WRITING ASSIGNMENT ONE – NARRATIVE/BASIC RESEARCH
HST104 WESTERN CIV. II -- BOGNAR
REVISED JANUARY 27, 2015
Write two to three pages on your experiences learning about history, what subject(s) interest you, and create a sample bibliography…
I. For the first couple paragraphs, write about your experiences learning history throughout your life. Have you enjoyed learning about the past? (I won’t take points off if you haven’t.) Have teachers found a way to apply history to the present and make it real or even make you wonder about your family's past? If so, how? Provide specific examples, if you remember them. If you were in my other Western Civilization class, re-examine and possibly expand upon what you wrote then. Have your impressions of learning history changed since our class? What essentials skills (reading/research/writing) have you improved upon?
II. Following a general "textbook reconnaissance,” focus on Making Europe chapters 18 (Trade and Empire, 1700-1800), 19 (Revolutionary France and Napoleonic Europe, 1775-1815) or 20 (Restoration and Reform: Conservative and Liberal Europe, 1814-1847) and look for a subject you may want to write in detail (a bit later) for your five to six page research paper. (It may be either persuasive or compare/contrast. Sample outlines for each style will be online in Course Content.) Write a sample prospectus proposing a topic and write questions you would like to investigate.
Quality research papers develop when one thinks deeply about an interesting subject, probes for good questions to ask, turns those questions into a solid thesis statement, and answers the questions with the results of sound research. Review Doing History chapter 2 on making a prospectus (p. 23-24) and narrowing topics. (Chapter 5 mentions the prospectus again on 87-88 and discusses persuasive paper writing in great detail.)
III. Finally, following proper APA or Chicago style formatting, create a list of three or more academic sources regarding your potential subject(s). APA or Chicagoformatting is easily accomplished using Word’s Reference ribbon tab features. Whether you use APA or Chicago, be consistent throughout. Chicago (also known as Turabian) is covered in depth in chapter 7 of Doing History. Visit the library or ask me if you have any questions. I recommend using the library databases to get started.
Students are required to submit their complete drafts to Kinkel Center in a timely manner. Final papers are due printed in class and emailed to me. They should not be submitted to the Kinkel Center. This paper is worth up to 50 points: 10 points for the draft and 40 for the final draft examined and graded based on the standards outlined in the history rubric posted on Blackboard. The final paper must be two to three pages in length (not including cover pages or bibliographical citations), double-spaced, standard font/margin size (APA specifies Calibri 12), using proper grammar and spelling.
Due dates f.
Home4 Why Europe and not China1. Why does Landes think that Chi.docxpooleavelina
Home4 Why Europe and not China?
1. Why does Landes think that China would not have developed an industrial revolution on its own? (Landes 2006 “Why Europe and the West? Why not China?” is posted on file)
2. Why does he think that China failed to learn new technologies from Europeans in the period after 1500?
3. In Landes’ view, what did Europe have that China lacked? That is, what did Europe have that permitted it to have an industrial revolution?
4. What does Pomeranz say about the factors that Landes identifies as the crucial features of European society that permitted it to have an industrial revolution? Why does he say that these features did not matter?
5. What does Pomeranz think are the crucial factors that enabled Europe to have an industrial revolution?
Note: You can learn about Pomeranz’s ideas from Marks, pp 104-118.(Already posted it on file)
required that all goods be transported in their ships, and forced European
New World colonists to trade only with the mother country, even if
smuggling made such a policy somewhat porous. Mercantilist ideas also
led to policies that states should use their own raw materials to
manufacture within their own borders anything that was imported, an
action we saw the English take in the early 1700s to keep Indian cotton
textiles out. Although mercantilist policies did indeed lead to the
establishment of industries in European states, industrialization itself was
not the object: keeping gold and silver from flowing out of the state and
enriching others was. European states were obsessed with their silver
stocks: ‘‘the more silver, the stronger the state’’ was how a German once
put it.40
In these inter-European wars, the fates and fortunes of various states
rose and fell. As we have already seen, by the end of the sixteenth century,
Spain’s power had begun to wane, and Portugal proved to be too small to
mount much of a challenge to the French (or Spanish) in Europe, or to the
Dutch in Asian waters. The Dutch, being among the first Europeans to
apply vast amounts of capital to their trading enterprises in both Asia and
the Americas, saw their fortunes peak in the seventeenth century, just as
the French and the British were gaining power. Ultimately, though, the
Dutch did not have the manpower to build a standing army sufficiently
large to counter the French, and they ultimately allied with the British to
offset French power on the continent. By the eighteenth century, Britain
and France had emerged from the seventeenth-century crisis as the two
most powerful and competitive European states. (See map 3.1.)
The Seven Years’ War, 1756–1763
As the strongest and most successful European states, England and France
competed not just in Europe but in the Americas and Asia as well. In the
‘‘long’’ eighteenth century from 1689 to 1815, Britain and France fought
five wars, only one of which Britain did not initiate. Their engagement
(with others) in the War of Spanish Succession was ended by the 1713
Tr ...
Final Exam Study Guide II This study guide is designed .docxmydrynan
Final Exam Study Guide II
This study guide is designed to help you revise for our final exam. It should be
used as a guide. Not everything on this sheet will be on the exam, and conversely
there will be questions on the exam not covered on the sheet.
