...Han China emerged as an empire in 206 BCE, and many years later a new central power known as the Roman Empire arose in western Europe in 207 BCE. The imperial Han and the Roman empires are one of the most influential empires to ever exist, so influential that they are often thought of as the building blocks of many governments today. Both empires had both similar and different traits and characteristics that contributed to their success and failure. As the empires faced more threats they began to start wars, which eventually lead to their expansion. Also, both Han China and Rome were both well organized bureaucracies, but only Han China was founded on a major school of thought or central idea. There was no Roman equivalent of Confucianism,...
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...The Roman Empire and the Han Dynasty were two very important empires that reigned in history. These empires, Imperial Rome from 31 B.C.E.-476 C.E. and Han China from 206 B.C.E.-220 C.E., had many similarities, but they also had many differences. The techniques of imperial administration in both Han China and Imperial Rome contained strong central governments. In contrast, after the downfall of these Empires, Han China was able to rebuild their imperial model by their set conduct of life, while Rome was never able to completely reunify because of weak political organization through their religion. The Roman Empire and Han China both had strong central governments. Rulers in both empires secured power by taking over former rulers and their...
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...For this assignment, I have chosen to compare and contrast the Roman warrior class with those of the ancient Chinese. The Romans warriors were a part of the most dominant and influential army in history. They were paid professional soldiers. They were a well-trained army, practicing daily in the use of weapons and strategies that made the empire so successful. Salaries and retirement benefits such as gifts of land to farm were standard for these men. In China, by contrast, the armies that were raised to bring power to the ruling class were typically peasants and farmers that were forced into service, with no regard for wages or even freedom. These soldiers were given only basic training with their weapons and battles were typically won...
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...Unit Four: Classical Civilizations: Religion and Classical Civilizations A. Read p. 23 (Yes, again.) 1. Question: What is Animism? Answer in a brief paragraph. B. Townsend Harris High School Founders Day Homework Assignment: Select a single Townsend Harris High School alum, and in a one page double spaced font size 12 typed essay (Intro Paragraph, Body Paragraph(s), Conclusion) discuss how they have had an impact on / contributed to the world. Make sure to include biographic details (Where were they born etc.?) and a discussion of their achievements. If you want to do so, list their numerous achievements after your essay. C. Read pp. 92 – 95: (Excerpts taken from) The Epic of Gilgamesh 1. In two brief paragraphs answer the questions found on page 93 Question 1: How would you define the Mesopotamian ideal of kingship? What is the basis of the monarch’s legitimacy? Question 2: What understanding of the afterlife does the epic suggest? Question 3: How does the Epic of Gilgamesh portray the gods and their relationship to humankind? D. Read pp. 95 – 97: Code of Hammurabi Question 1: What sorts of social problems afflicted ancient Mesopotamia? Question 2: To what extent was Mesopotamia patriarchal? E. Read pp. 181 – 183 Question 1: What as distinctive about the Jewish tradition? That is, what was distinctive about Judaism, what made Judaism different from many other religions of the time? F. Read pp...
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...Decline of the Roman/Han/Gupta Empires Diverse Interpretations Assignment COMPARISONS TO FOCUS ON: * The causes for the decline of the Roman, Han and Gupta Empires * Understanding of how and why the collapse of the empire was more severe in Western Europe than it was in the Asian Empires. * Comparison of the role that religions played in the declines * The impact of missionary outreach of the Christians and Buddhists in these empires RESOURCES * Upshur – “The Decline of Empires” * Stearns - Decline of Empires. * Frank Smitha - “Decline and Fall” * Johnson and Johnson – “Why Don’t Empires Last?” * Spodek – “China and Rome: How do they compare?” * Bulliet pages 168-170 and 186-189. ASSIGNMENT 1. Construct a Venn comparing and contrasting the causes for decline of the Roman, Han and Gupta empires. Information will come from the documents and not the lecture…you already wrote the lecture notes once, why write them again? Rome Han similarities Gupta 2. Write 3 comparative analytical mini-paragraphs about the decline of empires. (generalization, facts, analysis…) Remember that analysis answers the question “why?” Example: The AP World History teachers have very different tastes in beverages. Ms. Forswall likes tea while Ms. Patch likes cola. Green tea and Earl Grey are Ms. Forswall’s favorites; they taste nothing like Pepsi or Coke because soft drinks are much sweeter. Ms. Patch usually chooses a diet style of...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 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...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 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...
