Bonaparte’s Burka

2020 ◽  
pp. 210-229
Author(s):  
Ian Coller

This chapter explores Napoleone di Buonaparte's fascination with Islam. It argues that the impulsion that eventually took him to Egypt was formed in the context of his early experience of Corsican nationalism, radical disappointment, and revolutionary commitment to the new France that emerged after 1789. The belief that this invasion would be welcomed by Muslims—indeed, that they would somehow greet the French as fellow believers—was the product of a revolutionary politicization of Islam that was further overheated under the Directory. Indeed, the era of the Directory was the scene of a curious religious experimentation. The chapter shows how the catastrophic decision to invade Egypt effectively brought the Revolution to an end: Buonaparte brought back the taste for arbitrary rule he had established in Egypt to his rule over France and much of Europe.

Author(s):  
Philip Dwyer

In the face of the long line of political failures that was the Revolution, the foundation of the Empire in 1804 was an attempt to create a new polity, a third way between radical republicanism and royalism. The regime created by Napoleon was a curious mixture of the modern and the traditional, a new social and political fusion between the old and the new France. The Empire, and the reforms that emanated from it, had its roots in the Revolution. Despite the opposition that they sometimes encountered, they were all conceived as instruments of social and political cohesion. The imperial regime represented a new polity that both broke with the past and relied on ancien régime institutions and people to help implant the new order.


2012 ◽  
Vol 9 (2) ◽  
pp. 35-66
Author(s):  
Tracey L. Carver ◽  
◽  
Amanda Stickley ◽  

There is an abundance of literature on the importance of teamwork in undergraduate degrees; how to teach it, how to assess it and how to manage it. However, there is also much recorded about students’ dislike of teamwork, especially where an early experience is unsatisfactory and builds resistance against such assessment. Accordingly, despite the revolution of embedding skills into undergraduate university courses, this article commences by examining the issues which commonly arise as impediments to implementing teamwork in this environment – both generally, and in the context of the particular discipline of law. It then examines how the teaching and assessment of teamwork was embedded into a first year law unit at the Queensland University of Technology (‘QUT’). Finally, student perceptions of the model implemented are described. These show that, despite the odds, students generally considered that the model had an effective and positive influence upon their learning experience and outcomes.


2018 ◽  
Vol 24 ◽  
pp. 309-310
Author(s):  
Mayumi Endo ◽  
Fadi Nabhan ◽  
Laura Ryan ◽  
Shumei Meng ◽  
John Phay ◽  
...  

2020 ◽  
Author(s):  
Brendan Rittenhouse Green
Keyword(s):  

1974 ◽  
Vol 19 (7) ◽  
pp. 513-515
Author(s):  
JOHN S. HARDING
Keyword(s):  

1990 ◽  
Vol 35 (8) ◽  
pp. 750-752 ◽  
Author(s):  
Julian Hochberg
Keyword(s):  

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