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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0306090120150
ANTA
CUBA
COLOMBIA
PERU
BOLIVIA
CHILE
CANADA
MEXICO
NIG
LIBERIA
GABO
EQUATORIAL
GUINEA
GUINEA
MALI
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
URUGUAY
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
BENIN
BURKINA
FASO
T
GUINEA-BISSAU
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
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.
NGO
TUNISIA
CENTRAL
AFRICAN REPUBLIC
ISRAEL
LEB.
DJIBOUTI
ERITREA
MALAWI
BRUNEI
A R C T I C
O C E A N
MALDIVES
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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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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Tap into engagement
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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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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
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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
CARL MCDANIELCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAARRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAANNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIEEEEEEEE ...
1. IntroversionScore 11 pts.4 - 22 pts.Feedback Some peopMartineMccracken314
1. Introversion
Score : 11 pts.
4 - 22 pts.
Feedback: Some people thrive in teleworking arrangements, whereas others discover that it is neither a satisfying nor productive work environment for them. This scale assesses three personal dispositions that are identified in the literature as characteristics of effective teleworkers: (a) high company alignment, (b) low social needs at work and (c) independent initiative.
Company alignment
Company alignment estimates the extent to which you follow company procedures and have values congruent with company values. The greater the alignment, the more likely that you can abide by company practices while working alone and with direct supervision. While some deviation from company practices may be appropriate, teleworkers need to agree with company values and provide work that is consistent with company expectations most of the time. Scores on this scale range from 4 to 20.
Extroversion
Score: 17 pts.
4 - 22 pts.
Feedback: Low individualism
Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of their unique qualities that distinguish them from others.
However, keep in mind that the average level of individualism is higher in some cultures (such as Australia) than in others.
2. Total score: 8 pts.
RANGE BASED FEEDBACK:
6-12 pts.
Feedback: Low work centrality
People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).
3. Total score: 32 pts.
RANGE BASED FEEDBACK:
28-32 pts.
Feedback: High need for social approval
The need for social approval scale estimates the extent to which you are motivated to seek favourable evaluation from others. Founded on the drive to bond, the need for social approval is a secondary need, because people vary in this need based on their self-concept, values, personality and possibly social norms. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. Otherwi ...
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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
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66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
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T I M O T H Y J . K L O P P E N B O R G
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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
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).
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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#, author, title, or keyword for materials in your areas of interest.
Important Notice: Media content referenced with ...
0306090120150
ANTA
CUBA
COLOMBIA
PERU
BOLIVIA
CHILE
CANADA
MEXICO
NIG
LIBERIA
GABO
EQUATORIAL
GUINEA
GUINEA
MALI
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
URUGUAY
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
BENIN
BURKINA
FASO
T
GUINEA-BISSAU
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.
NGO
TUNISIA
CENTRAL
AFRICAN REPUBLIC
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
Copyright 2013 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#, 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.
Copyright 2013 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.
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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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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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
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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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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
CARL MCDANIELCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAARRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAANNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIEEEEEEEE ...
1. IntroversionScore 11 pts.4 - 22 pts.Feedback Some peopMartineMccracken314
1. Introversion
Score : 11 pts.
4 - 22 pts.
Feedback: Some people thrive in teleworking arrangements, whereas others discover that it is neither a satisfying nor productive work environment for them. This scale assesses three personal dispositions that are identified in the literature as characteristics of effective teleworkers: (a) high company alignment, (b) low social needs at work and (c) independent initiative.
Company alignment
Company alignment estimates the extent to which you follow company procedures and have values congruent with company values. The greater the alignment, the more likely that you can abide by company practices while working alone and with direct supervision. While some deviation from company practices may be appropriate, teleworkers need to agree with company values and provide work that is consistent with company expectations most of the time. Scores on this scale range from 4 to 20.
Extroversion
Score: 17 pts.
4 - 22 pts.
Feedback: Low individualism
Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of their unique qualities that distinguish them from others.
However, keep in mind that the average level of individualism is higher in some cultures (such as Australia) than in others.
2. Total score: 8 pts.
RANGE BASED FEEDBACK:
6-12 pts.
Feedback: Low work centrality
People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).
3. Total score: 32 pts.
RANGE BASED FEEDBACK:
28-32 pts.
Feedback: High need for social approval
The need for social approval scale estimates the extent to which you are motivated to seek favourable evaluation from others. Founded on the drive to bond, the need for social approval is a secondary need, because people vary in this need based on their self-concept, values, personality and possibly social norms. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. Otherwi ...
1. International financial investors are moving funds from Talona MartineMccracken314
1. International financial investors are moving funds from Talona to other countries. This depreciation is causing even more disenchantment with this Talona's currency. Describe the affects will this have on the supply and demand curves for this currency on the foreign exchange markets?
2. Using a supply and demand diagram, demonstrate how a negative externality leads to market inefficiency. How might the government help to eliminate this inefficiency?
3. Briefly discuss the shortcomings of environmental command-and-control regulations.
4. Some data that at first might seem puzzling: The share of GDP devoted to investment was similar for the United States and South Korea from 1960-1991. However, during these same years South Korea had a 6 percent growth rate of average annual income per person, while the United States had only a 2 percent growth rate. If the saving rates were the same, why were the growth rates so different?
