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残疾人康复宣传资料一、白内障复明手术什么是白内障在正常人的眼睛内部，虹膜的后面有一个双凸形透明体，这就是晶状体。
晶状体浑浊比较明显或达到影响视力的程度者，称为白内障。
引起白内障的原因是多方面的，除外伤性、放射性、先天性、糖尿病性白内障等有比较明确的病因外，其他白内障的形成过程情况相当复杂，还没找到明确的病因。
临床上白内障可分为老年性白内障、先天性白内障、外伤性白内障、并发性白内障及全身性疾病引起的白内障等几种类型。
白内障可导致视力残疾，但只要通过手术摘除浑浊的晶体，代之以其他相应的透明体就可以使视力得到一定程度的恢复。
二、聋儿听力语言训练听力残疾指各种原因导致的双耳听力损失，而不能进行正常听力语言交往。
主要康复措施：1、早期发现，检测残留听力，早期干预；据此用仪器选择配戴合适的助听器，以补偿听力；而后进行听力语言训练；2、重度听力损失的聋儿（一级聋），应尽早检测、诊治，植入人工耳蜗，而后进行听力语言训练；3、到聋儿康复机构进行听力语言训练或由专业人员指导在家庭进行训练，训练的最佳年龄是0－7岁，训练时间至少半年以上，长期坚持才有效果。
4、聋儿家长应掌握聋儿康复的知识，掌握聋儿语训的方法，坚持在家庭和日常生活中对聋儿进行语言训练，只有家长配合好，才能使聋儿得到康复。
三、肢体残疾康复指由于四肢残缺或躯干麻痹、畸形，导致人体运动系统不同程度的功能丧失或功能障碍；主要康复措施：1、手术矫治：常用方法：矫正畸形，肌腱移位，关节融合，下肢长短平均术等；2、功能训练：物理运动疗法（PT），作业治疗（OT）；常用方法：被动运动（常用推拿、按摩、牵引等方法，解除或缓解挛缩）；助动运动（借助辅助支具如助行器、拐杖、支架等器材进行活动）；主动运动（常用抗阻力器、沙袋、弹簧等作肌肉抗阻力锻炼）。
3、使用特殊用品用具及辅助器具：如假肢装配，矫形器应用，轮椅等。
四、精神病防治康复在社区政府领导下，大力开展“社会化、综合性、开放式”精神病防治康复工作模式，建立组织管理、技术指导、康复服务网络；采取药物、工疗等措施，最大限度地恢复患者的个人家庭生活、职业和社会功能，促使回归社会成为自食其力者，减轻残疾者及家庭的痛苦，维护社会治安，加强精神文明建设。
残疾人康复知识培训残疾人康复知识培训
一、残疾人康复概述
1.1 康复的定义
1.2 残疾人康复的目的和重要性
1.3 康复的原则和基本步骤
二、残疾分类与评估
2.1 残疾分类介绍
2.2 残疾评估方法和流程
2.3 评估结果的分析和应用
三、康复辅助设备与技术
3.1 康复辅助设备的种类和功能
3.2 康复辅助技术的应用
3.3 康复辅助设备的选择与配置
四、康复训练与治疗
4.1 运动康复训练原理和方法
4.2 物理疗法的应用
4.3 言语康复训练的技巧与策略
4.4 职业康复训练的内容和要点
4.5 心理康复的重要性和方法
五、康复社会融合
5.1 社会融合的意义和目标
5.2 残疾人就业与职业发展
5.3 教育和培训的机会与挑战
5.4 残疾人权益保障与法律法规
六、残疾人康复案例分析
6.1 运动康复案例分析
6.2 言语康复案例分析
6.3 职业康复案例分析
6.4 心理康复案例分析
七、附件
附件1：残疾人康复评估表格
附件2：康复辅助设备目录和价格表格
附录：法律名词及注释
1、《残疾人保障法》：是指中华人民共和国国家立法机关审议通过并依法公布实施的法律。
2、《残疾人康复条例》：是指中华人民共和国制定并依法公布实施的法规。
3、《社会主义核心价值观》：是指中国特色社会主义价值体系的重要组成部分，包含了富有广泛代表性的价值观念体系。
4、《残疾人权益保障条例》：是指中华人民共和国对残疾人权益保障进行法律保障的法规。
保姆培训教材（内部使用）行政人事部编制2013.12.2目录第一章公司企业文化，规章制度 (4)1. 公司企业文化 (4)2. 家政服务员入职流程 (4)3. 家政服务员营业厅待岗规范 (4)4. 家政服务员家庭服务守则 (4)第三章家政服务员道德修养、行为准则 (5)1. 家政服务员应遵循的职业道德 (5)2. 家政服务员的行为准则 (6)3. 家政服务员怎样培养自己良好的道德品质 (7)第四章家政人员从业心态、礼貌礼仪 (7)1. 家政服务员的从业心态 (7)2. 礼貌礼仪的基本知识 (9)3. 日常生活礼节 (9)4. 塑造家政服务员良好的职业形象 (10)5. 家政服务工作百忌 (11)第五章家居保洁 (12)1. 家居保洁标准 (12)2. 家居保洁程序 (12)3. 家居保洁步骤 (12)4. 客厅保洁服务流程 (13)5. 厨房保洁服务流程 (14)6. 卫生间保洁服务流程 (14)7. 餐具、居室的消毒 (15)8. 居室杀虫、灭鼠的流程 (15)9. 家居实用小窃门 (16)第六章洗衣、熨烫、整理收藏 (17)1. 衣物洗涤的一般常识 (17)2. 衣物的洗涤方法 (17)3. 常用面料衣物的洗涤与晾晒 (18)5. 衣服的整理收藏 (20)6. 衣物清洗小窍门 (21)第七章家用电器使用及保养常识 (22)1. 空调的使用和注意事项 (22)2. 电视机的使用方法和注意事项 (23)3. 电冰箱的使用方法和注意事项 (24)4. 洗衣机的使用方法和注意事项 (25)5. 热水器的使用方法和注意事项 (25)6. 消毒柜的使用方法和注意事项 (26)7. 电磁炉的使用方法和注意事项 (26)8. 燃气灶的使用方法和注意事项 (27)9. 高压锅的使用方法和注意事项 (27)10.电饭煲的使用方法和注意事项 (28)11.电风扇的使用方法和注意事项 (28)12.电熨斗的使用方法和注意事项 (28)13. 吸尘器的使用方法和注意事项 (29)14. 微波炉的使用方法和注意事项 (29)15. 抽油烟机的使用方法和注意事项 (30)16. 取暖炉、电暖器的使用方法和注意事项 (30)第八章烹饪知识 (31)1. 家庭烹饪基本知识 (31)2. 家庭烹饪质量标准 (31)3. 刀工操作和应用 (32)4. 灶火的识别 (32)5. 主食制作实例 (32)6. 家常菜肴制作实例 (32)第九章家庭花卉、宠物养护 (32)1. 家庭植物养护 (32)2. 宠物养护 (35)第十章当地风俗习惯 (38)1. 厦门习俗简介 (39)2. 其他宗教信仰 (40)第十一章居家护理的基础知识 (40)1. 人体的医学搂据 (40)2. 药物的使用常识 (40)3. 家庭日常急救知识 (41)第十二章产妇的护理 (42)1. 产妇的日常照料 (42)2. 产妇的饮食需求与禁忌 (44)3. 产妇常见症状 (44)第十三章儿童的照料 (45)1. 儿童的营养 (45)2. 儿童生活习惯的建立 (45)3. 有益于儿童的游戏 (46)4. 接送学童的安全注意事项 (46)第十四章老人的护理 (47)1. 老人的生理变化及心理特点 (47)2. 老人的四季保健 (47)3. 老人的日常生活护理 (47)4. 老年人常见病日常护理 (48)5. 老年突发疾病的应对及住院护理 (50)第十五章家政面试、做事技巧 (50)1. 面试话术 (50)2. 面试注意事项 (51)3. 合格保姆的做事技巧 (51)第一章 公司企业文化，规章制度1. 公司企业文化2. 家政服务员入职流程3. 家政服务员营业厅待岗规范3.1 不乱丢杂物，保持营业厅地面、墙面及走廊干净整洁、严禁在办公区域吸烟，不随地吐痰；3.2 爱护公物，节约公司资源，节约用水、电及其他用品；3.3不在营业厅内打闹嬉戏，不大声喧哗；3.4不经公司管理人员允许不进入工作区域和使用公司的电脑、电话等办公用具；3.5 着装整洁，头发整齐，面部清洁，指甲及时修剪并保持干净，不涂有色指甲油，禁止化浓妆、艳妆；3.6保持良好的站姿及坐姿，站姿端正，挺拔自然；坐姿良好，不抖腿，不翘二郎腿，不将脚搁在桌子或者椅子上；3.7 提倡讲普通话，交谈时要做到语气诚恳，语言清晰，语速适中，语调平和，语意明确；3.8 不向任何人员透露公司任何信息，做好保密工作；3.9 服从公司安排，不顶撞管理人员，不论什么事情，通过沟通解决，不在营业厅和管理人员大声吵闹；3.10公司派的面试单，要严格按照公司的要求，准时到达指定地点、并按公司的流程完成签单等工作，面试过程中无论遇到任何问题都要及时和管理人员联系，第一时间反馈问题，如不按公司的规定或 管理人员的安排，下次派单前需交押金20元（保证按公司的规定流程及安排）再派单，如按公司的规定及要求的面试后可退还押金，如还是不按公司的规定及要求的，押金将不退还，并不再派单；3.11保持洗手间的卫生，不乱丢纸张和杂物，请保持洗手间干净卫生，优雅的环境卫生靠大家共同来维护，请随时保持干净整洁；3.12如家政服务员不服从公司的管理或者违反以上的规定，视情节严重程度，给予警告，如屡次不改正者，公司将永不再派单；3.13积极参加公司组织的培训，培训时专心听讲，将手机调成静音，不在课堂上打瞌睡、聊天、玩手机等，不做影响课堂秩序的事；3.14爱护培训室内的物品及设施，设备及工具使用后要及时清洗，陈列整齐，保持培训室干净整洁；3.15积极配合培训讲师的安排，不在课堂上故意大声喧哗，扰乱课堂秩序，不随便插话及打断讲师授课。
