HY 1110, American History I 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
3. Describe the characteristics of the divided regions of Colonial America.
8. Discuss the evolution of American philosophies or ideals.
Reading Assignment
Click here for the Unit II Journal Assignment reading.
Chaney, T., Cohen, K., & Cotton, L. P. (2012). The Virginia Company of London. Retrieved from
http://www.nps.gov/jame/historyculture/the-virginia-company-of-london.htm
Poe, E. (1849, April 21). Eldorado. Retrieved from http://www.online-literature.com/poe/577/
Virtual Jamestown. (n.d.). John Rolfe (1585-1622). Retrieved from http://www.virtualjamestown.org/jrolfe.html
The articles cited in the Unit Lesson are required reading. You may be tested on your knowledge
and understanding of that material as well as the information in the Unit Lesson readings.
Unit Lesson
Pre-1600 colonization of the Americas, in short, would be at first inspired by a desire to find quicker trade
routes to the distant orient, but would unexpectedly lead to the uncovering of a world that was new to the
European mind. Exploration of the land mass in the western Atlantic, dominated by the Spanish, included
explorers, navigators, and conquistadores searching to fulfill the temptations of God, gold, and glory. A brief
recap (set to a familiar TV sea shanty) follows:
The 1500’s tell the tales
That stem from one historic ship
It began with Ferdinand and Isabelle
And the financing of a trip
Columbus was fearless with a plan
His navigation was true and sure
The goal was a new trading route
To the lucrative Asian shore
The lucrative Asian shore
Each month at sea was increasingly tough
His crew was cross and blue
But luck would spot virgin land one day
In 1492
In 1492
Indian lands, the crew was sure of this
Exploration would prove futile
There was no trade
He had missed his mark
UNIT II STUDY GUIDE
1600-1760
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/HY/HY1110/15L/UnitII_journalreading.pdf
HY 1110, American History I 2
UNIT x STUDY GUIDE
Title
Back in Spain, he was dismayed
His find a farce
He would again sail the seas
Dying on an American isle
A legacy though was cast that day
Like God’s golden, glorious chime
A brand new world with the best of things
An adventure sure to find
Ponce de Leon, de Soto, too
Vespucci undercut the rest,
Cortes & Pizarro, with disease
Spain’s claim proved the best
Explorers, navigators, conquistadores
in search of luxury
Religion was carried with them
To convert the primitives they seek
Millions died, much society was lost
History records some as vile
The impact of each explorer’s step
marked another Spanish mile
Exploration was not without reason. Europe was fracturing on the grounds of new beliefs challenging the
often oppressive Catholic Church. What starte.
The era known as the Age of Exploration, sometimes called the Age of Discovery, officially began in the early 15th century and lasted through the 17th century. The period is characterized as a time when Europeans began exploring the world by sea in search of new trading routes, wealth, and knowledge.
Barbara Silva is the CIO for Peachtree Community Hospital in Atlanta.docxwilcockiris
Barbara Silva is the CIO for Peachtree Community Hospital in Atlanta, Georgia. As the chief information officer, it has been her duty to assemble a team of healthcare information professionals to prepare for the implementation of HIPAA Privacy Rules.
How did Barbara and her team orchestrate moving forward toward HIPAA Privacy compliance? First, she established a steering committee responsible for HIPAA Privacy planning. The committee focused on three broad areas of development, including:
education;
assessment; and
development of policies and procedures.
The steering committee recognizes that the scope of this project is quite vast and that it encompasses many different areas of the facility. The scope involves not just hospital information systems, but the operations of many departments and manual processes. These varied items are included in the scope of assessment and are found to be the biggest challenge. Developing HIPAA compliant policies and procedures is not a one-time activity as changes are constant. Development and continuous updating will mean that this project is one that will be an ongoing effort.
Part of Peachtree Community Hospital’s key to success has been pulling together the right combination of professionals. The result is a multidisciplinary team which will include the HIM services director and the CCO (chief compliance officer).
Barbara has garnered the following information from experts in the area of HIPAA Privacy Rules who have suggested that healthcare organizations consider the following steps to become compliant:
Inventory the organization’s data as the first step in policy implementation.
Read the Federal Register information on HIPAA.
Focus on HIPAA as a business process issue.
Secure the support of top management and the active involvement and participation of staff in all affected areas.
Thoroughly review outside vendor contracts to ensure compliance with business associate agreements.
Appoint a dedicated staff to the HIPAA privacy initiative.
Preparing for HIPAA compliance will require a complex and thorough evaluation and realignment of business and operational processes.
Your Role/Assignment
You have been consulted by CIO Barbara Silva as the healthcare information systems expert. You will be working directly with the director of HIM services. As a consultant, you have vast experience with HIPAA implementations. Your expertise will be required in several areas.
K E Y P L A Y E R S
Barbara Silva, CIO
As the chief information officer, Barbara will assemble a team of healthcare professionals to prepare for the implementation of HIPAA Privacy Rules. She must ensure that Peachtree is in full compliance with HIPAA regulations for every aspect of the organization
–
not just hospital information systems, but also the operations of related departments and manual processes. Her concerns encompass a large scope of the project, and she will need to identify key people to become involved in this project.
James H.
BARGAIN CITY Your career is moving along faster than you e.docxwilcockiris
BARGAIN CITY
Your career is moving along faster than you expected. You thought that your expertise in Information
systems would result in an initial break-in period as a programmer for Bargain City, a retail chain modeled
along the lines of Wal-Mart. But the resignation of three systems analysts changed all that. The analysts
left to form their own consulting firm.
Knowing that you had a strong dose of systems analysis in college, your boss, Alisa Ernst, decided to let
you begin as a systems analyst. It didn't take her long to give you your first assignment. Alisa made
arrangements for you to visit an area store for the purpose of becoming familiar with activity at the store
level. She expects you to prepare a written report that might serve as the basis for future systems
projects.
You arrive at the West Alameda store at 9 A.M., and you are amazed at how many people are already
shopping. The lot is full, and you have to wait ten minutes-it seems like thirty--to get a parking place.
Inside, the conditions are no better. The store is huge, with fifteen checkout counters, but only four are
open. Each of the four, one of which is the express lane, has a long line of shoppers waiting to check out.
It's a good thing that you are not buying anything. Since you are only conducting a systems study, you will
be able to get out sooner.
You watch the action--or inaction--for a while and then wander back to the storeroom where three stock
clerks are opening boxes. You hear one of them say, "Have you found it yet?" Curious, you introduce
yourself and ask what they are looking for. One of the clerks tells you that the store has a special on
cookout items but ran out of charcoal starter fluid. The truck that was supposed to bring additional stock
broke down in Tuba City. The lack of starter fluid is one reason the lines up front are so long; the
checkout clerks are having to give out rain checks. You can understand why the stock clerks are having
such difficulty; the storeroom is a real mess. Boxes are stacked everywhere. There seems to be no rhyme
or reason to anything.
You ask where the store computer is, and you are directed to a small room in the corner. There it is,
humming away. Automation in action.
With a good grasp of the backroom operation, you return to the front for the purpose of checking out the
office. There's a big line there as well--people waiting to cash checks and return purchases. Most of the
returns seem to be glassware items that the customers found to be broken when they opened their
shopping bags at home. The sackers had not packed the items properly.
When you finally reach the head of the line, you are surprised to learn that the cashier is really the store
manager. He asks you to come back when he has more time. He explains that he had to "let a lot of
people go" in order to stay within the budget that headquarters imposed. You can tell by the way he
snarls his explanation that he is not ver.
Barbara schedules a meeting with a core group of clinic managers. T.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Transferable Skills for this Project Stage:
Diversity & Teamwork
Communication
.
Barbara schedules a meeting with a core group of clinic managers.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Transferable Skills for this Project Stage:
Diversity & Teamwork
Communication
.