5. “Block Imports—Save Jobs for Some Americans, Lose a Roughly Equal Number of Jobs for Other Americans, and Also Pay High Prices.” Discuss this statement within the context of protectionism.
6. Steve and Craig have been shipwrecked on a deserted island in the South Pacific. Their economic activity consists of either gathering pineapples or fishing. We know Steve can catch four fish in one hour or harvest two baskets of pineapples. In the same time Craig can reel in two fish or harvest two baskets of pineapples.
Assume Craig and Steve both operate on straight-line production possibilities curves. What is Steve's opportunity cost of producing a basket of pineapples? Of a producing a fish? What is Craig's opportunity cost of producing a basket of pineapples? Of a producing a fish?
7. Provide examples of market-oriented environmental policies.
Running head: SC PLAN 1
SC PLAN 4
SC PLAN
Student’s Name
Institution Affiliation
SC PLAN
1. Describe the actions you will take to increase your net cash flows in the near future.
The first step is to reduce living expenditures. It is critical to lessen the amount spent on living expenses and other variables and save for future use. I will have to prevent luxuries such as vacation costs or keep them in check to avoid spending a hefty amount on them. I should check the option to cook for myself and avoid buying food. Also, I will choose a destination I can drive myself to save on rental car expenditures and airfare. I will have a detailed budget indicating the amount required for savings, debt repayment, and investment that will assist only to spend the money on essential expenditures. Further, the savings can help to start a business and become self-employed in the distant future.
I would have to look for a job that pays well or engage in a robust salary negotiation. The right time to negotiate for salary is during a performance review, compensation meeting, or job promotion (Bellon, Cookson, Gilje, & Heimer, 2020). I will ensure that I expand my education and technic ...
1. Interventionstreatment· The viral pinkeye does not need any MartineMccracken314
1. Interventions/treatment
· The viral pinkeye does not need any medication
· The bacterial pinkeye is treated with ointment or eye droplets
2. Possible nursing diagnosis
· Checking the specific infection affecting the eye
· Identifying burning eyes
· Increased anxiety with red eyes
3. Sign and symptoms
· Eye irritation
· Eye tearing
· Eye redness
· Eye discomfort
4. Nursing Interventions
· Putting some droplets in the kid’s eye
· Using a antibiotic ointment
· Administering ibuprofen to the kid
5. Risk factors
· Allergies
· A women having an STD during pregnancy
· Exposing the child to areas with lots of bacteria
6. Pathophysiology
The infected eye shows through an inflammation that is swollen and red. The conjunctiva shows and this is the clear membrane seen in the part where the eye is white. It remains this way if not treated for a while before it ends with medication administered or just ends naturally.
7. Complications
· A scaring in the child’s eye if the conjunctivitis is caused by allergic reactions
· It can aggravate to cause different conditions such as meningitis
8. Diagnostic Procedure
· Administering the medicine using eye droplets
· Rubbing the eye area with the ointment
...
1. Introduction and background information about solvatochromism uMartineMccracken314
1. Introduction and background information about solvatochromism using Reichardt’s dye? (400-500 words)
2. Discuss the properties of Reichardt’s dye that cause it to change its wavelength of maximum absorbance in the presence of solvents of differing polarities.
3. Discuss solvatochromism. Are there other dyes which exhibit this effect?
4. Would it be possible to use the wavelength of maximum absorbance in the presence of Reichardt’s dye to determine the water content of acetone solutions?
...
1. Integrity, the basic principle of healthcare leadership.ContaMartineMccracken314
1. Integrity, the basic principle of healthcare leadership.
Contains unread posts
Mateo Alba posted May 12, 2021 10:04 PM
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Integrity of any organization regardless whether it is in healthcare or business or government is paramount. Because of integrity comes trust. Having trust in a healthcare organization is nonnegotiable. It is the foundation of a world-class organization. Executives who ignore ethics run the risk of personal and corporate liability in today’s increasingly tough legal environment (Lynn S. Paine, 1994, Managing for Organizational Integrity, pp. 2-21)
First, the healthcare organization. The healthcare organization is the head or the governing body. It is charged of day-to-day functions, establish policies, guidance, business process, safety, security and all the administrative duties. Integrity is and must be the cornerstone of any healthcare organization. Without it, no clinicians or workers that would knowingly work for an organization that they cannot trust or feel safe. And most importantly, if the patients do not have trust in the organization, they will avoid that facility at all cost.
Second, the clinicians. The clinicians are what makes the organization or facility function. Whether they are the providers, nurses or staff it is important that they have the integrity to always do what is right not only for the healthcare team or the organization, but most specially for the patient. It starts with the clinical leaders building trust to their subordinate staff by having the integrity and values of what a leader should be. Once that is established, then it permeates throughout the entire team. Thereby improving the healthcare delivery.
Lastly, and the most important is the patient. At the center of the entire system needs to be the patient. Once the patient recognizes the integrity or values of the healthcare organization and the clinicians delivering healthcare, patient trust is established. The patient satisfaction also increases. According to Cowing, Davino-Ramaya, Ramaya, Szmerekovsky, 2009, pp.72, “if patients are satisfied with clinician-patient interactions, they are likely to be more compliant with their treatment plan, to understand their role in the recovery process, and to follow through with the recommended treatment”. Having integrity or values in the healthcare delivery is the basic principle of healthcare leadership.
