The Parable of the Old Man and the Young Essay Example for Free

The Parable of the Old Man and the Young Essay The Parable of the Old Man and the Young is a short poem written by Wilfred Owen in 1920, As the title mentions, the poem is a parable. It is generally accepted that the old man, Abram, represents the European nations or more probably their governments, the first view of the poem is that it is heavily based on the story Abram (Genesis 22:1-18), where Abram is told to sacrifice his son. In the story, as he was about to sacrifice his son as an offering to God, an angel comes down and tells him to stop and to sacrifice a lamb instead. He does as hes told and makes a covenant with God saying that Abram will be the Father of a new nation. But the twist in this poem is that when Abram is told by the angel to stop, he doesnt and kills his son. But the old man would not so, but slew his son,/And half the seed of Europe, one by one. The author also manages to include metaphors and symbolisms referring to a war. Then Abram bound the youth with belts and straps, /and builded parapets and trenches there. This quote is clearly depicting an image of Isaac going unwillingly to war with the parapets and trenches. When lo! an angel called him out of heaven,/ Saying, Lay not thy hand upon the lad,/ Neither do anything to him. Behold,/ A ram, caught in a thicket by its horns;/ Offer the Ram of Pride instead of him. The quote symbolizes that all that all Abram has to do is give up his pride and not send his son Isaac to the gruesome war. But the old man would not so, but slew his son,/ And half the seed of Europe, one by one. I believe that Abram represents the government of Europe, drafting the people (Isaac) to go to their doom in war. Along with the rest of the population of Europe to die at war, heartlessly and without any regret all the government had to do was give up their pride. Probably Europe lost the war. The last two lines are the only ones that rhyme, and the image they paint is chilling: an old man methodically killing the seed of Europe. It is mainly the power of this image, set out in the poem and culminating in the last two lines, that makes it haunting. Recruiting Recruiting is a poem written by E. A. Mackintosh, who served in World War 1 until 1917 were he was killed at the Somme. Mackintosh’s poem is very bitter, heavily sarcastic and he aims to send a message to the people back in England who pressure young men to go to war. The first word in the poem is â€Å"Lads† suggests youth and innocence, which contrasts how Mackintosh sees the people who set up the campaign as the â€Å"fat civilians† which shows emphasises of how these people could not fight the war themselves. The second stanza the poet supports how the â€Å"fat civilians† could not fight by quoting them saying â€Å"Could go and fight the Hun† Knowing they will never be in danger of doing anything of the sort as they â€Å"thank God they are over fourty one† The poet also attacks the shallow girls who are often seen as the reasons why men went off to die, to please them. The girls are said to have feathers because they would give them to men who hadn’t joined up as a sign of cowardice. The songs are â€Å"vulgar songs† meaning they have little real emotion, they are shallow and crude. After the third stanza Mackintosh speaks of what the recruiting posters should say if they are honest: â€Å"the real picture of â€Å"shivering in the morning dew† and killing people â€Å"like yourselves. † Which is a frequent theme that the Mackintosh wants the reader to know that the German soldiers were ordinary men just like them. Mackibtosh also attacks the journalists as he belives that they like the war because the casualties give them something to talk about, this is shown in the line â€Å"Help o keep them nicee and safe† which is really bitter aimed at those who would send young men to die to protect their own comfort but who would do nothing about it themselves. The last line â€Å"Lad’s you’re wanted – out you go. † Ends with a dismissive phrase after the dash to show how eagerly the civilians wanted the soldiers to go.

