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Napoleon Bonaparte - Villain or Hero - 889 Words

Napoleon Bonaparte was inarguably an important figure in the history of France and Europe. However, there has been much controversy over the subject in the past. Would history perceive him as a hero or an enemy of France and the world? Many twentieth-century dictators would later model themselves on Napoleon, more than a hundred years after his death. Napoleon was not the first dictator, so why was he such an important figurehead for future dictators? Some historians may consider that Napoleon was a savior of France, and a brilliant military genius. Others would believe that he was a corrupted tyrant and had betrayed key ideals that had been established in the French Revolution. His rise to and consolidation of power made him a full†¦show more content†¦Without any to oppose him, only supporters would have been left. Napoleon s foreign policy would turn out to be his ultimate downfall and the biggest red mark next to his name. His foreign policy was designed to subdue Europe by military conquest, rather than diplomacy. In short, he wanted to rule the world or as much of it as possible. They fought with Napoleon in what would be known as the Napoleonic wars, but Napoleon won several battles, such as theShow MoreRelatedNapoleon Bonaparte A Hero Or A Villain?1624 Words   |  7 Pagesin the fact that Napoleon Bonaparte was a significant character in France. However, there have been debates among historians for years around the central question: â€Å"Was Napoleon Bonaparte a hero or a villain?† The answer here relies on how one looks upon the situation. Was Napoleon Bonaparte a savior to the French, or was he a tyrant to the French? Although many historians’ answers do rely deeply onto perspective, their answers also lie within which stage of life Napoleon Bonaparte was in, as wellRea d MoreNapoleon Bonaparte : Hero Or Villain1862 Words   |  8 PagesNapoleon: Hero or Villain Essay True heros have consistently been shown to encompass villainous characteristics and Napoleon Bonaparte, although a tyrannical ruler, was no exception to this rule. The term hero at its core refers to an inspiring individual who is idealized for their courage, outstanding achievements, or noble qualities. This person manages to not only overcome the tragic situation at hand, but conjointly is able to win over the public’s admiration. Contrastingly, a villain is definedRead MoreComparison Of Napoleon Bonaparte A Hero Or Villain909 Words   |  4 Pagesin the fact that Napoleon Bonaparte was a significant character in France. However, there have been debates among historians for years around the central question: â€Å"Was Napoleon Bonaparte a hero or a villain?† The answer here relies on how one looks upon the situation. Was Napoleon Bonaparte a savior to the French, or was he a tyrant to the French? Although many historians’ answers do rely deeply onto perspectiv e, their answers also lie within which stage of life Napoleon Bonaparte was in, as wellRead MoreWas Napoleon Bonaparte a Hero or a Villain? Essays1354 Words   |  6 PagesWas Napoleon Bonaparte a hero or a villain? During the Napoleonic Era, from 1799 to 1815, France became a military power gaining and controlling land throughout Europe. While some historians believe Napoleon Bonaparte was a ruthless dictator, his military accomplishments far outweigh any atrocities he committed. He helped France gain stability after the French Revolution and he also abolished the Feudal contract. Napoleon was a brilliant strategist using military tactics to cause fear and toRead MoreNapoleon Bonaparte Essay1537 Words   |  7 PagesNapoleon Bonaparte has been called a hero by some and a villain by many others. He was the First Consul of France, then the emperor of France, and finally an outlaw. Napoleon had a meteoric rise to power in the late 18th century, and lasted to the early 19th century. He was able to rise to power through his great military victories and he was able to keep his power by fending off enemies in wars and with some reforms. Napoleon started his life good, but different than many Frenc h rulers. NapoleonRead MoreThe Evolution of the Hero1960 Words   |  8 Pagesthink we know a hero when we see one. But pinning down those attributes is a challenge; your hero may not look much like mine. So it s worth asking: Are there certain immutable characteristics that have defined heroism across the ages? The men and women on the following pages are individuals of extraordinary distinction, but how do they stack up against the legends of the past? Although there are some timeless, universal qualities known as heroic, throughout history the idea of the hero has fluctuatedRead MoreUnited States History Research Project2148 Words   |  9 Pagesthe negative and positive aspects that occurred in Jesse James’ life. If one knew the general idea of who James was, they would automatically assume he was either a really bad person or an historical hero. Many songs, books, and news articles were written in the context of him being an American hero. On the other hand, some believe tha t the large amount of crimes he has committed were superior over his good doings in life which was not very much. I have searched through the campus library and scholarlyRead MoreThe Role of Fate in Romeo and Juliet2091 Words   |  9 Pageseither tragedy or comedy, this polarity of themes allowing him to experiment with the full range of human emotions. Typically, an integral part of a Shakespearean tragedy is love, which is frustrated by a breakdown in order, or the character of the hero, due to some human limitation. The play Romeo and Juliet has all these typical characteristics. However, the resultant conclusion of events for the characters in this tragedy is adversely affected by the hands of fate, and not solely the product ofRead MoreThe Role of Fate in Romeo and Juliet2082 Words   |  9 Pageseither tragedy or comedy, this polarity of themes allowing him to experiment with the full range of human emotions. Typically, an integral part of a Shakespearean tragedy is love, which is frustrated by a breakdown in order, or the character of the hero, due to some human limitation. The play Ro meo and Juliet has all these typical characteristics. However, the resultant conclusion of events for the characters in this tragedy is adversely affected by the hands of fate, and not solely the product ofRead MoreAlexander The Great Of The Greatest Military Geniuses2832 Words   |  12 Pagesmilitary geniuses in history. He was the inspiration for many great leaders and warriors in later generations of many different cultures. Hannibal Barca once ranked Alexander as the â€Å"greatest general in all of the world†. Gnaeus Pompeius Magnus, Napolà ©on Bonaparte, and Julius Caesar are just several of the many that were inspired. Even Julius Caesar once cried and wept when he saw a statue of Alexander because he had never achieved as much as Alexander at the same age. Alexander III of Macedon was born

