Environmental management is concerned with both local and global issues and with the various ways in which societies, governments and economic activity (industry, agriculture and urban areas) use, misuse and attempt to manage both local and global environments. Whilst environmental management can often be presented in a negative light by emphasizing pollution, exploitation and misuse, it is important to give recognition to the positive ways in which we manage our environment. Thus issues such as global warming, industrial pollution and the impact of rapid population growth need to be balanced with others like the creation of National Parks, sensitive urban design and sustainable management/development. The syllabus reflects a contemporary concern with sustainable management. Through their study of environmental management, it is hoped that candidates will learn to appreciate that the exploitation of the environment.AICE Marine Science
Marine Science provides a coherent and stimulating introduction to the science of the marine environment. The content of the AS part of the course concentrates on the scientific study of the sea and its ecosystems, while the A Level part of the course concentrates on human activities that depend on the sea and have an impact on it. AS and A Level Marine Science can form part of an ideal subject combination for students who want to study Marine Biology or Environmental Science at a university or to follow a career in shipping, fisheries, tourism, or aquaculture.AICE Psychology
AICE Psychology encourages students to take an interest in and appreciate psychology through allowing them to explore the methods by which psychology is conducted. Students will review several important research studies and will explore the ways in which psychology is applied. Emphasis is placed on the development of psychological skills and learning. AICE Psychology provides students a foundation for further study/careers in psychology or other social sciences. No prior knowledge in the field is necessary.AICE Computer Science
In a world in which technological advances are ever-increasing, knowledge of computer technology and programming is becoming ever-more important. AICE Computer Science provides students the opportunity to gain a general understanding of computer technology, to sharpen the computer skills and information and communications technology (ICT) that are becoming more and more of a necessity in today’s professional world, and to develop the skills necessary for further study in computer technology. This course is designed to allow students with any level of knowledge of computer science to benefit from the curriculum.Language Courses AICE English Language
The purpose of this course is to provide students with an understanding of the semantic, structural, and rhetorical resources of the English language as they relate to the principles of effective writing. The course also provides a variety of writing opportunities calling for the use of different styles and tones.AICE Spanish Language
The Cambridge International AS Level Spanish syllabus enables learners to achieve greater fluency, accuracy, and confidence in the language as it is spoken and written, and improve their communication skills. They will learn how to improve their use of Spanish in a variety of situations, understanding how to read texts and other source materials, extract information, initiate conversations, and respond to questions both orally and in writing.AICE French Language
The Cambridge International AS Level French syllabus enables learners to achieve greater fluency, accuracy, and confidence in the language as it is spoken and written, and improve their communication skills. They will learn how to improve their use of French in a variety of situations, understanding how to read texts and other source materials, extract information, initiate conversations, and respond to questions both orally and in writing.Arts & Humanities Courses (3 branches: Painting & Related Media, Ceramics, or Graphic Design)
The Cambridge International A Level Art and Design syllabus considers expression and communication. Learners gain an understanding of visual perception and aesthetic experience, and the ways in which art and design creates a language of its own. Most of the work for this syllabus is practical or studio based, so that learners can develop their abilities of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination. They also learn how to relate their skills to an enhanced knowledge of their own cultures, past and present, as well as an appreciation of practical design problems.AICE Literature in English
AICE English Literature prepares students for lifelong literacy appreciation and helps them develop important literacy skills in writing, argument development, research and information management, and text analysis. Course themes include imaginative literature, form, structure, genre, conventions, context, audience and readership, language and style, and interpretation.AICE Psychology
AICE Psychology encourages students to take an interest in and appreciate psychology through allowing them to explore the methods by which psychology is conducted. Students will review several important research studies and will explore the ways in which psychology is applied. Emphasis is placed on the development of psychological skills and learning. AICE Psychology provides students a foundation for further study/careers in psychology or other social sciences. No prior knowledge in the field is necessary.AICE Sociology
In a rapidly changing world, Cambridge International AS and A Level Sociology offers learners the opportunity not only to explore the processes that are shaping current trends, but also to develop an understanding of the complexity and diversity of human societies and their continuities with the past. The study of sociology stimulates awareness of contemporary social, cultural and political issues, and focuses on the importance of examining these issues in a rigorous, reasoned and analytical way.AICE Spanish Literature
