As the geographic territory under Roman control grew, the use of Latin as a common language also spread. In areas under Roman control, Latin was the spoken and written language of the courts and commerce, as well as the language of the Christian church. As the Roman Empire expanded, Latin served as a common language that allowed for people of diverse linguistic backgrounds to be able to communicate.
Latin, like other languages past and present, had more than one form and changed over time because it was both written and spoken, and the educational level or social status of the writer or speaker often determined the final form of the language. Latin was also influenced by local languages spoken or written within the larger territory under the influence of what later came to be known as the Roman Empire.
During the Carolingian Renaissance, throughout the reign of Charlemagne and his successors, the development of Latin literacy was greatly promoted. Although reading and writing were skills that some people had, literacy was not widespread before that time. Literacy in Latin was generally limited to people of the upper classes and members of the clergy. Charlemagne invited Alcuin of York to become his personal tutor and the head of his court school. Charlemagne charged Alcuin with the development of a literacy curriculum for children that would provide for their instruction in reading and writing, as well as for further study in the liberal arts and theology, thereby also furthering the Christian teachings that Charlemagne’s court promoted.
The promotion of literacy impacted education and language throughout the region. The demand for material relating to the interests of the ruling military class increased. Over time, vernacular languages, the languages commonly spoken, began to be used by writers. Until the 12th century, Latin was the primary language used by writers. French writers began the trend of using vernacular language in the 12th century, and by the end of that century, some government and legal documents in England and France were composed in the vernacular.
In the 12th century, literacy among women was also increasing. Though literacy in Latin was still somewhat limited to specific social classes, literacy in local vernacular languages was increasingly common. Eleanor of Aquitaine established the city of Poiters as a center for a literary movement focused on the art of courtly love. The troubadour and the female counterpart, the trobairitz, used poetry to share stories of romantic longing and unattainable love. This poetry represents the beginning of written expressions of love in the way romantic love continues to be perceived today. It focuses on the feelings associated with romantic love: longing, suffering, loss of appetite, temptation, loyalty, and a desire to do whatever possible to have the feeling of love reciprocated. As the poetry of the troubadour or trobairitz was recorded, it was written in the vernacular of the day. ...
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English : The History Of The English Language
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A report writingAt least 5 pagesTitle pageExecutive Su.docxfredharris32
A report writing
At least 5 pages
Title page
Executive Summary
Table of Contents (automated)
Clear Purpose and Problem
Clear Recommendations
Clear plan for implementing those recommendations
References page
easy-to-ready format
pdf so formatting doesn't shift
.
A reflection of how your life has changedevolved as a result of the.docxfredharris32
A reflection of how your life has changed/evolved as a result of the pandemic. The following are general questions to get you going (and to give you an idea of what I’m looking for).
· What has challenged you as a result of COVID-19?
· In what way has it changed your thinking of some of the topics we covered in class – food, gender, race, class, etc.?
· How has this pandemic affected your perspective of food, social media, news, and/or critical thinking (such as evaluating sources/information)?
· In what way has the shift into online learning affected your perspective of education, access to technology, and/or social inequity?
How you answer the above questions (all, a few, or just one) is up to you. In other words, what you say and how you say it, as well as what medium you want to convey the reflection is entirely your choice. The story, nonfiction essay, poem, play, art – these are all viable options in creating your reflection. But more than anything else, reflect on the impact of COVID-19 in a personal way.
2-3 pages
Double-spaced
.
A Princeton University study argues that the preferences of average.docxfredharris32
A Princeton University study argues that "the preferences of average American appear to have only a minuscule, near zero, statistically non-significant impact upon public policy." If that is indeed the case, can we still say that we have strong political institutions in the United States? Does this case pose a threat to our future economic growth?
must be atleast 400 words
.
A rapidly growing small firm does not have access to sufficient exte.docxfredharris32
A rapidly growing small firm does not have access to sufficient external financing to accommodate its planned growth. Discuss what alternatives the company can consider in order to implement its growth strategy.
How can the firm determine the cost of those alternative sources of capital?
Provide your explanations and definitions in detail and be precise. Comment on your findings. Provide references for content when necessary. Provide your work in detail and explain in your own words. Support your statements with peer-reviewed in-text citation(s) and reference(s).
.
A psychiatrist bills for 10 hours of psychotherapy and medication ch.docxfredharris32
A psychiatrist bills for 10 hours of psychotherapy and medication checks for a deceased woman. Has he committed fraud or abuse? Why? Can the deceased woman’s estate press charges if the bills were sent to Medicare, and not to the family?
S
upported by at least two references.
Must be 250 words
.
A project to put on a major international sporting competition has t.docxfredharris32
A project to put on a major international sporting competition has the following major deliverables: Sports Venues, Athlete Accommodation, Volunteer Organization, Security, Events, and Publicity (which has already been broken down into pre-event publicity and post-event publicity.) Prepare a WBS for any single major deliverable on the list. Remember the 100 percent rule, and number your objectives.
.
A professional services company wants to globalize by offering s.docxfredharris32
A professional services company wants to globalize by offering services to businesses and governments in other countries. What are the risks in globalization of services and how should the company address those risks in order to move forward with their plan?
Follow the ERM holistic Approach .Below are the holistic approach key points
1. Identify risk/challenges
2. Assess risks
3. Select risk response
4. Monitor risk
5. Communicate and report risks
6. Align ERM process to goals and objectives.
Below are challenges that need follow the ERM holistic approach:
1. Physical distance and Employees requirement in new locations.
2. Local taxes and export fees.
.
A presentation( PowerPoint) on the novel, Disgrace by J . M. Coetzee.docxfredharris32
A presentation( PowerPoint) on the novel, Disgrace by J . M. Coetzee. t
This is the prompt:
" Black and white relationships in Disgrace cross lines from the personal to the political. Examine and evaluate the way South African politics impacts the personal relationships for Professor Lurie and his daughter."
8 slides
.
a presentatiion on how the over dependence of IOT AI and robotics di.docxfredharris32
a presentatiion on how the over dependence of IOT AI and robotics distances the need for a medical practicioner for a patient .
do you agree with the technology or do you prefer the traditional medical system with doctor pateint diagnosis?
give examples or instances on situtions
.
A nursing care plan (NCP) is a formal process that includes .docxfredharris32
A
nursing care plan (NCP)
is a formal process that includes correctly identifying existing needs, as well as recognizing potential needs or risks. Care plans also provide a means of communication among nurses, their patients, and other healthcare providers to achieve health care outcomes. Without the nursing care planning process, quality and consistency in patient care would be lost.
Medical Diagnosis: Alzheimer's disease
.
A nurse educator is preparing an orientation on culture and the wo.docxfredharris32
A nurse educator is preparing an orientation on culture and the workplace. There is a need to address the many cultures that seek healthcare services and how to better understand the culture. This presentation will examine the role of the nurse as a culturally diverse practitioner.
