...of Southern Africa. They dominated Southern Africa for hundreds of years before the arrival of the Bantu groups. Archaeological evidence obtained from sites on the West Coast such as Kasteelberg show occupation by herders between 1600 and 1800 years ago, ie around 200-400AD They owed to a great extent their livelihood to the natural environment conditions which obtained. This is demonstrated by the fact that they derived the three basic fundamentals of life; food, shelter and clothing from the flora and fauna of the region. The San They were referred to as hunter-gatherers. [Bushmen by whites; Twa by Xhosa, Roa by Sotho and San by Khoikhoi] They occupied the mountainous, plateau and coastal areas of Southern Africa as evidenced by their paintings on rocks and cave walls throughout the sub-continent. They were neither herders nor agriculturalists, so they depended on hunting and gathering. [ie they survived on what the environment provided] Archaeological evidence has proven that the San might have made meat an important part of their diet before the invention of projectile weapons. How was this possible without weapons? The San killed newly born or sick animals Ran down animals Scavenging They drove large animals over cliffs or into swamps and then slaughtered them. Meat was thus an important part of their diet from time immemorial. As their Stone Age technology improved they made use of poisoned arrows Hunting was so important to them to the extent that their semi-nomadic existence...
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...Requirements for the BBA degree: Foundation Courses 40-41 Credits Core Courses 45 Credits Departmental Requirement 24 Credits Minor 15 Credits Total variable requirement for Graduation 124-125 Credits Foundation Courses Communication Skills ENG 101 ENG 102 ENG 105* ENG 106 ENG 202 Listening and Speaking Skills English Reading Skills Business English Advanced English Skills Introduction to English Literature 40-41 Credits 9 3 3 3 3 3 * Prerequisite ENG 101 & 102 Note: students not exempted from ENG 101 and ENG 102 will have to take ENG 101, ENG 102 and ENG 105. Note: students exempted from ENG 101 and ENG 102 will have to take ENG 105, ENG 106, ENG 202 Computer Skills CIS 101* CSC 101** Fundamentals of Computer System Introduction to Computer Science 3 3 3 * For students without basic knowledge of computer **For students with basic knowledge of computer & mandatory for students with Major in subjects offered from the SECS Numeracy MAT 100* MAT 210* Basic University Mathematics 1 Basic University Mathematics 2 6 3 3 3 *MAT 100 and MAT 210 mandatory for SLAS majors(English, Media & Communication, Anthropology) other than Sociology MAT 101* MAT 211* MAT 102* MAT 212* Intermediate University Mathematics II Probability and Statistics Introduction to Linear Algebra & Calculus Probability & Statistics for Sc. & Engr. 3 3 3 3 **MAT 101and MAT 211 mandatory for Business/SESM/Sociology majors $MAT 102 and $MAT 212 is mandatory for students with major...
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...family a. Parental roles b. Marriage and courtship- 4. Female/male roles (changing or static?) B. Education 1. The role of education in society a. Primary education (quality, levels of development, etc.)- High quality, mostly all public b. Secondary education (quality, levels of development, etc.)- High quality, students tend to start going to private c. Higher education (quality, levels of development, etc.)- High quality, students mostly attend private university 2. Literacy rates- 99%: Men=99.9% Women=99.7% C. Political system 1. Political structure- Constitutional monarchy 2. Political parties- Liberal Democratic Party & Democratic Party of Japan 3. Stability of government- Relatively Stable but high turnover of Prime Ministers 4. Special taxes- Income, Enterprise, Property, Consumption, Vehicle Related, Liquor, Tobacco, Gasoline, and Income Taxes 5. Role of local government D. Legal system 1. Organization of the judiciary system- Summary Courts, District Courts, High Courts, Supreme Court 2. Code, common, socialist, or Islamic-law country? - Code 3. Participation in patents, trademarks, and other conventions E. Social organizations 1. Group behavior- Collective Society 2. Social classes- Emperor, Shogun, Daimyos, Samurai, Farmers, Artisans and Merchants 3. Clubs, other organizations- broad-based training, quality circles, and collective decision-making 4. Race, ethnicity, and subcultures- Subcultures: Cosplay, Gyaru, Lolita fashion, Otaku, Visual...
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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...“RURAL MARKETING” Executive Summary A debate continued for a long time amongst the Indian marketers, both practitioners & academicians, on the justification for the existence of the distinct discipline of rural marketing. Consequently, two schools of thought emerged. The first school belived that the products/services, marketing tools & strategies that are successful in urban areas, could be transplanted with little or no more modifications in rural areas. However, the second school saw a clear distinction between urban & rural India, & suggested a different approach, skills, tools & strategies to be successful in rural markets. What differentiates the two markets is not mere income, but a host of other infrastructural & socio-cultural factors. Thus, the rural market cannot be tapped successfully with an urban marketing mindset & would definitely require its thorough understanding. In other words, the approach toward rural markets needs to be distinct from the one adopted for the urban markets. Thus, in a large rural economy like India’s, rural marketing has emerged as an important & distinct internal sub-division within the marketing discipline. This sub-division clearly highlights the differences between rural marketing & mainstream marketing. Table of contents 1) Rural marketing 3 2) Evolution of rural marketing 4 3) Nature of rural market 8 4) Rural marketing transactional or developmental 9 5) Classification...
