ARCH416PrepforHourTest1
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Detailed information on lectures, readings, and textbook chapters: everything you need to prepare for the test.
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Instructions Complete the matrix by providing the Time PeriodDat.docx
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 1 assignment entitled, “Timeline Part I.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE:
Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part I
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
.
Be sure to cite all sources.
Major Event/Epoch in American History
Time Period/Date(s)
Description and Significance of the People/Event(s) to American History
1)
Describe three different American Indian cultures prior to colonization.
2)
The effects of British colonization on the Native Americans.
3)
The evolution of the socio-political milieu during the colonial period, including Protestant Christianity’s impact on colonial social life.
4)
The effects of the Seven Years’ War.
5)
The evolution of the concept of “God-given freedom of the individual” stemming from the Protestant Reformation and developing through the American Enlightenment and the Great Awakening, and culminating with the Declaration of Independence.
6)
The evolution of the socio-political and cultural milieu that created the conditions necessitating and including the formation of the:
a)
Declaration of Independence
b)
U.S. Constitution (including the Bill of Rights)
7)
The character of George Washington and his precedent-setting impact for future presidents.
8)
The evolution of Jeffersonian Democracy and its legacy, including:
a)
The Louisiana Purchase
b)
The Second Great Awakening
c)
The Embargo Act
d)
Issues with the courts
9)
The War of 1812
10)
The Monroe Doctrine
11)
The evolution of Jacksonian democracy and its legacy including:
a)
The Nullification crisis
b)
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c)
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Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 1 assignment entitled, “Timeline Part I.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE:
Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part I
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
.
Be sure to cite all sources.
Major Event/Epoch in American History
Time Period/Date(s)
Description and Significance of the .
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Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 1 assignment entitled, “Timeline Part I.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE:
Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part I
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
.
Be sure to cite all sources.
Major Event/Epoch in American History
Time Period/Date(s)
Description and Significance of the People/Event(s) to American History
1)
Describe three different American Indian cultures prior to colonization.
2)
The effects of British colonization on the Native Americans.
3)
The evolution of the socio-political milieu during the colonial period, including Protestant Christianity’s impact on colonial social life.
4)
The effects of the Seven Years’ War.
5)
The evolution of the concept of “God-given freedom of the individual” stemming from the Protestant Reformation and developing through the American Enlightenment and the Great Awakening, and culminating with the Declaration of Independence.
6)
The evolution of the socio-political and cultural milieu that created the conditions necessitating and including the formation of the:
a)
Declaration of Independence
b)
U.S. Constitution (including the Bill of Rights)
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The character of George Washington and his precedent-setting impact for future presidents.
8)
The evolution of Jeffersonian Democracy and its legacy, including:
a)
The Louisiana Purchase
b)
The Second Great Awakening
c)
The Embargo Act
d)
Issues with the courts
9)
The War of 1812
10)
The Monroe Doctrine
11)
The evolution of Jacksonian democracy and its legacy including:
a)
The Nullification crisis
b)
The bank crisis
c)
The Trail of Tears
d)
The socio-political effects of Manifest Destiny
12)
The causes and effects of the Mexican-American War (1846-1848).
Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 1 assignment entitled, “Timeline Part I.”
NOTE: The timeline project does not need to be submitted to turnitin.
NOTE:
Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part I
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
.
Be sure to cite all sources.
Major Event/Epoch in American History
Time Period/Date(s)
Description and Significance of the .
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ETRUSCANS
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I.
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[
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ARCHITECTURE
What is the only type of architecture that survived? -
*...
What were their interiors look like? -
*...
Why did the Etruscans want to duplicate their earthly environment?
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SCULPTURE
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Terms
CINERARY
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SARCOPHAGUS
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*
Sarcophagus from Cerveteri
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c.
*...
[when made?]
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*...
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….
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II.