Cowing, M., Davino-Ramaya, C. M., Ramaya, K., & Szmerekovsky, J. (2009). Health care delivery performance: service, outcomes, and resource stewardship. The Permanente Journal, 13(4), 72–78. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911834/
Lynn S. Paine, 1994, Managing for Organizational Integrity. Harvard business review, 2-21. Retrieved from Managing for Organizational Integrity (hbr.org)
2. Medical Delivery Influences
Contains unread posts
Robert Breeden posted May 12, 2021 9:44 AM
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Hello,
The influence within the medical community is so important and ...
1. Information organized and placed in a logical sequence (10 poMartineMccracken314
1.
Information organized and placed in a logical sequence (10 points)
Points Awarded
2.
Demonstrated knowledge of ethical dilemma presented by:
2a. Summarized the situation (10)
2b. Explained the ethical dilemma (5)
2c. Solved the problem as a professional RN (15)
3.
Responses supported with specific ANA Codes
(20)
4.
Visual aids professional, visually interesting
& aided in understanding material; proper grammar/spelling/punctuation-no more than 2 errors in presentation(10)
5.
Maintained eye contact of audience (10)
6.
Voice clear & audible (10)
7.
Encouraged class participation (5)
8.
Reference slide that includes references in APA
format (5)
Total points possible = 100
NSG 100
Case Study in-class Presentations Assignment
1): Moral Courage with a Dying Patient
Mr. T. is an 82-year-old widower who has been a patient on your unit several times over the past 5 years. His CHF, COPD, and diabetes have taken a toll on his body. He now needs oxygen 24 hours a day and still has dyspnea and tachycardia at rest. On admission, his ejection fraction is less than 20%, EKG shows a QRS interval of greater than 0.13 seconds, and his functional class is IV on NYHA assessment.
He has remained symptomatic despite maximum medical management with a vasodilator and diuretics. He tells you, "This is my last trip; I am glad I have made peace with my family and God. Nurse, I am ready to die." You ask about an advance directive and he tells you his son knows that he wants no heroics, but they just have never gotten around to filling out the form. When the son arrives, you suggest that he speak with the social worker to complete the advance directive and he agrees reluctantly. You page the physician to discuss DNR status with the son. Unfortunately, Mr. T. experiences cardiac arrest before the discussion occurs and you watch helplessly as members of the Code Blue Team perform resuscitation. Mr. T. is now on a ventilator and the son has dissolved into tears with cries of, "Do not let him die!"
2): Moral Courage to Confront Bullying
Melissa started on the unit as a new graduate 5 weeks ago. She is still in orientation and has a good relationship with her preceptor. The preceptor has been assigned consistently to Melissa for most of the last 4 weeks, but due to family emergency has not been available in the last week. Melissa has been told that she will be precepted by a different nurse for the remainder of her orientation. The new preceptor has not been welcoming, supportive, or focused on the educational goals of the orientation. In fact, this new preceptor has voiced to all who will listen her feelings about the incompetence of new BSN graduates. The crisis occurs when Melissa fails to recognize a patient's confusion as a result of an adverse medication effect. The preceptor berates Melissa in the nurses' station, makes sarcastic comments in shift report abou ...
1. In our grant application, we included the following interventioMartineMccracken314
1. In our grant application, we included the following interventions as our evidence-based programs: Family Therapy (to promote family acceptance and support, a key factor for overall health outcomes for this population), Motivational Interviewing (to address higher co-occurrence of substance use concerns), Trauma-Focused Treatment (including EMDR Therapy and TF-CBT, to address higher rates of complex trauma including from systemic oppression), and CBT (a gold standard treatment modality, but adapted to meet the needs of our client population by incorporating elements of
Solution
s-Focused or Narrative approaches to make it more strengths-based).
For questions 2-4, you would need to do some of your own research in the literature on these treatment modalities and determine for yourself if there were best practices that should be incorporated into the plan used at the agency.
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Cultural Competency: A Key to Effective Future Social Work With Racially and Ethnically Diverse E...
Min, Jong Won
Families in Society; Jul-Sep 2005; 86, 3; ProQuest One Academic
pg. 347
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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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...
1. I believe that the protagonist is Nel because she is the one thMartineMccracken314
1. I believe that the protagonist is Nel because she is the one that goes through different changes throughout the book. I also think she is the protagonist because most people can relate to her more. Nel was done wrong by Sula and her husband Jude Green. Sula did the one thing that a best friend should never do and, that is sleep with your best friend's husband. Even though Sula did a terrible thing Nel still cares about her best friend because she goes and visits her when she is sick even after all the pain she caused her. Nel is also deeply saddened when she visits Sulas grave. That is not the only thing that happened to Nel. Nel not only had to deal with the affair but also accepted her guilt in Chicken Little's drowning. But in the end, Nel realized she enjoyed watching him drown.
Everything changed when Sula came back to Nels life. Nel was happy before. She was happy with her family and her husband, but when Sula came back that all changed. After the affair and Sulas death, Nel was alone. Nel became a single mother and, she no longer has a good relationship with another man.
