query: Were there inhabitants on the Falkland Islands when they were discovered?

title: History of the Falkland Islands

text: The islands were uninhabited when discovered by Europeans. France established a colony on the islands in 1764. In 1765, a British captain claimed the islands for Britain. In early 1770 a Spanish commander arrived from Argentina with five ships and 1400 soldiers forcing the British to leave Port Egmont. Britain and Spain almost went to war over the islands, but the British government decided that it should withdraw its presence from many overseas settlements in 1774. Spain, which had a garrison at Puerto Soledad on East Falklands, administered the garrison from Montevideo until 1811 when it was compelled to withdraw by pressures resulting from the Peninsular War. In 1833, the British returned to the Falkland Islands. Argentina invaded the islands on 2 April 1982. The British responded with an expeditionary force that forced the Argentines to surrender.

title: Falkland Islands

text: Although Fuegians from Patagonia may have visited the Falkland Islands in prehistoric times,[17] the islands were uninhabited when Europeans first discovered them.[18] Claims of discovery date back to the 16th century, but no consensus exists on whether early explorers discovered the Falklands or other islands in the South Atlantic.[19][20][upper-alpha 2] The first recorded landing on the islands is attributed to English captain John Strong, who, en route to Peru's and Chile's littoral in 1690, discovered the Falkland Sound and noted the islands' water and game.[22]

title: Falkland Islands sovereignty dispute

text: Spain made claims that the Falkland Islands were held under provisions in the 1713 which settled the limits of the Spanish Empire in the Americas. However, the treaty only promised to restore the territories in the Americas held prior to the War of the Spanish Succession. The Falkland Islands was not held at the time, and were not mentioned in the treaty. When Spain discovered the British and French colonies on the Islands, a diplomatic row broke out among the claimants. In 1766, Spain and France, who were allies at the time, agreed that France would hand over Port Saint Louis, and Spain would repay the cost of the settlement. France insisted that Spain maintain the colony in Port Louis and thus prevent Britain from claiming the title to the Islands and Spain agreed. Spain and Great Britain enjoyed uneasy relations at the time, and no corresponding agreement was reached.

title: South Georgia and the South Sandwich Islands sovereignty dispute

text: The South Georgia archipelago was first claimed for Great Britain by James Cook in January 1775, having been previously discovered by Anthony de la Roché. However, the British did little to enforce this claim until 1843, when Letters Patent were issued to provide for the government of the islands, which were to be governed as a Falkland Islands Dependency. These were revised in 1876 and 1892.

title: Politics of the Falkland Islands

text: The Argentine Republic claims the Falkland Islands (known in Spanish as "Islas Malvinas") to be part of its territory. This claim is disputed by the Falkland Islanders and the United Kingdom. In 1982 the islands were invaded and occupied by the Argentine military junta, starting the Falklands War. The islands were subsequently liberated by British forces just 74 days after the start of the war, which led to the collapse of the military dictatorship in Argentina.

title: Origins of Falkland Islanders

text: Following the abandonment of the archipelago by the Spanish authorities in 1811, the only inhabitants of the islands were people who in their various capacities travelled back and forth, carried out a variety of commercial and shipping activities, sought refuge there, and through various efforts attempted to colonize the islands. Most numerous by far among them were the English and American sealers who had pursued their industry on the Falklands at least since the 1770s, as pointed out by US Secretary of State Edward Livingston. The average number of English and American sealing vessels operating in the area is estimated between 40 and 50 meaning that several hundred to 1,000 sealers were involved.

title: Falkland Islands

text: The Falklands remained uninhabited until the 1764 establishment of Port Louis on East Falkland by French captain Louis Antoine de Bougainville, and the 1766 foundation of Port Egmont on Saunders Island by British captain John MacBride.[upper-alpha 3] Whether or not the settlements were aware of each other's existence is debated by historians.[25] In 1766, France surrendered its claim on the Falklands to Spain, which renamed the French colony Puerto Soledad the following year.[26] Problems began when Spain discovered and captured Port Egmont in 1770. War was narrowly avoided by its restitution to Britain in 1771.[27]

title: Geography of the Falkland Islands

text:
The geological history of the Falkland Islands began during the Precambrian era more than 1000 million years ago, when Proterozoic granites and gneisses were laid down in Gondwana. These rocks became part of the Cape Meredith/ formation and outcrop at the Cape. During the Siluro-Devonian era, these rocks were overlain with quartzose and subarkosic sandstones with some siltstone and mudstone, rocks that are particularly erosion- and weather-resistant, giving these parts of the islands a rugged landscape and coastline.
Tectonic forces continued to form the region: a mountain chain formed, part of which now creates Wickham Heights on East Falkland Island and extends westwards through West Falkland into the Jason Islands. A basin developed and was filled with land-based, or terrigenous, sediments. These layers of sand and mud filled the basin as it sank and as they hardened they produced the rocks of the sedimentary Lafonia Group of the Falklands. These rocks are similar to those in southern Africa's Karoo basin.

title: History of the Falkland Islands

text: As part of the agreement, islanders had to travel via Argentina and were forced to carry Argentine Identity Cards issued in Buenos Aires. The Tarjeta Provisoria or "white card" as they were known were hated by the islanders, who felt they were a de facto Argentine passport, since only islanders were required to use them and not other temporary residents of the islands. Tensions were raised further with the agreement that male Falkland Islanders would not have to undertake conscription into the Argentine Army, since this carried the implication that Falkland Islanders were Argentine citizens.

title: Falkland Islands wolf

text: When Charles Darwin visited the islands in 1833 he found the species present in both West and East Falkland and tame. However, at the time of his visit the animal was already very rare on East Falkland, and even on West Falkland its numbers were declining rapidly. By 1865, it was no longer found on the eastern part of East Falkland. He predicted that the animal would join the dodo among the extinct within "a very few years." It was hunted for its valuable fur, and the settlers, regarding the wolf as a threat to their sheep, poisoned it. However, the belief that Falkland Islands wolf was a threat to sheep was probably due to the sheep mistaking the Falkland Islands wolves for dogs (especially at night), and, in terror, the sheep ran into bogs and swamps, where they became lost. There were no forests for the animal to hide in, and it had no fear of man; it was possible to lure the animal with a chunk of meat held in one hand, and kill it with a knife or stick held in the other. However, it would defend itself occasionally if it needed to, as Admiral George Grey noted when they landed on West Falkland at Port Edgar on 17 December 1836:

title: Falkland Islands wolf

text: When organising his notes on the last stage of the "Beagle" expedition, Darwin wrote of his growing suspicions that the differences between the various Galápagos Islands mockingbirds and tortoises, as well as the possible dissimilarity of West Falkland and East Falkland Islands wolves, were but variants that differed depending on which island they came from:

text: The post was created in 1985 when South Georgia and the South Sandwich Islands was split from the Falkland Islands Dependencies to create a new overseas territory. As the territory has no native inhabitants, and the only population is the visiting military garrisons, and scientists from the British Antarctic Survey, there was no appointment of a governor. Instead the post of Commissioner was created, the normal practice for uninhabited territory. The post was to be held by the current Governor of the Falkland Islands, as that is the nearest inhabited overseas territory to SGSSI, and the presence of the Royal Navy in the South Atlantic allows the Commissioner to be transported to the territory relatively quickly if necessary.

title: Falkland Islands wolf

text: The route by which the Falkland Islands wolf was established in the islands was unknown for a long time, as the islands have never been connected to the mainland and there are no other native land mammals. No other oceanic island as remote as the Falklands has a native canid; the island fox of California in the US and Darwin's fox of Chile both inhabit islands much closer to a continent.

title: Falkland Islands status

text: Before the current Falkland Islands Constitution came into force on 1 January 2009, Falkland Islands Status was defined by the 1985 Constitution, under which a person was eligible for Falkland Islands Status if they were:

title: National University of Patagonia San Juan Bosco

text: In 2015, the university opened to the inhabitants of the Falkland Islands. The academic program was translated into English, language courses were designed and a system of special scholarship was established. Thus, National University of the Patagonia San Juan Bosco became the first Argentine university to extend their academic offer to Falkland Islanders.

title: Flag of the Falkland Islands

text: The Falkland Islands have been claimed and occupied by several nations throughout its history, who generally used their national flags on the islands. It wasn't until 1876 that the islands were given a flag of their own, which consisted of a Blue Ensign defaced with the seal of the islands - an image of HMS "Hebe" (which brought many of the early British settlers to the islands, including Richard Moody, in the 1840s) in Falkland Sound, overlooked by a bullock (representing wild cattle which once roamed the islands). A new coat-of-arms for the islands was introduced on 16 October 1925, consisting of the "Desire" (which was captained by John Davis who is reputed to have discovered the islands in 1592) and a sea lion in a shield surrounded by the motto of the islands, "Desire the Right". This coat-of-arms later replaced the image of the bullock and ship on the flag.

title: Occupation of the Falkland Islands

text: During the 74-day occupation, 114 inhabitants of Goose Green, considered to be potential troublemakers, were imprisoned and 14 residents of Stanley were sent to Fox Bay East and placed under house arrest. The Argentine military evacuated 52 schoolchildren from Stanley and turned the playground of the school into a compound for drilling troops. The Argentine peso replaced the Falkland Islands pound and stamps were overfranked with an Islas Malvinas postcode.

title: Falkland Islands Government Air Service

text:
Falkland Islands Government Air Service (FIGAS) is an airline based at Port Stanley Airport, Falkland Islands. It operates unscheduled passenger services throughout the Falkland Islands. It also undertakes aerial surveillance of the exclusive economic zone surrounding the islands.
Civil air services in the Falkland Islands began in 1948 when the Falkland Islands government purchased two Auster Mark V light aircraft to improve communications with, and to provide air ambulance services for, outlying communities on the Islands to compensate for the poor road networks on the Islands. The first operational flight was on 24 December 1948, when one of the Austers was used to fly a girl suffering from Peritonitis from North Arm settlement to Port Stanley for hospital treatment. The two Austers were supplemented by a third Auster and a Noorduyn Norseman, both configured as floatplanes in 1950. By 1951, the service began to be referred to as the "Falklands Islands Government Air Service" or FIGAS. Duties included air ambulance, carrying mail, carrying Government officials and fare-paying passengers and freight.

title: History of the Falkland Islands

text: While Amerindians from Patagonia could have visited the Falklands,[1] [2] the islands were uninhabited when discovered by Europeans.[3] Recent discoveries of arrowheads in Lafonia (on the southern half of East Falkland) as well as the remains of a wooden canoe provide evidence that the Yaghan people of Tierra del Fuego may have made the journey to the islands. It is not known if these are evidence of one-way journeys, but there is no known evidence of pre-Columbian buildings or structures. However, it is not certain that the discovery predates arrival of Europeans. A Patagonian Missionary Society mission station was founded on Keppel Island (off the west coast of West Falkland) in 1856. Yahgan Indians were at this station from 1856 to 1898 so this may be the source of the artifacts that have been found.

title: Falkland Islands English

text: The Falkland Islands, a cluster of 780 islands off the eastern coast of Argentina, had no indigenous population when the British arrived to explore the islands in 1690. Continuous settlement dates only to 1833, when British forces removed 26 Argentinian soldiers from the islands and claimed the islands for the British. In 1845, the Capital city of Stanley, located on East Falkland, was established. Argentina also has a claim to the islands, and in 1982, Argentine forces invaded the Falkland Islands. The British moved to defend the British control of the Islands, with Prime Minister Margaret Thatcher calling the Islanders "of British tradition and stock". In under three months, nearly a thousand people were killed, and over 2,000 were injured. British-Argentinian tension regarding claim to the Islands still exists, but as over 98% of Islanders voted to remain under British sovereignty in the last election, the identity of the island overall is overwhelmingly British. This history has implications for the linguistic features of Falkland Islands English, which is similar to British English but distinct in some vocabulary and phonology.

title: Sea Lion Island

text: Sea Lion Island is the southernmost inhabited island of the Falkland Islands. Only formerly inhabited Beauchene Island is located further south. Sea Lion Island Settlement is the southernmost settlement of the Falkland Islands. The island has two airstrips. Historically, Sea Lion Island was a sheep farm. When the British ship "Viscount" was wrecked in 1892, the wreckage was used to build the farmhouse.

title: History of the Falkland Islands

text: Although the first telephone lines were installed by the Falkland Islands Company in the 1880s, the Falkland Islands Government was slow to embrace telephony. It was not until 1897 that a telephone line was installed between Cape Pembroke lighthouse and the police station. The islands isolation was broken in 1911 when Guglielmo Marconi installed a wireless telegraphy station that enabled telegrams to be sent to mainland Uruguay.[42]

title: Farthest South

text: Unlike the Arctic, there is no evidence of human visitation or habitation in Antarctica or the islands around it prior to European exploration. However, the most southerly parts of South America were already inhabited by tribes such as the Selk'nam/Ona, the Yagán/Yámana, the Alacaluf and the Haush. The Haush in particular made regular trips to Isla de los Estados, which was from the main island of Tierra del Fuego, suggesting that some of them may have been capable of reaching the islands near Cape Horn. Fuegian Indian artifacts and canoe remnants have also been discovered on the Falkland Islands, suggesting the capacity for even longer sea journeys.

title: Falkland Islands sovereignty dispute

text: The British first landed on the Falklands in 1690, when Captain John Strong sailed through Falkland Sound, naming this passage of water after Anthony Cary, 5th Viscount of Falkland, the First Lord of the Admiralty at that time. The British were keen to settle the islands as they had the potential to be a strategic naval base for passage around Cape Horn. In 1765, Captain John Byron landed on Saunders Island. He then explored the coasts of the other islands and claimed the archipelago for Britain. The following year, Captain John MacBride returned to Saunders Island and constructed a fort named Port Egmont. The British later discovered the French colony at Port Saint Louis (founded 1764), initiating the first sovereignty dispute.

title: Monarchies in the Americas

text: The Falkland Islands, off the south coast of Argentina, were simultaneously claimed for Louis XV of France, in 1764, and George III of the United Kingdom, in 1765, though the French colony was ceded to Charles III of Spain in 1767. By 1833, however, the islands were under full British control. The South Georgia and South Sandwich Islands were discovered by Captain James Cook for George III in January 1775, and from 1843 were governed by the British Crown-in-Council through the Falkland Islands, an arrangement that stood until the South Georgia and South Sandwich Islands were incorporated as a distinct British overseas territory in 1985. The monarch is represented in these regions by Nigel Phillips, who is both the Governor of the Falkland Islands and the Commissioner for South Georgia and the South Sandwich Islands.

title: Falkland Islands

text: Falklands culture is based on the cultural traditions of its British settlers. It has also been influenced by Hispanic South America.[135] Falklanders still use some terms and place names from the former Gaucho inhabitants.[142] The Falklands' predominant and official language is English, with the foremost dialect being British English; nonetheless, inhabitants also speak Spanish and other languages.[135] According to naturalist Will Wagstaff, "the Falkland Islands are a very social place, and stopping for a chat is a way of life".[142]

title: Aftermath of the Falklands War

text: The Falkland Islands remained a self-governing British overseas territory, but shortly after the war the British Nationality (Falkland Islands) Act 1983 granted the Islanders British citizenship (replacing British Dependent Territories citizenship), strengthening the link between the Islanders and the UK. The economy also benefited indirectly from UK military investment and directly from development of fisheries. The future of the Falkland Islanders' link to the UK has been more certain as a result of the war, and the Islands' government remains committed to self-determination and British sovereignty. The only civilian deaths during the war were three women who were killed when a Royal Navy shell hit the house they were sheltering in during a bombardment of military targets inside Stanley itself.

title: Falkland Islands

text: The population (3,398 inhabitants in 2016)[6] primarily consists of native-born Falkland Islanders, the majority of British descent. Other ethnicities include French, Gibraltarian and Scandinavian. Immigration from the United Kingdom, the South Atlantic island of Saint Helena, and Chile has reversed a population decline. The predominant (and official) language is English. Under the British Nationality (Falkland Islands) Act 1983, Falkland Islanders are British citizens.

title: Geography of the Falkland Islands

text: The main settlements in the islands are at Stanley which as of 2012 had a population of 2,121, and RAF Mount Pleasant, which in 2006 had a population of about 1,700. A further 351 people lived in ""Camp" (outside Stanley) − just over half in East Falkland, a third in West Falkland and the remainder on outlying islands. The principal settlements on East Falkland (excluding Stanley and Mount Pleasant) are at Darwin and Goose Green, on West Falkland at Port Howard and Fox Bay and on the islands, the Pebble Island Settlement. At the time of the Falklands War, the settlements in "Camp" were connected by tracks that were often impassable in wet weather, but by 2007 the Falkland Islands had a road network of , with further roads planned for construction to link all occupied mainland settlements by 2013.

title: Falklands Expedition

text: The Falklands Expedition occurred in late 1831 when the United States Navy warship USS "Lexington" was dispatched to investigate the plunder of two whalers at the small Argentine colony of Puerto Soledad. American forces discovered that the settlers were suffering from famine so they were evacuated in the "Lexington" to the mainland. The Argentine colony was then abandoned which left the islands unsettled and open for British acquisition. Historically, the Argentine government has disputed the rights to the islands with the United Kingdom and it culminated in the Falklands War of 1982.


query: When was the American Indian Model Schools system established?

title: American Indian Model Schools

text: American Indian Model Schools (AIM Schools) is a charter school system based in Oakland, California.[2] Started with the American Indian Public Charter School, a middle school in the late 1990s to serve Native American students, in 2007 it expanded to include another middle school and a high school. The main campus is in the Laurel area and includes American Indian Public Charter School (AIPCS), a middle school of grades 5-8, and American Indian Public High School (AIPHS), a high school (9-12). AIPHS students can also take select classes at Merritt College. American Indian Public Charter School II (AIPCS II) has grades K-8 at a second campus located in Oakland's Chinatown. By 2012 the student population of the AIM schools had become 90% Asian American.

title: Chinatown, Oakland

text: American Indian Public Charter School II, a charter school campus of the American Indian Model Schools system, is located in Chinatown. It caters to students living in the Chinatown and Lake Merritt areas. In 2008 it shared a campus with Oakland Charter Academies (now Amethod Public Schools).

title: American Indian Public Charter School

text:
In 2007, the AIPCS board expanded its operation, and founded the American Indian Model Schools system (see related article.) It opened a second middle school campus, AIPCS II, and a high school, the American Indian Public High School (AIPHS). In the same year, Chavis resigned as head of school after several controversies, but he was retained by the board in an executive role until January 2012.
On March 20, 2013, the Oakland School Board in a 4 - 3 vote decided to revoke the three schools' charters. This included the charter for the AIPCS elementary school attended by Chavis' own children. On July 15, 2013, Alameda County Superior Court Judge Evelio Grillo granted the school system a preliminary injunction, allowing all three campuses to remain open.

title: American Indian Model Schools

text: As of 2017, the system includes three schools, American Indian Public Charter School (AICPS), middle school with grades 5-8;[23][24] American Indian Public Charter School II (AIPCS II), K-8;[25] and American Indian Public High School (AIPHS), a high school (9-12).[26]

title: American Indian Public Charter School

text: In 2007 the American Indian Model Schools system opened AIPCS II, located in Oakland's Chinatown neighborhood; 67% of its students were Asian. In 2005-2006 the entering students came to the middle school almost exclusively from the nearby public Lincoln Elementary School. Its students have had high test scores and are predominantly Asian.

