This document summarizes the decline of three major empires - the Ottoman Empire, Qing Chinese Empire, and Japanese Empire - between 1750-1900 as well as the rise of European imperialism during this period. It discusses how the Ottoman and Qing Empires resisted economic change and underestimated European power, leading to their decline, while Japan modernized and industrialized without foreign debt to avoid this fate. It also outlines how Europeans colonized much of Africa and Asia in this era due to new technologies, ideologies of racial superiority, and pursuit of profits from new territories.
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Describes the phases of Japan\'s development as an administrative and corporate state from feudalism to the Meiji Restoration and a survey to modern times.
Check out these 10 cultural, political, and economic effects of the Industrial Revolution in Great Britain and around the world! You may listen to this presentation in order to get the information that you need for our Gallery Walk in Social Studies and to prepare for assessments.
A brief survey of 19th century European intellectual and political history, primarily focusing on political ideologies stemming from the Enlightenment and French Revolution.
Japan: From Feudalism to Corporate StatePaulVMcDowell
Describes the phases of Japan\'s development as an administrative and corporate state from feudalism to the Meiji Restoration and a survey to modern times.
Check out these 10 cultural, political, and economic effects of the Industrial Revolution in Great Britain and around the world! You may listen to this presentation in order to get the information that you need for our Gallery Walk in Social Studies and to prepare for assessments.
A brief survey of 19th century European intellectual and political history, primarily focusing on political ideologies stemming from the Enlightenment and French Revolution.
From the late 19th century onwards Industrial powers began to use their advanced economies, armies and technology to take over territories with no state organisation.
Between 1870 and 1914 they created huge colonial empires in Africa, Asia and Oceania.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
4. The new economic needs created in
Europe by the Industrial Revolution
encouraged Europeans to
_____________.
a. cut back on consumption
b. borrow large sums of money
c. expand across the globe
d. reconsider their values
e. unite
5. Europeans came to see themselves as
____________ superior to all other people
in the world as a result of their sudden
dominance.
a. athletically
b. racially
c. agriculturally
d. not very
e. temporarily
6. "Social Darwinism" was
the notion that only
the fittest races would
_____________.
a. be happy
b. have large families
c. become literate
d. survive
e. learn to swim
9. The decision of the Qing government to
destroy more than 3 million pounds of
__________ that it had seized from
Western traders caused the British to
attack China in 1842.
a. rubber
b. porcelain
c. silk
d. opium
e. tobacco
10.
11. Empires that didn’t strike back!
Qing Dynasty of China (1644 – 1911) The
end of a 4000 years of dynastic cycles.
Ottoman Empire (1300 – 1918)
600 year old powerhouse fell.
12. CAUSES
In the 1700s, Qing China & the Ottoman
Empire
• Had governments that resisted economic
change & attempted to maintain pre-
industrial forms of economic production
• Had leadership that underestimated the
growing power of the European nations
13. The Taiping uprising
sought to _________
all of China's poor
peasants.
a. redistribute land to
b. give food to
c. murder
d. bless
e. employ
14. Empires that didn’t strike back!
CHANGES
• Reforms were limited by
conservative elites
• Economy weakened
• Political Rebellions
• European pressure / takeover
15. Modest reforms in the early twentieth
century were ___________ to save the
imperial order in China.
a. just in time
b. more than enough
c. almost enough
d. not necessary
e. too little and too late
16. One goal of the Ottoman Empire's
attempts at modernization was to
better __________ the empire's
many non-Muslim communities.
a. integrate
b. oppress
c. find
d. enslave
e. murder
17. 1860s - 1900s
Japan transformed itself into a
major industrial and military power
18.
19. The young samurai behind the Meiji
restoration in 1868 sought to
________________.
a. return Japan to traditional Japanese
values
b. redistribute the imbalance in wealth
among Japanese merchants
c. learn as much as possible from the West
so as to renew Japanese power
d. return confiscated property to European
merchants
e. restore the shogunate
23. JAPAN~
Changes-
• New dynasty – Meiji Period began
• From a closed economy to Industrial
Power
• From Traditional to Modern – Culture,
Economy, Military
• Isolated nation-state to Imperial Power
24. Japan managed to modernize and
industrialize without _____________,
something that had severely damaged
Ottoman and Egyptian attempts to
modernize.
a. internal chaos
b. losing its identity
c. converting to Christianity
d. accruing massive foreign debt
e. polluting the environment
29. Why did ordinary Europeans come to care
whether their country gained new territories
around the globe or not?
a. Profits from new territories were
distributed equally among all Europeans.
b. Most Europeans were naturally curious
about other cultures around the world.
c. Many Europeans became swept up in mass
nationalism.
d. Many Europeans were looking for new
places to settle or visit on vacation.
30. Which of the following
inventions/discoveries was NOT a major
factor in aiding European expansion in the
nineteenth century?
a. Quinine
b. Breech-loading rifles and machine guns
c. The underwater telegraph
d. The cotton gin
35. How did many Europeans come to
understand the importance of race in the
nineteenth century as a result of their
industrial and territorial advancements?
a. They came to recognize that racial
differences are just skin deep.
b. They saw the different races as separate
but equal.
c. They created "scientific" racial
hierarchies with themselves at the top.
d. Their views on race did not change over
the course of the nineteenth century.
36. ________________ became British
settler colonies.
a. Hong Kong and Belize
b. India and Tibet
c. Nigeria and Ghana
d. Australia and New Zealand
e. Egypt and Sudan
37. The legalized segregation of blacks and
whites in South Africa came to be known as
____________.
a. phrenology
b. social Darwinism
c. apartheid
d. varna
e. the homeland system
38. By forcing colonized peoples to do work
other than their traditional agriculture,
European campaigns of forced labor
caused widespread ____________ in those
colonies.
a. progress
b. military conflict
c. food shortages and famines
d. population growth
e. competition
39. Some Africans and Asians benefited from
the new European dominance by engaging
in _______________, which often was
highly profitable.
a. stock market trading
b. cash-crop farming
c. industrial enterprise
d. drug dealing
e. the sale of art to tourists
40. For a small minority of colonial subjects,
the acquisition of Western _________
helped them create a new identity.
a. money
b. souvenirs
c. spouses
d. passports
e. education
41. Which of the following was NOT a consequence of
European colonialism for African women?
a. Especially in the rural areas of South Africa,
many women became heads of impoverished
households, as their husbands left for work in the
mines or cities.
b. Some women in West Africa established
themselves as small-scale traders.
c. Under the influence of Christianity, most
women began to marry later and have smaller
families.
d. Women's domestic workload increased greatly,
as men were involved in the modern economy.
