Concepts of Language and Cognitive Development

Concepts of Language and Cognitive Development 1. Introduction Language is a symbolic system in which a limited number of signals can be combined according to rules that can provide an infinite number of messages. An important milestone in human development is mastering some type of language. (Sigelman, Rider De George-Walker, 2013). Language is the primary method that adults pass on culturally valued models of thinking and problem solving to their children (Vygotsky, 1962). Basic language skills develop through the influence of parents, other adults, peers and even the media. 2. Language Development The nature vs. nurture debate continues into language development. One school of thought is that the environment contributes to learning. Children learn the words that they hear spoken by others-even when the words are not directly spoken to them (Floor Akhtar, 2006). The other school of thought by nativists who minimise the role of language environment and focus instead on the role of the child’s biologically programmed capacities to acquire language. Chomsky (2000) proposed that humans have a unique genetic capacity to learn language and are equipped with knowledge of a universal grammar, a system of common rules that enable any language to be learnt. Interactionists believe that both learning theorists (nurture) and nativists (nature) have merit. Children’s biologically based competencies and the language environment interact to shape the course of language development (Bloom, 1998) 3. Interaction between language and cognitive development Piaget proposed four major periods of cognitive development: the sensorimotor stage, preoperational stage, concrete operations stage and formal operations stage. The core message is that humans of different ages think in different ways. (Inhelder Piaget, 1958). During Piaget’s sensorimotor stage, birth to two years, infants use their senses and motor actions to explore and understand the world. According to Gervain Mehler (2010) newborns immediately have a preference for speech over non-speech in their native language. By 7 months, infants demonstrate word segmentation. From birth infants produce a wide array of sounds that will eventually develop into language (Waxman Lidz, 2006), with cooing being the first vocalisation milestone at 6-8weeks. Babbling starts to occur at 4-6 months which Piaget labels as primary circular reaction. (Lee, Davis MacNeilage, 2010). As infants attempt to master the semantics of language, they begin to understand many words before the can say them and begin to say their first real words or holophrases at around 1 year. Many children have a vocabulary spurt at around 18months of age and the pace of word learning quickens dramatically. (Bloom, 1998). Secondary circular reactions begin to occur, following with tertiary circular reactions becoming intentional from the start. Piaget proposed that the child’s construction of reality takes place through the use of schemes and by the end of the sensorimotor stage they are capable of using symbolic thought using images and words. (Piaget, 2002) Vygotsky (1962) maintained that cognitive development is shaped by the sociocultural context in which it occurs. It develops from children’s interactions with members of their culture. Problem solving is passed on from generation to generation through oral communication, especially as it is embodied in language, shapes thought. (Sigelman, Rider, De George-Walker, 2013). In Piaget’s preoperational stage, 2 to 7 years, young children use their symbolic thought to develop language, engage in pretend play and solve problems. They use words to talk about a problem and use categorisations which become the basis for language with each noun or verb representing a category. (Waxman, 2003). The next step in language development is telegraphic speech where toddlers begin to use a combination of two or three word sentences to express basic ideas. Between ages of 2-5 years children start to use sentences that are much longer and more grammatically complex. (Hoff, 2009). Children learn to phrase questions to solve problems and propel their cognitive growth. Throughout childhood and adolescence, advances in cognitive development are accompanied by advances in language and communication skills. Adults also refine the pragmatic use of language, adjusting it to different social and professional contexts. (Obler, 2005) 4. Multilingual Development According to Schwartz, Share, Leikin Kominski (2008), being bilingual or multilingual has benefits, as children have greater awareness of the underlying structure of language. Bilingual children are better understanding that words are symbols for objects and are better at applying grammatical rules. Bhargava Mendiratta (2007) purport that their study indicates that Indian children who are multilingual by mid-childhood are able to effectively use different languages in different contexts and participate well in the global economy. Swanson, Saez Gerber (2004) also states that children who speak more than one language score higher on cognitive ability and flexibility, and analytical reasoning, indicating that there are benefits of being bilingual. 5. Conclusion Developing a language competence is one of a human being’s earliest learning challenge. Language lays the foundation for further education and the acquisition of reading, writing and many other skills. Language development requires a child to be at the appropriate biological phases in an environment that is conducive to growth, with at least one conversational partner who is prepared to tailor the speech to the level of the child’s understanding to enhance cognitive development. References Bhargava, S., Mendiratta, A. (2006) Understanding language patterns of multilingual children (8-10 years) belonging to high socio-economic class. Social Science International, 22, 148-158. Bloom, L. (1998) Language acquisition in its developmental context. In D.Kuhn R. S. Sigler (Eds), W.Damon (editor-in-chief). Handbook of Child Psychology: Vol 2, cognition, perception and language (5th ed., pp. 309-370). New York: Wiley Chomsky, N. (2000) New horizons in the study of language and mind. Cambridge: Cambridge University Press Floor, P. Akhtar, N. (2006) Can 18 month old infants learn words by listening in on conversations? Infancy, 9,327-329. Gervain, J. Mehler, J. (2010). Speech perception and language acquisition in the first year of life. Annual Review of Psychology, 61, 191-218. Hoff, E. (2009) Language development. Belmont CA: Wadsworth. Inhelder, B. Piaget, J. (1958) The growth of logical thinking from childhood to adolescence: An essay on the construction of formal operational structures. (A Parsons S. Milgram, Trans). New York: Basic Books. Lee, S.A., Davis, B. MacNeilage, P. (2010) Universal production patterns and ambient language influences in babbling: A cross-linguistic study of Korean and English learning infants. Journal of Child Language, 37, 293-318. Obler, L.K. (2005) Language in adulthood. In J. B. Gleason (Ed.) The development of language (6th Edn) Boston: Allyn Bacon. Piaget, J. (2002). The epigenetic system and the development of cognitive functions. In R.O. Gilmore, M, H. Johnson, Y, Munakata (Eds.). Brain development and cognition: A reader (2nd ed, pp. 29-35) Malden: Blackwell. Schwartz, M., Share, D.L., Leikin, M., Kominsky, E. (2008) On the benefits of bi-literacy: Just a head start in reading or specific orthographic insights? Reading and Writing, 21,905-927. Sigelman C.K., Rider, E.A., De George-Walker, L. (2013). Life Span: Human Development. Australian and New Zealand edition. CENGAGE. Swanson, H., Saez, L. Gerber, M. (2004) Literacy and cognitive functioning in bilingual and nonbilingual children t or not at risk for reading disabilities. Journal of Educational Psychology, 96, 3-18. Vygotsky, L.S. (1962) Thought and Language. E Hanfmann G. Vakar, (Eds Trans.) Cambridge, MA: MIT Press (Original work published in 1934) Waxman, S.R. (2003) Links between categorisation and naming: Origins and emergence in human infant. In D.H. Rakison L.M. Oakes (eds.) Early category and concept development: making sense of the blooming, bussing confusion (pp. 193-209). New York. Oxford University Press. Waxman, S.R. Lidz, J.L. (2006) Early word learning. . In D.Kuhn R. S. Siegler (Vol. Eds), W.Damon R Lerner (Eds). Handbook of Child Psychology: Vol 2, cognition, perception and language (6th ed., pp. 299-335). New York: Wiley

Denition Of Baby Dumping Theology Religion Essay

