How the Qin Dynasty Unified Ancient China

How the Qin Dynasty Unified Ancient China The Qin dynasty surfaced during China’s Warring States period. This era spanned 250 years- 475 B.C. to 221 B.C. During the Warring States period, the city-state kingdoms of ancient China’s Spring and Autumn period consolidated into larger territories. The feudal states fought each other for power during this era characterized by advances in military technology as well as education, thanks to the influences of Confucian philosophers. The Qin dynasty came to prominence as the new imperial dynasty (221-206/207 B.C.) after conquering rival kingdoms and when its first emperor, the absolute monarch Qin Shi Huang (Shi Huangdi or Shih Huang-ti) unified China. The Qin Empire, also known as Chin, is likely where the name China originates. The Qin dynasty’s government was Legalist, a doctrine developed by Han Fei (d. 233 B.C.) [source: Chinese History (Mark Bender at Ohio State University)]. That held the power of the state and its monarchs interests paramount. This policy led to a strain on the treasury and, ultimately, the end of the Qin dynasty. The Qin Empire has been described as creating a police state with the government holding absolute power. Private weapons were confiscated. Nobles were transported to the capital. But the Qin Dynasty also ushered in new ideas and inventions. It standardized weights, measures, coinage- the bronze round coin with a square hole in the center- writing and chariot axle widths. Writing was standardized to permit bureaucrats throughout the land to read documents. It may have been during the Qin Dynasty or late Han Dynasty that the zoetrope was invented. Using conscripted farm labor, the Great Wall (868 km) was built to keep out northern invaders. Emperor Qin Shi Huang sought immortality through a variety of elixirs. Ironically, some of these elixirs may have contributed to his death in 210 B.C. Upon his death, the emperor had ruled for 37 years. His tomb, close to the city of Xi’an, included an army of more than 6,000 life-size terracotta soldiers (or servants) to protect (or serve) him. The first Chinese emperor’s tomb remained undiscovered for 2,000 after years his death. Farmers unearthed the soldiers as they dug a well near Xi’an in 1974. â€Å"So far, archaeologists have uncovered a 20-square-mile compound, including some 8,000 terracotta soldiers, along with numerous horses and chariots, a pyramid mound marking the emperor’s tomb, remains of a palace, offices, storehouses, and stables,† according to the History Channel. â€Å"In addition to the large pit containing the 6,000 soldiers, a second pit was found with cavalry and infantry units and a third containing high-ranking officers and chariots. A fourth pit remained empty, suggesting that the burial pit was left unfinished at the time the emperor died.† Qin Shi Huang’s son would replace him, but the Han Dynasty overthrew and replaced the new emperor in 206 B.C. Pronunciation of Qin Chin Also Known As Chin Examples The Qin dynasty is known for the terracotta army put in the emperor’s tomb to serve him in the afterlife. Sources: Minnesota State University Qin DynastySarah Milledge Nelson, Brian M. Fagan, Adam Kessler, Julie M. Segraves China The Oxford Companion to Archaeology. Brian M. Fagan, ed., Oxford University Press 1996.Cultural China: Kaleidoscope Science and InventionHistory Channel: The Terra Cotta Army