2. I believe that although the title of the story is Sula, the main protaginist of the story is Nel. Nel is kept until the end of the story and Sulay passes away and exit's the story. I think in this pivitol moment is when the author wanted to make Nel the main character. Nel contained her emotion until towards the end of the story when she has a conversation with Eva, Nel nervously comments "Who told you all these lies? Miss Peace? Who told you? Why are you telling lies on me?" I believe the author wanted us to feel the anxiousness and wonder that Nel found out that somebody finally knew about the little boy being thrown. I believe this admission of guilt to Eva brings closure to Nel. Nel was trying to hide her emotions the entire time and it wasn't after being confronted that she broke down about it and visited Sulay's grave. Nel even stated "I don't know. No." when asked whether somebody saw the boy being thrown into the river. This shows that Nel was not sure at all in the moment it happened whether somebody knew. Nel wanted to not think about what happen forever and try to mute the situation but Eva bringing it up, made Nel feel terrible about what happened which is why she ended up visting Sulay's grave. I think muting herself from knowing the little boy was thrown was still not a 'good' way to look at it, from her end. She wanted to believe a lie by just pretending it never happened. It wasn't after someone brought up the situation to her that her feelings change.
3. Although the novel is titled Sula, the real protagonist is Nel because she is the one who is transformed by the end. Sula and Nel were very great friends and were very dedicated to each other. But they were also very different. Nel was known as the more mature and "good person" while Sula is more impulsive. "Nel is the product of a family that believes deeply in social conventions, hers is a st ...
1. If the profit from the sale of x units of a product is P = MartineMccracken314
1. If the profit from the sale of x units of a product is P = 105x − 300 − x2, what
level(s) of production will yield a profit of $1050? (Enter your answers as a
comma-separated list.)
x = _________ units
2. The total costs for a company are given by
C(x) = 5400 + 80x + x2
and the total revenues are given by
R(x) = 230x.
Find the break-even points. (Enter your answers as a comma-separated list.)
x= __________ units
3. If total costs are C(x) = 900 + 800x and total revenues are R(x) = 900x − x2, find the
break-even points. (Enter your answers as a comma-separated list.)
x= _____________
4. For the years since 2001, the percent p of high school seniors who have tried marijuana
can be considered as a function of time t according to
p = f(t) = 0.17t2 − 2.61t + 52.64
where t is the number of years past 2000.† In what year after 2000 is the percent
predicted to reach 75%, if this function remains valid?
_______________
5. Using data from 2002 and with projections to 2024, total annual expenditures for
national health care (in billions of dollars) can be described by
E = 4.61x2 + 43.4x + 1620
where x is the number of years past 2000.† If the pattern indicated by the model
remains valid, in what year does the model predict these expenditures will reach
$15,315 billion?
__________________
6. The monthly profit from the sale of a product is given by P = 32x − 0.2x2 − 150 dollars.
(a) What level of production maximizes profit?
___________ units
(b) What is the maximum possible profit?
$_____________
7. Consider the following equation.
y = 9 + 6x − x2
(a) Find the vertex of the graph of the equation.
(x, y) = (__________)
(b) Determine what value of x gives the optimal value of the function.
x=_____________
(c) Determine the optimal (maximum or minimum) value of the function.
y=______________
8. Consider the following equation.
f(x) = 6x − x2
(a) Find the vertex of the graph of the equation.
(x, y) = (__________)
(b) Determine what value of x gives the optimal value of the function.
x=_____________
(c) Determine the optimal (maximum or minimum) value of the function.
f(x)= _____________
9. Find the maximum revenue for the revenue function R(x) = 358x − 0.7x2. (Round your
answer to the nearest cent.)
R = $______________
10. The profit function for a certain commodity is P(x) = 150x − x2 − 1000. Find the level of
production that yields maximum profit, and find the maximum profit.
x= _________ units
P=$ _________
11. If, in a monopoly market, the demand for a product is p = 2000 − x and the revenue is
R = px, where x is the number of units sold, what price will maximize revenue?
$________________
12. If the supply function for a commodity is p = q2 + 6q + 16 and the demand function is p
= −3q2 + 4q + 436, find the equilibrium quantity and equilibrium price.
equilibrium quantity_______________
equilibrium price $_______________
13. If the supply and demand functions for a commodity are given by p ...
1. How does CO2 and other greenhouse gases promote global warminMartineMccracken314
1. How does CO2 and other greenhouse gases promote global warming? Discuss your opinion on the use of geoengineering measures to mitigate the effects of global warming.
Your response should be at least 250 words in length.
2. How does CO2 and other greenhouse gases promote global warming? Discuss your opinion on the use of geoengineering measures to mitigate the effects of global warming.
Your response should be at least 250 words in length.
