Old Dogs New Tricks free essay sample

A comparison of two of Phillip Roths novels The Human Stain written in 2000 and Portnoys Complaint written 40 years earlier. This paper examines the differences in attitudes towards sexuality, especially male sexuality, as portrayed in Roths novels. The writer shows that Roth has always been very open about Jewish male sexuality in his works and compares how these two novels address this issue. Writing style and technique is analyzed as well as the main characters of each story Portnoy and Coleman Silk. `Philip Roths The Human Stain does not present a simple picture of gender roles in relationships. Rather, this novel, published by Roth in 2000, at the age of 67, presents a mature complex view of human sexuality especially when compared with Portnoys Complaint which he wrote and published 40 years earlier. A writer for Esquire came up with a perfect phrase to describe Roths evolved perspective on sexual roles. We will write a custom essay sample on Old Dogs New Tricks or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Sven Birkerts entitled his review of The Human Stain, Old Dog, New Trick. Roth is the old dog, who over the last 40 years has been popularly known for frank presentation of sexuality, especially Jewish male sexuality. From the horny Portnoy who masturbated into a piece of fresh meat while his Jewish mother screamed at him from outside the locked bathroom door, to Coleman Silks convoluted relationships with women, Roth has come a long way. Roth, the survivor of prostate surgery gives the telling of the story of Coleman Silk to his stand-in Zuckerman, a writer who has also surgically survived prostate cancer. Thus, the author and narrator, both distanced from the intensity of the sexual circus, can offer a new more enigmatic perspective. In Coleman Silk, Roth exhibits the old male myths of phallic power, but also he shows how there is so much more than appears on the surface in gender relationships. Through Silk, Roth shows that the masks humans wear in relationship are as multi ple and complex as the masks worn by the Greek tragedians who were so close to Colemans heart.`

The Sports Taboo †English 1 page Essay

The Sports Taboo – English 1 page Essay Free Online Research Papers The Sports Taboo English 1 page Essay In his essay, â€Å"The Sports Taboo† Malcolm Gladwell writes about blacks and whites and how they compare when in comes to athletic ability. He expresses how it’s all right to talk about medical differences: such as blacks having a higher incidence of hypertension than whites except it’s taboo to talk about racial differences in athletic abilities. Malcolm Gladwell starts out his essay by writing what whites are supposed to be good at and what blacks are supposed to be good at. â€Å"In football, whites play quarterback and blacks play running back; in baseball whites pitch and blacks play the outfield.† (135) He gives all these ideas and reasons as to why blacks seem to have better athletic identity and even he himself appears to believe that if you are white, you stand no chance. On page 136 he says, â€Å"It was as if I saw his whiteness as a degenerative disease, which would eventually claim and cripple him.† I think that in this paragraph, Gladwell demonstrates how stereotypes work and how much they influence your thinking. If this is the case, then the reason you notice less white people excelling in sports could be because they them selves are influenced by the stereotype that they will never be good enough. I agree with Gladwell’s thoughts on stereotyping and how much people are affected by it. He also makes an example of this when comparing boys and girls. Gladwell writes that their differences in math scores could be because society expects boys to do better. This is true because society has a huge influence on people and their thinking. For example: why don’t many girls become engineers and boys become nurses? I think that, after reading the entire essay, Gladwell believes there is more than one factor that contributes to great athletic ability. One of them is genetics. â€Å"According to the medical evidence, African-Americans seem to have, on the average, greater bone mass than do white Americans-a difference that suggests greater muscle mass.† (p137) I totally agree that genes have something to do with it, but it’s not the only factor. Another factor that contributes to athletic ability is effort. Gladwell writes how athletic success depends on the individual and their desire to be the best. I believe that this is the most important factor and if you want something enough, you will put your all into it and try so much more than someone who doesn’t have the will. Gladwell gives a great example at the end of his essay. He describes a time when he was running with two of his buddies and then one day his buddies’ decided to run straight up Signal Hill backwards. â€Å"What I do know is that such questions were irrelevant, because, as I realized, they were willing to go to far greater lengths to develop their talent. They ran up the hill backward. I ran home.† (p144) This finalizes his views that athletic success depends on both, genetics and drive. Research Papers on The Sports Taboo - English 1 page EssayWhere Wild and West MeetBook Review on The Autobiography of Malcolm XTrailblazing by Eric AndersonHonest Iagos Truth through DeceptionComparison: Letter from Birmingham and CritoStandardized TestingEffects of Television Violence on ChildrenResearch Process Part OneHarry Potter and the Deathly Hallows Essay19 Century Society: A Deeply Divided Era

SAT Subject Test Dates 2018-2019

SAT Subject Test Dates 2018-2019 SAT / ACT Prep Online Guides and Tips At PrepScholar, we pride ourselves on using the best data to keep you posted about upcoming test schedules and registration deadlines. It's essential to plan ahead and choose wisely when selecting Subject Tests and test dates. You can see the SAT test dates for previous years. Refer to this information to get a general idea of when College Board has its test dates for the SAT and how long after the test you can view your scores. In this article, I’ll give you the SAT Subject Test dates for 2018-2019 and explain what you should consider when choosing your test date and Subject Tests. Test Dates for the 2018-2019 School Year SAT Subject Tests are given on the same dates and in the same locations as the SAT, but there’s an additional test date in March for the SAT that isn’t offered for the SAT Subject Tests. Subject Test Dates The College Board lists these dates on its website, but they’re still subject to change. Not every test is offered on every date. For example, the language with listening