Socioeconomic Status Essay Example for Free

Socioeconomic Status Essay There are a lot of studies surrounding ones status and its effects on ones psychology. I will be discussing what a Socioeconomic Status is defined to be, certain test and effects it can have on ones psychological being and also how it effects you in certain settings. I will break this down in to parts beginning with how it is defined, then I will move on to the effects and tests, and lastly I will explain how it effects people in certain settings. Socioeconomic Status is mostly defined as a combined measurement of the work experience of an individual’s or their family’s economic and social state in relation to others based on their income, their education, and their current occupation. It is usually broken down into three categories such as High Socioeconomic Status, Middle Socioeconomic Status, and Low Socioeconomic Status. These categories are used to describe the three areas where an individual or family may fall. In studies it is show that those that fall into the Low SES (socioeconomic status) category tend to show signs of mental illnesses such as respiratory viruses, coronary disease, and schizophrenia. Certain work environments may cause these. As it comes to the mental health some say that the mental health issues may be the reason why they are in the social status they are in all together. There have been tests that have shown that Socioeconomic Status could be a cause or lead to the development of dementia. Those with Low SES have shown to be more associated with a higher prevalence of dementia. They also show an increase in psychiatric comorbidity and a worse baseline of cognitive functioning. These test were based off the data of 217 patients seen in an Inner City Memory Disorder Clinic. They were analyzed with respect on demographic status, clinical status and SES. The results showed that there was a wide variation in the samples examined with respect to most measures of SES. About one-third (36%) had a diagnosis of dementia at an average age of 66. 1.  There was a strong association between their age, the range of individual annual income, their education, medical comorbidity, and a diagnosis of dementia. The increase in age and medical comorbidity were shown to be the strongest factor. The tests concluded that increased age, low education, high medical comorbidity and a low annual income are all associated with a diagnosis of dementia in an inner city setting. There are also other studies such as the socioeconomic status and its effect on health and the exposure and vulnerability to daily stressors. The study examines interconnections among education as an alternate for socioeconomic status-stress, and physical and mental health by being specific about differential exposure and vulnerability models using data according to The National Study of Daily Experiences. The daily diary data allowed assessment of the social distribution of a quantity of different types of stressors than had before been studied in sociological stress research of daily stressors. The data also allowed a less biased assessment of stress exposure and a more micro-level examination of the connections between stress and health by socioeconomic status. Consistent with the literature describing socioeconomic inequalities in physical and mental health, the results of this study indicated that on any day, the adults who were better educated reported fewer physical symptoms and less psychological distress. Even so that better-educated individuals reported more daily stressors, those with less of an education reported that stressors were more severe. Neither of the factors explained any socioeconomic differences in daily health, but the results clearly shown that the stressor-health association can’t be considered independent of socioeconomic status. Another study would be the study of the use of resources in hospitals and how your socioeconomic status affects the amount of use dubbing the title â€Å"Do the poor cost more? † In this study it pertains to the controversy about whether the poor hospitalized patients use more resources and whether ospitals that give care to the poor award payment help under a certain payment system. It has been reported that the patients with a low socioeconomic status with connective tissue disease tend to stay longer in the hospital and had higher cost to take care of rather than the patients of high socioeconomic status. In 1987, 16,908 out of 20,278 (83%) adult patients were interviewed consecutively in 5 Massachusetts hospitals to obtain information on the three measures of socioe conomic status I mentioned earlier. They divided each measure into three strata, creating 15 comparisons. After excluding and adjusting the findings were that the patients of the lower socioeconomic status had stayed 3 to 30 percent longer than those of high status. The hospitals charges were 1 to 18 percent high for the patients of a lower status. When adjusted for age and how severe the illness was the results showed that those patients of the lower socioeconomic status had longer stays in 14 of 14 comparisons and higher charges 13 to 15 in comparison. The findings suggest that the patients of lower socioeconomic status have longer stays and require more of the hospitals resources. Over the few studies I have covered its seems as if the socioeconomic status of an individual or family plays out in many ways in life. Those of the lower status seem to have more health problems and financial issues as well. So being said that socioeconomic status affects your health physically and mentally, as well as effects the financial struggle your set with. Those of a higher status are able to take more care of themselves so they tend to have fewer issues unlike those of the lower socioeconomic status. It affects a large percentage of the world. A majority of the world population is affected by a low socioeconomic status creative more vulnerability to diseases creating more stay time in hospitals and costing themselves more in the long run. As well as adding other studies to the many different effects of ones socioeconomic status producing results both positive and negative based on whether you are of lower status or a higher status.

