The discovery of the Americas had a transformative impact on global trade, cultures, and societies. It led to the introduction of new crops from the Americas to the Old World, which increased global demand and shifted trade patterns. It also resulted in the trans-Atlantic slave trade and the destruction of many Native American populations. These changes affected various groups in different ways, including Native Americans, Africans, European traders, and colonists in the Americas. The changes also impacted daily life and the roles of women in colonial America.

1. Communicating professionally and ethically is one of the
essential skillsets we can teach you at Strayer. The following
guidelines will ensure:
· Your writing is professional
· You avoid plagiarizing others, which is essential to writing
ethically
· You give credit to others in your work
Visit Strayer’s Academic Integrity Center for more information.
Strayer University Writing Standards
1Strayer University Writing Standards
https://pslogin.strayer.edu/?dest=academic-support/academic-
integrity-center
� If your assignment requires a title page, include the
assignment title, your
name, course title, your professor’s name, and the date of
submission on a
separate page.
� If your assignment does not require a title page, include the
assignment title,
your name, course title, your professor’s name, and the date of
submission in
the header of your document.

2. � Include page numbers.
� Use 1-inch margins.
� Use Arial, Courier, Times New Roman, or Calibri font style.
� Use 10, 11, or 12 point font size for the body of your text.
� Use either single or double spacing, according to assignment
guidelines.
� See assignment guidelines for instructions to format
tables/charts/graphs/
images.
� Use appropriate language and be concise.
� Write in active voice when possible. Find tips here.
� Use the point of view (first, second, or third person) required
by the
assignment guidelines.
� Use spelling and grammar check and proofread to help
ensure your work is
error free.
� Use credible sources to support your ideas/work. Find tips
here.
� Cite your sources throughout your work when you borrow
someone else’s
words or ideas. Give credit to the authors.

3. � Add each cited source to the source list at the end of your
assignment so that
your reader can find and reference the original material. (See
In-Text Citations
section for more details.)
� Don’t forget to cite and add your textbook to the source list
if you use it as a
source.
� Include a source list when the assignment requires research
or if you cite the
textbook.
� Type “Sources” centered on the first line of the page.
� List the sources that you used in your assignment.
� Organize sources in a numbered list and in order of use
throughout the paper.
Use the original number when citing a source multiple times.
Writing Assignments
Title Your Work
Use Appropriate
Formatting
Write Clearly
Cite Credible Sources
Build a Source List

4. Strayer University Writing Standards 2
https://owl.english.purdue.edu/owl/resource/539/01/
http://libdatab.strayer.edu/login?url=http://search.ebscohost.co
m/login.aspx?direct=true&db=ers&AN=98402046&site=eds-
live&scope=site
Giving Credit to Authors and Sources
When quoting or paraphrasing another source in your writing,
you need to give credit by
using an in-text citation. An in-text citation includes the
author’s last name and the number of
the source from the source list. Find tips here.
Option #1: Paraphrasing
Rewording Source Information in Your Own Words
· Take the source information and rephrase it in your
words. Be sure not to repeat the same words of the
author.
· Add a number to the end of your source (which will tie to
your source list).
· Remember, you cannot just replace the words of the
original sentence.
ORIGINAL SOURCE
“Writing at a college level requires informed
research.”
PARAPHRASING

5. As Harvey wrote, when writing a paper for
higher education, it is critical to research and
cite sources (1).
When writing a paper for higher education,
it is imperative to research and cite sources
(Harvey, 1).
Option #2: Quoting
Citing another person’s work word for word
· Place quotation marks at the beginning and the end of
the quoted information.
· Add a number to the end of your quote (which matches
your source list).
· Do not quote more than one to two sentences
(approximately 25 words) at a time.
· Do not start a sentence with a quotation.
· Introduce and explain quotes within the context of your
paper.
ORIGINAL SOURCE
“Writing at a college level requires informed
research.”
QUOTING
Harvey wrote in his book, “Writing at a college
level requires informed research” (1).

