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Vocabulary Of Historical Terms History Essay

Many ethnic groups but few Europeans rule in Africa. There are great cities, empires, and trade, but as a whole Africa is diverse and not unified. Europeans learn about Africa from explorers. Henry Stanley claims the Congo River Valley for Belgium. Greed, nationalism, racism, and philanthropy motivate European colonialism. Social Darwinism, or the idea that non-European peoples were less fit to rule, helped Europeans feel that had the right to control African people. Malaria, impassable rivers, and strong African warriors limit European presence in Africa until the late 1800s. The takeover of a country or territory with the intent of dominating political, economic, and social life is called imperialism. Superior arms, the steam engine, medicines, and African rivalries help Europe take Africa. The Berlin Conference divides Africa and reduces conflict among European nations. The division fails to take into account African ethnic and linguistic groupings. Europeans take advantage of Africa’s vast natural resources. Dutch then British imperialists land in South Africa. Despite the organization of their chief Shaka, the Zulus are eventually absorbed by the British. The Great Trek takes the Dutch speaking Boers north to escape British domination. Boers are defeated by the British in the Boer War and join the Union of South Africa. Europeans use four methods to control their colonies: Colony, Protectorate, Sphere of Influence, and Economic Imperialism. Britain and the United States use indirect control limited self-rule. The French follow a policy of paternalism, or “caring for” their subjects like children and assimilation, or encouraging their subject become French. Africans resist colonial rule, despite lack of adequate organization and weapons. In part due to the leadership of Menelik II, Ethiopia is the only nation to remain free of European domination. Colonialism has both positive and negative effects on African lands and peoples. Africans are forced to grow cash crops like cotton instead of food for themselves. African boundaries plague Africa for years to come. The great Suleiman I is succeeded by a series of weak rulers. Selim III’s reforms give rise to nationalist’s feelings. Europeans seize the opportunity to divide the empire. In an example of geopolitics, the Ottomans control access to the Atlantic, Mediterranean and Black seas trade hurting Russia. The Ottoman, British, and French defeat the Russians in the Crimea War, the first modern-day war. Under Muhammad Ali, Egypt tries reforms but loses control of the Suez Canal to Britain and France when it cannot pay its foreign debt. Although Persia attempts to modernize, Russia and Britain take control of spheres of influence. The East India Company seizes control of most of India with the help of Indian soldiers called sepoys. Britain considers India its primary colony, or “jewel in the crown”. India benefits and suffers under British colonial rule. The Indian railway system helps make India extremely valuable to the British. Indians object to the racist attitudes of the British rulers. The Sepoy Mutiny turns into widespread rebellion. The British government takes direct control of India and establishes the Raj. Indians begin to demand a greater role in government. Ram Mohun Roy speaks out against social injustices. Nationalist form the Indian National Congress and the Muslim League. A public outcry forces Britain to redraw its partition of Bengal. European powers race to claim a part of Southeast Asia for themselves. The Dutch East India Company from the Netherlands controls Indonesia and creates a rigid social hierarchy. 3. The British encourage large-scale immigration of the Chinese to Malaysia. The French try to impose their culture on their colonies in Indochina. Siam and its leader, King Mongkut, remains independent by becoming a neutral zone between France and Britain. Americans disagree about colonizing other countries, but economic interests spur U.S. imperialism. The U.S. defeats Spain and Filipino nationalist Emilio Aruinaldo to acquire the Philippine Islands but promises self-rule. U.S. businesses promote cash crops over food crops in the Philippines and Hawaii. U.S. companies overthrow Queen Liliuokalani and establish a republic in Hawaii, which is annexed to the U.S.

Aspen University Disaster Management Chicago Wildfires Presentation

Aspen University Disaster Management Chicago Wildfires Presentation.

