An absolute monarch is a king or queen who holds all political power within their kingdom or state. They are not bound by laws or a constitution and believe they have divine right to rule however they choose. Two examples of absolute monarchs are Louis XIV of France, known as the "Sun King", and James I of England.
Louis XIV quintessential absolute monarch - absolutismpimentd
Louis XIV is the quintessential absolute monarch. The presentation provides students with an example of how to write a proper 5 paragraph essay, complete with a thesis statement, topic sentences, and strong supporting evidence.
1. At the Congress of Vienna, the Austrian representative Prince Met.docxblondellchancy
1. At the Congress of Vienna, the Austrian representative Prince Metternich pursued the policy of
Legitimacy, meaning
a. he wished to legitimate the French defeat.
b. he sought legitimate control over central Europe to benefit Austria.
c. wishing to restore legitimate monarchs on their thrones, preserving traditional institutions and values.
d. he sought legitimate proof of England's economic and industrial support of Austria.
e. he demanded that the state churches, Catholic or Protestant, become the primary rulers throughout all of Europe.
2. After Napoleon’s defeat, the Quadruple Alliance
a. sent troops to sack Paris.
b. restored the old Bourbon monarchy to France in the person of Louis XVIII.
c. returned Corsica to Italian control.
d. delivered an ultimatum to the pope demanding full control over all of Italy.
e. declared war against the Ottoman Empire.
3. The Congress of Vienna
a. gave Prussia complete control over Polish lands.
b. created policies that would maintain the European balance of power.
c. failed to achieve long-lasting peace among European nations.
d. treated France leniently following Napoleon’s One Hundred Days.
e. sanctioned the political power of the bourgeoisie.
4. The foreign minister and diplomat who dominated the Congress of Vienna was
a. Klemens von Metternich.
b. Prince Talleyrand.
c. Tsar Alexander I.
d. Napoleon.
e. Duke of Wellington.
5. Klemens von Metternich
a. supported much of the revolutionary ideology after Napoleon's defeat.
b. thought that a free press was necessary to maintain the status quo.
c. had little influence because of his extreme conservatism.
d. was anti-religious and supported atheistic causes.
e. believed European monarchs shared the common interest of stability.
6. Conservatism, the dominant political philosophy following the fall of Napoleon
a. was rejected by the Congress of Vienna as inappropriate in the new liberal age.
b. expressed that individual rights remained the best guide for human order.
c. was exemplified by Edmund Burke’s Reflections on the Revolution in France, emphasizing the dangers of radical and “rational” political change.
d. was too radical for Joseph de Maistre, the French spokesman for evolutionary conservatism.
e. advocated the creation of oligarchic republics.
7. At its most elementary Burkean level, conservatism
a. sought to preserve the achievements of previous generations by subordinating individual rights to communal welfare.
b. became the most popular political philosophy in Russia.
c. sought above all else the achievement of individual rights.
d. was never popular among the political elite of Europe.
e. championed individual rights and laissez-faire government.
8. The Congress of Vienna was most successful at
a. ending the political domination of the Holy Alliance.
b. thwarting Britain’s attempts to intervene and crush revolts in Italy and Spain.
Louis XIV quintessential absolute monarch - absolutismpimentd
Louis XIV is the quintessential absolute monarch. The presentation provides students with an example of how to write a proper 5 paragraph essay, complete with a thesis statement, topic sentences, and strong supporting evidence.
1. At the Congress of Vienna, the Austrian representative Prince Met.docxblondellchancy
1. At the Congress of Vienna, the Austrian representative Prince Metternich pursued the policy of
Legitimacy, meaning
a. he wished to legitimate the French defeat.
b. he sought legitimate control over central Europe to benefit Austria.
c. wishing to restore legitimate monarchs on their thrones, preserving traditional institutions and values.
d. he sought legitimate proof of England's economic and industrial support of Austria.
e. he demanded that the state churches, Catholic or Protestant, become the primary rulers throughout all of Europe.
2. After Napoleon’s defeat, the Quadruple Alliance
a. sent troops to sack Paris.
b. restored the old Bourbon monarchy to France in the person of Louis XVIII.
c. returned Corsica to Italian control.
d. delivered an ultimatum to the pope demanding full control over all of Italy.
e. declared war against the Ottoman Empire.
3. The Congress of Vienna
a. gave Prussia complete control over Polish lands.
b. created policies that would maintain the European balance of power.
c. failed to achieve long-lasting peace among European nations.
d. treated France leniently following Napoleon’s One Hundred Days.
e. sanctioned the political power of the bourgeoisie.
4. The foreign minister and diplomat who dominated the Congress of Vienna was
a. Klemens von Metternich.
b. Prince Talleyrand.
c. Tsar Alexander I.
d. Napoleon.
e. Duke of Wellington.
5. Klemens von Metternich
a. supported much of the revolutionary ideology after Napoleon's defeat.
b. thought that a free press was necessary to maintain the status quo.
c. had little influence because of his extreme conservatism.
d. was anti-religious and supported atheistic causes.
e. believed European monarchs shared the common interest of stability.
6. Conservatism, the dominant political philosophy following the fall of Napoleon
a. was rejected by the Congress of Vienna as inappropriate in the new liberal age.
b. expressed that individual rights remained the best guide for human order.
c. was exemplified by Edmund Burke’s Reflections on the Revolution in France, emphasizing the dangers of radical and “rational” political change.
d. was too radical for Joseph de Maistre, the French spokesman for evolutionary conservatism.
e. advocated the creation of oligarchic republics.
