06512_fm_rev04.indd 8 9/11/12 11:05 AM
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06512_fm_rev04.indd 2 9/11/12 11: ...
06499_fm_rev04.indd 2 9/11/12 10:50 AM
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06499_fm_rev04.indd 1 9/19/12 10:27 AM
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Copyright 2012 Cenga ...
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C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
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C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Ellen F. Monk
University of Delaware
Bret J. Wagner
Western Michigan University
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Concepts in Enterprise Resource Planning,
Fourth Edition
Ellen F. Monk and Bret J. Wagner
Editor-in-Chief: Joe Sabatino
Se ...
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LETTER TO INSTRUCTORS
Essentials of Management, 9e
Dear Colleague,
Whether you are a previous adopter, a new adopter, or a professor consider-
ing this text for adoption, I wish to thank you for your interest in Essentials of
Management 9e. Essentials was the first relatively brief management text
that was not simply an abbreviated version of a longer text. We created the
path for a more concise, more understandable, and practical approach to the
vast body of knowledge referred to as “management.” We assume that the
study of management is not exclusively geared toward C-level executives,
and that our readers will not be directing large enterprises or divisions of
large enterprises in their first job. Instead, the vast majority of our readers will
first be engaged in work that will require some managerial skill and knowl-
edge, even though they are not working as executives.
Virtually all texts in management and related fields claim to be practical,
although many single sentences within them make six sweeping recommen-
dations for CEOs or list ten companies that use a particular technique. We
contend that Essentials of Management, unlike much of the competition, is
and always has been a text that enables the student to apply much of the
information. We support our conclusions with relevant research studies wher-
ever possible, but our intent is not to review most of the research on a given
topic. A case in point is our presentation of transformational and charismatic
leadership. We present some relevant research findings but also offer the stu-
dents concrete suggestions for becoming more charismatic, including devel-
oping a more effective handshake.
My writing has always emphasized application both in textbooks and
trade books, and most of this writing has been about management, organiza-
tional behavior, human relations, leadership, and career management. Even
the articles I have published in professional journals would be understandable
to readers who were not specialists in the subject under investigation. For
exa ...
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Understanding
Arguments
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States
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Understanding
Arguments
An Introduction to Informal Logic
NINTH EDITION
Walter Sinnott-Armstrong
Duke University
Robert J. Fogelin
Dartmouth College
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States
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06499_fm_rev04.indd 1 9/19/12 10:27 AM
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C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
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C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Ellen F. Monk
University of Delaware
Bret J. Wagner
Western Michigan University
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Concepts in Enterprise Resource Planning,
Fourth Edition
Ellen F. Monk and Bret J. Wagner
Editor-in-Chief: Joe Sabatino
Se ...
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LETTER TO INSTRUCTORS
Essentials of Management, 9e
Dear Colleague,
Whether you are a previous adopter, a new adopter, or a professor consider-
ing this text for adoption, I wish to thank you for your interest in Essentials of
Management 9e. Essentials was the first relatively brief management text
that was not simply an abbreviated version of a longer text. We created the
path for a more concise, more understandable, and practical approach to the
vast body of knowledge referred to as “management.” We assume that the
study of management is not exclusively geared toward C-level executives,
and that our readers will not be directing large enterprises or divisions of
large enterprises in their first job. Instead, the vast majority of our readers will
first be engaged in work that will require some managerial skill and knowl-
edge, even though they are not working as executives.
Virtually all texts in management and related fields claim to be practical,
although many single sentences within them make six sweeping recommen-
dations for CEOs or list ten companies that use a particular technique. We
contend that Essentials of Management, unlike much of the competition, is
and always has been a text that enables the student to apply much of the
information. We support our conclusions with relevant research studies wher-
ever possible, but our intent is not to review most of the research on a given
topic. A case in point is our presentation of transformational and charismatic
leadership. We present some relevant research findings but also offer the stu-
dents concrete suggestions for becoming more charismatic, including devel-
oping a more effective handshake.
My writing has always emphasized application both in textbooks and
trade books, and most of this writing has been about management, organiza-
tional behavior, human relations, leadership, and career management. Even
the articles I have published in professional journals would be understandable
to readers who were not specialists in the subject under investigation. For
exa ...
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97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Understanding
Arguments
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Understanding
Arguments
An Introduction to Informal Logic
NINTH EDITION
Walter Sinnott-Armstrong
Duke University
Robert J. Fogelin
Dartmouth College
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valuable information .
book Vet medicine large animal procedure.pdfSamerPaser
Care has been taken in each chapter to present the material in a uniform, easyto-follow format. We have intentionally departed from the standard paragraph
prose format to introduce various techniques in a step-by-step manner along
with clear explanations and rationale for each action. Our intent? To concisely
answer the critical questions everyone has when learning a new procedure:
“What do I need, what do I do, and what can go wrong?” Ultimately, our goal was
to provide these answers in a clinically accessible format, eliminating the need
to wade through more traditional texts.
Electrónica: Análisis de circuitos teoría y practica 5th edición por Allan H....SANTIAGO PABLO ALBERTO
Análisis de Circuitos de CD y CA
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Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
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MS Project 2010 Instructions in Contemporary Project Manag.docxgilpinleeanna
MS Project 2010 Instructions in Contemporary Project Management 2e
Chapter MS Project
4 Introduction to MS Project 2010
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Over allocated Resources
Resource usage and Detailed Gantt views together
Dealing with Over Allocations
Manual leveling and judgment
9 Develop Bottom-up Project Budget
Assignment costs, activity costs, various cost perspectives
Develop Summary Project Budget
11 Baseline Project Plan
14 Report Progress
How MS Project recalculates based upon actual performance, current and future impacts
of variances, define the performance update process (what, when, and how)
Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-
based performance data, reschedule remaining work, revise estimates
15 Close Project
Complete schedule, archive schedule, capture and publish lessons learned
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Contemporary Project
Management
ORGANIZE / PLAN / PERFORM
SECOND EDITION
T I M O T H Y J . K L O P P E N B O R G
Xavier University
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Blog Week 11 Your Personal Language and Literacy Development JouChantellPantoja184
Blog: Week 11: Your Personal Language and Literacy Development Journey
Life can be understood backwards, but it must be lived forwards.
—Søren Kierkegaard, Danish philosopher
Throughout this course, you have examined the language development journeys of young children. You also created and documented the journey of a fictional child whom you created. You now consider your own language development journey by reflecting on a personal experience in which you were learning language and/or a time when you were supporting a young child in language development. You then apply what you have explored in this course to analyze and deepen your understanding of this memory.
Because this is your final activity in this course, be sure to take your time in your Blog interactions, supporting your community of practice colleagues as they share their final insights.
By Day 3 of Week 11
Post the following in your Blog: Describe a personal memory related to your own language development journey and/or a time when you fostered language development with a young child. Explain how this course has deepened your perspective of that memory and/or experience. Then, share an activity or resource from this course that has affected your current and/or future practice as an early childhood professional and why. Last, describe a topic or issue you would still like to learn more about and how this topic or issue might affect your future research as a scholar of change.
By Day 7 of Week 11
Interact with your community of practice, sharing additional insights, comparing experiences, and posing questions that promote further dialogue.
F i F t h e d i t i o n
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Fundamentals of
Case
Management
Practice
Skills for the Human Services
N a N c y S u m m e r S
Harrisburg Area Community College
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
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0306090120150
ANTA
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PARAGUAY
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KINGDOM
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Greenland
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P A C I F I C
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BELIZE
GUATEMALA HONDURAS
NICARAGUAEL SALVADOR
COSTA RICA
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REP. OF THE CO
TOGO
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French Guiana
(FRANCE)
NETH.
SLOVAKIA
HUNGARY
WESTERN
SAHARA
A R C T I C
O C E A N A R C T I C
O C E A N
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30 60 90 120 150 180
ARCTICA
PAPUA
NEW GUINEA
RUSSIA
CHINA
SWAZILAND
LESOTHO
ZIMBABWE
ZAMBIA
ANGOLA
TANZANIA
SOUTH
AFRICA
KENYA
UGANDA
YEMEN
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CAMEROON
ON
RWAY
30 60 90 120 150 180
0
30
60
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SWEDEN FINLAND
LAOS
JAPAN
PHILIPPINES
SOLOMON
ISLANDS
FIJI
THAILAND
BANGLADESH
CAMBODIA
VIETNAM
SRI
LANKA
MALAYSIA
INDONESIA
AUSTRALIA
NEW
ZEALAND
NORTH KOREA
Z.
SYRIA
UZBEKISTAN
UKRAINE
IRANIRAQ AFGHANISTAN
PAKISTAN
BURMA
INDIA
NEPAL BHUTAN
TURKEY
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EGYPT
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JORDAN
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POLAND
MONGOLIA
BOTSWANA
NAMIBIA
TURKMENISTAN
ARMENIA
GEORGIA
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KYRGYZSTAN
TAJIKISTAN
SAUDI
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SOUTH
KOREA
GREECE
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ETHIOPIA
SOMALIA
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REPUBLIC
OF THE CONGO
KAZAKHSTAN
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N O R T H
P A C I F I C
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S O U T H
P A C I F I C
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ROMANIA
BULGARIATALY
AUSTRIA
SINGAPORE
MARSHALL
ISLANDS
FEDERATED STATES
OF MICRONESIA
UNITED ARAB
EMIRATES
KUWAIT
QATAR
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ERITREA
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RWANDA
BURUNDI
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International Economics
Copyright 2015 Cengage Learn.
Copyright 2013 Cengage Learning. All Rights Reserved. May AlleneMcclendon878
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some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
History of the American Economy
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History of the American
Economy
TWELFTH EDITION
G A R Y M . W A L T O N
University of California, Davis
H U G H R O C K O F F
Rutgers University
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History of the American Economy,
Twelfth Edition
Gary M. Walton and Hugh Rockoff
Senior Vice President, LRS/Acquisitions &
Solution
s Planning: Jack W. Calhoun
Editorial Director, Business & Economics:
Erin Joyner
Publisher: Mike Schenk ...
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Engaged with you.
www.cengage.com
Source Code: 14M-AA0105
Tap into engagement
MindTap empowers you to produce your best work—consistently.
MindTap is designed to help you master the material. Interactive
videos, animations, and activities create a learning path designed
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Tap into more info at: www.cengage.com/mindtap
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MindTap delivers real-world
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MANAGERIAL
ECONOMICS
A Problem Solving Approach
Luke M. Froeb
Vanderbilt University
Mikhael Shor
University of Connecticut
Brian T. McCann
Vanderbilt University
Michael R. Ward
University of Texas, Arlington
4e
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review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
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editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, ...
2164X_00_fm_SE_i-xxvi.indd ii2164X_00_fm_SE_i-xxvi.indd ii 11/7/11 8:40 PM11/7/11 8:40 PM
Marketing
2164X_00_fm_SE_i-xxvi.indd i2164X_00_fm_SE_i-xxvi.indd i 11/7/11 8:39 PM11/7/11 8:39 PM
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Marketing
T W E L F T H E D I T I O NL A M B / H A I R / M c D A N I E L
CHARLES W. LAMBCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAARRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEESSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW................................ LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
M. J. Neeley School of Business
Texas Christian University
JOSEPH F. HAIR, JR.JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF................................ HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR................................