ANCIENT
ROME
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500 years
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500 years
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pal85549_fm_i-xxx.indd ipal85549_fm_i-xxx.indd i 8/13/13 1:47 PM8/13/13 1:47 PM
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E L E V E N T H E D I T I O N
A HISTORY OF
EUROPE IN THE
MODERN WORLD
R.R. Palmer Joel Colton Lloyd Kramer
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A HISTORY OF EUROPE IN THE MODERN WORLD, ELEVENTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2014 by
McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions
© 2007, 2002, and 1995. No part of this publication may be reproduced or distributed in any form or by
any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill
Education, including, but not limited to, in any network or other electronic storage or transmission, or
broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to
customers outside the United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 4 3
ISBN 978-0-07-338554-9
MHID 0-07-338554-9
Senior Vice President, Products & Markets: Kurt L. Strand
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Buyer: Nicole Baumgartner
Cover Image: Library of Congress Prints and Photographs Division [LC-DIG-ppmsca-00339]
Compositor: Laserwords Private Limited
Typeface: 10/12 Times LT Std
Printer: R. R. Donnelley
All credits appearing on page or at the end of the book are considered to be an extension of the
copyright page.
Library of Congress Cataloging-in-Publication Data
Palmer, R. R. (Robert Roswell), 1909-2002.
[History of the modern world]
A history of Europe in the modern world / R.R. Palmer, Joel Colton, Lloyd Kramer. —
Eleventh edition.
pages cm
Includes bibliographical references and index.
ISBN 978-0-07-338554-9 (acid-free paper) — ISBN 978-0-07-759960-7 (acid-free paper)
— ISBN 978-0-07-759958-4 (acid-free paper) 1. History, Modern.
2. Europe—History—1492- I. Colton, Joel, 1918-2011. II. Kramer, Lloyd S.
III. Title.
D209.P26 2014
090.08—dc23
2013018526
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website
does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Edu.
A Comparative Analysis Of Ruskin S And Wilde S Writings On Art
This document provides an introduction and table of contents for a comparative analysis of the writings on art by John Ruskin and Oscar Wilde. It summarizes Ruskin's most important works, including Modern Painters, The Seven Lamps of Architecture, and The Stones of Venice. It also briefly discusses Walter Pater and his influence on Wilde. The document aims to analyze Wilde's essays to understand his views on art and aesthetics, and to compare his work to Ruskin's. It concludes that Ruskin and Wilde were two pivotal figures who influenced the development of art in the 19th century.
Assignment 1 Implications of Health Economic Concepts for Healthc.docx
Assignment 1: Implications of Health Economic Concepts for Healthcare
Due Week 4 and worth 200 points
Select at least five (5) economic concepts covered in the first four weeks’ readings, and discuss the primary manner in which these concepts impact the world of health care economics. Some examples of selected concepts are health demand and supply, elasticity, resources, health measures, and costs.
Write a four to six (4-6) page paper in which you:
1. Assess the value of healthcare professionals and decision makers understanding the discipline of health economics.
2. Defend or critique the importance of considering the complex nature of health and healthcare when examining the economic principles related to healthcare delivery.
3. Analyze the primary potential benefits of learning about health economics related to government involvement in healthcare economics, financing, and delivery.
4. Analyze the main potential benefits of learning about health economics related to private sector government involvement in healthcare economics, financing, and delivery.
5. Use at least five (5) current references. Three of these references must be from current peer-reviewed sources to support and substantiate your comments and perspectives.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
11 Enlightenment and Rococo: The Claims of Reason and the Excesses of Privilege
THINKING AHEAD
What was the English Enlightenment?
Who were the philosophes and what was their relation to Rococo art and culture?
What was the result of cross-cultural contact between Europeans and peoples of the South Pacific and China?