Denition Of Baby Dumping Theology Religion Essay The issues of the baby dumping become a contemporary issues that never decrease in term of their quantity. Nowadays, this issues become more worse compared to previous years. We can say that, the baby dumping activities always happening almost everyday. According to the Headquarters of Royal Malaysia Police (PDRM), they stated that, the meaning of the baby dumping is the act of leaving away their babies at the any places without taking care of that babies. According to the Community, Family and Women Ministry, the issues of baby dumping already had achieved almost to thousand per a year. This cases become a hot and big topic around malaysians people. Many parties had already discussing about this problem that commonly happen in Malay communities. The question that we should always asking is, why this problems always happen toward our teenagers? According to Wikipedia, the free encyclopedia it define baby dumping as a social problem that happen when the mother of the baby want to abondent or have willing to leave their children in public or private places with the intent to dispose their baby without have heart to take care their babies. Usually this kind of cases happened when the mother of the baby have giving birth to the unwanted babies. Thus, to cover all their mistakes, they take a drastic way by dispose their own babies. Besides that, the Wikipedia also defined baby dumping as a rejecting and throwing a baby away after the mother of the baby have giving a birth and exposeing their baby with the danger in a means to make sure their baby death. In addition, according to Kamus Dewan Edisi 4, page 208, the term dumping give a means throw, delete and remove while the meaning for the word baby is a newborn child by the mother. If we combined the meaning of the baby dumping, it give to us a deep meaning as a dumped or eliminate the innocent child to everywhere without have any humane nature. The meaning that was given by the dictionary give a more and better understand about the issues that was always happened and occured in our country. Besides that, baby dumping also can be defined as when a pair of irresponsible parent either already married or not make a decision to just abandon their unwanted baby in unfavorable places such as dumpstair, abondan places even in front of other houses. ALTERNATIVE WAYS TO CURB THE BABY DUMPING Some of the steps that was taken by the parties either by government, parent and school cannot brought a successfull method in order to overcome this kind of issue. Therefore, it is important to discuss the alternative ways in order to curb this baby dumping problems. GOVERNMENT The other alternatives that government shall take is set up the DNA (Deoxyribonucleic acid) Bank. It is was proposed by Selangor police, Chief Datuk Khalid Abu Bakar in year 2010. In Malaysia, using DNA Bank to solve the crime cases like baby dumping is a one of the new approach. The DNA Bank will give a lot of benefict for the police by facilitate their investigation. For baby dumping cases, DNA Bank can trace the parents that abandoned their newborn babies because DNA Bank will keep the DNA of all newborn babies. Thus, any person that abandoned their babies will easily to get trace by the police. Besides the baby dumping cases, DNA Bank also can help the police in other crime cases, like murder, robbery cases and so on. Eventhough this facilities will give alot of benefit to solve the crime issues, but it may going to take a time and need a lot of cost to build this facilities in our country. However, it still become a best solution to address cases that related with baby dumping p roblems. Second alternatives that government can take in action is reconstruct the syllabus. The present syllabus that our children used today is good enough to them become acknowledgeable person but there are leakage in creating an awareness to our children regarding the sexual relationship. Thus, government should reconstruct or add the syllabus in certain subject like in Pendidikan Islam and Pendidikan Moral. The element that can create and rise the awareness and could highlight the consequences of social problem like free sex and baby dumping should be emphasized. Besides reconstruct the syllabus, the government also should exterminate the pornographic material either from internet or in form of electronic multimedia. This kind of things will influence the teenager to do a bad thing easily if the immediate and the drastic step did not take by the government. Nowadays, teenagers can access this pornographic material by using the internet so government should block all this matter from ente r to our country. Set a strict rule also can be taken by government in order to overcome this cases. The promotion of islam as a way of life also can be a excellent alternative to reduce the number of baby dumping statistic because the majority person that involved in baby dumping cases are muslim youth. Therefore, the government can hired the islamic scholar or ulama to take a reesponsible to explain and have a some talk about the religion to our young generation. Beside that, when there is a program or when there is a national celebration, the government could invited the religious person or motivator to motivate our citizen instead of invite the singer to organise their concert. One of the politician in our country had said that, one of the reason why the baby dumping in our country increase for every year is due to the entertaiment that they easily to get. Too entertaimnet that didnot give any benefit for them will cause them to get chances involve in social problem. Other than that, government also should give a support for NGO activities. One of the method that NGO organised t o overcome this problem is by providing baby hatch. The baby hatch was get supported by our Ministry of Women, Family Community development. The function of baby hatch is to help the women especially the young women that need help from abandoning their babies by providing place for them to leave their unwanted babies instead of throwing them in unsuitable places. Thus, this baby hatch should be build in other state so that this problem can resolved. SCHOOL School plays important role to help in curbing the baby dumping problem among the teenagers. The first alternative that the school should do is increase the knowledge and social skill among the teenagers. The teacher should not just teach the students about the knowledge in textbook, but they also should have iniciative to teach the student about the general knowledge including the sexuality issues. The students should know how worse the social problem that just happening in our country. They also should have some knowledge how to take care themselve from being trapping in free sex and also baby dumping cases. Besides that, the teenagers also need some skill to make decision about when they should initiate with sex, with whom and under what circumstances they should know about the sex. Besides the knowledges, school also should provided the martial art class. This martial art class is important to teenager to have a some skill to defence them from be a victim in sexuality issue. The second alternative is school should offer reproductive health service and contraception. Normally, the facilities was only exist in public and private family planning clinic. Thus, the teenagers that have some problem in sexuality relationship may feel embarrassed due to the perception of cammunity toward them. We should take some example from United State, they also offer reproductive health in school to give their students the knowledges regarding with the sexual relationship. By providing this service in school, the students can use it to get counseling session regarding with their sexuality relationship. To overcome the baby dumping issues, besides give counseling, the service also can organise communication program for parents and teen to discuss about the teenagers problem in sex education. It is important to enhance the teens sense of personal development and to parent in knowing about their children problems. The third method that the school can do is by applying the sex education to their students. Sex education in school is a better option to overcome this problem. But, many parties may have a wrong perception toward the objective of sex education in school. actually, it is not the teacher teach the student about how to have a safe free sex, but the objective of sex education are to provide the awareness to the students and let them to have a better understanding of reproductive system and health. It is important to provide the students especially female students about the consequences of having a relationship with a boy in a early stage. Beside that, sex education could give the extra knowledge and tend to reduce the number of unprotected sexual intercourse and also illegal pregnancy. We should learn from Singapore, they addressed the issues much better and faster than us. Now, the sex education was formally taught in upper primary school until the pre university level. The objective t hat Singapore emphasized regarding the sex education are to building the teenagers that mature and be responsible with their own body. PARENT Parents play a high role to teach their kids to become good in their own behavior. Thus, the role of parent in curbing the baby dumping need to address very well. First of all, the parent should openly discussed about the sex education with their children. Eventhough the topic about the sex education is still taboo to aur culture, but it is important to prevent the teenage to get the wrong information about sex from wrong sources. Parents always refuse and opposed to discuss about the sex with their children and leave the respnsible to the teacher only. Thus, the parent should take their own role to reduce the number of baby dumping in our country. The parent should have initiative to story the consequences of being in a relationship in an early stage to their children. The children should know how they should respect their own body by not letting any men touch their body without have any legal relationship. Beside that, if the children asking the questions, the parent should provide the actual answer to their children. They should not give a wrong answer because the children may have cinfusing in understanding that topic. Second alternative that the parent could taken is supervise their children activities. Parent should know very well about what their children do and with who their children befriend. If necessary, parent should control their children when they frequently love to hangout with their friend instead of staying at home. Once, before egulate all their children activities including their children social life, but now parents is different. They believe that their children can manage their life very well even without their parent guide. They also should firm their childrem activities relating with the activities that do not good for their life. Sometimes, parents did not give a full attention to their children because of too much spending with their work. Thus, the children feel boring staying at home by themselve and finally take a decision to hangout with their friends that tend to involve in social problem. So, parent should spent their time with their children in order to understand their children behaviour and problems.