复服务应知应会培训养老机构主要康复内容：一、功能受限关节的关节活动度的维持和强化训练二、弱势肌群的肌力、肌耐力训练三、体位转移训练四、站立训练五、步行训练六、精神心理康复服务七、临床康复护理服务八、认知障碍老年人，开展非药物干预措施，提供作业康复任务、游戏活动、怀旧活动等康复项目九、康复咨询服务，包括康复训练的适应症、禁忌症、注意事项、方法、强度、频率和时间第一章运动治疗第一节关节活动范围训练利用各种方法以维持和恢复因组织粘连和肌肉痉挛等多因素引发的关节功能障碍的运动疗法技术，训练方法有徒手训练和器械训练。
一、被动关节活动范围训练（一）徒手训练1、定义患者自身或在治疗师帮助下完成关节运动，以维持和增大关节活动范围的训练方法。
2、适应证与禁忌证（1）适应证：因力学因素所致软组织的挛缩与粘连、疼痛及肌痉挛；神经性疾患所致的关节活动范围减小和受限；不能主动活动者如昏迷、完全卧床等。
（2）禁忌证：各种原因所致的关节不稳定、关节内未完全愈合的骨折、关节急性炎症或外伤所致的肿胀、骨关节结核和肿瘤等。
3、设备与用具不需要设备。
4、操作方法与步骤（1）患者取舒适、放松体位，肢体充分放松。
（2）按病情确定运动顺序，由近端到远端(如肩到肘，髋到膝)的顺序有利于瘫痪肌的恢复；由远端到近端(如手到肘，足到膝)的顺序有利于促进肢体血液和淋巴回流。
（3）固定肢体近端，托住肢体远端，避免替代运动。
（4）动作缓慢、柔和、平稳、有节律，避免冲击性运动和暴力。
（5）操作在无痛范围内进行，活动范围逐渐增加，以免损伤。
（6）用于增大关节活动范围的被动运动可出现酸痛或轻微的疼痛，但可耐受；不应引起肌肉明显的反射性痉挛或训练后持续疼痛。
（7）从单关节开始，逐渐过渡到多关节；不仅有单方向，而且应有多方向的被动活动。
（8）患者感觉功能不正常时，应在有经验的治疗师指导下完成被动运动。
（9）每一动作重复10～30 次，2～3 次/天。
5、注意事项（1）患者应在舒适体位下进行，并尽量放松，必要时脱去妨碍治疗的衣物或固定物。
第1篇甲方（老人或其法定监护人）：姓名：________________________性别：________________________年龄：________________________身份证号码：____________________住址：________________________乙方（康复机构）：名称：________________________地址：________________________法定代表人：____________________联系电话：____________________电子邮箱：____________________鉴于甲方因疾病、意外伤害或其他原因导致身体机能下降，需要通过专业的康复治疗和训练来恢复健康，乙方同意为甲方提供康复服务。
为明确双方的权利和义务，经双方友好协商，特订立本协议。
第一条协议内容1.1 乙方同意为甲方提供以下康复服务：- 康复评估：对甲方进行全面的康复评估，包括身体状况、心理状况、功能状况等。
- 康复治疗：根据评估结果，为甲方制定个性化的康复治疗方案，包括物理治疗、作业治疗、言语治疗、心理治疗等。
- 康复训练：指导甲方进行日常生活中的康复训练，提高其生活自理能力。
- 康复护理：为甲方提供必要的护理服务，确保其康复过程中的安全和舒适。
1.2 甲方同意积极配合乙方的康复服务，按照康复计划进行训练，并及时向乙方反馈康复过程中的感受和问题。
第二条服务期限2.1 本协议服务期限为____年，自____年____月____日起至____年____月____日止。
2.2 若甲方在服务期限内因特殊情况需要延长服务期限，应提前____天向乙方提出书面申请，经双方协商一致后可予以延长。
第三条服务费用3.1 乙方提供康复服务的费用为人民币____元整（大写：____元整），包括但不限于康复治疗、康复训练、康复护理等费用。
3.2 甲方应按照以下方式支付费用：- 首次支付：甲方在签订本协议后____个工作日内，一次性支付人民币____元整（大写：____元整）作为首付款。
Imperial Examinations (Keju)From New World EncyclopediaJump to: navigation, searchPrevious (Impala)Next (Imperial Japanese Navy)Song Dynasty portrait of an Imperial examination.The Imperial examinations or Keju (Traditional Chinese: 科舉; pinyin: kējǔ), were an essential part of the Chinese government administration from their introduction in the Han Dynasty (206 B.C.E. to 220 C.E.) until they were abolished during Qing attempts at modernization in 1905. The examination system was systematized in the Sui Dynasty (581–618) as an official method for recruiting bureaucrats. It was intended to ensure that appointment as a government official was based on merit and not on favoritism or heredity. Theoretically, any male adult in China, regardless of his wealth or social status, could become a high-ranking government official by passing the imperial examination. Examinations were given on four levels, local, provincial, metropolitan and national. Candidates on their knowledge of the Confucian classics, their ability to write, and the "Five Studies:" military strategy, civil law, revenue and taxation, agriculture, and geography. Though only about 5 percent of those who took them passed, the