Ancestry of George W. Bush - Bush Family Tree

Family line of George W. Hedge - Bush Family Tree Starting in Columbus, Ohio, the Bush family has formed into one of the most cultivated political groups of the twentieth century. Other significant people in the Bush family tree incorporate the Spencer family that created Diana, Princess of Wales, which makes George W. Shrubbery a seventeenth cousin to Prince William of Wales. The extraordinary incredible distant grandma of President George W. Shrub, Harriet Smith (spouse of Obidiah Newcomb Bushs wife) and her relatives, are inaccessible cousins of John Kerry. Original 1. George Walker BUSH was conceived on 6 Jul 1946 in New Haven, Connecticut. George Walker BUSH wedded: Laura Lane Welch on 5 November 1977 in the First United Methodist Church of Midland, Texas. Laura WELCH was conceived on 4 November 1946 to Harold Bruch WELCH and Jenna Louise (Hawkins) WELCH. Second Generation 2. George Herbert Walker BUSH was conceived on 12 Jun 1924 in Milton, Massachusetts.1 George Herbert Walker BUSH and Barbara PIERCE were hitched on 6 Jan 1945 in Rye, Westchester County, New York.1 3. Barbara PIERCE was conceived on 8 Jun 1925 in Rye, Westchester County, New York. George Herbert Walker BUSH and Barbara PIERCE had the accompanying kids: 1 I. George Walker BUSHii. Pauline Robinson BUSHiii. Jeb BUSHiv. Neil BUSHv. Marvin BUSHvi. Dorothy BUSH Third Generation 4. Prescott Sheldon BUSH was conceived on 15 May 1895 in Columbus, Ohio.2 Between 1952 and 1963 he was a U.S. Representative. He kicked the bucket of lung malignant growth on 8 Oct 1972 in New York City, New York.2 Prescott Sheldon BUSH and Dorothy WALKER were hitched on 6 Aug 1921 in Kennebunkport, Maine.2 5. Dorothy WALKER3,4 was conceived on 1 Jul 1901 in Missouri.2 She kicked the bucket on 19 Nov 1992 in Greenwich, Connecticut.2 Prescott Sheldon BUSH and Dorothy WALKER had the accompanying kids: I. Prescott Sheldon (Pres) BUSH Jr was conceived on 10 Aug 1922.22 ii. George Herbert Walker BUSH.iii. Nancy BUSH was conceived on 3 Feb 1926.2iv. Jonathan James BUSH was conceived on 6 May 1931.2v. William Henry Trotter (Buck or Bucky) BUSH was conceived on 14 Jul 1938.2 6. Marvin PIERCE was conceived on 17 Jun 1893 in Sharpsville, Mercer County, Pennsylvania. He kicked the bucket on 17 Jul 1969 in Rye, Westchester County, New York. Marvin PIERCE and Pauline ROBINSON were hitched in Aug 1918. 7. Pauline ROBINSON was conceived in Apr 1896 in Ohio. She kicked the bucket from wounds endured in a fender bender on 23 Sep 1949 in Rye, Westchester County, New York. Marvin PIERCE and Pauline ROBINSON had the accompanying kids: I. Martha PIERCE was conceived in 1920.ii. James Robinson PIERCE was conceived in 1921.3 iii. Barbara PIERCE Fourth Generation 8. Samuel Prescott BUSH2 was conceived on 4 Oct 1863 in Brick Chuch, New Jersey.2 He kicked the bucket on 8 Feb 1948 in Columbus, Ohio. Samuel Prescott BUSH and Flora SHELDON were hitched on 20 Jun 1894 in Columbus, Ohio. 9. Greenery SHELDON was conceived on 17 Mar 1872 in Franklin Co, Ohio. She passed on 4 Sep 1920 in Watch Hill, Rhode Island. Samuel Prescott BUSH and Flora SHELDON had the accompanying youngsters: 4 I. Prescott Sheldon BUSH 10. George Herbert WALKER was conceived on 11 Jun 1875 in St. Louis, Missouri. He kicked the bucket on 24 Jun 1953 in New York City, New York. George Herbert WALKER and Lucretia (Loulie) WEAR were hitched on 17 Jan 1899 in St. Louis, Missouri. 11. Lucretia (Loulie) WEAR was conceived on 17 Sep 1874 in St. Louis, Missouri. She kicked the bucket on 28 Aug 1961 in Biddeford, Maine. George Herbert WALKER and Lucretia (Loulie) WEAR had the accompanying youngsters: 5 I. Dorothy WALKER 12. Scott PIERCE was conceived on 18 Jan 1866 in Sharpsville, Mercer County, Pennsylvania.3 Scott PIERCE and Mabel MARVIN were hitched on 26 Nov 1891. 13. Mabel MARVIN was conceived on 4 Jun 1869 in Cincinnati, Ohio. Scott PIERCE and Mabel MARVIN had the accompanying kids: 6 I. Marvin PIERCE. ii. Charlotte PIERCE was conceived on 30 Sep 1894.4 She passed on 15 Aug 1971 in Dayton, Ohio.4 14. James Edgar ROBINSON was conceived on 15 Aug 1868 in Marysville, Ohio. He kicked the bucket in 1931. James Edgar ROBINSON and Lula Dell FLICKINGER were hitched on 31 Mar 1895 in Marion County, Ohio. 15. Lula Dell FLICKINGER was conceived in Mar 1875 in Byhalia, Ohio. James Edgar ROBINSON and Lula Dell FLICKINGER had the accompanying youngsters: 7 I. Pauline ROBINSON

Magazines Free Essays