Department of Marketing
Kennesaw State University
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1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
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o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
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66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
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some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
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formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
MS Project 2010 Instructions in Contemporary Project Manag.docxgilpinleeanna
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Chapter MS Project
4 Introduction to MS Project 2010
Toolbars, ribbons, and window panes
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Complete schedule, archive schedule, capture and publish lessons learned
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contemporary Project
Management
ORGANIZE / PLAN / PERFORM
SECOND EDITION
T I M O T H Y J . K L O P P E N B O R G
Xavier University
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textboo ...
Blog Week 11 Your Personal Language and Literacy Development JouChantellPantoja184
Blog: Week 11: Your Personal Language and Literacy Development Journey
Life can be understood backwards, but it must be lived forwards.
—Søren Kierkegaard, Danish philosopher
Throughout this course, you have examined the language development journeys of young children. You also created and documented the journey of a fictional child whom you created. You now consider your own language development journey by reflecting on a personal experience in which you were learning language and/or a time when you were supporting a young child in language development. You then apply what you have explored in this course to analyze and deepen your understanding of this memory.
Because this is your final activity in this course, be sure to take your time in your Blog interactions, supporting your community of practice colleagues as they share their final insights.
By Day 3 of Week 11
Post the following in your Blog: Describe a personal memory related to your own language development journey and/or a time when you fostered language development with a young child. Explain how this course has deepened your perspective of that memory and/or experience. Then, share an activity or resource from this course that has affected your current and/or future practice as an early childhood professional and why. Last, describe a topic or issue you would still like to learn more about and how this topic or issue might affect your future research as a scholar of change.
By Day 7 of Week 11
Interact with your community of practice, sharing additional insights, comparing experiences, and posing questions that promote further dialogue.
F i F t h e d i t i o n
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Fundamentals of
Case
Management
Practice
Skills for the Human Services
N a N c y S u m m e r S
Harrisburg Area Community College
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Important Notice: Media content referenced with ...
0306090120150
ANTA
CUBA
COLOMBIA
PERU
BOLIVIA
CHILE
CANADA
MEXICO
NIG
LIBERIA
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GUINEA
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MAURITANIA
SENEGAL
NO
0306090120150
0
30
60
30
60
FRANCE
SPAIN
MOROCCO
PARAGUAY
ICELAND
UNITED
KINGDOM
IRELAND
BELGIUM
SWIT
UNITED STATES
BRAZIL
ALGERIA
NIGE
DENMAR
GERMAN
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ECUADOR
U.S.
ARGENTINA
PORTUGAL
VENEZUELA
GHANA
Greenland
(DENMARK)
'
S O U T H
A T L A N T I C
O C E A N
N O R T H
A T L A N T I C
O C E A N
N O R T H
P A C I F I C
O C E A N
S O U T H
P A C I F I C
O C E A N
BELIZE
GUATEMALA HONDURAS
NICARAGUAEL SALVADOR
COSTA RICA
PANAMA
GUYANA
SURINAME
CÔTE
D'IVOIRESIERRA LEONE
REP. OF THE CO
TOGO
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French Guiana
(FRANCE)
NETH.
SLOVAKIA
HUNGARY
WESTERN
SAHARA
A R C T I C
O C E A N A R C T I C
O C E A N
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
30 60 90 120 150 180
ARCTICA
PAPUA
NEW GUINEA
RUSSIA
CHINA
SWAZILAND
LESOTHO
ZIMBABWE
ZAMBIA
ANGOLA
TANZANIA
SOUTH
AFRICA
KENYA
UGANDA
YEMEN
ER
CAMEROON
ON
RWAY
30 60 90 120 150 180
0
30
60
30
60
SWEDEN FINLAND
LAOS
JAPAN
PHILIPPINES
SOLOMON
ISLANDS
FIJI
THAILAND
BANGLADESH
CAMBODIA
VIETNAM
SRI
LANKA
MALAYSIA
INDONESIA
AUSTRALIA
NEW
ZEALAND
NORTH KOREA
Z.
SYRIA
UZBEKISTAN
UKRAINE
IRANIRAQ AFGHANISTAN
PAKISTAN
BURMA
INDIA
NEPAL BHUTAN
TURKEY
LIBYA
EGYPT
RIA
RK
JORDAN
OMAN
NY
POLAND
MONGOLIA
BOTSWANA
NAMIBIA
TURKMENISTAN
ARMENIA
GEORGIA
AZERBAIJAN
KYRGYZSTAN
TAJIKISTAN
SAUDI
ARABIA
SOUTH
KOREA
GREECE
MADAGASCAR
CHAD
SUDAN
MOZAMBIQUE
ETHIOPIA
SOMALIA
DEMOCRATIC
REPUBLIC
OF THE CONGO
KAZAKHSTAN
'
N O R T H
P A C I F I C
O C E A N
I N D I A N
O C E A N
S O U T H
P A C I F I C
O C E A N
ROMANIA
BULGARIATALY
AUSTRIA
SINGAPORE
MARSHALL
ISLANDS
FEDERATED STATES
OF MICRONESIA
UNITED ARAB
EMIRATES
KUWAIT
QATAR
CZECH REP.
BELARUS
LAT.
LITH.
EST.
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CENTRAL
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ISRAEL
LEB.
DJIBOUTI
ERITREA
MALAWI
BRUNEI
A R C T I C
O C E A N
MALDIVES
RWANDA
BURUNDI
Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
International Economics
Copyright 2015 Cengage Learn.
Copyright 2013 Cengage Learning. All Rights Reserved. May AlleneMcclendon878
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
History of the American Economy
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
History of the American
Economy
TWELFTH EDITION
G A R Y M . W A L T O N
University of California, Davis
H U G H R O C K O F F
Rutgers University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
History of the American Economy,
Twelfth Edition
Gary M. Walton and Hugh Rockoff
Senior Vice President, LRS/Acquisitions &
Solution
s Planning: Jack W. Calhoun
Editorial Director, Business & Economics:
Erin Joyner
Publisher: Mike Schenk ...
Engaged with you.www.cengage.com Source Code 14M-AA.docxYASHU40
Engaged with you.
www.cengage.com
Source Code: 14M-AA0105
Tap into engagement
MindTap empowers you to produce your best work—consistently.
MindTap is designed to help you master the material. Interactive
videos, animations, and activities create a learning path designed
by your instructor to guide you through the course and focus on
what’s important.
Tap into more info at: www.cengage.com/mindtap
“MindTap was very useful – it was easy to follow and everything
was right there.”
— Student, San Jose State University
“I’m definitely more engaged because of MindTap.”
— Student, University of Central Florida
“MindTap puts practice questions in a format that works well for me.”
— Student, Franciscan University of Steubenville
MindTap helps you stay
organized and efficient
by giving you the study tools to master the material.
MindTap empowers
and motivates
with information that shows where you stand at all times—both
individually and compared to the highest performers in class.
MindTap delivers real-world
activities and assignments
that will help you in your academic life as well as your career.
Flashcards
readspeaker
progress app
MyNotes
& highlights
selF QuizziNg
& practice
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MANAGERIAL
ECONOMICS
A Problem Solving Approach
Luke M. Froeb
Vanderbilt University
Mikhael Shor
University of Connecticut
Brian T. McCann
Vanderbilt University
Michael R. Ward
University of Texas, Arlington
4e
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, ...
2164X_00_fm_SE_i-xxvi.indd ii2164X_00_fm_SE_i-xxvi.indd ii 11/7/11 8:40 PM11/7/11 8:40 PM
Marketing
2164X_00_fm_SE_i-xxvi.indd i2164X_00_fm_SE_i-xxvi.indd i 11/7/11 8:39 PM11/7/11 8:39 PM
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
2164X_00_fm_SE_i-xxvi.indd ii2164X_00_fm_SE_i-xxvi.indd ii 11/7/11 8:40 PM11/7/11 8:40 PM
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Marketing
T W E L F T H E D I T I O NL A M B / H A I R / M c D A N I E L
CHARLES W. LAMBCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAARRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEESSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW................................ LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
M. J. Neeley School of Business
Texas Christian University
JOSEPH F. HAIR, JR.JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF................................ HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR................................
Department of Marketing
Kennesaw State University
CARL MCDANIELCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAARRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAANNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIEEEEEEEE ...
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
1
FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
1
Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
1
Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
1
Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
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Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
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Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
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Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
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Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
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Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
1
LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
1
Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
18. N T A I N S �
T I A N � M O U N T A I N S �
K U
N
L U N � � � M O U N T A I N S �
P A M I R �
T a r i m �
B a s i n �
Q I N G � Z A N G
P L A T E A U
Modern�Grand�Canal
Great�Wall
Province�boundaries�in�China
North�China�Plain
Area�of�major�loess�deposits
I I I
0 200�Mi.100
0 200�Km.100
06512_fm_rev04.indd 1 9/19/12 10:28 AM
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19. not be copied, scanned, or duplicated, in whole or in part. Due
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from the eBook and/or eChapter(s).
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time if subsequent rights restrictions require it.
Pre-Modern East Asia
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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20. Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Pre-Modern East Asia:
To 1800
A Cultural, Social, and Political History
Third Edition
Patricia EbrEy
University of Washington—Seattle
annE Walthall
University of california—irvine
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain
• United Kingdom • United States
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21. not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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not materially affect the overall learning experience. Cengage
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electronic rights restrictions,
some third party content may be suppressed. Editorial review
has deemed that any suppressed
content does not materially affect the overall learning
experience. The publisher reserves the right
to remove content from this title at any time if subsequent
rights restrictions require it. For
valuable information on pricing, previous editions, changes to
current editions, and alternate
formats, please visit www.cengage.com/highered to search by
ISBN#, author, title, or keyword for
materials in your areas of interest.
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23. solutions
with office locations around the globe, including Singapore, the
United
Kingdom, Australia, Mexico, Brazil and Japan. Locate your
local office at
international.cengage.com/region
Cengage Learning products are represented in Canada by
Nelson Education, Ltd.
For your course and learning solutions, visit www.cengage.com.
Purchase any of our products at your local college store or at
our
preferred online store www.cengagebrain.com.
Instructors: Please visit login.cengage.com and log in to access
instructor-specific resources.