6. Many authors agree, “Writing at a college
level requires informed research” (Harvey, 1).
Strayer University Writing Standards 3
http://libdatab.strayer.edu/login?url=http://search.ebscohost.co
m/login.aspx?direct=true&db=ers&AN=98402046&site=eds-
live&scope=site
Source List
The source list (which includes the sources that you used in
your assignment) is a new page
that you will add at the end of your paper. The list has two
purposes: it gives credit to the
authors that you use and gives your readers enough information
to find the source without
your help. Build your source list as you write.
Strayer University Writing Standards 4
· Type “Sources” at the top of a new page.
· Include a numbered list of the sources you used in your paper.
(the numbers
indicate the order in which you used them). A well-researched
assignment has
at least as many sources as pages.
1. Use the number one (1) for the first source used in the paper,
the number
two (2) for the second source, and so on.
2. Use the same number for a source if you use it multiple
times.

7. · Ensure each source includes four parts: author or
organization, publication
date, title, and how to find it. If you have trouble finding these
details, then re-
evaluate the credibility of your source.
· Use the browser link for a public webpage.
· Look for a permalink tool for a webpage, which requires
logging in, such as the
Strayer Library.
· Write a comment instructing your readers how to find all
sources that do not
have a browser link or a permalink.
Source List Elements
AUTHOR PUBLICATION DATE TITLE HOW TO FIND
Michael Harvey
In the case of multiple
authors, only list the first.
2013
This is not the same as
copyright date, which is
denoted by ©
The Nuts &
Bolts of College
Writing
http://libdatab.strayer.edu/login?url=http://

8. search.ebscohost.com/login.aspx?direct
=true&db=nlebk&AN=590706&site=eds-
live&scope=site
1. Michael Harvey, 2013, The Nuts & Bolts of College Writing,
http://libdatab.strayer.edu/login?url=http://search.
ebscohost.com/login.aspx?direct=true&db=nlebk&AN=590706&
site=eds-live&scope=site
Setting Up the Page
Building a Source List
1. Michael Harvey, 2013, The Nuts & Bolts of College Writing,
http://libdatab.strayer.edu/login?url=http://search.
ebscohost.com/login.aspx?direct=true&db=nlebk&AN=590706&
site=eds-live&scope=site
2. William R. Stanek, 2010, Storyboarding Techniques chapter
in Effective Writing for Business, College and Life, http://
libdatab.strayer.edu/login?url=http://search.ebscohost.com/login
.aspx?direct=true&db=nlebk&AN=359141&site=e
ds-live&scope=site&ebv=EB&ppid=pp_23
3. Zyad Hicham, 2017, Vocabulary Growth in College-Level
Students’ Narrative Writing, http://libdatab.strayer.edu/
login?url=http://search.ebscohost.com/login.aspx?direct=true&d
b=edsdoj&AN=edsdoj.9b7fad40e529462bafe3a936
aaf81420&site=eds-live&scope=site
4. Anya Kamenetz, July 10, 2015, The Writing Assignment That

9. Changes Lives, https://www.npr.org/sections/
ed/2015/07/10/419202925/the-writing-assignment-that-changes-
lives
5. Brad Thor, June 14, 2016, The Best Writing Advice I Ever
Got, http://time.com/4363050/brad-thor-best-writing-advice/
6. Karen Hertzberg, June 15, 2017, How to Improve Writing
Skills in 15 Easy Steps, https://www.grammarly.com/blog/
how-to-improve-writing-skills/
7. Roy Peter Clark, 2008, Writing Tools: 55 Essential Strategies
for Every Writer
8. C.M. Gill, 2014, The Psychology of Grading and Scoring,
Essential Writing Skills for College & Beyond
9. ABC Company’s Policy & Procedures Committee, Employee
Dress and Attendance Policy, this is a policy in my office
10. Henry M. Sayre, 2014, The Humanities: Culture, Continuity
and Change Vol 1, this is the HUM111 textbook
Strayer University Writing Standards 5
Assessment 1 MGT300 T0218
Assessment Type: 2500 word report -individual assessment.
Due Date: Week 6 – 5.00pm, Friday of Week 6
Research based– see Research Requirements below
Purpose:
To allow students to begin to apply the knowledge and skills of

