The document provides an overview of major foundations and developments in early civilizations from 10,000 BCE to 600 CE. It discusses key themes like man's interaction with nature, the rise and fall of empires, and sources of change. It then summarizes the major geographic features and developments of early civilizations in places like China, India, Egypt, Mesopotamia, Greece, and Rome. It also covers the major belief systems that emerged like Hinduism, Buddhism, Confucianism, Daoism, Judaism, Christianity, and Islam.
THE HISTORY OF CHINA, as documented in ancient writings, dates back some 3,300 years. Modern archaeological studies provide evidence of still more ancient origins in a culture that flourished between 2500 and 2000 B.C. in what is now central China and the lower Huang He (Yellow River) Valley of north China. Centuries of migration, amalgamation, and development brought about a distinctive system of writing, philosophy, art, and political organization that came to be recognizable as Chinese civilization. What makes the civilization unique in world history is its continuity through over 4,000 years to the present century.
The Chinese have developed a strong sense of their real and mythological origins and have kept voluminous records since very early times. It is largely as a result of these records that knowledge concerning the ancient past, not only of China but also of its neighbors, has survived.
Chinese history, until the twentieth century, was written mostly by members of the ruling scholar-official class and was meant to provide the ruler with precedents to guide or justify his policies. These accounts focused on dynastic politics and colorful court histories and included developments among the commoners only as backdrops. The historians described a Chinese political pattern of dynasties, one following another in a cycle of ascent, achievement, decay, and rebirth under a new family.
Of the consistent traits identified by independent historians, a salient one has been the capacity of the Chinese to absorb the people of surrounding areas into their own civilization. Their success can be attributed to the superiority of their ideographic written language, their technology, and their political institutions; the refinement of their artistic and intellectual creativity; and the sheer weight of their numbers. The process of assimilation continued over the centuries through conquest and colonization until what is now known as China Proper was brought under unified rule. The Chinese also left an enduring mark on people beyond their borders, especially the Koreans, Japanese, and Vietnamese.
THE HISTORY OF CHINA, as documented in ancient writings, dates back some 3,300 years. Modern archaeological studies provide evidence of still more ancient origins in a culture that flourished between 2500 and 2000 B.C. in what is now central China and the lower Huang He (Yellow River) Valley of north China. Centuries of migration, amalgamation, and development brought about a distinctive system of writing, philosophy, art, and political organization that came to be recognizable as Chinese civilization. What makes the civilization unique in world history is its continuity through over 4,000 years to the present century.
The Chinese have developed a strong sense of their real and mythological origins and have kept voluminous records since very early times. It is largely as a result of these records that knowledge concerning the ancient past, not only of China but also of its neighbors, has survived.
Chinese history, until the twentieth century, was written mostly by members of the ruling scholar-official class and was meant to provide the ruler with precedents to guide or justify his policies. These accounts focused on dynastic politics and colorful court histories and included developments among the commoners only as backdrops. The historians described a Chinese political pattern of dynasties, one following another in a cycle of ascent, achievement, decay, and rebirth under a new family.
Of the consistent traits identified by independent historians, a salient one has been the capacity of the Chinese to absorb the people of surrounding areas into their own civilization. Their success can be attributed to the superiority of their ideographic written language, their technology, and their political institutions; the refinement of their artistic and intellectual creativity; and the sheer weight of their numbers. The process of assimilation continued over the centuries through conquest and colonization until what is now known as China Proper was brought under unified rule. The Chinese also left an enduring mark on people beyond their borders, especially the Koreans, Japanese, and Vietnamese.
Mongol conquest of Asia and Eastern Europe by Genghis and Khan Kublai Khan. Also additional information on Mongolia, Russia, the Yuan & Ming Empire, Vietnam, Korea and Japan.
Confucius' teachings, preserved in the Analects, focused on creating ethical models of family and public interaction, and setting educational standards.
This is a presentation/report I made for my Philosophy of Man subject. credits to this website : http://www.faithology.com/confucianism/overview for the content and wikipedia for confucius' photo.
Mongol conquest of Asia and Eastern Europe by Genghis and Khan Kublai Khan. Also additional information on Mongolia, Russia, the Yuan & Ming Empire, Vietnam, Korea and Japan.
Confucius' teachings, preserved in the Analects, focused on creating ethical models of family and public interaction, and setting educational standards.
This is a presentation/report I made for my Philosophy of Man subject. credits to this website : http://www.faithology.com/confucianism/overview for the content and wikipedia for confucius' photo.
