Duncan and Arla

Duncan and Arla

Duncan and Arla are cities. They are somewhere in the world. Duncan and Arla both have different houses and similarities.

Duncan is a city. It has many houses, in Duncan their houses are made by bricks. And they have 2 bedrooms, one bath, one living room, a carpot and a very big backyard. The march heating in Duncan's houses are very cheap it cost $40 dollars. However, their houses are very expensive it cost $90,000 dollars.

Arla is also a city somewhere in the world. Houses in Arla are made by wood that is needed to paint. So having a house in Duncan is better than having a house in Arla, because houses in Arla are made by wood and it has no backyard and the march heating in Arla is more expensive than the march heating in Duncan. In Arla the march heating cost $120 dollars. But they both have the same prices for their houses and similar rooms, and carpots and both houses cost $90.000 dollars.

Houses in Duncan and Arla are both good to living, because they are both cities and they both maybe have the same education for their kids and a cool wether.

The Opium Wars

The Opium Wars conflict which ushered in a century of enforced exploitation of China, and a still emotive symbol for Chinese resentment of the West. Four decades of mutual misunderstanding and disrespect meant that reciprocal humiliations in 1839-40 related to the illegal opium trade the confiscation of Britons' property, their enforced expulsion from Macao, and outsiders' refusal to pay even lip-service to Chinese edicts). This was lit in September 1840 when Chinese attempts to stop supplies reaching a refugee flotilla off Hong Kong ended with the sinking of four war junks by the Royal Navy. A letter of protest was sent to Peking, underlined by the blockade of Canton and the occupation of Chusan. The emperor repudiated the subsequent Convention of Chuenpi, signed by his representatives on 20 January 1841, for giving away too much, and prepared for war. The British—commanded surprisingly effectively by a naval/military/civil committee—struck pre-emptively, eventually occupying the heights commandinge Canton, from which they withdrew on payment of $6 million. The British attacked Amoy in August and went into winter quarters at Ningpo and Chinhai, where they easily repelled attacks in the spring. Counter-attacking, they seized the forts guarding Hangchow, occupied Shanghai in June, and marched to the gates of Nanking. British demands were now more intransigent and imperial commissioners could only obtain terms far more severe than those of the 1841 Convention. The Treaty of Nanking gave Britain $21 million, the right to trade in five ports (opium was not mentioned), legal jurisdiction over her own nationals, and the island of Hong Kong. Humiliatingly one-sided, the war provided a little-heeded wake-up call to the complacent imperial Manchu court.

advantages and disadvantages of reading

advantages and disadvantages of reading
Reading an hour everyday has advantages and disadvantages.

The Advantages of Reading
There are many good reasons for learning how to read. Many people think that it is not important to know how to read. There are also those of us who know the importance of reading abilitie. So, I believe whenever you have the opportunity to better your reading skills you should take that opportunity. If you do it will be better for your chances of success in life.
There are many reasons reading is necessary in life. Without having a good reading capability there will be a limited amount of opportunity. In order to have unlimited opportunities you have to be able to read. The reason you have to know how to read is so that you may be able to find a good job. The reason we need good jobs is because with a good job we are able to get things we need or that we may want. Without good reading skills you prevent yourself from the privileges that life has to offer.
The disadvantages of reading
There are many bad reason of disadvantages of reading. Because reading to much can destroy your brain.

compare and contrast Malcolmx and Martin luther

Malcolm and Martin were africain-americain leaders. But they both lived in differents environments, differents education and differents appearance.


Malcomlx was an american black muslim minister and a one time spokesman for the nation of islam. He was very tall. He always wear glosses. He came from an under privilaged home. However, he was a man that taught himself how to read and write and rose to greatness on his own intelligence and determination. Malcolm was a muslim, minister and spokesman at the same time for muslims and a man that wanted to fight by force.

Martin Luther King was born into a familly whose name in Atlanta was well established. But they belonged to different religions and what they had different views. He was raised in a comfortable middle class where education was stressed. Martin was a christian and one of the main leaders of the american civil right movements. He was a minister, by trainning a became a civil right activist early in his career. Martin was basically a peaceful leader who argued non violence to his followers.

