Child Development Essay Example | Topics and Well Written Essays - 1000 words - 2

Child Development - Essay Example Part 2 comprises of chapters three and four. In these two chapters, the beginning of the child’s life is highlighted. Matters to do with parenting, education of the parents, issues to do with psychology of parenting, importance of preparing siblings for the birth, prenatal care and learning, family dynamics, infants with special needs, care for new born etc are discussed. Part three discuses infancy on a broader perspective; three chapters contained in this part will mark the basis of this paper. Chapters five, six, and seven make up part three of the book. This portion of the book discusses aspects of infancy such as physical development of the infant, the relationship of physical and motor development to cognition, emotional and physical development just to name a few. Other topics contained in part three include infant development, emotional and social development of the infant, theories on emotional and social development, social competence and development, factors influen cing social and emotional development in infants, cognitive, language, and literacy development of the infant, cognitive competence and development, factors that influence cognitive, language, and literacy development etc. Chapters eight, nine and ten make up part four. This section of the book highlights the child from ages one to three. Part 5 consists of chapters eleven, twelve and thirteen and highlights an infant from the ages four through five. The last part of the book consists of chapter fourteen through to sixteen. This section of the book highlights an infant’s development from the ages six through eight. This paper will highlight chapters five six seven and eight. Chapter five of this book focuses on Brain, perceptual, motor, and physical development of the infant. The chapter begins with an extensive discussion of the infant’s brain. The unfinished brain of

Cognitive Behavioural Therapy Essay Example | Topics and Well Written Essays - 2500 words - 1

Cognitive Behavioural Therapy - Essay Example One of the solutions that have been applied to facilitate the provision of solutions to the identified mental challenges is Cognitive Behavioral Therapy. This is psychotherapy approach that focuses on solving dysfunctional mental, emotional, maladaptive characters as well as inappropriate mental challenges through processes that entail. The examination between these cognitive facets based on goals. The essence of systematic review of the relationship between mental processes is pertinent for providing effective solutions for identified mental challenges. The process of developing Cognitive Behavioral Therapy was achieved through a process that involved behavioral integration. Behavioral Integration was a process that focused on modification of individual’s cognitive behavior, however due to its inefficiency, this method was later integrated with techniques that facilitated review the relationship between cognitive behaviors, thus the development of Cognitive Behavioral Therapy. There are various benefits that students aspiring to focus on solving mental challenges can access by applying Cognitive Behavioral Therapy as one of the methods. To begin with, research has shown that the application of Cognitive Behavioral Therapy is pertinent for provision of mental health treatment owing to the fact that it has been proved to be efficient in solving a series of different mental health challenges through application of certain procedures and processes. In addition, this technique is important to students, with an interest to solve cognitive and emotional challenges facing the society owing to the fact that it creates a platform for students to interact with their patients, thus increasing their understanding of various issues ascribed to cognitive challenges. The interaction is usually facilitated by certain experiments that the students may engage in as they undertake their psychotherapy activities. One of the Cognitive Behavioral Strategies that my

