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1-2
Chapter Objectives
• To explain why project management is crucial in today’s world
• To define a project and differentiate projects from routine operations
• To establish the importance of projects in implementing organization strategy
• To establish that managing projects is an act of balancing the technical and
sociocultural sides of the project.
Review Questions

1-3
1. Define a project. What are five characteristics which help differentiate projects
from other functions carried out in the daily operations of the organization?
A project is a complex, non routine, one-time effort limited by time, budget, resource,
and specifications. Differentiating characteristics of projects from routine, repetitive
daily work are below:
a. A defined life span
b. A well-defined objective
c. Typically involves people from several disciplines
d. A project life cycle
e. Specific time, cost, and performance requirements.
2. What are some of the key environmental forces that have changed the way
projects are managed? What has been the effect of these forces on the
management of projects?
Some environmental forces that have changed the way we manage projects are the
product life cycle, knowledge growth, global competition, organization downsizing,
technology changes, time-to-market. The impact of these forces is more projects per
organization, project teams responsible for implementing projects, accountability,
changing organization structures, need for rapid completion of projects, linking
projects to organization strategy and customers, prioritizing projects to conserve
organization resources, alliances with external organizations, etc.
3. Why is the implementation of projects important to strategic planning and the
project manager?
Strategic plans are implemented primarily through projects—e.g., a new product, a new
information system, a new plant for a new product. The project manager is the key
person responsible for completing the project on time, on budget, and within
specifications so the project’s customer is satisfied. If the project is not linked to the
strategic plan of the organization, resources devoted to the project are wasted and a
customer need is not met. This lack of connectivity occurs more in practice than most
would believe.
4. The technical and sociocultural dimensions of project management are two sides
to the same coin. Explain.
The system and sociocultural dimensions of project management are two sides of the
same coin because successful project managers are skillful in both areas. The point is
successful project managers need to be very comfortable and skillful in both areas.

1-4
5. What is meant by an integrative approach to project management? Why is this
approach important in today’s environment?
An integrative approach to project management is one in which all the parts are
interrelated. This approach is important because it can give an organization a
competitive edge in today’s environment. An integrative approach includes two parts.
First, projects must have a strong link to the organization’s strategic plan, which is
directed toward meeting the customer’s needs. A project priority system reinforces this
linkage by prioritizing projects according to their contribution to the strategic plan and
allocates resources by the priorities set. Second, an integrative approach provides an
integrated system for the actual implementation of the projects. This includes an
information system which supports decision making and a sociocultural environment
which creates a positive, active contribution from team members responsible for
completing the project.
Exercises
1. Review the front page of your local newspaper, and try to identify all the projects
contained in the articles. How many were you able to find?
It is nearly impossible to open a newspaper and not find articles relating to projects.
Sunday editions are especially good for this exercise. Even experienced project
managers find the number of projects far greater than they would have predicted. Each
one was managed by a project manager! This is a good illustration of the important
role projects play in our daily lives.
2. Individually identify what you consider to be the greatest achievements
accomplished by mankind in the last five decades. Now share your list with three
to five other students in the class, and come up with an expanded list. Review
these accomplishments in terms of the definition of a project. What does your
review suggest about the importance of project management?
Typical responses center on technology, medical advances, space exploration—e.g.,
computer advances, laser operations and new drugs, building the space station. Often
you have to point out that many of these projects are really programs.
We usually select two or three student suggestions of projects (there will be plenty!)
and ask the students to identify the kinds of problems the project manager of the project
may have had to deal with. Again, once the students get into the exercise, the problems
they can envision are many. These problems are placed on the board. After the board
is near filled and most students have participated, we try to show or classify on the
board the problems by the content of the text chapters. The intent is to demonstrate to
the class the course and text will address many of the problems suggested by the
students.

