In Chapter 23 of A Tale of Two Cities, the revolutionaries burned down the Chateau.
The Chateau was a symbol of France's aristocratic class. The Chateau was used as a prison during the Revolution and had a history of terrible crimes. It was a representation of the French aristocracy's power and the oppression of the poor.
A group of peasants led by Defarge entered the Chateau and found a room filled with suits of armor and clothing. They chose to burn the clothes and armor as a symbol of the end of the aristocratic power. In conclusion, the revolutionaries burnt down the Chateau because it was a representation of the French aristocracy's power and the oppression of the poor, and it was used as a prison during the Revolution
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why did the fulani and the habe peoples respond in different ways to the arrival of the europeans
The Fulani and the Habe peoples responded in different ways to the arrival of the Europeans because they had varying cultural, religious, and political perspectives.
What was the difference between the Fulani and the Habe people's response to the arrival of the Europeans? The Fulani, who were semi-nomadic, initially welcomed the Europeans because they believed that their knowledge and technological advances would be beneficial to their economy. They cooperated with the Europeans and collaborated in trading, and also served as intermediaries with other West African groups. The Habe people, on the other hand, were a settled farming community who had a more negative attitude toward the Europeans. They resisted their colonial conquests and attempted to maintain their autonomy and sovereignty throughout their communities. In conclusion, the Fulani and Habe peoples' distinct cultural, religious, and political orientations influenced their reactions to the Europeans' arrival, leading to contrasting attitudes.
The Fulani and the Hausa are two distinct ethnic groups in West Africa, with the Fulani being a widely dispersed pastoralist and agricultural people, while the Hausa are predominantly sedentary and engaged in various occupations.
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what did the british bring to india that would lead its native people to demand independence in the 19th century?
The British brought things such as a centralized taxation system, a currency system, and a legal system to India in the 19th century, which ultimately led to the demand for Independence from India.
The British replaced the old Mughal taxation system with a new system that was extremely oppressive and exploitative of Indian peasants. This system saw huge chunks of income taken away from the locals. In addition to taxation, the British imposed heavy restrictions on local industry, which led to economic decline and the growth of poverty and unemployment in India.
Furthermore, British legal systems introduced an unequal and discriminatory judicial system, further marginalizing Indians. All of this led to a gradual buildup of resentment and eventually, a demand for independence in India in the 19th century.
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Which of the following statements is NOT true of the artist Xu Bing?
a.He never had any formal art training b. He was recruited by the Maoist regime to create propaganda c He demonstrated a talent for writing and calligraphy from an early age d. He survived China's Cultural Revolution
The following statement is NOT true of the artist Xu Bing he never had any formal art training (option a).
Art training is a series of courses that are taken in preparation for becoming an artist or designer. Art schools teach a wide range of courses that cover a variety of topics, including drawing, painting, and sculpting. Formal art instruction is typically required for those who are interested in pursuing a career in the fine arts.
Xu Bing is a contemporary Chinese artist, whose works are mainly in printmaking and installations. He studied at the Central Academy of Fine Arts (CAFA) in Beijing, where he obtained his bachelor's degree in 1981 and his master's degree in 1987. Thus, the statement "He never had any formal art training" is not true of the artist Xu Bing. The correct option is a.
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in the united states in the 1920s, there were many bank failures in ___ areas, as the result of ___.
In the United States in the 1920s, there were many bank failures in rural areas as the result of agricultural depression.
In the 1920s, the American economy was experiencing a period of prosperity. Many people were borrowing money to purchase stocks and goods, expecting the economy to continue to grow.
Farmers, on the other hand, were in a period of depression. Due to the increased demand for crops during World War I, many farmers increased their production. When the war ended and production decreased, the prices for crops fell as well.
Farmers, as a result, were unable to pay their loans.The depression of the agricultural sector eventually led to many bank failures, especially in rural areas.
Banks had made many loans to farmers who were unable to pay them back. When farmers were unable to pay back their loans, banks also suffered as a result.
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in the first 150 yrs of nationhood, high quality education was readily available only if you were ...............
In the first 150 years of nationhood, high quality education was readily available only if you were wealthy or privileged.
Education can be formal or informal. Formal education is a structured form of learning that takes place in schools, colleges, and universities, while informal education takes place in everyday life.