National Response Plan (NRP) Analysis

National Response Plan (NRP) Analysis Natural disasters such as Hurricane Katrina in 2005 hit New Orleans cause more damage and death, a notice of a change to the National Response Plan (NRP) was released, incorporating lessons learned from the 2005 hurricane season. Terrorist attacks are immoral evil and are premeditated. The attacks of 911 were hateful deliberate and the worst of humanity. After the 911 attacks modify the way, government officials felt the need to develop the Office Emergency Management. The National Response Framework (NRF) and the Department of Homeland Security revamped flexible and adaptable ideology in which coordinated key positions and responsibilities across the nation connecting all levels of local, state, government, non-governmental organizations and the private sector. The idea intends to identify roles and guide key personnel in managing serious terrorist incidents to a large-scale catastrophic and natural disaster. People are informed well in advance and prepared for natural disasters during Hurricane season, Local, and state offices along with emergency management perform training simulation. These agencies advise the population on evacuation routes, shelter locations and the importance to prepared in the event of a natural disaster was to hit the area. Is evident that people panic some are forced to evacuate from their homes at a moment notice and others may not be able to return home. Protecting public health and safety has always been paramount in nuclear power plant design and operation. Robust structures, such as reactor containment buildings, protect the reactor. Safety systems, such as diesel generators, are redundant and independent. These design features provide excellent protection from external hazards, such as tornadoes and hurricanes, as well as nuclear accidents. The same design features also protect against potential acts of terrorism, making nuclear power plants among the most robust and well-protected civilian facilities in the country (2011 U.SNRC). Thousands of people volunteer to assist those in need when a major disaster strikes.   In a case of a Weapon of Mass Destruction (WMD), as an American Red Cross Volunteer Responder, one must follow the protocols in place in the event of a terrorist attack. Be off limits of the contaminated locations that has evidence for trained personnel to conduct investigations. Initiating a risk assessment and recognize characteristics and distinction of chemical, biological agents, radiological material. Using specialized equipment such as chemical devices and meter to detect radiation. Evacuations may be required to prevent further casualties from contamination. Temporary shelter in place and decontamination area is appropriate if there is a short duration of release of hazardous material and is determined to be safe for everyone to remain in place. Also, protective action to include victims who pose an infection hazard, quarantine of affected locations. Access to contaminated area is issue b y personnel   assigned to the Command Post delegated by the Incident Command In a WMD incident, protection of the lives of the victims, as well as the responders is a primary concern. To enter a location response teams need to safely enter with appropriate equipment to avoid any hazards of agents. They need to be in fully encapsulated for those areas that highly toxic; vapor protection suites provide skin and respiratory protection.   The three types of control zones are: Hot Zone-   Personnel entering this area must wear the highest level of protective equipment based on the substance involved. Referred as a restricted zone An area surrounding by hazardous materials incident, it extends far enough to prevent any hazardous material release from causing harm to personnel outside the area. Warm Zone- Decontamination area personnel working in this area with limited access to prevent or reduce contamination must wear appropriate protective gear, as they will be dealing with contaminated people and equipment. Cold Zone Contains the command post and other support functions deemed necessary to control the incident. Personnel working in this area do not have to wear protective gear but should have it available if needed. Decontamination procedures vary depending on the particular hazard because one procedure or method will not work for all hazards (Review of the Departments preparation to respond to a WMD incident (2010, page 3).

Upton Sinclairs The Jungle :: essays research papers fc

Long and tedious, with the purpose of showing the unsanitary conditions of the Chicago meat industry, The Jungle is a book that was written by Upton Sinclair. After his manuscript was completed in 1905, it appeared serially in Appeal to Reason, a widely circulated socialist periodical. This initial publication caused much controversy and immediate reaction. Much difficulty was encountered, however, when he tried to get it published in book form. None of the publishers wanted it published completely in its current form, and Sinclair didn’t want to cut any of it out. It was finally published in 1906, by Sinclair himself with considerable financial aid from Jack London. There is no table of contents as it is written in the form of a novel. Likewise, there are very few footnotes and the footnotes it does have are on how to pronounce things. There is a bibliography in the back which lists all of his sources for information on meatpacking and his other documentation. For the most par t it is historically accurate, as it tells the life of a man who works in a realistic meat packing setting. Because it is fictional, though, it probably would not be much of an aid to a historical researcher. The novel itself, containing over Three hundred pages, is rather long and tediously boring.   Ã‚  Ã‚  Ã‚  Ã‚  Sinclair’s central purpose in writing The Jungle was to persuade people to join the socialist party and to adopt the view that socialism is the only way to conquer the capitalistic empires that abuse the working class. The socialist ethic is that the general public will have joint ownership of the factory. Thus, they will finally be able to eliminate the undesirable working conditions and to advocate new, more comfortable working conditions. Sinclair uses many clever devices in order to get his readers to agree with this ethic. First, he keeps the many characters basically flat and two-dimensional throughout the whole novel. After their initial introduction, they are not developed any further or given any more human characteristics. They are outlined by what the author tells you they do; no thought or decision making on their part is ever shown. He also keeps all of the characters at the same level. The reader never knows any more about one character’s personality than he does about another character’s personality. He only knows basically nothing about either character’s personality. Another device Sinclair employs is leaving only one option, one alternative, to being held captive by capitalism.