examinations served to maintain cultural unity and consensus on basic values and ensured the identification of the educated elite with national, rather than regional, goals and values.The Chinese civil service system later served as a model for thecivil-service systems that developed in other Asian and Western countries.Contents[hide]∙ 1 History of Imperial Examinationso 1.1 Qin and Han Dynastieso 1.2 Sui and T’ang Dynastieso 1.3 Sung Dynastyo 1.4 Ming and Qing Dynasties∙ 2 Purpose of Imperial Examination System∙ 3 Content and Structure of the Civil Service Examinations∙ 4 Types of Degrees∙ 5 Influenceo 5.1 Far-reaching influence∙ 6 Golden Lists of the Qing Dynasty Imperial Examination∙7 See also∙8 Notes∙9 References∙10 External links∙11 CreditsHistory of Imperial ExaminationsThe Chinese Emperor during the Civil Service Examination, Song Dynasty PaintingSuccessive Chinese dynasties were usually established through military conquest, sometimes by emperors who had risen from humble origins by means of their strategic skill and ability to organize their people. These rulers required large numbers of intelligent and well-educated bureaucrats to successfully administer their domains. The system of civil service examinations became a means for creating such a body of capable officials. Appointments to civil service positions were not to be based on favoritism or inherited privilege, but on the capabilities of the individual candidates, as exhibited by their performance in the civil service examinations. [1]Qin and Han DynastiesThe first centralized Chinese bureaucratic empire was realized under the Qin Dynasty (Ch'in dynasty; 秦朝; Ch'in Ch'ao) (221 B.C.E. - 206 B.C.E.). Appointments to the Qin bureaucracy were based on recommendations from prominent aristocrats and existing officials, and it was commonly accepted that candidates must come from the aristocracy. The origin of the civil service examination system, called the nine-rank system, can be traced to the Han Dynasty(206 B.C.E.to 220 C.E.). In 124 B.C.E., during the reign of the Han emperor Wu-ti, an imperial university was established to train officials in the principles of Confucian government.By 115 B.C.E., a curriculum had already been established. Scholars were tested for their proficiency in the Six Arts: music; archery and horsemanship; arithmetic; writing; and knowledge of the rituals and ceremonies, both public and those described in the Five Classics. The curriculum was then expanded to cover the "Five Studies:" military strategy, civil law, revenue and taxation, agriculture, and geography, in addition to the Confucian Classics. [2]Sui and T’ang DynastiesThe Sui Dynasty (581–618) adopted the Han examination system, systematizing it as an official method for recruiting bureaucrats. The Sui introduced a rule that the officials of a prefecture must be appointees of the central government rather than local aristocrats, and that the local militia was to be subject to the officials appointed by the central government.During the T'ang dynasty (618–907), a system of local schools to prepare scholars for the civil service examinations was established. Those who hoped to enter the upper levels of the bureaucracy then competed in thechin-shih exams, which tested their knowledge of the Confucian Classics. These examinations gradually became the major means of selecting government officials; by the end of the T'ang dynasty, the old aristocracy