Sam Harris and Free

Sam Harris and Free Will Essay Convince that free will is an illusion Worse than an illusion- a totally incoherent idea Impossible to describe a universe in which it could be true Two Assumptions: Each of us was free to behave differently than we did in the past Example: I could have chosen chocolate ice-cream but I chose vanilla We are the conscious source of our thoughts and actions The experience of wanting to do something is in fact the proximate cause of action Example: I feel that I want to move and then I move Both assumptions are false We live in a world of cause and effect. No way of thinking of cause and effect that allows the affirmation of free wills assumptions Either our wills are determined by a long chain of prior causes And we are not responsible for them Or they are the product of chance And we are not responsible for them Or they are some combination of determinism and chance No combination allows us free will Example: Murderer As sickening as I might find the persons behavior, I have to admit if I were to trade places with him, atom for atom, I would be him. There is no extra part of me that could resist the impulse to victimize innocent people. Nobody picks the life influences which shape the development of their nervous system You are no more responsible for the micro structure of your brain than you are for your height The role of luck appears decisive Imagine the murderer was found to have a tumor in the place of the brain that would explain his impulses We would view him as a victim of biology A brain tumor is a special case of physical events giving rise to thoughts and actions Deeper than cause and effect We have a subjective experience of free will which cannot be mapped onto physical reality The subjective experience is also intangible Thoughts simply appear in consciousness what are you going to think next? Thoughts just emerge in consciousness- we are not their authors That would imply that we think them before we think them Is it willed? Utterly unaware of the neurophysiological events which produce changesin thought Were you free to choose that which did not occur to you to choose? No position to know why you picked what you picked†¦. Though you may ascribe narratives- they are divorced from reality – post hoc- evidenced by psychology Even if you were right, you still can’t explain why the memory occurred or had the effectit did. You as a conscious witness of your inner life Does not depend on philosophical materialism where the mind is dependent on the physical The unconscious operations of a soul grants you no more freedom than the unconscious operations of your neurophysiology The endurance of the philosophical idea that free will exists is borne of our feeling of its existence Emerges from a felt experience divorced from logical and scientific terms Compatibilism To argue that free will is compatible with the truth of determinism A person is free as long as he is free from any outer or inner compulsion that would prevent him from acting on desires or compulsions Misses the point. Where is the freedom in doing what one wants when one’s wants are the product of prior causes which one cannot inspect and therefore could not choose- and one had absolutely no hand in creating Compatibilism- a puppet is free as long as it loves its strings Compatibilist response: Even if our thoughts are the product of unconscious causes, they are still our thoughts and actions. It is something that you have done. The unconscious neurophysiology of your brain is just as much you as your conscious thoughts are. Bait and Switch- Trades a psychological fact, the subjective experience of being a conscious agent, for a conceptual understanding of ourselves as persons The psychological truth is that people feel identical to and in control of a certain channelof information in theirconscious minds- and they are mistaken The fact that we are stardust does not drive our moral intuitions of politics You simply cannot take credit for your unconscious mental life Are you making red blood cells at this moment? Hopefully your body is- but if it decided to stop, you wouldn’t be responsible for that change†¦. You would be a victim of that change A claim which bears no relationship to the actual experience which has made free will a problem for philosophy The truth is we feel or presume an authorship over our own thoughts and actions that is illusory How can we be free as conscious agents if everything we consciously intend was caused by events in our brain which we did not intend and over which we had no control – we can’t Confusion between determinism and fatalism Our choices matter There are clearly paths to making wiser choices How much a conversation could change you? But we cannot choose what we choose in life When it seems we can choose what we choose. We don’t choose to choose what we choose – there is a regress here that ends in darkness We have to take a first step for reasons that are subjectively mysterious You have not built your mind. And in moments when you seem to build it, when you make an effort to learn a new skill or improve yourself, the only tools at your disposal are those inherited from moments past. It is possible to change. In fact, viewing oneself as an open system, open to a myriad of influences makes change even more possible. You are by no means condemned to be who you were yesterday. In fact, you can’t be that person. The self is a process. This is what makes growth possible. The self is not a stable entity. Subjectively speaking, the unfolding of our lives is a mysterious process. None of us know how it is we came to be in this moment. And we don’t know what’s going to happen next really on any level. We don’t know what we are going to think and feel next. To declare my freedom is to say I don’t really know why I did that but I don’t mind that I did You are free to do what you want but where do your wants come from It takes away an egocentric view of life We are part of a system, of history.

