...Japanese and Medieval societies were similar in the way that they both revolved around Feudalism. However, there were differences between the two. For example, Japanese feudalism was based on one philosopher while European feudalism was based on Roman laws and customs. Feudalism can be described by ownership of land. Both Europe and Japan have non landowning and landowning systems. In both Japan and Europe their class systems were the same. With that said, because of constant warfare, warriors were the most important class for both Japan and Europe. The warriors of Europe were called “knights,” and “Samurai,” in Japan. As in Japan, Europe also used swords, rode horses into battle, and wore armor. These war tactics were probably the smartest...
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...Feudalism was a new social order during Medieval Japan and Europe. Even though, the two regions shared a similarilly structured system, they also had many critical differences. Perhaps, the greatest of these differences was the impact of religion on Feudal Europe. Western Europe and Japan shared many similarities during Medieval times. Both societies had little social mobility. Generation after generation followed the same profession. Warriors were the most important class in both societies. They provided protection and conquered new territories. Neither country had a strong central government. Communities were small and scattered. The citizens were largely left alone as long as their taxes were paid. Nobles were present in...
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...Feudalism was a complex system introduced in medieval Europe and Asia, and was also used in both Europe and Japan. It was a dominant social system in which nobility held lands from the crowns in exchange for military service. Through this system, vassals were the tenants of the nobles, while the peasants were to live their lord’s land and give him labor and a share of the product. Though feudalism was a similarity practiced throughout Japan and Europe, they also have many differences. Many of these similarities and differences occur in areas such as politics, economics, social and religious aspects of each respective country’s culture. Japan and Europe shared similarities and differences in their political cultures during medieval times. While...
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...During the period era between 500 and 1400, the entire Europe went through the process of disease, faith, feudalism and golden age. Throughout the years of the middle ages, 1/3 of europe's population was decimated, faith in God was renewed, and advancements in art, architecture and science occurred. Thus, the middle ages cannot be portrayed by using one label, however, the term “middle ages” is able to fully illustrate all three aspect that happened during the middle ages. The Middle Ages are often referred with numerous different labels: especially the Dark ages. For instance documents 1 provides clear illustration of Europe being referred to as the Dark Ages. Document 1 highlights the fact that Hungarians (barbarians) have sacked towns...
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...In Medieval Europe and Japan, the importance of religion was fundamental to their cultures. Christianity in Europe impacted society greatly, and so did Buddhism in Japan. Economies of both lands were essential to development of national finances. Religion and economics let Japan and Europe flourish, increasing the influence of Christianity and essentiality of merchants in Europe, and the significance of Buddhism and trade in Japan. ------------------------------------------------------------------------ In Medieval Times, pastors had a great influence on society. Pastors, according to thefinertimes.com, “interacted with the commoners on a daily basis.” Priests taught in schools because they excelled in literature. They listened to confessions...
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...Compare and Contrast Japanese and Western Imperialism in Asia and the Pacific 23 October 2013 at 18:10 The Japanese pursuit for an empire in South East Asia helped changed the balance of world power away from Europe, by taking their most lucrative colonies. Soon after the Japanese defeat in World War II, most of the colonies won their independence from their European masters. This essay will be arguing that despite the vast geographical distance and cultural, racial differences, as well as the different time periods involved, Japanese and European intentions were very similar, and that these similarities contributed to the weakening of Imperialism as a doctrine. To do so, this essay will be examining the reasons for the Japanese conducting policies of imperialism, when they expanded, what methods they use to expand and the systems of government. Japanese Imperialism will be compared to those of a well known European power active in the region, Britain. J.A Hobson’s seminal work Imperialism: A Study puts forward the idea of the ‘Economic Taproot of Imperialism’. A taproot is the largest root in some plants and is the plant’s primary source of nourishment. Military aggression is simply capitalist expansion. He described it as “As one nation after another enters the machine economy and adopts advanced industrial methods, it becomes more difficult for its manufacturers, merchants and finaciers to dispose profitably of their economic resources and they are tempted more and more to...
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...Globalisation, of course, is therefore a manifestation of a neo-liberal economic ideology. Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology. This process has effects on the environment, on culture, on political systems, on economic development and prosperity, and on human physical well-being in societies around the world. : all those processes by which the peoples of the world are incorporated into a single world society. : Globalization can thus be defined as the intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa. For eg. Recession US eg The International Monetary Fund (IMF) identified four basic aspects of globalization: trade and transactions, capital and investment movements, migration and movement of people and the dissemination of knowledge. Further, environmental challenges such as climate change, cross-boundary water, air pollution, and over-fishing of the ocean are linked with globalization. Globalizing processes affect and are affected by business and work organization, economics, socio-cultural resources, and the natural environment. Globalization is deeply controversial, however. Proponents of globalization argue that it allows poor countries and their citizens to develop economically...
