Country information on Bulgaria.

Bulgaria Raya Racheva Form 4KN Transition Year Project St Andrew's College February 2003 Bulgaria Table of Contents Introduction 1 Geography 2 Location 2 Climate 3 Relief 3 Mountains 3 Flora and Fauna 6 Waters 7 People and Language 9 History 13 Customs and Traditions 41 New Year 41 "Triffon Zarezan" 41 The First of March 42 The Third of March 43 Mummer's Celebrations 43 Day of Humour 43 "Lazarovden" 44 "Tsvetnitsa" 44 "Velikden" 45 "Gergyovden" 46 The Day of the Slavic Alphabet 46 The Day of Botev 47 The Rose Celebration 47 Christmas 47 Red Wine in Bulgarian Culture 47 "Rakiya" Making 48 Culture and the Arts 50 Literature 50 National Costumes 52 Crafts 53 Architecture 54 Music 55 Dance 56 Conclusion 57 Introduction When I first came to Ireland, I knew almost nothing about the country. I went to live in a place that was unknown to me. I still know only a few things but they are not enough for a person who lives in the country. I need to know the history, the influences, the towns, of the rivers, the mountains. I discovered new types of characters, traditions, new language and religion. St. Andrew's College has students from forty-three other nations. I am one of them and I am the first Bulgarian, as I heard, in the history of the school. So I want to present my country to the others. This will be both educational for me and

  • Word count: 16815
  • Level: University Degree
  • Subject: Historical and Philosophical studies
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Discussing the biblical historiography of images of the Jew in the ancinet world

ABBREVIATIONS........................................................................ .........3 . 0 INTRODUCTION...........................................................................3 1.1 JEWS IN THE DIASPORA...............................................................4 i. Exiles in Babylon ................................................................. .........4 ii. Jews in Egypt................................................................................5 iii. The effects of the conquests of Cyrus...................................................6 iv. Discussion....................................................................................6 1.2 SOURCES..................................................................................7 i. Sources for Babylonian history..........................................................7 ii. Sources for Persian history...............................................................8 1.3 VERSIONS OF THE BOOKS............................................................11 i. Septuagint.................................................................................11 ii Vulgate.....................................................................................11 iii Apocrypha.................................................................................11 1.4

  • Word count: 14618
  • Level: University Degree
  • Subject: Historical and Philosophical studies
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Origins of the First World War

INTRODUCTION Since the First World War began, the depth of literature produced on it has been enormous. James Joll best explains the continued interest in the First World War as being due to the general acceptance amongst scholars in viewing the "First World War as the crucial event in the first half of the century" 1 with many of the subsequent violent events of the 20th century tracing their roots from the fall out of World War One. Few aspects of the intensive study into World War One have been so greatly investigated or debated as its origins. Due to the impact the First World War had upon shaping the 20th century, identifying the culprits responsible for starting the war has taken on an extraordinary resonance.2 Historians have been able to dissect the time period leading up to the outbreak of war many times over in order to create a series of wide ranging and often-contradictory theories related to who blame for starting the Great War of 1914-18 can be attributed to. Read individually without consideration and knowledge of other theories, each hypothesis is delivered by their proponents with such certainty and promise that it is easy to accept them without question. Traditionally Germany has received the majority of blame for starting the First World War. In 1919 German war guilt was written into the Versailles Treaty that finalised the end of the war, to the

  • Word count: 13784
  • Level: University Degree
  • Subject: Historical and Philosophical studies
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The Roman World 509 B.C. To A.D. 180

The Roman World 509 B.C. To A.D. 180 Introduction As the Athenians saw the symbol of their city-state's democracy and culture in the rock-jutting Acropolis, so the Romans viewed the Forum as the symbol of imperial grandeur. Although the buildings in the Forum appear fundamentally Greek in style, they are more monumental and sumptuous. Here, then, are two clues to an understanding of the Romans: they borrowed much from the Greeks and others, and they modified what they took. Rome was the great intermediary - the bridge over which passed the rich contributions of the ancient Near East and especially Greece, to form the basis of modern Western civilization. The Romans replaced the anarchy of the Hellenistic Age with law and order and embraced the intellectual and artistic legacy of the conquered Greeks. As Rome's empire expanded, this legacy was spread westward throughout most of Europe. Rome To 509 B.C. The history of Rome extends from 753 B.C., the traditional date for the founding of the city by Romulus, Rome's legendary first king, to A.D. 476 when another Romulus, Romulus Augustulus, the last Roman emperor in the West, was deposed. The first period in this span of more than a thousand years ended in 509 B.C. with the expulsion of the seventh and last of Rome's kings, Tarquin the Proud, and the establishment of a republic. Geography And Early Settlers Of Italy