Choose a culture that you feel less knowledgeable about: HISPANIC OR MEXICAN
Compare this culture with your own culture: ISLAND PACIFIC
Analyze the historical, socioeconomic, political, educational, and topographical aspects of this culture
What are the appropriate interdisciplinary interventions for hereditary, genetic, and endemic diseases and high-risk health behaviors within this culture?
What are the influences of their value systems on childbearing and bereavement practices
What are their sources of strength, spirituality, and magicoreligious beliefs associated with health and health care?
What are the health-care practices: acute versus preventive care; barriers to health care; the meaning of pain and the sick role; and traditional folk medicine practices?
What are cultural issues related to learning styles, autonomy, and educational preparation of content for this culture?
This PowerPoint® (Microsoft Office) or Impress® (Open Office) presentation should be a minimum of 20 slides, including a title, introduction, conclusion and reference slide, with detailed speaker notes and recorded audio comments for all content slides. Use at least four scholarly sources and make certain to review the module’s Signature Assignment Rubric before starting your presentation. This presentation is worth 400 points for quality content and presentation.
Total Point Value of Signature Assignment:
400 points
.
A NOVEL TEACHER EVALUATION MODEL 1 Branching Paths A Nove.docxfredharris32
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
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Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
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...while blue text boxes contain directions for writing and citing in APA 7.
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The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
jforte
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Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
jforte
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Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
jforte
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A reflection of how your life has changedevolved as a result of the.docxfredharris32
A reflection of how your life has changed/evolved as a result of the pandemic. The following are general questions to get you going (and to give you an idea of what I’m looking for).
· What has challenged you as a result of COVID-19?
· In what way has it changed your thinking of some of the topics we covered in class – food, gender, race, class, etc.?
· How has this pandemic affected your perspective of food, social media, news, and/or critical thinking (such as evaluating sources/information)?
· In what way has the shift into online learning affected your perspective of education, access to technology, and/or social inequity?
How you answer the above questions (all, a few, or just one) is up to you. In other words, what you say and how you say it, as well as what medium you want to convey the reflection is entirely your choice. The story, nonfiction essay, poem, play, art – these are all viable options in creating your reflection. But more than anything else, reflect on the impact of COVID-19 in a personal way.
2-3 pages
Double-spaced
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A Princeton University study argues that the preferences of average.docxfredharris32
A Princeton University study argues that "the preferences of average American appear to have only a minuscule, near zero, statistically non-significant impact upon public policy." If that is indeed the case, can we still say that we have strong political institutions in the United States? Does this case pose a threat to our future economic growth?
must be atleast 400 words
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A rapidly growing small firm does not have access to sufficient exte.docxfredharris32
A rapidly growing small firm does not have access to sufficient external financing to accommodate its planned growth. Discuss what alternatives the company can consider in order to implement its growth strategy.
How can the firm determine the cost of those alternative sources of capital?
Provide your explanations and definitions in detail and be precise. Comment on your findings. Provide references for content when necessary. Provide your work in detail and explain in your own words. Support your statements with peer-reviewed in-text citation(s) and reference(s).
.
A psychiatrist bills for 10 hours of psychotherapy and medication ch.docxfredharris32
A psychiatrist bills for 10 hours of psychotherapy and medication checks for a deceased woman. Has he committed fraud or abuse? Why? Can the deceased woman’s estate press charges if the bills were sent to Medicare, and not to the family?
S
upported by at least two references.
Must be 250 words
.
A project to put on a major international sporting competition has t.docxfredharris32
A project to put on a major international sporting competition has the following major deliverables: Sports Venues, Athlete Accommodation, Volunteer Organization, Security, Events, and Publicity (which has already been broken down into pre-event publicity and post-event publicity.) Prepare a WBS for any single major deliverable on the list. Remember the 100 percent rule, and number your objectives.
.
A professional services company wants to globalize by offering s.docxfredharris32
A professional services company wants to globalize by offering services to businesses and governments in other countries. What are the risks in globalization of services and how should the company address those risks in order to move forward with their plan?
Follow the ERM holistic Approach .Below are the holistic approach key points
1. Identify risk/challenges
2. Assess risks
3. Select risk response
4. Monitor risk
5. Communicate and report risks
6. Align ERM process to goals and objectives.
Below are challenges that need follow the ERM holistic approach:
1. Physical distance and Employees requirement in new locations.
2. Local taxes and export fees.
.
A presentation( PowerPoint) on the novel, Disgrace by J . M. Coetzee.docxfredharris32
A presentation( PowerPoint) on the novel, Disgrace by J . M. Coetzee. t
This is the prompt:
" Black and white relationships in Disgrace cross lines from the personal to the political. Examine and evaluate the way South African politics impacts the personal relationships for Professor Lurie and his daughter."
8 slides
.
a presentatiion on how the over dependence of IOT AI and robotics di.docxfredharris32
a presentatiion on how the over dependence of IOT AI and robotics distances the need for a medical practicioner for a patient .
do you agree with the technology or do you prefer the traditional medical system with doctor pateint diagnosis?
give examples or instances on situtions
.
A nursing care plan (NCP) is a formal process that includes .docxfredharris32
A
nursing care plan (NCP)
is a formal process that includes correctly identifying existing needs, as well as recognizing potential needs or risks. Care plans also provide a means of communication among nurses, their patients, and other healthcare providers to achieve health care outcomes. Without the nursing care planning process, quality and consistency in patient care would be lost.
Medical Diagnosis: Alzheimer's disease
.
A nurse educator is preparing an orientation on culture and the wo.docxfredharris32
A nurse educator is preparing an orientation on culture and the workplace. There is a need to address the many cultures that seek healthcare services and how to better understand the culture. This presentation will examine the role of the nurse as a culturally diverse practitioner.
Choose a culture that you feel less knowledgeable about: HISPANIC OR MEXICAN
Compare this culture with your own culture: ISLAND PACIFIC
Analyze the historical, socioeconomic, political, educational, and topographical aspects of this culture
What are the appropriate interdisciplinary interventions for hereditary, genetic, and endemic diseases and high-risk health behaviors within this culture?
What are the influences of their value systems on childbearing and bereavement practices
What are their sources of strength, spirituality, and magicoreligious beliefs associated with health and health care?
What are the health-care practices: acute versus preventive care; barriers to health care; the meaning of pain and the sick role; and traditional folk medicine practices?
What are cultural issues related to learning styles, autonomy, and educational preparation of content for this culture?
This PowerPoint® (Microsoft Office) or Impress® (Open Office) presentation should be a minimum of 20 slides, including a title, introduction, conclusion and reference slide, with detailed speaker notes and recorded audio comments for all content slides. Use at least four scholarly sources and make certain to review the module’s Signature Assignment Rubric before starting your presentation. This presentation is worth 400 points for quality content and presentation.
Total Point Value of Signature Assignment:
400 points
.
