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I. Identify and discuss in a page or two TWO of the following questions. 1) What was the Treaty of Westphalia? In what ways did it define the European concept of state sovereignty How many political units did Europe have before 1500? How many did it have by 1800? How can we explain this radical reduction in the number of states in Europe? Which modern international relations theory reflect this historical episode of inter-state anarchy, similar that of the Italian state system of the Renaissance or the classic Greek city states of the Hellenic era? 2) How does the modern state system of International relations differ from the earlier Chinese “Middle Kingdom”, the Islamic Califate or Mongol “world systems” that were based in the empires of the Mid-East, Central and Far East Asia? Or the European system of multiple overlapping forms of authority that we call Feudalism? What peculiarity of the European “world” allowed it to modernize first and then impose its version of the territorial state and capitalism on the rest of the world? When did the European States (and their overseas offspring) achieve true global dominance over their Eurasian rivals and how long did that dominance really last? Why should care what the Chinese or Islamists remember about their earlier primacies? .
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1) What was the Treaty of Westphalia In what ways did it define th.docx
The document discusses several topics:
1) The Treaty of Westphalia established the modern system of sovereign nation-states in Europe after centuries of feudalism and decentralized authority. This led to a radical reduction in the number of political units on the continent.
2) Modern nation-states differ from earlier Chinese, Islamic, and Mongol empires which were based on centralized rule rather than independent territories. European states achieved global dominance in the 19th century by imposing their model of territorial sovereignty and capitalism internationally.
3) Globalization refers to the integration of economies and cultures worldwide through increased trade and migration. It threatens nation states by allowing transnational corporations and flows of people and capital to circumvent national borders
Identify and discuss in a page or two TWO of the following questions.docx
Identify and discuss in a page or two TWO of the following questions.
1) What was the Treaty of Westphalia? In what ways did it define the European concept of state sovereignty How many political units did Europe have before 1500? How many did it have by 1800? How can we explain this radical reduction in the number of states in Europe? Which modern international relations theory reflect this historical episode of inter-state anarchy, similar that of the Italian state system of the Renaissance or the classic Greek city states of the Hellenic era?
2) How does the modern state system of International relations differ from the earlier Chinese “Middle Kingdom”, the Islamic
Califate
or Mongol “world systems” that were based in the empires of the Mid-East, Central and Far East Asia? Or the European system of multiple overlapping forms of authority that we call Feudalism? What peculiarity of the European “world” allowed it to modernize first and then impose its version of the territorial state and capitalism on the rest of the world? When did the European States (and their overseas offspring) achieve true global dominance over their Eurasian rivals and how long did that dominance really last? Why should care what the Chinese or
Islamists
remember about their earlier primacies?
3) What do we mean by
globalization
? Is this term relevant mainly to migration of people, jobs, and industry, or does it have a cultural dimension as well? What are some of the impacts on national societies? How does economic
globalization
threaten the power of the nation state? How does the
neo
–liberal
globalization
of the early 21
st
century differ from liberal capitalism of the 19
th
under British “hegemony?” How does it differ from the national state capitalisms of the “short” twentieth century? What kind of transnational actors benefit the most from periods of liberal capitalism? Which approach – realist, liberal or
marxist
- explains it best?
4) What do we mean by a “Balance of power ” in a
multipolar
system? Why did it fail to contain the French State when they confronted it with the democratic notion of “popular sovereignty?” Why was Napoleonic France a revolutionary power in the European State System? Which power ultimately replaced it as the “problem state” in 19
th
century Europe? And in 20
th
century Europe? How can the “security dilemma”created by “balance of power diplomacy” help us to understand the outbreak of World War One? How does the current crisis of the Russian invasion of Eastern Ukraine and annexation of Crimea resemble earlier “security dilemmas” and threaten an escalation of tensions between the NATO/EU member states and Putin's Russia?
5) What do we mean by the term conservative? What do we mean by “reactionary?” To what degree can we say that modern conservatism in the US is “a house divided?” Does ”conservative” denote one ideological position or several competing ones? How many kinds of American Conservat.
1) What factors allowed China and Japan to resist or contain Europea.docx
1) What factors allowed China and Japan to resist or contain Europeans or European influence for so long, especially at a time when European trade and joint-stock companies were dominating the surrounding areas? What did they want (if anything) from Europeans? What did Europeans want from them?
2) Peter the Great of Russia (a so-called Enlightened Despot) is known as the leader who "westernized" Russia? How did he achieve this? What was it about Western Europe that attracted him (i.e. what was he specifically interested in)?
3) What is mercantilism? How is it similar to modern capitalism? What are joint-stock companies? In what ways are they precursors to modern corporations?
4) Thinking about Emma Jinhua Teng's chapter "An Island of Women: Gender in Qing Travel Writing about Taiwan", how was Qing colonial discourse similar to European colonial discourse (esp. with regards to "otherizing" and gender)? How did it differ?
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1.What intellectual developments led to the emergence of the Enl.docx
1.
What intellectual developments led to the emergence of the Enlightenment? Who were the leading figures of the Enlightenment, and what were their main contributions? In what type of social environment did the
philosophes
thrive, and what role did women play in that environment?
2.
As seen in the Montesquieu excerpt, what is Montesquieu’s doctrine of the separation of powers? What are the underlying moral and political justifications for this system of government? How was this doctrine incorporated into the U.S. Constitution?
3.
What was Rousseau’s concept of the social contract? What implications did it have for political thought, especially in regard to the development of democratic ideals?
4.
What did Rousseau believe was the role of women and how did he think they should be educated? What arguments did Mary Wollstonecraft make on behalf of the rights of women? What picture did she paint of the women of her day? Why did Wollstonecraft suggest that both men and women were at fault for the “slavish” situation of women?
5.
Explain the differences between Baroque music and Classical music. Who were the top Baroque composers and musicians? Who were the leaders of the Classical era?
6.
Contrast high culture and popular culture. Would you consider the Enlightenment a high movement or a popular movement? Why? Would you consider the Enlightenment cosmopolitan or rural? Why?
1.
What nation was ruled by the Hanover Dynasty? Where were the Hanovers from? What circumstances occurred that required the import of the Hanovers to rule the country?
2.
Based on the documents provided, why was the relationship between Frederick II and his father such a difficult one? What does this troubled relationship tell you about the effects of rulership on the great kings of Europe and their families?
3.
What impressions of Catherine do you get from the letter by the French ambassador to Russia? To what extent were the ideas expressed in the proposals for a new law code taken from the writings of the
philosophes
? What does the decree on serfs reveal about Catherine’s view of power? Based on the documents provided, was Catherine an enlightened monarchy? Why or why not?
4.
What changes occurred in agriculture, finance, industry, and trade during the eighteenth century?
5.
What arguments did the Leeds’ woolen workers use against the new machines? What does the petition reveal about the concept of “progress” at the end of the eighteenth century?
6.
What does the Intendant of Bourdeaux’s report to the Controller General reveal about the nature of poverty in France in the eighteenth century? How would the growing ranks of the poor in Europe further destabilize this society?
In what ways were the French Revolution, the American Revolution, and the seventeenth-century English revolutions alike? In what ways were they different?
What were the causes and results of the American Revolution, and what impact did it have on Europe?
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The document discusses the evolution of European states from feudalism to modern states. It describes 4 key stages: 1) Feudalism - Political power was decentralized among feudal lords. States lacked sovereignty and national identity. 2) Absolute Monarchy - Monarchs centralized power to themselves to unify territories into nations in the late Middle Ages and early modern period. 3) Aristocratic Dominance - Some states like France experienced periods where powerful nobles challenged monarch authority. 4) "Popular" Formula - States continued centralizing power and developing national identities through the modern period.
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This document provides an overview and introduction to key themes in modern and contemporary European history from the late 18th century to present day. It discusses major political, social, and economic transformations including the Enlightenment, the French Revolution, industrialization, nationalism, imperialism, the two world wars, the Cold War, and European integration. These events and concepts shaped Europe's development and global role during this dynamic period.
320f14week2
This document provides an overview and summary of key concepts from the book "Origins of the Modern World" by Marks. It discusses several major topics:
- The book challenges Eurocentrism by showing how globalization and the current world system emerged from a variety of historical, economic and political forces across regions like Africa, Asia, the Americas and Europe.
- From 1000-1500 CE, Europe was polycentric with no single power dominating. Constant warfare drove the emergence of nation-states with professional armies.
- Empires like the Spanish, which spread diseases that killed many indigenous people, and systems like mercantilism and slavery contributed to the rise of European global dominance by 1800.
Hi there, i need those questions to be answered as shown below
Hi there, i need those questions to be answered as shown below:
SHORT ANSWER--a good paragraph or two
How do historians study, divide up, and evaluate the past?
How did the original human hunter-gatherer communities become civilized, with what problems and changes to their cultures?
What did the Ancient Middle Eastern civilizations contribute to the foundations of Western culture?
How did the Greeks and later Hellenistic rulers succeed and fail in politics?
How did Rome grow from a city-state to an empire unifying the Mediterranean?
How did the new religion of Christianity begin and grow?
How did Roman Empire fall in the West, yet last another 1000 years in the East?
LONG ANSWER--several paragraphs, a good two or three pages.
Discuss the importance of religion in the ancient world. You might consider the following questions: What religious forms did the first peoples have? How did religion serve the needs of the Middle Eastern civilizations? What changes did the Greeks and Romans bring to beliefs? How were Judaism, Christianity, and Islam different from other religions and from each other?
Explain the various approaches ancient civilizations had to government. You might consider the following questions: What rights and roles did the states in Egypt and Mesopotamia give to their leaders? What forms of self-rule did the Hebrews/Jews attempt? How did the Greeks provide alternate conceptions of politics? How did various political structures of the Romans reflect their expansion?
Discuss the problem of empire in the ancient world. You might consider the following questions: How did the first empires come about? What were the strengths and weaknesses of the universal empires of Assyria and Persia? How did the Greeks fail at empire yet succeed at civilization? How did the Roman Empire arise out of a crisis, create more crises, and yet survive for several centuries? What caused the ultimate failure of the western portion of the Roman Empire, and what were its consequences?
...
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1) What was the Treaty of Westphalia In what ways did it define th.docx
The document discusses several topics:
1) The Treaty of Westphalia established the modern system of sovereign nation-states in Europe after centuries of feudalism and decentralized authority. This led to a radical reduction in the number of political units on the continent.
2) Modern nation-states differ from earlier Chinese, Islamic, and Mongol empires which were based on centralized rule rather than independent territories. European states achieved global dominance in the 19th century by imposing their model of territorial sovereignty and capitalism internationally.
3) Globalization refers to the integration of economies and cultures worldwide through increased trade and migration. It threatens nation states by allowing transnational corporations and flows of people and capital to circumvent national borders
Identify and discuss in a page or two TWO of the following questions.docx
Identify and discuss in a page or two TWO of the following questions.
1) What was the Treaty of Westphalia? In what ways did it define the European concept of state sovereignty How many political units did Europe have before 1500? How many did it have by 1800? How can we explain this radical reduction in the number of states in Europe? Which modern international relations theory reflect this historical episode of inter-state anarchy, similar that of the Italian state system of the Renaissance or the classic Greek city states of the Hellenic era?
2) How does the modern state system of International relations differ from the earlier Chinese “Middle Kingdom”, the Islamic
Califate
or Mongol “world systems” that were based in the empires of the Mid-East, Central and Far East Asia? Or the European system of multiple overlapping forms of authority that we call Feudalism? What peculiarity of the European “world” allowed it to modernize first and then impose its version of the territorial state and capitalism on the rest of the world? When did the European States (and their overseas offspring) achieve true global dominance over their Eurasian rivals and how long did that dominance really last? Why should care what the Chinese or
Islamists
remember about their earlier primacies?
3) What do we mean by
globalization
? Is this term relevant mainly to migration of people, jobs, and industry, or does it have a cultural dimension as well? What are some of the impacts on national societies? How does economic
globalization
threaten the power of the nation state? How does the
neo
–liberal
globalization
of the early 21
st
century differ from liberal capitalism of the 19
th
under British “hegemony?” How does it differ from the national state capitalisms of the “short” twentieth century? What kind of transnational actors benefit the most from periods of liberal capitalism? Which approach – realist, liberal or
marxist
- explains it best?
