Answer:
The statement is describing the usual difference in trade policy that exists between monarchies and republics.
Explanation:
The excerpt comes from the Spirit of the Laws, by Montesquieu, who was a French philosopher who promoted republicanism and liberalism.
In the text, Montesqueiu is explaining than in monarchies, trade is very restricted, and is usually only allowed for luxury goods like perfums, spices, or silk clothes, because these goods are used by the nobility as a symbol of their power and status.
In monarchies, for the rest of the population, trade is restricted. The common people therefore cannot access goods from abroad, or can only do so at a very high cost.
In republics, Montesquieu says, trade tends to be more open. Merchants become the ones who do most of the trade, guided by their economic ideas. The merchants therefore obtain many goods from abroad, that both the nobility and the commoner can acquire for a lower price.
In conclusion, Montesquieu is using the argument for trade as another reason to support republics over monarchies.
This unit presents a history of scientific thought relating to the origin of life as explained mainly by early Greek scientific philosophers. The unit begins with Greek science during the eighth century B.C. and proceeds quickly into the seventh century B.C., concluding with the fourth century B.C. Since the scope is limited to this time period the unit will end with information that is presently, for the most part, outdated. The teacher must constantly remind the students of this fact. The purpose of this unit is not to impart scientific knowledge for its own sake. Rather, it is to show how scientific thinkers came to their conclusions based upon how science was viewed in the scheme of history.
There are various high school courses taught, yet no specific course has been designed to relate the development of the academic disciplines to each other. Many science textbooks include the names of scientists who contributed valuable information upon which specific ideas were developed. Yet, most textbooks provide a minimum amount of information relating to the scientists themselves. It is my feeling that students will better understand the development of scientific thought if an opportunity can be provided in which a connection can be made between science and history.
There are four general objectives for this unit. Upon completing the unit students will: 1. be familiar with the ideas of early scientific minds, 2. recognize the relationship between Greek science and Greek history, 3. realize the importance of observation and drawing conclusions, and 4. appreciate the development of science.
Approximately one month before beginning this unit the teacher should require each student to read one book which in someway deals with the Greek period covered in this unit. Selections may be made from an historical or scientific aspect. Before the unit is begun students should have completed a book report and be required to present a short oral report. This will insure that all students have some common frame of reference from which to work. Lesson one at the end of the unit should be started the first day the unit is taught.
An excellent laboratory activity which should be done early in the unit is the biogenesis of microorganisms, i.e. producing microorganisms from hay infusions. This will arouse student interest and help them to understand how incorrect conclusions were drawn. Later, a laboratory activity based upon the experiments of Spallanzani, Pasteur, or Redi should be performed to show how spontaneous generation was disproved. For the advanced students, the development of fertilized chicken eggs could be done in the classroom throughout the unit. All of these activities are readily available in most laboratory manuals. A very complete guide to egg incubation is provided in the 4-H Manual listed in the teachers bibliography.
In Hellenic (Greek) antiquity cosmogonic ideas originated in the eighth and seventh centuries B.C. These were religious and legendary descriptions of the origin of the world. There was a belief in the cosmic egg from which all things were said to have been produced at the beginning of the world. Most of these ideas began to establish themselves at the end of the seventh century.
<em><u>Regulation</u></em> is defined as the government requiring business to perform specific procedures.
<u>Explanation:</u>
Regulation means that to do certain procedures by the government, it requires some kind of businesses. These regulations contain a set of proper rules and regulations which the government needs to follow if it wants to run the business.
The motives and the aims of such business which is being run should be welfare of the people and their betterment and the stability of the market should be achieved. These rules and regulations help the business to be in proper law order and in discipline.
Answer: The ancient Egyptian civilization grew for thousands of years intact because the Nile River Valley and Mediterranean and Red Sea border kept foreigners and their ideas away. The Nile River was very important to Egyptian civilization. The Nile provided a communication and trade route across a huge and harsh land
Explanation:
