...* The Inca labor draft was base on a communal effort and progress of the community, rather than any monetary value and plan * The Spanish had a similar plan for the country, but changed the original plan to something that was nor the originial Inca plan, which caused problems for spain later down the road * The Incas had paid tribute before, but never at the level at which the Spanish wanted them to be organized and developed * Pizarro made the tributes a very important form of government intake that became crucial to the community * However, the tribute system were not effective in the way that the Spanish wanted them to be, and only the Spanish actually paid for their tributes responsively and actively * The ecomienda was an important way of receiving labor in a cheap way, and a way to receive labor from the majority of its citizens at cheap prices * The Corregidor, who was supposed to be more favorable to the native Amerians, instead was a tactic by the Spanish to receive more money in tribute, due to the larger amount of Native Americans which were paying the tributes all of a sudden * The Mita increased the amount of workers in the system, but had a strange effect on the economy and the community, as many of the workers did not return home from work a larger amount of time, reducing the population of the surrounding areas * However, the Mita system was rather effective in delivering the tribute and labor for the government in crucial times ...
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... they had no immunity to European diseases. After the Columbian Exchange, the indigenous people in the Americas were introduced to diseases such as smallpox and measles. Because of the Columbian Exchange, the Aztec Empire fell since most of their population was affected by disease and they able to be conquered by the much smaller Spanish forces. The population in the Americas declined drastically after the introduction of European diseases to the Americas. While the Columbian Exchange led to many changes and developments in world history, a continuity before and after the Columbian Exchange was the use of the Mita system as a way to organize labor. The Inca Empire used the Mita system as a way to contruct public works projects such as building their road network. The Spanish adopted the same system to require the indigenous work in silver mines such as in Potosi. Mita was used as a form of coerced labor before and after the Columbian...
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...hierarchies. Silver became quite important, so laborers were sent to mine for silver. There were three different labor systems; one came right after the other. Until the free laborer system got set in place. Europeans began settling in Australia, even though there wasn’t much trade going on at the time. Many more people traveled to the Pacific after Magellan and Captain Cook. I. Colliding Worlds...
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...then trade with Spaniard merchants. Spain mainly bought goods from Asia, like Indian spices and silk from China. The biggest beneficiary of New World silver was China and India because of the European demand of their goods. Mercantilism was the economic idea that governments encouraged the restriction of imports from other countries in order to improve tax revenues. Spain, Portuguese, England, France, and Holland were the main countries that claimed and colonized new land. Cotton was one of the major items in global trade. Cotton was grown and picked in the New World by slaves, then sent to the Old World as a raw material. Then the Old World would make them into textiles and ship them back as manufactured goods. The Atlantic trading system economically helped the New World. Colonies got new markets and cheap labor. But in Africa populations decreased rapidly because of the high demand of slaves. Socially in the New World the gap between social classes widened. Once slaves became a social norm, it was almost impossible for Africans to...
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...LAST 170 Midterm Exam: Wednesday, October 22 and Friday, October 24, 2014. Wednesday and Friday during usual class time •Students with last names beginning with A-K will take the test in 100 Gregory Hall •Students with last names beginning with L-Z will take the test in 1LIB 66 •Please bring a #2 pencil. Friday: students will go to their scheduled discussion sections and take the second part of the exam. Format: 3 mini-essay answer; 40-60 multiple-choice questions; 5-10 fill-in-the-blank questions; and 5-10 two-sentence answers. Short-essay answer: concisely answer the following questions. Be prepared to answer all of them. ACTUAL QUESTIONS FOR THE EXAM 1) Consider what you learned in lecture and from the readings by Rohter, Guimarães, Goldstein, Vaughan, and Stout. Discuss how people are racialized in Brazil and Cuba. Be sure to cover the following issues: a. What historical conditions explain the high level of inequality in these countries? Why are socio-economic conditions connected to race? (10 pts) b. Provide one concrete example from the readings that shows how constructions of race in Brazil and Cuba are similar, and one concrete example from the readings to show how they are different (10 pts) c. Discuss why identities are mediated and how media is used as part of the process of racialization (10 pts). Use one example provided in class to explain your argument (10 pts). 2) Considering the movie “Even the Rain” and from...
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...REVIEW MATERIALS: Conceptual considerations: Discuss paradoxes and four orientations with which John Chasteen characterizes the changing foci of U.S. thinking on Latin America from the early 20th century to the present. •Racial/Cultural and Environmental Determinism: An image by Americans which suggested that Latin Americans are “Hot-Blooded Latins” with too much “non-white” blood, and do not have the self discipline needed in order to make a more democratic, stable society. There were Catholics, lacking a protestant work ethic. Americans also pictured Latin Americans to be lazy individuals. •Modernization Theory: Once the previous idea was settled, it came to the reality that the Latin American countries had to go through modernization, such as the United States, and their feeble network on which their society rested upon was that being criticized. •Dependency Theory: Students were sure that these two previous explanations were merely methods to blame the victims of abuse. They believed that Latin American economies stood in a dependent position relative to the world’s industrial powers. Therefore other nations took their overpowering stand, and forestalled Latin America’s industrialization. “Economic dependency” is why the nation did not follow the path it was supposed to follow. •Social Constructionism: The way race, gender, class, and national identities are “constructed” in people’s minds. Discuss Michel Rolph Trouillot’s theory of historical narratives ...
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...Making A Global Pitch Introduction Advertising is a message designed to promote a product, a service, or an idea. It is designed to inform, influence, or persuade people. To be effective, an advertisement must first attract attention and gain a person’s interest. It may then provide reasons for buying a product and for believing the advertiser’s claims. Advertisers use a variety of techniques to create effective advertisements. They start with a basic appeal, which is the main selling point, or theme, of an advertisement. They then use certain specific techniques. The most commonly used techniques include (1) attention-getting headlines, (2) slogans, (3) testimonials, (4) product characteristics, (5) comparison of products, and (6) repetition. Task Your group, employees of the Acme Advertising Agency, has just been assigned to design a new campaign promoting one of the products of the Columbian Exchange as being the most influential to world history, affecting the largest number of people. The products are cassava, the potato, the trade in silver, the Atlantic slave trade, and sugar. To add to the mix of products, an old time favorite commodity is offered as well, silk. Your group must present its advertising campaign, its pitch for the product that your group is assigned, to company executives trying to decide which product to represent in an international advertising promotion. Your “global pitch” must include a poster-size ad and...
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...soil 5. Examples include Tupí people of Brazil 1. Fully sedentary 1. Permanent settlements 2. Often on high plateaus, rather than forests or grasslands 3. Stability allowed for complex societies 4. Employed irrigation to sustain agricultural base 5. Sometimes developed into city-states or empires 6. Highly stratified societies 7. Examples 1. Aztec empire 2. Maya empire 3. Inca empire 1. Empires of the Americas 1. Aztec empire 1. Aztec refers to the empire, not the people 2. In modern-day Mexico 3. Ruled by the Mexica people 4. Nahuatl-speaking 5. Capital at Tenochtitlan more populous than Spanish or Portuguese capitals 1. Inca empire 1. Located in the Andes of South America 2. Inca refers to the emperor and the empire, rather than the people 3. Capital at Cuzco – “the navel of the universe” 4. Quechua speakers 1. Maya empire...
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...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 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...
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...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 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...
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...Relaţiile comerciale şi investiţionale ale Republicii Moldova cu partenerii Pactului de Stabilitate EUGEN HRISTEV, GEORGETA MINCU INTRODUCERE CU TOATE EFORTURILE COMUNITăţII INTERNAţIONALE DE A STABILI UN CADRU FAVORABIL PENTRU DEZVOLTAREA STATELOR EUROPEI DE SUD-EST, CREşTEREA ECONOMICă DURABILă VA FI, TOTUşI, ASIGURATă PRIN INTERMEDIUL REFORMELOR CE AR FAVORIZA ACTIVITATEA AGENţILOR ECONOMICI PRIVAţI, ATÎT ÎN CEEA CE PRIVEşTE SCHIMBURILE COMERCIALE, CÎT şI ATRAGEREA INVESTIţIILOR STRăINE DIRECTE. În contextul globalizării şi al comasării marilor companii transnaţionale, capitalul investiţional caută pieţe largi de desfacere şi o predictibilitate a evoluţiei lor. Astfel, pieţele separate ale statelor din Europa de Sud-Est pot prezenta o mai mare atracţie fiind considerate în ansamblu, cu atît mai mult cu cît interdependenţa între ele rămîne a fi una majoră. Înainte de a face o analiză sau de a examina unele oportunităţi pentru Republica Moldova în cooperarea economică cu ţările membre la Pact, este important să facem o diagnoză a stării lucrurilor în acest domeniu la momentul actual. Aceasta va conduce nu numai la structurarea eventualelor decizii ale instituţiilor statale implicate, ci şi la o eficienţă în implementarea scopurilor propuse. Atît aspectele legale, cît şi cele economice, sînt în egală măsură importante în definitivarea cadrului de cooperare al Republicii Moldova în regiune. De aceea, pornind de la descrierea regimului comercial cu statele-participante...
