...How Different was Han China and the City State Athens Han China and the Greek city state Athens were civilizations separated by thousands of miles and each had its own way of unique way of life. So how can we even begin to compare these influential civilizations? Both Athens and Han China had a distinct geography, well known philosophers, and its own ideology that allowed it to thrive and eventually decline into chaos. Athens was located on a Southern peninsula in the Aegean Sea. The surrounding region called Attica was covered in barren hills very little flat ground for some of the more traditional crops. This made governing hard and likely lead to the small size Athens could control. Due to the area of Attica, Athens had a huge control over the Southern Aegean Sea, allowing it to pillage or tax ships passing through their waters. This was only supported by the huge naval power Athens had accommodated throughout the years. With the little room for crops, besides olives and grapes, Athens imported most of the food they needed for the population to continue growing. (“Document 1”) Even though Han China dwarfed the Attica by 450 times the size, China and Athens both were faced with some of the same hardships. The vast plains of Han China allowed the people to grow the tremendous amount of crops needed to supply the enormous population of...
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...Technology is an important part of civilization today. During their time, the Han dynasty and the Roman empire both used technology, but their views on it were different. While the Han dynasty thought highly of technology, especially the advancement of it, there were mixed opinions about technology in the Roman empire. The Han dynasty saw technology as an advancement that can help the government and the peasants. For example, during second century B.C.E., a Han government official wrote to other local officials concerning flood prevention (doc. 1). He gave details on how the waterways could be inspected to stop floodings in their district and how everyone can contribute to help China. He felt that technology was advanced enough to prevent floods and that it was not the technology that was lacking, but the organization of technology was. Another official, Huan Guan, wrote about how...
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...Buddhism in China DBQ Depending on the political stability, the responses to Buddhism in China were different. Between 220 CE and 570 CE, a time of political instability, most people had positive attitudes towards Buddhism, and after 570 CE, a time of political stability, most people had negative attitudes towards Buddhism. Most positive attitudes towards Buddhism occurred between 220 CE and 570 CE due to a need for a sense of salvation. According to Buddha, Buddhism is all about sorrow. Buddha believed that life was surrounded by sorrow, no matter what class in society a person was. He believed the basic teachings of Buddhism had to do with sorrow; what it is, where it comes from, and how to stop it. (Doc. 1) Zhi Dun, a Chinese scholar, author, and confidant of Chinese aristocrats, believed that people who served Buddha all throughout their lives would end up in Nirvana. The goals of Buddhism were to end up in Nirvana. Buddhism was very appealing during a time of instability like the Era of Division. (Doc 2) Also, according to an anonymous Chinese scholar, Confucius is not as good as Buddha. The scholar was very positive towards Buddhism. This was also in a time of political instability. (Doc 3) Zong Mi, a leading Buddhist scholar in the ninth century also believed Buddha taught well. Even though China was in a state of stability, he still had a positive attitude towards Buddhism. He believed that both Buddha and Confucius were good teachers. (Doc 5) However, most people...
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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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...CONTENTS Section 1 - Industry Profile Overview Future Outlook European Industry Overview North America Overview Asia & Pacific Industry Overview India & Middle East Industry Overview Development of World Scheduled Air Traffic World Economic Growth and Airline Profits Rankings - Passenger services Rankings – Freight services Section 2 - British Airways Profile Overview Alliances LHR Air Transport Movements LGW Air Transport Movements Awards History Key Events (1987-2005) Board Members Leadership Team British Airways Management Team Employees Brands Departmental Analysis Section 3 - British Airways Fleet Aircraft Fleet Aircraft Delivery Schedule Mainline Fleet Profiles Regional Aircraft Fleet Maintenance Section 4 - British Airways Performance Summary Strategy Social and Environmental Performance Incentive Plans Summary Financial / Operating Statistics Principal Investments Shareholder Information Share Price History Section 5 - Global Partners Overview BA Connect Franchisees oneworld Aer Lingus American Airlines Cathay Pacific Finnair Iberia LanChile Qantas oneworld At A Glance Section 6 - Route Network British Airways Franchisees Section 7 - General Information Airport Three Letter Decodes Outside Advisors Abbreviations & Specialist Terms How To Contact Us 2 3 3 4 4 5 6 6 7 8 89 91 92 93 97 98 99 100 101 102 103 104 9 9 10 10 11 12 13 38 39 40 41 44 47 105 109 110 115 116 118 56 56 57 69 72 73 74 75 75 77 86 87 88 This document has been prepared solely...
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