Thursday, February 25, 2016
Chapter 17 pg(862-877)
Lucianna Balica
2/25/16
The experience of an English Factory worker was very hard. Workers were wage earners, dependent on a modest and uncertain income. A women working in the factory named Elizabeth Bently testified to get workers less hours and she accomplished her task. The hours of an employment were limited for women and children. Weaving was also common during the industrial revolution. Many individual weavers had to sell their looms to the larger manufactures who were organizing more efficient productions in factories. Many weavers were given unfair hours in the factories. A man named Samuel Smiles wrote a book on the industrial revolution and factories called Thrift. Samuel reflected a middle-class response to the Industrial Revolution. A new factory working class was formed and his name was Karl Marx. Marx was born to a wealthy middle class family in Germany and became a radical intellectual and journalist. Marx pursued both a political life devoted to organizing workers for revolution and for world history. He also studied the evolution of capitalism. Marx provided the dead that informed much of European socialism in the 19th century.
Monday, February 22, 2016
Chapter 17 (pg 827-861)
Lucianna Balica
2/22/16
Global energy demands began to push against the existing local and regional ecological limits. The Industrial Revolution marks a human response to that dilemma as nonrenewable fossil fuels such as coal, oil, and natural gas replaced the earlier reliance on the endlessly renewable energy sources of wind, water, wood, and the muscle power of peopled animals. Europe and Britain were ahead of the world, coal fired steam engine was made, which provided an inanimate and almost limitless source of power. It can be used to drive a number of machines and ships. In the 20th century the Industrial Revolution became global as a number of Asian, African, and Latin American countries developed substance; industrial sectors. By the 18th century, major Western Europe societies were highly commercialized and governed by states generally supportive of private commerce. On their way to capitalist economies( buying and selling ). Great Britain was doing the best in the Industrial Revolution, many railroads were built. The middle class benefited more from the Industrial revolution as well. The laboring class was overwhelming. The cities were vastly overcrowded and smokey, with poor sanitation. In the 18th century the life expectancy for England was only 40 years old. American Industrialization began in the textile factories of New England during the 1820sbut grew after the civil war. U.S was able to use funds to have an independent Industrial Revolution. The US government played an important role, though less directly than in Germany or Japan. Tax breaks, huge grants of public land to the railroad companies, laws enabling of industry.
2/22/16
Global energy demands began to push against the existing local and regional ecological limits. The Industrial Revolution marks a human response to that dilemma as nonrenewable fossil fuels such as coal, oil, and natural gas replaced the earlier reliance on the endlessly renewable energy sources of wind, water, wood, and the muscle power of peopled animals. Europe and Britain were ahead of the world, coal fired steam engine was made, which provided an inanimate and almost limitless source of power. It can be used to drive a number of machines and ships. In the 20th century the Industrial Revolution became global as a number of Asian, African, and Latin American countries developed substance; industrial sectors. By the 18th century, major Western Europe societies were highly commercialized and governed by states generally supportive of private commerce. On their way to capitalist economies( buying and selling ). Great Britain was doing the best in the Industrial Revolution, many railroads were built. The middle class benefited more from the Industrial revolution as well. The laboring class was overwhelming. The cities were vastly overcrowded and smokey, with poor sanitation. In the 18th century the life expectancy for England was only 40 years old. American Industrialization began in the textile factories of New England during the 1820sbut grew after the civil war. U.S was able to use funds to have an independent Industrial Revolution. The US government played an important role, though less directly than in Germany or Japan. Tax breaks, huge grants of public land to the railroad companies, laws enabling of industry.
Tuesday, February 16, 2016
CH 16(798-811) chapter 16 documents pg (812-825)
Lucianna Balica
2/14/16
In 1780 to 1890 human affairs as slavery, widely practiced and little condemned since the beginning of civilization. Slavery lost its legitimacy and was largely ended. Enlightenment thinkers in the 18th century said slavery was a violation of natural human rights. The main area that wanted to abolish slavery was Britain, it gained wide support from middle and working class people. The end of Atlantic slavery during the 19th century surely marked a major moral thinking towards humankind. The ending of slavery in the United states was due to a long lasting civil war from (1861-1865). By the end of the 20th century, the idea that humankind was divided into separate nations, each with a distinct culture and territory, also deserving an independent political life. Many communities put since and religion aside and concentraded on the more printing and publishing with different dialects. Many people began to read and gained a lot of knowledge, the readings encouraged many political and cultural leaders to form. A third echo of the Atlantic revolution was a feminist movement. Many girls and women began to question their patriarchy. They were wondering why guys can do everything and women couldn't. The asked questions like "who made men the judge of things ?" and participated in event demanding liberty and equal rights. Kartini came from East Indonesia and spoke dutch. The dutch colonial wouldn't let girls do certain things. Kartini was outraged and embraced her curtail and set an example for many young girls in Indonesia. Kartini studied in the Netherlands and the opened schools for girls in java.