title: American Indian Model Schools

text: Ron Smith, the principal of Laurel Elementary School, disclosed the middle school test scores of the 51 students from Laurel who entered the AIM system in 2004, showing their progress in English and mathematics between the 6th and 8th grades. Landsberg said "It's impossible to tell whether the students were academically strong at the start of sixth grade or were brought up to grade level by the rigors of a year at American Indian."[35] Of the students from Laurel who had completed the 6th grade at the AIM system, 39 finished all three years at the AIM system.[35]

title: American Indian Model Schools

text: The school system has two campuses. The original American Indian Public Charter School and the main campus of American Indian High School occupy a converted church located off MacArthur Boulevard,[23][26][27] in the Laurel area of Oakland.[28] AIPCS II is located on another campus in the city's Chinatown.[12][25] Students at AIPHS who attend dual credit classes with Merritt College attend some classes at the Merritt campus.[29]

title: Santa Fe Indian School

text: Changes to the system of the Indian Boarding School took place over the 20th and 21st century. The school system reformed to its current iteration. In the 1920s, Hubert Work, the U.S. Secretary of the Interior, authorized an investigation on the conditions of Indian Boarding Schools; the group reported their findings in the Meriam Report that highlighted the failures of the boarding school system. In the presidency of Franklin D. Roosevelt, a shift in Federal Native American policy began when President Roosevelt established the Indian New Deal with the purpose of protecting the Native population residing within the United States. The cornerstone of the Indian New Deal was the Indian Reorganization Act in 1934. This act allowed for the Native Americans to construct their own constitutions and govern themselves. In the same year, the Johnson O'Malley Act was passed to fund Native American education. In the year 1966, the Rough Rock Demonstration School was opened. The school was on Navajo land, and was the first boarding school controlled by the Indians. Seeing the success of the Rough Rock Demonstration School, a report was filed in 1969 entitled "Indian Education: A National Tragedy, A National Challenge", which stated that the U.S government's assimilation policy "has had disastrous effects on the education of Indian children". Following this report, the Indian Education Act of 1972 established the Office of Indian Education. The Indian Self Determination and Educational Assistance Act, established in 1975, gave the American Indians the opportunity to legislate "self-determination through community-based schooling". In 1990, the Native American Languages Act granted language rights to Native Americans. The Esther Martinez Native American Languages Preservation Act was established in 2006, which created programs for Native American Language immersion. These changes brought reform the Indian Boarding Schools needed.

title: American Indian Model Schools

text: The AIM school system did not disclose the elementary school test scores of its students. Mitchell Landsberg of the Los Angeles Times could not determine whether the students at American Indian middle schools had above average scores in the elementary school grades.[35]

title: American Indian Model Schools

text: Janet Roberts, a former teacher, succeeded Chavis that year as the head of the school system. Roberts said that Chavis's resignation appeared to quiet criticisms of the school. As reported by Katy Murphy of the Oakland Tribune, Roberts said, "Many assumed that the academic success of the American Indian schools was personality-driven[...] but the program didn't lose its edge after Chavis left."[12]

title: American Indian Model Schools

text: The Oakland Unified School District (OUSD) granted the charter to the school system and oversees it. The American Indian Model School system has its own school board and internal policies.[3]

title: American Indian Model Schools

text: Under Chavis, the school system's administration opposed to U.S. liberal philosophies, and it promoted free-market capitalism. Chavis opposed teacher's unions. Landsberg reported that the AIM system schools "sometimes seem like creations of television's "Colbert Report" and that the AIM system schools "mock liberal orthodoxy with such zeal that it can seem like a parody."[5] American conservatives praised Chavis and the AIM Schools. Columnist George Will said he favored the charter school system because its "new paternalism" could close achievement gaps between socioeconomic classes.[5]

title: American Indian Model Schools

text: By 2002 the school's enrollment tripled, and its test scores were increasing.[8] For the school year 2006-2007, Chavis and his board founded the American Indian Model School system, adding the American Indian Charter High School with the beginning of the school year in September 2006.[8]

title: American Indian Public Charter School

text: The American Indian Model Schools charter system developed from the AIPCS in order to expand the offerings to students. Since 2007, under new management, it has operated three schools in the city, two middle schools (one had grades K-4 added in 2012), and a high school, American Indian Public High School. The charter for the AIMS schools was threatened in 2012 because of discoveries of financial mismanagement and concerns about leadership. Although the Oakland School District voted to revoke the charter, the school system gained a preliminary injunction that allowed it to operate the three schools. With new leaders, it gained a 5-year renewal of its charter in 2013.

title: Oakland Charter Academy

text: In the fall 1993 the school opened as Jingletown Charter School. It was the first charter school in Oakland and one of the first in California. Originally it had the test scores amongst the lowest in the state. In 2004, Jorge Lopez took control of the school. At the time, its Academic Performance Index (API) was 650. Lopez received guidance from Ben Chavis, head of the American Indian Model Schools, and established a system similar to the system of American Indian Public Charter School. In late September 2007 Oakland Charter Academy became the second public school in Oakland to win the National Blue Ribbon award. In spring 2008, the Oakland Charter Academy received an API of 902. Its student body was mostly Hispanic, and the API was over 200 points higher than the average API of Hispanic/Latino middle school students in California. The Oakland Charter Academy API was also over 200 points above the overall scores of all of the middle schools in Oakland.

title: American Indian Model Schools

text: The Oakland School Board had already requested in 2011 that the California Board of Education revoke and deny renewal of American Indian Public Charter School II's (AIPCS II) charter; this action would have closed that school after the 2011-2012 academic year.[6] The school system gained a preliminary court injunction to allow its three facilities to continue to operate.

title: American Indian Model Schools

text: Chavis and Roberts said in 2009 that the American Indian system attracts representative samples of students from various public elementary schools in Oakland. Ron Smith, the principal of Laurel Elementary School and a parent of two AIM system children, said that of the children who went from Laurel to the AIM system, "I'd say 70% are academically strong, and 30% are a cross-section. . . . They have kids who I know could go anyplace in the state and succeed."[35]

title: American Indian boarding schools

text: Native American boarding schools, also known as Indian Residential Schools were established in the United States during the late 19th and mid 20th centuries with a primary objective of assimilating Native American children and youth into Euro-American culture, while at the same time providing a basic education in Euro-American subject matters. These boarding schools were first established by Christian missionaries of various denominations, who often started schools on reservations, especially in the lightly populated areas of the West. The government paid religious orders to provide basic education to Native American children on reservations. In the late 19th and early 20th centuries, the Bureau of Indian Affairs (BIA) founded additional boarding schools based on the assimilation model of the off-reservation Carlisle Indian Industrial School.

title: American Indian Public High School

text: American Indian Public High School is a charter school in Oakland, California (USA) and is part of the American Indian Model Schools charter school system. In 2011, the school ranked fourth in California in the Academic Performance Index (API). American Indian Public High School ranked first on a "Washington Post" list of the most challenging high schools in the United States. Approximately 77 percent of the school's students are from low-income households. It was ranked the 9th best charter school in the U.S. and the 38th best public high school in the U.S. by "U.S. News & World Report" in 2013.

title: Lorelei DeCora Means

text: Lorelei De Cora, along with Madonna, founded and established, the 'We Will Remember Survival School,' a place where American Indian youth whose parents were facing federal charges or who had dropped out of the secondary education system. Specifically, the school was founded for the children of participants who were defendants in the Wounded Knee trials which followed the American Indian Movement occupation of the Pine Ridge Indian Reservation. This alternative model was a component of the National Federation of Native-Controlled Survival Schools that was established during the movement.

title: American Indian Model Schools

text: For a period, the charter system's charter from the OUSD was at risk, but the school gained a court injunction in 2012 to allow it to continue to operate. With the change in management and in view of the students' achievements in academic scores, the Model School system's charter was renewed in 2013 for a 5-year term. This included an expansion to serve grades K-4 at AIPCS II.[4]

title: American Indian Model Schools

text: The AIM system was established in 2007, expanding to an additional two charter schools: another middle school and a high school. The schools were recognized for academic performance, but controversy was generated by Chavis's discipline system and treatment of both students and faculty. He resigned in 2007 but retained influence at the schools.[5]

title: American Indian Model Schools

text: In early June 2012, the FCMAT audit was published. Evidence of fraud was listed, with recommendations to forward the audit to the local District Attorney.[18] Michael Stember resigned from the charter school system board between April and June. Jean Martinez was elected as President of the AIPCS Model School governing board.[19] As reported by SF Gate, "The allegations against American Indian charter schools officials include $3.7 million in payments to businesses owned by founder Ben Chavis and his wife, including money for rent, storage fees, construction projects and the administration of summer school programs.”[19]

title: American Indian Model Schools

text: Landsberg said that the school system has high performance because it "attracts academically motivated students, relentlessly (and unapologetically) teaches to the test, wrings more seat time out of every school day, hires smart young teachers, demands near-perfect attendance, piles on the homework, refuses to promote struggling students to the next grade and keeps discipline so tight that there are no distractions or disruptions. Summer school is required."[5] Landsberg added "There is no secret to any of this. Portions of the American Indian model resemble methods used by the KIPP charter schools or, for that matter, urban parochial schools."[5]

title: American Indian Model Schools

text: On July 15, 2013, Alameda County Superior Court Judge Evelio Grillo granted the Model Schools system a preliminary injunction, allowing all three campuses to continue to operate.[22] Since that time, in consideration of student scores and a change in management of the board and charter system, the AIMS charter was renewed for five years.

title: Madonna Thunder Hawk

text: Along with Lorelei De Cora, she founded and established the 'We Will Remember Survival School,' meant to provide a safe place for American Indian youth whose parents were facing federal charges or who had dropped out of the secondary education system. Specifically, the school was founded for the children of defendants in the Wounded Knee trials which followed the American Indian Movement occupation of the Pine Ridge Indian Reservation. This alternative model was a component of the National Federation of Native-Controlled Survival Schools that was established during the movement.

