1. Asia is the largest continent geographically, with varied terrain and over half the world's population.
2. Several early civilizations developed in Asia, including along the Tigris-Euphrates, Nile, Indus, and Yellow Rivers, characterized by organized political systems, specialized labor, writing, trade, and religious beliefs like Hinduism, Buddhism, Christianity, Islam, Judaism, and Zoroastrianism.
3. Powerful empires and dynasties rose in Asia, such as the Persian Empire under Cyrus and Darius, the Indian Mauryan Dynasty under Chandragupta Maurya, and trade networks expanded between Asia, Europe, and within Asia.
Egypt’s stability is in stark contrast to the Ancient Near East of the same period, which endured an overlapping series of cultures and upheavals with amazing regularity. The earliest royal monuments, such as the Narmer Palette carved around 3100 B.C.E., display identical royal costumes and poses as those seen on later rulers, even Ptolemaic kings on their temples 3000 years later.
Ancient China was one of the oldest and longest lasting civilizations in the history of the world. The history of Ancient China can be traced back over 4,000 years. Located on the eastern part of the continent of Asia, today China is the most populous country in the world.
Egypt’s stability is in stark contrast to the Ancient Near East of the same period, which endured an overlapping series of cultures and upheavals with amazing regularity. The earliest royal monuments, such as the Narmer Palette carved around 3100 B.C.E., display identical royal costumes and poses as those seen on later rulers, even Ptolemaic kings on their temples 3000 years later.
Ancient China was one of the oldest and longest lasting civilizations in the history of the world. The history of Ancient China can be traced back over 4,000 years. Located on the eastern part of the continent of Asia, today China is the most populous country in the world.
Exploration and ConquestI. European ExplorationWhy.docxelbanglis
Exploration
and
Conquest
I. European Exploration
Why Explore?
Wealth from direct trade with Asia
Spread the faith
3. Spirit of Renaissance exploration and discovery
4. New technologies
Caravel- long distance ship with triangular sails
Compass -navigational tool
Astrolabe- using the stars to find position
II. Conquistadors
A. Conquistadors- Spanish conquerors of Americas
B. Why conquer the Americas?
1. god, glory, gold
C. Able to conquer because of their newness, modern weapons (horses, steel, and gunpowder), and diseases
The Aztecs and Incas
I. Aztecs (1200-1500)
A. Middle Central America - (Mexico)
B. Capital -Tenochtitlan
1. Located on an island in Lake Texcoco (now Mexico City)
2. Biggest city in the world at the time
3. Chinampas-
floating farms
C. Warrior society but also very educated
E. Human sacrifice
II. Incas (1400 – 1550)
West coast of South America
B. Centrally government controlled economy, religion, and class system
C. Cities
1. Cusco (Captiol)
2. Machu Picchu
D. Extensive road network
E. No writing but recording system (quipu)
Islamic Gunpowder Empires:
Safavid and Mughal
II. Safavid Empire (1500-1722)
A. Located: Persia (modern day Iran), Shi’a Muslim
B. Persecuted the Sunni, came into conflict with the Ottomans and other Muslims
C. Traded silk, carpets, and ceramics along the Silk Road to the West
D. Decline: British and Dutch controlled Indian Ocean trade, raids from tribes along borders
III. Mughal Empire (1526-1750)
A. Islamic conquerors (using gunpowder) took India
B. Achievements
1. Significant population growth with heavy agriculture
2. Taj Mahal- built by Shah Jahan as tomb in memory of his wife
C. Religion
1. Muslims ran the government but allowed religious tolerance
2. Sikhism- religion that blended elements of both Islam and Hinduism
D. Decline
Later rulers persecuted Hindus and Sikhs leading to rebellion
European merchants (especially the British) gained more influence in India through local leaders
Late Chinese Dynasties:
Ming and qing
IV. Ming Dynasty (1368-1644)
A. Peasants defeated the last of the Mongol armies and claimed the mandate of heaven
B. Restored culture based on Confucianism and civil service
C. Ruled from Forbidden City complex in Beijing, Emperor became isolated from his people – WHY?!?!
D. Foreign Relations
1. Admiral Zheng He extended Ming influence by leading a huge fleet to collect tribute from around the Indian Ocean
2. After, China became isolated but had limited trade with Europeans
V. Qing Dynasty (1644-1911)
A. Manchu (NE China) invaded and started a new dynasty
B. Economy prospered with export of tea
C. Chinese believed that their goods and culture were superior to Europeans
D. Isolation prevented them from keeping up with European advancements
Late Chinese Dynasties:
Tang, Song, & Monogls
I. The Chinese Gol ...
Exploration
and
Conquest
I. European Exploration
Why Explore?