Barbara schedules a meeting with a core group of clinic managers. Th.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Discussed the importance of diversity inclusion, benefits, and purpose for diversity at UCCO, with examples and supportive references.
Discussed how working with others can help with respect for diversity and respect for diverse perspectives. Provided supportive examples and references.
Discussed the challenges and benefits of employing a diverse workforce, with examples and supportive references.
Discussed the role of executives in the process of change management and strategic planning, as well as issues with diversity and culture related to change management; with examples and supportive references.
Discussed plan for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporated Barbara?s personal experience with the team of clinic managers and provided examples and supportive references.
Transferable Skills fo.
Barbara Rosenwein, A Short History of the Middle Ages 4th edition (U.docxwilcockiris
Barbara Rosenwein, A Short History of the Middle Ages 4th edition (University of Toronto, 2014). If you are unable to obtain the fourth edition, go ahead and get the fifth edition, but let us know. ISBN:9781442608023. Gene Brucker (Editor), Julia Martines (Translator), Two Memoirs of Renaissance Florence: The Diaries of Buonaccorso Pitti and Gregorio Dati.
If the territorial expansion, cultural accomplishments, and administrative innovations of the Frankish Kingdom during the Carolingian period, particularly during Charlemagne's, were ultimately temporary, why was his coronation as Holy Roman Emperor such a significant event? Explain with examples from the lectures and the textbook. No outside research or material is permitted.
.
BARBARA NGAM, MPAShoreline, WA 98155 ▪ 801.317.5999 ▪ [email pro.docxwilcockiris
BARBARA NGAM, MPA
Shoreline, WA 98155 ▪ 801.317.5999 ▪ [email protected]
Hi tutor: Here is an example of my current cover letter, which I think it is not applicable or not good enough. Please use below format and build it off from my resume. Please point out my greatest skills and experiences from my resume into the cover letter so that recruiters can capturing or noticing my skills set and capability, thanks.
12/14/2018
Department: VM Foundation
Virginia Mason Medical Center
1100 9th Avenue
Seattle, WA. 98101
Re: Job Number: 182930
Dear Hiring Manager:
Dependable and energetic Accounting Professional with over 9 years of experience in general ledger, reporting, modelling, consolidation, analysis, reconciliations, closing and revenue cycle is seeking to obtain a position that will utilize my potential as a Senior Accountant. It would be privilege to put practice my accounting skills and knowledge gained in private and public accounting for the benefit of the organization.
From analyzing financial reports and overseeing accounts payable and receivable to implementing improved financial processes and providing excellent leadership skills, I excel in strategically directing infinite aspects of accounting activities. My demonstrated expertise in business and financial operations, along with my dedication to increasing productivity and efficiency prepares me to make a significant impact on your organization.
Please consider the following highlights of my experience:
· Accurately and expeditiously facilitated account reconciliations, risk assessments, auditing processes, invoice collection, financial analysis, wire transfer transactions, fixed assets, year-end preparations and month-end closing while providing a superior level of service and support to realize optimal financial performance.
· Successfully cleaned up company accounts by uncovering and writing off old debtors and duplicate creditors, clearing journals, and reclassifying expenses and assets in conjunction with external accountants.
· Collaborated effectively with cross-functional teams and external auditors to drive maximum productivity, efficiency, and accuracy.
· Excelled within time-sensitive, fast-paced atmospheres while resolving issues and ensuring compliance with internal policies and regulatory guidelines.
· In-depth knowledge of various computer applications, including the following: PeopleSoft, Oracle, Concur, Sage Fixed Assets (Sage FAS), Loan Accounting System (LAS) and Microsoft Office applications.,
At your convenience, I welcome an opportunity to meet with you to discuss your goals and objectives and how my experience and abilities can contribute to meeting and exceeding those goals.
Thank you very much for your time and consideration. I am looking forward to hearing from you soon.
Sincerely yours,
Barbara Ngam
BARBARA NGAM, MPA
Shoreline, WA 98155 ▪ 801.317.5999 ▪ [email protected]
SENIOR ACCOUNTANT
Proven success with budgets, financial analys.
Banks 5
Maya Banks
Professor Debra Martin
EN106DLGU1A2018
June 24, 2018
Unmasking the Prevailing Culprits in The Present-Day Education System
In pursuit of a holistic, critically provoking, meaningful, and educational oriented environment where teachers are free to teach, and learners are free to think, and the disappointing reality continues to present itself from every dimension. The faults in the current education system are critically unmasked by Mark Edmundson and Paulo Freire in their two invaluable pieces of articles. A careful analysis of the ideas tabled by the two influential education thinkers illustrates numerous underlying commonalities in their works as well as some overlooked ideas in their arguments. The fact that their central ideas in their respective scholarly works revolve around unmasking the true culprits in the present-day education implies that, if Edmundson and Freire were able to converse with each other, they would both agree on the need to change the current education system and build it around critical thinking. It’s to this end that this paper seeks to synthesize their ideas in an attempt to identify common grounds, differences as well the areas they both overlooked.
Looking at the prevailing schooling system in America as well as the ways through which learners are carrying out their studies, the perception of the two education thinkers is of great heed to the whole education system. Deeply entrenched into the Edmundson and Freire respective pieces of literature is the overarching conspiracy and oppression theme where the established, who is this case is the teacher among other the education leaders seek to contain, manipulate, and control the thoughts of the learners. As acknowledged by Freire, “Teachers either work for the liberation of the people- their humanization- or for their domestication, their dominance” (p.243). As a result of this domination and hierarchical relationship, the only knowledge that the learners in the prevailing education system receive are from the teachers, an aspect that dehumanizes the students as they do not get the chance to develop their own knowledge or even challenge the one received from the teachers. The oppression and domination ideology as presented by Freire cast invaluable light on the need for both teachers and students to embrace an “authentic” approach to education which grants them some chance to be aware of their respective incompleteness and eventually strive to be fully human (Freire 244). In a bid to rethink Freire’s oppression implication, as a college student one ought to act as a co-creator of knowledge at the expense of posing as an empty vessel waiting to be filled by the college professor or instructor.
Similarly, Edmundson acknowledges the presence of oppression in thinking and learning approaches in the contemporary schools, but from a different angle from the one used by Freire. While Freire profoundly argues that students are highly dehumanized a.
Banking industry•Databases that storeocorporate sensiti.docxwilcockiris
Banking industry:
• Databases that store
o corporate sensitive / proprietary information
o employee payroll, health records, etc.
o vendor information
o credit card information
other items as determined by the type of company
• Remote users that must be authenticated
• Security Measures and policies
• What policies need to be in place?
.
BAOL 531 Managerial AccountingWeek Three Article Research Pape.docxwilcockiris
BAOL 531: Managerial Accounting
Week Three: Article Research Paper and Posting Topics
Article Research Papers and Posting: This is a graduate course and students will be expected to research and write papers summarizing in their own words what they have found on current topics from the weekly readings. Research is a theoretical review and application of a topic to a specific industry or field.
The research must be conducted using peer-reviewed trade or academic journals. While Blogs, Wikipedia, encyclopedias, textbooks, popular magazines, newspaper articles, online websites, etc. are helpful for providing background information, these resources are NOT suitable resources for this research assignment.
Assignment Requirements:
i. Choose a research topic from the chapter readings or from the weekly list provided by your professor (See list or potential topics below from Chapter’s 1, 2, 4, 5, and 6).
ii. Research/find a minimum at least one (1), preferably two (2) different peer-reviewed articles on your topic from the University of the Cumberlands Library online business database. The article(s) must be current/published within the last five (5) years.
iii. Write a three (3) to four (4) page double spaced paper in APA format discussing the findings on your specific topic in your own words. Note - paper length does not include cover page or References page.
iv. Structure your paper as follows:
a. Cover page
b. Overview describing the importance of the research topic in your own words
c. Purpose of Research of the article in your own words
d. Review of the Literature summarized in your own words
e. Conclusion in your own words
f. Personal Thoughts
g. References
v. An example paper has been provided for students (attached to email along with this document). Please review this paper for proper structure and APA formatting.
vi. Attach your paper to the Discussion board by the Saturday due date (150 points).
vii. Read and respond to at least four (4) other student postings by the Sunday due date (20 points).
