answers1: I like your topic it is an interesting thought that
Pythagoras ancient philosopher who said math was the most sacred
concept and was only taught at the most inner group assigned a chackra
for each type of instrument the drum being the base chackra his math
theory is still taught today to children
answers2: why dont you try foods and where they are from?? <br>
<br>
petta pocket- france <br>
fedichiny alfreado- france <br>
tamoles-mexico <br>
enchaladas- mexico <br>
orange chicken-japan or china <br>
cashew chicken- japan or china
answers3: You can try this or structure another project along similar
approach. <br>
<br>
Comparative Genocide Studies( CGS ) <br>
There are lots of things to be said about genocide of the Jews. You
can compare to Rwandan one of 1994. Look for the documentary 'The
ghosts of Rwanda' <br>
<br>
<br>
The following outline was by a Japanese institute: <br>
* <br>
The aim of this research is to establish and reposition "genocide
research", currently grouped in an unexplored area of the humanities
and social sciences in Japan , and to make even a slight contribution
to "the construction of peace". Genocide is still now taking place in
various regions all over the world. This research project represents
an attempt to establish a theoretical framework for comparative
genocide research, based on concrete empirical evidence, and to work
towards theories of prevention. <br>
<br>
The object of study for this project will be broad: the many different
instances of genocide which have taken place all over the world
throughout the twentieth century. Firstly, we will reposition the
massacres which took place during World War Two, generally accepted
and understood as the "Holocaust", as "European genocide", and
approach it from a variety of points of view: racism and eugenics;
ethnic self-determinism and forced migration; acts of war and acts of
extermination; and critical approaches to the modern nationalist
state. Alongside this, we will examine the Armenian massacres in
Turkey during World War One; genocide which occurred in developing
countries such as Cambodia, Rwanda and Guatemala; and genocide in the
former Yugoslavia; analyzing the background to and contributing causes
of each, as well as their processes and consequences, all the while
highlighting the universality and present-day relevance of the issue
of genocide. <br>
<br>
Further, we will examine genocide occurring under colonial rule or
under conduct of war (including sexual violence and "cultural
genocide"), and genocide under socialist dictatorships as occurred in
the former Soviet Republic and China, to empirically demonstrate the
various forms and mechanisms of genocide. Focus will also be placed
upon the ability of genocide to fundamentally alter the structure of
regional societies, and upon issues such as the reconstruction of and
reconciliation within post-genocide afflicted societies, as well as
memories and trauma of the victims and their representation. In this
way, while this project will use modern German and European history as
its starting point, its scope far exceeds this sector, and represents
an endeavour to identify the intrinsic qualities of modern-day
genocide. <br>
<br>
For each individual topic of research, the methods employed will
largely be those of the academic disciplines of history and area
studies, but on the theoretical front we intend to develop a greater
elaboration of the notions of "structured violence", "cultural
violence" and "human security" which have been key concepts in
sociology in recent years. This project will extend across several
academic disciplines and remove barriers between specialties. In
concrete terms, the project will chiefly be undertaken by young
researchers and those of middle standing who have striven to overcome
boundaries between disciplines and who have held an interest in the
significance of genocide to such diverse academic fields as history,
area studies, medical history, cultural anthropology, international
law, international politics, peace studies and philosophy. <br>
** <br>
<br>
<br>
<br>
good luck
answers4: beer or wine??? which came first??? <br>
<br>
why was it [seemingly] important for Noah to plant a vineyard almost
immediately after the world had dried out from the flood? <br>
Who cares if the Biblical myth is true or not...what does the seeming
STRONG need for wine imply? <br>
<br>
what were some of the earliest social/cultural needs for beer?
implications??? <br>
[one of the hieroglyphs recorded that a strike threatened to stop
work on the pyramids because of a beer allotment shortage] <br>
<br>
did beer lead to agriculture? <br>
one theory would have the need for beer on a regular basis [as an
offering to the Babylonian gods] might have lead to the development
of agricultural...instead of the other way around <br>
see James Burke's book(s) <br>
<br>
did the alcohol in the wine in the upper class Roman drinking cups
leech out the lead and lead to insanity, depravity, debauchery? <br>
see "theories for the fall of the Roman Empire" <br>
<br>
why and how did the "little ice age" give rise to beer making in
northern Europe and wine making in the southern parts? <br>
check the Discovery channel for a nice explanation of the
climatological implications <br>
<br>
what does the manufacturing of either beer or wine imply about the
state of the culture??? <br>
you need agriculture- you need excess grains and water; glassmaking
and/or pottery for storage; bread-for the yeasts...or was it the other
way around..only flat bread until beer yeasts?; distilleries...etc etc
etc <br>
<br>
<br>
enough???? <br>
<br>
<br>
good luck
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