London, the city of elegance and refinement painted in 1747 by Venetian master of cityscapes Canaletto (Giovanni Antonio Canal; 1697–1768), was rivaled only by Paris as the center of European intellectual life in the eighteenth century (Fig. 11.1). The painting offers no hint that the city had been devastated by fire 80 years earlier. Before dawn on the morning of September 2, 1666, a baker’s oven exploded on Pudding Lane in London. A strong east wind hastened the fire’s spread until, by morning, some 300 houses were burning. In his private diaries, Samuel Pepys [peeps] (1633–1703) recorded what he saw on that fateful day:
I rode down to the waterside, . . . and there saw a lamentable fire. . . . Everybody endeavoring to remove their goods, and flinging into the river or bringing them into lighters that lay off; poor people staying in their houses as long as till the very fire touched them, an ...
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The document outlines the artistic responses to World War I across Europe. It discusses how artists reacted to modern warfare through paintings depicting the horrors of trench warfare. It also examines how art movements like Cubism, Constructivism, Dadaism, and Surrealism challenged bourgeois aesthetics and societal norms in the aftermath of the war. The arts were profoundly shaped by the disillusionment of a generation with pre-war values and the trauma of the war experience.
GUIDE 6Unit 2 .docx
GUIDE 6
Unit 2
ETRUSCANS
&
ANCIENT ROME
I. THE ETRUSCANS
Etruscan Necropolis
The tombs (partly under the ground now)
are our only source of information about amazing Etruscan culture.
[Necropolis - the city of the dead]
===================================================================
Before the Romans gained supremacy over the Italian peninsula, the latter was inhabited by many indigenous peoples. Which one was the most significant?
*...
How long back does the Etruscans history date? - *...
If you still remember the previous section (guide 5) and if you think historically, you should say here : ‘Aha, it means that the Etruscans lived at the same time when the Greeks lived, painting the vases with the geometric patterns, and carving the statues of youths with an enigmatic ‘archaic smiles’ on their lips.
When two cultures coexist as neighbors, they always interact and influence each other.
What did Etruria and Greece have in common?
*...
*...
*...
When did the Romans vanquish the last of the Etruscans? - *...
ARCHITECTURE
What is the only type of architecture that survived? - *...
What were their interiors look like? - *...
Why did the Etruscans want to duplicate their earthly environment? - *...
Doesn’t it remind you about some other ancient civilization? Which one? - * ...
SCULPTURE
How did we know what the exterior of Etruscan house looked? - *...
Terms
CINERARY URN -*…
SARCOPHAGUS (pl. Sarcophagi) – *….
*
Sarcophagus from Cerveteri - c. *...
[when made?]
What scene is depicted on top of the coffin?
*...
What can you say about the facial expressions of
the spouses? Where did you see them before? -
….
That’s right; they do resemble the Greek kouros and kore from the Archaic period. What is different – the mood. The early Greek statues look very rigid and solemnly. This is why the Greek Archaic style is also called severe style.
Observe the faces of this couple reclining over the top of their sarcophagus. Do the spouses look ‘severe’ to you? Not really, right? Their joyful looks do not relate, in our perception, to a funerary object. It is not accidentally either that the ancient sculptors chose the scene of the banquet to be on the lid of their coffin. From what we know about the Etruscans, they seemed to be fun-loving people, spending life in numerous festivities.
Well, that’s it about the Etruscans. Unfortunately, you have too little in your book about this exciting culture. Yet, now you know who the Etruscans were. You know that their culture laid the foundation for Rome. You should also remember that the Etruscans borrowed a lot from the Greek culture and passed it, along with their own achievements, further down the road - to the Romans. Let us move on to the next great civilizations entering the stage of its M ...