Week Three: Article Research Paper and Posting – List of potential research topics from Chapter’s 1, 2, 4, 5, and 6.
1. Evolution of Management Accounting
2. Decision Management
3. Balanced Scorecard
4. Historical Cost in Accounting
5. Operating Leverage
6. Controllability Principle
7. Lean Accounting Systems
8. Responsibility Accounting
9. Return on Investment as a measurement tool (ROI)
10. Opportunity Costs
11. Performance Measurement System in management
12. Performance Reward System in management
13. Budget Sandbagging
14. Budget Gaming techniques
15. Ratchet Effect of Budgeting
16. Participative Budgeting
17. Strategic Planning and Budgeting
18. Line-item Budgeting
19. Rolling Budget technique
20. Zero-based budgeting
21. Any other managerial accounting topics you wish to pursue from Chapter’s 1, 2, 4, 5, and 6.
Grading Criteria:
· Content & Structure (75 points): All of the requested components are completed as assigned; cont.
bankCustomer1223333SmithJamesbbbbbb12345 Abrams Rd Dallas TX 75043185019123220001000.0005138970142250020101113334LeLiemaaaaaa444 Coit Rd Plano TX 75075137366879810002010111347749515001000.00051212121BellamyKevinbellbell34 GreenVille Richardson TX 75080143233432140020101232123PescadorCharlespescpesc44 Summit Plano TX 750931321668712125020101234432DominguezJohnsondomidomi5551 Monfort Dallas TX 750421543442343240020101234534TranVantrantran1000 Coit Rd Plano TX 7507514325512341801000.00051234567SmithArmandosmithsmith123 Walnut rd Dallas TX 7424311234567892201000.00051313131BluittMarkblutblut222 St. Ann Allen TX 7521316543345671280201011111111113801000.00051455415CoronadoChristcorocoro56 Campbell Rd Richardson TX 750821432331234112020102312435TrinhLaurentrintrin2800 Spring Creek Plano TX 75074143216765436020102323232BurnsJoneburnburn1234 Plano Rd Dallas TX 7524013214432452971000.00052345432NeangWilliamsneannean8109 Scott lane Plano TX 750141234556545180020103214566FanTiffanyfannfann4321 Coit Rd Plano TX 750751765112343220020103344555TorresWannertorrtorr121 Custer Rd Plano TXx 750251543556712321020103456654EsquivelOrlandoesquesqu43 International Rd Dallas TX 752401123554345481020104322344FitzhughLaurenfitzfitz232 Park Rd Plano TX 750931234554345221820104323433RemschelTinaremsrems125 Alma rd Plano TX 75023143211567847101000.0005122222222240020104343434BryantAnnbuyabuya4343 Goerge Prince Plano TX 75075123455432121020105225525CaveStevencavecave154 James St Arlington TX 75042176566543440020105433455KuykendalDevinkuykkuyk25E Parker Rd Plano TX 7507412314454655302010143557722140001000.00055456545NguyenBobnguynguy2323 Floy Rd Richardson TX 750801234665456216520106543123CrowleyMattcrowcrow111 Jose lane Dallas TX 75042112311234321551000.00056543456NguyenMarynguynguy354 Duche Allen TX 7501312341132653202010213321455712001000.00057654321KennedyJohnsonkennkenn43 Buckingham Dallas TX 752401987654321166020107655677MunozJosemunomuno324 Hedgecox Rd Plano TX 7502517651123432882010
Student 1 & 2
Reply to 2 of your classmates' threads. Each reply must be 150 words and comment on their ability to synthesize, not merely summarize, their selected texts. Offer specific examples to encourage them and possible revisions to make it a stronger synthesis.
Student #1 Post
Top of Form
A broad, general problem seen throughout the country is the integration of online course work into the public-school classroom. Technology is integrated into all levels of education: pre-K, elementary, secondary, and higher education (Leggatt, 2016). It began with a modest inclusion of videos or allowing students to research using school-provided laptops or tablets. This was the simple way of using technology. Now that technology is more accessible and affordable, districts are providing students with digital devices to use in and out of schools, allowing them to utilize their phones, and requiring them to complete coursework online outside of the classroom (Hohlfeld, Ritzhaupt, Dawson, & Wilson,.
More Related Content
Similar to HY 1110, American History I 1 Course Learning Outcomes f.docx
The era known as the Age of Exploration, sometimes called the Age of Discovery, officially began in the early 15th century and lasted through the 17th century. The period is characterized as a time when Europeans began exploring the world by sea in search of new trading routes, wealth, and knowledge.
Similar to HY 1110, American History I 1 Course Learning Outcomes f.docx (11)
Barbara Silva is the CIO for Peachtree Community Hospital in Atlanta.docxwilcockiris
Barbara Silva is the CIO for Peachtree Community Hospital in Atlanta, Georgia. As the chief information officer, it has been her duty to assemble a team of healthcare information professionals to prepare for the implementation of HIPAA Privacy Rules.
How did Barbara and her team orchestrate moving forward toward HIPAA Privacy compliance? First, she established a steering committee responsible for HIPAA Privacy planning. The committee focused on three broad areas of development, including:
education;
assessment; and
development of policies and procedures.
The steering committee recognizes that the scope of this project is quite vast and that it encompasses many different areas of the facility. The scope involves not just hospital information systems, but the operations of many departments and manual processes. These varied items are included in the scope of assessment and are found to be the biggest challenge. Developing HIPAA compliant policies and procedures is not a one-time activity as changes are constant. Development and continuous updating will mean that this project is one that will be an ongoing effort.
Part of Peachtree Community Hospital’s key to success has been pulling together the right combination of professionals. The result is a multidisciplinary team which will include the HIM services director and the CCO (chief compliance officer).
Barbara has garnered the following information from experts in the area of HIPAA Privacy Rules who have suggested that healthcare organizations consider the following steps to become compliant:
Inventory the organization’s data as the first step in policy implementation.
Read the Federal Register information on HIPAA.
Focus on HIPAA as a business process issue.
Secure the support of top management and the active involvement and participation of staff in all affected areas.
Thoroughly review outside vendor contracts to ensure compliance with business associate agreements.
Appoint a dedicated staff to the HIPAA privacy initiative.
Preparing for HIPAA compliance will require a complex and thorough evaluation and realignment of business and operational processes.
Your Role/Assignment
You have been consulted by CIO Barbara Silva as the healthcare information systems expert. You will be working directly with the director of HIM services. As a consultant, you have vast experience with HIPAA implementations. Your expertise will be required in several areas.
K E Y P L A Y E R S
Barbara Silva, CIO
As the chief information officer, Barbara will assemble a team of healthcare professionals to prepare for the implementation of HIPAA Privacy Rules. She must ensure that Peachtree is in full compliance with HIPAA regulations for every aspect of the organization
–
not just hospital information systems, but also the operations of related departments and manual processes. Her concerns encompass a large scope of the project, and she will need to identify key people to become involved in this project.
James H.
BARGAIN CITY Your career is moving along faster than you e.docxwilcockiris
BARGAIN CITY
Your career is moving along faster than you expected. You thought that your expertise in Information
systems would result in an initial break-in period as a programmer for Bargain City, a retail chain modeled
along the lines of Wal-Mart. But the resignation of three systems analysts changed all that. The analysts
left to form their own consulting firm.
Knowing that you had a strong dose of systems analysis in college, your boss, Alisa Ernst, decided to let
you begin as a systems analyst. It didn't take her long to give you your first assignment. Alisa made
arrangements for you to visit an area store for the purpose of becoming familiar with activity at the store
level. She expects you to prepare a written report that might serve as the basis for future systems
projects.