I’m working on a nursing project and need an explanation to help me study.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.Assignment:Create a PowerPoint with the intended audience to be a community health department.Focus on a real or fictional disaster that has or could affect your area. For example, if you live on the Florida coast you might choose potential hurricane. Discuss the role of the Community Health Nurse in each stage of disaster. You should include a few slides on each stage of disaster: preparedness, response, recovery with specific activities and resources that the public health nurse would use in each stage.Identify other agencies that might be involved. The assignment should be submitted in PowerPoint format, with at least 10 content slides (in addition to a title slide and reference slide) and include at least two scholarly sources other than provided materials.
Aspen University Disaster Management Chicago Wildfires Presentation

Realist Foreign Policy Analysis by Anders Wivel Coursework

essay helper free The article under investigation is written by Anders Wivel, and it is called Explaining why state X made a certain move last Tuesday: the promise and limitations of realist foreign policy analysis. The author delves into the peculiarities of foreign policies and the challenges that appear in the course of its analysis. Wivel (2005) states that any attempt to explain foreign policy faces two fundamental problems which are the complexity of combining structural factors with other variables and the outstanding difficulty of connecting the realist emphasis on the importance of materialist factors with the observation that these factors are not objective. In this regard, the primary research question of the paper is how the above-mentioned challenges could be answered in terms of contemporary realism. To support his assumptions, the author uses numerous strong arguments like real-life examples, relevant experiences, and previous researches. Altogether, there are numerous references to other credible sources and investigators to make the argument more powerful. The author manages to incorporate the review of the relevant literature with his own ideas to provide credible information about the difficulties that appear when talking about modern foreign policy. Moreover, Wivel (2005) also refers to the realism theory and its different subgroups like neoclassical, postclassical, etc. He uses these basic ideas as the background for his research, supporting the most important thoughts with a detailed explanation in terms of the above-mentioned theoretical framework. The given approach perfectly fits the subject of the investigation which also has numerous dimensions and should be analysed from different perspectives to improve its comprehending as well as guarantee that readers will understand the authors main assumptions. At the very beginning of the paper, the author introduces the basic concepts that will be further used. These are foreign policy analysis, neoclassical realism, postclassical realism, and structural realism (Wivel 2005). These notions are central to his research, and Wivel tries to provide a clear explanation for each of them. However, he does not only give definitions, but he uses them in a specific context to attain the improved comprehending of their main sense, importance, and the role they play in the suggested framework. Besides, considering the main research question of the given paper and the object for the investigation, we could say that the author obviously suggests empirical evidence to his suggestions. He offers his own observations related to the peculiarities of the foreign policy and tends to investigate them using different perspectives. This sort of evidence contributes to the improved comprehending of the basic ideas that could be found in the paper and obviously impact the final results. Altogether, the paper could be considered a good example of the academic article that incorporates numerous approaches to the investigation of a certain issue. The usage of different concepts and perspectives to investigate the foreign policy and answer the main challenges that appear when trying to analyse it could be considered the strongest part of the paper. However, there are also several spheres that could be improved. For instance, more real-life examples and additional emphasis on the concept of foreign policy will obviously enhance the paper. Finally, the paper relates to other readings in political sciences as it touches upon the same issue. For instance, Lepgold (1998) also delves in the peculiarities of international relations and their investigation in different contexts. Putnam (1998) suggests similar cogitations when trying to explain the mechanisms of international politics. Wivels ideas could also be investigated in term of Vertzbergers vision on foreign policy analysis as he also tends to understand the main peculiarities that impact this phenomenon (Vertzberger n.d. ). Finally, Hermanns article is closely related to the issue as it revolves around the main actors and forces that impact political decisions, which is crucial for the analysis of the foreign policy. Get your 100% original paper on any topic done in as little as 3 hours Learn More Reference List Lepgold, J 1998, ‘Is anyone listening? International relations theory and the problem of policy relevance’, Political Science Quarterly, vol. 113, no. 1, pp. 43-62. Hermann, M 2001, ‘How decision units shape foreign policy: A theoretical framework’, International Studies Review, vol. 3, no. 2, pp. 47-81. Putnam, R 1998, ‘Introduction: the entanglements of domestic and international politics’, International Organization, vol. 24, no. 3, pp. 427-460. Vertzberger, Y n.d., Foreign policy analysis. Steady progress and half empty glass. Wivel, A 2005, ‘Explaining why state X made a certain move last Tuesday: The promise and limitations of realist foreign policy analysis’, Journal of International Relations and Development, vol. 8, pp. 355-380.

