History of Modern Europe

 

Choose one and respond

1. Compare and Contrast the movements of Realism, Darwinism, and Marxism with those of the first part of the 19th century. Which do you argue were ultimately more influential on the development of Modern Europe. (3 student responses only)

2. What problems were experienced by both Imperial Russia and Austria-Hungary in the last part of the 19th century? The Ottoman Empire? What attempts did each country make to address these issues? Where did they succeed or fail? (3 student responses only).

3. How did Central and Eastern Europe compare to the Western Europe and England in the last half of the 19th century on the eve of World War I? (3 student responses only).

Sample Solution

History of Modern Europe

Both the imperial Russia and Austria-Hungary experienced problems in the last part of the 19th century. The multi-ethnic Austro-Hungrarian Empire was one of the dominating powers in Central Europe during the “long 19th century.” Austria-Hungary was able to continue its territorial expansion up to 1912 and even during the First World War. Nonetheless, throughout the whole period its status as a Great Power was challenged on many fronts. From the outside rivals such as Imperial Germany, the Russian Empire and the Ottoman Empire exerted pressure, whilst internally ever-increasing nationalism presented the Habsburg Empire with challenges that were to prove insurmountable. Under the Tsar Nicholas II (reigned 1894-1917), the Russian Empire slowly industrialized while repressing political opposition in the center and on the far left. It recklessly entered wars with japan (1904) and with Germany and Austria (1914) for which it was very poorly prepared, leading to the utter collapse of the old regime in 1917 and an era of civil war.

environments (McGee et al., 1999). The ability to transfer instructions across different people and settings, allows for more opportunities for the child to maintain the skills taught, and to learn more skills. It is always stated that the more practice one has, the better he/she gets in a particular area of skill, and this is the same for children with ASD. The more opportunities they have to practice, the better they will get in their skills, which will overall effect their social life and quality of life.

Hart and Risley (1975) believe that pre-school is the best age to start incidental teaching; however, it is best to start as early as possible. Since parents can instruct incidental teaching, it could be beneficial to start in a natural home environment. McGee, Morrier, and Daly (1999) completed a study where the participants were toddlers instead of preschool-aged children, and there was a home-based component. The study included both a natural environment of a childcare center and the home of the child (McGee et al., 1999). The study consisted 28 children with ASD who participated in the program for at least months with more than thirty hours a week of planned early intervention through a combination of home based program and a center-based program (McGee et al., 1999). The parents had ten additional hours of hands-on training so they can implement the procedure at home. The study found that, by the time the children left the program to go to preschool, 82% of the toddlers with ASD were verbalizing meaningful words, so majority had functional language going into preschool (McGee et al., 1999).

Incidental teaching is a procedure that meets the needs for an inclusive group of toddlers and preschool aged children who have ASD and who are typically developed (McGee et al., 1999). Incidental teaching is a method that can use typical peers to aid the advancement of language and development with children who have ASD, but since it is in a more natural setting it diminishes the social barriers. In addition, it is a method that provides intensive instruction for children with ASD, but it also allows the children to be engaged in ag

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