...Legal Documents as Historical Source I. What is a legal document? A. States an enforceable act, process, duty, obligation, or right II. What are the different types of legal documents? A. Constitutions, licenses, proclamations, historical legal accounts, contracts, laws III. The Role of Religion and Religious Texts A. Can expose the past of religion and historical evidence of its evolution IV. Normative vs. Non-Normative Texts and the Idea of normativity A. The term "normative" is used to describe the way something ought to be done according to a position B. The idea of “normativity” 1. Subjective 2. Expectation vs. reality 3. Values and ethics 4. The realm of ethical analysis C. Non-normative texts are not subjective and impartial 1. Laws are normative 2. Legal documents 3. Historical accounts V. Hammurabi (18th Century BCE) C. First written legal documents D. What does this tell us? VI. The Guanzi (Master Guan) A. Concerning governmental administration, political economy, and public morality B. Key into 7th Century BCE China VII. Court Files A. “Diary of Activity” in 12th Century Song (China) B. Types of court files 1. Calendars, birth and death certificates 2. State history Bibliography Huenergard, John. "Hammurabi." In Berkshire Encyclopedia...
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...INTERNATIONAL BANKING: HISTORICAL SYNTHESIS OF THE BASIC PROBLEMS AND DEVELOPMENTS OF THE MONETARY AND CREDIT SYSTEMS DURING THE 19th AND 20th CENTURIES A requirement in English 2 ( Writing in Discipline ) Second Semester SY : 2012 – 2013 TF 7:00 – 8:30 am PRINCE JOHN A. ARCILLA AB – Economics 1 DR. YOLANDA T. TARIMAN PROFESSOR - ENGLISH II FEBRUARY 8, 2013 TABLE OF CONTENTS CONTENTS PAGE PRELIMINARY PAGE Title Page Table of Contents Outline CHAPTERS 1 Introduction Overview of the Topic 2 Discussion 3 Conclusion BIBLIOGPAPHY CURRICULUM VITAE ii INTERNATIONAL BANKING: HISTORICAL SYNTHESIS OF THE BASIC PROBLEMS AND DEVELOPMENTS OF THE MONETARY AND CREDIT SYSTEMS DURING THE 19th AND 20th CENTURIES Thesis Statement: Our historical synthesis focuses on the economic and political aspects of banking, with questions of industrial management and the credit economy taking second place. OUTLINE I CURRENCY AND MONETARY HISTORY IN THE 19th CENTURY 1 From Silver and Bimetal Currency to Gold Standard 2 The Development of the Bank Note into a Legal Tender A Bank Notes and Issuing Banks in England until Mid-19th Century B Peel’s Bank Charter Act C The Banque de France in the 19th Century D Overcoming the Federal System of German Issuing Banks E The United States’ Arduous Journey Towards the Federal System II BANKS AND BANKING FROM THE EARLY PHASE OF INDUSTRIALIZATION TO THE MIDDLE OF THE 19th CENTURY iii 1 Bank...
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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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...| 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 Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking skills...
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...| 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 Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking skills...
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...debate the nature of history and its usefulness. This includes discussing the study of the discipline as an end in itself and as a way of providing "perspective" on the problems of the present.[3][5][6][7] The stories common to a particular culture, but not supported by external sources (such as the legends surrounding King Arthur) are usually classified as cultural heritage rather than the "disinterested investigation" needed by the discipline of history.[8][9] Events of the past prior to written record are considered prehistory. Amongst scholars, the 5th-century BC Greek historian Herodotus is considered to be the "father of history", and, along with his contemporary Thucydides, forms the foundations for the modern study of history. Their influence, along with other historical traditions in other parts of their world, have spawned many different interpretations of the nature of history which has evolved over the centuries and are continuing to change. The modern study of history has many different fields including those that focus...
