects of life. It involves working together with others to achieve common goals and objectives. Whether it is in the workplace, academic settings, sports, or any other field,collaboration plays a crucial role in bringing out the best results.In the workplace, collaboration is essential forproject success. Different team members possess unique skills, expertise, and perspectives that contribute to the overall outcome. By working together, they can share ideas, solve problems, and learn from each other's strengths and weaknesses. This not only enhances the quality of the work but also fosters a positive work environment where employees feel valued and motivated.In the academic world, collaboration is also crucial. Researchers often collaborate with each other to carry out complex studies and experiments. By pooling their resources, knowledge, and skills, they can achieve more significant results than they could alone. This collaboration not only leads to advancements in science and technology but also helps build professional networks and enhances career opportunities.Sports is another area where collaboration is paramount. Team sports require players to work together to achieve success. Each player has their unique role and responsibilities, and by collaborating with their teammates, they can create synergy and achieve better results. This collaboration not only helps in winning games but alsobuilds team spirit and enhances individual skills.Moreover, collaboration is also beneficial for personal growth and development. When we collaborate with others, we learn new skills, perspectives, and ways of thinking. This broadens our horizons and helps us develop a more comprehensive understanding of the world. Additionally,collaboration teaches us the importance of trust, communication, and conflict resolution, which are crucial skills for success in life.However, collaboration is not always easy. It requires effective communication, trust, and mutual respect among team members. There may be differences in opinions, styles, and approaches, which can lead to conflicts and misunderstandings. It is essential to have open and honest communication, respect each other's views, and be willing to compromise and negotiate for the sake of the team and the project.In conclusion, collaboration is an essential ingredient for achieving success in various aspects of life. It helps bring out the best results, enhances team spirit, and fosters personal growth and development. By working together, we can achieve more than we could alone. Therefore, it is crucial to cultivate a culture of collaboration in our workplaces, academic institutions, and communities to foster success and progress.。
合作的英语作文标题
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合作的英语作文标题Collaboration: The Key to Success.Hey, let's talk about the power of collaboration. It's not just about working together, it's about achieving more than you could ever imagine alone. It's like magic when different ideas and perspectives come together.Remember that time we were stuck on a project and suddenly, a team member suggested a totally new angle?That's what collaboration does. It opens doors to new possibilities and solutions we never thought of before.Working together is not always easy, but it's rewarding. There's a sense of accomplishment when you see the fruitsof your collective efforts. It's like a puzzle where everyone contributes a piece, and when it's all put together, it's a beautiful picture.Collaboration also means learning from each other. Weall have different strengths and weaknesses, and by working together, we can fill in the gaps. It's a win-win situation where everyone grows and benefits.So, don't be afraid to collaborate. Embrace the diversity of ideas and perspectives. It's a journey worth taking, and the results are often beyond expectations. Who knows, maybe the next big thing will come from your collaboration with someone today!。
学科之间 英语作文
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学科之间英语作文The modern academic landscape is a vast and interconnected web of diverse fields of study, each offering unique perspectives and insights into the world around us. As we navigate this complex terrain, it becomes increasingly clear that the boundaries between these disciplines are not rigid, but rather fluid and permeable. In fact, the most groundbreaking advancements often arise from the intersection of seemingly disparate areas of knowledge, where cross-pollination and collaboration lead to the emergence of new and innovative ideas.One of the most striking examples of this phenomenon can be found in the field of neuroscience. Traditionally, neuroscience has been viewed as a purely biological discipline, focused on the intricate workings of the human brain and nervous system. However, in recent decades, the field has expanded to incorporate insights from a wide range of other disciplines, including psychology, computer science, and even philosophy. The result has been a more holistic understanding of the human mind, one that recognizes the complex interplay between the physical structure of the brain and thecognitive and emotional processes that shape our thoughts, behaviors, and experiences.Similarly, the field of environmental science has benefited greatly from the integration of knowledge and perspectives from diverse fields. Ecologists, for instance, have long recognized the importance of understanding the interconnected nature of the various components of natural