...Geography of Ancient Greece Definition By Michael Falangus Image Results Yahoo.com Geography (from Greek geographia, meaning ‘earth writing’) was first used by Eratosthenes (276 – 194 BCE), and he was believed to be the first to accurately estimate the earth’s circumference. Geography is a field of science dedicated to the study of location, landscape, climate, and human/environment interaction. The geographical features of ancient Greece had a vital impact on its economic, political, and cultural history, and these features contributed to both its limitations and advantages. The homeland of Ancient Greece can be found at the tip of the Balkan Peninsula with over 1,000 islands in Southwestern Europe. It is surrounded by the...
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...Assignment 2: Comparing Sculptures of Ancient India and Greece Assignment 2: Comparing Sculptures of Ancient India and Greece Andelle Gregoire World Cultures I Abstract Overall, Greek and Indian art had many similarities and differences. Even though they lived far away and had different beliefs, their depicted the same topics: Gods and goddesses, animals, royalty, myths, everyday life, and sports. Jewelry wise, they both used a lot of gold, although Indians used more beads and gems. In sculpture, Greeks mostly used stone, and Indians used a variety of materials. Their paintings were also very similar. Architecture was quite different. Greek architecture used the golden ratio, and their buildings were usually made of marble. They used Doric and ionic columns to hold the roof of the building up. Indian buildings had elaborate designs carved in them, like people dancing, or gods and goddess. Comparing Sculptures of Ancient India and Greece Indians and Greeks alike loved showing myths and gods on their sculptures and pottery, but they styles were different, as the Greek used the red-figure pottery style, with black backgrounds and red figures that only were shown after they were fired in the kiln. Indians used simple but beautiful painted, unglazed pottery. Indians, too, did not put as much emphasis on sports in sculpture than the Greeks. Ancient Greeks has sculptures depicting gods and goddesses, royalty, animals, and sports, like Olympic events. Greek pottery depicted...
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...2nd argument -democracy (linked to modernity) has western origins, but it doesn’t mean it belongs to the west -because it is NATURAL (emphasis) to accept these cultural values as long as its beneficial As the world modernizes and technology come into play, people now have the access of internet to interconnect. Free flow of information, rapid progress in transportation and communication has made the world a "Global Village". Not only the internet, but the global diffusion of radio, television, handphones, have exposed an enormous population to different cultural values. Many localized cultural values are now being spread all over the world, and such cultural values are definitely not all belonging to the West. For example, meditation has been a scared practice for centuries in Indian culture. It helps one connect to their inner being, and this has become a common practice all over the world to keep bodies in shape. Chinese symbol tattoos, which obviously do not belong to the West, have also spread all over. These cultural values were able to be adapted by people all over because it is natural to accept them since it is beneficial. In article 2, the author states that democracy has western origins, but that does not mean it belongs to the west. Instead, it is a natural process for people to accept these cultural values as long as it is beneficial towards them. As the world modernizes, democracy can be increasingly observed. Democracy is "government by discussion", and modern...
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...expression of the animal and has most realized sculpture. The 380 B.C lion seems like incomplete statue, as it lacks detail, texture and naturalistic feature. And finally, the quality of 325 B.C lion is placed between 310 and 380 B.C. It has a good form, nicely done texture, but it was too idealized. In order to understand the origin and purpose of those funerary lion sculpture. We have to go back about Hellenistic period. After Alexander the Great has achieved his greatest victory, he united all his colonies under one empire, and this event lead to the cultural diffusion. The ancient Greek...
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...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. 117 – 122 Identify and or Define: Empire, Indo-European, Iranian Plateau, Achaemenid, Cyrus, Darius, Ahura Mazda, satrap. Persepolis Question 1: Why is the motto “Neither snow, nor rain, nor heat, nor darkness of night” a good example of cultural diffusion? G. Read pp. 122 – 124 Identify and or Define: Athens, Sparta, Plato, Aristotle, Zeus, Apollo, Hellenes, Olympic Games,...
