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The period between the late-eighteenth and late-twentieth centuries saw major changes to colonial systems around the world. During that period, colonialism evolved in a variety of ways, targeted new parts of the world, and adapted to revolutionary shifts in the global economy. Formal colonialism ultimately gave way to neo-colonialism. In a detailed essay, discuss each aspect of these global transformations. Your essay should include/make use of all of the following terms: Monroe Doctrine, Spanish American War, Teller and Platt Amendments, Cotton, Industrial Revolution, Industrial Mercantilism, James Watt, Thomas Fowell Buxton, Domestic Saturation, Capitalism, Atlantic Charter, Negitude, Franz Fanon, Gandhi, Neocolonialism, Fidel Castro, Mobutu, Bretton Woods Accords, Syria You are not limited to the above names/terms in responding to the prompt and the list above is not in any particular order. Please be sure to use bold font or underline each term the first time it appears in your essay. Essays should be at least 1,000 words. Use black 12-point font. Double-space. Citations are not required. I encourage you to review and make use of the lectures I uploaded (and the notes you took on them). While you are not required to incorporate weekly readings, you can reference them if you think it strengthens your essay. It is crucial to make use of all the terms listed above in bold in a cohesive essay format, and not simply list the terms above. .

Education

strengthens your essay.
It is crucial to make use of all the terms listed above in bold in
a cohesive essay format, and not simply list the terms above.

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Directions: Answer two of the following sets of questions. Be sure to write complete sentences, double space, set one-inch margins, and use Times Roman 12-point font. Aim for about one-and-a half to two pages for each of your answers. Be sure to place your name on your exam. Also, remember to cite any sources you use and be careful not plagiarize, which will be penalized with a grade of F for the exam. 1. Why did socialism develop into such a strong challenge to laissez faire economics (capitalism)? What were Karl Marx’s three chief criticisms of capitalism? Briefly explain his theory of revolution. According to Marx, what conditions had to be met before a country was ready for socialism? Why did Karl Marx’s critique of capitalism become so influential after his death? 2. Russia made substantial economic, social, and political progress between 1861 and 1914. Why, then, did the tsarist government collapse so suddenly in February/March* 1917 and be replaced by a Provisional (temporary) Government? Why were the Bolsheviks (soon to call themselves Communists) under Lenin able to overthrow the Provisional Government in October/November of that year, and why did they win the subsequent Russian Civil War (1918-1921)? What kind of leader was Stalin, and how did he diverge from Lenin’s policies in his “revolution from above”? *Remember: the Russian used the old Julian calendar until February 1918, when the Communists adopted the Gregorian calendar. The Julian calendar was thirteen days behind the Gregorian calendar in the 20th century. 3. What is imperialism? Briefly explain four reasons for the unprecedented European expansion into Africa and Asia during the period 1870-1914. Explain two important effects of imperialism for Europeans and two for native populations in Africa and Asia? How did people in China and India eventually respond to European imperialism? 4. Discuss the causes of the Great War (World War I) and the reasons for the Allies’ victory. Was any one nation more responsible than others for the war? Why was France so determined to punish Germany after the war? Was the punishment just? 5. What circumstances were conducive to the rise of dictatorships and the decline of democracies between 1918 and 1939, particularly in Italy and Germany? What were three important similarities between Italian fascism and German Nazism. What made German Nazism and Italian Fascism such aggressive, even warmongering, ideologies? 6. Various writers have suggested that the twentieth century’s World Wars in their European contexts were in fact civil wars between competing ideologies, one representing progressive ideas and values that originated in the Enlightenment, and the other, the antithesis of progressive ideas and values. Discuss. Bonus: Answer either A or B (if you answer both, only the first one will count). Twenty to twenty-five words should suffice. A. Based on your study of history this semester, what is the.

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The primary written assignment in this course will be a Persuasive/Argumentative Paper on a topic that demonstrates how Politics/Politicians influence/manipulate or coerce our understanding of Science. The topics are not to be summaries or re-iterations of material from our textbooks or materials utilized in class, but rather original topics that are controversial in nature and allow the student to persuade the reader to consider their point of view. Topics from any field of science may be assigned by the instructor or chosen by the student at the instructor’s discretion. The paper must demonstrate the ability to apply scientific method principles and processes including an understanding of the science, impact of the science through application and demonstration in our daily life and consequences of political interpretation of the science. It is critical that the student develop these skills and knowledge to understand and interpret scientific information and the impact of science on their lives, the environment and society, so that the student is prepared for the 21 st century. The paper will be 2000-3000 words (5-10 pages) in length, double-spaced, 12 point Times New Roman font, and using APA format. You will take a side on an issue and write a paper that attempts to persuade the reader to accept your point of view on the topic. The papers must be submitted to “Turnitin” by Mar. 19 (Noon) and to “LIVETEXT.COM” on or by Mar. 19, 2015. The papers will be graded based on a rubric that will be posted in iTunesU The hard copy will be due on the date indicated (Mar. 19), no electronic submissions will be accepted on the due date unless previously discussed with the instructor. Papers received late or not submitted to “LIVETEXT” or “TURNITIN” will have credit deducted based on the date received. .

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The President and Fellows of Harvard College Harvard School of Public Health/François-Xavier Bagnoud Center for Health and Human Rights Unexpected Agency: Participation as a Bargaining Chip for the Poor Author(s): Clara Rubincam and Scott Naysmith Source: Health and Human Rights, Vol. 11, No. 1 (2009), pp. 87-92 Published by: The President and Fellows of Harvard College on behalf of Harvard School of Public Health/François-Xavier Bagnoud Center for Health and Human Rights Stable URL: https://www.jstor.org/stable/40285220 Accessed: 27-11-2018 05:40 UTC REFERENCES Linked references are available on JSTOR for this article: https://www.jstor.org/stable/40285220?seq=1&cid=pdf-reference#references_tab_contents You may need to log in to JSTOR to access the linked references. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected] Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms The President and Fellows of Harvard College, Harvard School of Public Health/François-Xavier Bagnoud Center for Health and Human Rights are collaborating with JSTOR to digitize, preserve and extend access to Health and Human Rights This content downloaded from 128.220.8.15 on Tue, 27 Nov 2018 05:40:28 UTC All use subject to https://about.jstor.org/terms HEALTH AND HUMAN RIGHTS IN PRACTICE Clara Rubincam, MSc, and Scott Naysmith, MSc, are doctoral candidates in the Department of Social Policy at the London School of Economics and Political Science, London, UK, and Research Associates of the Health Economics and HIV/ AIDS Research Division at the University of KwaZulu-Natal, Durban, South Africa. Please address correspon- dence to the authors c/o Clara Rubincam, Department of Social Policy, London School of Economics and Political Science, London WC2A2AE, UK, email: [email protected] ac.uk. Competing interests: The authors declare that there are no competing interests. Copyright © 2009 Rubincam and Naysmith. This is an open access article distrib- uted under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/ licenses/by-nc/3.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original author and sources are credited. UNEXPECTED AGENCY: PARTICIPATION AS A BARGAINING CHIP FOR THE POOR Clara Rubincam and Scott Naysmith ABSTRACT Populations in the developing world that are targeted for disease eradication programs are commonly seen as passive recipients of international aid. Poor people can, however, "participate" in.

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