title: Amethod Public Schools

text: In 2004 Jorge Lopez took control of the school. At the time its Academic Performance Index (API) was 650. Lopez received guidance from Ben Chavis, head of the American Indian Model Schools, and established a system similar to the system of American Indian Public Charter School at Oakland Charter Academy. In late September 2007 the Oakland Charter Academy became the second public school in Oakland to win the National Blue Ribbon award. Oakland Charter High School opened in 2007.

title: Haskell Indian Nations University

text: The history of Haskell Indian Nations University reflects both U.S. Indian policy and self-determination efforts by American Indian and Alaska Native communities. Haskell was founded during an era when the federal government believed that Native Americans needed to assimilate into the majority culture in order to survive. To do this, the US government took Native American children from their families and sent them to Native American boarding schools to be educated. In the late 19th century, the Carlisle Indian Industrial School, in Pennsylvania, was seen by many as the epitome of such a school, and so when the United States Congress decreed in 1882 that three new boarding schools should be made in Nebraska, Kansas, and Oklahoma (a plan that would cost $150,000), it was the Carlisle school that served as the model for these soon-to-be-constructed institutions, including Haskell. When Haskell opened in 1884, it went by the name United States Indian Industrial Training School. According to many source, living conditions during the 1880s and 1890s were bad, and students were often physically punished if they failed to follow the rules of the institute.

title: American Indian Model Schools

text: In May 2009, American Indian Public Charter School had an Academic Performance Index (API) of 967. Mitchell Landsberg said that the other two AIM schools "are not far behind."[5] The state API target is 800. The state average of public middle and high schools is 750. The state average of schools with underprivileged students is 650. Of the public schools in California, during that year four middle schools and three high schools had higher API scores than AIPCS; none of them had student bodies of mostly underprivileged students. Mitchell Landsberg of the Los Angeles Times stated that while critics of the school often said that the high number of Asian American students causes the test scores to be high, the African American and Hispanic students "do roughly as well -- in fact, better on some tests" so "[t]hat makes American Indian a rarity in American education, defying the axiom that poor black and Latino children will lag behind others in school."[5] In 2008, Janet Roberts, the head of the AIM system, said that the speculation that the increased numbers of Asian students caused test scores to go higher demonstrated that the educational establishment has low expectations of low-income African American, Hispanic and Latino, and Native American children.[12]

title: American Indian boarding schools

text: As the model of boarding schools was adopted more widely by the US government, many Native American children were separated from their families and tribes when they were sent or sometimes taken to boarding schools far from their home reservations. These schools ranged from those similar to the federal Carlisle Indian Industrial School, which became a model for BIA-run schools, to the many schools sponsored by religious denominations.


query: What is the origin of the question mark?

title: Question mark

text: Lynne Truss attributes an early form of the modern question mark in western language to Alcuin of York.[2] Truss describes the punctus interrogativus of the late 8th century as, "a lightning flash, striking from right to left".[3] (The punctuation system of Aelius Donatus, current through the Early Middle Ages, used only simple dots at various heights.)

title: Graduate Aptitude Test in Engineering

text: The examination is of 3 hours duration, and contains a total of 65 questions worth a maximum of 100 marks. From 2014 onward, the examination for all the papers is carried out in an online Computer Based Test (CBT) mode where the candidates are shown the questions in a random sequence on a computer screen. The questions consist of both Multiple Choice Questions or MCQs (four answer options out of which the correct one has to be chosen) and Numerical Answer Type questions or NATs (answer is a real number, to be entered via an on-screen keypad and computer mouse).Candidates are provided with scribble pads for rough work and these have to be returned after the examination. At the end of the 3-hour window, the computer automatically closes the screen from further actions.The examination will consist of totally 65 questions, segregated as One-mark and Two-mark questions. Out of 65 questions, 10 questions will be from General Aptitude (Verbal and Numerical ability) and 55 questions will be Technical, based on the Paper chosen. The General Aptitude section will have 5 One-mark questions and 5 Two-mark questions, accounting for about 15% of total marks. The Technical section and Engineering Mathematics section will combinedly have 25 One-mark questions and 30 Two-mark questions, accounting for about 85% of total marks. Further, all the sections will have both Multiple Choice Questions or MCQs and Numerical Answer Type questions or NATs. The examination awards negative marks for wrong MCQ answers. Usually, 1/3rd of original marks will be deducted for wrong MCQ answers (i.e. -0.33 for wrong One-mark answers and -0.66 for wrong Two-mark answers) while there is no negative marks for NATs.

title: Question mark

text: U+2047⁇DOUBLE QUESTION MARK (HTML⁇) U+FE56﹖SMALL QUESTION MARK (HTML﹖) U+2048⁈QUESTION EXCLAMATION MARK (HTML⁈) U+2049⁉EXCLAMATION QUESTION MARK (HTML⁉) U+203D‽INTERROBANG (HTML‽)

title: What Bird is That?

text: "What Bird Is That?" was originally published in octavo format (239 x 158 mm), containing 340 pages bound in green buckram, with a dust jacket illustrated with a painting of a laughing kookaburra seated on and within a large red question mark. It contains 36 coloured plates of paintings of Australian birds by the author, as well as several black-and-white photographic plates of habitat. There were numerous reprints and revised editions in various formats produced well into the 1980s.

title: The Moral Philosopher and the Moral Life

text: "The psychological question asks after the historical origin of our moral ideas and judgments; the metaphysical question asks what the very meaning of the words 'good,' 'ill,' and 'obligation' are; the casuistic question asks what is the measure of the various goods and ills which men recognize, so that the philosopher may settle the true order of human obligations."

title: Cyberpunk (album)

text: Mark Frauenfelder also defended Idol, pointing out the elitist hypocrisy of the WELL community, and highlighted the perceived pointlessness of the conflict. "There are all these 16- and 17-year-old cyberpunks who are afraid that everybody's going to learn their secret handshake or something." Andy Hawks, original maintainer of the alt.cyberpunk Frequently Asked Questions list, and founder of the Future Culture mailing list, criticized what he perceived to be a double standard among Idol's critics in questioning his motivation behind creating the album and his choice of associating on internet forums.

title: St Paul's Cathedral

text: In 2007, the Dean and Chapter commissioned Martin Firrell to create a major public artwork to mark the 300th anniversary of the topping-out of Wren's building. The Question Mark Inside consisted of digital text projections to the cathedral dome, West Front and inside onto the Whispering Gallery. The text was based on blog contributions by the general public as well as interviews conducted by the artist and on the artist's own views. The project presented a stream of possible answers to the question: 'What makes life meaningful and purposeful, and what does St Paul's mean in that contemporary context?' The Question Mark Inside opened on 8 November 2008 and ran for eight nights.

title: What Have I Done to Deserve This? (film)

text: What Have I Done to Deserve This? () is a 1984 Spanish black comedy written and directed by Pedro Almodóvar. The title is sometimes given with an exclamation mark at the end rather than a question mark.

title: Common English usage misconceptions

text: Misconception: "The phrase "begs the question" has always been synonymous with "raises the question."" Paul Brians notes, "most people now suppose the phrase implies something quite different [from what it originally meant]: that the argument demands that a question about it be asked—"raises" the question" In fact, "begging the question" originally meant a certain type of logical fallacy. Merriam-Webster dictionaries include both meanings.

title: ? and the Mysterians

text: In between these shows, Question Mark was still occasionally active with the original Mysterians. In 2001, Question Mark and the original Mysterians returned to New York City to play guitarist Steven Van Zandt's Underground Garage live event, selling out the Village Underground venue.

title: Question mark

text: French usage must include a narrow non-breaking space before the question mark (for example, "Que voulez-vous boire ?"),[17] whereas in the English language orthography no space is allowed in front of the question mark (e.g. "What would you like to drink?").

title: Cree language

text: Additionally, other interrogatives ("where, when, what, why, who") can be used, as in other languages, and questions marks can thus be used for such questions in Cree as well.

title: Question

text: In some languages, yes–no questions are marked by an interrogative particle, such as the Japanese "ka", Mandarin "ma" and Polish "czy". Also, in languages generally, "wh"-questions are marked by an interrogative word ("wh"-word) such as "what", "where" or "how". In languages such as English this word generally moves to the front of the sentence ("wh"-fronting), and subject–verb inversion occurs as in yes–no questions, but in some other languages these changes in word order are not necessary (e.g. Mandarin "nǐ yào shénme", meaning "what do you want?" is literally "you want what?").

title: Interrogative

text: Sentences can also be marked as questions when they are written down. In languages written in Latin or Cyrillic, as well as certain other scripts, a question mark at the end of the sentence identifies it as a question. In Spanish, an additional inverted mark is placed at the beginning (e.g. "¿Cómo está usted?"). Question marks are also used in declarative questions, as in the example given above (in this case they are equivalent to the intonation used in speech, being the only indication that the sentence is meant as a question). Question marks are sometimes omitted in rhetorical questions (the sentence given in the previous paragraph, when used in a context where it would be spoken with falling intonation, might be written "It's too late, isn't it.", with no final question mark).

title: FiveThirtyEight

text: Subsequently, on June 11, Mark Blumenthal also commented on the question of transparency in an article in the "National Journal" titled "Transparency In Rating: Nate Silver's Impressive Ranking Of Pollsters' Accuracy Is Less Impressive In Making Clear What Data Is Used". He noted that in the case of Research 2000 there were some discrepancies between what Silver reported and what the pollster itself reported. Other researchers questioned aspects of the methodology.

title: The Mole (U.S. season 5)

text: Craig Slike is revealed as the Mole. Mark Lambrecht is shown to be the winner of the grand prize of $420,000, having correctly answered 17 questions on the final quiz to Nicole's 13. Moreover, Kelley revealed that examining the dossier did not materially affect the outcome: while the show did not reveal exactly what Mark saw, Kelley stated that the dossier held the answer to exactly one question on the final quiz and that both Mark and Nicole answered the question correctly.

