Case Study On Sogdian In Tang EmpireEssay Preview: Case Study On Sogdian In Tang EmpireReport this essaySilk Road trade: A preliminary study on why Sogdian merchants dominate Chinese merchants in Tang DynastyTang Dynasty was long regarded as the Golden age in the history of China. As the largest empire in the period, it enjoys a dominant role in many areas like military and economy. Despite the privilege, Tang merchants were not successful in the trading along silk road, which was dominated by the sogdian, a group of Iranian people living in the Central Asia. Sogdian occupied a key position along the Silk Road, playing a major role in facilitating trade between China and Central Asia and dominating the East-West trade. This studies focus on investigating why Sogdian can dominate in Silk Road Trade in geographical, political and cultural perspective. Also, the disadvantage of Chinese in Silk Road Trade was also investigated.
GeographicalSogdian didn’t form a political state over its history. It was mainly centered around their main city of Samarkand(ж馬Ð*?Ñ*еâ„-І). Though the exact limits of Sogdian region are poorly known, it lay north of Bactria(е¤§Ðµ¤Ð), east of Khwarezm(иЉ±Ðµ‰ÐŠÐµÑжÐÐŽ), and southeast of Kangju(еє*ењ‹) between the Oxus (Amu Daryaй?іе§†Ð¶Ð†Ñ-) and the Jaxartes (Syr DaryaйЊ«Ð*?Ñ*жІÑ-), embracing the fertile valley of the Zarafshan (ancient Polytimetus). Sogdian region is highly accessible to a wide-range of countries, including China, India, Mongolia, Persian Empire, Byzantine Empire, etc. This characteristic contributed to the reason why Sogdian region was the center of Central Asian Trade, connecting to Mideterranean region, East Asia and Europe.
Sogdian lived around different grasslands in Central Asia. The nature of grasslands contributed to the good breeds of horses, camels and donkeys. Sogdian developed good skills in rasing these kinds of animals, which were the main transport equipments along Silk Road trade, in which large parts were consisting of grasslands and deserts. The good breeds of these animals facilitate the long-distance trade for Sogdian and help foster their development of dominant role in Silk Road Trade.
PoliticalSogdian has never politically united and has a relatively week military development. There were several times in history that Sogdian were conquered and become subordinate of several empires, including Cyrus, Achaemenid Empire, Alexander the Great amd the Parthian Empire. Although Sogdian has been conquered by several empires in its history, certain degree of economic independence was still maintained and given by those empires, ensuring the existence of their trading activities. Furthermore, thanks to those conquering events, Sogdian developed a very flexible characteristic. They realized that cooperating with the surrounding strong empires is the key method of maintaining the stability of their business activities. They made use of small portion of the profits in long-distance trade, to corrupt the officials of surrounding empires, requesting a safe route to carry our business. The high flexibility and adaptability of Sogdian, which was mainly developed by facing the pressure of subsistence over its surrounding empires, contributed to their success in Central Asia Trade. These characteristics foster their development in trading activities, surpassing other races,
CulturalCultural differentiating was the main aspect contributing to the success of Sogdian in East-West Trade. To explain the culture identity of Sogdian, 6 parts would be explained, they are Education, Profit-oriented business mind, Language, Script, Flexibility and Entertainment.
EducationEducation is the core part in nurturing an individual and it contributed a huge part in developing a culture. Sogdian has a very different focus on education with other races. Their traditional family education focuses a lot on commerce and business. Ð*Ñ*ÐÐ*”oÐÑ”« suggested in <<Ð*ІџÐ*‰â„-ÐÑ"Ñ"и?‡Ðµ*†Ð¶Ò>> that Sogdian train their children in business activities while they were only 5 years old, and because of that, most Sogdian became experts in obtaining profits on trading. When the children became adult, they would travel to other countries to learn business. Moreover, an interesting finding was that Sogdian parent would let their male child taste honey, as a wish for honey-mouthed. Although the accuracy of these findings are not proven, they show good implication on how Sogdian focus on teaching their child, and devlop a business-oriented culture.
