...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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...seeks to portray colonialism in a positive light has now become once again fashionable. This is particularly true for countries which in recent years have been doing very well, countries in East, Southeast and South Asia such as China, South Korea, Indonesia and India. Surprisingly, the view that is now being argued is that the current success of this region is closely connected with the colonial experience. It is suggested that it is the colonial opening up, which created the conditions for the economic take off in these countries. Colonialism had a positive impact on the colonies and that particularly the expansion of trade, creation of transport and communication infrastructure, etc., under colonialism were very beneficial for the colony and created positive initial conditions in the postcolonial situation. It is believed colonialism actually developed India and at independence left India among the top ten industrial countries of the world. Colonial Legacy British imperialism was more pragmatic than that of other colonial powers. Its motivation was economic, not evangelical. There was none of the dedicated Christian fanaticism which the Portuguese and Spanish demonstrated in Latin America and less enthusiasm for cultural diffusion than the French (or the Americans) showed in their colonies. For this reason they westernized India only to a limited degree. British interests were of several kinds. At first the main purpose was to achieve a monopolistic...
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...and functions of political systems • To profile trends in the emergence and diffusion of political systems • To identify the idea of political risk and approaches to managing it • To understand how different political and legal systems affect the conduct of business • To profile trends in the evolution and diffusion of legal systems • To examine the major legal issues facing international business companies • To profile the idea of intellectual property and the basis of concern and controversy Chapter Overview When firms source, produce, and/or market products in foreign countries, they encounter dynamic and challenging political and legal environments. Chapter Three provides a conceptual foundation for the examination of the political and legal dimensions of international business operations. It compares major political regimes, discusses their potential influence upon the development of effective business strategies, and considers the relevance of political risk. The chapter also examines the major types of legal systems that exist today, as well as the strategic and operational concerns they pose. It concludes with a discussion of intellectual property rights and the associated challenges confronted in an age of globalization. Chapter Outline OPENING CASE: CHINA’S BUSINESS ENVIRONMENT [See Map 3.1.] During its thirty years of communist rule, China prohibited foreign investment and restricted foreign trade. Then, China enacted the Law on Joint...
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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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...Quick Study 1 1. Q: Define culture. How does ethnocentricity distort one’s view of other cultures? ANSWER: Culture is a set of values, beliefs, rules, and institutions held by a specific group of people. Ethnocentricity distorts one’s view of other cultures by believing that one’s own culture is superior to the culture of others, tending to make people to neglect important cultural differences. 2. Q: What is cultural literacy? Why should businesspeople understand other cultures? ANSWER: Cultural literacy is the detailed knowledge about a culture that allows a person to work effectively within it. Businesspeople should understand other cultures because it would improve their ability to manage employees, market products, and conduct negotiations in other countries. It also helps managers to attend local needs and desires, improving the company’s competitiveness as globalization continues. 3. Q: How do nation-states and subcultures influence a people’s overall cultural image? ANSWER: When it comes to culture, we tend to invoke the concept of the nation-states that support and promote the concept of national culture by building museums and monuments to preserve the legacies of important events and people, and that also intervene in business to preserve national culture. While the subculture that is a group of people that share a unique way of life within a larger culture (including language, race, lifestyle, attitudes, or other characteristics)...
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...the numerical ratio of males to females in a population. False 7. Population Geography is the study of spatial and ecological aspects of population, including distribution, density per unit of land area, fertility, gender, health, age, mortality, and migration. True 8. A stabilized population created when an average of only two children per couple survive to adulthood, so that, eventually, the number of deaths equals the number of births, describes ________________. Zero Population Growth 9. Infectious diseases are diseases caused by variation or mutation of a gene or group of genes in a human. False 10. Natural Increase is defined as a program established by the Chinese government in 1979 to slow population in China. True 11. Population distribution is ______________. a description of locations on the Earth's surface where populations live. 12. A region that is based on a single trait of population density is called a: Formal demographic region 13. Physiologic Population Density is the number of people per unit area of arable land. True 14. Malthusians believed underpopulation is the root cause of poverty, illness, and warfare. False 15....
