The Spanish And Ottoman Empire

The Spanish And Ottoman Empire The fourteenth and fifteenth centuries marked key points in the development of both the Spanish and the Ottoman empires. The building of the Spanish and the Ottoman Empires are both similar and different in many ways. With the discovery of the Americas and the conquering of Constantinople, both empires were emerging as world powers. Furthermore, both empires developed into strong religious empires. One major difference was the reasons for conquest between the two vast empires. The Spanish sought to improve trade whereas the Ottoman Empire sought military control. There were also many similarities and differences in how the Spanish and the Ottoman Empires developed politically. The Spanish used the Encomienda System as a base for economic and political order in the Americas. Using this system, the men who served the crown, or the encomenderos, were awarded part of the labor and produce of the natives. The Spanish king ruled through the Council of the Indies, allowing the king to appoint viceroys. Furthermore, the Spanish king could oversee the treasury office and the royal court of appeals, or audiencia. In contrast, the Ottoman Empire developed a bureaucracy, and because of religious tolerance allowed Christians and Jews to participate in the government. The Spanish and the Ottoman Empires can be compared and contrasted economically. One difference between the two empires was taxing in the Ottoman Empire. Although the Ottoman Empire was tolerant of other religions, they imposed a special tax on non Muslims called the jizya. One similarity was the establishment of trade routes in both empires. The Spanish Empire established trade routes to the Americas and the Ottoman Empire, under the rule of Suleyman, expanded populations, roads, and trade routes. Suleyman led the Ottoman Empire to the Pax Ottomanica , resulting in the golden age that allowed the empire to flourish. Furthermore, the Ottoman Empire controlled half of the Danube River, allowing them to control trade. Socially, both the Spanish and the Ottoman Empires were very strict religious empires. The Spanish were strict Catholics (maybe tolerant). Similarly, the Sultan of the Ottoman Empire was a devout Muslim. The Spanish spread Christianity throughout the Americas, converting Natives similar to how the Ottomans converted boys in poor villages top ranking janissaries. However, the two empires did differ in that the Ottoman Empire was tolerant of other religions. The Ottoman Empire tolerated other religions because by allowing the Christians and Jews to practice their religions freely, the Ottoman Turks could defend themselves against revolts and rebellions. One major difference between the two empires was their reasons for expansion and conquest. The Spanish Empire expanded to further promote trade, whereas the Ottoman Empire expanded for military control. Under a system known as devshirme the Ottoman Sultan rounded up boys between the ages of 12 and 20 from villages and trained the best 1 0 percent to be civil servants or military men known as janissaries. However a similarity can be found in the decline of these two empires, where both empires ended because of the implications of the systems they sought to improve in expansion. The Spanish, in attempts to improve trade started to decline because of a weak financial base, unable to reap the benefits of trade. Similarly, when the expansion of the Ottoman Empire stopped, the empire lacked the influx of manpower to feed its system of maintaining an efficient population of civil servants and military men. A serial military defeat followed afterwards. During the periods of 1450 to 1800, the building of the Spanish and the Ottoman Empire developed in similar and different ways. Politically, the Spanish used an encomienda system whereas the Ottomans developed a bureaucratic government. Economically, the Spanish and the Ottoman developed trade routes, but the Spanish did not impose the jizya as the Ottomans did. Socially, both empires were strictly religious but the Ottomans were more tolerant of other religions. Despite their emergence as world powers, both empires declined as a result of the Spanishs inability to develop a strong financial base and the Ottomans failure to continue maintaining a constant manpower. Whereas the Spanish easily conquered the New World, the Ottomans constantly fought against different people from Africa, Asia, and Europe. Ottoman society was divided politically into wealth producers, soldiers, Muslims, and non-Muslims. Under a system known as devshirme the Sultan rounded up boys between the ages of 12 and 20 from villages and trained the best 10 percent to be civil servants or military men known as janissaries. After the relatively easier early conquest, Spanish legislation prohibited exploration and enslavement of Indians in its New Laws of 1542. In Mexico and Peru the decree was ignored and lead to a debate about how the colonies should be run, with some prominent ruling class arguing that Indians should be treated with protection and care, while others argued for a slavery system. The Ottoman Empire was less enlightened in ideology, but ruled with brute penalties for criminal acts, and efficient administration ad legal procedures. The Sultan considered himself supreme as compared against other monarchs. Indians died because of disease, dislocation, and the rigors of mine work following the European conquest. When the Spanish monarch ended the encomienda system the colonists increasingly sought grant of lands creating rural estates that produced cultural products. Gradually, the Americas evolved into an economic base that supports Spain. As for the Ottoman Empire, its decline was drastic. When the expansion stopped, the empire lacked the influx of manpower to feed its system of maintaining an efficient population of civil servants and military men. A serial military defeat followed afterwards.

