Analytical Essay Two, due Sunday, March 31st at 11:00 pm
Topic A
In Unit 9, we described some of the ways that the Silk Road facilitated both the spread of religion and the dispersal of commodities.
In an essay of 600 to 1200 words, explore the videos and the primary source evidence to make an argument about some of the ways the Silk Road created a form of (near) globalization. In the end, you should persuade your reader, through your thoughtful analysis of the historical evidence that succeeded in creating aspects of a common culture in throughout Eurasia.
When organizing your ideas and drafting your essay, follow these guidelines:
1. Build your analysis using the course materials. The basis of your essay should be the primary source material found at the end of Unit 9 under “Unit 9 Resources.” By all means, take the ideas and evidence offered in the videos (and please note that we have provided transcripts of the videos as well.) This information will provide context for the primary resources.
*DO NOT base your observations on other evidence that you locate on the web or elsewhere. Remember, a big part of this essay is showing us your mastery of the course material we have assigned.*
2. After reviewing the material from Week 9, use both primary sources to make a persuasive case about the role of the Silk Roads in creating a new form of globalization. While you want to show that you understand the larger trends in the material, take the time to explore in depth these specific sources.
3. When you refer to specific historical evidence (which should be something you do frequently throughout the essay), indicate, in parentheses, the location in the course materials of the evidence.
4. Do not simply copy what we (or anyone else) have said. If you do, use quotation marks to indicate that the words were written by someone else and be sure to indicate your source for the quotation in parentheses. Plagiarism is a serious violation of GSU policy that leads to severe penalties!
5. To qualify for a grade in the C range, your essay must be at least 600 words (which is approximately 2 double-spaced pages, depending on the formatting of your document). B-range essays must be at least 900 words, and A-range essays must be at least 1200 words. However, meeting the word requirement does not mean that you will necessary receive a certain grade.
We will grade the essay out of 100 possible points according to these criteria:
Up to 30 points for the student's grasp of the larger historical context covered in the units
Up to 25 points for the appropriateness of the student's choice of examples to analyze in depth and proper citation of these sources
Up to 25 points for the quality of the student's analysis of those examples
Up to 20 points for appropriate grammar and graceful expression
Topic B
Friar John of Pian de Carpine and William of Rubruck each provide a description of a Mongol court. In an essay of 600 to 1200 words, explore their descriptio.
Analytical Essay One, due Sunday, February 24th at 1100 pmTopic.docxgreg1eden90113
Analytical Essay One, due Sunday, February 24th at 11:00 pm
Topic A
In Unit 4, we claimed that empire-builders in the ancient world needed to "craft a type of multi-ethnic cohesion" – ways for people from different backgrounds to coexist under the umbrella of the empire – in order for their state to function (Video 4.1). On the other hand, we consider evidence discussed in Units 3 and 4 that the foundation of empire was the willingness of leaders to use violence to overwhelm their enemies.
In an essay of 600 to 1200 words, explore such evidence to make an argument about some of the ways people balanced political solutions to problems with war. In the end, you should persuade your reader, through your thoughtful analysis of the historical evidence, that empire-building in the ancient world transformed the ways that humans understood the role of violence in politics.
When organizing your ideas and drafting your essay, follow these guidelines:
1. Build your analysis using the course materials. The basis of your essay should be the primary source material found at the end of Unit 4 under “Unit 4 Resources.” By all means, take the ideas and evidence offered in the videos (and please note that we have provided transcripts of the videos as well.) This information will provide context for the primary resources.
*DO NOT base your observations on other evidence that you locate on the web or elsewhere. Remember, a big part of this essay is showing your mastery of the course material as assigned.*
2. After reviewing the material from Week 4, choose the two -- four examples from the primary sources that best allow you to make a persuasive case about the role of empire in the ancient world. While you want to show that you understand the larger trends in the material, take the time to explore in depth these specific examples.
3. When you refer to specific historical evidence (which should be something you do frequently throughout the essay), indicate, in parentheses, the location in the course materials of the evidence. An example of this is in the first sentence above.
4. Do not simply copy what we (or anyone else) have said. If you do, use quotation marks to indicate that the words were written by someone else and be sure to indicate your source for the quotation in parentheses. Plagiarism is a serious violation of GSU policy that leads to severe penalties!
5. To qualify for a grade in the C range, your essay must be at least 600 words (which is approximately 2 double-spaced pages, depending on the formatting of your document). B-range essays must be at least 900 words, and A-range essays must be at least 1200 words. However, meeting the word requirement does not mean that you will necessary receive a certain grade.
We will grade the essay out of 100 possible points according to these criteria:
Up to 30 points for the student's grasp of the larger historical context covered in the units
Up to 25 points for the appropriateness of the student's choi.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxgidmanmary
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
Background:
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas
that you will be using to defend your argument. Be sure to have a thesis that
clearly states which conflict you feel is the most important and drives the other
conflicts.
o Your thesis could begin with, “In the play, Fences, August Wilson uses the
conflict of __________ to drive the other conflicts and elements of the story as
evidenced by….
Sources and evidence:
o Be sure to use things that you have learned about Wilson’s life and his writings.
For example, if you are analyzing Troy and his father’s conflict, you could bring
in information that you researched about Wilson’s relationship with his own
father.
o Include direct quotations from the play. To cite a direct quote from a play, the
format is:
“quotation” (Wilson,1985, act #, scene #, line #).
OR
As Wilson (1985) writes, “quote” (act#, scene #, line#).
o Use at least three outside sources. Two of them could be from your previous
research essay. Be sure to include all of these in your reference page.
Requirements:
Length and format: 3-4 pages.
The title page and reference page are also required, but they should not be factored
into the 3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,”
“we,” etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Skills to be assessed with this assignment: creating effective thesis statements,
incorporating research, analyzing rhetoric.
Please be cautious about plagiarism. Make sure to use in-text citations for direct
quotes, paraphrases, and new information.
Argumentative Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Introduction Introduction is not
present.
Background details
are a random
collection of
information,
unclear, or not
related to the topic.
Introduction is
attempted and
explains the
background, but
may lack detail.
Introdu ...
School of Arts and HumanitiesLITR221 American Literatu.docxkenjordan97598
School of Arts and Humanities
LITR221
American Literature Since the Civil War
Credit Hours: 3
Length of Course: 8 weeks
Prerequisite(s): ENGL 101
Table of Contents
Course Description Evaluation Procedures
Course Scope Grading Scale
Course Objectives Course Outline
Course Delivery Method Policies
Course Resources Academic Services
Course Description
This course examines the rapid social and technological changes that have taken place in
American culture during the mid-to-late nineteenth and twentieth centuries, and how these
upheavals have been expressed in our nation's literature. (Prerequisite: ENGL101).
Table of Contents
Course Scope
In this course, we will explore American literature from the Civil War to the present. The
literature selected is diverse and represents the vast tracts of America’s culture. Timely issues
and traditions are studied in their historical, social, political, and economic context. With the
passage of time, these issues and dilemmas multiplied, as did the philosophic, economic, and
cultural assumptions that helped frame our country. Frank Norris, an American Naturalist author
stated, “The function of a novelist . . . is to comment upon life as he sees it.”
Table of Contents
Course Objectives
After successfully completing this course, you will be able to
LO-1: Categorize the major authors of American literature since the Civil War by both
genre and movement.
LO-2: Analyze the elements of specific literary genres, including poetry, prose, and
biographical accounts.
LO-3: Compare and contrast different periods and movements of American literature.
LO-4: Apply knowledge of literary concepts to determine where a given piece fits into
the American literary canon.
LO-5: Distinguish the characteristics that make a literary work uniquely American.
Table of Contents
Course Delivery Method
American Literature Since the Civil War is delivered via distance learning. It will enable students
to complete academic work in a flexible manner, completely online. Course materials and access
1
to an online learning management system will be made available to each student. Assignments
for this class include written assignments and forum assignments. Finally, in the course project
the learner will be required to relate these movements, periods, and authors together in order to
assert a general conclusion about American literature. Throughout the course, the learner’s
writing and documentation skills will prove essential to demonstrate comprehension of the
material and his/her mastery of the art of academic analysis. The instructor will support students
throughout the duration of this course.
Table of Contents
Course Materials
Required Texts:
American Literature Since the Civil War. Create edition. McGraw-Hill, 2014.
ISBN-13: 9781308026794
Copyright Alert
Electronic Materials are provided under licensing or in keeping with Fair Use exemptions
for your educational use only. Y.
Analytical Essay One, due Sunday, February 24th at 1100 pmTopic.docxgreg1eden90113
Analytical Essay One, due Sunday, February 24th at 11:00 pm
Topic A
In Unit 4, we claimed that empire-builders in the ancient world needed to "craft a type of multi-ethnic cohesion" – ways for people from different backgrounds to coexist under the umbrella of the empire – in order for their state to function (Video 4.1). On the other hand, we consider evidence discussed in Units 3 and 4 that the foundation of empire was the willingness of leaders to use violence to overwhelm their enemies.
In an essay of 600 to 1200 words, explore such evidence to make an argument about some of the ways people balanced political solutions to problems with war. In the end, you should persuade your reader, through your thoughtful analysis of the historical evidence, that empire-building in the ancient world transformed the ways that humans understood the role of violence in politics.
When organizing your ideas and drafting your essay, follow these guidelines:
1. Build your analysis using the course materials. The basis of your essay should be the primary source material found at the end of Unit 4 under “Unit 4 Resources.” By all means, take the ideas and evidence offered in the videos (and please note that we have provided transcripts of the videos as well.) This information will provide context for the primary resources.
*DO NOT base your observations on other evidence that you locate on the web or elsewhere. Remember, a big part of this essay is showing your mastery of the course material as assigned.*
2. After reviewing the material from Week 4, choose the two -- four examples from the primary sources that best allow you to make a persuasive case about the role of empire in the ancient world. While you want to show that you understand the larger trends in the material, take the time to explore in depth these specific examples.
3. When you refer to specific historical evidence (which should be something you do frequently throughout the essay), indicate, in parentheses, the location in the course materials of the evidence. An example of this is in the first sentence above.
4. Do not simply copy what we (or anyone else) have said. If you do, use quotation marks to indicate that the words were written by someone else and be sure to indicate your source for the quotation in parentheses. Plagiarism is a serious violation of GSU policy that leads to severe penalties!
5. To qualify for a grade in the C range, your essay must be at least 600 words (which is approximately 2 double-spaced pages, depending on the formatting of your document). B-range essays must be at least 900 words, and A-range essays must be at least 1200 words. However, meeting the word requirement does not mean that you will necessary receive a certain grade.
We will grade the essay out of 100 possible points according to these criteria:
Up to 30 points for the student's grasp of the larger historical context covered in the units
Up to 25 points for the appropriateness of the student's choi.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxgidmanmary
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
Background:
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas
that you will be using to defend your argument. Be sure to have a thesis that
clearly states which conflict you feel is the most important and drives the other
conflicts.
o Your thesis could begin with, “In the play, Fences, August Wilson uses the
conflict of __________ to drive the other conflicts and elements of the story as
evidenced by….
Sources and evidence:
o Be sure to use things that you have learned about Wilson’s life and his writings.
For example, if you are analyzing Troy and his father’s conflict, you could bring
in information that you researched about Wilson’s relationship with his own
father.
o Include direct quotations from the play. To cite a direct quote from a play, the
format is:
“quotation” (Wilson,1985, act #, scene #, line #).
OR
As Wilson (1985) writes, “quote” (act#, scene #, line#).
o Use at least three outside sources. Two of them could be from your previous
research essay. Be sure to include all of these in your reference page.
Requirements:
Length and format: 3-4 pages.
The title page and reference page are also required, but they should not be factored
into the 3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,”
“we,” etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Skills to be assessed with this assignment: creating effective thesis statements,
incorporating research, analyzing rhetoric.
Please be cautious about plagiarism. Make sure to use in-text citations for direct
quotes, paraphrases, and new information.
Argumentative Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Introduction Introduction is not
present.
Background details
are a random
collection of
information,
unclear, or not
related to the topic.
Introduction is
attempted and
explains the
background, but
may lack detail.
Introdu ...