10. the subject to a real world example. This assessment supports
and relates to Learning Outcomes a, b,c and e found in the
Subject Outline.
Value: 20%
Submission: Electronic submission – upload a Word .doc or
.docx to Moodle and Turnitin
Topic:
After reading the case study on Johnstons of Elgin , as placed
on Moodle, prepare your 2500 word report;
Task Details:
Table of contents, body (sub headings of questions answered,
conclusions and recommendations, analysing the issues in the
case. Identify management strategies that enabled the company
to continue on its path to become more profitable.
In your report you need to consider:
1. Vertical integration,
2. Driving efficiencies and supply chain mechanism’s,
3. Employing, upstream to downstream production and finishing
processes,
4. Look at both agile and lean logistics strategies
Students need to support their analysis with reference from the
text and a minimum of eight (8) suitable, reliable, current and
academically acceptable sources – check with your tutor if
unsure of the validity of sources.
Those seeking Credit or above grades should support their
analysis with an increased number of reference sources. As a
guide 12 for credit and 15 for Distinction. This implies

11. evidence of research is found within your work not merely the
cutting and pasting of references to pad out the submission.
Sources such as Wiki…, scribed.com, docstore.com, etc. are not
considered acceptable sources and should not be used – reliance
on such sources will result in a Fail grade.
Presentation:
Report format – 2300 - 2500 word Word.doc or Word.docx
(word count applies to content only, not title page, executive
summary, table of contents and reference list).
NOTE:
Harvard referencing (Anglia version) is to be used.
This is not a group assignment and collusion is a form of
serious academic misconduct.
Marking Guide:
Marks will be awarded according to the Marking Rubric found
on page 10 of the Subject Outline. The assignment marks are
out of a possible 20 marks.
All submissions must be lodged to Turnitin where they will be
graded. Resubmissions will only be allowed if a serious attempt
to complete the assignment has been undertaken.
In the interests of academic support all students undertaking
this first assignment in this subject only will be allowed a
resubmission and due within 10 working days of the date the
grades are released. It is anticipated that students who resubmit
would seek guidance from the academic support team in the
EDC sessions. Resubmissions, after reworking will maintain a
maximum (whole number) mark located within the grade/band
that the original submission was graded at.
Grade Original mark Resubmitted highest possible
mark
Fail (0-9) 2 9
Pass (10-11) 10 11
Credit (11-12) 12 13

12. Distinction (12-13) 14 15
High Distinction (13-14) 16 17-20
Running head: CHANGING WORLD
1
A CHANGING WORLD
5
A Changing World
Mario Parker
History 104
Professor Ratsimbaharison
08/04/2018
A changing world
The finding of America is one of the significant events that had
a massive and relatively transformative impact on the change
that has been seen the humankind in the last two or centuries
now. Its discovery had a significant effect on industrial
facilitation that saw the growth of economic power that
empowered the New World industry by providing ready markets
for most products (Forman-Barzilai, 2008). The newly