Othello: Character Analysis of Iago

Othello: Character Analysis of Iago In order to understand the personal motivations of Iago we need to consider not only the personal actions of the character but also the society in which he lived. Many examples of Iagos malignity can be found throughout the play demonstrating the malevolent streak that permeates the actÄÂ ±ons and feelings of Iago. It was Samuel Taylor ColerÄÂ ±dge who came up with the term, The motive-hunting of motiveless Malignity, to describe the character of Iago. Coleridge referred specifically to the end of Act 1, Scene 3 in which Iago takes leave of Roderigo: Iago weaves a web of deception that ensnares the Othello, Cassio and Roderigo. He succeeds in destroying a marriage and two noble characters as well as his wife, (Emilia), and Roderigo. Iagos true delight in his own cunning can be witnessed in his Act 2 Scene 1 soliloquy. Here he revels in the power he wields, that which can turn Desdemonas virtue into pitch. Also ammoral is Iagos mercenary use of Roderigo to line his coat. He readily accepts money for a service that is impossible to achieve Desdemona has no feelings for Roderigo, and Iago knows this. At the heart of Iagos duplicity is his ability to play a number of roles convincingly; to adapt his tone and style to suit any occasion. With Cassio , he is bluff, coarse and genial. He offers plausible, practical solutions for his problems. With Roderigo and Emilia, he is self-serving, materialistic and cynical. This can be seen in Act 1 Scene 1 where he makes it clear to Roderigo that his pride was hurt when Cassio was promoted before him. he becomes furious. This anger was not founded because there is no evidence of any kind that Othello takes any interest sexually in Iagos wife Emilia. Cassio, by contrast, whom Iago also suspects of intimate dealings with his wife, has at least done more to raise that fear when he kisses Emilia on the lips in front of Iago in 2.1.99-100. These feelings are made clear in lines 270 280 of Act 2 Scene 1 He states that his soul will not be sated: With no remedy for his condition, with a job that is beneath him, with a superior that he knows and will eventually demonstrate has vices incompatible with military leadership, with a system that has shown that its values are inverted, what can he do? Strike back at the system and people who have failed him. Iago then tries to create civic anarchy in Venice. First, he suggests to Roderigo that he wake Brabantio, Desdemonas father, in the middle of the night to announce her elopement with Othello. While Brabantio is rousing his family to action, Iago slips away for his second provocative act. He meets up with Othello and tries to goad him on to violence. The phrase, Motiveless Malignity is not an accurate portrayal of Iago. There are many examples throughout the play which show clearly Iagos villainy. Iago manages to turn all his friends, who trust him most, against each other. These actions eventually lead to the murder of Roderigo. While the act of murder cannot be condoned, this shows the utter desparation of Iago as a man whom was pushed to the edge by a society which failed to show him sufficient respect. Iago himself offers several possible motives for his actions to the audience throughout the play in his different soliloquies. Evil and hopeless Iago clearly is, but this needs to be set also against a class-based society which trapped Iago in second class citizenship, a status which he did not deserve. The absolute loyalty and dedication Iago showed towards his masters was never rewarded and it is this which led him to engage in malevolent acts against everybody including his loved ones.