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...Vocabulary: Goal 1 1. Historical narrative 2. Temporal structure (beginning, middle, end) 3. Time line 4. Historical succession 5. Historical duration (continuity) 6. Primary sources 7. Humanity 8. Historical passage 9. Historical perspective 10. Historical context 11. Literal meaning 12. Historical fact 13. Historical interpretation 14. Historical data 15. Hhistorical analysis 16. Cause-and-effect relationship 17. Value-laden 18. Moral convictions 19. Critique 20. Hypotheses 21. Historical inquiry 22. Eyewitness account 23. Statistical compilations 24. Journals 25. Census 26. Artifacts 27. Economic indicators Goal 2 28. Sustainability – supported,upheld ,of confirmed 29. Fertile Crescent – an area in the middle and near east: formerly fertile, now partly desert 30. Migration - a number or body of persons or animals migrating together. 31. Environment – the aggregate of surrounding things,conditions,or influences;surroundings; milieu 32. Human interdependence – all humans rely on each other. 33. Natural barriers – a natural limit or boundary of any kind. 34. Drought – a period of dry weather that whithers or kills the crops 35. Famine – extreme hunger or scarce amount of food. 36. Trade interactions -the influence of buying or selling trade with other countries. 37. Resources – a source of supply,support,or aid when specificity needed 38. River valley -a natural stream of water flowing in a valley...
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...TExES I Texas Examinations of Educator Standards Preparation Manual 133 History 8–12 Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations...
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...Foundations: c. 8000 B.C.E.–600 C.E. Major Developments 1. Locating world history in the environment and time 1. Environment 1. Geography and climate: Interaction of geography and climate with the development of human society a. Five Themes of Geography – consider these 1. Relative location – location compared to others 2. Physical characteristics – climate, vegetation and human characteristics 3. Human/environment interaction – how do humans interact/alter environ a. Leads to change 4. Movement – peoples, goods, ideas among/between groups 5. Regions – cultural/physical characteristics in common with surrounding areas b. E. Africa first people – 750,000 years ago started to move 1. moving in search of food c. Role of Climate – End of Ice Age 12000 BCE – large areas of N. America, Europe, Asia became habitable – big game hunters already migrated 1. Geographical changes - 3000 BCE Green Sahara began to dry up, seeds to forests – N. America 2. Effect on humans – nomadic hunters didn’t move so much a. Settle near abundant plant life – beginning of civilization b. Sedentary life w/ dependable food supply 3. milder conditions, warmer temperatures, higher ocean...
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...relevant concepts. The focus is on the major approaches used to study consumer behavior. The basic purpose of this chapter is to acknowledge the role that determinants other than culture play in influencing consumer behavior. The chapter thus examines the psychological and social dimensions, and these include motivation, learning, personality, psychographics, perception, attitude, social class, group, family, opinion leadership, and the diffusion process of innovations. PERSPECTIVES ON CONSUMER BEHAVIOR Consumer behavior may be defined as a study of human behavior within the consumer role and includes all the steps in the decision-making process. The study must go beyond the explicit act of purchase to include an examination of less observable processes, as well as a discussion of why, where, and how a particular purchase occurs. Domestically, marketing scholars have employed a variety of techniques and concepts, including the cultural approach, to study consumer behavior. Yet consumer study on an international basis has employed the cultural approach almost exclusively without much regard for other psychological and social concepts.This is a very curious approach since it is the norm for virtually all consumer behavior textbooks to treat...
