Louis XIV of France Essay Paper

Louis XIV of France 
Louis XIV of France

Louis XIV of France

Write a 4 paragraph essay on the political strength of Louis XIV of France  and absolutism in France. Outline and reference notes attached.

Born on September 5, 1638, Louis was christened Louis-Dieudonné, meaning ‘gift of God’ and became king at the age of four upon the death of his father, Louis XIII (1601-1643).

He reigned for 72 years and 110 days until his death on September 1, 1715,  longer than that of any other known European sovereign.

During his reign Louis transformed the monarchy, ushered in a golden age of art and literature, presided over a dazzling royal court at Versailles, annexed key territories and established his country as the dominant power on the continent until the War of the Spanish Succession, which lasted from 1701 to 1714.

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Ancient Persia 600 BCE – 600 CE

Ancient Persia 600 BCE - 600 CE
Ancient Persia 600 BCE – 600 CE

Ancient Persia 600 BCE – 600 CE

Discuss the political, social, economic, and cultural aspects of Ancient Persia 600 BCE – 600 CE. Describe the origin of Persia and how and why it declined.

559 BCE to 529 BCE– under the rule of Cyrus the Great, the Persians conquered most of the lands from the Aegean Sea to the borders of India. Cyrus’ son Cambyses conquered Egypt and part of Southeast Europe. This became known as the Achaemenid Empire.  This became known as the Achaemenid Empire.

660- 583 BCE – The Persian prophet Zarathustra began teaching a new monotheistic religion called Zoroastrianism. A collection of written texts called the Avestas was produced to help spread the religion.

Four book (ebook) and/or academic journal article sources.

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Roman Republic and the Mongol Empire

Roman Republic and the Mongol Empire
Roman Republic and the Mongol Empire

Roman Republic and the Mongol Empire

The question that needs to be answered is …What was the most important difference in the relationship between the state and it’s subjects in the Roman Republic and the Mongol Empire ?

The Roman Empire and the Mongol Empire were two of the greatest empires ever created but they are from two different times with different styles of fighting, equipment and enemies to conquer. Who would win in a battle or a war between the two? The Romans were extremely organised, disciplined and well equipped and the Mongols were extremely adaptive, mobile and fierce. They were both the strongest and most feared empires of their times and had great leadership but the Mongols could just pelt their enemies from afar with one of the strongest bows created like the Parthians did at carrhae.

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European immigration Research Paper

European immigration
European immigration

European immigration

European immigration.Read the article “Immigration Then and Now” By Gwenyth Swain. This article will be provided at time of exam.

How do the backgrounds and experiences of the recent immigrants in this article compare to the backgrounds and experiences of European immigrants in the late 19th and early 20th centuries. Provide specific example

Compare the earlier wave of European immigrants to the immigrants of today

  • Things in common
  • Not in common
  • Things left behind
  • Reasons for leaving
  • Push & pull factors
  • Dreams
  • Opportunities
  • Freedoms
  • Challenges
  • Education
  • Help offered
  • Settlement patterns
  • Discrimination
  • American Dream

Grading Criteria:

  • Original Thought
  • Sophisticated thought process
  • Excellent evidence of critical thinking skills.
  • Persuasive analysis of the topic, addressing all parts of the topic; analysis demonstrates thorough understanding of all sides of a question.
  • Outstanding grasp of general historical issues raised by topic.
  • Numerous, effective, relevant, and specific examples.
  • Extremely well organized.
  • Well written in appropriate Standard English; few grammatical errors

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The canning of Charles Sumner

The canning of Charles Sumner
The canning of Charles Sumner

The canning of Charles Sumner

Write a research paper about The canning of Charles Sumner using 4 reliable sources.

On May 22, 1856, the “world’s greatest deliberative body” became a combat zone. In one of the most dramatic and deeply ominous moments in the Senate’s entire history, a member of the House of Representatives entered the Senate Chamber and savagely beat a senator into unconsciousness.

The inspiration for this clash came three days earlier when Senator Charles Sumner, a Massachusetts antislavery Republican, addressed the Senate on the explosive issue of whether Kansas should be admitted to the Union as a slave state or a free state. In his “Crime Against Kansas” speech, Sumner identified two Democratic senators as the principal culprits in this crime—Stephen Douglas of Illinois and Andrew Butler of South Carolina. He characterized Douglas to his face as a “noise-some, squat, and nameless animal . . . not a proper model for an American senator.”  Andrew Butler, who was not present, received more elaborate treatment. Mocking the South Carolina senator’s stance as a man of chivalry, the Massachusetts senator charged him with taking “a mistress . . . who, though ugly to others, is always lovely to him; though polluted in the sight of the world, is chaste in his sight—I mean,” added Sumner, “the harlot, Slavery.”

