...________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple Choice a. You will have 55 minutes to answer 70 Questions...
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...________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple Choice a. You will have 55 minutes to answer 70 Questions...
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...offers him the maximum utility for the money he parts with. More often the buyer seeks much more to utility. He seeks VALUE * All buyers seek Value in all their purchases and they look for it in the form of benefits. * Customer compares the Total Cost & Value of all competitors’ offers before he takes a decision. * Marketing is out & out a value game. * Customer Value is the composite of tangible values as well as intangible values. * The two categories not mutually exclusive; they overlap and blend * Intangible values are equally vital as tangible ones Tangible Values * Functional value * Economic value * Convenience value * Sensory/aesthetic value- Scenic Beauty * Service (people) value Intangible Values * Social value * Prestige/status value * Sentiment value * Belief value Activity: Give examples of brands which position themselves based on the above value types Value creation can be through two types: 1. Co-creation – Creating value by taking inputs from the consumer and incorporating it in the product/service Examples discussed in class: * Mia from Tanishq – ‘My expressions’ * BMW launched co-creation lab * Fiat Punto * ‘Courtyard’ from Marriott Travel brilliantly.com * Spencer – retail chain * Inkfruit – Crowd sourcing * Amazon * Lays 2. Customer Driving - In some product categories you need to be Customer Driving rather than Customer Driven e.g. Technology...
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...There are several themes within the language of poetry; from love to divorce, to death and life, to war and worship. The themes of a variety of poems depend on the time and date the poem is written and published as well as what the poet likes and if there are any significant political or societal events happening. Sometimes, themes are easy to analyze and other poems are written in a way that the poet hides the message by using different languages. Death was important to poetry from the medieval times to the 20th century. Poets write about death resulting from being in love, young, and in war. The poems that strongly portray the themes of death over different centuries and cultures that will be analyzed throughout this paper are “Lord Randal”,...
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...AP* World History Study Guide and Graphic Organizers – Unit 5: The Modern World, 1914 CE – present 1. World War I Students are required to know the causes, major events, and consequences of WWI 1) Causes a) Imperialism i) No new lands to expand into – some nations didn’t have many colonies (Germany, Italy) ii) Rivalries as nations competed for colonies iii) Sometimes armed conflict in colonial lands for control over resources b) Nationalism i) Pride in one’s nation, want one’s nation to be the best and most powerful ii) Fostered conflict as nations competed to be the best iii) Justified imperialism, militarism iv) Caused disruptions in multi-ethnic nations (Austria-Hungary, Ottoman Empire); rebellions, revolts against foreign rule c) Militarism i) Build up of a country’s military; keeping a large standing army ii) Nations expanded their militaries as a show of power iii) Arms race: each nation needed to have a standing army because their neighbors had standing armies d) Alliances i) Bismarck: German chancellor behind alliance system in Europe ii) Germany, Austria-Hungary, Italy allied; France, Great Britain, Russia allied 2) Events a) Assassination of Archduke Frantz Ferdinand: Serbian terrorists kill the Austrian duke and his wife as they honeymooned in Sarajevo i) Austria demands Serbian submission ii) Russia offers to back Serbians in defying Austrians iii) Austria and Germany declare war on Serbia and Russia (along with Russia’s allies) b) Schlieffen...
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...Cold War lesson (now that your coursework is finished). This booklet has a page for each examination question that has been asked about our course since the change of course in 2010. For each question there is a section from the guidance given to examiners for marking it, and a section from the examiner’s report on each question. Each page also contains a section where you can record what you have learned about answering each question. Tackling past questions is an excellent way of revising. You could be doing several things in any order: * Reading the examiner’s remarks; * Planning an answer to the question; * Using your notes to find the evidence you’ll need to answer each question; * Sending a plan to a friend for constructive criticism. Before you get going – please note the advice that the Chief Examiner has given to his exam markers for the last year: ------------------------------------------------- “Candidates are expected to demonstrate understanding of the issues in each of their selected questions over a period of at least a hundred years (unless an individual question specifies a slightly shorter period.) Candidates are reminded of the synoptic nature of the Unit. Answers are required to demonstrate understanding of the processes of historical continuity, development and change across the full breadth of the period studied”. ExamSeason | Government | Repression & Reform | Opposition | Agriculture | Industry | Condition of the...