1-5
3. Individually identify projects assigned in previous terms. Were both
sociocultural and technical elements factors in the success or difficulties in the
projects?
Students will naturally focus on sociocultural aspects in part because they are more
familiar with concepts such as leadership, problem-solving, and teamwork than scope,
WBS, and baseline budgets. Furthermore interpersonal friction is often a source of
consternation on student projects. The instructor may have to point out that
interpersonal conflicts often arise from ill-defined scopes, uneven work schedules, and
poor planning.
4. Check out the Project Management Institute’s home page at www.pmi.org.
a. Review general information about PMI as well as membership information.
b. See if there is a PMI chapter in your state. If not, where is the closest one?
c. Use the search function at the PMI home page to find information on Project
Management Body of Knowledge (PMBOK). What are the major knowledge
areas of PMBOK?
d. Explore other links that PMI provides. What do these links tell you about the
nature and future of project management?
Note: If you have any difficulty accessing any of the Web addresses listed here or
elsewhere in the text, you can find up-to-date addresses on the home page of Dr. Erik
Larson, coauthor of this text:
http://www.bus.orst.edu/faculty/bio.htm?UserName=Larson
Case
A Day in the Life
This case shows a glimpse of what it is like to be a project manager. It also underscores
that being a project manager is more social than technical and that project managers spend
the majority of their time interacting with various people who impact a project.
Note: This case can either be used up front in the course or towards the end when the
sociocultural aspects of project management have been covered.
1. How effectively do you think Rachel spent her day?
Students will be divided in their evaluation of Rachel. Some will argue that she is
inefficient and does not have control over her time. Others will argue that this is the
nature of the job, and is to be expected. They will point out that she is appropriately
spending her time managing relations and keeping on top of things that affect the
project. We tend to observe that students with little work experience are much more
critical than those with work experience.

1-6
Note: International students often take exception to Rachel devoting lunch time to
gossiping and taking time to relax and listen to music. They feel these are inappropriate
behaviors. When used towards the end of the course the case can stimulate a lively
discussion between international and American students.
2. What does the case tell you about what it is like to be a project manager?
Rachel’s day underscores three key functions project managers spend their time
performing:
a. Building and sustaining interpersonal relations. Project managers have to network
and develop good working relations with team members and other project
stakeholders.
b. Information gathering and dissemination. Project managers are the information
hub for their projects. They are in constant communication with various
stakeholders, collecting information from various sources, and sending it to those
who have a need to know.
c. Decision-making. Project managers consult with various people to make decisions
necessary to complete the project.

1-7
Supplemental Case
South American Adventures Unlimited
This case was included in the first two editions of the book and is included here so that
teachers can hand it out or post it on the web for class discussion.
SA Adventures Unlimited was formed four years ago by Michael and Jill Rodriguez.
Michael was a trained geologist, while Jill had a master’s degree in Spanish. They were
both avid outdoor enthusiasts and fell in love while trekking across the Andes in Chile.
Upon graduation they seized upon the idea of starting their own specialized tour business
that would focus on organizing and leading “high-end” adventure trips in South America.
Their first trip was a three-week excursion across Ecuador and Peru. The trip was a
resounding success, and they became convinced that they could make a livelihood doing
something they both enjoyed.
After the first year, Adventures Unlimited began to slowly expand the size and scope
of the business. The Rodriguezes’ strategy was a simple one. They recruited experienced,
reliable people who shared their passion for South America and the outdoors. They helped
these people organize specific trips and advertised the excursion over the Internet and in
travel magazines.
Adventures Unlimited has grown from offering 4 trips a year to having 16 different
excursions scheduled, including trips to Central America. They now had an administrative
support staff of three people and a relatively stable group of five trip planners/guides whom
they hired on a trip-by-trip contract basis. The company enjoyed a high level of repeat
business and often used their customers’ suggestions to organize future trips.
Although the Rodriguezes were pleased with the success of their venture, they were
beginning to encounter problems that worried them about the future. A couple of the tours
went over budget because of unanticipated costs, which eroded that year’s profit. In one
case, they had to refund 30 percent of the tour fee because a group was stranded five days
in Blanco Puente after missing a train connection. They were also having a hard time
maintaining the high level of customer satisfaction to which they were accustomed.
Customers were beginning to complain about the quality of the accommodations and the
price of the tours. One group, unfortunately, was struck by a bad case of food poisoning.
Finally, the Rodriguezes were having a hard time tracking costs across projects and
typically did not know how well they did until after their taxes were prepared. This made
it difficult to plan future excursions.
The Rodriguezes shared these concerns around the family dinner table. Among the
members in attendance was Michael’s younger brother, Mario, a student at a nearby
university. After dinner, Mario approached Michael and Jill and suggested that they look
into what business people called “project management.” He had been briefly exposed to
project management in his Business Operations class and felt that it might apply to their
tour business.