ecosystems, from the smallest microorganisms to the largest predators. However, in order to fully comprehend the complex challenges facing our planet, they have had to draw upon the expertise of disciplines such as climatology, geology, and even urban planning. By doing so, they have been able to develop more comprehensive and effective strategies for addressing issues like climate change, biodiversity loss, and sustainable resource management.The importance of interdisciplinary collaboration is perhaps most evident in the field of public health. Traditionally, public health has been the domain of medical professionals, focused on the prevention and treatment of diseases. However, as the scope of public health has expanded to include issues like social determinants of health, mental health, and the impact of environmental factors on well-being, the field has had to incorporate insights from a wide range of other disciplines, including sociology, psychology, and even urban planning.For example, the COVID-19 pandemic has highlighted the critical importance of understanding the complex interplay between biological, social, and economic factors in shaping public health outcomes. Epidemiologists have had to work closely with economists, sociologists, and political scientists to develop effective strategies for mitigating the spread of the virus and addressing the broader societal impacts of the pandemic. Similarly, mental health professionals have had to collaborate with experts in fields like education and social work to address the mental health challenges faced by individuals and communities during this unprecedented crisis.The benefits of interdisciplinary collaboration extend beyond the realm of academic research and into the practical application of knowledge. In the field of technology, for instance, the most innovative and impactful products and services often emerge from the intersection of disciplines like computer science, design, and behavioral psychology. By drawing upon the unique perspectives and expertise of these different fields, technology companies are able to create solutions that are not only technologically sophisticated, but also user-friendly and tailored to the needs and preferences of their target audiences.Similarly, in the field of urban planning, the most successful andsustainable cities are those that are designed with a deep understanding of the interconnected nature of various social, economic, and environmental factors. Urban planners, for example, must work closely with architects, transportation experts, and environmental scientists to create cities that are not only aesthetically pleasing and economically vibrant, but also environmentally sustainable and socially inclusive.Ultimately, the importance of interdisciplinary collaboration in the modern academic landscape cannot be overstated. By breaking down the traditional silos that have long defined the boundaries between different fields of study, we are able to unlock new possibilities for innovation, discovery, and problem-solving. Whether we are tackling the complex challenges of public health, developing cutting-edge technologies, or designing the cities of the future, the ability to draw upon the diverse perspectives and expertise of multiple disciplines is crucial to our success.Of course, this is not to say that the pursuit of specialized knowledge within individual disciplines is unimportant. On the contrary, the depth and rigor of disciplinary expertise is essential for advancing our understanding of the world and driving progress in specific areas of study. However, it is the integration and synthesis of these various forms of knowledge that truly unlocks the potential for transformative change.As we move forward into an increasingly complex and interconnected world, the ability to navigate the boundaries between academic disciplines will become increasingly important. By fostering a culture of collaboration and cross-pollination, we can harness the power of interdisciplinary thinking to tackle the most pressing challenges of our time and create a brighter, more sustainable future for all.。
Learn How to Collaborate with Others
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Learn How to Collaborate with Others1In our daily life and study, it is of great significance to learn how to collaborate with others. When we work or study together with others, we can often achieve better results.Collaboration is important for many reasons. Firstly, it allows us to combine different ideas and skills. Just like in a team sports game, each member has their own strengths. Some are good at running, some are good at shooting, and when they work together and use their skills well, the team is more likely to win. Secondly, collaboration helps to improve efficiency. For example, when a group is doing a scientific research project, if everyone is assigned a specific task and works together, the project can be completed faster and better.So, how can we collaborate well with others? We need to communicate effectively. Sharing our thoughts and listening to others' opinions is crucial. Also, we should respect each other's differences and be willing to compromise. Moreover, it is important to have a clear goal and a detailed plan.In conclusion, learning to collaborate with others is not only helpful for our current studies and activities but also an essential skill for ourfuture. Let's try to be good collaborators and create more wonderful achievements