Part II: Application and Critical Thinking (20 points)

6. Imagine you are a wealthy person living in Southeast Asia during the classical era. You have heard that people around the world have been following religions and philosophies that have not yet reached your own country. You have decided to learn more about these ideas by traveling across the world. However, you will only have time to really study two religions or philosophies. You have narrowed your list down to the following options: Select one of the listed religions or philosophies for each region (two total). Now imagine that you have traveled to the each of these regions and learned all you could about the religion or philosophies

•In Europe and Middle East: Judaism, Christianity, or Greek philosophy.

In East Asia Hinduism, Buddhism, or Confucian philosophy.

you selected. Write two letters to friends or family back home telling them about what you've learned. Each letter should focus on a different religion or philosophy and include:

* A brief description of the classical civilizations you visited to learn about your chosen religion or philosophy.

* A review of the important beliefs associated with your chosen religions or philosophies.

* An explanation of how the philosophy or religion has contributed to society in the classical civilizations you visited. This could include each one's influence on politics, law, social hierarchies, or any other important aspect of culture

My assumptions, beliefs, and values have had a significant influence on my understanding of human rights. I believe that all people are equal and should be treated with respect and dignity regardless of their race, gender, religion, or any other factor. I also believe that everyone has the right to life, liberty, and the pursuit of happiness, and that these rights should be protected and respected. I value the importance of freedom of speech, freedom of religion, and the right to a fair trial. I also value the importance of education and access to healthcare, as these are essential for a healthy and prosperous society. My assumptions, beliefs, and values have shaped my understanding of human rights and have motivated me to advocate for the protection of these rights.

Option d is the correct option.

The statistical definition of randomness used by Sherman, Gartin, and Buergner was invented in 1837 by Poisson in Paris to describe the distribution of crimes.

The Poisson distribution is a probability distribution that describes the number of events that occur in a fixed interval of time or space, given the average rate of occurrence.

It is named after the French mathematician Siméon Denis Poisson, who first introduced the distribution in 1837 in his study of the number of deaths by accidental horse kicks in the Prussian army.

The Poisson distribution is used in a wide range of fields, including biology, physics, economics, and criminology, to model random processes that involve rare events. The distribution was also used by Sherman, Gartin, and Buergner in their study of the randomness of crime.

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Answer:

[tex]constitution[/tex]

Answer:

B. Post World War || Algeria

The speaker most likely lived in Post-World War II Algeria. Thus, option B is correct.

Thousands of Algerians were slain during the suppression of protests in various parts of the country, particularly in the northeastern cities of Sétif and Guelma, while Europe was celebrating the Allies' triumph over Nazi Germany. 45,000 people died, according to Algerian martyrology.

According to French historians, there were around 100 French victims for every 15,000 Algerian victims. Remember that this occurred in a time of peace – Algeria was not at war — and that the casualties were civilians. The French had previously killed people when they dispersed demonstrations planned to mark 1 May one week before to the murder. The following Sunday, May 8, was scheduled for protest demonstrations. The intensity of repression this time was extraordinary, and the French took part in it.

Therefore, we can conclude that option B is correct.

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The Digital time line  is seen below

Generally, a text-based timeline of key events and figures in early Indian society from 1500 B.C. to the end of the Empire of the Guptas.

1500-1000 B.C.: The Vedic Period

The Vedic Period marks the beginning of Indian civilization

The Vedas, a collection of sacred texts, are composed during this time

Society is divided into four castes: Brahmins (priests), Kshatriyas (warriors), Vaishyas (merchants), and Shudras (servants)

321-185 B.C.: The Maurya Empire

Chandragupta Maurya establishes the first empire in India

His grandson, Ashoka, converts to Buddhism and promotes nonviolence and religious tolerance

The empire falls apart after Ashoka's death

320-550 A.D.: The Gupta Empire

The Gupta Empire is a time of great cultural and artistic achievement

Advances in mathematics, astronomy, and medicine are made

Sanskrit literature flourishes

Trade with other regions, including China and the Mediterranean, expands

550-750 A.D.: The Post-Gupta Period

India experiences political fragmentation and instability

Regional kingdoms emerge and vie for power

The rise of Hinduism and the decline of Buddhism occur during this period

While India experienced political fragmentation and instability during the Post-Gupta Period, the Vedic, Maurya, and Gupta periods were characterized by strong centralized governments and cultural achievements. These periods set the foundation for the development of Indian society and culture that continue to influence India today.