Volpone, by Ben Jonson :: Free Essay Writer

Consider the end of the play, the lack of resolution in the Bonario - Celia relationship, the class based difference in the severity of Volpone and Mosca`s punishments, the situation in which Corbaccio, Voltore and Corvino are left. Do you find the ending just and in structure or are the unresolved situations disturbing? In the epistle of the play Ben Jonson states â€Å"it being the office of a comic poet to imitate justice.† It can be said that this is shown in the ending and that it is just and in structure as all the characters are punished in some way for their avarice and the â€Å"innocent† characters Bonario and Celia who in a way provide a contrast to the immoral selfishness, are set free and Celia is given back with three times her dowry money to her father. However there are unresolved issues left at the end of the play concerning these characters. One point of view would be that Celia and Bonario were secondary characters in the play used as virtuous characters to provide a distinction between the corruption and greed of Volpone. Mosca, Corvino, Corbaccio and Voltore, consequently making the problems concerning them as unimportant in context with the punishment or â€Å"justice† served by Jonson to Volpone. But then it is important to bear in mind that as these two ch aracters were so inherently good-natured that the reputation of them and lack of resolution can be regarded as disturbing. Another disturbing injustice can be viewed as the class based difference Mosca and Volpone`s punishments. Volpone is sent to â€Å"Thou art to lie in prison, cramped with irons, till thou be`st sick and lame indeed.† As he is â€Å"By blood, and rank a gentleman.† And is sent to the Hospital of the Incurables. Mosca, â€Å"Being a fellow of no birth, or blood.† Is sentenced to â€Å" first thou be whipped; Then live perpetual prisoner in our gallies.† This inequity can be seen as being based on the fact that Mosca is a parasite, in metaphorical terms a flesh fly who feeds of others: the lowest of the low. However, when one of the avocatore thought Mosca had inherited the money therefore moving up in status, as a clarissimo he had described Mosca as â€Å"A proper man! And were Volpone dead. A fit match for my daughter.† And is called a â€Å"gentleman.† This shows how differences in class make a difference for how the characters are treated i n punishment.

2.5 Food Saftey Essay

Directions: Complete the food safety interactive quiz. Use the information from the interactive quiz to complete the following responses regarding food safety practices. For each of the following food safety practices, share at least 2 statements from the interactive quiz. Be sure to put these statements in your own words and explain why they are helpful in preventing food borne illness. An example would be: When dining from a buffet, make sure hot food is hot and cold food is cold. Food that is 40 – 140 degrees Fahrenheit has already begun to grow bacteria and pathogens. See more: Experiment on polytropic process Essay Clean (16 points): 1.Keeping your surfaces clean after cooking or letting an animal sit on it. 2.Keeping your hands clean keep you from getting ill. Separate (16 points): 1.When cross contamination happens it spreads bacteria from one item to a food item which will make you sick. 2.Keep raw meat and their juices away from cooked or ready-to-eat foods and fresh produce. Cook (16 points): 1.If food is left out for 8 hours, the food should be thrown out. When bacteria have nutrients, moisture, and favorable temperatures, they grow rapidly, increasing in numbers to the point where some types of bacteria can cause severe illness Cook thawed food to a minimum internal temperature to kill the bacteria. Chill (16 points): 1.When cooked food is left out for too long it can grow bacteria that can make you sick. 2.Freezing to 0 degrees F inactivates any bacteria, yeasts, and molds present in food. In your own kitchen, explain 2 food safety practices you feel your family can improve and 2 food safety practices you feel your family does well. (16 points) In my house our kitchen counters are perpetually dirty; at least that’s how I feel about it. Every time I walk into the kitchen there dirty and it’s kind of hard to tell who did what cause were a large family. There’s also the problem with closing bags that hold our food after they grab some of the food. For example the for the cheese container, when they make their sandwiches the leave the cheese container open in the refrigerator causing the cheese to go bad at a faster rate. I do have to say when it comes to cleaning dishes we are immaculate. No spot is left on or glass wear and sliver wear. We also are very particular when it comes to cleaning the stove (gas burner), flat top, and indoor grill. In what ways do your school and community practice or promote food safety to contribute to your personal health? (20 points) I can’t really say there’s anything. Our school promotes healthy eating but, I don’t eat school lunch. My community is really into recycling and making sure our streets and beaches our clean if that counts but that’s pretty much it. 2.5 Food Saftey Essay Directions: Complete the food safety interactive quiz. Use the information from the interactive quiz to complete the following responses regarding food safety practices. For each of the following food safety practices, share at least 2 statements from the interactive quiz. Be sure to put these statements in your own words and explain why they are helpful in preventing food borne illness. An example would be: When dining from a buffet, make sure hot food is hot and cold food is cold. Food that is 40 – 140 degrees Fahrenheit has already begun to grow bacteria and pathogens. Clean (16 points): 1. Keeping your surfaces clean after cooking or letting an animal sit on it. 2. Keeping your hands clean keep you from getting ill. Separate (16 points): 1. When cross contamination happens it spreads bacteria from one item to a food item which will make you sick. 2. Keep raw meat and their juices away from cooked or ready-to-eat foods and fresh produce. Cook (16 points): 1. If food is left out for 8 hours, the food should be thrown out. See more: Strategic Management Process Essay When bacteria have nutrients, moisture, and favorable temperatures, they grow rapidly, increasing in numbers to the point where some types of bacteria can cause severe illness Cook thawed food to a minimum internal temperature to kill the bacteria. Chill (16 points): 1. When cooked food is left out for too long it can grow bacteria that can make you sick. 2. Freezing to 0 degrees F inactivates any bacteria, yeasts, and molds present in food. In your own kitchen, explain 2 food safety practices you feel your family can improve and 2 food safety practices you feel your family does well. (16 points) In my house our kitchen counters are perpetually dirty; at least that’s how I feel about it. Every time I walk into the kitchen there dirty and it’s kind of hard to tell who did what cause were a large family. There’s also the problem with closing bags that hold our food after they grab some of the food. For example the for the cheese container, when they make their sandwiches the leave the cheese container open in the refrigerator causing the cheese to go bad at a faster rate. I do have to say when it comes to cleaning dishes we are immaculate. No spot is left on or glass wear and sliver wear. We also are very particular when it comes to cleaning the stove (gas burner), flat top, and indoor grill. In what ways do your school and community practice or promote food safety to contribute to your personal health? (20 points) I can’t really say there’s anything. Our school promotes healthy eating but, I don’t eat school lunch. My community is really into recycling and making sure our streets and beaches our clean if that counts but that’s pretty much it.

