The Silk Road Connecting China with The Mediterranean Essay

The Silk Road, a series of passageways connecting China with the Mediterranean, completely changed the world. These trade routes allowed the advancement of technology and cultural diversity like never before seen. These routes connected many different civilizations allowing the exchange of goods and ideas. This variety of nationalities made it a â€Å"Cultural Bridge between Asia and Europe. † Before these pathways were established trade was nearly impossible, due to extreme desert conditions and high mountain tops. Many people died making the journey, even after the trade routes were established. So why make the trip? How did the Silk Road impact history? The Chinese were the first to produce silk from the silkworm. This was something†¦show more content†¦Many different architectural findings along the route show a mixture of Western Asia and European influence mixed with Eastern influence. For example, the Kushan people mixed Greek and Buddhist art. They also we re the first people to have artwork that depicted Buddha in human form, with him resembling the Greek God Apollo. Religious beliefs were also exchanged. â€Å"The most significant commodity carried along this route was not silk, but religion. † Buddhism, one of China’s largest religions was brought there from India via the Silk Road. This alone makes the Silk Road very significant because of the effect Buddhism has had on the world, especially China. Mingdi, a Han Emperor had a vision about Buddha and sent an official West to India. This official brought back two Buddhist Monks with him. From there Buddhism continually grew. The rise of Buddhism can be seen all along the Silk Road. With many different monasteries, statues, and artwork. Not only did the West have influences on China, China also had a huge influences on western civilizations. The Chinese offered the world the Chinese Four Great Inventions. These are paper making, printing, gunpowder and the compass. It i s easy to see how significant these were in history and the world’s development. Many of these items were first discovered in China but revolutionized in the West. Let’s first discuss paper. Paper was originally made from fishnet, bark and cloth. A paper factory was setup by the Arabs who capturedShow MoreRelatedThe Silk Road During The Han Dynasty Of China1484 Words   |  6 Pagessignificant way. What is known as â€Å"The Silk Road† was established during the Han Dynasty of China, it was a network of trade routes that created a link between these two regions during this ancient world (ancient.eu). Though these routes have history prior to the Han Dynasty, this is when many historians see the routes in full practice. This time during the second century BC was crucial in the connection of these separately thriving civilizations, connecting them through commerce, religion, and explorationRead MoreChallenges And Barrier And Soluations For Chinese Companies At C hina Pakistan Economic Corridor ( Cpec )1655 Words   |  7 PagesCHALLENGES/BARRIER AND SOLUATIONS FOR CHINESE COMPANIES AT CHINA PAKISTAN ECONOMIC CORRIDOR (CPEC) Abstract: In this paper, focus on the risks and challenges in the process of construction of CPEC. There are lot of studies about the importance of CPEC, benefits and impact on future economy of both countries. This paper attempts to explain the challenges, due to security issues, culture difference between china and Pakistan, energy issue in Pakistan, political, conflict in Balochistan, tribal issuesRead MoreEssay on Cross Cultural Exchanges on the Silk Road Networks1643 Words   |  7 PagesSilk was an important item that was traded and began during the Han Dynasty. The Silk Road was a network of trade routes and the first marketplace that allowed people to spread beliefs and cultural ideas across Europe and Asia. Merchants and traders of many countries traveled technologies, diseases and religion on the Silk Road; connecting the West and East. They also imported horses, grapes, medicine products, stones, etc. and deported apricots, pottery and spices. The interaction of these differentRead MoreHistory Of The Silk Road Essay example969 Words   |  4 Pages The Silk Road, a series of passageways connecting China with the Mediterranean completely changed the world. These series of trade routes allowed the advancement of technology and cultural diversity like never seen before. These routes connected many different civilizations allowing the exchange of goods and ideas. This variety of nationalities made it a â€Å"Cultural Bridge between Asia and Europe. † Before these pathways were established trade was nearly impossible due to extreme desert conditionsRead MoreThe Silk Road And Its Effect On Every Aspect Of People s Lives1615 Words   |  7 Pagesfoundation can be linked to The Silk Road. The Silk Road is referred to