Lab Report Caloric Content of Food free essay sample

We learned from the chapter that a â€Å"calorie: is a unit of energy, just like a kilowatt-hour or a joule. These units, represent the amount of â€Å"heat energy† it takes to raise the temperature of one gram of water by one degree Celsius. When we burn the food items and capture the heat in the water, we will use the following formula, our initial and final temperatures and we can calculate the energy released from each food item. FORMULA: Q = t*m*cp Q= heat energy absorbed t = change in temperature ,? C m = mass in grams, g cp = specific heat capacity ( 4. 184 j/g ? C for water) It states clearly that there will be considerable error in this experiment, due to some of the heat given off from the food being burned, and it was absorbed by the glass beaker and some energy escaped into the air. This gave us results that are lower than the accepted values. PROCEDURES: After gathering my equipment from the labpaq and required items from my home. I started with my measurements. I first measured my 100mL empty glass beaker on my scale from the labpaq and recorded that in data table 7. 1. Next I filled the beaker with 50mL of tap water, I measured the water and the beaker together and recorded those measurements as well. Next, I used my sheet of aluminum foil and placed my burner stand on it and placed my beaker with the water upon the stand and placed my thermometer into the beaker, after a minute or so I took a initial measurement of temperature of the water and recorded it. Now I needed to get a mass measurement of my first item, for the experiment. I started with the marshmallow and a fork. I took a mass measurement of the marshmallow and the fork separately and recorded it in data table 7. 1 Next I placed the marshmallow on the end of my fork and then I weighed those two together and recorded my measurement. Now it was time to add the heat, I used a extended grill lighter for my heat source. I clicked the lighter and carefully placed the marshmallow into the flame, once it caught and started to burn, I placed the burning marshmallow under my beaker, while allowing it to burn most of the way down, I had my oldest daughter help me stir the thermometer in the beaker. Once it had burned out, I took a new measurement of the fork with the burnt residue on it and recorded that measurement. I set the fork in the sink and checked the temperature of the water in the beaker, and recorded the final temperature. There is cleanup in between each food item to be burned, and you must start with fresh water and a new initial temperature for the remaining items in the experiment. I followed the above steps for the walnut and the potato chip and recorded their measurements in the data table 7. 1 as well. Once all my food items were burned , measured and recorded. I then proceeded to my calculations for analysis in this lab and recorded the remaining results in the data table 7. 1 below. DATA TABLE 7. 1 CALORIC CONTENT OF FOOD/ OBSERVATIONS FOOD ITEM DESCRIPTION|MARSHMALLOW|NUT|POTATO CHIP| Mass of food and holder-initial|40. 4g|18. g|16g| Mass of food and holder-final|38. 8g|16. 3g|13. 5g| Mass of food burnt|1. 6g|2. 0g|2. 5g| Mass of beaker|66. 5g|66. 4g|66. 5g| Mass of beaker and water|107. 2g|108. 2g|108. 2g| Mass of water|40. 7g|41. 8g|41. 7g| Water temp. initial|23 °C|22 °C|22 °C| Water temp. final|31 °C|72 °C|32 °C| Delta T  °C, change|8 °C|50 °C|10 °C| CONCLUSIONS: Altho ugh I still do not like â€Å"burning things†, this one was rather neat. I am overweight and lately have really been watching calories, and by doing this experiment I have grasped a better understanding of how energy Is released from food and how to properly calculate caloric content. Although I do not believe I will be using any of these methods to calculate my caloric intake, I will just stick to my labels provided for me and hope that they are without error. ANSWERS TO END OF LAB QUESTIONS: A. The food that tested with the most energy