1. What is the source of the word 'magazine? The historical underpinnings of the word ‘magazine’ returns to Arabic mahazin from the word hazana, which intended to store, French magasin, which implied a storage facility, from Old French magazin (potentially by means of Old Italian magazzino). As we saw, in the two cases the stem store was implied. We will compose a custom article test on Magazines or then again any comparable point just for you Request Now [1] 2. Name 3 general intrigue magazines and 3 extraordinary intrigue magazines. General intrigue magazines are â€Å"Newsweek†, â€Å"People†, and â€Å"the Time†. For extraordinary intrigue magazines I would call attention to â€Å"Car and Driver†, â€Å"Science Magazine†, â€Å"Molecular Medicine†. 3. What is a mud slinger? Name 2 and their most celebrated stories. is an American English expression for one who researches and uncovered issues of debasement that disregard broadly held qualities, for example, political defilement, corporate wrongdoing, kid work, conditions in ghettos and jails. The most significant meddler work was Ralf Nader’s Unsafe at Any Speed, which let to stop creation of the Chevrolet Corvair in 1965. Wayne Barrett, insightful writer, senior editorial manager of the Village Voice; composed on persona and offenses in Rudy Giuliani’s lead as chairman of New York City, Grand Illusion: The Untold Story of Rudy Giuliani and 9/11 (2006). 4. What is second class postage? For what reason is it so essential to magazines? Below average postage stamp is a minimal effort answer for the mailing administration. It permits full pay if the item is lost or harmed and permits conveying enormous magazine measured things, the last bit of leeway is that by below average posting the magazines will be conveyed in three days.[2] 5. Think about a specific fragment of the mass crowd that could be served by a magazine however doesn’t appear to be. Depict the crowd and the kind of magazine that would engage this assortment of perusers. On a different bit of paper, set up a counterfeit up of the spread for your new magazine. There is a gigantic need among individuals to â€Å"Mind the danger!† I would call my magazine along these lines. This would be a magazine which cautions individuals of various risks in utilizing, for example power, gas, vehicles, electrical hardware, a wide range of gear, gadgets and materials that might be risky for a man, a kid, anybody. I guess that this section, which is a colossal portion and by its tendency the magazine would be delegated a â€Å"general [1] http://www.bartleby.com/61/44/M0024400.html [2] http://www.royalmail.com/entry/rm/content1?catId=400030;mediaId=3500019 The most effective method to refer to Magazines, Essay models

Definition and Examples of You Understood in English

Definition and Examples of You Understood in English In English punctuation, you comprehended is the inferred subject in most basic sentences in the language. As it were, in sentences that pass on solicitations and orders, the subject is quite often the individual pronoun you, despite the fact that its frequently not communicated. Models and Observations In the models below,â you understoodâ is showed by square brackets:â []. When she was on the walkway Mick got her by the arm. You go right home, Baby Wilson. [] Go on, now!(Carson McCullers, The Heart is a Lonely Hunter. Houghton Mifflin, 1940)I dont care if shes a killer! [] Leave her alone! [] Get out of here and [] disregard her! Every one of you! [] Get out of here!(Bethany Wiggins, Shifting. Bloomsbury, 2011)Youre not from around here, I say.[] Leave me alone.Youre from elsewhere. From EuropeYoure upsetting me. Id welcome it on the off chance that you would quit bothering me.(Elie Wiesel, Legends of Our Time. Holt, Rinehart and Winston, 1968)Mrs. Bloxby moaned. Would you please leave, Mrs. Benson, and in future, OK phone first? I am occupied. If you don't mind [] shut the entryway on your way out.Well, I never!Then its time you did. Goodbye!(M.C. Beaton [Marion Chesney], As the Pig Turns. St. Martins Press, 2011) You-Understood in Transformational Grammar Basic sentences contrast from others in that they need subject thing phrases: Be quiet!Stand up!Go to your room!Do not smoke! Customary syntax represents such sentences by guaranteeing that the subject is you comprehended. Transformational investigation bolsters this position: The proof for you as the subject of basic sentences includes the inference of reflexives. In reflexive sentences, the reflexive NP must be indistinguishable with the subject NP: Bounce shaved Bob.Mary dressed Mary.Bob and Mary hurt Bob and Mary. The reflexive change substitutes the proper reflexive pronoun for the rehashed thing phrase: Bounce shaved himself.Mary dressed herself.Bob and Mary hurt themselves. Let us take a gander at the reflexive pronoun that shows up in basic sentences: Shave yourself!Dress yourself! Any reflexive pronoun other than yourself brings about an ungrammatical sentence: *Shave himself!