Explore Jane Austen’s attitude to marriage in Pride and Prejudice Essay

Explore Jane Austen’s attitude to marriage in Pride and Prejudice Looking at the social, historical and cultural context In the 19th century when Austen wrote ‘Pride and Prejudice’, the way in which marriage was viewed was very different. It would have been expected of a young woman to find a ‘suitable’ partner for marriage before they were thirty, as after this they could be seen as an embarrassment to their family. By suitable, it does not mean in the way in which marriage is viewed today. Today marriage is seen as an expression of deep love and respect for another person. In Austen’s time, a ‘good’ marriage was seen to be one where wealth and social status of the man and woman were socially suitable. There was very little, if nothing at all based on a good love match. This can be seen in Austen’s opening statement, ‘it is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife.’ Austen’s use of irony immediately indicates that she does not agree with this popular view of her time. Austen’s views are depicted throughout the book through the thoughts of characters, especially through the main character, Elizabeth Bennet. They seem to share the same view that social suitability is not enough for marriage, but it should be based on love and understanding. For Austen to hold this opinion in the time that she lived shows she was ahead of her time, as her opinion is the common view among today’s modern society. Austen illustrates two main examples of the ‘ideal state’ of marriage. These can be seen through the relationships and eventual engagements of Bingley and Jane, along with Elizabeth and Darcy. The way, in which Austen portrays these two relati... ...and compatibility and the feelings of the two people involved, were not high on the priority list for a good, successful marriage. However Austen thought this should be the other way around, as she believed that love and compatibility are one of the most important aspects of a good marriage and that money and social status should only play a part in marriage, not decide it. This can be seen where she shows her personal feelings towards each different type of marriage shown. In the marriages she sees as being ‘good’ marriages, we can assume that they will be happy when the marriage has been based on a balance of their personalities and their love. Throughout each she continually stresses the importance of love, equality and compatibility in a marriage. The reader is shown the alternatives to this, in both the positive and negative consequences of marriage.

The rate of reaction of Succinate dehydrogenase :: GCSE Chemistry Coursework Investigation

The rate of reaction of Succinate dehydrogenase Introduction: Enzymes are protein molecules that function as biological catalysts that can help break larger molecules into smaller molecules while remaining unchanged themselves. They speed up the chemical reactions by lowering the energy of activation barrier, are specific to one molecule. The enzyme’s specificity arises from its active site, an area with a shape corresponding to the molecule with which it reacts (the substrate). The shape of the enzyme where the chemical binds only allows the binding of that particular chemical, or inhibitor substrates that are structually similar to the substrate, competing for the active site. The enzyme and the substrate slot together (like a key for a lock, or by induced fit) forming an enzyme–substrate complex that allows the reaction to take place. An enzymes activity is affected by its environment. Each enzyme has a temperature and pH level at which its activity is greatest and the reaction it catalyses proceeds at its fastest rate. The rate of enzyme-catalysed reactions increases as the temperature and pH balances approach its optimum level. At higher or lower temperatures and pH balances, the enzyme molecules become damaged or 'denatured'. They cannot catalyse the reaction very well, if at all, and the damage is usually permanent (Campbell, et al, 2006). The aim of this study was to investigate the rate of reaction of succinate dehydrogenase, an enzyme extracted from chicken hearts. The rate of reaction was analysed considering two factors: pH and temperature. The ability for the enzyme succinate dehydrogenase to oxidise two alternative substrates (malonate and propionate) will also be examined. Materials and Method Part 1. Effect of pH on enzyme activity Blender 50 grams of fresh chicken hearts - 2 days old purchased from local butcher: Rays meats Sorrento. Chicken hearts were kept in fridge until prepared the evening of purchase. 3 test tubes Distilled water 0.2M Na2HPO4 with 100ml distilled water (solution 1) 0.2M NaH2PO4 with 100ml distilled water (solution 2) 0.1M succinate with 100ml distilled water 0.0003 M DPIP with 100ml distilled water BUFFERS pH 5 buffer – 1ml solution 1 to 49ml of solution 2, mix – add 50 ml distilled water pH 7.3 buffer – 75ml solution 1 to 25ml solution 2, mix – add 100ml distilled water pH 9 buffer - 10ml solution 1 to 10ml distilled water Stopwatch Enzyme preparation: (Wright, 2005) Chicken hearts were prepared according to notes in Lab (Wright 2005). This liquid formed the enzyme. A rack containing 3 test tubes were arranged containing: tube 1 – 5.8 ml pH5 buffer 1 ml 0.1M succinate .2 ml enzyme tube 2. - 5.8 ml pH7.3 buffer 1 ml 0.1M succinate .2 ml enzyme tube 3. - 5.8 ml pH9 buffer 1 ml 0.