1-8
1. To what extent does project management apply to Adventures Unlimited?
2. What kind of training in project management should the Rodriguezes, the
administrative staff, and tour guides receive to improve the operation of Adventures
Unlimited? Try to identify major topics or skill sets that should be addressed.
This short case is intended to introduce students to the wide range of issues surrounding
project management. It is also intended to expand students’ awareness of the application
of project management beyond traditional construction and product development projects.
1. To what extent does project management apply to Adventures Unlimited?
Students should be encouraged to relate Adventures Unlimited to the concepts and
ideas in the chapter. For example, each tour has an established objective, a defined life
span, is unique, and is constrained by time, cost, and performance requirements.
Likewise, each tour follows the project life cycle. When viewed from this angle,
students recognize that Adventures Unlimited is in the business of managing projects.
2. What kind of training in project management should the Rodriguezes, the
administrative staff, and tour guides receive to improve the operation of
Adventures Unlimited? Try to identify major topics or skill sets that should be
addressed.
At first students may struggle to identify major topics and skill sets due to their lack of
familiarity with project management. They should be encouraged to identify different
tasks and decisions that have to be made to organize and lead a tour as well as manage
a tour business. For example, in leading a specific tour the tasks would include defining
the scope of the tour, scheduling the itinerary, developing a budget, negotiating
contracts, and identifying and reducing risks. The Rodriguezes also have to manage a
project organization which involves selecting which tours to sponsor, hiring and
training guides, marketing tours, and controlling costs.
An alternative teaching strategy would be to have students access the PMI PMBOK
(Project Management Body of Knowledge) from the Web site mentioned at the end of
the chapter and ask them to relate the core knowledge areas (for example, Project
Integration Management, Project Scope Management) to the Adventures Unlimited.
This would be a good way to expose students to the core elements of project
management and see how the core elements help them relate to a less conventional
project management business.
Another alternative strategy would be to simply present an overview of PMBOK by
displaying TP 1-1 and using it to guide the discussion. Ask students to identify a
specific activity that would apply to each of the nine core processes. Use this as an
opportunity to identify which core processes will be covered in your course and which
will not.

1-10
TP 1-1
PMBOK: Nine Knowledge Areas
1. Project Integration Management
2. Project Scope Management
3. Project Time Management
4. Project Cost Management
5. Project Quality Management
6. Project Human Resource Management
7. Project Communications Management
8. Project Risk Management
9. Project Procurement Management

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Materialismus des achtzehnten Jahrhunderts oder den Machismus
oder den Dietzgenschen dialektischen Materialismus oder
sonstwie stützt, ist ja für die Klarheit und Einheitlichkeit unseres
Denkens nicht ganz gleichgültig, aber eine Frage, die für die
Klarheit und Einheitlichkeit der Partei ganz belanglos ist.«
[13] Mit großem Erfolg haben die Aufsichtsräte deutscher
Aktiengesellschaften ihren Lohn, Tantieme genannt, in den letzten
Jahren, und ganz besonders wieder 1913/14, erhöht. Auf Grund
der Einnahmen aus der Tantiemesteuer berechnet die
»Frankfurter Zeitung« für das Fiskaljahr 1913/14 versteuerte
Tantiemen von 88,38 Millionen Mark gegen 79,38 Millionen für
das Jahr 1912/13, 71,50 Millionen für 1911/12, 65,39 Millionen
für 1910/11, 59,30 Millionen für 1909/10 und 41,01 Millionen
Mark für 1908/09. Seit 1908/09 hat sich die Jahreseinnahme der
Aufsichtsräte mehr als verdoppelt, die Aufsichtsratstantiemen sind
erheblich schneller gestiegen als die Dividenden der Aktionäre.
Von einer Steigerung der Arbeitsleistung der Aufsichtsräte kann
dabei keine Rede sein, schon weil das Aufsichtsratsamt in den
meisten Fällen überhaupt mit keiner ernsthaften Arbeit verknüpft
ist. (»Vorwärts«.)
[14] Siehe hierzu das Zitat aus Verworn, Seite 25.
[15] Lehrlingskontrakt (wie in Deutschland) kennt man in den
Vereinigten Staaten nicht; auch gibt es keine »unentgeltliche«
Lehrzeit; jeder Lehrling erhält Bezahlung und avanciert nach
Maßgabe seiner Fähigkeiten und der eintretenden Vakanzen.
[16] Freund des Vater Dietzgen, in dessen Geschäft und Fabrik
Eugen als Volontär aufgenommen wurde.
[17] An manchen Stellen dieser Korrespondenz ist zu beachten,
daß J. D. die Vereinigten Staaten vor Einsetzen der
großkapitalistischen Periode kennen lernte, als sie tatsächlich das
Eldorado des Kleinbürgertums waren. Dies hat sich inzwischen
sehr verändert, so daß der Unterschied zwischen der Union und
Deutschland von Jahr zu Jahr geringer wird. Auch heute noch
sind zu Zeiten wirtschaftlichen Aufschwungs die Chancen zum
Fortkommen drüben bessere als in Europa, dafür aber um so
verzweifelter und schlechter während einer Periode
wirtschaftlichen Niedergangs.
[18] Der junge Dietzgen wurde vom Fabrikherrn K., einem alten
Freunde und Gesinnungsgenossen Josef Dietzgens, in Pension
genommen.