had been supplanted by the scholar-gentry.Sung DynastyThe civil-service system reached its summit during the Sung dynasty (960–1279). Throughout China, public schools were established for the benefit of those who were talented but indigent. Officials related by blood or marriage were forbidden to engage in business together, and members and relatives of the imperial family were not allowed to hold high positions. A merit system was established, in which anyone who nominated an individual for a promotion was held completely responsible for that person's conduct.Higher-level Sung officials were recruited by passing the chin-shih degree. After 1065, the chin-shih examinations were held every three years, and were open to anyone who had passed the qualifying tests on the local level.Ming and Qing DynastiesQuestion sheet for the Capital Examination 1894The civil-service system reached its final form under the Ming dynasty (1368–1644), and was adopted almost intact by the succeeding Qing dynasty(1644–1911/12). No official was permitted to serve in his home district, and officials were rotated every three years to prevent hem from building up a power base. The civil service examinations were given in three stages: the hsiu-ts'ai (“cultivated talent”), held at the local-prefecture level; the chü-jen (“recommended man”), held at the prefectural capital; and the chin-shih, held at Peking. Passing the chin-shih was the requirement for high office, but the other degrees gave privileges, such as exemption from labor service and corporal punishment, government stipends, and admission to upper-gentry status (chü-jen). The subject matter of the examinations was limited to the Four Books and Five Classics of Confucianism. Regional recruitment quotas were set to prevent any one region from predominating, and precautions were taken against cheating. The form for an examination paper became the stylized “eight-legged essay” (pa-ku wen-chang), which had eight main headings, used 700 characters or less, and dealt with topics according to a certain set manner.By 1370, the examinations lasted between 24 and 72 hours, and were conducted in spare, isolated examination rooms; sometimes, however, it was held in cubicles. The small rooms featured two boards which could be placed together to form a bed, or placed on different levels to serve as a desk and chair. In order to obtain objectivity in evaluation, candidates were identified by number rather than name, and examination answers were recopied by a third person before being evaluated to prevent the candidate's handwriting from being recognized.The examinations were often criticized because the ability to do well on the examination did not necessarily reflect the ability to govern well, and because they gave precedence to style over content and originality of thought. The Confucian examinations were finally abolished by the Qing dynasty in 1905 as part of its modernization program, and the civil service system was overthrown along with the Qing government in the Revolution of 1911.The short-lived Taiping regime was the first in Chinese history to admit women as candidates in the examination system.After the fall of Qing Dynasty in 1911, Dr. Sun Yat-sen, the leader of the newly risen Republic of China, developed similar procedures for the new political system through an institution called the Examination Yuan, although this was quickly suspended due to