School of Arts and HumanitiesLITR221 American Literatu.docxkenjordan97598
School of Arts and Humanities
LITR221
American Literature Since the Civil War
Credit Hours: 3
Length of Course: 8 weeks
Prerequisite(s): ENGL 101
Table of Contents
Course Description Evaluation Procedures
Course Scope Grading Scale
Course Objectives Course Outline
Course Delivery Method Policies
Course Resources Academic Services
Course Description
This course examines the rapid social and technological changes that have taken place in
American culture during the mid-to-late nineteenth and twentieth centuries, and how these
upheavals have been expressed in our nation's literature. (Prerequisite: ENGL101).
Table of Contents
Course Scope
In this course, we will explore American literature from the Civil War to the present. The
literature selected is diverse and represents the vast tracts of America’s culture. Timely issues
and traditions are studied in their historical, social, political, and economic context. With the
passage of time, these issues and dilemmas multiplied, as did the philosophic, economic, and
cultural assumptions that helped frame our country. Frank Norris, an American Naturalist author
stated, “The function of a novelist . . . is to comment upon life as he sees it.”
Table of Contents
Course Objectives
After successfully completing this course, you will be able to
LO-1: Categorize the major authors of American literature since the Civil War by both
genre and movement.
LO-2: Analyze the elements of specific literary genres, including poetry, prose, and
biographical accounts.
LO-3: Compare and contrast different periods and movements of American literature.
LO-4: Apply knowledge of literary concepts to determine where a given piece fits into
the American literary canon.
LO-5: Distinguish the characteristics that make a literary work uniquely American.
Table of Contents
Course Delivery Method
American Literature Since the Civil War is delivered via distance learning. It will enable students
to complete academic work in a flexible manner, completely online. Course materials and access
1
to an online learning management system will be made available to each student. Assignments
for this class include written assignments and forum assignments. Finally, in the course project
the learner will be required to relate these movements, periods, and authors together in order to
assert a general conclusion about American literature. Throughout the course, the learner’s
writing and documentation skills will prove essential to demonstrate comprehension of the
material and his/her mastery of the art of academic analysis. The instructor will support students
throughout the duration of this course.
Table of Contents
Course Materials
Required Texts:
American Literature Since the Civil War. Create edition. McGraw-Hill, 2014.
ISBN-13: 9781308026794
Copyright Alert
Electronic Materials are provided under licensing or in keeping with Fair Use exemptions
for your educational use only. Y.
HST 104D World History to 500 CE Historical Argument P.docxwellesleyterresa
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
1
Background:
In this paper, you will expand your ability “to do history,” by working with multiple primary
sources and secondary sources (scholarly essays) in order to understand a topic across multiple
societies. For this paper, you will be comparing the ideal and practical roles of women in at least
two Ancient and/or Classical Civilizations: Ancient Babylon, Ancient/Classical India, Han
China, Classical Greece, or Rome. For this topic, there is an assigned collection of primary
sources and scholarly essays (listed below and provided as pdfs in Moodle’s Assignments block).
For this paper, you will need to analyze at least 3 of the primary sources in the collection and
draw support for your primary source analysis from at least 2 of the essays in the collection.
Your goal for this paper is to construct an argumentative analysis of the historical topic, guided
by a thesis statement. Support for your interpretation should come from the primary sources
themselves and the secondary sources (scholarly articles) in the collection, supplemented by your
textbook, and class-notes (with limited outside references, if needed).
Primary & Secondary Sources
1
Primary Sources:
R.K. Narayan, ed. “From The Ramayana,” in Worlds of History: A Comparative Reader, ed.
Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 164-167.
Ban Zhao, “Lessons for Women,” trans. Nancy Lee Swann, in Worlds of History: A
Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press,
2009), 169-173.
Aristophanes, “From Lysistrata,” trans. Douglas Parker, in Worlds of History: A Comparative
Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 174-176.
Livy, “Women Demonstrate against Oppian Law,” trans. Mary R. Lefkowitz and Maureen B.
Fant in Worlds of History: A Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston:
Bedford/St. Martin’s Press, 2009), 178-181.
“Code of Manu,” in Encounters in World History: Sources and Themes from the Global Past,
Volume I: To 1500, ed. Thomas Sanders, Samuel N. Nelson, Stephen Morillo, Nancy
Ellenberger (Boston: McGraw Will, 2006), 173-175.
1
Each of the sources listed has been provided in a standardized, Chicago-style, full foot-note citation of the entire
source. This format is appropriate for your first full footnote citation of a particular source. You will need to adapt
the format for the subsequent, shortened-format footnotes. See the PDF on Chicago-Style Footnotes and
Bibliography provided on our course Moodle page or consult Purdue OWL website for more assistance.
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
2
Primary Sources (cont’d):
“Letter ...
How To Write A Comparison Contrast EssaySara Carter
How to Start a Compare and Contrast Essay?. Comparative Essay - 10+ Examples, Format, Pdf | Examples. Surprising Comparison Contrast Essay Examples ~ Thatsnotus. 014 Essay Example Compare Contrast Essays ~ Thatsnotus.
Essay on Money | Money Essay for Students and Children in English - A .... How to save money on a cheap essay?. How to Compose My Paper Affordable .... An expository essay on money. Write essays for money by brilliantassignment1 - Issuu. Money Seems To Be - Free Essay Example | PapersOwl.com. Easy Essay on 'The Right use of Money' for 12th and 10th classes free ....
FREE 15 Argumentative Essay Samples in PDF MS Word. Phenomenal Argumentative Research Essay Thatsnotus. Evaluation Argument Essay Sample Master of Template Document. research argument essay Essay examples, Argumentative essay, Essay
In this course we will examine ways in which British art and literature of the "high imperial" period (1870-1914) expressed and shaped the national discourse on imperialism in England. Content includes paintings, sculpture, photography, advertising and newspaper cartoons of colonial subjects (e.g., landscapes, battles, portraits, harems, ethnography) by Victorian painters, newspaper illustrators and photographers (Hunt, Lear, Lewis, Cameron, Leighton, Prior, Deen Dayal); visual culture in international exhibitions; travel literature (Burton, Kingsley); and novels and poems (Tennyson, Kipling, Conrad). This material will be coordinated with histories and theories of colonialism and postcolonialism (Said, Bhabha, Pratt) to explore the role of culture in imperial politics and in the formation of modern notions about race, gender, and national identity. Students will be able to pursue visual and literary interests and the course will focus on the British Empire in India, which consideration given to the empire in Africa and the Middle East.
The Quality of Writing in Blog-Based Fanfiction for Language LearningShannon Sauro
This presentation builds upon work in media and fandom studies to explore the use of fanfiction as a pedagogical tool in a technology-enhanced university foreign language class. It examines the linguistic complexity and sociolinguistic choices of advanced learners of English who engaged in blog-based collaborative fanfiction to write a missing moment from Tolkien’s The Hobbit.
Presented as part of the Bedömning, Dokumentation och Kvalitetsarbete (BeDoK) series on 15 October 2014.
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Please note: Grading Criteria and textbook notes for reference are attached.
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Analyze Delta Airlines, Inc public stock exchange NYSE- company’s profitability, liquidity, leverage and the common stock as an investment. The length of the paper should be 3 to 5 pages in APA format. Prepare a financial analysis on the company using public information such as the company’s annual report, SEC 10-Q and 10-K.
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HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
1
Background:
In this paper, you will expand your ability “to do history,” by working with multiple primary
sources and secondary sources (scholarly essays) in order to understand a topic across multiple
societies. For this paper, you will be comparing the ideal and practical roles of women in at least
two Ancient and/or Classical Civilizations: Ancient Babylon, Ancient/Classical India, Han
China, Classical Greece, or Rome. For this topic, there is an assigned collection of primary
sources and scholarly essays (listed below and provided as pdfs in Moodle’s Assignments block).
For this paper, you will need to analyze at least 3 of the primary sources in the collection and
draw support for your primary source analysis from at least 2 of the essays in the collection.
Your goal for this paper is to construct an argumentative analysis of the historical topic, guided
by a thesis statement. Support for your interpretation should come from the primary sources
themselves and the secondary sources (scholarly articles) in the collection, supplemented by your
textbook, and class-notes (with limited outside references, if needed).
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1
Primary Sources:
R.K. Narayan, ed. “From The Ramayana,” in Worlds of History: A Comparative Reader, ed.
Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 164-167.
Ban Zhao, “Lessons for Women,” trans. Nancy Lee Swann, in Worlds of History: A
Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press,
2009), 169-173.
Aristophanes, “From Lysistrata,” trans. Douglas Parker, in Worlds of History: A Comparative
Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 174-176.
Livy, “Women Demonstrate against Oppian Law,” trans. Mary R. Lefkowitz and Maureen B.
Fant in Worlds of History: A Comparative Reader, ed. Kevin Reilly, 3
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Each of the sources listed has been provided in a standardized, Chicago-style, full foot-note citation of the entire
source. This format is appropriate for your first full footnote citation of a particular source. You will need to adapt
the format for the subsequent, shortened-format footnotes. See the PDF on Chicago-Style Footnotes and
Bibliography provided on our course Moodle page or consult Purdue OWL website for more assistance.
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
2
Primary Sources (cont’d):
“Letter ...
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.
Analyze and Evaluate Human Performance TechnologyNow that you ha.docxgreg1eden90113
Analyze and Evaluate Human Performance Technology
Now that you have a good understanding of human performance technology, explain the most frequently used means of gathering data in the field of human performance technology (HPT). Why is this important to an organization? What can go wrong?
Use scholarly research to back up your thoughts in this assignment. Your work should be a minimum of 2 pages following APA format.
.
Analyze a popular culture reference (e.g., song, tv show, movie) o.docxgreg1eden90113
Analyze a popular culture reference (e.g., song, tv show, movie) or a scholarly source outside psychology (e.g., literary novel, philosopher's theory, artistic movement) for its developmental themes. How does it understand development in comparison and in contrast to developmental psychology?
.
ANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS Himabin.docxgreg1eden90113
ANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS
Himabindu Aratikatla
University of the Cumberland's
March 22, 2020
Introduction
Yore Blends (YB) is a fictional online company dedicated to selling subscription-based traditional spice blends coupled with additional complementary products.
Yore Blends (YB) aspire to growing through mergers and acquisitions.
To do this, they need a strong customer base and steady revenue.
Yore Blends is concerned with the rate of customer churn.
Company’s Problem
Yore Blends has been in existence for years.
Nonetheless, the company is considering to expand through mergers and acquisition.
However, they are experiencing customer churn.
A considerable percentage of its clients don’t purchase their goods anymore.
As a result, the company needs to reduce customer attrition by at least 16%.
Causes for Customer Churn
Poor customer care service:
The company minimized rather than maximizing client cost
Bad onboarding:
Yore Blends clients failed to get value for the purchased products.
Clients might have lost interest in the company’s products.
Many companies think of customer service as a cost to be minimized, rather than an investment to be maximized. Here’s the issue with that: if you think of support as a cost center, then it will be. That is, if you don’t prioritize support and work to deliver excellent service to your customers, then it’s only going to cost you money…and customers. A disproportionate amount of your customer churn will take place between (1) and (2).
That’s where customers abandon your product because they get lost, don’t understand something, don’t get value from the product, or simply lose interest.
Bad onboarding – the process by which you help a customer go from (1) to (2) – can crush your retention rate, and undo all of that hard work you did to get your customers to convert in the first place.
4
Causes for Customer Churn (Cont.)
Limited customer success:
Lack of updates regarding new products
Extended absence of the company-client communication
Natural Causes:
Customers may have grown out of the products.
May have resulted due to Vendor switches might
While onboarding gets your customer to their initial success, your job isn’t done there. Hundreds of variables – including changing needs, confusion about new features and product updates, extended absences from the product and competitor marketing – could lead your customers away. If your customers stop hearing from you, and you stop helping them get value from your product throughout their entire lifecycle, then you risk making that lifecycle much, much shorter. Furthermore, Not every customer that abandons you does so because you failed. Sometimes, customers go out of business. Sometimes, operational or staff changes lead to vendor switches. Sometimes, they simply outgrow your product or service. (Salloum, 2016)
5
REASONS TO ANALYZE CUSTOMER CHURN
The company will be in a position to understand c.