Economics Question Jaibb

PAPER 6 : ACCOUNTING FOR FINANCIAL SERVICES Full Marks : 100 Module A: Introduction and Environment †¢ Purpose, Nature, Uses and Users of Accounting Information, Functional and Operational Definition of Accounting, Accounting Principles, Standards and Regulations, Forms of Business Organizations and Accounting systems. Module B: Analysis of Financial Statement †¢Objectives of Financial Statement Analysis, Financial Statement Analysis, Horizontal and Vertical Analysis, Comparative Financial Statements, Communize Statements, Financial Ration Analysis, Trend Percentage, Specialized Analysis, Cash Forecasts, Analysis of Changes in Financial Position, Break-Even Analysis, Cash Flow Statement, Unadjusted Trial Balance and Adjustments. Module C: Processing and Recording of Accounting Information †¢Transaction, Analysis of Transaction, Accounting Cycle, Recording of Transaction, Double Entry System, Golden Rule of Debit and Credit, Posting of transactions to the Ledger, T Form and Multi Column Ledger, Preparation of Cash Book, Single Column, Double Column and Triple Column Cash Book, Preparation of Trial Balance, Suspense Accounts, Reflection of Errors Adjusting Entries and Closing Entries Accrued and Deferred Revenue and Expenses. Module D: Financial Statements for Different Entities †¢ †¢ †¢Service, Merchandise and Manufacturing Operation: Income Statement, Cost of Goods Sold, Cash Flow Statement, Balance Sheet, Limitation of Balance Sheet. Partnership and Joint Stock Companies: Specific Characteristics of Financial Statements of Partnership – Capital Account, Current Account, Profit and Loss Adjustments Account. Distinguishing Characteristics of Financial Statements of Companies. Banks and Other Financial Institutions: Provisions of Bank Company Act, 1991 (with Amendments), Preparation of Profit and Loss Account and Balance Sheet of Banks.Provisions of Financial Institutions Act, 1993 (with Amendments), Preparation of Profit and Loss Account and Balance Sheet of Financial Institutions. Module E: Accounting for Assets †¢ Current Assets: Inventory Valuation, Periodic and Perpetual Method for Ascertaining Closing Inventory, Average, Last In First Out (LIFO), First In First Out (FIFO), Account Receivables. †¢ Fixed Assets: Depreciation Methods, Recording of Depreciation, Valuation of Fixed Assets, Depreciation as a Cost Allocation. Module F: Journal Rules for Journalizing †¢Different Types of Journals, Sub-Division of Journals, Posting of Accounts, Ledger, Interpretation of Ledger Account, Writing of Different Types of Cash Book in Columnar Form, Imprest System of Petty Cash, Bank Reconciliation System, Journal Proper. References 1 2 3 4 5 Anthony, Reece – Accounting Principles (Richard D, Irwin, Inc. U. S. A. ). Anthony, Robert N. – Essentials of Accounting (IRWIN, U. S. A. ). Harmenson, Edwards, MAHER – Accounting Principles (IRWIN, U. S. A. ). Khan, Md. Mainuddin – Advanced Accounting (Ideal Library, Dhaka). Weygandt, Kieso Kell – Accounting Principles (John Wiley and Sons Inc. U. S. A. ).

Inhibitor Improves Learning Essay

The article is entitled, Peripheral Delivery of a ROCK Inhibitor Improves Learning and Working Memory. Title of the journal the article was published in and date published: This article was published in the journal entitled Behavioral Neuroscience in February 2009. The journal is published by the American Psychological Association. Describe the topic and the experiment conducted. What did they do? The article noted that in related studies, the RhoA/ROCK/Rac pathway is involved in the cognitive processes. Thus, they postulated that if this pathway could be inhibited, learning and memory can be enhanced. The article explained that fasudil has been used in experiments for the treatment of vasospasm and angina but not for learning and memory. Hydroxyfasudil is an active metabolite of fasudil. The study subjects were 27 rats who were 17 months old and 18 months old at the time of actual behavioral testing. Specifically, the study used Fischer-344 male rats who were bred at the aging colony of the National Institute on Aging at Harlan Laboratories (Indianapolis, IN). All the rats were acclimatized before the actual experiment according to IACUC standards and all the procedure done were with the approval of the local IACUC committee. NIH standards were followed. The study was done in Arizona State University. The study grouped the rats into three experimental groups. The first group of rats received saline and was labeled as the â€Å"aged vehicle† group. The second group received 0. 1875 mg hydroxyfasudil and was labeled as the â€Å"aged low dose† group. The third group received 0. 3750 mg hydroxyfasudil and was labeled as the â€Å"aged high dose† group. Of the 27 rats, nine belonged to the â€Å"aged vehicle† group, another nine rats in the â€Å"aged low dose† group, and another nine rats in the â€Å"aged high dose† group. Since hydroxyfasudil has a half-life of around 5-7 hours in humans, the drugs were all administered in the morning before behavior testing was done. All injections were given by subcutaneous injection at the scruff of the neck of the rat. All experimenters who performed the behavioral testing and succeeding dissections of the rats’ brains were blind to the respective treatment groups of the rats. The behavioral testing used the Water Radial Arm Maze to test working and reference memory, and the Spatial Reference Memory Morris Maze to test for spatial learning and memory. The performance of the rats in these two mazes were compared and used as basis as to whether cognitive functions were enhanced or not with the administration of hydroxyfasudil. Summarize the most important results. What did they find and what does that mean? 4 pts The results of the behavioral testing done using the water radial-arm maze, the â€Å"aged high dose† group was superior in all measures evaluated: learning index scores for total errors, working memory correct errors, and working memory incorrect errors. Better learning was indicated by having a higher learning index. Aged high dose† group showed better learning on all three measures. The group’s learning index when compared to the â€Å"aged vehicle† group was significantly higher. As for the â€Å"aged low dose† group, it still had a higher learning index when compared to the â€Å"aged vehicle group† but only marginally for the working memory incorrect errors. For the other two m easures, the group still had a higher learning index but no longer marginally, but intermediate between the â€Å"aged high dose† and â€Å"aged vehicle† groups suggesting that the relationship may be dose-dependent. Another important result noted was that hydroxyfasudil did not significantly alter spatial reference memory performance in either maze. 5) What implications do these results have for future research? What should they look at next? The implications of study would mean that if hydroxyfasudil can inhibit events that influence cognition, the next step would be to confirm this in result in a larger number of mice or even in rabbits. They should also look into the side effects of hydroxyfasudil and a good start would be to look for the same side effects found in its parent compound which is also being currently studied. ) Does this study reveal anything that could be useful to society (the general population, not science), and if so, what is it? This study showed that if hydroxyfasudil does improve cognitive function by improving spatial learning and memory, then science has found another possible answer to age-related or neurodegenerative-related memory dysfunction. To put it simply, hydroxyfasudil, if safe and effective in improving spatial learning and memory, will help patients who suffer from age-related or neurodegenerative-related memory dysfunction. ) What are some possible confounds or errors that this study should have controlled for, but did not? Essentially, what would make this a better study? In my opinion, this study was a good one with very negligible confounders. One thing that might have made the study better though was the possible side effects of hydroxyfasudil on the short term and also long term. 8) What did you learn that you did not know before? What did you find most interesting? I found that fact that such a drug as hydroxyfasudil being a possible treatment for those suffering from age-related memory dysfunction, fascinating. I did not know this until I read this article. If it is indeed a possible cure, many people all over the world would live a better life in their advanced age since their memory will serve them better and they will depend less on their children and thus, have a less likely chance of being placed in homes just because families have difficulty caring for them.