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The similarity between the niagara movement speech” by W.E.B Dubois, 1905 and the “Speech before the Atlanta cotton states and international Exposition” by Booker T. Washington  have been given below as well as the differences.

The "Niagara Movement Speech" by W.E.B Du Bois and the "Speech before the Atlanta Cotton States and International Exposition" by Booker T. Washington are both significant speeches in American history. They were delivered during a time when the African American community was seeking equal rights and seeking a way to end the racial oppression that was prevalent in the United States.

The two speeches are alike in that they both address the issues of racial equality and the need for African Americans to have equal opportunities in society. Both speakers emphasized the importance of education and hard work as a means of achieving their goals.

However, the two speeches are also different in their approach and tone. Du Bois was a leader of the Niagara Movement, which was an organization that advocated for civil rights and the end of segregation. His speech was more aggressive in tone and called for immediate action to end the injustices faced by African Americans. In contrast, Washington's speech was more conciliatory in tone and emphasized the importance of education and economic progress as a means of achieving equal rights.

The speeches by Du Bois and Washington had a significant impact on the African American community and the wider society. Du Bois's speech helped to galvanize the civil rights movement and set the stage for future activism, while Washington's speech helped to establish the Tuskegee Institute as a leading institution of higher learning for African Americans.

In conclusion, both the "Niagara Movement Speech" and the "Speech before the Atlanta Cotton States and International Exposition" were important turning points in the African American struggle for equal rights and helped to shape the future of the civil rights movement.

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The Proclamation expanded the objectives of the Union war effort by explicitly including the abolition of slavery in addition to the nation's reunification. The Proclamation also barred the involvement of European armies in the conflict on the side of the Confederacy.

The Confederates thought the Emancipation Proclamation was unfair since it stripped them of their long-established labor structure. Slavery was completely outlawed in all of America via the Thirteenth Amendment, granting all slaves the freedom they deserved.

Abraham Lincoln issued the Emancipation Proclamation at the start of 1863, freeing all slaves living in areas where there was uprising. As a result, the North began to fight to free African Americans who were in slavery rather than to defend the Union.

Thus, The Proclamation expanded the objectives of the Union war effort by explicitly.

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The human influences on West African Socaites between 300 AD and 1000 AD, were The kingdoms become powerful, the second one was people gaining control of valuable trades, and the third was ghana was the first empire.

The term trade refers as There is a variety of transfers of goods and services is there in it. There are trades is there between one person to another. As in the trades, the exchange of money is there in it.

As in the West African Socaites between 300 AD and 1000 AD, There were successfully three kingdoms are there in it. Their trading routes are valuable. and followed by the kingdoms of ​Mali​ and ​Songhai​.

Therefore, As a result, there were mainly the three most influential west African Socaites between 300 AD and 1000 AD.

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Answer:A common Slavic identity

Explanation:

When Ashoka converted to Buddhism, he led his empire with tolerance and peace, putting more of his attention on public works and building the empire up than on expanding it.

Ashoka was the last major emperor of the Indian Mauryan dynasty. During his reign, which lasted between 265 and 238 BCE; also listed as between 273 and 232 BCE) helped spread that religion across India.

After Ashoka's early conquest of Kalinga, which was both successful and devastating, he converted to Buddhism and was inspired by its dharma doctrine. After that, he led his empire with tolerance and peace, putting the emphasis on public works and strengthening the empire rather than expanding it.

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Answer:

Explanation:

During the Great Depression, many political cartoons focused on criticizing the government's response to the crisis, including the policies of President Herbert Hoover, who was widely seen as having done too little to address the needs of the American people. Some cartoons also took aim at the actions of businesses and banks, which were accused of hoarding wealth and not doing enough to help the struggling economy.

In addition, political cartoons during the Great Depression often depicted the struggles of everyday people, such as the unemployed, the homeless, and the hungry. These cartoons aimed to shed light on the human toll of the crisis and to raise public awareness about the widespread poverty and suffering that was taking place.

The Pulitzer Prize-winning cartoon from 1931 was likely a part of this larger tradition of political cartooning during the Great Depression. It may have used humor and satire to address a specific aspect of the crisis, or it may have been a broader commentary on the overall situation of the time.

Regardless of the specific message of the cartoon, it is clear that political cartoons were an important tool for communicating the experiences and perspectives of people during the Great Depression, and that the Pulitzer Prize-winning cartoon from 1931 is an important example of this genre of political commentary.

The economy of slavery has been very good in the southern States of America.

