History 152, World civ 2, 3. Brittany, Cornwall, Ireland, Isle of Man, Scotland, and Wales)and their ancient continental forebears 489 History of southeast asia. http://www.bsu.edu/web/catalog9800/undergraduate/programs/history.htm
Extractions: Mostyn, Trevor, ed. The Cambridge Encyclopedia of the Middle East and North Africa. Cambridge: Cambridge University Press, 1988. Rahman, H.U. A Chronology of Islamic History, 570-1000 CE. Robinson, Francis, ed. The Cambridge Illustrated History of the Islamic World. Cambridge: Cambridge University Press, 1996. Internet
Religion study of the wisdom literature of ancient Israel, with and Christian sources.(Crosslisted with civ 320 new expressions of Buddhism in southeast asia, Sri Lanka http://www.wm.edu/catalog/2001-02/religion.htm
Extractions: Religion PROFESSORS Raphael (Chair), Holmes, Morreall, Sonn and Tiefel. ASSOCIATE PROFESSOR Galambush. ASSISTANT PROFESSORS Beach Como, Daise and Kinnard . VISITING ASSISTANT PROFESSOR Huang . VISITING INSTRUCTORS Cole and Polaski. WALTER G. MASON VISITING FELLOW Esack. Concentrators in religion will study several major traditions and theories about the nature and function of religion. Consultation with a department advisor is expected. A concentration in religion requires 30 credit hours in the department and must include the following distribution: 391; 2 courses from 210, 211, 212; 1 course from 203, 204; 1 course from 311, 312, 313; and 3 advanced classes from 304, 305, 306, 308, 310, 317, 318, 321, 322, 323, 329, 331, 332, 333, 334, 335, 338, 339, 340, 341, 347, 351, 355, 358, 403, 404, 411, 414. Students can fulfill the Concentration Writing Requirement by passing any of the following courses with a C- grade or better: 321, 322, 323, 330, 331, 332, 333, 341, 355, 358, 403, 404 Students can fulfill the Concentration Computing Requirement by passing any of the following courses with a C- grade or better: 305, 317, 318, 322, 331, 332, 334, 339, 340, 341, 345, 346, 355, 358, 391, 404, 411, 414, 495/496.
Extractions: Again I didn't vote, this time because you didn't have an "All of the above" choice. Can your polling software be configured for multiple choice or a "weighted list". By a weighted list I mean number the choices in the order you want them. The pick with the lowest number of votes is the most popular. And in actuality I'll probably come back and vote after I consider the choices for a while. b.02-15-99 posted August 07, 2000 17:25 1) an "all of the above" choice in this poll was useless. what good will such a vote mean? since you vote, it already means that you do want scenarios in the game... 2) multiple choice or "weighted list" polls are not doable. in the end though, a weighted list will exist from the votes of all the people
1999-2001 University Of Wisconsin-Madison Undergraduate Catalog and economy in multidisciplinary perspectives from prehistory and ancient kingdomsthrough the (Crosslisted with civ Engr, Forest 358 China and southeast asia. http://www.wisc.edu/pubs/home/archives/ug99/10lettsci/depts/geograph.html
Extractions: 384 Science Hall, 550 North Park Street, Madison, WI 53706; 608/262-2138; feature.geography.wisc.edu Professors Brinkmann, Burt, Cadwallader, Cronon, Doeppers, Holliday, Knox, Ostergren, R. Sack, Vale, Ward, Woodward, Zimmerer; Associate Professor Kaiser; Assistant Professors Naughton, Turner, Zhu Undergraduate advisers in the major: Robert Kaiser (Committee Chair, Honors, Groups III and IV), 430 Science Hall, 262-1904, rjkaise1@facstaff.wisc.edu; Waltraud Brinkmann (Group I), 213 Science Hall, 262-6316, brinkmann@geography.wisc.edu; James Burt (Cartography and GIS, Group V), 425 Science Hall, 263-4460, jburt@geography.wisc.edu; Matthew Turner (Groups II and IV), 223 Science Hall, 262-2465, turner@geography.wisc.edu Faculty minority liaison: Waltraud Brinkmann, brinkmann@geology.wisc.edu Expository English proficiency in the major: For students who are required to meet the General Education Requirements (first college matriculation date is May 20, 1996, or later), the General Education Communication A and B requirements replace the "English Proficiency in the Major" requirement. Students not held to General Education Requirements should consult the major adviser for information about certifying proficiency in expository English. Courses that count toward the 15 credits of upper-level work in the major : All courses in the department identified as intermediate or advanced count toward the 15 credits of upper-level work as required by the college.