*Dress herself! This reality gives proof to the presence of you as the profound structure subject of basic sentences. You is erased by methods for the basic change, which is activated by the Imp marker. (Diane Bornstein, An Introduction to Transformational Grammar. College Press of America, 1984) Inferred Subjects and Tag Questions A few goals seem to have a third individual subject as in the accompanying: Someone, strike a light! (AUS#47:24) Indeed, even in a sentence like this one, however, there is a seen second individual subject; as it were, the inferred subject is someone among all of you out there. Once more, this becomes more clear when we attach an inquiry tagsuddenly the subsequent individual subject pronoun surfaces: Someone, strike a light, will you? (AUS#47:24) In a model this way, it is very evident that we are not managing an explanatory, since the action word structure would then be extraordinary: someone strikes a light. (Kersti Bã ¶rjars and Kate Burridge, Introducing English Grammar, second ed. Hodder, 2010) Pragmatics: Alternatives to the Plain Imperative On the off chance that we have the inclination that an immediate discourse act may be seen as a face risk by the listener, there is a serious scope of certain orders, which are roundabout discourse acts . . . from which we may choose something fitting and less threatening to the others face. (28a) Shut the door.(28b) Can you shut the entryway, please?(28c) Will you shut the entryway, please?(28d) Would/might you be able to please close the door?(28e) Lets shut the entryway, will we?(28f) Theres a draft in here. . . . [I]n Anglo culture there are contents hindering the goal (28a) and endorsing the inquisitive (28 b, c, d). In spite of the fact that it might be impeccably worthy among companions, the utilization of the basic in (28a) isn't proper when the speaker and listener don't have any acquaintance with one another well or when the listener is of a higher economic wellbeing or has control over the speaker. The utilization of the basic as in Shut the entryway has the most grounded sway on the listener, however it is ordinarily not utilized. (Renã © Dirven and Marjolijn Verspoor, Cognitive Exploration of Language and Linguistics, second ed. John Benjamins, 2004)

The Final Stretch How to Improve Grades Last Minute

Whether your child is in high school or college, you want them to finish the school year strong. But, if they havent been giving in their all up to this point, or if some unforeseen circumstances impacted their them, the idea of being able to improve grades may seem impossible. Luckily, that simply isnt the case.In fact, most students have plenty of time to bring their grades up, especially if their teachers or professors are open to a few of the ideas below. However, even if they arent, there are still methods that apply.So, before your student assumes there is nothing they can do, here are a few tips they can begin using today. With enough effort and dedication, there may still be some time to see an improvement and, maybe, in a significant one. So lets talk about how to improve grades last minute.Start with Missing AssignmentsNothing pulls a grade down like a zero. Even one missing assignment can be enough to bring a cumulative grade down a full letter grade depending on the numbe r of total assignments. So, checking into options regarding missing assignments should always be the first step.But, how should your child go about getting these zeros handled? They need to start by talking to the teacher.If your child is otherwise a good student, the teacher may be open to taking the assignment late and considering it the material for its full value. However, other teachers may feel it is only fair to accept late work with a penalty. Even if that is the case, it shouldnt be seen as discouraging. Remember, ANYTHING is better than a zero. So, if the teacher can only offer a max score of 50 percent because it is late, then that is actually great news because 50 is better than zero every day of the week.While it may be tempting for you as a parent to step in and take the lead on this, we highly encourage you to let your child give it a shot. Teaching them to handle these situations will only benefit them in the future. Having them handle it versus sending in the parent s may also increase their chances of a positive response.Get Help with Future WorkSince there is still plenty of time for more assignments, quizzes, and exams, the next step your child should take is to get help if they need it. If the reason for poor grades is a lack of understanding of the material, it is time to get some advice, sooner than later.This is another place where starting with the teacher can be a great idea, especially for high school students. Some teachers will work with your child directly to help them understand the material better, as this positions the student to have stronger performances in the future. Otherwise, they may be able to recommend other resources, like tutors or study groups, that can help them catch up.College professors may or may not have the time to work with students directly, but the campus probably offers numerous resources to help students achieve higher grades. Study groups and tutoring options are likely available. In some cases, student teachers and aids may also offer assistance.The trick here is to truly look around at what the school and other students may have to offer. Often, help is there if your child simply chooses to ask.If your childs grades are near a point where they may