CHAPTER 3Understanding Regulations, Accreditation Criteria, and .docxtiffanyd4
CHAPTER 3
Understanding Regulations, Accreditation Criteria, and Other Standards ofPractice
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
2. Legal and Fiscal Management
· Knowledge and application of the advantages and disadvantages of different legal structures
· Knowledge of different codes and regulations as they relate to the delivery of early childhood program services
· Knowledge of child custody, child abuse, special education, confidentiality, anti-discrimination, insurance liability, contract, and laborlaws pertaining to program management
5. Program Operations and Facilities Management
· Knowledge and application of policies and procedures that meet state/local regulations and professional standards pertaining to thehealth and safety of young children
7. Marketing and public relations
· Skill in developing a business plan and effective promotional literature, handbooks, newsletters, and press releases
Early Childhood Knowledge and Skills
5. Children with Special Needs
· Knowledge of licensing standards, state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for childrenwith special needs
10. Professionalism
· Knowledge of laws, regulations, and policies that impact professional conduct with children and families
· Knowledge of center accreditation criteria
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe the purpose of regulations that apply to programs of early care and education and list several topics they address.
2. Identify several ways accreditation standards are different from child care regulations.
3. State the purpose of Quality Rating and Improvement Systems (QRIS).
4. List some ways qualifications for administrators and teachers are different for licensure, for accreditation, and in QRIS systems.
5. Identify laws that apply to the childcare workplace, such as those that govern the program’s financial management and employees’well-being.
Marie’s Experience
Marie has been successful over the years in keeping her center in compliance with all licensing regulations. She is proud of her teachers andconfident that the center consistently goes above and beyond licensing provisions designed simply to keep children healthy and safe. She knowsthat the center provides high-quality care to the children it serves, but has never pursued accreditation or participated in her state’s optionalQuality Rating and Improvement System (QRIS) because of the time and effort it would require. Her families have confidence in her program anddo not seem to need this additional assurance that it provides high-quality services day in and day out.
Large numbers of families rely on out-of-home care for their infants, toddlers, preschoolers, and school-age children during the workday. In2011, there were 312,254 licensed child care facilities with a capacity to serve almost 10.2 million children. About 34% of these facilitieswere child care center.
Chapter 3 Human RightsINTERNATIONAL HUMAN RIGHTS–BASED ORGANIZ.docxtiffanyd4
Chapter 3 Human Rights
INTERNATIONAL HUMAN RIGHTS–BASED ORGANIZATIONS LIKE THE UN COMMISSION ON HUMAN RIGHTS HAVE MADE MONITORING HUMAN RIGHTS A GLOBAL ISSUE. The United Nations is headquartered in New York City.
Learning Objectives
1. 3.1Review the expansion of and the commitment to the human rights agenda
2. 3.2Evaluate the milestones that led to the current concerns around human rights
3. 3.3Evaluate some of the philosophical controversies over human rights
4. 3.4Recognize global, regional, national, and local institutions and rules designed to protect human rights across the globe
5. 3.5Report the efforts made globally in bringing violators of human rights to justice
6. 3.6Relate the need for stricter laws to protect women’s human rights across the globe.
7. 3.7Recognize the need to protect the human rights of the disabled
8. 3.8Distinguish between the Western and the Islamic beliefs on individual and community rights
9. 3.9Review the balancing act that needs to be played while fighting terrorism and protecting human rights
10. 3.10Report the controversy around issuing death penalty as punishment
When Muammar Qaddafi used military force to suppress people demonstrating in Libya for a transition to democracy, there was a general consensus that there was a global responsibility to protect civilians. However, when Bashar Assad used fighter jets, tanks, barrel bombs, chemical weapons, and a wide range of brutal methods, including torture, to crush the popular uprising against his rule in Syria, the world did not respond forcefully to protect civilians. The basic reason given for allowing Syria to descend into brutality and chaos was that it was difficult to separate Syrians favoring human rights from those who embraced terrorism. Although cultural values differ significantly from one society to another, our common humanity has equipped us with many shared ideas about how human beings should treat each other. Aspects of globalization, especially communications and migration, reinforce perceptions of a common humanity. In general, there is global agreement that human beings, simply because we exist, are entitled to at least three types of rights. First is civil rights, which include personal liberties such as freedom of speech, religion, and thought; the right to own property; and the right to equal treatment under the law. Second is political rights, including the right to vote, to voice political opinions, and to participate in the political process. Third is social rights, including the right to be secure from violence and other physical danger, the right to a decent standard of living, and the right to health care and education. Societies differ in terms of which rights they emphasize. Four types of human rights claims that dominate global politics are
1. The abuse of individual rights by governments
2. Demands for autonomy or independence by various groups
3. Demands for equality and privacy by groups with unconventional lifestyles
4. Cla.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
Chapter 2 The Law of EducationIntroductionThis chapter describ.docxtiffanyd4
Chapter 2 The Law of Education
Introduction
This chapter describes the various agencies and types of law that affect education. It also discusses the organization and functions of the various judicial bodies that have an impact on education. School leadership candidates are introduced to standards of review, significant federal civil rights laws, the contents of legal decisions, and a sample legal brief.
Focus Questions
1. How are federal courts organized, and what kind of decisions do they make?
2. What is law? How is law different from policy?
3. From what source does the authority of local boards of education emanate?
4. How can campus and district leaders remain current with changes in law and policy at the national and state level?
Key Terms
1.
2.
3.
4. En banc
5.
6.
7.
8.
9.
10.
11. Stare decisis
12.
13.
14.
15.
Case Study Confused Yet?
As far as Elise Daniels was concerned, the monthly meeting of the 20 River County middle school principals was the most informative and relaxing activity in her school year. Twice per year, the principals invited a guest to speak to the group. Elise was particularly interested in the fall special guest speaker, the attorney for the state school boards association. Elise had heard him speak several times, so she was aware of his deep knowledge of school law and emerging issues. As the attorney, spoke Elise found herself becoming more anxious. It was as if the attorney was speaking a foreign language. Tinker rules, due process, Title IX, Office of Civil Rights, and the state bullying law. Elise found herself thinking, “The Americans with Disabilities Act has been amended? How am I supposed to keep up with all of this?”
Leadership Perspectives
Middle School Principal Elise Daniels in the case study “Confused Yet?” is correct. School law can be confusing. Educators work in a highly regulated environment directly and indirectly impacted by a wide variety of local, state, and federal authorities. When P–12 educators refer to “the law,” they are often referring to state and/or federal statutes enacted by legislatures (). This understanding is correct. The U.S. Congress and 50 state legislatures are active in the law-making business. To make matters more difficult, the law is constantly changing and evolving as new situations arise. For example, 10 years ago few if any states had passed antibullying laws. By 2008, however, almost every state had some form of antibullying legislation on the books. Soon after, the phenomenon of cyberbullying emerged, and state legislators rushed to add cyberbullying and/or electronic bullying to their state education laws. One can only guess at what new real or perceived problem affecting public P–12 schools will be next.
P–12 educators also refer to school board policy as “law.” However, law and policy are not necessarily identical. , p. 4) defines policy as “one way through which a political system handles a public problem. It includes a government’s expressed inten.
CHAPTER 1 Legal Heritage and the Digital AgeStatue of Liberty,.docxtiffanyd4
CHAPTER 1 Legal Heritage and the Digital Age
Statue of Liberty, New York Harbor
The Statue of Liberty stands majestically in New York Harbor. During the American Revolution, France gave the colonial patriots substantial support in the form of money for equipment and supplies, officers and soldiers who fought in the war, and ships and sailors who fought on the seas. Without the assistance of France, it is unlikely that the American colonists would have won their independence from Britain. In 1886, the people of France gave the Statue of Liberty to the people of the United States in recognition of friendship that was established during the American Revolution. Since then, the Statue of Liberty has become a symbol of liberty and democracy throughout the world.
Learning Objectives
After studying this chapter, you should be able to:
1. Define law.
2. Describe the functions of law.
3. Explain the development of the U.S. legal system.
4. List and describe the sources of law in the United States.
5. Discuss the importance of the U.S. Supreme Court’s decision in Brown v. Board of Education.
Chapter Outline
1. Introduction to Legal Heritage and the Digital Age
2. What Is Law?
1. Landmark U.S. Supreme Court Case • Brown v. Board of Education
3. Schools of Jurisprudential Thought
1. CASE 1.1 • U.S. Supreme Court Case • POM Wonderful LLC v. Coca-Cola Company
2. Global Law • Command School of Jurisprudence of Cuba
4. History of American Law
1. Landmark Law • Adoption of English Common Law in the United States
2. Global Law • Civil Law System of France and Germany
5. Sources of Law in the United States
1. Contemporary Environment • How a Bill Becomes Law
2. Digital Law • Law of the Digital Age
6. Critical Legal Thinking
1. CASE 1.2 • U.S. Supreme Court Case • Shelby County, Texas v. Holder
“ Where there is no law, there is no freedom.”
—John Locke Second Treatise of Government, Sec. 57
Introduction to Legal Heritage and the Digital Age
In the words of Judge Learned Hand, “Without law we cannot live; only with it can we insure the future which by right is ours. The best of men’s hopes are enmeshed in its success.”1 Every society makes and enforces laws that govern the conduct of the individuals, businesses, and other organizations that function within it.
Although the law of the United States is based primarily on English common law, other legal systems, such as Spanish and French civil law, also influence it. The sources of law in this country are the U.S. Constitution, state constitutions, federal and state statutes, ordinances, administrative agency rules and regulations, executive orders, and judicial decisions by federal and state courts.
Human beings do not ever make laws; it is the accidents and catastrophes of all kinds happening in every conceivable way that make law for us.
Plato
Laws IV, 709
Businesses that are organized in the United States are subject to its laws. They are also subject to the laws of other countries in which they operate. Busin.
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docxtiffanyd4
This chapter provides definitions and concepts related to the field of human services. It discusses how human services aims to help individuals, families, and communities cope with problems and promote well-being. The chapter outlines three basic concepts in human services: intervention, professionalism, and education. It also discusses the generalist roles of human service workers in helping clients and delivering services. Finally, the chapter examines the social ideology of human services and how it relates to ideas about individual rights and responsibilities in society.
CHAPTER 20 Employment Law and Worker ProtectionWashington DC.docxtiffanyd4
CHAPTER 20 Employment Law and Worker Protection
Washington DC
Federal and state laws provide workers’ compensation and occupational safety laws to protect workers in the United States.
Learning Objectives
After studying this chapter, you should be able to:
1. Explain how state workers’ compensation programs work and describe the benefits available.
2. Describe employers’ duty to provide safe working conditions under the Occupational Safety and Health Act.
3. Describe the minimum wage and overtime pay rules of the Fair Labor Standards Act.
4. Describe the protections afforded by the Family and Medical Leave Act.
5. Describe unemployment insurance and Social Security.
Chapter Outline
1. Introduction to Employment Law and Worker Protection
2. Workers’ Compensation
1. Case 20.1 • Kelley v. Coca-Cola Enterprises, Inc.
3. Occupational Safety
1. Case 20.2 • R. Williams Construction Company v. Occupational Safety and Health Review Commission
4. Fair Labor Standards Act
1. Case 20.3 U.S. SUPREME COURT Case • IBP, Inc. v. Alvarez
5. Family and Medical Leave Act
6. Consolidated Omnibus Budget Reconciliation Act and Employee Retirement Income Security Act
7. Government Programs
“ It is difficult to imagine any grounds, other than our own personal economic predilections, for saying that the contract of employment is any the less an appropriate subject of legislation than are scores of others, in dealing with which this Court has held that legislatures may curtail individual freedom in the public interest.”
—Stone, Justice Dissenting opinion, Morehead v. New York (1936)
Introduction to Employment Law and Worker Protection
Generally, the employer–employee relationship is subject to the common law of contracts and agency law. This relationship is also highly regulated by federal and state governments that have enacted myriad laws that protect workers from unsafe working conditions, require employers to provide workers’ compensation to employers injured on the job, prohibit child labor, require minimum wages and overtime pay to be paid to workers, require employers to provide time off to employees with certain family and medical emergencies, and provide other employee protections and rights.
Poorly paid labor is inefficient labor, the world over.
Henry George
This chapter discusses employment law, workers’ compensation, occupational safety, pay and hour rules, and other laws affecting employment.
Workers’ Compensation
Many types of employment are dangerous, and many workers are injured on the job each year. Under common law, employees who were injured on the job could sue their employers for negligence. This time-consuming process placed the employee at odds with his or her employer. In addition, there was no guarantee that the employee would win the case. Ultimately, many injured workers—or the heirs of deceased workers—were left uncompensated.
Workers’ compensation acts were enacted by states in response to the unfairness of that result. These acts crea.
CHAPTER 3Understanding Regulations, Accreditation Criteria, and .docxtiffanyd4
CHAPTER 3
Understanding Regulations, Accreditation Criteria, and Other Standards ofPractice
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
2. Legal and Fiscal Management
· Knowledge and application of the advantages and disadvantages of different legal structures
· Knowledge of different codes and regulations as they relate to the delivery of early childhood program services
· Knowledge of child custody, child abuse, special education, confidentiality, anti-discrimination, insurance liability, contract, and laborlaws pertaining to program management
5. Program Operations and Facilities Management
· Knowledge and application of policies and procedures that meet state/local regulations and professional standards pertaining to thehealth and safety of young children
7. Marketing and public relations
· Skill in developing a business plan and effective promotional literature, handbooks, newsletters, and press releases
Early Childhood Knowledge and Skills
5. Children with Special Needs
· Knowledge of licensing standards, state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for childrenwith special needs
10. Professionalism
· Knowledge of laws, regulations, and policies that impact professional conduct with children and families
· Knowledge of center accreditation criteria
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe the purpose of regulations that apply to programs of early care and education and list several topics they address.
2. Identify several ways accreditation standards are different from child care regulations.
3. State the purpose of Quality Rating and Improvement Systems (QRIS).
4. List some ways qualifications for administrators and teachers are different for licensure, for accreditation, and in QRIS systems.
5. Identify laws that apply to the childcare workplace, such as those that govern the program’s financial management and employees’well-being.
Marie’s Experience
Marie has been successful over the years in keeping her center in compliance with all licensing regulations. She is proud of her teachers andconfident that the center consistently goes above and beyond licensing provisions designed simply to keep children healthy and safe. She knowsthat the center provides high-quality care to the children it serves, but has never pursued accreditation or participated in her state’s optionalQuality Rating and Improvement System (QRIS) because of the time and effort it would require. Her families have confidence in her program anddo not seem to need this additional assurance that it provides high-quality services day in and day out.
Large numbers of families rely on out-of-home care for their infants, toddlers, preschoolers, and school-age children during the workday. In2011, there were 312,254 licensed child care facilities with a capacity to serve almost 10.2 million children. About 34% of these facilitieswere child care center.
Chapter 3 Human RightsINTERNATIONAL HUMAN RIGHTS–BASED ORGANIZ.docxtiffanyd4
Chapter 3 Human Rights
INTERNATIONAL HUMAN RIGHTS–BASED ORGANIZATIONS LIKE THE UN COMMISSION ON HUMAN RIGHTS HAVE MADE MONITORING HUMAN RIGHTS A GLOBAL ISSUE. The United Nations is headquartered in New York City.
Learning Objectives
1. 3.1Review the expansion of and the commitment to the human rights agenda
2. 3.2Evaluate the milestones that led to the current concerns around human rights
3. 3.3Evaluate some of the philosophical controversies over human rights
4. 3.4Recognize global, regional, national, and local institutions and rules designed to protect human rights across the globe
5. 3.5Report the efforts made globally in bringing violators of human rights to justice
6. 3.6Relate the need for stricter laws to protect women’s human rights across the globe.
7. 3.7Recognize the need to protect the human rights of the disabled
8. 3.8Distinguish between the Western and the Islamic beliefs on individual and community rights
9. 3.9Review the balancing act that needs to be played while fighting terrorism and protecting human rights
10. 3.10Report the controversy around issuing death penalty as punishment
When Muammar Qaddafi used military force to suppress people demonstrating in Libya for a transition to democracy, there was a general consensus that there was a global responsibility to protect civilians. However, when Bashar Assad used fighter jets, tanks, barrel bombs, chemical weapons, and a wide range of brutal methods, including torture, to crush the popular uprising against his rule in Syria, the world did not respond forcefully to protect civilians. The basic reason given for allowing Syria to descend into brutality and chaos was that it was difficult to separate Syrians favoring human rights from those who embraced terrorism. Although cultural values differ significantly from one society to another, our common humanity has equipped us with many shared ideas about how human beings should treat each other. Aspects of globalization, especially communications and migration, reinforce perceptions of a common humanity. In general, there is global agreement that human beings, simply because we exist, are entitled to at least three types of rights. First is civil rights, which include personal liberties such as freedom of speech, religion, and thought; the right to own property; and the right to equal treatment under the law. Second is political rights, including the right to vote, to voice political opinions, and to participate in the political process. Third is social rights, including the right to be secure from violence and other physical danger, the right to a decent standard of living, and the right to health care and education. Societies differ in terms of which rights they emphasize. Four types of human rights claims that dominate global politics are
1. The abuse of individual rights by governments
2. Demands for autonomy or independence by various groups
3. Demands for equality and privacy by groups with unconventional lifestyles
4. Cla.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
Chapter 2 The Law of EducationIntroductionThis chapter describ.docxtiffanyd4
Chapter 2 The Law of Education
Introduction
This chapter describes the various agencies and types of law that affect education. It also discusses the organization and functions of the various judicial bodies that have an impact on education. School leadership candidates are introduced to standards of review, significant federal civil rights laws, the contents of legal decisions, and a sample legal brief.