AICE Spanish Literature provides students with linguistic ability and comprehension as well as lifelong skills in the Spanish language such as confident communication, understanding of linguistics, cultural insight, cultural integration, positive attitude, analysis, and memory. It is recommended that students have some background of study in the Spanish language.AICE French Literature
AICE French Literature provides students with linguistic ability and comprehension as well as lifelong skills in the French language such as confident communication, understanding of linguistics, cultural insight, cultural integration, positive attitude, analysis, and memory. It is recommended that students have some background of study in the French language.AICE Travel & Tourism
AICE Travel & Tourism provides students a chance to appreciate the significance and importance of the worldwide travel and tourism industry and how it may impact people, environments, and economies. Students will learn of the dynamic nature of the industry and how it responds to changing consumer needs and expectations, developments in information and communications technology, etc. Students will learn practical and technical skills related to the travel and tourism industry that will equip them to address a wide range of situations and problems. This course provides students a foundation for further study or careers in travel and tourism. No prior knowledge in the field is necessary.AICE History (branch: European History)
AICE History emphasizes both historical knowledge and on the skills required for historical research. Students learn about cause and effect, continuity and change, similarity and difference, and use historical evidence as part of their studies. This course focuses on AICE History’s European Option: Liberalism and Nationalism in Italy and Germany, 1848–1871.AICE Business
AICE Business offers students valuable foundation knowledge needed to pursue a degree or career in business or management. Students will develop skills needed for analysis of how businesses work to meet ever-changing demand, successful leadership, customer service, business finance and accounting, and more. Students will develop the understanding necessary for the strategy, planning, and decision-making that is essential for business success. Important themes include change, management, customer focus, innovation, creating value, and strategy. Students do not need any prior business studies to begin this course.Interdisciplinary & Skills-Based Courses AICE Global Perspectives
Cambridge International AS Level Global Perspectives prepares learners for positive engagement with our rapidly changing world. Learners broaden their outlook through the critical analysis of – and reflection on – issues of global significance. The Cambridge International AS Level Global Perspectives syllabus is based on skills rather than on specific content. Learners develop research, thinking, reasoning and communication skills by following an approach to analyzing and evaluating arguments and perspectives called the Critical Path. The skills gained through study of Cambridge International AS Level Global Perspectives enable students to meet the demands of twenty first century learning and make a successful transition to study in higher education.AICE General Paper
The Cambridge International AS Level General Paper encourages learners to develop a maturity of critical thought and argument, and a mastery of expression in the English language. These are all skills of great use for university level study. The syllabus draws on topics from across the school curriculum, and learners are able to draw upon knowledge and understanding gained from study of other subjects.AICE Thinking Skills
Thinking Skills develops a specific set of intellectual skills, independent of subject content, reflecting the need voiced by universities and employers for more mature and sophisticated ways of thinking. The Thinking Skills syllabus also enables students to approach their other subjects with an improved ability to understand, analyse and resolve problems. As a result, students will find the course of great benefit when preparing for higher education and for a wide range of careers, including law, scientific research, social science, journalism, medicine, business, accounting and engineering. The Thinking Skills syllabus encourages free and open debate, critical and investigative thinking, and informed and disciplined reasoning.
The Advanced International Certificate of Education (AICE) is an academically rigorous, internationally used, specialized, English language curriculum offered to students in the higher levels of secondary school intended to prepare them for an honours programme during tertiary education. The curriculum is overseen by Cambridge International Examinations which is a branch of Cambridge Assessment and operates globally. It includes classes in the subject areas of mathematics and science; languages; and arts and humanities with two levels of difficulty Advanced Subsidiary level and Advanced level with Advanced level being more challenging. It is mandatory for a student to have taken and passed a subject on the Advanced Level. Students need to select subject from 4 different groups (Group 1: Mathematics and Sciences, Group 2: Languages, Group 3: Arts and Humanities, Group 4: Interdisciplinary and skills-based subjects (optional)).
Successful completion of the program within a thirteen-month period confers a Cambridge AICE Diploma. Three levels of diploma—Pass Level, with Merit and with Distinction—are offered based on the number of points that a student receives; these points depend upon factors such as the grade earned in an AICE class and the level of the class taken. To successfully complete the curriculum, a student must achieve at least 120 points with a minimum of six credits in courses spread across the subject areas.
The United States has identified AICE as a graduation option and acceleration mechanism through which students can be awarded up to 45 hours of college credit. Students earning the AICE Diploma in Florida qualify for the Florida Bright Futures Academic Scholarship while students completing the curriculum can earn the Medallion tuition scholarship.