the turmoil caused by regional warlords and the Japanese invasion between the two World Wars. The Kuomintang administration revived the Examination Yuan in 1947 after the defeat of Japan, but moved to Taiwan two years later after the Communist Party of China's victory in the Chinese Civil War. The Examination Yuancontinues to exist as one of the five branches of government in the Republic of China on Taiwan.Purpose of Imperial Examination SystemCandidates gathering around the wall where the results had been posted. This announcement was known as "releasing the roll" (放榜), a term that continues in modern use. (c. 1540, by Qiu Ying)Theoretically, any male adult in China, regardless of his wealth or social status, could become a high-ranking government official by passing the imperial examination, although under some dynasties members of the merchant class were excluded. In reality, since the process of studying for the examination tended to be time-consuming and costly (if tutors were hired), most of the candidates came from the small group of relatively wealthy land-owning gentry. However, there are a number of examples in Chinese history of individuals who moved from a low social status to political prominence through success in the imperial examination. Under some dynasties the imperial bureaucracy became corrupt, examinations were abolished and official posts were either sold or given as political rewards. At these times, the public morale diminished, and some type of reform was often introduced to restore traditional Confucian values in the government.In late imperial China the examination system and associated methods of recruitment to the central bureaucracy were major mechanisms by which the central government captured and held the loyalty of local elites. Their loyalty ensured the integration of the Chinese state, and countered tendencies toward regional autonomy and the breakup of the centralized system. The examination system distributed its prizes according to provincial and prefectural quotas, which meant that imperial officials were recruited from the whole country, in numbers roughly proportionalto each province's population. Elite individuals all over China, even in the disadvantaged peripheral regions, had a chance at succeeding in the examinations and achieving the rewards of holding office.The examination system also served to maintain cultural unity and consensus on basic values. The uniformity of the content of the examinations meant that the local elites and political aspirants across the whole of China were inculcated with the same values. Though only a small fraction (about 5 percent) of those who attempted the examinations passed them and received titles, the preparation for and the hope of eventual success on a subsequent examination sustained the interest of those who took them. Those who failed to pass—most of the candidates at any single examination did not lose wealth or local social standing; as dedicated believers in Confucian orthodoxy, they served, without the benefit of state appointments, as teachers, patrons of the arts, and managers of local projects, such as irrigation works, schools, or charitable foundations.In late traditional China, education was valued because success in the examinations assured upwards social mobility. The overall result of the examination system and its associated program of study was cultural uniformity and the identification