Focus Questions
1. How are federal courts organized, and what kind of decisions do they make?
2. What is law? How is law different from policy?
3. From what source does the authority of local boards of education emanate?
4. How can campus and district leaders remain current with changes in law and policy at the national and state level?
Key Terms
1.
2.
3.
4. En banc
5.
6.
7.
8.
9.
10.
11. Stare decisis
12.
13.
14.
15.
Case Study Confused Yet?
As far as Elise Daniels was concerned, the monthly meeting of the 20 River County middle school principals was the most informative and relaxing activity in her school year. Twice per year, the principals invited a guest to speak to the group. Elise was particularly interested in the fall special guest speaker, the attorney for the state school boards association. Elise had heard him speak several times, so she was aware of his deep knowledge of school law and emerging issues. As the attorney, spoke Elise found herself becoming more anxious. It was as if the attorney was speaking a foreign language. Tinker rules, due process, Title IX, Office of Civil Rights, and the state bullying law. Elise found herself thinking, “The Americans with Disabilities Act has been amended? How am I supposed to keep up with all of this?”
Leadership Perspectives
Middle School Principal Elise Daniels in the case study “Confused Yet?” is correct. School law can be confusing. Educators work in a highly regulated environment directly and indirectly impacted by a wide variety of local, state, and federal authorities. When P–12 educators refer to “the law,” they are often referring to state and/or federal statutes enacted by legislatures (). This understanding is correct. The U.S. Congress and 50 state legislatures are active in the law-making business. To make matters more difficult, the law is constantly changing and evolving as new situations arise. For example, 10 years ago few if any states had passed antibullying laws. By 2008, however, almost every state had some form of antibullying legislation on the books. Soon after, the phenomenon of cyberbullying emerged, and state legislators rushed to add cyberbullying and/or electronic bullying to their state education laws. One can only guess at what new real or perceived problem affecting public P–12 schools will be next.
P–12 educators also refer to school board policy as “law.” However, law and policy are not necessarily identical. , p. 4) defines policy as “one way through which a political system handles a public problem. It includes a government’s expressed inten.
CHAPTER 1 Legal Heritage and the Digital AgeStatue of Liberty,.docxtiffanyd4
CHAPTER 1 Legal Heritage and the Digital Age
Statue of Liberty, New York Harbor
The Statue of Liberty stands majestically in New York Harbor. During the American Revolution, France gave the colonial patriots substantial support in the form of money for equipment and supplies, officers and soldiers who fought in the war, and ships and sailors who fought on the seas. Without the assistance of France, it is unlikely that the American colonists would have won their independence from Britain. In 1886, the people of France gave the Statue of Liberty to the people of the United States in recognition of friendship that was established during the American Revolution. Since then, the Statue of Liberty has become a symbol of liberty and democracy throughout the world.
Learning Objectives
After studying this chapter, you should be able to:
1. Define law.
2. Describe the functions of law.
3. Explain the development of the U.S. legal system.
4. List and describe the sources of law in the United States.
5. Discuss the importance of the U.S. Supreme Court’s decision in Brown v. Board of Education.
Chapter Outline
1. Introduction to Legal Heritage and the Digital Age
2. What Is Law?
1. Landmark U.S. Supreme Court Case • Brown v. Board of Education
3. Schools of Jurisprudential Thought
1. CASE 1.1 • U.S. Supreme Court Case • POM Wonderful LLC v. Coca-Cola Company
2. Global Law • Command School of Jurisprudence of Cuba
4. History of American Law
1. Landmark Law • Adoption of English Common Law in the United States
2. Global Law • Civil Law System of France and Germany
5. Sources of Law in the United States
1. Contemporary Environment • How a Bill Becomes Law
2. Digital Law • Law of the Digital Age
6. Critical Legal Thinking
1. CASE 1.2 • U.S. Supreme Court Case • Shelby County, Texas v. Holder
“ Where there is no law, there is no freedom.”
—John Locke Second Treatise of Government, Sec. 57
Introduction to Legal Heritage and the Digital Age
In the words of Judge Learned Hand, “Without law we cannot live; only with it can we insure the future which by right is ours. The best of men’s hopes are enmeshed in its success.”1 Every society makes and enforces laws that govern the conduct of the individuals, businesses, and other organizations that function within it.
Although the law of the United States is based primarily on English common law, other legal systems, such as Spanish and French civil law, also influence it. The sources of law in this country are the U.S. Constitution, state constitutions, federal and state statutes, ordinances, administrative agency rules and regulations, executive orders, and judicial decisions by federal and state courts.
Human beings do not ever make laws; it is the accidents and catastrophes of all kinds happening in every conceivable way that make law for us.
Plato
Laws IV, 709
Businesses that are organized in the United States are subject to its laws. They are also subject to the laws of other countries in which they operate. Busin.
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docxtiffanyd4
This chapter provides definitions and concepts related to the field of human services. It discusses how human services aims to help individuals, families, and communities cope with problems and promote well-being. The chapter outlines three basic concepts in human services: intervention, professionalism, and education. It also discusses the generalist roles of human service workers in helping clients and delivering services. Finally, the chapter examines the social ideology of human services and how it relates to ideas about individual rights and responsibilities in society.
CHAPTER 20 Employment Law and Worker ProtectionWashington DC.docxtiffanyd4
CHAPTER 20 Employment Law and Worker Protection
Washington DC
Federal and state laws provide workers’ compensation and occupational safety laws to protect workers in the United States.
Learning Objectives
After studying this chapter, you should be able to:
1. Explain how state workers’ compensation programs work and describe the benefits available.
2. Describe employers’ duty to provide safe working conditions under the Occupational Safety and Health Act.
3. Describe the minimum wage and overtime pay rules of the Fair Labor Standards Act.
4. Describe the protections afforded by the Family and Medical Leave Act.
5. Describe unemployment insurance and Social Security.
Chapter Outline
1. Introduction to Employment Law and Worker Protection
2. Workers’ Compensation
1. Case 20.1 • Kelley v. Coca-Cola Enterprises, Inc.
3. Occupational Safety
1. Case 20.2 • R. Williams Construction Company v. Occupational Safety and Health Review Commission
4. Fair Labor Standards Act
1. Case 20.3 U.S. SUPREME COURT Case • IBP, Inc. v. Alvarez
5. Family and Medical Leave Act
6. Consolidated Omnibus Budget Reconciliation Act and Employee Retirement Income Security Act
7. Government Programs
“ It is difficult to imagine any grounds, other than our own personal economic predilections, for saying that the contract of employment is any the less an appropriate subject of legislation than are scores of others, in dealing with which this Court has held that legislatures may curtail individual freedom in the public interest.”
—Stone, Justice Dissenting opinion, Morehead v. New York (1936)
Introduction to Employment Law and Worker Protection
Generally, the employer–employee relationship is subject to the common law of contracts and agency law. This relationship is also highly regulated by federal and state governments that have enacted myriad laws that protect workers from unsafe working conditions, require employers to provide workers’ compensation to employers injured on the job, prohibit child labor, require minimum wages and overtime pay to be paid to workers, require employers to provide time off to employees with certain family and medical emergencies, and provide other employee protections and rights.
Poorly paid labor is inefficient labor, the world over.
Henry George
This chapter discusses employment law, workers’ compensation, occupational safety, pay and hour rules, and other laws affecting employment.
Workers’ Compensation
Many types of employment are dangerous, and many workers are injured on the job each year. Under common law, employees who were injured on the job could sue their employers for negligence. This time-consuming process placed the employee at odds with his or her employer. In addition, there was no guarantee that the employee would win the case. Ultimately, many injured workers—or the heirs of deceased workers—were left uncompensated.
Workers’ compensation acts were enacted by states in response to the unfairness of that result. These acts crea.
Chapter 1 Global Issues Challenges of GlobalizationA GROWING .docxtiffanyd4
Chapter 1 Global Issues: Challenges of Globalization
A GROWING WORLDWIDE CONNECTEDNESS IN THE AGE OF GLOBALIZATION HAS GIVEN CITIZENS MORE OF A VOICE TO EXPRESS THEIR DISSATISFACTION. In Brazil, Protestors calling for a wide range of reforms marched toward the soccer stadium where a match would be played between Brazil and Uruguay.
Learning Objectives
1. 1.1Identify important terms in international relations
2. 1.2Report the need to adopt an interdisciplinary approach in understanding the impact of new world events
3. 1.3Examine the formation of the modern states with respect to the thirty years’ war in 1618
4. 1.4Recall the challenges to the four types of sovereignty
5. 1.5Report that the European Union was created by redefining the sovereignty of its nations for lasting peace and security
6. 1.6Recall the influence exerted by the Catholic church, transnational companies, and other NGOs in dictating world events
7. 1.7Examine how globalization has brought about greater interdependence between states
8. 1.8Record the major causes of globalization
9. 1.9Review the most important forms of globalization
10. 1.10Recount the five waves of globalization
11. 1.11Recognize reasons as to why France and the US resist globalization
12. 1.12Examine the three dominant views of the extent to which globalization exists
Revolutions in technology, finance, transportation, and communications and different ways of thinking that characterize interdependence and globalization have eroded the power and significance of nation-states and profoundly altered international relations. Countries share power with nonstate actors that have proliferated as states have failed to deal effectively with major global problems.
Many governments have subcontracted several traditional responsibilities to private companies and have created public-private partnerships in some areas. This is exemplified by the hundreds of special economic zones in China, Dubai, and elsewhere. Contracting out traditional functions of government, combined with the centralization of massive amounts of data, facilitated Edward Snowden’s ability to leak what seems to be an almost unlimited amount of information on America’s spying activities.
The connections between states and citizens, a cornerstone of international relations, have been weakened partly by global communications and migration. Social media enable people around the world to challenge governments and to participate in global governance. The prevalence of mass protests globally demonstrates growing frustration with governments’ inability to meet the demands of the people, especially the global middle class.
The growth of multiple national identities, citizenships, and passports challenges traditional international relations. States that played dominant roles in international affairs must now deal with their declining power as global power is more diffused with the rise of China, India, Brazil, and other emerging market countries. States are i.
CHAPTER 23 Consumer ProtectionRestaurantFederal and state go.docxtiffanyd4
This chapter discusses various laws and government regulations regarding consumer protection. It covers regulations of food and drug safety, including the Food, Drug, and Cosmetic Act which is enforced by the Food and Drug Administration. The chapter also discusses laws providing protections for consumers in regards to products, automobiles, healthcare, unfair business practices, and consumer finances. The overall goal of consumer protection laws is to promote safety and prohibit abusive practices against consumers.
Chapter 18 When looking further into the EU’s Energy Security and.docxtiffanyd4
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
– What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)?
identify and name those
five ICT enablers
,
provide a brief narrative for each enabler,
note:
Need 400 words. Need references
Please find the attached
.
CHAPTER 17 Investor Protection and E-Securities TransactionsNe.docxtiffanyd4
CHAPTER 17 Investor Protection and E-Securities Transactions
New York Stock Exchange
This is the home of the New York Stock Exchange (NYSE) in New York City. The NYSE, nicknamed the Big Board, is the premier stock exchange in the world. It lists the stocks and securities of approximately 3,000 of the world’s largest companies for trading. The origin of the NYSE dates to 1792, when several stockbrokers met under a buttonwood tree on Wall Street. The NYSE is located at 11 Wall Street, which has been designated a National Historic Landmark. The NYSE is now operated by NYSE Euronext, which was formed when the NYSE merged with the fully electronic stock exchange Euronext.
Learning Objectives
After studying this chapter, you should be able to:
1. Describe the procedure for going public and how securities are registered with the Securities and Exchange Commission (SEC).
2. Describe e-securities transactions and public offerings.
3. Describe the requirements for qualifying for private placement, intrastate, and small offering exemptions from registration.
4. Describe insider trading that violates Section 10(b) of the Securities Exchange Act of 1934.
5. Describe the changes made to securities law by the Jumpstart Our Business Startups (JOBS) Act and its effect on raising capital by small businesses.
Chapter Outline
1. Introduction to Investor Protection and E-Securities Transactions
2. Securities Law
1. LANDMARK LAW • Federal Securities Laws
3. Definition of Security
4. Initial Public Offering: Securities Act of 1933
1. BUSINESS ENVIRONMENT • Facebook’s Initial Public Offering
2. CONTEMPORARY ENVIRONMENT • Jumpstart Our Business Startups (JOBS) Act: Emerging Growth Company
5. E-Securities Transactions
1. DIGITAL LAW • Crowdfunding and Funding Portals
6. Exempt Securities
7. Exempt Transactions
8. Trading in Securities: Securities Exchange Act of 1934
9. Insider Trading
1. Case 17.1 • United States v. Bhagat
2. Case 17.2 • United States v. Kluger
3. ETHICS • Stop Trading on Congressional Knowledge Act
10. Short-Swing Profits
11. State “Blue-Sky” Laws
“The insiders here were not trading on an equal footing with the outside investors.”
—Judge Waterman Securities and Exchange Commission v. Texas Gulf Sulphur Company 401 F.2d 833, 1968 U.S. App. Lexis 5796 (1968)
Introduction to Investor Protection and E-Securities Transactions
Prior to the 1920s and 1930s, the securities markets in this country were not regulated by the federal government. Securities were issued and sold to investors with little, if any, disclosure. Fraud in these transactions was common. To respond to this lack of regulation, in the early 1930s Congress enacted federal securities statutes to regulate the securities markets, including the Securities Act of 1933 and the Securities Exchange Act of 1934. The federal securities statutes were designed to require disclosure of information to investors, provide for the regulation of securities issues and trading, and prevent fraud. Today, many .
Chapter 13 Law, Ethics, and Educational Leadership Making the Con.docxtiffanyd4
Chapter 13 Law, Ethics, and Educational Leadership: Making the Connection
Introduction
This chapter presents examples from the ISLLC standards of the relationship between law and ethics. The chapter also provides examples of how knowledge of law and the application of ethical principles to decision making helps guide school leaders through the sometimes treacherous waters of educational leadership.
Focus Questions
1. How may ethical considerations and legal knowledge guide school leader decision making?
2. Why is it important to consider a balance between these two sometimes competing concepts?
Case Study So Many Detentions, So Little Time
Jefferson Middle School (JMS) was the most racially and culturally diverse of the three middle schools in Riverboat School District, a relatively affluent bedroom community within commuter distance of Capital City. Unfortunately, the culture of Jefferson Middle School was not going well. Over the past 5 years, assistant superintendent Sharon Grey had seen JMS become a school divided by an underlying animosity along racial and socioeconomic lines. This animosity was characterized by numerous clashes between student groups, between teachers and students, between campus administrators and teachers, and between teachers and parents. Sharon finally concluded that JMS was a “mess.”
After much thought and a few sleepless nights, Sharon as part of her job description made the recommendation to the Riverboat school board to not reemploy Jeremy Smith as principal of JMS. Immediately after the board decision, Sharon organized a search committee of teachers, parents, and campus administrators and began the process of finding the right principal for JMS. The committee finally agreed on Charleston Jones. Charleston was a relatively inexperienced campus administrator but had impressed the committee with his instructional leadership knowledge, intelligence, and youthful energy. However, the job of stabilizing JMS was proving to be more of a challenge than anyone had anticipated.
Charleston had instituted a schoolwide discipline plan and had insisted that teachers and school administrators not deviate from the plan. However, he could sense that things were still not right. Animosity among student and parent groups remained just below the surface, ready to erupt at the slightest provocation. Clashes between teachers and students were still relatively frequent. Teachers still blamed one another, school administrators, and the school resource officer for a lack of order in the school. Change was not coming quickly to RMS, and Charleston understood that although school management had improved, several aspects of school culture were less than desirable. Student suspension rates remained high, and parental support was waning. As one of the assistant principals remarked after the umpteenth student referral, “So many detentions, so little time!”
Charleston felt the need to talk. He reached for the phone and made an appointment with.
Chapter 12 presented strategic planning and performance with Int.docxtiffanyd4
Chapter 12 presented strategic planning and performance with Intuit. Define Key Performance Indicators (KPI) and Key Risk Indicators (KRI)? How does an organization come up with these key indicators? Do you know of any top-down indicators? Do you know of any bottom-up indicators? Give some examples of both. In what way does identifying these indicators help an organization? Are there any other key indicators that would help an organization?
Requirements:
Initial posting by Wednesday
Reply to at least 2 other classmates by Sunday (Post a response on different days throughout the week)
Provide a minimum of 2 references on the initial post and one reference any response posts.
Proper APA Format (References & Citations)/No plagiarism
.