Importance Of Physical Activity In Schools Education Essay

Importance Of Physical Activity In Schools Education Essay Engaging in acts of physical activity from a young age is very important for both the mental and physical health of a child; the habits learnt in youth tend to continue onto adulthood thus having an effect on the prevalence of obesity and related illnesses in society. So why is physical activity so important for children and what age is instilling positive habits most beneficial? What roles do teachers of today play in addressing and preventing obesity in our children and what are effective strategies to do this? The benefits of physical activity are vast. Physical activity has been associated with a lowered risk of cardiovascular disease and also an increased life expectancy so its importance is obvious but its value in children sometimes needs to be justified. It is never too early to start teaching a child positive behaviours and habits, however, in middle childhood (ages 6-10) children tend to be in a stage of development where they think very literally they will absorb everything you teach, do, and say and are incredibly influential. It is t this stage of development that their most likely to be taught healthy eating habits, develop exercise programs and have an interest in organised sports. Young people will carry established healthy behaviours throughout their lives such as better eating habits and decreased likelihood of smoking (Shilton, T. and Naughton, G. 2001). Through physical activity children of middle childhood develop healthy muscles, bones and joints; they develop a healthy heart and lungs and they also develop a higher neuromuscular awareness which influences their co-ordination, how they control movement and the development of fine and gross motor skills. Most obviously it enables them to maintain a healthy body weight. Physical activity has also been linked to psychological benefits by improving the control children have over the symptoms of anxiety and depression. Studies have also shown that the participation in physical activity can assist in the social development of children aged 6-10 by providing the opportunity for expression, building confidence and social interaction. Physically active young people have been noted to more readily adopt other healthy lifestyle behaviours (avoidance of tobacco, alcohol and drugs) and demonstrate higher academic performance at school. Children of the ages six to ten spend the majority of their time at school so naturally an effective tool in addressing the problems associated with physical activity and obesity is having teachers play an active role in promoting healthy lifestyles. Schools have been recognized as an appropriate setting for the prevention of eating disorders and child obesity due to the continual and concentrated access to a large number of individuals at a developmentally appropriate age (Neumark-Sztainer, 1996). Research has shown that well-designed and implemented school programs can effectively promote physical activity, healthy eating, and reduction of television viewing and time spent using the computer and computer games. Teachers have access to a great number of young people in an environment that allows debate and lessons about body image, nutrition, and weight These teachers also have the chance to initiate the reinforcement of prevention pro- grams using the whole school approach (Neumark -Sztainer, 1996; ODea Maloney, 2000). Home Economics, Science, Dance, and English teachers have opportunities to become involved in preventive activities within their appropriate curriculum areas as well as through involvement in pastoral care roles such as advisors, student welfare coordinators, and head teachers. (Neumark-Sztainer, Story, Harris, 1999). One strategy teachers can use in the classroom to address and treat the occurrence of obesity in children is to discontinue the use of food as a reward. Food has been used to reward children for good behaviour and performance. Its a very easy, powerful and inexpensive tool in bringing about immediate behavioural changes in children of thee ages six to ten. However, using food as reward often encourages overeating of unhealthy foods high in fat, sugar and little or no nutritional value whatsoever. Rewarding with food can interfere with children of these ages learning to eat in response to hunger and teaches them to eat when they are not hungry. Finding alternatives to food rewards is an important part of providing a healthy school environment. Rewarding children with unhealthy foods in school undermines our efforts to teach them about good nutrition. Its like teaching children a lesson on the importance of not smoking, and then handing out ashtrays and lighters to the kids who did the best job listening. (Schwartz, M.B, Brownell, K.D. 2007). Alternatives to food as a reward include; Social rewards like praise and attention (in front of others). Recognition with certificates and letters of congratulation to parents or caregivers. Privileges of going first, choosing a class activities or sitting by friends. Another way teachers can positively assist the prevention of obesity is to make exercise fun and incorporate it into the daily routine. Forcing children to participate in activities they do not enjoy could have a negative effect on how the child views physical activity in the future. Often sport in school is repetitive and favours the more athletic students in a class. Variety is very important and teachers should seek input from students to which game should be played, it could even be used as a reward allowing the child who has performed best to choose the activity. Incorporating fitness to the daily classroom regime can also be effective. For children attention can begin to wander if activities are too long and for some being sedentary for too long is difficult. At the beginning or end of lessons encourage children to dance, jump and use basic movement. Fun activities like hopping to the bathroom, skipping to other activities around the classroom can also be incorporated and can a id in