Objectives:
1. Identify significant world events from ancient China and India.
2. Identify example of the humanities in ancient civilizations, such as art, architecture, and philosophy.
3. Identify major key examples from the humanities that reflect developments in world events and cultural patterns in ancient China and India.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
10. Society Types Little surplus of goods except cattle – split as size of clans grew Limited personal belongings Hunters and gatherers Few possessions Economic Fire is sacred, chariots were developed Daggers, spears, hammers, bow and arrow, fire, digging sticks Technological Respect for family, courage Domestication of animals – subject matter for art, hides for clothing and shelter Limited language Sculptures, pictograms, cave paintings Intellectual Worship gods of storm, war Belief in afterlife. Buried dead with tools and weapons Religious Organized into large Bands Split into blood/clans- rivalries developed Had military/warriors Organized in small clans- 20-30 Led by strongest male Organized hunts Political Nomadic – temporary homes Sparse Population Men are herders/males dominated Nomadic Egalitarian nature Leaders based on age, strength, courage, intelligence Social Pastoral Foraging
11. The Paleolithic Age 2,500,000 BCE – 10,000 BCE 1. Hunting and gathering: Small bands of 20-30 people. Gender equality because both contributed to survival 2. Mostly Nomadic but some Permanent settlements were established in areas with abundant food resources (grains, fish). 3. Neanderthal Man: First fully modern human beings-physically and mentally. Belief in afterlife, buried dead 4. Cro-Magnon man: Interested in fashion and art. Humans during this period found shelter in caves. Cave paintings were left behind.
12. Paleolithic peoples lived in small nomadic bands with few class distinctions, and had an interest in art and simple spiritual beliefs. Summary Homo Sapiens Neanderthals ( 200,000 BCE – 30,000 BCE ) Cro-Magnons ( 40,000 BCE – 10,000 BCE ) Homo Sapien Sapien (40,000 BCE-Present )
13. The Neolithic Age 8000-3000 BCE 1. Food surplus lead to population boom 2. Permanent settlements and communities develop. Idea of private property 3. Development on farming technology, art, architecture, language, job specialization, irrigation, etc. 4. Development of cities: Catal Huyuk, Jericho.
15. Advanced Cities CIVILIZATION Specialized Workers/ Social Classes Complex Institutions: Government Public Works Economic Systems Organized religion Record- Keeping Advanced Technology Art and Architecture
16. River Valley Civilzations Mesopotamia: “The Cradle of Civilization” “ Fertile Crescent” and lack of natural barriers allowed many groups to control this valuable area.
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20. Phoenicians Traders, Invaders, and Empire Builders? Assyrians Traders Invaders Hebrews Empire Builders The Hittites The Sumerians The Babylonians Traders Empire Builders Invaders
28. Hinduism Caste System: Rigid social structure, born into caste, must perform certain job, or Jati. Ganges is sacred river, performance of rituals Spawned Buddhism Brahman-supreme force: Gods are manifestations of Brahman (Vishnu-preserver, Shiva-destroyer) Reincarnation . Dharma : rules and obligations. Karma : fate based on how dharma was met. Moshka: highest state of being, release of soul Vedas and Upanishads India 3000 B.C.E. Spread throughout India Stationary Religion Significance Beliefs, Practices, Holy Books
29. Buddhism No Caste system, appealed to lower classes. Not attached to social structure, spread rapidly to other cultures. Ashoka adopted Buddhism. Force of cultural diffusion via trade, Silk Road, missionary Religion Founded by Siddhartha Guatama No Supreme Being– Buddha “Enlightened one” Four Noble Truths – Life is suffering caused by desire, follow Eight Fold Path Nirvana, state of perfect peace and harmony path may take several lifetimes: Reincarnation, Dharma, Karma Theraveda: meditation, harmony, Buddha not a god (Lesser Vehicle) Mahayana: more complex, greater ritual, reliance on priests. Buddha a diety India, Nepal 563 B.C.E. Spread throughout India, China, Japan, S.E. Asia Missionary Religion Significance Beliefs, Practices, Holy Books
30. Confucianism As a ethical, social, political belief system it was compatible with other religions, could practice Buddhism and Confucianism Embraced by Han, Tang, Song, Ming Dynasties. Civil Service Exam Founded by Confucius (Kong Fu Tse) Political-social philosophy, not religion Moral, ethical, also practical – The Analects Five Right relationships = right society: Parent to Child (Filial Piety), Ruler to Subject, Older to Younger, Husband to Wife, Friend to Friend. Education is valuable and everyone should be able to get one. Become a gentleman. Put aside personal ambition for good of state China 500 B.C.E. Spread to Japan, S.E. Asia Significance Beliefs, Practices, Holy Books