Annotated List Of History And Education Links South and southeast asia an amazing course offered at a superb site containinginformation about ancient Greece and Rome Not restricted to US or Western civ. http://www.duke.edu/~stevego/edlinks.html
Extractions: The following links, divided into "World History", "U.S. History" and "General Education" categories, are some of the better sites I have found on the web. I've included an annotation describing what you can expect to find at each of these sites. I last checked to make sure the links are valid on May 13, 1999, but since the internet constantly changes, some links may not work. If a link does not work, please let me know , so that I can update my page. Thanks. An article by John Perry Barlow This article explains how technology is changing our lives and how the law is not moving fast enough to keep up with the changes (and the nature of law is such that law will NEVER catch up). Definitely worth a read. Interactive White Boards Subtitled: The Technology of the Future, Working with Traditional Pedagogical Methodology. This article describes how a law professor in Florida is living on the cutting edge of educational technology. Jurist An amazing collection of resources from law professors who use the web.
History: Fall 2001 Course Descriptions Science in West civ. both in the East and the West from ancient times up 4 creditsA survey of the earlier history of southeast asia, concentrating particularly http://www.arts.cornell.edu/history/COURSES/F2001/courses.html
Extractions: A survey of European history from Antiquity to the Renaissance and Reformation. Important themes will include the influence of ancient culture on medieval society, the formation of Christendom, the development of and conflict between secular and ecclesiastical governments, religious reform movements, and the rise of lay spirituality. Specific topics to be covered include European encounters with the non-European, the culture and role of minority groups within European society, and the roles of women. Emphasis is placed on close readings of primary works, including literary and visual sources.
History: Spring 2001 Course Descriptions Intro to Western civ. of the various forms political activity in ancient Rome might 1512054credits Surveys the modern history of southeast asia with special http://www.arts.cornell.edu/history/COURSES/S2001/courses.html
Extractions: Although the first Amendment gaurantees freedom of speech, few contend that such freedom should be absolute. Hence the ongoing debate over such issues as restricting "hate speech," flag-burning, picketing outside abortion clinics, and censoring the internet. We will examine these and other current controversies in light of the views advanced by John Milton, James Madison, William Godwin, John Stuart ill, Oliver Wendell Holmes, Jr., Learned Hand, Louis D. Brandeis, William J. Brennan, and more recently by feminists and critical race theorists. Students will lead some classes and select some of the issues to be discussed. Students will write six 5-page papers with an opportunity to make revisions.
USING THE INTERNET IN THE CLASSROOM WORKSHOP Cambodia and Vietnam presented by southeast asian Monuments Central asia DetoursAlong The Silk Route ancient civilization) Collection of ancient civ web sites http://www.umich.edu/~langres/workshops/flwashop/
Extractions: Treasure hunt activity for students to become familiar with the site of this university musical club. Reading comprehension and vocabulary exercises. Listening exercises based on RealAudio clips of some songs. Interpretation of song/poem. Follow-up cultural questions. MUSIC SOURCES: Related links from the tuna
University Of Chicago Department Of History, Courses & Workshops minimum of 2 qtrs of civ to fulfill It complements parallel sequences in ancient Mediterranean,Byzantine across the nations of East, South, and southeast asia. http://history.uchicago.edu/courses/autumn2002.html
Extractions: 700-800 are seminars reserved for History graduate students; other graduate students must receive the consent of instructor before registering for these courses. Instructor: Staff Prereq: Students must take a minimum of 2 qtrs of civ to fulfill req; register for same section each qtr. Description: The purpose of this sequence, which fulfills the Common Core requirement in civilization studies, is threefold: 1) to introduce students to the principles of historical thought, 2) to acquaint them with some of the more important epochs in the development of Western civilization since the sixth century B.C., and 3) to assist them in discovering connections between the various epochs. The purpose of the course is not to present a general survey of Western history. Instruction consists of intensive investigation of a selection of original documents bearing on a number of separate topics, usually two or three a quarter, occasionally supplemented by the work of a modern historian. The treatment of the selected topics varies from section to section.
Connections: Markets & Civilization on millet by bringing rice from southeast asia, barley and On all the coasts ofasia along the force for centuries, helping to erode ancient prejudices and http://www.libertystory.net/LSCONNECTMARKETS&CIV.htm
Extractions: of clothmakers (1662) Civilization began with private property. To one degree or another, private property was recognized in all known primitive societies even those having some form of communal property. People owned tools, pottery, land, houses and animals. Private property was transferred and inherited. Consequently, people had a crucial incentive to maintain and improve things. Private property was the basis for markets which go back tens of thousands of years. Long before human beings formed settlements and cultivated land, long before the appearance of governments and organized religions there were markets. They enabled people peacefully to trade their surplus for goods other people developed.
UW-Madison Geography - Course Descriptions and economy in multidisciplinary perspectives from prehistory and ancient kingdomsthrough (Crosslisted with civ Engr, Forestry) I 358 China and southeast asia. http://feature.geography.wisc.edu/descriptions.html
Civilizations As A Concept In Teaching learn a great deal about ancient West Africa on to looking at Western civ., startingcustomarily specializations in subSaharan Africa, southeast asia and Latin http://www2.h-net.msu.edu/~world/threads/thread-civil.html
Extractions: tlewis@new-orleans.NeoSoft.com LEWISHISTORY@delphi.com I admit I can't give you a ready-made answer to this, Terry. (Though give me a few hours, and I might.) However, several thoughts immediately do occur to me. First, professors should make it clear to their students what model they're working with, namely the EUROPEAN model, and after they've been exposed to one or two alternatives, why not let them answer that question themselves? Excellent brain-tickler for all concerned. Then proceed from there in your course. As, for instance...... Why not be a little more subtle with students? Instead of talking/thinking about "civilization" i.e. "The" civilization - why not substitute "civilizations," thus starting immediately to imply the existence of alternatives, especially alternatives that will invite comparisons? And, I suppose in partial answer to your challenge, this would not necessitate abandoning the conventional model of civilization, merely an exercise in changing attitudes, which, after all, is half the battle of educating young minds. And presenting alternative models doesn't have to mean abandoning "history" and "civilization" for anthropology. My sense is that other civilizations have histories equally valid with our own and equally worth knowing. However, they require more effort in coming to know them.