together.2Collaboration means working together with others to achieve a common goal. It's not just about doing things side by side, but sharing ideas, helping each other, and making the best of everyone's strengths.The benefits of collaboration are many. Firstly, when we collaborate, we can get different ideas and perspectives. This can help us solve problems better and come up with more creative solutions. For example, in a school club activity, if everyone works alone, we might only have a few limited ideas. But when we work together and share our thoughts, we can plan a much more interesting and successful event. Secondly, collaboration helps us build good relationships with others. We learn to communicate, understand each other, and trust each other. This is very important in our life.To collaborate well, here are some suggestions. First, we need to listen carefully to others' opinions and respect them. Don't just think about our own ideas. Second, we should be willing to share our knowledge and skills. Also, we need to have a clear goal and divide the work properly.In conclusion, learning how to collaborate with others is veryimportant. It can make our life more colorful and help us achieve our goals more easily. Let's try to collaborate more in our daily life!3One day, my classmates and I decided to participate in a handcraft-making competition. We were full of enthusiasm but soon faced many difficulties.At first, we had different ideas about what to make. Some wanted to make a model of a spaceship, while others preferred a beautiful castle. We argued for a long time and couldn't reach an agreement. But then, we realized that we needed to listen to each other's opinions. So, we sat down and calmly discussed all the ideas. Finally, we decided to make a wonderful garden scene with various flowers and small animals.Then, another problem occurred. We didn't have enough materials. Some of the materials we needed were expensive and hard to find. However, we didn't give up. We searched everywhere, asked for help from our teachers and parents, and even collected some recyclable materials to use.With continuous efforts and good teamwork, we finally completed our handcraft. It was a beautiful garden with colorful flowers, cute little rabbits, and lovely birds. When we presented our work at the competition, everyone was amazed. We won the first prize!Through this experience, I deeply understood the value of collaboration. Only by working together, listening to each other, and sharing ideas can we overcome difficulties and achieve success.4Dear friends,Have you ever wondered why some people can achieve great things while others struggle alone? The answer lies in collaboration!Collaboration is like a powerful force that can break through any obstacles. When we collaborate, we combine our strengths and weaknesses, turning impossible into possible. Isn't it amazing? Just imagine, if we all work alone, how can we build a tall building? How can we win a difficult game? How can we solve a complex problem?Let me tell you, the importance of collaboration is beyond doubt. Look at the history of our country. During the War of Resistance against Japanese Aggression, the cooperation between the Kuomintang and the Communist Party of China played a crucial role. Together, they fought against the common enemy and protected our homeland. Without this collaboration, could we have achieved victory?So, how can we collaborate effectively? First, we need to communicate openly and honestly. Share our ideas and listen to others. Second, we should respect each other's differences and learn from them.Finally, we must have a common goal and work towards it with determination.Dear friends, let's join hands and collaborate! Let's show the world the power of unity! Let's create a better future together!Thank you!5Dear friend,How are you? I hope this letter finds you well.I want to talk to you about something very important - learning how to collaborate with others. You know, working together with others can bring many wonderful things.When we collaborate, we can combine our different ideas and skills. Just like when we were doing our homework together, you had a good way to solve math problems, and I was good at writing. By sharing and helping each other, we finished the task quickly and perfectly. Also, in the interest group, everyone had their own strengths. When we worked as a team, we could achieve much more than we could alone.In my opinion, collaborating is not only about getting the job done, but also about making friends and having fun. It helps us understand others better and learn from them.I really hope that in the future, we can keep collaborating andgrowing together. May you have a great time every day and everything goes well for you.Best wishes!Yours sincerely,[Your Name]。
野性的呼唤读后感英文
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Curly's character represents the worst aspects of civilization
• He is portrayed as a selfish and cruel person, who does not respect the natural order • His actions ultimately lead to the downfall of his own pack
The Antagonist: Curly
Curly is the antagonist of the novel
• A human character who is portrayed as a cruel and abusive master • He mistreats Buck and the other dogs in his pack
• The journey is a metaphor for Buck's journey towards self-discovery and independence
The Challenges Faced by Buck
Buck faces numerous challenges as he adapts to the wild
These challenges are meant to test Buck's character and abilities