ChapterTool KitChapter 7102715Corporate Valuation and Stock Valu.docxtiffanyd4
ChapterTool KitChapter 710/27/15Corporate Valuation and Stock Valuation7-4 Valuing Common Stocks—Introducing the Free Cash Flow (FCF) Valuation ModelData for B&B Corporation (Millions)Constant free cash flow (FCF) =$10Weighted average cost of capital (WACC) =10%Short-term investments =$2Debt =$28Preferred stock =$4Number of shares of common stock =5The first step is to estimate the value of operations, which is the present value of all expected free cash flows. Because the FCF's are expected to be constant, this is a perpetuity. The present value of a perpetuity is the cash flow divided by the cost of capital:Value of operations (Vop) =FCF/WACCValue of operations (Vop) =$100.00millionB&B's total value is the sum of value of operations and the short-term investments: Value of operations$100+ ST investments$2Estimated total intrinsic value$102The next step is to estimate the intrinsic value of equity, which is the remaining total value after accounting for the claims of debtholders and preferred stockholders: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70The final step is to estimate the intrinsic common stock price per share, which is the estimated intrinsic value of equity divided by the number of shares of common stock: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price =$14.00The figure below shows a summary of the previous calculations.Figure 7-2B&B Corporation's Sources of Value and Claims on Value (Millions of Dollars except Per Share Data)Inputs:Valuation AnalysisConstant free cash flow (FCF) =$10Value of operations$100Weighted average cost of capital (WACC) =10%+ ST investments$2Short-term investments =$2Estimated total intrinsic value$102Debt =$28− All debt$28Preferred stock =$4− Preferred stock$4Number of shares of common stock =5Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price$14.00Data for Pie ChartsShort-term investments =$2Value of operations =$100Total =$102Debt =$28Preferred stock =$4Estimated equity value =$70Total =$1027-5 The Constant Growth Model: Valuation when Expected Free Cash Flow Grows at a Constant RateCase 1: The expected free cash flow at t=1 and the expected constant growth rate after t=1 are known.First expected free cash flow (FCF1) =$105Weighted average cost of capital (WACC) =9%Constant growth rate (gL) =5%When free cash flows are expected to grow at a constant rate, the value of operations is:Value of operations (Vop) =FCF1 / [WACC-gL]Value of operations (Vop) =$2,625Case 2: Constant growth is expected to begin immediately.Most recent free cash flow (FCF0) =$200Weighted average cost of capital (WACC) =12%Constant growth rate (gL) =7%When free cash flows are expected to grow at a constant rate, the value of operations is:.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxtiffanyd4
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Chapter 10. Political Socialization The Making of a CitizenLear.docxtiffanyd4
Chapter 10. Political Socialization: The Making of a Citizen
Learning Objectives
· 1Describe the model citizen in democratic theory and explain the concept.
· 2Define socialization and explain the relevance of this concept in the study of politics.
· 3Explain how a disparate population of individuals and groups (families, clans, and tribes) can be forged into a cohesive society.
· 4Demonstrate how socialization affects political behavior and analyze what happens when socialization fails.
· 5Characterize the role of television and the Internet in influencing people’s political beliefs and behavior, and evaluate their impact on the quality of citizenship in contemporary society.
The year is 1932. The Soviet Union is suffering a severe shortage of food, and millions go hungry. Joseph Stalin, leader of the Communist Party and head of the Soviet government, has undertaken a vast reordering of Soviet agriculture that eliminates a whole class of landholders (the kulaks) and collectivizes all farmland. Henceforth, every farm and all farm products belong to the state. To deter theft of what is now considered state property, the Soviet government enacts a law prohibiting individual farmers from appropriating any grain for their own private use. Acting under this law, a young boy reports his father to the authorities for concealing grain. The father is shot for stealing state property. Soon after, the boy is killed by a group of peasants, led by his uncle, who are outraged that he would betray his own father. The government, taking a radically different view of the affair, extols the boy as a patriotic martyr.
Stalin considered the little boy in this story a model citizen, a hero. How citizenship is defined says a lot about a government and the philosophy or ideology that underpins it.
The Good Citizen
Stalin’s celebration of a child’s act of betrayal as heroic points to a distinction Aristotle originally made: The good citizen is defined by laws, regimes, and rulers, but the moral fiber (and universal characteristics) of a good person is fixed, and it transcends the expectations of any particular political regime.*
Good citizenship includes behaving in accordance with the rules, norms, and expectations of our own state and society. Thus, the actual requirements vary widely. A good citizen in Soviet Russia of the 1930s was a person whose first loyalty was to the Communist Party. The test of good citizenship in a totalitarian state is this: Are you willing to subordinate all personal convictions and even family loyalties to the dictates of political authority, and to follow the dictator’s whims no matter where they may lead? In marked contrast are the standards of citizenship in constitutional democracies, which prize and protect freedom of conscience and speech.
Where the requirements of the abstract good citizen—always defined by the state—come into conflict with the moral compass of actual citizens, and where the state seeks to obscure or obliterate t.
Chapters one and twoAnswer the questions in complete paragraphs .docxtiffanyd4
Chapters one and two
Answer the questions in complete paragraphs (at least 3), APA style (citations/references) and make sure to separate/number the answers
1. Explain the differences between Classic Autism and Asperger Disorder according to the DSM-V (Diagnostic Statistical Manual of the American Psychiatric Association).
2. How is ASD identified and diagnosed? Name and describe some of the measurement tools.
3. Describe the characteristics of ASD under each criterion: a) language deficits, b) social differences, c) behavior, and d) motor deficits.
4. List and describe the evidence-base practices for educating ASD children discussed in chapter 2.
5. Describe the differences between a focused intervention and comprehensive treatment models.
6. What are the components of effective instruction for students with ASD?
.
ChapterTool KitChapter 1212912Corporate Valuation and Financial .docxtiffanyd4
ChapterTool KitChapter 1212/9/12Corporate Valuation and Financial Planning12-2 Financial Planning at MicroDrive, Inc.The process used by MicroDrive to forecast the free cash flows from its operating plan is described in the sections below.Setting Up the Model to Forecast OperationsWe begin with MicroDrive's most recent financial statements and selected additional data.Figure 12-1 MicroDrive’s Most Recent Financial Statements (Millions, Except for Per Share Data)INCOME STATEMENTSBALANCE SHEETS20122013Assets20122013Net sales$ 4,760$ 5,000Cash$ 60$ 50COGS (excl. depr.)3,5603,800ST Investments40-Depreciation170200Accounts receivable380500Other operating expenses480500Inventories8201,000EBIT$ 550$ 500Total CA$ 1,300$ 1,550Interest expense100120Net PP&E1,7002,000Pre-tax earnings$ 450$ 380Total assets$ 3,000$ 3,550Taxes (40%)180152NI before pref. div.$ 270$ 228Liabilities and equityPreferred div.88Accounts payable$ 190$ 200Net income$ 262$ 220Accruals280300Notes payable130280Other DataTotal CL$ 600$ 780Common dividends$48$50Long-term bonds1,0001,200Addition to RE$214$170Total liabilities$ 1,600$ 1,980Tax rate40%40%Preferred stock100100Shares of common stock5050Common stock500500Earnings per share$5.24$4.40Retained earnings800970Dividends per share$0.96$1.00Total common equity$ 1,300$ 1,470Price per share$40.00$27.00Total liabs. & equity$ 3,000$ 3,550The figure below shows all the inputs required to project the financial statements for the scenario that has been selected with the Scenario Manager: Data, What-If Analysis, Scenario Manager. There are two scenarios. The first is named Status Quo because all operating ratios except the sales growth rate are assumed to remain unchanged. The initial sales growth rate was chosen by MicroDrive's managers based on the existing product lines. The growth rate declines over time until it eventually levels off at a sustainable rate. The other scenario is named Final because it is the set of inputs chosen by MicroDrive's management team.Section 1 shows the inputs required to estimate the items in an operating plan. For each of these inputs, Section 1 shows the industry averages, the actual values for the past two years for MicroDrive, and the forecasted values for the next five years. The managers assumed the inputs for future years (except the sales growth rate) would be equal to the inputs in the first projected year.MicroDrive's managers assume that sales will eventually level off at a sustaniable constant rate.Sections 2 and 3 show the data required to estimate the weighted average cost of capital. Section 4 shows the forecasted growth rate in dividends.Note: These inputs are linked throughout the model. If you want to change an input, do it here and not other places in the model.Figure 12-2MicroDrive's Forecast: Inputs for the Selected ScenarioStatus QuoIndustryMicroDriveMicroDriveInputsActualActualForecast1. Operating Ratios2013201220132014201520162017201.
Chapters 4-6 Preparing Written MessagesPrepari.docxtiffanyd4
Chapters 4-6: Preparing Written Messages
Preparing Written Messages
Lesson Outline
Seven Steps to Preparing Written Messages
Effective Sentences and Coherent Paragraphs
Revise to Grab Your Audience’s Attention
Improve Readability
Proofread and Revise
Seven Steps to Preparing
Written Messages
Seven Preparation Steps
Step 1: Consider Contextual Forces
Step 2: Determine Purpose, Channel, and Medium
Step 3: Envision Audience
Step 4: Adapt Message to Audience Needs and Concerns
Step 5: Organize the Message
Step 6: Prepare First Draft
Step 7: Revise, Edit, and Proofread
Effective Sentences and
Coherent Paragraphs
Step 6: Prepare the First Draft
Proceed Deductively or Inductively
Know Logical Sequence of Minor Points
Write rapidly with Intent to Rewrite
Use Active More Than Passive Voice
Craft Powerful Sentences
Rely on Active Voice—Subject Doer of Action
(Passive—Subject Receiver of Action Sentence Is Less Emphatic)
Passive Voice Uses
Conceal the Doer/Avoid Finger Pointing
Doer Is Unknown
Place More Emphasis on What Was Done
(Receiver of Action)
5
Emphasize Important Ideas
Techniques
Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis)
Repetition—repeat a word in a sentence
Labeling Words—use words that signal important
Position—position it first or last in a clause, sentence, paragraph, or presentation
Space and Format—use extraordinary amount of space for important items or use headings
Develop Coherent Paragraphs
Develop Deductive/Inductive Paragraphs Consistently
Link Ideas to Achieve Coherence
Keep Paragraphs Unified
Vary Sentence and Paragraph Length
Position Topic Sentences and
Link Ideas
Deductive—topic sentence precedes details
Inductive—topic sentence follows details
Link Ideas to Achieve Coherence (Cohesion)
Repeat Word from Preceding Sentence
Use a Pronoun for a Noun in Preceding Sentence
Use Connecting Words (e.g., Conjunctive Adverbs)
Link Paragraphs by Using Transition Words
Use Transition Sentences before Headings,
But Not Subheadings
Paragraph Unity
Keep Paragraphs Unified—support must be focused on topic sentences
Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials
Arrange Paragraphs in a Logical and Systematic Sequence
Vary Sentence and
Paragraph Length
Vary Sentence Length (Average—Short)
Vary Sentence Structure (Sentence Variety)
Vary Paragraph Length (Average—Short
8-10 Lines)
Changes in Tense, Voice, and Person in Paragraphs Are Discouraged
Revise to Grab
Reader’s Attention
Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading
Have Your Revising/Editing Space/Room
View from Audience Perspective (You Attitude)
Revise until No More Changes Would Improve the Document
Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?)
Ensure Error-Free Messages
Use Visual Enhancements for More Readability
Add Only When They Aid Comprehension
Create an A.
Chapters 4,5 and 6Into policymaking and modeling in a comple.docxtiffanyd4
The document provides information about modeling and simulation approaches to support policymaking. It discusses complexity in real-world systems and the limitations of simplistic models. It covers adaptive robust decision-making using systems modeling and compares microsimulation, agent-based, and other modeling approaches. Key topics include building models, incorporating uncertainty, and using models to design adaptive policies.
Chapters 9-10 Discussion TopicDiscuss the possible connectio.docxtiffanyd4
Chapters 9-10 Discussion Topic
Discuss the possible connections, both negative and positive, between globalization and environmental change. Do you believe states are more likely to cooperate and enact visible and sustainable action regarding an environmental issue as opposed to a human rights issue? Why or why not?
You must post 1 initial responses (one 200+ word response) and two classmate responses (each classmate response must be 200+ words). Each response must include source citations and word count.
Please see the syllabus for additional information.
.
Chapters 15 & 16Short Term Scheduling & KanbanThe 3-18 m.docxtiffanyd4
Chapters 15 & 16
Short Term Scheduling & Kanban
The 3-18 month aggregate plan is used to make the weekly master production plan.
The short term schedule assigns work to specific work centers.
Scheduling goals are:
Minimize completion time
Maximize equipment utilization
Minimize work-in-process (WIP) inventory
In manufacturing, we typically schedule the final operation 1st to meet the due date. Prior steps in the sequence of work (i.e. routing) are scheduled in reverse order.
In finite loading jobs are assigns to work centers only up to their capacity (customer due dates may need to be pushed out).
Finite loading depends on knowing capacity and actual work center performance to achieve Input-Output Control
Below is the input portion of an Input-Output Chart. We were supposed to receive 280 parts but actually only received 270. So our cumulative input deviation to plan is -10 pieces at the end of week 6/6.
The following week (6/13) we are supposed to receive 280 parts but only 250 show up. So, the cumulative input deviation from plan by week 6/13 is -40 (i.e. the 10 we were short in 6/6 week plus the 30 we were short in 6/13 week)
Of the 270 we actually receive, we output 270 (0 cumulative change in backlog)
Now lets look at the output portion of the chart. The plan was to make 320 parts. We only made 270 parts. So our cumulative output deviation to plan is -50 pieces at the end of week 6/6.
The following week (6/13) we are supposed to make 320 parts but only 270 were made. So, the cumulative output deviation from plan by week 6/13 is -100 (i.e. the 50 we were short in 6/6 week plus the 50 we were short in 6/13 week)
Now, let’s put the input and output charts together. In week 6/6 actual input (270 parts) matched out actually output (270), so the cumulative change in backlog was 0.
In week 6/13 actual input (250 parts) was exceeded by actually output (270), so the cumulative change in backlog reduced by -20.
In week 6/20, we received 280 parts and only output 270 parts. So our backlog increased +10. Considering our backlog was -20, the cumulative change -20..+10 is now -10
It is apparent from our Input-Output Chart,
Incoming delivery is supposed to be 280 every week but is actually sporadic (e.g. 250 to 285)
We consistently output 270 – but it’s not the 320 we always planned
One way to improve input- output performance is by using Gantt Load & Schedule Charts. These show loading, idle times & jobs in process
The assignment method allocates tasks to minimize cost (or time)
In this example, we have 3 typesetters (A-C) who can each do 3 different jobs (R-34, S-66 and T-50). Which way is the least costly?
Step 1a: Subtract the smallest number from each row
Step 1b: Subtract the smallest number from each column
-6 from 11,14 & 6
-8 from 8,10 & 11
-7 from 9,12 & 7
-0 from 5,0 & 2
-2 from 8,2 & 5
-0 from 0,3 & 0
3+2=5
Because three lines are.
Chapters 14 & 15the ending of relationshipsUncou.docxtiffanyd4
Chapters 14 & 15
the ending of relationships
Uncoupling – the series of stages by which couples (whether married or cohabiting) move toward ending the relationship
Suggested stages:DissatisfactionAttempts at changeTurning elsewhere Further distancing ResolutionInforming the other partnerAcknowledging the ending
marital endings
4 ways a marriage can end:
Desertion – one spouse simply abandons the marriage and the family has no subsequent contact
Separation – married partners decide to no longer live together
Annulment – a pronouncement that declares that a couple never had a valid marriageReligiousCivil (usually for fraud)
Divorce – legal dissolution of a valid marriage
health effects of unhappy marriagesResearch has found that the unhappily married were worse off on heart disease risk factors like high blood pressure and cholesterol than both happily married and single women. One study found that couples in high-conflict marriages take longer than the happily married to heal from various wounds – from minor scrapes to surgery
societal and demographic factors associated with divorceFamily – many of the family’s traditional functions of child care, protection, and recreation have been taken over by outside institutionsReligion – people who are religious are less likely to divorce. Spouses with the same religion more likely to have stable marriagesLaw – legal assistance easier to obtain. Unclear if the prevalence of divorce has made legal proceedings easier, or if easier legal proceedings made divorce more common.
education, income & divorceGenerally, the lower the couple’s educational level and income, the higher the risk for divorceUS Census Bureau: about 36% of women 35-39, with less than 12 years education divorced, compared to about 28% of women with 17+ years of educationnote: the higher the education, the more difficult to marry. But are the marriages more stable if/when they do marry?However, people who have started toward, but failed to complete, a particular degree (regardless of its level), are more likely to divorce than those who complete the degree.Couples below the poverty line are 2x as likely to divorce within 2 years
ethnicity & cultureAfrican American couples are 2x as likely to end their marriages as white and Hispanic couples areLargely due to the fact that they are disproportionately poorAs income levels rise, divorce rates for blacks decrease, resembling those for whitesLatinos have relatively low divorce ratesPartly due to the fact that many are Catholic, and Catholicism frowns on divorce
personal factors associated with divorce
Communication problems
Infidelity
Constant conflict
Emotional abuse
Falling out of love
Unsatisfactory sex
Insufficient income
Physical abuse
Falling in love with someone else
Boredom
effects of divorce
“Divorce hangover” – an individual is unable to let go of the fact that they got a divorce, reorient themselves as single parents, or develop new friendshipsSeparation dist.