The Topic of Public Relations Essay Example for Free

The Topic of Public Relations Essay Public relations are essential part and parcel of any organization for its smooth running with sustained courage. Every leading management industries, accounting firms, institutions, and name it, pay huge emphasis to the subject of public relation among other important issues pertinent to growth. Imagine the best of the companies in the world without publicity; it is like hiding cold water in the far Sahara desert of the hottest climate. The present world of globalizations has rather advanced beyond mere publicity; it is the game of marketing the worse along the only available demand. It involves constant briefing of the progress of the organizations with the consciousness of keeping tract on the goal. The smaller the industry, the more effective is the relation essence is fulfilled. Many people would prefer â€Å"boutique† firms to â€Å"global communication† firms. This in a way reminds of the need for effectiveness of relations irrespective of size for sustenance.   Personal Definition Public relations is the systematic way of relating the development, activities and forecast of an institution to the masses towards bridging the communication gap between the firm (government or non-governmental organization) and the stake holders. Usually, a goal driven organization is set to fully utilize the available raw material to a fashioned and newly refined product. The suppliers of the raw materials could either be the tax payers, the shareholders or an asset from the entrepreneur.   Public relations is, simply-stated, the art of creating and maintaining relationships between an organization and the public.   Edward Bernays In 1807, sequel to Thomas Jefferson first use of the word public relations in a conceptual sense of a â€Å"political policy† than the contemporary meaning in a communication bridging, Edward Bernays accordingly defines thus, â€Å"Public Relations entails the management activities where public attitudes are drawn, defines the policies, procedures and interest of an organization followed by accomplishment of program of action to earn public understanding and acceptance† (Edward, n.d)   Robert Heath In the contemporary world, Robert submits that â€Å" Public relations is a set of management, advisory, supervisory, and technical functions that foster an industry’s capability to strategically listen to, appreciate, and contribute to those persons who are rather contributive to the missions, values and objectives of the organization with the return of mutual exchange† (Robert L. n.d.). It is of important to note here that the management function is directed at strengthening symbiotic profit-cost relationships between an institution and its entire public.   The Modern Organization Picture The underlining need for public awareness is preserved in all definitions of public relations, with little or no contrast. The present industries invest heavily in research at all levels, through the marketing department. Individual opinions are gathered in form of data. The data are collected, collated. From this thesis are formulated and appropriate recommendation follows. Of cogent is the need to strike out every problem and accordingly map out the best resolution to resolve future crisis. This is publicly presented in form of awareness. All is solely aimed at meeting the objectives of sustaining the company-to-persons mutual benefits.   For a professional running in the modern practice of public relations, relations required are in the fields of art, social sciences (psychology, anthropology, sociology and democrat), local and international politics, economics and the acts of management and ethics. Technical knowledge is necessary for researches accomplishment most importantly in the final dissemination of the findings through the media of any form.   Albeit, many public relation officers are somehow regarded as corporate slaves, may I further stress that companies who have senses of relevancies in the public enrichment designate this assignment to the office of the director of public relations, and some the office of the Public relation manager. Organizations like police department, trade unions at large found the need for instituting a quarter for same purpose. References Scott M. Cutlip, Allen H. Center,Glen M. Broom, Effective Public Relations, 7th Ed., Prentice-Hall, Inc. A Simon and Schuster Company, Englewood Cliffs, N.J. 07632, 1994.