A NOVEL TEACHER EVALUATION MODEL 1 Branching Paths A Nove.docxfredharris32
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Text Box
The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
jforte
Text Box
Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
jforte
Text Box
Authors' affiliations follow immediately after their names. If the authors represent multiple institutions, as is the case in this sample, use superscripted numbers to indicate which author is affiliated with which institution. If all authors represent the same institution, do not use any numbers.
jforte
Text Box
ORCID is an organization that allows researchers and scholars to register professional profiles so that they can easily connect with one another. To include an ORCID iD in your author note, simply provide the author's name, followed by the green iD icon (hyperlinked to the URL that follows) and a hyperlink to the appropriate ORCID page.
jforte
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A Look at the Marburg Fever OutbreaksThis week we will exami.docxfredharris32
A Look at the Marburg Fever Outbreaks
This week we will examine: Marburg Fever in Africa.
MARBURG VIRUS
The largest and deadliest outbreak of Marburg hemorrhagic fever on record occurred in 2005. The Ministry of Health (MOH) in Angola reported a total of 374 cases, including 329 deaths reported countrywide. The Angolan Government, WHO and other partners,
established a surveillance system for identification of suspected cases and follow up of their contacts. Mobile teams were sent to the field to investigate rumors, obtain clinical specimens for laboratory tests, hospitalize suspected patients and monitor their contacts
B. For the Marburg fever case, you will discuss the major obstacles and difficulties that public health officials and health care workers had in controlling the outbreak of Marburg fever and the solutions they found to these difficulties. Your response must also include the following:
1. What is Marburg hemorrhagic fever?
2. How is Marburg hemorrhagic fever prevented?
3. What needs to be done to address the threat of Marburg hemorrhagic fever?
Must be at least 250 words and supported by at least two references
.
A network consisting of M cities and M-1 roads connecting them is gi.docxfredharris32
A network consisting of M cities and M-1 roads connecting them is given. Cities are labeled with distinct integers within the range [o. (M-1)] Roads connect cities in such a way that each pair of distinct cities is connected either by a direct road or along a path consisting of direct roads. There is exactly one way to reach any city from any other city. In other words, cities and direct roads form a tree. The number of direct roads that must be traversed is called the distance between these two cities. For example, consider the following network consisting of ten cities and nine roads: 2 0 Cities 2 and 4 are connected directly, so the distance between them is 1. Cities 4 and 7 are connected by a path consisting of the direct roads 4-0,0-9 and 9-7; hence the distance between them is 3. One of the cities is the capital, and the goal is to count the number of cities positioned away from it at each of the distances 1,2,3,.., M -1. If city number 1 is the capital, then the cities positioned at the various distances from the If city number 1 is the capital, then the cities positioned at the various distances from the capital would be as follows: . 9 is at a distance of 1 · 0, 3, 7 are at a distance of 2; 8,4 are at a distance of 3; 2, 5, 6 are at a distance of 4. Write a function: class
Solution
t public int[] solution(int[] T)h that, given a non-empty array T consisting of M integers describing a network of M cities and M 1 roads, returns an array consisting of M-1 integers, specifying the number of cities positioned at each distance 1, 2,..., M - 1. Array T describes a network of cities as follows: · if T[P] Q and P = Q, then P is the capital; if T[P Q and P Q, then there is a direct road between cities P and Q. For example, given the following array T consisting of ten elements: T[2] 4 T[6]8 T[9] = 1 = 9 T[7] the function should return [1, 3, 2,3,0,0,0,0,01, as explained above. Write an efficient algorithm for the following assumptions: M is an integer within the range [1..100,000]; each element of array T is an integer within the range [0.M-1] there is exactly one (possibly indirect) connection between any two distinct cities.
.
A minimum 20-page (not including cover page, abstract, table of cont.docxfredharris32
A minimum 20-page (not including cover page, abstract, table of contents, and references), double-spaced, APA formatted academic research paper.
Topic - Cash flow estimation practices
The structure of the paper is as follows:
Abstract
Introduction
Statement of the problem
The purpose of the study
Method of the study (qualitative, quantitative or mixed study)
Literature review (10-15 peer-reviewed articles)
Results & Analysis
Conclusion & recommendations
References
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A major component of being a teacher is the collaboration with t.docxfredharris32
A major component of being a teacher is the collaboration with the other teachers in your grade level to share ideas, resources, and learning activities in order to enhance instruction and meet the diverse needs of students.
For this assignment, create a 7-10 slide digital presentation professional development, for your peers, highlighting two forms of technology that can be used to enhance math instruction.
Include a title slide, reference slide, and presenter’s notes.
For each form of technology, include the following components:
A detailed description and how the technology works to engage students and enhance math instruction
A rationale for the benefits of using the technological tools to facilitate the creation or transfer of knowledge and skills
The safety precautions including the safe, legal, and ethical use of technology both at home and at school.
Description of how each form of technology can be used to support collaboration with families, students, and school personnel.
Description of how each form of technology engages students in collaboration with others in face-to-face or virtual environments
Support your findings with a minimum of three scholarly resources.
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a mad professor slips a secret tablet in your food that makes you gr.docxfredharris32
a mad professor slips a secret tablet in your food that makes you grow up as normal,but then remain at that age until you are 200 years old.this means you cant die until at least 2201 AD. in 2150,you send your diary back through time to you,today , in 2012.by reading the the diary,describe life in london in 2150AD descrie technology,and people you meat
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A New Mindset for Leading Change [WLO 1][CLO 6]Through.docxfredharris32
A New Mindset for Leading Change [WLO: 1][CLO: 6]
Throughout the MAECEL program so far, you have encountered many opportunities to consider how you can make a difference as a professional and as a leader in the field of early childhood education. As Fullan (1993) states, as educators our purpose is “to make a difference in the lives of students regardless of background, to help produce citizens who can live and work productively in increasingly dynamically complex societies” (p. 4). Meaning, you, as an early childhood education professional and leader, have incredible capacity and potential to be a change agent who makes a positive difference in the lives of young children. With this new mindset in mind, please respond to each of the following prompts to share your insights on influencing educational change through action research.
· If you were to implement this study, what would be your next steps? How might implementation support better outcomes for young children and their families?
· Given the conditions discussed in Chapter 7 of the Mills (2014) textbook, discuss how you could support these conditions in an organization from the perspective of your current or future role in early childhood education.
· Share what it means to you to be a change agent in early childhood education and how you can leverage inquiry and research skills to promote quality education for young children.
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A N A M E R I C A N H I S T O R YG I V E M EL I B.docxfredharris32
A N A M E R I C A N H I S T O R Y
G I V E M E
L I B E R T Y !