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...China Media Research, 9(3), 2013, Zheng, Case Study of Audi’s Brand Repositioning in China A Case Study of Audi’s Brand Repositioning in China Lu Zheng University of Florida Abstract: Based on a comprehensive review of Audi’s press releases published from 1999 to 2007 and in-depth interviews with Audi’s public relations professionals, this case study identified media relations, event sponsorship, and corporate social responsibility as Audi’s main public relations strategies for its brand repositioning in the Chinese market. Each strategy and related tactics were first illustrated by specific examples and then surveyed in light of contemporary public relations and mass communication theories. [China Media Research. 2013; 9(3): 64-73] Key words: Audi, brand, reposition Introduction Audi, a subsidiary of German car manufacturer Volkswagen, entered the Chinese automobile market in 1988. In the late 1990s, or one decade after its China debut, Audi, with the help of Ruder Finn, a New-York based independent PR firm, began to implement a brand repositioning strategy in China. By the mid-2000s, thanks to its unremitting PR efforts, Audi has successfully repositioned itself from a government car brand to a premium car brand targeting successful business professionals (Ruder Finn, 2007). Since the launching of its China production in 1988, Audi was designated as the “premium government car brand” dedicated to serve high-rank government officials. In contrast, middle and low ranking government...
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...Guns, Germs and Steel Page 1 GUNS, GERMS, AND STEEL: The Fates of Human Societies By Jared Diamond, 1997 About the Author: Jared Diamond is a professor of physiology at UCLA School of Medicine. He is a recipient of a MacArthur Foundation Fellowship and was awarded a 1999 National Medal of Science. He is also the author of The Third Chimpanzee. SUMMARY The book asks and attempts to answer the question, once humankind spread throughout the world, why did different populations in different locations have such different histories? The modern world has been shaped by conquest, epidemics, and genocide, the ingredients of which arose first in Eurasia. The book’s premise is that those ingredients required the development of agriculture. Agriculture also arose first in Eurasia, not because Eurasians were superior in any way to people of other continents, but because of a unique combination of naturally occurring advantages, including more and more suitable wild crops and animals to domesticate, a larger land mass with fewer barriers to the spread of people, crops, and technology, and an east-west axis which meant that climate was similar across the region. The book is well written and contains not only information about the history of cultures around the world, but excellent descriptions of the scientific methodologies used to study them, from how archeologists study the origin of agriculture to how writing evolved to how linguistics can trace the movements of peoples across huge geographic...
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...Holistic (multifaceted): approach to the study of human beings. Refers to an approach that studies many aspects of a multifaceted system. Cross-cultural: discovering general patterns about cultural traits Two broad classification of anthropology Biological (Physical) Seeks the emergence of humans & their later evolution (called human paleontology) and how & why contemporary human populations vary biologically (human variation) Study the fossils of human, prehumans & related animals Human genetics, population biology & epidemiology Cultural How & why cultures vary or are similar in the past & present Archaeology: study of past cultures Anthropological linguistics: study of language Ethnology: study of existing & recent cultures Archaeology Seek to reconstruct the daily life & customs of peoples who lived in the past but also to trace cultural changes & to offer possible explanations for those changes Deal with prehistory (time before written records) Historical archaeology: studies the remains of recent peoples who left written records Must used info from present & recent past in trying to understand the distant past Linguistics Study of languages Had to construct a dictionary & grammar, then could study the structure & history of language Study changes that have taken place over time Historical linguistics: study of how languages change over time & how they may be related Descriptive: focus of linguistics ...
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...Knowledge Management Module Outline This course will develop your knowledge and understanding of contemporary theories and practices of knowledge management (KM) by examining the relationship between a theoretical understanding of knowledge management and real-life situations and by integrating different dimensions of knowledge management arising from human resource management, information systems and strategic management. The course will explain the concept of `intellectual capital’ and how it is managed and exploited in organisations. The course will demonstrate a critical understanding of knowledge management policies and strategies in organisations that enhance effectiveness. You will be able to apply a range of transferable skills including literature search, analytical skills, application of theory to real-life situations, teamwork, motivation and interpersonal skills. Module Aims The main aims of this module are to: Explore the diverse range of definitions and perspectives of knowledge management Explore philosophers in western philosophy and see what contribution they have on the nature of knowledge Explore the different conceptualisations of organizational learning Describe different component technologies found in knowledge management Explain how knowledge management systems can assist in a variety of organizational problems Understand different ways of thinking about strategy Understand the nature of organizational culture Understand effective ways of implementing...
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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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