Under King Charles V, the Spanish Empire was powerful and prosperous, but began declining under King Phillip II in the mid-16th century as Spain's economic wealth depleted due to agricultural and trade failures. They colonized the Philippines but it became another burden. The Treaty of Westphalia in the late 16th century organized economic cooperation between empires through circulating trade, though it did not eliminate all territorial conflicts. The largest traded commodities were slaves, who were crucial to agriculture and trade goods and were used as an economic crutch by European empires from the 1400s to the 1870s.
Spain was the first European country to rise as a great colonizing power in modern times. At the zenith of her glory and grandeur during the 16th century, her siglo de oro (golden century), she had far-flung colonies in Africa, the New World (Latin America and Asia).
Spain was the first European country to rise as a great colonizing power in modern times. At the zenith of her glory and grandeur during the 16th century, her siglo de oro (golden century), she had far-flung colonies in Africa, the New World (Latin America and Asia).
Basic information about the Roman Empire and the invasion in Britain. I did this job for a presentation at the University. This aimed to explain history to primary school children.
Created by María Jesús Campos Fernández, teacher of Social Sciences, History and Geography at a bilingual section in Madrid (Spain).
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
02 - 19th Century Philippines as Rizal's Context - Life and Works of RizalHumi
If Rizal was born in present-day, would he be a different person? In this slide, we will examine the 19th century Philippines and uncover the economic, social, political, and cultural context of Jose Rizal, the national hero of the Philippines. We will also analyze the historical forces that have shaped him and the society we know of today.
...
Rizal was born in the 19th century, a time of significant changes in the world, including the emergence of modernity, a transition from traditional ways of life to new ideas, attitudes, and institutions. During this era, the industrial revolution was taking place, resulting in new forms of work and leisure, urbanization, and the growth of cities. The 19th century was also characterized by various political upheavals, including the American and French Revolutions, influenced by the Enlightenment, a philosophical movement that valued reason, rationality, and individualism. This wave of political change challenged the power of the monarchy and paved the way for new forms of governance based on individual rights, nationalism, and freedom.
Rizal grew up amidst the Philippines' struggle for independence and the shifting social, economic, and political landscape of the time, which played a role in shaping his perspective on life. To better understand why Spain was experiencing a slow decline during this period, we need to examine its economic condition, particularly in the Philippines. Trading was already apparent among the ancestors before the Spaniards colonized the Philippines. Early Philippine merchants traded with various countries, including China, Japan, Siam, Cambodia, India, Borneo, and the Moluccas. However, the Spanish Crown saw an opportunity to profit from this trade and eventually closed the ports of Manila to all countries except Mexico. This created a monopoly because Spain had exclusive control over the trade route and the goods that were traded, hence the birth of the Manila-Acapulco Trade, also known as Galleon Trade.
The trade monopoly that emerged from the decision made Manila the center of commerce in the East. Mangoes from Manila, as well as tamarind, rice, carabao, Chinese tea, textiles, fireworks, perfume, precious stones, and tuba were sent to Mexico. On the return voyage, numerous and valuable flora and fauna were brought into the Philippines, including guava, avocado, papaya, pineapple, horses, and cattle. Spain became a mercantilist superpower. But not forever.
By the late 18th century, the Galleon system faced tough competition as other nations became self-sufficient and preferred direct trade. Spain's trading system and the demand for Asian goods eventually declined. Revolts, particularly in the War for Independence in Mexico, took place in the New World, thus shifting the focus and priority of consumers away from trade. With the old trade system no longer sustainable, the Galleon Trade was ended by decree during the first decade of the 19th century.
02 - 19th Century Philippines as Rizal's Context | Life and Works of Rizal (S...Humi
The 19th Century marked a significant shift towards modernity, which entailed a break from traditional ways of life and the emergence of new ideas, attitudes, and institutions. It was also part of the Age of Revolution, as it was characterized by several transformative events, including:
Industrial Revolution: The industrial revolution brought about new modes of production, transportation, and communication, leading to a shift from manual labor to machine-based production. This transformation of the economy and society resulted in new forms of work and leisure, as well as urbanization and the growth of cities.
Political Revolutions: Various political revolutions occurred during the 19th and late 18th century, such as the American Revolution and the French Revolution. These political upheavals were heavily influenced by the Enlightenment, a philosophical movement that valued reason, rationality, and individualism. The wave of political change challenged the power of the monarchy and paved the way for new forms of governance based on individual rights, nationalism, and freedom.
Whilst different parts of Europe were flourishing, such as Britain due to the Industrial Revolution and France due to the French Revolution, Spain was experiencing a slow decline.⁸ To better understand why, we need to examine its economic condition during this period.
Trading in the Philippines can be traced back to the time before the Spanish colonization. Early Philippine merchants traded with various countries, such as China, Japan, Siam, Cambodia, India, Borneo, and the Moluccas. When the Spanish Crown arrived, they saw an opportunity to profit from this trade. They closed the ports of Manila to all countries except Mexico, which was also a colony of Spain during the 16th century.⁹
This decision created a trade monopoly, known as the Manila-Acapulco Trade or Galleon Trade, which made Manila the center of commerce in the East.¹⁰ The goods traded included mangoes, tamarind, rice, carabao, Chinese tea, textiles, fireworks, perfume, precious stones, and tuba (a coconut wine). These were sent to Mexico and, on the return voyage, numerous and valuable flora and fauna were brought into the Philippines, including guava, avocado, papaya, pineapple, horses, and cattle. The trade monopoly made Spain a mercantilist superpower for a while. However, it did not last forever.
