Thursday, January 30, 2020

Ray Bradbury Comparative Paper Essay Example for Free

Ray Bradbury Comparative Paper Essay Ray Bradbury, well-known American author, playwright, and poet, created his success on no more than his high school diploma. He did, however, learn many valuable lessons in life which he incorporates in his works. Ray Bradbury uses figurative language such as irony, personification, and imagery to artistically present his vision of life’s morals. Bradbury’s use of irony in his pieces establishes how mankind commonly contradicts himself. In â€Å"The Veldt†, George and Lydia hear screams that â€Å"sound familiar† but ignore them. The couple also finds their wallet and scarf and disregards how these items were chewed and covered in blood when they found them. George and Lydia receive their last clue when they enter the nursery and see the lions in the background feasting on an unknown prey. â€Å"They’ve just been eating†¦ [but they] don’t know what. † Ray Bradbury turns these foreshadowing events into irony when the parents are killed by the lions. It is ironic that they have seen the lions devouring something, saw the wallet and scarf, and heard the screams but do not realize that they were the lion’s meal and it was their screams that they heard and the scarf and wallet were chewed by the lions and covered in their own blood. Bradbury also uses irony in the â€Å"Happiness Machine. † Leo Auffmann created a machine which he claimed brought happiness to the occupant. He convinced his wife to â€Å"try it on† but when she got out she shouted, â€Å"It lies, that Sadness Machine. † This is ironic because what Leo thought was a Happiness Machine is really a Sadness Machine. Leo then finds that true happiness cannot be created by a machine but is found in the heart of his family. In â€Å"There Will Come Soft Rains†, the house reads a poem to the emptiness where a family once was. The poem explains how nature â€Å"would not mind†¦if mankind perished utterly. † It is ironic because the poem is warning the family how the war will destroy them but nature will continue on when that is exactly what has happened. The family has been killed and the house soon after dies but the sun continues to rise and set as if nothing has happened. Personification is another common literary device in Bradbury’s work. It is most prominent in â€Å"There Will Come Soft Rains. † Bradbury describes the house with human like qualities in how it defends itself against the fire which is also personified. The house â€Å"quivered at each sound† and is described as the attic being the brain and the exposed oak beams as â€Å"its bare skeleton† and all of â€Å"its nerves revealed. † The fire was personified when it â€Å"fed upon Picassos and Matisses†¦ [and] lay in beds, stood in windows. † Bradbury also described the fire as being â€Å"clever† as it attacked â€Å"the attic brain† and â€Å"rushed back into every closet and felt of the clothes hung there. † Bradbury also uses personification in â€Å"The Foghorn. † He gives the foghorn human-like characteristics when relating it to the monster. The foghorn made a â€Å"great deep cry† that vibrated in the â€Å"throat of the tower† as the â€Å"light, switching its tail,† shone bright in the distance. Bradbury continues to use personification in â€Å"The Veldt. † The nursery that Wendy and Peter spend most of their time in is described with human-like qualities. The walls changed from blankness to the veldt with a â€Å"purr† and â€Å"reproduced to the final pebble and bit of straw. † It is further personified when the room itself kills the parents. Bradbury also frequently uses imagery in his work. In â€Å"The Pedestrian†, he described the highways as â€Å"only dry riverbeds† empty of vehicles. Bradbury also points out the â€Å"tomblike buildings† and â€Å"gray phantoms† along the sides of the road. These vivid descriptions allow the reader to feel the loneliness and absence of life in the city and its streets. The imagery in â€Å"The Pedestrian† sets the mood and describes the setting. â€Å"The Foghorn† portrays another source of imagery. Bradbury makes the reader visualize the â€Å"long grey lawn of the sea stretching away into nothing and nowhere† with his descriptive vocabulary. He describes how the â€Å"stone tower† emitted a light that flashed red and white out to the â€Å"lonely ships† â€Å"in the cold water far from land. † This makes the reader understand how secluded McDunn and Johnny were out at the lighthouse and intensifies the oddness of the appearance of the sea monster. Imagery is also present when McDunn explains to Johnny how the monster â€Å"hid away in the Deeps. † The way he describes the â€Å"Deeps† makes it all seem magical yet realistic. Bradbury continues to use imagery in â€Å"The Happiness Machine. † Towards the end of the short story, Leo discovers a real happiness machine. When he describes this â€Å"machine,† he makes the reader visualize a pleasant and warm home filled with joy. This example of imagery contrasts how Bradbury typically uses his words to display desolation and despair. Ray Bradbury expresses similar patterns in his work by using irony, personification, and imagery. He writes with these three types of figurative language in different ways in all of his pieces of work. Bradbury takes common techniques of writing and makes them his own by using them in a certain way to present his ideas in a unique style.

