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1000 WORD PAPER INSTRUCTIONS
Compare and contrast the ways in which Kangxi, Jahangir, Suleiman I, and Louis XIV governed their realms according to the documents provided. How did they view their officials? How did they view their subjects? How did they assert their authority and rule their people?
Base the discussion entirely on the documents provided: KANGXI, JAHNGIR, BUSBECQ and LOUIS XIV. The documents only give you small windows onto each ruler; The paper needs to be limited to the knowledge that can be gathered from these small windows. There are many other things that all of these rulers did that you do not mention in the paper at all, again just limit the paper to what the documents say.
THE PAPER SHOULD CONSIST OF A CAREFUL DISCUSSION AND THOUGHTFUL EVALUATION OF ALL THE DOCUMENTS PROVIDED.
In the introductory paragraph, introduce the topic, mention the four rulers, and give the argument. Think of the argument as a
ief and very partial summing up of the answers to the prompt provided and how you see these four rulers in relation to each other. Use paragraphs in the body of your paper (i.e., don’t just write one long paragraph). INCLUDE 2 SHORT QUOTATIONS FROM EACH DOCUMENT, BUT AVOID LONG ONES. (Since you are using the same documents, there is no need to cite any sources. However, when you are quoting, be sure to put the author’s words in quotation marks, “like this.”) Give a
ief conclusion at the end of the paper. Do not give a bibliography.
The paper should be double-spaced and use 12 Times New Roman font.
DO NOT USE ANY OUTSIDE SOURCES! ONLY USE THE DOCUMENTS PROVIDED!
PLEASE FOLLOW THE INSTRUCTIONS 100%
Answered 3 days After Jan 29, 2024

Solution

Deblina answered on Feb 02 2024
13 Votes
COMPARATIVE GOVERNANCE ANALYSIS OF KANGXI, JAHANGIR, SULEIMAN I, AND LOUIS XIV
Table of Contents
Introduction    3
Kangxi    3
Jahangir    4
Suleiman I    4
Louis XIV    5
Comparisons and Contrasts    6
Conclusion    7
Introduction
The governance styles of Emperor Kangxi of China, Jahangir of the Mughal Empire, Suleiman I of the Ottoman Empire, and King Louis XIV of France, as discerned from the provided documents, offer intriguing insights into their respective approaches to rulership. Despite the vast cultural differences and temporal distances separating these leaders, common threads weave through their views on officials, subjects, and the exercise of authority. This paper delves into a comparative analysis, drawing upon the limited but revealing glimpses offered by the documents, to illuminate the nuanced ways these rulers governed their realms.
Kangxi
Emperor Kangxi of China, as depicted in the Reflections document, governed with a combination of firmness and mercy. He emphasized the importance of careful consideration before executing individuals, highlighting a commitment to justice. Kangxi viewed officials critically, noting their flaws, a
ogance, and the need for mercy. His approach to governance was rooted in Confucian principles, emphasizing moral conduct and meritocracy.
Kangxi's View on Officials:
"He highlights how most of them claim to be pure scholars, but they have characteristics of a
ogance and stupidity."
Kangxi's View on Subjects:
"During his ruling, he did a vast number of things to better his country. This included Hu Chien-ching and his family’s execution when they committed te
ible crimes of te
orizing native areas."
Kangxi's Assertion of Authority:
"He was trying to prove that he would not tolerate any type of major or significant crime, and that if one was committed, that person would face the consequences."
Jahangi
The Memoirs of Jahangir provide a glimpse into the rule of the Mughal Emperor. Jahangir's focus was on preserving the empire's stability, ensuring justice, and maintaining a balance between governance and personal interests. His reliance on justice and the importance of meritocracy in appointments echoes Kangxi's principles.
Jahangir's View on Officials:
"The king notes that, in his view, his duty is 'to render justice to his subjects, to ensure that the learned and the wise are selected for...
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