4) What do we mean by a “Balance of power ” in a
multipolar
system? Why did it fail to contain the French State when they confronted it with the democratic notion of “popular sovereignty?” Why was Napoleonic France a revolutionary power in the European State System? Which power ultimately replaced it as the “problem state” in 19
th
century Europe? And in 20
th
century Europe? How can the “security dilemma”created by “balance of power diplomacy” help us to understand the outbreak of World War One? How does the current crisis of the Russian invasion of Eastern Ukraine and annexation of Crimea resemble earlier “security dilemmas” and threaten an escalation of tensions between the NATO/EU member states and Putin's Russia?
5) What do we mean by the term conservative? What do we mean by “reactionary?” To what degree can we say that modern conservatism in the US is “a house divided?” Does ”conservative” denote one ideological position or several competing ones? How many kinds of American Conservat.
1) What factors allowed China and Japan to resist or contain Europea.docx
1) What factors allowed China and Japan to resist or contain Europeans or European influence for so long, especially at a time when European trade and joint-stock companies were dominating the surrounding areas? What did they want (if anything) from Europeans? What did Europeans want from them?
2) Peter the Great of Russia (a so-called Enlightened Despot) is known as the leader who "westernized" Russia? How did he achieve this? What was it about Western Europe that attracted him (i.e. what was he specifically interested in)?
3) What is mercantilism? How is it similar to modern capitalism? What are joint-stock companies? In what ways are they precursors to modern corporations?
4) Thinking about Emma Jinhua Teng's chapter "An Island of Women: Gender in Qing Travel Writing about Taiwan", how was Qing colonial discourse similar to European colonial discourse (esp. with regards to "otherizing" and gender)? How did it differ?
.
1.What intellectual developments led to the emergence of the Enl.docx
1.
What intellectual developments led to the emergence of the Enlightenment? Who were the leading figures of the Enlightenment, and what were their main contributions? In what type of social environment did the
philosophes
thrive, and what role did women play in that environment?
2.
As seen in the Montesquieu excerpt, what is Montesquieu’s doctrine of the separation of powers? What are the underlying moral and political justifications for this system of government? How was this doctrine incorporated into the U.S. Constitution?
3.
What was Rousseau’s concept of the social contract? What implications did it have for political thought, especially in regard to the development of democratic ideals?
4.
What did Rousseau believe was the role of women and how did he think they should be educated? What arguments did Mary Wollstonecraft make on behalf of the rights of women? What picture did she paint of the women of her day? Why did Wollstonecraft suggest that both men and women were at fault for the “slavish” situation of women?
5.
Explain the differences between Baroque music and Classical music. Who were the top Baroque composers and musicians? Who were the leaders of the Classical era?
6.
Contrast high culture and popular culture. Would you consider the Enlightenment a high movement or a popular movement? Why? Would you consider the Enlightenment cosmopolitan or rural? Why?
1.
What nation was ruled by the Hanover Dynasty? Where were the Hanovers from? What circumstances occurred that required the import of the Hanovers to rule the country?
2.
Based on the documents provided, why was the relationship between Frederick II and his father such a difficult one? What does this troubled relationship tell you about the effects of rulership on the great kings of Europe and their families?
3.
What impressions of Catherine do you get from the letter by the French ambassador to Russia? To what extent were the ideas expressed in the proposals for a new law code taken from the writings of the
philosophes
? What does the decree on serfs reveal about Catherine’s view of power? Based on the documents provided, was Catherine an enlightened monarchy? Why or why not?
4.
What changes occurred in agriculture, finance, industry, and trade during the eighteenth century?
5.
What arguments did the Leeds’ woolen workers use against the new machines? What does the petition reveal about the concept of “progress” at the end of the eighteenth century?
6.
What does the Intendant of Bourdeaux’s report to the Controller General reveal about the nature of poverty in France in the eighteenth century? How would the growing ranks of the poor in Europe further destabilize this society?
In what ways were the French Revolution, the American Revolution, and the seventeenth-century English revolutions alike? In what ways were they different?
What were the causes and results of the American Revolution, and what impact did it have on Europe?
Wh.
Transformation of European states
The document discusses the evolution of European states from feudalism to modern states. It describes 4 key stages: 1) Feudalism - Political power was decentralized among feudal lords. States lacked sovereignty and national identity. 2) Absolute Monarchy - Monarchs centralized power to themselves to unify territories into nations in the late Middle Ages and early modern period. 3) Aristocratic Dominance - Some states like France experienced periods where powerful nobles challenged monarch authority. 4) "Popular" Formula - States continued centralizing power and developing national identities through the modern period.
HISTORY 40-.pdf
This document provides an overview and introduction to key themes in modern and contemporary European history from the late 18th century to present day. It discusses major political, social, and economic transformations including the Enlightenment, the French Revolution, industrialization, nationalism, imperialism, the two world wars, the Cold War, and European integration. These events and concepts shaped Europe's development and global role during this dynamic period.
320f14week2
This document provides an overview and summary of key concepts from the book "Origins of the Modern World" by Marks. It discusses several major topics:
- The book challenges Eurocentrism by showing how globalization and the current world system emerged from a variety of historical, economic and political forces across regions like Africa, Asia, the Americas and Europe.
- From 1000-1500 CE, Europe was polycentric with no single power dominating. Constant warfare drove the emergence of nation-states with professional armies.
- Empires like the Spanish, which spread diseases that killed many indigenous people, and systems like mercantilism and slavery contributed to the rise of European global dominance by 1800.
Hi there, i need those questions to be answered as shown below
Hi there, i need those questions to be answered as shown below:
SHORT ANSWER--a good paragraph or two
How do historians study, divide up, and evaluate the past?
How did the original human hunter-gatherer communities become civilized, with what problems and changes to their cultures?
What did the Ancient Middle Eastern civilizations contribute to the foundations of Western culture?
How did the Greeks and later Hellenistic rulers succeed and fail in politics?
How did Rome grow from a city-state to an empire unifying the Mediterranean?
How did the new religion of Christianity begin and grow?
How did Roman Empire fall in the West, yet last another 1000 years in the East?
LONG ANSWER--several paragraphs, a good two or three pages.
Discuss the importance of religion in the ancient world. You might consider the following questions: What religious forms did the first peoples have? How did religion serve the needs of the Middle Eastern civilizations? What changes did the Greeks and Romans bring to beliefs? How were Judaism, Christianity, and Islam different from other religions and from each other?
Explain the various approaches ancient civilizations had to government. You might consider the following questions: What rights and roles did the states in Egypt and Mesopotamia give to their leaders? What forms of self-rule did the Hebrews/Jews attempt? How did the Greeks provide alternate conceptions of politics? How did various political structures of the Romans reflect their expansion?
Discuss the problem of empire in the ancient world. You might consider the following questions: How did the first empires come about? What were the strengths and weaknesses of the universal empires of Assyria and Persia? How did the Greeks fail at empire yet succeed at civilization? How did the Roman Empire arise out of a crisis, create more crises, and yet survive for several centuries? What caused the ultimate failure of the western portion of the Roman Empire, and what were its consequences?
...
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Compare the motives and reach of Chinese and European maritime explorations in the fifteenth century.
How was European imperial expansion related to the spread of Christianity?
In what ways did religious changes in Asia and the Middle East parallel those of Europe, and in what ways were they different?
Consider global economic and commercial trends in the period from 1450-1750. To what extend did Europeans transform earlier patterns of commerce and trade, and in what ways did Europeans assimilate into older, existing patterns? Be sure to discuss more than just the Atlantic world in your essay.
Argue what was so revolutionary about the Scientific Revolution. In your answer, discuss earlier assumptions of science and cosmology, the role of individual intellectuals and scientists and their ideas, and the impact of these ideas on the broader society in Europe (and globally), especially during the Enlightenment.
Compare and contrast the development of two major Empires we have studied (at least one must be outside of Western Europe). Be sure to address such topics as: the motivations for their expansion (where applicable), political, social/cultural, and religious developments, any problems they encountered, and the ways they attempted to address these problems. What were the consequences for both the people of the Empire and the peoples in the regions to which they spread?
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State-Building Nationalism, secularism, and great power .docx
State-Building
Nationalism, secularism, and great power politics at the turn of the 20th century
Some questions to consider:
Islamists are in power in both Iran and Turkey. Why is Turkey so different from Iran?
Why is the government in Egypt so different from the government in Saudi Arabia?
Why has the military played an important role in the politics of Turkey?
1914
Two (major) political entities in the region:
The Ottoman Empire (Egypt, Tunisia)Iran
Ten years later…
Turkey Egypt IraqTransjordan (later Jordan)SyriaLebanonSaudi ArabiaIran
The Ottoman Empire:
the balance among linguistic, regional, and religious groupings was disturbed by European interventions and the internal political changes.
The Ottoman decline:
By the turn of the 20th century the Ottoman state became unstable.
Keep in mind:
The religious foundations of Ottoman rule.
Legitimacy of the Ottoman Empire
As long as loyalty to the empire appeared consistent with loyalty to the best interests of Islam (the ties of the ummah were paramount) most Arab Muslims accepted the legitimacy of the Ottoman rule.
Modernism, Humanism, political liberalism, and the Enlightenment.
A transition from communities of faith to national communities;Secular (universal) citizenship;Loyalty to the state and its institutions rather than to communal (mostly tribal) identities. Constitutional government;Anti-monarchismReligious pluralism, freedom, individualism; Unified legal, judicial, educational system;The expansion of the state instituions (bureaucracy, surveillance).
The Ottoman swings in opposite direction:
Constitutionalism;
Religious restoration.
Young Ottomans (bureaucracy):
Secularization (legal, judicial, educational systems);Universal citizenship;The 1876 Constitution.
Religious restoration
(sultan Abdul Hamid II)
Technological and administrative modernization, railways, post offices, warships but:
Refurbished the long neglected title of caliph,Broadcasting pan-Islamic appeals, and Topped up the ranks of his administration with Arabs.
Religious restoration and identity
Pan-Islamisms
Rather than:
Ottomanism
1908
Widespread opposition to the sultan’s tyranny.
A military rising in Monastir and Salonika (Rumelia); The sultan forced to call elections;The Committee of Union and Progress (CUP) won a majority across the empire.
The 1908 Young Turk “revolution”
Officers demand that Abdul Hamid II restore the constitution.
On July 24, 1908, the constitution was declared once again in effect.
The Committee of Union and Progress (CUP) government
Overriding aim was the preservation of the empire, at whatever cost.
They weren’t liberals but nor were they purely anti-colonial.
The threats to the Ottoman Empire
came from European powers or their regional allies,
but the Young Turks did not reject the West culturally or politically.
The 1909 counterrevolution
Led by common soldiers and t.
Global interactions 1450 1750 ce review
This document provides a review for an exam on global interactions between 1450-1750 CE. It lists 96 questions across 27 chapters reviewing key terms, maps, developments, and people from this time period. The questions cover topics like the expansion of European exploration and colonization, religious and political transformations in Europe and their global impacts, developments in Asian and Islamic empires, and the establishment and consequences of the transatlantic slave trade.
Labelling the Ottoman Empire HCM
1) The document examines how the Ottoman Empire was represented and labeled at the 1893 Chicago World's Fair through an analysis of government, media, and commercial sources from the time period.
2) It discusses three dominant ideologies - Ottomanism, Islamism, and Turkism - that were represented and helped create a unified social identity for the Ottoman Empire against growing nationalism and imperialism from Western powers like the United States.
3) The labeling of the Ottoman Empire as "Turkey" and its people as "Turkish" at the fair, as well as the portrayal of the empire as a "Muslim state," demonstrated Western political and cultural influence over the empire at this time.
Early Civilizations
The document provides an overview of the Early Modern Period by covering several topics:
1) The modern state saw the rise of authoritarian monarchies in countries like Spain, England, and France. Kings strengthened their power over their kingdoms.
2) The economy transitioned from agriculture to include craftwork in domestic systems and international trade facilitated by new methods like bills of exchange and joint-stock companies.