With the growth in the production of the cash crops such as tobacco, cotton and sugar cane. The start of the civil war, gave rise to the slavery.

Most of the workers at that time were poor  and unemployed labors coming from Europe in search of work traveled to North America. That was then Operated by the Colonies of North America. And hence, In exchange of work they were given food and shelter, some basic education and also sometimes trade. And hence slavery became a legally and socially acceptable in the Colonies.

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He assisted in establishing Timbuktu as a hub of Islamic scholarship and attracted academics from the larger Muslim world, including the Andalusian poet Abu Ishaq al-Sahili, to Mali.

When Musa came to power, a sizable portion of Mali was made up of the land that had previously belonged to the Ghana Empire, which Mali had taken control of. Land that is today a part of Guinea, Senegal, Mauritania,

The Gambia, and the contemporary state of Mali were all once a part of the Mali Empire.

In 1324, Musa performed the hajj to Mecca, taking a massive entourage and a ton of wealth with him. While traveling, he stopped in Cairo,

where it is reported that his extravagant gift-giving had a noticeable impact on the price of gold in Egypt and attracted the attention of the larger Muslim world.

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The traditions and culture of a school or university can vary greatly depending on the institution.

School Spirit - Many schools have a strong sense of pride and loyalty, and often have traditions that promote school spirit. Examples include school mascots, chants, and sporting events.

Homecoming - Many schools have a homecoming tradition, where alumni return to the campus to participate in events and celebrations. Homecoming often includes a football game, a parade, and various other activities.

Commencement - Commencement is a ceremony that marks the completion of a student's academic program and the granting of a diploma or degree. Commencement ceremonies often include speeches, the conferral of degrees, and a procession of graduates.

Student organizations - Many schools and universities have a variety of student organizations, including clubs, societies, and Greek organizations, that provide students with opportunities to get involved in extracurricular activities, meet new people, and develop leadership skills.

Student traditions - Some schools have unique traditions that are specific to the institution. Examples include secret societies, senior pranks, and class competitions.

Campus life - The campus life and culture of a school or university can greatly influence the overall experience of students. This can include the availability of resources such as clubs, events, and recreational activities, as well as the overall atmosphere of the campus and the community of students, faculty, and staff.

These are just a few examples of the traditions and culture that can be found at schools and universities. The specific traditions and culture of an institution will depend on the history, mission, and values of the school or university, as well as the students, faculty, and staff who make up the community.

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Answer:

with their eyes sn

Throughout human history, people have used celestial objects such as the stars, moon, sun, and planets for a variety of purposes. Here are some examples:

Navigation: Sailors and travelers have used the stars, moon, and sun to help navigate the seas and lands for thousands of years. By observing the positions of celestial objects, they can determine their location, direction, and even the time of day.

Agriculture: Farmers have used the cycles of the moon and the seasons of the year to determine when to plant and harvest their crops. The rising and setting positions of the sun have also been used to tell time and measure the length of the day.

Astronomy: Astronomers have studied the stars, moon, sun, and planets to learn more about the universe and our place in it. They have used this knowledge to better understand the motions and behavior of celestial objects and to make predictions about eclipses, comet sightings, and other astronomical events.

Mythology and Religion: In many cultures, celestial objects have been associated with gods, goddesses, and other spiritual beings. People have used these stories to explain natural phenomena and to give meaning to their world.

Art and Literature: Celestial objects have inspired artists and writers for centuries. From the paintings of the night sky by Vincent van Gogh to the epic poem "The Iliad" by Homer, celestial objects have been a source of inspiration and creative expression.

Answer:

c

Explanation:

African Americans were urged by Booker T. Washington to pursue higher education and become affluent in order to abolish segregation.

Booker T. Washington and Du Bois. Du Bois and Washington would later develop a rivalry as their views on education and racial equality diverged. Washington favoured a gradual method of practical education and economic growth, whereas Du Bois preferred outspoken opposition and higher education.

People will get more respect and earn better employment as a result. African Americans, in the opinion of W.E.B. DuBois, should resist unfair treatment and demand equal rights.

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One example of new forms of nationalism after world war 1 ethnic nationalism. Ethnic nationalism is also known as ethnonationalism.

Ethnic nationalism, is a form of nationalism wherein the nation and nationality are defined in terms of ethnicity, with emphasis on an ethnocentric and in some cases an ethnocratic approach to various political issues related to national affirmation of a particular ethnic group. The Ottoman Empire and United States are examples of polyethnic states in which the nation is defined by its geographical territory.

