...1 HISTORY OF ISLAMIC CIVILIZATION PART II: 1258 C.E. TO PRESENT SPRING 2012 (21:510:288) M.W. 4:00-5:20 (MW6) CONKLIN HALL 446 Dr. Nükhet Varlık varlik@andromeda.rutgers.edu Office Hours: M. W. 5:20-5:50 pm and by appointment Office: Conklin Hall, 310 TEXTBOOK: o Arthur Goldschmidt Jr., A concise history of the Middle East, Westview Press, 2002. o Marvin E Gettleman & Stuart Schaar, The Middle East and Islamic world reader, New York, 2003. o Additional primary source readings will be posted on Blackboard. o Also see: Internet Islamic History Sourcebook (compiled by Paul Halsall) COURSE DESCRIPTION: This course is a survey of the history of the Islamic civilization. In this course, we will study social, economic, and cultural aspects of the history of the Middle and Near East region, from the dramatic arrival of Mongol armies in the mid-thirteenth century up to the present era. The treatment of the subject will be roughly chronological, though social and economic life, culture, and arts will be discussed thoroughly throughout the course. In addition to lectures, the course will heavily draw upon discussion sessions, which will give students a hands-on approach to history. In these sessions, we will discuss in detail various historical problems presented in the text, lectures, and audio-visual materials. 1 2 COURSE OBJECTIVES: Upon successful completion of this course, students will be able to: - name and identify individuals, events, themes, and issues of major...
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...WORLD CIVILIZATION II Georgia Southwestern State University Spring 2012 Instructor: Dr. Paula J. Martin Office: BH 325 Email: martin@canes.gsw.edu Office Phone: 229-931-2624 Course Objectives - This course is designed to give the undergraduate student a general understanding of those major cultural, political, scientific, social, and intellectual trends which have appeared in the world from c.1500 to the present. This course will focus on the major civilized traditions of the world. Specific topics have been emphasized and interwoven throughout this course in an attempt to chart the progress of not only different societies as a whole, but the individual as well. For example, the study of intellectual currents will be a primary focus in our efforts to understand what people from different civilizations thought about God, society, science, and human nature from a philosophical standpoint. Therefore, this class will run chronological when possible, but it will also run thematic as specific focus is given to the changing mentalities of the human race. The course's potential for the student, lies in the hope of instilling the skills and values of world citizenship and for relating to people different from oneself. Course Requirements - Completion of your exams on time is required. Any involvement in cheating or plagiarism of any sort will result in an “F” as the final grade for this course as well as referral to appropriate disciplinary boards. All reading...
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...The Final Portfolio Parker May 16th, 2013 World History A2 Table of Contents Part 1: Exams Part 2: Research Essays Part 3: Comparative Papers Part 4: Current Events Reports Part 5: Self Reflection Appendix Artifact 1: Unit 1 Test Artifact 2: Unit 3 and 4 Test Artifact 3: Unit 6 Test Artifact 4: Isis Egyptian Paper Artifact 5: Crusades Paper Artifact 6: Current Events article: India Artifact 7: Current Events article: South America Artifact 8: Current Events article: Russia Part 1: Exams Artifact 1 is the test over unit 1. This artifact consists of matching, multiple choice, fill in the chart, short answer, fill in the blank, and an essay. The test covers the characteristics of ancient civilizations and facts on the civilizations themselves. The religion of each civilization is examined and gods are compared. This comparison is present in some multiply choice questions about each culture and it's most powerful gods. There is also a chart matching a Greek god to it's Roman counterpart and a section where a god is matched to it's description. In this artifact writing style of different civilizations are examined. There is a small portion covering terms and geography as well as jobs and social classes. In this artifact the student was given three pictures of different types of columns and asked to classify each as Doric, Ionic, or Corinthian. The purpose of this unit was to teach the students about the origins of many cultures...