Development of Cognition and Language

Development of Cognition and Language Michael Leo Glynn Research in the area of the development of cognition and language has a long tradition; yet, until recently it has not been possible to ascertain how infants think as they are not able to communicate verbally. It could be argued that language provides concepts that are used to organise thinking, and this premise suggests that infants are neither able to think, nor possess knowledge before they learn language. However, recent research employing innovative experimental methods, allows inferences into how infants’ minds function before they acquire language. This essay will outline relevant research and highlight some methods used to examine how preverbal infants think and categorise the world before they can talk, and will challenge the view that infants have not developed the ability to conceptualise before language acquisition. It will also examine how both language comprehension and language production develops, and discuss how infants are able to distinguish speech. In doing so, it will acknowledge nativist and empiricist perspectives, whilst considering conflicting views of developmental theorists. Perspectives conflict in the way in which it is assumed cognition develops on a continuum from innate ability to experiential learning. Theories offered by Chomsky (1965) in relation to language-specific mechanisms, for example, are from a nativist viewpoint. In contrast, behaviourists, e.g., Skinner (1954) take an empiricist stance advocating that development is primarily a result of learning (Oates and Grayson, 2004). Piaget (1955) and Vygotsky (1962) hold similar views towards the constructive nature of cognitive development and the role that language plays, agreeing that language is elaborated through complex interactions between an infant and their environment. However, Piaget submits that language is dependent upon fundamental constructs of thought for development, whereas, Vygotsky takes a social constructivist view and sees language as necessary for developing thought; furthermore, that thought and language are two separate functions that merge at around 2-years old (Bancroft and Flynn, 2005). Piaget observed infants talking to themselves, which he termed ‘egocentric speak’ (Oates and Grayson 2004), a symbolic function that enables infants to internally construct verbal thought. Vygotsky, in contrast, viewed this as only the first step, and that social interaction with others using language as a ‘cultural tool’ is crucial for language development (Oates and Grayson, 2004). Research has continued apace since Piaget and Vygotsky’s studies and, whilst their influences remain, there is now compelling evidence that preverbal infants can establish links between experiences, construct categories, group them, and in doing so form concepts much earlier than previously assumed. Based upon Frantz’s (1963) familiarisation/novelty preference method, whereby visual fixation duration for one stimulus over another confirmed that infants can perceptually categorise, Younger and Gotlieb (1998) conducted controlled experiments with infants aged 3, 5, and 7 months. Infants were familiarised with distorted prototype dot patterns ranging from good, intermediate, to poor before being shown a control pair comprising a previously shown non-distorted exemplar and an unfamiliar novel exemplar. With one exception all groups preferred to focus upon the novel prototype, thereby indicating that they had formed a category representation due to the familiarisation of the distorted set of exemplars. Results suggested that infants are able to organise their thinking, and although the greatest ability to preferentiate was present at 7 months, all infants possessed a degree of cognition. Quinn et al. (1993), using pictures rather than patterns, arguably providing more ecological validity, demonstrated that infants are also able to categorise animals: discriminating cats from other species such as birds, dogs and horses and, furthermore, able to discern related species (Eimas and Quinn, 1994). Behl-Chadha’s (1996) experiments revealed that infants aged 3 to 4 months are also capable of forming hierarchical structures similar to adults. A novelty preference method using familiar furniture objects as a ‘class’, at a global level, revealed that infants are able to distinguish between chairs and couches at a basic/intermediate level. Experiments using photographs of mammals found that infants, in common with adults, are also able to form global category representations for wide-ranging classes of stimuli (Quinn and Oates, 2004). Further studies by Younger and Gotlieb (1998) indicate that infants use two processes to store categories, an ‘exemplar memory’ for small numbers of instances where every example is stored, and a ‘prototype abstraction’, for large numbers of instances whereby an average of the examples are stored. Their findings suggest that infants employ two strategies to categorise across global/superordinate, basic/intermediate, and specific/subordinate levels. Object examination experiments sought to identify whether infants construct or deconstruct from basic to global levels of category representations or vice versa, and findings tend to support that the latter occurs easier and earlier (Quinn and Oates, 2004), suggesting that prototype abstraction develops before exemplar memory. Studies by Quinn (1994), using similar methods illustrate that infants are also capable of spatial category representation, e.g., above as opposed to below, and between rather than outside. Sensor modality cues are also an important factor in how infants form category representations and there has been much interest in how infants focus upon specific