W . W . N O R T O N & C O M P A N Y
N E W Y O R K . L O N D O N
★ E R I C F O N E R ★
Bn
SE AGU L L F I F T H E DI T ION
V o l u m e 2 : F r o m 1 8 6 5
Victoria
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Jefferson City
Springfield
St. Louis
Peoria
Springfield
Cedar Rapids
Des Moines
Madison Milwaukee
Chicago
Gary
Minneapolis St. Paul
Green
Bay
Lansing
Fort Wayne
Toledo
Detroit
Toronto
Akron
Erie
Buffalo
Cleveland
Cincinnati
Indianapolis
Columbus
Lexington
Louisville Frankfort
Mobile
Montgomery
Birmingham
Columbus
Macon
Atlanta
Miami
Fort Lauderdale
Tampa
Orlando
Tallahassee Jacksonville
Savannah
Columbia
Charlotte
Raleigh
Chattanooga
Knoxville
Memphis
Nashville
Norfolk
Richmond
Charleston
Washington, D.C.
Baltimore
Annapolis
Dover
Pittsburgh
Philadelphia
Harrisburg
Trenton
Ottawa
Montréal
Albany
Concord
Montpelier
Hartford
New Haven
Providence
Newark
Boston
New York
Québec
Fredericton
Augusta
Nassau
Santa Barbara
Monterey
Walla Walla
Coeur
d'Alene
Pocatello
Idaho Falls
Jackson
St. George
Moab
Flagstaff
Missoula
Billings
Casper
Laramie
Steamboat
Springs
Glenwood
Springs
Odessa
Galveston
Huron
Williston
Fargo
International Falls
Duluth
Oshkosh
Sault Ste. Marie
Traverse
City
Port Huron
Sioux City
Hannibal
Jonesboro
Texarkana
Natchitoches
Biloxi
Tupelo
Pensacola
Key West
Charleston
Wilmington
Asheville
Roanoke
Atlantic City
Watertown
Burlington
Portland
Bangor
Mulege
Hermosillo
Anchorage
Fairbanks
Juneau
Hilo
Honolulu
San Juan
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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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
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
1.4 modern child centered education - mahatma gandhi-2.pptx
As the geographic territory under Roman control grew, the use of L.docx
1. As the geographic territory under Roman control grew, the use
of Latin as a common language also spread. In areas under
Roman control, Latin was the spoken and written language of
the courts and commerce, as well as the language of the
Christian church. As the Roman Empire expanded, Latin served
as a common language that allowed for people of diverse
linguistic backgrounds to be able to communicate.
Latin, like other languages past and present, had more than one
form and changed over time because it was both written and
spoken, and the educational level or social status of the writer
or speaker often determined the final form of the language.
Latin was also influenced by local languages spoken or written
within the larger territory under the influence of what later
came to be known as the Roman Empire.
During the Carolingian Renaissance, throughout the reign of
Charlemagne and his successors, the development of Latin
literacy was greatly promoted. Although reading and writing
were skills that some people had, literacy was not widespread
before that time. Literacy in Latin was generally limited to
people of the upper classes and members of the clergy.
Charlemagne invited Alcuin of York to become his personal
tutor and the head of his court school. Charlemagne charged
Alcuin with the development of a literacy curriculum for
children that would provide for their instruction in reading and
writing, as well as for further study in the liberal arts and
theology, thereby also furthering the Christian teachings that
Charlemagne’s court promoted.
The promotion of literacy impacted education and language
throughout the region. The demand for material relating to the
interests of the ruling military class increased. Over time,
vernacular languages, the languages commonly spoken, began to
be used by writers. Until the 12th century, Latin was the
primary language used by writers. French writers began the
trend of using vernacular language in the 12th century, and by
2. the end of that century, some government and legal documents
in England and France were composed in the vernacular.
In the 12th century, literacy among women was also increasing.
Though literacy in Latin was still somewhat limited to specific
social classes, literacy in local vernacular languages was
increasingly common. Eleanor of Aquitaine established the city
of Poiters as a center for a literary movement focused on the art
of courtly love. The troubadour and the female counterpart, the
trobairitz, used poetry to share stories of romantic longing and
unattainable love. This poetry represents the beginning of
written expressions of love in the way romantic love continues
to be perceived today. It focuses on the feelings associated with
romantic love: longing, suffering, loss of appetite, temptation,
loyalty, and a desire to do whatever possible to have the feeling
of love reciprocated. As the poetry of the troubadour or
trobairitz was recorded, it was written in the vernacular of the
day. In fact, the word romance derives from the word romans,
the old French term for the vernacular language specific to the
region. Having poetry and prose in the vernacular of the people
allowed a much wider audience to access this romantic
literature.
By the early 14th century, the trend toward the use of
vernacular language had spread throughout most of Europe. As
monarchies throughout the region began to consolidate, the use
of vernacular languages contributed to an increasing
nationalism, or feeling of pride in one’s own nation, and in this
case among people of similar linguistic backgrounds. People
began to feel more connected to local leaders than they did to
influences from afar. These sociopolitical shifts, along with the
development of moveable type (the printing press), helped to
ensure the success of the vernacular languages during the
Renaissance.
As the name implies, the Renaissance was a rebirth of culture
and learning that took place in Europe over a period of several
hundred years. Although it began in Italy during the 1300s and
ended in the late 1500s, it also spread northward, where it
3. peaked in the 16th century before dying out in the mid-1600s in
that area. During this period, scientific and geographic
discoveries were championed. It was discovered by Copernicus
that the sun was the center of the solar system and the planets,
including Earth, orbited the sun. Exploration of new trade
routes gained the support of ruling families. Major changes to
the long-standing authority of the Catholic Church were brought
about by challenges made by Martin Luther during this time.
The works of one of the best-known writers, William
Shakespeare, were composed and presented in England. The
Renaissance was a time in which the various possibilities for
human expression and discovery within the world were
championed.
Humanism is defined by Sayre (2010) as “the recovery, study,
and spread of the art and literature of Greece and Rome, and the
application of their principles to education, politics, social life,
and the arts in general” (p.185). It provided the philosophical
backbone of the Renaissance and reformation in Europe. With a
renewed sense of interest in ancient cultural roots and
traditions, the people of the Renaissance in Europe desired a
separation from the more recent medieval past. This recent past
was perceived as a period of less cultural value, and the reliance
upon religious texts and sacred traditions that had proven
integral to the medieval period lessened in importance. An
appreciation for self-determination—the ability of the
individual to choose his or her path—lead to a greater value
being applied to human life. The importance of the individual
within society was acknowledged. Some individuals who had
the ability to do so financially served as patrons, supporting the
work of writers, artists, and other artisans during this period.
Reference
Sayre, H. M. (2010). Discovering the Humanities. Upper Saddle
River, NJ: Prentice Hall-Pearson.
Imagine an illness so powerful that people who go to bed
healthy do not live until dawn. It kills up to 95% of the people
exposed to it, depending on the particular strain. Imagine a
4. plague that kills an estimated 35% of the entire population of
Europe in a matter of three short years (Cartwright, n.d.). Now
imagine that you are living in the Middle Ages. Modern
medicine does not exist, modern means of communication are
not available, modern transportation options have not been
developed, and modern scientific processes that could explain
where the disease comes from and how it is transmitted are
beyond the horizon. This is the situation in which the people of
Europe found themselves in the mid 1300s, as the plague that
became known as the Black Death began its decimation of the
continent.