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...Vocabulary: Goal 1 1. Historical narrative 2. Temporal structure (beginning, middle, end) 3. Time line 4. Historical succession 5. Historical duration (continuity) 6. Primary sources 7. Humanity 8. Historical passage 9. Historical perspective 10. Historical context 11. Literal meaning 12. Historical fact 13. Historical interpretation 14. Historical data 15. Hhistorical analysis 16. Cause-and-effect relationship 17. Value-laden 18. Moral convictions 19. Critique 20. Hypotheses 21. Historical inquiry 22. Eyewitness account 23. Statistical compilations 24. Journals 25. Census 26. Artifacts 27. Economic indicators Goal 2 28. Sustainability – supported,upheld ,of confirmed 29. Fertile Crescent – an area in the middle and near east: formerly fertile, now partly desert 30. Migration - a number or body of persons or animals migrating together. 31. Environment – the aggregate of surrounding things,conditions,or influences;surroundings; milieu 32. Human interdependence – all humans rely on each other. 33. Natural barriers – a natural limit or boundary of any kind. 34. Drought – a period of dry weather that whithers or kills the crops 35. Famine – extreme hunger or scarce amount of food. 36. Trade interactions -the influence of buying or selling trade with other countries. 37. Resources – a source of supply,support,or aid when specificity needed 38. River valley -a natural stream of water flowing in a valley...
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...The French Revolution Napoleon Bonaparte The Industrial Revolution Advancing Industrialism Colonialism China and the West Social and Economic Realities Nineteenth-Century Social Theory: conservatism, liberalism & socialism The Radical View of Marx and Engels Picasso and the Birth of Cubism Futurism, Fauvism and Non Objective Art The Birth of Motion Pictures Freud and the Psyche Total War and Totalitarianism The First World War The Russian Revolution Nazi Totalitarianism The Second World War Identity and Liberation: Gandhi, Martin Luther King and Malcolm X 3 WESTERN CIVILIZATIONS The Black Death The most devastating natural catastrophe of the early modern era was the bubonic plague, which hit Europe in 1347 and destroyed one third to one half of its population within less than a century. Originating in Asia and spread by the Mongol tribes that dominated that vast area, the disease devastated China and the Middle East, interrupting long-distance trade and crossnatural encounters...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...MEDIEVAL WEAPONS Other Titles in ABC-CLIO’s WEAPONS AND WARFARE SERIES Aircraft Carriers, Paul E. Fontenoy Ancient Weapons, James T. Chambers Artillery, Jeff Kinard Ballistic Missiles, Kev Darling Battleships, Stanley Sandler Cruisers and Battle Cruisers, Eric W. Osborne Destroyers, Eric W. Osborne Helicopters, Stanley S. McGowen Machine Guns, James H. Willbanks Military Aircraft in the Jet Age, Justin D. Murphy Military Aircraft, 1919–1945, Justin D. Murphy Military Aircraft, Origins to 1918, Justin D. Murphy Pistols, Jeff Kinard Rifles, David Westwood Submarines, Paul E. Fontenoy Tanks, Spencer C. Tucker MEDIEVAL WEAPONS AN ILLUSTRATED HISTORY OF THEIR IMPACT Kelly DeVries Robert D. Smith Santa Barbara, California • Denver, Colorado • Oxford, England Copyright 2007 by ABC-CLIO, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publishers. Library of Congress Cataloging-in-Publication Data DeVries, Kelly, 1956– Medieval weapons : an illustrated history of their impact / Kelly DeVries and Robert D. Smith. p. cm. — (Weapons and warfare series) Includes bibliographical references and index. ISBN-10: 1-85109-526-8 (hard copy : alk. paper) ISBN-10: 1-85109-531-4...
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...Chapter 1 BACKGROUND OF THE STUDY A fraternity is an organization, formed chiefly for social purposes having secret rites and name consisting of Greek letters. Fraternities get a lot of bad publicity as with that hazing problems at many colleges and universities, but there is another side to fraternities that many people do not see. Fraternities do have plenty of social events, service projects and other school and community related events. There are several factors such as personal, social, emotional and community factors that influence students to join fraternities. In order to join a fraternity, a neophyte has to undergo different rites or servicing in order to be accepted. The frequent reason that students join fraternity is for brotherhood and a place to belong. A special bond is formed between fraternity brothers. They will be there and will do almost anything for each other. Whether these set of friends make or break the student’s academic career, maybe hard to differentiate if a member is having too much fun. It sometimes depends on the individuals on how they will handle their selves as they join fraternities. But regardless, a fraternity is like any other group: what you get out of it depends on who you are and how you handle it .The problem focused on the involvement population/students in fraternities. Presently, the school/community does not recognize the presence of fraternities in the campus/population and have implied rules concerning this matter. But then...
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...TExES I Texas Examinations of Educator Standards Preparation Manual 133 History 8–12 Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations...
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...Ministry Of Education and Science of the Republic Of Kazakhstan Ryskulov’s Kazakh Economic University Faculty of “International Educational Programs” Course Work on finance discipline Monetary system of the Republic of Kazakhstan Prepared by: Sayakova Aierke group 242 Scientific advisor: MBA, Ph.D. Candidate Bazarbekova Alma Damerovna Almaty 2011 Content 1. Introduction 2. Theories of money 3. Evolution of money 3.1. Kinds of modern money 3.2 Analysis of structure of monetary weight of Republic Kazakhstan on 2010. 3.3. Money in the world countries 4. Conclusion 1. Introduction Money is the major attribute of market economy. The monetary system functions, stability of economic development of the country in many respects depends. Studying of the nature and the basic functions of money, process of evolution of monetary systems, the organisations and developments of monetary circulation, the reasons, consequences and methods of struggle against inflation is necessary for the subsequent analysis of features of functioning of all financial system. Businessmen in the economic activities constantly deal with monetary units of the country and the foreign states. Money - the historical category inherent in commodity manufacture. Before occurrence of money barter took place. The goods which were used daily concern the most ancient kinds...
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