Why The Wall Street Bubble Must Burst Essays -

Why The Wall Street Bubble Must Burst? Why the Wall Street Bubble Must Burst? In 1938, and in the teeth of the longest and fiercest depression that the United States had ever known, capital spending hit an all time high. Thats right! In 1938 the men who owned America began to pour millions of Dollars into new plant and equipment as if there was no tomorrow. We dont think much about it today, because it has been a long time since the United States has experienced a real bone jolting economic slowdown. The fact is, however, that the very best time for the industrialist to invest in new technologies is in the middle of a depression. This is because it is at such times that labor, raw materials, and new equipment can be purchased at rock bottom prices. Henry Ford may have jumped the gun a bit. He shut down his River Rouge plant for two years starting in 1932 so that it could be completely rebuilt. Being a bit of a genius, Ford used his time and money to redesign the plant to create one of the most powerful little engines ever built: the Ford V8. This engine was so good that it was modified only slightly to equip certain aircraft for use in World War II. It also powered a series of red hot Ford cars all the way through the 1950s. At the same time that Ford was rebuilding his River Rouge plant, Joseph Alois Schumpeter, an Austrian economist who had migrated to Harvard University, was hard at work on a book that would explain the paradox suggested above, namely the timing of business cycles and technological change. In this all but forgotten work one of our most famous economists spelled out the secrets of the business cycle, that is the same old pattern of boom and bust that may be coming back to haunt us now. Many, if not most, American college students know Schumpeter's name because of his work in defense of free enterprise called Capitalism, Socialism, and Democracy. This was not, however, the book that Schumpeter was working on as America slogged through the mean and hungry 1930s. The book published by Schumpeter in 1939 is called Business Cycles: A Theoretical, Historical, and Statistical Analysis of the Capitalist Process. Not only is Schumpeter's definitive two volume study of the business cycle not on college reading lists today, but, indeed, it continues to languish in its first edition. The embarrassing truth is that Schumpeter's real masterpiece remains almost unread. The present writer checked out this forgotten work from one of our leading university research libraries to discover that Schumpeter's book had been borrowed only a total of fourteen times in the nearly four decades from June 1961 to the present! There are probably two reasons for this. In the first place, Schumpeter's magnum opus on the business cycle came out on the eve of the Second World War. As the dark clouds of war began to cast their shadow over Europe, Asia, and eventually the United States, economists (and everyone else) clearly had more pressing concerns. Not only that, but it was also clear to Americans that the US Army would soon take care of the problems of excess supply being experienced in the labor market. It was also quite obvious to everyone that the factories were about to start humming again, this time to produce for war. After the conflict, of course, and all the way through the 1970s, it was widely believed that the business cycle had been repealed by means of the clever economic manipulations suggested by the British Lord John Maynard Keynes. College kids in the halcyon 1960s were taught by their professors that the economy was not one of scarcity, but, rather, of endless abundance. The Great Society had arrived. Keynesian economics was in its glory days. This new body of thought and practice was one of the British Empire's last and most influential exports. If Keneysianism had, indeed, hung the business cycle by the neck until dead, then the only decent thing to do was to bury the corpse. Schumpeter's text, unfortunately, was placed alongside the remains of business cycle it its tomb. Some things,