childrens refinement of fine and gross motor skills. Additionally exercise shouldnt be used as punishment. Children learn to dislike things used as punishments. Penalizing children with physical activity might lead them to avoid activities that are important for maintaining their health. Integrate nutrition education lessons into the curriculum. You can apply nutrition education information into science, maths, language art and health lessons. Along with students collect pictures of healthy nutritional foods and junk foods from magazines, and newspapers. Have the students help to categorize the foods on posters healthy food and junk food. Display this in the classroom where everyone can see and use it at a reference for children to set realistic, well-defined, measurable goals for themselves regarding healthy eating and physical activity. As an example a child might plan to eat five servings of vegetables and two servings of fruit every day or they will play for half an hour after school at least four days a week. Have students record their progress over time. These goals can be graphed and incorporated into certain lessons. Teachers have a valuable contribution to make in the domain of physical activity and the prevention of childhood obesity. In the past they have been underutilized as successful agents of change. This may be because school professionals are uneducated about nutrition and methods of prevention. In order for future prevention of obesity to be a success, perseverance and ongoing training for teachers and schools involved is required. Training must increase knowledge of nutrition, physical activity, obesity, and preventive techniques. Finally, teacher-training programs should stress the importance of development and age specific strategies in the education of children in this area in order to fully utilize schools as an effective setting for prevention and to improve future prevention initiatives, and to promote the health of our young people. Source: Obesity Prevention in Children: Strategies for Parents and School Personnel, National Association of School Psychologists; www.nasponline.org; (301) 657-0270. Printed with permission and provided by the St. Vrain Valley School Districts Public Information Office. Shilton, T. and Naughton, G. (2001). Physical activity and children: a statement of importance and call to action from the Heart Foundation. National Heart Foundation of Australia. Retrieved from http://www.heartfoundation.com.au/downloads/physical%20activity%20and%20%20children.htm Neumark-Sztainer, D. (1996). School based programs for preventing eating distur- bances. Journal of School Health, 66, 64-71. Neumark-Sztainer, D., Story, M., Coller, T. (1999). Perceptions of secondary school staff toward the implementation of school-based activities to prevent weight-related disorders: A needs assessment. American Journal of Health Promotion, 13(3),153-156. Neumark-Sztainer, D., Story, M., Harris, T. R. (1999). Beliefs and attitudes about obesity among teachers and school health care providers working with adolescents. Journal of Nutrition Education, 31(1),3-9. ODea, J. (2000). School based interventions to prevent eating problems: First do no harm. Eating Disorders, 8, 123-130. ODea, J. (2004) Child obesity prevention: First, do no harm. Health Education Research: Theory and Practice. 20, 259-265. ODea, J. Abraham, S. F. (2000). Improving the body image, eating attitudes, and behaviours of young male and female adolescents: A new educational approach that focuses on self-esteem. International Journal of Eating Disorders, 28, 43-57. ODea, J. Abraham, S. F. (2001). Knowledge, beliefs, attitudes and behaviours related to weight control, eating disorders, and body image in Australian trainee home economics and physical education teachers. Journal of Nutrition Education, 33, 332-340. ODea, J. Maloney, D. (2000) Preventing eating and body image problems in children and adolescents using the health promoting schools framework. Journal of School Health, 70(1),18-21. Neumark-Sztainer, D. (1996). School based programs for preventing eating disturbances. Journal of School Health, 66, 64-71. Hill, A. and Silver, E. Fat, friendliness and Unhealthy: 9 year old childrens perceptions of body shape and stereotypes. International Journal of Obesity Related metabolic Disorders 1995; 19(6), 423-30. Government of Western Australia. Keep it fun: supporting youth sport. Clubs guide to encouraging positive parent behaviour. op. cit. Government of Western Australia. Keep it fun: supporting youth sport. Clubs guide to encouraging positive parent behaviour. Perth, Western Australia: Department of Sport and Recreation. http://www.dsr.wa.gov.au Schwartz, M.B., Brownell, K.D. (2007). Actions Necessary to Prevent Childhood Obesity: Creating the Climate for Change. Journal of Law, Medicine and Ethics, 78-89. Schwartz, M.B. Brownell, K.D. (2005). Future directions for preventive action on obesity. In Obesity prevention in the 21st century: Public health approaches to tackle the obesity pandemic. Crawford, D. Jeffrey, R. (Eds.) Oxford: Oxford University Press, pp 307-330 2 Puhl R. and Schwartz, MB (2003). If you are good you can have a cookie: The link between childhood food rules and adult eating behaviours. 283-293 http://kids.nsw.gov.au/uploads/documents/obesityactionplan.pdf

gravity :: essays research papers fc