You arrive at the West Alameda store at 9 A.M., and you are amazed at how many people are already
shopping. The lot is full, and you have to wait ten minutes-it seems like thirty--to get a parking place.
Inside, the conditions are no better. The store is huge, with fifteen checkout counters, but only four are
open. Each of the four, one of which is the express lane, has a long line of shoppers waiting to check out.
It's a good thing that you are not buying anything. Since you are only conducting a systems study, you will
be able to get out sooner.
You watch the action--or inaction--for a while and then wander back to the storeroom where three stock
clerks are opening boxes. You hear one of them say, "Have you found it yet?" Curious, you introduce
yourself and ask what they are looking for. One of the clerks tells you that the store has a special on
cookout items but ran out of charcoal starter fluid. The truck that was supposed to bring additional stock
broke down in Tuba City. The lack of starter fluid is one reason the lines up front are so long; the
checkout clerks are having to give out rain checks. You can understand why the stock clerks are having
such difficulty; the storeroom is a real mess. Boxes are stacked everywhere. There seems to be no rhyme
or reason to anything.
You ask where the store computer is, and you are directed to a small room in the corner. There it is,
humming away. Automation in action.
With a good grasp of the backroom operation, you return to the front for the purpose of checking out the
office. There's a big line there as well--people waiting to cash checks and return purchases. Most of the
returns seem to be glassware items that the customers found to be broken when they opened their
shopping bags at home. The sackers had not packed the items properly.
When you finally reach the head of the line, you are surprised to learn that the cashier is really the store
manager. He asks you to come back when he has more time. He explains that he had to "let a lot of
people go" in order to stay within the budget that headquarters imposed. You can tell by the way he
snarls his explanation that he is not ver.
Barbara schedules a meeting with a core group of clinic managers. T.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Transferable Skills for this Project Stage:
Diversity & Teamwork
Communication
.
Barbara schedules a meeting with a core group of clinic managers.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Transferable Skills for this Project Stage:
Diversity & Teamwork
Communication
.
Barbara schedules a meeting with a core group of clinic managers. Th.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Discussed the importance of diversity inclusion, benefits, and purpose for diversity at UCCO, with examples and supportive references.
Discussed how working with others can help with respect for diversity and respect for diverse perspectives. Provided supportive examples and references.
Discussed the challenges and benefits of employing a diverse workforce, with examples and supportive references.
Discussed the role of executives in the process of change management and strategic planning, as well as issues with diversity and culture related to change management; with examples and supportive references.
Discussed plan for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporated Barbara?s personal experience with the team of clinic managers and provided examples and supportive references.
Transferable Skills fo.
Barbara Rosenwein, A Short History of the Middle Ages 4th edition (U.docxwilcockiris
Barbara Rosenwein, A Short History of the Middle Ages 4th edition (University of Toronto, 2014). If you are unable to obtain the fourth edition, go ahead and get the fifth edition, but let us know. ISBN:9781442608023. Gene Brucker (Editor), Julia Martines (Translator), Two Memoirs of Renaissance Florence: The Diaries of Buonaccorso Pitti and Gregorio Dati.
If the territorial expansion, cultural accomplishments, and administrative innovations of the Frankish Kingdom during the Carolingian period, particularly during Charlemagne's, were ultimately temporary, why was his coronation as Holy Roman Emperor such a significant event? Explain with examples from the lectures and the textbook. No outside research or material is permitted.
.
BARBARA NGAM, MPAShoreline, WA 98155 ▪ 801.317.5999 ▪ [email pro.docxwilcockiris
BARBARA NGAM, MPA
Shoreline, WA 98155 ▪ 801.317.5999 ▪ [email protected]
Hi tutor: Here is an example of my current cover letter, which I think it is not applicable or not good enough. Please use below format and build it off from my resume. Please point out my greatest skills and experiences from my resume into the cover letter so that recruiters can capturing or noticing my skills set and capability, thanks.
12/14/2018
Department: VM Foundation
Virginia Mason Medical Center
1100 9th Avenue
Seattle, WA. 98101
Re: Job Number: 182930
Dear Hiring Manager:
Dependable and energetic Accounting Professional with over 9 years of experience in general ledger, reporting, modelling, consolidation, analysis, reconciliations, closing and revenue cycle is seeking to obtain a position that will utilize my potential as a Senior Accountant. It would be privilege to put practice my accounting skills and knowledge gained in private and public accounting for the benefit of the organization.
From analyzing financial reports and overseeing accounts payable and receivable to implementing improved financial processes and providing excellent leadership skills, I excel in strategically directing infinite aspects of accounting activities. My demonstrated expertise in business and financial operations, along with my dedication to increasing productivity and efficiency prepares me to make a significant impact on your organization.
Please consider the following highlights of my experience:
· Accurately and expeditiously facilitated account reconciliations, risk assessments, auditing processes, invoice collection, financial analysis, wire transfer transactions, fixed assets, year-end preparations and month-end closing while providing a superior level of service and support to realize optimal financial performance.
· Successfully cleaned up company accounts by uncovering and writing off old debtors and duplicate creditors, clearing journals, and reclassifying expenses and assets in conjunction with external accountants.
· Collaborated effectively with cross-functional teams and external auditors to drive maximum productivity, efficiency, and accuracy.
· Excelled within time-sensitive, fast-paced atmospheres while resolving issues and ensuring compliance with internal policies and regulatory guidelines.
· In-depth knowledge of various computer applications, including the following: PeopleSoft, Oracle, Concur, Sage Fixed Assets (Sage FAS), Loan Accounting System (LAS) and Microsoft Office applications.,
At your convenience, I welcome an opportunity to meet with you to discuss your goals and objectives and how my experience and abilities can contribute to meeting and exceeding those goals.
Thank you very much for your time and consideration. I am looking forward to hearing from you soon.
Sincerely yours,
Barbara Ngam
BARBARA NGAM, MPA
Shoreline, WA 98155 ▪ 801.317.5999 ▪ [email protected]
SENIOR ACCOUNTANT
Proven success with budgets, financial analys.
Banks 5
Maya Banks
Professor Debra Martin
EN106DLGU1A2018
June 24, 2018
Unmasking the Prevailing Culprits in The Present-Day Education System
In pursuit of a holistic, critically provoking, meaningful, and educational oriented environment where teachers are free to teach, and learners are free to think, and the disappointing reality continues to present itself from every dimension. The faults in the current education system are critically unmasked by Mark Edmundson and Paulo Freire in their two invaluable pieces of articles. A careful analysis of the ideas tabled by the two influential education thinkers illustrates numerous underlying commonalities in their works as well as some overlooked ideas in their arguments. The fact that their central ideas in their respective scholarly works revolve around unmasking the true culprits in the present-day education implies that, if Edmundson and Freire were able to converse with each other, they would both agree on the need to change the current education system and build it around critical thinking. It’s to this end that this paper seeks to synthesize their ideas in an attempt to identify common grounds, differences as well the areas they both overlooked.
Looking at the prevailing schooling system in America as well as the ways through which learners are carrying out their studies, the perception of the two education thinkers is of great heed to the whole education system. Deeply entrenched into the Edmundson and Freire respective pieces of literature is the overarching conspiracy and oppression theme where the established, who is this case is the teacher among other the education leaders seek to contain, manipulate, and control the thoughts of the learners. As acknowledged by Freire, “Teachers either work for the liberation of the people- their humanization- or for their domestication, their dominance” (p.243). As a result of this domination and hierarchical relationship, the only knowledge that the learners in the prevailing education system receive are from the teachers, an aspect that dehumanizes the students as they do not get the chance to develop their own knowledge or even challenge the one received from the teachers. The oppression and domination ideology as presented by Freire cast invaluable light on the need for both teachers and students to embrace an “authentic” approach to education which grants them some chance to be aware of their respective incompleteness and eventually strive to be fully human (Freire 244). In a bid to rethink Freire’s oppression implication, as a college student one ought to act as a co-creator of knowledge at the expense of posing as an empty vessel waiting to be filled by the college professor or instructor.