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...Literature - William Egginton and Bernadette Wegenstein THE IMPACT OF MEDIA ON LITERATURE William Egginton and Bernadette Wegenstein The Johns Hopkins University Keywords: media, media studies, media theory, history of media, new media, comparative literature Contents U SA NE M SC PL O E – C EO H AP LS TE S R S 1. Introduction 2. Current Media Theory and Media Studies 2.1. Origins of Discipline 2.2. New Media Theory 3. Historical Examples 3.1. Oral Transmission 3.2. Pictography 3.3. The Andean Khipu 3.4. Manuscript 3.5. Print 3.6. Theater 3.7. Photography 3.8. Moving Image 3.9. Radio and Television 3.10. The Digital 4. Conclusion Acknowledgements Glossary Bibliography Biographical Sketches Summary The growing consensus among literary scholars is that the meaning of literature cannot be properly studied or understood outside of the specific medium of its transmission and archival. This realization can be considered a revolution in literary studies, and its fundamental ramification is the confluence of literary studies and theory with media studies and theory. The fields of media studies and media theory are dedicated to the analysis and understanding of the myriad media through which information is communicated. Under the influence of these fields, the media through which literature is communicated is no longer considered secondary to the literary content or form, but deserving attention in its own right. Moreover, literary content...
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...Introduction “Police history” predates the evolution of the “police” as a permanent occupational group within a bureaucratic institution, providing the primary state response to crime and disorder. That was primarily a development of the 19th century and a reaction to the rapid social change of the industrial revolution and rapid urbanization. Prior to 1800, governments maintained order by a variety of means, local and national. One of the key historical debates concerns the effectiveness of these approaches and the degree of continuity between the premodern and modern police models. Around 1800 a small number of distinctively different types of police institution emerged. The French, under Napoleon, instituted the Gendarmerie, a state military police model. It evolved from the “Marechaussee,” which had had a dual military and civil function since the 16th century. The model was exported across Europe by Napoleon. The British developed two models. The first, set up to answer similar challenges to the Gendarmerie in France, was the Royal Irish Constabulary model. It was close to the state military model, but distinctively styled as part of the civil power of the state and subordinated to the Magistracy. The Irish model was subsequently exported to Britain’s colonies and became the basis of forces such as the Indian Police Service. The Metropolitan Police was consciously created as a local force with a uniform that was deliberately different from the military and a mission that...
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...A Direct Test of the Theory of Comparative Advantage: The Case of Japan Author(s): Daniel M. Bernhofen and John C. Brown Reviewed work(s): Source: Journal of Political Economy, Vol. 112, No. 1 (February 2004), pp. 48-67 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/10.1086/379944 . Accessed: 10/02/2012 10:27 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to Journal of Political Economy. http://www.jstor.org A Direct Test of the Theory of Comparative Advantage: The Case of Japan Daniel M. Bernhofen and John C. Brown Clark University We exploit Japan’s sudden and complete opening up to international trade in the 1860s to test the empirical validity of one of the oldest and most fundamental propositions in economics: the theory of comparative advantage. Historical evidence supports the assertion that the characteristics of the Japanese economy at the time were compatible with the...
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...analytical and critical in their response students need to structure their writing logically students need to be persuasive writers | students need to answer the question | This booklet looks at, how to analyse your essay question. Other Learning Centre booklets in this series deal with the other aspects: • Analytical Writing deals with the difference between analytical and descriptive writing • Planning and Structuring an Essay deals with logical structures • Developing and Supporting an Argument deals with persuasion Expectations of student assignments One of the difficulties experienced by students, particularly in first year, is understanding what standard is expected in essays at tertiary level. As well as this, each subject discipline has its own ways of doing things and its own conventions about essay structure and writing style. For instance, in some subjects it is acceptable to write very personally and put forward your own opinions and feelings on a topic and in others such a personal response would not be appropriate. You need to find out the expectations and conventions of your subjects so that you can write essays that are valued within the context of your discipline. You may be lucky enough to have information and support provided by individual subject teachers e.g. model essays, assessment criteria sheets. You can help yourself by •...