of the educated elite with national, rather than regional, goals and values. This self-conscious national identity still underlies the nationalism that has been so important in China's politics in the twentieth and twenty-first centuries.Content and Structure of the Civil Service ExaminationsExaminations were given at the local, provincial, metropolitan and national levels. District exams tested candidates on their knowledge of the Confucian classics, and their ability to compose poetry on given subjects using set poetic forms and calligraphy. The provincial level examinations tested candidates on the breadth of their knowledge of the Classics. A candidate who passed the provincial level exam was termed juren (recommended man) and was eligible for the national level.At the national level, candidates were examined on their ability to analyze contemporary political problems, in addition to the usual examinations based on the Classics. An individual who succeeded in the national examination was raised to the level of jinshih (presented scholar). Occasionally, highly prestigious special examinations were held by imperial decree.The success rate in the civil service examinations was low and restricted by regional quotas; during the Tang Dynasty the passing rate was about two percent. The personal suffering undergone by individuals in preparing for and taking the examinations has become part of Chinese folklore. Many candidates failed repeatedly, and some committed suicide because of the disgrace that their failure brought to their families. Others continued taking exams even when they became old, gray-haired men. The clans or families of those who rose through the ranks by passing these examinations also rose in social prestige and wealth.The meritocratic nature of these exams has been noted in Chinese history: during the Ming Dynasty about 47 percent of those who passed the highest level examinations were from families with no official connections. [3]Types of DegreesExamination hall with 7500 cells, Guangdong, 1873.These are some of the types of degrees that were offered:∙Shēngyuán (生員), also called xiùcái (秀才), licentiate;administered at exams held in the county level each year.o Anshou, (案首)a shēngyuán who ranked #1o Gongsheng (貢生), senior licentiate∙Jǔrén (舉人) provincial graduate, administered at the provincial level every three yearso Jieyuan (解元) jǔrén who ranked #1.o Huiyuan (會元), jǔrén who ranked #1 in prequalificationo Gongshi (貢士), jǔrén who passed prequalification ∙Jìnshì (進士) metropolitan graduate, administered in the capital every three yearso Jinshi jidi (進士及第) Jinshi who were ranked first class in Jinshi examiniation.o Zhuangyuan (狀元), jìnshì who ranked #1 first class (in Jinshi examination) .o Bangyan (榜眼), jìnshì who ranked #2 first class.o Tanhua (探花), jìnshì who ranked #3 first class.o Jinshi Chushen (進士出身) jìnshì who were ranked second class in Jinshi examination.o Tong Jinshi Chushen (同進士出身) jìnshì who were ranked third class in Jinshi examiniation.InfluenceThe Chinese Imperial examination system had international influence throughout East Asia. It was copied by the Goryeo Dynasty and Joseon Dynasty for the Yangban class in Korea(see Gwageo) until its annexation by Japan. It was also copied in Vietnam from 1075 to 1919. Japan used a similar examination system during the Heian period for the promotion of minor nobles; it was replaced by the hereditary system