tests are only offered in November. Subject Test Aug 25, 2018 Oct 6, 2018 Nov 3, 2018 Dec 1, 2018 May 4, 2019 Jun 1, 2019 Literature X X X X X X US History X X X X X X World History X X Mathematics Level 1 X X X X X X Mathematics Level 2 X X X X X X Biology E/M X X X X X X Chemistry X X X X X X Physics X X X X X X French X X X X X German X Spanish X X X X X Modern Hebrew X Italian X Latin X X French with Listening X German with Listening X Spanish with Listening X Chinese with Listening X Japanese with Listening X Korean with Listening X You can take chemistry on each testing date. Registration Dates The registration deadlines and score release dates are projected by PrepScholar. Test Date Normal Registration Late Registration Score Release Aug 25, 2018 Jul 27, 2018 Aug 10, 2018 Sept 13, 2018 Oct 6, 2018 Sep 7, 2018 Sep 21, 2018 Oct 25, 2018 Nov 3, 2018 Oct 5, 2018 Oct 19, 2018 Nov 22, 2018 Dec 1, 2018 Nov 2, 2018 Nov 16, 2018 Dec 20, 2018 May 4, 2019 Apr 5, 2019 Apr 19, 2019 May 23, 2019 Jun 1, 2019 May 3, 2019 May 17, 2019 Jun 20, 2019 How Accurate Are the Tables Above? The test dates are the anticipated dates provided by the College Board, and the registration and score release dates are our estimations. Even though all the dates are likely to be correct, because the test dates are provided by the College Board, those dates may be somewhat more reliable. The test dates won’t be confirmed until within a year of the test. If any of the dates change, they’ll probably be a week earlier or later than the anticipated date. You can use these dates to help determine when you'll take your SAT Subject Tests. If you know your available options, you can select the date that works best with your schedule. Also, you can factor in the specific tests you're taking and the time you need to prepare for them. The tables are pretty accurate. How to Choose Your Subject Tests? Here’s what you should consider when selecting your Subject Tests: What Do Your Colleges Require? Know the requirements of the schools you're considering applying to. Do they require Subject Tests? If so, how many and which ones? Are you applying to a school or program that requires you to take science and math? Do you have to take Math II? Are you applying to colleges that want to see your skill level in a variety of subjects? Furthermore, are you applying to test optional or flexible colleges that allow you to use Subject Tests in place of the SAT or ACT? Call the admissions office if you have any questions about a school's policies. What Are Your Best Subjects in School? Typically, you'll do the best on the tests related to your best subjects in school. If you thoroughly enjoy US History and you're excelling in your AP US History class, you'll probably do well on the US History Subject Test. Are You Fluent in Another Language? Many non-native English speakers take the Subject Test in their native tongue, even if they’re not taking a class in that language. Often, they're able to get a high score and show off their language prowess. However, make sure you review the content for the Subject Test even if you're fluent. I scored higher on my Spanish Subject Test than some of my friends who are native Spanish speakers because I was more comfortable with Spanish grammar rules and written Spanish even though they were much more adept at conversational Spanish. For more guidance and study resources, read our articles on SAT Subject Tests. How to Choose Your Test Dates Review this article on how to select SAT Subject Test dates. When picking your test date, remember that you can take one, two, or three Subject Tests on a single test date. Here are the most important factors to consider. When Your Skills Are at Their Best Generally, you want to take your Subject Test in a particular subject when you’re studying the highest level of that subject. If you're taking AP Chemistry in your junior year, you may want to take the Chemistry Subject Test in May or June of that year right after you've spent a full year studying chemistry and preparing for the AP test. When Are Your College Deadlines? For most schools, the December test of your senior year will be the last time you can take the Subject Tests, and if you're applying early, the October test may be the last possible date for you. Make sure you have enough time to retake the tests, if necessary, and know your deadlines. Check Your Personal Schedule Give yourself ample time to study, and try to avoid taking the test when you have possible conflicts. If your'e particularly preoccupied with school and extracurricular activities in a certain month, you may want to avoid taking your Subject Tests then. What's Next? Find out how to register for SAT Subject Tests and send your scores. Also, learn more about how SAT Subject Tests are scored. Finally, if you're deciding between taking Math I and Math II, check out this article. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Family Therapy Modalities Paper Assignment Example | Topics and Well Written Essays - 1000 words

Family Therapy Modalities Paper - Assignment Example Generally, psychological treatments involve communication and issue of instructions to clients, but without administration of drugs. However, therapists or counselors may determine and understand situations to refer their patients to medical doctors or other forms of treatment. Individual therapy and family therapy have certain similarities and differences. Similarities Both individual and family therapies involve or base of psychological processes and procedures. The two methods do not involve administration of medical drugs or any forms of medical diagnosis. However, a therapist can recommend that a patient see a medical doctor when health condition of the given patient proves necessary (Lebow, 2014). When referred to a medical doctor, a patient receives the necessary treatment and returns to the psychologist for actual treatment. In both individual and family therapies, an individual patient attends and is usually the center of focus. Strategies and approaches designed to solve a given problem depend on the nature and condition of the given patient. Even though family members form an important part of the entire therapy in family therapy, much of focus and energy directs to the actual patient. Differences Individual therapy involves treatment of a patient when alone and in engagement with a therapist. Sessions for individual therapies do not involve any other third party besides the patient and the counselor. Family therapy on the other hand involves treatment of the patient while in company of the family members. Sessions for family therapies involve patient, family members and the counselor.