title: ? and the Mysterians

text: ? and the Mysterians (also rendered Question Mark and the Mysterians) are an American garage rock band of Mexican origins from Bay City and Saginaw in Michigan who were initially active between 1962 and 1969. Much of the band's music consisted of electric organ-driven garage rock and an enigmatic image inspired by the science fiction film "The Mysterians". In addition, the band's sound was also marked by raw-resonating lead vocals of "?" (Question Mark, the stage name of Rudy Martínez), making Question Mark and the Mysterians one of the earliest groups whose musical style is described as punk rock. Through their music, the group was recognized as a template for similar musical acts to follow.

title: Network and service management taxonomy

text: The first category called "Network Management" addresses the following question: What kind of network is being managed?The second category called "Service Management" addresses the following question: What kind of service is being managed?The third category called "Business Management" addresses the following question: How does management relate to business aspects?The fourth category "Functional Areas" addresses the following question: Which functional areas are covered? The functional areas originated from the ISO Telecommunications Management Network model and framework for network management.The fifth category "Management Paradigms" addresses the following question: Which paradigm is used to achieve network and service management?The sixth category "Technologies" addresses the following question: Which technologies are used in the management process?The seventh category "Methods" addresses the following question: What are the methods used to address the management problem?

title: A Question of Sport

text: The "What Happened Next?" round was spoofed in an episode of "A Bit of Fry & Laurie" as David Coleman (Fry) asks Emlyn Hughes (Laurie) to guess what happened after the action stopped in the previous sketch. The host's refusal to confirm whether the given answer is correct then leads into another round of the game, with the question of what happened following the original What Happened Next? sketch.

title: On the Genealogy of Morality

text: Nietzsche's purpose in the "Third Treatise" is "to bring to light, not what [the ascetic] ideal has "done", but simply what it "means"; what it indicates; what lies hidden behind it, beneath it, in it; of what it is the provisional, indistinct expression, overlaid with question marks and misunderstandings" (§23).

title: ASLwrite

text: Non-manual marks vary quite significantly and can only be placed at the beginning or end of words or phrases. Eyebrow marks are denoted before and after the word(s) in question thus bounding the words that are modified by eyebrow marks. They are called: Raised (), Knit, Wan, Slanted and Squint. Questioning marks exist in ASL as logographs that denote ASL's wh-questions such as WHO or FOR-FOR. They are placed after a closed word's or phrase's second eyebrow mark and can exist as an entire sentence alone. Mouth marks are characters that relay what action the mouth is doing. It is placed inside the first eyebrow mark.

title: Question mark

text: The question mark [?] (also known as interrogation point, query, or eroteme in journalism)[1] is a punctuation mark that indicates an interrogative clause or phrase in many languages. The question mark is not used for indirect questions. The question mark glyph is also often used in place of missing or unknown data. In Unicode, it is encoded at U+003F?QUESTION MARK (HTML?).

title: Minkowski's question-mark function

text: The question-mark function is a strictly increasing and continuous, but not absolutely continuous function. The derivative vanishes on the rational numbers. There are several constructions for a measure that, when integrated, yields the question-mark function. One such construction is obtained by measuring the density of the Farey numbers on the real number line. The question-mark measure is the prototypical example of what are sometimes referred to as multi-fractal measures.

title: Australian Mathematics Competition

text: The original points scheme, which was in operation from inception until 2001, consisted of three groups of ten questions. The first ten questions were worth three marks each, the next ten four marks each, and the last ten five marks each. Students were deducted a quarter of the marks for a given question if they answered incorrectly, so that a student randomly guessing the answers would gain no numerical benefit (on statistical average). Students started with 30 marks, so that a student who answered all questions incorrectly would record a total score of zero, while one who answered all questions correctly would record a score of 150.

title: Question mark

text: In Arabic and other languages that use Arabic script such as Persian and Urdu, which are written from right to left, the question mark ؟ is mirrored right-to-left from the English question mark. In Unicode, two encodings are available: U+061F؟ARABIC QUESTION MARK (HTML؟·With bi-directional code AL: Right-to-Left Arabic) and U+2E2E⸮REVERSED QUESTION MARK (HTML⸮·With bi-directional code Other Neutrals). (Some browsers may display the character in the previous sentence as a forward question mark due to font or text directionality issues).

text: What If?: Serious Scientific Answers to Absurd Hypothetical Questions is a non-fiction book by Randall Munroe in which the author answers hypothetical science questions sent to him by readers of his webcomic, "xkcd". The book contains a selection of questions and answers originally published on his blog "What If?", along with several new ones. The book is divided into several dozen chapters, most of which are devoted to answering a unique question. "What If?" was released in September 2, 2014 and was received positively by critics.

title: Question mark

text: U+1367፧ETHIOPIC QUESTION MARK U+A60F꘏VAI QUESTION MARK U+2CFA⳺COPTIC OLD NUBIAN DIRECT QUESTION MARK, and U+2CFB⳻COPTIC OLD NUBIAN INDIRECT QUESTION MARK

title: Si5s

text: Locatives indicate when a word is bounded to the body (rather than produced in the signing space). They are subcategorised into two fields: frontal and profile.Extramanual features include facial configurations and body movements. si5s/ASLwrite extramanual marks are subcategorised into four: eyebrow marks, questioning marks, mouth morphemes and body movements. The eyebrow marks are: raise, knit, wan, slanted and squint; questioning marks: who, what, where, when, which, why, how and for-for; mouth morphemes: smile, frown, flat lips, pressed lips, tongue out, pursed lips, lips out, open mouth, barred teeth, cha, round mouth, puffed cheeks, puffed and round and pulled to the side; body movement: head nod, shoulder shift and nose crinkle. In total, there are 30 extramanual marks.

title: Street Smarts

text: Other questions are trick questions that are designed to catch some people off guard. These are also to see if the savants are paying attention. For example, Nicotero asked one savant, "Canada is the capital of what state?" (Mark DeCarlo was able to successfully put the dunce cap on Mark L. Walberg on that same question and earn $200 for it.) The savant replied, "Australia!" Later, another savant pointed out the right answer by saying, "It's not! It's a country!"

title: Question mark

text: The question mark can also be used as a meta-sign to signal uncertainty regarding what precedes it. It is usually put between brackets: (?). The uncertainty may concern either a superficial level (such as unsure spelling), or a deeper truth (real meaning).

title: Purity test

text: In 1936, "The Indian Express" reported that students at Toronto University were "under-going a 'purity test'", which took "the form of twenty very personal questions, designed to determine the state of their morals and their 'purity ratio'. For example, so many marks are lost for smoking, drinking, and every time the sinner kisses a girl or boy. Then, after truthfully answering all the questions, the total number of bad marks are added up and subtracted from a hundred. What is left, if any, is the 'purity ratio'. The test is unofficial and just what it will prove when completed nobody knows."


query: When was Count Pál János Ede Teleki de Szék born?

title: Pál Teleki

text: Count Pál János Ede Teleki de Szék (1 November 1879 – 3 April 1941) was prime minister of the Kingdom of Hungary from 19 July 1920 to 14 April 1921 and from 16 February 1939 to 3 April 1941.[1] He was also a famous expert in geography, a university professor, a member of the Hungarian Academy of Sciences, and Chief Scout of the Hungarian Scout Association. He descended from a noble family from Alsótelek in Transylvania.

title: János Bethlen

text: János was the only son of Farkas Bethlen, Ispán (Count; "comes") of Küküllő County and Anna Kemény de Magyargyerőmonostor, sister of John Kemény, Prince of Transylvania. He had three sisters. His parents died during his youth, he grew up in the court of Ferenc Macskási. Under the influence of his stepfather, he converted to Calvinism from Unitarianism. His educator was Pál Keresztúri.

title: István Bethlen (born 1946)

text: He was born as Count István Bethlen de Bethlen () into a wealthy and influential Transylvanian family in Cluj, which was already part of the Kingdom of Romania again after World War II. He was the fourth child of Count László Bethlen and Countess Margit Teleki de Szék. Count István married Éva Vajda de Kisbag on September 21, 1991 in Budapest.

title: Pál Teleki (footballer)

text: Pál Teleki (born 5 March 1906, died in 1985) was a Hungarian footballer who played for Hungary in the 1934 FIFA World Cup. He also played for Romanian clubs AMEF Arad and Chinezul Timişoara, and once turned out for the Romanian national side. He later played for Hungarian outfit Bocskai FC.

title: Sámuel Teleki (Chancellor)

text: Count Sámuel Teleki de Szék was born in the village of Gernyeszeg, Principality of Transylvania (now Gornești, Romania) on 17 November 1739. A crucial time of his years of preparation was the four-year study tour he performed in Europe (1759–1763), the most important stops of which were in Basel, Utrecht, Leiden, and Paris. His impressions triggered the idea to found a library; few people knew more about books at the time.

title: Adelma Vay

text: Vay was the elder daughter of Count Ernst von Wurmbrand-Stuppach and his wife, Countess Rosa Teleki von Szék (later wife of Friedrich, Prince of Solms-Baruth).

title: Pál Teleki

text: Journalist Dorothy Thompson in 1941 supported the statement of others. "I took from Count Teleki's office a monograph which he had written upon the structure of European nations. A distinguished geographer, he was developing a plan for regional federation, based upon geographical and economic realities."[20] Teleki received no response to his ideas and was left to resolve the situation on his own.

title: László Teleki

text: Count László Teleki IV de Szék (11 February 1811 – 7 May 1861) was a Hungarian writer and statesman. He is remembered as the author of the drama "Kegyencz" ("The Favourite", 1841). In older books in English he is given the name "Ladislas Teleky".

