...I am always interested in knowing about our ancient societies and how they survived under different political and cultural circumstances. After reading the preface of this book, I was very glad that there is one book intended mainly for students and lay persons to provide an understanding of how our ancestors transformed their societies and moved through periods of crisis. I found this book very readable and thought provoking, especially for readers like me, who don’t have an anthropological background. This book was written by a group of Archeologists, Anthropologists and Social workers. It has very interesting collection of essays responding to Jared Diamond’s popular writings, Collapse: How Societies Choose to Fail or Succeed and Guns, Germs, and Steel: The Fates of Human Societies. Diamond is a Professor of Geography at UCLA, not an anthropologist, archaeologist, or historian. He makes most complex and abstruse publications of historians, archaeologists, and anthropologists easily understandable for a larger public. This...
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...The Life Plan Workbook A newsletter subscriber bonus report, helping you better motivate yourself and your team Life Plan © Mind Tools Ltd. 2007-2008 Workbook Page 1 The Life Plan Workbook The Life Plan Workbook By James Manktelow This workbook is published by Mind Tools Ltd Copyright © Mind Tools Ltd 2007-2008 Version 1.00 Copyright Notice: Copyright © 2007-2008 by Mind Tools Ltd This e-book is protected by international copyright law. It may only be copied and used subject to a license issued by Mind Tools Ltd or its assigns. Visit http://www.mindtools.com/pages/article/ebookterms.htm to see the terms of this license. To purchase a single-user license, just http://www.mindtools.com/rs/LifePlanWorkbook. place your order normally at To find out more about multi-user or corporate licenses (for example, to use for training or for intranet use) visit http://www.mindtools.com/rs/MultiUser. © Mind Tools Ltd. 2007-2008 Page 2 The Life Plan Workbook About Mind Tools Mind Tools – Essential Skills for an Excellent Career! Mind Tools (www.mindtools.com) is the Internet’s most visited career training site, with more than 4.2 million visitors each year. For individuals who are interested in developing their own careers, MindTools.com offers more than 100 free “how to” skill-builder articles to help you learn the essential skills you need for career success. On the site, you can learn time and stress management; build useful leadership, information...
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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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...“Balboa” a short story by Sabina Murray AS YOU READ Pay special attention to descriptions of Balboa's relations with the Indians and the Spaniards. Write down any questions you generate during reading. Vasco Núñez de Balboa ascends the mountain alone. His one thousand Indians and two hundred Spaniards wait at the foot of the mountain, as if they are the Israelites and Balboa alone is off to speak with God. Balboa knows that from this peak he will be able to see the western water, what he has already decided to name the South Sea. He takes a musket with him. The Spaniards have been warned that if they follow, he will use it, because discovery is a tricky matter and he wants no competition. The day is September 25, 1513. Balboa ascends slowly. His musket is heavy and he would have gladly left it down below, but he doesn’t trust his countrymen any more than he trusts the sullen Indians. So he bears the weight. But the musket is nothing. He is dragging the mantle[1] of civilization up the pristine slopes, over the mud, over the leaves that cast as much shade as a parasol[2] but with none of the charm. Balboa is that divining line[3] between the modern and the primitive. As he moves, the shadow of Spain moves with him. Balboa steps cautiously into a muddy stream and watches with fascination as his boot sinks and sinks. He will have to find another way. Upstream he sees an outcropping of rock. Maybe he can cross there. He tells himself that there is no hurry, but years...
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...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 skills. e. You should answer ALL 70 questions, even if you have to guess. There are no points off...
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...How are charities going to have to adapt their fundraising methods in order to connect with young people in the future? Introduction. People over 60 are now more than twice as likely to give to charity as people under 30. Although on average over 60s have more disposable income to give, this is not the only reason for this statistic. This report will investigate not just how much people are giving but more importantly why some under 30s are not giving at all. If many of these 30 year olds are not giving now, what is to say they will when they are 60? Charities are going to have to adapt the way they appeal to the younger generation, through methods such as social media, to prevent the ‘industry’ from falling apart within the next 50 years. There were a number of reasons for this topic being of interest to me: I have been involved in a few sponsored events for charity, and the church I have been brought up in has had regular involvement with the charity world both in London and overseas. I am also interested in the long term in doing some voluntary charity work abroad during a gap year. Is there evidence that something has to be done to engage the younger generation? Between 1980 and 2010 the total share of giving coming from the under-30s fell from 8 per cent in 1980 to 3 per cent in 2010, while the share coming from the over-75s grew from 9 per cent in 1980 to 21 per cent in 2010. This led the ‘Mind the Gap’ report to conclude that ‘The concern is what happens when...
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...How are charities going to have to adapt their fundraising methods in order to connect with young people in the future? Introduction. People over 60 are now more than twice as likely to give to charity as people under 30. Although on average over 60s have more disposable income to give, this is not the only reason for this statistic. This report will investigate not just how much people are giving but more importantly why some under 30s are not giving at all. If many of these 30 year olds are not giving now, what is to say they will when they are 60? Charities are going to have to adapt the way they appeal to the younger generation, through methods such as social media, to prevent the ‘industry’ from falling apart within the next 50 years. There were a number of reasons for this topic being of interest to me: I have been involved in a few sponsored events for charity, and the church I have been brought up in has had regular involvement with the charity world both in London and overseas. I am also interested in the long term in doing some voluntary charity work abroad during a gap year. Is there evidence that something has to be done to engage the younger generation? Between 1980 and 2010 the total share of giving coming from the under-30s fell from 8 per cent in 1980 to 3 per cent in 2010, while the share coming from the over-75s grew from 9 per cent in 1980 to 21 per cent in 2010. This led the ‘Mind the Gap’ report to conclude that ‘The concern is what happens when...