be put on academic probation, these tutoring services can be extremely helpful. Sometimes universities and colleges require them if a student is put on academic probation. Either way, its important to know that these resources are available, and that there is no shame in using them! If your child is hesitant, try to encourage them to take advantage of these resources. Everyone needs help now and them.Learn How to Improve Grades by Taking Studying SeriouslyWhether its a matter of being disciplined enough to study or figuring out a routine that works for them, there may be a few reasons studying isnt effective for your child.Some students struggle because they dont dedicate the time and attention required to study. This can actually be qu ite common with college freshmen, especially if they are used to succeeding without studying (based on their high school performance). The standards set by college courses are different than most experience in high school. The pace can be faster, and the amount of information provided in single doses is higher. This means more time is required to ensure the information is being retained.High school students are often still developing their study habits, and it is important to remember that this is a skill that has to be learned and not something all children innately know how to do. You can help them study more effectively by creating an environment that is supportive to studying. Look for ways to limit distractions during study time, even if it means waiting to remind them about incomplete chores until the time has passed.In some cases, the issue isnt as much with dedication as it is to taking proper notes and understanding what parts of the lesson need the most attention. One meth od that can work for high school and college students to improve grades is making audio recordings of the classroom lectures. Most teachers are open to lessons being recorded as long as it doesnt disrupt others. However, if there are rules about smartphones being out during class, then it may be necessary to invest in a separate voice recorder to make this happen.Lastly, like we mentioned earlier, Student Success Centers and guidance offices may have resources to not only tutor students, but teach them study habits that best work for them. Each child is different and many centers have trained professionals that can help your child identify which study routines are most effective for them. It may also help to look up study habits and try out a few with your child. Related article: 5 Steps to Help Your Child Master Their ExamsAsk About Extra CreditIf your student is truly giving the class everything they have, then it might be the right time to ask for extra credit. While there is no guarantee a teacher will provide the opportunity, if your child is otherwise making forward progress by managing their study habits, getting help when needed, and completing any missing assignments, a teacher may be more inclined to help as a demonstration of good faith.Just remember, while extra credit opportunities are a great way to improve grades last minute, they are a privilege and should be treated as such. Otherwise, it may not come around again.If you feel like you need to step in, let your child give it a shot first. Many teachers will respect them for taking the initiative.Plan for Next YearMany students are also setting their schedules for the next year or semester, so this can be a great time to consider whether the upcoming course load and extracurricular activities are appropriate for their capabilities. Sometimes, it is better to set something aside, such as a school club, or lower the demand of the class schedule to give them a better opportunity for success.Remembe r, it is more important to perform well across the board than over-schedule in hopes of impressing admissions offers only to see grades suffer.Then, if things start to improve, it is perfectly appropriate to step it up again. Ideally, your child will find a balance. It is better that they feel challenged and not bored, but you dont want them becoming overwhelmed either.One thing we frequently talk about in our free webinar training for parents and students is how grades impact your childs chances of receiving scholarships. If you are interested in joining us for the next one, visit https://thescholarshipsystem.com/freewebinar to learn more!While it may seem like the end of the school year is far away, it is approaching faster than you think. That is why putting these tips into action now is so valuable. The more time your child has left, the easier it is to give their grades a boost, so why not start today!Has your child ever been in a situation where they needed a grade boost? What methods did you use to bring them up? Please share in the comments below!______________________________________Lastly, we dont want your child to feel burnt out or stressed with the end of the school year, grades, and everything else they have on their plates.Below is a helpful article on how you can help your child finish the school year with enthusiasm (and avoid burnout.)And if you are all stressed, perhaps some fun ideas for activities with your kids could help. You can check out that article below, too!Related article in case your child is stressed or losing motivation:How to Help Your Senior Finish the School Year with Enthusiasm (and Avoid Burnout)Related article for those looking for something to decompress with the kids:15 Fun Activities to Enjoy with Your Kids While some activities are for the holidays, many can be done all-year long.

