...manifestation of the plague in Europe historically known as "Black Death", “ fever " or "Bubonic plague" among other epithets, is a particular example of why a pest or plague can be developed and how can it be controlled. In this specific case, the plague is used to expand from the general conditions of a concrete reality, and disappears spontaneously when these conditions vary, these circumstances promoted behavioral changes to encourage changes in behavior and domestic actions of man, which in turn caused such a change of environment that disfavored the transcendence of the plague, which has its ultimate manifestation in the Old Continent nearly four hundred years after his arrival in Europe. Some people consider this event as the worst of the epidemics that affected man in its history. Although historically it has been established that the disease was bubonic plague acting with pneumonic and septicemic variants, some researchers attribute the high mortality registered to more than one disease, they base their statements and even in our times, by studying bones from graves that in which tradition is known to have been buried victims of the plague , in some cases there was no evidence of bubonic plague and its variants in one hand and in the other hand traces of other diseases such as Anthrax were found. What is certain and beyond doubt is that this epidemic ends with the third part of the population then, between 20 and 25 million people. Bubonic plague or Black Death...
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...History of Black Death The Black Death – How the Black Death received its name The Black Death was so named due to its physical manifestation and its affect on society. The total number of deaths attributable to this devastating pandemic was 75 million people. The Black Death was characterized by painful swelling in the lymph nodes known as buboes so it was generally considered to be an outbreak of the bubonic plague. It was caused by the organism,Yersinia pestis which was carried about from the bodies of black rats by fleas. Victims of the disease were covered with dark blotches due to damage to the underlying skin and tissue. This medical phenomenon known as acral necrosis or subdural hemorrhages gave rise to the term black death. The...
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...Ages, that was caused by bubonic plague. Bubonic plague was a disease that spread through fleas and rats. The Black Death affected Italy around 1347, and it quickly reached Spain and France. From Spain and France, it spread to the rest of Europe. In the 1300s the Black Death spread to China killing an estimated amount of 35 million people. It condemned one in three people to death, and the death rate was worse than that of any war in history. Symptoms of the plague included but were not limited to: black boils covering the body (specifically under the arms), high fevers, and vomiting. Economically the Black Death caused inflation, the revolt of the citizens due to fear, and normal life...
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...ESSAY TOPIC: Plague, is it still a threat? History Aetiologgy and treatment Plague in the modern world Abstract The plague is a communicable disease, having a high mortality rate without treatment. There are three huge pandemics in history with millions of deaths occurring. The first pandemic occurred around the year 541AD and was called “plague of Justinian”, the second pandemic “Black Death” occurred in 14th century, and the third epidemic resulted in China around the 1860s. There are three main types of plague such as bubonic plague, septicaemic plague and primary pneumonic plague, with each type of the plague; the antibiotics are the most important method of treatment for plague currently. The Yersinia pestis, as the causative agent of plague, is a Gram-negative bacillus in the bacterial family. This disease is transmitted by the biting of fleas, which occur in some animals such as the rats, rabbits and dogs. Early detection, reporting, isolating and early treatment are very important in preventing huge scales of the plague’s happening. People should take more precautions to prevent plague from infection. Today, this infectious disease is still a threat for people around the world, especially in Africa, Asia and South American countries. “Plague or its cause, Y. pestis, has been used by humans as a weapon (bioterrorist weapon) against other humans for centuries, including this current time”(Nettleman, 2012). The plague is an infectious bacterial disease, caused...
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...The Black Death stands out as the most dramatic and lifestyle changing event during the 14th century. This was a widespread epidemic of the bubonic plague that passed from Asia and through Europe in the mid fourteenth century. The first signs of the Black Death in Europe were present around the fall of 1346. In the span of three years, the Black Death killed one third of all the people in Europe. This traumatic population change coming into the Late Middle Ages caused great changes in European culture and lifestyle. How exactly did the plaque begin? The Black Death was one of many catastrophes to occur following an increase in population during the High Middle Ages (1000-1300). The population of Europe grew from 38 million to 74 million in this time. Before the plague, Europe had been enjoying an increased state of growth in both agriculture and structure in society. Cities began to rise with artisans, farmers, and other crafts people specializing in their own field of work. The daily amount of contact between the European people in the cities and...