My Philosophy of Education Essay -- Educational Philosophy

As an educator we all struggle with philosophy and where to go from there once we decide what our set of beliefs are. Once we put our philosophy in place, we then struggle with changing our philosophy. I believe that philosophies can be always changing any given situation and in order for growth as an educator we have to be aware of the situations that can change our philosophy, as well as being true to our core beliefs. However, in order for this to happen we must understand what philosophy is, and what it is not and how it fall in line with ideology and theories. For this assignment, I will compare and contrast philosophy, ideology, and theory. Philosophy is the most beliefs about what is true or real according to individual values (Gutek, 2009). Philosophy is our beliefs that will determine what we do professionally and personally. Not having a philosophy set in place, it will be difficult to make decisions within the classroom, creating curriculums and evaluate progress. Although a person can set goals without having a philosophy implemented, not having the foundation of a set philosophy (core set of beliefs) achieving the goals can be a very difficult challenge. Educators need a starting point to understand why we think and act the way we do in our classrooms. Having a philosophy allows an educator to reflect on how to make classroom actions consistent with our beliefs related to learning. However, before we list our â€Å"beliefs† we need to delve deeper into what makes up our philosophy. There are four major components to philosophy – Metaphysics, Epistemology, Axiology, and Logic (Gutek, 2009). In order to be able to understand philosophy we need to be able to understand its components. Metaphysics is the branch of philosop... ...ke in formulating a philosophy is self-reflective and formative. As educators generate ideas about what their teaching philosophy may be, all of the above are taken into consideration in determining attitudes, values, and beliefs about learning and teaching. A set of guidelines need to be implemented, and these guidelines will be worked and reworked as time and experiences happen. Educational philosophies are foundations of everything that we do as teachers. They are based upon our assumptions, definitions of learning, purpose of education and the nature of instructional process. It is an ever-changing process throughout our teaching career. What may be our philosophy today may not be our philosophy tomorrow. Works Cited Gutek, Gerald Lee. (2009). New perspectives on philosophy and education. Upper Saddle River, New Jersey: Pearson Education Inc.

Abortion :: essays research papers

Abortion Abortion. It is a topic that has invaded the sanctity of our dinner table conversations, English paper topics and even our court rooms. We are bombarded with pro-lifer’s calling abortion doctors â€Å"baby killers.† They yell about how abortion is unmoral, and how g_d wants us to chose life over death, but they seem to have no problem killing abortion doctors or beating up patients. The pro-lifers seem to think that the abortion laws were just thrown together by uncaring â€Å"baby killers† instead of Supreme court Justices. The fact is abortion use to be illegal. It wasn’t until the case of Roe Vs. Wade that the Supreme court decided that a woman had the right to an abortion as long as certain guide lines established and then followed. The guidelines that were established following the Roe vs. Wade decisions are or still in effect today. The current Legislature says that the â€Å"state may not regulate abortion at all during the first trimester†( http://members.aol.com/abtrbng/conlaw.htm) That means that if a woman decides during the first three months of her pregnancy to abort the child she has the legal right to do so. The states interest during the first trimester is to the mother well being not the well being of the fetus What is so special about the first 3 months? Well during the first three months the child in unable to survive outside of the mothers womb, therefore dependent on the mother. What about the second trimester? During the second trimester the state can regulate abortion â€Å"but only for the protection of the woman's health†( http://members.aol.com/abtrbng/conlaw.htm) The states first responsibility is to the mother and then to the unborn child. Those who oppose the use of abortion feel that the state has a moral obligation to the protection of the unborn child. They feel that allowing abortion in any trimester is sending out the message that children are not valued as highly as adults. The fact is the federal government does have a bias against the unborn child. It is because of this bias that abortion is legalized. The 14th amendment of Constitution states that â€Å"no State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property,...†( National Archives) After the Roe Vs. Wade case the Supreme court decided that â€Å"the word "person" in the 14th amendment, does not apply to the unborn† (http://members.