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...for business and leadership | Financial Institutions (Banks) & Industrial Development in Germany, Russia & India | Global and South Asian Business Development | Dr. Imran Ali | | 3/24/2014 | Salik Chaturbhai M2130024 Taimour Abdullah M2130017 Zeeshan Jessani M2130034 Salik Chaturbhai M2130024 Taimour Abdullah M2130017 Zeeshan Jessani M2130034 Contents Introduction 2 Review of Literature 3 Looking at the Past: Industrialization and Financial Institutions 8 Germany 8 Deutsche Bank, Germany 10 Russia 13 Sberbank, Russia 16 India 17 The State Bank of India 18 Major Themes: Comparison & Contrast 24 The debate between Capitalist and Communist Industrialization 25 Fiscal and Industrialization policy 27 Mission Statement and goals 30 The Banking Sector 31 Target Markets 32 Colonized Industrialization or De-industrialization 34 Conclusion 37 Appendix 1 39 Appendix 2 40 Work Cited 42 Introduction Mankind as a whole and the world as has been observed in the past has undergone much change in all aspects of human life. The concept of economic development in light of increasing industrial growth, free labour, the growth of private property as an institution and the development of the international trade as a concept have changed the way humans and hence nations interact and intervene in the world economic system. These gradual yet drastic changes in the structure of human interactions led to a wave of economic developments...
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...supported by the National Science Foundation. I have benefitted from discussions on these topics with many people, especially Erik Brynjolfsson, Joel Mokyr, Jack Triplett, and the late Zvi Griliches. "The invention of the semiconductor transistor set in motion a technological revolution that is arguably even more impressive and pervasive than that of the Great Industrial Revolution of the last century." -- Flamm (1997, p. 1) "The chip has transformed us at least as pervasively as the internal-combustion engine or electric motor" -- Fortune magazine, June 8, 1998, pp. 86-87. The miracle of U. S. economic performance in the late 1990s was a source of pride at home, of envy abroad, and of puzzlement among economists and policymakers. 1 The Federal Reserve presided over rates of output growth believed only a few years earlier to be unachievable even for a few quarters, much less over the four glowing years 1996-99. As the unemployment rate inched ever lower, the Fed reacted with benign neglect, so that early in the year 2000 short-term interest rates were no higher than they had been five years earlier and long-term interest rates were considerably lower. Underneath it all lay the apparent demise, whether temporary or permanent, of two relationships that had restrained economic performance for the 25 years prior to 1996, Phillips' curve and Solow's paradox. Whatever had prevented "core" inflation rates from accelerating in the face of steadily falling unemployment — whether...
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...those books, this book is exceptionally fun to read and full of interesting historical examples and provocative ideas. The basic theme of the book is that what matters most in why some nations fail – and others succeed, for the book is as much about success as failure – are not – as earlier authors have argued - economic policies, geography, culture, or value systems – but rather institutions, more precisely the political institutions that determine economic institutions. Acemoglu and Robinson theorize that political institutions can be divided into two kinds - “extractive” institutions in which a “small” group of individuals do their best to exploit - in the sense of Marx - the rest of the population, and “inclusive” institutions in which “many” people are included in the process of governing hence the exploitation process is either attenuated or absent. Needless to say Acemoglu and Robinson’s theory is more subtle than this simple summary. They argue that for any economic success political institutions must be sufficiently centralized to provide basic public services including justice, the enforcement of contracts, and education. Given that these functions are carried out, inclusive institutions enable innovative energies to emerge and lead to continuing growth as exemplified by the Industrial Revolution. Extractive institutions can also deliver growth but only when the economy is distant from the technological frontier. These extractive institutions will ultimately fail, however...
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...Student activism is work by students to cause political, environmental, economic, or social change. Although often focused on schools, curriculum, and educational funding, student groups have influenced greater political events. | There are conflicting views regarding students' participation in politics. It has been a very controversial subject. Two contrasting opinion is have been expressed by the two groups of people. There are people who always want to keep students very far from the politics. There are others who hold opposite view. They think that students ought to be well versed in politics because they are the future leaders of the country. There has been much discussion whether students should join politics or not. Some persons say that they should join and some say that they should not. We should first discuss the subject very reasonably. Then we can decide whether students should join politics or not: Before southern parts of Asia had been free from the bondage of the British rule, some politicians said that school students also should join the struggle for freedom. During the days of Non-co-operation movement, students were advised to give up studies and join the fight for freedom. Their argument was—"Everything is useless without freedom. Education can wait but freedom cannot. Everything will be set right as soon as we get freedom. If school students join the political movement, it will gain additional strength. Now, we have no longer to fight against the British...