The Appeal Of Fantasy Genre - 1046 Words

The appeal to fantasy is very diverse. One of the primary reasons is that â€Å"readers†¦want something that gives [ ] a sense of wonder, a glimpse at the impossible made real, sights [ ] never otherwise see[n],† Cox says. J.K. Rowling effectively displays this with the typical fantasy setting aspects as well as the incorporation of mythical creatures and magic. The fantasy genre has general guidelines when it comes to creating a story for it to be qualified as fantasy. In the fantasy genre, the stories created often have their own world, sometimes parallel to our own. Often seen in the fantasy genre as well is the incorporation of medieval components to the story. Fantasy worlds are sometimes connected to Earth or the non-fictional world through portals. J.K. Rowling begins her story in the muggle world and the reader is then later introduced to the wizarding world. This allows the reader to have a sense of familiarity and increases the appeal of the genre/novel. Her world is connected to the known world through hidden passageways such as platform 9  ¾ and the brick passageway behind the Leaky Cauldron. Although the story of Harry Potter is introduced through the normal world, Rowling connects it to a brand new one using those magical passageways. This is an aspect of the fantasy genre even if the world is not completely separate from thi s one. In addition, the author’s magical world is complete and self-sustained. Although on the same planet, it is a society in itself with itsShow MoreRelatedEssay on Sir Gawain and the Green Knight as Modern Fantasy627 Words   |  3 PagesKnight as Modern Fantasy nbsp; Sir Gawain and the Green Knight, written by an unknown author in the 14th century, can be called a timeless work of poetry. It exudes a certain fantastic quality that, despite its age of over 500 years, still appeals to modern audiences. 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The film revolves around Sauron and his evil army that, try and get the ring from Frodo. Sauron created the one ring to rule them all, all of his evil and cruelty was endowed in the ring. Once he wears the ring he becomes invincibleRead MoreThe Different Film Genres795 Words   |  3 PagesCinema is an interesting art form that appeals to a wide variety of individuals through varied genres and styles. Of the various major film genres, I am most attracted to action/adventure films and comedy films. I particularly like action/adventure films because they allow e to be transported to a fantasy world where good always triumphs over evil. There are a great variety of action films I enjoy watching, however, one of the things that they all have in common is an unusually high rate of violence

Why Is College Pilgrimage - 983 Words

For thousands of years, humans have travelled all across the world in search of enlightenment and spiritual improvement. These journeys are seen in every major religion; from the Islamic pilgrimage of Mecca to the Hindu pilgrimage of the Himalayan Char Dham. The act of embarking on a pilgrimage is never an easy undertaking; particularly when that includes the reliance on relationships that have not yet been forged. This connection with culturally different individuals develop an unequivocal sense of belonging while on these journeys. Yet, one could say that college itself is a pilgrimage, with the relationships we create being the mechanism that solidifies our belongingness . In retrospect, it is my experiences throughout this ‘college pilgrimage’ that has brought forth my interest in how the formation of relationships and the role of fictive kin influence major pilgrimages. My aspirations in pursuing a Ph.D in Anthropology is to advance my understanding of the relationship bonds formed by individuals while undertaking pilgrimages. Specifically, I want to explore the ways in which the altruistic behavior produces kinship cues that allow for the formation of this fictive kin relationship. Through ethnographic engagement, I seek to investigate how fictive kinship sustains itself throughout the pilgrimage of the Camino de Santiago in Spain. But, I also ideally want to discuss how people create relationships with ideals and symbols and how these connections are influenced byShow MoreRelatedThe Role Of Cyber Pilgrimage On A Pilgrimage1585 Words   |  7 Pages Moreover, there are also other methods of cyber-pilgrimage that are commonly use to partake on a pilgrimage on a daily basis. These include pilgrimages videos on YouTube, virtual tours, and online pilgrimage websites of 3D replicates of sacred sites. 