Bubonic plague, also known as the Black Death, was an often
deadly disease introduced to Europe that was carried by fleas
and rats. There were distinct forms of the plague, but bubonic
was the most commonly seen and therefore lent its name to the
epidemic as a whole. The name itself comes from the swelling
and blackening of the lymph glands of the groin, armpits, or
neck of the infected individual. These black lumps were known
as buboes. The infected person might also carry the disease in
the bloodstream, resulting in the septicemic version of the
plague. These forms of the illness were fatal most of the time.
The third subtype of the plague, pneumonic, was the most
deadly, taking the lives of nine of every ten of those afflicted.
The plague, in its various forms or phases, caused the telltale
boils, which could ooze pus and blood, and also caused a fever,
chills, vomiting, general malaise, or respiratory ills manifested
through coughing and sneezing. Physical contact with an
infected individual’s bodily fluids could also pass on the
disease.
From late 1347 until 1350, the Black Death ravaged Europe. It
was most active in the spring, summer, and fall months and less
active in the cold winter months, and people of all ages were
affected. Children, the elderly, women, men, and otherwise
healthy individuals were at risk of infection. The plague took
the lives of more than 60% of the inhabitants of some cities
(Sayre, 2010). Peasants were found dead along roadsides, and
5. ships washed ashore when their crews perished at sea. Florence
lost 4% of its population in a two-day period (Ibeji, 2010). In
many cases, the deaths also came many at a time. Entire streets
or families would succumb to the illness seemingly overnight.
Historical records from the time are not complete, so
determining an exact number of victims is not possible.
However, many estimates put the death toll at or above 25% of
the European population during the height of the plague years
alone (Kreis, 2000).
All of Europe was impacted. No one could be assured of being
spared. Much of this was due to the fact that people did not
know how the disease was spreading, and they did not take
basic precautions that would be encouraged in modern times to
stop or slow the spread of disease. The Black Death was carried
by rats and fleas and transmitted by the bites of these animals.
Although rats and fleas are not part of modern daily life for
most, in the fourteenth century, these creatures were part of
day-to-day existence. Records show that there had been rumors
of a plague sweeping through areas to the east in the years
before it came to the European continent, but relatively little
attention was paid to the tales. It is widely believed that the
disease first appeared in Europe when ships coming from
trading ports on the Black Sea returned to Genoa, Italy in 1347.
Fleas, once their rat hosts died, would feed on other nearby
mammals. In the case of rats on ships, the sailors became the
victims. As the rats and their fleas literally jumped ship in
Genoa, the plague began a reign of terror that lasted beyond the
initial, and most deadly, three-year period. Small outbreaks of
the plague continued to hit pockets throughout Europe for many
years to come.
The people of Europe did not know how disease was spread or
what precautions to take to reduce its spread. Hand-washing and
frequent bathing were not commonly encouraged practices until
the last century. Isolating oneself from the general public or
large gatherings during times of disease was also an unknown
practice, as it relates to reducing one’s exposure to disease.
6. Likewise, isolating the ill from the well, and ensuring that the
well did not come into contact with bodily fluids of the ill were
not common practices. The treatment of the dead and the
handling of corpses were also different from what is done in
modern practice. The lack of knowledge about how the disease
was transmitted and what could be done to slow or stop the
spread contributed to the great number of deaths.
The impacts of the Black Death were many and varied. The
initial decimation of the European population lead to a
significant, but short-term reduction in crop production. This
also resulted in a decrease in the foods available at the market.
It is also reported that animals were likely affected by the
plague. Some reports note entire flocks of dead sheep in the
fields. However, with fewer people for whom food needed to be
produced, this temporary decrease was soon made up for as the
remaining population took over the farmland of those who had
perished.
Time-honored traditions of succession and land tenure were
interrupted. The land-owning nobles, accustomed to collecting
significant amounts of dues either in the form of crops or cash
payments, had fewer serfs on whom to depend for payments.
This decreased their power to demand payment for the privilege
of working the nobles’ lands. Eventually, serfdom was replaced
by a system in which the landowners paid those who worked
their lands. The sociopolitical structure that had existed prior to
the plague underwent significant changes.
Another effect of the Black Death was an increase in university
enrollments at institutions where medicine was a field of study.
Students who had seen the effects of the plague and survived
brought with them new ideas about how diseases could spread
or how they might be treated. At this time, there was also a push
for the translation of major medical texts into vernacular
languages from the more traditional Greek or Latin
presentations.
References
7. Cartwright, F. F. (n.d.) The Black Death. Retrieved from
http://www.insecta-inspecta.com/fleas/bdeath/Black.html
Ibeji, M. (2005). British history in depth: The Black Death.
Retrieved from the BBC Web site:
http://www.bbc.co.uk/history/british/middle_ages/black_01.sht
ml
Kreis, S. (2000). Satan triumphant: The Black Death. Retrieved
from History Guide Web
site: http://www.historyguide.org/ancient/lecture29b.html
Sayre, H. M. (2010). Discovering the humanities. Upper Saddle
River, NJ: Prentice Hall.
The Middle Ages
The Middle Ages span the fall of Rome in the 5th century and
last through the 15th century. Often called the Medieval Era,
the Middle Ages are often divided into the Early, High, and
Late Middle Ages. The Early Middle Ages are characterized by
sparse populations and basic agricultural cultivations. In
contrast, the High Middle Ages (1000–1300 CE) are
characterized by population growth, urbanization, and
commercial expansion facilitated by agricultural expansion and
production that supported such growth. Finally, the Late Middle
Ages are characterized by the destruction and loss of the spread
of the Black Plague that devastated Europe in the 14th century,
resulting in the loss of between one quarter and one half of the
population (Spielvogel, 1999).
Starting in Constantinople in 1347 CE, the Black Death (now
known to be bubonic plague) produced a near collapse of the
economic and social systems throughout Europe, resulting in the
destruction of trade and commerce and in some instances entire
villages or communities. Bubonic plague was spread by the
fleas that were found on black rats. The damage it did
throughout Europe was enormous in terms of the loss of life and
the overall destruction of economic, social, and political
8. systems (Levack, Muir,Veldman, & Maas, 2007).
In the era that followed the spread and devastation of the
plague, Europe experienced a remarkable recovery that would
produce the contours for what today represents the foundation
of Western civilization.
The Renaissance
Following the destruction wrought by the spread of the Black
Death in the 14th century, Europe experienced a remarkable
resurgence that is characterized by a flourishing of cultural,
economic, and political expansion. Centered in Italy and then
spread throughout the remainder of Europe, the focus of the
Renaissance (or rebirth) would result in the remarkable
expansion of the West that would produce global exploration
and expansion by the 15th century.