Please revise our previous study guides and homework assignments.
1. What kinds of deictic expressions are used in this utterance (e.g. I = person
deixis)?
a. I am coming home in a while.
b. They will be here in 5 minutes.
c. This box is full of my old textbooks.
2. What are the anaphoric expressions in this sentence?
Dr. Foster gave Andy some medicine after he told her about his headache and she advised him to
take the pills three times a day until the pain went away.
3. What is one obvious presupposition of a speaker who says:
a. Your clock isn’t working.
b. Where did he find the money?
c. She lost her keys again.
d. We regret going to France.
e. The king of France is bald.
4. Someone is talking loudly on the phone while you are trying to concentrate, so you
decide to say one the following. Identify which would be direct or indirect speech acts.
a. Could you please step outside?
b. Please lower your voice.
c. I am trying to concentrate.
d. Stop it!
5. In these examples, is the speaker appealing to positive or negative face?
a) If you’re free, there’s going to be a party at Yuri’s place on Saturday.
b) Let’s go to the party at Yuri’s place on Saturday. Everyone’s invited.
6. What is the cooperative principle? Identify and describe its four maxims.
7. Identify the cooperative maxims that are flouted in the following examples and
explain why this is the case:
a. Recommendation letter for a linguistics student:
Ms. X attended class regularly, and her husband is an excellent cook. Yours, etc.
b. Family is family.
c. A: Isn’t Mary a very good friend?
B: She always wants to meet up for coffee.
d. A: A lot of people are depending on you.
B: Thanks, that really takes the pressure off.
8. Can you describe four typical features of caregiver speech?
9. During which stage do children typically first produce syllable sequences similar to
“mama” and “dada” and how old are they?
10. Which of these two utterances was produced by the older child and why?
a. Where kitty?
b. Why you smiling?
11. What are the three components of communicative competence?
12. Which are the four areas of the brain that are connected to our ability to use
language?
13. What is the difference between language acquisition and language learning?
14. What is the difference between positive and negative transfer?
15. What is the Great Vowel Shift?
ENG/LIN230 Introduction to Linguistics Eirini Panagiotidou
16. Provide the definition of interlanguage and explain what happens when it fossilizes.
17. What is the difference between syllabic and alphabetic writing?
...
Powerpoint presentation based on Strayer's 3rd edition, Ways of the World text for High School Ap-Honors World History students. Covers the Industrial Revolution, Socialism, Capitalism, Social Unrest, Europe, Russia, United States and Latin America
Home4 Why Europe and not China1. Why does Landes think that Chi.docxpooleavelina
Home4 Why Europe and not China?
1. Why does Landes think that China would not have developed an industrial revolution on its own? (Landes 2006 “Why Europe and the West? Why not China?” is posted on file)
2. Why does he think that China failed to learn new technologies from Europeans in the period after 1500?
3. In Landes’ view, what did Europe have that China lacked? That is, what did Europe have that permitted it to have an industrial revolution?
4. What does Pomeranz say about the factors that Landes identifies as the crucial features of European society that permitted it to have an industrial revolution? Why does he say that these features did not matter?
5. What does Pomeranz think are the crucial factors that enabled Europe to have an industrial revolution?
Note: You can learn about Pomeranz’s ideas from Marks, pp 104-118.(Already posted it on file)
required that all goods be transported in their ships, and forced European
New World colonists to trade only with the mother country, even if
smuggling made such a policy somewhat porous. Mercantilist ideas also
led to policies that states should use their own raw materials to
manufacture within their own borders anything that was imported, an
action we saw the English take in the early 1700s to keep Indian cotton
textiles out. Although mercantilist policies did indeed lead to the
establishment of industries in European states, industrialization itself was
not the object: keeping gold and silver from flowing out of the state and
enriching others was. European states were obsessed with their silver
stocks: ‘‘the more silver, the stronger the state’’ was how a German once
put it.40
In these inter-European wars, the fates and fortunes of various states
rose and fell. As we have already seen, by the end of the sixteenth century,
Spain’s power had begun to wane, and Portugal proved to be too small to
mount much of a challenge to the French (or Spanish) in Europe, or to the
Dutch in Asian waters. The Dutch, being among the first Europeans to
apply vast amounts of capital to their trading enterprises in both Asia and
the Americas, saw their fortunes peak in the seventeenth century, just as
the French and the British were gaining power. Ultimately, though, the
Dutch did not have the manpower to build a standing army sufficiently
large to counter the French, and they ultimately allied with the British to
offset French power on the continent. By the eighteenth century, Britain
and France had emerged from the seventeenth-century crisis as the two
most powerful and competitive European states. (See map 3.1.)
The Seven Years’ War, 1756–1763
As the strongest and most successful European states, England and France
competed not just in Europe but in the Americas and Asia as well. In the
‘‘long’’ eighteenth century from 1689 to 1815, Britain and France fought
five wars, only one of which Britain did not initiate. Their engagement
(with others) in the War of Spanish Succession was ended by the 1713
Tr ...
Final Exam Study Guide II This study guide is designed .docxmydrynan
Final Exam Study Guide II
This study guide is designed to help you revise for our final exam. It should be
used as a guide. Not everything on this sheet will be on the exam, and conversely
there will be questions on the exam not covered on the sheet.