Chapters 1, 2, 3, and 6 of Blue OceanStrategyThree conse.docxtiffanyd4
Chapters 1, 2, 3, and 6 of
Blue Ocean
Strategy
Three consecutive components
1. Summarize the chapters in sufficient but concise details.
* at least one and a half pages (Single-spaced) * main themes, main stories, main theories
/
concepts.
2. Personal reflections. (1.5 to 2 pages)
* your favorite/least favorite stories.
* How are some stories, theories, or concepts related to your personal or professional life?
* at least half a page. (at least .5 page)
3.Theory
/
concept applications. (at least .5 page)
Apply theories from Strategic Management chapter 5
No plagiarism
.
Chapter One
Why Asian American Sexual Politics?
In 2000, two white men and a white woman in Spokane, Washington, specifically targeted
Japanese women in an elaborately planned scheme to kidnap, rape, sodomize, and torture them
and to videotape the whole ordeal. According to police reports, the rapists had a sexual
fantasy about and fixation with young Japanese women. The three assailants believed that the
Japanese women were submissive.[1] In just one month, the predators abducted five Japanese
exchange students, ranging in age from eighteen to twenty. Motivated by their sexual biases
about Asian women, all three used both their bodies and objects to repeatedly rape—vaginally,
anally, and orally—two of the young women for over seven hours.[2] One of the attackers
immediately confessed to searching only for Japanese women to torture and rape; eventually,
all pled guilty and were convicted.[3]
In 2004, American Idol, the most watched TV series in the Nielsen ratings and the only
program to have been number one for seven consecutive seasons,[4] premiered the season with
an episode that showcased twenty-one-year-old William Hung singing a rendition of Ricky
Martin’s “She Bangs.” The episode was a collection of the most “talentless” of those who
auditioned, and it was if Hung was crowned the “king.” His inability to carry a tune, dance to
the beat, or exude any sex appeal made the video go viral on the Internet, and viewers were
laughing at him, not with him. He was a perfect fit for the unflattering racial stereotype of the
asexual, nerdy Asian American man. Across the blogosphere, race scholars and Asian
American men were bemoaning the perpetuation of the racist stereotyping and yet another
instance where Asian American men are emasculated in American media.
These two examples demonstrate the racial stereotyping of Asians and Asian Americans.
The perpetrators in Spokane, Washington, used racist stereotypes to pick their targets. While
both being racially “othered,” Asian and Asian American women have been constructed as
sexually exotic docile bodies while men have been racially “castrated.” These constructions
created a complicated racialized Asian American sexual politics affected by racist-gendered
constructions but also “home-culture” expectations. The vignettes and analysis shared in this
book are an attempt to look at the nuanced way that constructions can operate in the lives of
some Asian Americans.
Feminist scholars argue that women's sexuality is socially shaped in ways that sustain men's
social and political dominance. I extend this feminist scholarship and argue that Asian
American sexuality is socially shaped in ways that maintain social and political dominance for
whites, particularly white men. I want to set this stage with the assertions made by Patricia
Hill Collins in her seminal work, Black Sexual Politics.[5] Collins defines sexual politics as
Chou, Rosalind S.. Asian American Sexual Politics : The Construction of Race, G.
Chapter
Climate Change 2014
Synthesis Report
Summary for Policymakers
Summary for Policymakers
2
SPM
Introduction
This Synthesis Report is based on the reports of the three Working Groups of the Intergovernmental Panel on Climate Change
(IPCC), including relevant Special Reports. It provides an integrated view of climate change as the final part of the IPCC’s
Fifth Assessment Report (AR5).
This summary follows the structure of the longer report which addresses the following topics: Observed changes and their
causes; Future climate change, risks and impacts; Future pathways for adaptation, mitigation and sustainable development;
Adaptation and mitigation.
In the Synthesis Report, the certainty in key assessment findings is communicated as in the Working Group Reports and
Special Reports. It is based on the author teams’ evaluations of underlying scientific understanding and is expressed as a
qualitative level of confidence (from very low to very high) and, when possible, probabilistically with a quantified likelihood
(from exceptionally unlikely to virtually certain)1. Where appropriate, findings are also formulated as statements of fact with-
out using uncertainty qualifiers.
This report includes information relevant to Article 2 of the United Nations Framework Convention on Climate Change
(UNFCCC).
SPM 1. Observed Changes and their Causes
Human influence on the climate system is clear, and recent anthropogenic emissions of green-
house gases are the highest in history. Recent climate changes have had widespread impacts
on human and natural systems. {1}
SPM 1.1 Observed changes in the climate system
Warming of the climate system is unequivocal, and since the 1950s, many of the observed
changes are unprecedented over decades to millennia. The atmosphere and ocean have
warmed, the amounts of snow and ice have diminished, and sea level has risen. {1.1}
Each of the last three decades has been successively warmer at the Earth’s surface than any preceding decade since 1850. The
period from 1983 to 2012 was likely the warmest 30-year period of the last 1400 years in the Northern Hemisphere, where
such assessment is possible (medium confidence). The globally averaged combined land and ocean surface temperature
data as calculated by a linear trend show a warming of 0.85 [0.65 to 1.06] °C 2 over the period 1880 to 2012, when multiple
independently produced datasets exist (Figure SPM.1a). {1.1.1, Figure 1.1}
In addition to robust multi-decadal warming, the globally averaged surface temperature exhibits substantial decadal and
interannual variability (Figure SPM.1a). Due to this natural variability, trends based on short records are very sensitive to the
beginning and end dates and do not in general reflect long-term climate trends. As one example, the rate of warming over
1 Each finding is grounded in an evaluation of underlying evidence and agreement. In many cases, a synthesis of evidence and agreement suppo.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter 1 Global Issues Challenges of GlobalizationA GROWING .docxtiffanyd4
Chapter 1 Global Issues: Challenges of Globalization
A GROWING WORLDWIDE CONNECTEDNESS IN THE AGE OF GLOBALIZATION HAS GIVEN CITIZENS MORE OF A VOICE TO EXPRESS THEIR DISSATISFACTION. In Brazil, Protestors calling for a wide range of reforms marched toward the soccer stadium where a match would be played between Brazil and Uruguay.
Learning Objectives
1. 1.1Identify important terms in international relations
2. 1.2Report the need to adopt an interdisciplinary approach in understanding the impact of new world events
3. 1.3Examine the formation of the modern states with respect to the thirty years’ war in 1618
4. 1.4Recall the challenges to the four types of sovereignty
5. 1.5Report that the European Union was created by redefining the sovereignty of its nations for lasting peace and security
6. 1.6Recall the influence exerted by the Catholic church, transnational companies, and other NGOs in dictating world events
7. 1.7Examine how globalization has brought about greater interdependence between states
8. 1.8Record the major causes of globalization
9. 1.9Review the most important forms of globalization
10. 1.10Recount the five waves of globalization
11. 1.11Recognize reasons as to why France and the US resist globalization
12. 1.12Examine the three dominant views of the extent to which globalization exists
Revolutions in technology, finance, transportation, and communications and different ways of thinking that characterize interdependence and globalization have eroded the power and significance of nation-states and profoundly altered international relations. Countries share power with nonstate actors that have proliferated as states have failed to deal effectively with major global problems.
Many governments have subcontracted several traditional responsibilities to private companies and have created public-private partnerships in some areas. This is exemplified by the hundreds of special economic zones in China, Dubai, and elsewhere. Contracting out traditional functions of government, combined with the centralization of massive amounts of data, facilitated Edward Snowden’s ability to leak what seems to be an almost unlimited amount of information on America’s spying activities.
The connections between states and citizens, a cornerstone of international relations, have been weakened partly by global communications and migration. Social media enable people around the world to challenge governments and to participate in global governance. The prevalence of mass protests globally demonstrates growing frustration with governments’ inability to meet the demands of the people, especially the global middle class.
The growth of multiple national identities, citizenships, and passports challenges traditional international relations. States that played dominant roles in international affairs must now deal with their declining power as global power is more diffused with the rise of China, India, Brazil, and other emerging market countries. States are i.
CHAPTER 23 Consumer ProtectionRestaurantFederal and state go.docxtiffanyd4
This chapter discusses various laws and government regulations regarding consumer protection. It covers regulations of food and drug safety, including the Food, Drug, and Cosmetic Act which is enforced by the Food and Drug Administration. The chapter also discusses laws providing protections for consumers in regards to products, automobiles, healthcare, unfair business practices, and consumer finances. The overall goal of consumer protection laws is to promote safety and prohibit abusive practices against consumers.
Chapter 18 When looking further into the EU’s Energy Security and.docxtiffanyd4
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
– What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)?
identify and name those
five ICT enablers
,
provide a brief narrative for each enabler,
note:
Need 400 words. Need references
Please find the attached
.
CHAPTER 17 Investor Protection and E-Securities TransactionsNe.docxtiffanyd4
CHAPTER 17 Investor Protection and E-Securities Transactions
New York Stock Exchange
This is the home of the New York Stock Exchange (NYSE) in New York City. The NYSE, nicknamed the Big Board, is the premier stock exchange in the world. It lists the stocks and securities of approximately 3,000 of the world’s largest companies for trading. The origin of the NYSE dates to 1792, when several stockbrokers met under a buttonwood tree on Wall Street. The NYSE is located at 11 Wall Street, which has been designated a National Historic Landmark. The NYSE is now operated by NYSE Euronext, which was formed when the NYSE merged with the fully electronic stock exchange Euronext.
Learning Objectives
After studying this chapter, you should be able to:
1. Describe the procedure for going public and how securities are registered with the Securities and Exchange Commission (SEC).
2. Describe e-securities transactions and public offerings.
3. Describe the requirements for qualifying for private placement, intrastate, and small offering exemptions from registration.
4. Describe insider trading that violates Section 10(b) of the Securities Exchange Act of 1934.
5. Describe the changes made to securities law by the Jumpstart Our Business Startups (JOBS) Act and its effect on raising capital by small businesses.
Chapter Outline
1. Introduction to Investor Protection and E-Securities Transactions
2. Securities Law
1. LANDMARK LAW • Federal Securities Laws
3. Definition of Security
4. Initial Public Offering: Securities Act of 1933
1. BUSINESS ENVIRONMENT • Facebook’s Initial Public Offering
2. CONTEMPORARY ENVIRONMENT • Jumpstart Our Business Startups (JOBS) Act: Emerging Growth Company
5. E-Securities Transactions
1. DIGITAL LAW • Crowdfunding and Funding Portals
6. Exempt Securities
7. Exempt Transactions
8. Trading in Securities: Securities Exchange Act of 1934
9. Insider Trading
1. Case 17.1 • United States v. Bhagat
2. Case 17.2 • United States v. Kluger
3. ETHICS • Stop Trading on Congressional Knowledge Act
10. Short-Swing Profits
11. State “Blue-Sky” Laws
“The insiders here were not trading on an equal footing with the outside investors.”
—Judge Waterman Securities and Exchange Commission v. Texas Gulf Sulphur Company 401 F.2d 833, 1968 U.S. App. Lexis 5796 (1968)
Introduction to Investor Protection and E-Securities Transactions
Prior to the 1920s and 1930s, the securities markets in this country were not regulated by the federal government. Securities were issued and sold to investors with little, if any, disclosure. Fraud in these transactions was common. To respond to this lack of regulation, in the early 1930s Congress enacted federal securities statutes to regulate the securities markets, including the Securities Act of 1933 and the Securities Exchange Act of 1934. The federal securities statutes were designed to require disclosure of information to investors, provide for the regulation of securities issues and trading, and prevent fraud. Today, many .
Chapter 13 Law, Ethics, and Educational Leadership Making the Con.docxtiffanyd4
Chapter 13 Law, Ethics, and Educational Leadership: Making the Connection
Introduction
This chapter presents examples from the ISLLC standards of the relationship between law and ethics. The chapter also provides examples of how knowledge of law and the application of ethical principles to decision making helps guide school leaders through the sometimes treacherous waters of educational leadership.
Focus Questions
1. How may ethical considerations and legal knowledge guide school leader decision making?
2. Why is it important to consider a balance between these two sometimes competing concepts?
Case Study So Many Detentions, So Little Time
Jefferson Middle School (JMS) was the most racially and culturally diverse of the three middle schools in Riverboat School District, a relatively affluent bedroom community within commuter distance of Capital City. Unfortunately, the culture of Jefferson Middle School was not going well. Over the past 5 years, assistant superintendent Sharon Grey had seen JMS become a school divided by an underlying animosity along racial and socioeconomic lines. This animosity was characterized by numerous clashes between student groups, between teachers and students, between campus administrators and teachers, and between teachers and parents. Sharon finally concluded that JMS was a “mess.”
After much thought and a few sleepless nights, Sharon as part of her job description made the recommendation to the Riverboat school board to not reemploy Jeremy Smith as principal of JMS. Immediately after the board decision, Sharon organized a search committee of teachers, parents, and campus administrators and began the process of finding the right principal for JMS. The committee finally agreed on Charleston Jones. Charleston was a relatively inexperienced campus administrator but had impressed the committee with his instructional leadership knowledge, intelligence, and youthful energy. However, the job of stabilizing JMS was proving to be more of a challenge than anyone had anticipated.
Charleston had instituted a schoolwide discipline plan and had insisted that teachers and school administrators not deviate from the plan. However, he could sense that things were still not right. Animosity among student and parent groups remained just below the surface, ready to erupt at the slightest provocation. Clashes between teachers and students were still relatively frequent. Teachers still blamed one another, school administrators, and the school resource officer for a lack of order in the school. Change was not coming quickly to RMS, and Charleston understood that although school management had improved, several aspects of school culture were less than desirable. Student suspension rates remained high, and parental support was waning. As one of the assistant principals remarked after the umpteenth student referral, “So many detentions, so little time!”
Charleston felt the need to talk. He reached for the phone and made an appointment with.
Chapter 12 presented strategic planning and performance with Int.docxtiffanyd4
Chapter 12 presented strategic planning and performance with Intuit. Define Key Performance Indicators (KPI) and Key Risk Indicators (KRI)? How does an organization come up with these key indicators? Do you know of any top-down indicators? Do you know of any bottom-up indicators? Give some examples of both. In what way does identifying these indicators help an organization? Are there any other key indicators that would help an organization?
Requirements:
Initial posting by Wednesday
Reply to at least 2 other classmates by Sunday (Post a response on different days throughout the week)
Provide a minimum of 2 references on the initial post and one reference any response posts.
Proper APA Format (References & Citations)/No plagiarism
.
ChapterTool KitChapter 7102715Corporate Valuation and Stock Valu.docxtiffanyd4
ChapterTool KitChapter 710/27/15Corporate Valuation and Stock Valuation7-4 Valuing Common Stocks—Introducing the Free Cash Flow (FCF) Valuation ModelData for B&B Corporation (Millions)Constant free cash flow (FCF) =$10Weighted average cost of capital (WACC) =10%Short-term investments =$2Debt =$28Preferred stock =$4Number of shares of common stock =5The first step is to estimate the value of operations, which is the present value of all expected free cash flows. Because the FCF's are expected to be constant, this is a perpetuity. The present value of a perpetuity is the cash flow divided by the cost of capital:Value of operations (Vop) =FCF/WACCValue of operations (Vop) =$100.00millionB&B's total value is the sum of value of operations and the short-term investments: Value of operations$100+ ST investments$2Estimated total intrinsic value$102The next step is to estimate the intrinsic value of equity, which is the remaining total value after accounting for the claims of debtholders and preferred stockholders: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70The final step is to estimate the intrinsic common stock price per share, which is the estimated intrinsic value of equity divided by the number of shares of common stock: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price =$14.00The figure below shows a summary of the previous calculations.Figure 7-2B&B Corporation's Sources of Value and Claims on Value (Millions of Dollars except Per Share Data)Inputs:Valuation AnalysisConstant free cash flow (FCF) =$10Value of operations$100Weighted average cost of capital (WACC) =10%+ ST investments$2Short-term investments =$2Estimated total intrinsic value$102Debt =$28− All debt$28Preferred stock =$4− Preferred stock$4Number of shares of common stock =5Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price$14.00Data for Pie ChartsShort-term investments =$2Value of operations =$100Total =$102Debt =$28Preferred stock =$4Estimated equity value =$70Total =$1027-5 The Constant Growth Model: Valuation when Expected Free Cash Flow Grows at a Constant RateCase 1: The expected free cash flow at t=1 and the expected constant growth rate after t=1 are known.First expected free cash flow (FCF1) =$105Weighted average cost of capital (WACC) =9%Constant growth rate (gL) =5%When free cash flows are expected to grow at a constant rate, the value of operations is:Value of operations (Vop) =FCF1 / [WACC-gL]Value of operations (Vop) =$2,625Case 2: Constant growth is expected to begin immediately.Most recent free cash flow (FCF0) =$200Weighted average cost of capital (WACC) =12%Constant growth rate (gL) =7%When free cash flows are expected to grow at a constant rate, the value of operations is:.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxtiffanyd4
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Chapter 10. Political Socialization The Making of a CitizenLear.docxtiffanyd4
Chapter 10. Political Socialization: The Making of a Citizen
Learning Objectives
· 1Describe the model citizen in democratic theory and explain the concept.