• He is forced to rely on his own wits and strength to survive • His successes and failures help to shape his character and develop his leadership skills
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THE COLLABORATION BETWEEN KORTEWEG AND DE VRIES —AN ENQUIRY INTO PERSONALITIES BASTIAAN WILLINK Abstract.In the course of the years the names of Korteweg and de Vries have come to be closely associated.The equation which is named after them plays a fundamental role in the theory of non-linear partial differential equations.What are the origins of the doc-toral dissertation of De Vries and of the Korteweg-de Vries paper?Bastiaan Willink,a distant relative of both of these mathemati-cians,has sought to answer these questions.This article is based on a lecture delivered by the author at the symposium dedicated to Korteweg and de Vries at University of Amsterdam in September 2003.Since its rediscovery by Zabusky and Kruskal in 1965,an extensive literature has come to exist on the Korteweg-de Vries equation (KdV equation)which de-scribes the behavior of long-wavelength waves in shallow water.It is not the aim of this paper to add to the discussions concerning the contents of this equation or regarding the genesis of the theory of non-linear partial differential equations.Hereto Eduard de Jager has recently added two papers [1]Earlier Robert Pego and others questioned the originality of the work by De Vries and Korteweg,especially in relation to the work by Boussinesq [2].De Jager has however made it plausible that although the KdV equation can be deduced from an equation of Boussinesq [Joseph Valentin Boussinesq (1842-1929)]by means of a relatively simple substi-tution,nonetheless Korteweg and De Vries arrived at new and important results through treading a different path than Boussinesq.In addition to the mathematical and hydrodynamical aspects of the discussion regarding the priority and originality,there are,however,other historical aspects to be considered.Anne Kox has earlier described Korteweg as the nexus between the physics and mathematics departments of University of Amsterdam and Ad Maas has considered him as a transitional figure in the mathematical and academic tra-ditions [3].In this paper I shall go into the personal backgrounds of both Korteweg and De Vries which will shed new light on the peculiar genesis of De Vries’doctoral dissertation (proefschrift )and the KdV paper.Whereas Korteweg is known as a Dutch pioneer in the area of scientific bibliography,it appears,paradoxically,that some matters may have gone amiss with the digestion of the international literatureby his doctoral student (promovendus )Gustav de Vries.It appears grotesque that while Korteweg,who has played an important role in the professionalization of the exact sciences in the Netherlands,would have somehow neglected appropriately to supervise one his doctoral students,one of the essential parts of his responsibilities as a university professor.That Korteweg and De Vries were of flesh and blood will become apparent from their biographies to be presented below,which make Received by the editors February 5,2008.1a r Xi v:71.5227v1[physi cs .hist-ph]27Oct272BASTIAAN WILLINKthe remarkable events surrounding De Vries’doctoral research(promotie)more understandable.In a footnote in my book‘De Tweede Gouden Eeuw’(The Second Golden Age)I published a letter from the supervisor[Korteweg]to the doctoral student[De Vries] which at the very least elicits astonishment[4].The letter dates from October 1893,one year before the graduation(promotie)of De Vries on1December1894. Because of its historical interest,I again cite it here:“Dear Sir,To my regret I am unable to accept your dissertation in its present form.It contains too much translated material,where you follow Rayleigh and McCowan to the letter.The remarks and clarifications that you introduce now and then,do not compensate for this shortcoming.The study of the literature concerning your subject-matter must serve solely as a means for arriving at a more independent treatment[‘whereby you’is put in by mistake,B.W.],expressed in your own words and in accordance with your own line of reasoning,prompted,possibly,by the literature,which should not be followed so literally.When you have mastered your subject-matter to the extent that you can do this,then naturally you will also be confronted with the questions raised by Rayleigh and McCowan,which will provide you with the opportunity to display your strength.In order to facilitate your progress,I send you the outline of a treatment of a single wave according to a slightly modified method due to Rayleigh [according to the submission letter,this very point is central to thefinal version of the KdV paper,B.W.][K.would see whether he]couldfinda guiding principle to offer you for further elaboration[...]Naturally,Icannot know whether I can succeed in this.