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...pg 85). Many people believe that if there is an epidemic that it wont affect their families. This is not the case an epidemic can hurt anyone. Many believe that an epidemic is just a phenomenon and will eventually vanish. Without education their will be a hard time getting people to follow the sanitation procedures in preventing the spread of the epidemic. Their needs to be education involved helping to stop and slow down an epidemic. This was the case for the bubonic plague that was the plague in the book The Plague. Today more people are educated, which is causing the spread of Ebola to be contained. The Plague and Ebola...
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... The Black Death has been extensively researched by thousands of historians, scientists, demographers and anthropologists and based on decades of research; the spread of the disease is believed to have originated from the Yersinia Pestis bacterium. The Yersinia Pestis bacterium is commonly found in flees which originates in the skin of various ground rodents. The bacterium comes in three forms bubonic, septicemic, and pneumonic. It initially spread from trading vessels and then to cities, villages, and eventually the countryside. The plague arouse so fast, people didn’t know what to do and assumed leaving their home was the best option, when in reality it caused even more of a problem. The effects of the plague lasted several decades after it was gone by causing major social, cultural, and economic problems all over the world. Despite all of the studies, researchers still have many questions on why and how the disease chose its victims and how it escalated so quickly. In order to understand the sexual mortality pattern of the Black Death plague one must look at two questions “did either sex face an elevated risk during the epidemic or were men and women at equal risk of dying?” (DeWitte 222) Beneficial for this information, one must understand the concept of selective mortality. Selective mortality is the belief that certain individuals are more likely to die than others based on their physical and mental status. It is commonly related to the Darwinian concept...
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...the safety of the roads varied throughout this time period. However, the Silk Roads still experienced many continuities as well, for example their original purpose which was to facilitate the exchange of goods between Asia and Europe never changed; they continued to influence many cultures especially with the traveling of religions; and the Silk Roads have always had long term affects and influence on powerful empires. Towards the beginning of their patterns of interaction in 200 BCE, the Silk Roads were minimally used in East Asia. As time progresses, the roads increase as did empires such as Rome and Han who grew both economically and culturally due to usage of the roads. But, instability and economic pressures took a toll on the two empires, and when Rome fell in 476, the Silk Roads were used far less than how they originally were. The roads managed to pick up again as the Byzantine Empire in the east emerged and was able to prosper from usage of the already available roads. However, the Mongols come into play and invade the empire and end Byzantine’s era with the Silk Roads. In Western Europe, society was in the period called the Middle Ages where trade was minimal and feudalism/manorialism had taken the place of trade since the fall of the Roman empire. The Mongols, who had invaded Europe, are determined to strengthen the roads again and expand trade, which they do successfully and also manage to dethrone the Islamic powers who had previously dominated world trade. Also...
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...To demonstrate their rejection of the Mongols, the Ming emperors a. severed relations with the Middle East and Central Asia and closed the borders to foreigners. b. built the Great Wall of China and deported all Mongols. c. changed the official language from Mongolian to Chinese. d. marched all the Mongols to the Korean border. e. formed close ties with the Manchu instead. a The emperor Yongle improved the imperial complex built by the Mongols called the a. Imperial House. b. Forbidden City. c. Heavenly Gates. d. Dragon's Court. e. Red Square. b Because Mongols controlled access to the Silk Road after the overthrow of the Yuan, the emperor Yongle put an emphasis on a. trade by ships. b. overland trade through India and Arabia. c. trade through Buddhist monasteries. d. trans-Pacific exploration. e. none of these; trade decreased because people could not afford to travel by Silk Road and pay Mongol tariffs. a Zheng He's primary accomplishment was a. converting barbarians to Islam. b. discovering new lands in the East. c. bringing wealth to China. d. acquiring Ming tributary states. e. discovering the Philippines. d Why didn't Ming China develop seafaring for commercial and military gain? a. The emperor feared outside contacts and influence. b. The peasantry were a strong voting lobby and refused to support it. c. The merchants were opposed to losing their domestic markets. d. The Mongol threat from the north took priority over...
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...three traditional division of Western history: early, the high, and the late Middle Ages. Middle Ages is an important part of Western Civilization. It through many different period of time of the Middle Ages helps Western Civilization development economy and political. Each period of Middle Ages affect to how Civilization changes and growth. Western Civilization had more strong and created many intellect men. Also, the last Pagan Europe was converted to Christianity with the Baltic people in the High Middle Ages, bringing them to Western Civilization as well. I. Byzantine and Islamic influence A. Byzantine influence In the textbook Humanities in the Western Tradition, First Edition Marvin Perry, Baruch College, City University of New York, Emeritus J. Wayne Baker, University of Akron Pamela Pfeiffer Hollinger, the University of Akron that discussion Byzantine and Islamic their cultural contribution to Western Civilization. * “The Byzantine and Islam have in common” by contributing writer that almost 700 years Byzantine and Islamic cultural fought the remains of the Roman Empire, but they also hared many cultural political and artistic that shape their societies in many ways. * Advantage: * Byzantine cultural contributions to Western Civilization Byzantine developed vital economy, sophisticated intellectual and artistic and also they had strong government that supported the Eastern Church. And then, Byzantine reached political height under Justinian...