Wednesday, January 22, 2020

American Philosophy Essay example -- essays research papers

John Dewey was an American psychologist, philosopher, educator, social critic and political activist. He was born in Burlington, Vermont, on October 20, 1859. Dewey graduated from the University of Vermont in 1879, and received his PhD from Johns Hopkins University in 1884. He started his career at the University of Michigan, teaching there from 1884 to 1888 and 1889-1894, with a one year term at the University of Minnesota in 1888. In 1894 he became the chairman of the department of philosophy, psychology, and pedagogy at the University of Chicago. In 1899, John Dewey was elected president of the American Psychological Association, and in 1905 he became president of the American Philosophical Association. Dewey taught at Columbia University from 1905 until he retired in 1930, and occasionally taught as professor emeritus until 1939. During his years at Columbia he traveled the world as a philosopher, social and political theorist, and educational consultant. Among his major journeys are his lectures in Japan and China from 1919 to 1921, his visit to Turkey in 1924 to recommend educational policy, and a tour of schools in the USSR in 1928. Of course, Dewey never ignored American social issues. He was outspoken on education, domestic and international politics, and numerous social movements. Among the many concerns that attracted Dewey's support were women's suffrage, progressive education, educator's rights, the Humanistic movement, and world peace. Dewey died in New York City on June 1, 1952. In one of John Dewey’s essay titled â€Å"What I Believe,† he goes in details about his new â€Å"faith.† Dewey explains that this new â€Å"faith† was based around individual experience and not with doctrines of authority. In Dewey’s eyes, he feels that by following a faith of authority people will soon lose their faith in the power of experience that shapes beliefs and actions. There is a line in the essay that shows Dewey’s belief that the new â€Å"faith† is based around experience not authority; â€Å"faith in its newer sense signifies that experience itself is the sole ultimate authority.† Dewey also expresses that when people start having faith in a particular religion; they believe what others are telling them and not finding real faith and beliefs through their own experiences. So people need to find faith through experiencing life and not just joining a religion because someone told... ...d James’ pragmatism talks a lot about individuals learning through experience and expands on it and talks about gaining knowledge through experience. I enjoyed learning about Emerson that most because he talks a lot about the importance of thinking for yourself and not letting people tell you what you should learn and know. I feel that Emerson was right in giving his speeches to college students about not being sucked in the society of following orders, but learning from past and present experiences to be an individual. I feel that the overall material discussed in this course was very informative and interesting to learn about. Many of the philosophers discussed the importance of being an individual and doing what you as a person believes is right. But they also discussed issues with education which is a very important topic too. I feel that education is to instructional at times too, and I feel that teachers should allow for their students to learn through experience, because I feel that leaves a bigger impact then constant instruction. So I really feel that this course taught me a lot about philosophy and a lot about how to be an individual and how to learn through experience.