3) Society experienced the rise of the bourgeoisie and important Renaissance cities like Florence, Rome, and Venice that were influenced by humanism and considered human beings the center of the universe.
1Analyze the interaction between King Louis XIV of France and th.docx
1
Analyze the interaction between King Louis XIV of France and the King of Tonkin. What are the underlying beliefs and approaches of the two rulers? How are they alike? Different? How does each date their letters? What do you infer from these dates?
2-Why and how did Japan succeed in keeping Europeans largely away from its territory in the seventeenth century?
3-
According to Grimmelshausen, what was the effect of the Thirty Years’ War on ordinary Europeans?
4-During the 17th century, at whose expense did Austria expand? What territories did Austria add by 1772?
5-Describe the rise and fall of the Ottoman Empire during the sixteenth, seventeenth, and the eighteenth centuries. Why did the Ottoman Empire initially succeed? Why did it falter?
6-What motivated Cromwell’s political and military actions? What was Edmund Ludlow’s criticism of Cromwell, and how did Cromwell respond? In what ways did Edward Hyde see both good and bad features in Cromwell? How do you explain the differences in these perspectives?
7-How did the Bill of Rights lay the foundation for a constitutional monarchy? What key aspects of this document testify to the exceptional nature of English state politics in the seventeenth century?
8-What theories of government were proposed by Jacques Bossuet, Thomas Hobbes, and John Locke, and how did their respective theories reflect concerns and problems of the seventeenth century?
1-What did Copernicus, Kepler, Galileo, and Newton contribute to a new vision of the universe, and how did it differ from the Ptolemaic conception of the universe?
2.
What does the correspondence between Galileo and Kepler reveal about an emerging spirit of scientific inquiry? What other notable achievements must European society have reached even to make this exchange of letters possible? What aspects of European material culture made the work of these scientists easier? What language were these letters written in?
3.
What does Galileo think is the difference between knowledge about the natural world and knowledge about the spiritual world? What does Galileo suggest that his opponents should do before dismissing his ideas? In what ways does Cardinal Bellarmine attempt to refute Galileo’s ideas? Why did Galileo’s ideas represent a threat to the Catholic Church?
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What did Paracelsus, Vesalius, and Harvey contribute to a scientific view of medicine?
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What arguments did Spinoza use to support the idea of female inferiority? What was the effect of this line of reasoning on the roles women could play?
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1Analyze the interaction between King Louis XIV of France and the K.docx
1 Analyze the interaction between King Louis XIV of France and the King of Tonkin. What are the underlying beliefs and approaches of the two rulers? How are they alike? Different? How does each date their letters? What do you infer from these dates?
2-Why and how did Japan succeed in keeping Europeans largely away from its territory in the seventeenth century?
3- According to Grimmelshausen, what was the effect of the Thirty Years’ War on ordinary Europeans?
4-During the 17th century, at whose expense did Austria expand? What territories did Austria add by 1772?
5-Describe the rise and fall of the Ottoman Empire during the sixteenth, seventeenth, and the eighteenth centuries. Why did the Ottoman Empire initially succeed? Why did it falter?
6-What motivated Cromwell’s political and military actions? What was Edmund Ludlow’s criticism of Cromwell, and how did Cromwell respond? In what ways did Edward Hyde see both good and bad features in Cromwell? How do you explain the differences in these perspectives?
7-How did the Bill of Rights lay the foundation for a constitutional monarchy? What key aspects of this document testify to the exceptional nature of English state politics in the seventeenth century?
8-What theories of government were proposed by Jacques Bossuet, Thomas Hobbes, and John Locke, and how did their respective theories reflect concerns and problems of the seventeenth century?
1-What did Copernicus, Kepler, Galileo, and Newton contribute to a new vision of the universe, and how did it differ from the Ptolemaic conception of the universe?
2. What does the correspondence between Galileo and Kepler reveal about an emerging spirit of scientific inquiry? What other notable achievements must European society have reached even to make this exchange of letters possible? What aspects of European material culture made the work of these scientists easier? What language were these letters written in?
3. What does Galileo think is the difference between knowledge about the natural world and knowledge about the spiritual world? What does Galileo suggest that his opponents should do before dismissing his ideas? In what ways does Cardinal Bellarmine attempt to refute Galileo’s ideas? Why did Galileo’s ideas represent a threat to the Catholic Church?
4. What did Paracelsus, Vesalius, and Harvey contribute to a scientific view of medicine?
5. What arguments did Spinoza use to support the idea of female inferiority? What was the effect of this line of reasoning on the roles women could play?
.
1. How did the Renaissance and Scientific Revolution introduce new
1. How did the Renaissance and Scientific Revolution introduce new cultural and intellectual movements as well as new ways of thinking about the world from 1350-1700? Do you see more similarities and/or differences between the Renaissance and medieval world? Why or why not?
2. Why did Europeans begin to expand outside their borders into a more global world in the 15th through 18th centuries (1400s-1700s)? How did this new growth impact European society as well as the peoples incorporated into these expanding empires?
3. How did Reformation ideas (both Protestant and Catholic) interact with politics to spark the age of religious wars in early modern Europe (1500-1700)? Why did these wars eventually end and how did European states develop new models of political life in their search for order following the wars of religion?
...
THE GENESIS OF THE WEALTH AND POVERTY OF NATIONS
This article aims to analyze the genesis of the wealth and poverty of nations and to point out solutions for poor nations to develop. The world began to face many years ago with the existence of very few rich countries that present advanced economic and social development alongside the vast majority of poor countries with precarious economic and social development. Many ask: what is the explanation for the central capitalist countries having reached a high level of economic and social development and the other countries not? There are several answers to this question. One of them is that the core capitalist countries have developed essential competences to promote economic, scientific and technological development. But the main answer is that the central capitalist countries accumulated a large volume of capital during colonialism from the 14th to the 17th centuries and imperialism from the 18th to the 20th centuries with the looting they carried out in the countries they dominated and also in the current stage of neoliberal globalization. The relationship of dependence of poor, peripheral and semi-peripheral countries on world capitalism will only come to an end with the disappearance of the capitalist world system and the adoption throughout the world of a new model of society that ensures economic and social progress for all countries and not just for a very few countries. This new model would require the existence of a world government to ensure the functioning of a new world order that guarantees equity in the development process of nations and the implementation of the Welfare State along the lines of that practiced in Scandinavian countries with the necessary adaptation to each country because it is the most successful social system ever implemented in the world..
AP Human Geography: Unit 4: Political Geography - Part 1: Territoriality and ...
This is a sample of Part one of my AP Human Geography: Unit 4 slideshow. The full slideshow can be purchased at http://www.teacherspayteachers.com/Store/Mr-Eiland
F13320week3
The document discusses key concepts from Marks' book "Origins of the Modern World" including:
- How the book challenges Eurocentrism by showing how globalization was not dominated by Europe alone.
- How the world pre-1800 was polycentric with powerful empires like China, the spread of Islam, and African wealth.
- How developments like improved ship technology allowed Portugal to change sea trade and the rise of European empires and colonialism post-1500.
- How the industrial revolution began in Britain due to its naval power, cotton industry suited for machinery, and economic structure supported by colonial resources and slavery.
AP Euro CH 13
This chapter discusses the economic, political, intellectual, and social developments in Europe during the Renaissance period from 1350-1550 CE. Key points include: the rise of trade and banking in Italian city-states which enriched merchants and allowed them to patronize the arts; the development of republican governments; the influence of humanism which emphasized classical learning and secular ideas; changes in artistic styles and subjects; and the evolution of more powerful centralized states under rulers like Louis XI in France and the joint rule of Isabella and Ferdinand in Spain. Social hierarchies regarding class, gender, and emerging ideas about race were also in flux during this time of cultural and intellectual transformation in Europe.
1- Identify at least two means of communication used by the ancient .docx
1- Identify at least two means of communication used by the ancient American civilizations. Then, compare and contrast (differences and/or similarities) their functions in their respective societies? Discuss whether there are any features they have in common? Explain. Next, describe how the ancient American means of communication have evolved in the modern society.
Please elaborate by writing at least two well-developed paragraphs of at least five sentences each.
2- Answer the following questions in one paragraph of at least five sentences
a- How have the lives of the European people improved during the 18th century and what influenced this progress?
b- Who were the big European powers and how did they gain their global influence?
c- What is the
Great War for Empire
and where did it occur?
d- What is the
American Revolution
and what events motivated it?
c- Which European power first colonized Florida?
3- Explain how the intellectual ideas of the Enlightenment influenced the political and social changes of the 18th century. How did those changes impact our current society? Provide specific examples.
Please elaborate by writing at least two well-developed paragraphs of at least five sentences each.
.
Unit 2 - French Revolution
The document discusses the causes and key events of the French Revolution. It was influenced by Enlightenment ideas of government for and by the people. Resentment against the monarchy and fiscal crisis also contributed. Major events included the storming of the Bastille prison, establishment of the National Assembly, Declaration of the Rights of Man and Citizen, the Reign of Terror led by the Jacobins, and the executions of Louis XVI and Marie Antoinette. The revolution created a new nation controlled by the French people and increased political power for the middle class.
1. In which ways might the Native American societies before the.docx
1. In which ways might the Native American societies before the arrival of Europeans be considered democratic? What forces shaped their societies?
2. How did Europeans’ prior experiences affect their actions in the New World? In which ways did they adapt to new circumstances?
3. What made conquest possible? What different forms did it take? What role did gender play in conquest?
4. What were the intended and unintended consequences of conquest?
5. Consider the development of Indian civilizations in Central and North America from
Archaic times until 1500. What were the major forces of change within these early
populations?
6. What were the forces that led Europeans, and particularly Spain, to explore the
New World?
7. What was the impact of European conquest on the population and environment of
the New World?
8. Compare older ways of explaining the conquest (such as Moctezuma’s supposed
belief that Hernando Cortés was a god) with scholars’ more recent explanations.
What beliefs about Native Americans does each set of explanations reflect?
9. How would Native American men and women have experienced conquest
differently?
10.Compare Spain’s treatment of Muslims and Jews in Spain following the reconquista
with the country’s later treatment of conquered Native Americans in the New World.
Do you think these groups received similar or different treatment? Why?
...
art & science sexual healthUsing peer education projects t.docx
art & science sexual health
Using peer education projects to
prevent HIV/AIDS in young people
Campbell S (2005) Using peer education projects to prevent HIV/AIDS in young people. Nursing
Standard. 20,10, 50-55. Date of acceptance: December 6 2004.
SummarY
This article discusses the use of peer education to reduce sexually
transmitted infections, including human immunodeficiency
virus/acquired immunodeficiency syndrome, in young people. I t
describes experiences gained from a peer education project for
young people in Uganda,
Author
Sue Campbell is a freelance writer in Kampala, Uganda,
Email: Masc(@)utlonline.co,ug
AIDS; Health education; Peer education
These keywords are based on the subject headings from the British
Nursing Index, This article has been subject to double-blind review.
For related articles and author guidelines visit our online archive at
www.nursing-standard.co.uk and search using the keywords.
MORE THAN half of people newly infected with
the human immunodeficiency virus (HIV)
worldwide are aged 15-24 years (United Nations
Children's Fund (UNICEF) etal 2002).
Empowering young people with the basic human
right of reproductive choice is, therefore,
critically important.
Over the past decade there has been a growing
interest in involving young people as peer
educators in health education in the UK,
particularly in the area of sexual health (Health
Education Board for Scotland (HEBS) 2003),
Peer education approaches offer the possibility
of changing behaviour and increasing knowledge
to prevent HIV, This article explains what a peer
education approach is and gives guidance on
how to develop a project focused on young
people. Although the author's experience of
developing peer education projects in Uganda for
HIV prevention is discussed, some of the
principles can be transferred to working with
young people in the UK,
Young people are at the centre of the global
HIV and acquired immunodeficiency syndrome
(AIDS) pandemic. They are also a key human
resource for the future wellbeing of communities.
Each day nearly 6,000 young people aged from
5 0 november 16 :: vol 20 no 10 :: 2005
15-24 years become infected with HIV (UNICEF
etal2002). Educating young people about HIV,
and teaching them skills in negotiation, conflict
resolution, critical thinking, decision-making and
communication improve their self-confidence
and ability to make informed choices, for
example, postponing sex until they are mature
enough to protect themselves from HIV, other
sexually transmitted infections (STIs) and
unwanted pregnancies (UNICEF ef a/2002).