· 2Define socialization and explain the relevance of this concept in the study of politics.
· 3Explain how a disparate population of individuals and groups (families, clans, and tribes) can be forged into a cohesive society.
· 4Demonstrate how socialization affects political behavior and analyze what happens when socialization fails.
· 5Characterize the role of television and the Internet in influencing people’s political beliefs and behavior, and evaluate their impact on the quality of citizenship in contemporary society.
The year is 1932. The Soviet Union is suffering a severe shortage of food, and millions go hungry. Joseph Stalin, leader of the Communist Party and head of the Soviet government, has undertaken a vast reordering of Soviet agriculture that eliminates a whole class of landholders (the kulaks) and collectivizes all farmland. Henceforth, every farm and all farm products belong to the state. To deter theft of what is now considered state property, the Soviet government enacts a law prohibiting individual farmers from appropriating any grain for their own private use. Acting under this law, a young boy reports his father to the authorities for concealing grain. The father is shot for stealing state property. Soon after, the boy is killed by a group of peasants, led by his uncle, who are outraged that he would betray his own father. The government, taking a radically different view of the affair, extols the boy as a patriotic martyr.
Stalin considered the little boy in this story a model citizen, a hero. How citizenship is defined says a lot about a government and the philosophy or ideology that underpins it.
The Good Citizen
Stalin’s celebration of a child’s act of betrayal as heroic points to a distinction Aristotle originally made: The good citizen is defined by laws, regimes, and rulers, but the moral fiber (and universal characteristics) of a good person is fixed, and it transcends the expectations of any particular political regime.*
Good citizenship includes behaving in accordance with the rules, norms, and expectations of our own state and society. Thus, the actual requirements vary widely. A good citizen in Soviet Russia of the 1930s was a person whose first loyalty was to the Communist Party. The test of good citizenship in a totalitarian state is this: Are you willing to subordinate all personal convictions and even family loyalties to the dictates of political authority, and to follow the dictator’s whims no matter where they may lead? In marked contrast are the standards of citizenship in constitutional democracies, which prize and protect freedom of conscience and speech.
Where the requirements of the abstract good citizen—always defined by the state—come into conflict with the moral compass of actual citizens, and where the state seeks to obscure or obliterate t.
Chapters one and twoAnswer the questions in complete paragraphs .docxtiffanyd4
Chapters one and two
Answer the questions in complete paragraphs (at least 3), APA style (citations/references) and make sure to separate/number the answers
1. Explain the differences between Classic Autism and Asperger Disorder according to the DSM-V (Diagnostic Statistical Manual of the American Psychiatric Association).
2. How is ASD identified and diagnosed? Name and describe some of the measurement tools.
3. Describe the characteristics of ASD under each criterion: a) language deficits, b) social differences, c) behavior, and d) motor deficits.
4. List and describe the evidence-base practices for educating ASD children discussed in chapter 2.
5. Describe the differences between a focused intervention and comprehensive treatment models.
6. What are the components of effective instruction for students with ASD?
.
ChapterTool KitChapter 1212912Corporate Valuation and Financial .docxtiffanyd4
ChapterTool KitChapter 1212/9/12Corporate Valuation and Financial Planning12-2 Financial Planning at MicroDrive, Inc.The process used by MicroDrive to forecast the free cash flows from its operating plan is described in the sections below.Setting Up the Model to Forecast OperationsWe begin with MicroDrive's most recent financial statements and selected additional data.Figure 12-1 MicroDrive’s Most Recent Financial Statements (Millions, Except for Per Share Data)INCOME STATEMENTSBALANCE SHEETS20122013Assets20122013Net sales$ 4,760$ 5,000Cash$ 60$ 50COGS (excl. depr.)3,5603,800ST Investments40-Depreciation170200Accounts receivable380500Other operating expenses480500Inventories8201,000EBIT$ 550$ 500Total CA$ 1,300$ 1,550Interest expense100120Net PP&E1,7002,000Pre-tax earnings$ 450$ 380Total assets$ 3,000$ 3,550Taxes (40%)180152NI before pref. div.$ 270$ 228Liabilities and equityPreferred div.88Accounts payable$ 190$ 200Net income$ 262$ 220Accruals280300Notes payable130280Other DataTotal CL$ 600$ 780Common dividends$48$50Long-term bonds1,0001,200Addition to RE$214$170Total liabilities$ 1,600$ 1,980Tax rate40%40%Preferred stock100100Shares of common stock5050Common stock500500Earnings per share$5.24$4.40Retained earnings800970Dividends per share$0.96$1.00Total common equity$ 1,300$ 1,470Price per share$40.00$27.00Total liabs. & equity$ 3,000$ 3,550The figure below shows all the inputs required to project the financial statements for the scenario that has been selected with the Scenario Manager: Data, What-If Analysis, Scenario Manager. There are two scenarios. The first is named Status Quo because all operating ratios except the sales growth rate are assumed to remain unchanged. The initial sales growth rate was chosen by MicroDrive's managers based on the existing product lines. The growth rate declines over time until it eventually levels off at a sustainable rate. The other scenario is named Final because it is the set of inputs chosen by MicroDrive's management team.Section 1 shows the inputs required to estimate the items in an operating plan. For each of these inputs, Section 1 shows the industry averages, the actual values for the past two years for MicroDrive, and the forecasted values for the next five years. The managers assumed the inputs for future years (except the sales growth rate) would be equal to the inputs in the first projected year.MicroDrive's managers assume that sales will eventually level off at a sustaniable constant rate.Sections 2 and 3 show the data required to estimate the weighted average cost of capital. Section 4 shows the forecasted growth rate in dividends.Note: These inputs are linked throughout the model. If you want to change an input, do it here and not other places in the model.Figure 12-2MicroDrive's Forecast: Inputs for the Selected ScenarioStatus QuoIndustryMicroDriveMicroDriveInputsActualActualForecast1. Operating Ratios2013201220132014201520162017201.
Chapters 4-6 Preparing Written MessagesPrepari.docxtiffanyd4
Chapters 4-6: Preparing Written Messages
Preparing Written Messages
Lesson Outline
Seven Steps to Preparing Written Messages
Effective Sentences and Coherent Paragraphs
Revise to Grab Your Audience’s Attention
Improve Readability
Proofread and Revise
Seven Steps to Preparing
Written Messages
Seven Preparation Steps
Step 1: Consider Contextual Forces
Step 2: Determine Purpose, Channel, and Medium
Step 3: Envision Audience
Step 4: Adapt Message to Audience Needs and Concerns
Step 5: Organize the Message
Step 6: Prepare First Draft
Step 7: Revise, Edit, and Proofread
Effective Sentences and
Coherent Paragraphs
Step 6: Prepare the First Draft
Proceed Deductively or Inductively
Know Logical Sequence of Minor Points
Write rapidly with Intent to Rewrite
Use Active More Than Passive Voice
Craft Powerful Sentences
Rely on Active Voice—Subject Doer of Action
(Passive—Subject Receiver of Action Sentence Is Less Emphatic)
Passive Voice Uses
Conceal the Doer/Avoid Finger Pointing
Doer Is Unknown
Place More Emphasis on What Was Done
(Receiver of Action)
5
Emphasize Important Ideas
Techniques
Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis)
Repetition—repeat a word in a sentence
Labeling Words—use words that signal important
Position—position it first or last in a clause, sentence, paragraph, or presentation
Space and Format—use extraordinary amount of space for important items or use headings
Develop Coherent Paragraphs
Develop Deductive/Inductive Paragraphs Consistently
Link Ideas to Achieve Coherence
Keep Paragraphs Unified
Vary Sentence and Paragraph Length
Position Topic Sentences and
Link Ideas
Deductive—topic sentence precedes details
Inductive—topic sentence follows details
Link Ideas to Achieve Coherence (Cohesion)
Repeat Word from Preceding Sentence
Use a Pronoun for a Noun in Preceding Sentence
Use Connecting Words (e.g., Conjunctive Adverbs)
Link Paragraphs by Using Transition Words
Use Transition Sentences before Headings,
But Not Subheadings
Paragraph Unity
Keep Paragraphs Unified—support must be focused on topic sentences
Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials
Arrange Paragraphs in a Logical and Systematic Sequence
Vary Sentence and
Paragraph Length
Vary Sentence Length (Average—Short)
Vary Sentence Structure (Sentence Variety)
Vary Paragraph Length (Average—Short
8-10 Lines)
Changes in Tense, Voice, and Person in Paragraphs Are Discouraged
Revise to Grab
Reader’s Attention
Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading
Have Your Revising/Editing Space/Room
View from Audience Perspective (You Attitude)
Revise until No More Changes Would Improve the Document
Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?)
Ensure Error-Free Messages
Use Visual Enhancements for More Readability
Add Only When They Aid Comprehension
Create an A.
Chapters 4,5 and 6Into policymaking and modeling in a comple.docxtiffanyd4
The document provides information about modeling and simulation approaches to support policymaking. It discusses complexity in real-world systems and the limitations of simplistic models. It covers adaptive robust decision-making using systems modeling and compares microsimulation, agent-based, and other modeling approaches. Key topics include building models, incorporating uncertainty, and using models to design adaptive policies.
Chapters 9-10 Discussion TopicDiscuss the possible connectio.docxtiffanyd4
Chapters 9-10 Discussion Topic
Discuss the possible connections, both negative and positive, between globalization and environmental change. Do you believe states are more likely to cooperate and enact visible and sustainable action regarding an environmental issue as opposed to a human rights issue? Why or why not?
You must post 1 initial responses (one 200+ word response) and two classmate responses (each classmate response must be 200+ words). Each response must include source citations and word count.
Please see the syllabus for additional information.
.
Chapters 15 & 16Short Term Scheduling & KanbanThe 3-18 m.docxtiffanyd4
Chapters 15 & 16
Short Term Scheduling & Kanban
The 3-18 month aggregate plan is used to make the weekly master production plan.
The short term schedule assigns work to specific work centers.
Scheduling goals are:
Minimize completion time
Maximize equipment utilization
Minimize work-in-process (WIP) inventory
In manufacturing, we typically schedule the final operation 1st to meet the due date. Prior steps in the sequence of work (i.e. routing) are scheduled in reverse order.
In finite loading jobs are assigns to work centers only up to their capacity (customer due dates may need to be pushed out).
Finite loading depends on knowing capacity and actual work center performance to achieve Input-Output Control
Below is the input portion of an Input-Output Chart. We were supposed to receive 280 parts but actually only received 270. So our cumulative input deviation to plan is -10 pieces at the end of week 6/6.
The following week (6/13) we are supposed to receive 280 parts but only 250 show up. So, the cumulative input deviation from plan by week 6/13 is -40 (i.e. the 10 we were short in 6/6 week plus the 30 we were short in 6/13 week)
Of the 270 we actually receive, we output 270 (0 cumulative change in backlog)
Now lets look at the output portion of the chart. The plan was to make 320 parts. We only made 270 parts. So our cumulative output deviation to plan is -50 pieces at the end of week 6/6.
The following week (6/13) we are supposed to make 320 parts but only 270 were made. So, the cumulative output deviation from plan by week 6/13 is -100 (i.e. the 50 we were short in 6/6 week plus the 50 we were short in 6/13 week)
Now, let’s put the input and output charts together. In week 6/6 actual input (270 parts) matched out actually output (270), so the cumulative change in backlog was 0.
In week 6/13 actual input (250 parts) was exceeded by actually output (270), so the cumulative change in backlog reduced by -20.
In week 6/20, we received 280 parts and only output 270 parts. So our backlog increased +10. Considering our backlog was -20, the cumulative change -20..+10 is now -10
It is apparent from our Input-Output Chart,
Incoming delivery is supposed to be 280 every week but is actually sporadic (e.g. 250 to 285)
We consistently output 270 – but it’s not the 320 we always planned
One way to improve input- output performance is by using Gantt Load & Schedule Charts. These show loading, idle times & jobs in process
The assignment method allocates tasks to minimize cost (or time)
In this example, we have 3 typesetters (A-C) who can each do 3 different jobs (R-34, S-66 and T-50). Which way is the least costly?
Step 1a: Subtract the smallest number from each row
Step 1b: Subtract the smallest number from each column
-6 from 11,14 & 6
-8 from 8,10 & 11
-7 from 9,12 & 7
-0 from 5,0 & 2
-2 from 8,2 & 5
-0 from 0,3 & 0
3+2=5
Because three lines are.
Chapters 14 & 15the ending of relationshipsUncou.docxtiffanyd4
Chapters 14 & 15
the ending of relationships
Uncoupling – the series of stages by which couples (whether married or cohabiting) move toward ending the relationship
Suggested stages:DissatisfactionAttempts at changeTurning elsewhere Further distancing ResolutionInforming the other partnerAcknowledging the ending
marital endings
4 ways a marriage can end:
Desertion – one spouse simply abandons the marriage and the family has no subsequent contact
Separation – married partners decide to no longer live together
Annulment – a pronouncement that declares that a couple never had a valid marriageReligiousCivil (usually for fraud)
Divorce – legal dissolution of a valid marriage
health effects of unhappy marriagesResearch has found that the unhappily married were worse off on heart disease risk factors like high blood pressure and cholesterol than both happily married and single women. One study found that couples in high-conflict marriages take longer than the happily married to heal from various wounds – from minor scrapes to surgery
societal and demographic factors associated with divorceFamily – many of the family’s traditional functions of child care, protection, and recreation have been taken over by outside institutionsReligion – people who are religious are less likely to divorce. Spouses with the same religion more likely to have stable marriagesLaw – legal assistance easier to obtain. Unclear if the prevalence of divorce has made legal proceedings easier, or if easier legal proceedings made divorce more common.
education, income & divorceGenerally, the lower the couple’s educational level and income, the higher the risk for divorceUS Census Bureau: about 36% of women 35-39, with less than 12 years education divorced, compared to about 28% of women with 17+ years of educationnote: the higher the education, the more difficult to marry. But are the marriages more stable if/when they do marry?However, people who have started toward, but failed to complete, a particular degree (regardless of its level), are more likely to divorce than those who complete the degree.Couples below the poverty line are 2x as likely to divorce within 2 years
ethnicity & cultureAfrican American couples are 2x as likely to end their marriages as white and Hispanic couples areLargely due to the fact that they are disproportionately poorAs income levels rise, divorce rates for blacks decrease, resembling those for whitesLatinos have relatively low divorce ratesPartly due to the fact that many are Catholic, and Catholicism frowns on divorce
personal factors associated with divorce
Communication problems
Infidelity
Constant conflict
Emotional abuse
Falling out of love
Unsatisfactory sex
Insufficient income
Physical abuse
Falling in love with someone else
Boredom
effects of divorce
“Divorce hangover” – an individual is unable to let go of the fact that they got a divorce, reorient themselves as single parents, or develop new friendshipsSeparation dist.
Chapters 1, 2, 3, and 6 of Blue OceanStrategyThree conse.docxtiffanyd4
Chapters 1, 2, 3, and 6 of
Blue Ocean
Strategy
Three consecutive components
1. Summarize the chapters in sufficient but concise details.
* at least one and a half pages (Single-spaced) * main themes, main stories, main theories
/
concepts.
2. Personal reflections. (1.5 to 2 pages)
* your favorite/least favorite stories.
* How are some stories, theories, or concepts related to your personal or professional life?
* at least half a page. (at least .5 page)
3.Theory
/
concept applications. (at least .5 page)
Apply theories from Strategic Management chapter 5
No plagiarism
.
Chapter One
Why Asian American Sexual Politics?
In 2000, two white men and a white woman in Spokane, Washington, specifically targeted
Japanese women in an elaborately planned scheme to kidnap, rape, sodomize, and torture them
and to videotape the whole ordeal. According to police reports, the rapists had a sexual
fantasy about and fixation with young Japanese women. The three assailants believed that the
Japanese women were submissive.[1] In just one month, the predators abducted five Japanese
exchange students, ranging in age from eighteen to twenty. Motivated by their sexual biases
about Asian women, all three used both their bodies and objects to repeatedly rape—vaginally,
anally, and orally—two of the young women for over seven hours.[2] One of the attackers
immediately confessed to searching only for Japanese women to torture and rape; eventually,
all pled guilty and were convicted.[3]
In 2004, American Idol, the most watched TV series in the Nielsen ratings and the only
program to have been number one for seven consecutive seasons,[4] premiered the season with
an episode that showcased twenty-one-year-old William Hung singing a rendition of Ricky
Martin’s “She Bangs.” The episode was a collection of the most “talentless” of those who
auditioned, and it was if Hung was crowned the “king.” His inability to carry a tune, dance to
the beat, or exude any sex appeal made the video go viral on the Internet, and viewers were
laughing at him, not with him. He was a perfect fit for the unflattering racial stereotype of the
asexual, nerdy Asian American man. Across the blogosphere, race scholars and Asian
American men were bemoaning the perpetuation of the racist stereotyping and yet another
instance where Asian American men are emasculated in American media.
These two examples demonstrate the racial stereotyping of Asians and Asian Americans.