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Kerouacs major writings are loosely organized and autobiographicalRead More The Beat Generation Essay850 Words   |  4 Pagesbest minds of his generation. This poem has no real structure or rational connection of ideas, and the rules of grammar are abandoned in order to pack imagery into one line. The poem points the way toward a new and better existence, chronicling the pilgrimage of the â€Å"mad generation† toward a reality that is timeless and placeless, holy and eternal. Jack Kerouac was not only a leader of the Beat movement in literature, but also a spokesman. Kerouac’s major writings are loosely organized and autobiographical

Review of Warwick Debates on Nationalism free essay sample

On October 24th, 1995, two of the best-known scholars of nationalism participated in what has now become known as the â€Å"Warwick Debate on Nationalism† under the host of Edward Mortimer at the Warwick University. Each respected speaker presented thoughts and approaches to the study of nationalism that have laid the foundation for two separate, yet prevalent suppositions toward nationalism: Anthony Smith’s primordial approach and Ernest Gellner’s modernist theory. When reviewing the discussions of intellectual masters, it is important to establish the strengths and weaknesses of their arguments before determining a superior concept. Without having any previous knowledge of nationalism, one could easily understand Anthony Smith’s well-organized and cleanly explained argument as he begins with clear definitions of nationalism, nation, and state. Each definition is important as they highlight the fundamental difference between primordialism and modernism: when nationalism began. Smith’s definition of nationalism is an ideological movement that achieves and maintains sovereignty, unity, and the identity of a human population. We will write a custom essay sample on Review of Warwick Debates on Nationalism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page His definition of a nation is a named population that shares a territory, myths, culture, memories, and offers an economy, common rights, and duties for its population. And his definition of a state is a legal and political concept that is a public institution of coercion and extraction within a territory. Smith’s definitions are essential to his argument of primordial origins of nationalism because the nation represents a fulfillment of the needs presented in a nationalist movement. According to these definitions, a nationalist movement, or nationalism, would be seeking the autonomy, unity, and identity of its community. Thus, this ‘need’ could be fulfilled in Smith’s definition of a nation being a community that shares a historic territory, single economy, common rights, and duties for all members. These definitions take away the political agenda that is often associated with nationalism in the modern period. Another strength of Smith’s case is in his acknowledgment of a form of modern nationalism that began from the need to fulfill the demand that changes in the modern world brought forth. This is where his definition of a state is likewise essential because it then becomes the fulfillment of this new ‘need’ of the people. Smith intently adds that a state is not a community. Herein lies the single most important concept that Smith implies, which is that modern nationalism is a continuation of the heritages, cultures, and territory that are found in pre-modern national communities. Smith refers to this concept as the â€Å"ethno-symbolic approach. † Staying true to his politician technique of covering his footprints, Smith quickly notes that this is not a theory, simply an approach. This gives his approach the flexibility to cover a lot of ground, both chronologically and non-chronologically, without being subject to concentrated scrutiny. Smith terms the ethno-symbolic approach by stating that many, not all, modern political nationalisms cannot be understood without understanding their connection to their ethnic ties and memories, and in some cases, to their pre-modern communities. Smith asserts that the ethno-symbolic approach offers a slight guide as to which populations nationalism will grow among and in what direction such movements may go. Smith notes that the importance of the role of memories, values, myths, and symbols can be seen in the common actions of nationalism by adding that nationalism â€Å"often involves the pursuit of ‘symbolic’ goals – education in a language, †¦ the preservation of ancient sacred sites, the right to worship in one’s own way, have one’s own courts, schools and press, wear particular costume, and so on†¦. Smith concludes his explanation of the ethno-symbolic approach to nationalism by stating that nations and nationals are necessary in the world, and that because