In 2003, an estimated 4,1 per cent of adults in
Uganda and 0,2 per cent in the UK were living
with HIV/AIDS (Joint United Nations
Programme on HIV/AIDS (UNAIDS) 1999,
UNAIDSAJNICEFAVorld Health Organization
(WHO) 2004), Factors that encourage the spread
of HIV/AIDS among young people in Uganda
include (Government of Uganda 1999):
• Sociocultural issues, including attitudes among
peer groups about ea.
Arrive at Opera as we know it today Peri’s and Monteverdi’s ope.docx
Arrive at Opera as we know it today: Peri’s and Monteverdi’s operas
Since the early twentieth century, European musical style has significantly changed its tradition for music as having take place around 1600.[footnoteRef:1] In general, it is described as the transition from Renaissance to Baroque style. Opera as an art originated from Italy in the 16th century and it spread out to Europe. This work is associated with drama, dance, vocal and visual music with impressive effects of the Greek and Romans. Orpheus was the greatest of musicians in ancient Greek mythology, it is challenging the gods with his capability to sing and play. Euridice by Peri and Orfeo by Monteverid are well-known works of early opera, which made use of Orpheus’ story and the same libretto. Peri’s Euridice is first survived and credited with early advances in opera composition as recitative and advancing Florentine Camerata’s ideas of Greek drama. On other hand, Monteverdi’s Orfeo Baroque operatic works include a variety of genres and types of styles. The text and plots are drawn from classical antiquity or ancient history, and the action involves a variety of special scenic effects.[footnoteRef:2] Because both works used the same libretto, in examining the two is very informative between two operas. Monteverdi’s opera is more widely known and performed today because it has a greater variety of musical style and richer sounds in instrumental and chorus. The purpose of this essay is to discuss the operas of Peri and Monteverdi’s libretto in various adaptations. This essay will cover an examination of monadic style works, instrumentations, and choral music. Ultimately, it will be shown that the conceptual and composers goals of Jacopo Peri and Claudio Monteverdi are in setting text to music. These ideas and changes effectively influenced the gradual growth of opera with the invention and improvement of today’s opera. [1: David Schulenberg, Music of the Baroque. New York; Oxford; Oxford University Press, 2014, 35.] [2: Schulenberg, 59.]
Before we examine Peri’s Euridice and Monteverdi’s Orfeo, it is necessary to acknowledge the experiments of Florentine Camerata. Florentine Camerata was an important group who met to discuss societies or academies and they were leading to write an ancient Greek and music. Florentine Camerata involved in Vincenzo Galilei and Giulo Caccini, but also Jacopo Peri, Ottavio Rinuccini, and Girolamo Mei participated. Florentine Camerata started with the experiment of stile recitative,which was a Greek style between speech and songs that was eventually called opera.
Rinuccini’s poems were a favorite subject for operas because the mythical hero is himself a singer and the combination of a simple action with a diversity of expressive situations.[footnoteRef:3] Peri was the monadic of the Florentine composers who wrote Eurydice, which is the earliest surviving opera with a completed setting of Rinuccini’s poem. It premiered on October 6, 1600 at .
Arriving to California State University, NorthridgeChoosing un.docx
Arriving to California State University, Northridge
Choosing university is like a puzzle game or a snake and ladder game.
Since I came from my country Kuwait I didn’t had any obstacle in the new country but I face changes in many area such as accommodation, environment, cultural, and languages. Because I had very excellent department in the ministry of education abroad which encourage people or show a great vision of the benefit to study abroad. Also, giving a great orientation before traveling date that helps me to be more familiar from the new things that I will have. Therefore I planned to study my bachelor in the United State. So I filled my application and I submit all my documents and paper to the ministry. Then, our cultural office processed my application and after that they send for me an acceptance letter to travel to U.S.A. Nevertheless, there are two major steps for student to be able to roll to the university in the United States. First, register for institutes for English to improve the English language. For example, I registered for UCI (university of California Irvine extension). In this period, I took English classes in writing, grammar, listing, reading, and vocabulary. Also, these classes help me to study for the requirement university test either the TOEFL or IELTS test. Second, searching and applying for the universities that have my major and agree with the condition of our scholarship.
In addition, most important thing that I contact my scholarship advisor in every steps because my advisor helps me to complete any document for the universities. As an international student I connect nearby my immigration department in the school and my advisor, this circle helps me to know my way and be ale to continue my problem or an issue. Thesis statement therefore, choosing the university in the united stated especially California is difficult in many things such as the major, the state and the study plan.
Body graph ( topic sentence, explain , two example, conclusion sentence,)
First graph the first point I will discuses about searching for the major i am interest in political science
–
but I change ( from political science to business ) because
the requirement Ielts exam in political science higher and difficult compare to business its average and convenient . I have been less than a year to be fimilar with the new language which is English.
Second graph
next, I will talk about CSUN academic studies and environment is very good from classes , course , and my friends
( my friends suggestion )
The final step I will talk about California state is
my favorite
(fun
place ( beaches , shopping mall , international state ( including my friends ) ,
the people )
Beside your embassy instruction international students should educate himself about new country by reading book, listening music, watching movie, searching for website, and talking to native people.
In this journey I bring with me many great challenging, pow.
Arrington-Shaw 1 Bethany P. Arrington-Shaw Dr. K. L.docx
Arrington-Shaw 1
Bethany P. Arrington-Shaw
Dr. K. L. Hall
Speech 101- 1214
20 March 2017
Welcome to Parenthood: The Journey to Unconditional Love
General goal: I want to inform my audience.
Specific goal: I would like my audience to understand how to take care of your child
through the first few months Postpartum, creating an incomparable bond.
Thesis statement: Showing love, protecting, and teaching your child, is a lifelong process
that leads to unconditional love and begins when you have the most time to utilize, during
Maternity or Paternity leave .
Introduction
I. How many of you know the unconditional love parents and their children have for
one another?
Arrington-Shaw 2
II. Have you ever wondered how such an unbreakable relationship is formed
between the parents and their child?
III. I want to share with you just three things new parents can do in order to
achieve that unconditional love that lasts a lifetime: nurture, protect, and teach.
Body
I. Nurturing a baby is essential to create a strong Parent-Child bond.
A. Mom should breastfeed for at least the first three months.
1. Baby will remember smell and tender skin of their mother from
breastfeeding and will feel comfortable whenever she is around.
2. Baby learns to rely on it’s mother for food.
3. Special components in mother’s milk that cleanses the baby's
digestive system.
B. Both parents need to take part in nurturing their infant.
1. Holding a baby against a bare chest allows the infant to hear it’s
mother’s or father’s heartbeat, similar to in the womb.
2. Touch is important for growth including kisses and tickles.
Arrington-Shaw 3
3. Playing with the baby will increase its senses and use of
expressions.
C. Taking care of yourself is important for you as well as your child.
1. To avoid being too tired to take care of things, change your schedule
and learn to sleep when your baby sleeps.
2. Your child senses your stress which in turn stresses the child, since
there is a lot to get done, help alleviate stress by letting
grandparents and close friends help you out when they can,
remembering that they love your child just as you do.
3. You will worry over every decision you make in an attempt to be a
perfect parent, remember no one is perfect, just prioritize and do
your best.
(Transition: Daily affection stimulates growth and makes your infant calm, while also
feeling protected.)
II. Trust is developed when parents care for the infant’s health and protect them.
A. Dealing with health issues and doctors can help.
1. Read all labels to medications you plan to give your child especially
if non prescribed or “over the counter”.
2. Keep the baby’s doctor on speed dial in case the child becomes
Arrington-Shaw 4
unwell.
3. Keep all follow up appointments in .
Ars PoeticaBY ARCHIBALD MACLEISHA poem should be palpabl.docx
Ars Poetica
BY
ARCHIBALD MACLEISH
A poem should be palpable and mute
As a globed fruit,
Dumb
As old medallions to the thumb,
Silent as the sleeve-worn stone
Of casement ledges where the moss has grown—
A poem should be wordless
As the flight of birds.
*
A poem should be motionless in time
As the moon climbs,
Leaving, as the moon releases
Twig by twig the night-entangled trees,
Leaving, as the moon behind the winter leaves,
Memory by memory the mind—
A poem should be motionless in time
As the moon climbs.
*
A poem should be equal to:
Not true.
For all the history of grief
An empty doorway and a maple leaf.
For love
The leaning grasses and two lights above the sea—
A poem should not mean
But be.
Archibald MacLeish, “Ars Poetica” from
Collected Poems 1917-1982.
Copyright © 1985 by The Estate of Archibald MacLeish. Reprinted with the permission of Houghton Mifflin Company. All rights reserved.Source:
Collected Poems 1917-1952
(Houghton Mifflin Harcourt, 1952)
Reread
Ars Poetica
by Archibald MacLeish. In a journal entry of about 200 words, explain what he is trying to say about poetry. Spend some of the journal entry also discussing your own personal feelings about poetry? Do you enjoy it or despise? Support your answer with reasoning.
.
ArraysDefine an Array and why you would use one. Provide an exam.docx
Arrays
Define an Array and why you would use one. Provide an example that is not from the text. Respond to at least two of your classmates’ postings.
Character Arrays
Chapter 7 continues the discussion of arrays. Arrays include multiple data types and can include characters. Understanding that you can use characters in an array, give an example of how you would use a character array and what data could be stored in this array. See page 351 for an example. Respond to at least two of your classmates’ postings.
.
Arnelle HallThe resource I resonated with the most was the Ted t.docx
Arnelle Hall
The resource I resonated with the most was the Ted talk about intersectionality. As an African American female, it is very hard trying to elevate myself onto an equal playing field because I am at a double disadvantage. I feel like African American women are looked over in so many ways by society but these problems can't be addressed because as the video stated, people will only address one at a time when in reality, both of them are a part of my identity at the same exact time. I hope that as this becomes a bigger topic things will change. I thought the Ted talk was very moving especially at the end when all of the Black women killed by police brutality were honored.
The theory that made the most sense to me was Piaget's model because it used age groups a child goes through and pairs them with common developmental milestones that we often celebrate in society. For example, the sensorimotor stage (birth-2) can be identified by object permeance. The pre-operational stage (2-7) can be identified by language development and asking questions. The concrete operational stage (7-11) can be identified by inductive reasoning. The last stage, the formal operational stage (12+) can be identified by understanding abstract feelings such as love and success.
I recently became an auntie. My nephew will be 1 years old in March. I can relate to this because I have seen him develop some of the milestones for the sensorimotor stage. He uses his senses a lot to try and understand the world around him. One example would be him grabbing anything in front of him and shaking it to see if it makes noise or putting it in his mouth to see what it tastes like.
Ayaka Motoki
Through watching the video, I believe the new family style (shown in the video) in our modern world could affect children in many different ways. Gillian’s theory in analyzed based on the traditional family roles, where girls tend to have interpersonal relationships with others, while boys act justly to avoid inequality. However, family that does not necessarily have one mother and one father might have different effect to their children, perhaps in a better way. As explained in the video, girls tend to be interpersonal because they are closer to their mother who teaches about the community and human relationships. If there is no distinguished role of teaching these in a family due to having more than one mother or father, both girls and boys will be taught the importance of moral stages, which will benefit both of them since it does not focus on based on children’s gender. I have a similar experience in my childhood since I lived with my mother and my grandparents. They did not try to teach both my brother and I differently based on our gender but rather the same. That is why I believe both of my brother have similar personalities and I consider my brother to be a very caring and kind to others.
MBA 6941, Managing Project Teams 1
Course Learning Outcomes for Unit VIII
.
More Related Content
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How and why did Europeans come to explore, conquer, and eventually c.docx
How and why did Europeans come to explore, conquer, and eventually colonize the New World? Why didn’t other empires do the same?
Compare the motives and reach of Chinese and European maritime explorations in the fifteenth century.
How was European imperial expansion related to the spread of Christianity?
In what ways did religious changes in Asia and the Middle East parallel those of Europe, and in what ways were they different?