Similarly, Edmundson acknowledges the presence of oppression in thinking and learning approaches in the contemporary schools, but from a different angle from the one used by Freire. While Freire profoundly argues that students are highly dehumanized a.
Banking industry•Databases that storeocorporate sensiti.docxwilcockiris
Banking industry:
• Databases that store
o corporate sensitive / proprietary information
o employee payroll, health records, etc.
o vendor information
o credit card information
other items as determined by the type of company
• Remote users that must be authenticated
• Security Measures and policies
• What policies need to be in place?
.
BAOL 531 Managerial AccountingWeek Three Article Research Pape.docxwilcockiris
BAOL 531: Managerial Accounting
Week Three: Article Research Paper and Posting Topics
Article Research Papers and Posting: This is a graduate course and students will be expected to research and write papers summarizing in their own words what they have found on current topics from the weekly readings. Research is a theoretical review and application of a topic to a specific industry or field.
The research must be conducted using peer-reviewed trade or academic journals. While Blogs, Wikipedia, encyclopedias, textbooks, popular magazines, newspaper articles, online websites, etc. are helpful for providing background information, these resources are NOT suitable resources for this research assignment.
Assignment Requirements:
i. Choose a research topic from the chapter readings or from the weekly list provided by your professor (See list or potential topics below from Chapter’s 1, 2, 4, 5, and 6).
ii. Research/find a minimum at least one (1), preferably two (2) different peer-reviewed articles on your topic from the University of the Cumberlands Library online business database. The article(s) must be current/published within the last five (5) years.
iii. Write a three (3) to four (4) page double spaced paper in APA format discussing the findings on your specific topic in your own words. Note - paper length does not include cover page or References page.
iv. Structure your paper as follows:
a. Cover page
b. Overview describing the importance of the research topic in your own words
c. Purpose of Research of the article in your own words
d. Review of the Literature summarized in your own words
e. Conclusion in your own words
f. Personal Thoughts
g. References
v. An example paper has been provided for students (attached to email along with this document). Please review this paper for proper structure and APA formatting.
vi. Attach your paper to the Discussion board by the Saturday due date (150 points).
vii. Read and respond to at least four (4) other student postings by the Sunday due date (20 points).
Week Three: Article Research Paper and Posting – List of potential research topics from Chapter’s 1, 2, 4, 5, and 6.
1. Evolution of Management Accounting
2. Decision Management
3. Balanced Scorecard
4. Historical Cost in Accounting
5. Operating Leverage
6. Controllability Principle
7. Lean Accounting Systems
8. Responsibility Accounting
9. Return on Investment as a measurement tool (ROI)
10. Opportunity Costs
11. Performance Measurement System in management
12. Performance Reward System in management
13. Budget Sandbagging
14. Budget Gaming techniques
15. Ratchet Effect of Budgeting
16. Participative Budgeting
17. Strategic Planning and Budgeting
18. Line-item Budgeting
19. Rolling Budget technique
20. Zero-based budgeting
21. Any other managerial accounting topics you wish to pursue from Chapter’s 1, 2, 4, 5, and 6.
Grading Criteria:
· Content & Structure (75 points): All of the requested components are completed as assigned; cont.
bankCustomer1223333SmithJamesbbbbbb12345 Abrams Rd Dallas TX 75043185019123220001000.0005138970142250020101113334LeLiemaaaaaa444 Coit Rd Plano TX 75075137366879810002010111347749515001000.00051212121BellamyKevinbellbell34 GreenVille Richardson TX 75080143233432140020101232123PescadorCharlespescpesc44 Summit Plano TX 750931321668712125020101234432DominguezJohnsondomidomi5551 Monfort Dallas TX 750421543442343240020101234534TranVantrantran1000 Coit Rd Plano TX 7507514325512341801000.00051234567SmithArmandosmithsmith123 Walnut rd Dallas TX 7424311234567892201000.00051313131BluittMarkblutblut222 St. Ann Allen TX 7521316543345671280201011111111113801000.00051455415CoronadoChristcorocoro56 Campbell Rd Richardson TX 750821432331234112020102312435TrinhLaurentrintrin2800 Spring Creek Plano TX 75074143216765436020102323232BurnsJoneburnburn1234 Plano Rd Dallas TX 7524013214432452971000.00052345432NeangWilliamsneannean8109 Scott lane Plano TX 750141234556545180020103214566FanTiffanyfannfann4321 Coit Rd Plano TX 750751765112343220020103344555TorresWannertorrtorr121 Custer Rd Plano TXx 750251543556712321020103456654EsquivelOrlandoesquesqu43 International Rd Dallas TX 752401123554345481020104322344FitzhughLaurenfitzfitz232 Park Rd Plano TX 750931234554345221820104323433RemschelTinaremsrems125 Alma rd Plano TX 75023143211567847101000.0005122222222240020104343434BryantAnnbuyabuya4343 Goerge Prince Plano TX 75075123455432121020105225525CaveStevencavecave154 James St Arlington TX 75042176566543440020105433455KuykendalDevinkuykkuyk25E Parker Rd Plano TX 7507412314454655302010143557722140001000.00055456545NguyenBobnguynguy2323 Floy Rd Richardson TX 750801234665456216520106543123CrowleyMattcrowcrow111 Jose lane Dallas TX 75042112311234321551000.00056543456NguyenMarynguynguy354 Duche Allen TX 7501312341132653202010213321455712001000.00057654321KennedyJohnsonkennkenn43 Buckingham Dallas TX 752401987654321166020107655677MunozJosemunomuno324 Hedgecox Rd Plano TX 7502517651123432882010
Student 1 & 2
Reply to 2 of your classmates' threads. Each reply must be 150 words and comment on their ability to synthesize, not merely summarize, their selected texts. Offer specific examples to encourage them and possible revisions to make it a stronger synthesis.
Student #1 Post
Top of Form
A broad, general problem seen throughout the country is the integration of online course work into the public-school classroom. Technology is integrated into all levels of education: pre-K, elementary, secondary, and higher education (Leggatt, 2016). It began with a modest inclusion of videos or allowing students to research using school-provided laptops or tablets. This was the simple way of using technology. Now that technology is more accessible and affordable, districts are providing students with digital devices to use in and out of schools, allowing them to utilize their phones, and requiring them to complete coursework online outside of the classroom (Hohlfeld, Ritzhaupt, Dawson, & Wilson,.
Barbara and Judi entered into a contract with Linda, which provi.docxwilcockiris
Barbara and Judi entered into a contract with Linda, which provided that they open a jewelry store in Fullerton. Linda is obligated to supply all jewelry in accordance with a specified price list. Linda also agreed that she would not personally compete or supply another retail merchant, either directly or indirectly, within the City of Fullerton.
Linda, in order to give the necessary credit to Barbara and Judi, required that Joanne act as a guarantor. Barbara and Judi have been very successful, making substantial profits each month.
After one year's time, Barbara, who also has an additional job as a legal secretary, requires an extended vacation. Judi is fully in agreement. While Barbara is on her vacation, Linda sells jewelry to three additional retailers, all of whom, in the space of one week, open competitive shops in Fullerton. Linda's agreement with the new retailers is to provide inventory to the new stores at a substantially reduced cost, permitting them to sell retail at rates far below Judi and Barbara's cost. In one month's time, Judi closes the business and, unknown to Barbara, files suit in Federal District Court, alleging breach of contract on Linda's part and further alleging that she only has been damaged. Barbara returns from her extended vacation one month after the suit is filed and files a motion to intervene under Rule 24. Linda files a motion under Rule 19, alleging that Barbara should be joined as a party. Joanne, who lives in Nevada, learns of the lawsuit and asks her attorney to file a motion to intervene under Rule 24. Linda, in the requisite time, files her answer and files a motion under Rule 14 to implead the Rhodesian Diamond Company, her supplier and with whom she has a contract which required that she increase her sales and open new offices or lose her contract.