31. Daoism-Taoism Self-sufficient communities Counter to Confucian activism Emphasis on harmony w/ nature leads gains: astronomy, botany, chemistry Co-existed w/Confucianism, Buddhism, Legalism Added to complexity of Chinese culture Founded by Lao-tzu, philosopher Dao = “The Way” (of nature/cosmos) Wu wei- non-doing, harmony with nature Eternal principles, passive, yielding. Like water, yet strong, shaping. Yin-Yang – symbol of balance in nature China 500 B.C.E. Significance Beliefs, Practices, Holy Books
32. Legalsim Accomplished swift reunification of China. Completion of projects like the Great Wall. Caused widespread resentment among common people, led to wider acceptance of Confucianism-Daoism. Founded by Han Feizi The Q’in Dynasty- Shi Huangdi Peace & order through centralized, tightly controlled state Mistrust of human nature; reliance on tough laws Punish those who break laws, reward those who follow 2 most worthy jobs: farmer, soldier China 500 B.C.E. Significance Beliefs, Practices, Holy Books
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34. Judaism The First Monotheistic Belief System Led to Christianity and Islam Forced migration – Exodus, Diaspora, Holocaust Like Hinduism – Stationary faith Founded by Abraham, Moses Hebrews were chosen by God, special status Personal relationship with God – a covenant Afterlife, tradition, doctrines, philosophy, personal salvation. To honor, serve God, promote prophets – Wailing Wall A religion & culture – Torah, Talmud 10 Commandments, waiting for messiah Middle East, Caanan Jerusalem 3000 B.C.E. Significance Beliefs, Practices, Holy Books
35. Christianity Emphasis on salvation, eternal life after death appealed to lower classes, women Combo of religion & empire = huge impact on political, social development of Europe Missionary Religion Founded by Jesus of Nazareth - Bible Splinter group of Jews, quickly spread throughout Roman Empire despite persecution Jesus, son of God, Messiah of Jewish prophecy Devotion to God, love of fellow man - monotheistic Jesus sent to redeem man from sin Salvation by faith in divinity, death, and resurrection of Jesus. Crucified by Roman gov’t 30 CE Middle East, Jerusalem 30 C.E. Spread north and west throughout Europe, Americas Significance Beliefs, Practices, Holy Books
36. Islam Led to Islamic Empires Umayyad Caliphate, Abbasids, Ottoman, Mughal Shiite-Sunni Split Crusades – Holy wars Missionary religion Founded by Muhammad- Prophet – Koran Five Pillars of Faith: Allah is one true God, Prophet is Muhammad Pray Five times a day facing Mecca Almsgiving – give to the poor Ramadan – Fasting Hajj – Pilgrimage to Mecca Can not eat pork, gamble, drink alcohol, smoke Jihad – Struggle in God’s service Middle East, Mecca, Medina, Jerusalem 622 C.E. Spread North Africa, S.E.Asia, U.S. Significance Beliefs, Practices, Holy Books
39. Greek Achievements Age of Pericles; Direct Democracy, Golden age Art, architecture, sculpture, amphitheaters, dramas, math, astronomy, medicine Philosophy: Socrates, Plato, Aristotle. Mythology – polytheistic humanistic gods Ideal beauty, Sports, Olympics
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41. Alexander’s Empire Which four major civilizations did Alexander briefly unite? Hellenic Persian Egyptian Indian Hellenistic Culture
42. The Romans: 509 BCE-476 CE Describe the Geographical advantages of the Roman Empire
43. Roman Achievements Professional army, citizenship for conquered people, Pax Romana Art, architecture, arch, dome, aqueducts, roads Coliseum, Bread and Circus, Gladiators, christianity Centralized government: Republic, Dictator, Empire, Civil Service, Senate, Patricians, Plebeians Equal under Law, justice, 12 tables of law
44. Q’in Empire Led by Emperor Shi Huangdi Unified China: Centralized Government Connected Great Wall of China, terra cotta warriors Unified monetary system, weights and measurements Legalist government – burned Confucian books
46. The Han Dynasty! Emperor Han Wudi – Confucian style government Expanded Empire, developed a bureaucracy, Silk Road Trade – spread of Buddhism Civil Service Exams – Social classes: Nobles, Scholar-gentry, Farmers, Merchants Paper, Ship Rudders, Wheelbarrow, Hot air balloons, sundials, metallurgy
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48. Rise of Gupta: 220 BCE – 320 CE Achievements in mathematics –pi, zero, numerals, astronomy, medicine, literature Hinduism resurgent Women lost rights; own property, study religion, child marriages common Profitable trade with the Mediterranean world. 375-415 CE, revival under Chandra Gupta