Pre-Modern East Asia: A Cultural, Social,
and Political History To 1800, Third Edition
Ebrey/Walthall
Editor-in-Chief: Lynn Uhl
Senior Publisher: Suzanne Jeans
Acquiring Sponsoring Editor: Brooke Barbier
Development Editor: Elisa Adams
Assistant Editor: Jamie Bushell
Editorial Assistant: Katie Coaster
Brand Manager: Melissa Larmon
25. Printed in the United States of America
1 2 3 4 5 6 7 16 15 14 13 12
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Maps and Figures xv
Preface xvii
Conventions xxi
PART ONE
the Foundations of East asian
civilization in china 1
Chapter 1 china in the bronze age:
the Shang and Western Zhou Dynasties
(ca. 1500–771 b.c.e.) 8
Chapter 2 Philosophers and Warring
States During the Eastern Zhou Period
(770–256 b.c.e.) 20
Chapter 3 the Founding of the bureaucratic
26. Empire: Qin-han china (256 b.c.e.–200 c.e.) 36
Chapter 4 Political Division in china and the
Spread of buddhism (200–580) 61
Chapter 5 the cosmopolitan Empires of Sui
and tang china (581–960) 75
PART TwO
the Emergence of East asian
civilization 97
Chapter 6 Early Korea to 935 98
Chapter 7 Early State and Society
in Japan (to 794) 114
Chapter 8 china among Equals: Song, liao,
Xia, and Jin 129
Chapter 9 heian Japan (794–ca. 1180) 148
Chapter 10 Goryeo Korea (935–1392) 169
Chapter 11 Kamakura Japan (1180–1333) 183
Chapter 12 china Under Mongol rule
(1215–1368) 198
PART THREE
Meeting new challenges (1300–1800) 211
Chapter 13 Japan’s Middle ages
(1330–1600) 212
Chapter 14 the Ming Empire in china
27. (1368–1644) 227
Chapter 15 Joseon Korea
(1392–1800) 247
Chapter 16 the creation of the Manchu
Empire (1600–1800) 270
Chapter 17 Edo Japan (1603–1800) 288
Index I-1
b R i E f C O N T E N T s
vii
06512_fm_rev04.indd 7 9/11/12 11:05 AM
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
06512_fm_rev04.indd 8 9/11/12 11:05 AM
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
28. Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Maps and Figures xv
Preface xvii
Conventions xxi
PART ONE
the Foundations of East asian civilization
in china 1
Connections: The Prehistory of East Asia 2
Chapter 1 china in the bronze age: the Shang and
Western Zhou Dynasties (ca. 1500–771 b.c.e.) 8
The Geography of the Chinese Subcontinent 9
The Shang Dynasty (ca. 1500–1045 b.c.e.) 10
MATEriAl CulTurE: Rammed Earth 11
Writing 12
Metalworking 13
Developments Outside the Shang Core 14
The Western Zhou Dynasty (1045–771 b.c.e.) 15
DoCuMEnTs: The Book of Songs 16
The Mandate of Heaven 16
29. The Zhou Political Structure 17
Western Zhou Society and Culture 18
Chapter 2 Philosophers and Warring States During
the Eastern Zhou Period (770–256 b.c.e.) 20
The Multistate System of the Eastern Zhou 21
BiogrAPhy: Guan Zhong 22
Warfare and Its Consequences 23
DoCuMEnTs: The King of Zhao Convinces His
Uncle to Wear Barbarian Dress 25
The Hundred Schools of Thought 26
Confucius and the Analects 26
Mozi 27
Mencius 28
Xunzi 29
Daoism and the Laozi and Zhuangzi 30
Legalism 31
Yin and Yang 32
The Art of War 32
The World of Spirits 32
MATEriAl CulTurE: Lacquer 33
Warring States Literature and Art: The Case
of Chu 33
Chapter 3 the Founding of the bureaucratic
Empire: Qin-han china (256 b.c.e.–200 c.e.) 36
The Qin Unification (256–206 b.c.e.) 37
The First Emperor (r. 221–210 b.c.e.) 38
30. The First Emperor’s Tomb 39
Qin Law 41
The Xiongnu and the Great Wall 41
The Han Dynasty (206 b.c.e.–220 c.e.) 42
Official Support for Confucianism 44
Wang Mang 44
Palace Eunuchs 44
Intellectual, Literary, and Religious Currents 45
Han Confucianism 45
DoCuMEnTs: Lucky and Unlucky Days 46
Sima Qian and the Records of the
Grand Historian 47
BiogrAPhy: The Ban Family 49
Chinese Society in Han Times 49
Common Farmers 49
Elite Groups 50
The Family 51
C O N T E N T s
ix
06512_fm_rev04.indd 9 9/11/12 11:05 AM
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
31. Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Central Asia and the Silk Road 52
MATEriAl CulTurE: Silk from the Silk
Road 53
Borderlands 53
The Case of Vietnam 54
Maintaining the Empire 54
Connections: Buddhism in India and Its Spread
Along the Silk Road 56
Chapter 4 Political Division in china
and the Spread of buddhism (200–580) 61
The Three Kingdoms (220–265) and the Western
Jin Dynasty (265–316) 62
Non-Chinese Dominance in the North 65
The Northern Wei and Hybrid
Xianbei-Chinese Culture 66
The Revolt of the Garrisons and the Division
of the North 67
The Southern Dynasties 67
Aristocratic Culture 68
32. BiogrAPhy: Yan Zhitui (531–591+) 69
Poetry, Calligraphy, and Painting as Arts
of Men of Letters 69
The Buddhist Conquest of China 70
MATEriAl CulTurE: Cave 285 at Dunhuang 71
Daoist Religion 72
DoCuMEnTs: The Monastery of Eternal
Tranquility 73
Chapter 5 the cosmopolitan Empires of Sui
and tang china (581–960) 75
The Northwest Military Aristocracy and the Sui
Reunification of China 76
The Founding of the Tang Dynasty (618–907) 77
The Tang at Its Height 79
MATEriAl CulTurE: Tea 80
The Tang Elite 81
Empress Wu 82
Emperor Xuanzong 84
The Rebellion of An Lushan (755–763)
and Its Aftermath 84
The Achievements of Tang Men of Letters 86
33. BiogrAPhy: Du Fu (712–777), Confucian
Poet 87
DoCuMEnTs: Poking Fun 88
The Dunhuang Documents 90
The Tang Dynasty’s Final Decades
and the Five Dynasties 91
Connections: Cultural Contact Across Eurasia
(600–900) 93
PART TwO
the Emergence of East asian
civilization 97
Chapter 6 Early Korea to 935 98
Geographical Setting 98
The Early Historical Period
(200 b.c.e.–313 c.e.) 100
The North: Joseon, Buyeo, Goguryeo,
and the Chinese Commanderies 100
The South: The Three Han (Samhan
[SAM-han]) 101
DoCuMEnTs: The Widow of King
Gogukcheon 102
The Three Kingdoms: Goguryeo, Baekje, and Silla
(313–668) 103
34. Unification by Silla (581–668) 105
Unified Silla (668–892) 106
Society and Culture 107
BiogrAPhy: Gangsu, the Scribe 109
MATEriAl CulTurE: Seokguram Grotto 110
Balhae (698–926) 110
x Contents
06512_fm_rev04.indd 10 9/11/12 11:05 AM
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Contents xi
Gender Roles and Family Life 141
BiogrAPhy: The Cai Family
of Geomancers 142
DoCuMEnTs: Tales of Retribution 144
35. Religion in Song Life 144
MATEriAl CulTurE: Huang Sheng’s
Clothing 146
Chapter 9 heian Japan (794–ca. 1180) 148
The Age of Kingly Rule (ca. 794–900) 148
Taira no Masakado’s Rebellion 149
Early Heian Culture 150
Transformations in Religious Practice 150
BiogrAPhy: Sugawara no Michizane 152
The Fujiwara Era (900–1050) 152
Marriage and Politics 153
The Heyday of Aristocratic Culture 154
MATEriAl CulTurE: Writing Japanese 155
DoCuMEnTs: Sanbōe (The Three
Jewels) 156
Buddhism and the Fujiwara 157
Rule by Retired Monarchs (1086–1180) 158
The Estate System 160
Connections: The Mongols 162
Chapter 10 Goryeo Korea (935–1392) 169
Early Goryeo Government (935–1170) 169
The Changing International Context
(943–1146) 171
36. Society and Culture in the Goryeo Period 172
MATEriAl CulTurE: Celadon 173
Family and Kinship 173
DoCuMEnTs: Popular Songs 174
Buddhism and Confucianism 174
History-Writing 176
Making Comparisons: Languages and Writing
Systems 113
Chapter 7 Early State and Society in Japan
(to 794) 114
The Geography of the Japanese Archipelago 115
Early Kingship in Late Yayoi (ca. 100–350) 115
The Korea Connection 117
Ancient Religion 117
The Formation of a Centered Polity
(350–794) 118
The China Connection 118
MATEriAl CulTurE: Haniwa 119
Fixing the Capital at Nara 120
The Conquest of Emishi and Hayato 122
The Introduction of Buddhism 122
DoCuMEnTs: Poems from Man’yō shū and
Nihon shoki 124
Elite Culture 125
A Stagnant Agricultural Base 126
37. Chapter 8 china among Equals: Song, liao,
Xia, and Jin 129
The Founding of the Song Dynasty 130
Song’s Rivals: Liao and Xia 130
A New Era 132
The Medieval Chinese Economic
Revolution 132
International Trade 133
The Song Scholar-Official Class 134
Reformers and Anti-Reformers 136
The Fall of the Northern Song and the
Establishment of the Jin Dynasty 138
Hangzhou and the Southern Song
(1127–1276) 139
Song Culture and Society 140
The Revival of Confucianism and the Learning
of the Way 140
06512_fm_rev04.indd 11 9/11/12 11:05 AM
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to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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38. time if subsequent rights restrictions require it.