Raw DataNamePayResponsibilitiesSupervisionGenderDepartmentRudolph211MaleAccountingOlga211FemaleAccountingInstructionsErnest211MaleAccountingEmily211FemaleAccountingThe sheet labeled "Raw Data" lists 366 employees and their rating (1-5) of their satisfaction with their Pay, Responsibilities, and Supervision. A rating of 5 is the highest satisfaction.Bobby211MaleAccountingRaw Data also includes the Gender and Department for each employee.Benjamin211MaleAccountingBeatrice211FemaleAccountingInsert a new column in EKeith211MaleAccountingLabel this new column "Overall Satisfaction Rating"Hilda211FemaleAccountingFor each employee, compute the Overall Satisfaction Rating as the Average of Pay, Responsibilities, and Supervision.Leslie311MaleAccountingFormat Overall Satisfaction Rating to one decimal place.Curtis311MaleAccountingAlice311FemaleAccountingOn a New sheet titled Results, create a Pivot Chart & Pivot TableSophie311FemaleAccountingAssign Gender to Columns, Department to rows, and Pay to Values. Change the value field setting from Sum to Average if necessary.Sally311FemaleAccountingSort the departments in descending order of satisfaction.Melvin311MaleAccountingCreate a title for the chart, which includes your last namePearl411FemaleAccountingBe sure your chart includes a legend for male & female employees, change male color to blue and female to orangeJohnny411MaleAccountingBe sure to include axis titlesEunice411FemaleAccountingFormat the vertical axis for a max of 5 and major tick marks at 1 and one decimal place.Opal212FemaleAccountingJulia212FemaleAccountingCreate a new sheet titled "Graphs".Jimmie212MaleAccountingCopy & Paste as Picture your graph of Pay SatisfactionEsther212FemaleAccountingAlbert212MaleAccountingAlter your Pivot chart/table to display Responsibilities Satisfaction. Change titles as needed.Mike212MaleAccountingPaste this chart on the Graphs sheetMarion212MaleAccountingJosephine212FemaleAccountingAlter your Pivot chart/table to display Supervision Satisfaction. Change titles as needed.Ida212FemaleAccountingPaste this chart on the Graphs sheetGerald212MaleAccountingCaroline212FemaleAccountingAlter your Pivot chart/table to display Overall Satisfaction. Change titles as needed.Alberta212FemaleAccountingPaste this chart on the Graphs sheetLeroy312MaleAccountingLeave Results sheet with the Pivot Table & Chart displaying the Overall Satisfaction.Anita312FemaleAccountingMildred412FemaleAccountingBeulah412FemaleAccountingAda412FemaleAccountingClayton212MaleAccountingWayne312MaleA ...
1. How do you think communication and the role of training addressMartineMccracken314
1. How do you think communication and the role of training address performance gaps or training needs as it relates to how Adults learn?
2. There are many ways – or methods – available to gather data during a need’s assessment. Each one has advantages and disadvantages. What is important is to select the appropriate method based on your business problem. The most common methods for data gathering are:
· Document reviews or Extant Data Analysis – reviewing existing material like process maps, procedure guides, previous training material, etc.,
· Needs Assessment
· Interviews
· Focus groups
· Surveys
· Questionnaires
· Direct Observations
· Testing
· Subject Matter Expert Analysis
Select one of these data gathering methods to discuss and share what you see as the advantages and disadvantages associated with using the selected method.
1. Team teaching
In team teaching, both teachers are in the room at the same time but take turns teaching the whole class. Team teaching is sometimes called “tag team teaching.” You and your co-teacher teacher are a bit like co-presenters at a conference or the Oscars. You don’t necessarily plan who takes which part of the lesson, and when one of you makes a point, the other can jump in and elaborate if needed.
Team teaching can make you feel vulnerable. It asks you to step outside of your comfort zone and allow another teacher to see how you approach a classroom full of students. However, it also gives you the opportunity to learn about and improve your teaching skills by having a partner who can provide feedback and — in some cases — mentorship.
In team teaching, as well as the five other co-teaching models below, a teacher team may be made up of two general education teachers, two special education teachers, or one of each. Or, in some cases, it may be a teacher and a paraprofessional working together. Some IEPs specify that a student’s teaching team needs to include a general education teacher and a special education teacher.
Here’s what you need to know about the team teaching method:
What it looks like in the classroom
Both teachers teach at the front of the room and move about to check in with students (as needed).
Benefits
· Provides both teachers with an active instructional role
· Introduces students to complementary teaching styles and personalities
· Allows for lessons to be presented by two different people with different teaching styles
· Models multiple ways of presenting and engaging with information
· Models for students what a successful collaborative working relationship can look like
· Provides more opportunities to pursue teachable moments that may arise
Challenges
· Takes time and trust for teachers to build a working relationship that values each teacher equally in the classroom
· Necessitates a lot of planning time and coordination of schedules
· Requires teachers to have equal involvement not just in planning, but also in grading, which means assignments need to be evaluated ...
1. How brain meets its requirement for its energy in terms of wellMartineMccracken314
1. How brain meets its requirement for its energy in terms of well-fed and during starvation or fasting?
2. Explain the utilization of different sources of energy in muscle during anaerobic and aerobic conditions of high physical activity and resting?
3. Why and how adipose tissue and kidney are significant for fuel metabolism?
4. Explain in detail why liver is significant for metabolism of mammals and how does it coordinate the different metabolic pathways essential for organism?
5. Explain the Cori cycle and glucose-alanine cycle for interorgan fuel metabolism?
...
1. Give an introduction to contemporary Chinese art (Talk a littleMartineMccracken314
1. Give an introduction to contemporary Chinese art (Talk a little bit about some of the major changes in Chinese art)
2. Read the article that is provided. Do some research on the artist, Xu Bing. According to the article, give some background information about Xu Bing, and investigate the body of work.
3. Select one piece of his artwork to write about. It could be a traditional work of art, such as drawing, painting, or sculpture, or something more experimental like performance art, body art, or installation art.