10 Ways to Blog Your Book to Increase Sales Without Being Pushy or Annoying (Part 1)

10 Ways to Blog Your Book to Increase Sales Without Being Pushy or Annoying (Part 1) A lot of people think that once a book is written, the work is done. Often times, especially if you are a self-published author, the work is just beginning. After the brainstorming and drafting, writing and revising, editing and publishing comes the†¦ selling. There are only so many times you can say, buy my book! But the fact of the matter is, you need to continue placing your book in front of your audience if you have any prayer of selling copies. To help, I’ve come up with a list of ten ways you can blog about your book. I am breaking this article up into two parts, so read on for the first five suggested ways to blog about your book and then check back in next week to learn the second set of ways to increase your book sales through your blog without being pushy or annoying. The Inspiration Every story has to start somewhere. If you write about the inspiration behind the story, you don’t even have to wait until it’s published to engage your audience. Readers will feel like they are getting a behind the scenes sneak peek at your work in progress and endear them to the project right from the start. In this post, I shared all about how I turned my friend’s reality into inspiration for a fiction story. Writing Tips   Another topic you can talk about before you publish are the techniques you are using to write the story. For example, for my most recent book, I wrote about outlining, writing sprints, and using YouTube for research. First Chapter and Cover Reveal   A few weeks before you publish, give your readers a little teaser Music Play Lists   Mark Parsons wrote Road Rash, a â€Å"band-on-the-road† story about growing up- and growing into yourself. There probably isn’t a better scenario on the planet for a novel playlist. Being both a writer and a musician, Mark wrote this article for Huffington Post: 10 Best Road Trip Songs. Your book doesn’t have to be about music though to pull this off. Wisconsin based author Valerie Biel created playlists for her YA historical fantasy novels. Playlists are a great content addition to her website and also an excellent way for readers to create the atmosphere of the book to enhance their reading experience. Book Trailers Another way you can engage readers is â€Å"As authors, we want to give readers as much information as possible about our books so they can decide if it’s worth their precious time and money because let’ face it, this is a busy and expensive world. A book trailer can do this in 60 seconds or less using visuals and music. If a picture says a thousand words, adding tone and music says ten thousand.† – Teri Case, author of the award-winning novel Tiger Drive and forth-coming title, In the Dog House Once the trailer is finished, you can write a post about the creation process, including how you chose the images and music, how you scripted the video and any tips and tricks you’d recommend for other’s looking to give a book trailer a try. Okay! That’s it for today! Be sure to come back next week for the second half of the list!! (Click here for Part 2)

The role and structure of IASB Essay Example | Topics and Well Written Essays - 2000 words - 1

The role and structure of IASB - Essay Example This group formulating and developing accounting standards turned out to be the basis of the establishment of an independent accounting body for the purpose of issuing accounting standards to be used worldwide, which was named as International Accounting Standards Committee (IASC) (Knowledge Guide to International Accounting Standards, accessed 14.02.06). The International Accounting Standards Committee (IASC) was formed in the year 1973 in the pursuit of international community towards the development of accounting standards capable of being used throughout the world and IASC focused on this mission soon after its creation. Initially ten countries collaborated their efforts for the formation of International Accounting Standards Committee. During the reign of IASC, several accounting standards were developed but the goal of harmonisation could not be achieved due the lack of implementation of those standards. Furthermore, those standards provided great room for the manipulators to play around with the rules and regulation. It was in 1997 that IASC realised the significance of harmonised accounting standards and the increasing need for comparability of financial statements at a global level leading to the restructuring and remodelling of IASC. In the year 2001, the standard setting responsibilities of International Accounting Standards Committee was taken over by the new International Accounting Standards Board (IASB) with a view to restructure it to meet the challenges of the 21st century (Accounting: Introduction: background to the introduction of International Accounting Standards: a brief history, accessed 14.02.06). The International Accounting Standards Board (IASB) works under the supervision of International Accounting Standards Committee Foundation (IASCF), which was created in March 2001. The existing new structure consists of IASB, being given the responsibility to formulate and

The Victorians Essay Example | Topics and Well Written Essays - 500 words - 1

The Victorians - Essay Example I not only communicated through symbols, but also expressed my emotions through playing piano. The division of responsibilities was very significant; men and women recognized the difference in their roles and accepted the fact that even within marriage they were supposed to lead separate lives until their death. Unmarried women who got pregnant were highly disregarded in the Victorian era; they were considered not only conspicuous, but also a danger to the society’s stability. However, pregnancy of a married woman was highly valued because of the high position of babies after marriage. I remember a big celebration that was held by my father when I experienced my first menstrual cycle. I think he held the celebration because he knew he was going to exchange me for a good amount of money. He was the one that had the authority of deciding which boyfriend was to marry me depending on the money on his saving account. In connection with this, only women who were virgins were considered potential wives during my era. Virginity was an indication of not only purity of the woman, but also a significant bride price. Marriage in my era was also between couples from the same social class; a wealthy man married a woman from a wealthy family as well as a poor man married a woman from a poor family. To avoid shame associated with uncalled matches, my parents controlled my company. It was a result of this that I married a wealthy man that I did not love. Double standard was also acknowledged in my era; men were allowed to have many lovers considering that women were barred from ha ving any lover apart from the husband because they were believed not to have sexual energy. The guilty of adultery, as well as well pregnancy of an unmarried woman, meant not only shame, but also humiliation. Thus, I avoided by all means having any relationship before marriage as well as outside my marriage after getting married to my husband. Divorce was also not very common during my era. It