Military Rule and the Mongol Invasions
(1170–1259) 176
Choe Family Dominance 177
The Mongols 177
Goryeo Under Mongol Domination
(1260–1351) 178
BiogrAPhy: Lady Ki, Consort of the
Mongol Emperor 180
Making Comparisons: Monarchical
Institutions 182
Chapter 11 Kamakura Japan (1180–1333) 183
Rise of the Warrior 183
Prelude to Kamakura Rule (1156–1185) 186
Military Government at Kamakura (1180–1333)
186
Family Politics 187
Kamakura Shogunate 188
Toward Intensive Agriculture and Economic
Growth 189
DoCuMEnTs: The Estate Stewards in Legal
Documents 190
39. Buddhism 192
Literature and Popular Arts 193
The Mongol Invasions (1271–1281) 194
MATEriAl CulTurE: Portrait Sculpture 195
BiogrAPhy: Nichiren 195
Fall of the Kamakura Regime (1293–1333) 196
Chapter 12 china Under Mongol rule
(1215–1368) 198
The Mongol Conquest of the Jin and Xia
Dynasties 198
The Mongol Conquest of the Southern Song 200
Khubilai 200
Crossing the Yangzi River 201
DoCuMEnTs: The Luoluo 202
Life in China Under the Mongols 202
BiogrAPhy: Hao Jing, Imprisoned Envoy 204
MATEriAl CulTurE: Blue-and-White
Porcelain 205
The Chinese Educated Elite During the
Mongol Era 206
Drama 208
Making Comparisons: Food Cultures 210
40. PART THREE
Meeting new challenges (1300–1800) 211
Chapter 13 Japan’s Middle ages (1330–1600) 212
New Political Alignments (1338–1573) 212
How the Ashikaga Shoguns Governed
Japan 213
Changes in Roles for Women 214
Trade in Town and Country 214
BiogrAPhy: Hino Meishi 215
Life on the Margins 217
Changes in Religious Practice 217
Muromachi Culture 218
MATEriAl CulTurE: The Matchlock 219
Civil War (1467–1600) 219
DoCuMEnTs: The Journal of Sō chō 220
Local Leagues 221
Rise of Warlords 223
The Conquerors 223
Chapter 14 the Ming Empire in china
(1368–1644) 227
The Founding of the Ming Dynasty 228
Ming Taizu, the Hongwu Emperor 228
Chengzu, the Yongle Emperor 229
Weaknesses of the Imperial Institution 230
xii Contents
41. 06512_fm_rev04.indd 12 9/11/12 11:05 AM
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Chapter 16 the creation of the Manchu Empire
(1600–1800) 270
The Manchus 271
Ming Loyalism 272
The Qing at Its Height 273
Kangxi 274
BiogrAPhy: Jiang Chun, Salt Merchant 275
Qianlong 276
The Banner System 277
DoCuMEnTs: Fang Bao’s “Random Notes from
Prison” 278
Contacts with Europe 280
Social and Cultural Crosscurrents 281
The Conservative Turn 281
42. The Dream of Red Mansions 281
MATEriAl CulTurE: Jin Nong’s Inscribed
Portrait of a Buddhist Monk 282
The Less Advantaged and the Disaffected 283
Chapter 17 Edo Japan (1603–1800) 288
Tokugawa Settlement (Seventeenth
Century) 288
Government 289
Agricultural Transformations and the
Commercial Revolution 291
MATEriAl CulTurE: Night Soil 294
Urban Life and Culture 294
DoCuMEnTs: Ihara Saikaku’s “Sensible Advice
on Domestic Economy” 296
Intellectual Trends 296
BiogrAPhy: Tadano Makuzu, Daughter of the
Samurai 299
Maturation and Decay (Eighteenth Century) 299
Popular Culture 300
Hard Times and Rural Uprisings 301
Making Comparisons: Neo-Confucianism 304
Index I-1
Diplomacy and Defense 231
Zheng He’s Voyages 232
The Mongols and the Great Wall 233
43. Trade and Piracy Along China’s Coasts 234
Social and Cultural Trends 234
The Educated Class and the Examination
Life 234
Wang Yangming’s Challenge to Confucian
Orthodoxy 237
BiogrAPhy: Tan Yunxian, Woman Doctor 238
Local Society 240
MATEriAl CulTurE: Gardens of Suzhou 241
Urban Culture 241
DoCuMEnTs: Scene from The Peony
Pavilion 242
Dynastic Decline 244
Chapter 15 Joseon Korea (1392–1800) 247
Yi Seonggye’s Rise to Power 247
Kings and Yangban Confucian Officials 249
Dynastic Decline and the Japanese Invasion 251
MATEriAl CulTurE: Yangban Children’s
Board Games 252
BiogrAPhy: Interpreter Jeong Myeongsu 253
Relations with the Manchus 254
44. Internal Politics in the Seventeenth and Eighteenth
Centuries 255
Economic Growth and the Decline of Slavery 257
DoCuMEnTs: Lady Hyegyeong’s Memoirs 258
Cultural Developments 258
Literature 258
Northern Learning 260
Christianity and Western Learning 260
The Family and Women in the Confucian Age 261
Making Comparisons: Women’s Situations 264
Connections: Europe Enters the Scene 265
Contents xiii
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Map C1.1 Neolithic Sites in East Asia 3
Map 1.1 Western Zhou China 9
Map 2.1 Zhou States in the Sixth Century b.c.e. 21
Map 3.1 The Han Empire at Its Maximum Extent,
ca. 50 b.c.e. 37
Map C2.1 Expansion of Buddhism from 500 b.c.e.
to 800 c.e. 59
Map 4.1 Rise and Fall of States During the Period
of Division 63
Map 5.1 Tang China 81
Map C3.1 Map of Asian Trade and Communication
Routes in the Sixth–Tenth Centuries 94
Map 6.1 Korea, 200 b.c.e.–100 b.c.e. 99
Map 6.2 Goguryeo at Its Largest Extent, Late Fifth
Century c.e. 104
46. Map 6.3 Silla After Conquest of Han River Region
in 552 c.e. 106
Map 7.1 Islands of Japan 116
Map 7.2 Kinai Area of Japan 121
Map 8.1 Northern Song, Liao, and Xia,
ca. 1050 131
Map 8.2 Southern Song, Jin, and Xia,
ca. 1200 139
Map C4.1 Map of Mongol Conquests 166
Map 10.1 Goryeo Dynasty After 1126 171
Map 11.1 Major Provinces, Regions, and Cities
in Japan 184
Map 11.2 Site of the Mongol Invasions 196
Map 13.1 Kyoto in the Tenth–Eleventh Centuries
and Its Transformation in the Sixteenth
Century 222
Map 14.1 The Ming Empire 235
Map 15.1 Joseon Dynasty, 1392–1910 250
Map C5.1 Seaborne Trading Empires in
the Sixteenth and Seventeenth
Centuries 266
Map 16.1 The Manchu Empire at Its Height 272
47. Map 17.1 Tokugawa Japan, 1600–1868 292
M A P s A N d f i G U R E s
xv
figure C1.1 Dolmens 6
figure 1.1 Mold for Bronze Casting 14
figure 3.1 Standardizing the Writing System 38
figure 5.1 Layout of Chang’an and One of the Cities
Modeled on It Outside China 79
figure 15.1 Hangul Chart 248
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there are many reasons to learn about East Asia. A fifth of the
world’s population lives there.
Every day newspapers carry articles on the rapid
transformations of the world economy that make
China, Japan, and Korea a growing presence in our
lives. Globalization means not only that people are
crossing the Pacific in ever-increasing numbers but
also that U.S. popular culture is drawing from many
sources in East Asia, from Korean martial arts to
Japanese anime and Chinese films.
But why approach East Asia through its history
rather than, say, its economy or contemporary cul-
ture? Many reasons suggest themselves. We cannot
gain an adequate understanding of modern phe-
nomena without knowing the stages and processes
that led up to them. Moreover, the peoples of East
Asia are strongly historically minded. To a much
greater extent than in the United States, they know
and identify with people and events of a thousand
or more years ago. In all three countries, readers
still enjoy The Three Kingdoms, a novel written in
fourteenth-century China about the leaders of three
contending states in third-century China. Historical
consciousness also underlies the strong sense of sep-
arate identities among the people of China, Korea,
49. and Japan. The fact that time and again Korea was
able to protect its independence despite the attempts
of both China and Japan to conquer it is a central
part of Korean identity today. Yet another reason to
learn about East Asia’s past is its comparative value.
As a region that developed nearly independently
of the West, East Asia sheds light on the variety of
ways human beings have found meaning, formed
communities, and governed themselves, expanding
our understanding of the human condition.
What makes this East Asian history book distinc-
tive? In it we cover all three countries from a broad
range of perspectives, from the earliest signs of
human civilization to the present, and we balance the
big picture with specific cases. While availing our-
selves of the framework provided by politics, we also
focus on culture, social issues, and economic change.
What iS nEW in thE thirD EDitiOn
Our first goal in revising this book has been to
bring it up to date—to cover the last few years and
take account of new scholarship. But we have also
put a lot of thought into how we can best serve
our audience. Teachers and students who used the
first and second editions of this book have told us
how much they liked our coverage of social and
cultural history, our mini-chapter “Connections,”
and our boxed features—the Documents, Biogra-
phies, Material Culture, and Making Comparisons
features. With their encouragement, we continue to
scrutinize our choices and in this edition offer sev-
eral new ones, including new Material Culture fea-
tures on Japanese portrait statues and matchlocks
and China’s recent high-speed trains; new biogra-
50. phies of a Korean interpreter, a Japanese radical
samurai, and a Chinese geomancer; and new docu-
ments from the Book of Songs for the Zhou period
and “Wild Lilies,” for the twentieth century. We
also have added an additional Making Compari-
sons feature on languages.
Two more pervasive changes also deserve
mention. On the advice of instructors who have
used this book in class, we have added two ped-
agogical aids. The first is pronunciation glosses
aimed to give students the courage to pronounce
foreign words in their heads while reading, and out
loud in class. These glosses do not aim for linguistic
precision; their sole purpose is to help U.S. students
approximate the sounds of Chinese, Japanese, and
Korean words.
The second addition we have made is to add criti-
cal thinking questions at the end of all the documents
and biographies. It is our hope that these questions
will encourage students to pause and think about
what they are reading. Teachers might also consider
asking students to prepare answers to them.
The overall conception of this book remains the
same as it was from the first edition. The following
distinctive characteristics are worth underlining.
P R E f A C E
xvii
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cOMParablE cOVEraGE OF KOrEa
Part of our original plan for this book was to cover
Korea in comparable depth as China and Japan (we
ended up giving China about 50 percent of the space,
Japan 30 percent, and Korea 20 percent). We know
that many teachers have been frustrated in their at-
tempts to cover Korea in their East Asia courses for
lack of suitable materials and hope that our efforts
prove useful to both them and their students.
a brOaD FOcUS: CONNECTIONS chaPtErS
It is often difficult to keep the larger whole in mind
as we tell the separate stories of China, Korea, and
Japan. Our solution has been to periodically zoom
out to look at the wider region from a global or
world-historical perspective. Thus, after every few
chapters we have inserted a mini-chapter on devel-
opments that link the societies of East Asia both
to each other and to the larger global context. We
have labeled these mini-chapters “Connections” be-
cause they emphasize the many ways each society
was connected to outside events and people. For in-
stance, the origins and spread of Buddhism are of
52. great importance to all the societies of East Asia, but
much of the story can be told as a common narra-
tive that connects East Asia with the rest of Asia.
Similarly, many books write about World War II in
East Asia in entirely different ways in their China
and Japan chapters. By stepping back and writing
about the war from a more global perspective, we
help students see the larger picture.
balancED cUltUral, SOcial,
anD POlitical hiStOry
This book strives for balanced coverage of the differ -
ent strands of history. A basic political narrative is
essential to give students a firm sense of chronology
and to let them think about issues of change. More-
over, there is no denying that the creation of state
structures has much to do with how people lived
their lives. Even the fact that people think of them-
selves as “Chinese,” “Korean,” or “Japanese” is
largely a by-product of political history.
We also believe students should gain an under-
standing of the philosophies and religions of East
Asia. Confucianism and Buddhism have both been
of great importance throughout the region, but in
very diverse ways, as the historical context has con-
tinually changed. Other elements of high culture
also deserve coverage, such as the arts of poetry and
calligraphy.
Yet we did not want to neglect topics in social,
cultural, and economic history, where much of our
own work has been concentrated. Even if the state
is important to understanding how people lived, so
were families, villages, and religious sects. We also
53. wanted to bring in the results of scholarship on
those who had been marginalized in the traditional
histories, from laborers and minorities to women at
all social levels.
MaKinG cOMPariSOnS
There are many similarities among the cultures of
East Asia, often because of their direct influence on
each other and the wide circulation of some core
philosophical, religious, and literary texts. Yet dif-
ferences are at least as significant and interesting. To
help students take stock of what they have learned,
from time to time we provide a brief, one-page dis-
cussion placed between chapters that compares
features of the three countries. The topics in the third
edition are languages, food cultures, monarchical
institutions, women’s situations, neo-Confucianism,
slavery, and popular religion.
a SPEciFic FOcUS: biOGraPhiES,
DOcUMEntS, anD MatErial cUltUrE
The potential danger of trying to cover so much is a
high level of generalization. To keep our readers en-
gaged and bring our story down to earth, we devote
three or four pages per chapter to closer looks at
specific people, documents, and material objects.
biographies
Most chapters have a one-page biography, often
about someone who would not normally be mentioned
xviii Preface
54. 06512_fm_rev04.indd 18 9/11/12 11:05 AM
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in a history book. We thus highlight a diverse set of
individuals, from the most accomplished (such as the
eminent Chinese poet Du Fu) to those who are re-
markably ordinary people (such as a woman whose
job was to mind the neighborhood telephone). Three
military men are portrayed; others were physicians,
interpreters, entrepreneurs, and founders of religious
sects. We also have included some agitators and
revolutionaries, and even a winning volleyball coach.