High quality education: High quality education refers to education that provides students with a comprehensive understanding of the subject, including practical knowledge, skills, and experience. High-quality education includes rigorous academic programs, qualified and skilled teachers, well-equipped classrooms, and well-maintained campuses.
This meant that if you came from a wealthy or privileged family, you had access to high-quality education, while those who were not from wealthy or privileged backgrounds had limited access to education.
The wealthy or privileged had the financial means to hire private tutors or enroll their children in exclusive private schools that provided high-quality education. On the other hand, those from less privileged backgrounds often had to work to support their families or attend poorly funded public schools that lacked the resources to provide high-quality education.
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Which is the best method for a senator to have power in making legislation?
serving on a committee
meeting with constituents
meeting with state officials
confirming federal appointments
serving on a committee
The best method for a senator to have power in making legislation is serving on a committee.
A committee is a group of senators who work together to study and discuss specific issues or bills. A senator who is serving on a committee has more control over the outcome of a bill that relates to the committee's topic than senators who are not members of the committee.
Furthermore, committee members can propose changes to the bill before it goes to the whole Senate, which means they have more power to influence it than non-members. Committee work provides an opportunity for senators to become experts in a particular topic and to forge relationships with colleagues with similar interests.
Committees provide a place for senators to develop relationships with interest groups and lobbyists who are interested in the committee's topic. The Senate has 20 permanent committees, as well as four joint permanent committees and six select or special committees, as of 2021.
Each committee is tasked with a specific jurisdiction, or policy area, and is divided into subcommittees that investigate more narrowly defined areas of responsibility. The Senate majority and minority leaders choose which members of their party will serve on committees, and the full Senate confirms those selections.
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In what ways has the history of west been mythologized into a story of relentless progress and self-sufficiency?
The history of west been mythologized in the way of idea of congress pushing away indigenous people in social inequality. By teaching children influential in scholarship of the American west. By producing interesting literature and film that defining and understanding of the American west to imagine people how the west is. These all influenced people and leaded to history of relentless progress in the past 19 century.
The records of the American West have certainly been mythologized as a story of relentless development and self-sufficiency. Several elements have contributed to this mythologization including Manifest Destiny, Frontier Myth, Cultural Productions, Education, and Scholarship, and Political and Economic Interests
Manifest Destiny: The idea of Manifest Destiny, popularized in the nineteenth century, portrayed the westward expansion of the US as a divinely ordained challenge to unfold civilization and democracy. This ideology framed the agreement of the West as a virtuous and inevitable progress, perpetuating the parable of unstoppable westward advancement.
Frontier Myth: The concept of the frontier as an extensive and untamed wilderness ready to be conquered and civilized by means of settlers has become deeply ingrained within the American focus. The frontier fable romanticized the rugged individualism, self-sufficiency, and overcoming adversity related to the pioneers who settled in the West.
Cultural Productions: Literature, art, and later film performed a significant function in mythologizing the records of the American West. Popular works like James Fenimore Cooper's "The Last of the Mohicans" or Frederick Jackson Turner's "The Significance of the Frontier in American History" perpetuated narratives of westward enlargement, heroism, and the clash of civilizations.
Education and Scholarship: The teachings of records in schools and influential scholarship of the American West frequently emphasized testimonies of brave pioneers, cowboys, and outlaws, while downplaying or omitting the complicated realities of indigenous peoples' displacement, violence, and social inequality. This selective portrayal bolstered the myth of progress and self-sufficiency.
Political and Economic Interests: The fable of the American West as a land of opportunity and endless sources served the pursuits of political and economic powers in diverse instances. It furnished a rationale for territorial expansion, useful resource exploitation, and the justification of policies that marginalized or displaced indigenous populations.
It is important to understand that the mythologization of the American West overlooks or downplays the stories of indigenous peoples, the environmental impacts of westward enlargement, and the social and economic inequalities that emerged all through this era. Acknowledging the complexities and more than one view of the West's history is essential to expertise the entire image and transfer beyond the mythologized narratives.
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What does General Zaroff do to prove that he is civilized?
He shows that he is angry.
He lets his eyes go black.
He pauses for a second.
He speaks in a pleasant manner.