Comprehensive Examination Essay Example | Topics and Well Written Essays - 500 words - 1

Comprehensive Examination - Essay Example is a renowned philosopher, psychologist and educational reformer whose thoughts, teachings, and ideas have been very influential on the American society as well as around the world (Neil, 2005). John Dewey believed that learning needs to be active and not long and restrictive. He believed that children could learn much more if things were aught on a practical basis rather than only theories. Dewey has written a number of works in various subjects however his most famous subject is education. Dewey has won a number of awards like the Doctor â€Å"Honoris Causa† from university of Oslo, Pennsylvania, Yale and Rome and he has also won Copernican Citation in 1943. Dewey’s theory was presented in ‘My Pedagogic Creed’ (1897). According to Dewey education is a necessity of life and every person starts learning right from the time of birth. A teacher plays a very important role in the educational system. It is up to the teacher to help stimulate the child’s powers by ensuring the child faces a social situation which stimulates the child’s powers. It is essential that the teacher understands the need for a student to be a part of the social society, and that the person being educated is a social individual and is a part of the society which is an organic union of individuals (Emand, 2000). If any one of these are eliminated it would cause a very bad effect on the child’s education as well as the life of the individual. According the Dewey’s theory it is always better to make children study in a more practical way rather than in a standard classroom structure where the students thoughts are limited and the students are not given a chance to bloom and bring out fresher ideas. As he has already mentioned it is also possible to teach children maths by learning proportions in cooking or even time limits in travelling between places by a mule can help children develop their mathematics skills. Also the teaching structure for this type of education would require

Future of Cars Essay -- Technology Vehicle Essays

Future of Cars Vehicles have been around Europe and the United States since the late 19th century. Henry Ford was the first person to produce inexpensive vehicles quickly and was the one to start Ford Motor Company. Ford vehicles, as well as many other vehicle companies, have caused people to think differently as to how to travel from one place to another in an efficient manner. From its inception to today, vehicles have changed dramatically. We as drivers feel having the new features or advanced technology in our vehicles is considered unique, especially if it’s under our ownership. Many engineers who currently are working on producing and designing vehicle models have brought new features, that will appear soon in one of America’s popular cars. Recently, an article in Forbes magazine titled â€Å"Wired Wheels† by John Turrettini discusses digital technology stored somewhere in the vehicle. The placement of the new digital technology is dramatic for the driver, since the person at the wheel will not have the authority to brake when they feel there is a need. Drivers will need to understand the functions of the new digital technology installed in their vehicle. They also must be aware of the changes that will occur for them. While we are behind the wheel, we have control of where we are going and when to stop, but when it comes to having new technology designed into our vehicles, we want to know how it will work also. First, we know when to stop, for stop signs, or preventing an accident with a person or an object. Our minds are thinking of when to brake and how to react when we do it. We immediately avoid an accident by steering around it or braking or stopping in time. Engineers who work in the auto industry are experi... ...hicles in the next 10 years. The time might not be far off from now when vehicles will have the brake by wire, but in the meantime we will can depend on the development, the accuracy for the brake by wire to work effectively, and of course we will saving money for these high tech vehicles because I’m sure future vehicles involving the brake by wire technology will be costly. Works Cited Turrettini, John. â€Å"Wired Wheels.† Forbes Aug. 6, 2001: 84-85. Sallee, Debbie, and Ross Bannatyne. â€Å"Trends in Advanced Chassis Control†. Automotive Engineering International Sept. 2001: 30-32. Ballesteros, Juli. â€Å"TRW Drives Steer-By-Wire.† Sept. 17, 2001. http://www.inmedia.it/published/20010915/2001091516329.shtml (24 Nov. 2001). Gross, Ken. â€Å"The Tricky Side of Technology†. Automotive Industries. 2001. http://www.ai-online.com/articles/1001/gross.asp (26 Nov. 2001)

Economische En Sociale Geschiedenis

Samenvatting Economische en Sociale Geschiedenis 2013 INHOUD: 1. Samenvatting Boek â€Å"Before the Industrial Revolution† M. Cipolla 2. Kleine samenvatting Boek â€Å"Arm en Rijk† D. Landes 3. Samenvatting algemene hoorcolleges: Migratie & Interbellum 1. Samenvatting Boek â€Å"Before the Industrial Revolution† M. Cipolla Part I CHAPTER 1: Demand (pages: 3 t/m 52) Spain census of population, 1789, lot of population estimations are rough and not precise. Small societies. Not very large growth of population in 18th century. Low fertility or high mortality is the cause of slow growth. So population of preindustrial Europe remained relatively small. more in chapter 5). Normal mortality occurs in normal years. Catastrophic mortality occurs in calamitous years, it far exceeded current fertility. Always drastic fluctuations of population. Needs: depend on population size, geographical factors, and structure of population by age/gender/occupation & sociocultural factors . Cultural factors forbid/duty to do certain things. As long as a person is free to demand what he wants, what counts on the market are not ‘needs’, but ‘wants’. Wants are both expressed by individuals and society but only have limited resources, we have to make choices.Wants