Documents
In our chapters we frequently cite short passages
from primary sources, but we believe students also
benefit from texts long enough to give them a sense
of the genre, the author’s point of view, and the cir-
cumstances described. A few of those we have includ-
ed are by famous writers, such as Fukuzawa Yūkichi
and Lu Xun. Some are excerpted from well-known
pieces of literature, such as the play The Peony
Pavilion and ancient Japanese poetry collections.
Others will be less familiar to teachers and students
55. alike. We selected legal documents, for what they re-
veal of ordinary people’s lives, and religious texts of
several sorts to help students see religion and popular
beliefs in action. Many authors are utterly serious,
complaining bitterly of war or corruption, for in-
stance; others have well-developed senses of humor.
All the documents prompt active involvement and
critical interpretation because through them students
hear the concerns of people of the past.
Material culture
Texts are not our only sources for reconstructing the
past; there is much to be discovered from material
remains of many sorts. To give focus to this dimension
of history, for each chapter we have selected one ele-
ment of material culture to describe in some detail.
These range from the most mundane—food, drink,
clothing, houses, and means of transportation—to
objects of art including specific paintings, sculptures,
and performing arts. Many of the objects discussed
have economic significance—for example, fertilizers
and the Grand Canal. Most of the features for the late
nineteenth and twentieth centuries bring out ways
material culture has changed, along with so much
else in modern times—from the food people eat to
their ways of amusing themselves to technological ad-
vances such as the transistor that continue to have an
impact not only in Asia but across the world.
thinKinG liKE a hiStOrian
The “Documents” and “Material Culture” features
challenge students to draw inferences from primary
materials much as historians do. Another way we have
56. tried to help students learn to think like historians is
to present history as a set of questions more than a set
of answers. What historians are able to say about a
period or topic depends not only on the sources avail -
able but also on the questions asked. To help students
see this, we begin each chapter with a brief discussion
of some of the questions that motivate contemporary
historians to do research on the time period. Few have
easy answers; they are not questions students will be
able to resolve simply by reading the chapter. Rather
they are real questions, interesting enough to moti-
vate historians to sift through recalcitrant evidence in
their efforts to find answers. The earliest chapter on
Korea, for instance, poses the question of how the
three states on the Korean peninsula were able to
survive in the face of Chinese power. The chapter on
early nineteenth-century Japan points out that histo-
rians have studied the period for clues to the causes
of the Meiji Restoration, wanting to know the rela-
tive weight to assign to foreign pressure and domestic
unrest. For the chapter dealing with China under the
Nationalists, we point out that the desire to explain
the Communist victory in 1949 has motivated his-
torians to ponder why May Fourth Liberalism lost
its appeal and whether the economic politics of the
Nationalists could have brought prosperity to China
if Japan had not invaded. We hope that posing these
questions will help readers see the significance of the
topics and issues presented in each chapter.
USinG thiS tEXt in claSS
East Asian history is commonly taught either as a
one-term or one-year course. To fit both schedules,
this text is available as a single volume and as two
divided chronologically. Since those who divide
57. Preface xix
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chronologically might prefer to break at either 1600
or 1800, the period 1600–1800 appears in both the
chronologically divided volumes.
inStrUctOr SUPPlEMEnt
eInstructor’s Resource Manual Prepared by Ethan
Segal, Michigan State University. This manual has
many features, including learning objectives, chapter
outlines, discussion/essay questions, key terms, and
activities for the classroom. Available on the instruc-
tor’s companion website.
acKnOWlEDGMEntS
For the first edition of this book, the three authors
divided the work primarily by country of special-
ization, with Patricia Ebrey writing the parts on
China, Anne Walthall those on Japan, and James
58. Palais those on Korea. The Connections chapters
we divided among ourselves chronologically, with
Patricia Ebrey taking the early ones (on Prehis-
tory, Buddhism, Cultural Contact Across Eurasia,
and the Mongols), Anne Walthall taking the early
modern and modern ones (on Europe Enters the
Scene, Western Imperialism, and World War II),
and James Palais doing the final one on East Asia in
the Twenty-First Century. Our original co-author,
James Palais, passed away shortly after the first edi-
tion was printed in summer 2006. For the second
and third editions, Patricia Ebrey revised James
Palais’s chapters covering up to 1800 and Anne
Walthall the remainder.
Many people have contributed to the shaping of
this book. The authors have been teaching about
the societies of East Asia for three decades, and the
ways they approach their subjects owe much to ques-
tions from their students, conversations with their
colleagues, and the outpouring of scholarship in
their fields. As we worked on this text, we received
much advice from others, from early suggestions of
possible collaborators to critiques of our original
proposal and reviews of the drafts of our chapters.
The reviewers’ reports prompted us to rethink some
generalizations, urged us not to weigh the book down
with too much detail, and saved us from a number
of embarrassing errors. We appreciate the time and
attention the following reviewers gave to helping us
produce a better book:
James Anderson, University of North Carolina
at Greensboro; R. David Arkush, University of Iowa;
Charles Armstrong, Columbia University; Richard
59. Bohr, College of Saint Benedict & Saint John; Craig N.
Canning, College of William and Mary; Henry Chan,
Minnesota State University; Alan Christy, Univer-
sity of California, SC; Sue Fawn Chung, University
of Nevada, Las Vegas; Parks Coble, University of
Nebraska; Anthony DeBlasi, University of Albany;
Ronald G. Dimberg, University of Virginia; Franklin
M. Doeringer, Lawrence University; Alexis Dudden,
Connecticut College; Gordon Dutter, Monroe Com-
munity College; Susan Fernsebner, Mary Wash-
ington College; Karl Friday, University of Georgia;
James Gao, University of Maryland; Karl Gerth, Uni-
versity of South Carolina; Andrew Goble, University
of Oregon; John B. Henderson, Louisiana State Uni-
versity; Robert Henry, Grossmont College; Jennifer
Holt-Dilley, University of Texas at San Antonio; Jeff
Hornibrook, SUNY Plattsburgh; William Johnston,
Wesleyan University; Fujiya Kawashima, Bowling
Green State University; Sun Joo Kim, Harvard Uni-
versity; Ari Daniel Levine, University of Georgia;
Huaiyin Li, University of Missouri- Columbia; Jeff
Long, Bloomsburg University of Pennsylvania;
Andrew McGreevy, Ohio University-Lancaster;
Angelene Naw, Judson College; Steve Phillips,
Towson University; Jonathan Porter, University of
New Mexico; Wesley Sasaki-Uemura, University of
Utah; Edward Slack, Eastern Washington University;
S. A. Thornton, Arizona State University; Constan-
tine Vaporis, University of Maryland, BC; Lu Yan,
University of New Hampshire; Ka-che Yip, Univer-
sity of Maryland, Baltimore County; Theodore Jun
Yoo, University of Hawaii at Manoa.
We also are grateful for all the work put into this
book by the editorial staff at Wadsworth, Cengage
Learning: Brooke Barbier, Elisa Adams, Jamie Bushell,
60. and Katie Coaster.
xx Preface
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throughout this book names are given in East Asian order, with
family name preceding
personal name. Thus Mao Zedong was from the
Mao family, Ashikaga Takauji from the Ashikaga
family, and Yi Sŏnggye from the Yi family.
Both Japanese and Korean have phonetic scripts
(Japanese a syllabary, Korean an alphabet), though
Japanese additionally makes extensive use of
Chinese characters. There are standard ways to tran-
scribe these scripts into our alphabet. Here we have
used the Hepburn system for transcribing Japanese.
For Korean, we have used the revised romanization
system of the Ministry of Culture in South Korea.
Chinese does not have a phonetic script. In this
book the pinyin system of romanization has been
adopted.
61. The basic vowels, a, e, i, o, and u in all three lan-
guages are pronounced as in Italian, German, and
Spanish.
a as in father
e as in end
i as the first e in eve (although in Chinese if it comes
after an s, ch, or z, it is pronounced as the e in the)
o as in old (shorter in length and with less of the
ou sound of English)
u as in rude (shorter in length than English)
The macron over the ō or ū in Japanese indicates
that the vowel is “long,” taking twice as long to say,
as though it were doubled. Macrons have been omit-
ted from common place names well known without
them, such as Tokyo and Kyoto.
ü in Chinese (used only after l or n) is like the
German ü.
The three languages are not so similar when one
vowel follows another. In the case of Japanese,
each vowel is pronounced as a separate syllable
(shō en, is two syllables, shō -en). In Chinese, they
create a (one-syllable) diphthong (e.g., mei, which
is pronounced like may, and xia, which sounds like
shya). In Korean, two vowels in a row are used to
convey a distinct vowel sound; ae is like the a in at;
eo is like the u in but; eu is like the oo in foot.
Consonants for Japanese and Korean romaniza-
62. tion are close enough to English to give readers little
difficulty. In the Chinese case, divergence between
how an English speaker would guess a pronuncia-
tion and how the word is actually pronounced is
greater. The most confusing consonants are listed
below:
c ts in tsar
z dz in adze
zh j in jack
q ch in chin
x sh
In the case of Chinese, the romanization system
does not convey tones, which are also an important
element in pronunciation.
We have offered simple pronunciation guides
after many words that might give readers trouble.
These do not aim at linguistic accuracy; they are at
best approximations, based on common American
pronunciations, and are provided so that students
will feel more comfortable using the words in class.
They can be ignored once the reader has gotten the
hang of the romanization system.
For both Chinese and Korean, other ways of
romanizing the language are also widely used.
Through the last edition of this book we used the
McCune-Reischauer system for Korean, which uses
apostrophes and diacritical marks. Thus, the dynasty
that was romanized as Chosŏn in the last edition is
now romanized as Joseon. Comparisons of the two
systems of romanization can be found at http://www
.eki.ee/wgrs/rom2_ko.pdf.
63. In the case of Chinese, pinyin only became the
standard system of romanization in recent decades.
Some earlier spellings were based on dialects other
than Mandarin (Peking, Canton, Sun Yat-sen). More
often the Wade-Giles system of romanization was
employed. From context, if nothing else, most readers
C O N v E N T i O N s
xxi
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have inferred that Mao Zedong is the same person
whose name used to be spelled Mao Tse-tung, or
that Wang Anshi is the pinyin form of Wang An-shih.
Two older spellings have been retained in this book
because they are so widely known (Sun Yatsen and
Chiang Kaishek). Charts for converting pinyin to
Wade-Giles and vice versa are widely available on
the Internet, should anyone want verification of
their guesses (see, for instance, http://www.loc.gov/
catdir/pinyin/romcover.html).
64. xxii Conventions
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Pre-Modern East Asia
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06512_fm_rev04.indd 24 9/11/12 11:05 AM
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P A R T O N E
Connections
The Prehistory of East Asia
Chapter 1
China in the Bronze Age: The
Shang and Western Zhou Dynasties
(ca. 1500–771 b.c.e.)
Chapter 2
Philosophers and Warring States
During the Eastern Zhou Period
(770–256 b.c.e.)