A trace of anger was in the general's black eyes, but it was there for but a second, and he said, in his most pleasant manner: "Dear me, what a righteous young man you are! I assure you I do not do the thing you suggest. That would be barbarous. I treat these visitors with every consideration. They get plenty of good food and exercise. They get into splendid physical condition. You shall see for yourself tomorrow."
In the passage supplied, General Zaroff proves that he is civilized by using several strategies.
Firstly, he speaks in a pleasing manner, demonstrating his potential to interact in well-mannered communication even when confronted with an accusation. This showcases his knowledge of social norms and the importance of keeping a civil demeanor. By responding lightly and civilly, General Zaroff affords as a complicated and nicely-mannered person.
Additionally, General Zaroff briefly displays a hint of anger in his eyes but quickly suppresses it. This nonpermanent glimpse of anger indicates that he's capable of experiencing strong feelings, but he exercises willpower and composure. This restraint similarly emphasizes his civilized nature, as he refrains from succumbing to his anger and maintains his poise.
Moreover, General Zaroff refutes the accusation made in opposition to him by means of declaring that he treats his site visitors with consideration. He claims to offer them exact food, workout, and the possibility to enhance their bodily condition. By declaring that he takes care of his guests and guarantees their nicely-being, General Zaroff portrays himself as a hospitable and civilized host.
Overall, via his exceptional demeanor, suppression of anger, and claims of hospitality, General Zaroff attempts to set up his civilized nature. However, it is vital to be aware that those floor-level displays of civility assessment with the darker sports hinted at inside the story. The proper depths of his person and the volume of his "civilization" are concerned with the interpretation and the ethical questions raised with the aid of the tale.
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Which event immediately followed the storming of the Bastille?
a. Reign of Terror
b. Tennis Court Oath
c. National Assembly
d. Declaration of the Rights of Man and of the Citizen
The event that immediately followed the storming of the Bastille is option c. National Assembly
What is the National Assembly?
The system consists of two chambers, namely the House of Representatives as the lower chamber, and the Senate as the upper chamber. This convenes within the borders of the United States.
The legislative building located in Washington, D. C The method of directly electing Senators and Representatives is utilized, however, Governors may fill any vacancies that arise in the Senate. The entire Congress is comprised of 535 Members. One hundred individuals are employed in the United States. The US Senate and 435 individuals are members of the US government.
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Which was the last of the indian wars to occur in california or oregon?
fill in the blank. the exterior of an architectural structure is called the _____________
Answer:
Facade.
Explanation:
the exterior of an architectural structure is called the facade.
Hope this helps!
The exterior of an architectural structure is called the facade.
The facade is the external facing of a building, usually the most ornamental part. A facade is the face of a building that meets the street, frequently the most appealing side, but not always.
he facade serves as a building's face, interacting with the community and the environment. The facade is the building's signature and the most visible component of its image. It is the layer between the interior and exterior spaces, offering shading and creating a microclimate that contributes to energy savings and improved performance of the building.
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evaluate the extent to which economic factors led to the outbreak of the mexican revolution
The Mexican Revolution (1910-1920) was primarily influenced by economic factors. Political factors, social inequality, and educational issues were also significant factors that contributed to the revolution. The revolution began with the overthrow of the Porfirio Diaz dictatorship, which had ruled Mexico for over thirty years. The following are some of the economic factors that led to the outbreak of the Mexican Revolution:Social Inequality - Social inequality was one of the most significant factors that led to the revolution.
The social structure of Mexico was extremely hierarchical, with wealthy landowners at the top and impoverished peasants at the bottom. The wealthy elite had exclusive access to political power and education, whereas the working class had little say in how the country was governed. The concentration of wealth and power led to widespread discontent, which resulted in the revolution. Land Reform - Land reform was a key economic factor that led to the Mexican Revolution. Before the revolution, the majority of the land in Mexico was owned by a small group of wealthy landowners. The working class had no access to land and was forced to work on large haciendas owned by wealthy landowners. The revolution aimed to redistribute land ownership, giving the working class access to land and the ability to become self-sufficient. This aim led to the establishment of the ejido system, which allowed peasants to farm land owned by the community rather than wealthy landowners.