Tense and aspect

Tense and aspect. Tense and aspect are the most important grammatical categories for expressing time and temporal relations in English. For me, I will share my experience Now I am an English teacher at Udonthani Vocational College. I teach many English courses such as English for communication 2 , English Conversation , Business English .In each course I have taught 4 language skills such as listening skill, writing skill, speaking skill and reading skill. Students must learn every language skills because English is very important . If you want to communicate English very well you must practice 4 language skills. According to the topic “28 Tense and aspect” They are very necessary in teaching grammar. Students must learn how to use tense and aspect. I will teach every English course but I don’t teach them all at the same time. The aim of teaching tense and aspect is to study various linguistic approaches to the description of tense and aspect in English Moreover the course description will be the focus of the ways of expressing present, past, future time. Now I will explain you some English course that I teach in this semester. Before start teaching I will study the course discription from the Vocational Education Commission curriculum. After that I will construc the course syllabus follow the the curriculum. I do the course outline by myself. Then I will study the content and provide the lesson which related the course description from many textbooks. I choose some content and combine to one book. For example I teach English for Conversation 2 (2000-1202) for the first year student in accounting field. I teach 18 Weeks in each semester. I must plan my teaching 9 units (1 unit per 2 week) I will choose some tense and aspect to teach in each unit . In unit one I taught about family . I will choose Present Tense of verb to be and verb to do. Students must know the structure of Tense . How or when to use it? How to make Wh-question. In unit 2 I taught about keeping a diary. Students must know and understand Past Simple Tense. They can tell the story in the past . The most important thing before to teach teacher must prepare their teaching and lesson plan . Teacher must improve teaching method and strategies The teachers must know the meaning of tense and aspect and also had understanding .I will show you the content as follow: What is Tense? The Definition of Tense (noun) : a form of a verb used to indicate the time . Tense is a method that we use in English to refer to time. There are three main principle of tenses . They are past tense , present tense and future tense. I will explain the meaning of each Tense. First, Present Tense verb show something is happening right now or at the present time. Second, Past tense verbs which tell about actions which happened some time ago are past tense verbs . Third, Future tense mean verbs which tell about actions which are going to happen are future tense verbs. Many languages use tenses to talk about time. Other language have no tenses, but of course they can still talk about time, using different methods. I will talk about time in English with tense. For example: – Jirapon goes to temple. ( Present Tense) – Udom went to school yesterday ( Past Tense) – Suki will go to school tomorrow ( Future Tense) What is aspect? Aspect expresses a feature of the action related to time such as completion rod duration. Present simple and past simple tenses have no aspect. Aspect always include Perfect Tenses and Progressive or continuous Tense .For example: Perfective aspect ( be ing) My parents have lived in Udon Thani since last October. I have studied English since last year. Progressive aspect ( have past participle) They are reading newspaper in the room. David is washing his car at home. There are many words that are time clues; some can be used to indicate a number of tenses, for instance that something happened in the past or that it will happen in the future. If you learn to recognize these time clues, you will find them very helpful. Note that some time clues can be used with more than one verb tense and also that this table is not a complete listing of all the time clues that can be used with all of the tenses Lesson Plan Subject: English For Communication 2 Level: Certificate 1 Instructor : Mrs. Sutida Intawai Objectives : Students will be able to: 1.to inductively review both struture and names of basic tenses Content: Vocabulary : Food, nationalities, dates and time, restaurants Structures : Present simple tense Present