The terms ethnonation and ethnonationalism are sometimes used to describe a conceptual collective of dispersed ethnics.

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Answer:

France

Explanation:

A sample letter addressing the situation is given below:

Dear friend,

I hope this letter finds you well. I am writing to share my journey and learning about Judaism in Europe and the Middle East. I have visited various cities in these regions including Jerusalem, Athens, and Rome, to understand the significance of this religion.

Judaism is a monotheistic religion that believes in the existence of one God who created the world and governs all human affairs. Its followers believe in the sacredness of the Torah, the holy book that contains the laws and teachings of God. The most important event in Judaism is the observance of the Sabbath, which is a day of rest and worship.

During my travels, I learned that Judaism has had a significant impact on the politics, law, and social structure of the classical civilizations I visited. In Jerusalem, I saw how the Jewish law was used to govern the city and how the King, who was also the religious leader, was held responsible for upholding the laws of God. The influence of Judaism on the Western civilization can be seen in the ethical and moral values that it has taught, such as justice, compassion, and humility.

I hope that my learning about Judaism will be of interest to you and that I will have the opportunity to share more of my journey in my next letter.

Best regards,

[Your name]

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In peace with victory, the president said he was speaking in the role of the president and the role of the commissioner for of the great sovereign people of the world

In his speech "Peace Without Victory," President Woodrow Wilson says that he is speaking in two roles. Firstly, he states that he is speaking as the President of the United States, representing the government and the people of the country.

Secondly, he says that he is speaking as a "commissioner of the great sovereign people of the world." In this role, he believes that he has a responsibility to advocate for peace and to bring about a just resolution to the ongoing conflict.

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The Interactionist perspective holds that society attaches to particular actions and activities are what lead people to engage in deviant conduct. Society today appears to be more tolerant of some abnormal behaviors.

Interactionism is a theoretical approach to micro-sociology that views social conduct as an interactive outcome of the person and the circumstance.

In other words, it derives social processes from social interaction, wherein the explanation or comprehension of social activity depends on subjectively held interpretations.

Through their relationships, people both shape and are shaped by society, according to this point of view. Interactionism contends that rather than being only a passive object in their environment, a person is an active and conscious component of the social context system.

It holds that meanings associated with the self, others with whom each person interacts, and interaction situations—all of which are changed during interaction—guide interactions.

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The number of people enrolled in higher education overall has more than doubled since the apartheid system was abolished in 1994, among other changes in South Africa's history of curriculum development. A growing number of theological seminaries are among the private universities that have popped up recently.

During the apartheid era, curriculum development in south African education was rigidly centralised. While each distinct department had its own curriculum development and protocols, at least in theory, in South Africa, curriculum development was largely controlled by committees affiliated with the white House of Assembly. Authoritarianism, rote learning, and corporal punishment were the norm because of how prescriptive this system was, which was supported on the one hand by a network of inspectors and subject advisors and on the other by numerous generations of subpar teachers. These problems were made worse in the deplorable settings of schools for children of colour. There was very little room for teachers to set standards or evaluate student work, and examination criteria and procedures were used to advance the political viewpoints of those in authority. Since 1994, as it was before, South Africa's curriculum development has been a component of the country's political process.

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The purpose of an emergency fund can be described as D) All of the above are good reasons to have an emergency fund.

The purpose of an emergency fund can be described as "preparing you for unexpected expenses." An emergency fund is a savings account set aside specifically for unexpected or unplanned expenses, such as a medical emergency, job loss, car repair, or other unexpected financial hardship.

Having an emergency fund provides a cushion for these types of events, helping to prevent the need for taking on high-interest debt or dipping into long-term savings.

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D) All of the above are good reasons to have an emergency fund.

Answer:

Explanation:

Established ambitious goals to reduce greenhouse gas emissions.

Answer:

a blend of Cambodia and Thai cultures

Answer:

a blend of Chinese influences with local cultures

The answer is French Revolution  and Napoleonic Wars, The French Revolution provided inspiration for the Latin American revolutions, and the Napoleonic wars directly provided the opportunity.

The French Revolution served as an inspiration for Latin American intellectuals, because they were inspired by the ideas of a new system of government to rebel against the Spanish crown.

The Napoleonic wars were important for the independence of the countries of Latin America because during the Napoleonic wars the French invaded Spain causing a weakening of the Spanish institutions that lost control over their colonies and this allowed the revolutionary armies to achieve independence.

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Answer:

541 years

Explanation:

1991 - 1450 = 541