Analytics, Data Science, and Artificial Intelligence, 11th Editi.docxgreg1eden90113
Analytics, Data Science, and Artificial Intelligence, 11th Edition.pdf
ANALYTICS, DATA SCIENCE, &
ARTIFICIAL INTELLIGENCE
SYSTEMS FOR DECISION SUPPORT
E L E V E N T H E D I T I O N
Ramesh Sharda
Oklahoma State University
Dursun Delen
Oklahoma State University
Efraim Turban
University of Hawaii
Microsoft and/or its respective suppliers make no representations about the suitability of the information
contained in the documents and related graphics published as part of the services for any purpose. All such
documents and related graphics are provided “as is” without warranty of any kind. Microsoft and/or its respective
suppliers hereby disclaim all warranties and conditions with regard to this information, including all warranties
and conditions of merchantability, whether express, implied or statutory, fitness for a particular purpose, title and
non-infringement. In no event shall Microsoft and/or its respective suppliers be liable for any special, indirect
or consequential damages or any damages whatsoever resulting from loss of use, data or profits, whether in an
action of contract, negligence or other tortious action, arising out of or in connection with the use or performance
of information available from the services. The documents and related graphics contained herein could include
technical inaccuracies or typographical errors. Changes are periodically added to the information herein. Microsoft
and/or its respective suppliers may make improvements and/or changes in the product(s) and/or the program(s)
described herein at any time. Partial screen shots may be viewed in full within the software version specified.
Microsoft® Windows® and Microsoft Office® are registered trademarks of Microsoft Corporation in the U.S.A. and
other countries. This book is not sponsored or endorsed by or affiliated with the Microsoft Corporation.
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ISBN 10: 0-13-519201-3
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analytic 1000 word essay about the Matrix 1 Simple english .docxgreg1eden90113
analytic 1000 word essay
about the Matrix 1
Simple english please and easy to understand
the question is :How does
The Matrix
use religious concepts in the unfolding of its narrative?
USE SOURCES THAT I CAN ACCESS EASILY
APAth 6 STYLE REFERENCE
.
ANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docxgreg1eden90113
ANALYSIS PAPER: GUIDELINES and FORMAT:
What is the problem or issue to be solved?
ABSTRACT:
State the problem and best course of action (i.e. solution) in the absolute fewest words possible. YOU MUST BEGIN YOUR PAPER WITH A ONE PARAGRAPH SUMMATIVE “ABSTRACT” DEFINING YOUR POSITION/THESIS.
1. INTRODUCTION:
Restate the problem and proposals/solutions CLEARLY. Provide any necessary background information. Explain/Summarize why your proposed course(s) of action are worthwhile/best, etc. Explain key terms needed to understand the problem.
2. BODY (Part One):
What are the causes of the problem?
Why/How did it happen?
For whom is this a problem?
What are the effects of the problem?
Why is it a problem?
The better you, the writer, understands the problem/issue and all its implications, the better solutions you will find.
Properly document/support your arguments/findings, etc.
3. BODY (Part Two):
Discuss and examine each solution, course of action, etc. Why is it feasible. Why is this the best course of action. What are the advantages over other courses of action or solutions.
What resources are available or will be necessary?
Use logic and critical thinking in your discussion.
Apply learned or researched theories and/or principles.
Fully and properly DOCUMENT your work/paper.
Discuss and consider all sides/arguments and look for repercussions. What could go wrong; what might not work; what might not be supported?
4. BODY (Part Three/Conclusion):
Discuss which/why your proposed course of action/solution is the
most feasible and why you chose it, developed it, etc.
Make sure your justification of the “value” of the chosen solution is fully supported/rationalized.
When you done, make sure you did the following:
Are all your arguments/reasoning logical and supported?
Are your transitions and connections clear and do they flow together?.
Are all your ideas, arguments, sources moving the reader further from one idea to the next?
Is there a constant “nexus” between what you are writing and your abstract?
Are you using correct words?
Short sentences?
Short paragraphs?
Complete sentences?
Punctuation, capitalization, spelling, word-choice, word usage?
Length: (7) FULL pages (double-spaced, one inch margins, 11 point type)
NOTE:
**Your paper should be balanced between ( background, general research, and your PERSONAL insight and analysis.)
** Use reliable sources.
DUE : IN April 2nd.
Indirect Trauma in the Field Practicum:
Secondary Traumatic Stress, Vicarious Trauma,
and Compassion Fatigue Among Social Work Students
and Their Field Instructors
Carolyn Knight
A sample of BSW students and their field instructors was assessed for the presence
of indirect trauma, including secondary traumatic stress, vicarious trauma, and
compassion fatigue. Results indicated that students were at greater risk of experi-
encing vicarious trauma than their field instructors and research participants in
previous studies. Risk factors for stud.
Analysis on the Demand of Top Talent Introduction in Big Dat.docxgreg1eden90113
Analysis on the Demand of Top Talent Introduction
in Big Data and Cloud Computing Field in China
Based on 3-F Method
Zhao Linjia, Huang Yuanxi, Wang Yinqiu, Liu Jia
National Academy of Innovation Strategy, China Association for Science and Technology, Beijing, P.R.China
Abstract—Big data and cloud computing, which can help
China to implement innovation-driven development strategy and
promote industrial transformation and upgrading, is a new and
emerging industrial field in China. Educated, productive and
healthy workforces are necessary factor to develop big data and
cloud computing industry, especially top talents are essential.
Therefore, a three-step method named 3-F has been introduced
to help describing the distribution of top talents globally and
making decision whether they are needed in China. The 3-F
method relies on calculating the brain gain index to analysis the
top talent introduction demand of a country. Firstly, Focus on the
high-frequency keywords of a specific field by retrieving the
highly cited papers. Secondly, using those keywords to Find out
the top talents of this specific field in the Web of Science. Finally,
Figure out the brain gain index to estimate whether a country
need to introduce top talents of a specific field abroad. The result
showed that the brain gain index value of China's big data and
cloud computing field was 2.61, which means China need to
introduce top talents abroad. Besides P. R. China, those top
talents mainly distributed in the United States, the United
Kingdom, Germany, Netherlands and France.
I. INTRODUCTION
Big data and cloud computing is a new and emerging
industrial field[1], and increasing widely used in China[2-4].
Talents’ experience is a source of technological mastery[5],
essentially for developing and using big data technologies.
Most European states consider the immigration of foreign
workers as an important factor to decelerate the decline of
national workforces[6]. Lots of universities and research
institutes have set up undergraduate and/or postgraduate
courses on data analytics for cultivating talents[7]. EMC
corporation think that vision, talent, and technology are
necessary elements to providing solutions to big data
management and analysis, insuring the big data success[8].
Bibliometrics research has appeared as early as 1917[9],
and has been proved an effective method for assessing or
identifying talents. Based on analyses of publication volume,
journals and their impact factors, most cited articles and
authors, preferred methods, and represented countries,
Gallardo-Gallardo et. al[10] assess whether talent management
should be approached as an embryonic, growth, or mature
phenomenon.
In this paper, we intend to analysis whether China need to
introduce top talents in the field of big data and cloud
computing by using bibliometrics. In section 2, the 3-F method
for top talent introduction demand analysis will be dis.
AnalysisLet s embrace ourdual identitiesCOMMUNITY COHE.docxgreg1eden90113
Analysis
Let s embrace our
dual identities
COMMUNITY COHESION Absorbing British values does not
mean ignoring our different heritages, says Alan Riddell
Local heritage: many Britons retain distinctive cultural ana reiigious characteristics
Minorities and faith issues stir strong
emotions. The Archbishop of Canter-
bury's mistake in raising the issue of
how the (J K should accommodate the
needs of one of its larger minorities
was to mention Sharia law. with all the
fears it raises about executions, cut-
ting off hands, and lack of rights for
women. It's not surprising that politi-
cians were brisk to condemn him.
Questions involving the Muslim
community are complicated by the
tendency to use "Islam" and "terror-
ism"in thesame breath. An example of
such muddled thinking was the Royal
United Services Institute's warning
last month that "misplaced deference
to multiculturalism has failed to lay
down the line to immigrant communi-
ties", undermining the fight against
extremism (R&R, 29 February. pl6).
But while the treatment, real or per-
ceived, of parts of our Muslim commu-
nity may exacerbate problems in this
country, the origins of violent extrem-
ism are not domestic - and they cannot
be cured by "laying down the line".
Accommodating diverse cultures
and faiths will always be difficult: there
could be no meeting of minds between
the Hindu monks in Hertfordshire
who believed that the natural death of
their sacred eow should not have been
hastened, and the Royal Society for
the Prevention of Cruelty to Animals
who were equally adamant that the
animal should be put down humanely.
When minorities are small, it is easy
forthe majority to ignore iheir customs.
The Orthodox Jewish communities in
north London have been accepted for
years. But their plans to create an 11
mile symbolic boundary.or Eruv.incor-
porating the Jewish community in
Golders Green met a decade of resist-
ance from people who felt that shared
space was beingcolonised.even though
the visible impact was minimal.
But we cannot ignore the increasing
diversity of our population. There has
been a steady increase in immigration
over the last 20 years and recent im-
migrants tend to be younger and so
have more children than the resident
population. Coupled with natural pop-
ulation growth, the proportion of our
population with a relatively recent
overseas heritage will continue to rise.
And the number of ethnically-mixed
neighbourhoods will grow with it.
There are areas where minorities
will soon be majorities, such as Birm-
ingham and several London boroughs.
But the internal migration patterns of
our minority population are similar to
those of the majorityionc in five neigh-
bourhoods in England are projected to
be ethnically mixed by 2011.
Of course, most of our diverse pop-
ulation will absorb the broad values
of British society, and there will be
many more children from mixed race
relationships. But it would be a mis-
take to ignore different heritages. We
cannot choos.
Analysis of the Marketing outlook of Ferrari4MARK001W Mark.docxgreg1eden90113
Analysis of the Marketing outlook of Ferrari
4MARK001W Marketing
Principles: Report
Analysis of the Marketing outlook of Ferrari
Company Coursework 1: Apple Inc.
Company Coursework 2: Ferrari S.p.A.
Module Leader: Norman Peng
Seminar Tutor: Norman Peng
Student: Paolo Savio Foderaro W1616642
Marketing Report �1
Norman
Highlight
Analysis of the Marketing outlook of Ferrari
I. Introduction 3
II. PEST Analysis 4
III. Porter’s Five Forces Analysis 6
IV. SWOT and Positioning Strategy Analysis 8
V. Ansoff Matrix 10
VI. Ferrari’s Social Responsibility 11
VII.Referencing List 12
Marketing Report �2
Analysis of the Marketing outlook of Ferrari
Ferrari S.p.A
(Ferrari Corporate)
“Give a kid a paper sheet and some colours and ask him to
draw a car, for certain the car will be red” (Enzo Ferrari)
I. Introduction
A prancing black horse on a yellow background is not something that could pass unnoticed.
Destined to become an icon of style, luxury and speed, the first Ferrari made its appearance to the
public in 1947, eight years after the foundation by the Italian entrepreneur Enzo Ferrari of Auto
Avio Costruzioni, what would come to be, later on, the well-known brand Ferrari.
Throughout the history the company divided itself into the developing and production of
racing cars, becoming one of the most successful racing team in the world, and of luxury cars
distinguishing itself for the excellence of the Italian manufacture. As a matter of fact Ferrari’s cars
are build following the ideal of perfection in terms of design, power and elegance conveyed by the
Marketing Report �3
Analysis of the Marketing outlook of Ferrari
founder, Enzo Ferrari, who was used to say: “The best Ferrari is the next one” (Enzo Ferrari, no
date).
From its foundation till today Ferrari’s mission statement has been to build unique sport
cars, symbols of Italian excellence both on the road and on track. At the end of 2015 the Italian
sport car manufacturer can praise more than 7500 cars sold with a presence in 62 worldwide
markets and a net revenues of 2,854 millions of euros (Ferrari, Annual Report 2015).
Herein, the purpose of the report will be to analyse in the first part the external factors that
influence the company’s business. Then I will take into account the industry within which the
company operates in. After that, I will examine the strategic position of the company in the market
and the marketing strategy utilised for its products, namely sport cars. Finally I will conclude taking
into consideration sustainability and ethic-related issues that the company is dealing with.
(Ferrari Corporate)
II. PEST Analysis
The first concern for a company’s business is to understand and deal with all the external
factors that could affect the company’s future performance. It is worth saying that all possible
external factors are not under control of.