[...]For an historical overview of the theory of waves,you should consult much more literature than you have done thus far,and this task will be difficult to carry out in Alkmaar.Your introduction contains too exclusively issues that one can equally well find in handbooks(Lamb and Basset).It is obviously a disappointment for you who must have deemed to have already almost completed your task,to discover that you have apparently only completed the preparatory work.In the meantime do not be down-hearted.With pleasure I will do my best to help you mount the horse [...]”2From a study by Eduard de Jager of the preserved records of De Vries’it would appear that the latter subsequently almost independently arrived at the results presented in his doctoral dissertation.3It appears therefore that De Vries deserves more credit than I have given him in1998.It remains however striking for a thesis advisor(promotor)criticising a doctoral student one year before graduation cere-mony(promotieplechtigheid)on account of the latter having advanced too little of his own ideas.At the very least De Vries must have been under considerable pres-sure in the period after the letter.The circumstances appeared so peculiar to me, that after the publication of my book I did some fresh investigations.The De Vries archive that was discovered as a result,has subsequently enabled Eduard de Jager to appraise the contributions of De Vries better.I myself have discovered other facts and documents which make it more comprehensible,why precisely around 1894Korteweg and De Vries were pressed for time,whereby in some respects theyTHE COLLABORATION BETWEEN KORTEWEG AND DE VRIES—AN ENQUIRY INTO PERSONALITIES3Figure1.Diederik Korteweg(1848-1941)around1898acted very rashly.What has happened after Korteweg’s emphatic letter?And is it possible toobtain indirect evidence concerning De Vries’talent,so that it can be made more comprehensible whether he nevertheless did original work in the last year of hisdoctoral research?Has he achieved other things?And if this was not the case,howwas it possible that Korteweg was able to lead him so far that De Vries surpassedhimself?Andfinally,it was important to unearth what Korteweg and De Vriesknew of the closely related work by Boussinesq.Because such facts have often thetendency to disappear without trace,I give details that somewhat colour in thesketches of two diverse personalities whilefighting with stress and time.Delving into archives of Korteweg was straightforward,finding that of de Vriesamounted to research of half a year.Concerning Korteweg,many of his documentshave been preserved.The most important of all archives is his scientific archivein University Library of University of Amsterdam.4What can we learn from thismaterial about Korteweg in general and in particular over the period around1894?The picture is fairly complete.I shall attempt to present a somewhat detailed im-pression of Korteweg the man,so that his responses to the complications regardingthe doctoral thesis during1893-1895can be better appreciated.Life of KortewegDiederik[Johannes]Korteweg(1848-1941)was the eldest son in a family of sixchildren,five boys and one girl.His father was a non-Catholic district Judge in4BASTIAAN WILLINKDen Bosch,the provincial capital city of the mainly catholic province of Noord-Brabant in the south of the Netherlands.Consequently,the family was in a rather isolated social position.It makes one think of the father of the painter Vincent van Gogh(1853-1890),who was a protestant vicar in Nuenen.Perhaps this position contributed to the father’s decision to become a freemason,a move that was not unusual amongst progressive citizens of this period.5In this milieu he made his real career.He made it to a member of the Dutch Central Committee(het Nederlands hoofdbestuur)under Prince Frederik(1797-1881),the brother of King Willem II, as well as of international arbitrage commissions.6He succeeded in passing on his independent and international outlook to his sons.I have not been able tofind anything concerning membership in freemasonry of any of his sons.They were all unbelievers and politically of the left-liberal brand.Possibly as scientists they were not greatly charmed by the semi-religious aspects of freemasonry.It is known that Died[erik]played a role in the Amsterdam liberalism and that hefinancially helped the well-known Dutch novelist Multatuli(Eduard Douwes Dekker,1820-1887).The second son,Bas[tiaan],came also in direct contact with Multatuli.He was married to Elize Baart who had played in the premi`e re of Multatuli’s play Vorstenschool (School for Monarchs).In politics he went farther than Died and became a socialist. When he began to despair of future,he together with his wife committed suicide in 1879,a tragedy of which the news reached the national press but especially deeply affected the family.The writer Jeroen Brouwers has devoted a small book to this event.7Died’s third brother,Jo[han],became a professor of surgery and his fourth brother,Piet[er]a notable malaria research scientist.8I am of the opinion,but Brouwers considered it too speculative,that the strongly competitive atmosphere prevailing amongst the brothers may have partly contributed to the suicide of Bas. As students they gave each other puzzles from their ownfields,so as to compel each other to study other subjects in addition to their own.9Bas was also a math-ematician and owed his position as a lecturer at The Royal Military Academy (Koninklijke Militaire Academie)in Breda to Died,but was not able to accomplish his own independent ter we shall see that a similar situation prevailed in De Vries’equally respectable-bourgeois family.Died Korteweg was therefore agnostic,liberal and had grown up in a family where members were expected to achieve.It is slightly peculiar that he has had a relatively precarious education.He received his elementary educationfirst at Insti-tute Berman(Instituut Berman)in Den Bosch and later took private lessons from the school inspector Ringeling.Only in September1865did he go to Polytechni-cal School(Polytechnische School,later to become Delft