The Effects of Gravity There are some people who worry that when they're outside, if they don't keep a good grip on the ground, they'll just go flinging off into space. They needn't really worry about this, because gravity generally keeps that sort of thing from happening. The thing is, no one is really sure what causes gravity, but the effects have been studied by many physicists and astronomers. Three of the more obvious effects of gravity are things falling down, weight, and the the moon and planets staying in their orbits. Things fall down. People have generally grown to accept that if one lets go of one's prized and valuable textbook when walking through a mud puddle, the book will invariably end up in the puddle and therefore be stripped of all value and even legibility. Things fall down because there is a strong gravitational attraction between things of great mass, like the Earth, and things of little mass, like a book. The only problem with this relatively simple explanation is that no one really knows why it's like that. What people have figured out so far is that gravity is a force, and a force is anything that changes the state of rest or motion of an object. In the absence of outside forces, the momentum of a system remains constant. This means that if there was no gravity, when one would relinquish one's hold on the textbook, it would remain at rest in the air. If a force acts on a body, the body accelerates in the direction of the force. In the example of the force of gravity, small things like textbooks are pulled downward toward the center of the large mass of the Earth, not up into space, even if some people think that this might happen. Torgerson 2 Isaac Newton was the first to conceive of weight as the gravitational attraction between a body and the Earth. The force that results from the gravitational attraction of the Earth on bodies at its surface is what we call weight. Science has chosen to measure the mass of objects in units that are roughly equivalent to the weight of those objects on Earth. For example, if a textbook weighs four pounds on Earth, it would have a mass of four pounds in an orbiting spaceship. The textbook would be "weightless" because it does not feel the gravitational attraction of the Earth, but, even in outer space, to push the

Lack of Economic Equality in Society Essay -- Economics Wealth

"Everywhere in the world there are gross inequities of income and wealth. They offend most of us" stated Milton and Rose Friedman in "Created Equal" (280) . Economic inequalities cause poverty, this disparity fuels social conflict. This economic oppression thrives within the heart of all societies. Poverty is recognized in many forms: hunger, homelessness, being ill without the ability to seek medical attention. Poverty also includes powerlessness, lack of freedom, spurred on by lack of representation. During economic change, whether gradual or suddenly, the fallout has an effect on all people. Social inequality is deeply and tightly woven throughout the world, defined by race, ethnicity, gender, or age differences. These inherent traits can dictate wealth, education, power or prestige, unfortunately, the female gender is most victimized. Women represent a staggering 70 per cent of the populous living at poverty levels. Gender alone should not be the determining factor regarding placement within society, experience and equal productivity should dictate compensation especially for similar scopes of work. Throughout history, male and female positions have been subjected to an enduring binary placement relating to jobs, income, and wealth. Women's economic history exemplifies centuries of sex prescribed inequality within the labor markets, within the structure of political rights, human rights or civil rights. Recent advances have buffered these inequalities in part, but true balance of equality has yet to be reached. The economic experience of women reflects the paradox of inequality, distilled within the c... ...tatus, education, employment, wealth and political power. Some writers prefer the terms "subordinate group" and "dominant group" rather than "minority" and "majority?. Even though women make up the majority of people in a number, women are still considered a minority and hence will continue their struggle for equal recognition. Ultimately, until a balanced representation is complete the struggle will continue. Any notion that society can change overnight is not realistic. Progress has been made, more in some areas of the world as opposed to others. The world should recognize the power and strength that women have, further, the power and strength they have not abused. Women?s contribution to society as workers, companions, mothers should be honored as opposed to oppressed, without gender being a considering factor.

Midsummer by Manuel Arguilla

————————————————- TANCIOCO, MICAELA A. 12/13/11READING LOG #1LIT02 Midsummer by Manuel E. Arguilla The story is about Manong whom had encountered a girl in the mid-day of summer. At first he didn’t saw the girl. When he saw her, he got curious and started following her everywhere she go. Every detail on what the girl is doing was noted in the story. By the way she got the jar placed in her head and etc. He then portrayed what the young lady look like. He left the bull and his cart in the road as he followed the young lady.As the young lady does her thing, the boy continues his journey and lunch came. He then rest and waited in a path where he know the young lady will pass. After some time he waited until the lady was there and offered the lady the lunch he have. The lady didn’t answer and smiled at him at first. But then the young lady told him that she finish ed her lunch already that’s why she’s getting some water in the middle of the day. They became acquaintances and started chatting about stuffs.The girl shared that all they have as food is salt and rice that made Manong shocked. The young lady offered Manong to go to their house but Manong insisted. The young lady still wants Manong to go to their house so Manong decided to go because he got no house to sleep for the night. Manong did realize that he wants to know the true person in that young lady he met this afternoon and with that his last words was â€Å"He felt that he could follow the lender, lithe figure ahead of him to the ends of the world. I think Manong felt love that instant she met the young lady. With him only looking for a distance made his heart grow fonder. It made an urge to know more about the young lady. With the young lady offering their home to this stranger made a good implication to Manong that he had an idea that this young lady had a good hea rt. He then realize after the end of the day that he fell in love with the stranger he had met awhile ago. That he can go where ever as long as he is with this girl.