title: Blanka Teleki

text: Blanka Teleki was born on 5 July 1806 in Satulung in what is now Romania to Count Imre Teleki de Szék (1782-1848) and Countess Karoline Brunswick von Korompa (1782-1843). Her family had an estate in Satu Mare County near Ukraine. She was the niece of the education pioneer Teréz Brunszvik. She studied painting in München and Paris, and sculpture under István Ferenczy in Budapest. After having published her ideas regarding women's education, she founded her own school for girls in Budapest in 1846. In 1848, she and her pupils became the first females in Hungary to sign a petition demanding equal rights for men and women in Hungary, demanding women suffrage and the right for women to attend university. She participated in the Revolution of 1848, and was therefore sentenced to imprisonment. In 1851 she was imprisoned with Klára Leövey, who was released in 1856. After having served her sentence, she left Hungary for Paris and died there on 23 October 1862.

title: Teleki Library

text: Its founder, Count Sámuel Teleki de Szék (1739–1822) was one of the most learned book collectors of the time. From the very beginning, he intended his collection as a public library, and developed it throughout his life; he remained a committed and active bibliophile despite his time-consuming administrative career — he was Chancellor of Transylvania from 1791 until his death — building on his relations with all important European printing and publishing houses, and purchasing all important works published between the invention of the movable type and the early 19th century.

title: Charles IV of Hungary's attempts to retake the throne

text: Shorn of his moustache and armed with a forged Spanish passport, Charles left his Swiss villa and arrived undetected at Szombathely on 26 March. There he made his way to the palace of Count János Mikes, a prominent legitimist; the news spread quickly among local legitimists and by the early hours of 27 March Charles had a small privy council, including József Vass, Horthy's Minister of Education, and Colonel Antal Lehár. The latter placed himself and his soldiers at Charles' disposal but warned of significant military risks. Charles agreed to summon Prime Minister Count Pál Teleki (who was staying nearby) for negotiations. Teleki, roused from his sleep at 2:00 am, muttered "too soon, too soon" before Charles and urged him to return, averring that otherwise civil war would break out and the Little Entente would intervene. Eventually it was agreed that Charles must meet Horthy; Teleki left by car for Budapest at 6:30 am, with Charles following an hour later. Teleki's car arrived much later in the day, having taken a wrong turn; some suspect that the "wrong turn" was a pretext by Teleki to remain uninvolved, as the Szombathely-Budapest road is a straight one.

title: Pomáz

text: The Teleki family, which owned the castle, counted among its members controversial prime minister Pál Teleki (in office 1920-1921 and 1939–1941).

title: Mihály Teleki (politician)

text: Count Mihály Teleki de Szék (20 April 1896 – 20 August 1991) was a Hungarian politician, who served as Minister of Agriculture between 1938 and 1940. After the Nazi occupation of Hungary he was the chairman of the governing Party of Hungarian Life. Teleki lived in emigration since 1945. He died in London, England at the age of 95.

title: Teleki

text: Teleki is the name of a Hungarian noble family. It means "from Maros-Telek (and Szék)" or "allotments."

title: Blanka Teleki

text: Countess Blanka Teleki de Szék (5 July 1806 – 23 October 1862) was a Hungarian noblewoman, educator and women's rights activist. She is regarded as an early feminist and pioneer in the education of females.

title: Fritz M. de Molnár

text: Important Scouting pioneers in Hungary were Sándor Sík, László Králik, de Molnar and Aladar de Szillassy. de Molnar brought a copy of "Scouting for Boys" from Sweden to Hungary and started Scouting in the Piarist College. de Molnar later became the Hungarian International Commissioner and Deputy Camp Chief. He was the man who won the heart of Count Pál Teleki for Scouting.

title: 4th World Scout Jamboree

text: The Jamboree Camp Chief was the Chief Scout of Hungary, Count Teleki Pál, a member of the International Committee who had previously been and would later once again become Prime Minister of Hungary. The General Camp Manager was Vitez Kisbarnaki Ferenc Farkas, a general staff officer of the Hungarian Royal Army, who was later appointed the Chief Scout of Hungary upon Teleki Pál's death in 1941.

title: Géza Teleki (politician)

text: Count Géza Teleki de Szék (28 September 1843 – 27 September 1913) was a Hungarian politician, who served as Interior Minister between 1889 and 1890. His son was Pál Teleki, who later became Prime Minister during the first half of the Second World War.

title: Sándor Farkas de Boldogfa

text: He officially retired in 1935 as a 55 years old Senior military officer, and then he was appointed as captain of the Order of Vitéz of the county of Zala. He occupied the office until 1939, when he resigned because of serious health problems. He was a close friend of the Count Béla Teleki de Szék (1896–1969), who was the lord-lieutenant of Zala county ("zalai főispán").

title: Károly Khuen-Héderváry

text: Khuen-Héderváry married Countess Margit Teleki de Szék on 6 September 1880. They had two children: Sándor (1881–1946) and Károly the Younger (1888–1960).

title: EuroBasket 1953

text: 2. Hungary: János Greminger, Tibor Mezőfi, Tibor Zsíros, Laszlo Bánhegyi, Pál Bogár, György Bokor, Tibor Cselkó, Tibor Czinkán, Janos Hody, Laszlo Hody, Ede Komaromi, Péter Papp, Tibor Remay, János Simon (Coach: János Páder)

title: Kanapoi

text: Count Sámuel Teleki von Szék and Ludwig von Höhnel were the first European explorers to reach Lake Turkana, in 1888. They named it Lake Rudolf after the Prince of Austro-Hungary. An expedition by French naturalist Bourg de Bozas revealed a rich assemblage of vertebrate fossils around the lake in 1902-3, eventually inspiring Arambourg's Mission Scientifique de l'Omo in the 1930s and 1940s. Louis Leakey and what would become the National Museums of Kenya explored the fossil deposits in the 1940s, until political and military turmoil stymied work in the aftermath of World War II.

title: Margit Teleki

text: Countess Margit Teleki de Szék (2 December 1860 – 26 January 1922) was a Hungarian noblewoman, wife of Prime Minister Károly Khuen-Héderváry.

title: József Teleki

text: Count József Teleki de Szék (24 October 1790 – 15 February 1855) was a Hungarian jurist and historian, who served as the first President of the Hungarian Academy of Sciences from 1830 until his death.

title: Sámuel Teleki (Chancellor)

text: Count Sámuel Teleki de Szék (17 November 1739, Gornești – 7 August 1822, Vienna), Chancellor of Transylvania, famous book collector, founder of the Teleki Library in Târgu Mureş (Marosvásárhely), Transylvania. He was the great-grandfather of the explorer Sámuel Teleki.

title: János Jeszenák

text: Baron János (IV) Jeszenák was born into an old noble family in Pozsony (today: "Bratislava, Slovakia") on 22 January 1800. The family had lands in Királyfia, Pozsony County (today part of Šamorín). János' father was János III, Inspector of the Lutheran Diocese of Cisdanubia from 1814 to 1823, who donated his books to the Hungarian National Museum in 1808. János had a younger sister, Lujza, who married to Count Sámuel Teleki (1792–1857)

title: Géza Teleki

text: Count Géza Teleki de Szék (also known as "Géza von Teleki", 27 November 1911 – 5 January 1983) was a Hungarian politician and field hockey player who competed in the 1936 Summer Olympics. He was born in Budapest, the son of Pál Teleki.

title: Sámuel Teleki

text: Count Sámuel Teleki de Szék (November 1, 1845 – March 10, 1916) was a Hungarian explorer who led the first expedition to Northern Kenya. He was the first European to see, and name, Lake Rudolf (Lake Turkana), though the existence of the lake was known in Europe long before Teleki arrived at the scene.

title: Pál Teleki

text: Some view Teleki as a moral hero who tried to avoid Hungary's involvement in World War II. He sent Tibor Eckhardt, a high ranking Smallholders Party politician, to the United States with $5 million for the Hungarian Minister in the United States, János Pelényi, to prepare the Hungarian government in exile, for when he and Regent Horthy would have to leave the country. According to supporters of this view, his object was to save what could be saved, under political and military pressure from Nazi Germany, and like the Polish government in exile, to try to survive in some fashion during the war years to come.

title: Pál Teleki

text: In the summer of 1927, Teleki's son Géza, a member of the Hungarian Sea Scouts, was attending a Sea Scout rally held at Helsingør, Denmark. On a sailing cruise, he ignored a reprimand from his Scoutmaster, Fritz M. de Molnár, for failure to carry out a small but necessary exercise of seamanship. Molnár tried to drive home his point by threatening to tell the boy's father on their return to Budapest. Géza replied "Oh, Dad's not interested in Scouting." This roused Molnár's mettle, and he determined to take up the subject of Scouting with Count Teleki.[10]


query: How did Socrates die?

title: Socrates

text: Socrates's death is described at the end of Plato's Phaedo, although Plato was not himself present at the execution. As to the veracity of Plato's account it seems possible he made choice of a number of certain factors perhaps omitting others in the description of the death, as the Phaedo description does not describe progress of the action of the poison (Gill 1973) in concurrence with modern descriptions.[92] Phaedo states, after drinking the poison, he was instructed to walk around until his legs felt numb. After he lay down, the man who administered the poison pinched his foot; Socrates could no longer feel his legs. The numbness slowly crept up his body until it reached his heart.

title: Socratic Citizenship

text: Socratic Citizenship is a philosophy book by Dana Villa that proposes how contemporary citizenship can draw from Socrates' dissident citizenship in Athens. He follows the references to Socrates in the works of Hannah Arendt, John Stuart Mill, Friedrich Nietzsche, Leo Strauss, and Max Weber.

title: Sozomen

text: But Sozomen did not simply copy Socrates. He went back to the principal sources used by Socrates and other sources, often including more from them than Socrates did.

title: Pekka Himanen

text: In his book HimEros written as a dialogue, Socrates’ wife Xanthippe relates to the Helsinkian what happened to Socrates in Hades, how Socrates decided to escape from Hades and go to study philosophy at the University of Helsinki, and how he was arrested, sentenced to death and executed as a result of a three-day conversation with the philosophers of the University. Xanthippe also transmits Socrates’ dialogue with the university teachers of philosophy Cyborg (Stephen Hawking), Pope (John Paul II), Unabomber (Theodore Kaczynski) and Madonna (Madonna Ciccone).

