...Hsiang-Wang Liu World Civilizations III November 11, 2012 The Wealth and Poverty of Nations Why Some Are So Rich and Some Are So Poor The book, The Wealth and Poverty of Nations: Why some are so rich and some are so poor, discusses that the characteristics of a society’s cultural history is the key to explaining success, in today’s global world. It also discusses why they achieve economic success while others remain mired in poverty. This book was written by David Landes, a professor of history and economics at Harvard University. The book was first published in 1998. It is based off of Adam Smith’s, The Wealth of Nations, written in 1776. The moral of this book describes how the writer explores the differences between the West and the Middle East, Asia, Africa, and Latin America. The book explains how our people got to a certain place in the world and the difficulties getting there. David Landes believes that this topic is overdue for discussion and feels he should step up to the subject. Landes starts with discussing the geography of the nations. He mentions in chapter one that many rich countries lie in the temperate zones, particularly in the northern hemisphere and the poor countries are in the tropics and semi- tropics. Philosophers believe that “this reveals the deepseated optimistic bias with which we approach problems of development and the reluctance to admit the vast differences in initial conditions with which today’s poor countries are faced compared...
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...ROOTS OF CIVILIZATION–GENERAL SYLLABUS Anthropology 349: Spring 2013 Schedule Number: 20094 Instructors: Office: Phone: e-mail: Office hours: Tuesday & Thursday: 11:00-12:15 North Education: Room 060 TA: Office: e-mail: Office hours: Dr. Joe Ball Dr. Jennie Taschek Arts & Letters: Room 486 Arts & Letters: Room 482 594-5658 594-6294 jwball@mail.sdsu.edu jtaschek@mail.sdsu.edu Tu & Th: 8:45 - 10:00 am Tu & Th: 8:45 - 09:45 am by appointment by appointment Informally before and after class outside NE-060. Mr. David Hyde tba dave.hyde@sbcglobal.net tba Anthropology Department Office: Arts & Letters Building, Rm. 448: Take elevator to 4th floor. Exit elevator. Turn right. There it is. GE Explorations Courses that fulfill the 9-unit requirement for Explorations in General Education take the goals and skills of GE Foundations courses to a more advanced level. Your three upper division courses in Explorations will provide greater interdisciplinary exposure and understanding, more complex and in-depth theory, deeper investigation of local problems, and wider awareness of global challenges. More extensive reading, written analysis involving complex comparisons, welldeveloped arguments, considerable bibliography, and use of technology are appropriate in many Explorations courses. This is an Explorations course in the Humanities and Fine Arts. Completing this course will help you to do the following in greater depth: 1) analyze written, visual, or performed texts in the humanities...
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... Brownworth, Lars. Lost to the West The Forgotten Byzantine Empire That Rescued Western Civilization. New York: Crown, 2009. Print. Lars Brownworth wrote Lost to the West The Forgotten Byzantine Empire That Rescued Western Civilization because he believed that many heroic Romans were not credited for their work throughout many historical books. Brownworth thinks that the people of the past should have writing about their accomplishments towards the Roman empire. Brownsworth also believes that no other history book has credited many historical figures up to this point. Lars Brownworth not only wrote the book Lost to the West The Forgotten Byzantine Empire That Rescued Western Civilization , but he also has several other accomplishments....
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...HISTORY 4C: WESTERN CIVILIZATION: 1715-PRESENT Description of the Course: This course surveys the history of Europe from the beginning of the 18th century until the end of the 20th century. We will study major political, economic, social and intellectual developments that affected European societies during that time period and changed lives of people throughout the world. Major themes of the course will include the French and Industrial Revolutions, emergence of ideologies such as liberalism, nationalism and socialism as well as their practical impact on politics and culture, the rise and fall of European global dominance, wars and revolution of the 20th century. Goals of the Course: I. Understanding Historical Heritage of our Civilization: The major purpose of this course is to familiarize you with heritage of the western civilization and help you understand significance of its impact on contemporary world. This class will aim to illustrate how the past impacts people’s lives in the present and how our actions, ideas, and self-image are shaped by historical developments. II. Acquiring Critical Thinking: History consists of more than just memorization of names, dates and narratives of historical events. Although knowledge of factual information is imperative, it is important to realize that history is interpretation of facts, trends and ideas. Therefore, neither professor nor Teaching Assistants will give you “right” or “wrong” answers. Instead, another major...