Analysis of the Monetary Systems and International Finance with .docxgreg1eden90113
Analysis of the Monetary Systems and International Finance with Focus on China and Singapore
Name
Institutional Affiliation
Analysis of the Monetary Systems and International Finance with Focus on China and Singapore
Regional Economic Integration and Economic Cooperation
The Asian region is among the leading international economic powerhouses due to its economic potential and size with countries such as China and Singapore dominating the region. Nonetheless, the capacity constraints in various Asian nations and the diversity of the continent complicate the efforts to create a unified market in the Far East. Achieving success in Asia's regional economic integration requires high commitment levels among the member countries in addition to the effective implementation of various initiatives to facilitate economic cooperation (Rillo & Cruz, 2016). I consider China and Singapore as significant players in the global and Asian economies due to their volumes of traded goods and investments in their local and foreign markets. For instance, China leads in the Asian continent, and its economy is the second largest in the world based on its nominal gross domestic product as an indicator of market performance. On the other hand, Singapore's highly developed economy is among the most rapidly growing in the world, and this has allowed the country from a third-world nation into a developed country in about five decades. I also observe that variations scope and breadth exist in regional economic integration, and the economic integration in the East Asia region initially assumed a market-oriented cooperation process before transforming into an economic integration drive.
My understanding is that a trade bloc refers to a form of an agreement between different governments that reduce or eliminate trade barriers to increase trade volumes among the member states. I have also learned that the trade blocs can exist as independent agreements between specific countries or form components of regional organizations. The trade blocs can further be categorized as monetary and economic unions, common markets, customs unions, free trade areas, and preferential trading areas. In Asia, the intergovernmental agreements have resulted in some regional trade agreements as well as the formation of the ASEAN trading bloc. I noted that China and Singapore are currently members of the Association of South-East Nations trading block alongside eight other countries in Southeast Asia. The primary objectives of ASEAN include the facilitation of sociocultural, educational, military, political, and economic integration as well as promoting intergovernmental cooperation in the region (Berman & Haque, 2015). The first stated aim of ASEAN is enhancing the competitiveness of the region in the international market as a production base by eliminating non-tariff and tariff barriers within the member states. The second aim of ASEAN is increasing the volume of FDI's to the Southeast Asia .
Analysis of the Barrios Gomez, Agustin, et al. Mexico-US A New .docxgreg1eden90113
Analysis of the B
arrios Gomez, Agustin, et al.
Mexico-US: A New Beginning
. COMEXI, 2020.
Write a summary and included the relevance to globalization, trade, finance, and immigration for international economics.
1-2 pages double-spaced; include footnotes/reference sources.
.
Analysis of Literature ReviewFailure to develop key competencie.docxgreg1eden90113
Analysis of Literature Review
Failure to develop key competencies and behaviors has been researched before through studying the workplace conflicts. In essence, workplace conflicts are inevitable mainly when employees are people from various backgrounds and different work styles that are brought together for the sake of shared business objectives. The history of organizations failing to develop competencies is quite long, and only a few studies have shown that about 30% of organizations have initiatives to improve behaviors among employees (Sperry, 2011). Previous have depicted several progressive organizations that use a leadership competency model to assist in outlining key skills and behaviors wanted by managers, supervisors, and executives.
Several questions remain unanswered about this subject, and they exist in some ways. First, the question is about the guilty of facilitation of workshops with management. It happens because organizations fail to identify and specify the essential competencies that apply to particular issues in the organization. Ideally, organizations need to shuffle and prioritize on the generic competencies as well as behaviors that would require management leaders to help in solving problems that may arise in the workplace (Sperry, 2011). Second, there is no proof of the competencies that matter to organizations. Indeed, there is must empirical data about the key behaviors that have the most significant effect on the engagement of employees, attraction, customer levels, and productivity of the employees in several organizations (Frisk & Larson, 2011).
The current best practices in dealing with this particular type of organization conflict are many and precisely based on the supervisors, managers, and executives. Develop towering strengths that would help in overshadowing weaknesses in the organization. Ideally, good leadership development always tries to magnify small natural strengths to highly energized strengths that would result in double improvement (Halász & Michel, 2011). The current best practice is the application of the competency models to assist leaders in improving their effectiveness, especially when dealing with employee behaviors in the organization.
Design Proposal and Outline
Topic of Training
The topic of training is using competency models for development and building of key competencies and behaviors in an organization.
Reason for the Choice
The topic is chosen because the primary purpose of the competency model is to assist leaders in the improvement of their effectiveness in developing key competencies and behaviors in an organization. The strengths cross-training is a common thing in an organization since it is closely associated with competency and behavior improvement (Sperry, 2011).
Subsequently, the topic is narrow enough to address in two-hour training since it is quite specific. The topic is based on enhancing the competency framework at the workplace which is indeed critical i.
Analysis Of Electronic Health Records System1C.docxgreg1eden90113
Analysis Of Electronic Health Records System
1
Chyterria Daniels
Capella University
May 3, 2020
Introduction
Merit-founded Incentive Payment System (MIPS) is a platform for value-founded settlement under the Quality Payment Program (QPP). The system aims at fostering the current innovation and improvement in clinical operations. MIPS mean that the organization should rationalize Physician Quality Reporting System (PQRS) (Meeks & Singh, 2019). Meaningful use guidelines are certain facets of an HER system that providers will be needed to use in their organization.
2
MIPS denote Merit-founded Incentive Payment System.
It is a platform for value-founded settlement under the Quality Payment Program (QPP)
It aims at fostering the current innovation and improvement in clinical operations
MIPS means that the organization should rationalize Physician Quality Reporting System (PQRS)
Meaningful use guidelines are certain compliance facets of an HER system that providers will be needed to use in their organization.
It means that the organization should have its set meaningful use guidelines
Current State of Compliance
The organization has set technology in the ICU
EHR not integrated to accommodate patient’s needs
Application of computers to draw guidance and instructions on conditions
Availability of lab information system
No replacement of diagnosing equipments
Independence Medical Center’s Electronic Health Records (HER) system has complied with some set guidelines. For instance, the healthcare organization has set technology system in its intensive care units. In addition, there is use of computers to draw guidance and instructions regarding several conditions on patients. However, the organization has not obeyed some guidelines like the replacement of outdated diagnosing equipment and lack of integrating EHR to accommodate all patients’ needs (Boonstra & Vos, 2018).
3
Current EHR Used in the Organization
Laboratory Information System (LIS)
Computerized Physician Order Entry (CPOE)
Central Supply System
Pharmacy system
Picture Archiving and Communication System (PACS)
Independence Medical Center’s Electronic has set up various EHR systems for use in different departments to deliver healthcare services to patients. For instance, the organization has implemented PACS, which is a health check imaging technology which offers reasonable storage and expedient admission to images from numerous modalities (Data & Komorowski, 2017).
4
Evaluation of EHR
The electronic health record system used in the ambulatory system lacks integration to accommodate patient’s needs. The system does not alert physician on drug interactions and other warning. On another point, each department has its exclusive system making it hard to share information between staff members in various units (Boonstra & Vos, 2018). An effective EHR system should be in a position to enable information transmission to all staff.
Analysis of element, when we perform this skill we break up a whole .docxgreg1eden90113
Analysis of element, when we perform this skill we break up a whole into its constituent parts. It is the identification and separation of the prts or components that constitute a communicatio. we look at the communivation in details so as to determine its natura. The elements ir parts are then classified or labeled into categoties.
There are a total of 5 text. I need to make an outline of each text. The last 2 pages is an example of how it should be done. If there are any questions please let me know.
.
Analysis of a Career in Surgery
Student Name
Professor Williams
English 122 02H
Date Due
Outline
Thesis: This analysis will explore the education, training, and career of a Surgeon.
· Introduction
· Definition of Surgeon
· Qualities of a Surgeon
· Thesis, Purpose, and Audience
· Source and Scope of Research
· Career Analysis
· Education
· Undergraduate Degree
· Application Requirements
· Medical School
· Residency & Fellowship
· Life of a Surgeon
· Duties and Responsibilities
· Surgery
· Teaching
· Research
· Work/Life Balance
· Employment Prospects
· Career Growth
· Advancement Opportunities
· Pros and Cons
· Conclusion
· Summary of Findings
· Interpretation of Findings
· Recommendations
Analysis of a Career in Surgery
INTRODUCTION
A career as a surgeon is long, incredibly difficult, competitive, costly, and one of the most rewarding pursuits you can have in your life. Something not typically mentioned to aspiring pre-medical students is the complicated nature of applying to medical school and residency. Much more is required than just a set of good grades. Volunteer work in the community, leadership and research experience, writing and interviewing skills, are all necessary for a successful application to medical school. All of those things are required yet again, when applying to surgical residency.
Before digging into all those things, let’s look at the definition of a surgeon. The United States Department of Labor, Bureau of Labor Statisticsdescribes the surgical profession in the Occupational Outlook Handbook as the following: “Using a variety of instruments, a surgeon corrects physical deformities, repairs bone and tissue after injuries, or performs preventive or elective surgeries on patients.” This is a strict definition however; a more useful outlook would be to focus on what traits lend themselves to becoming a successful surgeon.
There is a useful list created by the American College of Surgeons (ACS), titled, “So You Want to Be A Surgeon: An Online Guide to Selecting and Matching with the Best Surgery Residency,” which aims at current medical students. The guide says that a surgeon should work well as a member of a team; enjoy quick patient outcomes; welcome increasing responsibility; excel at solving problems with quick thinking; be inspired by challenges; and love to learn new skills (American College of Surgeons). The ACS recommends looking into a surgical career if you believe some or all of those traits apply to you. However, there is no such thing as a “standard surgical resident” and the ACS points out that “surgeons are trained, not born.…Becoming a good surgeon is a lifelong process.”
For students interested in pursuing a surgical career, this analysis will explore the education, training, and career of a Surgeon. Information for objective analysis will be taken from multiple sources including article databases, government sources, a personal interview with an orthopedic surgeon, the American College of Sur.
Analysis Assignment -Major Artist ResearchInstructionsYo.docxgreg1eden90113
Analysis Assignment -
Major Artist Research
Instructions
You will select one of the major, heard-of artist mentioned in the textbook as a subject for your research paper.
Step 1: Research the artist and a theme within their work
This paper should be more than just being "about" the artist. More than a biography.
Identify a theme or central idea about the artist or his/her artwork (your thesis) as it relates to a theme explored in Module 4 (Part 4 of the textbook) and then build the paper around that idea.
Select an artist from the list below:
Ana Mendieta
Chuck Close
Robert Mapplethorpe
Faith Ringgold
Kehinde Wiley
Carrie Mae Weems
Judy Chicago
Cindy Sherman
Yasumasa Morimura
Shirin Neshat
The expectation is that the research should represent information from several sources (
at least four -- websites will only count as sources if they are online versions of print material
) and that any direct borrowing of wording from these sources will be indicated by quotation marks and listed on the works cited page.
Step 2: Write the analysis
Draft your thesis (remember, this is not a biography paper so your thesis needs to be about the art)
Research information about the artist and their background
Identify a common theme within the artist works
What is the context of their work? Cultural? Spiritual? Political? Historical?
Step 3: Before you submit... make sure that you have the following:
The analysis length should be a minimum of 3 pages. (Not including the Works Cited page)
The paper should meet normal standards for documentation (citations and works cited such as found in the Modern Language Association, 8th ed.).
Use MLA format (Times New Roman 12-point size font, double-spaced, appropriate in-text citations, Works Cited page, etc...)
At least four sources -- websites will only count as sources if they are online versions of print material
Similarity Report must within 0-10%
.
Analyse and evaluate Burberry’s tangible resources(stores,building.docxgreg1eden90113
Analyse and evaluate Burberry’s tangible resources(stores,buildings,materials,money,employees)
300-400 words
2-3 cites
ANDERSEN
UNITED STATES HISTORY I
SPRING 2019
1
BIOGRAPHY ASSIGNMENT
Overview: It has been proven that writing in history class helps students learn and retain information.
Academic biographies are especially useful for this purpose due to their format and use of primary source
materials. Thus the intention of this assignment is to familiarize students with United States history by writing
an informed and articulate review of a specific American biography. All components of this assignment are
directed towards the completion of critical review of a major biography in United States history.