The Mexican government also began to redistribute land from wealthy landowners to peasants after the revolution. Foreign Investment - Foreign investment was another economic factor that contributed to the revolution. During the late 19th and early 20th centuries, foreign investors, primarily from the United States and Europe, poured money into Mexico. The majority of these investments were in the form of loans, which the Mexican government used to develop infrastructure such as railroads. However, these investments also resulted in a high level of debt for the Mexican government. The high levels of debt led to austerity measures, such as tax hikes and budget cuts, which caused widespread discontent.
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in a couple of sentences, use the graph and your knowledge of world war ii at home to compare the status of women before and after world war ii.
Before The Second Great War, women's cooperation in the workforce was restricted and their jobs were frequently confined to customary homegrown obligations.
The workforce alludes to the gathering who are accessible for business and who are either presently working or looking for a business. This incorporates both full-time and part-time representatives, as well as the people who are independently employed or dealing with a freelance basis.
The workforce is in many cases arranged into various classifications, like gifted and untalented work, manual and middle-class laborers, and impermanent and extremely durable representatives. The size and creation of the labor force can fundamentally affect the economy and organizations, as well as on friendly issues.
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This question is not complete, Here I am attaching the complete question:
In a couple of sentences, use the graph and your knowledge of World War Il at home to compare the status of women before and after World War II.
Type your response
grudem suggests that someone hiding jews during wwii who was questioned by nazis ______________ . (ch12, "lying and telling the truth")
Grudem suggests that someone hiding jews during wwii who was questioned by Nazis should tell the truth.
If someone was hiding Jews during WWII and were questioned by Nazis, Grudem suggests that they should tell the truth. According to Grudem, the Bible provides the basis for the principle that lying is always wrong. He believes that God as the source of all truth cannot Himself lie, and therefore we as His followers should refrain from lying.
Additionally, Grudem believes that by lying, one will harm both the trustworthiness of their witness of the gospel as well as their own reputation for trustworthiness among people in their lives. Even though the potential consequence may be great, Grudem believes that it is the moral responsibility of the person being questioned to always tell the truth. Lying is never right and no matter how valid the reason appears for it, God commands us to never live a lie and to always be truthful and honest in all situations.
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despite the reports columbus gave ferdinand and isabella of finding great riches, he mostly foundtimber and and and hawk’s and glass beads.
Despite the reports Columbus gave Ferdinand and Isabella of finding great riches, he mostly found timber, wild plants, hawk’s bells, and glass beads.
Columbus is known to have embarked on four voyages to the Caribbean, Central, and South America with the aim of finding an alternative route to India that would enable Spanish trade with the East Indies. Columbus's voyage in 1492, which led him to the Caribbean, was made possible by Ferdinand and Isabella's sponsorship.
Columbus did not find great wealth in the Caribbean. He found a vast expanse of trees, which he cut down for timber. The land had wild plants, and hawk’s bells were found on birds. Columbus also found glass beads which he had brought from Spain to trade with the natives.
The voyages, in general, brought disease to the native people, exploitation of resources, and the beginning of the transatlantic slave trade.
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Vetween the 17th and 19th centuries, about ________ million africans were taken to the new world.
Between the 17th and 19th centuries, approximately 12.5 million Africans were taken to the New World as part of the transatlantic slave trade.
The transatlantic slave trade, spanning from the 17th to the 19th centuries, involved the forced transportation of African men, women, and children to the Americas. Historians estimate that around 12.5 million Africans were captured, enslaved, and forcibly transported across the Atlantic Ocean to the New World during this period.
These individuals were subjected to unimaginable suffering, as they were treated as commodities and subjected to brutal conditions during the Middle Passage, the treacherous journey across the Atlantic. The slave trade had a profound and devastating impact on African societies, as well as shaping the social, economic, and cultural fabric of the Americas, leaving a lasting legacy of systemic racism and inequality.
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it is safe to say that, in the 1950s, _______ saved the day for radio stations.
It is safe to say that, in the 1950s, television saved the day for radio stations.
During the 1950s, radio stations faced a significant challenge as their audience started switching to television. The radio industry struggled to stay relevant as television became more popular and accessible, leading to a decline in advertising revenue and audience share.
Radio stations could not ignore this challenge, which they couldn't solve with their own resources. However, a new medium provided an opportunity that radio stations could leverage to stay relevant and profitable; television, which began broadcasting in the 1940s, came to the rescue of radio stations during the 1950s.