Chapter 3
The Founding of the Bureaucratic
Empire: Qin-Han China (256 b.c.e.–
200 c.e.)
Connections
Buddhism in India and Its Spread Along the Silk
Road
Chapter 4
66. Political Division in China and the Spread of
Buddhism (200–580)
Chapter 5
The Cosmopolitan Empires of Sui and Tang
China (581–960)
Connections
Cultural Contact Across Eurasia (600–900)
The Foundations of
East Asian Civilization
in China
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2
During this long period, humans began to speak,
and so the affinities of modern languages offer a
rough clue to the spread of peoples in early times.
Language affinities suggest at least three migra-
tory routes through East Asia: from North Asia
into Mongolia, Manchuria, Korea, and Japan; from
67. China into Tibet and Southeast Asia; and from south
China to both Southeast Asia and the islands of the
Philippines and Indonesia. Other evidence suggests
additional routes—for instance, from Southeast Asia
and Micronesia to Japan.
All through Eurasia, much greater advance came
after the end of the last Ice Age around 10,000
b.c.e. (See Map C1.1.) Soon after this date, people
in Japan began making pottery, some of the earliest
in the world. Pottery is of great value for holding
water and storing food. In China and Korea, the ear-
liest pottery finds were somewhat later, but pottery
was apparently in use by 6000 b.c.e. Throughout
East Asia, early pottery was commonly imprinted on
its surface to give it texture. In Japan, this period is
referred to as Jōmon and dated from about 10,000
to 300 b.c.e. The comparable period in Korea
is called Jeulmun and dated from about 8000 to
700 b.c.e. These cultures share many features. From
shell mounds found in many places in both Korea
and Japan, it is evident that sites were occupied for
long periods, that shellfish were collected onshore,
and that fish were caught from both rivers and the
ocean. Other food sources were animals such as deer
and wild boar, which were hunted. Dogs seem to
have been domesticated and perhaps used as hunting
animals.
China in the millennia after the last Ice Age fol-
lowed more closely the pattern seen in western Eur-
asia, which involved crop agriculture, domestication
of animals for food and work, pottery, textiles, and
villages. Agriculture is a crucial change because cul-
tivating crops allows denser and more permanent
settlements. Because tending crops, weaving, and
68. THINKING ABOUT THE WHOLE OF EAST Asia
before the invention of writing helps to remind us
that East Asia has always been a part of Eurasia and
did not develop in isolation. During the Pleistocene
geological era (the last great Ice Age), plants and
animals spread across Eurasia as far as Japan, which
was then connected to the mainland. In later times,
peoples, crops, and inventions traveled in many
directions.
Early human beings (Homo erectus) appeared
in East Asia more than 1 million years ago, having
gradually spread from Africa and West Asia dur-
ing the Pleistocene. Peking Man, discovered in the
1920s, is one of the best-documented examples of
H. erectus, with skeletal remains of some forty indi-
viduals found in a single cave complex. Peking Man
could stand erect, hunt, make fire, and use chipped
stones as tools. In recent decades, even earlier exam-
ples of H. erectus have been found in south China.
Modern human beings (Homo sapiens) appeared
in East Asia perhaps fifty thousand years ago. The
dominant theory in the West, supported by studies
of the mitochondrial DNA of modern people, is that
H. sapiens also spread out of Africa and displaced
H. erectus in areas where it was not already extinct.
Chinese archaeologists have given more credence to
the theory that H. erectus evolved into H. sapiens
independently in many parts of the world, making
Peking Man the ancestor of modern Chinese. They
can point to similarities between Peking Man and
modern Chinese, such as the shape of certain teeth.
During the period from 50,000 to 10,000 b.c.e.,
69. East Asia was home to numerous groups of Paleo-
lithic hunters, gatherers, and fishermen. Many of
these people were on the move, following the wild
animals they hunted or searching for new environ-
ments to exploit. This was the period that saw the
movement of people from northeast Asia to the
Americas and also from south China and Southeast
Asia to the Pacific and Australia.
C O N N E C T I O N S
The Prehistory of East Asia
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Connections: The Prehistory of East Asia 3
piles; wove baskets; and made hoes, spears, mallets,
paddles, and other tools from wood. They decorated
their pottery and lacquered bowls with incised geo-
metrical designs or pictures of birds, fish, or trees.
Millet, a crop domesticated in China, became
the foundation of agriculture in north China.
70. Nanzhuangtou, the earliest site found so far, is in
southern Hebei and dates to about 8000 b.c.e. At
Cishan, a site in Hebei dating to about 5500 b.c.e.,
millet was cut with stone sickles and stored in cord-
marked pottery bowls, jars, and tripods (three-legged
pots). In addition to growing millet, the local people
hunted deer and collected clams, snails, and turtles.
The east–west divide among Chinese Neolithic
cultures in terms of expressive culture may well have
had connections to less tangible elements of culture
such as language and religion. In the west (Shaanxi
and Gansu provinces especially), pottery deco-
rated with painted geometrical designs was com-
monly produced from about 5000 to 3000 b.c.e. In
the fully developed Yangshao style, grain jars were
fashioning pots require different sorts of technical
and social skills than do hunting and gathering, it
is likely that skilled elders began to vie with hunters
and warriors for leadership.
The dozen or more distinct Neolithic cultures
that have been identified in China can be roughly
divided by latitude into the southern rice zone and
the northern millet zone and by longitude into the
eastern jade zone and the western painted pottery
zone. Dogs and pigs were found in both areas as
early as 5000 b.c.e. By 3000 b.c.e. sheep and cattle
had become important in the north and water buf-
falo and cattle important in the south.
Whether rice was independently domesticated in
China or spread there from Southeast Asia is not
yet certain. The earliest finds in China date to about
8000 b.c.e. At Hemudu, a site south of Shanghai
71. and dating to about 5000 b.c.e., Neolithic villagers
grew rice in wet fields and supplemented their diet
with fish and water plants such as lotus and water
chestnut. Hemudu villagers built wooden houses on
Liao
Wei
Yangzi
Yellow
P A C I F I C
O C E A N
Yellow
Sea
Sea of
Japan
E a s t
C h i n a
S e a
Hougang
Liangzhu
Hemudu
Pengdoushan
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4 Connections: The Prehistory of East Asia
probably of captives. The earliest examples, dat-
ing to about 2000 b.c.e., involved human remains
placed under the foundations of buildings. At
about the same time, metal began to be used on a
small scale for weapons. These trends in Neolithic
sites on the north China plain link it closely to the
early stages of the Bronze Age civilization there,
discussed in Chapter 1.
For China, prehistory conventionally stops soon
after 2000 b.c.e. It is true that in the Chinese
subcontinent outside the core of Shang territories,
subsistence technology continued in the Neolith-
ic pattern for many more centuries. In Korea and
J apan, the period before writing lasted longer, but
during the first millennium b.c.e., technologies from
China began to have an impact.
To understand the links between early China and
its East Asian neighbors, we must briefly consider
the wider Eurasian context, especially the northern
steppe region. In terms of contemporary countries,
the steppe extends from southern Russia past the
Caspian and Aral seas, through the Central Asian
republics, the northern reaches of China, and into
Mongolia and farther east. Horses were domes-
ticated on the southern Russian steppe by about
4000 b.c.e. but spread only slowly to other regions.
Chariots spread first, then riding on horseback.
75. exuberantly painted in red and black with spirals,
diamonds, and other geometrical patterns.
In the east, from Liaodong near Korea in the
north to near Shanghai in the south, early pottery
was rarely painted, but more elaborate forms ap-
peared very early, with the finest wares formed on
potters’ wheels. Some had exceptionally thin walls
polished to an almost metallic appearance. Many
forms were constructed by adding parts, such as legs,
spouts, handles, or lids. The many ewers and goblets
found in eastern sites were probably used for ritu-
als of feasting or sacrifice. Eastern cultures were also
marked by progressively more elaborate burials.
At Dawenkou in Shandong (ca. 5000–2500
b.c.e.), not only were wooden coffins used but even
wooden burial chambers were occasionally con-
structed. The richest burials had more than a hun-
dred objects placed in them, including jade, stone, or
pottery necklaces and bracelets. Some of the people
buried there had their upper lateral incisors extract-
ed, a practice Chinese authors in much later times
considered “barbarian” and that is also seen in some
Japanese sites.
Even more distinctive of the eastern Neolithic
cultures is the use of jade. Because jade does not
crack, shaping it requires slow grinding with abra-
sive sand. The most spectacular discoveries of Neo-
lithic jades have been made in Liaodong near Korea
(Hongshan culture, ca. 3500 b.c.e.) and south of
Shanghai (Liangzhu culture, ca. 2500 b.c.e.)—
areas that literate Chinese in ca. 500 b.c.e. consid-
ered barbarian. In the Hongshan culture area, jade
76. was made into small sculptures of turtles, birds,
and strange coiled “pig dragons.” In the Liangzhu
area, jade was fashioned into objects with no obvi-
ous utilitarian purpose and that are therefore con-
sidered ritual objects. Most common are disks and
notched columns.
In China, the late Neolithic period (ca. 3000–
2000 b.c.e.) was a time of increased contact and
cultural borrowing between these regional cultures.
Cooking tripods, for instance, spread west, while
painted pottery spread east. This period must also
have been one of increased conflict between com-
munities because people began building defensive
walls around settlements out of rammed earth,
some as large as 20 feet high and 30 feet thick.
Enclosing a settlement with such a wall required
chiefs able to command men and resources on a
large scale. Another sign of the increasing power
of religious or military elites is human sacrifice,
Jade Plaque. This small plaque (6.2 by 8.3 cm, or
2.5 by 3.25 in) is incised to depict a human figure
who merges into a monster mask. The lower part
could be interpreted as his arms and legs, but at the
same time resembles a monster mask with bulging
eyes, prominent nostrils, and a large mouth.
Zh
ej
ia
ng
P
ro
78. es
s
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Connections: The Prehistory of East Asia 5
During the next phase there was such a radical
change in burial practices that archaeologists sus-
pect that a different, and militarily superior, horse-
riding group entered the area. This new group used
both wooden and stone-cist coffins. A cist burial is
one with a burial chamber built of stones to form
a box, with a flagstone or similar large, flat stone
to cover it. By the third century b.c.e., the cultures
of the Northern Zone became increasingly homoge-
neous in material culture and rituals, with similar
warrior elites and ornamental art.
These societies came into contact with people
settled farther south in the Korean peninsula. As
mentioned previously, after the end of the last Ice
Age, the Korean peninsula was home to the fishing
79. and foraging Jeulmun (comb pattern pottery) peo-
ples. By the middle of the first millennium b.c.e., a
new culture, called Mumun (plain pottery), became
established. Mumun sites, in contrast to the earlier
Jeulmun seaside ones, were on hillsides or hilltops.
Grain production became more important, and met-
alworking was adopted. Bronze began to be used in
Korea about 700 b.c.e. and iron by about 400 b.c.e.
Mumun farmers grew barley, millet, sorghum, and
short-grained rice, a mix of crops similar to that
grown in north China. They heated their homes
with flues under the floor, a practice that contin-
ued into modern times. Another distinctive feature
of this culture, the use of stone-cist burials, links it
to the Northern Zone. A fifth-century b.c.e. site in
west-central Korea has a stone-cist burial, twenty-
one pit buildings, red burnished pottery, a pottery
kiln, a stone mold for casting bronze implements,
whetstones for sharpening blades, bronze daggers
and swords, and a bronze dagger of the type found
farther north in the Northern Zone. Soon, howev-
er, Korea was producing its own distinctive metal-
work, such as finely decorated mirrors. A new burial
form also emerged: large aboveground stone vaults
called dolmens.