Malcom x and Martin Luther King are both remembered as leaders who fought for a difference in a black america. Both tried to bring hope to blacks in the United States. They both had very different ways to promote their message. Eventhought tehey were different in addressing their message about black respect and pride, but to me they both had the same goal in mind. And that goal was the achieve equality between all races.

the meiji restoration of japan

The Meiji Restoration was the catalyst toward industrialization in Japan that led to the rise of the island nation as a military power by 1905, under the slogan of "Enrich the country, strengthen the military. Japan was a country of isolation. This meant that Japan had no contact or tried to make any contact with other countries outside of Japan.
The division of japan into indepedent domains made it difficult to deal foreigners in a concerted way or to fully mobilize national resources. Thus the Meiji government's first task was to unity the country territorially. In late 1868 the imperial capital was moved to Edo which was renamed Tokyo where the empror took up residence in the Shogun's former castle. In 1869 the daimo and hizen surrendered their lands and census record to the imperial government and asked that their domains laws instutions and regulations be placed under unified control. Other domains soon followed suit. In 1871 all the daimyo domains were abolished by imperial decree and were replaced by a system of centrally administered prefectures governed by imperially appointed officials.
The Japanese were shocked of the technology that the Americans had. They were shocked to see that the Americans had technology such as steam to power their ships. They were also shocked to see the rifles and cannons that the Americans had. The U.S. believed that the Japanese ports would be great for American ships to stop and reload in food and water.
During the Meigi Era many new reformations had taken place. Japan overthrew the whole feudalism system. In 1868, Emperor Mutsushito took back his thrown. He believed that the only way to be equal in economic and political ways of the West was to adopt new ways. Many scholars were sent to the West. They were sent to learn as much from the West and bring back what they had learn.

The Scramble for Africa

The Scramble for Africa began in 1881. And when it began there were some Europeen people from France that moved into Tunis. And later on it took on a full fledged land grab in Africa by European powers. So that is came to be called scramble for Africa.

Pierre Paul Francois was a French explorer who made a name for himself during the scramble for africa during the late 1800's. He helped develop the French Congo. So after that he became a French citizen in 1874, and traveled up the Congo river. Pierre's achievements also led him to fame because they were compared to those of Stanley's by the European press. Pierre' s adventure up the Congo involved many trials and tribulations. In one incident, he had to dismantle his boat in order to forge parts of the river. He overcame this problems in the name of culture, wealth, and Christianity. The people of Europe loved his journey up the Congo because it helped them to romanticize imperialism as a noble conquest.
Theses nations would also take control of the areas because the more land they controlled the more power they had. They would take control of these areas so that other nations of Europe wouldn't.European nations were able to take over Africa easily because of many reasons. Europe not only had their technological advantage but also there persuading on tribes of Africa to take control of their lands.

"Mountains of the Moon"

the term Mountains of the moon reffered to a mountain in central africa. That was a long history about the source of the nile. It was located in East Africa in rwanda. And Richard Burton and some number of expeditions up the nile failed to find the source. Eventually a marchand named diogenes reported that he had traveled inland from rhapta in East africa for twenty-five days and had found the source of Nile. He reported it flowed from a group of massive mountains into a series of large lakes. He reported the natives called this range the Mountains of the Moon because of their snowcapped whiteness. And after all these arguments the reports were accepted as true by someone whose name is Ptolemy and other Greek and Roman geohraphers, and maps he produced indicated the reported location of the mountains. Late Arab geographers, despite having far more knowledge of Africa, also took the report at face value, and included the mountains in the same location given by Ptolemy. The fact that the source of the Nile River which is the 3rd largest lake in the world is called Lake Victoria. Even thought the Lake is in Africa it is named after queen Victoria of Europe. The source was no part of Europe and still it was named after queen Victoria because the modern world believed that they discovered it even through it was inhabited by the native people of the Nile. Till this day Lake Victoria is still called Lake Victoria event thought the Europeans don't own it anymore.
In the end it all mattered on who had the technological advantage

khadim-s argumantutive essay

ARGUMANTITIVE ESSAY


Students should be allowed to use phones in school

Many schools do not allowe their students to use phones in school, but some think that is wrong, others think that might be a good idea by not letting them use their phones at school.
Now in New York City many schools do not allowed their students to use their phones in school, maybe they realize that by letting them use their phones in school can distract the teachers or they may listen to music while they are in class. However there is no evidence to support that claim, because many students use their phone for an emergency call by their parents.

Some people argue that to not let the students use their phones is wrong, because it is certainly true that many students need their phones for an emegency call. And those people also agree that students should turn off their phones while they are in class, and remain off until they leave the classroom or after the final period. The students can use them outside or after school. Cell phones have become more than just a phone, because of text messeging and cameras. Students are now able to cheat with the help of technology. And now with the new cell phone called iphone which they can have internet in it and text message and listen to music

Other people think that students should not be allowed to use phones at school, because the students can disturb other students that want to learn. The students can have cell phones if they turn them off at school. However, in the case if they do not follow these rules, the administration can have them confiscated. students have responded well to have their cell phones with them, but turn off or put it in vibration to provides a safety net for them in case of emergency, yet it is not disrupting to the school day. Teachers can have their cell phones turned on but are asked to limit calls when they are teaching.