The explosion of artistic and technological innovations and
expressions that characterize the Renaissance include the works
of artists like Michelangelo and Rafael, the political
philosophies of Machiavelli, the religious thoughts of Martin
Luther, and the scientific breakthroughs of Leonardo da Vinci
and Galileo (Spielvogel, 1999).
Indeed, the influence of the Renaissance resonates today
because the Renaissance as an era is considered to mark the
birth of modern civilization. From the Renaissance comes the
foundation of modern education with a curriculum that focuses
on a breadth and depth of critical inquiry and emphasizes well-
rounded courses of study (Levack et al., 2007). Specifically,
there was a focus on creating well-rounded people who have the
ability to contemplate and master the world around them
(Spielvogel, 1999). The legacy of the Renaissance remains
visible today with the continued emphasis in education and an
effort to try to understand the world around us through
contemplation.
References
Levack, B. P., Muir, E., Veldman, M., & Maas, M. (2007). The
West: Encounters and transformations. New York: Longman.
Spielvogel, J. J. (2000). Western civilization. Belmont, CA:
9. Wadsworth.
Question 1: What sorts of labor systems were employed by the
Spanish colonists?
Answer 1:
The first system was the institutional labor system. The
encomienda or the entrustment required the Spanish
encomendero to instruct the Indians entrusted to him in the
Christian religion, in the various elements of European
civilization, and required him to defend and protect the Indians.
In return, the encomendero could demand tribute and labor from
them. The second system was the repartimiento, and it replaced
the encomienda. This system allowed for the temporary
allotment of Indians workers for a given task. Under this
institution, royal authorities, in effect, controlled and parceled
out Indians for a specific task. The third system entailed the
grouping of Indians into aldeias, or villages, where they could
be introduced to Christianity and European civilization more
easily. In return for this favor and their protection, the Indians
gave a portion of their labor to the Church and state. Finally,
the fourth labor system evolved after the Jesuits spoke out to
protect the Indians after their arrival in the New World in 1549.
In a progressive step, and to ensure a more dependable labor
system, Indians were contracted as wage laborers. The practice,
however, was quickly corrupted and soon the hacendados,
established a system where loans were made to Indians that
were to be repaid with labor. Of course, the labor never seemed
to suffice to pay off the loan, and it was passed from father to
son(s).
Question 2: What were some of the natural resources found in
South America?
Answer 2:
The natural resources of South America included gold, silver,
precious stones, sugar, Brazilwood, indigo, cacao, coffee,
tobacco, hides, fruits, rum, cotton, lumber, various minerals and
metals, chicle, textiles, wheat, corn, rice, as well as a variety of
drugs found in the vast rain forests. Large ranches were also
10. developed on which where cattle, horses, sheep, and goats were
raised.
Question 3: What was the role of the Church in settlement?
Answer 3:
The task of the Church in exploration was to evangelize the
Indians. This mission, however, was more than just converting
them to Christianity. The missionaries would also be
“Europeanizing” them by teaching the Indians trades, customs,
language, manners, and Iberian habits. The goal was twofold, to
offer them eternal salvation and to make them royal subjects to
the empire. In order to deal with the Indians more efficiently,
the Indians were grouped into small communities or villages.
They learned and practiced their trades and behaved as Iberians.
The village structure helped the Iberians to maintain control
over territories and defend against invasion. The Church also
provided job opportunities for women outside of the home. The
actions of the Church can be interpreted differently depending
on the situation and personal viewpoint.
Question 4: How did the Iberian monarchs feel about the
treatment of the Indians?
Answer 4:
As opposed to today, the Church and state were virtually
inseparable. The monarch received his/her legitimacy and
authority to rule through the recognition of the Catholic Church.
Religious leaders in the New World were often the
representatives of the Indians and petitioned the Church to get
involved when Indians were suffering ill treatment from the
Iberians. The missionary or the Pope would then turn to the
monarch and appeal for better laws protecting the Indians.
Isabel, for instance, expressed sincere concern over the welfare
of the Indians and warned the Spaniards to treat them well but
could not enforce punishment for abuses of the policy because
of the sheer distance between Spain and the New World. In
order to receive papal (from the Pope) approval of Iberian
territorial claims, however, the monarchs were charged with the
responsibility of converting the Indians to Christianity,
11. civilizing them, and protecting them. King Ferdinand passed the
Laws of Burgos in 1512, which was the first general code for
the government and instruction of the Indians. It stipulated the
humane treatment of the Indians and thereby limited and
supervised the power of the encomiendero.
As the geographic territory under Roman control grew, the use
of Latin as a common language also spread. In areas under
Roman control, Latin was the spoken and written language of
the courts and commerce, as well as the language of the
Christian church. As the Roman Empire expanded, Latin served
as a common language that allowed for people of diverse
linguistic backgrounds to be able to communicate.
Latin, like other languages past and present, had more than one
form and changed over time because it was both written and
spoken, and the educational level or social status of the writer
or speaker often determined the final form of the language.
Latin was also influenced by local languages spoken or written
within the larger territory under the influence of what later
came to be known as the Roman Empire.
During the Carolingian Renaissance, throughout the reign of
Charlemagne and his successors, the development of Latin
literacy was greatly promoted. Although reading and writing
were skills that some people had, literacy was not widespread
before that time. Literacy in Latin was generally limited to
people of the upper classes and members of the clergy.
Charlemagne invited Alcuin of York to become his personal
tutor and the head of his court school. Charlemagne charged
Alcuin with the development of a literacy curriculum for
children that would provide for their instruction in reading and
writing, as well as for further study in the liberal arts and
theology, thereby also furthering the Christian teachings that
Charlemagne’s court promoted.
The promotion of literacy impacted education and language
throughout the region. The demand for material relating to the
12. interests of the ruling military class increased. Over time,
vernacular languages, the languages commonly spoken, began to
be used by writers. Until the 12th century, Latin was the
primary language used by writers. French writers began the
trend of using vernacular language in the 12th century, and by
the end of that century, some government and legal documents
in England and France were composed in the vernacular.
In the 12th century, literacy among women was also increasing.
Though literacy in Latin was still somewhat limited to specific
social classes, literacy in local vernacular languages was
increasingly common. Eleanor of Aquitaine established the city
of Poiters as a center for a literary movement focused on the art
of courtly love. The troubadour and the female counterpart, the
trobairitz, used poetry to share stories of romantic longing and
unattainable love. This poetry represents the beginning of
written expressions of love in the way romantic love continues
to be perceived today. It focuses on the feelings associated with
romantic love: longing, suffering, loss of appetite, temptation,
loyalty, and a desire to do whatever possible to have the feeling
of love reciprocated. As the poetry of the troubadour or
trobairitz was recorded, it was written in the vernacular of the
day. In fact, the word romance derives from the word romans,
the old French term for the vernacular language specific to the
region. Having poetry and prose in the vernacular of the people
allowed a much wider audience to access this romantic
literature.