Wealth from direct trade with Asia
Spread the faith
3. Spirit of Renaissance exploration and discovery
4. New technologies
Caravel- long distance ship with triangular sails
Compass -navigational tool
Astrolabe- using the stars to find position
II. Conquistadors
A. Conquistadors- Spanish conquerors of Americas
B. Why conquer the Americas?
1. god, glory, gold
C. Able to conquer because of their newness, modern weapons (horses, steel, and gunpowder), and diseases
The Aztecs and Incas
I. Aztecs (1200-1500)
A. Middle Central America - (Mexico)
B. Capital -Tenochtitlan
1. Located on an island in Lake Texcoco (now Mexico City)
2. Biggest city in the world at the time
3. Chinampas-
floating farms
C. Warrior society but also very educated
E. Human sacrifice
II. Incas (1400 – 1550)
West coast of South America
B. Centrally government controlled economy, religion, and class system
C. Cities
1. Cusco (Captiol)
2. Machu Picchu
D. Extensive road network
E. No writing but recording system (quipu)
Islamic Gunpowder Empires:
Safavid and Mughal
II. Safavid Empire (1500-1722)
A. Located: Persia (modern day Iran), Shi’a Muslim
B. Persecuted the Sunni, came into conflict with the Ottomans and other Muslims
C. Traded silk, carpets, and ceramics along the Silk Road to the West
D. Decline: British and Dutch controlled Indian Ocean trade, raids from tribes along borders
III. Mughal Empire (1526-1750)
A. Islamic conquerors (using gunpowder) took India
B. Achievements
1. Significant population growth with heavy agriculture
2. Taj Mahal- built by Shah Jahan as tomb in memory of his wife
C. Religion
1. Muslims ran the government but allowed religious tolerance
2. Sikhism- religion that blended elements of both Islam and Hinduism
D. Decline
Later rulers persecuted Hindus and Sikhs leading to rebellion
European merchants (especially the British) gained more influence in India through local leaders
Late Chinese Dynasties:
Ming and qing
IV. Ming Dynasty (1368-1644)
A. Peasants defeated the last of the Mongol armies and claimed the mandate of heaven
B. Restored culture based on Confucianism and civil service
C. Ruled from Forbidden City complex in Beijing, Emperor became isolated from his people – WHY?!?!
D. Foreign Relations
1. Admiral Zheng He extended Ming influence by leading a huge fleet to collect tribute from around the Indian Ocean
2. After, China became isolated but had limited trade with Europeans
V. Qing Dynasty (1644-1911)
A. Manchu (NE China) invaded and started a new dynasty
B. Economy prospered with export of tea
C. Chinese believed that their goods and culture were superior to Europeans
D. Isolation prevented them from keeping up with European advancements
Late Chinese Dynasties:
Tang, Song, & Monogls
I. The Chinese Gol.
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.
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
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Antifertility, Toxicity studies as per OECD guidelines
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.
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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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Asian Studies
I. ASIA: Geographical Features and its Development
A. Geographical Features
· World’s largest continent (17,139,000 sq. miles – nearly 1/3 of the earth land).
· Geographically it is compact and unified
· Boundaries: Ural mountains from Europe; red Sea and Suez Canal from Africa
· It is a continent of physical contrast: Mt. Everest world’s highest mountain (29,028ft); Dead Sea
(1,292ft. below sea level) as the lowest.
· Term Asia was derived from an early Agean term ASER which meant “sunrise”. ASIA was first
used by Pindar, a Greek poet.
Regional Division of Asia
1. South Asia – centered on the Indian subcontinent. It includes India, Pakistan, Ceylon, Afghanistan,
Himalayan Kingdoms of Nepal, Bhutan and Indian Protectorates, Sikkim
2. Southeast Asia – a relatively recent term thaht came into usage during World War III. It covers
Burma (Myanmar), Thailand, Laos, Cambodia, Vietnam, Malaysia, Singapore, Indonesia, Brunei
and Philippines.
3. East Asia – China and Taiwan (Formosa), Korea, Japan. This region is more often referred to as
Far East by the Westerners because it is part of Asia farthest east of Europe.