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...introduction to the ideas, people, and events that have guided scientific activity in developmental psychology over the past century. Its preparation has been facilitated by several recent publications on the history of developmental psychology. The views of the past held by active researchers are reflected in chapters of the edited volume, A Century of Developmental Psychology (Parke, Ornstein, Rieser, & Zahn-Waxler, 1994). The contributors are, with few exceptions, currently involved in contemporary research. Secondary commentaries can provide useful guides and interpretations, but there is no substitute for consulting original sources. To that end, a reprint series containing historically significant original articles and volumes has been prepared by Wozniak (e.g., 1993, 1997). Other recent volumes include the contributions of professional historians and others who are not enmeshed in current empirical debates of the discipline (e.g., Broughton & Freeman-Moir, 1982; Elder, Modell, & Parke, 1993). In addition, the social relevance and the making of the discipline in American society have been told expertly by Sears (1975) and White (1995). Any single overview—including this one—can tell only part of the story.1 Adopting the convention used in the previous Handbook of Child Psychology, 20 years must lapse before a contribution or event qualifies as historical. Two decades constitute approximately one generation in the life of our science; therefore, 1976 is the endpoint for material...
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...logically conveys which of the following? A. Radio advertising is the most important factor in political campaigns in Los Angeles. B. Maximum name recognition in Los Angeles will help a candidate to win a higher percentage of votes cast in the city. C. Saturation radio advertising reaches every demographically distinct sector of the voting population of Los Angeles. D. For maximum name recognition a candidate need not spend on media channels other than radio advertising. E. A candidate's record of achievement in the Los Angeles area will do little to affect his or her name recognition there. Answers and Explanations You can download the answers and explanations on our website for FREE! Kaplan Test Prep–Head Office 3-5 Charing Cross Road, London WC2H 0HA + 44 (0) 20 7930 3130 | www.kaptestglobal.com | kaptest.global@kaplan.com © Copyright Kaplan Test Prep 2015 Question 2 The rate of violent crime in this state is up 30 percent from last year. The fault lies entirely in our court system: Recently our judges' sentences have been so lenient that criminals can now do almost anything without fear of a long prison term. The argument above would be weakened if it were true that A. 85 percent of the other states in the nation have lower crime rates than does this state. B. White collar crime in this state has also increased by over 25 percent in the last year. C. 35 percent of the police in this state have been laid off in the last year due to budget cuts. D. Polls show that 65 percent...
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...the Louvre Art history has historically been understood as the academic study of objects of art in their historical development and stylistic contexts, i.e. genre, design, format, and style.[1] This includes the "major" arts of painting, sculpture, and architecture as well as the "minor" arts of ceramics, furniture, and other decorative objects. As a term, art history (also history of art) encompasses several methods of studying the visual arts; in common usage referring to works of art and architecture. Aspects of the discipline worms. As the art historian Ernst Gombrich once observed, "the field of art history [is] much like Caesar's Gaul, divided in three parts inhabited by three different, though not necessarily hostile tribes: (i) the connoisseurs, (ii) the critics, and (iii) the academic art historians".[2] As a discipline, art history is distinguished from art criticism, which is concerned with establishing a relative artistic value upon individual works with respect to others of comparable style, or sanctioning an entire style or movement; and art theory or "philosophy of art", which is concerned with the fundamental nature of art. One branch of this area of study is aesthetics, which includes investigating the enigma of the sublime and determining the essence of beauty. Technically, art history is not these things, because the art historian uses historical method to...
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...This article was downloaded by: [University of Sussex Library] On: 31 August 2011, At: 03:33 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Economy and Society Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/reso20 Trotsky, Gerschenkron and the political economy of late capitalist development Ben Selwyn Available online: 25 Jul 2011 To cite this article: Ben Selwyn (2011): Trotsky, Gerschenkron and the political economy of late capitalist development, Economy and Society, 40:3, 421-450 To link to this article: http://dx.doi.org/10.1080/03085147.2011.574425 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/termsand-conditions This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan, sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand...
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...An independent judiciary maintains the rule of law as a means to prevent the authoritarian tendencies of political actors and the executive branch. The absence of judicial review procedures and the manipulation of the legal system present dangers to the rule of law. Overall, the historical nature of this thesis allows it to serve as a reference for future studies in the fields of (a) governance theory, (b) process of democratization, and (c) government in Turkey. This is all even truer in light of the significant number of legal changes since 2007. Maintaining the trust of the public is essential for the functioning of democracy and the judiciary. This relationship has received widespread attention from scholars and has been studied thoroughly. Analyzing the literature in these areas and identifying the dimensions of this relationship is crucial for understanding the democratic consolidation process in...
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