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...emerged, using copper coins called cash, with center holes for stringing them together for counting and carrying. China's towns and cities were likewise linked into a large economic system . Trade between China and distant lands A metal bell from the Zhou era. was difficult and dangerous, but by the era's end commerce was conducted by sea with Southeast Asia and by land routes crossing Central Asia. The Central Asian Connection Central Asia, a vast expanse to China's north and west where the climate was too dry for farming (Map 2), was home mainly to pastoral nomads who grazed herds on its plateaus and plains. Skilled on horseback, the nomads occasionally attacked Chinese settlements to carry off goods and supplies, but they also spread commerce and useful knowledge. Some nomads, for example, exchanged their Central Asian nomads connect China with other cultures Nomads and Chinese adopt horse riding and crossbows from each other Iron tools and weapons spread to China, enhancing farming and warfare hides, wool, and horses for Chinese silk, pottery, metalware, and wood products and then traded these items with other societies across Central Asia. Over time, connections with the nomads, and through them with other Eurasian societies, had major impacts on China. Nomadic connections, for example, transformed Chinese warfare in the Eastern Zhou era. From the nomads Chinese armies adopted horseback riding, replacing chario- teers with mounted riders who moved...
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...v105 some people claim that the disadvantages of the car are more than the advantages,do you agree or dis the birth of cars have made an enormous change to our life.in the past,we travel from one place to another only by foot,nowaday,cars can do it .its goes withour saying that the invention of cars bring great benefit to all of us.but as proverb goes:no garden without weeds.car is not exception. owing a car has a lot of advantages.for one thing,car provide us the most convient way of transportation.we can get around freely without spenting a lot of time.emotionally,i always found driving is so exciting.for another,its the comfortable to drive a car.In winter.drivers always can stay warm and dry even in rainy whether,in addition,drivers are usually safe in their cars when they are out at night. Cars bring the human merits,their side-effects graudually come to the surface.firstly,to run a car need a lot of oil,which is getting less and less.the increasing number of cars contribute the lacking of energy.secondlly,as more and more cars are used,the traffic ecpecially in big cities is getting heaver and heavier,which lead to the serious social problem--traffic jam.in addition,the inceasing numbers of cars ,which excaust sent a huge quantities of carbon monoxide into atmosphere.it make the air of cities unbreathabe,it strip people contact with frensh air. therefore,the new energy should be explored to replace the oil so that our envionmental pollution can be avioded .and th...
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...and Candidate Number on the Answer Booklet provided. Answer two questions. Answer one question from Section A and one question from Section B. Section A is open book. INFORMATION FOR CANDIDATES The total mark for this paper is 120. All questions carry equal marks, ie 60 marks for each question. Quality of written communication will be assessed in all questions. 3 Section A: The Study of Poetry Written after 1800 Answer one question on your chosen pairing of poets. Heaney: Opened Ground Montague: New Selected Poems 1 John Montague and Seamus Heaney both write about the Irish past. Compare and contrast the two poets’ treatment of the Irish past in two poems you have studied. Hopkins: Selected Poems Dickinson: A Choice of Emily Dickinson’s Verse 2 Gerard Manley Hopkins and Emily Dickinson both express intense anguish in their poetry. Compare and contrast how both poets express intense anguish in two poems you have studied. Duffy: Selected Poems Lochhead: The Colour of Black and White 3...
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...Study Guide to Accompany Meggs’ History of Graphic Design Fourth Edition Prepared by Susan Merritt Professor and Head of Graphic Design School of Art, Design, and Art History San Diego State University (SDSU) With assistance from Chris McCampbell and Jenny Yoshida John Wiley & Sons, Inc. i DISCLAIMER The information in this book has been derived and extracted from a multitude of sources including building codes, fire codes, industry codes and standards, manufacturer’s literature, engineering reference works, and personal professional experience. It is presented in good faith. Although the authors and the publisher have made every reasonable effort to make the information presented accurate and authoritative, they do not warrant, and assume no liability for, its accuracy or completeness or fitness for any specific purpose. The information is intended primarily as a learning and teaching aid, and not as a final source of information for the design of building systems by design professionals. It is the responsibility of users to apply their professional knowledge in the application of the information presented in this book, and to consult original sources for current and detailed information as needed, for actual design situations. This book is printed on acid-free paper. Copyright © 2006 by John Wiley and Sons. All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced...