Please revise our previous study guides and homework assignments.
1. What kinds of deictic expressions are used in this utterance (e.g. I = person
deixis)?
a. I am coming home in a while.
b. They will be here in 5 minutes.
c. This box is full of my old textbooks.
2. What are the anaphoric expressions in this sentence?
Dr. Foster gave Andy some medicine after he told her about his headache and she advised him to
take the pills three times a day until the pain went away.
3. What is one obvious presupposition of a speaker who says:
a. Your clock isn’t working.
b. Where did he find the money?
c. She lost her keys again.
d. We regret going to France.
e. The king of France is bald.
4. Someone is talking loudly on the phone while you are trying to concentrate, so you
decide to say one the following. Identify which would be direct or indirect speech acts.
a. Could you please step outside?
b. Please lower your voice.
c. I am trying to concentrate.
d. Stop it!
5. In these examples, is the speaker appealing to positive or negative face?
a) If you’re free, there’s going to be a party at Yuri’s place on Saturday.
b) Let’s go to the party at Yuri’s place on Saturday. Everyone’s invited.
6. What is the cooperative principle? Identify and describe its four maxims.
7. Identify the cooperative maxims that are flouted in the following examples and
explain why this is the case:
a. Recommendation letter for a linguistics student:
Ms. X attended class regularly, and her husband is an excellent cook. Yours, etc.
b. Family is family.
c. A: Isn’t Mary a very good friend?
B: She always wants to meet up for coffee.
d. A: A lot of people are depending on you.
B: Thanks, that really takes the pressure off.
8. Can you describe four typical features of caregiver speech?
9. During which stage do children typically first produce syllable sequences similar to
“mama” and “dada” and how old are they?
10. Which of these two utterances was produced by the older child and why?
a. Where kitty?
b. Why you smiling?
11. What are the three components of communicative competence?
12. Which are the four areas of the brain that are connected to our ability to use
language?
13. What is the difference between language acquisition and language learning?
14. What is the difference between positive and negative transfer?
15. What is the Great Vowel Shift?
ENG/LIN230 Introduction to Linguistics Eirini Panagiotidou
16. Provide the definition of interlanguage and explain what happens when it fossilizes.
17. What is the difference between syllabic and alphabetic writing?
...
Powerpoint presentation based on Strayer's 3rd edition, Ways of the World text for High School Ap-Honors World History students. Covers the Industrial Revolution, Socialism, Capitalism, Social Unrest, Europe, Russia, United States and Latin America
Power point presentation on work,life, and leisuresubhangam dey
.This is a PPT on work,life,and leisure which is colourful, detailed illustrated one. this is very easy to understand. Just download it and you will know
Assignment 1.2 A Changing World Final PaperThe discovery of.docxbraycarissa250
Assignment 1.2: A Changing World Final Paper
The discovery of America and that of the passage to the East Indies by the Cape of Good Hope, are the two (2) greatest events recorded in the history of [human] kind” – Adam Smith, in The Wealth of Nations,1776. Think about why he and many other notables supported this statement, especially concerning the discovery of America. What was so important about this New World across the Atlantic Ocean from Europe? How did it change globalization in terms of trade, culture, societies, innovations, new and old-world exchanges, and in other ways?
You have already developed a thesis statement and developed an outline in which you identify three (3) main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail.
Write a three to five (3-5) page paper in which you:
1. Introduce your paper with your previously crafted thesis statement.
2. Identify three (3) major aspects that demonstrate Old and New World exchanges. Explain your responses with specific examples and details.
3. Identify three (3) specific groups that were affected by this global event and provide two (2) examples for each group describing how the group was affected.
4. Summarize how this discovery affected the life of the average working American during the colonial period. Use specific examples and details.
5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources.
Running Head: DISCOVERY OF AMERICA
1
DISCOVERY OF AMERICA 2
Discovery of America
Gabrielle Zephirin
Professor Leslie Ruff
HIS104
7/17/19
Thesis statement
The American discovery brought about the emergence of a global market. This was the first-ever market that the rivals of vicious international had the aim of dominating. The development of globalization finally found Europe at a very high rate. It was commanding vast empires which allowed them to establish a root in America to bring about modern imperialism.
Introduction
· Introduction of the primary purpose of the paper. That is the discovery in America.
· Thesis statement after introduction.
Body
A. Three main aspects demonstrating new and old exchanges
· Cultivation of the world foods that are very old and they are in the modern world.
· I am transferring the new world foods into the old world.
· Spreading of diseases from the old world to a new world.
B. Five specific groups as affected by the event.
1. Portugal, France Spain Poland and Hungary
2. Cohorts
· Portugal, France and Spain.
Industry augmentation
American produce that was in surplus had to undergo importation into these countries. This brought about a market trade (Zerubavel, 2018).
· Poland and Hungary
They had acquired produce from America to facilitate consumption. ...