Ap 1988 Euro

1988 MC National AP European History Exam 100 questions in 75 minutes. 1. Salvation by faith alone, the ministry of all believers, and the authority of the Bible are principles basic to (A) the Christian humanism of Erasmus (B) the Church of England (C) Catholicism after the Council of Trent (D) Lutheranism in the early sixteenth century (E) the Society of Jesus (Jesuit order) 2. The Edict of Nantes in 1598 did which of the following? (A) Ensured Anglo-French cooperation throughout the seventeenth century. (B) Created a French church separated from papal authority. (C) Ended the War of the Spanish Succession. D) Proclaimed the toleration of Calvinism. (E) Precipitated the French Wars of Religion. [pic] 3. The sketch above, drawn by Galileo in 1610, was used to argue that the Moon (A) has no phases (B) has an irregular surface (C) is one of the planets (D) does not revolve around the Earth (E) is illuminated by Mars 4. â€Å"You venerate the saints and delight in touching their relic s, but you despise the best one they left behind, the example of a holy life †¦. If the worship of Christ in the person of His saints pleases you so much, see to it that you imitate Christ in the saints†The quotation above expresses the views of which of the following? (A) Henry VIII of England (B) Catherine de Medici (C) Erasmus of Rotterdam (D) Leonardo da Vinci (E) Niccolo Machiavelli 5. John Locke based his Two Treatises on Government primarily on which of the following views of human nature? (A) People are basically rational and learn from practical experience. (B) People are weak and sinful and need the guidance of organized religion. (C) People are fallible and need guidance from the cumulative wisdom of tradition. (D) People are inherently quarrelsome and should never be encouraged to revolt against state authority. E) People are born with all knowledge, and learning is the process of remembering that innate knowledge [pic] 6. The map above of eighteenth-century R ussia suggests which of the following about Russian territory between 1689 and 1796? (A) The Ottoman Empire annexed the Crimea (B) Peter the Great added more territory to Russia than did Catherine the Great (C) Most Russian expansion took place in the east (D) Russia ceded territory to Poland in the late eighteenth century (E) Russia acquired navigable seaports in both the north and the south 7.Which of the following best describes the political and economic environment of much of fifteenth century Italy? (A) A few large states dominated by a wealthy landed nobility (B) A strong unified Italian monarchy that patronized the arts (C) Many independent city-states with prosperous merchant oligarchies (D) Control of most of Italy by the pope, who encouraged mercantile development (E) Support of the arts in Italy by the kings of France and the Holy Roman emperors, who were competing for influence 8. The response of the Roman Catholic church to the Protestant Reformation included all of th e following EXCEPT A) the abolition of the Index of Prohibited Books (B) the establishment of the Society of Jesus (Jesuit order) (C) the convening of the Council of Trent (D) the founding of women’s orders active in education and care of the sick (E) an increase in the number of parish grammar schools [pic] 9. The Pieter Brueghal painting (circa 1569) shown above depicts the massacre of villagers in A) the Netherlands by Spanish troops B) Russia by Ottoman troops C) Spain by English troops D) France by Swedish troops E) Hungary by Austrian 10. The first political use of the terms â€Å"right† and â€Å"left† was to describe the A) division of France into predominantly Protestant and predominantly Roman Catholic areas (B) seating arrangements in the French National Assembly chamber during the French Revolution (C) party alliances in the English House of Commons during the debates prior to the American Revolution (D) two wings of the Versailles palace that housed the Roman Catholic and the Huguenot nobility (B) factions in the English Parliament that supported James II or William of Orange 11. Which of the following statements best describes the writers of the Romantic school? (A)They stressed emotion rather than reason. B)They continued the traditions of the Enlightenment. (C)They were advocates of increased political rights for women. (D)They modeled their work on the classics of Greece and Rome. (E)They based their writing on scientific and mathematical models. 12. During the Crimean War (1854-1856), most deaths among the military occurred as a result of (A) trench warfare and poisonous gas (B) guerrilla warfare (C) naval engagements (D) disease and inadequate medical care (E) heavy artillery bombardment 13. In fifteenth-century Europe. Muslim culture exerted the greatest influence on which of the following societies? A) English (B) French (C) German (D) Italian (E) Spanish 14. In 1500 the two most powerful autocracies in Eastern Europe were (A) Muscovy and the Ottoman Empire (B) the Ottoman and the Byzantine empires (C) the Byzantine Empire and Poland-Lithuania (D) Poland-Lithuania and Hungary (E) Hungary and Kievan Russia 15. The principal reason why Louis XIV (1643-1715) built his palace at Versailles was to (A) tighten his control over the nobility (B) strengthen ties with the Huguenots (C) move the king’s residence nearer to the center of the country (D) provide thousands of jobs E) absorb the excess revenue produced by mercantilist tax policies 16. In the second half of the seventeenth century, which of the following countries dominated European culture, politics, and diplomacy? (A) England (B) The Netherlands (C) Russia (D) France (E) Prussia 17. Which of the following best characterizes the Western European economy, as a whole, in the sixteenth century? (A) Widespread unemployment (B) Declining trade and commerce (C) Technological breakthroughs in production (D) Unrestricted trade among nations (E) S piraling inflation 18.In the first half of the seventeenth century, the Austrian Hapsburgs subdued revolt and centralized control in their territories by doing which of the following? (A) Emancipating the peasantry and encouraging agricultural development (B) Allying with the urban middle classes and encouraging commercial development (C) Establishing a national church headed by the Hapsburg emperor and redistributing former church properties (D) Creating a customs union to promote trade and acquiring new territories to supply merchants with raw materials (E) Waging warfare against rebel groups and supporting the Catholic Reformation 9. Which of the following was a major result of the Thirty’ Years’ War (1618-1648)? (A) The long-term strengthening of the Holy Roman Emperor’s authority (B) The banning of Calvinism in the German states (C) The establishment of strong Russian influence in the northern German states (D) The loss of as much as one-third of the German -speaking population through war, plague, and starvation (E) The encouragement of rapid economic development in many German-speaking cities 20. After the defeat of King Charles I in the English Civil War and his execution in 1649, England was governed for a decade by A) a democratic republic with universal suffrage (B) a commonwealth led by Oliver Cromwell and his son (C) a constitutional monarchy under King James II (D) the king of Scotland (E) a parliamentary council dominated by egalitarians 21. Which of the following most clearly distinguishes the northern Renaissance from the Italian Renaissance? (A) Interest in science and technology (B) Greater concern with religious piety (C) Cultivation of a Latin style (D) Use of national languages in literature (E) Admiration for Scholastic thought 22. Adam Smith maintained that A) workers real wages decrease in the long run (B) population always tends to outstrip food supplies (C) monopolies benefit the state (D) competition is socially beneficial (E) social revolution is inevitable 23. Which of the following early nineteenth-century political figures was most closely identified with the concept of â€Å"the concert of Europe†? (A) Castlereagh (B) Napoleon I (C) Talleyrand (D) Alexander I (E) Metternich 24. A factor accelerating the British government’s repeal of the Corn Laws in 1846 was the (A) South Sea Bubble scandal (B) American Revolution C) Irish potato famine (D) development of relatively inexpensive ocean transport (E) worldwide mechanization of grain