Physical Preparedness Of Columbus Police Essay Example for Free

Physical Preparedness Of Columbus Police Essay Describe in one page or less how you would select the Columbus Police patrol officers to be surveyed. The Research Project: Physical Preparedness of Columbus Police Officers in Citizen Encounters Involving Force. Target Panel: Respondents of this research should have the following qualifications: Must be between the age of   21 – 35 Must have 6 or more months field experience as a Patrol officer of Columbus Must be active in the police force Must be a resident of Columbus Must at least have one physical encounter with a citizen Sample Size: 1000 police patrol officers Methodology: This research will employ a qualitative and quantitative research wherein a representative sample of the target audience will be randomly selected to create a target panel. Through qualitative research by using an open-ended questionnaire, spontaneous or not pre-determined responses are solicited through a free willing method. Meanwhile, the answers from the qualitative research will be further dealt with in the quantitative research using a closed-ended questionnaire that will provide figures or raw data. Through these two types of research, the researcher will determine the cause of the lack of preparation of police officers during encounters with civilians. Construct a brief 5-item unstructured, open-ended questionnaire that will determine the patrol officers’ views as to how well they are prepared for physical encounters with citizens where lethal force is not an issue.    Open-ended questionnaire for Focus Group Discussion What are the risks involved in being a police officer in Columbus? If physical encounter with citizens is not cited, ask about the probability of experiencing physical encounters with citizens while on duty. What kind of trainings did you receive before you engaged in police field operations or patrol duty? Were these trainings able to help you prepare for physical encounters with citizens? Why? If not, why? As a police officer, what do you think are the factors that provoke physical encounters with citizens? Enumerate tactics or methods on how to conduct proper management of physical encounters with citizens? Explain each tactic/method. What are the causes of mismanagement of physical encounters with citizens? How should these be prevented? Construct an 8-item structured questionnaire using closed-end questions that involve multiple response choices that addresses the same issue in Question #2. Closed-ended questionnaire for Survey Questions Strongly Agree Agree Neutral Disagree Strongly Disagree 1. Is your job as a patrol officer worth all the risks? 2. Do you think that force is needed in enforcing the law? 3. Are you willing to employ force when you are threatened by a civilian? 4. Do civilians usually provoke physical encounters with law enforcers? 5. Do you think that the use of force is effective in promoting compliance? 6. Do you think that there is a need to have a good physical and quick-thinking build to better handle physical encounters? 7. Do you think that by having police weapons and gadgets will help you do your job better in enforcing the law? 8. Are you prepared physically, emotionally and psychologically to engage in a physical encounter with a civilian?