people generally have a tie to their nation and feel that their nation fulfills the important political and social needs, it would be near impossible to separate them from their national allegiances. Besides his assertion that nationalism existed before the pre-modern period, Smith distinguishes three major flaws within the modernist theory of nationalism. First, is that such theories are broad and abstract, lacking the ability to relate to specific cases or areas. Next, Smith finds flaw in the theme of materialism that modern nationalism often creates. Smith believes that nationalism can begin in â€Å"all kinds of socioeconomic milieux† and that this materialism is often â€Å"misleading. † However the most dominant flaw in the modernist’s theory is the complete denial of the role ethnic ties and cultural sentiments in nationalism. In an intellectually thrilling contrast, Ernest Gellner responds to Smith’s idea of a pre-modern nationalism by posing the question, â€Å"do nations have navels? † This question literally attempts to find the source of creation of a nation, or ‘do nations have a creator(s)? Gellner strongly establishes that nationalism gave birth to nations, and not vice versa. And nationalism itself does not have an intended creator, as it is a direct result of the economic and scientific changes that ensued with the modern period of the 18th century. Thus, Gellner’s main objective is delineated, that nationalism is a purely modern phenomena. Gellner then defends this concept against what Smith would see as irrefutable evidence written in history by defining the role of culture in history. Gellner separates history into three pockets of time, the pre-agrarian period, agrarian period, and the industrial period. In Gellner’s argument the role of culture in the agrarian society was to place people within an established and stable, hierarchical structure; yet, in contrast, the role of culture in modern society places strong emphasis on a â€Å"literate codified culture,† that Gellner refers to as the ‘high culture. ’ In short, the maintenance of this one’s membership within this educated high culture becomes the focus of culture, which in turn brings in the idea of a state. This responsibility of this maintenance of high culture falls upon an institutional state that can provide education, protection, and finances. Admittedly, it would be difficult for Gellner to make such a case and openly deny the significance or existence of a sense of nationalism before the modern period, but Gellner does just that, stating that not only are most nations ‘navel-less,’ but if they do have a navel, it is entirely irrelevant to the study of nationalism. Gellner is able to make the argument on the grounds that not only could nationalism not exist in the agrarian society, but the presence of ethnic ties in modern nationalism are merely an irrelevant navel to a recently born concept. As previously discussed, Gellner asserts that culture in the agrarian society was vastly different than culture in modern society. Culture in the agrarian society, according to Gellner, was either too small to actually be considered a culture, but rather an intimate community with no real ability (or need) to formulate a political movement, or that the society had too large of communities, like empires, that were made up of various cultures and mini-communities with no real connection to a national identity. The strength of Gellner’s theory lies within the idea that any remnant of heritage or ethnic ties found in modern nationalism are simply the ‘navel,’ of the cycles that began before the creation of the nation that were necessary to its creation, but irrelevant to the study of nationalism. If Gellner had provided substantial evidence, he could have disproven Smith’s case with this one simple concept. Like Anthony Smith’s case, Gellner builds his ideology strongly off of his own definitions of a nation, state, and nationalism. Yet, he does not clearly outline his definitions within the argument, which leads to gaps in his hypothesis (the definition of a state is vaguely outlined, and the primary gap falls within the lack of a definition for a nation). It is my personal opinion that definitions within a debate process are crucial and represent the foundation of one’s concept, thus, because Gellner chose not to properly define his idea of nationalism, nation, and state, his logic is now put into the terms that Smith outlined. This is the first weakness within Gellner’s response. Fortunately, we can refer to Gellner’s second book on nationalism for such definitions of a state, which can be represented by the institution of power that delineates the division of labor and the enforcement of labor, and of a nation, which can be seen as the recognition of two men based on culture within the same nation as well as the recognition of certain rights and duties within this shared community. The next weakness with Gellner’s rebuttal is his focus on the connection of modernism and