New Directions – Exploration, Expansion, Society, and the Arts

Unit 3: New Directions – Exploration, Expansion, Society, and the Arts Chapters 15 & Palmer Study Guide Part I Identifying Key Terms Notable People * Prince Henry the Navigator: Prince Henry the Navigator of Portugal developed a school of merchant and sailor to prepare them for exploration. He supported the exploration of the West African coastline and later controlled the flow of gold to Europe. * Christopher Columbus: After Vasco da Gama reached India by rounding the Cape of Good Hope, Columbus decided to just sail West without knowing the presence of the â€Å"New World. His landing in the Caribbean in 1492 ushered in the era of European exploration and domination of the New World. * Bartholomew Diaz: In 1488, Bartholomew Diaz rounded the Cape of Good Hope and returned back to Portugal without reaching India. His journey gave motivation for Vasco da Gama to round the Cape of Good Hope and reach India. * Hernando Cortez: In 1521 Hernando Courts conquers the Mexica (Aztec) E mpire by convincing the natives that he was the God. He used the encomienda system which was a disguised form of slavery. Bartolome de las Casas: de las Casas, a former conquistador, publicly criticized the ruthlessness with which Columbus and his successors treated the Amerindians. * Michel de Montaigne * Giovanni Bernini * Francisco Pizarro: Francisco Pizarro conquered the Inca Empire in 1533. He used the encomienda system which was a disguised form of slavery. * Ferdinand Magellan: In 1519 Magellan proves the world round and the world is a lot bigger than expected by circumnavigating the globe. He convinces the Spanish to give up gaining power in the spice trade. Vasco da Gama: Vasco da Gama reaches Calicut, India in 1498 and launches the Portuguese military expansion. His motives for his journey to India were â€Å"Christians and spices. † * Fuggers: Fuggers were on of the banking families like the Medicis who used usury, change in high interests, to gain money and power. Later, the Fuggers were replaced by state banks in Holland. Terms and Events * Columbian Exchange: Both Europe and the New world were transformed as a result of the Age of Exploration and the exchanges that occurred between tow regions.For Europeans, the Columbian exchange resulted in improved diet, increased wealth, and the rise of global empires. * Conquistadors * Encomienda: Encomienda system was a system in which the Amerindians worked for an owner for certain number of days per week. Spain’s ability to forcibly utilize Amerindian labor was a major reason why the Spanish Empire imported few slaves form Africa. * Joint-stock company: Joint stock companies allowed investors to pool resources for a common purpose. One successful example is the Dutch E. India Company. Price Revolution: The price revolution occurred due to population growth, increase in volume of money, and the influx of gold and silver from New World. The middle class (merchant, bankers, etc) benefited from the price revolution and prospered. * Treaty of Tordesillas: The treaty divided the New World between Spain and Portugal. It gave Spain the exclusive right to the African slave trade (asiento). * Mercantilism: Nations sought a self-sufficient economy by creating a favorable balance of trade where one’s country exported far more than it imported. Triangular trade: The rianglular trade developed form the Columbian Exchange that links Africa, the New World, and Europe by trade. Both Europe and the New world were transformed as a result of the Age of Exploration and the exchanges that occurred. * Middle Passage * Malleus Maleficarum * Dutch East India Company: The Company, founded in 1602, founded settlement in South Africa, took over many Portuguese trading posts, and seized Malaca in 1641. It was one of the first joint stock companies and was the beginning of capitalism. Bank of Amsterdam: * London Stock Exchange: * â€Å"Old Imperialism†: The old imperialism is characte rized by establishing posts and forts on coastal regions but not penetrating inland to conquer entire regions or subjugate their populations. It benefited the mother countries in Europe because the colonies provided raw materials which could be manufacture and sold for profit. * Entrepreneur * Commercial Revolution: The commercial revolution is a five century economic transition from feudalism to industrial capitalism.Major aspects were commercialization of industry, new capitalistic ventures, and mercantilism. * Putting Out System * Usury: Usury is where a banking family puts extremely high interest on loans to gain money. However, usury was abolished when individual banks were replaced by state banks. Part II Review Quesitons 1. Why did Europeans begin to embark on voyages of discovery and expansion at the end of the fifteenth century? Europeans began to embark on voyages of discovery and expansion for political, economic, and religious reasons.One of the primary motives was the T urkish dominance of Mediterranean because Turks controlled the trade material price. Another reason was Portugal’s curiosity about the unknown and the eagerness to find the Ethiopian kingdom of Prester John. As the phrase â€Å"God, glory, and gold† states, the main reasons were to conquest Muslims, find gold and silver, and glorify oneself. 2. How did Portugal and Spain acquire their overseas empires, and how did their empires differ? 