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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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...the study . . . . . . . . . . . . 2. Review of related literature Related literature . . . . . . . . . . . . . . . Related studies . . . . . . . . . . . . . . . . . 3. Summary, findings, conclusions and recommendations Summary . . . . . . . . . . . . . . . . . . . . . Findings . . . . . . . . . . . . . . . . . . . . Recommendations . . . . . . . . . . . . . . . . . Conclusions . . . . . . . . . . . . . . . . . . . Bibliography Chapter I HIV/AIDS INTRODUCTION The arrival of the AIDS epidemic in the 20th Century, brought with it fear, superstition and prejudice. This disease is not the first one where society has imposed social stigmas, political agendas and outright pandemonium. Misunderstandings of other diseases like the bubonic plague, small pox and the Spanish flu also have caused hysteria among populations around the world, but the main difference between these epidemics and that of AIDS/HIV is that AIDS is a modern epidemic staged in a new world of influential media outlets, politics and new social stigmas. In order to combat the societal misunderstandings of AIDS/HIV, one must understand the disease itself. When referring to AIDS/HIV, one is actually talking about two different parts of the same disease. AIDS (Auto Immune Deficiency Syndrome) is the main disease caused by the Human Immunodeficiency Virus (HIV). AIDS attacks the immune system of people causing their immune systems to revolt against...
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...ORGANIZATIONAL DEVELOPMENT AND BEHAVIORAL FACTORS Mgmt 605-M02 Mondays 6:00-8:10 p.m. DESCRIPTION This course links the classical management process to the analysis of human behavior. How do people think, analyze a situation, and how they behave. The practicing manager should gain theoretical knowledge on which to base experience and/or intuition when making decisions or solving problems involving the human dimension in the organization. In this course you are going to learn a series of models: 1) The individual—to help you understand, predict, and modify an individual’s behavior. 2) Perception of people—how such perception differs from other perceptions aspects and its importance 3) Functions of the managerial brain—how it works, makes decisions, solves problems, creates ideas 3) Dimensions of communications—to enable you to understand the basics of transmittal of knowledge 2) Two person interactions—so that you can understand conflict, leadership behavior, negotiations. 3) Small group functions,--so that you can understand when and why they are strong and get results and when they are weak and become failures 4) The large organization—so that you can utilize their strengths in marshalling human resources to get the work out and how they can adapt to changing times. If you have any problems with this course, doing the work or meeting standards, speak to your instructor before you receive failing grades or other unpleasant consequences. When you discuss...
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...ADAPTATION OF ZAMBIAN AGRICULTURE TO CLIMATE CHANGE- A COMPREHENSIVE REVIEW OF THE UTILISATION OF THE AGRO-ECOLOGICAL REGIONS A Review For Policy Makers J S Phiri, E Moonga, O Mwangase, G Chipeta 05-04-13 Climate Change, Agriculture and Agro-Eco Regions of Zambia, A Review. ZaAS Page 1 Foreword The Zambia Academy of Sciences (ZaAS) was established for a purpose of “Promoting Excellence in Scientific and Technical Endeavours” in Zambia. I am glad to see that as a young academy, we are on the right path towards fulfilling our objectives and especially our role of advancing the cause of science and technology. I would like to reiterate that ZaAS is ready and willing to contribute, as scientists in the sustainable development of our country as we strongly believe that Zambia can truly develop only through advancement in science and technology. This Policy Brief is in line with the aspirations of the Constitution of the Academy and specifically Articles 4 and 5 that empowers the Academy to initiate studies or can be requested by stakeholders including Government or persons to undertake such research for purposes of scientific advice, guidance or for purposes of advancing science and technology in Zambia. It is in recognising this important role that the first Policy Brief addresses climate change and food security. Climate change is a challenge universally considered the single most threatening situation facing mankind today since time immemorial. This Policy Brief tackles impacts...
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