Sogdian Education is not an academic subject, and in its current form, it is not widely used in any research contexts. In fact, it does not attract the most attention. An important limitation is the lack of any scientific justification for this approach. There is, however, some research that suggests that, although Sogdian education is not an academic subject, it may be regarded as one useful in establishing social and business relationships. However, the present study provides a good example of the practical implications of a “societal, ethical, or humanistic” approach to education in its form. This suggests that, at least, we may be able to use Sogdian as a starting point. The research should, therefore, be focused on both physical and mental aspects of education, and should not be restricted to the areas of education in general and to specific racial groups. The study does, however, offer a unique opportunity for the study of Sogdian education: it gives a very concrete basis for further study on the relationship between the education and the political and economic structure of racial minorities, as well as their political or economic practices and practices to a greater degree. Furthermore, it makes the work of education in general highly competitive, as it should be regardless of the level of educational attainment associated with it in any given race and ethnic group. A potential goal should be to identify a racial or ethnic class that has significant social, economic or political differences because of different educational practices and practices, whether that class exists in the general population or underrepresented in specific communities. For example, when studying race preferences and political beliefs among children or their potential peers, the possibility that there (or in some other place) could be other children in that group could provide an opportunity to compare the educational and economic impact of that group in relation to other groups. This research provides a starting point for further study on racial and ethnic group differences. In summary, while the present study is of great interest to the research field, there are other ways in which training can be applied to educational design that provide a more comprehensive knowledge base. This research may also provide a positive alternative to the traditional approach of the public education systems, which may require different levels of individualized and institutional schooling.
Study design:
The participants were recruited from all educational institutions in the United Kingdom and included the following:
The researcher (N.H.) from Department of Education
The academic year of education for the study
The educational year of admission for the study
Subject demographics:
Subjects aged 18 to 65 or more
Subjects with a history of being bullied (e.g. non-compliance with physical, verbal, and intellectual treatment; violence)
This interview was conducted via written telephone conversations, e-mailed home-based surveys, and telephone surveys (e.g. the telephone of the individual living in Canada; the telephone numbers of the individual living in the US; or a telephone conversation with the individual living in Britain). No other demographic information was collected for data collection.
Study goal:
To determine the educational status of children, to develop educational
Sogdian Education is not an academic subject, and in its current form, it is not widely used in any research contexts. In fact, it does not attract the most attention. An important limitation is the lack of any scientific justification for this approach. There is, however, some research that suggests that, although Sogdian education is not an academic subject, it may be regarded as one useful in establishing social and business relationships. However, the present study provides a good example of the practical implications of a “societal, ethical, or humanistic” approach to education in its form. This suggests that, at least, we may be able to use Sogdian as a starting point. The research should, therefore, be focused on both physical and mental aspects of education, and should not be restricted to the areas of education in general and to specific racial groups. The study does, however, offer a unique opportunity for the study of Sogdian education: it gives a very concrete basis for further study on the relationship between the education and the political and economic structure of racial minorities, as well as their political or economic practices and practices to a greater degree. Furthermore, it makes the work of education in general highly competitive, as it should be regardless of the level of educational attainment associated with it in any given race and ethnic group. A potential goal should be to identify a racial or ethnic class that has significant social, economic or political differences because of different educational practices and practices, whether that class exists in the general population or underrepresented in specific communities. For example, when studying race preferences and political beliefs among children or their potential peers, the possibility that there (or in some other place) could be other children in that group could provide an opportunity to compare the educational and economic impact of that group in relation to other groups. This research provides a starting point for further study on racial and ethnic group differences. In summary, while the present study is of great interest to the research field, there are other ways in which training can be applied to educational design that provide a more comprehensive knowledge base. This research may also provide a positive alternative to the traditional approach of the public education systems, which may require different levels of individualized and institutional schooling.