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...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 skills. e. You should answer ALL 70 questions, even if you have to guess. There are no points off...
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...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 soda, because she is thinks regular soda is too sweet. Ms. Forswall likes tea because she lived...
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...Emotion Secrets Webinar Text Hello everyone. Welcome to the webinar. This one is for our European members. Of course, anybody is welcome. But I tried to choose a time that was good for all of you members in Europe. So today I’m going to do a couple things. First I’m going to talk for about 20 minutes about this topic of using emotion to learn English faster and to speak English better and how can you use your emotions, how can you change your emotions quickly and easily? So I will talk for about 20 minutes. During that time I will not be answering questions so you can type your comments in the chat. It’s okay. I’ll look at them sometimes. But I won’t be reading questions and I won’t be answering questions, in the beginning. After I finish talking about the topic then you can enter your questions in that chat box right at the bottom there. So if you notice, you know, there’s got the window here. We’ve got our window with, you know, it’s Effortless English Club and then slash webinars. That’s where probably most of you are. And I’m typing it in right now, webinars and we hit enter and then you see, you know, they’ve got this big window for the web stream and then underneath we’ve got our chat box and you can see we’ve got moderators, that’s me, viewers and then we’ve got a bunch of guests. So we’ve got a bunch of people. Then under that there’s a little box and you can type your comments or your questions in the box and then you hit send and it’ll ask you to register. The first...
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...collaborative strategies, labor and management strategies, and diversification. Within this analysis, we chose to focus on the Coca-Cola Company because they have proven successful in their international operations and are one of the most recognized brands in the world. We performed an in-depth review of how effectively or ineffectively Coca-Cola has used each of the six strategies. The paper focused on Coca-Cola's operations in the United States, China, Belarus, Peru, and Morocco. The author used electronic journals from the various countries to determine how effective Coca-Cola was in these countries. The paper revealed that Coca-Cola was very successful in implementing strategies regardless of the country. However, the author learned that CocaCola did not effectively utilize all of the strategies in each country. Key Words: Coca-Cola, International Business, Strategy, Globalization, International Marketing, Labor Relations, Distribution, Diversification, Management, Channels, Costs, Gains and Collaboration. INTRODUCTION CEOs and top management teams of large corporations, particularly in North America, Europe, and Japan, acknowledge that globalization is the most critical challenge they face today. They are also aware that it has become tougher during the past decade to identify internationalization strategies as well as with whom to do business (Krishna, 2005). Entering into a foreign market is like...
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...strategies, labor and management strategies, and diversification. Within this analysis, we chose to focus on the Coca-Cola Company because they have proven successful in their international operations and are one of the most recognized brands in the world. We performed an in-depth review of how effectively or ineffectively Coca-Cola has used each of the six strategies. The paper focused on Coca-Cola's operations in the United States, China, Belarus, Peru, and Morocco. The author used electronic journals from the various countries to determine how effective Coca-Cola was in these countries. The paper revealed that Coca-Cola was very successful in implementing strategies regardless of the country. However, the author learned that Coca-Cola did not effectively utilize all of the strategies in each country. Introduction CEOs and top management teams of large corporations, particularly in North...
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...rules over them, that they have no say, and no right to do anything without permission from their spouse. Luckily over time, Indigenous Andean women’s rights, roles, and health have developed greatly since the 1940’s due to the development of education, knowledge, empowerment, and opportunity growth for women in Latin America. In this paper I have brought to attention the rough and unfair circumstances that Latin American indigenous women of the Andes have had to endure since the 1940’s to present day. The first subject brought to attention is the topic of marriage and what it entails for a woman of the time. Also included is the role of them woman and how they are treated and disrespected by their husbands in the early decades of this century. The I continue to dicuss how in future years circumstances change, and how women become more independent and even the role’s of the household out more, if not totally turn them around. Finally, I discuss the matter of health care to indigenous women in the Andes and how their culture has affected many aspects of their decisions concerning their health and that of their family. In both aspects that I have brought to attention, over time do get better and improve with help from support of men and of accessibility to hospitals, and jobs. Not only women get to start making decisions in their partners, how they marry, and what they do...
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...4 Main Idea • • • • • What is a main idea? What is a topic? How do you recognize the difference between general and specific ideas? What is a stated main idea? What is an unstated main idea? Everyday Reading Skills: Selecting a Book Copyright ©2010 by Pearson Education, Inc. 118 CHAPTER 4 Main Idea What Is a Main Idea? The main idea of a passage is the core of the material, the particular point the author is trying to convey. The main idea of a passage can be stated in one sentence that condenses specific ideas or details in the passage into a general, allinclusive statement of the author’s message. In classroom discussions, all of the following words are sometimes used to help students understand the meaning of the main idea. thesis main point central focus gist controlling idea central thought Whether you read a single paragraph, a chapter, or an entire book, many experts agree that your most important single task is to understand the main idea of what you read. Topic Main Idea Major Detail Major Detail Major Detail Minor Detail Minor Detail Minor Detail Minor Detail Minor Detail Recognize General and Specific Words The first step in determining the main idea of a selection is to look at the specific ideas presented in the sentences and try to decide on a general topic or subject under which you can group these ideas. Before tackling sentences, begin with words. Pretend that the sentence ideas in a selection have been reduced...
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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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