become effective demand when they are backed by purchasing power. (expressed by purchasing power). Purchasing power is based on income/distribution of income (public/private) & level and structure of prices. Income and distribution: Incomes can be divided in wages/profits/interests and rents. Preindustrial Europe was a striking contrast between the abject misery of the mass and the affluence and magnificence of a limited number of very rich people. Lyon & Florence 10% of the population controlled more than 50 % of the wealth assessed. Other measurement of wealth: bags of grain. (reserves).Gregory King made accurate calculations of national income, putting to good use all the material h e had available in addition to his personal observations. Poverty and unequal distribution of wealth and income. People with no income at all beggars. In France at the end of the 17th century, beggars counted for 10 % of the population. Most people lived at subsistence level, no savings or social security to help them in distress, only hope was charity. In different European cities, there were different percentages of â€Å"beggars†. Many fluctuations in unemployment figures. In years of famine (hongersnood/schaarste) high numbers of poverty.Income can be earned or transferred. Transfers: voluntary transfers (charity/gifts) & compulsory transfers (taxation). Many people left things behind for charity when they died. Also disasters and feasts served to accentuate charity. When people died from a disaster, their belongings went to the church/hospitals. Besides charity, gambling and dowries were forms of voluntary transfers, they could affect productive activity. Compulsory tran sfers; taxation on the one hand, plunder and theft on the other hand. Theft on low-class people because of: famine, inequality of income. Noble people also: earlier centuries of middle ages.Ransom (losgeld), large transfers of wealth. In early periods, great importance of alternatives to trade. After 10th century, trade expanded and concentrated in cities. (Permanent fairs). Types of demand: Demand for production goods, demand for services, demand for capital goods. 1. Demand for consumption goods 2. Demand for services 3. Demand for capital goods Demand can also be divided into: 1. Private internal demand 2. Public internal demand 3. Foreign demand Private demand: the lower the income, the higher the percentage spend on food (logic). The poorer the country, the higher the percentage spend on food of total expenditures.The lower the income, the more spend on poorer foods, such as bread (stijfselachtig voedsel). Rich people, less amount of total income on food. Symbolic value of food in preindustrial Europe. Rich ate a lot. Somethimes too much. Purchase of clothing was luxury. Epidemics, clothing of deads were passed over, which spread the epidemics. Plagues. People lived in small houses with many families. (rents were very high in large towns, compared to the wages). Milanese Public Health Board issued rules for living, but poverty stood in the way of wisdom. Rich had domestic staff. Low wages favoured the demand of domestic services.Wages only did not represent the total expenditures on them. costs of food/living/heating and other items provided tot servants by their employers. Income not spend on consumer goods and services is naturally saved. Nobody saves to the same extent: 1. Level income 2. Psychological/sociocultural factors 3. Income distribution. Obvious when income is high that there is more possibility of saving. Rich people could invest an amount saved of their income. (Cornelig de Jonge van Ellemeet for example). National saving in England at the end of the 17th century amounted to less than 5 percent of national income.Very unfair divided income distribution. Even though England was one of the richest preindustrial societies, NO high concentration of income. Preindustrial societies were in a position to save only if they succeeded in imposing miserably low standards of living. Flow of monetary income becomes circular savingwill be converted into investment. Hoarding: preindustrial Europe, large amounts of monetary savings were hoardeddid not reach financial market (under matrasses/socks for example). A lot of hoards were accidentally discovered. Hoarding because of fear (robbery and plundering). Beginning 11th centrurydis-hoardingdivine activities.Building cathedrals, helping the poor, religious building. 11th & 12th century financed through dis-hoarding. Investment euphoria. Public demand: Arose from the 11th century, only 5-8% of national income. Before the 18th century public and private demand were different to distingu ish. Distinction: presence of CHURCH as patrimonial & economic entity. Level and structure of public demand: a. â€Å"income† public power (derive from: taxation, public loans (forced), state property exploitation, gain of the mint) b. â€Å"wants† of those in power (war/defense/court/civil administration/festivities) c. he price structure and of the community they control Public powers can increase taxes; income is function of their â€Å"wants†. Public Debt= invention of Italy city-states. Moneys lent to the state by private citizens, mostly forced loans. Citizen would receive interest on the sum lent. Throughout the Middle Ages and Renaissance the public powers managed to broaden the tax base & to raise the rate of taxation. Parties Casuelles were in France the fiscal bureaus. In England and France the revenues of the Crown rose. But also rising prices, growing population, increased wealth.Fiscal privileges for the nobles (adel) hit the poor hardercomplaints! From 12th century sometimes administration was done by noblemen (no salary). A major expenditure of public money were embassies (representation). But military expenditure surpassed by far all the other expenditures. Also medical and educational services rose. Ethical & social valuepaying with public money so that ANY person (rich or poor) could get education or treatments. For example in Milan in 1288 had 3 of such surgeons. 