an ancient network of trading routes that started around the 2nd century B.C, reaching its zenith around the time of the Tang dynasty (6th-9th c.) and declining in the late 14th century B.C. . Its origin dates back to the Han Dynasty where the Silk Road was used to reach out to surrounding cities and empires to develop alliances for trade. The original purpose for The Silk Road was to link China to Europe through trade and forRead MoreTraders and The Silk Road510 Words   |  2 PagesThroughout history roads and routes has been an important means of transportation to the world. In today’s society roads connect us to different cities, and used for shipping valuables. Human beings constantly use these routes as a way to trade their product repeating what others have done throughout history. The Silk Road was one of the main routes used for trading valuables and merchandise. The road stretched from China and along the Mediterranean Sea being used by mankind for thousands of yearsRead MoreExpansion Of Expansion Early Civilizations1476 Words   |  6 Pagesit helped them build connections and peace agreements that helped them find new land routes connecting China and the Mediterranean Sea through the Silk Road. Due to this the Muslim Merchants grew their business and became a power in the trade game. The Silk Road connected Eastern and Western continents. It was the first major intercontinental and sea-based highway, it stretched 4,00 miles. The Silk Road was established when Emperor Han Wudi commissioned a diplomat named Zltang Qian to travel hisRead MoreBuddhism From India And China1689 Words   |  7 Pagescentury, but Buddhism’s popularity then was not as popular that it is today to the millions of devotee’s practicing. This research paper will argue how Buddhism from India spread to China by using the Silk Road as a critical bridge and also for change and continuity for the religion that came from India and traveled to China. Buddhism is a religion that is based on teachings it does not have a single God or many gods that are typical found in most religions such as Christianity or Hinduism. BuddhismRead MoreClassical Civilizations of Ancient Greece, Rome, and China Essay897 Words   |  4 Pagesthere have been many civilizations, empires, colonies, and tribes that have impacted the world. The civilizations of Greece, Rome, and China have done this, but what sets them apart from the others is their lasting significance and lasting impact they had on the world. For this reason, they are considered classical civilizations. To describe how Greece, Rome, and Han China are classical, there are three systems that are used; these are Economic, Social, and Political. Out of these three classicalRead MoreGlobalization Is Harmful to Culture863 Words   |  3 Pagestrade with people from around the globe so quickly. However, globalization has been happening since the Silk Road in 206 BC promoting cultural interaction through regions of the Asian continent connecting the West and East by linking traders, merchants, pilgrims, monks, soldiers, nomads and urban dwellers from China to the Mediterranean Sea. The silk trade brought a new type of clothing from China to Europe that was exclusive to the rich. So changed the culture across Europe and Asia by making a noticeable

Timeline for Applying to Graduate School

Applying to graduate school is a lengthy process that begins well before application time. Your graduate school application is the culmination of years of study and preparation.   What You Need to Do (and When) for Grad School Applications Heres a handy checklist to help you keep track of what you need to do and when. First, Second, and Third Years of College In your first and second year of college, your choice of major, courses and out-of-class experiences influence the quality of your application. Research and applied experiences can be important sources of experience, material for admissions essays, and sources of recommendation letters. Throughout college, focus on obtaining mentoring and other experiences that will let faculty get to know you. Letters of recommendation from faculty hold a great deal of weight in graduate school admissions decisions. Spring Prior to Applying to Grad School In addition to obtaining research and applied experiences and maintaining a high GPA, plan on taking the necessary standardized tests for admissions. You will either take the GRE, MCAT, GMAT, LSAT, or DAT, depending on what your program requires. Take the necessary standardized exam early so that you have time to retake it if needed.   