title: Buridan's bridge

text:
The sophism is:
Socrates' response puts Plato in a difficult situation. He could not throw Socrates into the water, because if he did he would violate his promise to let Socrates cross the bridge if he speaks the truth. On the other hand, if Plato allows Socrates to cross the bridge it would mean that Socrates spoke untruth when he replied: "You are going to throw me into the water." In that case Socrates should have been thrown into the water. In other words, Socrates could be allowed to cross the bridge if and only if he could not be.

title: Bumblescratch

text: Without Hookbeard or Perry, Melbourne acknowledges that he can't live in the past or dream about the future, but must focus on "the now" (The Present Tense). But all alone, he quickly falls into Socrates’ tainted cheese trap Ain’t That Just the Whiff?). He takes the bait and eats the tainted cheese and is shortly thereafter overwhelmed by a guilt spawned hallucination (Bumblescratch Nightmare). His worst fears manifest, Melbourne must now face the Widow MacGregor's ghoulish spirit and admit culpability for his crimes against her. Amazingly, when he faces her and admits his regret, Melbourne discovers that the Widow holds no grudge against him, indeed she is grateful to him (Long Long Road). However, as Melbourne's delirium subsides, and Socrates shows his once zealous minions the defiled state in which Melbourne has stooped. Squabbler and the others become disillusioned with Melbourne but instead of returning to Socrates' fold, they decide to go leaderless. Anarchy ensues (We Will Live To Be Free). Without any allies left to assist him, Melbourne tries to get away from Socrates and the others unnoticed (S'ppose I Should Have Seen It Coming). But Socrates, Fats and Charmer stop him. Melbourne tells Socrates that he can die, satisfied in the knowledge that while he may have lost control of the rats, so has Socrates (Kill Me Now). Socrates reveals that he never wanted to kill Melbourne. Rather, he wants Melbourne to use his great thieving talents in order to execute a heist on his behalf – to steal the crown jewel from King Charles II. Socrates details how the heist will be accomplished (Farynor).

title: Factorum ac dictorum memorabilium libri IX

text: Another example in Book 8 Chapter 8 is about the philosopher Socrates. He writes of him showing an intimate side which did not distract from his stature because, as Valerius puts it, "no part of wisdom was hidden from him." He tells how Socrates one time made a hobbyhorse out of reed for his sons. He would then play with the hobbyhorse with them showing Socrates' personal parental side.

title: Epistemology

text: The regress problem is the problem of providing a complete logical foundation for human knowledge. The traditional way of supporting a rational argument is to appeal to other rational arguments, typically using chains of reason and rules of logic. A classic example that goes back to Aristotle is deducing that Socrates is mortal. We have a logical rule that says All humans are mortal and an assertion that Socrates is human and we deduce that Socrates is mortal. In this example how do we know that Socrates is human? Presumably we apply other rules such as: All born from human females are human. Which then leaves open the question how do we know that all born from humans are human? This is the regress problem: how can we eventually terminate a logical argument with some statement(s) that do not require further justification but can still be considered rational and justified? As John Pollock stated:

title: Socrates

text: Socrates's opposition to democracy is often denied, and the question is one of the biggest philosophical debates when trying to determine exactly what Socrates believed. The strongest argument of those who claim Socrates did not actually believe in the idea of philosopher kings is that the view is expressed no earlier than Plato's Republic, which is widely considered one of Plato's "Middle" dialogues and not representative of the historical Socrates's views. Furthermore, according to Plato's Apology of Socrates, an "early" dialogue, Socrates refused to pursue conventional politics; he often stated he could not look into other's matters or tell people how to live their lives when he did not yet understand how to live his own. He believed he was a philosopher engaged in the pursuit of Truth, and did not claim to know it fully. Socrates's acceptance of his death sentence after his conviction can also be seen to support this view. It is often claimed much of the anti-democratic leanings are from Plato, who was never able to overcome his disgust at what was done to his teacher. In any case, it is clear Socrates thought the rule of the Thirty Tyrants was also objectionable; when called before them to assist in the arrest of a fellow Athenian, Socrates refused and narrowly escaped death before the Tyrants were overthrown. He did, however, fulfill his duty to serve as Prytanis when a trial of a group of Generals who presided over a disastrous naval campaign were judged; even then, he maintained an uncompromising attitude, being one of those who refused to proceed in a manner not supported by the laws, despite intense pressure.[130] Judging by his actions, he considered the rule of the Thirty Tyrants less legitimate than the Democratic Senate that sentenced him to death.

title: The Death of Socrates

text: The Death of Socrates () is an oil on canvas painted by French painter Jacques-Louis David in 1787. The painting focuses on a classical subject like many of his works from that decade, in this case the story of the execution of Socrates as told by Plato in his "Phaedo". In this story, Socrates has been convicted of corrupting the youth of Athens and introducing strange gods, and has been sentenced to die by drinking poison hemlock. Socrates uses his death as a final lesson for his pupils rather than fleeing when the opportunity arises, and faces it calmly. The "Phaedo" depicts the death of Socrates and is also Plato's fourth and last dialogue to detail the philosopher's final days, which is also detailed in "Euthyphro", "Apology", and "Crito".

title: Pre-Socratic philosophy

text: Hermann Diels popularized the term "pre-Socratic" in "Die Fragmente der Vorsokratiker" ("The Fragments of the Pre-Socratics") in 1903. However, the term "pre-Sokratic" was in use as early as George Grote's "Plato and the Other Companions of Sokrates" in 1865. Edouard Zeller was also important in dividing thought before and after Socrates. Major analyses of pre-Socratic thought have been made by Gregory Vlastos, Jonathan Barnes, and Friedrich Nietzsche in his "Philosophy in the Tragic Age of the Greeks".

title: Theory of forms

text: Their genetic fitness is to be monitored by the physicians: "... he (Asclepius, a culture hero) did not want to lengthen out good-for-nothing lives, or have weak fathers begetting weaker sons – if a man was not able to live in the ordinary way he had no business to cure him ..." Physicians minister to the healthy rather than cure the sick: "... (Physicians) will minister to better natures, giving health both of soul and of body; but those who are diseased in their bodies they will leave to die, and the corrupt and incurable souls they will put an end to themselves." Nothing at all in Greek medicine so far as can be known supports the airy (in the Athenian view) propositions of Socrates. Yet it is hard to be sure of Socrates' real views considering that there are no works written by Socrates himself. There are two common ideas pertaining to the beliefs and character of Socrates: the first being the Mouthpiece Theory where writers use Socrates in dialogue as a mouthpiece to get their own views across. However, since most of what we know about Socrates comes from plays, most of the Platonic plays are accepted as the more accurate Socrates since Plato was a direct student of Socrates.

title: Memorabilia (Xenophon)

text: Xenophon's portrayal of Socrates was influential in antiquity, and helps us understand how various schools of ancient thought made use of Socrates. The self-control of Xenophon's Socrates is in keeping with his role in inspiring ancient cynicism, which was traditionally said to be founded by Socrates' follower Antisthenes. It is clear that the Stoics made considerable use of Xenophon's version of the argument from design, and their account of natural law also owed something to Socrates, if not only to Xenophon's Socrates.

title: Material inference

text: For example, the inference ""Socrates is a human, and each human must eventually die, therefore Socrates must eventually die"" is a formally valid inference; it remains valid if the nonlogical vocabulary ""Socrates"", ""is human"", and ""must eventually die"" is arbitrarily, but consistently replaced.

title: Clitophon (dialogue)

text: Through not understanding his speeches, Clitophon does not understand Socrates' methods. Clitophon tries to make the protreptic speeches of Socrates effectual while in their nature they are solely meant to encourage and cause people to have a desire for justice. Clitophon misunderstands the Socratic method of elenchus, the cross-examination statements of interlocutors. Clitophon attempts to employ elenchus when he had questioned Socrates' companions, but the portrayal of his method when relating the conversation to Socrates is too one-sided with concern only for his answers and paraphrasing that of the others. This leads Bryan to label "Clitophon" as a pseudo-dialogue through his use of pseudo-elenchus. Having spoken with Socrates on the topic of justice it is clear that either Clitophon was not a receiver of Socrates' elenchus or he did not realize that he had been given the answer to how to achieve justice. Due to Clitophon's desire to be told what to think, this does not make him a proper interlocutor for elenchus.

title: Symposium (Xenophon)

text: Socrates concludes that all would probably trust one who finds loveliness in the spirit over one who tended toward carnal love (8.36). He praises Kallias’ affections for Autolykos because the boy is vigorous in his pursuit of victory and fame for his city (8.38). To favorably impress Autolykos, Socrates says, Kallias must consider how Themistokles liberated Greece, how Perikles was a great counselor to the city, how Solon created valuable laws and how the Lacedaemonians came to become great military leaders (8.39). The city would then entrust him with great responsibility, since he appears most able to bear hardship (8.40). Socrates apologizes if he has spoken more seriously than the circumstances provided for, but says that he has always loved men who long for virtue in addition to their already-good nature (8.41). Autolykos and Kallias share a gaze while the latter addresses Socrates. He asks if Socrates intends to play match-maker and get Kallias to enter politics (8.42). Socrates responds in the affirmative, as long as Kallias really values virtue (8.43).