nationalism. Gellner relies heavily on the impact of his ‘navel’ argument, as it is his main defense against primordialism. Yet, this defense does not answer to the limitations that Smith pointed out in the modernist approach to nationalism. This leads to Gellner’s biggest flaw, and ultimately to his ideas becoming inferior to that of Smith’s within the debate: that Gellner’s concept is too general. The language within Gellner’s argument seems to focus on terms like â€Å"sometimes,† and â€Å"in general,† or â€Å"generalize. † This is problematic because before Gellner even began his rebuttal, Smith accused is theory of being too general and all-inclusive without sufficient proof. In fact Gellner’s only real evidence of modernization giving birth to nationalism is the example of the Estonians creating for themselves a culture out of nothing, he then sums up his evidence with the broad statement, â€Å" it was created by the kind of modernist process which I then generalize for nationalism and nations in general. † This leads to the crowning of the superior argument within the debate: Anthony D. Smith and his ethno-symbolic approach on nationalism. I find Smith’s definitions to be more plausible. These definitions open up the possibility that rather than nationalism being a recent phenomena, it was simply a transformation of nationalism that is being reflected by a change in culture and necessity. This ‘need’ in the pre-modern society was for a nation (because as Gellner pushes, the idea of a state did not yet exist). A nation being a social and cultural, territorial community of shared history and culture with common rights, duties, and a single economy, is the fulfillment that nationalism, the ideological movement for achievement and maintenance of autonomy and identity within a human population. And in the modern society, a state is the fulfillment of the need that is presented by modern nationalism. Thus, nationalism is a continuous throughout history, and modern nationalism can be seen merely as a growth of its original form due to the changes that modern society brought. Another evidence of Smith’s ideological superiority within the debate is Gellner’s lack of evidence to support his main idea. Gellner does not provide enough support to uphold the notion that ethnic ties are simply a ‘navel’ to the modernly born nation. Moreover, Gellner does not properly or thoroughly disprove the existence of pre-modern nationalism. Finally, it is in Smith’s style that he is successful in alluding direct scrutiny because he does not make his claim a definite theory as Gellner does. With a definite and narrow theory, like Gellner presents, it can be easy to bring forth evidence that refutes the theory, and Smith avoids this flaw by including an approach that can explain pre-modern and modern occurrences of nationalism. So it is with Smith that I award the victor of this debate because I find his case solid and I agree with his ideology that while nation-states may be modern, their origins â€Å"can be traced to earlier ethnie. † Benedict Anderson would more than likely strongly disagree with my conclusion. I feel that Anderson would have strongly agreed with Gellner’s concept of the ethnic ties being simply the navel to a modern phenomenon. Anderson would have seen the references to the cultural roots as supplementations to an ‘imagined community’ built by nationalist’s thought. While I would like to say the Brubaker’s heavy critical approach to the study of nationalism would have thrown him either against both Smith or Gellner, or even closer to Gellner in their similar â€Å"anti-myth’ approaches, I am going to say that Brubaker would have agreed with Smith in this particular debate. Brubaker stressed that nationalism was not always state-seeking, saying that he does not â€Å"think nationalism can be well understood as nation-based, state-seeking activity. Brubaker continues that by adding that to focus only on the state seeking nationalism is to â€Å"ignore the infinitely protean nature of nationalist politics. † The final scholar of nationalism that I would like to mention is that of E. J. Hobsbawm. Obviously, Hobsbawm would have supported the theory of Gellner, believing that the term ‘nation’ belonged a â€Å"historically recent period† that related directly to a modern territorial state and having actually derived his definition of nationalism directly from Gellner’s theory. However, I do feel that Hobsbawm would not have placed so little of significance upon the historical influences of heritage and culture. Hobsbawm acknowledged the substantial role that cultural community represented, he just thought it was a modern tool brought about by nationalists as a â€Å"historic mission. † In essence, Hobsbawm believed that nationalism picks and chooses what it needs to survive, and the politicizing of culture was one of those survival tools; consequently, I feel that Hobsbawm would have supported Gellner’s reason.

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