in the Samurai era.It has been suggested that the Chinese Imperial examination system was an important influence on the Northcote-Trevelyan Report and hence on the reform of the Civil Service in British India and later in the United Kingdom. In the late nineteenth and early twentieth centuries, admission to the British civil service administration depended on success in an examination in classical studies.Far-reaching influence"The examination systems employed in most countries are copied from the British system. And the origin of the Britain's examination system actually came from China," stated Dr. Sun Yat-sen (1866-1925), in his Five-Power Constitution, which created a separate body, called the Examination Yuan, to supervise the examination process, along with four other bodies were responsible for legislative, executive, judicial and supervisory powers in his government. Early in 1621, a book titled "Anatomy of Melancholy" by Robert Burton created panic among the British aristocracy by challenging the privilege enjoyed by the aristocracy, and suggesting the introduction of China's imperial examination system. Two centuries later, in 1855, the civil official examination system was officially established in Britain. "It is widely acknowledged by Western scholars today that China's imperial examination system exerted direct influence on the modern civil service examination system in the West,"said Li Shiyu, a guest-visitor to the exhibition and researcher with the Institute of History under the Chinese Academy of Social Sciences. [4]Golden Lists of the Qing Dynasty Imperial ExaminationThe Palace Examination was the final stage in the sequence of civil service recruitment examinations during the Qing Dynasty (1644-1911). This examination was prepared and presided over by the Emperor in person, and held in the Hall of Preserving Harmony in the royal palace. Those who passed the examination were awarded the title of Jin Shi (进士). They would be selected in three categories, and the names of the successful candidates would be written on a sheet of yellow called the “Golden List” or “Yellow List.” There were two types of Golden Lists, a small one to be submitted to the Emperor, and a large one to be posted outside the Chang An Gates. The large Golden List was 150-220cm long and 80-90cm wide. It was written in both Chinese and Manchu, in Chinese ink, and stamped with the Emperor’s Seal. The Manchu language was written from left to right, while the Chinese was written from right to left. The two languages were joined in the middle of the paper by dates and the Manchu and Chinese character for the word List (榜). The paper began with an imperial command and followed with the name lists of successful candidates for each of the three categories. The Emperor’s Seal was put over the dates of the two languages and also where the papers’ edges met. C ords for anging were attached every meter along the upper edge of the paper. The small Golden List was 100cm long and 35 cm wide, the same as the large one in style and content, but without the Emperor’s seal on it.There are over 200 fragments of small and large Golden Lists in the custody of the First Historical Archives, rangeing from the sixth year of the reign of the Kangxi emperor (1667) to the 29th year of Emperor Guangxu (1903). All the documents are written in beautiful calligraphy and can be considered pieces of art in their own right. [5]。
