...Rather than a strong personality, Marx would use his literary and philosophical skills in order to bring things into light. He did so by publishing many works, some more famous than others. Most commonly known is The Communist Manifesto. As world renowned historian Eric Hobsbawm commented on it, the manifesto gives the struggling a voice, with its “brief passionate conviction” and strong writing (Hobsbawm 10). Such words suggest how powerful the manifesto was, and how clever its ideas are. Marx introduced his style of communism in this pamphlet, and he would introduce ideas never seen before. Classifying the upper capitalist class as the bourgeoisie and the lower class as the proletariat, the book was started off with an introduction into how peaceful the feudal society was. Marx described how the rich wanted to end safe situations; by innovating. Relentlessly promoting urban environments, industrializing small towns, and destroying small businesses were just a few ways how the bourgeoisie were a threat to the poor. All they wanted was profit, money, and speeding up towards the future. Poor families lost their sources of...
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...How did the U.S. population change from 1820-1860 and how did these change and or impact American life: economically, socially and politically? Three main trends characterized the American population between 1820-1860: a rapid population growth, the movement of individuals from rural countrysides to industrializing cities in the North, and the migration of the population westward. The growth of cities accelerated drastically between 1840-1860, and the agricultural economy of the western regions of the the nation produced significant urban growth. This increase reflected a population increase in the national as a whole thanks to an increasing flow of people into cities from farms of the Northeast and immigration from abroad. The majority of Irish immigrants were young single women, who had practically no money, making...
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...CHAPTER The Industrial Age 17 Learning Outcomes After reading this chapter, you should be able to do the following: LO 1 Describe and discuss the development of the Industrial Revolution in America after the Civil War, concentrating on the major industries and their leaders. LO 2 Explain why the late 1800s in America have sometimes been called the “Age of Innovation.” LO 3 Describe how America’s regional and local markets merged into one truly national market, and how this influenced the consumer demand for products and services. 9781133438212, HIST2, Volume 2, Kevin M. Schultz - © Cengage Learning. All rights reserved. No distribution allowed without express authorization “ The world that had consisted of small farms, artisans’ workshops, and small factories transformed into a full-scale industrial society. ” The Art Archive / Culver Pictures As the process of ensuring political, economic, and social rights of African Americans waned during the 1870s, most Americans turned their attenNo invention had more lasting impact than the incandestion to another transformacent light bulb. tion brought on by the Civil Strongly Disagree Strongly Agree War: the Industrial Revolution. 1 2 3 4 5 6 7 During the half-century between 1865 and 1915, the United States evolved from a relative economic backwater to become the most powerful economy in the world. Industrialization played a key role in the nation’s advances, and both the Civil War and a core group...
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...notice appears on all such copies. California Agricultural Experiment Station Giannini Foundation of Agricultural Economics May, 1999 FALLACIES IN DEVELOPMENT THEORY AND THEIR IMPLICATIONS FOR POLICY. by Irma Adelman I. Introduction No area of economics has experienced as many abrupt changes in leading paradigm during the post Word War II era as has economic development. Since economic development is a policy science, the twists and turns in development economics have had profound implications for development policy. Specifically, the dominant development model has determined policy prescriptions concerning the desirable: role of government in the economy; its degree of interventionism; the form interventionism; and the nature of government-market interactions. Changes in both theory and policy prescriptions arise mainly from the following five sources: First, there is learning. As our empirical and theoretical knowledge-base enlarges, new theoretical propositions, or new evidence concerning either resounding real-world successes or conspicuous real world failures, become apparent. These feed into new theoretical or empirical paradigms. Second, there are changes in ideology. As different power-elites ascend and wane, their ideologies ascend and wane with them. New ideologies provide new prisms through which to view both old theories and old policy prescriptions. When they are inconsistent with new...
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...A Research Paper On Why Capitalism Succeeded In Generating An Industrial Revolution In Other Countries But Failed In The Philippines Submitted by Manuel Ortega Abis Student No. 11-71-003, BPA Special Program Batch 8-A CAPA, Universidad de Manila Professor Ronaldo J. Navata PREFACE The research materials and references used in this research paper were managed to be gathered through unlimited internet hours and limited library hours, but the pages on the web and the pages of the book offered equal enlightenment and enjoyment. The premises and conclusions built and reached in this paper are products of the researcher’s serious analysis of the Philippine economic situation. The researcher, however, is praying that his objectivity and the sincerity of his language shall not fail him in his own humble attempt to bring this mini-thesis to its just and proper course and closure. The twin causes formulated in this paper are generally subdivided into two: the concept of economic will (policy system of governance) and the concept of economic ownership (property system of the governed). Further reading is advised on critical and related topics of this paper. For the economy, these words: there is no such thing as the co-existence of freedom and equality. God bless the Philippines! ______________________________________________________________________________ ...