2/14/16
In 1780 to 1890 human affairs as slavery, widely practiced and little condemned since the beginning of civilization. Slavery lost its legitimacy and was largely ended. Enlightenment thinkers in the 18th century said slavery was a violation of natural human rights. The main area that wanted to abolish slavery was Britain, it gained wide support from middle and working class people. The end of Atlantic slavery during the 19th century surely marked a major moral thinking towards humankind. The ending of slavery in the United states was due to a long lasting civil war from (1861-1865). By the end of the 20th century, the idea that humankind was divided into separate nations, each with a distinct culture and territory, also deserving an independent political life. Many communities put since and religion aside and concentraded on the more printing and publishing with different dialects. Many people began to read and gained a lot of knowledge, the readings encouraged many political and cultural leaders to form. A third echo of the Atlantic revolution was a feminist movement. Many girls and women began to question their patriarchy. They were wondering why guys can do everything and women couldn't. The asked questions like "who made men the judge of things ?" and participated in event demanding liberty and equal rights. Kartini came from East Indonesia and spoke dutch. The dutch colonial wouldn't let girls do certain things. Kartini was outraged and embraced her curtail and set an example for many young girls in Indonesia. Kartini studied in the Netherlands and the opened schools for girls in java.
Founders Week
Lucianna Balica
2/10/16
In History we learned about the founders of the Sisters of Notre Dame. We read an article on Julie and Franciose. The article talked about where they were born, their childhood, and them as young adults. It was interesting to see how different these two women were from each other. The article also talks about their journey as young adults to how they became friends, which was really interesting. Before reading this article I didn't even know what founders week was. For founders week Ms.Andrews assigned us to do at least one activity that was planned throughout campus. The class had to attend gardening or talking with one of the sisters about founders week. I chose gardening around the campus. Ms.Andrews brought sunflower seeds from her garden and my friend Jazmine and I went around campus with spoons. We used the spoons to dig holes to plant out seeds. It was really relaxing and I enjoyed it. I can't wait till they grow and see them almost everywhere on campus and think to myself hey I planted those sunflowers that are now radiating around campus.
2/10/16
In History we learned about the founders of the Sisters of Notre Dame. We read an article on Julie and Franciose. The article talked about where they were born, their childhood, and them as young adults. It was interesting to see how different these two women were from each other. The article also talks about their journey as young adults to how they became friends, which was really interesting. Before reading this article I didn't even know what founders week was. For founders week Ms.Andrews assigned us to do at least one activity that was planned throughout campus. The class had to attend gardening or talking with one of the sisters about founders week. I chose gardening around the campus. Ms.Andrews brought sunflower seeds from her garden and my friend Jazmine and I went around campus with spoons. We used the spoons to dig holes to plant out seeds. It was really relaxing and I enjoyed it. I can't wait till they grow and see them almost everywhere on campus and think to myself hey I planted those sunflowers that are now radiating around campus.
Wednesday, February 10, 2016
Julie Billart reading
Lucianna Balica
2/10/16
I find interesting how Francoise and Julie had respect for all individuals regardless of age, gender, disability or social class. Also gave a chance to people who were unable to receive education get one. In the reading it talks about how Julie had chronic sclerosis when she met Francoise and with Julie's condition the face that they were able to achieve so much is amazing. They were both alive during the French Revolution, where many people were uprising. When Francoise was a teenager she would visit homes in other countries with her grandmother. Her and her grandmother checked up the the well being of the workers. Franciose fought for the right of women to be leaders and to choose whether they wanted to have sex or not. She argued if women never had sex they can still take leadership roles. Because at the time Francoise lived in a time where men can only do and take on leadership roles. Julie was different from Francoise , Julie grew up in a farm. Trying to make ends meet with her family and was way over stressed. Julie and Francoise meet after Francoise was released from prison. They met in Amiens 1794. Together the shared a friendship that no one really quiets understand but they were formed a new order of nuns and they formed the sisters of Notre dame.