Fungi reproduce ___________________________ by fragmentation, buddin.docxericbrooks84875
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
More Related Content
Similar to WRITING ASSIGNMENT ONE – NARRATIVEBASIC RESEARCHHST104 WESTERN .docx
Power point presentation on work,life, and leisuresubhangam dey
.This is a PPT on work,life,and leisure which is colourful, detailed illustrated one. this is very easy to understand. Just download it and you will know
Assignment 1.2 A Changing World Final PaperThe discovery of.docxbraycarissa250
Assignment 1.2: A Changing World Final Paper
The discovery of America and that of the passage to the East Indies by the Cape of Good Hope, are the two (2) greatest events recorded in the history of [human] kind” – Adam Smith, in The Wealth of Nations,1776. Think about why he and many other notables supported this statement, especially concerning the discovery of America. What was so important about this New World across the Atlantic Ocean from Europe? How did it change globalization in terms of trade, culture, societies, innovations, new and old-world exchanges, and in other ways?
You have already developed a thesis statement and developed an outline in which you identify three (3) main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail.
Write a three to five (3-5) page paper in which you:
1. Introduce your paper with your previously crafted thesis statement.
2. Identify three (3) major aspects that demonstrate Old and New World exchanges. Explain your responses with specific examples and details.
3. Identify three (3) specific groups that were affected by this global event and provide two (2) examples for each group describing how the group was affected.
4. Summarize how this discovery affected the life of the average working American during the colonial period. Use specific examples and details.
5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources.
Running Head: DISCOVERY OF AMERICA
1
DISCOVERY OF AMERICA 2
Discovery of America
Gabrielle Zephirin
Professor Leslie Ruff
HIS104
7/17/19
Thesis statement
The American discovery brought about the emergence of a global market. This was the first-ever market that the rivals of vicious international had the aim of dominating. The development of globalization finally found Europe at a very high rate. It was commanding vast empires which allowed them to establish a root in America to bring about modern imperialism.
Introduction
· Introduction of the primary purpose of the paper. That is the discovery in America.
· Thesis statement after introduction.
Body
A. Three main aspects demonstrating new and old exchanges
· Cultivation of the world foods that are very old and they are in the modern world.
· I am transferring the new world foods into the old world.
· Spreading of diseases from the old world to a new world.
B. Five specific groups as affected by the event.
1. Portugal, France Spain Poland and Hungary
2. Cohorts
· Portugal, France and Spain.
Industry augmentation
American produce that was in surplus had to undergo importation into these countries. This brought about a market trade (Zerubavel, 2018).
· Poland and Hungary
They had acquired produce from America to facilitate consumption. ...
Fungi reproduce ___________________________ by fragmentation, buddin.docxericbrooks84875
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docxericbrooks84875
Full-Circle Learning
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Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
Functional Requirements Document
Template
Version
Description of Change
Author
Date
CONTENTS
41
INTRODUCTION
1.1
Purpose
4
1.2
Scope
4
1.3
Background
4
1.4
References
4
1.5
Assumptions and Constraints
4
1.6
Document Overview
5
2
METHODOLOGY
5
3
FUNCTIONAL REQUIREMENTS
5
4.1
Context
5
4.2
User Requirements
5
4.3
Data Flow Diagrams
6
4.4
Logical Data Model/Data Dictionary
6
4.5
Functional Requirements
6
5
OTHER REQUIREMENTS
6
5.1
Interface Requirements
6
5.2
Data Conversion Requirements
7
5.3
Hardware/Software Requirements
7
5.4
Operational Requirements
7
APPENDIX A - GLOSSARY
11
1 INTRODUCTION
[Provide an overview of the system and some additional information to place the system in context.]
1.1 Purpose
[Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.]
1.2 Scope
[Discuss the scope of the document and how it accomplishes its purpose.]
1.3 Background
[Describe the organization and its overall responsibilities. Describe who is producing the document and why.]
1.4 References
[List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.]
1.5 Assumptions and Constraints
[Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.]
1.5.1 Assumptions
Examples of assumptions include: availability of a technical platform, legal changes and policy decisions.
1.5.2 Constraints
Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions.
· Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint.
· Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.]
1.6 Document Overview
[Provide a description of the document organization.]
2 METHODOLOGY
[Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.]
3 FUNCTIONAL REQUIREMENTS
4.1 Context
[Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram
Data 6
Data 1
Data 3
Data 4
Data 7
Data 2
Data 8
System/
Application
Name
Interface
Name 2
Interface
Name 4
Interface
Name 1
(User)
Interface
Name 3
Da.
Fully answer any ONE of the following essay questions1. Is the.docxericbrooks84875
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
Fully answer any ONE of the following essay questions1. Is t.docxericbrooks84875
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
From the weeks chapter reading, we learn from the authors that,.docxericbrooks84875
From the week's chapter reading, we learn from the authors that, the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
.
FTER watching the videos and reviewing the other materials in this.docxericbrooks84875
FTER
watching the videos and reviewing the other materials in this Learning Unit, answer BOTH of the questions below.
1) Discuss the use of imagery in the poem "kitchenette building" by Gwendolyn Brooks. In your answer, make sure to identify specific images and explain how or why the poet uses them.
2) Discuss the use of diction in the poem "The Secretary Chant" by Marge Piercy. In your answer, make sure to identify specific word choices and explain how or why the poet uses them.
.
fter completing the reading this week, we reflect on a few key conce.docxericbrooks84875
fter completing the reading this week, we reflect on a few key concepts this week and answer question number
How does culture impact leadership? Can culture be seen as a constraint on leadership?
Please be sure to answer all the questions above in the initial post.
Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.
.
FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docxericbrooks84875
FS-3
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED INCOME STATEMENT
(in millions, except per share amounts)
For the years ended December 31,
2016 2017 2018
Revenues
Automotive $ 141,546 $ 145,653 $ 148,294
Ford Credit 10,253 11,113 12,018
Mobility 1 10 26
Total revenues (Note 4) 151,800 156,776 160,338
Costs and expenses
Cost of sales 126,195 131,321 136,269
Selling, administrative, and other expenses 10,972 11,527 11,403
Ford Credit interest, operating, and other expenses 8,847 9,047 9,463
Total costs and expenses 146,014 151,895 157,135
Interest expense on Automotive debt 894 1,133 1,171
Interest expense on Other debt 57 57 57
Other income/(loss), net (Note 5) 169 3,267 2,247
Equity in net income of affiliated companies 1,780 1,201 123
Income before income taxes 6,784 8,159 4,345
Provision for/(Benefit from) income taxes (Note 7) 2,184 402 650
Net income 4,600 7,757 3,695
Less: Income/(Loss) attributable to noncontrolling interests 11 26 18
Net income attributable to Ford Motor Company $ 4,589 $ 7,731 $ 3,677
EARNINGS PER SHARE ATTRIBUTABLE TO FORD MOTOR COMPANY COMMON AND CLASS B STOCK (Note 8)
Basic income $ 1.16 $ 1.94 $ 0.93
Diluted income 1.15 1.93 0.92
CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME
(in millions)
For the years ended December 31,
2016 2017 2018
Net income $ 4,600 $ 7,757 $ 3,695
Other comprehensive income/(loss), net of tax (Note 21)
Foreign currency translation (1,024) 314 (523)
Marketable securities (8) (34) (11)
Derivative instruments 219 (265) 183
Pension and other postretirement benefits 56 37 (56)
Total other comprehensive income/(loss), net of tax (757) 52 (407)
Comprehensive income 3,843 7,809 3,288
Less: Comprehensive income/(loss) attributable to noncontrolling interests 10 24 18
Comprehensive income attributable to Ford Motor Company $ 3,833 $ 7,785 $ 3,270
The accompanying notes are part of the consolidated financial statements.
FS-4
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED BALANCE SHEET
(in millions)
December 31,
2017
December 31,
2018
ASSETS
Cash and cash equivalents (Note 9) $ 18,492 $ 16,718
Marketable securities (Note 9) 20,435 17,233
Ford Credit finance receivables, net (Note 10) 52,210 54,353
Trade and other receivables, less allowances of $412 and $94 10,599 11,195
Inventories (Note 12) 11,176 11,220
Other assets 3,889 3,930
Total current assets 116,801 114,649
Ford Credit finance receivables, net (Note 10) 56,182 55,544
Net investment in operating leases (Note 13) 28,235 29,119
Net property (Note 14) 35,327 36,178
Equity in net assets of affiliated companies (Note 15) 3,085 2,709
Deferred income taxes (Note 7) 10,762 10,412
Other assets 8,104 7,929
Total assets $ 258,496 $ 256,540
LIABILITIES
Payables $ 23,282 $ 21,520
Other liabilities and deferred revenue (Note 16) 19,697 20,556
Automotive debt payable within one year (Note 18) 3,356 2,314
Ford Credit debt payable within one year (Note 18) 48,265 51,179
Total current liabilities 94,600 95,56.
Fromm’s concept of the syndrome of decay included three personality .docxericbrooks84875
Fromm’s concept of the syndrome of decay included three personality disorders: (1) necrophilia, or love of death; (2) malignant narcissism, or extreme self-interest; and (3) incestuous symbiosis, or a passionate devotion to one’s mother or a mother substitute. Fromm identified Adolf Hitler as the most conspicuous example of a person with the syndrome of decay. If Fromm’s conception is valid, one would see the syndrome of decay traits in contemporary personalities. Identify recent examples of well-known people with the syndrome of decay, including serial killers or heads of state who manifest the love of death. Pay special attention to malignant narcissism and incestuous symbiosis.
.
From your readings in Chapter 4, choose one of the organizational sy.docxericbrooks84875
From your readings in Chapter 4, choose one of the organizational systems such as social, ethical, religious, spiritual, educational, ecological/environmental, political, economic, technological, and legal systems. Discuss how this organizational system can prepare you to care for individuals from other cultures.
.
From your daily briefs, Kaiser Health News Morning Briefing or P.docxericbrooks84875
From your daily briefs, Kaiser Health News Morning Briefing or POLITICO Pulse.
List the interest groups that are mentioned in the brief and what their interest is in the piece.
Categorize the issues in the brief according to the following—politics and politicians, access to health care, health care insurance, health care legislation, money, drugs, or other.
.
From the perspective of the public safety field youre in, aspire to.docxericbrooks84875
From the perspective of the public safety field you're in, aspire to be in, or have researched, discuss what activity(s) performed by someone in that field are most likely to result in claims of civil liability against the individual, organization, or both. What, if any measures could be taken by the individual or organization to minimize those risks. What factors could leave an individual personally liable for damages related to the claim.
.
From the following terms Orthodox Judaism, Hassidic Judaism. Brief.docxericbrooks84875
From the following terms: Orthodox Judaism, Hassidic Judaism. Briefly define these two terms, then explain their relationship to one another. How are they similar, and how are they different? What lead to their development?
The destruction of the 2nd Temple in Jerusalem marks a major shift in the history and character of Judaism. What characterizes Jewish practice before the destruction of the 2nd Temple, and what characterizes Jewish practice after the Temple's destruction? How are these practices different? What was maintained?
APA format minimum 2 scholarly articles
.
From the end of Chapter 14, complete Discussion Question 3 What are.docxericbrooks84875
From the end of Chapter 14, complete Discussion Question 3: What are the main advantages of using a network-based approach to project management rather than a Gantt chart? Under what circumstances might a Gantt chart be preferable to a network-based approach?
Required Resources
Text
Bozarth, C. C., & Handfield, R. B. (2016).
Introduction to operations and supply chain management
(4th ed.). Upper Saddle River, NJ: Pearson.
Chapter 3: Process choice and layout decisions in manufacturing and services
Chapter 6: Managing capacity
Chapter 14: Managing projects
Chapter 15: Developing products and services
.
From the e-Activity, take a position on this statement People that .docxericbrooks84875
From the e-Activity, take a position on this statement: People that resist using online social networks such as Facebook and Twitter are an unusual minority in this country. Support your position with one or two examples.
Discuss the value of seeing an issue from different, and often opposing, points of view and the skills and knowledge you gained from taking this course.
.
From Chapter Seven How does horizontal growth differ from v.docxericbrooks84875
From Chapter Seven:
How does horizontal growth differ from vertical growth as a corporate strategy? From concentric diversification?
From Chapter Eight:
Are functional strategies interdependent, or can they be formulated independently of other functions?
.
From the e-Activity, determine the fundamental differences between t.docxericbrooks84875
From the e-Activity, determine the fundamental differences between the Reid, Kinesic, and Peace Methods of interviewing and interrogating a suspect that are used as part of a criminal investigation. Provide one example of a situation or scenario (real or fictional) when each of these has been or should have been used. Provide a rationale to support your response and respond to no less than one of your peers.
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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!
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
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
Embracing GenAI - A Strategic ImperativePeter 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.
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.
1.4 modern child centered education - mahatma gandhi-2.pptx
WRITING ASSIGNMENT ONE – NARRATIVEBASIC RESEARCHHST104 WESTERN .docx
1. WRITING ASSIGNMENT ONE – NARRATIVE/BASIC
RESEARCH
HST104 WESTERN CIV. II -- BOGNAR
REVISED JANUARY 27, 2015
Write two to three pages on your experiences learning about
history, what subject(s) interest you, and create a sample
bibliography…
I. For the first couple paragraphs, write about your
experiences learning history throughout your life. Have you
enjoyed learning about the past? (I won’t take points off if you
haven’t.) Have teachers found a way to apply history to the
present and make it real or even make you wonder about your
family's past? If so, how? Provide specific examples, if you
remember them. If you were in my other Western Civilization
class, re-examine and possibly expand upon what you wrote
then. Have your impressions of learning history changed since
our class? What essentials skills (reading/research/writing) have
you improved upon?
II. Following a general "textbook reconnaissance,” focus on
Making Europe chapters 18 (Trade and Empire, 1700-1800), 19
(Revolutionary France and Napoleonic Europe, 1775-1815) or
20 (Restoration and Reform: Conservative and Liberal Europe,
1814-1847) and look for a subject you may want to write in
detail (a bit later) for your five to six page research paper. (It
may be either persuasive or compare/contrast. Sample outlines
for each style will be online in Course Content.) Write a
sample prospectus proposing a topic and write questions you
would like to investigate.
Quality research papers develop when one thinks deeply about
an interesting subject, probes for good questions to ask, turns
2. those questions into a solid thesis statement, and answers the
questions with the results of sound research. Review Doing
History chapter 2 on making a prospectus (p. 23-24) and
narrowing topics. (Chapter 5 mentions the prospectus again on
87-88 and discusses persuasive paper writing in great detail.)
III. Finally, following proper APA or Chicago style
formatting, create a list of three or more academic sources
regarding your potential subject(s). APA or Chicagoformatting
is easily accomplished using Word’s Reference ribbon tab
features. Whether you use APA or Chicago, be consistent
throughout. Chicago (also known as Turabian) is covered in
depth in chapter 7 of Doing History. Visit the library or ask me
if you have any questions. I recommend using the library
databases to get started.
Students are required to submit their complete drafts to Kinkel
Center in a timely manner. Final papers are due printed in class
and emailed to me. They should not be submitted to the Kinkel
Center. This paper is worth up to 50 points: 10 points for the
draft and 40 for the final draft examined and graded based on
the standards outlined in the history rubric posted on
Blackboard. The final paper must be two to three pages in
length (not including cover pages or bibliographical citations),
double-spaced, standard font/margin size (APA specifies Calibri
12), using proper grammar and spelling.
Due dates for this assignment are contained in the official
syllabus.
CHAPTER 18
Trade and Empire, 1700–1800
CHAPTER OUTLINE
3. I. Economic Recovery
A. The Expanding Population of Europe
1. Population grew by more than 50 percent, rising from 95
million in 1700 to 146
million in 1800; growth was greatest in England and France.