[19] Von Georg Ebers. Der Sohn hatte geschrieben, daß er dies
Buch gelesen.

Verlag der Dietzgenschen Philosophie in München
Durch jede Buchhandlung (nicht von der Verlagsfirma direkt)
beziehbar:
Josef Dietzgens sämtliche Schriften
Drei Leinenbände M. 12.– München 1911.
Erster Band: Das Wesen der menschlichen Kopfarbeit und
Kleinere Schriften. Ein Abriß von Josef Dietzgens Leben von
Eugen Dietzgen. Das Wesen der menschlichen Kopfarbeit. (Eine
abermalige Kritik der reinen und praktischen Vernunft.) Die Religion
der Sozialdemokratie. Sozialdemokratische Philosophie. Das
Unbegreifliche. Die Grenzen der Erkenntnis. Unsere Professoren auf
den Grenzen der Erkenntnis.
Zweiter Band: Das Akquisit der Philosophie. Einführung in die
Denklehre und Weltanschauung Josef Dietzgens von Eugen
Dietzgen. Briefe über Logik, speziell demokratisch-proletarische
Logik. (39 Briefe.) Streifzüge eines Sozialisten in das Gebiet der
Erkenntnistheorie. Das Akquisit der Philosophie.
Dritter Band: Erkenntnis und Wahrheit. Aus Josef Dietzgens
Privatbriefen an seinen Sohn in Amerika. 22 Aufsätze und 10 »Briefe
über Sozialismus an eine Freundin«.
Von den Einzelschriften sind noch vorrätig:
Das Wesen der menschlichen Kopfarbeit. M. 1.50, gebd.
M. 2.–
Erkenntnis und Wahrheit. M. 2.–, gebd. M. 2.50.
Streifzüge eines Sozialisten in das Gebiet der
Erkenntnistheorie. Brosch. M. 1.–
Sozialdemokratische Philosophie. Brosch. 75 Pf.
Die Religion der Sozialdemokratie. Brosch. 50 Pf.

Die Zukunft der Sozialdemokratie. Brosch. 50 Pf.
Verlag der Dietzgenschen Philosophie in München
Ernst Untermann: Dialektisches
Volkstümliche Vorträge aus dem Gebiete des proletarischen
Monismus.
Aus dem Inhalte heben wir hervor: 1. Was die Handlungen der
Menschen bestimmt und warum sich die Dinge ändern. – 2. Der
menschliche Geist ist ein natürliches Produkt des Weltalls. – 3.
Marxismus, Darwinismus, dialektischer Monismus. – 4. Tier- und
Menschengesellschaften. – 5. Biologische und ökonomische
Arbeitsteilung. – 6. Antonio Labriola und Josef Dietzgen. Ein
Vergleich zwischen dem historischen Materialismus und dem
dialektischen Monismus.
142 Seiten, broschiert M. 1.–, gebunden M. 1.20.
Henriette Roland-Holst:
Josef Dietzgens Philosophie
gemeinverständlich erläutert in ihrer Bedeutung für das Proletariat.
München 1910. 91 Seiten, broschiert M. 1.–
Diese Schrift dürfte sich vorzüglich eignen zur Einführung in die
Denklehre und Weltanschauung des Arbeiterphilosophen. Die
Verfasserin sagt in ihrer Vorrede unter anderem: »Ich habe mich in
dieser Arbeit darauf beschränkt, erstens das Verhältnis Dietzgens
zum historischen Materialismus und dessen Grundlagen zu
untersuchen, zweitens die Bedeutung seiner Lehren für den
politischen, sozialen und geistigen Kampf des Proletariats zu
skizzieren. Ich habe geglaubt, dieser Untersuchung eine
verhältnismäßig ausführliche Zusammenfassung der Grundgedanken