13. discovered world had an impact on trade affected cultures,
societies, innovations and globalization by promoting exchange
and uniting the world.
Three major aspects tend to demonstrate the old and New World
exchanges. The elements include the discovery of new raw
materials such as tobacco, cotton, corn which led to the creation
of more market demand and shifting the pattern of trade. The
development created an increase in demand and supply with
both their level being determined by the needs of societies
across the world (Forman-Barzilai, 2008). It resulted in the
second aspect which is global trans-Atlantic slave trade that was
used to create free labor for owners to increase the means of
production and creating a massive humanitarian disaster.
Lastly, there was the aspect the destruction of native
populations throughout the Americas, representing liquidation
beyond reasonable levels that were justified by a newfound
sense of European superiority (Muthu, 2008). For example, the
Native Americans population faced decimations and
displacement in a struggle that saw the majority of the people
destroyed and forced to abandon their settlements in the
struggle for power and resources (Forman-Barzilai, 2008).
The events by Old and New World changes affected many
groups, but its impact had special effects on five main groups.
They include the Native Americans particularly of the South,
North, and Central America which were affected by incidental
and organized genocides (Forman-Barzilai, 2008). Africans,
mostly from West Africa were hugely affected in multiple ways.
For example, their old empires were dismantled and the creation
of systems that were to enable people to be traded as goods and
enslave to supply free labor in the New World. Major Trade
Powers were also affected.
The events also affected the traders and merchants who were
highly involved in the global market economy, such as Arab
traders, Dutch and English multinationals that capitalized on the
discovery of the new world (Grolle, 2013). The others to be
affected were the pioneers who colonized the New World due to

14. their boldness to begin a modern society as they contended with
political, social, and economic challenges related to the change.
Finally, a group of Europeans and British who continued to
operate in the Old World, society and politics changed their way
of existence in normal and outstanding ways via transformations
in leadership sectors (Grolle, 2013).
The nature of the events mainly the creation of new global trade
routes affected the occupations and lifestyle of the average
working American in the colonies in several ways. There was an
introduction of new patterns and products for eating and other
shifts of activities in their daily life. These patterns mostly
depended on the local resources that were available and
fluctuations in the markets. Introductions of new cultural
behaviors and beliefs which lead to culture shock (Forman-
Barzilai, 2008). For example, the behaviors and cultures varied
among the plantations inhabited by slaves. In some plantations,
slaves would work in the fields which saw the introduction of
new leadership and supervision skills. It involved subjecting the
slaves to repeated beatings and exploitation while working
under unfavorable weather conditions such as excessive cold or
heat. Those who worked indoors required different skills to
handle (Grolle, 2013).
The changes affected the groups in different ways. For example,
it was witnessed among the Native Americans a critical change
in lifestyles, culture, and behavior. Since most of them had low
immune systems, exposure to deadly diseases wiped out their
population at a fast rate (Forman-Barzilai, 2008). Most of them
were then forced out of their homes relocating to foreign lands.
As a result of this, most average Americans formed groups that
helped the shifting and balancing of power.
The new global trade saw changes in the role and status of an
average American woman in certain levels and colonial
societies. Introduction of trade and industrialization were
favorable to women and empowered them (Muthu, 2008). The
new world initiated the changes in roles and status such as the
status of land occupation. The changes allowed women to be

15. landowners, with landowners which ascribed them to a different
status from the others since those who owned the land benefited
directly from the free labor of slaves (Muthu, 2008).
The discussion above outlines how the discovery of the New
World leads to shifting that balanced power throughout the
world. The new world impacted on the nature of the world
through industrialization increasing the economic power and
enabling better access to new natural resources. The effects of
the new world were felt through changes in culture, trade
innovations, lifestyles and the status of women in society. More
importantly, the discovery ushered in a new model of capitalist
enterprises and the availability of new materials that set the
stage for technological growth, and scientific innovation and
development.
References
Forman-Barzilai, F. (2008). Adam Smith as a globalization
theorist, Critical review. Vol. 14, iss. 4, pp. 391-419.
Grolle, J. (2013). The 'Columbian Exchange.' How Discovering
the Americas Transformed the World. Der Spiegel International.
Retrieved from: http://www.spiegel.de/international/world/a-
923220.html.
Muthu, S. (2008). Adam Smith’s critique of international
trading companies. Political Theory, Vol. 36, iss. 2, pp. 185-
212. Retrieved from:
https://www.jstor.org/stable/20452624?seq=1#page_scan_tab_c
ontents