The perpetrators in Spokane, Washington, used racist stereotypes to pick their targets. While
both being racially “othered,” Asian and Asian American women have been constructed as
sexually exotic docile bodies while men have been racially “castrated.” These constructions
created a complicated racialized Asian American sexual politics affected by racist-gendered
constructions but also “home-culture” expectations. The vignettes and analysis shared in this
book are an attempt to look at the nuanced way that constructions can operate in the lives of
some Asian Americans.
Feminist scholars argue that women's sexuality is socially shaped in ways that sustain men's
social and political dominance. I extend this feminist scholarship and argue that Asian
American sexuality is socially shaped in ways that maintain social and political dominance for
whites, particularly white men. I want to set this stage with the assertions made by Patricia
Hill Collins in her seminal work, Black Sexual Politics.[5] Collins defines sexual politics as
Chou, Rosalind S.. Asian American Sexual Politics : The Construction of Race, G.
Chapter
Climate Change 2014
Synthesis Report
Summary for Policymakers
Summary for Policymakers
2
SPM
Introduction
This Synthesis Report is based on the reports of the three Working Groups of the Intergovernmental Panel on Climate Change
(IPCC), including relevant Special Reports. It provides an integrated view of climate change as the final part of the IPCC’s
Fifth Assessment Report (AR5).
This summary follows the structure of the longer report which addresses the following topics: Observed changes and their
causes; Future climate change, risks and impacts; Future pathways for adaptation, mitigation and sustainable development;
Adaptation and mitigation.
In the Synthesis Report, the certainty in key assessment findings is communicated as in the Working Group Reports and
Special Reports. It is based on the author teams’ evaluations of underlying scientific understanding and is expressed as a
qualitative level of confidence (from very low to very high) and, when possible, probabilistically with a quantified likelihood
(from exceptionally unlikely to virtually certain)1. Where appropriate, findings are also formulated as statements of fact with-
out using uncertainty qualifiers.
This report includes information relevant to Article 2 of the United Nations Framework Convention on Climate Change
(UNFCCC).
SPM 1. Observed Changes and their Causes
Human influence on the climate system is clear, and recent anthropogenic emissions of green-
house gases are the highest in history. Recent climate changes have had widespread impacts
on human and natural systems. {1}
SPM 1.1 Observed changes in the climate system
Warming of the climate system is unequivocal, and since the 1950s, many of the observed
changes are unprecedented over decades to millennia. The atmosphere and ocean have
warmed, the amounts of snow and ice have diminished, and sea level has risen. {1.1}
Each of the last three decades has been successively warmer at the Earth’s surface than any preceding decade since 1850. The
period from 1983 to 2012 was likely the warmest 30-year period of the last 1400 years in the Northern Hemisphere, where
such assessment is possible (medium confidence). The globally averaged combined land and ocean surface temperature
data as calculated by a linear trend show a warming of 0.85 [0.65 to 1.06] °C 2 over the period 1880 to 2012, when multiple
independently produced datasets exist (Figure SPM.1a). {1.1.1, Figure 1.1}
In addition to robust multi-decadal warming, the globally averaged surface temperature exhibits substantial decadal and
interannual variability (Figure SPM.1a). Due to this natural variability, trends based on short records are very sensitive to the
beginning and end dates and do not in general reflect long-term climate trends. As one example, the rate of warming over
1 Each finding is grounded in an evaluation of underlying evidence and agreement. In many cases, a synthesis of evidence and agreement suppo.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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HANDBOOKS OF WORLD MYTHOLOGY
Handbook of Hindu Mythology
George M. Williams
Santa Barbara, California • Denver, Colorado • Oxford, England
Co
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15. or otherwise, except for the inclusion of brief quotations in a re
view, without prior permission in writing from the publishers.
Library of Congress Cataloging-in-Publication Data
Williams, George M., 1967–
Handbook of Hindu mythology / George M. Williams.
p. cm.—(Handbooks of world mythology)
Includes bibliographical references and index.
ISBN 1-57607-106-5 (hardcover : alk. paper) ISBN 1-85109-
650-7 (e-book)
1. Hinduism—Sacred books. 2. Mythology, Hindu. I. Series.
BL1111.4.W55 2003
294.5'13—dc22
2003017013
07 06 05 04 03 10 9 8 7 6 5 4 3 2 1
This book is also available on the World Wide Web as an e-boo
k.
Visit http://www.abc-clio.com for details.
ABC-CLIO, Inc.
130 Cremona Drive, P.O. Box 1911
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Page v
Contents
Preface, xvii
1 Introduction, 1
The Living Power of Hindu Mythology, 2
Mythic Identities, 2
Alive within Hindu Myths, 3
Hindu Worldviews, 3
Historical Contexts of Hindu Myths, 5
Pre-Aryan Period (c. 2500–
1700 B.C.E., Indus Valley or Dravidian Civilization), 5
The Vedic or Samhitâ Period (c. 1500–
900 B.C.E., Aryan Civilization), 6
The Brâhmanical and Aranyâka Period (c. 900–
c. 600 B.C.E.), 7
The Upanishadic Period (c. 900–c. 600 B.C.E.), 8
The Epic Period (c. 400 B.C.E.–c. 400 C.E.), 8
The Purânic Period (c. 300–800 C.E.), 8
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Page vi
Theomachy, 22
Anthropogony, 25
Mythic Themes: Specific, 25
Dharma, 25
24. Karma, 26
Samsâra or Transmigration, 27
Kâla, 28
Cosmogonic Return to the One, 28
Renunciation, Sacrifice, and Magic, 29
Mâyâ as Illusion, 32
Notes, 33
2 Mythic Time, Space, and Causality, 35
Mythic Time, 35
Additional Systems and Units of Time, 39
Deśa (Space), 39
Nimitta (Causality), 41
3 Characters, Themes, and Concepts, 45
Âdi, 45
Âdi-Kûrma, 45
Aditi, 45
Âdityas, 46
Agastya, Agasti, 47
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Arishtha, Arishthaka, 59
Arjuna, 59
Aruna, 62
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Hiranyâksha, 154
Idâ, 155
Ilâ, 156
Indra, 156
Indradyumna, 158
Indrâni, 158
Îśvara, 158
Jada, 159
Jahnu, 159
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Kalmâshapâda, 176
Kâma, Kâmadeva, 177
Kâmadhenu, 177
Kamsa, Kansa, 178
Kandu, 179
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Śiva, 267
Skanda, 270
Soma, 271
Subrahmanya, 273
Śuddhi, 274
Śukra, 275
Sûrya, 276
Takshâka, 277
Tâladhvaja, 278
Tantra, Tantrism, 279
Tapa, 280
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Yajña, 304
Yama, 305
Yamunâ, 306
Yoga, Yogas, 306
Yuvanâśva, 308
Appendix: Chart on the Vedic Gods, 309
4 Selected Print and Nonprint Resources, 311
71. Print Resources, 314
Encyclopedias and Dictionaries, 314
Hindu Mythology (and Hindu Theology), 315
Hinduism, 320
Texts in Translation, 323
History, 323
Material Culture: Art, Architecture, 324
Selected Nonprint Resources, 325
Video and Film, 325
CD-ROM and DVD, 327
Web sites on Hindu Mythology, 328
Spelling, 328
Commercial vs. Scholarly Sites, 328
Online Sanskrit Dictionaries, 329
South Asian WWW Virtual Library, 329
Electronic Cultural Atlas Initiative (ECAI), 329
The Wabash Center Internet Guide: Hinduism, 330
American Academy of Religion Syllabus Initiative, 331
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Page xvii
Preface
Writing the Handbook of Hindu Mythology proved to be a proje
ct that rounded out three decades of work as a historian of religi
on specializing in religion in India. I
had sought out a colleague in India to fill in any gaps I might ha
ve in the nearly five thousand-year span of Hindu mythology, b
ut in the end I needed to fill those gaps
with new study and translations of materials I had previously ig
nored. Hindu mythology was once something I had looked down
upon with an intellectual contempt that
partial ignorance blesses. But now I look back with a bemused s
mile and hear the laughter of Hindu gods and goddesses at so ra
sh a conceit. Just like the many
reversals in Hindu myths, my colleague’s withdrawal from the p
roject allowed me to enter a magical landscape of complexity, r
eversals, and ambiguities that the more
rational approaches of philosophy, theology, and history do not
allow.
It is difficult to give up scholarly trappings. I have spent the las
79. t seven years preserving Sanskrit manuscripts, digitizing some
myself and training archivists and
librarians all over India to utilize these new tools. To be called
a pioneer in anything leads to a little pride, but Indian culture h
umbles any Western scholar. To be invited
twice to the Sir Ashutosh Mukerjee Chair as a visiting professor
at the National Institute of Advanced Studies in Bangalore was
a great honor, allowing access to some
of the oldest surviving sacred texts. But the real fruit of compar
ative textual studies lies in the future when scholars will have a
n abundance of versions of the same text
and will be freed by a notion of an inclusive text that encompas
ses all its versions. That all versions of a myth are necessary for
a complete understanding of its richness
can only be hinted at in a book of this size, but versions of each
myth are selected to be representative of the variations over tim
e and among even contemporary
accounts.
For the Handbook there will be no attempt to surprise the reader
with new interpretations. Rather, the intention of this study is t
o engage anyone interested in
Hindu mythology in its variety, its richness, its reversals, and it
s play (līlā). As a handbook for the general reader, a number of
decisions have been made about the
transliteration of Sanskrit, the sacred language of India, that wil
l aid in better
83. readability, pronunciation, and use in moving through the literat
ure on a given topic. The Sanskritist will have no problem know
ing a technical term when I use a more
popular Romanization of a Hindu term or the name of a god or g
oddess. Conversely, it is the general reader who suffers when w
e use the most accurate transliteration
of Sanskrit. I will use as few diacritics as possible to help the g
eneral reader in identifying precisely in Roman letters the term
or name in question, but will resist making
these spellings too foreboding. Consequently, I will use an ś for
one of the three “s” consonants in Sanskrit, as in Śiva. It is too
often spelled “Siva,” which gives no help
in pronunciation, or “Shiva,” which helps in pronunciation but d
oes not alert the beginner to the study of Sanskrit and hides the
complexity of the multiple ways of
spelling the name of this deity. Long vowels will be marked to h
elp in pronunciation. Sanskrit vowels are pronounced much like
Spanish or Latin vowels except for the
short “a,” which is pronounced as a short “u” (but). Aspirated c
onsonants (such as “bh” or “dh”) are best learned in oral practic
e from a teacher. “C” is pronounced as
“ch” in “check” but there is also an aspirated “ch” that doubles t
he aspiration. The beginner should be alert to the fact that a wor
d like âcârya might also be
transliterated as “acharya” by some.
An old rule of thumb in a beginning Sanskrit class to try to lear
n the rhythm or cadence of the language is to give a consonant o
84. ne count, a short vowel two counts,
and a long vowel three counts. Thus, diacritics will be used for l
ong vowels to help the general reader’s pronunciation and to av
oid some hidden pitfalls. Thus,
“brâhmin” (priest) is pronounced with the first syllable twice as
long as the second. And the use of brâhmin for priest instead of
brâhmana, or its often shortened
version, brâhman, chooses a later spelling rather than its more a
ncient form so that the reader will not confuse brâhmin with Bra
hman, the Absolute. Both words for
priest, brâhmin and brâhman, have a long vowel in the first syll
able and omitting the diacritical mark leaves one with no distinc
tion in the written word between a priest
and the Absolute—
a confusion that priests have not minded, but one that needs to b
e avoided nonetheless.
This text will follow the academic custom of not capitalizing th
e words god and demon. This can be justified from most Hindu
perspectives as well, since the
Absolute, the Supreme Being, is not being referred to as a whol
e. When the Absolute, or the entirety of the Godhead, is indicat
ed, then God will be capitalized. There
is no theological truth intended, even though almost all capitaliz
ation has disappeared from current English prose. This choice w
ill not seem scholarly enough for some
and may seem too Western for others. Hopefully, the reader sho
uld accept this practice for its face value as a modern attempt to
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Page xix
term is more common in English. Such words as karma and dhar
ma will be used instead of the older neuter forms karman and dh
arman. Karma and dharma will
be italicized when they are concepts but when they are personifi
ed as devas (gods), such as Dharma, they will be capitalized and
not italicized.
Another aspect of transliterating Sanskrit involves the lack of s
paces between words. Thus, any use of spaces is a concession to
other languages used in its
transliteration. The same can be said concerning hyphenation. S
ince a medium-sized Sanskrit word can easily reach twenty lette
rs, the general reader may have great
difficulty recognizing elements that can easily be learned, so eit
her spacing or hyphenation is quite useful. Mahâśiva or Śivadev
a are only eight-letter words but they are
instantly recognizable as Mahâśiva or Śivadeva. The use of M
ahâ (great) before a name—
Mahâ-Lakshmî or Mahâlakshmî, Mahâ-Devî or Mahâdevî, Mahâ
vishnu or
Mahâ-Vishnu—
demonstrates variant forms of names. I will use these variants in
terchangeably to both teach the reader to recognize elements tha
t can be learned easily
89. and to aid in the use of reference words and databases that empl
oy alternate systems of spelling, spacing, capitalization, and hy
phenation.
Capitalization is arbitrary when transliterating Sanskrit, as the
written language made no distinction between upper and lowerc
ases. I will use an upper case for the
proper name of an individual god or goddess while lowercasing
names that apply to groups, such as devas, asuras, daityas, indra
s, and so on—all classes of gods or
demons.
I suspect that most of my colleagues will approve of these decis
ions about Sanskrit orthography. I also suspect that even a stude
nt in the first year of Sanskrit
studies will be able to move from these popular spellings to thei
r Devanâgarî (Sanskrit alphabet) equivalents. If so, the Handboo
k should meet the needs of the widest
variety of readers.
There is a trend not to italicize well-known religious literature s
uch as the Christian Bible, but then one finds oneself looking to
Webster’s Dictionary to see if the
Vedas should be italicized or not. For consistency’s sake, all Hi
ndu scripture, well-known or not, will be italicized.
Certain names have become so well-known in English works an
d databases— u)—that hopefully the general reader and
those more familiar with Sanskrit and Hindu terminology will fe
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reader gain familiarity with the richness of bibliographic resour
ces that are ever increasing.
Finally, certain concepts that are so common as to need no expl
anation in academic circles—
such as sanskritization or brâhmanization (drawing an element o
f the
low tradition into the high tradition and giving it a Sanskrit nam
e or term) or orthoprax/heteroprax (opposing praxis or practice r
ather than belief of the orthodox and
the heterodox)—
will be discussed in chapter 1. Besides these common notions (a
nd even they will be explained briefly), each article will attempt
to be self-contained or
need only the connected articles for fuller understanding.
Special thanks is due to ABC-CLIO and its fine editorial staff: t
o Todd Hallman for his early leadership of the project, to Bob N
eville, and to Anna Kaltenbach. I
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Page 1
1
Introduction
Most Hindus do not separate myths from ordinary experience th
e way Hindu philosophers and theologians do. Hindu intellectua
ls make sophisticated distinctions
between existential truths (what you experience with your own s
enses and know from your own experience) and what others teac
h. The Buddha taught his followers to
test everything in life and only believe what they had verified th
rough their own life experiences. Most Hindu intellectuals are v
ery comfortable with the Buddha’s
counsel as a beginning point for their explorations. Yet, even in
the thinking of most intellectuals, and as for other Hindus, ther
e has always been some room for the
imaginal—for myth.
98. Many historians of religions insist that what distinguishes a myt
h from a legend is myth’s dealings with gods and demons—
legends deal with humans, especially
heroes and heroines. However, this distinction does not hold we
ll in India. In Hindu narratives gods and demons are brought int
o even the most ordinary legend,
seemingly as a device of the storyteller that warrants it being he
ard. There is such a familiarity with the sacred that the supernat
ural adorns almost everything. From
another perspective, Lee Siegel has connected this attitude with
India’s fondness for magic and the belief that magical powers ar
e both a sign of the divine and an
attribute of those gifted by the divine. Siegel has shown, in The
Net of Magic, that India utilizes magic so freely that one cannot
easily gain attention without it. Thus
India’s mythology seems filled to a higher degree with magical
or miraculous elements than other mythologies are. The extent o
f this infilling with the miraculous will be
explored in these pages.
This text will follow the academic custom of not capitalizing th
e words god and demon. This can be justified from most Hindu
perspectives as well, since the
Absolute, the Supreme Being, is not being referred to as a whol
e. When the Absolute, or the entirety of the Godhead, is indicat
ed, then God will be capitalized. There
is no theological truth claim intended.
102. THE LIVING POWER OF HINDU MYTHOLOGY
A Hindu does not have to “believe in” the details of the myths.
These details are open to variation. In fact, there are often many
versions of the same story, and one
version may contradict the details of another. A Hindu can parti
cipate in the mythic meaning of a tradition simply by identifyin
g with the myth’s ability to help one locate
oneself within the community’s worldview. Insiders will find th
emselves at home within the worldview of their tradition’s myth
s; outsiders will hear or read these myths
and find them strange and even “untrue.” That is the nature of b
eing an outsider. For the insider, the myths will be validated si
mply in the experience of belonging to a
community. For the outsider, the same myths will be objects out
side of one’s experience. However, even the outsider can see un
iversal themes—mythology’s timeless
contributions to human reflection.