Instructions: Students are free to choose their own topics, subject to my approval. I encourage students to
choose topics that personally interest them. For example, students interested in politics may wish to select a
president like Andrew Jackson or Abraham Lincoln. It is your responsibility to do some preliminary research on
your subject and consult with me before you begin your project.
Once you have chosen your topic, you must choose a book. Students are free to select a book of their own
choosing, subject to my approval. Books should be around three hundred pages in length and from a reputable
publisher (such as an academic or major commercial press.) At the end of this document is a list of pre-
approved books.
Your paper itself a critical analysis of the book that you have read. The review may be positive, negative, or
qualified. You must analyze (not just summarize) the book’s structure and argument, use of source materials,
readability, and overall usefulness to people in learning about United States history through the life of your
subject. Papers should be free of grammatical and typographical errors.
Required format:
• Font – Use either Times New Roman (12pt), Calibri (11pt), or Arial (11pt).
• Margins – 1 inch margins all around
• Page numbers starting with 1 at the bottom and centered on each page after the cover sheet.
• Double-space, do not include extra spacing between paragraphs.
• Reviews should be at least three full pages. There is no maximum length. The cover sheet and works cited do not
count towards the three page minimum.
• Name, full title of book review prefixed with “Review of,” course information (class and section number), and
date should be single spaced, center aligned, and placed in middle of the cover sheet. Example:
Jack D. Andersen
Review of American Lion: Andrew Jackson in the White House
HIST 1301-21300
October 28, 2019
• The essay should be organized into multiple paragraphs including an introduction, body paragraphs, and a
conclusion.
• All citations, including the works cited page, should be in accordance with the Chicago Manual of Style, 16th
Edition. MLA, APA, or any other format is not acceptable.
• Please refer to the Writi.
Analysis (with relevant screenshot)
1.
Screenshot:
Does the website provide customer reviews for products?
____ Yes ____ No
If Yes, are the reviews accessible for reading?
____ Yes ____ No
If the Website uses reviews, do they also use a rating system?
____Yes (describe) _________________________________________
____ No
Additional Comments:
2.
Screenshot:
Does the website provide customer reviews for products?
____ Yes ____ No
If Yes, are the reviews accessible for reading?
____ Yes ____ No
If the Website uses reviews, do they also use a rating system?
____Yes (describe) _________________________________________
____ No
Additional Comments:
3.
Screenshot:
Does the website provide customer reviews for products?
____ Yes ____ No
If Yes, are the reviews accessible for reading?
____ Yes ____ No
If the Website uses reviews, do they also use a rating system?
____Yes (describe) _________________________________________
____ No
Additional Comments:
4.
Screenshot:
Does the website provide customer reviews for products?
____ Yes ____ No
If Yes, are the reviews accessible for reading?
____ Yes ____ No
If the Website uses reviews, do they also use a rating system?
____Yes (describe) _________________________________________
____ No
Additional Comments:
5.
Screenshot:
Does the website provide customer reviews for products?
____ Yes ____ No
If Yes, are the reviews accessible for reading?
____ Yes ____ No
If the Website uses reviews, do they also use a rating system?
____Yes (describe) _________________________________________
____ No
Additional Comments:
6.
Screenshot:
Does the website provide customer reviews for products?
____ Yes ____ No
If Yes, are the reviews accessible for reading?
____ Yes ____ No
If the Website uses reviews, do they also use a rating system?
____Yes (describe) _________________________________________
____ No
Additional Comments:
7.
Screenshot:
Does the website provide customer reviews for products?
____ Yes ____ No
If Yes, are the reviews accessible for reading?
____ Yes ____ No
If the Website uses reviews, do they also use a rating system?
____Yes (describe) _________________________________________
____ No
Additional Comments:
8.
Screenshot:
Does the website provide customer reviews for products?
____ Yes ____ No
If Yes, are the reviews accessible for reading?
____ Yes ____ No
If the Website uses reviews, do they also use a rating system?
____Yes (describe) _________________________________________
____ No
Additional Comments:
Overall Evaluation:
1.
Screenshot:
Does the website use pop-ups?
____Yes ____No
What is the content of the pop-up?
Describe:
Additional Comments:
2.
Screenshot:
Does the website use pop-ups?
____Yes ____No
What is the content of the pop-up?
Describe:
Additional Comments:
2.
Screenshot:
Does the website use pop-ups?
____Yes ____No
What is the content of the pop-up?
Describe:
Additional Comments:
4.
Screenshot:
Does .
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.
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
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Analytical Essay Two, due Sunday, March 31st at 1100 pmTopi.docx
1. Analytical Essay Two, due Sunday, March 31st at 11:00 pm
Topic A
In Unit 9, we described some of the ways that the Silk Road
facilitated both the spread of religion and the dispersal of
commodities.
In an essay of 600 to 1200 words, explore the videos and the
primary source evidence to make an argument about some of the
ways the Silk Road created a form of (near) globalization. In
the end, you should persuade your reader, through your
thoughtful analysis of the historical evidence that succeeded in
creating aspects of a common culture in throughout Eurasia.
When organizing your ideas and drafting your essay, follow
these guidelines:
1. Build your analysis using the course materials. The basis of
your essay should be the primary source material found at the
end of Unit 9 under “Unit 9 Resources.” By all means, take the
ideas and evidence offered in the videos (and please note that
we have provided transcripts of the videos as well.) This
information will provide context for the primary resources.
*DO NOT base your observations on other evidence that you
locate on the web or elsewhere. Remember, a big part of this
essay is showing us your mastery of the course material we have
assigned.*
2. After reviewing the material from Week 9, use both primary
sources to make a persuasive case about the role of the Silk
Roads in creating a new form of globalization. While you want
to show that you understand the larger trends in the material,
take the time to explore in depth these specific sources.
2. 3. When you refer to specific historical evidence (which should
be something you do frequently throughout the essay), indicate,
in parentheses, the location in the course materials of the
evidence.
4. Do not simply copy what we (or anyone else) have said. If
you do, use quotation marks to indicate that the words were
written by someone else and be sure to indicate your source for
the quotation in parentheses. Plagiarism is a serious violation of
GSU policy that leads to severe penalties!
5. To qualify for a grade in the C range, your essay must be at
least 600 words (which is approximately 2 double-spaced pages,
depending on the formatting of your document). B-range essays
must be at least 900 words, and A-range essays must be at
least 1200 words. However, meeting the word requirement does
not mean that you will necessary receive a certain grade.
We will grade the essay out of 100 possible points according to
these criteria:
Up to 30 points for the student's grasp of the larger
historical context covered in the units
Up to 25 points for the appropriateness of the student's choice
of examples to analyze in depth and proper citation of these
sources
Up to 25 points for the quality of the student's analysis of those
examples
Up to 20 points for appropriate grammar and graceful
expression
Topic B
Friar John of Pian de Carpine and William of Rubruck each
provide a description of a Mongol court. In an essay of 600 to
1200 words, explore their descriptions to make an argument
about cross-cultural interactions in the premodern world. In the
3. end, you should persuade your reader, through your thoughtful
analysis of the historical evidence, that the Mongol empire
shaped cross-cultural exchange and interaction in critical ways.
When organizing your ideas and drafting your essay, follow
these guidelines:
1. Build your analysis using the course materials. The basis of
your essay should be the primary source material found at the
end of Unit 10 under “Unit 10 Resources.” By all means, take
the ideas and evidence offered in the videos (and please note
that we have provided transcripts of the videos as well.) This
information will provide context for the primary resources.
*DO NOT base your observations on other evidence that you
locate on the web or elsewhere. Remember, a big part of this
essay is showing us your mastery of the course material we have
assigned.*
2. After reviewing the material from Week 10, use both primary
sources to make a persuasive case for the Mongol empire’s role
in shaping cross-cultural exchange and interaction. While you
want to show that you understand the larger trends in the
material, take the time to explore in depth these specific
sources.
3. When you refer to specific historical evidence (which should
be something you do frequently throughout the essay), indicate,
in parentheses, the location in the course materials of the
evidence.
4. Do not simply copy what we (or anyone else) have said. If
you do, use quotation marks to indicate that the words were
written by someone else and be sure to indicate your source for
the quotation in parentheses. Plagiarism is a serious violation of
GSU policy that leads to severe penalties!
5. To qualify for a grade in the C range, your essay must be at
4. least 600 words (which is approximately 2 double-spaced pages,
depending on the formatting of your document). B-range essays
must be at least 900 words, and A-range essays must be at
least 1200 words. However, meeting the word requirement does
not mean that you will necessary receive a certain grade.
We will grade the essay out of 100 possible points according to
these criteria:
Up to 30 points for the student's grasp of the larger
historical context covered in the units
Up to 25 points for the appropriateness of the student's choice
of examples to analyze in depth and proper citation of these
sources
Up to 25 points for the quality of the student's analysis of those
examples
Up to 20 points for appropriate grammar and graceful
expression
Unit Twelve Transcript: Mongols
12.1 Nomads We Have Known
The geography of Mongolia, away from the ocean and bordered
by forest, mountains, and
desert, meant that the climate of the region—characterized by
seasonal extremes—made it
unsuitable for agriculture. In pre-modern times, therefore, the
region was inhabited by nomadic
herdsmen and their sheep, cattle, camels, and horses.
5. This did not mean that the population was cut off from the rest
of the work, but instead
they were connected by an expansive east-west trade route
known as the Silk Road, that ran
across the southern region of the steppe. This important trade
route connected China with the
Mediterranean. Agricultural communities developed to the south
of the Silk Road and wealthy
cities developed along the course of the trade route. This is also
the first region where the horse
was domesticated and this would have significant implications
for military battles. There were
several different linguistic groups living in the high plateau of
the region, the Mongols were one
of these groups, but initially were among the least important of
them. Turkish people also lived
in the region and were culturally similar but linguistically
distinct.
Sometimes these nomadic people band together to form much
larger tribes—sometimes
empires—that expanded outward beyond the region of the
steppes. For example, the Xiongnu
from the region of Mongolia were a large collection of tribes
who fought against the Han dynasty
in China and eventually became tributaries of Han China,
although they maintained political and
territorial sovereignty until the 1st century. In the western part
of the steppes, between the 4th and
6th centuries, the Huns, a nomadic group from Eastern Europe
established an empire and fought
several times against the Roman Empire. A few centuries later,
again in the East, the Jurchen
people established the Jin Dynasty and gained control of
Northern China until the twelfth
century, when they were defeated by the most expansive empire
6. from the steppes, the Mongols.
12.2 Mongols Uniting
The Eurasian Steppe region was home to several different tribes
but these nomadic tribes
were united by a powerful leader, eventually known as Genghis
Khan (or Chinggis), in the 12th
and 13th centuries.
Genghis Khan’s birth name was Temujin and he was the son of
the leader of the Borjigin
clan, the ruling Mongol clan—here “Mongol” is a linguistic
grouping, only loosely affiliated
with a region, and not a country. We don’t know much about his
early life because the there is
only one written primary source—and, while historians have
used other methods like
archaeology to verify the story written in The Secret History of
the Mongols, it is difficult to
evaluate the accuracy of the story of the rise of Genghis Khan.
Temujin’s father died before he reached manhood and he and
his brothers lived with their
mother. After his father’s death, the Borjigin clan was scattered
throughout the region. Reuniting
the clan was the first military and political feat that Temujin
achieved. He used his lineage but
also his skills in cultivating relationships as well as his military
expertise to succeed in this
mission. He also expanded his family as he defeated rival
tribes—he had his mother adopt boys
from each of the tribes and acknowledged them as his younger
brothers. In doing so, he
symbolically joined the tribes through family. This practice is
described as “fictive kinship,” and
7. Temujin accepted conquered people into his tribe on premise
that they were now equal and full
members of the tribe.
According to the Secret History, one of his followers told
Temujin about a dream that he
had in which he became “master of the nation.” Over the next
few years, more and more Mongol
bands joined Temujin’s cause and in 1189 he was proclaimed
Khan of the Mongols. At this time
he took the name Genghis Khan—“Khan” was a word used to
describe the ruler of a tribe or
nation, but scholars disagree regarding the meaning of Genghis
(or Chinggis), some say
“universal” while other argue for some variation of “strong.”
Genghis expanded his empire—though not without some
setbacks and defeats—but
eventually he was able to isolate his enemies. His strategy
relied increasingly on discipline and
violence and this helped him achieve decisive victories that
destroyed the enemy.