title: The Golden Ass

text: Aristomenes goes on business for cheese and he runs into his friend Socrates, who is disheveled and emaciated. Aristomenes clothes Socrates and takes him to the bathhouse. Aristomenes berates Socrates for leaving his family. While they're eating lunch, Socrates tells about his affair with Meroë. Socrates tells Aristomenes that Meroë is an ugly witch who turns her ex-lovers into rather unfortunate animals. Aristomenes doesn't believe Socrates' tale but is nevertheless afraid. Aristomenes barricades the door and they both go to bed. In the middle of the night, Meroë and Panthia break in, cut open Socrates, drain his blood, rip out his heart, and replace it with a sponge. Before leaving, they urinate on Aristomenes. The witches spare Aristomenes because they want him to bury Socrates in the land. Aristomenes fears that he will be blamed for the death of his friend and attempts to hang himself, but is comically stopped when the rope is revealed to be too rotten to support his weight. In the morning, Socrates wakes up and everything seems to be normal. They continue travelling and reach a stream, where Socrates bends to take a drink, which causes the sponge to fall out and him to die. Aristomenes buries Socrates in the ground, and then proceeds on his way.

title: Metaphysics (Aristotle)

text: Aristotle encountered the theory of forms when he studied at the Academy, which he joined at the age of about 19 in the 360s B.C. Aristotle soon expanded on the concept of forms in his "Metaphysics". He believed that in every change there is something which persists through the change (for example, Socrates), and something else which did not exist before, but comes into existence as a result of the change (musical Socrates). To explain how Socrates comes to be born (since he did not exist before he was born) Aristotle says that it is ‘matter’ ("hyle") that underlies the change. The matter has the ‘form’ of Socrates imposed on it to become Socrates himself. Thus all the things around us, "all substances", are composites of two radically different things: form and matter. This doctrine is sometimes known as Hylomorphism (from the Greek words for "matter" and "form").

title: Phaedo

text: Socrates offers four arguments for the soul's immortality:The scene is set in Phlius where Echecrates who, meeting Phaedo, asks for news about the last days of Socrates. Phaedo explains why a delay occurred between his trial and his death, and describes the scene in a prison at Athens on the final day, naming those present. He tells how he had visited Socrates early in the morning with the others. Socrates' wife Xanthippe was there, but was very distressed and Socrates asked that she be taken away. Socrates' relates how, bidden by a recurring dream to "make and cultivate music", he wrote a hymn and then began writing poetry based on Aesop's Fables.

title: Clitophon (dialogue)

text: Socrates addresses Clitophon and confronts him on the rumor of Clitophon censuring spending time with Socrates while praising time with Thrasymachus (406a1-a4). Clitophon claims that he heard incorrectly and that while he did not praise some things of Socrates, he did praise others (406a5-a7). Socrates agrees to listen to Clitophon's side so that he might learn how to better himself by allowing himself be subject to Clitophon's criticism (407a1-a5).

title: Plato's Problem

text: Most of Plato's philosophical ideas were communicated through his beloved teacher Socrates as a presence in the dialogues. Though there are no extant writings of Socrates known, it is evident through Plato's works that Socrates had an incredible ability to explore the most intense analytical discussions. However, for some there is controversy regarding how much historical fact can be derived from Plato's Socrates (Russell). Some doubt Socrates ever existed. Others are skeptical as to the accuracy of some of Plato's dialogues but nonetheless maintain that we can learn a substantial amount of historical information about Socrates from the dialogues. Still others take practically everything Plato wrote about Socrates as veridical history. Regardless, it may be safe to say that Plato never meant to record Socrates verbatim and it may plausibly be concluded that his general ideas were communicated in the dialogues.

title: Gorgias (dialogue)

text: Socrates then advances that "orators and tyrants have the very least power of any in our cities" (466d). Lumping tyrants and rhetoricians into a single category, Socrates says that both of them, when they kill people or banish them or confiscate their property, think they are doing what is in their own best interest, but are actually pitiable. Socrates maintains that the wicked man is unhappy, but that the unhappiest man of all is the wicked one who does not meet with justice, rebuke, and punishment (472e). Polus, who has stepped into the conversation at this point, laughs at Socrates. Socrates asks him if he thinks laughing is a legitimate form of refutation (473e). Polus then asks Socrates if putting forth views that no one would accept is not a refutation in itself. Socrates replies that if Polus cannot see how to refute him, he will show Polus how.

title: Socrates (film)

text: His enemies, led by a young man named Meletus, accuse him in court, arguing that the philosopher preaches crazy doctrines to the youth, and does not believe in the gods, but demons. Socrates makes his "apology" (i.e., legal defense), but the citizens are against him; so Socrates is sentenced to death, and held in prison, awaiting execution. His disciples are desperate, and one of them, Crito, tries to help him by encouraging him to flee. Socrates rejects this idea, saying he must obey the rulers of the city. Socrates then resolves to die, and dies as soon as he is forced to drink hemlock.

title: Xenophon

text: Xenophon was a student of Socrates, and their personal relationship is evident through a conversation between the two in Xenophon’s "Anabasis". In his "Lives of Eminent Philosophers", the Greek biographer Diogenes Laertius reports how Xenophon met Socrates. "They say that Socrates met [Xenophon] in a narrow lane, and put his stick across it and prevented him from passing by, asking him where all kinds of necessary things were sold. And when he had answered him, he asked him again where men were made good and virtuous. And as he did not know, he said, ‘Follow me, then, and learn.’ And from this time forth, Xenophon became a follower of Socrates." Diogenes Laertius also relates an incident "when in the battle of Delium Xenophon had fallen from his horse" and Socrates reputedly "stepped in and saved his life."

title: Trial of Socrates

text: As with many of the issues surrounding Socrates’ conviction, the nature of his affiliation with the Thirty Tyrants is far from straightforward. During the reign of the Thirty, many prominent Athenians who were opposed to the new government left Athens. Robin Waterfield asserts that “Socrates would have been welcome in oligarchic Thebes, where he had close associates among the Pythagoreans who flourished there, and which had already taken in other exiles.” Given the availability of a hospitable host outside of Athens, Socrates, at least in a limited way, chose to remain in Athens. Thus, Waterfield suggests, Socrates’ contemporaries probably thought his remaining in Athens, even without participating in the Thirty’s bloodthirsty schemes, demonstrated his sympathy for the Thirty’s cause, not neutrality towards it. This is proved, Waterfield argues, by the fact that after the Thirty were no longer in power, anyone who had remained in Athens during their rule was encouraged to move to Eleusis, the new home of the expatriate Thirty. Socrates did oppose the will of the Thirty on one documented occasion. Plato’s "Apology" has the character of Socrates describe that the Thirty ordered him, along with four other men, to fetch a man named Leon from Salamis so that the Thirty could execute him. Socrates simply did not answer this order, nor had he Leon warned, while the other four men did go to Salamis to get Leon.

title: Meno's slave

text:
By drawing geometric figures in the ground Socrates demonstrates that the slave is initially unaware of how to find twice the area of a square.
Socrates notes that before he questioned the slave, who had been picked haphazardly from Meno's entourage, the boy would have thought himself able to speak "well and fluently" on the subject of a square double the size of a given square. Without Socratic questioning, the slave boy would have remained confident in his ignorance and not have "attempted to look for, or learn, what he thought he knew (though he did not [know])." Socrates comments that this "numbing" he caused in the slave did him no harm.

title: Socrates

text: Plato's Apology, parts 32c to 32d, describes how Socrates and four others were summoned to the Tholos, and told by representatives of the oligarchy of the Thirty (the oligarchy began ruling in 404BC) to go to Salamis, and from there, to return to them with Leon the Salaminian. He was to be brought back to be subsequently executed. However, Socrates returned home and did not go to Salamis as he was expected to.[78][79]

title: Clitophon (dialogue)

text: As Moore points out, Clitophon does not understand Socrates' speeches. He paraphrases them, takes them out of context, and implies there was a much larger audience for the speeches than there actually would have been. There is a misrepresentation and misunderstanding of Socrates' definition of justice and the differing means through which Socrates and Clitophon view virtue and justice as being achieved, by speech and deed, respectively. It is possible that Socrates uses protreptic speeches because he sees being just as being the same as having a desire to be just; therefore justice is achieved through speech. Clitophon holds that deeds and actions need to bring about change and make one just. This clear misunderstanding of justice is an example of how Clitophon misunderstands Socrates' speeches, for Clitophon has already been given the answer for how to achieve justice.

title: Clitophon (dialogue)

text: The dialogue depicts Clitophon complaining to Socrates that Socrates' speeches are merely exhortative; they create a desire for justice and virtue, but do not instruct how one becomes just or what justice is. Throughout the dialogue Clitophon seems to narrate his changes towards justice and the protreptic from seeing Socrates as a god upon a stage with hopes and beliefs in attaining justice and virtue to thoughts of doubt and disappointment and eventual defiance of Socrates. "Clitophon" addresses Clitophon's contempt for protreptic, or exhortative, speeches. It showcases the ignorance of Socrates and depicts, as Mark Kremer puts it, the conflict of philosophy of Socrates and Clitophon's irrationality.

title: Xenophon

text: Xenophon’s works includes a selection of Socratic dialogues; these writings are completely preserved. Except for the dialogues of Plato, they are the only surviving representatives of the genre of Socratic dialogue. These works include Xenophon's "Apology, Memorabilia, Symposium," and "Oeconomicus". The "Symposium" outlines the character of Socrates as he and his companions discuss what attribute they take pride in. In "Oeconomicus", Socrates explains how to manage a household. Both the "Apology" and "Memorabilia" defend Socrates’ character and teachings. The former is set during the trial of Socrates, essentially defending Socrates’ loss and death, while the latter is a defence of Socrates, explaining his moral principles and that he was not a corrupter of the youth.

title: Unity of the proposition

text: The difficulty is to explain how the predicate does this. If, as Plato thinks, the predicate is the name of some universal concept or form, how do we explain how the sentence comes to be true or false? If, for example, "Socrates is wise" consists of just a name for Socrates, and a name for the universal concept of Wisdom, how could the sentence be true "or" false? In either case, the "Socrates" signifies Socrates, and the predicate signifies Wisdom. But the sentence "asserts" that Socrates is wise. The assertion of wisdom must consist in the assertion of some relation between Socrates and Wisdom. What is this relation?