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...government policy that encouraged racial segregation and that was only officially renounced in 1992. (Collins dictionary). Eugenics is the study of methods of improving the quality of the human race, especially by selective breeding (Collins dictionary) and is link closely to scientific racism. Scientific racism is the use of scientific techniques and hypotheses to support or justify the belief in racism, racial inferiority, or racial superiority, or alternatively the practice of classifying individuals of different phenotypes into discrete races (Reference). The research question I would like to introduce is how did Eugenics influence the colonial ideology that resulted in the development of the early state of Apartheid South Africa? This paper assesses the influences, which advanced the practice of racism in South Africa with particular attention directed on the ideological and scientific reasoning, which led way to the ingrained notions of racial division and racial hierarchy that resulted in the development of the early apartheid state of South Africa. Not to mention the relationship between ideological structures of domination and oppression which grew out of Europe’s conquering and ruling of much of the rest of the world. Finally, I would like to Asses whether the apartheid would have developed as far as it did without the influence of eugenics, and if so why. LINK EACH PARAGRAPH BACK TO THE THESIS STATEMENT The 19th century marked a period when scientific racism and eugenics...
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...A Direct Test of the Theory of Comparative Advantage: The Case of Japan Author(s): Daniel M. Bernhofen and John C. Brown Reviewed work(s): Source: Journal of Political Economy, Vol. 112, No. 1 (February 2004), pp. 48-67 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/10.1086/379944 . Accessed: 10/02/2012 10:27 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to Journal of Political Economy. http://www.jstor.org A Direct Test of the Theory of Comparative Advantage: The Case of Japan Daniel M. Bernhofen and John C. Brown Clark University We exploit Japan’s sudden and complete opening up to international trade in the 1860s to test the empirical validity of one of the oldest and most fundamental propositions in economics: the theory of comparative advantage. Historical evidence supports the assertion that the characteristics of the Japanese economy at the time were compatible with the...
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...IN CONTEMPORARY SOUTHEAST ASIA ISLAMIC STUDIES AND ISLAMIC EDUCATION i ii IN CONTEMPORARY SOUTHEAST ASIA ISLAMIC STUDIES AND ISLAMIC EDUCATION Editors KAMARUZZAMAN BUSTAMAM-AHMAD PATRICK JORY YAYASAN ILMUWAN iii Perpustakaan Negara Malaysia Cataloguing-In-Publication Data Islamic studies and Islamic education in contemporary Southeast Asia / editors: Kamaruzzaman Bustamam-Ahmad, Patrick Jory ISBN 978-983-44372-3-7 (pbk.) 1. Islamic religious education--Southeast Asia. 2. Islam--Education--Southeast Asia. I. Kamaruzzaman Bustamam-Ahmad. II. Jory, Patrick. 297.77 First Printed 2011 © 2011 Kamaruzzaman Bustamam-Ahmad & Patrick Jory Publisher: Yayasan Ilmuwan D-0-3A, Setiawangsa Business Suites, Taman Setiawangsa, 54200 Kuala Lumpur, Malaysia. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means – for example, electronic, photocopy, recording – without prior written permission of the publisher. The only exception is brief quotations in printed review. The opinions expressed in this publication is the personal views of the authors, and do not necessary reflect the opinion of the publisher. Layout and cover design: Font: Font size: Printer: Hafizuldin bin Satar Goudy Old Style 11 pt Gemilang Press Sdn Bhd iv ACKNOWLEDGEMENTS T his book grew out of a three-day workshop jointly held by the Regional Studies Program, Walailak University, and the Department...