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...Chapter 17 The Industrial Revolution Learning Outcomes After reading this chapter, you should be able to do the following: 17-1 Describe and discuss the development of the Industrial Revolution in America after the Civil War, concentrating on the major industries and their leaders. 17-2 Describe how America’s regional and local markets merged into one truly national market and how this influenced the consumer demand for products and services, as well as some of the costs associated with the transition. 17-3 Discuss the functioning of national, state, and local politics during the late 1800s. 17-4 Describe the formation of the early labor unions in the United States, including their goals, activities, and situations at the end of the nineteenth century. 290 C h apt e r 15 The Continued Move West “ The world that had consisted of small farms, artisans’ workshops, and small factories transformed into a full-scale industrial society. ” As the process of ensuring political, economic, and social rights of African Americans waned during the 1870s, most Americans turned their attenNo invention had more lasting impact than the incandestion to another transformation cent light bulb. brought on by the Civil War: the Strongly Disagree Strongly Agree Industrial Revolution. During 1 2 3 4 5 6 7 the half-century between 1865 and 1915, the United States evolved from a relative...
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...for business and leadership | Financial Institutions (Banks) & Industrial Development in Germany, Russia & India | Global and South Asian Business Development | Dr. Imran Ali | | 3/24/2014 | Salik Chaturbhai M2130024 Taimour Abdullah M2130017 Zeeshan Jessani M2130034 Salik Chaturbhai M2130024 Taimour Abdullah M2130017 Zeeshan Jessani M2130034 Contents Introduction 2 Review of Literature 3 Looking at the Past: Industrialization and Financial Institutions 8 Germany 8 Deutsche Bank, Germany 10 Russia 13 Sberbank, Russia 16 India 17 The State Bank of India 18 Major Themes: Comparison & Contrast 24 The debate between Capitalist and Communist Industrialization 25 Fiscal and Industrialization policy 27 Mission Statement and goals 30 The Banking Sector 31 Target Markets 32 Colonized Industrialization or De-industrialization 34 Conclusion 37 Appendix 1 39 Appendix 2 40 Work Cited 42 Introduction Mankind as a whole and the world as has been observed in the past has undergone much change in all aspects of human life. The concept of economic development in light of increasing industrial growth, free labour, the growth of private property as an institution and the development of the international trade as a concept have changed the way humans and hence nations interact and intervene in the world economic system. These gradual yet drastic changes in the structure of human interactions led to a wave of economic developments...
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...action 3. Economic growth is not a sufficient condition of development, because a) it does not help poverty reduction b) a country must also have an educated workforce c) there are several other aspects of development 4. a) b) c) Economic growth is pivotal, because it is easier to achieve than the other aspects of development it has a symbiotic link with the other aspects of development it helps generate savings for investment 5. a) b) c) GDP is not a sufficient indicator of development because, some economic activities are left out of the calculation large countries have bigger GDP it does not reflect how income is distributed 6. a) b) c) GDP per capita is a useful indicator because, it helps inter country comparison of living standards it helps to understand what each individual earns in a country it is a better indicator than total GDP 7. a) b) c) To make GDP per capita internationally comparable, they must be calculated in US$ they should be calculated in the strongest international currency they can be calculated in any currency adjusted for purchasing power in different countries. 8. a) b) c) The Lorenz curve is a good indicator of development since it tells you the percentage of poor people in a country the degree of inequality of income distribution the quality of life in a country 9. a) b) c) The Gini Coefficient is a better indicator of income...