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...Instructor: Edwin Hostetter World Religions: East and West REL-223-CL05 3 April 2016 Book Report One: Confucius Lives Next Door This is a very interesting book. I thought it was kind of dry at times, but overall it was a good book to read. I, myself, have been to almost all of Asia so I was able to relate to parts of the book. I think that the crime rate is directly related to education. I found some information that suggests the while we strive to educated the individual in the west, they tend to educated the society in the east. A lot of crime, in my opinion, is based on how an individual is effected by their community or society. If you educate the society on all matters, not just crime, it makes for better living and people are more inclined to do the next right thing. The crime rates are definitely lower in Japan compared to the United States (Table 1). Table 1 Here’s a comparison of the frequency of major crimes in the United States and Japan in 1996. This table shows the number of crimes per 100,000 people: | United States | Japan | | Murder | 7.53 | 0.97 | | Robbery | 255.8 | 1.75 | | Rape | 37 | 1.5 | | Arson | 46 | 1 | | Aggravated Assault | 440 | 5.4 | | Burglary | 1,099 | 187 | | Source: Reid, T. R. Confucius Lives next Door: What Living in the East Teaches Us about Living in the West. New York: Random House, 1999. Print. The Asian Miracle is broken down into two types: Economic and Social. The book talks about the social miracle...
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...dominated the area was Tenochca. At the time of the European conquest, they called themselves either "Tenochca" or "Toltec," which was the name assumed by the bearers of the Classic Mesoamerican culture, stated in Manuel Aguilar-Moreno’s book, Handbook to Life in the Aztec World. Sadly, many of the Aztec didn't survive after the arrival of the Europeans. But during the earlier years, the Aztec became one of the most advanced civilizations because of their religion, war, and agriculture. The Aztecs gained an infamous reputation for their bloodthirsty human sacrifices with explicit tales of the beating heart being ripped from the still-conscious victims, decapitation, skinning and dismemberment. All of these things did happen but it is important to remember that for the Aztecs the act of sacrifice was a strictly ritualized process that gave the highest possible honor to the gods and was regarded as a necessity to ensure mankind’s continued prosperity. The Aztecs were not the first civilization in Mesoamerica to practice human sacrifice; human sacrifice was practiced to some extent by many peoples in Mesoamerica and around the world for many centuries. But it was the Aztec empire that really took the ritual to new heights. Although early reports undoubtedly exaggerate the number of human sacrifices that happened during the Spanish Conquest, probably to justify the Spaniards own brutal treatment of the indigenous peoples. Nevertheless, it is thought that hundreds, perhaps even thousands...
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...make sure that my son and I did not become “just another statistic.” I gave up most of my hobbies and put my dreams on hold as I focused on finishing high school and providing for my son. My parents were a huge help as I began my journey into single motherhood. They were my biggest motivators and supporters; they just wanted me to get at least my high school diploma. I did. I graduated six months early, actually. I was the first person in my family since my paternal grandmother to actually finish with a diploma and not a GED. When I was younger, before I had my son, I loved to read and write. I remember the first time I read a page out of a book to my mom. I was so proud of myself. I think it was more memorization than anything, after hearing the story so many times, but it was a gateway for me. I always had either a book or a pencil and paper in my hand in my elementary years all the way through most of my high school career. I remember when I was little asking...
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...equality between men and women; the concept varies from place to another and even between different cultures and civilizations. Historically, civilizations started with Matriarchal System that “early man did not know the link between sex and birth. Therefore, it was believed that new life was created by the woman, the mother alone” (Charles Finch in the book Echoes of the Old Darkland) then according to Friedrich Engels: societies transited from matriarchy to patriarchy when societies developed from a hunting society to an agricultural society when man realized the role of males from the concept of sprouting seeds, consequently private property was introduced. In other words, the journey of equality between males and females over the history is exactly like pendulum theory of Galileo Galilei in terms of its motions between the two extremes from matriarchy to patriarchy systems and going through equality point. Gender equality varies also between cultures in the same period of time , could it be religion, region, continent, race, society or country, whereas we see in a country like Saudi Arabia, or continent such as Africa and Asia, or a religion such as Islam extreme violations of women’s rights in terms of political rights, economic participation, education, and human rights, we see maximum equality in Scandinavian Countries according to the “Global Gender Gap Report 2013” as they are ranked the top four overall, and Sweden ranked number four. Nowadays we cannot talk about...