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...PRINCIPLES OF MANAGEMENT (MAN-301) June 2014 PROFESSOR: DR. WILLIAM REED WRITTEN ASSIGNMENT 1 Question: Define and discuss the different theories of management, using practical examples from your experience or knowledge. Compare classical management theory to any contemporary management theory. Over more than 200 years, since the Industrial Revolution of late 1700s, humans have evolved as a better managers by learning from their past (successes and failures) and improving their skills. Scholars have attempted to define this evolution of management into six major theories or schools of management. From oldest to more recent, they are the Classical Management theory, the Behavioral Management theory, Quantitative Management theory, Systems Management theory, Contingency Management theory, and Qualitative Management theory. The oldest, Classical Management theory, came to an existence with a primary focus to find the “one best way” to perform and manage tasks. This theory was further dissected into two schools, classical scientific school that is based on the improvement of productivity at the factory floors, and classical administrative school that is based on the information flow and how organizations should be structured and operate. In US, elements of the classical scientific school are still observed today at places like auto manufacturers that have dissected each process and have aligned the staff to be perfect at each individual tasks. The efficiently at the...
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...ANNOTATED SELECTED BIBLIOGRAPHY FOR HISTORICAL INTERPRETATIONS OF THE INDUSTRIAL REVOLUTION IN BRITAIN Gerard M Koot History Department University of Massachusetts Dartmouth Allen, Robert C., The British Industrial Revolution in a Global Perspective, New York: Cambridge University Press, 2009. Pp. viii, 331. Allen’s book is an excellent example of the persuasiveness of the new economic history. It is solidly rooted in statistical data and uses sophisticated methods of economic analysis but its analysis is presented in plain English. He argues that the first industrial revolution occurred in northwestern Europe because its high wages during the early modern period encouraged technological innovation. Although high wages were initially a consequence of the demographic disaster of the Black Death, they were reinforced during the early modern period by the economic success of the region around the North Sea, first, in European trade and manufacturing, especially in wresting the textile industry from the Italians, and then in world trade. According to Allen, the first industrial revolution took place in Britain instead of the Low Countries primarily because of Britain’s abundant and cheap coal resources, combined with the central government’s ability to use mercantilist policies and naval power to reap the greatest benefits from an expanding European and world trade. Once it had taken the lead from the Dutch, and defeated the French, Britain used its comparative advantage...
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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...A Research Paper On Why Capitalism Succeeded In Generating An Industrial Revolution In Other Countries But Failed In The Philippines Submitted by Manuel Ortega Abis Student No. 11-71-003, BPA Special Program Batch 8-A CAPA, Universidad de Manila Professor Ronaldo J. Navata PREFACE The research materials and references used in this research paper were managed to be gathered through unlimited internet hours and limited library hours, but the pages on the web and the pages of the book offered equal enlightenment and enjoyment. The premises and conclusions built and reached in this paper are products of the researcher’s serious analysis of the Philippine economic situation. The researcher, however, is praying that his objectivity and the sincerity of his language shall not fail him in his own humble attempt to bring this mini-thesis to its just and proper course and closure. The twin causes formulated in this paper are generally subdivided into two: the concept of economic will (policy system of governance) and the concept of economic ownership (property system of the governed). Further reading is advised on critical and related topics of this paper. For the economy, these words: there is no such thing as the co-existence of freedom and equality. God bless the Philippines! ______________________________________________________________________________ ...
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...with reference to the fashion media. INTRODUCTION The digital revolution, including the mechanical, electronic and digital technology, took off in the 1980s. This revolution brought tremendous changes due to the computing and communication technologies. Analogous to the agricultural revolution and the industrial revolution, the digital revolution marked the beginning of the information age. The idea is that the current age will be characterized by the ability of the individuals to transfer information freely, and to have instant access to knowledge that previously would have been difficult or impossible to find. The main component of this revolution is the mass production of computers and mobile phones. As a matter of facts, the number of Internet users in 1990, being 2.8 million, increased by approximately 75.000% in the next eleven years, reaching 2.095 billion users in 2011. The positive aspect of this revolution is that it enhanced society’s growth and development at an impressive rate. The economic impact of the digital revolution has been enormous.Without the World Wide Web (WWW), globalization and outsourcing would not be at the level it is today. Other positive aspects are the interconnectivity, the ease of communication and the exposure to information. These aspects have changed the industries and the everyday life. There seems to be a craving for more information at a faster pace. Radical changes have been noticed in the way people interact with each other...
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