Ottoman Empire and Empire Building

Compare/Contrast Essay Student Essay Samples Directions: Using the grading rubric, read the attached essays and score them. Be sure to read thoroughly, and remember that you are trying to find ways to GIVE the writer points, rather than trying to find ways to TAKE points away. With that said, however, the information must still be correct in order for a point to be awarded **You MUST record the final score, as well as why you are/are not giving the writer points. **You are allowed to give the essay 2 possible scores (Example: I think the essay is either a 3 or a 4). *Please do not look at the official explanation until after you have scored the essays. You don’t get any special reward for getting them right. The goal is to learn something. Essay Question: Within the period from 1450-1800, compare the processes (e. g. political, social, economic) of empire building in the Spanish Empire with the empire-building processes in ONE of the following: The Ottoman Empire OR The Russia n Empire. CC Essay #1 (3RR) Between the years 1400 and 1800, new empires appeared on the globe. One of these empires is the Spanish and the other is the Ottoman Empire.Both of these bear similarities but had their differences as well. They both carved out major chunks of the globe and were both major powers in the newly formed global world. Politically, economically, and socially, these empires were similar in many ways, but they had important differences that separated them apart. The Spanish were an up and coming world power in this time period between 1400 and 1800. They soon dominated overseas and trading. Differing from the Ottoman Empire to the east. The Spanish Empire was largely sea based.Their advanced ships and naval technologies allowed the to discover new continents and claim them to be their own. The Spanish set up colonies for the economy to run and they relied heavily on imports from their distant colonies across the Atlantic. They imported large amounts of silver and food goods to run their economy. Also, the foundation of their empire was primarily focused on the spreading of Christianity. They founded the Americas on their slogan â€Å"Gold, God and Glory† as they forcefully converted the natives in the New World.Also, their government was based on a monarchy with lesser nobles beneath him. The Spanish completely opposed the Islamic religion which can be seen it the Spanish Inquisition as they fought the Moors in Spain to make it purely Christian. The Ottoman Empire holds many differences against the Spanish Empire. Unlike the Spanish, the Ottoman Empire as a land-based empire that dominated the Middle East right up to Eastern Europe. The economy of the Ottoman Turks was based on conquering new lands and exploiting them for their value.The Ottoman’s continued to conquer, not only so their economies wouldn’t fall but also to spread their religion, Islam. Unlike the Spanish, they did have some religious tolerance in their e mpire, but hey mostly forcefully converted who they conquered The Ottoman Empire was an ethnocentric one, not open to too many outside ideas. The Empire was reigned over by a religious leader know as the Sultan, but his advisors, or the viziers were the rue voices of the government. They made those who didn’t covert to Islam their military or the janissaries, unlike the Spanish who just enslaved or killed them.Though having many differences, the Spanish and the Ottoman Empire were actually quite similar. Both were ruthless empires that conquered and dominated. Also, both empires wouldn’t have been established if it wasn’t for the desire to spread their religious beliefs and they both persecuted if necessary. Both of the empires had a lowe class of slaves or serfs that did all the work to maintain production and they both participated in the slave trade out of Africa. The governments of the Spanish and Ottoman Empire were run by religious icons or figures who had absolute control.These empires were among the wealthiest in the world, but only the elite had the money. The economy of both the Spanish and the Ottoman Turks both would not prosper if they had not conquered in the first place. Politically, economically, and socially the Ottoman Empire and the Spanish Empire were similar in many ways. The Spanish and the Ottoman Empire, one dominating the sea and overseas, one dominating the land, were politically similar in governing system, but different tin the way the distributed their policies.Economically, they differed in that the Ottoman’s relied on conquering and the Spanish on colonies but were similar in that they both needed to take over lands that weren’t originally theirs. Socially, the class system was rough and rigid in both with slaves at the bottom and absolute rulers at the top but they differed in the religion that was part of life in the two empires. Both empires would eventually see their downfall but for the tim