The shift from Jeulmun to Mumun probably re-
flects the same movement of people seen in south-
ern Manchuria. Without textual evidence, how-
ever, it is impossible to decide whether the local
Jeulmun quickly adopted the superior technology of
the Mumun people or whether the Mumun moved
into the area in large numbers, gradually pushing
out those who were already there. Some scholars
speculate that the newcomers were the speakers of
languages that were the ancestors of the Korean and
80. Japanese languages.
A fourteenth-century b.c.e. Hittite text on horse-
manship discusses the training of chariot horses;
within a century or so, chariots appeared in Shang
China. The Scythians appeared as mounted archers
in the tenth or ninth century b.c.e. East of them,
the Karasuk, with a similar culture, dominated the
region from western Mongolia into south Siberia.
The Scythians and the Karasuk lived in felt tents,
traveled in covered carts, and had bronze technol-
ogy, including the bronze bit that made possible
horseback riding. By the seventh century b.c.e. in
the Altai region of Mongolia, there were two dis-
tinct groups of nomadic pastoralists: those who bur-
ied the dead under mounds and those who buried
the dead in stone boxes. Their bronze implements,
however, were much the same.
South of these groups on the steppe, but in con-
tact with them, were pastoral–agricultural cultures
in China’s Northern Zone, stretching in terms of
modern provinces from Gansu through northern
Shaanxi, northern Shanxi, and northern Hebei,
into Liaoning (southern Manchuria). During the
late second millennium b.c.e., this zone was settled
by a variety of cultures with distinct pottery and
burial customs but bronze knives much like those
of the steppe to the north. In the early first mil-
lennium b.c.e., warrior elites emerged in many of
these cultures, and animal raising became more
central to their economies, perhaps in response to a
climate that was becoming colder and drier. From
600 to 300 b.c.e., evidence of horses becomes more
and more common, as does riding astride. Some of
these cultures adopted nomadic pastoralism, mov-
81. ing with their herds to new pastures. These cul-
tures also adopted the art styles common on the
steppe, such as bronze and gold animal plaques.
They made increasing use of iron, which may have
spread to them from the Central Asian steppe
rather than from China, which was also beginning
to use iron in this period. At the same time, these
Northern Zone cultures were in contact with the
Chinese states; early Chinese coins have been found
at some sites.
The eastern end of this Northern Zone was di-
rectly north of Korea. Archaeologists have identified
a culture there that lasted eight centuries, from the
eleventh to the fourth centuries b.c.e., called Upper
Xiajiadian culture. Finds include an ancient mine,
along with distinctive bronze knives, helmets, mir-
rors, and horse fittings. The faces of the dead were
covered with a cloth decorated with bronze buttons.
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6 Connections: The Prehistory of East Asia
82. It is likely that the shift to Yayoi-style pottery
and associated technologies was the result of an
influx of people from Korea. Archaeologists have
identified two distinct skeleton types in Yayoi pe-
riod sites in western Japan, which they interpret as
the indigenous Jōmon people and the new immi-
grants from Korea. The Jōmon type were shorter
and more round-faced. The influx of the immi-
grants seems to have been greatest in Kyushu and
western Honshu. Some scholars speculate that the
Ainu, who survived into modern times only on
the northern island of Hokkaido, are of relatively
pure Jōmon stock.
Another sign that the influx of Yayoi people was
not so great in eastern Japan is that bronze imple-
ments did not become important in the east, nor did
easterners adopt the western Yayoi style of burying
the whole body in a jar, coffin, or pit. Rather, in
the east, reburial of the bones in a jar predominated.
Another important technology that made
its way to Korea and Japan before writing was
rice cultivation. Studies based on stone reaping
knives suggest that rice spread north along the
China seaboard, reaching Korea and Japan by
about 300 b.c.e. In the case of Japan, rice seems
to have been grown by the end of the Jōmon pe-
riod but is more strongly associated with the next
stage, called the Yayoi period. The Yayoi period
is marked by distinctive pottery, found earliest
in Kyushu, then spreading east through Honshu,
though farther north more of the Jōmon style is
retained in Yayoi pieces. Rice cultivation was
more thoroughly adopted in western Japan, with
the marine-based way of life retaining more of its
84. giving Korea more direct influence on Japan than
China had.
In Chapters 6 and 7, when we pick up the story
of Korea and Japan again, it will be evident that as
we move into the historical period, not only is the
prehistoric period of continuing significance, but
many of the same cultural processes continued to be
at work.
Because contact between southern Korea and west-
ern Japan continued through this period and because
new technologies entered through this route, western
Japan in this period was relatively more advanced
than eastern Japan.
As we can see from this review of prehistory, con-
tact among the societies of East Asia did not lead to
identical developmental sequences. In China a mil-
lennium passed between the introduction of bronze
technology and that of iron, in Korea only three cen-
turies, and in Japan they were acquired together. In
China the horse was first used to pull chariots, and
it took five hundred or more years before soldiers
were riding horses. In Korea and Japan, horses came
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to electronic rights, some third party content may be suppressed
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85. time if subsequent rights restrictions require it.
8
C H A P T E R O N E
China in the Bronze
Age: The Shang
and Western
Zhou Dynasties
(ca. 1500–771 b.c.e.)
The Geography of the Chinese
Subcontinent
The Shang Dynasty
(ca. 1500–1045 b.c.e.)
Material Culture: Rammed
Earth
Developments Outside the
Shang Core
The Western Zhou Dynasty
(1045–771 b.c.e.)
Documents: The Book
of Songs
China’s Bronze Age began soon after 2000 b.c.e., and by 1200
b.c.e. there were bronze-based civilizations in several regions of
China.
The best known of these was centered on Anyang (ahn-yahng)
86. in north-
central China, where the Shang (shahng) Dynasty developed a
complex
state with writing and large settlements. The inscribed oracle
bones found
at Anyang confirm traditions about Shang rulers passed down in
early
texts.
In 1045 b.c.e. the Shang Dynasty was overthrown by an
erstwhile ally-
vassal, the state of Zhou (joe). The early Zhou Dynasty is
known not
only from archaeological evidence but also from transmitted
texts, which
provide the Zhou version of their righteous victory over the
decadent
Shang. The Zhou rulers sent out vassals to establish settlements
in distant
regions, creating a feudal-like system.
The issues that engage archaeologists, paleographers, and
historians of
China’s Bronze Age remain the basic ones: Can we reconcile
texts that
talk of a sequence of dynasties with the archaeological evidence
of distinct
cultural centers? What were the consequences of the invention
of writ-
ing? What can be inferred about Shang society and culture from
surviving
material artifacts such as bronze vessels? Is there any way to
tell whether
cultures outside the core regions of the Shang and Zhou spoke
the same
language or considered themselves part of the same culture?
87. How sig-
nificant in political and cultural terms was the transition from
Shang to
Zhou? Was anything significant learned from other parts of
Eurasia in
this period, or were all advances locally generated?
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to electronic rights, some third party content may be suppressed
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The Geography of the Chinese Subcontinent 9
within China, modern province names are used for
convenience (see frontispiece map).
The geographical context in which Chinese civiliza-
tion developed changed slowly over time: rivers and
coastlines have shifted, forests have been cleared, and
climates have warmed and cooled. The human ge-
ography has undergone even more extensive changes
as the area occupied by speakers of Chinese has ex-
panded and they have faced different neighbors.
China proper, by the nineteenth century about
a thousand miles north to south and east to west,
88. occupies much of the temperate zone of East Asia.
The northern part, drained by the Yellow River, is
colder, flatter, and more arid than the south. Rain-
fall in many northern areas is less than 20 inches a
year, making it best suited to crops like wheat and
millet. The dominant soil is loess—fine wind-driv-
en earth that is fertile and easy to work even with
primitive tools. Much of the loess soil ends up as
silt in the Yellow River, causing the riverbed to rise
THE GEOGRAPHy OF THE CHINESE
SuBCONTINENT
The term China as it is used in this book does not re-
fer to the same geographical entity at all points in his-
tory. The historical China, also called China proper,
was smaller than present-day China and changed in
size over time. It can be thought of as the area settled
by Chinese speakers or controlled by a Chinese state,
or both. (To radically simplify complex issues of
identity, references here to “the Chinese” can be tak-
en to mean speakers of the Chinese language, a group
that can also be referred to as the Han Chinese.) The
contemporary People’s Republic of China includes
territories like Tibet, Inner Mongolia, Turkestan, and
Manchuria that were the traditional homes of other
peoples and were not incorporated into Chinese states
until relatively late in their histories. In this book, to
indicate the location of historically significant places
BA-SHU
QIANG
VARIOUS
RONG
94. According to tradition, Shang kings ruled from five
successive cities. The best known is the last, Anyang,
first excavated between 1928 and 1937. The Shang
kings ruled there from approximately 1200 b.c.e. to
1045 b.c.e. At the center of Anyang were large pal-
aces, temples, and altars that were constructed on
rammed earth foundations (see Material Culture:
Rammed Earth).
The Shang kings were military chieftains who
regularly sent out armies of three thousand to five
thousand men on campaigns; when not at war, they
would go on hunts that lasted for months. Their
armies fought rebellious vassals and foreign tribes,
but the situation constantly changed as vassals be-
came enemies and enemies accepted offers of alli-
ance. War booty, especially the war captives who
could be enslaved or sacrificed, was an important
source of the king’s revenue.
Bronze technology gave Shang warriors superior
weapons: bronze-tipped spears and dagger-axes,
used for hacking and stabbing. Bronze was also used
for the fittings of the spoke-wheeled chariots that
came into use around 1200 b.c.e. There is no evi-
dence of animal traction in China before the chariot
or of the use of wheels, spoked or solid disk, leading
to the conclusion that the chariot was introduced to
China by diffusion across Asia. Shang chariots were
pulled by two or four horses and provided com-
manders with mobile stations from which they could
supervise their troops; chariots also gave archers and
soldiers armed with battle-axes increased mobility.
Shang power did not rest solely on military su-
95. premacy. The oracle bone texts show that the Shang
king also acted as the high priest, the person best
qualified to offer sacrifices to the royal ancestors and
the high god, Di (dee), who could command rain,
thunder, and wind. The king also made offerings to
an array of nature gods, such as the spirits of the sun
and moon, the Yellow River, the winds of the four
directions, and specific mountains.
Royal ancestors were viewed as able to intervene
with the remote Di. They also could send curses,
produce dreams, assist the king in battle, and more.
The king addressed his ancestors in prayers and
made offerings of millet, wine, cattle, sheep, grain,
and human victims to them. He discerned his ances-
tors’ wishes and responses by interpreting the cracks
made on heated cattle or turtle bones. King Wu Ding
(woo ding) (ca. 1200 b.c.e.) had his diviner ask the
high god Di or his ancestors about rain, the harvest,
military expeditions, dreams, floods, tribute pay-
ments, sacrifices, and even a toothache.
over time. Once people began to dike the river, it be-
came flood prone, since when the dikes break, huge
floods result. Drought is another perennial problem
for farmers in the north.