Any study of myth that does not recognize myth’s potential to b
e alive and existentially powerful, even in modern life, has miss
ed something. Myths are not true in
any scientific sense—
nor are they true philosophically, theologically, metaphysically,
or ontologically (that should about cover all the perspectives th
at study absolute
truth). Myth’s power arises from its ability to articulate the exis
tential need for identity. Myth answers questions about origin or
creation (where we came from),
103. purpose and meaning (why we are here, what we should do with
our lives), morality (what is right or wrong), and destiny (abov
e all what happens at and after death).
Myths are not children’s stories. They are often violent and fille
d with sexuality. There are many reversals; sometimes the peopl
e who are supposed to be good (such as
teachers or priests) turn out to be bad examples in a particular v
ersion of a myth. That is why the hearer has to be alert—
or have a good teacher. The many versions
treat a theme or topic from many different angles and teach mor
e than a single “true answer.” The cast of characters, the themes
, and even the core meanings of the
entire mythology become second nature to the insider. One com
es to know what one’s culture believes about itself and what it e
xpects.
MYTHIC IDENTITIES
Cultural and religious identity in Hinduism is amazingly broad.
In Hindu mythology there are as many as 330 million different r
ole models (gods, or devas) that can
validate an individual identity. One’s identity is not stereotyped
by being a Hindu; there is not just one way to approach life. On
e’s appropriation of this vast treasury of
wisdom is one’s own responsibility (that is what the notion of k
arma is about—
personal responsibility for each and every action—and
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svadharma—
one’s own appropriation of truth and one’s responsibility to live
107. what one’s own karma has necessitated).
Thus, a living mythology is quite different from a dead one. On
e does not study Hindu mythology in the same way one studies
Greek mythology. Or if one does
study Hindu mythology as dead, or monolithic, one will never g
rasp its current power. There are still hundreds of millions of Hi
ndus who appropriate Hindu mythology
into their own lives in a variety of ways. We will study Hindu m
ythology’s general patterns and articulations, constituting its ma
cro, or larger, view. However, there are
microscopic versions of Hindu mythology: hundreds of millions
of Hindus have their own understandings and live their own app
ropriations. One must never say, “I
know all about Hindu mythology,” even with a mastery of the m
acro level. A living mythology is full of surprises, since every
Hindu potentially may appropriate Hindu
mythology in her own way. One must be humble and realize that
every Hindu is the authority about her own appropriation of Hi
ndu mythology and what each believes
is just that—
what is true for her (and that is the micro level of mythology).
ALIVE WITHIN HINDU MYTHS
Roy Amore and Larry Shinn, in Lustful Maidens and Ascetic Ki
ngs, described what it is like to grow up with Hindu myths and s
tories:
To grow up in India is to mature in a world alive with demons a
nd water nymphs, goblins and irate goddesses. Wisdom is often
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Pûjâ is worship, devotion, service to the divine, and a means to
acquiring merit.
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view, given by Prof. D. S. Sharma, should be adequate for our n
112. eeds.
Sharma stated that Hindus share a unity within diversity, a unit
y that has five commonalities: (1)
a common scripture (the Vedas); (2) common deities (one supre
me spirit, Brahman, with many manifestations); (3) a common s
et of beliefs in the evolution of the
world, the organization of society (varna dharma), the progress
of the individual, the fourfold ends of human life (aśrama dharm
a), and the law of karma and
samsâra (rebirth); (4) common ideals; and (5) a common group
of practices (varnaaśramadharma), leading toward deification t
hrough worship (pûjâ, japa,
bhakti), yoga, knowledge (jñâna), and meditation (dhyâna, samâ
dhi). Sharma admitted that there is great latitude in the ways Hi
ndus understood each of these five
elements. It is that very latitude that myth often explores best. T
hese basic concepts will be developed more at the end of this ch
apter.
This statement of commonalities represents an attempt to charac
terize the majority of Hindus in the present. Yet, even though a
living mythological tradition
currently shares common beliefs, there has also been a “situated
tradition”—
with particularities that require attention to more aspects of the
tradition. The entire tradition
must be studied within historical periods or contexts;
2
116. within myth cycles, perspectives, and communities; within cogn
itive ways of understanding; and within broad cultural themes.
To these we now proceed.
HISTORICAL CONTEXTS OF HINDU MYTHS
Myths are situated within historical periods. The same myth tol
d in the medieval period of India as it was articulated in the Pur
ânas (a body of scriptures of later
Hinduism) may differ from earlier contexts and meanings. For e
xample, Śiva has not always been the same supreme deity that h
e became in some of the Purânas.
There was no Lord Śiva in the earliest extant stories of the Ârya
s (anglicized as Aryans), a people who were the Sanskrit-speaki
ng arrivals to the Indian subcontinent
approximately four millennia ago (though since the “arrival hyp
othesis” and the non-Aryan origin of Śiva are controversial, bot
h will be discussed later). The origins of
myths about Śiva appear to be among the native, tribal, or indig
enous peoples who did not speak Sanskrit. So even the name of
this god would have been in a tongue
that was not part of the central community that was evolving int
o what would later be called Hindu.
Pre-Aryan Period (c. 2500–
1700 B.C.E., Indus Valley or Dravidian civilization)
Indian culture has many roots. Two of the most important for m
odern Hinduism are the Indus Valley culture (c. 2500–
1700 B.C.E.) and the Aryan culture (appearing in
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The oral Sanskrit prayers became the holy Vedas.
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(For a slightly dated but elegantly written summary of this cultu
121. re, see Joseph Campbell, The Masks of God: Oriental Mytholog
y [New York: Viking Press, 1962],
pp. 155–171.)
The Vedic or Samhitâ Period (c. 1500–
900 B.C.E. Aryan Civilization)
The Vedas, the sacred scriptures of the Âryas, define both a peri
od of time and a culture. Almost all who consider themselves Hi
ndu believe that the Vedas are eternal,
that they exist eternally at the most subtle level. However, they
must have become manifested in the form that scholars study th
em at some point in time. Therefore, it
should not be offensive to even the most ardent Hindu fundamen
talist that scholars have found that point of time to be less than
four millennia ago, or more precisely,
circa 1500 B.C.E.
The Aryan culture appeared full-blown on Indian soil in the Rig
veda, a collection (samhitâ) of more than a thousand hymns (rik
-s), which later became the first of
three (triya) and then four Vedas. The three Vedas were the Rig
veda, Sâmaveda, and Yajurveda. These, plus the Atharvaveda (a
collection full of shamanic magic),
became the Samhitâs and the first limb of a later conception
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of the fourfold Veda that then included the Samhitâs (collection
s that included the Rigveda), Brâhmanas (commentaries), Ârany
akas (forest texts), and Upanishads
125. (a treasury of mystical and devotional texts). But the fourfold V
edas evolved slowly in several stages.
The Vedic language was Sanskrit, with mythic and ritual elemen
ts memorized by priests, and unwritten for almost a millennium.
Whether the Aryans were
indigenous or arrived as warrior nomads from the steppes of Ru
ssia is a matter of contentious debate, reflecting agendas of colo
nialism and independence,
postmodernism and Hindu fundamentalism. However interpreted
, this culture contributed much to Hindu myths from its vast sol
ar pantheon (Sûrya, Indra, Ushas) and
its fire rituals and sacrifices (agni yâgas, literally “fire sacrifice
s”). By approximately 1200 B.C.E. Rigvedic mythology had rea
ched its greatest expanse, and its influence
over later Indian history was enormous. In fact, each succeeding
age has related back to some remembered or imagined Vedic (i.
e., Rigvedic) past, to which they have
usually claimed to be the heirs. The exception would be those w
ho consistently used the catur-yuga (four ages) theory of declini
ng righteousness and thought that the
Vedas were no longer suited for an evil age—
only later scriptures like the Purânas.
The Brâhmanical and Aranyâka Period (c. 900–c. 600 B.C.E.)
The mythological point of view changed between the period of t
he Samhitâs (collections) and that of the Brâhmanas (commentar
ies). The Brâhmanas were more
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The Upanishadic Period (c. 900–c. 600 B.C.E.)
This period, the time of the major Upanishads (though minor Up
anishads were produced for many more centuries), saw at first a
reaction to and revolt against the
caste system led by priests and against the blood sacrifices to th
e Vedic gods. Later, however, these texts were coopted by the p
130. riestly (orthoprax) tradition and made
the fourth Veda—
and for a majority of Hindus this most important and last sectio
n of the Vedas has been referred to in English as Vedânta (anta,
or “end,” of the
Vedas).
About half of the Upanishads were mystical and unitive, speakin
g of experiencing the divine as the one (ekam), while the other
half promoted devotion to one or
more deities. New gods and goddesses were celebrated, and dev
otional practices began to be introduced.
About this time (c. 600 B.C.E.) non-Hindu elements (Buddhist,
Ajivika, Jain, and later elements from invaders such as the Yana
vas, Shakas, and Pahlavas) made
their “heteroprax” contributions (“other” or “alien practice”) to
Hindu mythology—
such as temples, indoor shrines, and rituals modeled after servic
e to a divine king.
One can find ascetics (munis, yogis, samnyâsîs, tapasvins, and t
aposdhanas) on the periphery and among indigenous people (Dr
avidians, tribals). Renunciate
traditions contributed elements that questioned blood sacrifice a
nd the killing of animals, and promoted asceticism (even the go
ds should constrain themselves),
vegetarianism, and much more. But within a few centuries, thes
e too would be integrated into orthoprax, Brahmânical religion.
All of these elements were picked up by
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Vishnu is centered in this slightly sectarian image, with Brahmâ
and Śiva smaller and above with Krishna and Râma, his
avatâras or incarnations, below.
(TRIP)
138. smorgasbord of mythic delights. Everything from the past could
be found on the table, but most elements were characterized by
new mixtures, with Hindu sectarianism
on one hand (with each sect centered around one of the principl
e gods and goddesses—
Vishnu, Śiva, or Devî) or Hindu universalism on the other (all p
aths are the
same; all paths lead to the Absolute). The three sub-divisions wi
thin this period help locate in time historical developments with
in the sectarian communities, the rise and
decline of Tântrism and its influence on mainstream mythology,
the tendencies in Purânic mythologizing of subordinating Vedic
gods and past heroes to ever-increasing
moral weaknesses, and the like. This is a period of exuberant po
lytheism.
The Tântric Period (c. 900–c. 1600)
Imbedded within the Purânic period was a shorter one of Tântra
and Śâkta, so called from the śaktî, or cosmic energy, associated
with the Divine Mother (Devî).
This period appeared full-blown by 900. Some say that it finally
became visible again, having disappeared from historical sight
at the time of the Aryan dominance of
indigenous, Indus Valley culture. Some say that it never died an
d that it continues secretly today. Others point to a revival enco
uraged by the New Age movement in
the West. And indeed, it is true in some way about every period
of mythology in India. The old myths and beliefs do not really d
139. ie but are reborn, though usually in a
metamorphosis, to continue into the present. During the Tântric
period, the mythology of Tântra and Śâkta revived and enriched
blood sacrifice and the pursuit of
pleasure as central themes. Tântra’s stories differed radically in
meaning from those of epic mythology, which favored devotion,
asceticism, and duty.
The Modern Period
The modern period is said to begin with Râja Rammohan Roy (1
772–
1833), who was a century ahead of his civilization, if not of wor
ld civilization. Roy
demythologized Hindu mythology a century before Rudolf Bult
mann demythologized Christianity. Roy particularly opposed th
e Purânas and their polytheism,
championing a rational and sometimes mystical interpretation of
the Upanishads. The analysis of “core mythologies” begun by R
ammohan Roy is not within the scope
of this study; briefly, it promises a way for a culture’s mytholog
y to be studied in order to see its influence even when that influ
ence is unknown or denied.
The modern period also contributed two quite different approac
hes—
the revivalism of such figures as Svâmî Vivekânanda (1863–
1902) or Svâmî Dayânanda
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Sarasvati (1824–
1883) and of Hindu fundamentalism (ranging from the Hari Kris
143. hnas to the Rashtriya Svayamsevak Sangh, simply known as the
RSS). One of the
novel uses of mythology by Hindu fundamentalists has been in t
he conversion or reconversion of Indian tribals and nonschedule
d classes (modern India’s name for
former outcastes). Myths were found or invented to make tribals
or former “outcastes” Hindu and bring them within the cultural
whole of a reconstructed Hindu
mythological community.
SOURCES: ORAL TRADITION, TEXTS, SCRIPTURES—
AND MODERNITY
Besides the scriptural tradition that names each of the periods o
f Indian history, there are oral traditions. Among the oral source
s are storytellers (including astrologers,
palm-readers, priests, and teachers), plays (India’s great dramati
c tradition, received by the masses in live performances), and ev
en movies and television (some say
half of India’s movies and television shows are productions of t
he myths or retellings in some modern form). Allusions and refe
rences to the myths are made constantly
in everyday conversation and enrich life by giving it points of c
omparison with India’s long and complex mythology.
However, the sources that are easiest to study in English are the
written resources—
and many have been translated from Sanskrit and Hindi, as well
as from
India’s regional languages, half of which are not related to Sans
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or advaitan. But whatever the perspective and its influence on in
terpretation, all knew the stories of Vishnu’s coming down to ea
rth in at least ten different incarnations
(avatâras), including the dwarf avatâra. Minor characters in eac
h of the myths would be known both individually and in relation
to the larger stories.
148. Given this complexity, several approaches must be taken to stud
y Hindu mythology. No single approach helps the student learn t
he entire story, discover the
elements both above and below this story (a process of nesting o
ne story within another), and keep track of all the characters an
d special terms found in a single myth.
There are many versions of a story, both oral and written, and th
e stories are retold not only in Hindu versions but also in Buddh
ist and Jain versions. For scholarly
exploration one usually must pursue these variations in primary
textual sources, dissertations, or journals that work with origina
l languages and sources. However, these
variations are not unusual when the stories are told in daily life
in India. In fact, myth tellers themselves often refer to another
myth or indicate a specific version of a
myth. These cross references demonstrate just how familiar Indi
an audiences are with multiple versions of the myths, so that a
myth maker or teller can “play the myths”
much like a musician who chooses the right chords to syncopate
a rhythm or modify a melody, creating ever differing or familia
r renditions at will.
UNDERSTANDING MYTHICALLY
How do Hindus understand their myths? In a living tradition my
thology functions dynamically within the culture—
ranging from narrowly Hindu to broadly pan-Indian. At
the same time, there will be numerous ways that Hindus underst
and their myths. One might be tempted to say, as some scholars
have, that there are as many ways as
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knowledgeable peer.) However, religious myths may be lived an
d believed literalistically for a lifetime. Reform Hindus have ap
pealed to psychology (specifically
theories of cognitive development, personality development, an
d child psychology) and even neurophysiology (specifically the
ories of brain development) to argue
against holding a majority of people at this stage of cognitive d
evelopment.
Nevertheless, there is something special about medieval and mo
dern Hindu culture that permits a literalistic understanding of H
indu mythology for a lifetime without
damage. Gods and demons are not outgrown. Priests, who might
not be literalistic in their own faith, often justify the literalizin
g of Hindu myths for their “childlike”
followers.
153. Hindu fundamentalists in modern times have added a new dimen
sion—
taking a narrow view of a literalistic Hinduism that does not tol
erate other views. Slogans
seldom translated into English include “India for Hindus” and “
Drive Muslims and Christians out of India.” Literalized myths a
bout the incarnation of Vishnu as King
Râma and about his birthplace, Ayodhya, figure prominently in
their militant fundamentalism. Their power rests upon a noncriti
cal, nonhistorical approach to living
myths.
Sectarian
Biology is informing us about our human behavior of taking our
group or community to be the only one that is true. In religion t
his is called sectarianism—that only one
sect or religion is true; all others are not. There is an overlap be
tween sectarian religion and sectarian mythology.
During the middle ages of India many examples of sectarianism
in Hindu mythology emerged. This happened chiefly in Hindu d
evotionalism, where Vishnu, Śiva,
and Devî (the Mother Goddess) competed as supreme deities. Lo
gically there can only be one supreme deity of the universe. Foll
owers championed one or the other
of these three and literalized all of Hindu mythology into myth
cycles that proved their god or goddess to be Supreme. (Followe
rs of these three respective deities are
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are felt. They inform one’s identity. They can be questioned and
can even be doubted, but one identifies with a Hindu view of li
fe and does not reject it. Thus, Hindu
mythology still helps one to be Indian.
Reformed
The reformed and pan-Indian way of understanding often overla
p. Rammohan Roy, the great Hindu reformer, believed that the
mythic frame of reference had to be
outgrown for Indians to “progress” from “superstition” to scient
ific and rational thinking and living. He foreshadowed modern
movements in philosophy and theology to
“demythologize” religion. He used the principles in the Vedas, e
specially in the Upanishads, to critique Hindu mythology and po
inted out that myth was not literally true
but only pointed to something higher than itself. Myth was neve
r more than a symbol of truth. Thus, the myths and the gods wer
e metaphors of truths, and if believed
158. literally myths became idols. He did not mean idol in the Purâni
c sense of mûrti—
physical forms that help the worshipper to conceive of the forml
ess divine.