nuclear bombs in vietnam essays

nuclear bombs in vietnam essays What could happen if we used nuclear bombs in Vietnam during the War Nuclear warfare is an issue that I dont fully agree with or am in favor of. I think there is no need for nuclear weapons due to there mass destruction and world threatening affects. If these weapons are incorrectly handled or fell into the wrong hands, the world as we know it could start Before I can explain to you, what could happen if we used nuclear bombs during the Vietnam War, you must know the effects of their everlasting damage. There are few people that have seen and survived a detonation of a single nuclear bomb. This goes to show that it doesnt take a large number of these bombs to cause mass destruction. When a nuclear bomb detonates there is an intense burst of light, just as fast a lightning bolt, but a thousand times brighter. That light can cause temporary or permanent blindness if you were looking that way. An enormous pulse of heat radiation follows, causing combustible material to burst at a distance of 14 km. Paint and wood would go up in flames if they were as far away as 7 km. There is also an powerful pulse of deadly X-Rays that travels 3 km. If you were within the 3 km from the blast the X-Rays would of been a small factor in your death, because you would of been killed by the blast itself. After the flash of bright light, a fireball arises from point of impact, and rises for a couple of seconds. On a clear day, or night, people up to 80 km away, facing towards the bomb, could also be temporarily or permanently blinded. The last thing you should know about the detonation is the extremely powerful shockwave that follows. The shockwave is so brutal it can destroy reinforced concrete buildings up to 2 km away. While most houses made of wood and brick would be demolished if they were within 8 km. There would be major damage to houses within 14 km, and a lot ...

5 Resume Tips to Guarantee an Interview

5 Resume Tips to Guarantee an Interview You’ve sent out countless resumes and pored over endless classified job ads, but you still don’t have a bite on an interview. What are you doing wrong? The following tips can help you improve your resume  so it gets noticed by the hiring manager and can practically guarantee an interview. Instead of moping or thinking of planting a vegetable garden for sustenance, give it a try, and you may be pleasantly surprised by the results. We have also compiled a list of best resume tips in 2016 to help you land that interview. 1. Make Your Language  CompellingUse the first few seconds it takes to read your resume to present a compelling statement about why you are perfect for the job. That doesn’t mean you need to be able to write like a famous author with a bestseller. Use spare language and detail to explain what you can do to benefit the company. Write the reasons why you were essential in your former job. Connect your old job to the new job by using parallels to s how how you would be a valuable asset to the company.2. Include Relevant KeywordsUse the job description to find relevant keywords  (those words   special to the job classification), and place  them in your resume. Companies use specific keywords to help them find the right person for the job. A hiring manager or recruiter will be scanning resumes for these keywords to find potential candidates.For example, recruiters for administrative assistant jobs may look for words such as scheduling, record-keeping, or communication skills. If an employer uses a tracking system for applicants, keywords that appear near the top of a resume or more often get boosted up toward the top of the pile of applications. Also, use specific word groupings that appear in the job description. If the word used in the job description is record-keeping, use that term- not bookkeeping.3. Have a Good FlowA resume should be easily readable and have good flow- just like a good  story. Your story includes y our accomplishments, your creativeness and special abilities, where you worked, and how you benefited previous employers.4. Make It  Neat and ProfessionalA resume that uses a fancy font, curlicues, or little hearts will get zero attention from a hiring manager. This is not the place to present your creative talents, unless you are applying for a position as an artist or something similar. Leave out graphic elements except for bullet points. Underlining can make a hiring manager think you are including a hyperlink, so just leave it out.5. Use Line Spacing When NeededAlthough you want your resume to be in chronological order like a story, you don’t want it to look like the page out of an old history book. Resumes with too much information crammed onto one page are difficult to read, boring, and look like too much work to extract relevant data. Breaking your resume up with line spaces that are strategically placed can do wonders. It can also be helpful to use blocks of informa tion with spaces in between to make it easily scannable and readable. That way, the hiring manager will get a clear picture of your work and accomplishments. If you have so much to include in a resume that using a few line spaces isn’t possible, your resume is too long, and you need to start cutting.A resume that is well-written, neat and informative goes a long way toward getting you that important interview if you have the right job qualifications. Doing your job search through job ads is one way to hunt for that new position. TheJobNetwork expands on job hunting by doing your job search for you and sending you email alerts when positions fitting your qualifications come up. In this way, you are being proactive and are not going to miss out on any potential employers that might be right for you. After you list your job interests and qualifications, you can also search among our over 2 million job listings yourself. Sign up with TheJobNetwork to get started.