continuous tense Present perfect tense Present perfect continuous tense Past simple tense Past continuous tense Past perfect tense Past perfect continuous tense Future simple tense Future continuous tense Future perfect tense Future perfect continuous tense Functions : 1. Talking about Tense and aspect Teaching procedures /Activities: Warm up / Lead in : 1. The teacher greets students and tell them that they are going to learn about outline goals for today’s class. Presentation: 1.Teacher presents the charts of structure of tense and aspect .Let them guess the kind of tense and aspect. Practice: Teacher divide students into groups of 2 to 4 Have students take personal information quiz in groups Check answers as a class, ask students to quickly speak about what they have learned about their fellow students Production: Have groups identify tense names used in question Give auxiliary verb exercise to students to be done individually Correct auxiliary exercise in class Wrap up: Teacher and students discuss and summarize about this unit together. Teacher suggests students for further study by searching for more information from other resources for example, internet , library , newspaper and Self Access Learning Center in the college. Teaching aids/materials: Chart Authentic material; newspaper , food menu Textbook Evaluation and measurement: Observing the participation in class Correcting the exercises Personal note: Language Points: Affirmative Sentence: Present Simple (I do, work, like etc.) She works in the office. They talk about their project. Subject Verb I / We / You /They work talk use play watch do He / She / It works talks uses plays watches does Example: I live in Nakonnayok but my sister lives in Prachinburi. ( We use the present simple for things that are true in general, or for things that happen sometimes or all the times) – I walk to school. – The museum open at 09.00 a.m. and closes at 05.30 p.m. – Suda goes to work in the morning. – He does everything that she asks. (We use the present simple with always/ never/ often / usually / sometimes) – We always travel by train. – I often try to fix my computer. – He washes his car every weekend. – She usually carries her note book computer to work. Negative Sentences: Pattern: I don’t verb (present simple negative) Example: Santa doesn’t come. The racing car doesn’t slow. Subject Auxiliary Verb not Verb I / You / We / They don’ t work He / She / It doesn’t work – I drink coffee but I don’t drink tea. – The children don’t play in the park. – Mary doesn’t go to the library. – She drinks tea but she doesn’t drink coffee. Question Sentence: Pattern: Do you….. (Present simple question)….? Example: Do they work? Does she work? Auxiliary Verb Subject Verb ? Do I /we / you / they work? Does He / she/ it work? – Do you smoke? No, I don’t. – Do they speak English? Yes, they do. – Does she work hard? Yes, she does – Does your brother live in Bangkok? No, he does. Worksheet 1 Personal Information Quiz 1. When did you last see a film? 2. How many times have you been abroad? 3. What type of books do you like reading? 4. When were you born? 5. How long have you been learning English? 6. What will the weather be like tomorrow? 7. What were you doing at 7 o’clock yesterday evening? 8. What are your parents doing? 9. Where are your classes taught? 10. What are you going to do after this course finishes? What are the names of the tenses used in the above question? 1. Present simple tense 2. Present continuous tense 3. Present perfect tense 4. Present perfect continuous tense 5. Past simple tense 6. Past continuous tense 7. Past perfect tense 8 Past perfect continuous tense 9. Future simple tense 10. Future continuous tense 11. Future perfect tense 12. Future perfect continuous tense From http://esl.about.com Worksheet 2 Complete the table using examples from the text in activity B1 Worksheet 3 Match the verb forms (1-6) with their main concepts (a-f) Worksheet 4 Writing : Simple present Tense In conclusion, Tense and aspect are still problem for Thai learners. There are many error when do they speak and confuse because they speak English similar Thai speaking. They have many problems such as word order and use tense mistake. For example: – I am not enjoy this film. Let’s leave. – What do you eating now? etc. So the teacher of English should develop their teaching and try to teach students learning by doing. Students will gain English language skill especially Tense and aspect from teacher as well. Reference Heather JonesTense and aspect