4. Southeast Asia – known to Westerners as the Near East for these are countries nearest to Europe.
More recently, Westerners refer to this region as Middle East for it is midway between Westren
Europe and East Asia. These include Iran, Iraq, Turkey, Syria, Lebanon, Jordan, Israel, Saudi
Arabia, Yemen, People’s Republic of South Yemen, Kuwait and the Tracial States.
B. ASIA in World History
1. Asia is the biggest continent
· It has very important economic potentials (varied resources)
· It also has demographic potentials – more than half of the world’s population is in Asia where there
is low death rate, high birth rate and longer life expectancy
2. Asia was the seat of the world’s civilization
3. Asia’s nationalism is a powerful force which is shaping the future of Asia and the world
4. Asia is the home of religions
C. Pre-historic Asia
1. Earliest Man
· Asia is said to be the place which has yielded the greatest number of fossils of simian species.
Ramapithecus fossils were discovered in Pakistan and in the Yunnan Province of China.
Ramapithecus fossils is sid to be the closest to man.
· Earliest man’s capacity for production was shown through the development of tools. Technology
divides the evolutionary period of culure into:
a. Stone Age
b. Bronze Age
c. Iron Age
· Activities engaged in during Stone Age: food gathering, hunting. Mastery of fire was a great step in
man’s emancipation from environment.
2. Peopling of the Pacific was the greatest feat of colonization. Migration took place in Southeast
Asia, Australia and its island neighbors in the great Oceans (Melanesia, Polynesia, Micronesia)
D. Birth of Civilization
1. Bronze Age (3,000 BC – 1800 BC) saw the birth of civilization
2. Early civilization started in the river valleys
Tigris-Euphrates - Mesopotamia
Nile - Egypt
Indus - India
Yellow - China
3. Characteristics/Indicators of Civilization
a. existence of political system
2. b. division of labor/occupation became specialized
c. system of writing
d. organized trade
e. existence of class structure
f. monumental architecture
g. representational art
4. Development of Religions
a. Hinduism - India
b. Buddhism - India
c. Christianity - Israel
d. Islamism - Saudi Arabia
e. Judaism - Israel
f. Zoroasterianism - Persia (Iran)
g. Shintoism - Japan
E. Warrior Groups Responsible for the Unification of the Peoples of Asia
1. HUNS (from Neolothic Period to about 12000 AD) also known as Hsiung Nus
o Horseriding people, semi-nomadic who attempted to move toward the fertile land of
China. They were based in Mongolia thn extended to Manchuria, Central Asia and even
reached as far as the Slavic territories to Germany and Spain in the 5th century.
o Greatest leader was Attila who upon reaching Rome was persuaded by Pope Leo the
Great to give up his plans to take Rome.
2. MONGOLS
o Based in Central Asia (near Lake Baal), they lived in small groups of few families. Basic
social and political units were patriarchal clans; spiritual life was focused on loyalty to clan.
Polygamy necessitated the acquisition of wives outside of the clan and in most cases,
wives were obtained through seizure.
o Genghis Khan (or Chinggis Khan) was formerly known as as Temujen. He acquired the
name Genghis or Chinggis (meaning “universal ruler”) after successful conquest were
made by him. His empire extended as far as Middle East and Europe. They were noted
for espionage and psychological warfare.
3. OTTOMAN TURKS – (11th Century)
o Original home near Gobi dessert, Siberia and Turkestan. “Ottoman” was derived from the
third caliph Osman. They moved westward into Europe. Great leader was Sulaiman.
Contribution of the Warrior Groups:
1. Advanced the knowledgde of metallurgy
2. Evolved different political systems
3. Fostered international trading
F. Development of Empire
1. Persian Empire (West Asia
o Recognized as the first biggest empire especially during the time of Cyrus. Captivity of
Babylon, the capital of the Chaldean empire in 539 BC signified the ascendancy of this
Aryan race over the older cultures. The empire included the Iranian Plateau, the Fertile
Crescent, Anatolia, Sogdania, Egypt (conquered by Cambyses). Darius moved westward
through the Balkans only to be repulsed bb the Greeks in the “famous Battle of Marathon”.
Eastward, Persian reached as far as Punjab in India.
o Persian empire was known for its organized political system where the empire was divided
into political units known as satrapes ruled by satraps. This satrapes could be the
equivalent of present day provinces.
o Zoroastrianism was advocated most especially during the time of Darius, when he
declared that sovereignty was granted to him by Ahura Mazda because he advocated this
god’s teaching which was to act righteously and justly to all men.
o Lengua franca was Aramaic, serving as language of official communication
o Persia developed a system of communication by providing road network where
messengers of the Great King rode back and forth from satrapes.