3. How did European expansion affect both the conquerors and the conquered? . What was mercantilism, and what was its relationship to colonial empires? In mercantilism, nations sought a self-sufficient economy by creating a favorable balance of trade where one’s country exported far more than it imported. The mother nations used the colonies to acquire raw materials and used the raw materials and produced manufactured goods. The mother nations benefited from the colonies hrough raw materials, gold, and much more. The colonies also served as markets for finished goods where the mother nations gained profit. 5.What was the relationship between European overseas expansion and political, economic, and social developments in Europe? 6. What was the social status of women between 1560-1648, and what do the witch hunts tell us about social attitudes toward women? 7. What is skepticism? Why did faith and religious certainty begin to come to an end in the first part of the seventeenth century? 8. Explain how advances in learning and technology influenced fifteenth and sixteenth century European exploration and trade. Advances in learning and technology allowed European exploration and trade to happen without many troubles.Caravels that had triangular lateen sails and the sternpost rudder and used wind speed to move allowed the Europeans to travel through the Atlantic Ocean. With less human labor, more cargo space opened up for trade goods to be shipped. Astrolabe, the use of stars or the sun to travel, explorers were able to know the approximate location of their ship in the middle of ocean. Cartography and learning Atlantic wind patterns enhanced the easiness and accuracy of the journey. 9. Explain the reasons for the rise of the Netherlands as a leading commercial power in the period 1550-1650.Two political reasons for the rise of the Netherlands as a leading commercial power are the support from merchant oligarchies of autonomous provinces and the Iberian neglect of domestic economy. Because Spain didn’t expand its manufacturing industries, Spain had to give all its gold and silver to pay for their imports. On the other hand, Netherlands developed its service industries such as manufacturing and banking which enhanced the economy. Netherlands had the largest merchant marine in Europe that could protect the ships with goods from attacks by pirates and other nations.Because Netherlands was the haven for religious exiles, the Calvinist Protestant work Ethic spread. 10. Describe the cause s of the â€Å"price revolution† and the effect of this period of inflation upon European society. Price revolution was the period of gradual inflation due to population growth, increase in volume of money, and influx of gold and silver from the New World. As the population increased, the demand for goods also increased, which led to increasing prices. Nobles who had fixed income were negatively affected by the price revolution.However, the middle class (bourgeoisie) who acquired much of their wealth from trading and manufacturing increased their social and political status. The peasants or the poor who didn’t have enough income suffered the most from the inflation and increasing prices of goods. 11. Describe the differences between Spanish and Portuguese exploration in the sixteenth century and English and Dutch exploration in the seventeenth century. 12. Describe the reasons behind King Charles I’s decision to begin the African slave trade. Las Casas who criti cized the encomienda system urged Spanish crown to find a new source of labor other than the natives.The sugarcane plantations in the Caribbean and South Africa required a backbreaking labor supply. In 1518, Charles I authorized first shipment of Africans to the New World in order to increase labor for sugarcane plantations. For King Charles, slaves were the only source of labor that could work and bring profit to his country. 13. Using at least two specific pieces of art, describe Baroque art. Who supported its development, and how was it both similar to and different from previous styles of art? 14. What are the defining characteristics of the Commercial Revolution?Three major aspects of the Commercial Revolution are commercialization of industry, new capitalistic ventures, and mercantilism. The commercialization of the cottage industry supported by national monarchs began to usurp the economic power held by guild and propel transition of the economy to industrial capitalism. The development of state/national banks, stock markets, and joint stock companies describe how people were interested in investment for profit. During the commercial revolution, new industries such as mining, shipbuilding, artillery, and printing developed. 