...When people think of World History, some might think of the American and French Revolutions. The American and French Revolutions were two major events that happened in the late 1700s and made an enormous impact for the original 13 colonies in America, Great Britain and France. This essay will cover the similarities and differences between these major events, such as: The factors that led to the wars, ended the wars, important figures during the wars and much more. Sit back, relax and maybe even learn something new. First and foremost, let’s start at the beginning and see what factors led to the revolutions. On April 18, 1775 General Thomas Gage, the British governor of Massachusetts, got a set of instructions from England to seize all stores...
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...causes and similarities between the French, Russian and the Chinese Revolutions. An overview of how the tables have turned and how History has contributed in several ways to major political and social structuring that is taking place all around the globe in today’s world is a must in order to be able to link History with current affairs and better understand how and why certain historical events took place and had enough significance to challenge the existing system. The French, Russian and the Chinese revolutions are a perfect example of how totalitarian rule faced a strong challenge and with time was unable to resist this gradually fell apart. The revolutions paved way towards emancipation of the masses. The French revolutions success had a domino effect, the Russian followed in its footsteps and so did the Chinese. These revolutions may have not been exactly the same in nature but they did have similarities as far as causes and effects are concerned. This paper will work out an explanation of the causes and outcomes of the French Revolution of 1787-1800, the Russian Revolution of 1917-1921, and the Chinese Revolution of 1911-1949 and a detailed analysis of the three revolutions and historical references that will help understand the uprisings in a more credible manner and how although these revolutions took place at different times but their underlying goal was in many ways similar and to this day we see revolutionary leaders using the above mentioned revolutions as references...
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...Professor Date The French revolution began in 1789 until the late 1790’s. This revolution was an influential period of political upheaval in France with various social aspects. The French revolution was mainly inspired by radical and liberal ideas altering the course of modern history. The revolution triggered the decline of absolute monarchies and theocracies then replaced them with democracies and republics (Hibbert, 1999). The revolutionary wars unleashed global conflicts that extended from the Middle East to the Caribbean. This revolution was later termed by historians as being one of the greatest events to occur in the human history. Historians debate amongst themselves the causes of the great French revolution, based on the compound nature of the situation. After the American Revolution and the seven years’ war, the French government was deep in debt and thought of restoring its financial status trough the introduction of taxation schemes (Brown, 2008). Privileges enjoyed by the aristocrats and the clergy were resented after bad harvests hence also leading to the revolution. Enlightenment ideals were in demand for change of the situation at hand that resulted in the convocation of estates general and took place in May 1789. Members of the third estate took control in the first year of the revolution that saw the declaration of the right of man being passed, assault on the Bastille and the march of women Versailles that saw the royal court...
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...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
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...French Revolution AOS 1 Revs Revision Notes – Part I AOS 1 – French Revolution Index: 1. PRE REVOLUTION FRANCE a. France in the 18th Century b. Power and Limitations of the King c. Privilege and its Spread d. Frances Taxes (How and What) e. The Estates 2. IDEAS, INPUTS AND CAUSES a. Very Short List of Causes of the Revolution b. Shift to Sensibility c. American Revolution Input d. The Liberal Economic Theory (Physiocracy) e. The Philosophes 3. FINANCIAL CRISIS AND MANAGEMENT a. Frances Financial Crisis b. Frances Finance Ministers (Comptroller-General) c. Compte Rendu d. Parlements and Their Role e. Assembly of Notables and Their Role 4. EVENTS PRECEEDING AND DURING EXILE AND RECALL OF PARLEMENTS a. Ségur Ordinance b. Diamond Necklace Affair c. Eden Treaty d. Calling of the Assembly of Notables e. The Dutch Crisis (Spring 1787) f. Last Chance with the Notables g. Notables Dissolved h. Attempts to Pass Reforms at the Parlements i. Exile and Recall of the Parlements j. Society of Thirty 5. EVENTS PRECEEDING CALL OF ESTATES GENERAL a. The Reduction of Parlement’s Rights b. The Day of Tiles (Grenoble) c. The Famine of 1788 d. The Calling of the Estates-General 6. ESTATES-GENERAL ...