2. The population of Europe expanded because of the
disappearance of bubonic plague, a
decline in epidemic diseases, improvements in military
behavior, better diet and
agricultural production, and reduced mortality rates.
3. Enclosure created more efficient and productive use of
farmland, but it came at the
social cost of forcing small-scale owners and poor squatters off
their plots and
curtailing traditional rights to common grazing after harvest.
B. The World of Work
1. In patterns of work, there were some innovations, but much
of it remained the same,
such as peasants using age-old planting and harvesting
techniques.
2. In the putting-out system, merchants delivered raw wool to
the household and paid
cash for yarn or finished cloth (piecework), causing English
linen export volume to
jump over fifty times from 1730 to 1760.
3. Other new types of work were urban based.
a) Men worked as architects, engineers, bricklayers,
stonemasons, street repairers,
4. plumbers, and in services that catered to these professions.
b) Women worked as dressmakers, seamstresses, linen workers,
and clothes
washers.
c) In urban areas, 10 percent of the population were servants,
divided between the
skilled few (butlers, cooks, and personal attendants) and the
mass of the unskilled
(footmen, stable boys, or chambermaids and kitchen maids).
d) Servants got room and board and clothing, but work could be
dangerous because
women could be seduced or raped by their employer or fellow
servants.
C. Changing Notions of Wealth
1. The Physiocrats coined the term laissez-faire (“leave it
alone”), which promoted a
government policy of noninterference in the economy; they
sought to construct a
science of economics.
2. Adam Smith, author of Inquiry into the Nature and Causes of
the Wealth of Nations
(1776), claimed that selfish economic interests through an
“invisible hand” brought
prosperity to the whole community and argued that production
would grow with the
division of labor.
3. There was a shift in the perception of manual labor from
contempt to esteem because
5. of Diderot’s Encyclopédie, which promoted the social
usefulness of crafts and a surge
in consumer demand, in turn resulting in a surge in
manufacturing.
D. The Consumer Revolution
1. As more goods became available, people bought more,
stimulating the production of
even more items including wallpaper, paintings, mirrors and
clocks, furniture, fine
porcelain, cotton clothing, snuffboxes, scarves, and bejeweled
walking sticks.
2. A consumer revolution brought a quantitative (not
qualitative) increase in conspicuous
consumption as the middle and lower economic groups copied
the tastes of the rich.
3. This extra clothing and nonessential household items served
as a hedge against
catastrophic poverty because they could be pawned in
pawnshops for cash during hard
times and redeemed in better times.
4. Europeans added new foodstuffs to their daily diets: coffee,
tea, chocolate, and cane
sugar depended on growth in overseas trade and stimulated
European manufacturing in
complementary goods, such as teapots and teacups.
E. London
1. London recovered from its Great Fire (1666) by 1801, with a
population of a million
6. suffering filthy environmental conditions that killed three-
quarters of its children. The
death rate made the city dependent on immigrants from the
countryside who sought
employment and excitement.
2. The city was divided between poor working districts in the
east and fashionable new
districts in the west, where new shops were built with large
display windows.
3. One of London’s most popular consumer items was gin;
improvements in distilling and
lower grain prices made it possible to produce gin at cheap
prices.
4. Both rich and poor enjoyed many entertainments, including
plays, operas, oratorios,
cockfights, wrestling by scantily clad women, sideshow freaks,
pleasure gardens,
singers, musicians, dining, drinking, fireworks, and the Tower
of London with the
crown jewels on display.
II. The Atlantic World
A. The Atlantic Economy
1. The Atlantic economy was linked in a triangular trade with
Europe, Africa, and the
Americas.
2. Europeans brought guns, gunpowder, alcohol, cloth, tobacco,
and iron bars to Africa.
3. Slave traders brought 11 million African slaves over the
Atlantic in the Middle
7. Passage, mostly to the Caribbean and Brazil.
a) Ten to 20 percent of the Africans died, along with 20 to 25
percent of ships’
crews.
4. Merchants brought American goods back to Europe, including
coffee, chocolate,
cocoa, and especially sugar from the tropics, and fish, tobacco,
and furs from the north.
B. The Spanish and Portuguese Empires
1. The Spanish and Portuguese Empires’ highly centralized
system of the Manila
galleon’s once-a-year voyage no longer worked well and went
into decline.
2. French and British traders brought needed goods from Europe
through smuggling and,
after 1713, the asiento, permission for the British to sell slaves
in Spanish colonies.
3. The Treaty of Madrid (1750) adjusted the boundary between
Spanish and Portuguese
America, set by the Treaty of Tordesillas, in Portugal’s favor,
although the sugar, gold,
and diamonds enriched Brazil more than they did Portugal.
C. The French and British Empires
1. The vast but sparsely populated French New World Empire
included Canada; North
America, along the Mississippi to Louisiana; the Caribbean,
including the rich sugar
island of Saint-Domingue; and Asian trading posts such as
8. Pondicherry in India.
2. Britain benefited most from the Atlantic trade, in part, by
excluding foreigners from
the British colonial trade through the Navigation Acts (1651).
3. The New England colonial shipbuilding, barrel-making, and
rum industries played a
vital role in the Atlantic molasses-rum-slave trading triangle.
D. World War and Britain Victorious
1. As a result of the British Navigation Acts, by 1700, Dutch
power was on the wane and
England was the major maritime power.
