1) Persia was settled by Indo-European groups like the Medes and Persians who brought steppe traditions like horses. Neighboring Mesopotamia also provided cultural influence.
2) Cyrus the Great established the Persian Empire and Achaemenid Dynasty in the 6th century BCE, expanding the empire to include most of Western Asia.
3) Zoroastrianism became the dominant religion, introducing new concepts of judgment after death and a cosmic battle between good and evil. It influenced Persian culture.
Persia, Iran, History, Cyrus Cylinder, major civilizations, The Medes, The Achaemenid Empire, Guinness World Records, liberation of slaves,Jewish people, postal system, road system, Human Rights, civil services, Cyrus the Great, Immortals, Darius the Great, tax-collecting system, Pasargadae, Persepolis, Babylon, Royal Road, Herodotus, Qanat System,
A presentation of the Persian Empire, suitable for Year 9 students, consisting in following: zoroastrianism, Persian dynasties, famous kings, type of government, Xerxes, world first human rights charter, first vertical axis windmill.
This is our presentation on the Persian Empire. It is a product of the work and effort of Monisha, Caitlin, and Rachel of team 8 in global class period 1.
Persia, Iran, History, Cyrus Cylinder, major civilizations, The Medes, The Achaemenid Empire, Guinness World Records, liberation of slaves,Jewish people, postal system, road system, Human Rights, civil services, Cyrus the Great, Immortals, Darius the Great, tax-collecting system, Pasargadae, Persepolis, Babylon, Royal Road, Herodotus, Qanat System,
A presentation of the Persian Empire, suitable for Year 9 students, consisting in following: zoroastrianism, Persian dynasties, famous kings, type of government, Xerxes, world first human rights charter, first vertical axis windmill.
This is our presentation on the Persian Empire. It is a product of the work and effort of Monisha, Caitlin, and Rachel of team 8 in global class period 1.
MEDIEVAL CHINA The West & The World Key Enviro.docxARIV4
MEDIEVAL CHINA
The West & The World
Key Environmental Features
o Like India, China enjoyed a relative geographical isolation
which allowed it to develop a very distinctive culture.
Physical barriers separated China from the rest of the Asian
continent:
• SW: Himalayan Mts.
• W: Taklimakan (Takla Makan) Desert
• N: Gobi Desert and Mongolian Plateau
E & SE: the Pacific Ocean in east and southeast.
This led to:
• remarkable level of cultural continuity.
• a conscious effort of new ruling dynasties to conform to
past cultural traditions & to Sinicize all conquered
people.
• the belief in Chinese cultural superiority (rest of the
world was made up of “barbarians”).
Key Environmental Features, ct’d
o Central area is the cradle of Chinese civilization.
Earliest settlements developed in agricultural-friendly areas.
• Fertile plains and river valleys:
Yellow River (Huang Ho), also called “river of sorrows” –
flooded frequently and in unpredictable patterns; its
waters carried a fine yellow soil (the loess), very fertile
and easy to work.
Yangtze River, the longest in Asia and third largest in
the world.
Pearl River in the south.
• In modern times, the Manchurian plain in the N also
became part of China.
Main staples:
• wheat and millet in center and north
• rice in the south
Key Environmental Features, ct’d
o Other natural resources:
12 % of world’s mineral resources: iron, tin, copper, lead, zinc,
aluminum, etc.
Energy resources: coal, oil, natural gas
Gemstones: amber, amethyst, jade, opal, ruby, sapphire, topaz
Forests
Including medicinal and precious woods such as gingko
tress, golden larch, red sandalwood, lacquer tree
Largest areas of grassland in the world (N and W)
Tea (SW and N)
• China is the world’s first exporter of tea
Silk-worms
o Major premodern Chinese exports:
Silk - developed ca. 6500 y.a.; one of the most sought-after
products in premodern era.
Lacquered furniture – developed ca 3000 y.a.
Porcelain – developed ca. 2000 y.a.
Main Historical Developments
o Zhou Dynasty (1122-221 B.C.): Golden Age of China
A mythical time of great prosperity and excellent government.
• Rulers associated with this dynasty were considered great
sages (i.e. exemplars of wisdom).
Religious beliefs: polytheistic.
• The gods and the spirits of the ancestors were in control of
humans’ well-being.
To avoid misery and hardships, people had to keep these
celestial beings happy (through daily prayers and sacrifices).
• The spirits of the ancestors could act as mediators between
mortals and the gods. To do so in a positive way, ancestors had
to be honored daily through offerings of food, prayers and pious
reference to their memory.
A good, easy life was a sign of happy ancestors.
Misfortunes were signs of displeased ancestors.
Ancestor Worship: At Home
...
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Information is
organized by theme
Patterns and impacts of interaction between humans and the environment
(demography and disease, migration, patterns of settlement, technology).
1. Development and interaction of cultures (religions, belief systems, philosophies
and ideologies, science and technology, the arts and architecture).
2. State-building, expansion, and conflict (political structures and forms of
governance, empires, nations and nationalism, revolts and revolutions, regional,
trans-regional and global structures and organizations).
