need to understand what the problem of evil‚ the free will response‚ and divine foreknowledge is. After viewing the material‚ I concluded that free will is a possible response to the problem of evil because people choose their actions. Others say that free will is not the cause for evil because God has foreknowledge. However‚ even if God does know everything before it happens‚ this does not mean he forces us to take those actions and takes away our free will. First‚ the problem of evil is the attempt
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Conrad-Demarest Model of Empire: Basic Principles for the Roman‚ Han Chinese I. Necessary preconditions for the rise of empires: a. State-level government: Rome: republic then empire with emperor Han: kept most of Qin centralized government in place b. High agricultural potential in the area: Rome: wheat‚ grapes‚ cattle Han: wheat‚ millet‚ pigs c. An environmental mosaic Rome: Alps‚ Mediterranean Sea‚ forests‚ Tiber and other rivers‚ hills Han: Tianshan mountains‚ Yellow and Yangtze Rivers
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EUROPEAN HISTORY DBQ . 1. Explain the reasons for the adoption of a new calendar in revolutionary France and analyze reactions to it in the period 1789 to 1806. Historical Background: On November 24‚ 1793‚ the National Convention adopted a revolutionary calendar to replace the Gregorian calendar (established by the Roman Catholic Church in 1582). New Year’s Day was moved from January 1 to September 22‚ the founding date of the French Republic‚ and this date in 1792 marked the beginning
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Ch. 12 1) Among the primary reasons that young farm women moved from the farms to work in textile mill towns in the early 19th century was: To escape farm life and earn wages 2) The history of Lowell epitomizes this transition: Self-sufficient farm families to urban wageworkers 3)In the pre-industrial system‚ a boy who wanted to learn a trade Entered a formal apprenticeship system 4)The organization of a family business in the pre-industrial era was Patriarchal 5) If you lived in Boston
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Chapter 4 Big Picture Questions 1. What common features can you identify in the empires described in this chapter? • All empires controlled large areas and populations. • All empires were brought together by conquest and funded in part by extracting wealth from conquered peoples. • All empires stimulated the exchange of ideas‚ cultures‚ and values among the peoples they conquered. • All empires sought to foster an imperial identity that transcended more local identities and loyalties. • All
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development of a national market economy B) the appearance of a major manufacturing sector C) the creation of a more united country D) the alliance of the Northeast and Northwest E) the participation of farmers in the increasingly international economy Answer: C Page: 259 Difficulty: Medium Theme 5: Economic Transformations 2. The American population of the 1820s and 1830s was characterized by A) increased the number of adults ages 25-50 B) migration from the South to the North
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Advanced Placement United States History Course Description: AP® U.S. History is a challenging course that is meant to be the equivalent of a freshman college course and can earn students college credit. It is a two-semester survey of American history from the age of exploration and discovery to the present. Solid reading and writing skills‚ along with a willingness to devote considerable time to homework and study‚ are necessary to succeed. Emphasis is placed on critical and evaluative
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R.D Laing‚ a psychiatrist‚ once said‚ “Alienation as our present destiny is achieved only by outrageous violence perpetrated by human beings on human beings.” There are many forms of evil that may destroy our humanity mainly resulting in segregation and confinement. These alienation’s become evident through the basis of gender‚ race‚ class‚ or creed. In To Kill a Mockingbird‚ Harper Lee develops Tom Robinson’s racial alienation through dialogue and internal monologue to show the persecution of African
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WELCOME TO AP ART HISTORY!!! Greetings AP Art History Student! Welcome to your course! My name is Mrs. Crosier and I’m thrilled to have you as a student to work together to help you earn free college credit! An Advanced Placement (AP) course with FLVS is a rigorous‚ college-level learning experience. AP courses require a high level of commitment and are an opportunity to earn college credit based on a qualifying score on a national AP exam. A student should only be enrolled in an
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----------------------------------------------------------------------------- Expanded Core=2 AP requires you to expand it to 2; however‚ you write 3 to get the points from expanded core section. Process: 1. Box Question 2. Read Documents ----------------------------------------------------------------------------- 1. Group 2. Extra Document 3. P.O.V “Not Surprisingly” 4. Pre-write Outline: I. Intro a. Thesis b. Extra Doc. II. Body a. G1 b. G2 c. G3 III. Conclusion AP Exam Multiple Choice=50% Essay=50% DBQ=50% FRQ*1=25% FRQ*2=25%
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