  • Word count: 12311
  • Level: University Degree
  • Subject: Historical and Philosophical studies
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The Importance of the Diary for a Study of Archbishop Laud

HI530 English Politics 1629-1642: A Highroad to Civil War? The Importance of the Diary for a Study of Archbishop Laud Christina Whitehead Contents . Title page 2. Table of contents 3. Introduction 4. Laud's ecclesiastical aims 0. Laud's significant relationships 5. Laud's troubles 8. The Diary's fate and Contemporary works 20. Conclusion 21. Bibliography The Importance of the Diary for a Study of Archbishop Laud William Laud, Archbishop of Canterbury from 1633 has traditionally been seen as 'one of the twin pillars of Stuart despotism'1, and the councillor whose influence cost Charles his crown. Though a great deal of contention has surrounded these, and other assumptions about the Archbishop in recent years, the diary, which Laud kept between the years of 1602 and 1643 has not been widely used as a source for his study. It is important to consider Laud not only as primate, but also as an individual in order to obtain the fullest possible understanding of him. As Gaunt has argued that 'Laud is one of those unfortunate historical figures whose biography has been penned largely from the writings of his enemies'2, I feel that an attempt should be made to study Laud solely through his own writings, but in particular his diary, as it was Pynne's falsification of the text after he seized it in 1643 that led to such negative views about the Archbishop, and

  • Word count: 11421
  • Level: University Degree
  • Subject: Historical and Philosophical studies
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Liberal Divisions and the 1870 Education Act

LIBERAL DIVISONS AND THE ELEMENTARY EDUCATION ACT, 1870: A LOCAL STUDY. David A. Clarke Thesis submitted in fulfilment of the requirements for the degree of BA History University of Leicester May 1998 INTRODUCTION: THE BACKGROUND TO THE ELEMENTARY EDUCATION ACT, 1870 Since the 1830s, the highly controversial issue of national education had been heatedly debated in the British parliament: In 1833 the first government grant of £20,000 was introduced for the building of schoolhouses in England and Wales; under the Whig administration of Lord Melbourne, the Committee of the Privy Council - the Education Department - was established in 1839 to superintend the use of public funds for the promotion of public education and, at the same time, the first education Inspectors were appointed; and, in 1846, Sir James Kay-Shuttleworth established a pupil-teacher scheme to replace the 'monitorial' system of Bell and Lancaster that dated back to the 1780s, and to improve the quality of school teaching. Later, in 1862, the Revised Code was created in response to the findings of the Newcastle Commission Report (1858-61) on elementary education. Consequentially, the size of the grant - now directly paid to the school managers - was to be determined by satisfactory performance in the 'three R's.' Two-thirds of this grant was calculated upon the basis of performance in tests carried

  • Word count: 11073
  • Level: University Degree
  • Subject: Historical and Philosophical studies
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A study into how much John F. Kennedy was responsible for the failure of the Bay of Pigs and the influence it had on him in future crises.

Introduction John F. Kennedy endured arguably the most highly pressurised start to his Presidency than any preceding President. The expectations Kennedy brought with him into office were ones of hope and prosperity for the American public all wanting to be part of the American Dream. The new decade of the 1960’s offered a great deal to the average American, consumerism was continuously growing, and unemployment was low. However issues such as equality for black American’s would be turned into a civil rights movement that dominated domestic affairs for the entire decade. The immediate concern for President Kennedy when he took office was the suddenly growing Cuba problem, and was seen as the priority over all things for Kennedy. Entering office at a time when the world was waiting to see who would come out on top in the on-going Cold War, Kennedy had to tread a fine line of being strong, but not to robust in his policies so as to antagonise the Soviets to the point of armed conflict. The American publics’ concern over the ‘Red Scare’ that had dominated the 1950’s, continued into the new era under Kennedy, with close neighbour Cuba having a large part to play in ensuring that fear persisted. The threat of a Communist fifth column infiltrating American society on all levels from social to political was now starting to feel very real. This fear was also heightened

  • Word count: 9286
  • Level: University Degree
  • Subject: Historical and Philosophical studies
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JOHN D. LEE: A SCAPEGOAT? MYTHS AND FALLACIES CONCERNING THE ROLE OF JOHN D. LEE IN THE MOUNTAIN MEADOWS MASSACRE

JOHN D. LEE: A SCAPEGOAT? MYTHS AND FALLACIES CONCERNING THE ROLE OF JOHN D. LEE IN THE MOUNTAIN MEADOWS MASSACRE Keith Paxton History 497 Brother Coates Date due: July 17, 2012 Date turned in: July 17, 2012 Assignment: Final Draft JOHN DOYLE LEE: A SCAPEGOAT? (Outline) . Introduction 2. Thesis: Even though there were other, higher profile, men, such as William H. Dame, Isaac C. Haight and John M. Higbee, who were involved in the Mountain Meadows Massacre, John D. Lee was the only person singled out for participating in a massacre therefore making him a scapegoat—who was used by Brigham to protect the Church. 3. A discussion of Myths and Fallacies . The way I am going to use myth. 2. The term fallacy, how I am going to use it, and what fallacies I am going to use. . How I am going to use the term ‘fallacy” 2. The fallacies that historians use when they write about John D. Lee’s role in the Mountain Meadows Massacre . Mormonism Unveiled and The Mormon Menace (myths and fallacies about John D. Lee’s role in the massacre) . Mormonism Unveiled and the authorship question . The use of Mormonism Unveiled to describe John D. Lee’s role in the Massacre 2. Mormonism Unveiled and the Fallacy of Possible Proof . What the fallacy is 2. Some authors who make the fallacy and why it occurs (hidden motives) . The Mormon Menace and Mormonism Unveiled

  • Word count: 8315
  • Level: University Degree
  • Subject: Historical and Philosophical studies
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Throughout the history of the United States of America, four American presidents have been killed by the assassins' bullets, so, who were these assassins? What were their motives? and what molded them into what they became?

Introduction Throughout the history of the United States of America, four American presidents have been killed by the assassins' bullets: Abraham Lincoln by John Wilkes Booth, James Garfield by Charles Guiteau, William McKinley by Leon Czolgosz, and John F. Kennedy by Lee Harvey Oswald. In every one of these cases the killers claimed their motive was for the good of the American people, and the betterment of their lives. The facts prove otherwise. Their acts had nothing to do with patriotism or politics; to the contrary, in each and every instance their acts were condemned by the American people and referred to as murderous, tragic, criminal, and insane. So, who were these assassins? What were their motives? What molded them into what they became? Studies have shown that people who commit violent crimes suffer from certain personality disorders, which can greatly affect a person's life.1 Most people can live pretty normal lives with mild personality disorders, however during times of increased stress or external pressures the symptoms of the personality disorder gains strength and begins to seriously interfere with their emotional and psychological functioning. The potential causes of personality disorders are numerous, but they may be caused by a combination of parental upbringing, one's personality and social development, as well as genetic and biological factors. There

  • Word count: 7915
  • Level: University Degree
  • Subject: Historical and Philosophical studies
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Why did the Labour Party win the General Election of 1945?

WHY DID THE LABOUR PARTY WIN THE GENERAL ELECTION OF 1945? INTRODUCTION The general election result of 1945 was one the most important in British political history. The defeat of Winston Churchill and the Conservative Party after victory in Europe was an unanticipated shock to most in 1945. The electorate voted for significant change and a new approach to reconstruction in post-war Britain. The Labour Party won 47.7 per cent of the vote, with 393 seats, against the Conservative vote of 39.7 per cent and 210 seats.1 Following the rejection by the Labour Party of the continuation of the coalition government until the defeat of Japan, Winston Churchill resigned as Prime Minister on 23 May 1945 and from this date the various political parties began their preparation for the coming election. The primary concern of the electorate was effective post-war reconstruction and the result of the election was chiefly determined by public perception of a party's ability to deal with immediate domestic issues. The public were asked what the central question of the election was, 41 per cent answered housing, 15 per cent claimed full employment and 7 per cent said social security.2 This statistic clearly indicates the desire for social reform among the electorate; however, this does not fully explain why the Labour Party won the general election of 1945. The causes of Labour victory are

  • Word count: 7861
  • Level: University Degree
  • Subject: Historical and Philosophical studies
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