2/10/16
I find interesting how Francoise and Julie had respect for all individuals regardless of age, gender, disability or social class. Also gave a chance to people who were unable to receive education get one. In the reading it talks about how Julie had chronic sclerosis when she met Francoise and with Julie's condition the face that they were able to achieve so much is amazing. They were both alive during the French Revolution, where many people were uprising. When Francoise was a teenager she would visit homes in other countries with her grandmother. Her and her grandmother checked up the the well being of the workers. Franciose fought for the right of women to be leaders and to choose whether they wanted to have sex or not. She argued if women never had sex they can still take leadership roles. Because at the time Francoise lived in a time where men can only do and take on leadership roles. Julie was different from Francoise , Julie grew up in a farm. Trying to make ends meet with her family and was way over stressed. Julie and Francoise meet after Francoise was released from prison. They met in Amiens 1794. Together the shared a friendship that no one really quiets understand but they were formed a new order of nuns and they formed the sisters of Notre dame.
Monday, February 8, 2016
Chapter 16 (pg781-797)
Lucianna Balica
world literature
The Haitian revolution was part of and linked to a much larger set of upheavals that shook both sides of the Atlantic world between 1775 and 1825. The Atlantic revolutions were distinctive in various ways, They cost a fortune and they were global not region. The Atlantic basin had become a world of intellectual and cultural exchanges as well as one of commercials and biological interaction. New ideas of liberty, equality, free trade, religious tolerance, republicanism, and human rationality were in the air. John Locke (1632-1704) had argued, that "social contract" between ruler and ruled should last only as long as it served the people well. The American Revolution did not grow out of social tensions within the colonies. Popular sovereignty, natural rights, the consent of the governed.
world literature
The Haitian revolution was part of and linked to a much larger set of upheavals that shook both sides of the Atlantic world between 1775 and 1825. The Atlantic revolutions were distinctive in various ways, They cost a fortune and they were global not region. The Atlantic basin had become a world of intellectual and cultural exchanges as well as one of commercials and biological interaction. New ideas of liberty, equality, free trade, religious tolerance, republicanism, and human rationality were in the air. John Locke (1632-1704) had argued, that "social contract" between ruler and ruled should last only as long as it served the people well. The American Revolution did not grow out of social tensions within the colonies. Popular sovereignty, natural rights, the consent of the governed.
Wednesday, February 3, 2016
15.2 document
Lucianna Balica
2/2/16
World History 2
I read the document multiple times and to be honest I still don't really understand what it is trying to say or the general idea of it. I think the document is trying to say that without common knowledge of the world it will be in complete destruction. In one part of the document it states, " destroyed prejudices, and reestablished human intelligence, which until then had been forced to bend down to false instructions instilled in it by absurd beliefs passed on to the children of each generation by the terrors of superstition and the fear of tyranny." This statement is saying that since the countries around the world have been ruled by kings and only kings, the people have no other choice but to believe what comes out of their mouths. It is also saying if they were more intelligent to begin with maybe it wouldn't of take so much time to teach them the knowledge that they still need to learn. But whether you didn't know the information before you shouldn't get judged for it. I don't understand, "they will understand that they cannot become conquerors without losing their liberty; that perpetual alliances are the only way to preserve independence ; and that they should seek their security , not power...." I am confused because in one paragraph it say that people don't know a lot of knowledge but then in another paragraph it says without conqueroring we will never understand power.....
2/2/16
World History 2
I read the document multiple times and to be honest I still don't really understand what it is trying to say or the general idea of it. I think the document is trying to say that without common knowledge of the world it will be in complete destruction. In one part of the document it states, " destroyed prejudices, and reestablished human intelligence, which until then had been forced to bend down to false instructions instilled in it by absurd beliefs passed on to the children of each generation by the terrors of superstition and the fear of tyranny." This statement is saying that since the countries around the world have been ruled by kings and only kings, the people have no other choice but to believe what comes out of their mouths. It is also saying if they were more intelligent to begin with maybe it wouldn't of take so much time to teach them the knowledge that they still need to learn. But whether you didn't know the information before you shouldn't get judged for it. I don't understand, "they will understand that they cannot become conquerors without losing their liberty; that perpetual alliances are the only way to preserve independence ; and that they should seek their security , not power...." I am confused because in one paragraph it say that people don't know a lot of knowledge but then in another paragraph it says without conqueroring we will never understand power.....