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...fulfillment of the requirement in the subject PA026A – PUBLIC FISCAL ADMINISTRATION PREPARED AND SUBMITTED BY GROUP V Vincent Yuzon Rosales II Frances Santos Angelito Laderas Antonio Vitan Jr. Ma. Lourdes Cuenco SUBMITTED TO PROFESSOR CYNTHIA RAVELA CUBOS June 28, 2011 THEORIES OF EXPENDITURE GROWTH Three prominent theories that used the time-pattern of expenditure in the long-run to explain the expansion of the public sector are discuss in this chapter. Although this theories were formulated based on the experience of the now developed countries, the general idea of government expansion and the underlying concepts provide some explanations as to the pattern and growth of our government. Adolph Wagner a 19th century German political economist. Who made one of the earliest attempts to explain public sector growth. Observe the tendency of the public sector in a number of industrialize countries such as Britain, USA, France, Germany, etc. to grow, both absolutely and relative to the rest of the economy. He predicted a public sector that would grow continuously, and considered society’s economic and social structure as factors that influenced this continuous growth. Wagner’s prediction was called the “law of increasing public and particularly state activities” or the “Wagner’s Law”. The equation below shows Wagner’s presumption that the existence of a functional cause and effect relationship between growth of an economy and the relative growth of its...
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...ANNOTATED SELECTED BIBLIOGRAPHY FOR HISTORICAL INTERPRETATIONS OF THE INDUSTRIAL REVOLUTION IN BRITAIN Gerard M Koot History Department University of Massachusetts Dartmouth Allen, Robert C., The British Industrial Revolution in a Global Perspective, New York: Cambridge University Press, 2009. Pp. viii, 331. Allen’s book is an excellent example of the persuasiveness of the new economic history. It is solidly rooted in statistical data and uses sophisticated methods of economic analysis but its analysis is presented in plain English. He argues that the first industrial revolution occurred in northwestern Europe because its high wages during the early modern period encouraged technological innovation. Although high wages were initially a consequence of the demographic disaster of the Black Death, they were reinforced during the early modern period by the economic success of the region around the North Sea, first, in European trade and manufacturing, especially in wresting the textile industry from the Italians, and then in world trade. According to Allen, the first industrial revolution took place in Britain instead of the Low Countries primarily because of Britain’s abundant and cheap coal resources, combined with the central government’s ability to use mercantilist policies and naval power to reap the greatest benefits from an expanding European and world trade. Once it had taken the lead from the Dutch, and defeated the French, Britain used its comparative advantage...
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...concepts in use within a subdiscipline. The Key Concepts in Human Geography series seeks to fill this gap, providing detailed description and discussion of the concepts that are at the heart of theoretical and empirical research in contemporary Human Geography. Each book consists of an introductory chapter that outlines the major conceptual developments over time along with approximately twenty-five entries on the core concepts that constitute the theoretical toolkit of geographers working within a specific subdiscipline. Each entry provides a detailed explanation of the concept, outlining contested definitions and approaches, the evolution of how the concept has been used to understand particular geographic phenomena, and suggested further reading. In so doing, each book constitutes an invaluable companion guide to geographers grappling with how to research, understand and explain the world we inhabit. Rob Kitchin Series...
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...10016 Oxford is a registered trademark of Oxford University Press. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Cover design and interior design by Naylor Design, Washington, D.C. Manufactured in the United States of America First printing June 2001 1 2 3 4 04 03 02 01 The findings, interpretations, and conclusions expressed in this study are entirely those of the authors and should not be attributed in any manner to the World Bank, to its affiliated organizations, or to members of its Board of Executive Directors or the countries they represent. The boundaries, colors, denominations, and other information shown on any map in this volume do not imply on the part of the World Bank Group any judgment on the legal status of any territory or the endorsement or acceptance of such boundaries. Library of Congress Cataloging-in-Publication Data...
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...mythology of Luddism1 In attempting to make sense of the working-class disturbances of the period 1811–13, both contemporaries and historians have searched for ‘General Ludd’ and his followers. The magistrates who sent out their spies to uncover the underground organization of the movement, the witnesses and prosecutors at the Assize trials giving their versions of events, the parliamentary Secret Committee set up to investigate the disturbances, and the historians who rely on evidence surviving from these sources have all attempted to understand Luddism’s scope and revolutionary potential. Yet Luddism can be analysed and understood in a different light. This article discusses aspects of its mythology and shared identity: that is, how Luddism was seen and transmitted in a more abstract form than physical organization. In assessing what it meant for its participants and opponents rather than...
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...Stephen Brier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by Michael Adas for the American Historical Association TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601...
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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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