4. Write a 3-page analysis of the artwork you select. The paper should have a short introduction and conclusion, but the body should focus on your analysis of the artwork. Some of the questions that you might want to work through in the paper include: Why is the work important? In what ways does it challenge the viewer? Is there an allegorical meaning to the work? How is it in dialogue with Western art traditions or earlier Chinese art traditions? Does it engage with Chinese history? Etc.
5. Be sure to include an image of the work you select into the paper, and the paper must be grammatically correct.
...
1. For this reaction essay is a brief written reaction to the readMartineMccracken314
1. For this reaction essay is a brief written reaction to the readings. It may be somewhat informal (and I would encourage you to be personal), but it must be well-written and well-organized. It must not be more than 2 pages, use 12-point font, single-spaced, at least 1" margins. You will react to the results of this systematic review article on Telemedicine " Effectiveness of Telemedicine A Systematic Review of Reviews.pdf
Focus on the results of the synthesis only, react to the authors' conclusions- do you agree or disagree with their synthesis? Discuss your opinion, are there faults in their conclusions?
Telemedicine is increasingly being suggested as an alternative for an in-person visit, especially with emergent diseases that call for person-to-person distancing. What are the potential concerns with this suggestion? What are in the authors' synthesis and conclusions underscore the limitations of this suggestion?
2. The next day a representative from Bristol Myers Squibb visits your office and tells you that Plavix® (clopidogrel) decreases cardiovascular events by 8.7% compared to aspirin. That sure sounds good to you, as you have many elderly patients at risk of heart attacks and strokes and many are already on aspirin. The brochure quotes the CAPRIE study, and you decide to investigate this further. A review of the 1996 article reveals that study patients on Plavix® experienced cardiovascular events 9.78% of the time compared to 10.64% of the time with aspirin. Plavix® was approved by the FDA based on this one study. Cost of Plavix/day=$6.50. Cost of aspirin/day = $1.33
• What was the NNT?
• How much does Plavix® cost monthly?
• What meaning do these values have for this problem?
• Be sure to include your actual calculations/math
i n t e r n a t i o n a l j o u r n a l o f m e d i c a l i n f o r m a t i c s 7 9 ( 2 0 1 0 ) 736–771
j o u r n a l h o m e p a g e : w w w . i n t l . e l s e v i e r h e a l t h . c o m / j o u r n a l s / i j m i
Effectiveness of telemedicine: A systematic review of
reviews
Anne G. Ekeland a,∗, Alison Bowes b, Signe Flottorp c,d
a Norwegian Centre for Integrated Care and Telemedicine, University Hospital of North Norway, P.O. Box 6060, N-9038 Tromsø, Norway
b Department of Applied Social Science, University of Stirling, Scotland, UK
c Norwegian Knowledge Centre for the Health Services, Oslo, Norway
d Department of Public Health and Primary Health Care, University of Bergen, Norway
a r t i c l e i n f o
Article history:
Received 23 April 2010
Received in revised form
11 July 2010
Accepted 29 August 2010
Keywords:
Telemedicine
Telecare
Systematic review
Effectiveness
Outcome
a b s t r a c t
Objectives: To conduct a review of reviews on the impacts and costs of telemedicine services.
Methods: A review of systematic reviews of telemedicine interventions was conducted. Inter-
ventions included all e-health interventions, information and communication technologies
for communication ...
1. Find something to negotiate in your personal or professional liMartineMccracken314
1. Find something to negotiate in your personal or professional life. Examples include: redistribution of household chores, a personal or professional purchase, a contract at work, asking for a raise, booking a vacation, hiring a contractor, etc. The deal does not have to be implemented for the purposes of this class (e.g. you can finalize the price for something you’re thinking of buying without following through on the purchase right now). The scenario you choose should be significant enough to allow you to do substantial research and detail for your paper. Submit a five page paper (minimum), double spaces, utilizing proper grammar and spelling, which summarizes the following:
1. Your Preparation – Describe the process you used and results of your preparation. You should also discuss your strategies, targets, and negotiating plan. Make sure you do your research, working on both your BATNA and the other party’s. (Consider newspapers, bookstores, libraries, the internet, and personal calls and visits as possible sources of information). This is the most important step, so being thorough is critical.
1. The Negotiating Process – Describe what happened in the negotiation itself. List he sequence of events and how you reacted/adjusted to the other party’s position. What was the negotiation style of the other party? What “tricks” did they try? How did you react? Were there any other influencing factors (e.g. cultural differences, misperceptions, emotion, etc.)?
1. The Outcome – What was the outcome and how did you feel about it? What worked well? What would you have done differently? Do you feel the result you arrived at was better than it would have been if you hadn’t taken the class? Why/Why not?
Your understanding of the appropriate preparation and process steps to take in negotiating this deal is more important than the final outcome.
Be sure to cite your sources, and include copies of necessary quotes/documentation.
1.
Find something to negotiate in your personal or professional life. Examples include:
redistributi
on of household chores, a personal or professional purchase, a contract at work,
asking for a raise, booking a vacation, hiring a contractor, etc. The deal does not have to be
implemented for the purposes of this class (e.g. you can finalize the price for
something you’re
thinking of buying without following through on the purchase right now). The scenario you
choose should be significant enough to allow you to do substantial research and detail for your
paper. Submit a five page paper (minimum), double
spaces, utilizing proper grammar and
spelling, which summarizes the following:
2.