farming 25. Which of the following spared Europe a general multinational war during the second half of the nineteenth century? (A) The functioning of an effective balance of power (B) Europe’s preoccupation with industrial development (C) The strength of the German navy (D) Fear of Ottoman expansion into the rest of Europe (E) A policy of free and unrestricted trade 26. The eighteenth-century philosophes believed that society could best a chieve progress through A) prayer and contemplation (B) intuition (C) hard work and self-denial (D) scientific empiricism (E) analysis of Greek and Latin texts 27. The model of the universe which resulted from the scientific work of Galileo and Newton embraced (A) Aristotelian philosophy (B) a belief in an ascending â€Å"chain of being† (C) a conception of a spiritually animate universe (D) the belief in the fixed, central position of the Earth (E) the science of mechanics 28. The sequence of events that led to the French Revolution of 1789 is best summarized by which of the following? A) Lafayette’s call for democracy, royal suppression of the National Assembly, Robespierre’s leading a peasant revolution (B) Peasant uprisings, royal abdication, election of the National Assembly (C) Franco-Austrian war, urban riots, convening of the Assembly of Notables (D) Widespread famine, repression of riots, guerrilla war (E) Royal financial crisis, convening of the Estate s General, storming of the Bastille 29. â€Å"In place of the old bourgeois society, with its classes and class antagonism, we shall have an association, in which the free development of each is the condition for the free development of all. These words express the ideas of (A) Alexis de Tocqueville (B) John Locke (C) Jean-Jacques Rousseau (D) Edmund Burke (E) Karl Marx and Friedrich Engels 30. Which of the following best describes an important trend in typical family size in Western Europe after 1870? (A) It increased in urban areas due to improvements in public health and housing for workers. (B) It decreased in working-class families due to legislation limiting child labor. (C) It decreased sharply because of chronic food shortages (D) It decreased initially in the middle classes because of the increased costs of rearing children. E) It remained unchanged because of massive emigration overseas 31. English economic expansion was severely threatened in the eighteenth century by a rapidly diminishing supply of (A) peat (B) wood (C) coal (D) oil (E) water power [pic] Left side of graph should read â€Å"Population (in millions)†, the first number is 1700 not 700 32. All of the following statements about Europe’s population in the eighteenth century can be inferred from the graph above EXCEPT: (A) For most of the century, France had the largest population of any European power. (B) The population of Eastern Europe outstripped that of Western Europe in size. C) Russia experienced the largest increase in rate of population growth. (D) The population of the British Isles grew throughout the century. (E) Rates of population growth increased after 1750. 33. â€Å"The salon was a weekly gathering held in the home of one of the dominant ladies of the society, at which dinner was usually served, cards usually played, but conversation led by the hostess predominated. A few salons were known as having the ideal mixture of leading intellectuals, open-minded nobles, and clever, elegant women. † The passage above describes an important aspect of social life in which of the following? A) Geneva during the Reformation (B) Florence during the Renaissance (C) London during the Glorious Revolution (D) Paris during the Enlightenment (E) Berlin during the Kulturkampf 34. Enlightened monarchs of the eighteenth century supported all of the following EXCEPT (A) religious tolerance (B) increased economic productivity (C) pacifist foreign policy (D) administrative reform (E) secular and technical education 35. Which of the following characterized European warfare between the Peace of Utrecht (1713) and the outbreak of the French Revolution (1789)? (A) Standing armies pursuing limited strategic goals B) Citizen armies fighting for their native lands (C) Feudal armies fighting for their lords (D) Mass armies pursuing global strategies (E) Highly mobile armies unhampered by traditional defenses 36. Under the Napoleonic system, peasants in territ ories conquered by French armies were generally given (A) the right to vote for representatives to serve in newly created parliaments (B) control over the appointment of village priests (C) freedom from manorial obligations (D) free lessons in the French language (E) sets of laws designed specifically to fit local conditions 37. The greatest happiness for the greatest number† was the explicit goal of which of the following movements? (A) Romanticism (B) Utilitarianism (C) Pietism (D) Anarchism (E) Jansenism 38. â€Å"In the presence of my guests I reduced the telegram by deleting words, without adding or altering a single word . . . which made the announcement appear decisive. [My guest] said: ‘Now it has quite a different ring. In its original form it sounded like a parley. Now it is like a flourish of trumpets in answer to a challenger. ’ I went on to explain: ‘ . . . it will have the effect of a red flag on the Gallic bull’†The individual re counting the story above was (A) Napoleon III (B) Cavour (C) Disraeli (D) Bismarck (E) Alexander II 39. The disease most common in industrialized areas of nineteenth-century Europe was (A) bubonic plague (B) tuberculosis (C) smallpox (D) malaria (E) leprosy 40. In 1917 the Bolsheviks sought to rally support from the Russian people with which of the following slogans? (A) â€Å"Peace, land, bread† (B) â€Å"Socialism in one country† (C) â€Å"Blood and iron† (D) â€Å"Family, work, fatherland† (E) â€Å"Liberty, equality, fraternity† 41. French leaders decided to occupy Germany’s Ruhr Valley in January 1923 in order to A) counterbalance Soviet influence in Germany (B) incorporate German territory permanently into France (C) halt the rise of the Nazi party among workers in the region (D) use the region’s industrial production to accelerate France’s rearmament (E) seize goods as payment for Germany’s reparations debt 42. By 1948 Soviet-dependent regimes existed in all of the following countries EXCEPT (A) Bulgaria (B) Hungary (C) Poland (D) Rumania (E) Yugoslavia 43. The French monarchy in the seventeenth century sought to expand France’s borders to its â€Å"natural frontiers† by gaining control of (A) Schleswig-Holstein B) Milan (C) Alsace (D) Spain (E) Tuscany 44. Which of the following caused the deepest and most persistent internal opposition to the French Revolution? (A) The Great Fear (B) The storming of the Bastille (C) The publication of Burke’s Reflections on the Revolution in France (D) The advent of the Thermidorean reaction (E) The enactment of the Civil Constitution of the Clergy 45. Architecture produced in the Napoleonic Empire was influenced most by (A) ancient Egyptian pyramids (B) classical models (C) Romanesque churches (D) Islamic structures (E) Gothic churches [pic] 46.The graph above depicts the lengths, from longest to shortest, of the railway systems of (A ) the United Kingdom, the Italian states, France (B) the United Kingdom, the German states, France (C) The German states, the United Kingdom, the Italian states (D) France, the German states, the Italian states (E) France, the United Kingdom, the German states 47. Mary Wollstonecraft and John Stuart Mill both wrote (A) critiques of the French Revolution (B) tracts on liberty and the rights of women (C) Utopian novels (D) polemics against alcohol consumption (E) satires of George III of England 48.All of the following cities experienced major uprisings in 1848 EXCEPT A) Paris B) Berlin C) London D) Rome E) Vienna [pic] 49. The image shown above is an example of a new technique for examining the human body which was discovered by (A) Faraday (B) Pasteur (C) Lister (D) Roentgen (E) Planck Questions 50-51 are based on the passage below. Where liberal parties, now liberal only in name, remained in power, they embraced protectionism and imperialism, undertook social regulation, and retain ed from the old liberal creed only Opposition to the extension of the franchise and to the church. 