evilmac Macbeths Evil Aspect Essay -- Macbeth essays

Macbeth's Evil Aspect      Ã‚  Ã‚  Ã‚   Macbeth by William Shakespeare rrepresents unrelenting evil from beginning to end. Who is th emost evil? What motivates the evil intentions and actions? This paper intends to answer these questions.    Charles Lamb in On the Tragedies of Shakespeare explains the impact of evil as seen in Macbeth's initial murder:    The state of sublime emotion into which we are elevated by those images of night and horror which Macbeth is made to utter, that solemn prelude with which he entertains the time till the bell shall strike which is to call him to murder Duncan, - when we no longer read it in a book, when we have given up that vantage-ground of abstraction which reading possesses over seeing, and come to see a man in his bodily shape before our eyes actually preparing to commit a murder, if the acting be true and impressive as I have witnessed it in Mr. K's performance of that part, the painful anxiety about the act, the natural longing to prevent it while it yet seems unperpetrated, the too close pressing semblance of reality, give   a pain and an uneasiness [. . .]. (134)    L.C. Knights in the essay "Macbeth" specifies the particular species of evil present within the play:    Macbeth defines a particular kind of evil - the evil that results from a lust for power. The defining, as in all the tragedies, is in strictly poetic and dramatic terms. It is certainly not an abstract formulation, but lies rather in the drawing out of necessary consequences and implications of that lust both in the external and the spiritual worlds. Its meaning, therefore, is revealed in the expansion and unfolding of what lies within the initial evil, in terms of direct human experience. (93)    ... ...acbeth." The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Company, 1972.    Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964.    Lamb, Charles. On the Tragedies of Shakespeare. N.p.: n.p.. 1811. Rpt in Shakespearean Tragedy. Bratchell, D. F. New York, NY: Routledge, 1990.    Mack, Maynard. Everybody's Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Warren, Roger. Shakespeare Survey 30.   N.p.: n.p., 1977. Pp. 177-78. Rpt. in Shakespeare in the Theatre: An Anthology of Criticism. Stanley Wells, ed. England: Oxford University Press, 2000.    Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.   