1324 18 of such surgeons in Venice. Education: in the Middle Ages only private education (few).When communes arosepaying teachers with public money. Public schools arose rapidly. After 11the century. Education is investment in human capital. Guns & warships unattractive form of capital, capital goods middle 15th century public expenditure. Demand of the church: Church is important economic entity in preindustrial Europe. Donations from counts/barons, unable to manage land themselves so they donate to church. Very large magnitude of such estates. Before the 11th century. Following centuries nobles/wealthy donate buildings and lands to the church. 16th and 17th centurygrowing size of land holdings.Every now and then , however, church fell upon hard times in which bad administration affected property Reformation was worst period before 18th century. dissolution (ontbinding) of monasteries. A lot of monasteries (kloosters). By 1550 nothing was left of English monasteries, all possessions dispersed. Lots of income for Crown (benefit from sales). ReformationLombardy(-ije) before countries affected by Reformation. Reformation cuts into further growing of lands & possessions of church. The distribution of wealth within the church reflected the unequal distribution of wealth in society as whole.Foreign demand: Network of exchanges with other economic systems (goods/services/wealth/capital & metals). Import/Export = foreign trade. Exports are the response to foreign demand. Demand largely on food and textiles. End 16th century, clothes 80% English export. High transportation costsquality products, well do could afford these products. Industrial revolution made it possible to buy foreign made products easier. Import/Export could be measured by total GDP. (GNP). England best country with statistics on foreign trade. Henry VII (15th centrury) 300. 000. 17th century 9,5 million, increase in volume foreign trade.In Portugal, ancient manufacturers destroyed. Trade consequences depend on qualitative structures of certain trade. CHAPTER 2: The factors of production (pages; 53 t/m 96) Input is made up of factors called â€Å"factors of production†. Labor (ARBEID): divide people in consumers/producers & ages of people. Preindustrial 1/3 under 15. 60% 15-60 years old before 19th century. Difference between preindustrial & industrial societies = composition of dependent population (consumers but NOT producers). Nowadays productivity is very high, ratio of dependency 50-65%. Preindustrial: work till dead, start younger than 15.Chil d labor fields; summer. Bad treatment + female labor (agricultural/spinning/weaving). Wet nurse: sells food (mother’s milk) & cares for infant (service). Of economical and social importance. Sectors of activity: Primary, Secondary, Tertiary. Primary: Agricultural; low productivity, high % of total people worked in Primary sector not all sunk, kill and eat it, very vulnerable†¦ Working Capital: consists of stocks and inventories. (raw materials, semi-finished goods, finished goods). Stocks of foods, spared from consumption capital. Creating stocks costs money. Nowadays: ratio working capital to fixed capital is reduced. 2012, doomsday preppers however still exist;-)). Working capital is continually turned over. Continually coming back for reinvestment disinvestment is easier. STOCKS can be sold. QUESTIONL: Why low levels of production of preindustrial societies and a vicious circle of poverty? investment was so limited because opportunities for productive investment were extremely limited. Not so much because of poor potential of saving. Natural resources (NATUUR): non reproducible capital. Not infinite!!!! Land is a natural resource. Mineral deposits of: silver, gold, tin, copper, iron, etc.Medieval people were conscious about pollution more than during Industrial Rev. (Pitcoal). Forestsrules of cutting and planting trees. Later the rules became less important to the Europeans (during M. A & Renaissance). A lot of brick and marble in Italian culture because they exhausted their forests very early. Energy of water and wind for land-based activities (used on the spot), so manufacturers were located were mills could be build. Organization: labor, capital and natural resources must be combined in organizational forms which vary according to technology, the size of markets and the types of production.Different forms of organization can coexist. Preindustrial manufacturing was concentrated on the workshop. Craftsman. Dependent on who gave order (merchant s with warehouses). Mining and shipbuilding sectors. Modern capitalism manufacturing or trading sectorsled to modern capitalism. CHAPTER 3: Productivity and Production (pages; 97 t/m 114) Production is the outcome of all individual and social choices acting on both the demand and the supply side. Labor, capital and natural resources are INPUTS of production. Output emerges from their combination of use. Determinants: better education, economies of scale, technological development, etc.Entrepreneurial activity is a necessary ingredient, but not a sufficient one+ human vitality of whole society. Medieval and Renaissance productivity levels: technological progress. Agriculture (Slicher van Bath): between 1200 and 1700, grains yielded per seed planted rose. Fluctuation because natural resources, poor control over forces of nature. Animals poor fedless milk from cows, little meat. Weavers : low labor productivity meant that production processes were labor-intensive. Building industry: li ttle improvement on productivity. Other sectors noticeable improvements during MA & Renaissance. Gutenberg 1440: printing press (drukpers).The main reason for productivity gain was technological progress. Still low compared to industrial society. Not only quantity is important n measuring productivity, quality also important, but less records available. Positive production: greatest part of production in preindustrial Europe: food, textiles, buildings and domestic services. The: foreign trade. Many people produced locally. Negative production: the deliberate destruction of men and whealth & pollution and the destruction of the environment. Destruction of men and wealth for political or religious reasons. Assasins, Arsonist, Bomb-throwers. War!! -> Labor (the military) and capital (weaponry) with the avowed intention of destroying. Industrial army greater destructive power. Preindustrial: scarcity of capital. Plague destroyed men, not capital. Livestock killed, acres burned, vineyard s destroyed. a. destruction of natural resources b. pollution of the environment with the waste products of consumption c. pollution of the environment with undesirable by-products of productive activities d. damage to the health of those engaged in production In preindustrial societies less capacity for negative production. But even preindustrial societies managed to mismanage. 