3. 2. Indian Empire (South Asia)
o Indus valley civilization (Harappa and Mojendro Daro) was disintegrating in 1500 BC when
Aryans entered north-west of India. Aryans or Indo-Aryans were descendants of Indo-
Europeans (from North Iranian plateau).
o Empire building was credited to the Mauryan Dynasty (321-183 BC), although to some
historians, the Nada Dynasty laid the foundation of empire building but this was cut short
by Chandragupta Maurya who usurped the throne and in him the imperial idea
materialized.
o Political system was similar to that of Persia where the empire was divided into province
for administrative purposes.
o Hinduism evolved – which was a religion that blended the aborigines (Dravidians) manner
of worship and the Aryans religious beliefs and practices.
o Brahmannical theories influenced the characterization of Kingship
o Caste system was institutionalized where Indian society was divided into Brahman,
Kshatriya, Vaishya and Sudra.
o In 6th century BC, opposition to the rigidity of the Caste system led to the development of
Buddhism and Jainism. Buddhist propagated a new concept of Dharma which
emphasized tolerance and non-violence.
o During the reign of Asoka (3th century BC) Buddhism aws accepted because he himself
had become a zealous follower. He used the Buddhist religious principles fo secular
purposes such that his reforms was focused on humanity in internal administration and
the abandonment of aggressive war. He termed his territorial expansion as conquest of
Righteousness.
G. Development of Trade
o Commerce between Europe and Asia began as early as the first century A.D.
o Trade/Commerce was conducted through land routes and sea routes
o Trade centers between 200AD to 1500 AD were:
1. Mediterranean – West Asian Trade Complex
2. Central Asia Trade Complex
3. Strait of Malacca – Indo China Trade Complex
4. Indian Ocean Trade Complex
o Effects of the Expansion of Trade
1. Spread of sericulture or silk culture (The Chinese were called “Seres” or “Serices” by the
Romans. These two terms may have originated from the Chinese word for silk.
By the 3th century AD Korea and Japan acquired the knowlegde of sericulture and by the
6th century Byzantium learned the secret of sericulture.
2. Buddhism spread to China and to the rest of Southeast Asia and Far East
3. Christianity and Islamism found their way to China and other parts of Asia
4. By 7th century centers of power were:
Tang Dynasty - China
Islam - West Asia
Byzantine - West Asia
5. Trade played an important role in defining Asia and Asian civilization to the Western
world:
a. Earliest reference to Asia was made by Herodotus who wrote about the “nomad
synethians who dwelt in Asia”.
b. Western world perceived Asia as the source of silk, spices and various exotic products
c. Asia and Europe were linked. Goods were exchanged and migration of people took place
d. Asian religions were spread to different parts of the world
e. Culture was enriched
II. Asia’a Transition
A. Age of Exploration and Discovery in Europe
B. Imperialism in Asia
1. Most countries in Asia came under colonial rule particulary those in Southeast Asia,
except Thailand
2. China was under the “sphere of influence”
4. 3. Korea (hermit Kingdom) and Japan went out into isolation to avoid the influences of
western countries but eventually were opened to allow Western countries to trade with
tehm
C. Asia’s involvement with the West dragged her into 2 global wars. In World War II Japan actively
led the war in the Pacific on the side of the Axis Powers. Japan occupied most of the territories in
Southeast Asia.
D. After the World War II, colonies occupied by Japan came again under Western rule but were
eventually given independence. Korea was divided; so with Vietnam due to ideology (Democracy
advocated by USA and Communism by USSR)
E. Experience from colonial rule changed the outlook of most people in Asia.
III. Great Contribution of Asia in Civilization
A. Architecture and Engineering
o Great Walls – China (initial construction by Shing Huang Ti)
o Taj Mahal – India (contructed by Shah Jahan)
o Hanging Garden – Babylon (By Nebuchadnezzar)
o Pyramid – Egypt (in ancient time, Egypt was considered part of the Orient)
B. Form of Writing
o Hieroglphics – Egypt
o Cuneiform – Mesopotamia
o Sanskrit – India
C. Religions
D. Empire Building
E. Great Philosophers: Confucius, Lao Tzu, Mencius