Assume proper jurisdiction of the subject matter, parties and venue. Discuss all civil procedure issues and give proper argument concerning motions made by Linda, Joanne and Barbara.
Discuss your answers in a very full narrative IRAC essay with much detail.
.
Bank ReservesSuppose that the reserve ratio is .25, and that a b.docxwilcockiris
Bank Reserves
Suppose that the reserve ratio is .25, and that a bank has actual reserves of $15,000, loans of $40,000, and demand deposits of $50,000.
A. Excess reserves are $____________________.
B. This bank, being a single bank in a multibank system, can safely lend $____________________.
C. The multibank system can safely lend $__________________.
D. It is possible for the monetary base to increase by a total of $___________________. Assume now that the Fed lowers the reserve ratio to .20:
E. This bank, being a single bank in a multibank system, can now safely lend $_____________________.
F. The multibank system can safely lend $____________________.
G. It is now possible for the monetary base to increase by a total of $________________________.
H. The increase/decrease in the potential money supply because of the decrease in the required reserve ratio is $_____________________.
.
Baldwin's Kentucky Revised Statutes Annotated
Title XXXV. Domestic Relations
SuperBrowse Chapter 403. Dissolution of Marriage; Child Custody (Refs & Annos)
SuperBrowse Custody
1. Proposed Legislation
Effective: July 14, 2018
KRS § 403.270
403.270 Custodial issues; best interests of child shall determine; rebuttable presumption that joint custody and equally shared parenting time is in child’s best interests; de facto custodian
Currentness
(1) (a) As used in this chapter and KRS 405.020, unless the context requires otherwise, “de facto custodian” means a person who has been shown by clear and convincing evidence to have been the primary caregiver for, and financial supporter of, a child who has resided with the person for a period of six (6) months or more if the child is under three (3) years of age and for a period of one (1) year or more if the child is three (3) years of age or older or has been placed by the Department for Community Based Services. Any period of time after a legal proceeding has been commenced by a parent seeking to regain custody of the child shall not be included in determining whether the child has resided with the person for the required minimum period.
(b) A person shall not be a de facto custodian until a court determines by clear and convincing evidence that the person meets the definition of de facto custodian established in paragraph (a) of this subsection. Once a court determines that a person meets the definition of de facto custodian, the court shall give the person the same standing in custody matters that is given to each parent under this section and KRS 403.280, 403.340, 403.350, 403.822, and 405.020.
(2) The court shall determine custody in accordance with the best interests of the child and equal consideration shall be given to each parent and to any de facto custodian. Subject to KRS 403.315, there shall be a presumption, rebuttable by a preponderance of evidence, that joint custody and equally shared parenting time is in the best interest of the child. If a deviation from equal parenting time is warranted, the court shall construct a parenting time schedule which maximizes the time each parent or de facto custodian has with the child and is consistent with ensuring the child's welfare. The court shall consider all relevant factors including:
(a) The wishes of the child's parent or parents, and any de facto custodian, as to his or her custody;
(b) The wishes of the child as to his or her custodian, with due consideration given to the influence a parent or de facto custodian may have over the child's wishes;
(c) The interaction and interrelationship of the child with his or her parent or parents, his or her siblings, and any other person who may significantly affect the child's best interests;
(d) The motivation of the adults participating in the custody proceeding;
(e) The child's adjustment and continuing proximity to his or her home, school, and community;
(f) The mental and physical health of all in.
Bank confirmations are critical to the cash audit. What information .docxwilcockiris
Bank confirmations are critical to the cash audit. What information does the auditor obtain by sending bank confirmations? Explain the different types of bank confirmations and what assertions each type addresses. How do you determine which is the best bank confirmation type to use ?
.
BalShtBalance SheetBalance SheetBalance SheetBalance SheetThe Frank Beverage GroupThe Frank Beverage GroupThe Frank Beverage GroupThe Frank Beverage GroupFirst QuarterSecond QuarterThird QuarterFourth Quarter2019-20202019-20202019-20202019-2020ASSETSASSETSASSETSASSETSCurrent AssetsCurrent AssetsCurrent AssetsCurrent AssetsCash$110,102Cash$161,052Cash$186,936Cash$219,214Accounts Receivable$35,569Accounts Receivable$37,746Accounts Receivable$40,057Accounts Receivable$42,508Inventory-$1,887Inventory$14,313Inventory$31,504Inventory$50,300Other Current Assets$0Other Current Assets$0Other Current Assets$0Other Current Assets$0Total Current Assets$143,784Total Current Assets$213,111Total Current Assets$258,497Total Current Assets$312,022Fixed AssetsFixed AssetsFixed AssetsFixed AssetsLand$0Land$0Land$0Land$0Facilities$0Facilities$0Facilities$0Facilities$0Equipment$0Equipment$0Equipment$0Equipment$0Computers & Telecommunications$0Computers & Telecommunications$0Computers & Telecommunications$0Computers & Telecommunications$0(Less Accumlated Depreciation)$0(Less Accumlated Depreciation)$0(Less Accumlated Depreciation)$0(Less Accumlated Depreciation)$0Total Fixed Assets$0Total Fixed Assets$0Total Fixed Assets$0Total Fixed Assets$0Other Assets$0Other Assets$0Other Assets$0Other Assets$0TOTAL ASSETS$143,784TOTAL ASSETS$213,111TOTAL ASSETS$258,497TOTAL ASSETS$312,022LIABILITIESLIABILITIESLIABILITIESLIABILITIESCurrent LiabilitiesCurrent LiabilitiesCurrent LiabilitiesCurrent LiabilitiesShort-Term Notes Payable$9,873Short-Term Notes Payable$9,997Short-Term Notes Payable$10,122Short-Term Notes Payable$10,249Income Taxes Due$16,109Income Taxes Due$34,046Income Taxes Due$46,006Income Taxes Due$59,618Other Current Liabilities$0Other Current Liabilities$0Other Current Liabilities$0Other Current Liabilities$0Total Current Liabilities$25,982Total Current Liabilities$44,043Total Current Liabilities$56,128Total Current Liabilities$69,868Long-Term LiabilitiesLong-Term LiabilitiesLong-Term LiabilitiesLong-Term LiabilitiesLong-Term Notes Payable$7,735Long-Term Notes Payable$5,189Long-Term Notes Payable$2,610Long-Term Notes Payable-$0Other Long-Term Liabilities$0Other Long-Term Liabilities$0Other Long-Term Liabilities$0Other Long-Term Liabilities$0Total Long-Term Liabilities$7,735Total Long-Term Liabilities$5,189Total Long-Term Liabilities$2,610Total Long-Term Liabilities-$0NET WORTHNET WORTHNET WORTHNET WORTHPaid-In Capital$61,740Paid-In Capital$61,740Paid-In Capital$61,740Paid-In Capital$61,740Retained Earnings$48,327Retained Earnings$102,139Retained Earnings$138,018Retained Earnings$180,414Total Net Worth$110,067Total Net Worth$163,879Total Net Worth$199,758Total Net Worth$242,154TOTAL LIABILITIES AND NET WORTH$143,784TOTAL LIABILITIES AND NET WORTH$213,111TOTAL LIABILITIES AND NET WORTH$258,497TOTAL LIABILITIES AND NET WORTH$312,022
For information about this worksheet, see "Balance Sheet" in "The Financials" chapter of Successful Business Plan: Secrets & Strategies..
BAM 515 - Organizational Behavior(Enter your answers on th.docxwilcockiris
BAM 515 - Organizational Behavior
(Enter your answers on the enclosed answer sheet)
1) The members of a ________ work together intensively via electronic means, and may never actually meet.
A) cyber group
B) digital team
C) virtual team
D) electronic group
2) The risks associated with planning can be reduced by an understanding of all of the following except
A) decision making.