6th century increased use of coal in England. Domesticindustrial. (Fumifugium 1661. J. Evelyn). Miners, Gilders, Potters, Sulfur workers, Tanners, Glass-workersconcern for working conditions of labor. Part II CHAPTER 4: The Urban Revolution: The Communes (pages; 117 t/m 122) After fall down Roman empire, cities fell with it. Economic decline. North improved position, contact with south. Muslim invasion. Depressed and depressing world, rise of cities between the 11th and 13th centuries represented a new development, which changed the course of history. Differences between parts of countries and countries. Mas sive migratory movement.Towns grew because populations grew, high fertility & people from rural areas to cities. Migration: push & pull factors. Town was a place for innovation, economic and social advancement. Nobles took residence in the city (Italy). Cities became seats and centres of the power of the triumphant bourgeoisie. Citie WALLS. (protection). Towns were very different in medieval and renaissance period. Emegence of towns was a social and cultural revolution. Unique personal status for people living in cities. Burgers†¦ Italian cities attack and conquer the surrounding territory ( conflict with central power of Empire).Germans not!! France got a monarchy very soon. England, cities developed slower, very few revolutionary characteristics. Horizontal arrangements, co-operation among equals: university, fraternity, gildthe commune were the institutions created by the new outlook and which reflected new ideas. QUESTION: How did cities emerged from a portus (Belgian histo rian) beside a feudal castle of rising again from the foundations of a Roman town, was core of new society. Between 11th & 13th century. CHAPTER 5: Population: Trends & Plagues (pages; 123 t/m 136)Beginning new millennium, thin scattered population 35 million total. 1000-1400 population grew. Black dead came back in 1348, wiped out people. Also: wars, famines & epidemics struck again. En of 15the century 80 million. 16th century substantial growth. Beginning 17th100 million. Population of preindustrial Europe remained young and small. High fertility and high mortality. Marriage: manay people lived in celibacy (celibatair). Avoided for economic reasons. Age of marriage differs from time, class and country. Average age marriage around 25. Many people which DID married made it up for the unmarried.Number of children born still very high. High fertility because of youthful age structure and high mortality. QUESTION: Which types of mortality can be distinguished? Normal and catastrophic mortality. Normal mortality happens to occur in normal years. free from calamities (infants and adolescents) but WITH poverty.. While catastrophic mortality also took adults. Preindustrial societies were very vulnerable to calamities of all sorts. (WARS, FAMINES, PLAGUES (EPIDEMICS)). People literally died of hunger. Famines contributed directly to increase in mortality but also indirect by encouraging epidemics.Epidemics contributed most to the frequency and the intensity of catastrophic mortality. Balck Dead 1348. But also evey year an epidemic. Tyfus, bacteries, plaag, etc. Low growth rates. Begin 14th century several areas overpopulated, to prevailing levels of production and technology. Demographic growth big, public health development small! Effects of epidemics on given population are determined not only by the # people killed, but also by distribution of age (fertility). Normal mortality usually lower than fertility, but after a catastrophe start all over again. Citites surv ived because of flow from country to city.Epidemics after 18th century subsided. Pandemics. Mortality no longer assumed catastrophic proportions. Disappearance of plague after 17th century. Reasons: better building, burying corpses, disappearance of black rat? –> onverdedigbaar! BUT: ecological revolutiondemographic revolution, due to technological and economic achievements of western Europe. CHAPTER 6: Technology (pages; 137 t/m 159) Technological developments 1000-1700: Romans ->Watermills, slave labor (cultural reasons for development stagnations). BUT: we always think of machinery as we think of technology.Romans were very good in : organization of military, administration, architecture, road construction). Main technological developments 6th-11th century: watermills, plough, crop rotation, horseshoe, methods for harnessing draft animals. NOT inventions but increase in USE. All agricultural and strengthen each other. Many horses used, better capital. Alos IRON for equipme nt. Also developments in human capital and water power, watermill used for all kinds of productions. Also Windmillsirrigation end of 12th century. In 1745 a FANTAIL , sails into the wind automatically, 1st example of automatic control in machinery. 300 the compass, more mathematical navigation. Ship as capital greater value. Inventions: spinning wheel and spectacles (BRIL). Beginning 14th century: clocks, firearms and canal locks. Ship building: ship skeleton first during later middle ages. 15th centuryfull-rigged ships, all kinds of winds sailable. Time of voyages diminished + costs reduced. systematic knowledge of winds. Naval guns were build out of bronze. 