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...were delivered in part in lectures before the Leaders of America series at the California Institute of Technology in Pasadena, California; Yale Political Union, New Haven, Connecticut, April, 1970; The Willis D. Wood Fellowship Lecture, Amherst College, Amherst, Massachusetts, May, 1969; American Society of Newspaper Editors, Washington, D.C., 1968; U.S. Chamber of Commerce, Washington, D.C.; March, 1968; A.F. of L.-C.I.O. Labor Press Association, Miami, Florida, December, 1967; American Whig-Cliosophic Society, Princeton University, Princeton, New Jersey, 1967; Centennial Address, Episcopal Theological Seminary, Cambridge, Massachusetts, 1968; Harvard Medical Conference, Cambridge, Massachusetts, 1969. 10 9 8 7 6 5 4 Copyright © 1971 by Saul D. Alinsky All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Random House, Inc., New York, and simultaneously in Canada by Random House of Canada Limited, Toronto. ISBN: 0-394-44341-1 Library of Congress Catalog Card Number: 70-117651 "On the Importance of Being Unprincipled," by John Herman Randall, Jr., is reprinted by permission of the publishers from The American Scholar, Volume 7, Number 2, Spring 1938. Copyright 1938 by the United Chapters of Phi Beta Kappa. A Selection from Industrial Valley, by Ruth McKenney, is reprinted by permission of Curtis Brown Ltd. Copyright © 1939 by Ruth McKenney Manufactured in...
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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...work on the topic emerged in the 1970s. This short paper sets out to provide summary answers to three main questions about transformational leadership. What is it? How is it applied? What are some of its key weaknesses? In the course of the discussion, the following pages also provide a brief background to the origins of transformational leadership theory and point quickly to a possible theoretical future for a transformed transformational leadership. Transformational Leadership TheoryAccording to Cox (2001), there are two basic categories of leadership: transactional and transformational. The distinction between transactional and transformational leadership was first made by Downton (1973, as cited in Barnett, McCormick & Conners, 2001) but the idea gained little currency until James McGregor Burns’ (1978) work on political leaders was published. Burns distinguished between ordinary (transactional) leaders, who exchanged tangible rewards for the work and loyalty of followers, and extraordinary (transformational) leaders who engaged with followers, focused on higher order intrinsic needs, and raised consciousness about the significance of...
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...of JAWAHARLAL NEHRU The Discovery of India JAWAHARLAL NEHRU The Discovery of India DELHI OXFORD UNIVERSITY PRESS OXFORD NEW YORK Oxford University ATHENS (Press, Walton Street, Oxford 0X2 61X2 OXFORD AUCKLAND CAPE TOWN CALCUTTA FLORENCE NEW YORK BANGKOK ISTANBUL MADRID PARIS BOMBAY DELHI KARACHI MELBOURNE SINGAPORE DAR ES SALAAM HONG KONG MADRAS NAIROBI TOKYO KUALA LUMPUR MEXICO CITY TAIPEI TORONTO and associates in BERLIN IBADAN © Rajiv Gandhi 1985 First published 1946 by The Signet Press, Calcutta Centenary Edition 1989 Sixth impression 1994 Printed at Rekha Printers Pvt. Ltd., New Delhi 110020 and published by Neil O'Brien, Oxford University Press YMCA Library Building, Jai Singh Road, New Delhi 110001 To my colleagues and co-prisoners in the A h m a d n a g a r Fort Prison C a m p from 9 August 1942 to 28 March 1945 FOREWORD My father's three books — Glimpses of World History, An Autobiograpy and The Discovery of India — have been my companions through life. It is difficult to be detached about them. Indeed Glimpses was' written for me. It remains t h e best introduction to the story of man for young and growing people in India and all over the world. The Autobiography has been acclaimed as not merely the quest of one individual for freedom, b u t as an insight into the making of the mind of new India. I h a d to correct the proofs of Discovery while my father was away, I think in Calcutta, and I was...