12.3 Mongols United
Genghis Khan is remembered as a violent ruler. He rewarded his
followers and treated
them well, but to his enemies he was merciless. By the turn of
the 13th century, Genghis Khan
had gained considerable power but his Mongol confederation
still have a few important rivals in
each direction. But he quickly defeated the remaining rivals and
became the sole ruler of the
Mongol steppe in 1206. He used intelligence gathering and a
8. spy network to shape his military
strategy and implemented new technologies and strategies, such
a siege warfare.
Genghis organized this large and diverse group of people not by
tribal origin but instead
into equally sized units and promotion was based on merit and
not family lineage. Households
remained intact and each larger unit was composed of both
civilian and military communities.
This system allowed him to easily incorporate new populations
from different regions and
inspired dedicated loyalty among his officers and soldiers.
The nomadic life of the tribes of the Mongol confederation
made it relatively easy for
Genghis to assemble large military units on short notice. All
men between 16 and 61 years old
could be summoned to serve at any time. The troops were paid
in shares of the plunder they
collected on military campaigns, but while Mongol expansion
remained in the steppe, the
plunder was mainly livestock and captives and not precious
metals or other trade goods. Mongol
expansion out of the steppe, was partly inspired by the need to
reward his army and by doing so
maintain their loyalty.
Genghis followed a long tradition of Mongol incursions into
China for his first campaign
abroad, but his efforts were aided by internal divisions in
China. The Chinese empire was
divided into three regimes: the Hsi Hsia (or Xi Xia), the Jin,
and the Sung (or Song). Genghis
first attached the Xi Xia whom he defeated quickly, but rather
than incorporating the soldiers
9. into his existing army, they remained in the cities because
Genghis was not convinced that they
could keep up with his more mobile army. Soon after Genghis
retreated to the steppes, the Xi
Xia declared war against the Jin who had refused to support
them against the Mongols.
Genghis next turned to the Jin and his campaign was facilitated
by intelligence gathering
by Muslim merchants many of whom controlled the trade along
the Silk Road. These merchants
allied with Genghis to help ensure the safety of their caravans.
Nevertheless, Genghis faced a
daunting opponent given the Jin’s military expertise and the
size of the military as well as the
overall population of the empire. The Jin also had impressive
fortifications and walled cities. In
1215, Genghis attacked and captured the Jin capital Zhongdu
(modern-day Beijing) and forced
the Jin emperor to abandon the northern part of the empire. The
Jin dynasty would eventually
collapse, but only under opposition from Genghis’s son.
Genghis soon turned his attention westward in a series of
campaigns, but the most
important conquest was in 1219 when he defeated Qara-Khitai,
the most important muslim
power in Central Asia. This moment signaled the Mongol
transition from a regional empire to a
global power.
To consolidate his state, Genghis established a law code and
appointed judges.
10. Importantly, he commissioned a Turkic-speaking scholar to
invent a written version of the
Mongolian language. Genghis sought religious advice from a
Buddhist and Confucian and a
religious scholar from the Jin court who convinced him to
preserve the agricultural regions of the
empire instead of converting all land for pastures.
12.4 China
Genghis Khan’s third son and his successor Ögedei Khan
continued Genghis’s expansion
and Mongol armies reached Persia and pushed further into
Russia and Eastern Europe. Two of
Ögedei’s nephews continued this expansion after his death.
Kublai, one of these nephews, was
elected the great Khan of the Mongols and he adopted the
dynastic name Yuan as the ruler of
China. Khanbalik (now Beijing) was the capital of his Chinese
empire and under his rule, trade
flourished; land routes under Mongol control facilitated travel
between Europe and China. While
the Yuan dynasty was modeled on the traditional Chinese
administrative system, the Mongol
rulers discriminated against the Chinese and reserved key
government positions for people from
central Asia. Because of this discrimination, many skilled
Chinese people turned to the theatre,
painting, and fiction and Yuan dynasty was a period of great
vibrancy in artistic activity.
Because of the discrimination under Mongol rule, the Chinese
resented the Yuan dynasty and
resisted when possible. Under Kublai’s successors, the Mongol
hold on China weakened and
they were finally overthrown by the founder of the Ming
dynasty, Chu Yüan-chang.
11. Kublai Khan sent a letter to the emperor of Japan inviting him
to join the Mongol Empire
and threatening him if he declined. The letter was ignored. In
consequence, Kublai launched his
first fleet in 1274. Mongols had typically done battle on land,
but they had learned naval warfare
in their defeat of the Sung dynasty. The Mongols met samurai
on shore who were both skilled in
hand to hand combat as well as with bow and horse and they
were driven back to their ships.
Storms drove the ships back and from the Mongol account a
typhoon destroyed the ships. But
Japanese sources credit the gods for offering protection.
In 1281, the Mongols sent a much larger fleet to attack Japan,
but the Japanese had
prepared and protected the only viable landing place. After a
two-month battle, again a storm hit
the fleet and destroyed many of the ships. Archival and
archaeological evidence does support the
narrative that a typhoon hit the region in 1281, but a recent
discovery of a Mongolian ship wreck
also reveals shoddy and hurried construction which may also
have contributed to the fleet’s
demise. The Mongols were in poor shape to combat the samurai
since their traditional and
successful methods of warfare could not be put to use.
12.5 Persia
The Mongols succeeded in defeating China, and they were no
less successful in
controlling Persia. The first incursions into Persia by the
Mongols were led by Genghis Khan in
1219. This invasion was followed a generation later by Genghis
Khan’s grandson, Hulagu,
12. beginning in 1251. Hulagu led a brutal and sustained attack on
the Abbasid dynasty, culminating
in an attack on the city of Baghdad -- the Abbasid’s capital city
-- in 1258. The city was sacked
by Mongol forces, and perhaps 200,000 inhabitants slaughtered.
The Caliph himself was
captured, rolled up in a rug, and then trampled to death by
Mongol horses. The defeat of the
Abassids and the execution of the Caliph signaled the collapse
of the Abassid dynasty.
In the place of the Abassids, the Mongols established the il-
Khanate, taking over the
administrative apparatus of the Abassids. The Mongols initiated
a brutal system of taxation, in
which the population was assessed multiple times in a year, and
tax collection was enforced
through corporal punishment and physical coercion. Agriculture
-- especially the planting,
reaping, and sowing cycle was significantly disrupted, as was
peasant life generally. The herding
practices of the Mongols also compounded the problem because
their animals destroyed farming
practices and tore up fields. Additionally, to prepare the attack
on the Abbasids, the Mongols
destroyed the intricate underground irrigation systems, and this
further compounded the ruination
of persian agriculture. Nonetheless, other industries flourished,
either because they were
connected to attempts to satisfy Mongol demands, or because
they enjoyed connections to the
China markets through the silk road. That said, the overall
picture of the Mongol invasion of
Persia is one of destruction on a wide scale.
13. However, Persians also transformed the occupying Mongols.
Persians continued to run
the bureaucracy, and there were attempts to fix what had been
broken. Also, the Persians
succeeded in converting many of the Mongols to Islam, and
there are some instances of
population blending, as when Mongol invaders married into the
local population. Indeed, we see
examples of Mongols setting aside nomadism in favor of settled
agricultural livelihood. Over
time, we see the Mongol invaders being assimilated into Persian
society, and as we will see,
victims of attacks by other Mongol groups in the late 14th and
early 15th centuries.
12.6 Central Asia: Chagatai Khanate
The Mongols succeeded in defeating the Abbasid Dynasty as
well as the dynasty in
China. nonetheless besides range and diversity meant the
Mongol Empire was difficult to
manage and there were conflicts among the various heirs. These
conflicts were focused most
intensely in Central Asia, in what is called the Chagatai
Khanate. The Chagatai Khanate
occupied territory that was the heartland of the Mongol Empire.
It retained a nomadic lifestyle
more so than other Mongol regions, and it was less populated.
Its central location also meant that
territorial expansion could come only at the expense of other
Mongol groups. At first, the
Chagatai refused to launch incursions into territory controlled
by other Mongols, but over time
they changed their strategy and began to invade the other
Khanates.
The Chagatai took offense at the conversion of other Mongol
14. groups to different
religions (such as Islam in Persia or Buddhism in China), seeing
in these religious changes a
diversion from some kind of essential quality. In short, the
religious conversions of other
Mongols served to legitimize attacks on their territories. One
can imagine this process in part as
an attempt on the part of the Chagatai Khanate to ensure that
the legacies of past greatness were
not diminished. Indeed, the Mongols of the Chagatai Khanate
sought to make Mongolia great
again by recalling the legacy of Genghis Khan and preserving
the traditional Mongol ways. For
instance, Chagatai rulers decreed that subjects should live in
yurts rather than in fixed buildings,
and they also launched attacks to the East against the Great
Khan. While the initial attack was
repulsed, it demonstrated the fractured nature of Mongol power
as well as the desire on the part
of some Mongols to maintain adherence to the old traditions.
12.7 Russia and the Hordes
After Genghis Khan’s death, the Mongol Empire was divided
between his four sons, but
the four appanages were united under a supreme Khan. Eastern
Europe was awarded to his eldest
son’s grandson, Batu, because the son had died six months
before Genghis’s death. To claim
control of the region, Ögedei Khan, Genghis’s successor,
dispatched Batu to the region with an
army. Batu led an army of Tartars to Russia in the 13th century
and left a trail of burned towns
15. and dead bodies. The army pillaged the towns, as was typical
after a Mongol victory. Batu
camped in a large beautifully embroidered silk tent which
inspired the label “golden” for his
army. He settled his camp on the River Volga to establish the
capital of his empire.
The Russian principalities in the region retained semi-
independence and controlled local
government but they were tributaries of the Khan who
controlled princely succession and
collected exorbitant taxes. Following Ogedei Khan’s death,
rivalry among the Khan’s effectively
ended the united Mongol Empire and the Khanate of the Golden
Horde was a semi-autonomous
state.
Batu Khan’s successor converted to Islam in 1255 but tolerated
other religions in the
empire. Eventually, in the early 14th century, the Golden Horde
adopted Islam as the official
religion. As a result, Islam spread to most of the population.
The Golden horde established
diplomatic relationships with the Byzantine Empire and the
Mamluk Empire in Egypt and had
extensive commercial relations in the East and West.
A rapid series of successions and constant warfare with
neighboring a khanate weakened
the empire in the second half of the 14th century. The Golden
Horde also fell victim to the
bubonic plague which depleted the population by about a
quarter. The rise of Tamerlane forced
the end of the Golden horde and the region was divided into a
series of smaller states. The
Crimean Khanate issued the final blow to the golden horde and
16. eventually the entire region fell
to the grand duke of Moscow, the predecessor state of modern
Russia.
12.8 Mongol Empire as Conduit Mongol Empire as Conduit
The Mongols are often depicted as a destructive force in world
history but that misses
some important elements of their story. One significant aspect
of the Mongols is that as a group
they were the one that joined all the others together: Christians,
Muslims, and Buddhists were all
connected in and through the Mongols. The Mongols, in short,
are usefully understood as being a
bridge that connected the Eurasian world together.
Connections between east and west were facilitated by the
Mongols who supported trade,
and travel guidebooks to the voyage from Europe to China were
even produced that allowed
travelers to understand where they were going and what they
might see and do along the way.
Famous travelers on the Silk Road like Marco Polo provide just
one example of the ways in
which the Mongols facilitated travel and trade between Europe
and Asia.
The Mongols themselves didn't directly produce many goods,
and therefore they relied
on taxation on travel and trade in order to maintain their power.
Because the Mongols controlled
the overall network they could enrich themselves without doing
much of the work, but they also
did other things to make trade function more smoothly and
efficiently. They attempted to enforce
standard weights and measures, they supported merchants, and
most importantly they provided a
type of security throughout the network. The Mongols also
17. provided a system of diplomatic
missions the connected east and west through their power
centers. In this way it became possible
for Europeans and the Chinese to connect with one another
through the networks provided by the
Mongols. Scholars call this promotion and protection of travel
and trade by the Mongols the Pax
Mongolica -- the Mongolian peace -- that recalls but transforms
older structures like the Pax
Sinica or the Pax Romana.