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...Commercial Transactions: Complete Notes: MacDougall: 2010/2011 Term 1 • These notes are a compilation of my class notes and the course package. I also used Atiyah Sale of Goods Act for clarification at times. • The spelling and grammar below is atrocious, but I couldn't be bothered to fix it. • Good luck! Hopefully some of this is helpful. I. Introduction • This is mostly a common law course, since the SGA merely codifies as closely as possible the existent common law. • US has replaced the SGA with the UCC, which is comprehensive and covers all of commercial law. • The BC SGA also includes some material that is covered in the "Factors Act" in other jurisdictions • BC has the oldest version of the SGA in Canada o close to the original version • At its heart, commercial transactions is about buying and selling goods Property • May be real • or Personal: "choses" o chattels real o Chattels personal ▪ chose in possession (goods), meaning things that are capable of being possessed ▪ chose in action (intangibles), which cannot be possessed or seized physically, like an an account or a debt. • documentary intangibles (ie. a bank note), the document represents the intangible • pure intangible, which does not even have a document to represent it (increasingly common) Property Interests • ownership ...
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...IOSR Journal of Business and Management (IOSRJBM) ISSN: 2278-487X Volume 3, Issue 5 (Sep,-Oct. 2012), PP 17-27 www.iosrjournals.org Corporate Social Responsibility: A Case Study Of TATA Group Amit Kumar Srivastava1, Gayatri Negi2, Vipul Mishra3, Shraddha Pandey4 ( 1,4 ( 2 ,3 Shri Ram Murti Smarak College of Engineering & Technology, Bareilly, U P/India ) Career Degree College, kakori, Lucknow /U P / University of Lucknow / India) Abstract: Starting from the times of barter system to today’s modern era of plastic money, the mankind has trodden a remarkably long path. Undoubtedly “profitability” has always been the driving force and an undercurrent behind all this development; but as every coin has two facets; growing cut throat competition and business rivalries started taking heavy toll on the quality, transparency, environment and the society in general endangering the peaceful coexistence of business and society. The businesses houses started realizing that they would have to rise over and above the profitability and take care of all those associated with their survival in the society directly or indirectly. This realization resulted into the concept of Corporate Social Responsibility (CSR). This research paper moves around developing an understanding about the corporate social responsibility (CSR), delving into its concept and finding out its scope taking the case study of the TATA Group under Mr. Ratan Tata who has exemplified the sense of responsibility towards...
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...A study on Different Media Planning strategies at Selected Organizations In the partial fulfilment of Post Graduate Diploma in Management By: Bhargav Radia (P1139) Under the guidance of: Dr RAJESH ASRANI External Guide: Mrs Upasana Miterani Mrs Nikita Panchal N.R. INSTITUTE OF BUSINESS MANAGEMENT AHMEDABAD (2011-2013) DECLARATION We Moulin Gajjar, Mohammad Ali & Bhargav Radia students of the two year PGDM programme at N R Institute of Business Management hereby declare that the report on summer training and project work entitle is the result of our own work. We also acknowledge the other works/publication cited in the report. (Signature) (Signature) (Signature) Moulin Gajjar Mohammad Ali Bhargav Radia Place: Ahmedabad Date:3/08/2012 ACKNOWLEDGEMENT I express my sincere thanks to Ms. Upasana Miterani and Mrs. Nikita Panchal Marketing Executives, ACTIVE MEDIA, AHMEDABAD. Who guided me throughout my project with constant co-operation, encouragement and motivation. I thank to record my gratitude to our college Director for his encouragement and valuable support towards us. My project guide Mr. Rajesh Asrani has provided his valuable inputs as and when required. I thank him for his help and constant support. ...
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...The figure of the merchant Table of contents Introduction………………………………………………………………...……… p. 3 I/ The merchant is an outcast……………………………………………………… p. A/ Merchants are marginalized B/ The example of The Merchant of Venice C/ The merchant: an immoral figure II/ The merchant is a marginal figure that plays an essential role in society and its development……………………………………………………………………….. p. A/ The merchant is at the heart of community development B/ Merchants take part in the economic development of a country C/ The trader also creates problems in this development D/ Trade broadcasts culture III/ The figure of the merchant seems enclosed in the image that we have………. p. A/ The merchant is the incarnation of uncontrolled desire B/ He is an object of desire C/ The merchant and the philosopher: two similar figures Conclusion Introduction: I/ The merchant is an outcast At the beginning of the 20th century, a german team of archeologists found a Mesopotamian town named Uruk, situated in what is today Iraq. The city is considered to have existed in 4000 BC and is thought to be one of the first cities of humanity. The searchers underlined that Uruk was divided into several areas: governors were separated from the craftsmen and traders. In this way, we see that since almost the beginning, traders are put together and parked apart from the rest of society. In this first part, we will answer these questions: why was trading an activity mainly done by foreigners...