The significance of the veil in Islam. Why has it become so popular Essay

The significance of the veil in Islam. Why has it become so popular - Essay Example Two forms of niqab styles exist, including a full niqab, which leaves thin slits on the eyes and a half niqab, which exposes the eyes as well as a portion of the forehead. These veils are popular among Muslims, especially those residing in Gulf States (Murphy 2009). Within Europe and other Western states, on the other hand, the use of niqab has raised major debate. Various politicians suggest it should be banned while others stipulate that it raises concerns about security as well as restricts communication. Furthermore, the chador is a veil having the length of a full body. Although it covers a person’s head, the face is visible entirely. These kinds of veils are mostly black and found in the Middle East, especially in Iran. In addition, the burqa veil covers the entire body of the wearer. An individual can only see through the mesh screen left for the eyes. This kind of veil is dominant in Pakistan and Afghanistan (Women in World History, 2013). Veils characterized by diverse shapes and colours were customary in diverse cultures even before Islam was introduced to the world. Up until today, for instance, coverings on the head play a major role in diverse religions, such as Catholicism, and Orthodox Judaism. Nonetheless, Islam has emerged to serve as a dominant religion in the world since the seventh century. As the religion, grew, it adopted veiling customs also influenced other religions. Nonetheless, in the recent years, various Islamic states including Iran have implemented measures where all women must wear the veil (Why Islam, 2011). Most individuals who criticize the veiling tradition by Muslims argue that women are coerced to wear the veils rather than making their choices. By contrast, young Muslim immigrants found in the West stipulate that a veil should serve as a symbol of piety and devotion where one chooses whether to wear one or not. They argue that a veil represents self-expression and religious identity.

Research critique of a quantitative article Essay

Research critique of a quantitative article - Essay Example 3. List the researcher's suggestions for further studies. As noted on page 131, the researchers advise repeating the same study while controlling for surgical procedure and the use of nitrous oxide, to determine any causative attributes. They also suggest that a future investigation might compare scopolamine as a single agent, as well as concluding on page 132 that future studies could also consider other antiemetics affecting alternative receptor pathways. 4. Indicate if the findings are clinically significant. The majority of findings in the study are clinically significant, as indicated on page 130, Tables 1-3, as well as Figures 1-3. These significant findings include the overall incidence of nausea within 24 hours of surgery, the initial PACU antiemetic treatment, the second PACU nausea treatment, the mean time to first request for nausea treatment, the time to the first nausea event, as well as the time to the first emetic event. The incidence of emesis did not achieve statistical significance, nor was any significant difference noted in the demographic variables, patch placement times, or the occurrence of side effects. 5. Identify the implications of the findings for nursing. ... Particularly, the use of a transdermal methodology will require nurses to interact with patients regarding proper use, symptomology, and postoperative procedure. 6. Identify the researcher's generalization of the findings. The generalization of the findings is found on page 127, in the abstract. It summarizes the article and offers a condensed recommendation. 7. Evaluate the sample. a. Sampling criteria. The sample criteria were straightforward and appropriate to the purpose of the study. By establishing an ASA I or II in patients 18 years or older, as well as excluding those with potentially mitigating conditions (p. 128), the researchers avoided skewing the results. b. Sample size. The sample size was adequate to the task of initial investigation, but too small to draw sweeping conclusions. The authors attenuated the effect of a relatively small sample size by performing a power analysis as discussed on page 129, and wisely allowed for attrition. c. Characteristics of sample. The sample group was diverse in terms of gender, race, and risk factors present, but all participants fell within the primary criteria of having three or more high risk factors for PONV. d. Sample mortality. There were no anaphylactic incidents within either sample group. There was attrition of four subjects as noted on page 129, one for accidental removal of the transdermal patch, one for failure to properly log responses during the data collection period, and two for intentional removal of the TD patches. e. Method used to obtain the sample. As noted on page 128, the sample was obtained after approval from the institutional review board and focused on high-risk patients scheduled to undergo general anesthesia of longer than one hour. Once