16the centurycasting iron guns. This before mentioned provided a basis for expansion overseas. Technological innovation: printing (Gutenberg) bible, before printing was very expensive.Press opened up vast new horizons and opportunities in the fields of knowledge and education. Spread rapidly. Spinning wheel China 11the century, Europe 12th century. Innovation: small steps through numerous minor experiments. After the industrial revolution modern science. Windmill originally Persianvertical axis, European horizontal axis worked much better. Paper originally Chinesespread to Muslim empire. European paper produced with machines driven on watermills. After 12th century passion for mechanization of all productive processes. LABOR SAVING DEVICES.Mechanical clock for examplefirst measuring time in different ways, from 13the century need for solution measuring time because of mechanical outlook from people. Spread of clock: churches, public buildings, etc. Consequences of mechanization: in a number of sectors gains were achieved + mechanical outlook reinforced more and more. Logical consequence that follows is a mental outlook, which takes centuries to develop. Also feared as a source of possible dangerous disturbances. Scarcity of labor caused by epidemics one factor; but were many more and complex factors. Also mental attitudes and aspirations.WHY Europe so favourable to change? We do NOT know. The spread of technology: 12th – 15th century Italians leas technology invention. 16th-17th century Dutch and English. Through ages; main channel for diffusion of innovation has been migration of people. = migration of human capital. Sometimes things kept a secret when economic interest were at stake. Spread: migration of craftsman to other parts of country or other countries skilled labor migration. Push and pull factors, bad for economy of home country when people moved to other country. Sometimes punishments because of skilled movement.DRANG NACH OSTEN; Dutch people went to east because of fertile ground. Bologna attracted artisans in exchange for privileges. Depends on circumstances if invention takes place in host country of skilled laborers. Qualities that make people tolerant also make them receptive to new ideas. CHAPTER 7: Enterprise, Credit & Money (pages; 160 t/m 182) Enterprise a nd credit: Business techniques; organization of fairs, accounting techniques, insurance, etc. Many techniques developed between 11th and 16th century in Italy. From 16th centuryDutch and English; great trading companies.Lack of productive investment because of hoarding etc. But cities grew and credit developed very rapidly. Sale credit, therefore consumption became higher. Commenda: partnership contractsone or more give a SUM, used by other in business†¦instead of hoarding for example. Some as stock exchange, small and large savings. From 15th compagnia (coastal cities). Inland grew companies better†¦less risks (pirates, bad weather, etc). Involvement of shareholders unrelated to original family marked end of first phase in company history. End 13th century; entries publicly authenticated. Italians: double entry bookkeeping. 6th/17th oversea trade, expansion demand capital. Companies createdEast India Company, stocks and shares. Commenda: not possible without MUTUAL TRUST & honesty in business. Development civil/criminal legislation. Monetary trends: Start 11th century economy + monetary system developed. Middle Ages + Renaissance only coins. Chinese 13th century paper money already. Gold measured in carats, pure measure of gold and silver. Is intrinsic value. During Middle Ages and Renaissance monetary systems progressed. Before 1000- denariuscould work in primitive economies. Silver, 1 coin only.Until the 16th century until the Germans invented a way to mechanize the minting process involving a watermill. Many goods instead of cash (horses, weapons, etc. ) Growing demand for money after 11th century. 2 standards for coins (fineness, weight) !! Extreme: in Germany every prince or individual town strok OWN coins. M=P+(C+S) P:marketprice, M: amount someone brought in, C:charge minter, S:left of worth metal Devaluationsincrease amount in circulation= bring more metal in increase P English relatively strong coin. France unstable (1290) devaluation and r evaluation, economy suffered in France.Also due to 100 year war. Countries coinage shouldn’t belong to a king. Italy different gentler downwards devaluations than in France. Grossi, Piccioli, of denarius new phase with â€Å"multiples† of 1 coint. Bimetallic: system with silver AND gold started in Italy. Supply of metals due to discovery of African coast (Portugese; 1457, cruzado). Afterwards silver founded in parts of Germany, rush towards heavy & chunky coins. Silver â€Å"Guldiner† in Germany. Spanish came back from America with gold/silver = Real of Ocho (Eight). 16th /17th century = intrinsic fineness. 2th century and onward banking activity deposits = intangible = ink. Money. Bankers appeared money changes: intermediaries for public & mints. Depositors/bankers/payees. Bankers always hold certain amount of cash delivered to them in case people want to withdraw it. Just a fraction of total amount in KAS. –>reserve. This is the origin of bank money. In England goldsmiths who collected deposits and created money. Bank money positive development. QUESTION: Were there any economical drawbacks? Many panic, wars, high risks of losing money. Hurry to banks to collect deposits.Not all money was there because bankers only hold a â€Å"fraction† of total deposits. The rest was in investments and loans. Many banks went BANKRUPT. CHAPTER 8: Production, Income & Consumption (pages; 183 t/m 208) The great expansion: 1000-1300: Phase of expansion: new technologies/growth of towns/new sociocultural environment/increased division of labor/monetarization of economy/stimuli to saving, all these factors encouraged economic expansion. 