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In 1491, as Machiavelli advised popes and princes and Leonardo da Vinci astonished the art world, a young man boarded a ship in Portugal bound for Ireland. He would be greeted upon arrival as the rightful heir to the throne of England. The trouble was, England already had a king. The most intriguing and ambitious pretender in history, this elegant young man was celebrated throughout Europe as the prince he claimed to be: Richard, Duke of York, the younger of the “Princes in the Tower” who were presumed to have been murdered almost a decade earlier. Handsome, well-mannered, and charismatic, he behaved like the perfect prince, and many believed he was one. The greatest European rulers of the age—among them the emperor Maximilian, Ferdinand and Isabella of Spain, and Charles VIII of France—used him as a diplomatic pawn to their own advantage. As such, he tormented Henry VII for eight years, attempting to invade England three times. Eventually, defeated and captured, he admitted to being Perkin Warbeck, the son of a common boatman from Flanders. But was this really the truth? Ann Wroe, a historian and storyteller of the first rank, delves into the secret corners of the late medieval world to explore both the elusive nature of identity and the human propensity for deception. In uncovering the mystery of Perkin Warbeck, Wroe illuminates not only a life but an entire world trembling on the verge of discovery.
This work provides an extensive guide for students, fans, and collectors of Marvel Comics. Focusing on Marvel's mainstream comics, the author provides a detailed description of each comic along with a bibliographic citation listing the publication's title, writers/artists, publisher, ISBN (if available), and a plot synopsis. One appendix provides a comprehensive alphabetical index of Marvel and Marvel-related publications to 2005, while two other appendices provide selected lists of Marvel-related game books and unpublished Marvel titles.
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The overriding rationale behind this book is a desire to enrich the lives of college students by introducing them to the practice of philosophical thought in an accessible and engaging manner. The text has over one hundred classical and contemporary readings that facilitate studying each philosophical issue from a variety of perspectives, giving instructors the opportunity to choose a set of readings that matches the individual needs of each class. It includes many selections by philosophers whose works are often ignored or underrepresented in other introductory texts. The initial reading, "The Role of Philosophy," is a relevant, clear, and absorbing introduction to the discipline of philosophy. It uses everyday life situations to give students a solid foothold before they journey into specific philosophical topics. In addition, every section of the book has its own special introduction that connects each topic to students’ personal lives. The surrounding narrative is designed to be conversational and comprehensible. Special features include a section on the role of logic, and writing a philosophy paper, two useful tools for approaching and analyzing philosophical writing for students who are new to philosophy. The book is accompanied by a companion website (www.routledge.com/cw/Baronett), with many helpful features, including (for students) review questions for all readings in the book, videos, and 66 related entries taken from the student-friendly Routledge Encyclopedia of Philosophy and (for instructors) 2,500 questions and answers."
Who are we? Who do we want to become? How do we imagine our futures? Located at the intersection of theory and practice, this anthology brings together the voices of scholars, graduate students, and educational practitioners as they explore foundational concepts that inform questions of identity and citizenship and shape the way we think about the future. Concepts - such as narrative, dreams, imagination, and hope - are explored from both a philosophical perspective and from the perspective of young people from Israel and Germany who reflect on their own experiences. (Series: Political Philosophy and Anthropological Studies / Politische Philosophie und Anthropologische Studien - Vol. 3)
Originally published in 1959, this book examines the history of classical education in Britain, beginning in the sixteenth century with the rise of humanism, which emphasized the importance of reading only the best Latin authors and re-introduced Roman structures of education in the form of grammar schools. Clarke also uses Scotland to compare and contrast with the educational history of England, particularly the ways in which the teaching of classics changed and developed over time. This book will be of value to anyone with an interest in the history of education in general, and the history of classical education in particular.