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...Frankenstein by Mary Shelley Key facts full title · Frankenstein: or, The Modern Prometheus author · Mary Wollstonecraft Shelley type of work · Novel genre · Gothic science fiction language · English time and place written · Switzerland, 1816, and London, 1816–1817 date of first publication · January 1, 1818 publisher · Lackington, Hughes, Harding, Mavor, & Jones narrator · The primary narrator is Robert Walton, who, in his letters, quotes Victor Frankenstein’s first-person narrative at length; Victor, in turn, quotes the monster’s first-person narrative; in addition, the lesser characters Elizabeth Lavenza and Alphonse Frankenstein narrate parts of the story through their letters to Victor. climax · The murder of Elizabeth Lavenza on the night of her wedding to Victor Frankenstein in Chapter 23 protagonist · Victor Frankenstein antagonist · Frankenstein’s monster setting (time) · Eighteenth century setting (place) · Geneva; the Swiss Alps; Ingolstadt; England and Scotland; the northern ice point of view · The point of view shifts with the narration, from Robert Walton to Victor Frankenstein to Frankenstein’s monster, then back to Walton, with a few digressions in the form of letters from Elizabeth Lavenza and Alphonse Frankenstein. falling action · After the murder of Elizabeth Lavenza, when Victor Frankenstein chases the monster to the northern ice, is rescued by Robert Walton, narrates his story, and dies tense · Past foreshadowing · Ubiquitous—throughout...
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...or any information storage and retrieval system now known or to be invented, without permission in writing from the publisher, except by a reviewer who wishes to quote brief passages in connection with a review written for inclusion in a magazine, newspaper or broadcast. Published in the United States by E. P. Dutton, Inc., 2 Park Avenue, New York, N.Y. 10016 Library of Congress Catalog Card Number: 79-53323 ISBN: 0-525-48039-0 Published simultaneously in Canada by Fitzhenry & Whiteside Limited, Toronto 10 9 8 7 6 5 4 3 2 1 First Edition Vito Acconci: "Notebook: On Activity and Performance." Reprinted from Art and Artists 6, no. 2 (May l97l), pp. 68-69, by permission of Art and Artists and the author. Russell Baker: "Observer: Seated One Day At the Cello." Reprinted from The New York Times, May 14, 1967, p. lOE, by permission of The New York Times. Copyright @ 1967 by The New York Times Company. David Bourdon: "An Eccentric Body of Art." Reprinted from Saturday Review of the Arts 1, no. 2 (February 3, 1973), pp. 30-32, by permission of Saturday Review of the Arts and the author. Cee S. Brown: "Performance Art: A New Form of Theatre, Not a New Concept in Art." Copyright @ 1983 by Cee S. Brown. Printed by permission of the author. Chris...
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...Đó là phần từ vựng dạng ACADEMIC (học thuật). Nên để đạt điểm cao trong kỳ thi IELTS, ôn luyện từ trong quyển 22.000 từ THI TOEFL/IELTS của Harold Levine là cực kỳ cần thiết. Mỗi ngày chỉ cần học 3 từ, thì lượng từ vựng của bạn sẽ tăng đáng kể. Số từ vựng này giúp bạn trong cả 4 phần thi LISTENING / SPEAKING / READING / WRITING. Ví dụ: Nếu bạn dùng từ: SIMULTANEOUSLY thay cho từ AT THE SAME TIME, hay PORTABLE thay cho từ EASY TO CARRY hay MITIGATE thay cho từ LESSEN … trong phần WRITING và SPEAKING thì điểm của bạn sẽ cao chót vót không ngờ luôn đấy. Chưa kể, nhất là trong phần READING, những từ trong quyển sách này xuất hiện nhiều lắm, và cả LISTENING nữa chứ. Sự lợi hại của quyển sách này, chắc chắn chỉ khi nào học rồi, bạn mới thấy rõ. Quyển này (nhà xuất bản TPHCM) đã hết bán rồi. Nên nếu bạn nào cần phôtô thì liên lạc Uyên Uyên: UyenUyen@englishtime.us Tuy nhiên mỗi tuần Bear vẫn sẽ post lên đây 20 từ trong quyển sách đó, để nếu bạn nào ở xa, vẫn có thể học được. Đương nhiên mỗi người có 1 cách học riêng và trí nhớ khác nhau. Có người nhìn qua là nhớ liền, có người nhìn hoài vẫn không nhớ, nên Bear suggest cách học này, bạn nào thấy thích hợp với mình thì áp dụng: 1/ Mỗi ngày học 3 từ: giống như ăn cơm vậy: sáng 1 từ, trưa 1 từ, tối 1 từ. Vui lòng đừng thấy cuốn sách quá hay mà học 1 ngày vài ba chục từ rồi ngày mai nhìn lại thấy ngán.. rồi.. bỏ luôn quyển sách hay này nhé. 2/ Làm sao mà trước khi đi ngủ, có thể đọc (hoặc viết) ra 3 câu...