The Mongols also fostered a type of cultural exchange. They
accomplished this by
uprooting populations and forcing them to relocate. These
population migrations, along with
religious missions along the Silk Road, accomplished a
transformation of the cultural horizon of
Eurasia. In addition, cross-cultural or cross-confessional
marriages (meaning marriages between
people of different religious traditions) also helped shape new
types of connections between east
and west.
There's one final aspect to the Pax Mongolica that we want to
pay attention to, and that
has to do with the transmission of disease. The Black Death, or
the bubonic plague was
dependent on the Mongols for transmission to new populations.
The plague began in China
around 1320, then was transmitted through the network via trade
and through religious missions
along the Silk Road and through Mongol herd animals into
Central Asia, Persia, and then finally
to Europe. In these ways the Mongols helped shape in dramatic
form not only the course of
18. world history but also the nature and quality of transcultural
interactions in the pre-modern
period.
12.9 Mongols Fading
As we have seen, following Genghis Khan’s death, his vast
empire was split among his
four heirs. While each of these Khans expanded further over
time, this division of Genghis
Khan’s empire also set in motion a death-spiral of competition.
The divisions that existed
between the Golden Horde, the Great Khan, the il-Khan of
Persia, and the Chagatai Khanate
meant that Mongol rule after Genghis Khan was divided and
Mongol ambitions never unfolded
as a concerted effort.
By the 1330s -- even as the plague was spreading through
Mongol-controlled networks --
the Mongols were already in decline. The Chagatai Khanate
split into two; in China, the Great
Khanate saw quick dynastic turnover and protracted rivalry for
the throne. The Mongol lands
also experienced a sequence of disasters, some man-made,
others not. The Mongols endured
agricultural declines that generated famine; their irrigation
systems failed; and currency
devaluation threatened economic collapse. The result was a
contraction of Mongol power
throughout Eurasia, and outright revolution in China, where the
Mongols were popularly
understood to have lost the Mandate of Heaven. The result of
these political critiques was
nothing less than catastrophic for the Mongols, who were
supplanted by the Ming dynasty in
19. 1368.
12.10 Timurid Empire
The Mongol legacy, despite contraction and revolution,
remained potent. We see
evidence of the ways that the Mongols continued to inspire
dreams of empire when we consider
the life of Timur Lenk, or Tamerlane. Tamerlane sought to
rekindle the Mongol empire in the
late 1300s, leading attacks on political entities throughout
Eurasia.
Timur Lenk -- or Timur the Lame -- was born in 1336. He
developed his ambitions in the
frayed political context of the Chagatai Khanate, and he learned
how to play factions off one
another in order to promote his own fortunes. He succeeded in
building a fearsome force of
horsemen, his cavalry able to sweep through his enemies with
ease.
Timur established a capital in the city of Samarkand, located in
current-day Uzbekistan.
From this base, Timur could launch attacks on enemies
throughout central Asia and Persia. He
first attacked Persia, in 1380. Then, he moved his horsemen
onto Baghdad, which he conquered
in 1393. Before the turn of the fifteenth century, he had
launched attacks into modern-day
Russia, wiping out the Khanate of the Golden Horde in little
more than a year. He then turned his
attention to India, attacking Punjab and destroying Delhi in
1398. His final target was the
20. Ottoman Turks, defeating their troops in Ankara and capturing
the Sultan, Bayezid I -- using him
as a footstool in order to demean him. Launching yet another
campaign, this time against the
Ming in China, Timur died in 1405.
The Mongols represented a novel force in world history. A
triumph of nomadism, the
Mongols succeeding in knitting together the Eurasian world in
novel ways. They extracted
wealth from trade even as they protected travelers and promoted
a Eurasian marketplace. The
proved to be remarkably adaptable when it came to the
questions of social organization, political
administration, and religious belief. Most importantly, they
provided a conduit not only for
goods and for people, but also for the pathogens that would
imperial the system as a whole.
Unit Nine: Towards a Global Order II: Global Commerce and
Culture
9.1 The (Almost) Global Market: Afro-Eurasian Webs
One important task of world historians is to investigate the
various structures that tied the
world together in previous periods of time. We are used to
thinking in the 21st century about
“globalization,” imagining that this process of integrating the
world economically – and to some
degree politically – was a relatively new phenomenon. And one
of the things that world history
can teach us is that these webs of interconnectivity – whether
21. regional or global in scale – have a
much longer and more varied history than we sometimes
imagine. So we need to begin looking
at some of the ways that the Afro-Eurasian world was joined
together in previous time periods.
Significantly, these connections not only operated on an East-
West basis, but also joined North
and South.
Exchange and trade were the key mechanisms connecting the
Afro-Eurasian world. These
are the important categories that historians have employed to
understand and to evaluate the
strength of global connections before globalization. That said,
how did this trade work? What
types of exchanges characterized these premodern webs? It is
useful to imagine these
connections as what one historian has called a “network of
exchange and communication” that
demonstrate the growing significance of long-distance trade.
Trade, communication, and
exchange had two significant consequences. Trade changed the
political structures in place, and
trade facilitated the spread and transformation of certain
religions.
Long distance trade, such as the trade relationships
proliferating along what came to be
known as the Silk Road between China and the Mediterranean –
helped shape the political
institutions and states through which this trade was conducted.
The trade of commodities like
salt, spices, incense and perfume, as well as the most significant
commodity: silk – helped
change the practice of politics along the trade routes. Trade
helped generate political change and
consolidation – wealth generated by controlling and taxing
trade, or by extracting tribute from
22. merchants helped generate political consolidation and in some
case expansion.
Long distance trade also shaped the history of religion. Trade
was a significant factor in
religious transformation, conversion, and spread. As different
religious and cultural traditions
came into contact with one another, religions changed and
transformed – some religious
principles and practices were weakened and disappeared; others
extended their reach, using trade
as a mechanism to bring their principles to new populations of
people who could be converted.
In other cases, religious traditions were blended, creating what
one historian calls “syncretism,”
or a blurring of religious boundaries with a synthetic set of
traditions located in the middle
ground.
Long distance trade – perhaps best exemplified by the
historical experiences of people
living along the trade routes known as the Silk Road – set in
place three important historical
transitions. First, trade created an integrated Afro-Eurasian
world – a globalization before
globalization. Second, long distance trade helped fabricate new
types of political structures that
were built upon the wealth generated by economic exchange;
and third, long distance trade
created a matrix within which religious change, transformation,
and conversion was carried out.
9.2 Social Structures and Global Commerce
Long distance trade and global commerce had many
ramifications. The Afro-Eurasian
world was integrated; trade impacted the strength and vitality of
various political entities; and
23. trade also provided a way for religious change and
transformation – and in some cases
conversion and synthesis – to develop. But long distance trade
also had important social and
cultural ramifications.
One of these social changes is seen in the creation of a distinct
class of people –
merchants – who because they could be transitory and who
seemed to violate a range of standing
moral taboos were often viewed with suspicion. That said,
merchants often formed a distinct
social class, and this social differentiation was reinforced
through certain mechanisms that
merchants developed in order to make their ventures more
profitable. One way that historians
have analyzed trade in this period of time is to investigate the
ways that groups of merchants
worked together. One strategy that merchant groups used was to
create long chains of
settlements. Merchants would migrate to far-off locations, and
establish a trading outpost, in
which they would remain essentially alienated from host
society. The other strategy was to
continually move from one location to another, constantly
trading along the way. The first of
these strategies is significant because over time, these trading
outposts became more highly
specialized and complex, and merchants from the same group
often developed webs of
interrelated business interests that historians have called a
“trade diaspora.” What they mean by
this term is a group of merchants united by kinship or place of
24. origin who settle independently in
different areas, but who still trade with one another and retain
an affiliation. These communities
of merchants that made up a trade diaspora remained significant
over long periods of historical
change…Perhaps tenuous at first, these trade diasporas could
harden over time, forming the
foundation of deeply entrenched and powerful merchant
networks.
A second change developing out of new forms of long distance
trade – and by extension
the trade diasporas of the premodern world – is seen in
important economic terms: integration
helped break down the economic self-sufficiency of a region.
Trade, in other words, meant that
there was not only a wider variety of commodities available in
any particular area, but it also
meant that those connections could intensify over time,
becoming vital to the economic health of
a region.
A third consequence coming out of the creation of global
commercial networks was the
creation of a set of conditions conducive to the spread of
diseases through the human population.
While disease outbreaks had characterized human settlements
for millennia, the enhanced
networks of communication and trade made the spread of
disease not only more frequent but also
across a wider territory. In this way, the Afro-Eurasian disease
pool was created at the same time
that the Afro-Eurasian world was integrated. And as we will
see, trade networks and disease
outbreaks were closely matched. As traders and merchants
moved commodities from one area to
25. another, they also brought diseases with them. And as we will
see, the Silk Road was a prime
conduit for the transmission of disease from the Pacific to the
Mediterranean.
9.3 Silk Roads I: Theory
The Silk Roads were a main source of overland trade and
communication between the
Pacific and the Mediterranean for roughly 1,000 years. These
connections that linked the Afro-
Eurasian world joined Chinese merchants to those working in
the Mediterranean, in the Persian
gulf, in North Africa, in the Indian ocean, and even in South
East Asia. This broad network of
traders, most of whom bought and sold goods that they
transported over only a small section of
the overall network, created what is called a relay trade – a
commodity might travel long
distances before reaching a resting place, passed from merchant
to merchant until it reached the
hands of a final consumer.
Silk was a key commodity in this network, one that
fundamentally shaped what one
historian has called the “commercial integration” of the Afro-
Eurasian world. The silk road, and
the path that silk would take from where it was produced in
China to where it was consumed,
was built upon preexisting frameworks for trade. In other
words, a whole series of individual
trade routes existed; silk was a commodity so in sought after
that it transformed these individual
trade segments into a more cohesive and unified structure.
26. The Silk Road produced two important transformations – it
connected nomads,
transforming their societies and political structures, and it
transformed the nature of urban
trading centers throughout the network. The Silk Road
transformed the life of nomadic groups.
Both marauders and pastoralists saw their lives change when the
trade connections of the Silk
Road created new opportunities and made new commodities
available. The Silk Roads changed
the lives of nomads by creating conduits between them,
initiating forms of exchange between
and across cultures that had not existed previously. The
diffusion of ideas and technologies – not
to mention commodities – meant that the structure of nomadic
society changed. Groups living
and working on the “rim” of the network found consistent and
willing trading partners in the
interior of the network. This partnership joined the coasts with
the arid steppes, creating a form
of economic exchange that bridged pastoral and agricultural
societies. In other words – farmers
and shepherds found trade to be a way of forging
commonalities. These types of connections
were important and persistent. Gradually, more sophisticated
and complex social arrangements
developed to anchor the ends of the silk roads – we see groups
like the Romans and Hellenes in
the West and the Han dynasty in China shaping the flows of
commodities back and forth across
the network as a whole.
We see with these groups how the Silk Road helped shape
political geography. The
middle east rose in importance due to its geographical position
at the crossroads of trade. We
also see China extending its cultural and economic influence
27. into Korea and Southeast Asia.
India too would contribute much to the ways the Silk Road
operated, and we will se how South
Asian cultural influences were transmitted along the Silk Road.
But perhaps one of the most
interesting outcomes of the Silk Road centers on its impact on
urban settlements. Trade on the
Silk Road helped build massive urban settlements. Described as
“caravan cities” by historians,
these cities developed along overland trade or caravan routes
and they exhibited a vibrant
economic, cultural, and social life. Petra, for instance, was a
city carved out of rock catering to
the needs of travellers and merchants. Over the span of four
centuries (roughly 200 BCE to 200
CE) it displayed a rich cultural existence and even had a theater
that could seat 10,000 people at
once. Another richly vibrant city, Palmyra (now in Syria), was
built upon cloth and weaving
trades, and it demonstrated the reach of Hellenic culture and
how it was blended with the cultural
traditions of the near east. Much of its beautiful architecture –
once one of the world’s great
treasures – was systematically destroyed when the city was
occupied by the Islamic State in the
course of the Syrian civil war.