Carnegie endowment for_international_ peace-the_new_world_order-1940-17pgs-pol
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Poster: History of English Literature from the 17th to 20th Centuries
England transformed from a divided nation exhausted by civil war in 1660 to a global imperial power by the late 18th century. This was achieved through several key events: the defeat of European navies which established British naval supremacy; victories in wars against France and the Netherlands; the Glorious Revolution of 1689 which limited royal power; and the Acts of Union of 1707 which united England and Scotland. However, religious and political divisions remained throughout this period, with the Anglican Church holding power but facing opposition from both Protestant Dissenters and Catholics. Literature also progressed, moving from Restoration pieces celebrating the monarchic court to the works of poets like Dryden, Swift and Pope, and the emergence of new genres like the novel
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The last 100 years of European.docx
Over the last 100 years, European history has been shaped by various political ideologies known as "isms". The French Revolution spread liberalism and nationalism across Europe in the late 18th century. In the late 19th century, socialism emerged as an alternative to liberalism as an economic system. World War I was a result of tensions between nationalism, imperialism, and liberalism. In the 20th century, the aftermath of World War I and the rise of fascism led to World War II. Today, conflicts and issues in Europe and globally continue to reflect ideological divisions established in the early 20th century between nationalism, liberalism, and socialism.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ARCH416PrepforHourTest1
- 1. Hour Test 1 detao;ed prep notes
- 2. First Hour Test a week from today, Monday, Feb. 23rd at regular class time, but not in regular class room on Compass an opportunity to synthesize material from class, textbook and readings; begin to form a picture US architecture precontact (c.1100) colonial (Massachusetts and Virginia) c. 1700 after Revolution (Jefferson) c. 1800
- 3. what is on the test? Roth, pp. 13-149 (Chapters 1 to 4) baseline history: what happened when; history as “one damn thing after another” Class lectures 1-9 (PPTs on Compass for review) hermeneutic conception of history: the concerns of the present draw relevance out of the past Readings: Stewart Brand: concepts that will help us think about the realities of architecture
- 4. Roth Chapter 1 Figures 1.1, 1.2, 1.3 (see also on Compass the more detailed color climate maps I posted) be aware of the wide range of climates and conditions that are present in the USA read all of “The First Americans” text, but for monuments, only 1.10, 1.11, and 1.12 We did not study the second section, “The Historical or Postcontact Cultures,” (exception of 1.16) and this material is not on the test. (Adobe construction will appear later on.) The First American Architecture, 12th century
- 5. Additional Reading Jared DIAMOND, “The Ancient Ones: The Anasazi and Their Neighbors,” in Collapse: How Societies Choose to Fail or Succeed (New York: Penguin Books, 2005): 136- 56. Much more detailed account of the rises and falls of Chaco Canyon than is available in Roth, with particular attention to the role of climate.
- 6. Roth, Chapter 2 Spanish Settlements [no] French Settlements [no] Swedish Settlements [yes; pp. 45-6] the log cabin Dutch Settlements [no] English Settlements [only pp. 54-6 on town planning in New England] Town Planning in 17th Century [yes; pp. 61-5] 2.38 Town of Boston, 1630 2.39 Plan of New Haven, 1638 2.40 Plan of Philadelphia, 1682 Europeans in the New World, 17th century: Transplanted Vernaculars
- 7. John Michael Vlach, Plantation Landscapes of the Antebellum South”
- 8. Roth, Chapter 3 pp. 69-84 Georgian Colonial Town Planning [yes] Early Georgian Architecture, 1690-1750 [yes] 3.10 and 3.11 George Wythe House, 1755 3.24 Wren Hall, College of William and Mary, 1702 3.25 Massachusetts Hall, Harvard College, 1720 Late Georgian Architecture [no] except Peter Harrison [pp. 98-101] 3.51 Redwood Library, Newport, RI 1750 3.52 Touro Synagogue, Newport, RI 1763 Georgian Architecture 1690 to 1785 (early 18th c.)
- 9. Roth, Chapter 4 pp. 107-137 Eclecticism [yes] Planning the National Capitol [yes] Samuel McIntire [no] Charles Bulfinch [yes] Asher Benjamin [yes] Benjamin Henry Latrobe [yes] Other Influences [yes] Thomas Jefferson [yes]** New Architecture for a New Nation, 1785-1820