By the early 14th century, the trend toward the use of
vernacular language had spread throughout most of Europe. As
monarchies throughout the region began to consolidate, the use
of vernacular languages contributed to an increasing
nationalism, or feeling of pride in one’s own nation, and in this
case among people of similar linguistic backgrounds. People
began to feel more connected to local leaders than they did to
influences from afar. These sociopolitical shifts, along with the
development of moveable type (the printing press), helped to
ensure the success of the vernacular languages during the
13. Renaissance.
As the name implies, the Renaissance was a rebirth of culture
and learning that took place in Europe over a period of several
hundred years. Although it began in Italy during the 1300s and
ended in the late 1500s, it also spread northward, where it
peaked in the 16th century before dying out in the mid-1600s in
that area. During this period, scientific and geographic
discoveries were championed. It was discovered by Copernicus
that the sun was the center of the solar system and the planets,
including Earth, orbited the sun. Exploration of new trade
routes gained the support of ruling families. Major changes to
the long-standing authority of the Catholic Church were brought
about by challenges made by Martin Luther during this time.
The works of one of the best-known writers, William
Shakespeare, were composed and presented in England. The
Renaissance was a time in which the various possibilities for
human expression and discovery within the world were
championed.
Humanism is defined by Sayre (2010) as “the recovery, study,
and spread of the art and literature of Greece and Rome, and the
application of their principles to education, politics, social life,
and the arts in general” (p.185). It provided the philosophical
backbone of the Renaissance and reformation in Europe. With a
renewed sense of interest in ancient cultural roots and
traditions, the people of the Renaissance in Europe desired a
separation from the more recent medieval past. This recent past
was perceived as a period of less cultural value, and the reliance
upon religious texts and sacred traditions that had proven
integral to the medieval period lessened in importance. An
appreciation for self-determination—the ability of the
individual to choose his or her path—lead to a greater value
being applied to human life. The importance of the individual
within society was acknowledged. Some individuals who had
the ability to do so financially served as patrons, supporting the
work of writers, artists, and other artisans during this period.
Reference
14. Sayre, H. M. (2010). Discovering the Humanities. Upper Saddle
River, NJ: Prentice Hall-Pearson.
Imagine an illness so powerful that people who go to bed
healthy do not live until dawn. It kills up to 95% of the people
exposed to it, depending on the particular strain. Imagine a
plague that kills an estimated 35% of the entire population of
Europe in a matter of three short years (Cartwright, n.d.). Now
imagine that you are living in the Middle Ages. Modern
medicine does not exist, modern means of communication are
not available, modern transportation options have not been
developed, and modern scientific processes that could explain
where the disease comes from and how it is transmitted are
beyond the horizon. This is the situation in which the people of
Europe found themselves in the mid 1300s, as the plague that
became known as the Black Death began its decimation of the
continent.
Bubonic plague, also known as the Black Death, was an often
deadly disease introduced to Europe that was carried by fleas
and rats. There were distinct forms of the plague, but bubonic
was the most commonly seen and therefore lent its name to the
epidemic as a whole. The name itself comes from the swelling
and blackening of the lymph glands of the groin, armpits, or
neck of the infected individual. These black lumps were known
as buboes. The infected person might also carry the disease in
the bloodstream, resulting in the septicemic version of the
plague. These forms of the illness were fatal most of the time.
The third subtype of the plague, pneumonic, was the most
deadly, taking the lives of nine of every ten of those afflicted.
The plague, in its various forms or phases, caused the telltale
boils, which could ooze pus and blood, and also caused a fever,
chills, vomiting, general malaise, or respiratory ills manifested
through coughing and sneezing. Physical contact with an
infected individual’s bodily fluids could also pass on the
disease.
From late 1347 until 1350, the Black Death ravaged Europe. It
was most active in the spring, summer, and fall months and less
15. active in the cold winter months, and people of all ages were
affected. Children, the elderly, women, men, and otherwise
healthy individuals were at risk of infection. The plague took
the lives of more than 60% of the inhabitants of some cities
(Sayre, 2010). Peasants were found dead along roadsides, and
ships washed ashore when their crews perished at sea. Florence
lost 4% of its population in a two-day period (Ibeji, 2010). In
many cases, the deaths also came many at a time. Entire streets
or families would succumb to the illness seemingly overnight.
Historical records from the time are not complete, so
determining an exact number of victims is not possible.
However, many estimates put the death toll at or above 25% of
the European population during the height of the plague years
alone (Kreis, 2000).
All of Europe was impacted. No one could be assured of being
spared. Much of this was due to the fact that people did not
know how the disease was spreading, and they did not take
basic precautions that would be encouraged in modern times to
stop or slow the spread of disease. The Black Death was carried
by rats and fleas and transmitted by the bites of these animals.
Although rats and fleas are not part of modern daily life for
most, in the fourteenth century, these creatures were part of
day-to-day existence. Records show that there had been rumors
of a plague sweeping through areas to the east in the years
before it came to the European continent, but relatively little
attention was paid to the tales. It is widely believed that the
disease first appeared in Europe when ships coming from
trading ports on the Black Sea returned to Genoa, Italy in 1347.
Fleas, once their rat hosts died, would feed on other nearby
mammals. In the case of rats on ships, the sailors became the
victims. As the rats and their fleas literally jumped ship in
Genoa, the plague began a reign of terror that lasted beyond the
initial, and most deadly, three-year period. Small outbreaks of
the plague continued to hit pockets throughout Europe for many
years to come.
The people of Europe did not know how disease was spread or
16. what precautions to take to reduce its spread. Hand-washing and
frequent bathing were not commonly encouraged practices until
the last century. Isolating oneself from the general public or
large gatherings during times of disease was also an unknown
practice, as it relates to reducing one’s exposure to disease.
Likewise, isolating the ill from the well, and ensuring that the
well did not come into contact with bodily fluids of the ill were
not common practices. The treatment of the dead and the
handling of corpses were also different from what is done in
modern practice. The lack of knowledge about how the disease
was transmitted and what could be done to slow or stop the
spread contributed to the great number of deaths.
The impacts of the Black Death were many and varied. The
initial decimation of the European population lead to a
significant, but short-term reduction in crop production. This
also resulted in a decrease in the foods available at the market.
It is also reported that animals were likely affected by the
plague. Some reports note entire flocks of dead sheep in the
fields. However, with fewer people for whom food needed to be
produced, this temporary decrease was soon made up for as the
remaining population took over the farmland of those who had
perished.
Time-honored traditions of succession and land tenure were
interrupted. The land-owning nobles, accustomed to collecting
significant amounts of dues either in the form of crops or cash
payments, had fewer serfs on whom to depend for payments.
This decreased their power to demand payment for the privilege
of working the nobles’ lands. Eventually, serfdom was replaced
by a system in which the landowners paid those who worked
their lands. The sociopolitical structure that had existed prior to
the plague underwent significant changes.
Another effect of the Black Death was an increase in university
enrollments at institutions where medicine was a field of study.