9.4 Silk Roads II: Practice
The Silk Roads developed as a medium of commodity
exchange. The so-called “silk
economy” that joined Eurasia developed in part because of the
fact that silk was an extremely
useful material. Silk was used to make clothing that was far
more comfortable than wool – cool
in the summer and warm in the winter. It could be used to craft
bags, even ones that could be
28. used to transport liquids because silk can be waterproof. Silk
thread is extremely strong and
could even be woven into ropes that had a very good weight to
strength ratio. Silk was even used
as armor – if woven tightly enough it can blunt a knife, arrow,
or sword attack. Silk cloth was
even used as a durable form of communication – by painting on
it, one was able to use silk as an
extremely long-lasting medium of communication. Silk, in other
words, was an extremely useful
commodity, one that was sought after throughout the Eurasian
world. In this way, silk – which
was spun from silk worms living on mulberry trees in the north
of China – could forge a long
range economy.
The silk economy and the silk roads generally had important
implications. One of these
implications was the way that silk exchange helped in the
process of state formation. Political
units along the silk roads were strengthened through their
connections to a tribute economy as
well as direct exchanges with merchants. In China, especially,
silk helped form a vibrant
administrative and urban apparatus.
The silk roads were also a conduit of religious expansion –
religion and trade followed
one another along the silk roads; these exchanges allowed cross-
cultural conversions but also the
fabrication of scenarios conducive to religious syncretism or
blending. In other words, as people
from different faith traditions came into contact with one
another in the course of their
participation in the silk economy they were presented with
29. opportunities to convert others to
their faith or to blend their religious traditions with those of
others. We see evidence of this
trend, for instance, with the spread of Buddhism. Buddhism
followed the trade routes as conduits
of religious change. Beginning in India and the Kushan Empire,
Buddhism spread beginning in
first century, CE to China and to Central Asia. Christianity too
spread along the silk roads from
the Mediterranean basin east to central Asia. The spread of both
Buddhism and Christianity was
ultimately blocked, however, when these faiths came into
contact with Zoroastrianism in the
Iranian plateau. Indeed Zoroastrians were able to use the silk
roads themselves, spreading their
ideas to China and to the Mediterranean.
9.5 Sea Trade I
The overland trade routes of the silk roads were only one form
of trade and mobility in
Eurasia. The seas provided another form of trade,
communication, and cross cultural exchange.
We need to focus for a moment on two areas of sea trade: the
red sea and the Indian Ocean.
Transit in and through the red sea was innovated by Arab sailors
trading spices and precious
metals. These Arab sailors would trade up and down the red sea,
taking goods to the ports of
South Asia and to the Arabian landmass. One of the critical
ports in this trade was the city of
Alexandria, which sat at the nexus of the red sea, the
Mediterranean, and the River Nile. In this
way, goods and commodities were transmitted across the eastern
Mediterranean and from there
throughout Arabia and the horn of Africa.
30. The red sea trade was a natural conduit to the larger trading
zone of the Indian Ocean.
Trade across the Indian Ocean was important because it
connected East Africa, the
Mediterranean, Southeast Asia, and East Asia. Trade across the
Indian Ocean was seasonally
determined by the trade winds generated by the monsoon cycle.
Monsoons blow from the
Southwest from October to April – allowing traders to make the
voyage from East Africa and the
Arabian landmass to South Asia. The winds then shift, blowing
from the Northeast from April to
October allowing traders to make a return voyage. This
variation in the wind patterns allowed
circular trade throughout the Indian Ocean to follow predictable
seasonal patterns.
Travel across the Indian Ocean was facilitated by new methods
of navigation as well.
Sailors navigated by celestial objects, using the positions of
stars to chart their locations. Their
ships, called dhows, employed large sails that could be rigged
in different ways to take
advantage of the winds to carry commodities on the long haul
across the Indian Ocean. This
transit up and down the red sea and across the Indian Ocean –
and then back – provided another
form of connection across the Eurasian world. Instead of just a
single overland route, this trade
made it possible to think of a water route connecting China to
the Mediterranean.
9.6 Sea Trade II
31. Sea trade within the Red Sea or across the Indian Ocean were
only part of the ways in
which humans carried out long distance trade over waterways.
There were also robust
connections between groups of people carried out across the
Bay of Bengal and throughout the
Java and South China Seas. Indeed, there were strong trade
routes connecting China, Southeast
Asia, Borneo, and the islands now making up Indonesia. These
sea trading routes helped
facilitate the growth of strong governments, particularly in the
Malay peninsula and in Sumatra
because trade was funneled through a narrow passageway
known as the Straight of Malacca, a
pinchpoint in the trade that made it possible to tax ships making
their way through the Straight.
The Straight, which had long been a fertile area for pirates to
seize cargo, also helped facilitate
the creation of strong tax-levying bureaucratic states in Java
and Sumatra. Water trade in
Southeast Asia, which followed the great river networks of the
Mekong and Iradaddy systems,
was based not on mass population migration but on trade
diasporas. These trade systems, like the
case in Sumatra and Java, had political consequences such as
the growth of the power and status
of the Khmer empire with its central metropolitan nexus at
Angkor. These river networks also
facilitated the spread of Indian culture across the region, and it
was through those conduits that
Buddhism was introduced to the region along with texts written
in Sanskrit. In Sumatra, the
growth of cosmopolitan cities like Palembang went hand in
hand with the growth of Malay
power, which was often based on a blending of local religious
traditions with Buddhism. But
32. Buddhism was not only religious tradition imported to
Southeast Asia through trade with
Indians. Hinduism made an appearance too. The temple complex
of Angkor Wat – the largest
religious structure anywhere in the premodern world – was built
based on Hindu principles and
later incorporated into Buddhist traditions. And later still, these
trade networks continued to exert
an influence over cultural forms. When Islamic traders arrived,
they too began to convert locals
to their religious principles.
9.7 Overland Trade I
The Silk Roads and sea trade in the Red Sea, the Indian Ocean,
and in the Bay of Bengal
were two mechanisms that helped forge the Eurasian world
through trade. There was also a third
mechanism at work that performed the same cultural and social
work: caravan trade in Africa
that joined sub-Saharan Africa with the Mediterranean.
One factor that helps explain the development of trade networks
in Africa is the
economic and regional diversity of Africa. The coastal areas
bordering the Mediterranean had
access not only to the material wealth of the Mediterranean
world but also commodities that
were produced there like cloth and glass. Commodities from
Saharan and sub-Saharan Africa –
things like copper and salt – were highly prized, along with
crops like millet and yams. That said,
the introduction of the camel to the trans-Saharan network was
the key development that
reconfigured the Sahara from a barrier to commerce to a “sea”
that could be traversed.
33. Caravans of camels joined the disparate regions of Africa, and
helped generate
commercial connections beginning around 300 CE. Scholars
report that the camel caravans could
number as many as 5000 camels. The most important element in
this trans-Saharan trade was
gold, which was transferred by camel across the Sahara to the
coastal region of North Africa.
Gold was perhaps only slightly more important than the trade in
human beings, however. The
trans-Saharan slave trade provided a significant source of
captives for the coastal regions of
North Africa and the Mediterranean. This trade network, as we
have seen in other contexts,
created a foundation for political consolidation and state
formation in sub-Saharan and in west
Africa; one important result of this trade demands to be
highlighted. In west Africa, trade helped
increase the social complexity and hierarchy of those societies.
It is also important to note that
the significance of the slave trade and of slavery shouldn’t be
discounted, but I want to remind
you that the form of slavery was different than what would
develop later in the Atlantic world
beginning in the 15th century.
9.8 Overland Trade II
The overland trade route across the Sahara, which linked the
sub-Saharan regions with
the coastal areas of the Mediterranean, created a trans-African
trading network in gold, salt,
34. dates, and slaves. This commodity exchange proved to be
transformative to the people living and
working along these trade routes. The changes adhering to these
developing networks were
perhaps most apparent in the growth trade cities like Timbuktu,
located in modern day Mali. The
city of Timbuktu was located on the Southern edge of the
Sahara, and it was therefore a terminus
for the camel caravan trade across the desert. Timbuktu was
also, however, integrated into a west
African trading network that connected the Senegambian coast
to cities in the interior of the
continent like Timbuktu and Gao. In this way, the city served a
useful dual purpose – connecting
the interior of the continent with the west coast of Africa and
serving as the end of the caravan
line across the Sahara.
Visitors to Timbuktu, like the great Muslim traveler of the 15th
century Leo Africanus,
were stunned at the wealth on display in the city. More than just
a vibrant hub of commerce and
trade, the city also concentrated wealth within its borders.
Equally significant, the city was also a
nexus of learning and scholarship that bridged the various
cultures of west Africa and the trans
Saharan region. The city’s library, which housed thousands of
rare manuscripts, was a highpoint
of education in the medieval period. Sadly, the wealth of
knowledge accumulated in the city was
partially destroyed in 2013, when rebel forces occupied portions
of the town and destroyed this
intellectual heritage of humankind. That said, many of the
Timbuktu manuscripts, including
priceless copies of the Koran, were safely relocated to the city
of Bamako in Mali, thus
preserving aspects of the important historical record of a vibrant
35. and important trading and
cultural center.
9.9 Disease and Global Networks
The silk roads, the sea trade in the Indian Ocean and Bay of
Bengal, and the trans-
Saharan trade helped forge a Eurasian world. The connections
and exchanges that were a part of
this world let us glimpse a world system that bridged
continents, cultures, and faiths. But these
connections that joined various parts of the world together were
not without their risks. Just as
commodities and religions were transmitted through this
network, so too were terrible diseases.
And the cities that were the beating heart of the network as a
whole were particularly susceptible
to diseases brought there by trade or religious mission. These
emergent diseases were
particularly devastating because as disparate areas of the globe
were knitted together through
trade, populations of people were exposed to new pathogens to
which they lacked natural
immunity.
To give one example of how disease followed the trade
networks, consider the case of the
city of Constantinople – now Istanbul – in the sixth century CE.
The so-called plague of
Justinian, named for the Byzantine Emperor, is one example of
the problem. Constantinople was
located at a very strategic point, bridging Europe and the
Middle East and sitting on top of trade
routes connecting European market in the Mediterranean with
the silk road. The city was thus an
36. important nexus of trade and commerce, a place at which people
from all throughout the global
trading network congregated. In 541 CE, the city began to
experience an outbreak of disease,
now thought to be the bubonic plague. The disease, it is thought
by scholars now, was brought to
the city of Constantinople by traders from Egypt – thus
indicating the ways that the entire
Eastern Mediterranean ultimately became part of a single
disease pool. The outbreak in
Constantinople of the “plague of Justinian” was awful. After the
disease arrived in the city, it
quickly spread. At its height, the plague killed between 5,000
and 10,000 residents of
Constantinople each day. From there, the plague spread
throughout the eastern Mediterranean,
carried by traders and religious missionaries. By the time the
disease outbreak subsided the
following year, 542 CE, perhaps 25 million people living in the
eastern Mediterranean had died.
9.10 Pros and Cons: The Global Market and the Local
Producer/Consumer
The silk roads, the over sea trade in the Indian Ocean and Bay
of Bengal, and the trans-
Saharan caravan trade together formed an Afro-Eurasian world.
This world, which would come
later to be simply be called the “old world,” united all of the
world’s population except those
living in the Americas. This system had its benefits to be sure.
Valuable commodities like silk –
produced in China but in demand throughout the system –
indicated how local commercial
practices might be attractive in far-flung locales. Other
commodities – salt, gold, and slaves from
37. Saharan and sub-Saharan Africa, for instance – were equally
valued. This commercial world
helped transform trading cities like Timbuktu, Constantinople,
Angkor, and Palmyra into
powerhouses of commercial, cultural, and political activity. And
it is important to recognize that
this commercial vitality was built upon a foundation of regional
economic variability – regions
produced different things, yet there was a global market for
those items.
This trading system also impacted two other areas of life.
Different religious traditions
spread or blended with others along the trade routes. Buddhism,
for instance, was carried by
traders from India to China and Southeast Asia. Christianity left
the Mediterranean and was
carried into the middle east. Zoroastrianism – the religion of
pre-Islamic Persia – did the same.
After Islam developed in the seventh century CE, it too
travelled along the trade routes into
Southeast Asia, North Africa, and – later – the eastern
Mediterranean.
If trade helped spread religion, it also helped spread disease,
and we see in the formation
of a single trading zone the consequent formation of a single
disease pool in which pathogens
were carried from region to region by traders or by religious
missionaries. The plague of
Justinian, like earlier plagues affecting Athens or the cities of
China, indicated the possibilities of
explosive disease transmission through the networks of the
premodern Afro-Eurasian world.