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Miss Columbia’s School House

Miss Columbia’s School House
Miss Columbia’s School House

Miss Columbia’s School House

Miss Columbia’s School House Assignment

Based upon your reading of the selected primary documents and incorporating such secondary sources as your textbook, answer the following 4 questions. Provide specific examples from these documents that support your arguments.

1. What perceptions of “others” are reflected attending Miss Columbia’s School House? How does Aguinaldo’s criticism of America’s policies towards the Philippines echo the 1894 political cartoon? What do these two documents suggest about the way America perceived conquered peoples and the likelihood that they would ever be fit for American citizenship and its liberties?

2. What relationship does President Eisenhower draw between events in the modern Civil Rights Movement and the goals of the US in waging the Cold War ? How does the Alcatraz Proclamation  and “The Soiling of Old Glory” photograph reflect the increasing radicalization of the Civil Rights Movement by the 1970s as well as the violent responses it could produce within Anglo American communities? Based upon Eisenhower’s speech, how do you believe he would respond to Documents 4 and 5 in the context of the Cold War?

3. According to President Reagan, what does “having a positive view of American history” mean and what values does the country stand for? What should modern Americans think of their country’s past in regards to race relations according to Senator Obama? Do you agree with these documents arguments about America’s past? Why or why not?

4. Based upon your reading of these documents, to what extent do you believe America’s past continues to influence American society and modern debates about inequality? Does our past and efforts to confront and resolve issues of inequality empower us with a moral authority to dictate world affairs today? Why or why not?

You need to:

•Read/view the selected documents

•Answer each of the 4 questions with a minimum of 1 page for each question (using 12 point, double-spaced, Times New Roman font) Please take your time to analyze these documents and submit thoughtful arguments supported by the evidence these documents provide.

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The effect of ideology on Nazi or Soviet science

The effect of ideology on Nazi or Soviet science
The effect of ideology on Nazi or Soviet science

The effect of ideology on Nazi or Soviet science

Nazi indoctrination–with its singular focus on fostering racial hatred–was highly effective. Germans who grew up under the Nazi regime are much more anti-Semitic today than those born before or after that period. These findings demonstrate that beliefs can be modified massively through policy intervention. We also show that it was probably Nazi schooling that was most effective, and not radio or cinema propaganda. Where schooling could tap into preexisting prejudices, indoctrination was particularly strong. This suggests that confirmation bias may play an important role in intensifying attitudes toward minorities.

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History of an aspect of chemical warfare

History of an aspect of chemical warfare
History of an aspect of chemical warfare

History of an aspect of chemical warfare.

A chemical agent is a substance “intended for use in military operations to kill, seriously injure, or inca-pacitate man because of its physiological effects.
Chemical warfare agents cause injuries directly by irritation, burning, or asphyxiation, and indirectly by contaminating ground so that it cannot be safely occupied, creating smoke screens to obscure operations or reduce the accuracy of an enemy’s firepower, and damaging an enemy’s equipment by incendiary action.

For more than 2,000 years human ingenuity has turned natural and synthetic poisons into weapons of war.Three substances were responsible for most chemical-weapons injuries and deaths during World War I: chlorine, phosgene, and mustard gas.

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Changing Society Discussion Assignment

A Changing Society
A Changing Society

Changing Society

Your reading for this week covers many different art movements, such as Noveau Réalisme, Fluxus, the Situationists, and Pop art. All of these movements are a response to the changing society that followed World War II.

In this week’s discussion forum, you will choose a work of art by an artist covered in this week’s reading and identify the sources that inspired it, as well as its relationship to society and the viewer.

  • What issues was the artist addressing?
  • How did they attempt to engage the viewer?
  • Did their work involve performance or unusual materials?
  • Did it have a specific message or attempt to elicit a particular response from the viewer?
  • What materials (if any) were used and do they contribute to the meaning of the piece?

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Plato’s Parable of the Cave Essay

Plato's Parable of the Cave
Plato’s Parable of the Cave

Plato’s Parable of the Cave

Consider the metaphor operating in Plato’s Parable of the Cave. Are we living like we have blinders on, perceiving only a distorted reality? If so, how can we become enlightened? Again, give examples to illustrate how/why this is the case and what someone did about it.

As such, also propose some public/historical figure to fit the role of the enlightened martyr suggested at the end of the video.

In the allegory, Plato likens people untutored in the Theory of Forms to prisoners chained in a cave, unable to turn their heads. All they can see is the wall of the cave. Behind them burns a fire.  Between the fire and the prisoners there is a parapet, along which puppeteers can walk. The puppeteers, who are behind the prisoners, hold up puppets that cast shadows on the wall of the cave. The prisoners are unable to see these puppets, the real objects, that pass behind them. What the prisoners see and hear are shadows and echoes cast by objects that they do not see.

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