Rammohan Roy meant that mythic thought and idols led to “idol
atry”—
worshipping something that was both false and dehumanizing. H
e thought it led to deceiving
oneself and others.
Living at the beginning of the nineteenth century, Roy did not h
ave the benefit of modern psychological research on human cog
nitive development to reconstruct
what he had deconstructed. Roy did not see a value in mytholog
y, even for children, but he might have modified his total rejecti
on of mythology had he lived today.
Indeed, the basis for using mythology developmentally was part
of his interpretation of myth—
that myths served as pointers to the truth, to the Absolute, no m
ore. Just
how deceptive they are and whether or not a “deceptive” notion
might be developmentally necessary for easier comprehension is
the issue he might have addressed if
he had been born in the twentieth or twenty-first century. This h
as not been adequately addressed in modern Hinduism (for exam
ple, from Svâmî Vivekânanda to
Sarvepalli Radhakrishnan) and will have to remain beyond the s
cope of this study.
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or magicians). Translations of the Upanishads by Rammohan Ro
y were read by Emerson and Thoreau and influenced American
Transcendentalism and its notion of
the oversoul.
However, it was Hindu mythology’s influence on Theosophy an
d Christian Science that bore more direct fruit. The New Age m
ovement is a second or
third generation of succession from this earlier influence. Hindu
mythic themes and attitudes thrive in this new soil. Even as Ke
n Wilber was outgrowing and rejecting
the New Age movement of which he had been the greatest theori
st, Hindu philosophy’s influence on him cannot be denied. It ha
s become a fixture in American—and
more broadly Western—culture, creating new mythologies.
Finally, let us turn to Hindu mythic themes—
those that are nearly universal in the mythologies of the world a
nd those that are more specific to Hindu mythology.
HINDU MYTHIC THEMES: UNIVERSAL
All mythologies probe the great themes of life: good and evil, th
e purpose of living, death and what lies beyond, struggle and su
ffering, challenge and determination,
163. hope and perseverance. Some themes address a time before hum
an life began—
cosmic time at the beginning, or what was before the beginning
of time. Other themes
probe an ambiguity in existence that stretches concepts of good
and evil, making them relative to an absolute perspective—
ethics viewed from a divine or cosmic
viewpoint.
As already noted, Hindu myths presuppose entire core systems,
of which there are many. Amazing contradictions populate Hind
u mythology, and yet these have
not been a problem, as each hearer has been located in one of th
e many Hindu identities and its corresponding mythological cor
e system. This applies both within a
given period (as in the Vedic period or in the present) and withi
n the membership of a particular community (as a Vaishnava—
a worshipper of Lord Vishnu—or as a
Tântra—
a member of a sect with its distinctive core mythology and so o
n).
Myths speak of various ways that life has come to be as it is. Th
ere are a number of explanations as to why life is so miserable (
if it is). Later Hindu myths with a
single deity who is responsible for everything—
creation, fate, destiny—
speak of divine play (lîlâ) as one reason behind human suffering
. However, earlier conceptions
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or another. This would be “hard karma.” However, there could a
lso be “soft karma,” karma softened by grace and devotion—
myths that told of a god or the Supreme
forgiving all one’s past deeds and awarding heaven, even when i
t was not deserved by the “karmic facts.”
Thus, the myths accounted for evil or suffering in a variety of w
ays. Perhaps the most remarkable notion was the news that there
is no evil at all. Apparent evil is
but an illusion (mâyâ) from a cosmic or divine perspective. So,
finally, there is always hope. Hinduism is hardly pessimistic—
as so many Westerners of the nineteenth
and twentieth centuries have charged. Each Hindu mythology, c
omprised of ever expanding circles of mythic elements and them
es, had at its disposal all the Hindu
myths of all previous ages. And these included cosmologies and
cosmogonies, theogonies and theologies, theomachies, anthropo
168. geneses and anthropologies,
eschatologies and soteriologies. (See the table above.)
However, to speak of these constructions—
cosmologies and so on—
was to bring them to analytical consciousness as rational and na
rrative systems. That is what
a philosopher, a teacher, or a priest may do. The ordinary hearer
only needs to draw from the psychological, spiritual, and social
resources of myth. By the time there is
analytical consciousness, there is already distance, doubt, and d
anger of evolution and change. Mythology works best in the earl
y stages of human and civilizational
development. However, the larger questions about life and death
have changed little.
The mythic way of addressing them was distinct to each culture
at that stage of development. So Hindu myths minister to person
s struggling with life’s existential
crises and offer hope, suggest ways of cheating fate, and provid
e examples of those who have not been fortunate.
Scholarly Terms in the Study of Mythology
Anthropogony
origin of humanity; how humans came to be the way they are
Anthropology study of humanity and its evolution
Cosmogony
origin of the cosmos; how the cosmos came to be the way it is
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Cosmogony, Theogony, and Anthropogony
How did the cosmos, the gods, and humans come into being? W
hich came first? Some Hindu myths say that humans created the
gods, so the order has been debated.
Hindu mythology accounts for the origin of the cosmos (cosmog
ony) with four of the five general cosmogonic solutions human
beings have advanced, leaving out
only the notion of creation from nothing. Many myths recall a c
osmic battle, such as the one between Indra and Vritra. This kin
d of cosmogony is common in
mythology, where creation comes from a victory over chaos. In
the earliest Rigvedic hymns Vritra was a water demon (chaos), a
nd Indra gained a victory that brought
order (and thus creation). An even older cosmogonic myth had b
173. eing come into existence as a cosmic egg, hiranyagarbha (a gold
en egg). It appeared or was
created—
depending on the version. Creation by divine dismemberment w
as another cosmogonic solution—
the dismembering of the cosmic man (purusha) or of Agni
the fire god, who resided or hid in the depths of the ocean; the l
atter joined two kinds of cosmogonic solutions (the separation o
f creative fire from chaotic water and
the creation by the ritual sacrifice of a god). The “earth diver” a
s a cosmogonic solution can also be found in Hindu mythology,
in the story of when Vishnu in his
incarnation as Varâha plunged into the ocean and brought forth
the earth (Bhûmî or Prithivî) from chaos. There were three more
solutions in Hindu mythology to the
cosmogonic mystery: creation from mind, creation from sound (
vâc), and creation from parents (coition). The later was the most
common form of creation and re-
creation in the later mythology of the Purânas and had many ver
sions.
Prajâpati was the first creator or father of all, but he was soon r
eplaced with Brahmâ. There was always something available for
the production of life, the most
common source being the creator’s seed. Perhaps the most inter
esting cosmogony was the “emission” (prasarga) of Brahmâ’s so
ns from his own mind (making them
mânasâ-putras, mind-born sons).
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destruction and another creation. (For more on time and the crea
tions, see chapter 2.) So, which came first: time, the cosmos, or
a god who created one or both?
Hindu mythology is rich in answers.
Cosmology
What is the nature of the cosmos? What are the various realms o
r regions of the cosmos? Are there separate realms for the gods
and demons?
In Indo-European mythologies there was usually a center of the
178. earth directly under heaven, supported or separated from heaven
by a sacred mountain or tree. In
India that sacred mountain was Mount Meru, wider at the top th
an the bottom. Meru was situated at the center of an island conti
nent, surrounded by an ocean. Around
that island continent were six more concentric oceans and six do
nut-shaped continents. Above were the heavens, below many un
derworlds and hells. The sacred
banyan tree was much like Meru in shape. A magical plant, som
a (the plant of immortality and of healing), grew on the mountai
ns of heaven but was brought to earth
by Indra. Once the monkey god Hanuman had a difficult time fi
nding soma, so he simply brought a mountain with its magical h
erbs to Râma, an incarnation of Vishnu.
In a late myth about the struggle between the gods (devas) and d
emons (asuras), the snake Vâsuki was used as a rope to churn so
ma from the Great Milky
Ocean. The gods and demons had to work together to accomplis
h this, but then they fought over the spoils. Finally, soma was re
placed with rituals, austerities, and
then devotion as means of sustaining or empowering the gods.
The sacred stories connected the landscape of India and Nepal t
o the gods. Wherever the devas touched the earth, there was a p
otential site for a temple or
shrine—
and a place for pilgrimage (tîrthas), a central element in Hindu
devotional life. Each temple or group of temples tended to devel
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Theogony and Theology
Where did the gods come from? What is their nature? Who are t
hey? Are they like us in form and character? What is our relatio
nship to them? What do they want
from us?
The origin of the gods varied most in Vedic mythology. In the e
arliest hymns some were simply there—
Dyaus, the sky father, and Prithivî, the earth mother.
183. However, their time of honor was already over, and their myths
were not even retold. Then there were the central triad of gods
—Sûrya, Indra, and Agni. However, in
the Vedas the title of creator is bestowed on Prajâpati, lord of th
e beings or creatures. Yet there was no cosmogonic myth about
him either. In the Brâhmanas and
Upanishads a cosmic force or process known as Brahman would
be either the totality of all that existed or the only Real, while a
ll else was merely apparent.
However, Brahman was not an object of human narration and th
us not a proper subject of Hindu myth. In late theistic mythologi
es a supreme deity (Vishnu, Śiva, or
Devî) was described as bringing everything into being—
even time and causality (see chapter 2).
Theogony is composed of two Greek words—
theos, or god, and gonia, related to our genesis, or beginning. T
hus, a theogony concerns the beginning of the
gods, where they came from, and their genealogy. Hindu polyth
eisms entail, like all polytheisms, stories about the life of the go
ds, their families, and their struggles for
order (theomachies). They have a life! So a portion of Hindu my
thologies simply tells stories about the gods, answering basic qu
estions about their origin and activity.
These stories are not pointless—
they address social concerns and personal salvation (soteriology
).
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Śiva and key visual elements of his core mythology
(TRIP)
Co
py
ri
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would totally alter the meaning (and even the details) of any epi
sode depending on whether Śiva is seen as supreme or inferior t
o the Supreme Being. Both Vishnu and
191. Devî had their own myth cycles demonstrating that each could a
lso claim supremacy and be seen as the sole origin of the univer
se.
In most later Hindu mythologies, Brahmâ was considered the cr
eator god or at least given that title. He might be presented as h
aving “mindchildren” or as being
the divine parent directly. In the latter kind of story, Brahmâ cr
eated a female with whom he then had children. Later Hindu thi
nkers charged Brahmâ with incest,
because this was seen as marrying his own daughter, who was c
alled Vâc (speech). Brahmâ’s role was further compromised by t
he sectarian mythologies that made
Śiva, Vishnu, or Devî the author and creator of the universe—
the only self-existent (svayambhû) one. Eventually, Brahmâ was
depicted as only sitting on a lotus flower
growing out of the navel of Vishnu, his function to create each
new age, only to fall asleep or to be destroyed in the cyclic doo
msday (mahâpralaya), to be reborn
anew from the thought of the real creator, Vishnu (or one of the
other supreme deities). Later mythology changed the Vedic myt
h of the spontaneous appearance of the
golden egg (hiranyagarbha), from which the universe emerged, t
o its origin upon the release of Brahmâ’s seed into the primordi
al ocean. Both Brahmâ and the cosmic
egg had become subordinate parts of other myths.
The gods were also bothered by marital problems. The great asc
192. etic Śiva, lord of yoga, was troubled as much as any human with
love and family life. Some myths
resorted to magic to overcome Śiva’s asceticism (portraying the
god as being shot by one of Kâma’s magical love arrows), some
to feminine wiles, some to common
sense—
surely Śiva would be attracted to his beautiful wife. Other myth
s had him chasing his wives from one lifetime to the next, even
in the form of animals. Their
lovemaking in these myths even threatened the universe with an
early destruction. From a mythological point of view these stori
es can be seen as an extension of the
cosmogonic battle to create, now projected into the chaos of mal
e-female relationships.
The gods must be followed through their mythic relationships.
Vishnu has a wife or consort who goes by two names, Śrî and L
akshmî—although sometimes the
names belong to separate individuals. In later myths she was kn
own as Mahâlakshmî and Bhadrakâlî. Vishnu’s second wife is B
hû Devî (the earth goddess). His vehicle
was Garuda, the sun bird. During his sleep at the end of an age,
Vishnu reclined on his serpent—
either Śesha (the remainder) or Ananta (the endless one, eternit
y). But
to complete the myth of Vishnu one must know the stories of ea
ch of his ten avatâras—
fish, tortoise, boar, man-lion, dwarf, Râma the Ax Wielder, Râm
a of the
196. Mythology
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right. He was married to Pârvatî, by whom there were two childr
en, Ganeśa and Skanda (or Kârttikeya). Durgâ is also his wife in
some myths. His vehicle is Nandi (or
Nandin), the bull. He is lord of yoga, lord of the animals (pasup
ati), and lord of the dance (natarâja). He is the only god who lef
t a part of himself to be worshiped by
his devotees, the linga. His manifestations have the same purpos
e as Vishnu’s incarnations of ending evil or granting grace, but
his sovereignty over the universe was
preserved in another way. In one of his manifestations he is unit
ed with his feminine power (his śaktî, in other stories enjoying
a separate existence as Śaktî, his wife) so
that he becomes androgynous. As a śarabha (a fierce mythical a
nimal), he is able to conquer the boar avatâra of Vishnu—
yet another manifestation of his supremacy.
Devî is encountered in many feminine manifestations; the first i
s Durgâ (who was at first associated with Vâc). Some of these m
anifestations are terrifying (Durgâ,
Mahishamardinî, Candikâ, Kâlî, Vindhyavasinî, Câmundâ, and
many more), others quite benevolent (Satî, Umâ, Pârvatî, Śivâ,
and Gaurî). Any of these goddesses
might be portrayed as a wife or consort of a god, or they can be
197. a manifestation or the emphasis may be on her power as a manif
estation of Devî—and therefore
beyond any subordination to a mere husband. Devî also appeare
d as Yoganidrâ (cosmic sleep), Vishnumâyâ (world illusion), A
mbikâ (the mother), and Śaktî (divine
energy).
Theomachy
What kept creation from being perfect? Against whom do the go
ds fight? Who are the demons or the demonic forces? Where did
they come from? Why do they seek
to destabilize the divine order that the gods created? How do the
y get their power? Will there ever be a final victory over evil an
d disorder?
Vritra, opponent of Indra in the Rigveda, had no genealogy (the
ogony). Vritra was a personification of chaos. Later demons (as
uras) were born from the very
same Prajâpati (progenitor or grandfather) as the gods, Kaśyâpa.
However, in many of the myths the asuras were the older broth
ers of the gods (or, much later,
cousins) and therefore were the rightful rulers of heaven and ear
th. How they lost their right to rule was a recurring theme of the
myths. During the ritualistic periods of
the Vedas and Brâhmanas, it was the sacrifices that sustained th
e power of the gods, so they fought over their share. However, t
his situation taught nothing but brute
force, cunning, or deception. Later, as faith in the sacrifices wa
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ascetic morality by which there was a real struggle between forc
es of (relative) good and (relative) evil. During the later mythol
ogy even devotional practices were
thought to be as effective as purely ascetic ones. It was by these
practices that magical powers (siddhis) could be acquired—
invisibility, invincibility, or an immortality
that was always limited to an apportioned lifetime according to
one’s species. (The myths allowed six individuals (ciranjivis) to
attain true immortality, so that they
would never die.) Hindu theomachy never completely solved the
problems involved in personifying the devas and the asuras and
gave mixed messages about the
sources of evil and the purposes for good.
The gods (devas) typically fought the demons (asuras), and hum
ans struggled with flesh-eating monsters (râkshasas). There wer
e also other beings that might
just appear or be sent by the gods to steal ascetic power (śaktî),
such as the Aśvins, gandharvas, or apsaras (the divine twins, cel
estial musicians, and celestial
205. damsels—see entries in chapter 3).
There would be many stories told of the gods in combat with de
mons (theomachies). Establishing and maintaining order was a r
ecurring problem. Indra had to
defeat the serpent-dragon Vritra, and various gods reestablished
order again and again. Vishnu fought demons in each age, but o
nly as an incarnation, or avatâra, such
as the fish, the boar, Krishna, or Râma, never in his own form a
s the Supreme. There were always contests for supremacy—
if not with another god or a demon, then
with a sage like Nârada. Ascetic practice, or tapas (giving up pl
easure in order to gain power), was the currency that made one
a rival of the gods. Indra’s throne
heated up when god, demon, or sage gained too much power by
their tapas. He was thus forewarned, so he could act to protect h
is office as king (indra) of heaven.
In the Purânas it was not always clear who was supreme. Of cou
rse, it was clear in the mind of a devotee of one of the three con
tenders for supremacy—Śiva,
Vishnu, and Devî (and that point of view is called sectarian). H
owever, stories abounded about the contests between them. The
devotees of one particular god wove a
version of the myth to show how their god was lord of the unive
rse. For example, Devî took her śaktî (power—
a feminine word ending in “î”) away from Lord Śiva.
This was proved linguistically by a clever argument based on Sa
nskrit’s syllabic spelling. With the i subtracted from the first sy