The Yangzi River is the dominant feature of the
warmer, wetter, and more lush south, a region well
suited to rice cultivation and to growing two crops
a year. The Yangzi and many of its tributaries are
navigable, so boats were traditionally the preferred
means of transportation in the south.
Mountains, deserts, and grasslands separated
China proper from the sites of other early civiliza-
96. tions. Between China and India lay Tibet, with its vast
mountain ranges and high plateaus. North of Tibet
are great expanses of desert, where nothing grows
except in rare oases; north of the desert, grasslands
stretch from Ukraine to eastern Siberia. Until modern
times, Chinese civilization did not spread into these
Inner Asian regions because they were not suited to
crop agriculture. The northern grasslands, where rais-
ing animals is a more productive use of land than is
planting crops, were the heartland of China’s tradi-
tional enemies, such as the Xiongnu and the Mongols.
THE SHANG DyNASTy
(ca. 1500–1045 b.c.e.)
China’s Neolithic Age is discussed in Connections: The
Prehistory of East Asia. China had agriculture from
about 10,000 b.c.e.; by 4000 b.c.e. distinct regional
cultures are evident; by 2500 b.c.e. settlements were
sometimes walled, and burials give evidence of increas-
ing social differentiation. It was from these roots that
China’s first civilization emerged soon after 2000 b.c.e.
Early Chinese texts refer to the first dynasty as the
Xia (shya) Dynasty and give the names of its kings.
The earliest Bronze Age sites may have some con-
nection to Xia, but they contain no texts to prove
or disprove this supposition. The Shang Dynasty,
however, is documented in both excavated and
transmitted texts, and no one today doubts that it
existed. The key excavated texts are the oracle bone
inscriptions found in and near the Shang settlement
at Anyang, in modern Henan province. Although
these inscribed cattle bones and turtle shells had
been unearthed from time to time, it was only after
1898 that scholars connected them to Shang kings.
Since then, rubbings of some forty-eight thousand
97. bone fragments have been published, giving paleog-
raphers much to study.
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to electronic rights, some third party content may be suppressed
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The Shang Dynasty (ca. 1500–1045 b.c.e.) 11
Ding. Although it was one of the smaller royal tombs
(about 13 feet by 18 feet at the mouth and about
25 feet deep) and not in the main royal cemetery, it
was nonetheless filled with an extraordinary array
of valuable goods. The hundreds of bronze objects
in the tomb weighed 1.6 metric tons. About 60 of
the bronze vessels had Lady Hao’s name inscribed
Shang palaces were undoubtedly splendid, but
they were constructed of perishable material like
wood, and nothing remains of them today. What has
survived are the lavish underground tombs built for
Shang kings and their consorts. The one royal tomb
not to have been robbed before it was excavated was
for Lady Hao, one of the many wives of King Wu
M A T E R I A L C U L T U R E
98. From the late Neolithic period on, pounded or
rammed earth was used in north China to build
foundations and walls. In fact, in areas of loess soil,
rammed earth is still used as a building material, pri-
marily for the walls around houses and farmyards.
The method used today begins with dumping loose
soil into wooden frames, then pounding it into thin
layers with wooden logs. At archaeological sites, the
impressions of the pounders are often still visible on
the top layer of the wall. Ancient rammed earth can
be nearly as hard as concrete.
The most massive rammed earth structure from
the Shang period excavated so far is the wall
surrounding the city of Zhengzhou (juhng-joe) in
Henan (huh-nahn) province. It is about 1,800 meters
on each side and about 9 meters tall. The base of
the wall was as much as 20 meters thick. Chinese
archaeologists have estimated that it contained
870,000 cubic meters of rammed earth, which
would have required a labor force of ten thousand
men working for eight years to dig the soil, trans-
port it to the site, and pound it into a wall.
Earthen Walls. Walls are still constructed of rammed earth
today.
A frame of logs is built, the earth is pounded into place, and
after
it is dry, the frame is removed.
Rammed Earth
Ro
na
99. ld
G
. K
na
pp
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to electronic rights, some third party content may be suppressed
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12 Chapter 1 China in the Bronze Age: The Shang and
Western Zhou Dynasties (ca. 1500–771 b.c.e.)
others in ritual vessels. Another important product
was silk made from the cocoons of the silkworm,
which fed on the leaves of mulberry trees. Silk from
Shang China has recently been discovered in an
Egyptian tomb, evidence that its importance as an
item of east–west trade began very early.
At the level of technology, the life of Shang farm-
ers was not very different from that of their Neolithic
ancestors. They lived in small, compact villages, sur-
rounded by fields that they worked with stone tools.
100. Millet continued to be the basic grain, but some new
crops became common in Shang times, most nota-
bly wheat, which had spread from West Asia. Sheep,
cattle, and pigs were all raised.
The primary difference between Shang farmers
and their Neolithic predecessors is the huge gulf that
separated them from the most powerful in their soci-
ety. Shang rulers could command the labor of thou-
sands of men for long periods of time. Huge work
forces were mobilized to build the rammed earth
city walls, dig the great tombs, open new lands, and
fight in wars. Some scholars assume that those la-
boring for the king were slaves, perhaps acquired
through warfare. Others speculate that these labor-
ers also included conscripts called up as needed from
among the serf-like farmers. Whatever the status of
the workers, coercion, backed by violence, was an
essential element of the Shang state.
Writing
The inscribed oracle bones demonstrate that writing
was already a major element in Chinese culture by
1200 b.c.e. Writing must have been invented ear-
lier, but the early stages of its development cannot be
traced, probably because it was done on perishable
materials like wood, bamboo, or silk.
What impact did writing have? Literacy is an
ally of political control, facilitating communication
across an expanding realm. From the oracle bones,
we know that Shang kept records of enemies slain,
booty taken, animals bagged in hunts, and other
information, using lunar months and ten-day and
sixty-day cycles to record dates.
101. Although only about 40 percent of the five thou-
sand or so characters used on Shang divination
texts have been deciphered, there is no longer any
doubt that the language and the writing system of
the Shang are directly ancestral to both the language
and the writing systems of later Chinese. This script
was logographic, similar to ancient Egyptian and
on them. The 130 weapons found in this tomb show
that Lady Hao took an interest in military affairs.
There were also 755 jade objects, 63 stone ones,
and 564 made of bone. From inscribed bones found
elsewhere at Anyang, we know that Lady Hao led
several military campaigns, once with thirteen thou-
sand troops against the Qiang (chyahng) tribes to
the west. Some of the objects in her tomb appear
to be tributes sent to Anyang from distant places.
These include both bronze vessels from the south
and knives and mirrors from the Northern Zone (oc-
cupied by non-Han peoples, discussed below).
In addition to objects of symbolic value or prac-
tical use, the Shang interred human beings, some-
times dozens of them, in royal tombs. Why did they
do this? From oracle bone texts, it seems that cap-
tives not needed as slaves often ended up as sacrifi -
cial victims. Other people buried with the king had
chosen their fate; that is, his spouses, retainers, or
servants could decide to accompany him in death.
Those who voluntarily followed their king to the
grave generally had their own ornaments and might
also have coffins and grave goods such as weapons.
Early Shang graves rarely had more than three vic-
tims or followers accompanying the main occupant,
but the practice grew over time. A late Shang king’s
102. tomb contained the remains of ninety followers plus
seventy-four human sacrifices (not to mention the
twelve horses and eleven dogs). Archaeologists often
can identify sacrificial victims because they were de-
capitated or cut in two at the waist.
Human sacrifice was not confined to burials. Div-
ination texts refer to ceremonies where from three
to four hundred captives were sacrificed. In 1976,
twelve hundred victims were found in 191 pits near
the royal tombs, apparently representing successive
sacrifices of a few dozen victims each. Animals were
also frequently offered in sacrifice. Divinations pro-
posed the sacrifice of one hundred, two hundred, or
three hundred cattle, sheep, pigs, or dogs.
What about those in Shang society who were not
buried in well-furnished tombs? The Shang nobility
lived in large houses built on platforms of rammed
earth. Those lower down on the social scale often
lived in homes built partly below ground level, prob-
ably as a way to conserve heat.
In the urban centers, substantial numbers of crafts-
men worked in stone, bone, bronze, and clay. Their
workshops, concentrated in certain sections of the
city, were often quite specialized. Some workshops
specialized in hairpins, others in arrowheads, and
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
103. Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
The Shang Dynasty (ca. 1500–1045 b.c.e.) 13
longer than learning to read a phonetic script. Thus,
because China retained its logographic writing sys-
tem, it takes many years of study for a person to
master reading and writing.
Why did China retain a logographic writing sys-
tem even after encounters with phonetic systems?
Although phonetic systems make learning to read
easier, there are costs to abandoning a logographic
system. Those who learned to read Chinese could
communicate with a wider range of people than
those who read scripts based on speech. Because
Chinese characters remained recognizable after the
passage of many centuries, despite phonological
change, educated Chinese could read texts written
centuries earlier without needing them to be trans-
lated. Moreover, as the Chinese language developed
mutually unintelligible regional variants, readers of
Chinese could read books and letters by contempo-
raries whose oral language they could not compre-
hend. Thus, the Chinese script played a large role in
holding China together and fostering a sense of con-
nection with the past. For the history of East Asia,
the Chinese script has a further significance. Korea,
Japan, and Vietnam all began writing by adopting
the Chinese script.
104. Metalworking
As in Egypt, Mesopotamia, and India, the develop-
ment of more complex forms of social organiza-
tion in Shang China coincided with the mastery of
metalworking, specifically bronze. Beginning about
2000 b.c.e., people learned to prospect metals, re-
move them from their ores, and fashion them into
tools or ornaments. The next stage, reached by
about 1500 b.c.e., involved large-scale production.
In Shang times, bronze was used more for ritual
than for war. Most surviving Shang bronze objects
are vessels such as cups, goblets, steamers, and caul -
drons, which originally would have been used to
hold food and wine offered to the ancestors or gods
during sacrificial ceremonies. Both kings and nobles
owned bronze vessels, but the kings had many more.
When compared to bronze objects made in other
early societies, Chinese bronzes stand out for their
quantity, their decoration, and the ways they were
manufactured. Shang bronze-making required a
large labor force to mine, refine, and transport cop-
per, tin, and lead ores and to produce and transport
charcoal. To achieve the high degree of precision
and standardization evident from surviving bronze
Sumerian, meaning that each word was represented
by a single graph (character). In the Chinese case,
some of these graphs began as pictures, but other
methods were adopted to represent the names of
abstract concepts. Sometimes the graph for a dif-
ferent word was borrowed because the two words
were pronounced alike. As in later times, sometimes
two different graphs were combined; for instance, to
105. represent different types of trees, the graph for tree
could be combined with the graph for another word
that sounded like the name of a kind of tree. More
than half of the characters found on oracle bones
combine components in these ways.
In western Eurasia, logographic scripts were even-
tually modified or replaced by phonetic scripts, but
that never happened in China (though, because of
changes in the spoken language, many words today
are represented by two or three characters rather
than a single one). Basic literacy requires knowing
the characters for two or three thousand common
words, and well-educated people learn a couple of
thousand more. Because characters are composed of
a few hundred components, this task is not as daunt-
ing as it may seem at first, but it still takes much
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