des dialektischen Materialismus, die, soweit ich weiß, bisher fehlt,
vorausschicken zu müssen. Soviel wie möglich habe ich mich dabei
an die eigenen Worte Dietzgens gehalten, damit seine klare,
populäre, durchaus originelle und anregende Darstellungsweise dem
Leser tunlichst erhalten bleibe.«
Dietzgen-Brevier für Naturmonisten
Herausgegeben und beantwortet von Eugen Dietzgen.
Mit ausführlichem Sachregister.
München 1915. 429 Seiten, elegant in Leder gebunden M. 4.–
Inhalt der Internationalen Bibliothek.
(Die fehlenden Nummern sind vergriffen.)
1 Dr. S. Tschulok, Entwicklungstheorie. (Darwins Lehre.)
Mit 49 Abbildungen im Text. Gebunden M. 3.–
2 Karl Kautsky, Karl Marx' Oekonomische Lehren. 14.
Aufl. Geb. M. 2.–
5 Karl Kautsky, Thomas More und seine Utopie. 3.
Auflage. Geb. M. 3.–
6 A. Bebel, Charles Fourier. Sein Leben und seine
Theorien. 3. Aufl. Geb. M. 2.50.
8 J. Stern, Die Philosophie Spinozas. Mit Porträt Spinozas.
3. Aufl. Geb. M. 2.–
9 A. Bebel, Die Frau und der Sozialismus. 140. Tausend.
Gebunden M. 3.–
10 Lillagaray, Die Geschichte der Kommune von 1871. 4.
Auflage. Illustrierte Ausgabe. Gebunden M. 3.–

11 Friedrich Engels, Der Ursprung der Familie, des
Privateigentums und des Staates. 14. Auflage. Gebunden
M. 1.50.
12 Karl Marx, Das Elend der Philosophie. Antwort auf
Proudhons »Philosophie des Elends«. 5. Aufl. Geb. M. 2.–
13 Karl Kautsky, Das Erfurter Programm in seinem
grundsätzlichen Teile. 11. Auflage. Gebunden M. 2.–
14 Friedrich Engels, Die Lage der arbeitenden Klasse in
England. 4. Auflage. Gebunden M. 2.50.
16 Dr. F. B. Simon, Die Gesundheitspflege des Weibes. 8.
Auflage. Mit 34 Abbildungen im Text und einer farbigen Tafel.
Gebunden M. 2.50.
17 Franz Mehring, Die Lessing-Legende. 3. Auflage.
Gebunden M. 3.–
18 Dr. H. Lux, Etienne Cabet und der Ikarische
Kommunismus. Gebunden M. 2.–
21 Friedrich Engels, Herrn Eugen Dührings Umwälzung
der Wissenschaft. 8. Auflage. Gebunden M. 3.–
24 Karl Marx, Revolution u. Konter-Revolution in
Deutschland. 3. Auflage. Gebunden M. 2.–
26 a, b, c Dr. A. Dodel, Aus Leben und Wissenschaft.
Gesammelte Vorträge und Aufsätze. In drei Teilen.
26 a – Leben u. Tod. 4. Aufl. Geb. M. 2.–
26 b – Kleinere Aufsätze und Vorträge. 4. Auflage.
Gebunden M. 2.–
26 c – Moses oder Darwin? Eine Schulfrage. 11. Auflage.
Gebunden M. 1.50.
27 Lindemann (C. Hugo), Städteverwaltung und
Munizipal-Sozialismus in England. 2. Auflage. Mit einem
neuen Vorwort. Gebunden M. 2.50.