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what were the causes and effects of the terror in france between 1792 and 1794?
The French Revolution witnessed the period between 1792 and 1794 called the Reign of Terror, which saw a vast amount of bloodshed and upheaval in France.
This event was mainly caused by political turmoil and the consolidation of power by the Jacobins over the French Government. Let's discuss the causes and effects of the terror in France between 1792 and 1794 below:
Cause of Terror in France (1792-1794):
The main causes of the Terror in France between 1792 and 1794 are:
Foreign threats: During this time, France was under attack from multiple neighboring countries who sought to restore the French monarchy.
Factional struggles: Factional struggles in the political arena for control of power within the government and society led to a rift between political parties. This further led to radicalization and extreme acts of violence.
Fear of counter-revolutionaries: A fear of counter-revolutionaries who would seek to dismantle the newly created republic and return France to the pre-revolutionary monarchy.
Effects of Terror in France (1792-1794): The effects of the Terror in France between 1792 and 1794 are: The Terror led to the creation of the first ever secret police in Europe, which had unrestricted powers to detain, interrogate, and execute individuals who were deemed threats to the revolution. The Committee of Public Safety, led by Maximilien Robespierre, oversaw this process.
Overall, the Terror led to a profound loss of life in France. Between 16,000 and 40,000 people lost their lives in Paris alone during the 11 months of the Reign of Terror. The terror continued for about two years, during which an estimated 40,000 people were executed. The Reign of Terror led to an over centralization of power in the Committee of Public Safety. The concentration of power was mainly in the hands of Maximilien Robespierre.
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create three maps showing world empires in 1600, 1750, and 1900.
In 1600, world empires included the Ottoman Empire, the Ming Dynasty in China, and the Spanish Empire. By 1750, the British Empire, the French Empire, and the Russian Empire had emerged. By 1900, the British Empire, the Russian Empire, and the growing influence of the United States marked the world empires.
In 1600, several significant empires dominated the world stage. The Ottoman Empire controlled vast territories in the Middle East, North Africa, and southeastern Europe. The Ming Dynasty in China held power and influence over East Asia, while the Spanish Empire, through its conquests, had established colonies and controlled territories in the Americas, including large parts of Central and South America.
By 1750, the geopolitical landscape had undergone significant changes. The British Empire had risen to prominence, expanding its colonial holdings across various regions, including North America, the Caribbean, parts of South Asia, and parts of Africa. The French Empire also had a significant presence, with colonies in North America, the Caribbean, and parts of Africa. The Russian Empire had expanded its territory in Eurasia, encompassing vast areas of Eastern Europe and northern Asia.
By 1900, the world saw the continued growth and influence of certain empires. The British Empire had reached its zenith, controlling territories around the globe, including India, Australia, Canada, and parts of Africa. The Russian Empire, despite facing internal challenges, still maintained control over vast territories in Eastern Europe and Siberia. The United States, emerging as a global power, had started to exert its influence through its growing economic and military strength, particularly in the Americas and the Pacific.
It's important to note that these are simplified descriptions of world empires during the given time periods, and there were various other regional powers and smaller empires that existed alongside them.
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which issue did the u.s. supreme court address in plessy v. ferguson (1896) and brown v. board of education (1954)? responses separate-but-equal facilities separate-but-equal facilities one man, one vote one man, one vote equal pay for equal work equal pay for equal work racial quotas
The US Supreme Court addressed the issue of "separate-but-equal facilities" in Plessy v. Ferguson (1896) and Brown v. Board of Education (1954).
Plessy v. Ferguson was a Supreme Court case in 1896 that upheld the constitutionality of "separate but equal" facilities for Black Americans. In 1892, Homer Plessy, who was 1/8 Black and 7/8 White, challenged a Louisiana law that required separate train cars for Black and White passengers. He refused to sit in the Black car and was arrested. The Supreme Court ruled in favor of "separate but equal" facilities.What is Brown v. Board of Education Brown v. Board of Education was a landmark Supreme Court case in 1954 that declared that the "separate but equal" doctrine was unconstitutional in the context of public schools. The case involved several Black families who challenged the segregation of public schools in Topeka, Kansas. The Supreme Court ruled that "separate educational facilities are inherently unequal," and that segregation in public schools violated the Equal Protection Clause of the 14th Amendment.