CONCLUSION: by all these argument from people, then i think it is better to not let the students use phones at school so that can improvise their work, and it can be a better way to make them concentrate on what they are doing at school and to learn more, because Students are now able to cheat with the help of technology.

QUESTIONS:
1. What is the thesis (main argument/idea) of this essay?
Some people think that students should use their phones in school

2. What are the three supporting ideas? (You can look for these in the opening paragraph but also in the "body" paragraphs.)

1. Many schools do not allowed their students to use phones in school.
2. But some people think that is wrong
3. Others think that might be a good idea by not letting the students to use phones in school.

3. What pro-war argument is presented in Paragraph 2?
The pro-argument that is presented in paragraph two is that some people are saying students should be allowed to use phones at school.

What is the writer’s counter-argument?
the writers counter argument is that it is certainly true that by letting the students use phones in class can disturb other people in school or they might listen to music while they are in school.

4. What pro-war argument is presented in Paragraph 3?
the pro-war argument that is presented in paragraph 3 is that other people think that might a good idea by not letting the students use their phones in school

What three counter-arguments does the writer present?

1. students use their phones while they are in class and no one can't learn and and use their phones while they are in class
2. students can distract teachers while use their phones in call
3. students can listen to music while they are in class.

Karl Marx and the Industrial Revolution

Karl Marx is known as a philosopher. He was born into a middle class in Germany on may 5, 1818. Karl Marx was the most socialist thinker in the 19th century. Although he was largely ignored by scholars in his own lifetime. He was educated at the university of Berlain. And i think that he felt the industrial revolution was bad for mankind. So Karl Marx believed that something needed to change for the sake of mankind.
When Marl Marx went to London at that time was assembled the entire flower of the refugees from all the nations of the continent. There were something of every kind, and the gentlemen concerned no doubt now look back on that period as the most unsuccessful of their lives. But later he withdrew into the British Museum and worked through the immense and as yet for the most part of a library there for all that it contained on political economy. And at the same time he was a regular contributor to the New York tribune.
His criticism of the deliberations of the Rhine Province Assembly compelled Marx to study questions of material interest. In pursuing that he found himself confronted with points of view which neither jurisprudence nor philosophy had taken account of. Proceeding from the Hegelian philosophy of law, Marx came to the conclusion that it was not the state, which Hegel had described as the “top of the edifice,” but “civil society,” which Hegel had regarded with disdain, that was the sphere in which a key to the understanding of the process of the historical development of mankind should be looked for. However, the science of civil society is political economy, and this science could not be studied in Germany, it could only be studied thoroughly in England or France.

Simon Bolivar and Latin American Revolutions

Simon Bolivar was born in Caracas on July 24, 1783. He was a south america revolutionary, a millitary leader and a politician. His parents died when simon was just a child and he inherited all their fortune. Simon bolivar was liberated much of South America from Spanish rule in the 19th century and became one of Latin America's greatest heroes. And i think that he began to travel to Europe as a young man and he get married the daughter of a Caracas-born nobleman. And after they got married his wife died within a year. After his wife's died, Bolivar returned to Europe and vowed to free Venezuela. When simon bolivar returned to Venezuela he joined a group of patriots that seized Caracas in 1810 and they proclaimed Venezuela as an independent government. He then attempted to get the support of the United Kingdom but was only able to secure the neutrality between both countries. He then was able to take control of the patriot army. After taking control of the patriot army simon bolivar recaptured Caracas in 1813 from the Spaniards, making him the dictator of Venezuela.
After his conquest in Venezuela, simon bolivar marched south to Colombia. Then, he was able to liberate it from the Spaniards.

THE FRENCH REVOLUTION: SOCIAL CAUSES

The French Revolution is clearly one of the central events in Western civilization - a period of history whose characters and events have always fascinated me. The more moderate American Revolution, in comparison, was much less influential upon the world of its time - even if it was more successful and less bloody. I would argue it was more successful precisely because it was more moderate and less murderous than the French Revolution.
But the French Revolution ironically was a failed revolution: Liberté, Egalité, and Fraternité quickly descended to the towering figure of Robespierre and his Reign of Terror as the revolution spun out control and began to murder itself. First the royalists were beheaded, next the moderate girondists, and by then the violence and suspicion was totally out of hand as the revolution devoured itself. In my opinion, after they started beheading the moderate Girondists it was only a matter of time before everyone else went to the guillotine. 26 years after the "Declaration of the Rights of Man" was written up, a Bourbon once more sat on the throne as the King of France - that is what I mean by "failed" Revolution. Since 1793, France has had no less than 11 subsequent constitutions (while the United States still uses their first). This is what I mean about moderation and political stability. It is the legacy of those revolutions so different in style, substance, and in legacy.