Summer/September Prior to Attending Grad School If you havent done so already, take the GRE or other standardized exam needed for admission.Gather information about graduate programs online. Review department websites, peruse faculty web pages and examine program curricula and requirements. Narrow your choices.Consider which faculty members to ask for letters of recommendation. September/October Research sources of financial aid.Carefully examine each of the program applications. Note any questions or essay topics that will require your attention.Write a draft of your graduate admissions essay.Ask a faculty member or the career/grad admissions counselor at your school to read your essays and provide feedback. Take their advice!Ask faculty for letters of recommendation. Provide faculty with a copy of your transcript, links to program information and forms (all clearly labeled in one email), and your admissions essay.   Ask faculty if theres anything else that you can provide to help them. November/December Arrange for your official transcript to be sent to each program to which you apply. Visit the Registrars office to request your transcript. Request that the Registrar hold your transcript until the Fall semester grades are in (unless the application is due December 1, which is common).Finalize your admissions essay. Dont forget to seek additional input from others.Apply for fellowships and other sources of financial aid, as applicable.Check and record the due date for each application. December/January Complete the application for each program. Most will be online. Pay attention to spelling errors in your name, address, email, and email addresses for professors who will write your recommendation letters. Reread your essays and statement of purpose. Spell check! If you are to cut and paste it into an online form, check the spacing and formatting. If its all text, include a blank line between paragraphs. If you are to upload a pdf, be sure to review your document to check for formatting errors.Relax and breathe!Most schools send an email upon receipt of each application and will follow up as files are completed. Keep track of these. If needed, follow up with faculty who have not submitted their letters. February Depending on your field, start planning for the admissions interviews. What questions will you ask? Prepare answers to common questions.Fill out the Federal Student Aid (FAFSA) application. Youll need your tax forms to do this. March/April If needed, visit schools where youve been accepted.Discuss your decisions regarding programs to which you were accepted and reasons why you may have been rejected by a faculty member or the career/graduate admissions counselor at your school.Notify the program of your acceptance.Notify programs that youre declining.

The Fall Of The Roman Empire - 1110 Words

The Medieval Period was an important time in Europe which spanned for over 1000 years, beginning at the fall of the Roman Empire, in 476 CE and ending at the Renaissance in 1500 CE. The Middle Ages were divided into 3 eras, the Early Middle Ages (478 – 900 CE), High Middle Ages (900 – 1250 CE) and ending with the Late Middle Ages (1250 – 1500 CE), which was a time of fear and rapid population decrease caused by the black death. Throughout the Medieval Period there was major contact between societies, key beliefs in which influenced behaviour, significant people and technology or trade which have shaped the world we live in today. During the Middle Ages,interactions between cultures and people became very important for trade and war. The Roman Empire was founded in 27 CE and took over a massive expanse of the world, it spread over North Africa, Portugal, Britain and Iraq (from 117 CE). There were many reasons that lead to the fall of the Roman Empire. The main cau ses included a rapid decrease in population,land had become too large, war exhausted the empire and for the Empire to control and the wealth gap between the rich and poor was too vast. This resulted in the land dividing into smaller kingdoms. These kingdoms became the homes of the Anglo Saxons, Franks, Vikings and Celts in Western Europe. The contact between the groups and societies had varied impacts, sometimes it resulted in wars, other times more positive things like trade and conversation or a sense ofShow MoreRelatedFall of the Roman Empire1288 Words   |  6 PagesThe Pax Romana was a two hundred year time period where the Romans had peace and prosperity under Augustus. The Roman empire started to decline at the end of the prevail of the last five emperors, Marcus Aurelius in 161-180 A.D. The rulers in the next century had no idea how to deal with the problems the empire was having. There was many reasons to the fall of the Roman Empire but three stood out the most. The pre liminary reason was the economy begins to decline. The alternative reasoning was RomeRead MoreThe Fall Of The Roman Empire1537 Words   |  7 PagesAncient Rome was an empire so dominant, wealthy and economically- stable which came to a dramatic fall in the period of 250AD- 500AD. Ancient Rome faced unexplained unfortunate events which crumbled the Great Empire from