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...******Created by ebook converter - www.ebook-converter.com****** ******ebook converter DEMO - www.ebook-converter.com******* ******Created by ebook converter - www.ebook-converter.com****** KOINONIA HOUSE Coeur d’Alene, Idaho 83816-0347 ******ebook converter DEMO - www.ebook-converter.com******* ******Created by ebook converter - www.ebook-converter.com****** COSMIC CODES Copyright © 1999 by Koinonia House Revised 2004 P.O. Box D Coeur d’Alene, ID 83816-0347 Web Site: http://www.khouse.org Second Printing 2004 Third Printing 2011 ISBN 978-1-57821-072-5 Design and production by Koechel Peterson & Associates, Minneapolis, Minnesota. Scripture quotations in this book are taken from the King James Version of the Bible. All rights reserved. No portion of this book may reproduced in any form without the written permission of the Publisher. Printed in the United States of America. ******ebook converter DEMO - www.ebook-converter.com******* ******Created by ebook converter - www.ebook-converter.com****** “Cosmic Codes was the authoritative resource that we relied on in the research of our PAX-TV/Discovery Channel television special Secrets of the Bible Code Revealed. It’s absolutely packed with fascinating factual information on all of the Bible-related codes.” DAVID W. BALSIGER PRODUCER, SECRETS OF THE BIBLE CODE REVEALED “Chuck Missler writes from a technological and Biblical background in this cutting-edge analysis of the hidden codes...
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...Easy French STEP-BY-STEP Master High-Frequency Grammar for French Proficiency—FAST! Myrna Bell Rochester New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-164221-7 MHID: 0-07-164221-8 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-145387-5, MHID: 0-07-145387-3. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”) and its licensors reserve all rights in and to the work. Use of...
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...Made By Jason & Franklin. This Document Is Strictly Prohibited For Commercial Purposes Without Authorization. List 1 GRE Verbal 750 Quantitative 800, AW 5.5 2008 10 Princeton, MIT, M. Fin Unit 1 ABANDON A B D I C AT E ABASE ABERRANT ABASH ABET A B AT E A B E YA N C E A B B R E V I AT E ABHOR abandon [ 1 n. ] carefree, freedom from constraint added spices to the stew with complete abandon unconstraint, uninhibitedness, unrestraint 2 v. to give (oneself) over unrestrainedly abandon herself to a life of complete idleness abandon oneself to emotion indulge, surrender, give up 3 v. to withdraw from often in the face of danger or encroachment abandon the ship/homes salvage 4 v. to put an end to (something planned or previously agreed to) NASA the bad weather forced NASA to abandon the launch abort, drop, repeal, rescind, revoke, call off keep, continue, maintain, carry on abase [ 1 v. ] to lower in rank, office, prestige, or esteem was unwilling to abase himself by pleading guilty to a crime that he did not commit debauch, degrade, profane, vitiate, discredit, foul, smirch, take down elevate, ennoble, uplift, aggrandize, canonize, deify, exalt abash [ 1 vt. ] to destroy the self-possession or self-confidence of ,disconcert, embarrass Nothing could abash him. discomfit, disconcert, discountenance, faze, fluster, nonplus, mortify embolden abate [ 1 v. ] to reduce in degree or intensity / abate his rage/pain taper off intensify 2 v. ...
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