University of Technology), which according to the regulations of1863was classified as an institute of Secondary Education(Middelbaar Onderwijs,MO).He came to experience the curriculum in Delft as too applied and unscientific.After his Secondary-School teachers examina-tion(MO examen),in1869,at age twenty-one,he became teacher at a High School (Hogereburgerschool,HBS,later and until1968a preparatory school for academic education without Classical languages)in Tilburg and subsequently in Breda;he continued studying mathematics in his leisure time.Only at his twenty-eighth,in 1876,did he take the university entrance examination in Utrecht.When in April 1877Died passed his Bachelor of Science(kandidaats)examination,it was one month before his three-year younger brother Jo obtained his PhD(promoveerde)THE COLLABORATION BETWEEN KORTEWEG AND DE VRIES—AN ENQUIRY INTO PERSONALITIES5 in medicine.10However,already since1877Diederik Korteweg assisted the physi-cist,and the future physics Nobel laureate[1910],Johannes Diederik van der Waals(1837-1923)with solving mathematical problems.Shortly afterwards,on31Jan-uary1878,he passed with honours(cum laude)his Master of Science(doctoraal)examination in Amsterdam.By this time he must have advanced far with his doc-toral research,concerning speed of propagation of waves in elastic tubes,since heobtained his PhD(promoveerde)in the same year,on12July,as thefirst doctoralgraduate of University of Amsterdam.According to his own statement,he hadreceived much assistance from Professor Van den Berg from Leiden.11Two weeksafter his doctoral examination he married with a Baroness d’Aulnis de Bourouill,atfirst sight an instance of‘marrying upwards’,but the d’Aulnises were not veryclass-conscious,and the brother of Bientje d’Aulnis was the pioneer of mathematicaleconomy in the Netherlands.To their disappointment,the pair remained childless.We now look yet again into the career of Diederik Korteweg.Astonishing,such aslow and then suddenly swift career:in1876entrance examination,in1877his BSexamination and immediately afterwards assistant to Van der Waals,in1878his MSand PhD examinations.In1881Korteweg was appointed a university professor.12The issue of‘competing brothers’played,in addition to the aspiration to becomea university professor,a role in the strong drive towards accomplishment,as it wasalso the case with De Vries and later with Brouwer(Luitzen Egbertus Jan Brouwer,1881-1966),the latter competing specifically with his cousins.Following Korteweg’s appointment in1881,he gave lectures in mathematics,mechanics and astronomy.This he did meticulously;he could be very critical of students,but later he was alsocertainly a fatherlyfigure.In addition to teaching,he worked,encouraged by Vander Waals,on mathematical description of plaits on surfaces and the applicationof this to Van der Waals’theory concerning equilibrium phases of binary mixtures.The extensive papers of Korteweg on this subject appeared in1889and1891,andhave been rediscovered recently by Mrs Sengers-Levelt and put in their historicalcontext[5].Alongside the work by P.H.Schoute(Pieter Hendrik Schoute,1846-1923),these were thefirst mathematical papers of international significance inthe Second Dutch Golden Age.Ad Maas has rightly pointed out that in somerespects Korteweg can be considered as a transitionalfigure between professorswho around the middle of the nineteenth century did useful applied mathematics,and the genuine researchers,such as Brouwer,after1900.13Nonetheless,in his roleas a mathematical researcher Korteweg appears to be more significant than most‘professionals’of the generation succeeding his.What is striking about Korteweg is the considerable amount of energy with whichhe has worked in many diverse areas,and that he almost always has obtained results.He did most of the editorial work for the collected works of Christiaan Huygens(1629-1695)from1911to1927,during which time he made discoveries concern-ing the influence of Snellius(Willebrord Snellius,1580-1626)on Descartes(Ren´eDescartes,1596-1650)and of the latter on Huygens.In the meantime he simulta-neously plunged into work in the regional Dutch office of International Catalogueof Scientific Literature(Internationale Catalogus van wetenschappelijke literatuur),where all scientific papers and books were registered and classified.In the doctoralthesis of Paul Schneiders dealing with the library and documentation movement in1880-1914,Korteweg’s Sisyphean task is discussed in detail[6].6BASTIAAN WILLINKThe doctoral graduation of de VriesThefirst directly relevant event for Korteweg in the period of stress surrounding the graduation of De Vries,was the death of the city archivist of Amsterdam, Nicolaas de Roever(1850-1893).Because De Roever’s spouse had already died, their surviving three children,two girls and a boy,were adopted,in1893or1894, by Korteweg and his wife who were childless and in their forties.This must have created quite some complications.It must also have been a blow to the family that the eleven-years-old adoptee-son Arend died in1896;I am not aware whether or not Arend had been ill long before his untimely death.14A second directly relevant circumstance preceding the graduation of de Vries, besides his sudden paternity,was that Korteweg in1893-1894was Vice-Chancellor (rector magnificus)of University of Amsterdam and amongst other things worked on the text of his oration The Golden Age of mathematics in the Netherlands(‘Het bloeitijdperk der wiskundige wetenschappen