B) team composition.
C) political science.
D) individual biases.
3) The way managers lead is changing because millions of employees work in
A) downsized organizations.
B) self-managed teams.
C) expanding positions.
D) outsourced functions.
4) Which of the following is not one of the three principal kinds of skills needed by managers?
A) Human
B) Analytical
C) Technical
D) Conceptual
5) An ________ is a rule or routine an employee follows to perform some task in the most effective way.
A) organizational pattern
B) organizational procedure
C) organizational routine
D) organizational schematic
Unit 1 Examination
51
BAM 515 - Organizational Behavior
6) An organization’s workforce consists of workers of different ages, religions, and socioeconomic backgrounds, all of which contribute to its
A) social responsibility.
B) ethics.
C) affirmative action.
D) diversity.
7) The ________ involves responding to the diverse needs of employees and developing employment approaches that promote the well-being of employees.
A) flexibility challenge
B) decision-making challenge
C) fairness and justice challenge
D) performance challenge
8) Organizational behavior is relevant to crisis management because it provides ________ needed to respond to a crisis.
A) guidelines, procedures, and boundaries
B) definitions and contextual perspectives
C) lessons about how to manage and organize the resources
D) an overview of sound management principles
9) ________ consists of computer and communication hardware and software, and the
skills of designers, programmers, technicians, and managers.
A) Strategic capital
B) Knowledge management
C) Corporate knowledge
D) Information technology
10) Standard Textile Company’s Chinese employees are not always comfortable
A) taking the initiative.
B) performing their jobs well.
C) learning new techniques.
D) All of the above
Unit 1 Examination
52
BAM 515 - Organizational Behavior
11) Psychologists have studied identical twins and have
A) attempted to determine to what extent personality is inherited.
B) been unable to determine what impact nature or nurture has on personality development.
C) identified specific genes that are responsible for inherited personality.
D) determined that the personalities of twins are impacted more by nature than are the personalities of non twins.
12) Individuals with an________ tend to believe that outside forces are largely responsible for their fate.
A) extrasensory locus of control
B) external locus of control
C) interdepartmental locus of control
D) internal loc.
BalanchineGeorge Balanchine is an important figure in the histor.docxwilcockiris
Balanchine
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Pioneers of Modern Dance
Isadora Duncan 1877-1927, believed movement should be drawn from nature and was inspired by Ancient Greece, wearing long toga-like robes in her performances. The Duncan technique was comprised of movements such as hopping, swinging, running, skipping and leaping; her desire was to free the body from the confines of ballet.
Ruth St Denis 1878-1968, was inspired by the dances of Asia, in addition to other culturally based forms. She is well known for her grand spectacles, creating a formal school/company. Her husband Ted Shawn was also a pioneer in modern dance who created an all male dance company in addition to performing with Ruth. Martha Graham was a student Ruth St. Denis and later became a member of her company.
Mary Wigman 1886-1973, was a German dancer/choreographer inspired by Expressionism, an artistic movement that emphasized raw emotions. She was a student of Rudolf Laban. In her famous Witch Dance, she went against traditional norms of female beauty in dance.
https://www.youtube.com/watch?v=AtLSSuFlJ5c
Rudolf Laban 1879-1958, is sometimes referred to as the father of German modern dance; he developed a system for notating dance called Labanotation in addition to developin.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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HY 1110, American History I 1 Course Learning Outcomes f.docx
1. HY 1110, American History I 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
3. Describe the characteristics of the divided regions of
Colonial America.
8. Discuss the evolution of American philosophies or ideals.
Reading Assignment
Click here for the Unit II Journal Assignment reading.
Chaney, T., Cohen, K., & Cotton, L. P. (2012). The Virginia
Company of London. Retrieved from
http://www.nps.gov/jame/historyculture/the-virginia-company-
of-london.htm
Poe, E. (1849, April 21). Eldorado. Retrieved from
http://www.online-literature.com/poe/577/
Virtual Jamestown. (n.d.). John Rolfe (1585-1622). Retrieved
from http://www.virtualjamestown.org/jrolfe.html
2. The articles cited in the Unit Lesson are required reading. You
may be tested on your knowledge
and understanding of that material as well as the information in
the Unit Lesson readings.
Unit Lesson
Pre-1600 colonization of the Americas, in short, would be at
first inspired by a desire to find quicker trade
routes to the distant orient, but would unexpectedly lead to the
uncovering of a world that was new to the
European mind. Exploration of the land mass in the western
Atlantic, dominated by the Spanish, included
explorers, navigators, and conquistadores searching to fulfill
the temptations of God, gold, and glory. A brief
recap (set to a familiar TV sea shanty) follows:
The 1500’s tell the tales
That stem from one historic ship
It began with Ferdinand and Isabelle
And the financing of a trip
Columbus was fearless with a plan
His navigation was true and sure
The goal was a new trading route
To the lucrative Asian shore
The lucrative Asian shore
Each month at sea was increasingly tough
His crew was cross and blue
But luck would spot virgin land one day
In 1492
3. In 1492
Indian lands, the crew was sure of this
Exploration would prove futile
There was no trade
He had missed his mark
UNIT II STUDY GUIDE
1600-1760
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
ral_Studies/HY/HY1110/15L/UnitII_journalreading.pdf
HY 1110, American History I 2
UNIT x STUDY GUIDE
Title
Back in Spain, he was dismayed
His find a farce
He would again sail the seas
Dying on an American isle
A legacy though was cast that day
Like God’s golden, glorious chime
A brand new world with the best of things
An adventure sure to find
Ponce de Leon, de Soto, too
4. Vespucci undercut the rest,
Cortes & Pizarro, with disease
Spain’s claim proved the best
Explorers, navigators, conquistadores
in search of luxury
Religion was carried with them
To convert the primitives they seek
Millions died, much society was lost
History records some as vile
The impact of each explorer’s step
marked another Spanish mile
Exploration was not without reason. Europe was fracturing on
the grounds of new beliefs challenging the
often oppressive Catholic Church. What started as the
publishing of a series of complaints on the door of
Wittenberg in 1517 by devout follower Martin Luther would
soon spiral into what is today known as the
Protestant Reformation. Following Luther’s lead, other (and
generally more dissatisfied) Protestant leaders
such as Ulrich Zwingli and John Calvin, whose followers were
called Huguenots, would emerge to spread
their doctrines across Europe and inspire migration to the new
world for a chance at worship without
oppression.
Lastly, Spain’s dominance in the Americas would not be
exclusive to one area. The series of voyages had
successfully charted a North, South, and Mesoamerica region,
and even discovered a successful (though
very dangerous) passage around the locked continents to once
again begin the attempt to circumnavigate the
globe and find new trading routes to the Orient.
5. Colonization Attempts
Spain’s successes with establishing religion, free lands, and
riches in the Americas would not go unnoticed,
and soon others would join the claim. England (1576) was
among the first in the claiming of American lands,
but with much less initial success than anticipated, including
the fate of the ill-fated first Roanoke colony
(1585).
Despite early troubles, myth and legend would continue to
inspire English and French exploration for their
crowns. Englishman Sir Walter Raleigh, for example, would
embark on his own deliberate attempt to search
for myth to claim the spoils. For Raleigh, his passion would be
the legendary City of Gold, El Dorado, which
was thought to exist somewhere in South America’s vast
jungles. The legend that had first famously gained
the interest of noted Spanish trailblazer Francisco de Orellana,
who coined the name “Amazon River,” failed
to bear fruit in the West. As a result, Raleigh’s expedition for
the lost city would take to the East, but that also
would come up empty.