Consider global economic and commercial trends in the period from 1450-1750. To what extend did Europeans transform earlier patterns of commerce and trade, and in what ways did Europeans assimilate into older, existing patterns? Be sure to discuss more than just the Atlantic world in your essay.
Argue what was so revolutionary about the Scientific Revolution. In your answer, discuss earlier assumptions of science and cosmology, the role of individual intellectuals and scientists and their ideas, and the impact of these ideas on the broader society in Europe (and globally), especially during the Enlightenment.
Compare and contrast the development of two major Empires we have studied (at least one must be outside of Western Europe). Be sure to address such topics as: the motivations for their expansion (where applicable), political, social/cultural, and religious developments, any problems they encountered, and the ways they attempted to address these problems. What were the consequences for both the people of the Empire and the peoples in the regions to which they spread?
.
State-Building Nationalism, secularism, and great power .docx
State-Building
Nationalism, secularism, and great power politics at the turn of the 20th century
Some questions to consider:
Islamists are in power in both Iran and Turkey. Why is Turkey so different from Iran?
Why is the government in Egypt so different from the government in Saudi Arabia?
Why has the military played an important role in the politics of Turkey?
1914
Two (major) political entities in the region:
The Ottoman Empire (Egypt, Tunisia)Iran
Ten years later…
Turkey Egypt IraqTransjordan (later Jordan)SyriaLebanonSaudi ArabiaIran
The Ottoman Empire:
the balance among linguistic, regional, and religious groupings was disturbed by European interventions and the internal political changes.
The Ottoman decline:
By the turn of the 20th century the Ottoman state became unstable.
Keep in mind:
The religious foundations of Ottoman rule.
Legitimacy of the Ottoman Empire
As long as loyalty to the empire appeared consistent with loyalty to the best interests of Islam (the ties of the ummah were paramount) most Arab Muslims accepted the legitimacy of the Ottoman rule.
Modernism, Humanism, political liberalism, and the Enlightenment.
A transition from communities of faith to national communities;Secular (universal) citizenship;Loyalty to the state and its institutions rather than to communal (mostly tribal) identities. Constitutional government;Anti-monarchismReligious pluralism, freedom, individualism; Unified legal, judicial, educational system;The expansion of the state instituions (bureaucracy, surveillance).
The Ottoman swings in opposite direction:
Constitutionalism;
Religious restoration.
Young Ottomans (bureaucracy):
Secularization (legal, judicial, educational systems);Universal citizenship;The 1876 Constitution.
Religious restoration
(sultan Abdul Hamid II)
Technological and administrative modernization, railways, post offices, warships but:
Refurbished the long neglected title of caliph,Broadcasting pan-Islamic appeals, and Topped up the ranks of his administration with Arabs.
Religious restoration and identity
Pan-Islamisms
Rather than:
Ottomanism
1908
Widespread opposition to the sultan’s tyranny.
A military rising in Monastir and Salonika (Rumelia); The sultan forced to call elections;The Committee of Union and Progress (CUP) won a majority across the empire.
The 1908 Young Turk “revolution”
Officers demand that Abdul Hamid II restore the constitution.
On July 24, 1908, the constitution was declared once again in effect.
The Committee of Union and Progress (CUP) government
Overriding aim was the preservation of the empire, at whatever cost.
They weren’t liberals but nor were they purely anti-colonial.
The threats to the Ottoman Empire
came from European powers or their regional allies,
but the Young Turks did not reject the West culturally or politically.
The 1909 counterrevolution
Led by common soldiers and t.
Global interactions 1450 1750 ce review
This document provides a review for an exam on global interactions between 1450-1750 CE. It lists 96 questions across 27 chapters reviewing key terms, maps, developments, and people from this time period. The questions cover topics like the expansion of European exploration and colonization, religious and political transformations in Europe and their global impacts, developments in Asian and Islamic empires, and the establishment and consequences of the transatlantic slave trade.
Labelling the Ottoman Empire HCM
1) The document examines how the Ottoman Empire was represented and labeled at the 1893 Chicago World's Fair through an analysis of government, media, and commercial sources from the time period.
2) It discusses three dominant ideologies - Ottomanism, Islamism, and Turkism - that were represented and helped create a unified social identity for the Ottoman Empire against growing nationalism and imperialism from Western powers like the United States.
3) The labeling of the Ottoman Empire as "Turkey" and its people as "Turkish" at the fair, as well as the portrayal of the empire as a "Muslim state," demonstrated Western political and cultural influence over the empire at this time.
Early Civilizations
The document provides an overview of the Early Modern Period by covering several topics:
1) The modern state saw the rise of authoritarian monarchies in countries like Spain, England, and France. Kings strengthened their power over their kingdoms.
2) The economy transitioned from agriculture to include craftwork in domestic systems and international trade facilitated by new methods like bills of exchange and joint-stock companies.
3) Society experienced the rise of the bourgeoisie and important Renaissance cities like Florence, Rome, and Venice that were influenced by humanism and considered human beings the center of the universe.
1Analyze the interaction between King Louis XIV of France and th.docx
1
Analyze the interaction between King Louis XIV of France and the King of Tonkin. What are the underlying beliefs and approaches of the two rulers? How are they alike? Different? How does each date their letters? What do you infer from these dates?
2-Why and how did Japan succeed in keeping Europeans largely away from its territory in the seventeenth century?
3-
According to Grimmelshausen, what was the effect of the Thirty Years’ War on ordinary Europeans?
4-During the 17th century, at whose expense did Austria expand? What territories did Austria add by 1772?
5-Describe the rise and fall of the Ottoman Empire during the sixteenth, seventeenth, and the eighteenth centuries. Why did the Ottoman Empire initially succeed? Why did it falter?
6-What motivated Cromwell’s political and military actions? What was Edmund Ludlow’s criticism of Cromwell, and how did Cromwell respond? In what ways did Edward Hyde see both good and bad features in Cromwell? How do you explain the differences in these perspectives?
7-How did the Bill of Rights lay the foundation for a constitutional monarchy? What key aspects of this document testify to the exceptional nature of English state politics in the seventeenth century?
8-What theories of government were proposed by Jacques Bossuet, Thomas Hobbes, and John Locke, and how did their respective theories reflect concerns and problems of the seventeenth century?
1-What did Copernicus, Kepler, Galileo, and Newton contribute to a new vision of the universe, and how did it differ from the Ptolemaic conception of the universe?
2.
What does the correspondence between Galileo and Kepler reveal about an emerging spirit of scientific inquiry? What other notable achievements must European society have reached even to make this exchange of letters possible? What aspects of European material culture made the work of these scientists easier? What language were these letters written in?
3.
What does Galileo think is the difference between knowledge about the natural world and knowledge about the spiritual world? What does Galileo suggest that his opponents should do before dismissing his ideas? In what ways does Cardinal Bellarmine attempt to refute Galileo’s ideas? Why did Galileo’s ideas represent a threat to the Catholic Church?
4.
What did Paracelsus, Vesalius, and Harvey contribute to a scientific view of medicine?
5.
What arguments did Spinoza use to support the idea of female inferiority? What was the effect of this line of reasoning on the roles women could play?
.
1Analyze the interaction between King Louis XIV of France and the K.docx
1 Analyze the interaction between King Louis XIV of France and the King of Tonkin. What are the underlying beliefs and approaches of the two rulers? How are they alike? Different? How does each date their letters? What do you infer from these dates?
2-Why and how did Japan succeed in keeping Europeans largely away from its territory in the seventeenth century?
3- According to Grimmelshausen, what was the effect of the Thirty Years’ War on ordinary Europeans?
4-During the 17th century, at whose expense did Austria expand? What territories did Austria add by 1772?
5-Describe the rise and fall of the Ottoman Empire during the sixteenth, seventeenth, and the eighteenth centuries. Why did the Ottoman Empire initially succeed? Why did it falter?
6-What motivated Cromwell’s political and military actions? What was Edmund Ludlow’s criticism of Cromwell, and how did Cromwell respond? In what ways did Edward Hyde see both good and bad features in Cromwell? How do you explain the differences in these perspectives?
7-How did the Bill of Rights lay the foundation for a constitutional monarchy? What key aspects of this document testify to the exceptional nature of English state politics in the seventeenth century?
8-What theories of government were proposed by Jacques Bossuet, Thomas Hobbes, and John Locke, and how did their respective theories reflect concerns and problems of the seventeenth century?
1-What did Copernicus, Kepler, Galileo, and Newton contribute to a new vision of the universe, and how did it differ from the Ptolemaic conception of the universe?
2. What does the correspondence between Galileo and Kepler reveal about an emerging spirit of scientific inquiry? What other notable achievements must European society have reached even to make this exchange of letters possible? What aspects of European material culture made the work of these scientists easier? What language were these letters written in?
3. What does Galileo think is the difference between knowledge about the natural world and knowledge about the spiritual world? What does Galileo suggest that his opponents should do before dismissing his ideas? In what ways does Cardinal Bellarmine attempt to refute Galileo’s ideas? Why did Galileo’s ideas represent a threat to the Catholic Church?
4. What did Paracelsus, Vesalius, and Harvey contribute to a scientific view of medicine?
5. What arguments did Spinoza use to support the idea of female inferiority? What was the effect of this line of reasoning on the roles women could play?
.
1. How did the Renaissance and Scientific Revolution introduce new
1. How did the Renaissance and Scientific Revolution introduce new cultural and intellectual movements as well as new ways of thinking about the world from 1350-1700? Do you see more similarities and/or differences between the Renaissance and medieval world? Why or why not?
2. Why did Europeans begin to expand outside their borders into a more global world in the 15th through 18th centuries (1400s-1700s)? How did this new growth impact European society as well as the peoples incorporated into these expanding empires?
3. How did Reformation ideas (both Protestant and Catholic) interact with politics to spark the age of religious wars in early modern Europe (1500-1700)? Why did these wars eventually end and how did European states develop new models of political life in their search for order following the wars of religion?
...
THE GENESIS OF THE WEALTH AND POVERTY OF NATIONS
This article aims to analyze the genesis of the wealth and poverty of nations and to point out solutions for poor nations to develop. The world began to face many years ago with the existence of very few rich countries that present advanced economic and social development alongside the vast majority of poor countries with precarious economic and social development. Many ask: what is the explanation for the central capitalist countries having reached a high level of economic and social development and the other countries not? There are several answers to this question. One of them is that the core capitalist countries have developed essential competences to promote economic, scientific and technological development. But the main answer is that the central capitalist countries accumulated a large volume of capital during colonialism from the 14th to the 17th centuries and imperialism from the 18th to the 20th centuries with the looting they carried out in the countries they dominated and also in the current stage of neoliberal globalization. The relationship of dependence of poor, peripheral and semi-peripheral countries on world capitalism will only come to an end with the disappearance of the capitalist world system and the adoption throughout the world of a new model of society that ensures economic and social progress for all countries and not just for a very few countries. This new model would require the existence of a world government to ensure the functioning of a new world order that guarantees equity in the development process of nations and the implementation of the Welfare State along the lines of that practiced in Scandinavian countries with the necessary adaptation to each country because it is the most successful social system ever implemented in the world..
AP Human Geography: Unit 4: Political Geography - Part 1: Territoriality and ...
This is a sample of Part one of my AP Human Geography: Unit 4 slideshow. The full slideshow can be purchased at http://www.teacherspayteachers.com/Store/Mr-Eiland
F13320week3
The document discusses key concepts from Marks' book "Origins of the Modern World" including:
- How the book challenges Eurocentrism by showing how globalization was not dominated by Europe alone.
- How the world pre-1800 was polycentric with powerful empires like China, the spread of Islam, and African wealth.
- How developments like improved ship technology allowed Portugal to change sea trade and the rise of European empires and colonialism post-1500.
- How the industrial revolution began in Britain due to its naval power, cotton industry suited for machinery, and economic structure supported by colonial resources and slavery.
AP Euro CH 13
This chapter discusses the economic, political, intellectual, and social developments in Europe during the Renaissance period from 1350-1550 CE. Key points include: the rise of trade and banking in Italian city-states which enriched merchants and allowed them to patronize the arts; the development of republican governments; the influence of humanism which emphasized classical learning and secular ideas; changes in artistic styles and subjects; and the evolution of more powerful centralized states under rulers like Louis XI in France and the joint rule of Isabella and Ferdinand in Spain. Social hierarchies regarding class, gender, and emerging ideas about race were also in flux during this time of cultural and intellectual transformation in Europe.
1- Identify at least two means of communication used by the ancient .docx
1- Identify at least two means of communication used by the ancient American civilizations. Then, compare and contrast (differences and/or similarities) their functions in their respective societies? Discuss whether there are any features they have in common? Explain. Next, describe how the ancient American means of communication have evolved in the modern society.
Please elaborate by writing at least two well-developed paragraphs of at least five sentences each.
2- Answer the following questions in one paragraph of at least five sentences
a- How have the lives of the European people improved during the 18th century and what influenced this progress?
b- Who were the big European powers and how did they gain their global influence?
c- What is the
Great War for Empire
and where did it occur?
d- What is the
American Revolution
and what events motivated it?
c- Which European power first colonized Florida?
3- Explain how the intellectual ideas of the Enlightenment influenced the political and social changes of the 18th century. How did those changes impact our current society? Provide specific examples.
Please elaborate by writing at least two well-developed paragraphs of at least five sentences each.
.
Unit 2 - French Revolution
The document discusses the causes and key events of the French Revolution. It was influenced by Enlightenment ideas of government for and by the people. Resentment against the monarchy and fiscal crisis also contributed. Major events included the storming of the Bastille prison, establishment of the National Assembly, Declaration of the Rights of Man and Citizen, the Reign of Terror led by the Jacobins, and the executions of Louis XVI and Marie Antoinette. The revolution created a new nation controlled by the French people and increased political power for the middle class.
1. In which ways might the Native American societies before the.docx
1. In which ways might the Native American societies before the arrival of Europeans be considered democratic? What forces shaped their societies?
2. How did Europeans’ prior experiences affect their actions in the New World? In which ways did they adapt to new circumstances?
3. What made conquest possible? What different forms did it take? What role did gender play in conquest?
4. What were the intended and unintended consequences of conquest?
5. Consider the development of Indian civilizations in Central and North America from
Archaic times until 1500. What were the major forces of change within these early
populations?
6. What were the forces that led Europeans, and particularly Spain, to explore the
New World?
7. What was the impact of European conquest on the population and environment of
the New World?
8. Compare older ways of explaining the conquest (such as Moctezuma’s supposed
belief that Hernando Cortés was a god) with scholars’ more recent explanations.
What beliefs about Native Americans does each set of explanations reflect?
9. How would Native American men and women have experienced conquest
differently?
10.Compare Spain’s treatment of Muslims and Jews in Spain following the reconquista
with the country’s later treatment of conquered Native Americans in the New World.
Do you think these groups received similar or different treatment? Why?
...
Similar to I. Identify and discuss in a page or two TWO of the following quest.docx (15)
How and why did Europeans come to explore, conquer, and eventually c.docx
How and why did Europeans come to explore, conquer, and eventually c.docx
State-Building Nationalism, secularism, and great power .docx
State-Building Nationalism, secularism, and great power .docx
1Analyze the interaction between King Louis XIV of France and th.docx
1Analyze the interaction between King Louis XIV of France and th.docx
1Analyze the interaction between King Louis XIV of France and the K.docx
1Analyze the interaction between King Louis XIV of France and the K.docx
1. How did the Renaissance and Scientific Revolution introduce new
1. How did the Renaissance and Scientific Revolution introduce new
AP Human Geography: Unit 4: Political Geography - Part 1: Territoriality and ...
AP Human Geography: Unit 4: Political Geography - Part 1: Territoriality and ...
1- Identify at least two means of communication used by the ancient .docx
1- Identify at least two means of communication used by the ancient .docx
1. In which ways might the Native American societies before the.docx
1. In which ways might the Native American societies before the.docx
More from jewisonantone
art & science sexual healthUsing peer education projects t.docx
art & science sexual health
Using peer education projects to
prevent HIV/AIDS in young people
Campbell S (2005) Using peer education projects to prevent HIV/AIDS in young people. Nursing
Standard. 20,10, 50-55. Date of acceptance: December 6 2004.
SummarY
This article discusses the use of peer education to reduce sexually
transmitted infections, including human immunodeficiency
virus/acquired immunodeficiency syndrome, in young people. I t
describes experiences gained from a peer education project for
young people in Uganda,
Author
Sue Campbell is a freelance writer in Kampala, Uganda,
Email: Masc(@)utlonline.co,ug
AIDS; Health education; Peer education
These keywords are based on the subject headings from the British
Nursing Index, This article has been subject to double-blind review.
For related articles and author guidelines visit our online archive at
www.nursing-standard.co.uk and search using the keywords.
MORE THAN half of people newly infected with
the human immunodeficiency virus (HIV)
worldwide are aged 15-24 years (United Nations
Children's Fund (UNICEF) etal 2002).
Empowering young people with the basic human
right of reproductive choice is, therefore,
critically important.
Over the past decade there has been a growing
interest in involving young people as peer
educators in health education in the UK,
particularly in the area of sexual health (Health
Education Board for Scotland (HEBS) 2003),
Peer education approaches offer the possibility
of changing behaviour and increasing knowledge
to prevent HIV, This article explains what a peer
education approach is and gives guidance on
how to develop a project focused on young
people. Although the author's experience of
developing peer education projects in Uganda for
HIV prevention is discussed, some of the
principles can be transferred to working with
young people in the UK,
Young people are at the centre of the global
HIV and acquired immunodeficiency syndrome
(AIDS) pandemic. They are also a key human
resource for the future wellbeing of communities.
Each day nearly 6,000 young people aged from
5 0 november 16 :: vol 20 no 10 :: 2005
15-24 years become infected with HIV (UNICEF
etal2002). Educating young people about HIV,
and teaching them skills in negotiation, conflict
resolution, critical thinking, decision-making and
communication improve their self-confidence
and ability to make informed choices, for
example, postponing sex until they are mature
enough to protect themselves from HIV, other
sexually transmitted infections (STIs) and
unwanted pregnancies (UNICEF ef a/2002).
In 2003, an estimated 4,1 per cent of adults in
Uganda and 0,2 per cent in the UK were living
with HIV/AIDS (Joint United Nations
Programme on HIV/AIDS (UNAIDS) 1999,
UNAIDSAJNICEFAVorld Health Organization
(WHO) 2004), Factors that encourage the spread
of HIV/AIDS among young people in Uganda
include (Government of Uganda 1999):
• Sociocultural issues, including attitudes among
peer groups about ea.
Arrive at Opera as we know it today Peri’s and Monteverdi’s ope.docx
Arrive at Opera as we know it today: Peri’s and Monteverdi’s operas
Since the early twentieth century, European musical style has significantly changed its tradition for music as having take place around 1600.[footnoteRef:1] In general, it is described as the transition from Renaissance to Baroque style. Opera as an art originated from Italy in the 16th century and it spread out to Europe. This work is associated with drama, dance, vocal and visual music with impressive effects of the Greek and Romans. Orpheus was the greatest of musicians in ancient Greek mythology, it is challenging the gods with his capability to sing and play. Euridice by Peri and Orfeo by Monteverid are well-known works of early opera, which made use of Orpheus’ story and the same libretto. Peri’s Euridice is first survived and credited with early advances in opera composition as recitative and advancing Florentine Camerata’s ideas of Greek drama. On other hand, Monteverdi’s Orfeo Baroque operatic works include a variety of genres and types of styles. The text and plots are drawn from classical antiquity or ancient history, and the action involves a variety of special scenic effects.[footnoteRef:2] Because both works used the same libretto, in examining the two is very informative between two operas. Monteverdi’s opera is more widely known and performed today because it has a greater variety of musical style and richer sounds in instrumental and chorus. The purpose of this essay is to discuss the operas of Peri and Monteverdi’s libretto in various adaptations. This essay will cover an examination of monadic style works, instrumentations, and choral music. Ultimately, it will be shown that the conceptual and composers goals of Jacopo Peri and Claudio Monteverdi are in setting text to music. These ideas and changes effectively influenced the gradual growth of opera with the invention and improvement of today’s opera. [1: David Schulenberg, Music of the Baroque. New York; Oxford; Oxford University Press, 2014, 35.] [2: Schulenberg, 59.]
Before we examine Peri’s Euridice and Monteverdi’s Orfeo, it is necessary to acknowledge the experiments of Florentine Camerata. Florentine Camerata was an important group who met to discuss societies or academies and they were leading to write an ancient Greek and music. Florentine Camerata involved in Vincenzo Galilei and Giulo Caccini, but also Jacopo Peri, Ottavio Rinuccini, and Girolamo Mei participated. Florentine Camerata started with the experiment of stile recitative,which was a Greek style between speech and songs that was eventually called opera.
Rinuccini’s poems were a favorite subject for operas because the mythical hero is himself a singer and the combination of a simple action with a diversity of expressive situations.[footnoteRef:3] Peri was the monadic of the Florentine composers who wrote Eurydice, which is the earliest surviving opera with a completed setting of Rinuccini’s poem. It premiered on October 6, 1600 at .
Arriving to California State University, NorthridgeChoosing un.docx
Arriving to California State University, Northridge
Choosing university is like a puzzle game or a snake and ladder game.
Since I came from my country Kuwait I didn’t had any obstacle in the new country but I face changes in many area such as accommodation, environment, cultural, and languages. Because I had very excellent department in the ministry of education abroad which encourage people or show a great vision of the benefit to study abroad. Also, giving a great orientation before traveling date that helps me to be more familiar from the new things that I will have. Therefore I planned to study my bachelor in the United State. So I filled my application and I submit all my documents and paper to the ministry. Then, our cultural office processed my application and after that they send for me an acceptance letter to travel to U.S.A. Nevertheless, there are two major steps for student to be able to roll to the university in the United States. First, register for institutes for English to improve the English language. For example, I registered for UCI (university of California Irvine extension). In this period, I took English classes in writing, grammar, listing, reading, and vocabulary. Also, these classes help me to study for the requirement university test either the TOEFL or IELTS test. Second, searching and applying for the universities that have my major and agree with the condition of our scholarship.
In addition, most important thing that I contact my scholarship advisor in every steps because my advisor helps me to complete any document for the universities. As an international student I connect nearby my immigration department in the school and my advisor, this circle helps me to know my way and be ale to continue my problem or an issue. Thesis statement therefore, choosing the university in the united stated especially California is difficult in many things such as the major, the state and the study plan.
Body graph ( topic sentence, explain , two example, conclusion sentence,)
First graph the first point I will discuses about searching for the major i am interest in political science
–
but I change ( from political science to business ) because
the requirement Ielts exam in political science higher and difficult compare to business its average and convenient . I have been less than a year to be fimilar with the new language which is English.
Second graph
next, I will talk about CSUN academic studies and environment is very good from classes , course , and my friends
( my friends suggestion )
The final step I will talk about California state is
my favorite
(fun
place ( beaches , shopping mall , international state ( including my friends ) ,
the people )
Beside your embassy instruction international students should educate himself about new country by reading book, listening music, watching movie, searching for website, and talking to native people.
In this journey I bring with me many great challenging, pow.
Arrington-Shaw 1 Bethany P. Arrington-Shaw Dr. K. L.docx
Arrington-Shaw 1
Bethany P. Arrington-Shaw
Dr. K. L. Hall
Speech 101- 1214
20 March 2017
Welcome to Parenthood: The Journey to Unconditional Love
General goal: I want to inform my audience.
Specific goal: I would like my audience to understand how to take care of your child
through the first few months Postpartum, creating an incomparable bond.
Thesis statement: Showing love, protecting, and teaching your child, is a lifelong process
that leads to unconditional love and begins when you have the most time to utilize, during
Maternity or Paternity leave .
Introduction
I. How many of you know the unconditional love parents and their children have for
one another?
Arrington-Shaw 2
II. Have you ever wondered how such an unbreakable relationship is formed
between the parents and their child?
III. I want to share with you just three things new parents can do in order to
achieve that unconditional love that lasts a lifetime: nurture, protect, and teach.