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...What is the role of institutions according to North? How far does this theory go towards explaining the contours of world development in the pre-modern growth era? Maddison (2006) stated that he “would characterise the whole period 1000-1820 as ‘protocapitalist’”. He believes the transition from pre-modern to modern economic growth took place at around 1820. This will set the stage for this discussion. Within that period, there were two groups of countries which were differentiated by their deviation in economic growth. They were the Group A nations, which included Western Europe, Western Offshoots and Japan, while the rest of the world made up the Group B nations. The contours of world development in this era, largely shaped by Douglass North’s theory of institutions, can be categorise into two main subsets which are Gross Domestic Product (GDP) per capita and population demographics, for the purpose of this essay. North (1990) defines institutions as “the rules of the game in a society or, more formally, are the humanly devised constraints that shape human action”. Institutions exist in every economy, in the form of either formal or informal constraints, developed to define the choice sets, within which individuals and organisations make their decisions. Economic growth is heavily dependent on the productivity of an economy, which in turn is affected by the costs involved. In the neoclassical world of complete information, the gains of trade are only negated by the costs...
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...affected the structure of the prevalent Nepalese society. Hereupon, ethnic, Dalit, women and Madesh movement with the demand of identity and inclusion have been reaching their peak in these recent years. We can analyze all these movements of Nepal under the important and essential theory of New Social Movement. The Communist Party of Nepal (Maoist) fought twelve years People's war under the doctrine developed by Mao Tse-tung of China, but raised many issues highly influenced by the New Social Movement such as ethnic, gender, Dalit and Madesh related to the identity and human rights, not based on socialism or communism. The article 'New Social Movements: of the Early Nineteenth Century' written by Craig Calhoun is important to make our perception on the various social movements of Nepal. It is new concept in the sociological theory which was developed after only 1968, different than old social movements like the Marxism, socialism and labour movement of the past. Most of the contemporary social movements are emerged outside the mainstream political system, political parties and formal institutional life and inspired by the non-hierarchical, participatory form of democracy, human rights, social justice, environmental preservation and peace. It is true that only Marxism could not analyze the broad peripheries of the human society and their multifarious issues of social movements. This paper has focused on the theoretical bases of New Social movement with exemplifying the various...
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...8 Creolization in Anthropological Theory and in Mauritius Thomas Hylland Eriksen A great amount of intellectual energy has been invested in cultural mixing during the last decades. Reacting against an idea of boundedness, internal homogeneity, and stability that has been associated with mainstream twentieth-century anthropology, hundreds—possibly thousands—of anthropologists have tried to redefine, reform, revolutionize, or even relinquish that abhorred “C” word—”culture.” The range of engagement is suggested in the apparent congruence between postmodernist American anthropologists (for example, Clifford & Marcus 1986) and their now classic critique of the Geertzian notion of cultural integration, and the older European critique of the structural-functionalist idea of social integration, which was led by people such as Barth (1966), whose rationalism and naturalism is everything but postmodernist. In both cases, presuppositions of integrated wholes, cultures or social structures, have been debunked. From being a discipline concentrating its efforts on understanding nonliterate societies, often implicitly positing the uncontaminated aborigine as its hero, anthropology increasingly studies cultural impurity and hybridity, and the dominant normative discourse in the field has shifted from defending the cultural rights of small peoples to combating essentialism and reifying identity politics. While this development has been important and necessary for a variety of reasons,...
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...Colombian Coffee Growers has been successful in creating a desirable image for its product and using it to communicate with consumers. Volvo, likewise, has successfully nurtured an image of safety. Because the influence of culture has already been discussed in depth in Chapter 6, this chapter covers other 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...