5. What are the three factors that caused the further development of the Commercial Revolution during the early modern age? Three factors that furthered the growth of the Commercial revolution are opening of the Atlantic, population growth, and price revolution. The opening of the Atlantic allowed for greater trade and a global trade for the first time. Population growth during the 16th century meant increased production and increased profit. The price revolution which led to inflation decreased the power of nobilities and increased the power and status of bourgeoisies.Part III Chronological Awareness 1. Sack of Antwerp by Alexander Farnese 2. Vasco da Gama lands at Calicut in India 3. Dutch found New Amsterdam 4. Dutch seize Malacca from Portuguese 5. Portuguese capture Malacca from Muslims 6. English settlement at Jamestown 7. African slave trade begins 8. Treaty of Tordesillas 9. Pizarro defeats Incas in Peru 10. Opening of the Potosi mines Part IV Multiple Choice Practice 1. Which of the following is true about the commercial revolution in Europe? a. Most of the money used for overseas commercial venture came from European governments. b.Joint-stock companies provided the means for individual investor to profit from overseas commercial ventures. c. European nations willingly cooperated to prevent commercial rivalries in the New World. d. Private banking houses continued to be the standard financial institutions of the age of exploration. e. Most nations saw a reduction in tariffs and trade restrictions during the commercial revolution. 2. Which of the following is the underlying premise of mercantilism? a. Agriculture should be the backbone of the economy. b. Government intervention in the economy is detrim ental to its prosperity. c.There is a limited amount of bullion in the world, and the nation that controls the most will dominate politically and economically. d. Colonies are a waste of resources, and the money could be better spent on public transportation projects. e. Governments should work hard to prevent monopolies. 3. The Treaty of Tordesillas a. Set boundaries that divided New World colonization between the English and the French. b. Set boundaries that divided New World colonization between the Portuguese and the Spanish. c. Set boundaries that divided West Indian trade routes between the Dutch and the Portuguese. d.Banned the Catholic Church from missionary activity in China. e. Banned the Catholic Church from missionary activity in Japan. 4. All of the following were goals of Prince Henry the Navigator EXCEPT f. Seeking a Christian kingdom as an ally against the Muslims. g. Finding new trade opportunities for Portugal. h. Extending Christianity to the newly discovered reg ions. i. Buying slaves to ship to the New World. j. Wanting to explore the coast of Africa for Portugal. 5. Overseas trade and settlement in the seventeenth century was most clearly dominated by k. The Dutch. l. Portugal. m. Spain. n. England. o. France. 6.Which of the following is a TRUE statement about the means of overseas expansion during the age of exploration? p. The nations most heavily involved in overseas trade were those that had dominated trade during the medieval and Renaissance periods. q. Ptolemy’s world map quickly led explorers astray, and it wasn’t until Mercator made his famous map that sailors were able to venture to the New World. r. The invention of the quadrant allowed sailors to safely sail below the equator. s. In the late fifteenth century, most educated Europeans still thought the earth was flat and feared sailing until Columbus returned from his first voyage. . The growth of centralized monarchies during the Renaissance created governments th at had the means to support overseas expansion. 7. Why did the English, Dutch, and French governments fail to begin colonization of the Americas and direct trade with the Orient until more than 100 years after Columbus â€Å"discovered† America? u. Their geographical positions put them at a disadvantage for trans-oceanic movement. v. The northern countries lacked suitable ships and the advanced technology to make long voyages. w. Domestic troubles and religious controversies delayed organized action. x.Western European bankers refused to loan monarchs money for such ventures. y. The northerners were slow to abandon their traditional Mediterranean trade routes. 8. All of the following statements regarding the â€Å"Price Revolution† begun in Europe during the sixteenth century are true EXCEPT z. Workers’ wages increased to equal the rising standard of living. {. A steady rise in population added to consumer demand. |. Imports of gold and silver increased the mone y supply. }. The policies of the new monarchies included steady hikes in taxes. ~. The availability of bank credit increased business expansion and production. . Couples in early modern Europe generally put off marriage until they were, on average, in their mid- to late twenties because a. sexual maturation was delayed until the mid-twenties because of poor nutrition. b. they were concerned about scarcity of housing. c. they needed to acquire land or learn a trade before they could support a family. d. the customs and mores of a society dominated by religion promoted sexual restraint. e. laws prohibited marriage without parental permission before the age of majority. 10. Why did African slavery grow quickly in the Caribbean and South America in the sixteenth century? . As Europeans came to love tobacco, tobacco plantations demanded more slave labor. b. European realized that African slaved worked well with European slaves and, therefore, produced more cotton. c. The Spanish conquere d the Dutch colonies in the New World and began to use African slaves to cultivate coffee. d. Because rice was a staple in diets around the world, Europeans realized that they needed more slaves to produce larger quantities of it. e. Because of the European appetite for sugar, natures shipped African slaves in large numbers to the New World to work on sugar cane plantations.