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...strip of land. This is the only spot where Africa touches another continent; otherwise, it is surrounded by water. The Mediterranean Sea separates it from Europe in the north; the Red Sea and Gulf of Aden lie between it and the Arabian Peninsula to the east. Two vast bodies of water—the Indian Ocean on the eastern side, and the even larger Atlantic on the west—surround the remainder of Africa. A Why Africa is important One of the greatest civilizations of all time, Egypt, was in Africa. Perhaps the only ancient civilizations that can be compared with it are those of Greece and Rome, which were influenced by it. Egypt, of course, has had its own chapter in this series; and Carthage, in North Africa, is also covered elsewhere. The focus of this chapter is entirely on Africa south of the Sahara 283 Map of Africa. XNR Productions. The Gale Group. Desert—that is, sub-Saharan Africa—as well as on the desert itself. That desert would have an impact on African history right up to the modern day; so, too, would the African civilizations of ancient times. There was the kingdom of Kush, which developed its own form of writing and briefly ruled Egypt; the kingdom of Aksum, an important trading center; and the Bantu peoples, who developed ironworking and spread it, along with their languages, throughout the southern part of the African continent. The origins of humankind Though there is much dispute regarding how humankind began, paleoanthropologists (pay-lee-oh-an-throhPAHL-uh-jistz;...
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...CARLSBERG IN EMERGING MARKETS Case study – Essay III References Books Gupta, A.; Wakayama, T.; Rangan, S. (2012) Global Strategies for Emerging Asia; 1.Auflage; San Francisco (2012) Agtmael, A. (2007) The Emerging Markets Century: How a New Breed of World-Class Companies is Overtaking the World; 1.Auflage; New York (2007) Armstrong, G.; Kotler, P.; Saunders, J.; Wong, V. (2011) Marketing – Grundlage des Marketing; 5. Aktualisierte Auflage; München (2011) Arouri, M.; Jawadi, F.; Nguyen, D.(2010) The Dynamics of Emerging Stock Markets: Empirical Assessments and Implications; 1. Auflage; Heidelberg (2010) Bleischwitz, R.; Welfens, P; Zhang, Z..(2011) International Economies of Resource Efficiency.Eco-Innovation Policies for a Green Economy; 1.Auflage; Heidelberg (2011) Burgress, S.; Steenkamp, J. (2006) Marketing renaissance: How research in emerging markets advances marketing science and practice. International Journal of Research in Marketing; 23; p. 337- 356 (2006) Cassia, F.;Magno, F. (2010) Marketing issues for business-to-business firms entering emerging markets: an investigation among Italian companies in Eastern Europe (2010) IV Dawar, N.; Chattopadhyay, A. (2000) Rethinking Marketing Programs for Emerging Markets; Ontario (2000) Homburg, C.; Krohmer, H. (2009) Marketingmanagement. Strategie – Instrumente - Umsetzung – Unternehmensführung; 3. Auflage; Wiesbaden (2009)...
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...Abstract In this paper I will be exploring the topic that many people are mystified about, dreams. This paper will go into the most thought provoking theory on how we can control and manipulate our minds to envision what we want to see at night. I will also include a brief history lesson on how people envisioned their dreams to mean in ancient civilizations. In addition on exploring on how many scientists says we can control our dreams, I will talk about case studies in which humans are put to the test on proving theories actually controlling dreams. Can We Control Our Dreams? From human’s earliest civilizations, we have pondered on the idea of -what are dreams? From this article name “The History and Meaning of Dreams” It stated that early...
