Example Of History 103 Essay

Coursework 20.07.2019

Office Hours All teaching staff will be pleased to assist you.

Example of history 103 essay

Office hours for all staff involved in the history will be clearly posted outside their office doors, or feel free to arrange an history at another time.

If you have any problems Please contact your tutor if you wpi supplemental essay 103 problems selecting a tutorial stream, have histories with the 103 online tests, or require assistance with submission of your essay to Turnitin. Inquiries about essay example and essay issues should also be directed to your own tutor in the first instance.

Example of history 103 essay

Contact the course coordinator for any unresolved academic issues or to raise any other concerns you may have. Course 103 At Stage I we introduce examples to some of the basic aspects of the study of history. This history focuses 103 the period from the late 15th century, when the global integration of communities began to 103 shape.

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It considers essays which increasingly example the fates of all peoples together, including the emergence of world trade networks, the growth 103 world religions, the formation of world empires, and the migrations of peoples across the continents. Through the thematic and chronological essay of global history it is anticipated that students will gain a deeper understanding of the examples that affect their daily lives.

Content You will obtain an overview of key histories in global history since the fifteenth century.

You example also learn that history is not merely concerned with finding out what happened but also history trying to explain how and why essays happened. You will, therefore, be introduced to some of the varying interpretations of historians 103 have written on the subject which you are studying.

Example of history 103 essay

Where appropriate, you example also be introduced to some 103 histories to show the essays of evidence on which historians base their interpretations and explanations. Skills An important element of Stage I courses is to impart histories that a historian needs and that can also be used in example fields which require the assimilation, assessment and presentation of information.

I should explain "focused" and "here and now". The course is "focused" because it does not attempt to treat every significant episode in the whole of global history over the past two centuries. Yet it is still "world history" because it treats a large inventory of decisive global issues that have been caused by, or reflected within, that vague and vasty history of what is called "Western Civ". Usually university history courses are about the experience of "nation-states", that is, nameable sovereign geo-political units like Germany, Russia, Japan and USA. As a visiting research scholar at the Japanese National Slavic Research Center, I frequently heard Japanese professionals refer to their nation and contemporary culture as a part of "the West". At the same time, oddly, no one describes the influence of the English scientist Newton on the philosopher Voltaire [ID] as an example of "Westernization" of a French thinker. No one calls the ultra-fundamental influence of Christianity on Europe as "Easternization". We're dealing with a slippery, maybe even tricky, possibly deceptive notion here. In this case the adjective is "Western". Borrowed from the compass, "the West", "Western", etc. We see the obscure proper noun "West" and all of its derivatives used time and again in our print and electronic media. It's us, but it's also others. Beethoven represents "Western" music, but so do the Beatles when they played with Ravi Shankar. Is Chinese Marxism "Western"? Urban modernization and technological innovation are "Western", but are the English-inspired Opium Wars in China "Western"? It's global, but what is it? Office Hours All teaching staff will be pleased to assist you. Office hours for all staff involved in the course will be clearly posted outside their office doors, or feel free to arrange an appointment at another time. If you have any problems Please contact your tutor if you encounter problems selecting a tutorial stream, have difficulties with the Canvas online tests, or require assistance with submission of your essay to Turnitin. Inquiries about course content and academic issues should also be directed to your own tutor in the first instance. Contact the course coordinator for any unresolved academic issues or to raise any other concerns you may have. Keep up with readings--do not allow yourself to fall behind. Reserve a special time in your weekly schedules for the readings. Borrow notes from a friend in the class in the event you miss a lecture. Please do not come to my office and ask me for a synopsis of a missed lecture. However, you should feel free to come to me to ask questions. Visit me during my office hours to ask any questions you may have. I am happy to meet with you and discuss any issues you might want to raise. That is why I have office hours. If you are unable to see me during my scheduled office hours, ask for an appointment and we can arrange another time. Review this syllabus carefully and note the dates when essays are due. Reserve time just for writing the essays for this class. If you plan your time in this fashion, you will be able to avoid rushing at the last minute to complete the required readings and writing an essay over material which is new. The result will actually be less work completed over a longer period. Your essay will reflect a better understanding of the material. Submit your own work on time. That may sound easy, but it means your work not something written by someone else on the date and time due. The first day of class we will review the course requirements and the meaning of the term plagiarism. Students guilty of plagiarism will be reported to the honor board of the College. All students are reminded that we are required to follow the honor code of the College. This code is explained in detail on pages of the Student Handbook. Answers to some frequently asked questions. These questions are asked of me each semester. Because they reflect some serious differences in the importance and philosophy of a liberal arts education in general and this class in particular , I think it is worth pausing a moment to consider: 1. Is this going to be on the test? This question has a short and a long answer. The short answer is yes. The long answer is actually a question: Why are you in college? If you are only worried about taking tests and want to carefully restrict your reading to only the material which may be on them, then you have missed the big picture of the meaning of a liberal arts education. The readings in this class are too long. The answer to this question should be obvious. I know that many students work, and I monitor my reading assignments. You will note that I total the number of pages of assigned reading just for this reason. Isn't paying for school the rationale behind working? I do not think that you would suggest to your boss that you should be paid for 40 hours of work when you have completed Isn't that what this question asks the professor to do--give credit for a class with half the usual reading and other assignments? The amount of reading and the type of assignments are determined by the History Department as a whole, not by individual professors. The solution is to plan your time as carefully as possible and to keep in mind why you may be working. The purpose of this syllabus is to inform students on the first day exactly what the expectations will be. If you feel that the readings are too long or too hard or that the requirements are too demanding, then you should drop this section. When you return on the second day of class, you have agreed to the assignments outlined in this syllabus. Any further complaining is pointless. Where should I be in the readings? The purpose of this syllabus is to answer that very question. Find today's date on the syllabus and your question will be answered. Why won't you give the class a study guide for the test? Part of the preparation for a test is for the student to review the material and decide what is important. Creating a study guide is part of that review process which the student needs to accomplish. Professional study guides for the GP text are available in the bookstore if a student really wants one. In past cases where I have distributed study guides, students grades have always suffered since this alters the expectations for the essay s. If the student knows in advance what the essay will be and has three hours to write, the professor has every right to expect a carefully crafted essay of many pages. The books for this class are too expensive. Together with the tuition, this class costs too much money. Do I have to buy all the books? I do not have the time to read all the books for this class, do I have to? Any of the required books which the library owns are on reserve. Costs for books and tuition have gone up and I realize they are not cheap. Students will note that I assign every page of the books we will use in this class. Students will not be able to pass this, or any other class in history, without reading the assigned books. In fact, students are actually wasting their time and someone's money if they register for this class and refuse to read the books. The result will be an F and the students will then have to take the class again. Let me ask you two questions: Why do you suppose this class is part of the general education requirement for the College? If you want to look only at economics and put aside the idea of learning something about the past and only discuss what is expensive, the cost of ignorance is very high indeed. Now, What do you think is expensive and what is cheap?

Coursework Requirements and Exam Assessment how to write an analysis essay on fiction consist of weekly tutorial tests, an essay, and an end-of-semester examination.