30 Karl Marx, Zur Kritik der politischen Oekonomie. 3.
Auflage. Gebunden M. 2.50.
33 Leo Deutsch, Sechzehn Jahre in Sibirien. Mit 7 Porträts
und 6 Illustrationen. 10. Tausend. Gebunden M. 3.50.
35 Karl Marx, Theorien über den Mehrwert. Aus dem
nachgelassenen Manuskript »Zur Kritik der politischen
Oekonomie« von Karl Marx. Herausgegeben von Karl Kautsky.
Erster Band. 2. Auflage. Gebunden M. 6.–
36 – –, Zweiter Band, erster Teil. 2. Auflage. Gebunden M. 5.–
37 – –, Zweiter Band, zweiter Teil. 2. Auflage. Preis gebunden
M. 5.50.
37 a – –, Dritter Band. Gebunden M. 8.–
38 Karl Kautsky, Ethik und materialistische
Geschichtsauffassung. 6. und 7. Tausend. Gebunden
M. 1.50.
39 Hillquit, Geschichte des Sozialismus in den
Vereinigten Staaten. Gebunden M. 3.–
40 K. A. Pashitnow, Die Tage der arbeitenden Klasse in
Rußland. Uebersetzt von M. Nachimson. Gebunden M. 3.–
41 Leo Deutsch, Viermal entflohen. 4. und 5. Tausend.
Gebunden M. 2.–
42 Peter Maßlow, Die Agrarfrage in Rußland. Die
bäuerliche Wirtschaftsform und die ländlichen Arbeiter.
Uebersetzung von M. Nachimson. Gebunden M. 3.–
43 Paul Louis, Geschichte des Sozialismus in Frankreich.
Aus dem Französischen übertragen von Hermann Wendel.
Gebunden M. 3.–
44 Ed. Bernstein, Sozialismus und Demokratie in der
großen englischen Revolution. Illustrierte Ausgabe.
Gebunden M. 4.–

45 Karl Kautsky, Der Ursprung des Christentums. Eine
historische Untersuchung. 5. und 6. Tausend. Gebunden
M. 5.75.
46 L. B. Boudin, Das theoretische System von Karl Marx.
Aus dem Englischen übersetzt von Luise Kautsky. Mit einem
Vorwort zur deutschen Ausgabe von Karl Kautsky. Gebunden
M. 3.–
47 K. Kautsky, Vorläufer des neueren Sozialismus. 4.
Auflage. Erster Band: Kommunistische Bewegungen im
Mittelalter. Gebunden M. 3.–
48 – –, Zweiter Band: Der Kommunismus in der deutschen
Reformation. Geb. M. 3.–
49 Ph. Buonarroti, Babeuf und die Verschwörung für die
Gleichheit. Uebersetzt und eingeleitet von Anna und Wilhelm
Blos. Gebunden M. 2.50.
50 Karl Kautsky, Vermehrung und Entwicklung in Natur
und Gesellschaft. Gebunden M. 2.–
51 Paul Louis, Geschichte der Gewerkschaftsbewegung
in Frankreich (1789 bis 1912). Autorisierte Übersetzung von
Hedwig Kurucz-Eckstein. Herausgegeben und mit einer
Einleitung versehen von Dr. G. Eckstein. Gebunden M. 3.–
52 Joseph Salvioli, Der Kapitalismus im Altertum. Studien
über die römische Wirtschaftsgeschichte. Nach dem
Französischen übersetzt von Karl Kautsky jun. Mit einem
Vorwort von Karl Kautsky. Gebunden M. 3.–
53 Max Adler, Marxistische Probleme. Beiträge zur Theorie
der materialistischen Geschichtsauffassung. Gebunden
M. 3.50.
54 Laufenberg, Der politische Streik. Gebunden M. 2.50.
55 Emile Vandervelde, Neutrale und sozialistische
Genossenschaftsbewegung. Gebunden M. 1.50.

56 Max Adler, Wegweiser. Studien zur Geistesgeschichte des
Sozialismus. Gebunden M. 2.50.
57 Gust. Noske, Kolonialpolitik und Sozialdemokratie.
Gebunden M. 2.–
58 A. Hepner, Josef Dietzgens Philosophische Lehren.
Gebunden M. 2.50.

Weitere Anmerkungen zur Transkription
Offensichtlich fehlerhafte Zeichensetzung wurde korrigiert.
Die Darstellung der Ellipsen wurde vereinheitlicht.
Korrekturen:
S. 64: vertrakten → vertrackten
derselbe ihrem vertrackten Sinne wie ein unnatürliches
S. 108: ihr → ihre
menschlichen Handlungen ihre wahre Begründung
S. 143: Ende → Enden
daß alle vermeintlichen Anfänge und Enden
S. 144: kam → kann
beseelt mit Fug und Recht darstellen kann

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