per gram was the potato chip. B. My results were somewhat lower than the averages, but according to the discussion prior to the lab it stated that this would be a possible issue, due to the heat loss in the air, and the beaker absorbing some of the heat as well. C. The type of reaction used in calorimetry, would be a â€Å"combustion reaction†, which we learned about back in chapter 5. A chemical process may either absorb or release energy, and many times this energy is in the form of heat. In experiments we often need to know how much heat is absorbed or released when such a process takes place. The measuring of that heat is known as . calorimetry determines how much heat is absorbed or released by noting the temperature before and after the process. By determining the temperature difference, we are then able to calculate how much energy was absorbed or released. In order to measure the amount of heat a reaction absorbs or releases, a calorimeter is often used. calorimeters are sometimes used in calorimetry to calculate the heat gained or lost in a combustion reaction. D. The products from the reactions are CO2 and H2O. E. The products were released into the air, or the atmosphere. F. 1. In using the data that the student collected about the cashew nut, we would calculate the total energy released by the combustion of the nut by using the increase n temperature of the water, the mass of the water and the specific heat capacity of water. We will use this formula: FORMULA: Q = t*m*cp 58576 joules 2. In order to calculate the energy released per gram of the cashew nut consumed in the reaction we calculate as follows: 58,576j / 0. 55g = 106502 / 4. 184 = 25455 or 2. 5 cal 3. Using given standards, my favorite snack food Chili Cheese Fritos (snack bag size) caloric content is as follows: Carbohydrates: 60 proteins: 8 fats: 90 a second conclusion is I need to find a snack food with less fat!

International School free essay sample

Monday October 7th,2013 the students of RIMS were excited to attend an exhibition on Traditional Handicrafts of Odisha. The exhibition was organized by the Development Commissioner of Textiles and Handicrafts, Government of Odisha. The venue of this in Mumbai was the AJivasan Hall, near SNDT College, Juhu. The school students and teachers were welcomed at the Entrance with a traditional floral presentation. The various stalls were decorated with beautiful crafts like applique ork, stone carving filigree work, patachitra(painting on the bark of the tree)and taalpatra had the visitors awestruck. Our students interacted with many artisans like Umakant and Biswanath were quite forthcoming in their information about their vocation in life. Art and craft to many of them was passion and way of life. They opined that each one of us should never lose sight of our culture and Heritage and be rooted in our tradition through this medium. Exquisite handwork products were n Display and one could see people queuing up to buy these world famous items. We will write a custom essay sample on International School or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Dhokra metal figurines of Hindu Gods and Goddesses had us mesmerized. The creative patchwork displayed by these artists mainly had the village scenes and tribal lifestyle depicted on them. They are indebted with the support given to them by the State/Central Government and various NGOs. The students of RIMS asked the artists various questions on their art forms and its relation with other international art work f similar nature. Children also felt proud showcasing the art practiced in countries like U. S. A, Africa which was part of their ISA activity in school. This was appreciated and the finer nuances understood by the artisans. The visit to this wonderful extravaganza came to an end with a promise of returning next year with renewed enthusiasm and the hope in their hearts to be active participants in carrying the flame of Tradition alive through these art and Crafts.