attributes that provide these cues. Quinn and Eimas (1996b), amongst others, employed methods that systematically varied the attributes of an exemplar shown to infants which revealed that they formed categories based upon the presence of a cue, but were unable to form category representations in its absence (Quinn and Oates, 2004). Rakison and Butterworth (1998) employing a sequential touching procedure, the categorisation of toy objects, with older infants, also reported evidence that specific aspects of an exemplar are a cue that enables differentiation between global categories. Using dynamic point light display methods, Arterberry and Bornstein (2002) found that dynamic movement cues can also be attributed to how infants form category representations, where infants were able to distinguish, by movement, animals from objects. Two competing theories exist as to how categories mature into concepts. In accord with the Piagetian viewpoint, a single-process model suggests that language, amongst other exemplars of information, contribute towards an infant’s cognitive ability to develop category representations: a process described as ‘quantitative enrichment’ (Quinn and Eimas, 2000), e.g., enrichment of category representations by infants learning to name objects with their caregivers (Quinn and Oates, 2004). Mandler (1997) addressed the issue of whether there is a developmental progression from category to concept and theorised that perceptual categorisation, the ‘knowing’ that something exists, occurs before conceptual categorisation, the forming of concepts including ‘thinking’ and ‘understanding’ (Quinn and Oates, 2004). Mandler (1992, 2000) suggests a two-process model arguing that perceptual and image schemas, in parallel, lay the foundation for m ature concepts. Perceptual schemas describe features, whereas image schemas allow for abstract features of how exemplars behave leading to the formation of true concepts. This accords with Paiget’s theory of structures and stages of development being marked by characteristic modes of thought (Bancroft and Flynn, 2005). A similar dual-process theory, Karmiloff-Smith (1986), describes an infant’s developmental process as knowledge moving from being implicit and procedural to explicit. Karmiloff-Smiths ‘representational re-description’ model suggests that practise at procedural level is required for knowledge to be re-described as an ‘object of thought’. Research supports that preverbal infants have learned how to form categories, possess a capacity for complex recognition strategies, and have the basic cognitive building blocks for language to develop. However, it is the point at which language begins to emerge, the nature of the relationship between category learning and identifying word sounds in speech, understanding them, categorising them, and reproducing them that is debatable. Speech production is dependent upon comprehension which requires: identification of a word from a speech stream; remembering the word sound for recall; association with an object or action; repetition; then using the word in an appropriate context (Harris, 2004). This empirical viewpoint suggests language needs to be learnt and is not innate. However, DeCasper and Spence (1996) found that prenatal infants are capable of recognising speech sounds; furthermore, research indicates that 4-week-old infants show a propensity towards their mother’s voic e (Mehler and Dupoux, 1994). Experiments by Mehler et al. (1994) report that younger infants favour the familiar language of their surroundings. Christophe and Morton (1998) language comparison experiments attributed this phenomenon to a preference for prosodic patterns, predicting and finding that 2-month-old infants could distinguish English from Japanese, but given the similarities between English and Dutch could not do so. The ability of infants to exploit prosodic cues to bound words was further investigated by Johnson and Jusczuk (2001), who elaborated that transitional probabilities, the ability to detect and remember syllables, also contributes toward language comprehension. Infants are capable of category learning prior to language acquisition, therefore it seems plausible that category learning must be achieved before language production, and it is at this point that changes in an infant’s developing vocal track support the production of their first words, whilst at the same time learning to categorise words and relate them to objects, e.g., the formulation of a word category for cat and then labelling the category. Vygotsky’s social constructivist viewpoint holds that relating words to objects and actions occurs within a social context. Bruner (1975, 1993) elaborates the view that first words emerge within familiar social contexts; however, he did not proffer the extent to which they grow out of experience. The empirical view supports the notion that the production of words involves repeating the sound of a word as it is experienced and in an appropriate context. Harris et al. (1983) support Vygotsky’s view of embedding language i n socially meaningful activities, and found that infants use words in a similar way to their mothers during social routines; furthermore, that comprehension is enhanced by qualitative enrichment: clarifying actions such as gazing, pointing and touching objects, e.g., a toy cat, as cues for an infant to relate words to objects (Harris, 2004). However, as comprehension of words improves, infants are able to abstract them in other contexts. Hart (1991) attributed this non-reliance on experience to increased vocabulary ability. A vocabulary spurt occurs between 1 to 2 years and appears crucial to understanding the correlation between language development and categorisation. Gopnik and Meltzoff (1987) sought