Teachers’ Practices for Written Feedback in Nursing

Teachers’ Practices for Written Feedback in Nursing LITERATURE REVIEW AND ANALYSIS PAPER1 Factors Influencing Teachers’ practices to provide written feedback to nursing students Introduction/Background The process of evaluation is significant to acquire information to judge students’ learning, to define proficiency in practice and to derive a judgment about students. Evaluation fulfills two major roles: it is formative and summative (Oermann Gaberson, 2013, p. 9). With formative evaluation, teacher evaluates students’ learning and performance, and provides them definite feedback about the knowledge and expertise which still needs to be modified and enhanced. It is usually considered as diagnostic and many researchers (Bienstock et al., 2007; Corcoran, Halverson, Schindler, 2014) found it helpful in students’ learning and improvement in their career. On the other hand, summative evaluation is end-of-instruction evaluation designed to determine what the student has learnt. It was usually occurred at the end of the learning process. There are a number of strategies which has used to evaluate students’ learning and skills. The most common tool used to enha nce students’ learning is feedback system. Feedback is â€Å"an interface between teachers’ pedagogical goals; students’ learning needs; and institutional and governmental education policies, which structure and regulate practices and procedures† (Bailey Garner, 2010). Numerous ways are used to give feedback for example; written, verbal, peer, audio, online, student to faculty, faculty to student, structured feedback, unstructured feedback, face to face feedback, and so on. In fact, feedback is given to students from faculty for their improvements and making them aware about their progress and informing them about their strength and areas for improvements. In my teaching and academic career, I have observed that, there is a great diversity in teachers’ practices of providing feedback to their students. Some teachers follow the strict principles of feedback while others do not. I want to explore â€Å"what are the factors which influence on teache rs’ practices to provide feedback to their students† and â€Å"what are the perceptions of students about their feedback which they receive from their faculty or teachers†. Purpose/Aim of the paper This paper aims to; Analyze existing literature on teachers’ practices for written feedback as well as challenges for teachers to provide written feedback to their students. Appraise students’ perceptions/expectations from written feedback on their assignments. Identify the gaps between what is known and what is not known through literature. Significance of the topic It is well recognized that feedback is an essential constituent of academic discipline which offers consideration and improvement in learning as well as in teaching in any discipline (Corcoran, Halverson, Schindler., 2014; Giles, Gilbert, McNeill, 2014; Horeman et al., 2013; Matzie et al., 2009; Rogers et al., 2012). Eminence feedback plays an important role in learning and teaching part whether it is provided or received. There are a few studies conducted on feedback in nursing academia to explore different aspects of feedback in order to improve learning and teaching in nursing education. Literature search strategy In order to explore the studies conducted on â€Å"teachers’ practices about feedback on written assignments†, an ample search was conducted through a number of Databases, including PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Google scholar, and Science direct. Different key terms were used to search the existing data on the selected topic. The terms used in searching databases were â€Å"written assignment†, teacher’s practices† teacher’s feedback†. â€Å"Written feedback† was the inclusion criteria in searching literature but the studies conducted other than â€Å"nursing discipline† were also included. Most of the studies conducted in developed countries e.g. Canada, USA, U.K, England, Norway, and Australia. There are some studies conducted in Asian countries, China, Hong Kong, Taiwan, and in Pakistan but unpublished. The detailed flow diagram for search strategy is following; (Flow diagram for literature selection) In addition, substantial assistance was also taken from librarian in order to access some online articles, which were quite relevant to the topic. Furthermore, reference lists in all including studies were explored and secondary sources which were quite relevant to the chosen topic were searched manually for reading and including literature as a primary source. Moreover, two unpublished theses of Iqbal (2013) â€Å"Teachers’ accounts of their perceptions and practices of providing written feedback to nursing students on their assignments† and Khowaja’s (2011) â€Å"students’ perceptions and their responses to written feedback in nursing degree program in Karachi† have been issued from library in order to review and