Body
I. Nurturing a baby is essential to create a strong Parent-Child bond.
A. Mom should breastfeed for at least the first three months.
1. Baby will remember smell and tender skin of their mother from
breastfeeding and will feel comfortable whenever she is around.
2. Baby learns to rely on it’s mother for food.
3. Special components in mother’s milk that cleanses the baby's
digestive system.
B. Both parents need to take part in nurturing their infant.
1. Holding a baby against a bare chest allows the infant to hear it’s
mother’s or father’s heartbeat, similar to in the womb.
2. Touch is important for growth including kisses and tickles.
Arrington-Shaw 3
3. Playing with the baby will increase its senses and use of
expressions.
C. Taking care of yourself is important for you as well as your child.
1. To avoid being too tired to take care of things, change your schedule
and learn to sleep when your baby sleeps.
2. Your child senses your stress which in turn stresses the child, since
there is a lot to get done, help alleviate stress by letting
grandparents and close friends help you out when they can,
remembering that they love your child just as you do.
3. You will worry over every decision you make in an attempt to be a
perfect parent, remember no one is perfect, just prioritize and do
your best.
(Transition: Daily affection stimulates growth and makes your infant calm, while also
feeling protected.)
II. Trust is developed when parents care for the infant’s health and protect them.
A. Dealing with health issues and doctors can help.
1. Read all labels to medications you plan to give your child especially
if non prescribed or “over the counter”.
2. Keep the baby’s doctor on speed dial in case the child becomes
Arrington-Shaw 4
unwell.
3. Keep all follow up appointments in .
Ars PoeticaBY ARCHIBALD MACLEISHA poem should be palpabl.docx
Ars Poetica
BY
ARCHIBALD MACLEISH
A poem should be palpable and mute
As a globed fruit,
Dumb
As old medallions to the thumb,
Silent as the sleeve-worn stone
Of casement ledges where the moss has grown—
A poem should be wordless
As the flight of birds.
*
A poem should be motionless in time
As the moon climbs,
Leaving, as the moon releases
Twig by twig the night-entangled trees,
Leaving, as the moon behind the winter leaves,
Memory by memory the mind—
A poem should be motionless in time
As the moon climbs.
*
A poem should be equal to:
Not true.
For all the history of grief
An empty doorway and a maple leaf.
For love
The leaning grasses and two lights above the sea—
A poem should not mean
But be.
Archibald MacLeish, “Ars Poetica” from
Collected Poems 1917-1982.
Copyright © 1985 by The Estate of Archibald MacLeish. Reprinted with the permission of Houghton Mifflin Company. All rights reserved.Source:
Collected Poems 1917-1952
(Houghton Mifflin Harcourt, 1952)
Reread
Ars Poetica
by Archibald MacLeish. In a journal entry of about 200 words, explain what he is trying to say about poetry. Spend some of the journal entry also discussing your own personal feelings about poetry? Do you enjoy it or despise? Support your answer with reasoning.
.
ArraysDefine an Array and why you would use one. Provide an exam.docx
Arrays
Define an Array and why you would use one. Provide an example that is not from the text. Respond to at least two of your classmates’ postings.
Character Arrays
Chapter 7 continues the discussion of arrays. Arrays include multiple data types and can include characters. Understanding that you can use characters in an array, give an example of how you would use a character array and what data could be stored in this array. See page 351 for an example. Respond to at least two of your classmates’ postings.
.
Arnelle HallThe resource I resonated with the most was the Ted t.docx
Arnelle Hall
The resource I resonated with the most was the Ted talk about intersectionality. As an African American female, it is very hard trying to elevate myself onto an equal playing field because I am at a double disadvantage. I feel like African American women are looked over in so many ways by society but these problems can't be addressed because as the video stated, people will only address one at a time when in reality, both of them are a part of my identity at the same exact time. I hope that as this becomes a bigger topic things will change. I thought the Ted talk was very moving especially at the end when all of the Black women killed by police brutality were honored.
The theory that made the most sense to me was Piaget's model because it used age groups a child goes through and pairs them with common developmental milestones that we often celebrate in society. For example, the sensorimotor stage (birth-2) can be identified by object permeance. The pre-operational stage (2-7) can be identified by language development and asking questions. The concrete operational stage (7-11) can be identified by inductive reasoning. The last stage, the formal operational stage (12+) can be identified by understanding abstract feelings such as love and success.
I recently became an auntie. My nephew will be 1 years old in March. I can relate to this because I have seen him develop some of the milestones for the sensorimotor stage. He uses his senses a lot to try and understand the world around him. One example would be him grabbing anything in front of him and shaking it to see if it makes noise or putting it in his mouth to see what it tastes like.
Ayaka Motoki
Through watching the video, I believe the new family style (shown in the video) in our modern world could affect children in many different ways. Gillian’s theory in analyzed based on the traditional family roles, where girls tend to have interpersonal relationships with others, while boys act justly to avoid inequality. However, family that does not necessarily have one mother and one father might have different effect to their children, perhaps in a better way. As explained in the video, girls tend to be interpersonal because they are closer to their mother who teaches about the community and human relationships. If there is no distinguished role of teaching these in a family due to having more than one mother or father, both girls and boys will be taught the importance of moral stages, which will benefit both of them since it does not focus on based on children’s gender. I have a similar experience in my childhood since I lived with my mother and my grandparents. They did not try to teach both my brother and I differently based on our gender but rather the same. That is why I believe both of my brother have similar personalities and I consider my brother to be a very caring and kind to others.
MBA 6941, Managing Project Teams 1
Course Learning Outcomes for Unit VIII
.
Arlene Blum Ascends AnnapurnaPaper should consist of the theorie.docx
Arlene Blum Ascends Annapurna
P
aper should consist of the theories and concepts learned as well as what I have learned from the week's case study
.
3 pages
minimum in
APA
format. (Title and Reference page are not included as part of the 3 pages)
Introduction
Give an overview of the case
Main body
What were the issues?
Propose a list of strategies
Justify your chosen strategy
Propose an implementation
Conclusion
What are the lessons learned?
.
Arizona offers unique opportunities for direct democracy based on in.docx
Arizona offers unique opportunities for direct democracy based on initiative power. In 2012 the Arizona voters, for example, rejected the Proposition 204 initiative that sought to convert a temporary sales tax that funded education into a permanent tax.
In a 500-750-word “Letter to the Editor,” propose an initiative for an educational issue that you feel needs to be addressed. Include a plan about how this issue could become an initiative under Arizona law.
Your letter should be written to persuade others to agree with your position. Support your position with examples from case law, the U.S. Constitution, or other readings.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines
.
ARISTOTLEPoliticsARISTOTLEPoliticsTran.docx
ARISTOTLE
Politics
ARISTOTLE
Politics
Translated,
with Introduction and Notes,
by
C.D.C. Reeve
Hackett Publishing Company
Indianapolis / Cambridge
Aristotle: 384-322 B.C.
Copyright © 1998 by Hackett Publishing Company, Inc.
All rights reserved
Printed in the United States of America
09 08 07 06 4 5 6 7 8 9
Cover and interior design by Dan Kirklin
Library of Congress Cataloging-in-Publication Data
Aristotle
[Politics. English]
Politics/Aristotle; translated, with introduction and notes, by
CDC. Reeve,
p. cm.
Includes bibliographical references and indexes.
ISBN 0-87220-389-1 (cloth). ISBN 0-87220-388-3 (pbk.)
1. Political science—Early works to 1800. I. Reeve, C D C ,
1948- . II. Title.
JC71.A41R44 1998 97-46398
320\01'l—dc21 CIP
ISBN-13: 978-0-87220-389-1 (cloth)
ISBN-13: 978-0-87220-388-4 (pbk.)
For
Jay and Deborah
CONTENTS
Acknowledgments
Note to the Reader
Introduction
Map
POLITICS
BOOK I
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
§1 Aristotle the Man
§2 The Methods and Aims of Philosophy
§3 Perfectionism
§4 Human Nature
§5 Practical Agents
§6 Theorizers
§7 Political Animals
§8 Rulers and Subjects
§9 Constitutions
§10 The Ideal Constitution
X l l l
XV
xvii
xvii
xviii
XXV
xxvii
XXXV
xliii
xlviii
lix
lxv
lxxii
§11 Conclusion lxxviii
The City-State and Its Rule
The Emergence and Naturalness of the City-State
Parts of the City-State: Household; Master,
and Slave
The Nature of Slaves
Natural Slaves
Are There Natural Slaves?
Mastership and Slave-Craft
Property Acquisition and Household Managemeni
Wealth Acquisition and the Nature of Wealth
Wealth Acquisition and Household Management;
lxxx
1
: 2
5
6
7
9
12
t 12
15
Usury 18
viii Contents
Chapter 11 Practical Aspects of Wealth Acquisition
Monopolies 19
Chapter 12 The Branches of Household Management
Continued: Wife and Children 21
Chapter 13 The Different Virtues of Men, Women, Children,
and Slaves 22
BOOK II
Chapter 1 Ideal Constitutions Proposed by Others 26
Chapter 2 Plato's Republic: Unity of the City-State 26
Chapter 3 Plato's Republic: Communal Possession of Women
and Children (1) 28
Chapter 4 Plato's Republic: Communal Possession of Women
and Children (2) 30
Chapter 5 Plato's Republic: Communal Ownership of
Property 32
Chapter 6 Plato's Lams 36
Chapter 7 The Constitution of Phaleas of Chalcedon 41
Chapter 8 The Constitution of Hippodamus of Miletus 45
Chapter 9 The Spartan Constitution 49
Chapter 10 The Cretan Constitution 55
Chapter 11 The Carthaginian Constitution 58
Chapter 12 The Constitutions Proposed by Solon and Other
Legislators 61
BOOK III
Chapter 1 City-States and Citizens 65
What Is a City-State?
What Is a Citizen?
Unconditional Citizens
Chapter 2 Pragmatic Definitions of Citizens 67
Chapter 3 The Identity of a City-State 68
Chapter 4 Virtues of Men and of Citizens 70
Virtues of Rulers and Subjects
Chapter 5 Should Craftsmen Be Citizens? 73
Chapter 6 C.
Arizona citizens retain several very progressive rights, namely the .docx
Arizona citizens retain several very progressive rights, namely the right to initiative, referendum, recall of elected officials, recall of judges, election of corporation commissioners and election of a state mine inspector. Please select three of these democratic rights and make an argument as to why giving power directly to the people in this manner is a benefit for all of society.
.
Arizona offers unique opportunities for direct democracy based o.docx
Arizona offers unique opportunities for direct democracy based on initiative power. In 2012 the Arizona voters, for example, rejected the Proposition 204 initiative that sought to convert a temporary sales tax that funded education into a permanent tax.
In a 500-750-word “Letter to the Editor,” propose an initiative for an educational issue that you feel needs to be addressed. Include a plan about how this issue could become an initiative under Arizona law.
Your letter should be written to persuade others to agree with your position. Support your position with examples from case law, the U.S. Constitution, or other readings.
APA style is not required, but solid academic writing is expected.
.
Aristotle On the Soul (De Anima)trans. J.A. SmithBOOK ONE.docx
Aristotle: On the Soul (De Anima)
trans. J.A. Smith
BOOK ONE
I.1. Fundamental Questions
HOLDING as we do that, while knowledge of any kind is a thing to be honoured and prized, one kind of it may, either by reason of its greater exactness or of a higher dignity and greater wonderfulness in its objects, be more honourable and precious than another, on both accounts we should naturally be led to place in the front rank the study of the soul. The knowledge of the soul admittedly contributes greatly to the advance of truth in general, and, above all, to our understanding of Nature, for the soul is in some sense the principle of animal life. Our aim is to grasp and understand, first its essential nature, and secondly its properties; of these some are taught to be affections proper to the soul itself, while others are considered to attach to the animal owing to the presence within it of soul.