Genesis and Gilgamesh Comparing and Contrasting - Free Essay Example

Sample details Pages: 2 Words: 560 Downloads: 3 Date added: 2019/06/18 Category History Essay Type Compare and contrast essay Level High school Tags: Gilgamesh Essay Did you like this example? The story of Genesis and the epic Gilgamesh have many similarities and differences. The human-god interactions convey how the people at the time understood god(s) or an all-knowing all-powerful ruler of their world. The gods in the stories want the best for all of their creation, but when disobeyed, can be harsh. Both stories reveal that gods will not hesitate to implement strict punishments if they feel that their subjects are out of line. There are numerous similarities between the two stories. One that I find interesting is that a serpent is the reason immortality is lost in both stories. In Gilgamesh when the serpent steals the plant that restores life, and in Genesis when the serpent temps Eve to eat the fruit. The god-human interaction mimics a parent-child dynamic. God knew what would happen if Adam and Eve eat from the tree, and specifically told them not to. God loved them, as they were made in his image, and wanted them to procreate and enjoy the beautiful, sinless world he had just created, full of light, plants, and animals (cite). Like a child after they have disobeyed their parents, Adam and Eve immediately feel shame and regret after eating from the tree. God punishes them, harshly, with Eve getting painful childbirth and submission to her husband, and a life of hard work for Adam. A lot of the old testament seems to focus the on good and evil in the world and how God responded to it. As Genesis continues we see mankind becoming more evil and God plans to destroy everything he created. Don’t waste time! Our writers will create an original "Genesis and Gilgamesh: Comparing and Contrasting" essay for you Create order The decision to destroy mankind happens in both stories and is significant. God saw wickedness and evil in mankind and decided to destroy them. In Gilgamesh the gods saw the uproar of mankind and decided to exterminate them. In the end the God in Genesis and the gods in Gilgamesh both promise not to destroy humankind again. How I interpreted this is that the gods want the world to stay how they created and intended it and will exterminate humans if they threaten the earth they created. A difference between the two stories is that in Genesis there is only one God, he created earth and is the most powerful. In mythology, like Gilgamesh, there are multiple gods and goddesses with varying powers. Another difference that I found compelling is that unlike God in Genesis who punishes Adam and Eve for disobeying him, the gods and goddesses in Gilgamesh act more human-like. For example, Ishtar seems to act totally out of selfishness when Gilgamesh rejects her. She sends a bull to kill him, and, when Enkidu kills the bull, she kills him. That was not meant to be a godly lesson; Ishtar retaliated out of pure emotion, which seems more humanly than godly. In both stories the gods are pleased by sacrifices and they reward good behavior and hard work, again, as a parent would. We see this when Noah gets dominion over the animals and told to populate the each, and in Gilgamesh through eternal life for Utnapishtim. In conclusion, the gods act like parent figures who know what is best for their subjects. Humans respect their god(s), but sometimes disobey them. When that happens, the god inflict harsh punishments in order to keep the world as they intended it to be.