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Francis Bacon,Lucien Freudand and Jean Dubuttet.
For each of the above three artists - list a piece of work. Give the title, date, medium
Describe each piece of art by each artist. What do you see? (5 sentence minimum)
What is the historical significance of this piece of art - what does it represent? What is it about, what is the meaning of the piece of art? (5 sentence minimum)
Francis Bacon, Lucien Freud, and Jean Dubuttet were the artists who played significant roles in the art industry. They had created several iconic pieces of art.
Here's a list of the art pieces created by them and their historical significance:
Francis Bacon's 'Three Studies for Figures at the Base of a Crucifixion' (1944):This piece of art has three distorted, screaming, and tortured figures that seem to depict the horrors of the Holocaust. It symbolizes the fear and anxiety that humans had faced during World War II. Bacon had painted this piece in 1944, and it's a perfect example of post-war art. Bacon had wanted to portray a sense of deep existential horror that was felt during the war.
Lucien Freud's 'Girl with a White Dog' (1950-51):Lucien Freud was a British painter who was famous for his realistic paintings. This painting was painted in 1950-51. It's a portrait of a woman who is holding a small white dog in her lap. The girl looks away, and her expression is pensive. The painting is an illustration of Freud's fascination with the human form, particularly in the way it ages. The girl seems to be in her middle age, and she seems to be experiencing a sense of melancholy.
Jean Dubuttet's 'Paysage Aux Arques' (1973):This painting by Dubuttet features bright colors and an abstract landscape. The painting was created in 1973 and is a part of Dubuttet's 'L'Hourloupe' series. Dubuttet had created this painting after he had returned from a trip to the village of Les Arques. He was inspired by the colors and shapes that he had seen on the journey. The painting represents the artist's vision of the world, which is chaotic, frenzied, and full of color.
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In the 20 years before the civil war real per capita incomes were ___ in the south than in the north, and the growth rate was ___ in the south than in the north.
Answer:
Lower, slower
Explanation:
in the high middle ages, the more rural southern portion of the italian peninsula was part of which city-state's territory?
In the high middle ages, the more rural southern portion of the Italian peninsula was part of the territory of the city-state known as the Kingdom of Sicily. The Kingdom of Sicily is a country that existed from 1130 to 1816 in the southern Italian peninsula and the island of Sicily. It was established as a sovereign state in 1130 by Roger II, who had been granted the title of King of Sicily by the pope.
The Kingdom of Sicily was a well-known Norman kingdom in the high Middle Ages, renowned for its political, cultural, and military achievements. Roger II, William I, and Frederick II, who led the kingdom during its peak period, were among the most brilliant monarchs in European history. The Kingdom of Sicily was one of the most cosmopolitan nations in Europe at the time, with a thriving culture of Arab, Byzantine, and Latin traditions. It was home to one of the world's first modern universities, the University of Naples.
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How did militarism contribute to increased imperialism?
Imperialism:
While European nations had colonized areas for centuries, the rate of colonization increased aggressively in the 1800s. This process of imperialism led to the takeover of entire continents.
Militarism contributed to the increased imperialism by providing military support to countries that wanted to expand their territories.
Military power was used to annex new territories and expand the existing ones, especially during the late 19th and early 20th centuries. Militarism is a belief in the value of military strength and glorification of military power. Militarism caused the buildup of military forces, arms and weapons. European countries, especially Great Britain and Germany, had strong armies and navies, and the countries that wanted to establish an empire had to have a strong military force. Imperialism is a process of extending power by conquering territories and establishing political and economic control over them. European countries had colonized areas for centuries, but the rate of colonization aggressively increased in the 1800s. Militarism contributed to the increased imperialism in the following ways: Military force was used to annex new territories and expand the existing ones, especially during the late 19th and early 20th centuries. Military power was used to assert control over the newly acquired territories and protect them from potential threats. Militarism allowed countries to use their military power to support their economic interests by establishing colonies in resource-rich areas.
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According to the information, we can infer that militarism contributed to increased imperialism by providing the means to conquer and control territories through military force.
How did militarism contribute to increased imperialism?Militarism contributed to increased imperialism by providing the military capability to conquer and control territories. The advancement of military technology allowed European powers to project their power over greater distances and assert dominance.