the affluent empire to a impoverished society. For centuries historians have timelessly theorised and analysed many debates and research in relation to the Fall of the Roman Empire. What really caused the predominate Roman Empire to fall? Did Rome fall naturally? Was disease, suchRead MoreFall of the Roman Empire758 Words   |  4 PagesTaylor Davino Professor Horsley HIS 126 3 March 2010 The fall of the Roman Empire Political, economic and social aspects were all involved in the fall of the Roman Empire. In 395 A.D., Rome was divided into two empires, with one capital in Rome and the other in Constantinople. During that time, the western Roman Empire was being invaded by barbarian tribes from the North. In 410, the Visigoth tribe succeeded in conquering the western capital in Rome. In 476, the western EmperorRead MoreThe Fall Of The Roman Empire1419 Words   |  6 PagesThe Roman Empire was a powerful governing body of extensive political and social structures throughout western civilization. How did this empire fall and were internal factories responsible? Slow occurrences in succession to one another led to the fall of the empire rather than one single event. The fall of the Roman Empire was a combination of both internal and external pressures, not just one, leading up to the complete decay of the cities—Rome and Constantinople. However, one could argue how oneRead MoreThe Fall Of Ro man Empire1185 Words   |  5 PagesThe Fall of Roman Empire Roman Empire was considered as one of the most influential and dominant Empire in the history that has ever existed. â€Å"The Roman Empire at its zenith in the period of the Principate (roughly, 27 BC to AD 235) covered vast tracts of three continents, Europe, Africa, and Asia† (Garnsey). It was an ancient, modern Empire, and it supported anyone who made discoveries and technological improvements. The Empire was the strongest governing body in the Mediterranean. If the RomanRead MoreThe Fall Of The Roman Empire1440 Words   |  6 PagesSophie Loren Plays a Leading Role in the Fall of the Roman Empire? The reason for the fall of the Roman Empire is a controversial topic under much historical debate. How did such a great empire, known for being one of the largest that lasted over a millennium, fall? The Roman Empire transitioned from a republic to an empire in 31 BCE. Augustus Caesar was the first emperor. He created harmony in Rome, but not in calendars as he added August as the eighth month to follow July, which was named afterRead MoreFall of Roman Empire1175 Words   |  5 PagesThe Fall of the Roman Empire The Ancient Roman empire was one of the most prominent and successful societies of its time period. By the end of their reign, the Romans had conquered almost all of the Mediterranean including parts of present day Europe, Asia, and Africa. Rome was at its strongest during the rule of Augustus Caesar, this time was known as the â€Å"Pax Romana† or Roman peace. It wasn’t until later, when Emperor Trajan took over in about 98 C.E. that the Empire reached its peak. AfterRead MoreThe Fall of the Roman Empire609 Words   |  3 PagesThe Fall of the Roman Empire There are adherents to single factors, but more people think Rome fell because of a combination of such factors as Christianity, and economy, and military problems. Even the rise of Islam is proposed as the reason for Romes fall, by some who think the Fall of Rome happened at Constantinople in the 15th Century. Most people think it occurred during the fifth century, after the western division of the empire. There were several reasons for the fall of the Roman EmpireRead MoreThe Fall Of The Roman Empire1438 Words   |  6 PagesThe Roman Empire was one of the most powerful empires in the history of mankind. In 476 CE Odoacer defeated Romulus Augustus to capture Rome; most historians agree that this was the official end of the Western Roman Empire. There is much debate on how exactly Rome declined and eventually fell. The fall of Rome was a long process that took place over many centuries. There are five main schools of thought on why Rome fell. First, Christianity, offered by Edward Gibbons; He suggests that ChristianityRead MoreThe Fall Of The Roman Empire1495 Words   |  6 PagesFor a long period of time, the debate about the cause of the fall of the Roman Empire has been a popular topic amongst historians. Most of these historians look at the issue from a standpoint that accepts that there were most likely several causes. The main root of the issue is whether or not these causes were internal or external. Some historians even go more in depth and try to hypothesize what the internal or external causes were. In fact, Adrian Goldsworthy and Peter Heather do just this when

Art Impressionism free essay sample