e period 1400 – 1800 they made their time worthwhile, similarly and differently.CC Essay #2 (3EE) European colonialism had an enormous impact on the world, then and today. What most tend to overlook, however is the empire of Russia, simultaneously rising in the east. In the 350 years after 1450, Spain and Russia built their empires, each with different locations, political structures , and goals. Spain, during this time period, was colonizing Latin America. A very small mother country, in relation to its colonies, was expanding greatly into weakly established tribal lands.The strongest threat, the Aztecs were conveniently naive and unlucky, leading to their fall, and the ultimately largely uncontested spread of the Spanish Empire. In Russia, however, strongly established nations bordered a large mother country. Russia’s targets were its immediate neighbors. Russia needed careful diplomacy and established treaties and pacts to craftily add land to its empire, as opposed to Spain’s method of forceful takeover. Spain, in order to maintain control of colonies so far away, appointed officials to rule over designated areas and report to the mother country directly.The landlords in the new colonies, who employed forced labor of natives, had to report to the officials. This was called the hacienda system. The Russians, by virtue of the means which they used to add to their empire, were forced to grant more power to their local governments, leaving them nearly sovereign. The landlords, employing forced labor of serfs, had to report to their local officials, who in turn made their own decisions. Oddly enough, the Spanish colonial system, spread out over the globe, was more centralized than the Russian counterpart.The Spanish colonies were set up in such a manner as to yield the greatest economic benefit to the mother countries. Precious metals were exported in vast quantities to Spain, cementing Spain’s economic influence in the world market. Spain’s silver was especially valuable in China, who would soon only accept silver as currency. Cash crops such as tobacco, sugar and bananas brought more wealth to Spain and only served to make the colonies more dependent on the mother country to staple foods and supplies. Russia, however assimilated the newly acquired land into their culture.Northern Eurasia has very poor farmland and so the farther south Russia expanded, the more crops Russia could make available. Northern Russia’s population could not support itself farming the dirt that the cold tundras provided, but the more warmer lands added to Russia’s empire, the more surplus crop that could be sent north. The most valuable resource of Russia’s empire was the vast numbers of people who could enlisted or recruited. Spain’s empire was meant to create wealth, while Russia’s was meant to create power. Two empires, occupying the same time period, were as different as empires can be.Spa in had a spread-out, yet centralized empire governing forcefully conquered lands with the goal of creating great wealth, while Russia created her condensed, loosely organized diplomatic coalition of an empire, with the goal of accumulating power, should war become necessary. CC Essay #3 (3M) The Spanish and Otoman Empire were both involved in the process of empire building during the period of 1450 to 1800. Though both began to develop economically, politically and socially, their underlying strategies for this process differed greatly.The Spanish Empire followed and was helped along by the Catholic Church, while the Ottoman were a Muslim people that were governed by the Islamic religion. The differences between the Spanish and the Ottoman Empires stemmed from their very different religions, though the were both involved in global trade which made many of their developments similar. Economically, both the Spanish and Ottoman Empire had similar aspirations. During this period trade, as well as agriculture dominated.The Ottoman Empire, like the Spanish Empire cultivated their own crops and through importing received their needed goods on one of the developing trade routes such as the Indian Ocean route. However, the Spanish Empire during this period also began the process of widespread colonization along with the Portueugese. The Ottoman Empire began to conquer surrounding regions but was not a part of the major movement into the Americas. Both Empires, however, took part in the developing and growing slave trade during this period. The Ottoman especially used African slaves, as it was against the Islamic faith to use Muslim slaves.Economically the Ottoman and Spanish Empires followed very similar paths, though they differed significantly in their political structures. The Ottoman Empire based on Islam, and the Spanish Empire based on Christianity followed very different political paths. The Spanish Empire, for instance, began the process of colonization which m eant the use of administrators as bureus. The