Additionally, the presence of powerful military forces instilled fear and facilitated the submission of native populations. Military forces were also crucial for maintaining control and suppressing resistance in colonized territories.
Accoding to the above militarism enabled European powers to enforce their imperial ambitions and expand their colonial holdings.
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This was a rapid influx of fortune seekers to sutter's mill in california in 1849. Gold rush this shoshone indian girl was an invaluable guide to lewis and clark on their trek west. Sacagawea this was a territory in the western u. S. Purchased from france for $15 million in 1803. Construction on this began in 1811 and was the first federally funded turnpike in the united states. This is the name given to the purchase of the alaska territory from russia in 1867, for which the u. S. Paid $7 million. This was an act of continental congress which initially organized the first united states territory and was to be the basis for governing how the united states would expand westward. This was a major u. S. Route from missouri to the northwest in the 19th century. This was the forced migration of the cherokee indians to oklahoma in 1838-39
In 1848, a man named James Marshall discovered gold at Sutter's Mill in California. This discovery led to a rapid influx of fortune seekers known as the Gold Rush of 1849.
People from all over the world came to California in search of gold, and this led to the development of towns and the growth of the population in California. The Gold Rush also led to the establishment of the state of California in 1850.Sacagawea was a Shoshone Indian girl who was an invaluable guide to Lewis and Clark on their trek west. She helped the expedition by providing information about the terrain, food, and local customs.
The Louisiana Purchase was a territory in the western U.S. that was purchased from France for $15 million in 1803. The purchase was made by President Thomas Jefferson, and it doubled the size of the United States.The National Road was a federal highway that was constructed between 1811 and 1837. It was the first federally funded turnpike in the United States and it connected the East Coast to the Midwest.
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what parts of roosevelt’s speech did you find to be strongest? what parts did you find to be weakest? discuss roosevelt’s reasoning and his rhetoric.
In Roosevelt's speech, there were strong elements in his reasoning and rhetoric, particularly in his call for collective action and his emphasis on the value of democracy and freedom.
Roosevelt's speech showcased strong elements in his reasoning and rhetoric. His call for collective action and unity resonated strongly, emphasizing the idea that addressing economic challenges required a collective effort rather than individual pursuits.
Additionally, his emphasis on democracy and freedom as essential values tied to the American identity and prosperity was persuasive, appealing to the patriotic sentiments of the audience.
Roosevelt's speech displayed strong elements in his reasoning and rhetoric, particularly in his call for collective action and his emphasis on democracy and freedom.
However, weaker aspects were found in the lack of specific policy measures and the potential for criticism regarding the expansion of executive power.
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what were the main Europeanisation efforts in the last days of
Ottoman Empire ?
summarized
During the last days of the Ottoman Empire, the main Europeanisation efforts involved the adoption of western political and economic systems, educational and cultural reforms, and the modernization of the military.
Europeanisation refers to the process whereby countries become more closely linked to the European Union, its policies, and governance structures. It is a complex process of political, economic, and cultural integration with the European Union. It involves a wide range of policies and activities that aim to bring countries closer to the EU's standards and practices.What were the main Europeanisation efforts in the last days of the Ottoman Empire?During the late 19th and early 20th centuries, the Ottoman Empire underwent a series of reforms aimed at modernizing its political, economic, and social systems and institutions. These reforms were driven, in part, by the desire to catch up with the more advanced European powers and maintain the Empire's independence and territorial integrity. The main Europeanisation efforts in the last days of the Ottoman Empire involved:1. Political and economic reformsThe Ottoman government embarked on a series of political and economic reforms in an effort to modernize its institutions and improve the welfare of its citizens. The reforms included the adoption of western-style legal and administrative systems, the introduction of new laws and regulations, the creation of a modern banking system, and the establishment of a new system of taxation.2. Educational and cultural reformsThe Ottoman government also implemented a series of educational and cultural reforms aimed at modernizing its society and institutions. These reforms included the establishment of new schools and universities, the adoption of a new curriculum based on western educational models, and the promotion of western cultural values and practices.3. Modernization of the militaryThe Ottoman Empire also invested heavily in the modernization of its military in an effort to defend its territories and maintain its independence. The reforms included the adoption of new weapons and tactics, the establishment of a new command structure, and the training of a new generation of officers.