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...Journal of Cross-Cultural Psychology http://jcc.sagepub.com Value Hierarchies Across Cultures: Taking a Similarities Perspective Shalom H. Schwartz and Anat Bardi Journal of Cross-Cultural Psychology 2001; 32; 268 DOI: 10.1177/0022022101032003002 The online version of this article can be found at: http://jcc.sagepub.com/cgi/content/abstract/32/3/268 Published by: http://www.sagepublications.com On behalf of: International Association for Cross-Cultural Psychology Additional services and information for Journal of Cross-Cultural Psychology can be found at: Email Alerts: http://jcc.sagepub.com/cgi/alerts Subscriptions: http://jcc.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations (this article cites 23 articles hosted on the SAGE Journals Online and HighWire Press platforms): http://jcc.sagepub.com/cgi/content/refs/32/3/268 Downloaded from http://jcc.sagepub.com at KAIST GRADUATE SCHOOL OF MGMT on October 22, 2007 © 2001 SAGE Publications. All rights reserved. Not for commercial use or unauthorized distribution. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY Schwartz, Bardi / CROSS-CULTURAL VALUE SIMILARITIES Beyond the striking differences in the value priorities of groups is a surprisingly widespread consensus regarding the hierarchical order of values. Average value hierarchies of representative and near representative samples from 13 nations exhibit...
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...in Japan’s traditional food-consumption habits, and how a sector of the Chinese population is spreading, and spending, its newfound wealth. The report offers an analysis linking market-driven strategies with social impact in Peru and Colombia, as well as an article describing South Carolina’s embrace of innovative research. Other articles look at the Russian government’s attempt to reboot the city of Skolkovo as an innovation hub, the mixed success of innovation efforts in China, and the growing threat of cybercrime to businesses across the world. The challenges of infrastructure and planning are addressed in analyses of transportation in areas of Latin America, deficiencies in Brazil’s infrastructure, and real estate’s impact on Peru’s emerging middle class. Business and politics underpin a number of economic forces, as noted in articles on corruption and protest in India, social unrest in Brazil, the potential of the gemstone tanzanite to help develop Tanzania’s economy, and growing frictions between China and Myanmar. Cities on the move in the global economy are examined in separate articles on...
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...PART 1 GLOBAL BUSINESS ENVIRONMENT CHAPTER ONE Globalization Learning Objectives After studying this chapter, you should be able to 1. Describe the process of globalization and how it affects markets and production. 2. Identify the two forces causing globalization to increase. 3. Summarize the evidence for each main argument in the globalization debate. 4. Identify the types of companies that participate in international business. 5. Describe the global business environment and identify its four main elements. A LOOK AT THIS CHAPTER This chapter defines the scope of international business and introduces us to some of its most important topics. We begin by presenting globalization—describing its influence on markets and production and the forces behind its growth. Each main argument in the debate over globalization is also analyzed in detail. We then identify the key players in international business today. This chapter closes with a model that depicts international business as occurring within an integrated global business environment. A LOOK AHEAD Part 2, encompassing Chapters 2, 3, and 4, introduces us to different national business environments. Chapter 2 describes important cultural differences among nations. Chapter 3 examines different political and legal systems. And Chapter 4 presents the world’s various economic systems and issues surrounding economic development. 24 Emirates’ Global Impact DUBAI, United Arab Emirates—The...
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...Expatriates in China Experiences, Opportunities and Challenges Ilaria Boncori ISBN: 9781137293473 DOI: 10.1057/9781137293473 Palgrave Macmillan Please respect intellectual property rights This material is copyright and its use is restricted by our standard site license terms and conditions (see palgraveconnect.com/pc/connect/info/terms_conditions.html). If you plan to copy, distribute or share in any format, including, for the avoidance of doubt, posting on websites, you need the express prior permission of Palgrave Macmillan. To request permission please contact rights@palgrave.com. Expatriates in China Experiences, Opportunities and Challenges Ilaria Boncori Expatriates in China 10.1057/9781137293473 - Expatriates in China, Ilaria Boncori Copyright material from www.palgraveconnect.com - licensed to University of Wollongong - PalgraveConnect - 2014-05-17 This page intentionally left blank 10.1057/9781137293473 - Expatriates in China, Ilaria Boncori Copyright material from www.palgraveconnect.com - licensed to University of Wollongong - PalgraveConnect - 2014-05-17 Expatriates in China Experiences, Opportunities and Challenges Ilaria Boncori University of Essex, UK Copyright material from www.palgraveconnect.com - licensed to University of Wollongong - PalgraveConnect - 2014-05-17 10.1057/9781137293473 - Expatriates in China, Ilaria Boncori © Ilaria Boncori 2013 Foreword © Heather Höpfl 2013 All rights reserved. No reproduction...
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