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...Surname 3 Student's Name Professor's Name Course Date Antigone vs. Macbeth In attempting to discern the legitimate and analytical issues in the two plays, Antigone and Macbeth, it is important to take into account the two key characters that all actions revolve around (Antigone and Lady Macbeth). In both plays, the characters appear to have comparative destiny and fate intertwined deeply within their societies. (Powell et al. 12). Antigone stands harshly rebuked by the state whose rule she contradicts. Antigone's fierce deviance is fully displayed when she declares that she'll bury Polyneices in total disregard of Creon's law. It is this rebellious act and Antigone's innate loyalty to the memory of her brother that forms the spine of the play. On the other hand, Lady Macbeth stands denounced by the laws of God and man having so eagerly disregarded them for the purpose of affection and enthusiasm towards her husband. The inclination that destiny appears to have in setting up these sorts of plays is portrayed undeniably by Sophocles in his piece of work, as well as Shakespeare in his Macbeth. The authorial intent ( a tragedy in contemporary society) as developed by both plays is similar in context. This is mainly detectable while considering the way both playwrights depict the condition that has befallen a nation. Aristotle, an outstanding scholar, and craftsman described tragedy as a mimic of a movement that is morally right. He further came up with guidelines towards...
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...VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES THE FACULTY OF POST-GRADUATE STUDIES [pic] THESIS PROPOSAL AN INVESTIGATION ON THE COMMUNICATION STRATEGIES USED BY VIETNAMESE TOUR GUIDES TO OVERCOME LANGUAGE LIMITATIONS WHEN COMMUNICATING WITH FOREIGN TOURISTS (NGHIÊN CỨU VỀ CHIẾN LƯỢC GIAO TIẾP MÀ CÁC HƯỚNG DẪN VIÊN VIỆT NAM SỬ DỤNG ĐỂ KHẮC PHỤC NHỮNG HẠN CHẾ VỀ NGÔN NGỮ KHI GIAO TIẾP VỚI KHÁCH DU LỊCH NƯỚC NGOÀI) Supervisor : Prof. Nguyen Hoa Name : Hoang Thi Thanh Date of birth: 25/12/1989 Cohort : 22 (2013 – 2015) Class : D HANOI, 25/08/2014 TABLE OF CONTENTS |CONTENT |PAGE | |RATIONALE OF THE STUDY |1 | |OBJECTIVES OF THE STUDY |3 | |SIGNIFICANCE OF THE STUDY |4 | |SCOPE OF THE STUDY ...
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...Author(s): Mark A. Tessler Source: Comparative Studies in Society and History, Vol. 20, No. 3 (Jul., 1978), pp. 359-373 Published by: Cambridge University Press Stable URL: http://www.jstor.org/stable/178359 Accessed: 13/07/2009 10:36 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=cup. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact support@jstor.org. Cambridge University Press is collaborating with JSTOR to digitize, preserve and extend access to Comparative Studies in Society and History...
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...THE UNIVERSITY OF TORONTO UNIVERSITY OF TORONTO International Undergraduate Admission Information 2012/13 Established in 1827, the University of Toronto is one of the oldest and most internationally recognized universities in North America. Canada’s largest university takes pride in a tradition of excellence. No other Canadian university offers as great a diversity of programs and resources. Academic excellence is the prime goal, but the importance of the total university experience is also recognized. Student enrolment is 76,000; the faculty numbers 10,391. A mong the University’s many outstanding resources is its library system, rated one of the top five in North America. More than 40 libraries contain the most comprehensive collection of research material in Canada. There is residence space for over 8,300 students, a health service, an advisory bureau, an international student centre, a career centre, a housing service, restaurants, bookstores, athletic and recreational facilities and facilities for music, theatre and debate. LOCATION Toronto is one of the friendliest and safest cities in the world. There are three locations at which students may study. U of T St. George is located in the heart of downtown Toronto; U of T Scarborough is 22 km (14 miles) to the east of U of T St. George; and U of T Mississauga is 27 km (17 miles) to the west of U of T St. George. All three campuses offer studies in arts, science, business and education; most of the professional...