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What of the following is a key work in Brene Brown’s lecture.
a. box
b. iceburg
c. arena
d. phoenix
Answer:
C
Explanation:
The key work in Brene Brown’s lecture is the “arena”. This concept is used to refer to the idea of putting yourself out there and embracing the potential for failure and disappointment.
The correct option is C.
It is about learning to take risks and trust yourself and the world in an effort to find fulfillment and purpose, while understanding that the outcomes may not always be what we expected. She states that when we show up in the arena, we can get messy with our emotions and explore the uncertainty, while allowing ourselves to be seen and heard. Developing the skills to face tumultuous times that will inevitably come our way in life is an important part of emotional resilience.
This arena concept helps us to work through fear, vulnerability, and rejection in order to find courage and build our confidence and self-worth. This concept of the arena as Brene Brown defines it is a key part of her lecture.
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Evaluate the extent to which Christian missionary efforts motivated European imperial expansion in 19th-century Africa.
a) Highly Motivated
b) Moderately Motivated
c) Minimally Motivated
d) Not Motivated
Christian missionary efforts motivated European imperial expansion in 19th-century Africa to a moderately motivated extent.
The European Imperial powers had a strong interest in Africa's resources and riches, and Christian missionaries, too, were motivated by the prospect of expanding their religious and cultural influence. During the 19th century, Christian missionary efforts and European imperial expansion went hand in hand. Many of the European colonial powers saw Africa as a potential market for their goods and as a source of raw materials. The motivation for European imperial expansion in Africa is as follows: Economic Motivation: The European imperial powers were motivated to expand into Africa because of the resources available there, such as diamonds, gold, and rubber. Missionary Motivation: Christian missionaries were motivated to expand their religious and cultural influence in Africa. Political Motivation: European powers wanted to establish colonies in Africa to expand their empires, boost national prestige, and counterbalance other colonial powers. Technological Motivation: European countries were motivated by their technological superiority to spread their technological advancements to African countries. However, it is evident that the Christian missionary effort played a moderately motivated role in European imperial expansion in 19th-century Africa.
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Christian missionary efforts motivated European imperial expansion in 19th-century Africa to, option (a)highly motivated extent. Europeans used the efforts of Christian missionaries as a means of advancing their imperialist interests in Africa.
And this was evident in the various ways in which Christianity and imperialism were interlinked. Imperialism is the practice of a strong country extending its power and influence by dominating weaker countries socially, economically, and politically. In the 19th century, Europeans, particularly the British, began expanding their empires, dominating many regions of the world, including Africa. The missionaries were often funded by colonial powers, and they acted as instruments of European imperial interests. They were sent to Africa to promote Christianity and, in doing so, provided a justification for the establishment of European rule in Africa. They were often the first Europeans to visit the interior of Africa, and they provided valuable information about Africa's resources to their governments. The missionaries also played a role in the establishment of formal education and healthcare in Africa, which further strengthened European imperial interests. Mission schools were often used to train local elites who would become collaborators with European authorities in the administration of their colonies. Thus, the efforts of Christian missionaries were crucial in the promotion and consolidation of European imperial interests in Africa. To conclude, Christian missionary efforts motivated European imperial expansion in 19th-century Africa to a highly motivated extent. The missionary movement was an essential part of European expansionism in Africa, and it provided a justification for the establishment of European rule in Africa.
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after hitler came to power, german jewslost their rights overnight.gradually lost their their homeland the right of citizenship.
When Hitler came to power in 1933, German Jews experienced a rapid and drastic loss of their rights.
Antisemitic laws were enacted that stripped away basic rights and citizenship of Jews. A boycott of stores owned and operated by Jews was declared in April 1933. Soon after in July of that same year, the civil service law was enacted which barred Jews from state employment, while the Nuremberg laws made Jews second-class citizens, and stripped them of their citizenship.
Jews were now denied the right to vote, own property, marry non-Jews, or travel freely in the country. Many lost their professions, businesses, and homes. German Jews were banned from certain public places, forced to wear the Star of David, and were publicly humiliated and abused. By the late 1930s, Jews were being sent to concentration and death camps, with millions of victims never to be heard from again. The Nazi party had systematically eliminated the rights of Jews, leaving them persecuted and with virtually no rights in the country they called home.
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