Ottoman Empire also moved into surrounding areas in the Middle East, though they favored a more centralized form of government. Also a crucial difference was that the Ottoman Empire followed the Islamic faith.This meant strict adherence to Islamic laws. Similarly, the Spanish Empire had no separation of church and state and received influence from the Catholic Church. This often meant that both political structures were dominated by a leader that was influenced by religious motives, rather than what was best for the state. This religious backing also produced a new practice for the Ottoman, the janissaries, or an army of Christian men taken as prisoners. The Spanish Empire relied on their own men to produce an army, such as the conquistadors which were used in colonization into the Americas.The major differences between the Ottoman and Spanish Empires politically was significant as were those socially. Socially, both empires saw signific ant influence from religion. For example, the Ottoman Empire followed the practices of the Islamic faith, and remained tolerant of other religions in their Empire. However, those that were non-Muslim were forced to pay a tax, but conversion was still not mandatory. The Spanish Empire was not as tolerant of other religions, and missionaries were widely used to convert others.Also in the Spanish Empire stratifications between those in Latin America and Spanish Europeans developed, along with colonization. The Ottoman Empire promoted relative equality among its people, as all were seen equal under Allah. Nonetheless, however, traditional ideas towards women remained the norm in both empires. Women were seen as child-barers and remained in the home, while in the Ottoman Empire some even were convened to the Islamic faith. Socially, as in other regions, similar developments occurred among the Ottoman and Spanish Empires in their social structure.The period 1450 to 1800 saw many developme nts in Empire building for the Spanish and Ottoman Empire. Though, like in all other empires, these were forced to go through the tedious work of building a social, political, and economic structure, one major difference existed. In the case of the Ottoman and Spanish Empires religion had the biggest effect on the paths that were taken in building empires. CC Essay # 4 (3 AA) The Spanish Empire and Russian Empires during 1450 – 1800 were two different Empires with different goals in mind. The Spanish were more oncerned with overseas expansion, while the Russians were concerned with Westernization efforts. During 1450-1800 the Spanish were one of the leading countries in terms of overseas expansion. They were one of the first countries to have a representative sailor reach the New World. The reason for their great success in overseas expansion was the support the government had for it. The King and Queen payed for many explorations to new lands because they knew the fruit disc overy could bear. They were rewarded with new goods and new markets of trade.Soon, Spain began colonizing these newfound lands which benefited them even more. By colonizing lands rich with resources and commodities such as silk, gold, and silver, the Spanish made themselves the primary beneficiary. They were able to control imports and exports from these lands and open new trade routes. Also, in the colonies they made the citizens work for the prospects of Spain, for example searching for gold, or growing prosperous cash crops. The result of all this was that Spain was becoming increasingly powerful and spreading throught the world.The Russian Empire during 1450-1800 was one that was trying to establish itself as a world. It’s leaders were focused using the ways of the West to promote itself. For example Peter the Great who greatly reformed Russia using Western European ideology. He rebuilt buildings, roads, and government systems. BY 1800 Russia, although not exactly a world power, had built itself up from its lowly state 400 years earlier. The major differences between the processes of Empire building between the Spanish and Russia from 1450-1800 was that Spain was already an empire to begin with which made it easier to grow.Spain was already powerful around 1450 while Russia was not. Therefore Russia and Spain had two different mindsets about building up their Empires. Russia was focused on establishing itself through reforms of government, architecture and other things. Spain wanted to expand its empire and did so by using their navy and by taking advantage of these newfoundlands. It was easy for the Spanish to colonize these new lands because they had superior weapons, tactics, and they brought diseases with them that killed off many of the native populations. CC Essay #5 (BBB)Within the period 1450 to 1800 the Spanish and Russian empires grew greatly. Both had changes in political structures, social structure, and economic structure. The political structure of the Spanish