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...Chapter 01 Globalization Answer Key True / False Questions 1. As a result of globalization, we have been moving toward a world in which national economies are (p. 7) relatively self-contained entities. FALSE Over the past three decades a fundamental shift has been occurring in the world economy. We have been moving away from a world in which national economies were relatively self-contained entities. AACSB: Analytic Blooms: Remember Difficulty: 1 Easy Learning Objective: 01-01 Understand what is meant by the term globalization. Topic: Introduction 2. By offering the same basic product worldwide, firms help to create a global market. TRUE Consumer products such as Citigroup credit cards, Coca-Cola soft drinks, video games, McDonald’s hamburgers, Starbucks coffee, and IKEA furniture are frequently held up as prototypical examples of this trend. The firms that produce these products are more than just benefactors of this trend; they are also facilitators of it. By offering the same basic product worldwide, they help to create a global market. AACSB: Analytic Blooms: Remember Difficulty: 1 Easy Learning Objective: 01-01 Understand what is meant by the term globalization. Topic: What Is Globalization? 3. A company has to be the size of a multinational giant to facilitate, and benefit from, the globalization of markets. FALSE A company does not have to be the size of multinational giants to facilitate, and benefit from, the ...
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...of JAWAHARLAL NEHRU The Discovery of India JAWAHARLAL NEHRU The Discovery of India DELHI OXFORD UNIVERSITY PRESS OXFORD NEW YORK Oxford University ATHENS (Press, Walton Street, Oxford 0X2 61X2 OXFORD AUCKLAND CAPE TOWN CALCUTTA FLORENCE NEW YORK BANGKOK ISTANBUL MADRID PARIS BOMBAY DELHI KARACHI MELBOURNE SINGAPORE DAR ES SALAAM HONG KONG MADRAS NAIROBI TOKYO KUALA LUMPUR MEXICO CITY TAIPEI TORONTO and associates in BERLIN IBADAN © Rajiv Gandhi 1985 First published 1946 by The Signet Press, Calcutta Centenary Edition 1989 Sixth impression 1994 Printed at Rekha Printers Pvt. Ltd., New Delhi 110020 and published by Neil O'Brien, Oxford University Press YMCA Library Building, Jai Singh Road, New Delhi 110001 To my colleagues and co-prisoners in the A h m a d n a g a r Fort Prison C a m p from 9 August 1942 to 28 March 1945 FOREWORD My father's three books — Glimpses of World History, An Autobiograpy and The Discovery of India — have been my companions through life. It is difficult to be detached about them. Indeed Glimpses was' written for me. It remains t h e best introduction to the story of man for young and growing people in India and all over the world. The Autobiography has been acclaimed as not merely the quest of one individual for freedom, b u t as an insight into the making of the mind of new India. I h a d to correct the proofs of Discovery while my father was away, I think in Calcutta, and I was...
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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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...population & urbanization, and introduction to sociology. Not all these materials were covered in class and not all the materials covered in class are to be found in these notes. But you will find a generally close correspondence between class and readings in what follows. Be aware that these notes are not intended to replace reading the text. Also, these are “rough” notes. They were devised initially for my own use. They are not polished and stand open to correction. But I think you want them, so here they are. Dr V What is culture? A complex system of meaning and behavior that defines the way of life of a given group or society. Material and non-material Characteristics of culture: Shared Learned Taken for granted Symbolic (meaningful) Defining idea: transmission by non-biological means Distinctions(?) between human and animal cultures (language & tools). Elements of culture: Language: symbol systems. Does language shape culture? Norms: cultural expectations for how to behave in a given situation. Implicit vs. explicit; ideal vs. real. Folkways/mores/laws/taboos Social sanctions Ethnomethodology and the study of norms. Beliefs. Values: Value-orientations Institutions. Cultural diversity: Dominant culture. Most support from major institutions. Function of power. Subcultures. Often develop as a result of exclusion from mainstream society and culture. Counter-cultures Rejection of dominant cultural values, often for moral and political...
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