To attain any assured knowledge about the soul is one of the most difficult things in the world. As the form of question which here presents itself, viz. the question 'What is it?', recurs in other fields, it might be supposed that there was some single method of inquiry applicable to all objects whose essential nature (as we are endeavouring to ascertain there is for derived properties the single method of demonstration); in that case what we should have to seek for would be this unique method. But if there is no such single and general method for solving the question of essence, our task becomes still more difficult; in the case of each different subject we shall have to determine the appropriate process of investigation. If to this there be a clear answer, e.g. that the process is demonstration or division, or some known method, difficulties and hesitations still beset us-with what facts shall we begin the inquiry? For the facts which form the starting-points in different subjects must be different, as e.g. in the case of numbers and surfaces.
First, no doubt, it is necessary to determine in which of the summa genera soul lies, what it is; is it 'a this-somewhat, 'a substance, or is it a quale or a quantum, or some other of the remaining kinds of predicates which we have distinguished? Further, does soul belong to the class of potential existents, or is it not rather an actuality? Our answer to this question is of the greatest importance.
We must consider also whether soul is divisible or is without parts, and whether it is everywhere homogeneous or not; and if not homogeneous, whether its various forms are different specifically or generically: up to the present time those who have discussed and investigated soul seem to have confined themselves to the human soul. We must be careful not to ignore the question whether soul can be defined in a single unambiguous formula, as is the case with animal, or whether we must not give a separate formula for each of it, as we do for horse, dog, man, god (in the latter case the 'universal' animal-and so too.
Aristotle defined tyranny as an illegitimate form of government .docx
Aristotle defined tyranny as an illegitimate form of government by one individual that tightly controlled every part of life and government. Adolf Hitler is the most notorious tyrant. Using a totalitarian society from the past or present, discuss how the state and its leader attempt to impede citizens from exercising their rights. In your discussion, explain some components of an "ideal citizen," consequences of voter apathy, and ways the state controls the citizen.
Writing Requirements (APA format)
.
ArgumentsA. Arguments are found in many texts and media .docx
Arguments
A.
Arguments are found in many texts and media and it is important to be able to recognize, formulate, and evaluate arguments. Doing well in this class will depend upon whether you can acquire and improve these three skills. We will be concentrating on the arguments found in the philosophy texts we are reading this semester, but this skill is something you should carry with you through the rest of your college career and beyond.
Recognizing an argument is the first step in the process. An argument is where a claim is stated and it is supported by evidence. The claim is the conclusion of the argument and the evidence is known as the premises. In an argument, the conclusion follows from the premises, or, more specifically, the premises connect together in such a way that one can draw an inference from them, i.e., the conclusion.
But recognition of argument is not sufficient. One must also be able to formulate the argument. This involves listing the premises as well as unstated assumptions so one can see more clearly how the conclusion follows from the premises. This task will at first seem tedious and frustrating, but like anything else, the more you practice, the better you will get. Hopefully, you find this exercise beneficial and enlightening.
Here are some sample arguments:
1) All men are mortal.
Socrates is a man.
Socrates is mortal.
2) If there is snow on the ground, it must be cold.
There is snow on the ground.
It must be cold.
3) Animals are either vertebrates or invertebrates.
Walruses, an animal, are not invertebrates.
Walruses are vertebrates.
4) It rained almost every day in April for the last three years.
April is a rainy month.
B.
Not all texts will contain arguments. Some passages will just contain a description, explanation, or dialogue. Here are some examples.
1) Tuesday is the second day of the week.
2) If you do not exercise, you will not be healthy.
3) There are many students who attend state universities. Some explanation for this is that state universities are affordable and offer a variety of disciplines to study.
4) Parent: “You have not cleaned up your room this week.”
Child: “Yes I have.”
Parent: “No, I am afraid your room is still messy.”
Child: “But I have.”
Parent: “No you haven’t, at least not according to me.”
Child: “Well, according to me, I have.”
This last example may seem like an argument because we call it an argument. But this is using the word equivocally, that is using the same word to signify two different things. Example 4 is a disagreement, which does not always constitute an argument. There are no premises to support any claims being made in this example. Further, one should recognize that Example 2 is only a conditional claim and not an argument. A conditional claim is composed of an antecedent and a consequence. One must also affirm the antec.
Arguments of DefintionChapter 9Arguments of Defi.docx
Arguments of Defintion
Chapter 9
Arguments of DefinitionThese arguments are particularly powerful in that they help determine what something or someone is. Thus, they can result in inclusion or exclusion.They help us recognize that classifications change over time and are the result of cultural, social, and political forces.Definitions often serve group agendas while ignoring or attempting to silence others.Often evolve from daily life.
Arguments of DefinitionWe rely on definition for successful, efficient communication.As you have experienced with the Fact Paper, our ability to make an argument is limited when we cannot appeal to values.Contrary to the belief that values diminish the validity of an argument by rendering it mere opinion, values are a necessary part of the argument.Indeed, they are the very heart of an argument.Thus, evaluative terms are notoriously difficult to define.
Formal Definitions
(pp.200-201)Questions related to genus:Is assisting in suicide a crime?Is NASCAR a sport?Is rap poetry?What is an X [insert your own choice here]
Questions related to species:Is marijuana a relatively harmless drug or a dangerous, addictive one?Is Saudi Arabia an ally or an opponent of the USA?Is TV’s “Survivor” a reality show or a game show?Is X a Y or a Z [Insert your own topic}
Questions related to conditions:Should a woman be held to the same physical requirements as a man in order to join the military?Should everyone pay the same percentage of their income taxes regardless of their income?Are high scores on the SAT’s a fair condition for entrance into universities?Must X occur in order for Y? [Insert your topic]
Questions related to the fulfillment of conditions:Should academic scholarships count as taxable income?Should nontraditional educated experiences, such as semesters abroad and internships, count for college credit?Should X be counted as Y for the purposes of Z? [Insert your topic]
In summary, keep in mind that you can approach an argument of definition by:
Formulating a definition (What is X?): “Terrorism is any non-wartime act of violence undertaken for political gain.”Negative definition (Y is not X.): “Violence undertaken as part of a revolt against an oppressive regime is not terrorism.”Definition by Example (Y is/is not X): “The Irish Republican Army is/is not a terrorist organization.”
Other items to consider:Who is your specific audience?What are the counter-arguments to your proposed definition?In other words, anticipate oppositional stances.How would you refute those stances?Do not forget about visuals and design of arguments of definition.Matching claims to definitions is critical.
8PROCEEDINGS OF THE IRE
Steps Toward Artificial Intelligence*
MARVIN MINSKYt, MEMBER, IRE
The work toward attaining "artificial intelligence" is the center of considerable computer research, design,
and application. The field is in its starting transient, characterized by many varied and independent efforts.
.
Argumentative Position Paper (Essay 4)This project is the culm.docx
Argumentative Position Paper (Essay 4)
This project is the culminating writing and research project of the semester, building on the skills you have developed throughout the semester. In a sense, many restrictions are gone: you must define the current issue you write about, you must define the audience you are writing to, and you must determine-to a larger extent- how to best organize and present information. You should draw on the rhetorical concepts we discussed early in the semester (logos, pathos, ethos, kairos, doxa) to consider how to most effectively craft this essay.
A proposal presents a problem and a solution or solutions to that problem. For this essay, the problem must be related to a current issue of your choice; you may choose a topic from one of the class case studies or a different topic of your own. It must, however, have been relevant in the last six months. Drawing on the sources you presented in your annotated bibliography- and substituting other sources as necessary- you will persuade your audience that a problem exists and that your solutions(s) is best, at least for the time being.
The following process may be useful as you create your proposal:
· Choose an issue to research. Make sure it is timely (relevant within the last six months) and something you care about, since you will spend a lot of time working with this topic. This can be from the class case studies or be entirely different. Try to make the issue as specific as possible. For instance, instead of “refugee camps,” narrow this down to something like: “impact of U.S. medical aid in refugee camps.” This is much more specific and manageable.
· Brainstorm a list of questions you have about the topic, problems you see others defining or that you identify yourself, and possible solutions to this problem.
· Explore the topic via research in your annotated bibliography.
· Define your audience- who would be interested in this issue and why? How much new information will you be offering them? Are they likely to already agree or disagree with your perspective on the topic?
· Return to your list and define a specific problem(s) you want to persuade readers exists and a specific solution(s) you have developed to address this problem(s).
· Create an outline of your essay to map out how you will organize the information.
Paper layout-
In the introduction:
· State the issue(s) or problem(s) and grab the reader’s attention
· Argue for the seriousness of the problem(s)
· State the thesis in the form of “Somebody needs to do/not do something because . . .”
(This is a formula; you must add information to this framework to create your thesis statement.)
In the body:
· Give the problem’s background if your audience is unfamiliar with it
· Define what the problem is, presenting evidence to prove that it is a problem and countering evidence from those whose viewpoints differ from yours
· Describe how this problem, if left unhandled, could affect the future.
· Present your solut.
Argumentative Research EssayAssignment DescriptionIn upper lev.docx
Argumentative Research EssayAssignment Description
In upper level courses, you will often be asked to demonstrate your ability to converse with other scholars in your field. Your job is to make a claim about a debatable topic and to persuade the reader to accept your claim. Your paper must be written so that it is convincing even for a skeptical audience. In other words, be fair and unbiased when acknowledging what others say about your topic, but then prove why they are wrong using logical reasons and credible evidence. In this essay, you must synthesize various sources while persuading the reader to accept your viewpoint. You do not want to simply report what others are saying, but engage in a dialogue with them.
Your research paper MUST include the following:
· A clearly stated thesis in the introduction that articulates your position and what you want to argue in your paper
· Clear reasons with supporting evidence
· A synthesis of sources; do not simply summarize your source material, but show how they are connected and respond to them
· A fully-developed counterargument / opposing viewpoint with a fully-developed refutation. A fully-developed counterargument requires more than one sentence.
· A minimum of three credible and relevant sources
· A minimum of three pages in MLA format, not including the MLA Works Cited
· A Works Cited page in MLA format with corresponding in-text citations
Purpose and Learning Objectives
The purpose of this assignment is to practice persuasive writing and synthesis of sources. You will increase your critical thinking skills by analyzing yours and others’ assumptions, evaluating multiple perspectives, and developing a clear position. Writing, research, and eloquent written expression are vital for a successful future. You will express all of these skills in this assignment. This essay will be used as the English department assessment for the Texas Higher Education Coordinating Board’s mandated core curriculum assessment of Student Learning Outcomes (SLO). This essay will address the SLO objectives of critical thinking and written communication.
Your research paper should demonstrate the following learning objectives:
· Awareness of the audience to whom you are speaking
· Awareness of the purpose of your argument
· Ability to enter into a scholarly conversation
· Ability to write a qualified and narrow argumentative thesis statement
· Ability to synthesize information from various sources
· Ability to craft an argument with different types of relevant, credible, and detailed support
· Ability to research and identify academic sources
· Ability to summarize, paraphrase, and quote while citing correctly in MLA to avoid plagiarism
· Ability to converse in standard, academic English
Minimum Requirements
Length: Minimum three (3) pages not including the Works Cited page. Style: Essay needs to conform to MLA standards, including double spacing in Times New Roman font, and must include a Works Cited page .
Argumentative behavior, engagement in physical altercations, and e.docx
Argumentative behavior, engagement in physical altercations, and evidence of mood swings can all indicate that an adolescent is experiencing anger and depression. Self-harming can surface in adolescents, too, as they experience difficult emotions.
For this, read the case study of Dalia and consider what you, as her social worker, would do if you observed self-harm indicators.
Post
a brief explanation of self-harming behaviors that Dalia is exhibiting. Describe theoretical approaches and practical skills you would employ in working with Dalia. How might familial relationships result in Dalia’s self-harming behavior? Please use the Learning Resources to support your answer.
Working With Children and Adolescents: The Case of Dalia
Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago.
Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.”
Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.”
In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not .
Argumentative essay with a stand that supports social robots MLA.docx
Argumentative essay with a stand that supports social robots
MLA paper format
In-text citations, using signal phrases and page numbers
Synthesis ( not one source at a time, but putting sources in
c
onversation--sources can
c
onfirm,
c
omplement,
c
omplicate, or
c
ontradict each other).
No plagiarism, whether or not intentional (including patchwriting)
specifically use in text and cite at least 10 sources. ( they are uploaded down below the 10 sources)
I can take care of the works cited page
.
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