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...Review of Review of Economics and Institutions ISSN 2038-1379 DOI10.5202/rei.v1i2.1 ECONOMICS and INSTITUTIONS Vol. 1 – No. 2, Fall 2010 – Article 1 www.rei.unipg.it The Role of Institutions in Growth and Development Massachusetts Institute of Technology Daron Acemoglu Harvard University and Weatherhead Center for International Affairs James Robinson Abstract: In this paper we argue that the main determinant of differences in prosperity across countries are differences in economic institutions. To solve the problem of development will entail reforming these institutions. Unfortunately, this is difficult because economic institutions are collective choices that are the outcome of a political process. The economic institutions of a society depend on the nature of political institutions and the distribution of political power in society. As yet, we only have a highly preliminary understanding of the factors that lead a society into a political equilibrium which supports good economic institutions. However, it is clear that it is the political nature of an institutional equilibrium that makes it very difficult to reform economic institutions. We illustrate this with a series of pitfalls of institutional reforms. Our analysis reveals challenges for those who would wish to solve the problem of development and poverty. That such challenges exist is hardly surprising and we believe that the main reason for such challenges is the forces we have outlined...
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...mainland territories in Central America (Costa Rica, Belize, Panama, Honduras) and Northern South America such as Columbia and Venezuela. The common link here is the Caribbean Sea. Geological There are deep seated structural features of Caribbean geology which also identifies commonalities. It is the area that is defined by the Caribbean Plate and which experiences similar tectonic, seismic and volcanic features and processes. Historical It describes the area that saw the impact of European colonization, slavery, indentureship and the plantation system. this refers to all the territories so that one way of defining the Caribbean is to identify those countries that experienced the rule of specific European countries. Thus the Caribbean may be defined as being broken up into the English, French, Dutch and Spanish speaking countries and territories. Political In the Caribbean at least three types of governmental systems are found. They include Independent States, Associated States and Colonial Dependencies. CHARACTERISTICS OF SOCIETY Society Society is a collection of people occupying a defined geographical area over a long period of time. Society in the Caribbean is often considered the boundaries of a nation state. The sociological understanding of the term society stresses the interaction amongst its members. Culture Culture is widely regarded as the way of life for a people. It is often defined as the learned behavior of a...
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...Mathematics Classes 9-10 Chapter One Real Number Mathematics is originated from the process of expressing quantities in symbols or numbers. The history of numbers is as ancient as the history of human civilization. Greek Philosopher Aristotle According to the formal inauguration of mathematics occurs in the practice of mathematics by the sect of priest in ancient Egypt. So, the number based mathematics is the creation of about two thousand years before the birth of Christ. After that, moving from many nations and civilization, numbers and principles of numbers have gained an universal form at present. The mathematicians in India first introduce zero (0) and 10 based place value system for counting natural numbers, which is considered a milestone in describing numbers. Chinese and Indian mathematicians extended the idea zero, real numbers, negative number, integer and fractional numbers which the Arabian mathematicians accepted in the middle age. But the credit of expressing number through decimal fraction is awarded to the Muslim Mathematicians. Again they introduce first the irrational numbers in square root form as a solution of the quadratic equation in algebra in the 11th century. According to the historians, very near to 50 BC the Greek Philosophers also felt the necessity of irrational number for drawing geometric figures, especially for the square root of 2. In the 19th century European Mathematicians gave the real numbers a complete shape...
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...A abandon s.n. 1. {de drepturî) (dr.) desertion/renunciation of rights 2. (a/ navei, al încărcăturiî) (mar.) abandonment 3. (retragerea dintr-o operaţiune cu primâ contra cedării unei prime) {bur.) abandon ~ pe mare rea - abandon in heavy sea abandona v.t. 1. (drepttiri, pretenţii) to relinquish, to waive 2. (nava, încarcătura etc.) to abandon, to leave abandonare s.f. 1. (de drepturi, pretenţii) relinquishment 2. abandonment, abandoning ~ a navei - (de întregul echipqf, când nava nu mai poate fi salvaîa) abandonment of ship ~ a postului - dereliction ofduty ~ a produsului - (a prodncerii şi a comercializăru acestuia) product abandonment/elimination ~ a unui bun - (asig. mar.) dereliction abandonat adj. {asig. mar.) abandoned, derelict ~ temporar - temporarily abandoned abata v.t. (a exploata un zâcâmdnî} to work abataj s.f. 1. (loc) coal-face. stope, workings 2. (acţiune') mining. cutting, hewing 3. (al arborilor) felling 4. (al vitelor) slaughter abate v.t. 1. (din drnm) to turn oft7 aside/away, to divert, to deviate: to sheer, to v.'ander, 10 escape 2. (mar.} to steer off 3. (a/'boti) to fcll v.r. {de la} (dr.) to iniriiige, to vioîaie, to transgress abatere s.f. 1. tuming off/away, diverting, deviation 2. (dr.) infringe-ment, violation, transgression; trespass(ing) 3. {de la regulă) exception ~ de la datorie - breach ofduty ~ din drum - (niar.) deviation ~ disciplinară - misbehaviour, infraction ofdiscipline ~ medie - mean deviation ~ standard (concept statistic care indicâ...
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