COPERNICUS AND THE TRIAL OF GALILEO

Galileo was born in 1564--the same year that Shakespeare was born and Michelangelo died. From an early age, Galileo showed his scientific skills. At age nineteen, he discovered the isochronism of the pendulum. By age twenty-two, he had invented the hydrostatic balance. By age twenty-five, Galileo assumed his first lectureship, at the University of Pisa. Within a few more years, Galileo earned a reputation throughout Europe as a scientist and superb lecturer. Eventually, he would be recognized as the father of experimental physics. Galileo's motto might have been "follow knowledge wherever it leads us."
At the University of Padua, where Galileo accepted a position after three years in Pisa, he began to develop a strong interest in Copernican theory. In 1543, Nicolaus Copernicus published Revolutions of the Celestial Orbs, a treatise that put forth his revolutionary idea that the Sun was at the center of the universe and that the Earth--rotating on an axis--orbited around the sun once a year. Copernicus' theory was a challenge to the accepted notion contained in the natural philosophy of Aristotle, the astronomy of Ptolemy and the teachings of the Church that the sun and all the stars revolved around a stationary Earth. In the half-century since its publication, however, Copernicus' theory met mostly with skepticism. Skeptics countered with the "common sense" notion that the earth they stood on appeared not to move at all--much less at the speed required to fully rotate every twenty-four hours while spinning around the sun.
Sometime in the mid-1590s, Galileo concluded that Copernicus got it right. He admitted as much in a 1597 letter to Johannes Kepler, a German mathematician who had written about planetary systems: "Like you, I accepted the Copernican position several years ago and discovered from thence the cause of many natural effects which are doubtless inexplicable by the current theories." Galileo, however, continued to keep his thoughts to a few trusted friends, as he explained to Kepler: "I have not dared until now to bring my reasons and refutations into the open, being warned by the fortunes of Copernicus himself, our master, who procured for himself immortal fame among a few but stepped down among the great crowd.

SCIENTIFIC REVOLUTION: SCIENTIFIC METHOD

Scientific revolution is the event which most historians of science call the scientific revolution can be dated roughly as having begun in 1543, the year in which Nicolaus Copernicus published his De revolutionibus orbium coelestium On the Revolutions of the Heavenly Spheres and Andreas Vesalius published his De humani corpari (On the Fabric of the Human body). As with many historical demarcations, historians of science disagree about its boundaries. The period is often dated to the 16th and 17th centuries, though some see elements contributing to the revolution as early as the 11th and 14th century, and finding its last stages in chemistry and biology in the 18th and 19th centuries. There is general agreement, however, that the intervening period saw a fundamental transformation in scientific ideas in physics, astronomy, and biology in institutions supporting scientific investigation, and in the more widely held picture of the universe. As a result, the scientific revolution is viewed as the foundation of modern science. The continuity thesis is the opposing hypothesis that there was no radical discontinuity between intellectual development over this period.

evolution:

Evolution is a process in which something passes by degrees to a different stage (especially a more advanced or mature stage).In the life sciences, evolution is a change in the traits of living organisms over generations, including the emergence of new species. Since the development of modern genetics in the 1940s, evolution has been defined more specifically as a change in the frequency of alleles in a population from one generation to the next.In other fields evolution is used more generally to refer to any process of change over time.

creation:

Creation is a doctrinal position in many religions and philosophical belief systems which maintains god who is responsible for creating the universe. The theological implications of creation may take a variety of forms, the most innocuous being that of a religious although there are varieties of such a belief fully compatible with a scientific point of view. There are religious believers who extend this to a strident advocacy of creationism, but the doctrinal belief is not necessarily synonymous with such advocacy.

Evolution vs. Creation

evolution:


Evolution is a process in which something passes by degrees to a different stage (especially a more advanced or mature stage).In the life sciences, evolution is a change in the traits of living organisms over generations, including the emergence of new species. Since the development of modern genetics in the 1940s, evolution has been defined more specifically as a change in the frequency of alleles in a population from one generation to the next.In other fields evolution is used more generally to refer to any process of change over time.

creation:

Creation is a doctrinal position in many religions and philosophical belief systems which maintains god who is responsible for creating the universe. The theological implications of creation may take a variety of forms, the most innocuous being that of a religious although there are varieties of such a belief fully compatible with a scientific point of view. There are religious believers who extend this to a strident advocacy of creationism, but the doctrinal belief is not necessarily synonymous with such advocacy.