Painting Technique the Making of Modernity† Anthea Callen described the cultural zeitgeist in Paris that paved the way for Impressionism, saying: â€Å"The nineteenth history is characterized in art history as an era of innovation. Science and technology provided painters with a greatly extended range of artists’ materials and pigments, and colour merchants retailed a burgeoning selection of ready-made equipment. It is essential to consider not only the relationship between technological change ad artists’ techniques, but also the new age of which both were a product. She goes on to describe how painting outside became possible with inventions that made it easier to transport easels and paint, which, in turn, aligned with a feeling of egalitarianism and increased democratization of art and of being an artist; the French national motto now is ’Liberte, egalite, fraternite’, meaning Liberty, equality, fraternity (brotherhood)†. This motto, thou gh adopted in the late 19th century, was coined during the French revolution, which by Degas’ time, had had almost 100 years to seep into the collective French conscience. These ideals of overturning monarchy and rejecting hierarchal authority would parallel the perceived headbutting of Impressionist painters against the Academie des Beaux-Arts, the judging body that dominated over who and what style of painting could be shown publicly. The Academie held annual art exhibits that only featured paintings that conformed to its standards. For struggling artists, getting theirs works exhibited gave them a chance at exposure to patrons of the art and could make or break a reputation, start a career, and win admirers as well as fame. Parisian critics of the time largely aligned themselves with the Academie, and were preoccupied with keeping art within a strict and narrow set of guidelines. Anthea goes on to note the power of the art critics of the late 18th century in helping to shape public perception of paintings, stating: â€Å" The written language of the criticism had the power to interpret the new artistic trends to a a nineteenth century public both visually untutored and suspicious of change. Therefore art critics, by mediating the meaning of paintings, could successfully defuse the threat of the genuinely radical pictorial statement, disarming it’s political force † Originally, even the term â€Å"Impressionism† was invented in a critique by then-columnist and art critic Louis Leroy. His first article with the term for the new painting style appeared in the Le Charivari newspaper and used the word â€Å"Impressionist† from Claude Monet’s painting entitled â€Å"Impression Sunrise† (In french, â€Å"Impression, Soleil Levant†). In the article, he made fun of the new style of painting he was unaccustomed to, and sarcastically compared them to wallpaper and mere unfinished sketches. He wrote: â€Å"Impression—I was certain of it. I was just telling myself that, since I was impressed, there had to be some impression in it and what freedom, what ease of workmanship! Wallpaper in its embryonic state is more finished than that seascape. † In 1874, Parisian artists from the Cooperative and Anonymous Society of Painters, Sculptors and Engravers staged an exhibit at the studio of photographer and journalist Felix Nadar. A group of artists composed of Claude Monet, Edgar Degas, Camille Pissarro, and a few others organized the original group of paintings to be shown and were eventually joined by Paul Cezanne, Auguste Renoir and others. The exhibit was an open rebellion against the established artistic standards of the Academie des Beaux-Arts, and featured paintings that directly flouted the conventions of the period. The new style of painting, which featured unusual composition, bright paint colors, and prominent, noticeable brush strokes went against almost everything that the Academie stood for. Degas’ â€Å"The Dance Class† is a perfect example of this style. According to art historian Frederick Hart, Degas differs from the Impressionists in that he never adopted the Impressionist color fleck (Hartt 1976, p. 365 Hartt, Frederick (1976). Degas Art Volume 2. Englewood Cliffs, NJ: Prentice-Hall Inc. : 365. ), but his use of bright colors, his delight at capturing everyday people in the middle of a moment, and his commitment to showing the effects of light and unusual composition were typical of the Impressionist movement. Even Degas himself did not like to align himself with the Impressionist movement, and historian Carol Armstrong points out in her biography of Degas that he did not like to be called an Impressionist: â€Å"He was often as anti-impressionist as the critics who reviewed the shows. Degas was quoted as saying, â€Å"No art was ever less spontaneous than mine. What I do is the result of reflection and of the study of the great masters; of inspiration, spontaneity, temperament, I know nothing. (Armstrong 1991, p. 22 Armstrong, Carol (1991). Odd Man Out: Readings of the Work and Reputation of