...Case Study #1: Jules Ferry Stephanie Ziaja Chamberlain College of Nursing Contemporary History HIST 410 Professor Jones May 2, 2016 Case Study #1: Jules Ferry Jules Ferry was the prime minister of France whom argued for the expansion of colonies. Ferry had many reasons as to why he wanted to expand and why he believed it would be good for France. Ferry had a debate with a member of the French Parliament regarding his idea of expansion and argued his points. This case study will examine and answer specific questions related to Ferry’s ideas, beliefs and arguments in relation to imperial expansion. According to Ferry, what recent developments in world trade have made it urgent for France to have colonies? Ferry mentioned a few developments in the world trade that made it urgent for France to have colonies. Germany was creating trade barriers that would obstruct trade with France. Industrialization was increasing in France which created a high production of goods that in turn caused an excess of goods in their country. This caused a great need to export their goods out of France. To do this, France needed additional channels because the trade barriers created by Germany were impeding their trade of goods. Ferry recognized this as a serious issue. He believed that it needed to be amended with the expansion of colonies due to their intense growth of industrial population. At this time, the United States had become protectionists. This factor may have been an influence...
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...Case Study: Jules Ferry Melissa Elliott Chamberlain College of Nursing HIST 410 Professor Franklin March 06, 2016 Case Study: Jules Ferry 1. According to Ferry, what recent developments in world trade have made it urgent for France to have colonies? As an imperialist, Jules Ferry felt that France should be exploring and taking over new nations. He claimed colonial expansion was a great need that had become extremely urgent by the people and industrialized population of Europe (Kleinman, 1897). He stated that other countries, United States and Germany, were exporting so much more than France was. Jules Ferry compiled a report of statistics with his perspective of that great need for colonial expansion (Kleinman, 1897). This report asked questions daring the readers to disagree. Asking if it was a “fantasy”, a “concern that could wait for the future” or a “crying need” for the people of France and its industrial population (Kleinman, 1897). In his mind, he was just voicing what others could plainly see themselves just by looking around. In his words “France needs more outlets for exporting (Kleinman, 1897, para. 2)”. He proved this by blaming Germany for France not having enough outlets because they were setting trade barriers up. Then he blamed the United States for supporting Germany because the U.S. had become “protectionists and extreme protectionists at that (Kleinman, 1897, para. 2)”. He claimed that because of the dwindling markets it was becoming more difficult...
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...Case Study #1: Jules Ferry DeVry University HIST 410 March 05, 2016 Case Study #1 : Jules Ferry 1. According to Ferry, what recent developments in world trade have made it urgent for France to have colonies? According to Ferry, the recent development in the world that made that made France to have colonies was the need outlets or to create market for their goods after post industrialization. Their next door neighbor Germany have some trade barriers in place that will not grant France free hand to trade on the goods they are producing. To this end, the only way to boost their economy was to source for other outlets where these goods will be sold as to keep the economy alive and thus taking over both their political and economic system. This is to say that the colonies created by France was not intentionally to develop or help those economies grow primarily but to use them as an opportunity to grow their own economy and in the long run will lead to exploitation of those nonwestern nations. Even when they move into those economies and build their industries, the deprive the indigenes of the opportunity to manage and rule their lives. They are turned to who live on pay with the hope that something good is brought to them from the west and in turn their expertise and human capital is used to their own detriment. Competition among other industrialized in seizing some markets for their goods like North America created a fear that if France do not act fast, the entire market...
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...HIST410N Week 1 Case Study Latest 2016 Click Link Below To Buy: http://hwaid.com/shop/hist410n-week-1-case-study-latest-2016/ Tanya Hampton 3/6/2016 Case Study # 1: Jules Ferry Jules Ferry was Prime Minister of France as that nation launched its imperial expansion. In a debate with member of the French Parliament, Ferry defends the decision to expand. Read his remarks and respond to the following questions: 1. According to Ferry, what recent developments in world trade have made it urgent for France to have colonies? . .” 2. What arguments against imperialism have been raised by Ferry's critics? How does he counter them? 3. What non-economic arguments does Ferry offer in favor of imperialism? Devry HIST410N Week 2 Case Study Latest 2016 March This week, you will read the comments of the German Delegation to the Paris Peace Conference on the conditions of the peace which ended World War 1. You will find that document in the webliography. Many have argued that it was the way World War 1 ended which made World War 2 inevitable. Read the document and answer the following questions: • Churchill delivered this speech to an American audience, but after reading it one might conclude it could have been given in any western country. Why did he pick the US? Devry HIST410N Week 6 Case Study A. Case Study: Ho Chi Minh and Vietnamese Independence Was Ho Chi Minh a Communist? To many Americans he was. But to many Vietnamese he was a nationalist hero...