Tuesday, January 14, 2020

Role of Education in 21st Century

Role of education in 21st  century Long, long ago, Newton had said that he was ‘like a child, who is  picking pebbles at sea-shore while the great ocean of knowledge lies before me’. Since then, knowledge has grown enormously at  a much faster speed than human ability to cope with it. Technological advancements of twentieth century, especially during post 1970? s due to revolution in the field of information technology, have changed the whole scenario. Entering into world of knowledge is like going into a dense forest. Only way out is to develop clarity of thought/mind, as to what one wants to know  and make sincere efforts to  pursue relevant knowledge in that specific area. Also it is equally important to upgrade knowledge continuously. As  Alvin Toffler, renowned writer has said, â€Å"The illiterate of twenty-first century will not be those who can not read or write, but those who cannot learn, unlearn and relearn. † Purpose of education Unfortunately, meaning and purpose of literacy and education is misunderstood. Literacy does not merely mean the knowledge of three ‘R’s, nor does it  mean only academic or theoretical studies/knowledge leading to award of degrees. Increasing knowledge-base through available information is also  not the purpose of learning. Bookish-knowledge and award of degrees through formal education without effective training-systems neither serves  any purpose  nor led the people to get employed gainfully. As Khalil Gibran has said – knowledge, the object of knowledge and application of the knowledge – all the three are equally important for motivating to take a wise action. A little knowledge that acts is worth more than much knowledge that is inactive. One, whose knowledge is confined to books, cannot use his wealth of knowledge, whenever required. The scope of education – The scope of education is much broader. It is a continuous process. It means complete up-bringing of the individual starting from the childhood till end. In its wider sense, literacy and education embraces within itself reading, observation, thought and its application in real life situations. Within its jurisdiction, also comes formation of habits, manners, character, attitude and aptitude along with imparting knowledge. Learning at each and every stage of life increases knowledge-base, understanding and attitudes of a person. A well-planned and sound system of education inspires human beings to control their senses, mind and intellect, so that they could be adjusted better in real life’s environment. It guides people to achieve their goals within time and cost parameters and to channelize their efforts towards desired direction. In short, a sound education system imparts knowledge, shapes attitudes, cultivates skills and builds work habits of the people. Distinction between action, forbidden action, and in-action – Knowledge has  been considered essential for the purpose of giving activities, their due meaning and value. According to Hindu philosophy even a wise man may get puzzled without knowledge about do’s and don’ts. It is only after the acquisition of knowledge, that a person  understands the real nature of work and could distinguish correctly between action, forbidden action and in-action. India and its Education system High regard for knowledge- India has always given importance to and showed a high regards for knowledge, wisdom, virtues, characters and will power. According to Indian philosophy, ‘Wealth of knowledge is supreme among all forms of wealth’. (Vidya dhanam sarvadhana pradhanam). Therefore, knowledge is the greatest thing to be sought after. A human being is human because he has the organic capacity to think and seek knowledge. More importance to knowledge than wealth – Unlike India, in Western countries, more importance is being given to creation of wealth. Wealth is the ultimate aim of the people, yardstick of success and a status symbol. Traditional India was not so materialistic. Its systems had separated pursuit and achievement in knowledge from temptations of worldly comforts, wealth or power-politics. According to Indian philosophy, when a person runs blindly after money and forgets about the real purpose of knowledge, both wealth and knowledge vanishes from their lives. The only judicious way to generate wealth and gain power goes via the path of true knowledge. Knowledge as the base of ranking – Earlier the greatness of a person, institution or a nation was judged on the basis of the degree of righteousness and justice. Greatness of a nation was judged  with which its administration governed lives of the common men or their character. It was not on the basis of the size of a state, its military power  or its treasury/bank-balance. Similarly, in the society, a person or a caste was ranked on the basis of knowledge, iscipline and moral standards, and not on the basis of material success, muscle or money power or of having controlling  power over the destiny of common man. Respect for knowledgeable persons – In ancient India, apart from Brahmins, others were also paid respect  by the society  for their learning, character, spirituality and ability to guide  general masses. The system was quite liberal in this matter. It grace fully accepted the right and opportunity to get to the top from the humblest origin and earn the respect of the whole society. For example, Vashishtha, the principal of the conservative school of Brahmanism, was the son of Uravshi, a prostitute. Vishwamitra, the maker of the very Gayatri Mantra, the quintessence of the Vedic Brahmanism, was a Kshatriya. Aitreya, after whom the sacramental part of Rig-Veda is named as Aitreya Brahamana, was the son from a non-Aryan wife of a Brahman sage. Vyasa of Mahabharata fame was the son of a fish-woman (belonging to Mahr community – Dalit according to present standards and to which Dr Ambedkar, the messiah of Dalits belonged). Balmiki, an untouchable according to present standards, the original author of Ramayana, is highly respected all over India. None of them were not ashamed of  their origin. They still hold a very high position in general public minds. Close connection between Knowledge and hard work -For acquiring knowledge, training mind in a scientific manner and concentrating