Some AICE classes are:
Prompt Interpretation: Freedoms and Limitations
Prompt Picking: Terms to Consider Closely
Seeing Double: Prompt Recycling
How does this impact you? STUDENTS can RECYCLE Content.
Sample Lesson:STUDENT SIMULATION
PREPARING TO WRITE a discursive ESSAY…
Explore all your favorite topics in the SlideShare app Get the SlideShare app to Save for Later — even offline
Continue to the mobile site »
Double tap to zoom outAsset Management & the future Global Pension Crisis - Global Perspectives White Paper - november 2012 - final
Share this SlideShare
LinkedIn Corporation © 2017
University of Nebraska
Fall Semester 2001
This is a lecture, reading, and discussion course/seminar. It is frankly Frank centered. Sombody entitled an essay of his "Lets be Frank about World History," and that is I hope what I am here for. Accordingly, the course is global historical materialist; but it also gives [due?] attention to complementary and at least some opposing perspectives and works. This is a frankly exceptional and innovative attempt a doing a globally connective and inclusive, even if so far predominantly economic, history. It is even more innovative to pursue a time line horizontally around the world at the SAME time. Conventional regional and topical histories only examine one region or process topic vertically through time. Even 'world history'' predominantly still only examines, compares and at best gives 'equal time'' to different regions and allegedly separate 'civilizations' one after another. Even the "New World History" [see below the book by that title edited by Dunn] does not even attempt to connect them around the world, let alone to place them in their GLOBAL context at one time I try to do that and invite you to do so as well.
Accordingly in principle and mostly in practice, one period will be examined each week on a global basis. The instructor will offer a lecture on Tuesdays, and the seminar will discuss it and the related readings on Thursdays. Readings will be previously assigned for each week, and students will hopefully have read them by Tuesday in order better to assimilate the lecture, and they will be expected definitely to have read all of the material listed at the top of each week's list before the Thursday discussion. However, not every student is expected to read every reading listed below. The ones listed at the bottom for each week can by prior agreement be distributed among particular students who agree to "take" this or that one and then to summarize - but NOT ONLY to summarize it and bring its content and/or perspective to bear in and on the Thursday discussion. Thus, the Thursday discussion should be based on both the Tuesday lecture and on the related readings assigned to all for that topic and week as well as on the contributions of those who selected additional readings, who therefore should be able also to lead the discussion on the basis of these particular readings. Of course, students and especially discussion leaders are encouraged to introduce and deal with related questions of particular interest to them. However in addition to and after its title, each topic is also accompanied by guide line questions posed by the instructor. The topics are mostly historical periods and some major mutually related events and developments therein around the world. To facilitate "getting the point," the presentation and consideration of the periods begin with the more familiar present and recent past, and go in mainly REVERSE chronological order through the ever more distant past, although chronological order will be followed in examining shorter periods within each longer one. Some quotations may help illustrate what I mean:SOME ILLUSTRATIVE QUOTES
History must from time to time be rewritten, not because new facts may have been discovered, but because new aspects come into view, because the participant in the progress of the age is led to standpoints from which the past can be regarded and judged in a novel way
Up to the present, academic history has not succeeded in liberating itself from the influence of the spirit of nationality [that] demanded the rewriting of history in terms of a national existence and a new enthusiasm for the achievements in the past.Academic historyfinds its characteristic interest in national history. In this the emotional appeal is strongest, the type of unity is simplest.Nationalistic historiography can never do justice to the content of the past. If the aim of history be to state "what has actually happened, there can be no escape from the conclusion that the final test of traditional historiography must lie in its ability to formulate a synthesis of the history of mankind [humanity].
Frederick Teggart 
History is marked by alternating movements across the imaginary line that separates East from West in Eurasia
From this period we find that history has become an organic whole and the general current of events sets no fixed point So we would by means of our History bring under a common view, for the benefit of our readers, the operations of which Fortune has employed for the completion of a system of the world. Indeed it was this above all that incited and urged us to attempt the writing of history
To confront world history is to confront the ultimate questions of human destiny. One must look at history, particularly world history, as the reflection of a desired future. To avoid the challenge of a global perspective is to abdicate in the face of the historian's central task--to decipher the meaning of history. To reject world history in a time of crisis is to renege on the historian's ultimate responsibility of confronting society with its past in a meaningful and useful way. World history has become a pursuit of world unity.