3. Creation, expansion, and interaction of economic systems (agricultural and
pastoral production, trade and commerce, labor systems, industrialization,
capitalism and socialism).
4. Development and transformation of social structures (gender roles and relations,
family and kinship, racial and ethnic constructions, social and economic classes).
3. Theme 1-demography
• Persia is settled by two competing groups
of Indo-Europeans: Medes and Persians.
• Guess who won?
• Brought with them steppe traditions,
horses and basic social structure.
• Neighboring Mesopotamia provides
influence. Until it is conquered.
4. Theme 3-Politics
• The Persian Empire is
established by Cyrus the
Great, founder of the
Achaemenid Dynasty
• Established his
stronghold at
Pasargadae, and by 548
BCE had brought all of
Iran under his control.
6. Achaemenids Keep
Rolling
• Cyrus dies in 530 BCE in battle with
nomads. Rule passes to his sons, grandsons,
etc.
• Darius I (521-486) expands empire to
reach its farthest extent.
• Establishes 23 Satrapies; builds
Persepolis, a capital city.
7. Darius dies (alas)
• Succeeded by Xerxes who instigates a war
with the Greeks
• Yes, 300 happens now. Get over it.
• Achaemenids enter decline, Alexander the
Great finishes them off.
• More on all that later.
8. Next Dynasties
• After Alexander dies, three empires arise
one after another
• Selucid (Greeks left after ATG death)
• Parthian (Tribe in eastern Iran)
• Sasanid (claim to be Achaemenid related)
• Sasanids undone by Arab empires in 600s
CE
10. Theme 4-Econ.
• Early Persians: Agricultural and Pastoral
economic system
• barley, wheat, peas, lentils, mustard, garlic,
onions, cucumbers, dates, apples,
pomegranates, pears, apricots, beer, wine,
horses
• Surplus was regular, land was leased in
exchange for produce
11. Trade
• Long distance trade facilitated by road
construction; 1,600 miles, paved with stone
• India, Red Sea, Persian Gulf, Arabian Sea
routes used.
• spices, metals, minerals, textiles, ivory,
mirrors, jewelry, other finished goods
traded
12. Coins used
• Darius I implements regular tax levy in
place of irregular tribute payments.
• Satrapies required to pay a set amount in
silver annually in standardized coins
13. Theme 2-Lots here
• Religion
• early is focused on cults of sun, moon,
water and fire.
• similar to ancient Aryans (all Indo-Euros)
• Glorify strength, warfare, the goal is a
comfortable existence in this world
14. ZOROASTRIANISM
• Radical changes with Persian Empire
• Zoroaster (a person of dubious historical
validity) in the 6th Century BCE, founds the
new faith.
• Most everything about his teachings, life and
philosophy has been lost.
15. Zoroastrianism
• innovation 1) there is a soul
• innovation 2) it needs saving
• innovation 3) how you live impacts what
happens when you die; judgement!
• innovation 4) One main god, Ahura Mazda,
to pay attention to.
• innovation 5) cosmic balance between
good/evil
16. Zoroastrianism
• Priests are called magi, who are in charge of
keeping Zoroaster’s teachings
• Oral tradition at first.
• Hymns are called the Gathas
18. Zoroastrianism fin
• So essentially, people need to follow the moral
teachings of Zoroaster (enjoy the world and its
pleasures in moderation & with honesty toward
others: good words, good thoughts, good deeds).
• In 12,000 years, all souls will be judged by passage
through flame. Honest/good people go to
paradise. Bad people burn forever.
• A cosmic competition pitting Ahura Mazda vs
Angra Mainyu (white vs. black/good vs evil)
19. Future of Zoroaster’s
ideas
• Zoroastrianism becomes the official
religion of the Achaemenids
• Zoroastrianism fades in the onslaught of
Alexander the Great, who kills magi.
• Parthians use it to rally people vs. Selucids
• Sasanids promote it.
• Islam kills it.
20. Theme 2-science, tech,
arts, architecture
• Persians were builders.
• Engineering an Empire.
• Qanats, Persepolis, Pasargadae, indoor
plumbing!
• Art is bas-relief carvings (pg 165)
• Post ATG, statues (pg 167)
21. Theme 5-social stuff
• Social classes are stratified based on roles
• Family/clan important
• Patriarchal leadership--emperor as head of
all the clans, followed by military leaders
• Educated bureaucrats come in--scribes,
administrators, tax collectors, record
keepers.
• They don’t pass military in hierarchy!
22. Social structure
continued
• Free workers make up the bulk of the population.
• includes artisans, craftsmen, merchants priests.
• textiles/weaving was the women’s area, some
were also priestesses
• Then free peasants who owned or rented land
• They could move and marry at will, and
advance through military service.
23. Slavery
• Two paths to slavery:
• 1) Prisoner of War/civilians who rebel
• 2) Debts grow too large, sell your children,
spouse or self into slavery to satisfy payments
• Total loss of individual freedom, cannot move or
marry at will
• Not limited to menial work; use talents.