Middle East civilization Research Paper

Table of Contents Introduction Clash of civilizations in my opinion Post Cold War global Politics Technological conflicts Conflict of interest Conclusion References Introduction Human history is a history of civilizations. It has been very difficult to ascertain the right kind if civilization that appeals to all people. Ideas and philosophies held by one culture as right may be held differently in another culture. The question of who therefore holds the right kind of civilization has eluded scholar for many centuries. If one says that his or her civilization is good, another one may view it differently. Does this therefore lead to an assertion that civilization clashes shall be the major course of conflicts? In the struggle to look deeper into the questions asked above, debates emerge due to the presentation of one scholar, Samuel P. Huntington, suggesting that the clash of civilizations is and shall be the major cause of conflicts in communities. If one civilization feels that it is the most superior, does it mean that the value it cherishes is welcome by other nations. If this is the way of conflict resolution, what course does it take and what are the effects in the long term to the subjects that receives it? In this case, culture may not only be the source clashes that lead to conflicts. This is what comes out when we closely examine the works of Samuel P. Huntington, who presents a thesis that civilization clashes are likely to be the source of conflicts in future. With regard to the September 11 attacks in the USA, were the attacks justified? Did the attack have an implication that those who carried out the attacks were Muslims, therefore painting Islam as an Extremist Religion? Samuel Huntington presents “the clash of civilizations “by drawing examples from the fall of the Soviet union and generation of the world between 1932 to 1992, which marked the end of the Cold War era. He argues that the end of the Cold war witnessed significant changes in the identities and symbols of identities. This brought what he termed as “configuration “of world politics along cultural lines. He presents his thesis by making a reference to the period A.D 1500 as the era that gave birth to a dual nature of global conflicts (Huntington, S. 1996). He also argues that ideological and economic factors are not the primary course of clashes in civilizations but global conflicts will occur between nations and groups comprising differences in civilizations (Fiedler, 2009). He presents a world of global politics dividing the world into Western culture and the none-Western culture. He asserts that the Western world, which is characterized by a Western culture, with democratic and stable governments as opposed to the non- Western cultures which were characterized by undemocratic societies involving poorer Third world Nations. In addition, he says in his argument that there will a movement away from Westernization by non-western countries due to what he termed as indigenization. The reference to the lack of influence of the twenty-first century Islamic world to the western world is presented in his view as a possible course of an emergent conflict. Get your 100% original paper on any topic done in as little as 3 hours Learn More He further counters this through his idea that the strategic location, large populations and/ or endowment of most Middle East countries with oil recourses has become a significant influence in future world affairs. He predicted a new world characterized a movement away from the politics of ethnicity to a new one whose politics are the politics of civilization. The world that is posed by Samuel is presented as a world whose most dangerous and pervasive conflicts are not the result of differed between social classes but between people belonging to different cultural entities. There is also the mention of lack of escalation of tribal wars to broader interstate wars or to groups with a common and characteristic civilization. He asserts that the barbaric clashes for instance that occurred in Rwanda and other nations with internal ethnic conflicts are not likely to cause as escalation of this wars to broader wars. He points out the existence of differences in civilizations as a result of philosophical assumptions, important underlying values of a certain civilization, social relations and outlooks in the general to life. He clearly puts across an existence of changes, which are inevitable, whose impact on global politics having a varying trend from periods to period. He counters this on the basis of his argument that changes in the economics and politics of a civilization are anchored in the diverse culture of the concerned civilization. On one hand Huntington asserts that culture is not an all unifying or divisive source in conflicts, but it exists as both. He draws an example based on religion that Christianity, which is characteristic of Western world has a great rift with the Muslim and orthodox civilizations. In conclusion, Huntington’s thesis is anchored on differences in civilizations that are more likely to cause inevitable conflicts than economic and ideological differences. Clash of civilizations in my opinion The idea of clash of civilizations as a likely cause to the conflicts due to culture does not clearly state whether there are other factors that