to substantiate a link between categorisation and language domains of development and whether they occurred simultaneously. Longitudinal studies observing infants between the ages of 15 to 20 months reported a significant relationship between the vocabulary spurt and categorisation, but did not find strong links between categorisation and other cognitive measures. Gopnik and Meltzoff (1992) were unable to establish whether the vocabulary spurt causes an improved ability to categorise or whether, indeed, the ability to categorise underpins language development (Harris, 2004). These findings compliment Vygotsky’s theory that language and thought are separate functions, and supports that until the point at which they merge infants only possess a basic comprehension of language which provides the buil ding blocks for higher-level thinking and the realisation of ‘true concepts’ (The Open University, 2006, p. 11). Evidence has identified that infants possess a degree of cognitive ability that allows for a basic understanding of language, albeit a rudimentary recognition of basic prosodic patterns and syllables. Prior to language acquisition infants are capable of forming, storing, and retrieving category representations and recognising cues, at both basic and global levels using exemplar memory and prototype abstraction. Category learning can also be distinguished from other cognitive skills as beneficial to language development and when infants start to use their first words, it is apparent that their ability to categorise visual objects evolves to forming abstract ideas. Moreover, as vocabulary increases the capacity to categorise provides for the transition from knowing to forming true concepts. Prior to contemporary methods of investigation, nativists may not have been able to attribute these capacities to anything but innate ability and recent approaches challenge this view. The capacity to categorise is not dependent upon language acquisition; rather it facilitates the foundation for language development. Notwithstanding that infants possess the physical and cognitive processes requisite for developing language, also essential are social interactions that provide rich social contexts in which they can develop cognition and language. This supports Vygotsky’s premise of language being a cultural tool that features significantly in the development of cognition. References: Arterberry, M. E. and Bornstein, M. H. (2002), cited in Quinn and Oates (2004) p. 42. Bancroft, D. and Flynn, E. (2005) ‘Early cognitive development’, in Oates, J., Wood, C. and Grayson, A. (eds), Psychological Development and Early Childhood, Oxford, Blackwell/The Open University. Behl-Chadha, G. (1996), cited in Oates and Grayson (2004) p. 36. Bruner, J. S. (1975), cited in Harris (2004) p. 73. Bruner, J. S. (1993), cited in Harris (2004) p. 73. Christophe, A. and Morton, J. (1998), cited in Harris (2004) p. 67. Christophe, A. and Morton, J. (1998) ‘Reading A: Is Dutch native English? Linguistic analysis by 2-month-olds’ in Oates and Grayson (2004) pp. 98-105. Chomsky, N. (1965), cited in Oates and Grayson (2004) p. 14. DeCasper, A. J. and Spence, M. J. (1996), cited in Harris (2004) p. 66. Eimas, P. D. and Quinn, P. C. (1994), cited in Quinn and Oates (2004) pp. 34-35. Fantz, R. (1963), cited in Quinn and Oates (2004) p. 28. Fantz, R. (1963) ‘Reading A: ‘Pattern vision in newborn infants’ in Slater and Oates, (2005) pp. 124-6. Gopnik, A. and Meltzoff, A. N. (1987), cited in Harris (2004) p. 54-55. Gopnik, A. and Meltzoff, A. N. (1992), cited in Harris (2004) p. 56. Harris, M., Jones, D. and Grant, J. (1983), cited in Harris (2004) p. 74-76. Harris, M. (2004) ‘First words’, in Oates, J. and Grayson, A. (eds), Cognitive and Language Development in Children, Oxford, Blackwell/the Open University. Hart, B. (1991), cited in Harris (2004) p. 89. Johnson, E. K. and Jusczyk, P. W. (2001), cited in Harris (2004) p. 70-72. Mandler, J. M. (1997), cited in Quinn and Oates (2004) p. 27. Mandler, J. M. (1992, 2000), cited in Quinn and Oates (2004) p. 44. Mehler, J. and Dupoux, E. (1994), cited in Harris (2004) p. 67. Mehler, J., Jusczyk, P. W., Dehaene-Lambertz, G., Dupoux, E. and Nazzi, T. (1994), cited in Harris (2004) p. 67. Oates, J., Sheehy, K. and Wood, C. (2005) ‘Theories of development’ in Oates, J., Wood, C. and Grayson, A. (eds), Psychological Development and Early Childhood, Oxford, Blackwell/The Open University. Oates, J. and Grayson, A. (2004) ‘Introduction: perspectives on cognitive and language development, in Oates, J. and Grayson, A. (eds), Cognitive and Language Development in Children, Oxford, Blackwell/the Open University. Piaget, J. (1923/1926), cited in Oates, J., Sheehy, K. and Wood, C. (2005) p. 66. Piaget, J. (1955), cited in Oates and Grayson (2004) p. 17. Quinn, P. C. (1994), cited in Quinn and Oates (2004) p. 37. Quinn, P.C. and Eimas, P. D. (2000), cited in Quinn and Oates (2004) p. 43. Quinn, P.C. and Eimas, P. D. (2004b), cited in Quinn and Oates (2004) p. 40. Quinn, P. C. Eimas, P. D. and Rosenkrantz, S. L. (1993), cited in Quinn and Oates (2004) pp. 34-35. Quinn, P. C. and Oates, J. (2004) ‘Early category representations and concepts’ in Oates, J. and Grayson, A. (eds), Cognitive and Language Development in Children, Oxford, Blackwell/the Open University. Rakison, D. and Butterworth, G. (1998), cited in Quinn and Oates (2004) p. 41. Skinner, B. F. (1953), cited in Oates and Grayson (2004) p. 14. The Open University, (2006), ED209 Child Development, Study Guide, Milton Keynes, The Open University Vygotsky, L. S. (1962), cited in Oates and Grayson (2004) p. 17. Vygotsky, L. S. (1986), cited in Bancroft and Flynn (2005) p. 72. Younger, B. A. and Gotlieb, S. (1988), cited in Quinn and Oates (2004) pp. 31-33.