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...predicted that frequent extreme events in coastal regions are the main impediment to attain national poverty levels. This research proposal aim is to establish a relationship between climate change impacts and change in poverty disparity by comparing coastal areas with other regions in Bangladesh over the last 20 years. The study will be based on year-wise comparative data analysis regarding affected areas, damages, development activities, socio-economic variables and poverty levels since 1991 to 2011. This research hypothetically foresees that higher extreme events affect and much damage will be created higher poverty gaps and disparity in coastal areas than the other parts of the country. Keywords: climate change, poverty disparity, coastal areas, Bangladesh. Proposed Supervisor: Dr. Ariana Zeka Lecturer in Epidemiology and Public Health Institute for the Environment, Brunel University Do you wish to conduct your MSc Dissertation on this research project? YES If answering YES above, is your proposed supervisor AWARE that you intend them to supervise you? This research proposal is the preliminary outcome for my final MSc dissertation. Meanwhile, I have discussed with Dr. Ariana Zeka...
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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...various market segments. The purpose of the study to determine the factors those influence the freight rate and how those influence the demand of port services and setting charges for the port. The depression in market segments affects the supply and demand of the freight of the shipping lines which also has an effect on the demand of port services and setting of port charges and tariffs. The research paper shows the factors that influence the freight rate as well as the influence on the port services and setting charges and tariffs which lead to a change in port operation, reform and regulation. To illustrate the relation among them international trade theory and other historical data has been considered as the evaluations of the paper. In the discussion of different market segments new demands for the port operation and setting charges has been illustrated. Fundamental concepts on port pricing, freight rate and services introduced by the previous research on this topic has been considered as a source of information for the research findings. The conclusion of the ongoing paper consists some of the new concepts on regard of the port services demand and charges occur from the market volatility and low freight has been mentioned as a general interpretation of the...
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...GLOBALIZATION: BOON OR BANE INTRODUCTION Globalisation can be defined as the growing economic interdependence of countries worldwide through the increasing volume and variety of cross-border transactions in goods and services and of international capital flows through the rapid and widespread diffusion of technology. The fact that is important in today’s globalisation that really matters is that the accelerating speed is very fast. In the past it takes years or decades for influence to be passed for such an impact to be made. But today the influences or transmission of culture values, language, economy and administration can take place within months. This is the major difference. So globalisation is the transmission or extension of values, goods, services, thought or culture across border and it occurs with accelerated rate. The drivers for this accelerated speed are the technology and economic liberalism and the free movement of people. The nature of capitalism was such that entrepreneurial talent would not be constrained by geographical and legal boundaries. The growth of a dynamic trade system and the consequent development of classical payment arrangements like the gold standard have been seen by political economists as early yet decisive pointers towards the globalisation of the world economy. At the centre of this process is the idea of the Market and in particular the market for finance, capital, allied with the Multinational Corporation...
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...EVOLUTION AND SELF-INTEREST Richard Dawkins argues that at its most fundamental level, the genetic level, life is self-interested.1 Genes do only one thing; they replicate themselves. These replicators reside in and are carried around by biological vehicles (trees, animals, humans, fungus, etc.). The resources that support these biological vehicles are finite, so the process of life has become a competition among genes to create vehicles that can successfully compete for limited resources and survive to pass on their genetic code. Dawkins coined the term ‘selfish gene’ to emphasize the single, focused object of a gene’s existence. What he means is that the sole purpose of a gene is to make copies of itself using the Darwinian selection process; very selfishly ignoring the consequences this pursuit may have on other living entities. Self-interest is a requirement for survival. This does not mean, of course, that animals and humans cannot be altruistic sometimes, in certain activities.2 It does mean that no living entity can survive for long if it is only purely altruistic. On the other hand, survival is not necessarily jeopardized when an organism is purely self-interested. Altruism, in the absence of self-interest, is not evolutionarily stable in the biological world; it leads to extinction. It is for this reason that all extant life forms must be selfish. Humans, like all creatures, are self-interested; not because it is good to be selfish but because we would not be here if...
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