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...Dibiayai oleh: KERAJAAN NEGERI TERENGGANU jeyshida@smksm TABLE OF CONTENTS Pages PAPER 1 PART A ~ RATIONAL CLOZE PART B ~ CLOSEST IN MEANING 1-4 5 - 15 PAPER 2 PART C ~ GUIDED COMPOSITION PART D ~ LITERATURE COMPONENT PART E ~ SUMMARY WRITING 16 - 28 29 - 31 32 - 38 jeyshida@smksm jeyshida@smksm jeyshida@smksm ~ RATIONAL CLOZE ~ Note: Verb-to-be Verb-to-have Verb-to-do Prepositions PRACTICE 1 I can’t remember what I have ___1___! This is a regular complaint of students. Have you ever ___2____ why you remember certain stories and not others? Certain facts but not all? Simple! That is because we do ___3___ things which are of interest to us and those which are not, we simply forget them. So what is the secret of ___4___? Make revising your lesson a part of your regular daily routine. You should revise your lesson whenever and where ever you have the chance. Asking questions, writing down notes and reflecting on the topic that you are ___5___ are examples of active learning. This is an example of a good while-reading strategy. A house with no noise is a suitable learning environment. Noise is a distracter. While you are ___6___, you also need to free your mind from unpleasant thoughts and confusing emotions about ___7___ boyfriends or girlfriends. Most topics have an introduction, sub-headings and conclusion. Understanding and organising the materials you wish to study would really help. Do ___8___ your mind a break after about 45 minutes of studying and then...
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...Packet Winter 2012 Tyee Carr Study Guide, Midterm Exam Review and Final Exam Review ***These notes are provided to assist in your own note taking. They are not a substitute for reading the recommended textbook or for taking your own notes during class discussion. The information and examples provided here are subject to technical corrections or other revisions which you won't have without taking notes in class. Contents Taxable Entities, Sources of Tax Law and Tax Administration 5 Case: Firefighting Aircraft 6 Discussion questions 7 Review questions 8 The Individual Income Tax Model 10 Case: George and Sheena Jungle’s 1040 Tax Return 10 Discussion Questions 10 Review questions 11 Gross Income 13 Case: Commissioner v. Glenshaw Glass Co.\William Goldman Theatres Inc. (U.S. 1955) 13 Discussion questions 19 Case: Lucas v. Earl United States Supreme Court. 1930 20 Discussion questions 21 Review questions 21 Exclusions 22 Case study: Tom Daschle withdraws from nomination as HHS Secretary, 2009 23 Discussion questions 23 Case: Sam and Julie 24 Discussion questions 24 Case: Ralph and Betsy are landlords 25 Discussion questions 26 Case: Mark who lives in unit 6 27 Discussion questions 27 Case: Jack’s Restaurants 28 Discussion questions 28 Review questions 29 Tax Basis and Capital Transactions 32 Case: What’s my income on selling this stock? 32 Discussion questions 34 Case: Property converted from personal...
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...Alsatian Jewish artillery officer, languished in prison on Devil's Island after the French Army General Staff wrongfully convicted him of treason and espionage. The campaign for his release, organized by his family and supporters, along with revelations of an army cover-up, saw the so-called “Dreyfus Affair” become the major focal point of French public discourse at the turn of the century. Partisan camps of “Dreyfusards” and “anti-Dreyfusards” waged a war of words against each other as they debated Dreyfus' innocence and, implicitly, what it meant to be French in the Third Republic. Marked by an effusion of antisemitic vitriol, this debate has been characterized by Frederick Brown as a polarizing battle between two rival visions of France.[1] This battle at times extended to the streets, as it did in response to the publication of Émile Zola's 1898 “J'accuse.” Zola's open letter indicted the Army General Staff for antisemitism and cover-up, and prompted reactionary riots across France, the most violent of which occurred in French colonial Algiers. There, the burning of Zola in effigy sparked a riot in which 158 shops were destroyed, six Jews were assaulted (two fatally), and 9 rioters, 47 police, and a large but unknown number of Jews were seriously injured.[2] As the site of some of the only murderous violence during the Affair, colonial Algeria deserves particular attention. Examining the Dreyfus Affair from the perspective of French colonial Algeria illuminates the place...