7. At its most elementary Burkean level, conservatism
a. sought to preserve the achievements of previous generations by subordinating individual rights to communal welfare.
b. became the most popular political philosophy in Russia.
c. sought above all else the achievement of individual rights.
d. was never popular among the political elite of Europe.
e. championed individual rights and laissez-faire government.
8. The Congress of Vienna was most successful at
a. ending the political domination of the Holy Alliance.
b. thwarting Britain’s attempts to intervene and crush revolts in Italy and Spain.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. What Will We Learn?
1. Absolutism in Europe
2. France and the Huguenots
3. Henry of Navarre
4. Louis XIV (14th)
4. 4. Absolutism in Europe
a. Absolute Monarch: kings or queens who held all of the power
within their states’ boundaries
b. Their goal was to control every aspect of society including
religion
c. Most believed they had divine right: belief that God created
the monarchy and that the monarch acted as God’s
representative on earth.
d. An absolute monarch answered only to God, not to his or her
subjects
e. Over the next few centuries, many absolute monarchs would appear
in Europe
f. Decline of feudalism, rise of cities, growth of national
kingdoms all helped to centralize authority
g. Rising middle class typically sided with the monarchs
What is Absolutism??
5. Absolutism
▪ Result: Absolute monarchs would alter Europe’s
future and eventually help bring about massive
change such as The French Revolution and
American Revolution.
8. Absolutism & Absolute Monarchs
2. Religious Wars and Power Struggles
in France
a. King Henry II of France died in 1559 with four sons; real power behind
the throne was their mother Catherine de Medicis
b. Religious wars between French Catholics & Huguenots created chaos
in France
c. Huguenots were French Protestants
9. Absolutism & Absolute Monarchs
d. St. Bartholomew’s Day Massacre of 1572
i. Massacre of 3,000 to as high as 50,000 Huguenots
ii. Occurred when Huguenot nobles were in Paris attending the
marriage of Catherine de Medicis’ daughter (Catholic) to Henry of
Navarre (Huguenot)
iii. Henry of Navarre survived
12. Absolutism & Absolute Monarchs
3. Henry of Navarre
a. Henry inherited the throne when Catherine and her last son died
b. Henry became the first ruler of the Bourbon dynasty in France
c. Many Catholics opposed Henry so he abandoned Protestantism and became a
Catholic
d. Henry’s explanation was “Paris is well worth a mass.”
e. Declared Huguenots could live in peace in France by created the Edict
of Nantes; a declaration of religious toleration
f. He had restored the French monarchy to a position of strong power
g. In 1610, a fanatic leaped into Henry’s royal carriage and stabbed him
to death for his religious compromises
14. Absolutism & Absolute Monarchs
▪ Result: Henry had restored the French monarch to a
strong position and created one of the most famous
ruling families in Europe. Even the king of Spain
today is a member of the Bourbons.
Juan Carlos of
Spain
16. Absolutism & Absolute Monarchs
4. The Bourbon Dynasty Power
a. Louis XIII (13th) was a weak king
b. He appointed a strong minister to help: Cardinal Richelieu
c. Cardinal Richelieu became, in effect, the ruler of France
d. Richelieu moved against the Huguenots by forbidding Huguenot cities to
have walls
e. He also moved against the nobles’ power by having them take down
their fortified castles and used government agents instead of using nobles
in bureaucracy
f. Richelieu felt the only thing standing in France’s way of becoming the most
powerful country in Europe was the Hapsburg rulers (Spain, Austria,
Netherlands, H.R.E.)
19. Absolutism & Absolute Monarchs
5. Louis XIV (14th)
a. Was 4 years old when he became king
b. Richelieu’s successor, Cardinal Mazarin, had increased taxes and
strengthened the central government which led to anti-Mazarin riots
c. During the riots, Louis’s life was threatened; Louis vowed
revenge
d. The noble’s rebellion failed for 3 reasons
i. They distrusted each other
ii. The government used violent repression
iii. Peasants and townspeople grew weary of fighting
20. Absolutism & Absolute Monarchs
6. Louis’s Power
a. Louis took total control at age 22
b. He excluded the nobles from his councils to strengthen his own
power
c. Increased the power of the intendants, or government agents, who
collected taxes and administered justice
d. Louis made the nobles dependent on him by making them live with him
in the palace
e. Wanted to make France self-sufficient (Mercantilism: wealth =
power) to prevent wealth from leaving France so they manufactured
everything needed in France
21. Absolutism & Absolute Monarchs
f. Louis built Versailles, perhaps the biggest and most beautiful palace
on earth
26. Absolutism & Absolute Monarchs
6. Louis’s Power (continued…)
g. France had 20 million people (more than England or the Dutch)
h. The French army was far ahead of other states’ in size, training, and
weaponry
27. Absolutism & Absolute Monarchs
7. Louis’ Legacy
a. Louis invaded the Spanish Netherlands and gained 12 towns in
1667
b. He tried to fight more wars but the rest of Europe allied against
him to ensure France would not dominate all of Europe
c. The King of Spain died after promising his throne to Louis’s 16
year old grandson
d. Led to the War of Spanish Success; fear the Bourbons would control Spain
and France
e. The Treaty of Utrecht terms stated that Louis’ grandson could have
Spain as long as France and Spain did not unite
30. Absolutism & Absolute Monarchs
7. Louis’ Legacy (continued…)
f. When Louis died in his bed in 1715, people rejoiced in France
g. He had left France a very powerful state
h. France ranked #1 in Europe in art, literature, and
statesmanship
i. France was the military leader of Europe
j. Due to warfare and the palace at Versailles, France was deeply
in debt
k. Resentment over the tax burden of the poor was plague his heirs and lead to
revolution