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  1. Closely related to the kingdom was the principality. The principality was a territorial political community ruled not by a king, but by a “prince” – that is, a great magnate, typically a count or duke, though sometimes an actual prince, who was the “first magistrate” of the political community.

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  3. Prussia was attempting to develop a system of education by which all students were entitled to the same content in their public classes. Mann initially focused on elementary education and on training teachers. The common-school movement quickly gained strength across the North.

  4. Early civilizations were often unified by religiona system of beliefs and behaviors that deal with the meaning of existence. As more and more people shared the same set of beliefs and practices, people who did not know each other could find common ground and build mutual trust and respect.

  5. Abstract. This chapter presents seven excerpts from Discourses that express Machiavelli’s thoughts on republics and principalities. Topics covered include the recklessness of republican institutions with regards to foreign policy; the multi-level decision-making process of republican institutions that result in tardy decisions; how states, in ...

  6. Neuroscience during the twentieth century began to be recognized as a distinct unified academic discipline, rather than studies of the nervous system being a factor of science belonging to a variety of disciplines. Ivan Pavlov contributed to many areas of neurophysiology.

  7. At the same time, the Principality of Catalonia developed a complex institutional and political system based on the concept of pact between the estates of the realm and the monarch.

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