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...6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking...
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...6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking...
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...shaped mainly by men for men * environmental determinism: a doctrine holding that human activities are controlled by the environment * globalization: the increasing interconnectedness of different parts of the world through common processes of economic, environmental political and cultural change * ecumene: the total habitable area of a country. Sine it depends on the prevailing technology, the available ecumene varies over time. Canada’s ecumene is so much less than its total area. * Geodemographic research: investigation using census data and commercial data (i.e. sales data and property records) about populations of small districts to create profiles of those populations for market research * Geographic information systems (GIS): an organized collection of computer hardware, software and geographical data that is designed to capture, store, update, manipulate and display spatially referenced information * Regional geography: the study of ways in which unique combinations of environmental and human factors produce territories with distinctive landscapes and cultural...
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...GRADUATE DIPLOMA IN INTERNATIONAL RELATIONS AND DIPLOMACY STUDENT GUIDELINE NOTES GLOBAL POLITICAL ECONOMY MODULE Paste the notes here… Political economy originally was the term for studying production, buying and selling, and their relations with law, custom, and government. Political economy originated in moral philosophy (e.g. Adam Smith was Professor of Moral Philosophy at the University of Glasgow), it developed in the 18th century as the study of the economies of states — polities, hence political economy. In late nineteenth century, the term "political economy" was generally replaced by the term economics, used by those seeking to place the study of economy upon mathematical and axiomatic bases, rather than the structural relationships of production and consumption (cf. marginalism, Alfred Marshall). History of the term Originally, political economy meant the study of the conditions under which production was organized in the nation-states. The phrase économie politique (translated in English as political economy) first appeared in France in 1615 with the well known book by Antoyne de Montchrétien: Traicté de l’oeconomie politique. French physiocrats, Adam Smith, David Ricardo and Karl Marx were some of the exponents of political economy. In 1805, Thomas Malthus became England's first professor of political economy, at the East India Company College, Haileybury, Hertfordshire. The world's first professorship in political economy was established...
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...Student: ___________________________________________________________________________ 1. Marketing is an activity that only large firms with specialized departments can execute. True False 2. Good marketing is not a random activity. True False 3. Understanding a customer's needs and wants is fundamental to marketing success. True False 4. Marketers might wish to sell their products to everyone, but it is not practical to do so. True False 5. The four Ps include product, promotion, planning, and place. True False ch01 6. Because thoughts, opinions, and philosophies are neither goods nor services, they cannot really be marketed. True False 7. The group of firms that makes and delivers a given set of goods and/or services is called a supply chain. True False 8. Value is what you get for what you give. True False 9. Value-based marketing helps to build long-term customer loyalty. True False 10. Over the past decade or so, marketers have begun to realize that it is best to structure a firm's customer orientation in terms of transactions rather than relationships. True False 11. The AppleTM iPad has been successful because it provides value to customers. True False 12. When a good or service is promoted, the purpose of the promotion is to inform, persuade, or remind customers. True False 13. By publishing a Code of Ethics, a firm ensures that all employees will behave ethically...
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...An Essay on Economic Theory An English translation of Richard Cantillon’s Essai sur la Nature du Commerce en Général An Essay on Economic Theory An English translation of Richard Cantillon’s Essai sur la Nature du Commerce en Général Translated by Chantal Saucier Edited by Mark Thornton 4 An Essay on Economic Theory © 2010 by the Ludwig von Mises Institute and published under the Creative Commons Attribution License 3.0. http://creativecommons.org/licenses/by/3.0/ Ludwig von Mises Institute 518 West Magnolia Avenue Auburn, Alabama 36832 mises.org ISBN: 978-1-61016-001-8 Foreword Robert F. Hébert Following a century of neglect, William Stanley Jevons, in the first blush of discovery, proclaimed Cantillon’s Essai, “the cradle of political economy.” Subsequent growth and development of economic thought has not really alerted us to the subtleties of this succinct appraisal. A cradle holds new life; and there can be little doubt that the Essai added new life to the organizing principles of economics. But “political economy” does not accurately describe the subject Cantillon addressed. Indeed, he scrupulously avoided political issues in order to concentrate on the mechanics of eighteenth-century economic life. When confronted by “extraneous” factors, such as politics, Cantillon insisted that such considerations be put aside, “so as not to complicate our subject,” he said, thus invoking a kind of ceteris paribus assumption before...
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