Mentoring to Adolescents

The success of many adolescents in their careers can usually be tied back to others who influenced them. These adolescents frequently mention coaches who were particularly helpful as career developers. Many of these adolescents also mention others at high grades that given guidance and support to them in the development of their careers. These coach, adviser, and supporting teachers called mentors.â€Å"Results indicated most students had a mentor, and mentors were most helpful through role modeling, verbal encouragement, personal support, and providing career guidance. Gender differences were found on several outcome variables but were not detected based on sex or ethnic match, or the presence of a mentor† Lisa Y. Flores, Ezemenari M. Obasi; 2005).Generally, the mentor initiates the relationship, but sometimes adolescents will approach a potential mentor for advice.Most mentoring relationships develop over time on an informal basis. However, in proactive organizations there i s an emphasis on formal mentoring plans that call for the assignment of a mentor to those employees considered for upward movement in the organization.Under a good mentor, learning focuses on goals, opportunities, expectations, standards, and assistance in fulfilling one’s potential (Starcevich and Friend, 1999). Also Available at http://www.indiana.edu/~busx420/Book-Excerpts/chap07.doc.Mentoring roles vary, according to need, from a vocational to an interpersonal focus:Vocational mentoring roles include: enhancing the subject’s skills and intellectual development; helping to build up a set of educational values; consulting to help the subject to elucidate goals and ways of implementing them; helping to set up a set of personal and professional standards; and networking and sponsoring by providing opportunities for the subject to meet other professionals.These roles help lately qualified teachers, new appointments, and those new to middle management or headships to adj ust to changes in their career pattern and to advance within the profession.Interpersonal mentoring roles include: sharing; role modeling; and allowing the subject to get insight into how the mentor works in a professional capacity. A mentor must also encourage the subject to build his or her self-confidence by acknowledging successes.A mentor is also a counselor who listens to but does not tell the subject what to do. Not all mentors will fulfill all of these roles, but the more extensive the roles, the richer the relationship. These roles enable the subject to explain his or her identity and to develop professional confidence and self-esteem.Basically, mentoring is an idea and a practice that has progress eventually in different cultures and contexts. Natural mentoring occurs incidentally in a diversity of life settings through friendship, teaching, coaching and counseling. ‘Planned' mentoring involves structured programs with clear objectives, where mentors and mentees are matched using formal processes.It is unsurprising; therefore, that today there is considerable confusion over its meaning. The essential elements of a mentoring relationship areA recognizable procedure, formal or informal;A clear understanding of the procedure and of the roles of mentor and subject;Trust, privacy, discretion and a rapport between both parties;Mentors with the requisite professional reliability and honesty and a range of suitable skills, including counseling, listening, sensitive questioning, analysis and handing back responsibilities;Subjects who are aware of their own needs;Attitudes suitable to the roles of mentor and mentored: for instance, professional concern on the part of the mentor to challenge the subject, and the self-motivation on the subject’s part to keenly take the necessary action.Mentoring is a optimistic mechanism for developing management skills, while those who have been subject to mentoring will have gained from the experience a sense of w hat their ongoing professional development will entail (Leuenberger, Whitaker, and Sheldon 1993).Because a personal relationship is at the heart of mentoring, volunteers' variations and terminations can touch on adolescent's vulnerabilities in ways that other, cannot.If adolescent have begun to value the mentoring relationship and to recognize with their mentors, they can feel profound disappointment if the relationship does not progress. Such feelings of rejection and disappointment can lead to a variety of negative emotional, behavioral, and academic outcomes (Downey & Feldman, 1996).A frequent observation amongst mentors and parents is that close connections with mentors can promote improvements in adolescents' relationships with others, especially their parents. Through constantly warm and accepting interactions with their mentors, youth can start to distinguish the benefits of close relationships and open themselves to the people around them, mainly their parents.In some cases, mentors can serve as alter native or secondary attachment figures, helping youth to realign their conceptions of themselves in relation to other people. In other cases, mentors can act as sounding boards, providing models for effective communication and help adolescents to better understand, express, and control both their positive and negative emotions (Pianta, 1999).Mentoring relationships led to improvements in adolescents' perceptions of their relations with their parents (i.e., higher levels of intimacy, communication, and trust). Those improvements, in turn, led to optimistic changes in adolescents' sense of self-worth, scholastic competence, and scholastic achievement.If a mentor views a youth positively, that can initiate to change the youth's view of her and can even initiate to change the way she thinks parents, peers, teachers, and others view her. In such cases, a mentor's positive evaluation can gradually become incorporated into the adolescent's stable sense of self.T his self-appraisal process is facilitated by the growing ability of adolescents to understand the world from the perspective of others and to view them from that standpoint.Many lower income youth, particularly, have limited personal contact with positive role models outside the instantaneous family and believe that their opportunities for success are restricted (Blechman, 1992). Even among middleclass young adolescents, adult occupations and skills can seem ambiguous and inaccessible (Larson, 2000).Mentors can serve as concrete models of success for youth, demonstrating qualities that adolescents might wish to imitate, and providing training and information about the steps necessary to achieve various goals. By observing and comparing their own performance and that of their mentors, adolescents can start to adopt new behaviors. This modeling process is thought to be reinforced through mentors' support, feedback, and encouragement (Kemper, 1968).Adolescents mentoring often aims to m ake students think better about themselves, particularly when they have a pre-existing low self-esteem that can be holding them back academically or result in challenging behaviors that put them at risk of school exclusion.Enhanced self-esteem can be a by-product of being made to feel ‘special', rather than ‘labeled' as a problem, throughout selection and matching. Self-esteem is also expected to be raised by mentor behaviors that are non-judgmental, encouraging, positive and persistent over a period of time.The befriending function of mentoring can play a significant role in raising self-esteem: the message is ‘this person wants to be and is my friend'. Minority-ethnic programmes that pair mentees with flourishing role models also often aim to heave students' self-esteem.The personal and social skills objective comprises such aspects as building the self-confidence of the mentees, which is often quoted as a constructive outcome of mentoring programmes (Golden and Sims, 1999). The self-confidence gained from mentoring may partially be a product of having sustained one-to-one discussions with an adult over a long period of time.Early discussion of situations that are to be encountered and agreeing managing strategies can build confidence. Similarly mentors often support students to try personal challenges that permit the mentees to succeed and to feel more confident as an effect. Mentors can as well assist with developing interpersonal skills, for example, how to act when greeting and meeting new people. In some forms of mentoring the mentor has an overt role to develop the life skills of the student.The motivational objective is decisive in providing the link between developmental and subject-oriented mentoring. Mentors can apply their questioning skills to discover why students are underperforming in certain subjects.They can give confidence students to set aside personal dislikes of particular teachers and to work harder in a subject as it is significant for them in their future career. Mentors can also help students to prevail over the demotivating impact of negative peer pressure.Grades are only expected to improve if students are making more effort in class and at home, and the mentor has a role in providing additional extrinsic motivation, as well as encouraging students to desire to perform better for themselves.