energies of mind, one has to struggle, work hard, make sincere efforts and face many challenges in life. Now-a-days, courage  to struggle or work hard is missing except in a few students, who still keep the fire of seeking knowledge burning all the time. Without hard-work, search for knowledge remains incomplete and superficial. In ancient India sages (Rishi-Munies) had worked day and night to acquire true knowledge. The love for knowledge inspired many students to walk from different parts of the country to centers of learning at that time like Taxila or Nalanda. A powerful Emperor, like Ashoka the great, thought it his duty, to bow before the monks â€Å"as a mark of my deep respect for their learning, wisdom and sacrifice. What matters in life, are not a person’s status or position, but his virtues and wisdom. Only when you have raised yourself up from ignorance, can you recognize the greatness of a few in a sea of humanity. † For creating modern civilization, sincere knowledge seekers in Western world also did not care for inconveniences or challenges. They had sacrificed their time (for about two centuries), energies and comforts in search of knowledge. Then only they could develop great modern scientific knowledge, technique and wealth. Education  in modern India Sixty four years after independence and self-rule, lliteracy-rate has gone up to 74% from 65%. For males it has risen to 82% from 75%, for females to 65% from 54%. In absolute number, the figure is alarming. No nation can afford to have a large number of its population to remain illiterate, ignorant and unskilled. Constraints That all is not well in education system in India – has been noted by distinguished academicians, policy-makers, political leaders, other eminent persons, commissions and committees. Now and then, they have pointed out its failures in one area or another. It has always been felt that Modern education has become increasingly unrelated to national needs and aspirations, insufficient, wasteful and dysfunctional. In addition to what constraints that have already  been  existing in the education system, many more external and internal problems,  paradoxes and constraints have cropped up. Some defects in modern education based on colonised British Grammer School type education, were pointed out by  Gandhiji like – * It is based upon foreign culture to the almost entire exclusion of the indigenous culture. It ignores the culture of heart and hand and confines itself simply to head * Real education is impossible through foreign medium. External Constraints – Externally, socio-economic and political pressures have violated its identity and autonomy. Some changes have taken place in the recent past in the character, role and inter-relationship of these main constituent of the national elites – the political executiv e, the legislators, the businessmen, the media persons, the organized workers, the surplus farmers and the bureaucrats. It brought into the forefront some undesirable social changes and political turmoil. It has affected adversely the whole atmosphere in the field of education as well. Population explosion has put a heavy pressure on present education system and its available infrastructure. Narrow loyalties, sectional interests and sub-cultures like – favoritism, nepotism and corruption have fast become an accepted way of life. Result is that communal, regional and caste conflicts and unhealthy ompetition between different powerful lobbies are increasing every day to have their exclusive hold on scarce resources available in the field of education or for power and pelf. Few persons and groups, who have the power in their hands, control almost every walk of national life and are working to deny justice to common men. The reflection of all these social evils is found in the educational system as well. Internal Constraints – Internally the system has been fractured along the lines of disci pline deteriorating standard of education in general and student sub-culture. Slowly but steadily, the education system lost its capacity to equip the younger generation with relevant knowledge and skills for enabling them to get gainfully employed and to perform their jobs with a sense of responsibility. It has failed to produce much-needed dynamism in youth as well. Now people have started questioning the legitimacy of a modern education system itself. Disintegrate society – Instead of being an instrument of social integration, education system divides people into two groups – ‘haves’ and ‘have-nots’. There is government or government aided schools that give education to poor masses. It is economical, but do not maintain good standard. On the other hand there are private schools, which caters mainly the needs of ‘Haves’, because it is very costly. Deteriorating standards – After independence, India is facing a rapid deterioration in standards of education. In the past, though education was thinly spread, it had maintained some standard. Now in an attempt to do quantitative expansion of education, quality of education suffered a lot. The examination and evaluation system tests only a narrow range of skills, especially those of memory. Standard of general education has deteriorated considerably and suffers from grave errors. In addition to it, there is lot of  interference and control of the government at every stage of the educational process. Unfit for original work – Education system in advanced countries makes student a lively, inquisitive and original thinking person. There, it has been able to develop certain special qualities  like regards for laws of the nation, awareness, contempt  for hypocrisy,  sympathy for  underdog and courage to resist cruelty or misuse of power and authority. An educated youth in India generally fails to display genuine social conscience. Store-house of information – Importance of information in knowledge, which provides the basis of all the thinking, cannot be denied. However, present education system at all stages of education, from preliminary through secondary right up-to the college stage makes mind a store-house of information/knowledge and discourages original thinking. It lays emphasis on giving students ready-made knowledge, systematically and neatly organized in the form of lessons, units and text book. English medium – English medium puts extra strain upon the nerves of students and makes them crammers, imitators and unfit for original work and thought. Masses remains deprived. System is producing mostly the youth, who are unable to express clearly in any language, including their own and lack woefully the competence and confidence to assume responsibilities. Higher secondary, the weakest link in Indian education system – Higher secondaryeducation is considered  to be insufficient and a weakest link in Indian education system. It needs sincere efforts to improve the Academic standards, curricula and methods of teaching at higher secondary level. In western countries the standard of higher secondary education is sufficiently high to ensure recruits of higher intellectual attainment to join various jobs at this stage. Degree-oriented: The whole system of education and employment is degree oriented. Degree is the master-key to a nice and respectable career giving status, authority and final reprieve from manual work. Such a narrow mind-set has put tremendous pressure on higher education system. A large number of new substandard and superfluous institutions are being created every day to meet the demand. Government also encourages mass entry into universities and colleges. Rush in institutions are of such students as well, who want degree as a passport and are not interested in studies. Such students seize every opportunity to spoil the academic atmosphere and breed indiscipline. Indiscipline- There is a growing unrest in the student community. Youth of the day want to be absolutely free from all compulsions. For them, discipline and observance of rules are supposed to be unnecessary and irrational. They have no respect for rules/discipline/morality or for elders, teachers or authority. Their interests lie in all that is sensuous, in material gains and in enjoying pleasures in life. Indiscipline in student’s world leads to chaos and violence. It makes people slaves of their weaknesses. Employability – One of the major aims of education is to make youth employable. At present it is difficult to find out and recruit well qualified persons for various jobs in government, public or private sectors. At pre-employment stage, education needs to be comprehensive in scope and sound in nature for making youth acceptable in job-market. It needs to be supplemented by rigorous foundation training telling the fundamentals of their specific jobs and inculcating in them relevant knowledge and skills, otherwise effectiveness, efficiency and quality of work gets a setback. At present, all the basics about their jobs are told to employees after their join work-force, which requires a much more massive effort in order to make employees do their jobs well. Unrealistic Manpower Assessment – Assessment of manpower requirement for economic growth is not done rationally according to national needs. After Independence, the need for technical people was felt and in recent past for management experts. The Government created large number of professional institutions in these areas without assessing the needs of the nation. It resulted in educated unemployment. A large number of scientists, doctors, engineer’s technicians and management graduates have to go abroad in search of suitable jobs. Therefore, for streamlining the performance of people at work after employment, most essential and fundamental requirement is that the character and scope of pre-employment educational system should be redesigned in such a way, that it could continuously provide men and women of vitality, vigor, initiative and imagination with intellectual accomplishments, qualifications and soundness of character needed in different disciplines and at different levels at job market. Where the fault lies? – For all these lacunas, students blame teachers, teachers blame students. Both together try to blame educationists. They, in turn, attack social system. The present system of education  can not be changed or improved overnight. It needs concentrated efforts of all – students, teachers and the society. Then only  a larger base of skilled and trained manpower could be created. Conclusion Rational thinking needs to be done about the real problems and the role of education in modern life after understanding its basics, fundamentals and aims correctly. The requirement of a university degree as a Passport for starting nice and respectable career (white collard jobs) has made a mockery of higher education. Such an attitude has by-passed the need to â€Å"educate all†, resulted in negligence of primary and higher secondary education and in over-crowding the institutions of learning. The stress on quantitative increase has subverted all the attempts to improve the quality of teaching and learning. It has led to continuous fall in the academic standards and students’ discipline, regional imbalances in the growth of educational institutions and politics in the temples of learning. In the present times of neck to neck competition, one should continuously upgrade knowledge. It is the best way to create a larger base of skilled and trained manpower. Education should  instill in students problem-solving attitude and develop the courage to meet the challenges of real life bravely. Instead of offering excuses or blaming others for one’s failures and dissatisfaction,  it should inculcate in students the spirit to face the difficult situations in life and make efforts to change  their destiny themselves. Education must teach people always try to have control over ones life’s situations and to stand up on his own feet rather than depending on others for moving forward. Success  in life depends on developing capacity and courage to take right decisions at right time. Only sound system of education and training  can provide a lasting solution for various problems, people are facing today. It  can lead the youth towards rational, positive and creative thinking. It would make youth capable to make right decision at right time, plan rationally about their career that would suit to their attitude and aptitude and to shoulder their responsibilities properly. It would enable them to act judiciously and promptly, give them courage to avoid out-dated traditions and dogmatic ways of doing things, courage to face realities and challenges.