Edgar Degas. Chicago and London: University of Chicago Press. ISBN 0-226-02695-7) Although Degas did not originally like the term, now he is considered a large part of the Impressionist painting movement. Art historian Charles Stuckey defended Degas’ inclusion in the Impressionist cannon it is Degas fascination with the depiction of movement, including the movement of a spectators eyes as during a random glance, that is properly speaking Impressionist. † (Guillaud and Guillaud 1985, p. 28Guillaud, Jaqueline; Guillaud, Maurice (editors) (1985). Degas: Form and Space. New York: Rizzoli. ISBN 0-8478-5407-8) The Impressionist use of color was partly influenced by Japanese prints, in what it was called ‘Japonism’ in France; the late 1800’s was a time of European fascination with the Orient, and with Japanese art in particular. These Japanese prints often made dramatic use of the â€Å"cut-off† composition – where the subject is chopped off at the frame – and Degas uses this visual device in â€Å"The Dance Class† as well as throughout his work. Degas was also heavily influenced by the early years of photography, which by the time of the Impressionists, had technologically advanced to the point of the snapshot camera. The blurriness and accidental cropping off that happened in developing a photograph provided an intriguing new way to look at the world, and Impressionists patterned their compositions in ways similar to the new photographs that had captured the public imagination. Like those photographs and Japanese prints, Degas overturns traditional compositional rules, and does so in many ways in â€Å"The Dance Class†; the composition is asemetrical, the the dancers from unusual angles and viewpoints, as though Degas was trying to capture a glimpse that a passing viewer might have. These elements of composition were quite radical for those times, and critics reacted strongly and negatively to Degas’ depictions of ballerinas. In of Degas’ paintings, dancers were shown backstage or in rehearsal, emphasizing their status as professionals doing a job. This contrasted with their public, glamorous persona, and echoed the Impressionist idealization and infatuation with everyday situationsagain, a turn away from the focus of the Academie’s preference of religious and mythological themes. The subject matter of Impressionism is often casual, everyday life, captured with an immediacy enhanced by transient effects of light and atmosphere. In this work, it seems as though the moment depicted is one the viewer happened upon; perhaps walking backstage. In no way do the figures seem posed, or, for that matter, poised. This was a radical departure from how paintings prefered by the Academie treated their subjects, and critics strongly reacted. Wrote Camille Mauclair in 1903: Not only does he amuse himself with noting the special movements of the dancers, but he also notes the anatomical defects. He shows with cruel frankness, with a strange love of modern character, the strong legs, the thin shoulders, and the provoking and vulgar heads of these frequently ugly girls of common origin. With the irony of an entomologist piercing the coloured insect he shows us the disenchanting reality in the sad shadow of the scenes, of these butterflies who dazzle us on the stage. He unveils the reverse side of a dream without, however, caricaturing; he raises even, under the imperfection of the bodies, the animal grace of the organisms; he has the severe beauty of the true. † (THE FRENCH IMPRESSIONISTS(1860-1900)BY CAMILLE MAUCLAIR Translated from the French text of Camille Mauclair, by P. G. Konody. 1903) â€Å"The Dance Class† shows many ballerinas at the end of a dance lesson. The asymmetrical composition has the whole bottom right completely empty space while the upper left of the canvas is full of figures. Several ballerinas are cut off at the edge of the painting (like photographs and Japanese prints), and they are in the middle of preening, slumping and seem completely unengaged while watching their teacher, the principal figure in the middle of the canvas. Degas closely observed the most spontaneous, natural, ordinary gestures, and was reported to regularly watch dance practices at the Paris Opera, and shows one ballerina scratching her back while looking on, disinterested and seated on top of a piano. Degas took pains to show these women as they really were: tired and inattentive ballerinas at the end of what undoubtedly was a long and athletically rigorous grueling rehearsal. This depiction exemplifies what Impressionism stood for: a desire for ordinary people to be elevated as worthy of being depicted in art, a desire to capture movement and vibrant color, and a turn away from the rules and confines of the desires of the art elite. Perhaps Degas himself might not like it, but he most certainly characterizes Impressionism perfectly!