Tuesday, February 2, 2016
Chapter 15 pg (740-752)
Lucianna Balica
world history 2
By the twelfth and thirteenth century, Europeans had evolved a legal system that guaranteed a measure of independence for a variety of churches. The development of science in the West was the autonomy of its emerging universities . By 1215, the University of Paris was recognized as a "corporation of masters." Scholars could pursue their studies in relative freedom from the dictates of church or state. To religious scholars , the Quran held all wisdom, and scientific thinking might well challenge it. Early scientist rejected Christianity, the church resisted new ideas. The Scotish professor Adam Smith (1723-1790), formulated laws that accounted for the operation of the economy if followed. What is enlightenment? Enlightenment questioned a women's role in society. The Journal de Dames founded in Paris in 1759 defended women. Charles Darwin(1809-1882) laid out a complex argument that all life was in constant change. The Qing dynasty was interested in Christianity and other relations to Christianity.
world history 2
By the twelfth and thirteenth century, Europeans had evolved a legal system that guaranteed a measure of independence for a variety of churches. The development of science in the West was the autonomy of its emerging universities . By 1215, the University of Paris was recognized as a "corporation of masters." Scholars could pursue their studies in relative freedom from the dictates of church or state. To religious scholars , the Quran held all wisdom, and scientific thinking might well challenge it. Early scientist rejected Christianity, the church resisted new ideas. The Scotish professor Adam Smith (1723-1790), formulated laws that accounted for the operation of the economy if followed. What is enlightenment? Enlightenment questioned a women's role in society. The Journal de Dames founded in Paris in 1759 defended women. Charles Darwin(1809-1882) laid out a complex argument that all life was in constant change. The Qing dynasty was interested in Christianity and other relations to Christianity.
Monday, February 1, 2016
Chapter 15 (pg719-739)
Lucianna Balica
World history 2
Andrews
Cultural Transformations
More than 60 percent of the world's professing Christians live outside Europe and North America. One in six Catholic diocesan priest are foreign born. What is a diocesan priest?I have to look this up for next time. Christianity was established in the Americas and the Philippines. Science and religion came into place. Science had a new worldview and for some people it became a religion. cHristianity was divided between Roman Catholics of Western and Central Europe and the Eastern Orthodox of Eastern and Russia. Martin Luther a German priest, issued a document to the Roman Catholic Church known as the 95 theses. Luther's 95 theses brought political, economic, and social intentions as well was religious differences to the Roman Catholic church. What exactly is a Catholic- Protestant? (look at the Protestant differences on pg 725) . Mesoamerican and Andean's religion made it possible for people they ruled to accommodate the gods of their new ruler. The Spanish in the other hand were not so flexible with their religion. The people they conquered were strongly ordered to follow their religion. What are jesuits? They traveled to china and were able to teach christianity but had to be respectful to Chinese culture and religion as well. Large hindu, India ruled by the Muslim Mughal Empire. A devotional for of hinduism formed called bhakti.
World history 2
Andrews
Cultural Transformations
More than 60 percent of the world's professing Christians live outside Europe and North America. One in six Catholic diocesan priest are foreign born. What is a diocesan priest?I have to look this up for next time. Christianity was established in the Americas and the Philippines. Science and religion came into place. Science had a new worldview and for some people it became a religion. cHristianity was divided between Roman Catholics of Western and Central Europe and the Eastern Orthodox of Eastern and Russia. Martin Luther a German priest, issued a document to the Roman Catholic Church known as the 95 theses. Luther's 95 theses brought political, economic, and social intentions as well was religious differences to the Roman Catholic church. What exactly is a Catholic- Protestant? (look at the Protestant differences on pg 725) . Mesoamerican and Andean's religion made it possible for people they ruled to accommodate the gods of their new ruler. The Spanish in the other hand were not so flexible with their religion. The people they conquered were strongly ordered to follow their religion. What are jesuits? They traveled to china and were able to teach christianity but had to be respectful to Chinese culture and religion as well. Large hindu, India ruled by the Muslim Mughal Empire. A devotional for of hinduism formed called bhakti.
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