Australia Resources archaeology, from the University of New England; a general public book on AustralianNational University, the prehistory of Island southeast asia and northern http://archaeology.about.com/library/atlas/blaustralia.htm
Micronesia Resources the prehistory of Polynesia, Micronesia, Insular southeast asia, and the the lateprehistoric Midwest and southeast; recently codirected general Information. http://archaeology.miningco.com/library/atlas/blmicronesia.htm
Extractions: Flinders University, cultural heritage management, historical archaeology, ethnoarchaeology, oral history, cultural preservation, race and ethnicity, computer applications (GIS, CAD/CAM), museology, North America, and Oceania; goldrush sites in Alaska and a variety of historic and prehistoric sites in Micronesia, including Palau and the Marshall Islands.
Extractions: b.02-15-99 posted October 31, 2000 12:39 The thought crosses my mind about when should Civilization III begin in a normal game: 4,000 B.C., 5,000 B.C., 6,000 B.C., 7,000 B.C., or maybe even 8,000 B.C. Perhaps the player(s) should be able choose when to begin. Anyway, here is an article on Ancient Civilization from Compton's Interactive Encyclopedia 1998. Please read it, and then you decide: ANCIENT CIVILIZATION. The term civilization basically means the level of development at which people live together peacefully in communities. Ancient civilization refers specifically to the first settled and stable communities that became the basis for later states, nations, and empires. The study of ancient civilization is concerned with the earliest segments of the much broader subject called ancient history. The span of ancient history began with the invention of writing in about 3100 BC and lasted for more than 35 centuries. Mankind existed long before the written word, but writing made the keeping of a historical record possible (see Human Origins). The first ancient societies arose in Mesopotamia and Egypt in the Middle East, in the Indus Valley region of modern Pakistan, in the Huang He (Yellow River) valley of China, on the island of Crete in the Aegean Sea, and in Central America. All of these civilizations had certain features in common. They built cities, invented forms of writing, learned to make pottery and use metals, domesticated animals, and created fairly complex social structures with class systems.
Vietnam Resources German. Current Researchers. Cultural History. Dong Son Culture, Vietnam A distinctiveBronze Age culture, ca 500 BC, in southeast asia. general Information. http://archaeology.miningco.com/library/atlas/blvietnam.htm
Southeast Asia/South Asia Staff Profiles art history, and Palaeoanthropology of southeast asia with special identified relicHominoids in asia and their The Sumanasantaka, an ancient Javanese Kakawin http://www.anu.edu.au/graduate/programs/s2/seasstaff.htm
ASIA/PACIFIC Non-Western History New Journal from the southeast asian Student Communities in America, Central asia,The Museum as a ancient Korean History Alternative Korean History featuring http://my.execpc.com/~dboals/asapac.html
Extractions: The steppe nomads of Central Eurasia have influenced the history of the world, even when they behaved themselves by staying in their traditional grasslands. This PBS special deals with life in the Asiatic portion of the steppes. Julia Roberts helps us to learn about the nomadic horsemen and the wild horses that have been such an important part of their lives. "Peruse a timeline of Mongolian history, discover how Mongolian houses, called gers, are constructed so that they can be easily disassembled, and participate in the "Race Across the Steppe" horse racing game to test your knowledge of Mongolian culture." You might want to send students to Oyunbilig's Great Mongol Home Page for more information before or after viewing the program.
Clearing House Approved Part Of The History/Social Studies Web art from Japan, China, India and southeast asia, the Crow Brooklyn Museum Egyptian,Classical and ancient Middle Eastern Art and the Americas, The Arts of asia. http://my.execpc.com/~dboals/cross-c.html
Extractions: "Exhibiting works of art from Japan, China, India and Southeast Asia, the Crow Collection of Asian Art offers visitors a peaceful world of beauty and spirituality in the heart of the city. Because many objects now considered "art" were created for religious purposes, many of the pieces in the permanent collection represent deities from various religions including as Buddhism, Confucianism, Hinduism and Jainism." Images from History Provides "... a collection of digitalized photographs and maps to support the teaching of history at the upper secondary school and university level." World Civilizations List of Exhibitions at the Freer and Sackler Galleries The Metropolitan Museum of Art - Special Exhibitions: Masterpieces of Japanese Art from the Mary Griggs Burke Collection