50.In what era did the developments described in the passage most probably take place? (A) 1715-1788 (B) 1789-1800 (C) 1815-1830 (D) 1880-1905 (E) 1945-1970 51. Which of the following factors best explains the transformation and decline of liberalism described in the passage? (A) The continued deference of peasants to aristocratic influence (B) The rise of industrial society and of mass political movements (C) The general decline in literacy rates (D) The inability of laissez-faire economics to uproot traditional communal agriculture and guilds (E) A strong popular reaction against liberal anti-clericalism 2. Which of the following ideas did Darwin draw on in developing his theories of evolution? (A) The Romantics’ ideas about the importance of heroic individuals (B) The scientific view that species are eternal and unchanging (C) The Biblical account of creation in Genesis (D) N ineteenth-century theories of manifest destiny (E) The population theories of Thomas Malthus [pic] 53. The nineteenth-century English cartoon above depicts (A) the weakening of Great Britain caused by emigration (B) Thomas Mann’s Death in Venice (C) the pollution resulting from industrialization D) British naval losses (E) criminals lurking around British waterways 54. The immediate cause of the 1905 Russian Revolution was social strain resulting from (A) the agitation of the Russian Social Democratic party (B) the mass emigration of skilled workers to the New World (C) attempts by the government to reform the Russian Orthodox church (D) the demands of ethnic groups for political autonomy (E) Russian losses in the Russo-Japanese War [pic] 55. According to the graph above, which class in sixteenth-century England benefited most from the trends shown? (A) Landowners B) Landless laborers (C) Household servants (D) Merchants (E) Small-scale artisans 56. Which of the following was a primary result of the Glorious Revolution of 1688? (A) The establishment of universal male suffrage (B) The restoration of Roman Catholicism to both England and Scotland (C) The limitation of monarchical power (D) The execution of Charles I (E) The triumph of Puritanism 57. Important prerequisites for Great Britain’s industrialization in the mid-eighteenth century included which of the following? (A) Innovations in agricultural techniques and increases in food production B) Dramatic improvements in workers’ housing in the cities (C) A rapid increase in the amount of gold imported from New World colonies (D) Rapid growth of a national system of rail transport (E) Strong monarchical leadership and a centralized government bureaucracy [pic] 58. The shaded areas on the map above represent which of the following? (A) Dynastic lands of the Hapsburgs in the sixteenth century (B) Participants in the Thirty Years’ War in the seventeenth century (C) Protestant regions in the eighteenth century (D) Members of the Holy Alliance in the nineteenth century E) Members of the North Atlantic Treaty Organization in the twentieth century 59. Which of the following European countries experienced the greatest degree of political instability in the nineteenth century? (A) Austria (B) France (C) The Netherlands (D) Prussia (E) Russia 60. When Sigmund Freud remarked that â€Å"in mental life nothing which has once been formed can perish,† he meant that (A) human beings are rational creatures (B) human beings can remember and recall all experiences at will (C) all mental acts are conscious mental acts D) the unconscious preserves unpleasant as well as pleasant thoughts (E) the unconscious obliterates excess thoughts [pic] 61. The chronologically arranged maps above illustrate the (A) concluding phases of the Franco-Prussian War (B) Schlieffen Plan (C) concluding phases of the First World War (D) settlement of the Treaty of Versailles. 1919 (E) invasion of France in 1940 62. Which of the following ideas is common to the works of both Karl Marx and the classical economists? (A) The overthrow of the bourgeoisie by the revolutionary proletariat is inevitable. B) Class struggle is the mechanism of historical progress. (C) The free exchange of wages for labor ensures social harmony. (D) The value of a product is largely determined by the value of the labor used to produce it. (E) The triumph of the proletariat will bring about a classless society. 63. During the last third of the nineteenth century, new industries, such as those producing electric power and chemicals, advanced most rapidly in which of the following European countries? (A) France (B) Italy (C) Germany (D) Belgium (E) Spain 64. What the breechloader, the machine gun, the steamboat, the steamship, quinine, and other innovations did was to lower the cost in both financial and human terms of penetrating, conquering, and exploiting new territories. So cost-effective did they ma ke imperialism that not only national governments but even individuals like Henry Stanley’ and Cecil Rhodes could precipitate events and stake out claims to vast territories which later became parts of empires. † The historian quoted above would most likely use which of the following statements to explain imperialism in Africa after 1870? A) Europe’s major corporations used ruthless force in their search for overseas trade and profits. (B) The power of European technology provided the mechanism that made imperialism cheap and easy. (C) European politicians were willing and eager to risk war for the sake of national prestige. (D) Individuals like Stanley and Rhodes were more important than economic forces in the conquest of Africa by Europeans. (E) The European officer class was eager to use Africa as a testing ground for new weapons. 65. All of the following were invented in Western Europe during the fifteenth and sixteenth centuries EXCEPT A) firearms (B) movabl e printing type (C) the compound microscope (D) the compass (E) the flying shuttle 66. â€Å"It was an important confederation of commercial towns in northern Germany with its own laws, diplomats, and flags. Its membership of merchants earned large profits shipping fish, timber, and other resources to areas to the west and to the south. Prosperity declined, however, when trade routes shifted from the Baltic to the Atlantic after 1500. † The description above refers to the (A) Confederation of the Rhine (B) Hanseatic League C) Merchants of the Staple (D) Holy Roman Empire (E) Schmalkaldic League 67. In the sixteenth century, all of the following had religious civil wars or political insurrections EXCEPT (A) Muscovite Russia (B) England (C) the Low Countries (D) France (E) the German states 68. The teachings of which of the following had the greatest impact on the Reformation in Scotland? (A) Ignatius of Loyola (B) John Calvin (C) Martin Luther (D) Desiderius Erasmus (E) Ulrich Zwingli 69. Mercantilism was principally characterized by (A) government efforts to build a strong. elf-sufficient economy (B) the efforts of the merchant class to influence policy by subsidizing the government (C) efforts by bankers and exporters to establish free trade (D) the theory that gold and silver were not real wealth (E) the view that labor ought to be able to seek its own market 70. In the late seventeenth century, which of the following countries led continental Europe in shipbuilding, navigation, and commerce and banking? (A) France (B) Russia (C) The Netherlands (D) Denmark (E) Spain 71. In eighteenth-century Europe, the most important imperial rivalries existed among which three of the following? A) Russia, France, and Great Britain (B) The German states, the Italian states, and Great Britain (C) The German states, the Italian states, and France (D) The German states, the Italian states, and Spain (E) Spain, France, and Great Britain 72. All of the following occurred as a result of the settlements reached at the Congress of Vienna (1814-1815) EXCEPT: (A) A balance of power was reestablished. (B) Belgium was united with the Netherlands under the House of Orange. (C) The neutrality of Switzerland was recognized. (D) Italy was unified under Sardinian leadership. E) A personal union between Sweden and Norway was created. 