Your Preparation
–
Describe the process you us
ed and results of your preparation. You should
also discuss your strategies, targets, and negotiating plan. Make sure you do your research,
working on both your BATNA and the other party’s. (Consider newspapers, bookstores, libraries,
the internet, and p
ers ...
1. FAMILYMy 57 year old mother died after a short illness MartineMccracken314
1. FAMILY
My 57 year old mother died after a short illness last June. She was a wonderful mother and my 66 year old father
adored her. They had been married for 38 years. He is finding it extremely difficult to cope without her. To make
matters worse, he retired just two months before she died and is at a loss to fill his days.
He is disorganized and has not established any pattern in his life. I invite him for meals and outings, but he is
detached and depressed. He doesn’t seem to be part of the world any more. I am terribly worried about him. How
long will he be like this? I am 34 and have small children. I thought being with the children would help him, but it’s
as though he doesn’t see or know them. He just sits and stares into space for much of the day. He seems locked
into his grief.
2. FAMILY
One of our 17 year old son’s best friends took his life several months ago. Our son didn’t say much at the time, but
he was very shaken. Since then he has gradually “retired” into himself. He stays in his room most of the time
listening to rock music.
He is unemployed and no longer sees his former schoolmates. We are very worried about him. How do we get him
out of himself? He has always been a quiet guy but his present behavior is beyond “quiet.” We have two other
children, girls aged 13 and 10, but our son now just ignores them.
3. FAMILY - rural
Ken is a 67 year old farmer who lives with his wife Margaret. Ken and Margaret had hoped to retire late in their 60s
and move to the west coast to be closer to their children, reluctantly selling the family property that has been
struggling financially. They have limited investment funds set aside to support their retirement and have been told
it is unlikely that they would be successful in selling their farm. Ken also suffers chronic back pain from a previous
farm injury. A neighbor has become concerned about Ken’s ability to cope with his property, and has visited Ken
and Margaret a number of times due to problems with his stock and pasture management. Margaret believes the
farm is “too much for them now,” but feels she can’t talk to Ken about this. Ken has become withdrawn and
refuses to discuss the issue. He talks about there being “no way out of this,” and that it “might as well be over.” He
sees his physician infrequently, having difficulty traveling the 60 miles to the nearby town.
4. FAMILY - rural
Jason is 34 years old and lives with his wife Jenny and their two children (8 and 3 years old). After completing a
mechanical trade apprenticeship in Boston, he has returned home with plans to build his future as a farmer. He has
become increasingly irritable and frustrated with what he believes is his failure to “get on top of things” on the
farm, and they are struggling to manage financially.
Jason is drinking heavily, mostly at home, but still drives his car into town. Jenny is angry and worried about this.
She is feeling isolated, having few friends in the area, and relying on Jas ...
1. Explain the four characteristics of B-DNA structure DifferentiMartineMccracken314
1. Explain the four characteristics of B-DNA structure? Differentiate between the A-DNA and Z-DNA structural features?
2. Describe the supercoiled DNA with its properties and how naturally occurring DNA under wound?
3. What are topoisomerases? Explain the two types of topoisomerases with their mechanism of action?
4. Explain the three interactions that are required to stabilize nucleic acids? How DNA denatures and renatures?
5. What are ribozymes and explain their properties?
Case 20 Restructuring
General Electric
The appointment of Larry Culp as the chairman and CEO of the General Electric
Company (GE) on October 1st, 2018 was a clear indication of the seriousness of the
problems that had engulfed the company. Culp, the former CEO of the highly-successful
conglomerate, Danaher Corporation, had been appointed a GE director only six months
previously and was the first outsider to lead GE—every one of GE’s previous CEOs had
been a career manager at the company. On the same day as Culp’s appointment, GE
abandoned its earning guidance for the year and announced a $23 billion accounting
charge arising from a write-down of goodwill at its troubled electrical power division.1
Culp’s predecessor, John Flannery had been CEO for a mere 14 months—a sharp
contrast to GE’s two previous CEOs: Jeff Immelt (16 years) and Jack Welch (20 years).
Flannery’s tenure at GE has coincided with of the company’s most difficult periods in its
entire 126-year history. In November 2017, amidst deteriorating financial performance,
Flannery announced a halving of GE’s quarterly dividend, the proposed sale of its
lighting and locomotive units—two of GE’s oldest businesses—and the elimination of
12,000 jobs in the power division.
In 2018, the situation worsened. In January, GE announced that it would be paying
$15 bn. to cover liabilities at insurance companies it had sold 12 years previously. In
February, GE confirmed suspicions over its dubious accounting practices by restating its
revenues and earnings for the previous two years, while also announcing the likelihood
of legal claims arising from its its subprime mortgage lending over a decade earlier.
The outcome was a precipitous fall in GE’s share price (see Figure 1) that culminated
in GE’s dismissal from the Dow Jones Industrial Average (DJIA). Until June 2018, GE
was the sole surviving member of the DJIA when it was created in 1896.
The crisis at GE presented the board with two central questions. First, should GE
be broken up? Second, if GE was to continue as a widely-diversified company, how
should it be managed?