2. In 1664, the Royal Navy seized New Amsterdam from the
Dutch and renamed it New
York.
3. The War of the Spanish Succession gave Britain control of
Hudson’s Bay,
Newfoundland, and Nova Scotia in Canada, which renewed
warfare between Britain
and France.
4. Britain won the Seven Years’ War (French and Indian War,
1756–1763), gaining
Canada, all lands east of the Mississippi River, and Florida.
E. The American Revolution and Britain Subdued
1. In 1765, the Stamp Act levied the first direct taxes on the
American colonies, and
9. protests over taxes and a lack of parliamentary representation
led to the American
Revolution.
2. In 1783, with the help of the French, the thirteen profitable
North American colonies
gained their independence from Britain.
III. European Society in the Age of Enlightenment
A. Comfort and Privacy
1. Beginning in the eighteenth century, the traditional emphasis
on public display
changed in favor of privacy; multipurpose rooms gave way to
specialized rooms for
sleeping and eating, with hallways to separate the rooms.
2. The growing demand for privacy was accompanied by a
demand for comfortable
domestic spaces.
3. As a result, families welcomed more open displays of
affection and intimacy.
4. These changes resulted from examples given at royal courts,
the growing sense of
individualism fostered by the Enlightenment, and reformers who
preached that
Christians should be bound together by love.
B. The Problem of the Poor
1. About 10 percent of Europe’s population lived in permanent
conditions of poverty.
2. The British transported the poor to overseas colonies in
America and Australia, and the
10. French shipped their poor to Louisiana.
3. Another solution was to put them in workhouses doing
unskilled work spinning wool
or doing roadwork.
4. In the eighteenth century, more demanded poverty relief as a
right, based on the
Enlightenment idea that people were naturally good, not sinful.
C. Popular Social Protest
1. In times of economic crisis, popular social protest took the
form of food riots.
a) Rioters did not think of themselves as thieves, maintaining
their honor by paying
what they could.
b) Women played a prominent role in food riots, as the family’s
food providers.
2. Laborers rioted to obtain higher wages or better working
conditions, secretly forming
organizations and destroying equipment.
a) In 1791, the French revolutionary legislature passed Le
Chapelier Law, which
outlawed labor unions; in 1799, the British Combination Act
made unions
unlawful conspiracies.
b) Workers viewed riots and unions as necessary negotiating
tactics in a world
where they had no legal rights to collective bargaining.
3. In 1780, London experienced violent anti-Catholic rioting
called the Gordon Riots.
11. D. The Social Order
1. In the eighteenth century, the older social order based on
hierarchical, distinctive legal
privileges of different estates (clergy, nobles, and commoners)
had to compete with
other ways of thinking about the human community.
2. In Britain, a plutocracy developed in which money and
landownership determined
people’s social position; an aristocracy of peers and commoners
occupied the highest
position.
3. French society was legally organized as a society of orders
and estates, but money
played an increasingly important role in determining social
standing.
4. The consumer revolution fostered plutocratic conceptions of
society, and the
importance of money in determining social standing broke down
traditional ideas that
birth determined one’s place in society.
E. The Nation
1. The eighteenth-century world wars between Britain and
France fed a growing sense of
national unity on each side.
2. For the British, their common identity was rooted in the
belief that they were a unique
“island race” united behind a Protestant monarchy and church.
12. a) Defenders of Protestantism, they were fighting the French,
who they saw as
slaves to a tyrannical monarchy and an oppressive Catholic
Church.
3. The French saw themselves as defenders of enlightened
civilization.
a) They saw the British as being addicted to vulgar materialism.
IV. The Beginning of Industrial Production
A. Mechanization and Mass Production
1. Increases in population and trade created a need for
innovations that would increase
productivity, standardize quality, and lower the cost of
products.
2. Mechanization in cotton cloth weaving featured many
innovations, including the flying
shuttle (1733), James Hargreaves’s spinning jenny (1760s),
Richard Arkwright’s water
frame (1769), the factory (1771), Samuel Crompton’s spinning
mule (1785), Edmund
Cartwright’s steam-driven power loom (1785), and Eli
Whitney’s cotton gin (1793).
3. Pottery making was at the heart of the Industrial Revolution;
in 1759, Josiah
Wedgwood transformed British porcelain production by opening
a porcelain factory
based on mass production: division of labor, uniform products,
and competitive prices.
4. The development of steam power was vital to
industrialization; Thomas Newcomen
13. invented the steam engine in 1702, and James Watt improved
the steam engine to make
it efficient and safe enough to use in industry by the 1780s.
B. Why Britain?
1. Six important factors made industrialization in Britain
possible.
a) Britain had high levels of agricultural productivity, which
freed up surplus labor
to leave agriculture for industry.
b) Britain’s leading role in the Atlantic economy increased the
number of available
skilled workers who had mastered the basic processes in the
production of goods.
c) Mass industrial production demanded that raw materials and
finished products be
transported cheaply; British industry could transport these
materials more
economically than its continental competitors.
d) Britain was blessed with a large supply of the natural
resource that fueled the
early Industrial Revolution: coal.
e) Political stability allowed Britain to have one unified market.
f) Britain also had capital for industry, thanks to the economic
growth produced by
the Atlantic trade and a central national bank, which made
British capital more
accessible.