in Nederland’),in which he anticipated his historical research during the second half of his scientific life.For completeness, with‘the golden age’(‘het bloeitijdperk’)he referred to the seventeenth century.He delivered his Vice-Chancellor’s oration in January1894.All these adopter’s,vice-chancellor’s and professor’s(he continued to carry out his teaching duties)time-consuming responsibilities clarify why he was rather blunt when he received thefirst draft of De Vries’thesis.The doctoral advisor Korteweg was an arduous,sober and efficient worker of great versatility who nonetheless had rather reached the limits of what he was capable of.He looked back on his own efficient doctoral research and saw that De Vries did not really make headway.In the past years he had dealt with the history of the Dutch mathematicians of an earlier age and the theory of analytic surfaces,and presumably had not closely followed the literature on hydrodynamics. Therefore,while he saw well that De Vries had studied Scott Russell(John Scott Russell,1808-1882),Airy(George Biddell Airy,1801-1892),Rayleigh(John William Strutt,3rd Baron Rayleigh,1842-1919),McCowan(John McCowan,1863-1900), Greenhill(Sir Alfred George Greenhill,1847-1927)and Boussinesq,he did not see that important publications by the latter author were missing.A comparable situation arose ten years later with Brouwer.The latter also submitted a draft thesis with which Korteweg had much trouble.What a heap of unnecessary twaddle!Again,in1905,Korteweg became angry about the excessive amount of inefficiency and compelled Brouwer to remove all kinds of philosophical passages from his thesis.The difference with the case of De Vries was that Brouwer’s most important ideas were already contained in his draft thesis,while that was certainly not the case with De Vries.The life of de VriesHow was the situation on the other side of the graduation ceremony?What do we know about the doctoral student De Vries?A book from1936about the De Vries-family was a good starting point for further research.1516It turned out that the Utrecht university professor of mathematics Jan de Vries was Gustav’s elder brother.17A third brother,August,became Secretary-General of the Ministry of Finance and Privy Councillor Extraordinary(Staatsraad in buitengewone dienst).18 Two brothers who went nearly as far as two of the Korteweg brothers.The branches of the family tree corresponding to these successful brothers,who must have beenTHE COLLABORATION BETWEEN KORTEWEG AND DE VRIES—AN ENQUIRY INTO PERSONALITIES7Figure2.Gustav de Vries(1866-1934)cause for some difficult to measure frustrations for Gustav,have died out;this iscertainly not the case with Gustav’s family branch.It turned out that even twograndsons of Gustav’s live in Leiden,who are in possession of an archive of their grandfather.What kind of picture does one obtain from this archival material andother documents?Gustav de Vries came from a family that in many respects is reminiscent of thatof Korteweg,although a father who was a bookseller in Amsterdam considerablydiffers from a judge in Den Bosch.Gustav’s elder brother was,as said earlier,a mathematics professor,just as the eldest son of the Kortewegs.Died Korteweg andJan de Vries knew each other well,they were both members of the Dutch RoyalAcademy of Sciences(Koninklijke Akademie der Wetenschappen).And both ofthem had a younger brother talented in mathematics whom each helped in obtaininga position.In the case of Korteweg,this was at the Royal Military Academy (Koninklijke Militaire Academie,KMA)in Breda,and in the case of Jan de Vries,a position at thefive-year HBS school in Haarlem,which he was able to pass downto Gustav when he himself went to Delft Polytechnical School.But Gustav de Vriesreminds one of Bastiaan Korteweg also in other respects.He was not able tofindhis way in this position.After his graduation he published with difficulty and that meant that he stuckto this HBS position.Thefirst years went well,and he even stood in for anailing colleague.But in the1902,1903and1904annual reports of the HBS onerepeatedly encounters passages like“absent for a considerable period because ofillness”.19In an open letter from1908—also Bas Korteweg published a pamhletabout his resignation from the KMA—of de Vries to the Alderman of Education8BASTIAAN WILLINK(wethouder van onderwijs)in Haarlem,Thiel,20he explains that in1902he had been forfive weeks in a sanatorium for patients suffering from nervous breakdown (zenuwlijders)as a result of disappointments concerning failed job applications and for lack of support in this from his principal Brongersma.The fight for recognitionDe Vries did try to continue studying and writing in his private library at Rip-perdapark45,where the four children,who followed a deceasedfirst child,were not particularly welcome.In this way he published two papers in1900concerning cyclones in the Proceedings of the Royal Netherlands Academy,which I have not looked into,and in1907a Concise textbook on arithmetic and algebra(Beknopt leerboek der reken-en stelkunde)published by De Erven Bohn.In1909he was dis-charged from thefive-year HBS school and appointed as a teacher at the three-year variant of this school.The year before,he must have been unpleasantly surprised when he was returned the manuscript that he had submitted through Korteweg to Nieuw Archief voor Wiskunde(New Archive for Mathematics).The Editor,the university professor and algebraist Kluyver from Leiden,writes to Korteweg,who showed the