Since the tang dynasty is gradually into north Korea, Japan, Vietnam and southeast Asia, and then to Europe, North America, Australia and other countries. In addition to the Chinese christians, local residents have believed in the Taoism. In New York, Arizona, California, Hawaii, Houston all have Taoist temple. New York has day palace, should way palace, the Arizona have zhongfu road, San Francisco, California purple silver cabinet, Hawaii have the too xuan Taoist temple. Houston has a larger guandi temple, for Chinese traditional architecture, QiaoJiao eaves, ancient sweet patina.
D2L use and email: eLearning (Desire to Learn; D2L) will be the main communication platform for this class. Course announcements, lecture slides (in pdf), assignments, assessments and your scores will be posted on D2L website frequently. Make sure you are able to access D2L for checking messages and assignments at least twice a week. What to do if you miss a class: 1. Study the assigned textbook chapters and lecture slides for the missed lecture.
The artworks collected included those of Eizan, Hokusai, Hiroshige, Sharoku, and Suzuki Harunobi among others. These artworks flowed into Europe, especially France, after the trade relations between Europe and Japan were initiated by Mathew Perry’s trips to Japan, ending in the formation of trade agreements. The artists that triggered the fusion were Henry Touluse-Lautrec and Edgar Degas, who sought to comprehend the attraction of ukiyo-e, which they saw as grounded in the Japanese art of the early 17th century. Some of the art characteristics transmitted through the influence were decorative patterns, printing styles, and family crests (Flynn
Bring two copies of the essay with you to class and post a copy to the page of the course Blackboard site. ● HW2 – Two parts. Part 1, Bring a copy of one annotated page of the Lind article (see RW pages 70-73). Part 2, Create a properly formatted works cited page entry for the Lind article SATURDAY, 02/09 ● Quiz 2 4 FRI 02/15 ● RW – “Planning,” p.2-23 and “Drafting,” p.23 – 29 ● RW – “Writing about texts,” p.70-79 ● BB – Murray, “Should the Obama Generation Drop Out?” ● BB – How to Write an Editorial or Opinion Column” ● BB – Essay Assignment 2 ● Discuss Murray essay ● Discuss writing a an editorial ● Workshop response to Murray Op-ed ● Peer Review 1 ● HW3 -- Two parts. Part 1, Create a bullet list of the following from the Murray Op-ed: key words, key phrases, key ideas Part 2, Create a properly formatted works cited page entry for the Murray Op-ed.
It is evident that Kang views history as a process of change over a specified period of time as she divides up the book into two distinct sections entitled “Change by Choice,” and “Change by Coercion.” The first refers to the fact that the Koreans were given the opportunity to not behave inappropriately in the eyes of Japanese authority, and modernize themselves in accordance with a modern Japanese society. Kang focuses on the “personal choice” element that many Koreans were given when the Japanese began deregulating some businesses and hiring Koreans into government positions following the March First Movement in 1919. Several experiences are recorded which mirror Kang’s realization that, “under the shade cast by the Japanese presence, some people, some of the time, led close to normal lives.” In the later, Kang introduces the second element of colonial Korea, “Change by Coercion.” Kang outlines a more repressive part of the Japanese occupation, and Korean life when government agencies ushered in tighter politics, economics, and thought control.
The Eastern Roman Empire laster for over a thousand years and had many effects on Western Civilization. The contributions from the Eastern Roman Empire helped the Western Civilization form into what it is like today. Laws that were created in the Eastern Roman Empire contributed to what laws other countries follow today. Justinian‘s Code, (Doc.1) told people how they should live and had an influence on how people now live. The law explains that parents have the power over their children and their sons children.
There are time periods in the history of both Japan and Western Europe (namely England and France) in which feudalism was the system of government. It was the major political system of both cultures between the 11th and 13th centuries, involving a system of mutual obligations. Though they share the same name, there are a few major differences between the two versions, causing European feudalism to stand out as what most people likely think of feudalism today and Japanese feudalism to fall into the background. Although both systems of feudalism were based on mutual obligations and protection and influenced the social structures of their people, European feudalism was created to protect Europeans from outside invasions and was mainly economic while Japanese feudalism developed because of internal attacks by groups of uncontrolled armies and had more of a military aspect. European and Japanese feudalism were similar in the fact that they both developed out of a need for protection.
Both videos were taped IEP meetings and were being held to discuss a student’s IEP. In attendance were parents and team committee members. The similarities between the two meetings stopped there. According to Friend (2013) the IEP should include components required by IDEA like the present level of performance, annual goals, short term objectives or bench marks, special education and related services, supplementary aids and services, and assistive technology, participation with peers who do not have disabilities, accommodations for sand district testing, dates and places, transition services, needs and transition services to be provided, age of majority, measurement of progress, and other considerations. According to Friend (2013) IEP teams generally as members the parents, special education teacher, general education teacher, a school representative, an individual who can interpret the results of any evaluations, representatives from any outside agencies providing transition services, and the student.
Eventually people developed new arts, culture and economic enterprises. Eventually, by the end of the nineteenth century, India fell under British control but used their imperial power to pursue its independence. China suffered a huge decline from their position as the Central Kingdom. All of the Pacific Islands became parts of migration and colonialism. Japan got off of Western Imperialism and got into equal terms with the west.
The Moe Bandy song "Too Old to Die Young" (written by Scott Dooley, Kevin Welch, John Hadley; see YouTube video below) appears several times in the novel. As a pre-reading activity, students could listen to the song (and, perhaps, read along with a print-out of the lyrics) and write a journal entry about what the lyrics mean to them. Upon finishing the novel, students could listen to the song a second time and write a response about how the song relates to Ben and his last year of