Scarlet Letter Symbols :: essays research papers

Nathaniel Hawthorne uses many symbols to add meaning to his novel, The Scarlet Letter. This novel was written in 1850 by Nathaniel Hawthorne. This novel is classified as a romance due to the events that happen through out the book. The book takes place in 1640's Boston. Nathaniel Hawthorne uses many symbols to give the book strength and power over the reader. Two symbols that Hawthorne uses are the rosebush, and Pearl. These two symbols help in the revelation of the story, from beginning to end. Hester is kept in the prison due to her sin of adultery that she has committed. As she walks herself from the prison doors to the scaffold, the readers become acquainted with the rose-bush . This rose bush is said to be kept alive with history. Hawthorne says how he plucks one of the rose-bush flowers and presents it to the reader. "It may serve, let us hope, to symbolize some sweet moral blossom, that may be found along the track, or relieve the darkening close tale of human frailty and sorrow." (p. 46) When Hawthorne shows the reader the rose bloom, he point out that beauty comes with a price, but also it is next to the prison door. The rose-bush symbolizes the pain and joy that come through Hester's sin. One of the most painful yet most important thing to Hester is Pearl. Pearl is also a very important symbol though the story. She is Hester's pride and joy that leads her through the day., but also her full time reminder of the sin she has committed. "Therefore it is good for this poor, sinful woman that she hath an infant immortality, a being capable of eternal joy or sorrow, confided to her care,-to at ever moment, of her fall,-but yet to teach her, as it were by the Creator's sacred pledge, that if she bring the child to heaven, that child will also bring the parent thither!"(p.105) Here Mr. Dimmesdale explains how Pearl, is the eternal joy and sorrow of Hester's life. Also how Pearl can save her mothers soul, if Hester can save Pearl's first. Hawthorne says at the end of the story that Pearl grew up and took her mother's sin into consideration in her life, and grew up to have a happy family.