Paul Costello TERM PAPER
Each student is expected also to write a term paper, although with the instructor=s prior approval two or more students may collaborate on a longer paper, eg. one that relates and/or compares one place or theme with another during the same period. The topics are to be chosen and an outline of ==how I mean to tackle it== are to be presented in [short] writing early in the term, and the completed paper by the last day of classes. Evaluation and grades will be based on the paper and class participation, including the leading of discussions as per above. A mid-term take home exam may be taken if students and the instructor so desire [so far the latter does not], in which case that exam will also count in the final grade. Each paper is to examine a particular chosen PROBLEMatique in time, place, or of a process, such as those listed below, from/with one or more "orthodox" approaches and/or those that study the same "vertically" through time; and then RE-EXAMINE THE SAME topic from a GLOBAL WORLD historical and if appropriate and possible a "horizontally integrative" perspective AND discuss if and how such hopefully different procedures lead to [partly?] different conclusions. That may be the case not only because the global/world perspective may lead to the examination of more or other relevant factors and evidence, but also because examining the chosen problematique within and from a GLOBAL world historical context may lead to [sometimes very] different conclusions than those derived from a narrower examination. For instance, even an already relatively "broad" questions such as 'why the industrial revolution and the rise of the West?'' will elicit very different answers if placed in a global world historical context than they do in the 'conventional study.'' Students of history should have no trouble in finding such "orthodox" approaches to narrower topics. However, "handling" your topic by placing - or better finding - it in a world historical context is also acceptable if you really do it. By way of assistance, an introductory guide to sources, surveys, examples, recommendations of many approaches, especially to world history, follows:On mostly last millennium and/ or early/modern world history
Some suggested process topics: environmental/ecological/climactic change [both natural>social and social > natural, population growth/ decline rates, urbanization/de-urbanization, migration/diasporas/entrepots, exploration/frontier expansion, settled/nomad, religion and/or philosophy, gender relations, race/class, nationality/ethnicity, family & society, money, production/trade, economic/commercial institutions, technology, state, public opinion, literacy, war/revolution/social movements, etc.
Some important problematiques, modes of analysis, or theories are historical periodization, continuity/discontinuity, > art/whole/holism, economic/social/cultural cycles, science & technology/revolution, food consumption, rise/demise of civilizations and/or societies, feudalism/capitalism/socialism, hegemony, progress, structure/agency.
Some early modern and recent periods of particular interest are 1490s, 1640s [examined in ReORIENT, so student/s would have to challenge that and/or bring and examine also additional evidence for the same places or for other places], 1690s, 1720, 1742, 1760, 1770s; in 19th-20th centuries: 1780s, 1848-57, 1873, 1880s, 1890s-1913, 1907, and other dates since then. In ancient, classical, and medieval periods, for instance 1750-1500 BC, 1200-1000 BC, 1000-800 BC, 600-450 BC, 200 BC-AD 200, 200-500, 600-800, 1000-1300, 1300-1400/1450.CLASS SCHEDULE, READINGS, THEMES & QUESTIONS
Titles below are abbreviated,
chpt/s = chapter/s
pp = pages
espc = especially
JWH = Journal of World History
B = Book purchase or library
R = Reading supplied mostly 1 per 2 students
S = Supplied in lesser quantity
W = Web Page of A.G. Frank, or course web page if any.
Tuesdays - Lectures
Thursdays - Discussion of Lecture & Readings
listed below in order of importance and/or availability. Each student need not do all readings. Some can be selected by one or more students for presentation/discussion on Thursdays, especially of complementary topics and/or divergent views.
INTRODUCTION TO WORLD HISTORY
1.IS WORLD HISTORY POSSIBLE? IF SO, HOW?Attention! Pop Quiz AP pp 23-29 Report your results to the class [truthfully! No browny points given or taken!!]
SECOND MILLENNIUM FIRST HALF10. CHINESE AGE, COLUMBIAN EXCHANGE AND ECOLOGICAL IMPERIALISM
CLASSICAL WORLD 500 BCE to 500 CE12. CLASSICAL IMPERIAL WORLD 500 BCE - 500 CE
BRONZE AND IRON AGES14. IRON & AXIAL AGE 1000 BCE - 500 BCE WORLD HISTORICAL CONNECTIONS AND/OR ONLY COMPARISONS?
16. WHAT HAVE WE LEARNED? FURTHER QUESTIONS, TERM PAPERS [and room for contingencies]