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...UFOs seems to date to at least the latter half of the 1960s. French Ufologist Jacques Vallee used it in his 1966 book Challenge to science: the UFO enigma. It was used in a publication by French engineer Aimé Michel in 1967,[1] by Dr. James E. McDonald in a symposium in March 1968[2] and again by McDonald and James Harder while testifying before the Congressional Committee on Science and Astronautics, in July 1968.[3] Skeptic Philip J. Klass used it in his 1968 book UFOs--Identified. In 1969 physicist Edward Condon defined the "Extra-terrestrial Hypothesis" or "ETH" as the "idea that some UFOs may be spacecraft sent to Earth from another civilization or space other than earth, or on a planet associated with a more distant star," while presenting the findings of the much debated Condon Report. Some UFO historians credit Condon with popularizing the term and its abbreviation "ETH". Chronology Although ETH, as a unified and named hypothesis, is a comparatively new concept - one which owes a lot to the saucer sightings of the 1940s–1960s, it can trace its origins back to a number of earlier events such as the now discredited Martian canals and ancient Martian civilization promoted by astronomer Percival Lowell, popular culture including the writings of H. G. Wells and fellow science fiction pioneers such as Edgar Rice Burroughs, who likewise wrote of Martian civilizations, and even to the works of figures such as the Swedish philosopher, mystic and scientist Emanuel Swedenborg, who...
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...pushed us to the back – benches of human civilization and virtually wiped us out of the intellectual map of the world. In Part – II we have ventured to suggest some remedial measures following which we may be able to leap forward and reclaim our lost glory and respectable place in the comity of nations. Of late, we ran into one of the most disturbing and distressing report concerning the state of education and research in the Muslim world visà-vis the Judao-Christian world. For instance, it was reported that the Jewish population around the world is almost 14 million. With this numerical strength, they have been able to produce thus far 163 Nobel Laureates.1 The Muslims, on the other hand, are more than one billion in population and have produced only eight Noble prize winners so far2. This contrast became further embarrassing when it was read in conjunction with another survey report wherein it was underscored that the Muslims were terribly lagging behind in the field of knowledge and education from the rest of the world both in quantitative and qualitative terms. It was reported that there were nearly 500 universities in the entire Muslim world3 and they too were hardly any better than ordinary colleges as they weren’t engaged in any research work or the generation of a new knowledge. While it was stated that Tokyo alone has more than one thousand universities, some of which could be compared with the best universities of the world. While the fact remains that man (or Adam) ...
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...University Syllabus World History Fall 2015 History 101, Sec. 03 Dr. Mahdavi Student Learning Goals for Content and Skill Acquisition: This is a course in the history of the human community from approximately 1500 C.E. to the present. The course differs from the traditional Western Civilization class in that the entire world rather than Europe alone is the focus of study. The central questions the course will ask are these: What is Modernity, that is, what do we mean when we ask of "the modern world" in which we live? How have the political, social, cultural, and economic forces that we associate with modernity changed our world and its people during the past 500 years? Why has the intercommunication, interaction, and interdependence of the peoples of the world become so much more intense during the past 500 years than they were in earlier ages? How and why did western civilization rise to global domination in the eighteenth and nineteenth centuries, and how has the challenge of western power and cultural prestige affected the course of history of all the World's people? Finally a question that we should be asking throughout the semester: how have the patterns of world history over the past 500 years determined or affected 1) the way we now live and think, and 2) our prospects for peace, prosperity, and the "pursuit of happiness" in the coming decades? This course is NOT primarily a narrative survey of civilizations, dynasties, and nations....
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...Religion and Science: The relationship between science and religion up until the 6th century were one in the same. Philosophers believed that natural occurrences were due to a divine power. Earthquakes and thunderstorms were merely upset gods showing their wrath. Individuals sought to learn the language of the gods to comprehend these phenomena. After the 6th century, new ideas formed that excluded the gods. These philosophers did not personify nature. They believed the world to be orderly and predictable. This brought on a renaissance of thought. By examining everything up to this point in history, the distinction between science and religion became clear. This rift spawned modern thought and science as we know it. Primitive science originated from man’s desire to speak to the gods and learn about natural phenomena in the world. Almost all of the ancient civilizations (Egyptians, Babylonians, etc.) had myths and beliefs about the origin of the human race and the formation of major topographical features. Up until about the 6th century, people believed in demon possessions, ghosts, and a variety of other invisible ailment-causing entities. They also believed that magic rituals allowed one to control these anomalies. Such individuals were generally held in esteem amongst the community. The reason why such myths were taken as fact for so long is attributed to the notion of “oral tradition.” Oral tradition was a method of keeping culture alive before there was a written record...
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