empire and Russian empire both changed within 1450 to 1800. The Spanish empire went from a monarchy to a democracy after having a few very bad kings and queens. The Russian empire went also from a monarchy to a democracy. This change also changed the social structure. As in most countries around this time the caste system was released and there was no more of it.With the change of the political structure also came the change of the economical structure. Spain along with Britain, France, and the other western countries, became westernized with factories and the new trade routes faster than Russia. The Russian empire became westernized later because, of course, they were very far away from the major technological countries. But as Spain did Russia became very westernized. The two empires were very similar and Russia seemed to follow in Spains footsteps. AP WORLD Scoring Rubric for 2007 CC Essay: Empire Building in Spain, Russia & Ottoman EmpireSample Identifi er: 3MScore: 9 Strong thesis in first paragraph. (1 pt) Addresses similarities at beginning of 2nd paragraph and differences in first paragraph of page 2. (2 pts) Evidence abounds. (2 pts) Direct comparison in 5th line of page 2. (1 pt) Analysis on 4th line of page 3. (1 pt) Two expanded core points for thesis and rich evidence. Sample Identifier: 3RRScore: 8 Thesis is found at beginning of last paragraph. (1 pt). Addresses similarities in 5th line, page 1. Address differences in 3rd line of the 2nd paragraph. (2 pts) Rich in evidence. 2 pts). Direct comparison found on page 2, 1st paragraph: â€Å"Unlike the Spanish†¦Ã¢â‚¬  (1 pt). Analysis is found on page 3, at top: â€Å"Also, both empires wouldn’t have been established if†¦Ã¢â‚¬  (1 pt). Expanded core for evidence and comparisons. A strong 8. Sample Identifier: 3JJScore: 7 Thesis is found in the last sentence of the essay: â€Å"†¦politically, and socially different but economically both needed to exp and†¦Ã¢â‚¬  (1 pt). Similarities are addressed in the narrative just above the thesis. Differences are addressed at the beginning of the essay (2 pts).Enough evidence for (2 pts). Direct comparison is found in middle of page 1: â€Å"The Spanish however†¦Ã¢â‚¬  (1 pt). The analysis point follows immediately: â€Å"It was easier for the Spanish to expand rather than the Russians because†¦Ã¢â‚¬  Use asset model to ignore references to Ottoman Empire. A solid 7. Sample Identifier: 3CScore: 6 No thesis at beginning or end of the essay that compares (similarities and differences) of the process of empire building in Spain and Russia. Addresses similarities at the end of page 1, â€Å"†¦and Russia too felt the pull of expansionism. Beginning of the essay addresses a difference just before â€Å"because†¦Ã¢â‚¬  (2 pts). Rich in Spanish evidence on page 1. Russian evidence is on page 2, 3rd line. (2 pts) Direct comparison in first sentence of page 2, which r eferences the previous sentence. (1 pt) First sentence of last paragraph on page 1 isn’t a direct comparison because it is not true of Russia in 1450. Analysis of a comparison is found in the 3rd line of page 2, â€Å"†¦so Russia expanded eastward†¦Ã¢â‚¬  (Evidence may be found within analysis or within a direct comparison. ) Addresses similarities on line 10 of page 1.Sample Identifier: 3EEScore: 5 No thesis. Addresses differences at beginning of essay. (1pt) Especially strong in Spanish evidence. 2 examples of Russian evidence. (2 pts) Direct comparison in second paragraph: â€Å"In Russia, however†¦Ã¢â‚¬  (1 pt) Analysis of differences between Spanish and Russian empires on first half of page 2. Sample Identifier: 3RScore: 4 No thesis. Addresses similarities in middle of first paragraph, and differences beginning in 4th line of page 2, in regard to the way each empire accumulated wealth as they expanded. 2 pts) Evidence for Spain: silver, encomiendas, ha ciendas and â€Å"mining† (other than silver). Ottoman evidence in 2nd paragraph: â€Å"religion played a big role when building the empire. † (2 pts) Last paragraph unscorable because the argument is unquantifiable. Sample Identifier: 3AAScore: 3 No thesis. (â€Å"†¦Russians were concerned with Westernization efforts† does not explicitly address empire building process). Addresses differences in first paragraph. (1 pt) Evidence for Spanish empire building on most of page 1. Russian empire building evidence begins in 1st paragraph of page 2 (2 pts).Attempt at direct comparison at bottom of page 2 is historically inaccurate. Sample Identifier: 3DDDScore: 2 No thesis. Addresses similarities in first two sentences of 4th paragraph. Addresses differences in first sentence of 3rd paragraph. 2 relevant examples of evidence for Spain, none for Ottoman Empire. No direct comparison or analysis. Sample Identifier: 3BBBScore: 1 No thesis. Addresses similarity in first sentence of second paragraph. Not sufficient evidence supporting empire building in Spain and Russia. No direct comparison or analysis.