73. In the mid-nineteenth century, industrial growth in Western Europe was significantly stimulated by the (A) abolition of national customs barriers (B) introduction of assembly-line production (C) investment of United States Capital (D) expansion of transportation systems (E) expansion of labor unions 74. Which of the following factors most stimulated the entrance of large numbers of women into the labor force in many European countries during the First World War? (A) The decline in the average size of families (B) The increase in divorce rates C) Woman suffrage (D) The spread of Wilsonian principles (E) The shortage in the labor supply 75. A social historian would be most likely to research which of the following topics? (A) French diplomacy, 1742-1763 (B) Frederick William I and the General Directory of War, Finance, and Domains (C) The philosophical assumptions of Montesquieu’s Persian Letters (D) Napoleon’s Freudian relationship with Madame de Stael (E) Family life in a French village 76. In late nineteenth-century Great Britain, women were in the majority in which of the following categories of employment? (A) Transportation B) Mining (C) Factory work (D) Domestic service (E) Construction work 77. Which of the following scientific theories of the nineteenth and twentieth centuries was used to support notions of racial superiority? (A)James’s theory of pragmatism (B)Freud’s psychoanalytic theory (C)Darwin’s theory of natural selection (D)Planck’s quantum theory (E)Pavlov’s theory of conditioned response [pic] 78. The painting above, Musical Forms (1931 ) by Georges Braque, is an example of which of the following schools of painting? (A) Romantic (B)Impressionist (C) Cubist (D) Expressionist (E) Realist 79.Albert Einstein is well known for theorizing that (A) atoms are stable, basic building blocks of nature (B) time and space are unconnected concepts (C) light contains energy only when it is visible (D) mass and energy are interconvertible (E) the speed of an aircraft cannot exceed the speed of sound 80. Most historians would agree with which of the following descriptions of the Treaty of Versailles of 1919? (A) A treaty that spelled out the Soviet Union’s reparation obligations (B) A triumph of farsighted political and economic planning (C) A treaty that dismantled the British Empire D) A destructive peace dictated by the United States (E) A treaty that the defeated thought too harsh and the victors thought too lenient 81. The political and social values of the Vichy government in France during the Second World War are best described as (A) democratic, socialistic, peaceful (B) radically fascistic, antichurch, antielitist (C) conservative-authoritarian, corporatist, Catholic (D) monarchist, nationalistic, antimilitary (E) republican, liberal, expansionist [pic] 82. The map above represents the British Empire in (A) 1776 (B) 1850 (C) 1919 (D) 1950 (E) 1961 83. Man, being the servant and interpreter of Nature, can do and understand so much . . . as he has observed.. . . Beyond this he neither knows anything nor can do anything. † The passage above was written by (A) Francis Bacon (B) Martin Luther (C) Rene Descartes (D) Georg Hegel (E) Friedrich Nietzsche 84. Which of the following European states was the last to eliminate legal discrimination against Jews? (A) Austria-Hungary (B) France (C) Great Britain (D) Italy (E) Russia 85. All of the following were among President Wilson’s Fourteen Points EXCEPT (A) an independent Poland (B) absolute freedom of navigation C) the limitation of armament s (D) the autonomous development of the peoples of Austria-Hungary (E) the autonomous development of the peoples of the Russian Empire 86. The major objective of the Kellogg-Briand Pact (1928) was to (A) end the use of war for solving international controversies (B) end the Russo-Polish border conflict (C) end tensions between France and Great Britain over the export of French farm surpluses to Great Britain (D) end the French occupation of the Ruhr (E) replace the Dawes and Young plans [pic] 87. The illustration above from a 1940 German magazine suggests that women should A) bear as many children as possible (B) not be discouraged by shortages of food and consumer goods (C) not work outside the house (D) support the war effort by doing their sons’ and husbands’ jobs (E) enlist in the army to help the war effort 88. The primary instrument of economic integration in Western Europe since the Second World War has been the (A) North Atlantic Treaty Organization (NATO) (B) European Economic Community (EEC) (C) World Bank (D) United Nations Educational, Scientific, and Cultural Organization (UNESCO) (E) European Free Trade Association (EFTA) 9. The most notable social effect of the 1923 inflation in Germany was the (A) depletion of the savings and income of the middle class (B) encouragement of population shifts from cities to the countryside (C) strengthening of the position of women in the work force (D) acceleration of a trend toward the establishment of cooperative pension plans (E) reduction of social tensions 90. All of the following are policies to which totalitarian states have traditionally adhered EXCEPT (A) encouragement of multiparty political systems (B) promotion of social welfare measures C) expansion of the military (D) economic planning (E) holding of periodic elections 91. Which of the following was a major factor in German military victories in1939-1940? (A) Overwhelming German technological and numerical superiority to the French an d the English (B) French insistence on continuing to fight, regardless of the cost (C) Britain’s campaign in Norway, which diverted British troops from Western Europe (D) The German army’s effective use of armor and air power in the Blitzkrieg (E) The German defeat of the Russian army at Tannenberg in August 1939 92.Which of the following statements about twentieth-century existentialists like Albert Camus and Jean-Paul Sartre is true? (A) They questioned the efficacy of reason and science in understanding the human situation. (B) They counseled an integration of Christian principles into everyday life. (C) They promoted the development of nuclear technology. (D) They advocated a return to the ideals of the Enlightenment. (E) They advocated nationalism and the strengthening of the individual nation-states. 93. In the 1960’s a factor that distinguished Soviet social structure from the societies of advanced industrial nations in Western Europe was theSoviet Unionà ¢â‚¬â„¢s (A) lack of linguistic and ethnic divisions (B) high percentage of workers engaged in agriculture (C) rising number of workers in service-sector jobs (D) integration of women into the political elite (E) system of compulsory education 94. Which of the following was the major reason for the establishment of the Dual Monarchy in 1867? (A) To satisfy the demands of the Magyars (B) To resist Turkish encroachment into Europe (C) To resist demands made by Napoleon III (D) To balance the power of the North German Confederation (E) To curb the growing strength of a united Italy 5. The immediate aim of the Truman Doctrine of 1947 was to (A) promote the economic recovery of Europe (B) block the spread of communism in France and Italy (C) prevent the overthrow of the Greek and Turkish governments (D) bring about Soviet withdrawal from Czechoslovakia (E) forestall Soviet plans with regard to West Germany 96. Which of the following areas was conceded to Hitler at the Munich Conference o f 1938? (A) The Polish Corridor (B) The Rhineland (C) The Saar (D) Silesia (E) Sudetenland 97. The Western Allies and the Soviet Union agreed to all of the following easures to be implemented after the Second World War EXCEPT (A) the division of Berlin into four occupation zones (B) an international trial at Nuremberg of major Nazi leaders (C) a denazification program (D) the placing of Germany under the control of the United Nations (E) the disarmament of the German military 98. Nikita Khrushchev’s program of de-Stalinization involved all of the following EXCEPT (A) curbing the power of the political police (B) attacking Stalin’s cult of personality (C) disbanding agricultural collectives (D) reestablishing the primacy of the Communist party E) loosening controls over culture and society 99. Which of the following characterized Mussolini’s ideal of the fascist corporate state? I. Organization of the population into syndicates of employers, employees, and govern ment arbitrators II. Establishment of semiautonomous regional governments III. Abolition of strikes, lockouts, and the older trade unions (A) I only (B) II only (C) I and II only (D) I and III only (E) I, II, and III 100. Which of the following was a central part of National Socialist ideology? (A) Anticommunism (B) Conservatism (C) Protestantism (D) Utilitarianism (B) Syndicalism