The Future of Life by: Edward O. Wilson Essay -- Book Review

This chapter to me was all about organisms that can survive in extreme conditions. How every square inch of earth is inhabited with creatures of one kind or another. I learnt the fundamental principle of biological geography, that wherever there is liquid water (h2o), organic molecules, and an energy source, there is life. I found out about the McMurdo Dry Valleys of Antarctica, who soils are the coldest, driest, and most nutritionally deficient in the world. How some specialized species of bacteria and archaeans live in the walls of volcanic hydrothermal vents on the ocean floor, where they can multiply in water close to or above the boiling point. He also describes an organism called, hyperthermophiles, that love extreme heat, and Deinococcus radiodurans, a microorganism which can withstand levels of radiation capable of killing humans and other organisms. The McMurdo Dry Valleys of Antarctica seems from its description sterile and desolate. When I read the quote from Robert F. Scott in 1903, the first to explore the region, â€Å" We have seen no living thing, not even a moss or lichen; all that we did find, far inland among the moraine heaps, was the skeleton of a Weddell seal, and how that came there is beyond guessing.† The skeleton of the Weddell seal made me thing that maybe it was once a ocean and dried up over the years. But then again it is Antarctica, maybe it was trapped in a glacier, when it melt and retreated, it left the skeleton behind. It was shocking to find out that only twenty species of photosynthetic bacteria, which is making a long story short, mostly single-celled algae and weird, nasty sounding microscopic invertebrate animals that feed on these primary producers. These organisms of this region are what scie... ...e Future of Life by Edward O. Wilson Alfred A. Knopf New York. 2002. Brown, L. et al. (1999). State of the World 1998. New York: Norton. Chivian, E. et al. (1993). Critical Condition: Human Health and the Environment. Cambridge, MA: MIT Press. International Council for Local Environmental Initiatives. Footprint of Nations Report. Available at http://www.iclei.org/iclei/ecofoot.htm. McMichael, A. (1993). Planetary Overload. New York: Cambridge University Press. Soskolne, C. L., and Bertollini, R. (1999). Global Ecological Integrity and "Sustainable Development": Cornerstones of Public Health. World Health Organization, European Centre for Environment and Health, Rome Division. Wackernagel, M., and William, R. (1996). Our Ecological Footprint. Gabriola Island, BC: New Society Publishers. World Health Organization (1998). World Health Report. Geneva: Author.

The Silk Road

March 7, 2013 Humanities The Silk Road Rome_____________Central Asia______________Han China | India The Nomads The Silk Road crossed nomadic territory Extreme Agriculture: humans + omega animals Sparce population in a large area Calorie Exchange: 90,000 calories * Plants- 100,000 calories * Animals- 10,000 calories Horse= mobility No borders (territorial imperative )= pastures War; Secure pastures Archery Who are they? Scythians Altaic people * Turks * Mongols * Koreans * Japanese Contributions to history Chariots (HORSE)-harness on the withers /bit (light cart, drive-by{bronze tires}) * Cavalry –mounted archer (they move in hordes ) Artificial symbiosis +Trade * (population pressure and supplemental income) Population Crisis The Silk Road- 100 BCE-300CE Trade is going to increase population above what the herds can feed Central Asia becomes fully occupied Plagues hit Rome + China * Defenses collapse * Trade ends Switch to Raid Mongols: Xiong- Nu Han Wudi (Conqueror) his actio ns created the Silk Road (100 BCE) Xiong-Nu Split into two wings Eastern Wing: allies of the HanWestern Wing marched away Chinese Court ; paralyzed/ Dynastic Cycle Warlords- Mongol Soldiers (fatal error- introduced to China) Turks; Conquer North China Horse/Rice Western Xiong-Nu Pushed west + hit the Goths (Scandinavia) Germans Tribal Groups Nuclear Family (industry) Extended families (agriculture) Clan (hunting + gathering: 7th cousin) Tribe -multiple clans-totem/incest( totems are animals that represent your essence)- it’s a pastoral system Next generation will need an election. Warriors are going to vote. Germans flee west Visigoths – yr 409 Rome Ostragoths- Italy The Franks- FranceThe Danes- Denmark The juts- Jutland (the neck of denmark) Burgundian- Burgundy Angles- England Saxons- Saxony Vandals- Vandalism-453 Rome Alemmani- germany The old trade routes I. Trade Nodals A. Nodal= Cluster of cities B. Nodal #1 : Flanders (belgium) 1. Ghent 2. Ypres 3. Bruges Countr y/count C. Rhine D. North Italy= Nodal # 2 4. Milan 5. Venice 6. Genoa 7. PISA 8. Florence They’re all city-states Network cities because they survive on trade network-crossbow Gun powder/ cannon E. Mediterranean 9. Constantinople (Changes name to instanbul) 10. Alexandria 11. Tunis * * * *