1000- when European development took off, cultivation of land. Fertile land, NEW land. The Christian Reconquista made important progress in Spain. Territory got re-conquered.Drang nach Osten(12-13th century). As the Germans advanced, new cities were founded. By 1300 the movement had slowed down. The German eastw ard expansion was demographic, economic, political and religious in character. Very good land in the east (better capital and techniques brought with them). Expansion to Central Europe, Baltic countries. Everybody in Europe benefitted from it. Untill Ind. Rev. economy remained agricultural. Rebuilding new city walls. As were leading sectors there were leading areas. Northern Italy, bridge between Europe and north Africa. Coastal republics and important crossroads.Seafaring activity was greatly extended. Economic trends: 1300-1500: CHAPTER 9: The Emergence of the Modern Age (pages; 209 t/m 233) 2. Samenvatting Boek â€Å"Arm & Rijk † D. Landes * 1. Ongelijke bedeeldheid natuur * 2. Omgaan met natuurlijke gesteldheid: Europa en China * 3. Europa’s eigen weg * 4. De uitvinding van het uitvinden * 5. De ontsluiting van de wereld * 6. Naar de Oost * 7. Van ontdekkingen tot wereldmacht * 8. Bitterzoete eilanden * 9. Heerschappij in de Oost * 10. Gewinzucht * 11. Golconda * 1 2. Winnaars en verliezers: de balans van de wereldmacht = t/m blz 202 1. Ongelijke bedeeldheid natuur:Invloed van geografische factoren, met name klimaat. Hierarchy betreft gunstig klimaat. Inkomen per hoofd bevolking in rijke landen in de gematigde streken. Onderontwikkelde in tropen of subtropen. Geografische gesteldheid is 1 van de factoren. Eenvoudige rechtstreekse verbanden: klimaat, in warme landen is werken zwaarder, hitte, lichaam. (neem als voorbeeld siesta). Slavernij in warme streken, anderen doen het werk. AC verscheen pas laat. In Amerika al eerder. Klimaatregeling kostbare techniek, weinig armen kunnen zich dat veroorloven. Arbeidsproductiviteit in warme landen lag LAGER.Complexe en indirecte verbanden: Hitte zorgt ook voor verbreiding van voor de mens schadelijke levensvormen. Slakkenziekte (parasieten) , malaria etc. Geneeskunde grote vooruitgang geboekt bij bestrijden dergelijke ziekten. Kolonisten brachten artsen mee, hierdoor inheemse langer leven. Zuigelingsterft e erg minder. Contrast echter nog steeds schrijnend. Tropenziekten + geneeskunde (inheems). Waterregenwoud, veel regen korte tijd, verpest alle vruchtbarheid etc. Uiterste: droge streken. Opslag zou oplossing zijn, maar enorm snelle verdamping. Rampenvijandig klimaatook in rijkere landen, Amerika orkanen bijvoorbeeld.Afrika: sterftecijfer blijft hoog ondanks vooruitgant, ook mede door bevolkingsexplosie. Opvallend verschil in werkkracht en efficiency tussen gematigd en tropisch klimaat. voedingspatroon NOEM EEN DIRECTE EN INDIRECT VERBAND WAAROM WARME LANDEN HET ZWAARDER HADDEN? [zwaarder werken in hitte, AC duur, slavernij] & [hitte zorgt voor verspreiding schadelijke levensvormen] 2. Omgaan met de natuurlijke gesteldheid: Europa en China: Europa: betrouwbare en gelijkmatige waterval + gematigde temperaturen. Voedselvoorziening in handen van mensen met vruchtbare grond. Mediteraanse zee, minder regen, slechtere grond betere bomen en veeteelt.Hierdoor achterstand Zuid-Europa, ook do or culturele factoren. Waarom kwam Europa zo traag op gang na Egypte en Mesopotamiegeografische liggingLigging in wouden/bossen, epidemieen/pandemieen/hongersnood/plagen/oorlogen. Later, technologie om land te bewerken, oorlog te voeren, meer mestmere voedsel, geen wormziekten die China wel teisterden. Europeanen waren gezonder. Echter zeer vruchtbaar slib in oosten. Overstromingen en droogte perioden in China/India. Grote bevolkingsdichtheid, er werd snel getrouwd. Europa pas laat trouwen. China: tussen 1000-1300 verdubbeling bevolking, daarna afname door epidemieen.Steeds meer landbouw nodig om mensen te voeden. Agrarische revoluties. Trokken van noord naar zuid. Uitbreiding graanschuur en enorme concentratie op rijst. Arbeids en waterintensief energiemodelhydraulische samenleving eigen arbeiders, sterke overheid, niet westers. Werd ook tegengehangen. Tijd tot tijd, zonder autoriteit. WAT IS EEN HYDRAULISCHE SAMENLEVING? GEEF VOORBEELD†¦Een  hydraulische samenleving  (ook bekend onder de termen  watermonopolie-rijk  of  hydraulische these) is een sociale of overheidsstructuur, die haar macht ontleent aan de exclusieve controle over de de toegang tot water.Ten grondslag hiervan ligt meestal de noodzaak tot gecoordineerde  irrigatie  of gecontroleerde overstromingen, waardoor centrale planning en een hiertoe gespecialiseerd overheidsapparaat een belangrijke rol gaan spelen. ] 3. Europa’s eigen weg: In de 10e eeuw had Europa net een lijdensweg ondergaan van plunderingen, roof, oorlogen. Noormannen naar zuid-europa en oosterse contreienRussen. Geduchte en wrede plunderaars. Hongaren vanuit het Oosten, bleven niet lang. Hierna, door afwezigheid van agressie kon Europa groeien, mede door ondernemingszin (niet vanzelfsprekend).Tussen oude mediterrane wereld and moderne Europa zit overgangstijdkwam nieuwe samenleving op gang. Orientaals despotisme (alleenheerschappij). Hierdoor niet mogelijk eigen gang te gaan, belemmerde dus de onderneming szin. Middeleeuwen tijd van overgang, Eigendom was recht!!! Europa zag niet toe, reguleerde niet en onderdrukte niet, China wel wat betreft eigendom. Ook despotische regeringen in Europa, maar ingeperkt door de wet. Chinamuren om mensen bij zich te houden, niet overlopen naar rivalen†¦Als er in Europa rivaliteit was tussen landen, goed jegens burgersanders konden ze overlopen.Er ontstonden gemeenten als marktplaatsen. Knoopplaats tot handel met platteland (hogere status). Heersers gaven macht aan stedelingen en buitenluiomdat dat meer oogst opleverde en tevens macht heerser uitbreidde. Middeleeuwen Europa: economische revolutievoedsel, landbouwmethoden, INNOVATIE ipv UITVINDINGEN. WAAROM SPREEKT MEN LIEVER OVER INNOVATIE DAN OVER UITVINDINGEN? [nieuwe methoden stamde al uit eerdere tijden, neem windmill (vertical/horizontal axis voorbeeld OF Ploeg op wielen door Germanen meegebracht]