Monday, January 6, 2020

The Lombards A Germanic Tribe in Northern Italy

The Lombards were a Germanic tribe best known for establishing a kingdom in Italy. They were also known as  Langobard or Langobards (long-beard); in Latin,  Langobardus,  plural  Langobardi. Beginnings in Northwestern Germany In the first century C.E., the Lombards made their home in northwestern Germany. They were one of the tribes that made up the Suebi, and though this occasionally brought them into conflict with other Germanic and Celtic tribes, as well as with the Romans, for the most part the greater number of Lombards led a fairly peaceful existence, both sedentary and agricultural. Then, in the fourth century C.E., the Lombards began a great southward migration that took them through present-day Germany and into what is now Austria. By the end of the fifth century C.E., they had established themselves fairly firmly in the region north of the Danube River. A New Royal Dynasty In the mid-sixth century, a Lombard leader by the name of Audoin took control of the tribe, beginning a new royal dynasty. Audoin apparently instituted a tribal organization similar to the military system used by other Germanic tribes, in which war bands formed of kinship groups were led by a hierarchy of dukes, counts, and other commanders. By this time, the Lombards were Christian, but they were Arian Christians. Beginning in the mid 540s, the Lombards engaged in war with the Gepidae, a conflict that would last about 20 years. It was Audoins successor, Alboin, who finally put an end to the war with the Gepidae. By allying himself with the eastern neighbors of the Gepidae, the Avars, Alboin was able to destroy his enemies and kill their king, Cunimund, in about 567. He then forced the kings daughter, Rosamund, into marriage. Moving to Italy Alboin realized that the Byzantine Empires overthrow of the Ostrogothic kingdom in northern Italy had left the region nearly defenseless. He judged it an auspicious time to move into Italy and crossed the Alps in the spring of 568. The Lombards met very little resistance, and over the next year and a half they subdued Venice, Milan, Tuscany, and Benevento. While they spread into central and southern parts of the Italian peninsula, they also focused on Pavia, which fell to Alboin and his armies in 572 C.E., and which would later become the capital of the Lombard kingdom. Not long after this, Alboin was murdered, probably by his unwilling bride and possibly with the help of Byzantines. The reign of his successor, Cleph, lasted only 18 months, and was notable for Clephs ruthless dealings with Italian citizens, especially landowners. Rule of the Dukes When Cleph died, the Lombards decided not to choose another king. Instead, military commanders (mostly dukes) each took control of a city and the surrounding territory. However, this rule of the dukes was no less violent than life under Cleph had been, and by 584 the dukes had provoked an invasion by an alliance of Franks and Byzantines. The Lombards set Clephs son Authari on the throne in hopes of unifying their forces and standing against the threat. In so doing, the dukes gave up half of their estates in order to maintain the king and his court. It was at this point that Pavia, where the royal palace was built, became the administrative center of the Lombard kingdom. Upon the death of Authari in 590, Agilulf, duke of Turin, took the throne. It was Agilulf who was able to recapture most of the Italian territory that the Franks and Byzantines had conquered. A Century of Peace Relative peace prevailed for the next century or so, during which time the Lombards converted from Arianism to orthodox Christianity, probably late in the seventh century. Then, in 700 C.E., Aripert II took the throne and reigned cruelly for 12 years. The chaos that resulted was finally ended when Liudprand (or Liutprand) took the throne. Possibly the greatest Lombard king ever, Liudprand focused largely on the peace and security of his kingdom, and did not look to expand until several decades into his reign. When he did look outward, he slowly but steadily pushed out most of the Byzantine governors left in Italy. He is generally considered a powerful and beneficial ruler. Once again the Lombard kingdom saw several decades of relative peace. Then King Aistulf (reigned 749–756) and his successor, Desiderius (reigned 756–774), began invading papal territory. Pope Adrian I turned to Charlemagne for help. The Frankish king acted swiftly, invading Lombard territory and besieging Pavia; in about a year, he had conquered the Lombard people. Charlemagne styled himself King of the Lombards as well as King of the Franks. By 774 the Lombard kingdom in Italy was no more, but the region in northern Italy where it had flourished is still known as Lombardy. In the late 8th century an important history of the Lombards was written by a Lombard poet known as Paul the Deacon.