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...EL SALVADOR NICARAGUA Managua BAHAMAS DOMINICAN REPUBLIC JAMAICA San Juan HAITI BELIZE C a r PUERTO RICO ib TRINIDAD & Caracas N TOBAGO A COSTA RICA IA M PANAMA VENEZUELA UYANRINA H GU C U G Medellín A PAC I F I C OCEAN Galapagos Islands COLOMBIA ECUADOR Bogotá Cali S FR EN Belém Recife Lima BR A Z I L PERU La Paz Brasélia Salvador Belo Horizonte Rio de Janeiro ~ Sao Paulo BOLIVIA PARAGUAY CHILE Cordoba Santiago Pôrto Alegre URUGUAY Montevideo Buenos Aires ARGENTINA FALKLAND/MALVINAS ISLANDS South Georgia extraordinary islands 1st Edition 500 By Julie Duchaine, Holly Hughes, Alexis Lipsitz Flippin, and Sylvie Murphy Contents Chapter 1 Beachcomber Islands . . . . . . . . . . . . . . . 1 Aquatic Playgrounds 2 Island Hopping the Turks & Caicos: Barefoot Luxury 12 Life’s a Beach 14 Unvarnished & Unspoiled 21 Sailing Along 32 Island Hopping The Bahamas Out Islands: Out on the Water 36 Diving’s the Thing 38 Storied Sand & Surf 45 Archipelagos & Atolls 51 Chapter 2 Garden Islands . . . . . . . . . . . . . . . . . . .57 Beautiful Bounty 58 Island Hopping the Florida Keys: Stringing the Pearls 62 Blooming Wonders 64 Wet & Wild 68 Island Hopping the Apostle Islands: Return to the Wild 78 Manicured Gardens...
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...reserved library of congress cataloging-in-Publication data Bruckner, Pascal. [tyrannie de la pénitence. english] The tyranny of guilt: an essay on Western masochism / Pascal Bruckner; translated from the French by steven rendall. p. cm. includes index. isBn 978-0-691-14376-7 (cloth : alk. paper) 1. civilization, Western— 20th century. 2. civilization, Western—21st century. 3. international relations—Moral and ethical aspects. 4. Western countries—Foreign relations. 5. Western countries—intellectual life. 6. Guilt 7. self-hate (Psychology) 8. World politics. i. title. CB245.B7613 2010 909’.09821--dc22 2009032666 British library cataloging-in-Publication data is available cet ouvrage, publié dans le cadre d’un programme d’aide à la publication, bénéficie du soutien du Ministère des affaires étrangères et du service culturel de l’ambassade de France aux etats-unis. This work, published as part of a program of aid for publication, received support from the French Ministry of Foreign affairs and the cultural services of the French embassy in the united states. This book has been composed in Minion Pro Printed on acid-free paper. ∞ Printed in the united states of america 10 9 8 7 6 5 4 3 2 1 For...
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...events held annually in France are the Tour de France (the best known road bicycle race in the world) and the French Open (one of the four Grand Slam tennis tournaments) * French literature is very popular and well known. Charles Perrault was one of France’s most influential children’s writers. He wrote books such as Cinderella, Sleeping Beauty and Puss in Boots. * The French healthcare system was ranked number one in the world back in 1997. Average life expectancy in France is currently 79.73 years. * 54% of French people identify themselves as being Christians, while 31% of people stated that they were not religious. Islam, Buddhism and Judaism are all practised by a minority (just over 1%) of the population * It is estimated that there are between 200,000 and 1 million illegal immigrants in France * France has an estimated population of 64.5 million, making it the 19th largest country (in terms of population) in the world. * France is the most popular tourist destination in the world. Nearly 82 million people traveled to France for holidays in 2007. Spain was the second most popular tourist destination with 58.5 million visitors. * In 2004, only 68.8% of French people aged 15-64 were working. This is a major contributor to the relatively low GDP per capita in France compared with the United States. * France has the most extensive railway system in Western Europe. High speed trains traveling at up to 320 km/h (200mph) are used by commercial rail...
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...Robert Johnston Stuart Chambers Christine Harland Alan Harrison Nigel Slack Cases in Operations Management third edition Cases in Operations Management We work with leading authors to develop the strongest educational materials in operations management, bringing cutting-edge thinking and best learning practice to a global market. Under a range of well-known imprints, including Financial Times Prentice Hall, we craft high quality print and electronic publications which help readers to understand and apply their content, whether studying or at work. To find out more about the complete range of our publishing, please visit us on the World Wide Web at: www.pearsoneduc.com THIRD EDITION Cases in Operations Management Robert Johnston Warwick Business School, University of Warwick Stuart Chambers Warwick Business School, University of Warwick Christine Harland School of Management, University of Bath Alan Harrison Cranfield School of Management, Cranfield University Nigel Slack Warwick Business School, University of Warwick Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE United Kingdom and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk First published 1993 Second published 1997 Third Edition 2003 © Robert Johnston, Stuart Chambers, Christine Harland, Alan Harrison and Nigel Slack 1993, 2003 The rights of Robert Johnston, Stuart Chambers, Christine Harland, Alan Harrison...