include necessary and important information in this paper. I have also attended seminar which was conducted by one of senior student on a relatively similar topic (feedback to improve learning) to get additional information in order to au gment my paper. Literature review Literature review has organized according to four different themes. Importance/Usefulness of written feedback Characteristics of effective feedback Challenges for teachers and students in feedback Discrepancy in teachers and students’ perception about feedback 1. Importance/Usefulness of written feedback Feedback is given to students from faculty for their improvements and making them aware about their progress and informing them about their strength and areas for improvement (Bourgualt, Mundy Joshua, 2013; Corcoran et al., 2014; Giles, Gilbert, McNeill, 2014; Horeman et al., 2013; Khowaja, 2011; Rogers et al., 2012). On the contrary, MacLellan (2001) argued that the most common purpose of the students and the staff for feedback is to grade or rank the achievement. Braend et al. (2010) directed a study on Fifth year medical students at the University of Oslo and recommended that most of the students considered triangulation feedback from teachers and patients valuable but time-consuming. Rogers, et al. (2012) had conducted an interventional study to focus student-centred approach for improving feedback in medical education in the clinical settings. The satisfaction rate was significantly higher in the group receiving feedback with instructions rather than the group receiving compli ments without any instructions (p. 23). No doubt, feedback plays an important role in students’ learning and improvements, but it is also a fact, that feedback in the form of evaluation is also used for the purpose of ranking the students’ achievements. Although one author argued with other researchers’ findings but according to second author feedback was considered useful in another context (to grade achievement). Furthermore, some of the studies had conducted in comparison of different feedback channels to the students. Besides that, instructions for the students are very useful in clinical settings. 2. Characteristics of effective feedback Quality feedback should be within time limit, explicit, productive and should be based upon non-judgmental attitude (Bienstock et al., 2007, p. 508). Newton, Wallace, and McKimm (2012) conducted interventional study changing from a free-text feedback form to a simple structured feedback proforma focusing the areas of improvement in students’ performance which has increased in both the quantity and quality of feedback. In addition, Maclellan (2001) also inquired about student’s understanding of feedback and concluded that learning occurs when students really perceive feedback as an enabling and helping tool for improvement rather than being judgemental about their achievements. Moreover, it was concluded that teachers should openly discuss with the students how they can integrate this feedback in their upcoming papers (Hyland, 2003, p. 228). In addition, There should be a balance between strength and areas for improvements while providing feedback to students to make it useful for them (Hyland, F., Hyland, K., 2001). There is a great importance of technology in enhancing feedback for the students in their practical tasks as feedback is recorded for students so they can reflect upon themselves and can review their weakness and strengthening areas (Corrigan Hardham, 2011). Bourgualt, Mundy and Joshua (2013) conducted a pilot study by using audio feedback on student nurses’ written assignments and concluded that instructors’ focus was on the provision of positive/constructive feedback as the instructors were high alert before giving feedback and they had also highlighted the important areas to share with the students for their improvement (p.44). The excellence of feedback depends upon many components which should be kept in consideration to make it effective. Except these features, effective feedback depends upon the form in which it is used whether in a simple form or some kind of structured form. Different studies concluded different aspects of quality feedback but the focus of most of the studies was to keep balance between students’ strength and areas for improvements and feedback should be simple and easy for the students to interpret so that they could incorporate the feedback into their next assignments. Moreover, teachers should incorporate advanced technology to make feedback effective and keep in consideration of students’ belief or understanding about feedback while providing feed back to them. 3. Challenges for teachers and students Language and vocabulary is a big challenge for the teachers in providing feedback to students and for the students in understanding and interpreting the meaning of feedback (Bailey Garner, 2010; Weaver, 2006). Schartel (2012) determined that numerous medical educators have limited knowledge about theoretical