As a diversified corporation that extended from jet engines, to oil and gas equipment,
to healthcare products, to financial services, GE was an anomaly. For three decades, con-
glomerates—diversified companies comprising unrelated or loosely related businesses—
had been deeply unfashionable. CEOs, Jack Welch and Jeff Immelt, had claimed that,
by virtue of its integrated m ...
1. examine three of the upstream impacts of mining. Which of theseMartineMccracken314
1. examine three of the upstream impacts of mining. Which of these do you think would be most difficult to estimate in a life cycle assessment?
Your response should be at least 250 words in length.
2. Discuss the pollutants that are emitted during the operation stage of a life cycle assessment for a fossil fuel source.
Your response should be at least 250 words in length
Body Ritual among the Nacirema
H O R A C E M I N E R
University of Michigan
HE anthropologist has become so familiar with the diversity of ways iq T which different peoples behave in similar situations that he is not a p t to.
be surprised by even the most exotic customs. I n fact, if all of thelogically
possible combinations of behavior have not been found somewhere in the
world, he is a p t to suspect that they must be present in some yet undescribed
tribe. This point has, in fact, been expressed with respect to clan organization
by Murdock (1949: 7 1 ) . I n this light, the magical beliefs and practices of the
Nacirema present such unusual aspects that i t seems desirable t o describe
them a s an example of the extremes to which human behavior can go.
Professor Linton first brought the ritual of the Nacirema to the attention
of anthropologists twenty years ago (1936:326), but the culture of this people
is still very poorly understood. They are a North American group living in the
territory between the Canadian Cree, the Yaqui and Tarahumare of Mexico,
and the Carib and Arawak of the Antilles. Little is known of their origin, al-
though tradition states that they came from the east. According to Nacirema
mythology, their nation was originated by a culture hero, Notgnihsaw, who is
otherwise known for two great feats of strength-the throwing of a piece of
wampum across the river Pa-To-Mac and the chopping down of a cherry tree
in which the Spirit of Truth resided.
Nacirema culture is characterized by a highly developed market economy
which has evolved in a rich natural habitat. While much of the people’s time
is devoted to economic pursuits, a large part of the fruits of these labors and a
considerable portion of the day are spent in ritual activity. The focus of this
activity is the human body, the appearance and health of which loom a s a
dominant concern in the ethos of the people. While such a concern is certainly
not unusual, its ceremonial aspects and associated philosophy are unique.
The fundamental belief underlying the whole system appears to be that the
human body is ugly and that its natural tendency is t o debility and disease.
Incarcerated in such a body, man’s only hope is to avert these characteristics
through the use of the powerful influences of ritual and ceremony. Every house-
hold has one or more shrines devoted to this purpose. The more powerful in-
dividuals in the society have several shrines in their houses and, in fact, the
opulence of a house is often referred to in terms of the num ...
1. Examine Hofstedes model of national culture. Are all four dimeMartineMccracken314
1. Examine Hofstede's model of national culture. Are all four dimensions still important in today's society as it relates to the success of the multinational manager? Why, or why not? Which do you think is the least important as it relates to multinational management? Why?
2. More companies are seeking to fill multinational management positions due to the influx of business growth abroad. If you were offered and accepted a position as a multinational manager, what would you do to personally prepare for the culture of a different country? Where would you seek information? What overall responsibilities would you expect of the job? How do you think the managerial responsibilities would be different from those you would face in the United States?
3. Multinational managers encounter many levels of culture. Which of the culture levels do you think might be the most difficult to manage? Why? Share an example. Which culture level do you think might be the easiest to understand? Why? Give an example of this.
4. In your own words, what is your perception of free trade? Think about the advantages of free trade; what are two benefits that result from free trade? There is also a downside to free trade; what are two disadvantages resulting from free trade? Provide reasoning for your choices.
5. What are the three major economic systems that nations utilize, and what is the role of each? How does each affect and influence individuals, multinational managers, and corporations?
6. How would you define ethical convergence? What are the four basic reasons for ethical convergence? Which might be the most difficult for multinational companies to follow, and why?
7. Describe the four major world religions. What are the impacts of each religion type on an economic environment? What do you think makes religion a concern in societies?
8. If you were a multinational manager, and you encountered an ethical dilemma within the multinational company, what heuristic questions would you use to decide between ethical relativism and ethical universalism? Of the different heuristic questions, which one do you think is most important? Explain your reasoning.
1
Week Two Instructor’s Notes
PHIL 1103 Summer
This week you will be learning in detail about the four different moral perspectives that
we will use to analyze moral questions.
Notice two things right at the start. First, because normative ethics is our main focus this
term, we are not going to attempt to settle the question of whether any moral perspective at all
could be correct or known to be correct—that is a task for metaethics. Our task in this second
week is to learn in some detail about four different kinds of consideration or value that often
seem relevant when we try to decide what is morally right or wrong in particular cases, namely:
(1) Respect for the rights and autonomy of the persons involved
(2) Increasing the overall well-being of the most individuals possible
(3) Asking wha ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
18. N T A I N S �
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Modern�Grand�Canal
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Area�of�major�loess�deposits
I I I
0 200�Mi.100
0 200�Km.100
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Pre-Modern East Asia
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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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23. solutions
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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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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
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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
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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
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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
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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
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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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time if subsequent rights restrictions require it.
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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65. not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
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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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time if subsequent rights restrictions require it.
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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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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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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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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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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