letter to De Vries,that:“Amice[Dear Colleague,the word is derived from the Latin word‘amicus’,B.W.],I have perused the strange piece by mister De Vries.It gives me the im-pression that the author has accidentally noticed a quite natural and un-exceptional phenomenon,of whose true nature he makes no correct repre-sentation,and now more or less raises the status of what actually amounts to a commonplace thing to a miracle.”Subsequently,he gives an explanation of the weak aspects in the manuscript and calls De Vries a“pretty old author”(“schrijver op leeftijd”)(de Vries was then 42!).21The letter of Kluyver is from April1908,De Vries’heated open letter to the Alderman from August of the same year.In this letter he writes about his frustra-tions and lack of support from his superior,and interestingly states:“[this]added to the grief,caused by the sudden death of a child”.The disappointments came in thefirst place,which says something about the immensity of his frustration.From the documents it appears that De Vries perhaps made too high demands on his pupils in the higher classes,but that he did distinctively well in the lower ones. This signifies that he as yet did not expect much from the younger students,but that he perhaps looked for spiritual affinity with the older ones.At the time when he was required by his director to teach below his level of qualification,he applied to all kinds of positions,but did not even get nominated.All exceedingly frustrat-ing.Also,from the long,even printed,open letter to the Alderman it appears that there were many colleagues who found him socially incompetent in dealing with punishing pupils,but also in regard to teaching itself.The picture is that of a man with considerable communication problems.22In spite of all setbacks,De Vries published in1912,through Korteweg,two papers about his own‘calculus rationis’in Proceedings of the Royal Netherlands Academy of Sciences.23After1912he had new life-fulfilling experiences.He felt suitably at home in the new school where little demands were made on him.HeTHE COLLABORATION BETWEEN KORTEWEG AND DE VRIES—AN ENQUIRY INTO PERSONALITIES9 taught for seven hours mathematics in all the three classes and for this purposehe used his own textbook until1911(not after this date)and also that of hisbrother and Janssen van Raaij about planar geometry.In addition,he gave lessonsin accounting.In1913he was confirmed as a member of the freemason LodgeVicit vim virtus(Virtue has overcome the power),of which he became the Masterin1916.24Together with some others,in1916he seceded from this Lodge andjoined the new Lodge Kennemerland.He held for his Lodges long and elaboratediscussions on philosophical subjects.A remarkable text in his inherited papersconcerns a long analysis of Goethe’s Faust,in which he comports with a French commentator.25In the end De Vries became a spiritualist.This may ring somewhat strangenowadays,however around1900there were many scientists,especially in Britainand America,who did intensive research concerning psychics and theorized aboutthe fourth and higher dimensions so as to be able to explain the possibility oflife after death,such as the French Nobel laureate in medicine Richet(CharlesRobert Richet,1850-1935)and the physicists Oliver Lodge(Oliver Joseph Lodge,1851-1940),who proposed the term‘black hole’,and William Crookes(Sir WilliamCrookes,1832-1919),of whom De Vries had studied papers in the course of hisdoctoral research.In December1934,following a s´e ance in Haarlem-Noord,DeVries was knocked down by a car;26he died later in hospital as a consequence.His ever sickly wife survived him for three years.It seems likely that by nowalmost everything about De Vries and his sorrowful career is unearthed.27He wasa decently good researcher,who however with his doctoral dissertation straightawayproduced his most significant achievement.Either directly or indirectly,this musthave been owing to the pressure put on him by Korteweg and to his experiencinghis teaching obligations as onerous.Stress and carelessnessWhat were De Vries’circumstances in1893-1894,what kind of interaction tookplace between him and Korteweg,and what about their knowledge of the work by Boussinesq?We have seen that De Vries,just before his elder brother Jan arrangedfor the new position in Haarlem,had submitted thefirst draft of his doctoral thesisto Korteweg.This was followed by Korteweg’s rebuke that made De Vries shift intoa higher gear.In the meantime the HBS-teacher was already too busy.After his graduation,in the time that the paper for the Royal Society was being prepared by“my young friend and myself”(writes Korteweg in his letter of submission to theRoyal Society),28De Vries complains that he no longer has spare time for eitherwriting or doing research,as a result of the large amount of tests that he had tomark(but this must have already been the case earlier),while Korteweg in his letterhad just insisted on much more scholarship.Thesis advisor and research studentwere therefore under considerable pressure at the beginning of1894,had both littletime and must have thought:it is now or never.This appears to have affected the study of literature.Unfortunately,De Vrieshas not included any bibliography in his doctoral thesis.He has however left be-hind some neat excerpts from the literature studied by him,amongst which papersof Boussinesq from1870and1871.29We can closely follow him in his readings.He began with the English literature about his subject of interest and must have。