are likely to replace this differences. It is largely agreed by both scholars and students that the history of humanity is a history of civilizations (Huntington, 1996). The question that we need to address is that should these civilizations, as presented by Huntington, draw world politics to a point of peaceful existence of they should draw them apart. We will write a custom Research Paper on Middle East civilization specifically for you! Get your first paper with 15% OFF Learn More Huntington implies that there is little interaction between the western culture, characterizing the Western World and the Middle East predominant Islam, characterizing the Middle East culture. In presentation of my thesis about the clash of civilizations, I will give it the following discussion lines: post cold war global politics, technological conflicts and conflict of interest. Post Cold War global Politics After the collapse of the Soviet Union in 1992, many states which were under the Soviet Union gained independence to form federations (Huntington P S. 1996). This war was never fought by the United States and Russia (formally under USSR). However, there were smaller groups of fighters which were supplied with the weapons to fight against some target governments with promises of independence from their weapon suppliers. Then came the collapse of the USSR, leading to the expectations from both sides the group being used to fight another state. This was for supremacy of the then two world powers: the US and the USSR. Therefore the people who are currently referred to as terrorists are the people created by these name givers. The point here is the definition of civilization (Perry et al. 2009). The opposite word to it is barbaric. Therefore, is there are civilization which is barbaric? Uncivilization is characterized by the word “bad.” As a result, is there a civilization that can term as bad when civilization refers to some literacy? If these answers are true, then civilization is bad. This is the view of Huntington. Just as the Soviet Union Was collapsing, it was struggling to hold on to its power by imparting its ideas through force to its subjects or to where it felt that it should still have a grip. Huntington in his thesis confirms that there is a decline in the power and influence of the western civilization. Realizing this, both the worlds are having a scramble to hold onto or gain power. Technological conflicts Technological conflicts here shall entirely refer to the use of sensitive technology like atomic energy either for military purposes of industrial growth. To begin with, are some countries, specifically Iran, “an axis of evil” as they are called? Nuclear technology which is used restrictively causes a state that I would call “technological clash “than civilization clash. It is through these lines of thought that the use some technology restrictively shall cause conflicts. The conflicts in this manner have a broader potential of escalating to large wars as experienced during the recent attack on Iraq with the allegation that it had weapons of mass destruction. It has been along, the search is still continuing, occupation of this Middle East countries is still on but there are Weapons of mass destruction as alleged. The result to this shall be retaliation from sympathizers sharing the same cultural commonalities and civilization levels. To them that retaliate, they have a justification. If superpower countries join hands to attack a nation for instance Afghanistan, then a group from Afghanistan or Iraq or Iran will definitely retaliate. Some other non-Middle East Islamic Countries have harnessed technology which has long been thought to be sensitive in a very peaceful way. Not sure if you can write a paper on Middle East civilization by yourself? We can help you for only $16.05 $11/page Learn More The difference posed here is that, one nation is using technology by developing weapons of mass destruction while restricting another to do the same. This has a future implication that conflicts in future shall not be due differences in civilization but differences in technological use and harnessing. This will shape the course of global politics in the Middle East region. As technology grows, states in this region will form alliances against the “oppression”. They will go to the extent of trading skills in technology. This shall result to attacks from superpowers and the allied blocs. The consequence will be that each side shall not have an upper hand in world or global conflicts shall seek an equal proportion. Lack of agreements shall result to states of tension between the West and its allies, and the Muslim Middle East and its allies as well. The acts of “terrorism” are Just experienced in the Middle East predominated by Muslims is simply a message of “leave us alone”. Conflict of interest The conflict of interest will dominate the occurrence and solution of conflicts. This will actually have a potential to escalate to wars of greater damage than it has been ever experienced in history. It is evident that there is even today a conflict of interest in the Middle East region involving Western powers and emerging powers like Iran. Taking the case say the solution of the Israel-Palestine conflict, a country like Iran wants its influence to be felt (Mansbach.

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