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...2012 Doing business in a more transparent world C O M PA R I N G R E G U L AT I O N F O R D O M E S T I C F I R M S I N 1 8 3 E C O N O M I E S © 2012 The International Bank for Reconstruction and Development / The World Bank 1818 H Street NW Washington, DC 20433 Telephone 202-473-1000 Internet www.worldbank.org All rights reserved. 1 2 3 4 08 07 06 05 A copublication of The World Bank and the International Finance Corporation. This volume is a product of the staff of the World Bank Group. The findings, interpretations and conclusions expressed in this volume do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. Rights and Permissions The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly. For permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, USA; telephone: 978-750-8400; fax: 978-750-4470; Internet: www.copyright.com. All other queries on rights and licenses, including subsidiary rights, should be addressed to the Office of the Publisher, The World Bank, 1818...
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...Contents Preface to the First Edition Introduction Part 1. Thought Control: The Case of the Middle East Part 2. Middle East Terrorism and the American Ideological System Part 3. Libya in U.S. Demonology Part 4. The U.S. Role in the Middle East Part 5. International Terrorism: Image and Reality Part 6. The World after September 11 Part 7. U.S./Israel-Palestine Notes Preface to the First Edition (1986) St. Augustine tells the story of a pirate captured by Alexander the Great, who asked him "how he dares molest the sea." "How dare you molest the whole world?" the pirate replied: "Because I do it with a little ship only, I am called a thief; you, doing it with a great navy, are called an Emperor." The pirate's answer was "elegant and excellent," St. Augustine relates. It captures with some accuracy the current relations between the United States and various minor actors on the stage of international terrorism: Libya, factions of the PLO, and others. More generally, St. Augustine's tale illuminates the meaning of the concept of international terrorism in contemporary Western usage, and reaches to the heart of the frenzy over selected incidents of terrorism currently being orchestrated, with supreme cynicism, as a cover for Western violence. The term "terrorism" came into use at the end of the eighteenth century, primarily to refer to violent acts of governments designed to ensure popular submission. That concept plainly is of little benefit to the practitioners of state terrorism...
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...This eBook has been published by: [pic] Publishing Date: 2004 ISBN# 1-59547-129-4 Please see my website for several e-books created for education, research and entertainment. Most eBooks are available in paperback. Specializing in rare, out-of-print books still in demand. Contact: sales@nuvisionpublications.com URL: http://www.nuvisionpublications.com The Age of Innocence By Edith Wharton (1920) Table of Contents Book I Chapter I. 5 Chapter II. 11 Chapter III. 16 Chapter IV. 22 Chapter V. 27 Chapter VI. 35 Chapter VII. 41 Chapter VIII. 47 Chapter IX. 54 Chapter X. 64 Chapter XI. 73 Chapter XII. 80 Chapter XIII. 91 Chapter XIV. 97 Chapter XV. 103 Chapter XVI. 112 Chapter XVII. 120 Chapter XVIII. 129 Book II Chapter XIX. 141 Chapter XX. 150 Chapter XXI. 160 Chapter XXII. 171 Chapter XXIII. 178 Chapter XXIV. 187 Chapter XXV. 192 Chapter XXVI. 200 Chapter XXVII. 210 Chapter XXVIII. 216 Chapter XXIX. 222 Chapter XXX. 229 Chapter XXXI. 238 Chapter XXXII. 249 Chapter XXXIII. 258 Chapter XXXIV. 271 Book I Chapter I. On a January evening of the early seventies, Christine Nilsson was singing in Faust at the Academy of Music in New York. Though there was already talk of the erection, in remote metropolitan distances...
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...Oracle® Trading Community Architecture Reference Guide Release 12.1 Part No. E13569-04 August 2010 Oracle Trading Community Architecture Reference Guide, Release 12.1 Part No. E13569-04 Copyright © 2003, 2010, Oracle and/or its affiliates. All rights reserved. Primary Author: Ashita Mathur Contributor: Ajai Singh, Amy Wu, Anish Stephen Avinash Jha, Harikrishnan Radhakrishnan, Leela Krishna, Nishant Singhai, Ramanasudhir Gokavarapu, Shankar Bharadwaj Oracle is a registered trademark of Oracle Corporation and/or its affiliates. Other names may be trademarks of their respective owners. This software and related documentation are provided under a license agreement containing restrictions on use and disclosure and are protected by intellectual property laws. Except as expressly permitted in your license agreement or allowed by law, you may not use, copy, reproduce, translate, broadcast, modify, license, transmit, distribute, exhibit, perform, publish or display any part, in any form, or by any means. Reverse engineering, disassembly, or decompilation of this software, unless required by law for interoperability, is prohibited. The information contained herein is subject to change without notice and is not warranted to be error-free. If you find any errors, please report them to us in writing. If this software or related documentation is delivered to the U.S. Government or anyone licensing it on behalf of the U.S. Government, the following notice is applicable: U.S...
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