models of feedback and also dearth of skills in providing feedback (p.77). Harvey, Radomski and OConnor (2013) conducted a study on medical students for clinical supervision and concluded that only 16% written feedback statements focused on the forward learning objectives for the students. From the above mentioned studies’ findings, it can be analyzed that the focus of the studies was on the language, knowledge and vocabulary of the teachers which they used in providing feedback to the students. In this context, students often valued feedback but tutors comments would be more useful for them. Furthermore, sometime tutors do not provide detailed feedback to the students because of some contributing factors, sometime, personal, or institutional. Teachers should get proper training for feedback and should be trained in giving feedback. 4. Discrepancy in teachers own practices and students’ perception about feedback I have experienced in my academic career being a student and being a teacher that teachers have different perceptions and different opinions on the purpose for providing feedback to the students and teachers do not know how their students would take their feedback and how it would be helpful for them. There is also ample evidence from literature to support that there is a great controversy between teacher’s perception about providing feedback and student’s expectation and interpretations of those written comments (Carless, 2006; Garner Bailey 2010; Goldstein, 2004; Jensen et al, (2012). Moreover, Weaver 2006) concluded that students need support from faculty to understand feedback what they mean to it. He also determined a number of themes about feedback which are solely awkward for the students like comments too broad or unclear, lack of direction, intensive negative comments Moreover, these findings also supported by Bailey and Garner (2010) by suggesting that teache rs are not very sure about the purpose of providing feedback to their students. (p. 187). Another similar kind of study has been done in order to explore the gap between faculty and the residents for receiving and giving feedback. Jensen, et al. (2012) concluded that residents/students satisfaction for the feedback was significantly lower than the satisfaction level of the faculty for giving feedback (p.248). In addition, Parboteeah and Anwar (2009) suggested that teachers considered feedback more useful rather than students in many contexts. On the contrary, Montgomery and Baker (2007) conducted research by triangulation design between students and faculty and they recommended that there is a well synchronization between students’ perception about feedback and teacher’s self-assessment in giving feedback to their students (p. 82). All the studies conducted on the above mentioned theme, concluded that there is a great diversity among teachers and students in the process of feedback, but there is only one study (Montgomery Baker, 2007) revealed synchronization among students and faculty about feedback. Gap in literature: There is enough evidence from existing literature about students’ perceptions regarding feedback and teacher’s expectation from students. Literature also available on a discrepancy in teachers’ actual practices in providing feedback to students and what they believe to provide. There is a need to explore the factors influence teachers’ practices to provide feedback which they really want to provide and what is the extent of those factors in Pakistani Nursing context. Restatement of problem and its significance/implication for nursing: Despite of importance of feedback in educational system, only one study has conducted in Pakistani context on â€Å"teachers’ practices about feedback†, which is unpublished yet. But none of the study conducted on â€Å"what factors influence on teachers’ practices for written feedback† and â€Å"what is the extent of pre-determined factors affecting teachers’ practices in providing written feedback to students†. This study probably would add new knowledge to the existing phenomena of written feedback and new interventions could be designed based on the study findings to improve or enhance the teachers’ practices for providing written feedback to their students ultimately to boost learning and teaching practices in nursing education. Conclusion: To conclude, Feedback is not only important from student’s perspective but it is also significant from faculty and educational objectives. There are many studies conducted on the given phenomena but all the studies conducted in developed countries and some of them in Asian countries. Almost all the studies are designed qualitatively, some mixed methods, but none of the study designed quantitative. There is a need to explore the extent of predetermined factors influencing teachers’ practices in providing feedback which they really want to give to their students, so that according to study findings, interventions could be designed to improve teachers’ practices in nursing education.

