What is the name of Miss Havisham’s house in Dickens’s Great Expectations? Satis House
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
What is the name of Miss Havisham’s house in Dickens’s Great Expectations? Satis House
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
“Dogmatic (adjective): Assertively doctrinal, or promulgating a strong belief or viewpoint as if it were fact; showing firm and forceful opinion; unyieldingly certain or prescriptive; narrow and magisterial. Adjective: dogmatical; adverb: dogmatically; noun: dogma, dogmatism, dogmatist, dogmaticism; verb: dogmatize.
‘For ten minutes, Challee tried to get Bird to withdraw the word “sick.” The young doctor was upset. He became querulous and dogmatic, and threw up clouds of terminology.’ Herman Wouk, The Caine Mutiny”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
power: The ability to make people (or things) do what they would not otherwise have done. The purpose of the modern concept of power was recognized as early as 1748, with the publication of Hume’s essay, “Of the Original Contract.” Almost all of the governments, which exist at present,’ says Hume, ‘…have been founded originally either on usurpation of conquest, or both, without any pretense of a fair consent, or voluntary subjection of the people.’ Describing the process of political change—migration, colonization, and military victory—Hume demands, rhetorically, ‘Is there anything discoverable in all these events but force and violence?’
Hume’s comments offer one of the first clear versions of the assumptions of a ‘modern’ age, which seeks to study politics positively, eschewing theological justifications and moral evaluations in favor of a causal assessment of how the political world works in reality. Politics is seen to be about neither left nor right; indeed, in Hume, as in much social science, might is seen as creating right de facto because the seizure of power leads to the establishment of authority and the successful inculcation of belief. Power is the appropriate central concept for this world-view because, in its modern form, it is concerned with which groups or persons dominate, get their own way or are best able to pursue their own interests in societies. James March, in his 1966 essay ‘The Power of Power,’ stressed that the concept conveyed simultaneous overtones of the cynicism of Realpolitik, the glories of classical mechanics and the comfort of anthropocentric theology. In other words the ‘power’ world-view offers the would-be social scientist an immunity from moral evaluation and theoretical speculation, and the possibility of emulating the explanatory achievements of the physicist.
Bertrand Russell defined power as ‘the production of intended effects,’ but this serves better as an indication of what we want to mean when we talk about power than as a working definition. A large number of other writers have offered more complex definitions of power or paradigms of power relationships. The core of these, in respect of the expression ‘A has power over B’ are:
Problems with any definition include:
The solution to this paradox is to acknowledge that the possession of power can have unintended consequences, but that the test of whether a person has power or not must be conducted in terms of control, of the capacity to conceive intentions. If a person has power, the consequences of that power must be attributable to that person, who is responsible for those consequences. Without intentionality and attributability the concept of power becomes vague to the point of meaninglessness, not like the concept of energy in physics (which Russell wanted it to be), but more like the concept of the ether, the presence of which could not be distinguished from its absence.
Thus it is very difficult to compare the power of two groups, or institutions. Often the difficulty is as logically simple as comparing a person who has apples to a person who has oranges and coming to a conclusion about which possessed more ‘fruit.’ It would be intuitively obvious that fifty apples was more fruit than five oranges, but a closer comparison might evoke alternative standards of market of subjective value, weight, volume, nutrient capacity, and so on. Thus ordinal comparisons of power are impossible in many circumstances, and dealing with the kind of cardinal numbers we need to make power ‘like energy in physics’ is usually out of the question.
Thus the instances of A exercising power at t1, t2, etc., are of little value in estimating A’s power at t. A series of exercises of power may be catastrophically self-diminishing: precisely because a person has succeeded n times, it may be that moves to thwart them are afoot on the (n 1)th occasion. It is no help to say, as Dahl does, that power is best explained in terms of probability: statistical probability is no use, because it only works for a series of identical instances like the spins of a fair roulette wheel and inductive probability is merely an estimate of the odds which takes everything into account (including, presumably, the ‘power’ of the actors). The fundamental problem is that the concept of power seeks to make static statements about a dynamic reality and the consequent doubt must be as to whether the concept ever really helps us understand or predict real events such as the fall of Margaret Thatcher in 1990.
Power is often classified into five principal forms: force, persuasion, authority, coercion, and manipulation. However, only coercion and manipulation are uncontroversially forms of power.
In summary, the concept of power has not filled the central role in the study of politics which many pioneers hoped it would. It has proved much easier to believe generally that ‘Politics is about power,’ or, particularly, that individual P or group E possesses power, than it has been to clarify what such beliefs mean or what would constitute proof or disproof of them.”
Excerpted from: McLean, Iain, and Alistair McMillan, editors. Oxford Concise Dictionary of Politics. New York: Oxford University Press, 2003.
“special needs: A term used to describe the needs of students with disabilities that must be addressed by their teachers and their school, as required by federal law.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“Acroterion: The ornamental finial placed on the angles of a pediment in classical architecture or on a stele. Also refers to the angle of a pediment.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
“Dissertation (noun): A formal and extensive treatment of a subject, such as an academic thesis; treatise; earnest presentation of one’s opinion; discourse; explanation. Adjective: dissertational, dissertative; noun: dissertator; verb: dissert.
‘As the local landlady Signora Maura shows the young couple about the house they have just rented from her, she distracts their attention from the walls with a long dissertation on the gas meter.’ Gore Vidal, Matters of Fact and Fiction”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
“Felix Adler: (1851-1933) German-born American educator and leader in social welfare. Adler came to America as a youth, graduated from Columbia (1870), and pursued further studies in Germany. He founded the New York Society of Ethical Culture in 1876, from which a worldwide movement later developed. The society emphasized the need for a stronger morality (apart from any single theological dogma) in all personal, professional, and political relationships and placed great importance on the moral education of children. Adler established the first free kindergarten for New York City’s poor, which later grew into the first vocational school that combined manual training and ethical instruction in its curriculum. In 1884 Adler helped to establish the first Tenement House Commission; he arranged for trained nurses to visit the poor, lobbied for parks and playgrounds in depressed urban areas, and served for a time as chairman of the National Child Labor Committee. Adler advanced his view in such books as The Moral Instruction of Children (1892), An Ethical Philosophy of Life (1918), and The Reconstruction of the Spiritual Ideal (1923).”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
“remedial programs: Programs designed to address specific weaknesses for individuals who are not achieving up to grade-level expectations. Remedial programs take place outside the regular or general classroom and are typically tailored to individual needs. Remedial programs can also take place in clinics or private tutoring centers.
Remedial programs in public schools (such as resource room instruction) that are indicated on an individualized education program are free. Remediation of skills through intensive instruction and practice occurs in remedial programs.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“bathos: [M17th] This is a Greek word and was first recorded in English in the literal Greek sense ‘depth.’ The literary sense was introduced by Alexander Pope in the early 18th century. He published the Bathos in Miscellanies (third volume) in 1728, which was a lively satire giving descriptions of bad authors. Bathysphere [1930] for a spherical chamber that can be lowered into the depths of the sea, comes from the same source.”
Excerpted from: Creswell, Julia. Oxford Dictionary of Word Origins. New York: Oxford University Press, 2010.
“Disparagement (noun): The expression of low opinion; regarding or portraying unfavorably so as to lower in esteem; discredit or belittlement of one’s dignity. Adjective: disparaging; adverb: disparagingly; verb: disparage.
‘Some years ago Edna Ferber worte a book about a very tiny group of very rich Texans. Her description was accurate, so far as my knowledge extends, but her emphasis was one of disparagement.’ John Steinbeck, Travels with Charly”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
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