12 The Imperial Era The United States entered this conAnastaciaShadelb
12 The Imperial Era
The United States entered this contest shortly after achieving inde-
pendence ("playing the European Game," as Mark Twain would acidly
observe). Having established national sovereignty, U.S. leaders would
seek to extend territorial reach over European colonies and prevent other
powers from challenging this expansion. As a result, U.S. relations with
Latin America during the nineteenth century represented a continuation
and culmination of European incursions into and struggles over the New
World that dated back to the late fifteenth century.
From the outset, in other words, the United States was an aspiring
imperial power. It entered the international arena as a relatively minor, al -
most insignificant actor; within a century the young nation became a for-
midable contender. The United States embarked on its imperial course
neither by impulse, miscalculation, or accident. Its behavior represented
long-term policy and national purpose. As historian William Appleman
Williams has observed, "Americans thought of themselves as an empire at
the outset of their national existence. . . . Having matured in an age of
empires as part of an empire, the colonists naturally saw themselves in the
same light once they joined issue with the mother country." 1 In an ethical
sense, U.S . conduct was neither better nor worse than that of other ambi-
tious powers. All played by the same rules of the game.
Once engaged in this contest, the United States adapted its policy in
accordance with conditions and circumstances particular to the New
World. While European powers engaged primarily in colonization of
overseas possessions, the United States tended to rely, first, on territorial
acquisition and absorption, and, second, on the estaplishment and preser-
vation of informal spheres of influence. The means thus varied, but the
ends were much the same.
European Rivalry in the New World
European powers began to compete for control of the New World alm_ost
immediately after Christopher Columbus announced his earth-shattering
"discovery" in 1492. Protesting Spanish claims to total monopoly ov~r
the Americas, King Joao II of Portugal convinced the "Catholic kings" U1
1494 to modify the original ruling of Pope Alexander VI and accept the
Treaty ofTordesillas, which ceded to Portugal dominion over the easte~n
half of South America-much of present-day Brazil. Theoretically, Spall1
and Portugal thus possessed exclusive title to the newly found territo~ies.
According to the terms of papal endorsement, it was the religious obliga-
tion of Spain and Portugal to spread the Catholic gospel to the heathen.
So long as they fulfilled this missionary duty, Spain and Portugal would
have complete control of lands and peoples of the New World. Frorn
1580 to 1640, when Portugal fell under Spanish control, this claim be-
longed to Spain alone . . d
The Iberian monopoly did not last long. Protestant:J.sm took hol_
......... .. ...
12 The Imperial Era The United States entered this conBenitoSumpter862
12 The Imperial Era
The United States entered this contest shortly after achieving inde-
pendence ("playing the European Game," as Mark Twain would acidly
observe). Having established national sovereignty, U.S. leaders would
seek to extend territorial reach over European colonies and prevent other
powers from challenging this expansion. As a result, U.S. relations with
Latin America during the nineteenth century represented a continuation
and culmination of European incursions into and struggles over the New
World that dated back to the late fifteenth century.
From the outset, in other words, the United States was an aspiring
imperial power. It entered the international arena as a relatively minor, al -
most insignificant actor; within a century the young nation became a for-
midable contender. The United States embarked on its imperial course
neither by impulse, miscalculation, or accident. Its behavior represented
long-term policy and national purpose. As historian William Appleman
Williams has observed, "Americans thought of themselves as an empire at
the outset of their national existence. . . . Having matured in an age of
empires as part of an empire, the colonists naturally saw themselves in the
same light once they joined issue with the mother country." 1 In an ethical
sense, U.S . conduct was neither better nor worse than that of other ambi-
tious powers. All played by the same rules of the game.
Once engaged in this contest, the United States adapted its policy in
accordance with conditions and circumstances particular to the New
World. While European powers engaged primarily in colonization of
overseas possessions, the United States tended to rely, first, on territorial
acquisition and absorption, and, second, on the estaplishment and preser-
vation of informal spheres of influence. The means thus varied, but the
ends were much the same.
European Rivalry in the New World
European powers began to compete for control of the New World alm_ost
immediately after Christopher Columbus announced his earth-shattering
"discovery" in 1492. Protesting Spanish claims to total monopoly ov~r
the Americas, King Joao II of Portugal convinced the "Catholic kings" U1
1494 to modify the original ruling of Pope Alexander VI and accept the
Treaty ofTordesillas, which ceded to Portugal dominion over the easte~n
half of South America-much of present-day Brazil. Theoretically, Spall1
and Portugal thus possessed exclusive title to the newly found territo~ies.
According to the terms of papal endorsement, it was the religious obliga-
tion of Spain and Portugal to spread the Catholic gospel to the heathen.
So long as they fulfilled this missionary duty, Spain and Portugal would
have complete control of lands and peoples of the New World. Frorn
1580 to 1640, when Portugal fell under Spanish control, this claim be-
longed to Spain alone . . d
The Iberian monopoly did not last long. Protestant:J.sm took hol_
......... .. ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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