Early Civilizations Matrix Essay

Using your readings and outside sources, complete the following matrix. Be sure to address the following in your matrix: Provide names, titles, dates, brief descriptions of important events, and other details, as necessary. Note the details of key political, socioeconomic, technological, artistic, musical, architectural, philosophical, and literary developments for each civilization listed in the table, which were evidenced in the humanities. Properly cite the sources you use in completing this matrix. Civilization Politics Society and Economics Technology Art Music Architecture Philosophy Literature Buddhism Buddism is the fifth largest religion in the world. Prioritizing goods was important to their economy. Opportunities for the spread of the dharma. Art media was created. Buddism music was inspired by buddism. Churches were made for the spread of Buddism. Buddism philosophy was teaching Budda. Scriptures of Buddism and literary texts in Buddism. Early Middle Ages A powerful central government. Life centered around subsistence and security. Mechanical clocks were invented. Gothic art from the dark ages. Goliards originated the middle ages. Roman arch system enabled contructors to support heavier stones. History of Christian philosophy. Theological works were dominant form of literature. High Middle Ages The first European expansions out of Europe. Alps began to settle new lands cal great clearences. The hourglass was created. Romanesque, the first intentional style since the Roman Empire. Western music was popular. Churches were built to spread Christianity. Christian philosophy was popular. Robert Henryson is a contemporary English poet. Late Middle Ages Treaty of Caltabelotta ends the war of the Sicilian Vespers. System of using open fields helped the economy. The waterwheel and the Cathedral were created. Renaissance Human was part of the art world then. Western music was common. Romanesque style was also used in this era. Albertus Magnus’s Dominican confrere of philosopy and theology. Didactic literature prose renderings of classic works. Ancient Greece Prime ministers of Greece is the head of government. The importance of importing goods. Rotary mills were created. Scultures and Vases. Folk music was popular music. Urban development and living spaces. Socrates, Plato, and Aristole were philosophers. Epic poems of Homer were popular. Ancient Roman Ancient Rome was a Italic civilization. Focus was on farming and trade. Civil engineers and structures like the Pantheon. Visual arts were created. The Tibia, a woodwind instrument. Pantheon was created. Political philosophy was invented with Plato. Horace was popular in the literary world. China Han dynasty came to power. Horses advanced growth with trade. Horses pulled supplies and goods. Spouted Ritual Wine Vessel 13th century Music Bureau was created 120 BCE. Broad eaves for the roof. The Book of Changes is the guide to interpreting the workings of the Universe. India Framework of the constitution is politics in India. The economy of India is the tenth largest in the world. Science was admired in India. Indian art was popular. Indian music was listened to too. Buildings and schools were built. Indian philosophy was popular. Literature produced on the Indian suncontinent. Judaism There was a lot of disappreement among the Jews politically.. Jewish economic theory that we posit is the ineffiency of government and the dangers of concentrated power. Papermaking was brought to the Middle East.. Visual arts, the lions on Torah curtains. Melodies of the Jewish people Many theatres were built. Teaching relation of Juddism. Jewish literature contributed to the national language of many countries. Early Christian Christianity is matked as moral power. Christian societies were communal. Radio was created. Paleochristian art produced by Christians. Christian music was popular. Churches were built for Christianity. Christian theology and medieval philosopgy. Islam The founder Mohammad his political doctrine. There were self-identified Islamic groups have varied throughout history. Digital technology was created. Abstract Mosaic Art was popular. Religious music was popular. Secular and religious styles. Christian philosophy was in Islam. Muslim literature the place of Muslim power. Use a list format of complete sentences rather than paragraphs. Do not copy and paste from outside resources. The following are two examples of the level of detail and documentation expected for this assignment: Ancient Egyptian politics: The union of Upper and Lower Egypt by Narmer in 3150 B.C.E. is commemorated in a 2-foot high slate known as the palette of Narmer (Sayre, 2013, pp. 32–33). Ancient Greek architecture: Minoan society: The three-story palace at Knossos was a labyrinthine masonry structure with dozens of rooms and corridors built around a central courtyard (Sayre, 2013, pp. 43–44).