Students who had seen the effects of the plague and survived
brought with them new ideas about how diseases could spread
or how they might be treated. At this time, there was also a push
17. for the translation of major medical texts into vernacular
languages from the more traditional Greek or Latin
presentations.
References
Cartwright, F. F. (n.d.) The Black Death. Retrieved from
http://www.insecta-inspecta.com/fleas/bdeath/Black.html
Ibeji, M. (2005). British history in depth: The Black Death.
Retrieved from the BBC Web site:
http://www.bbc.co.uk/history/british/middle_ages/black_01.sht
ml
Kreis, S. (2000). Satan triumphant: The Black Death. Retrieved
from History Guide Web
site: http://www.historyguide.org/ancient/lecture29b.html
Sayre, H. M. (2010). Discovering the humanities. Upper Saddle
River, NJ: Prentice Hall.
The Middle Ages
The Middle Ages span the fall of Rome in the 5th century and
last through the 15th century. Often called the Medieval Era,
the Middle Ages are often divided into the Early, High, and
Late Middle Ages. The Early Middle Ages are characterized by
sparse populations and basic agricultural cultivations. In
contrast, the High Middle Ages (1000–1300 CE) are
characterized by population growth, urbanization, and
commercial expansion facilitated by agricultural expansion and
production that supported such growth. Finally, the Late Middle
Ages are characterized by the destruction and loss of the spread
of the Black Plague that devastated Europe in the 14th century,
resulting in the loss of between one quarter and one half of the
population (Spielvogel, 1999).
Starting in Constantinople in 1347 CE, the Black Death (now
known to be bubonic plague) produced a near collapse of the
economic and social systems throughout Europe, resulting in the
18. destruction of trade and commerce and in some instances entire
villages or communities. Bubonic plague was spread by the
fleas that were found on black rats. The damage it did
throughout Europe was enormous in terms of the loss of life and
the overall destruction of economic, social, and political
systems (Levack, Muir,Veldman, & Maas, 2007).
In the era that followed the spread and devastation of the
plague, Europe experienced a remarkable recovery that would
produce the contours for what today represents the foundation
of Western civilization.
The Renaissance
Following the destruction wrought by the spread of the Black
Death in the 14th century, Europe experienced a remarkable
resurgence that is characterized by a flourishing of cultural,
economic, and political expansion. Centered in Italy and then
spread throughout the remainder of Europe, the focus of the
Renaissance (or rebirth) would result in the remarkable
expansion of the West that would produce global exploration
and expansion by the 15th century.
The explosion of artistic and technological innovations and
expressions that characterize the Renaissance include the works
of artists like Michelangelo and Rafael, the political
philosophies of Machiavelli, the religious thoughts of Martin
Luther, and the scientific breakthroughs of Leonardo da Vinci
and Galileo (Spielvogel, 1999).
Indeed, the influence of the Renaissance resonates today
because the Renaissance as an era is considered to mark the
birth of modern civilization. From the Renaissance comes the
foundation of modern education with a curriculum that focuses
on a breadth and depth of critical inquiry and emphasizes well-
rounded courses of study (Levack et al., 2007). Specifically,
there was a focus on creating well-rounded people who have the
ability to contemplate and master the world around them
(Spielvogel, 1999). The legacy of the Renaissance remains
visible today with the continued emphasis in education and an
effort to try to understand the world around us through
19. contemplation.
References
Levack, B. P., Muir, E., Veldman, M., & Maas, M. (2007). The
West: Encounters and transformations. New York: Longman.
Spielvogel, J. J. (2000). Western civilization. Belmont, CA:
Wadsworth.
Question 1: What sorts of labor systems were employed by the
Spanish colonists?
Answer 1:
The first system was the institutional labor system. The
encomienda or the entrustment required the Spanish
encomendero to instruct the Indians entrusted to him in the
Christian religion, in the various elements of European
civilization, and required him to defend and protect the Indians.
In return, the encomendero could demand tribute and labor from
them. The second system was the repartimiento, and it replaced
the encomienda. This system allowed for the temporary
allotment of Indians workers for a given task. Under this
institution, royal authorities, in effect, controlled and parceled
out Indians for a specific task. The third system entailed the
grouping of Indians into aldeias, or villages, where they could
be introduced to Christianity and European civilization more
easily. In return for this favor and their protection, the Indians
gave a portion of their labor to the Church and state. Finally,
the fourth labor system evolved after the Jesuits spoke out to
protect the Indians after their arrival in the New World in 1549.
In a progressive step, and to ensure a more dependable labor
system, Indians were contracted as wage laborers. The practice,
however, was quickly corrupted and soon the hacendados,
established a system where loans were made to Indians that
were to be repaid with labor. Of course, the labor never seemed
to suffice to pay off the loan, and it was passed from father to
son(s).
Question 2: What were some of the natural resources found in
South America?
Answer 2:
20. The natural resources of South America included gold, silver,
precious stones, sugar, Brazilwood, indigo, cacao, coffee,
tobacco, hides, fruits, rum, cotton, lumber, various minerals and
metals, chicle, textiles, wheat, corn, rice, as well as a variety of
drugs found in the vast rain forests. Large ranches were also
developed on which where cattle, horses, sheep, and goats were
raised.
Question 3: What was the role of the Church in settlement?
Answer 3:
The task of the Church in exploration was to evangelize the
Indians. This mission, however, was more than just converting
them to Christianity. The missionaries would also be
“Europeanizing” them by teaching the Indians trades, customs,
language, manners, and Iberian habits. The goal was twofold, to
offer them eternal salvation and to make them royal subjects to
the empire. In order to deal with the Indians more efficiently,
the Indians were grouped into small communities or villages.
They learned and practiced their trades and behaved as Iberians.
The village structure helped the Iberians to maintain control
over territories and defend against invasion. The Church also
provided job opportunities for women outside of the home. The
actions of the Church can be interpreted differently depending
on the situation and personal viewpoint.
Question 4: How did the Iberian monarchs feel about the
treatment of the Indians?
Answer 4:
As opposed to today, the Church and state were virtually
inseparable. The monarch received his/her legitimacy and
authority to rule through the recognition of the Catholic Church.
Religious leaders in the New World were often the
representatives of the Indians and petitioned the Church to get
involved when Indians were suffering ill treatment from the
Iberians. The missionary or the Pope would then turn to the
monarch and appeal for better laws protecting the Indians.
Isabel, for instance, expressed sincere concern over the welfare
of the Indians and warned the Spaniards to treat them well but
21. could not enforce punishment for abuses of the policy because
of the sheer distance between Spain and the New World. In
order to receive papal (from the Pope) approval of Iberian
territorial claims, however, the monarchs were charged with the
responsibility of converting the Indians to Christianity,
civilizing them, and protecting them. King Ferdinand passed the
Laws of Burgos in 1512, which was the first general code for
the government and instruction of the Indians. It stipulated the
humane treatment of the Indians and thereby limited and
supervised the power of the encomiendero.