Study design:
The participants were recruited from all educational institutions in the United Kingdom and included the following:
The researcher (N.H.) from Department of Education
The academic year of education for the study
The educational year of admission for the study
Subject demographics:
Subjects aged 18 to 65 or more
Subjects with a history of being bullied (e.g. non-compliance with physical, verbal, and intellectual treatment; violence)
This interview was conducted via written telephone conversations, e-mailed home-based surveys, and telephone surveys (e.g. the telephone of the individual living in Canada; the telephone numbers of the individual living in the US; or a telephone conversation with the individual living in Britain). No other demographic information was collected for data collection.
Study goal:
To determine the educational status of children, to develop educational
Sogdian Education is not an academic subject, and in its current form, it is not widely used in any research contexts. In fact, it does not attract the most attention. An important limitation is the lack of any scientific justification for this approach. There is, however, some research that suggests that, although Sogdian education is not an academic subject, it may be regarded as one useful in establishing social and business relationships. However, the present study provides a good example of the practical implications of a “societal, ethical, or humanistic” approach to education in its form. This suggests that, at least, we may be able to use Sogdian as a starting point. The research should, therefore, be focused on both physical and mental aspects of education, and should not be restricted to the areas of education in general and to specific racial groups. The study does, however, offer a unique opportunity for the study of Sogdian education: it gives a very concrete basis for further study on the relationship between the education and the political and economic structure of racial minorities, as well as their political or economic practices and practices to a greater degree. Furthermore, it makes the work of education in general highly competitive, as it should be regardless of the level of educational attainment associated with it in any given race and ethnic group. A potential goal should be to identify a racial or ethnic class that has significant social, economic or political differences because of different educational practices and practices, whether that class exists in the general population or underrepresented in specific communities. For example, when studying race preferences and political beliefs among children or their potential peers, the possibility that there (or in some other place) could be other children in that group could provide an opportunity to compare the educational and economic impact of that group in relation to other groups. This research provides a starting point for further study on racial and ethnic group differences. In summary, while the present study is of great interest to the research field, there are other ways in which training can be applied to educational design that provide a more comprehensive knowledge base. This research may also provide a positive alternative to the traditional approach of the public education systems, which may require different levels of individualized and institutional schooling.
Study design:
The participants were recruited from all educational institutions in the United Kingdom and included the following:
The researcher (N.H.) from Department of Education
The academic year of education for the study
The educational year of admission for the study
Subject demographics:
Subjects aged 18 to 65 or more
Subjects with a history of being bullied (e.g. non-compliance with physical, verbal, and intellectual treatment; violence)
This interview was conducted via written telephone conversations, e-mailed home-based surveys, and telephone surveys (e.g. the telephone of the individual living in Canada; the telephone numbers of the individual living in the US; or a telephone conversation with the individual living in Britain). No other demographic information was collected for data collection.
Study goal:
To determine the educational status of children, to develop educational
Profit-oriented business mindSogdian have a profit-oriented culture. They travel around the world to maximize their profit in trading. East to Persia, North to Eastern Europe and Mongolia, South to India, etc, footprints of Sogdian have been found in many regions around the world. Furthermore, Some Sogdian emigrate to China, permanently settle down and been registered by the Chinese Administration. They have dominated great commerce in China and had great influence in Gansu. These findings show that Sogdian have a profit-oriented culture and it was the key characteristic for a successful merchant. Besides, Sogdian would provide some products they get from trades for some military forces as to gain protection for their business troops. Many Sogdian became the high officials in China and other countries. This help protect Sogdian along the Silk Road and gain benefit from the support of strong empire. Finally, to maximize the profit, Sogdian would invent value-added and customized products for various markets. A typical example would be the modification of print on Silk to suit different needs of European.
LanguageSogdian Language belongs to East Iranian Language, and was the most common commercial language in Europe and Asia. This makes Sogdian have a natural privilege over other races in trading activities. In addition, Sogdian normally would be familiar with several language to facilitate cross-country trade , this multi-lingual ability offers them privilege in traveling and doing business around Central Asia.
ScriptThough