Interestingly, his larger passion—staking England’s claim to the
riches of South America—would eventually
be a factor in his execution, as he endangered more than himself
raising British colors in Spanish-controlled
seas. This infamous search, though, would also inspire future
artistic masters to make this tale an allegory for
other such desperate attempts at riches. These artists included
poet Edgar Allen Poe, whose description of
the Gold Rush and desperation of the miner provides a keen,
supernatural take on the human’s determined
psyche:
6. HY 1110, American History I 3
UNIT x STUDY GUIDE
Title
Eldorado
Gaily bedight,
A gallant knight,
In sunshine and in shadow,
Had journeyed long,
Singing a song,
In search of Eldorado.
But he grew old -
This knight so bold -
And o'er his heart a shadow
Fell as he found
No spot of ground
That looked like Eldorado.
And, as his strength
Failed him at length,
He met a pilgrim shadow -
"Shadow," said he,
"Where can it be -
This land of Eldorado?"
7. "Over the mountains
Of the Moon,
Down the Valley of the Shadow,
Ride, boldly ride,"
The shade replied -
"If you seek for Eldorado!"
– Edgar Allen Poe (1849)
Today, El Dorado remains a favorite story and a real-life
magnet for those searching for American treasures.
Although the only “proof” is far from convincing, essentially on
a par with Plato’s descriptions of the lost city of
Atlantis, this does not deter the explorers still trying to make
their name, fortune, or influence in the world.
Permanent Settlement
Entering the seventeenth century, the American continents,
North, South, and Mesoamerica, were feeling the
initial effects of European influence. Though the “discovery” of
North America by European sailors could have
been considered a mistake, since it resulted from their intended
search for trade routes, these lands quickly
became prizes in and of themselves. As Europe’s population
continued to grow, its materials, resources, and
opportunities continued to shrink. Also, as European
populations became more accepting and knowledgeable
of the New World, those who felt the oppressions of the Old
World discovered for themselves the opportunity
that this new land opened for them.
In America, new periods of opportunity and oppression would
emerge in the form of frontier conflicts, but
these also occurred within the European settlements themselves.
8. Progressing into this unit, it is imperative to
focus on the changing experiences, expectations, and roles
among all those invested in the English colonies,
including women, labor groups, and Native Americans. To
adequately cover this change, our focus will, from
this point on, remain on North America, with brief jaunts to the
south as prudent.
During this era, the “known” North America could be separated
into a few major regions of note (examples
can be seen in the Suggested Readings). The East Coast, ranging
from what is now Savannah, Georgia, to
Nova Scotia, and roughly as far west as the Appalachian
Mountain range, would become known as English
Colonial America. This was due to the large number of
primarily English speaking areas to emerge, even
though not all were strictly under the jurisdiction of the crown.
In addition, much of what is now modern
Canada would accept English influence, especially with trade
options.
To the west, following the Mississippi and its tributaries to the
north, stretching from modern New Orleans,
Louisiana, to the Acadian provinces, would be the French
Crescent. This was mostly made up of a series of
HY 1110, American History I 4
UNIT x STUDY GUIDE
Title
9. French missions, hunters, foragers, and trappers who engaged in
civilized and mutually beneficial trade with
the Native Americans of those regions. Here, groups such as the
Huguenots found a region where they could
freely practice their beliefs, but they did this with respect to the
neighboring tribes, as forcing European ideals
often led to negative results. Further out west would be large
sections of understood frontier territory. The
area was dominated by Native Americans, and there was little
European presence. Those who dared try to
establish a residence were often on their own and at the mercy
of neighboring tribes.
Lastly, sticking primarily to the South and West were Spanish
claims, including modern Florida, much of
Texas, and the greater American Southwest and Pacific Coast.
Though loosely enforced, compared to the
colonized East, these were heavily protected territories thought
to hold vast riches for those who could find
them.
Early attempts at colonization were shaky at best. As previously
introduced to the ill-fated Roanoke colony,
and despite the mysterious circumstances therein, the English
would again attempt to colonize America’s
Atlantic Coast. This time, however, the colonies would be
closely tied to the Crown’s economic interests.
While the English would initially travel to the familiar
Chesapeake shores, it would come with the support of
private investors, most notably the Virginia Company, who
would not trust the colony to its fate again. (For
more information, see
https://www.nps.gov/jame/historyculture/the-virginia-company-
of-london.htm.) Though
10. the experience for these particular investors would ultimately
prove unsuccessful, this renewed interest would
help to ensure these colonies’ success by drawing the interest of
the crown. This caused North America to
develop stronger imperial potential than even what the Spanish
had found in South and Mesoamerica.
English Colonial America
The English colonies, not including much of modern Canada,
are generally divided into four regions based on
commonalities in religion, population, economics, and general
culture. We will look at a few of those elements
here.
New England
America’s northernmost colonies, often referred to as New
England due to the similarity of their climate and
strong settlements to their ancient namesake, urbanized quicker
than other regions. The term is still used
today to describe the cluster of small states. The population of
this region, which would retain an
overwhelmingly English ancestry, included the colonies of
Maine, New Hampshire, Vermont, Massachusetts,
Connecticut, and Rhode Island. With the common heritage, so
too came a strong effort to ensure the success
of religious communities. Most notable were the Puritans, who
were among the earliest settlers of this region.
The Puritans were sometimes criticized for acting
overzealously, especially compared to more southern
regions, but they would dominate the religion of this region.
Their main disagreement was with the Catholics,
whose traditional views and authority from the Vatican had also
been previously driven from the English
mainland.
11. Soon, however, religious tolerance would be legally enforced,
but only in an effort to ensure safety and
opportunities of the masses, not to restrict the religious
freedoms that so many colonists came to the New
World demanding. A decree from the Crown called for religious
tolerance and an end to the aggressive
reactions. Still, the strong Puritan, and growing Quaker,
populations of these vastly important colonial regions
would leave an indelible mark on the culture of the American
law and endear reverence to a Protestant core.
The familiar conditions and seasons of the New England region
provided a sense of comfort for the colonists.
The seasonal change was unlike the rich agricultural regions
further south, and there was less chance of
contracting an unknown disease, such as malaria. In the same
way, because these colonies had few Spring
and Summer months, produce was greatly limited compared to
their southern counterparts. Still, there were
important crops such as gourds and corn, and other trades
supplemented the economy—notably fishing,
whaling, and shipping. This region was perhaps so popular
because its climate was so very similar to
England, where the majority of its population originated.
With this, the city also allowed for the allocation of new
professions, such as clothiers, doctors, and dealers of
other such luxuries. Because of population growth, however,
farmable land was at a premium. Soon, families
did not have the resources to provide an inheritance for all
offspring, and quickly the measure of a family’s
status became more about accumulated wealth than standing in
the community. This atmosphere of free
https://www.nps.gov/jame/historyculture/the-virginia-company-
12. of-london.htm
HY 1110, American History I 5
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Title
enterprise and entrepreneurism, of course, would only expand
interests in American commerce. It would
eventually sow seeds of growing contempt, however, when new
regulations, such as the practice of
mercantilism and individual acts levied by the crown, would
regulate, threaten, or even steal from these
profits.
Mid-Atlantic
The region immediately south of New England, incorporating
the colonies of New York, New Jersey,
Pennsylvania, and Delaware, was commonly known as the
Middle Colonies or Mid-Atlantic. It, too, would
benefit from the great population growth, but unlike New
England, its populations would come largely from
other prominent European nations, such as the Netherlands,
Scotland, Ireland, and Germany. New England
was among the most pure in one heritage, the Mid-Atlantic was
just the opposite; this more temperate region
would host a wide collection of creeds, races, and religions.
This more multicultural collection would be the setting for a
drastically different type of inclusive society. The
13. overwhelming motivation for movement to this region of
America was opportunity, and some would seek
religious or political freedoms that were unavailable in their
locations of origin. These travelers were
commonly considered middle class, or had limited opportunities
available for those not in the upper class, but
could pay their way to America.
Many new cultures emerged in this region, and as part of that,
distinctive religions including the first American
synagogue in New York City and a strong Catholic community
that would be instrumental in the founding of
the southern border colony, Maryland. This region best
exemplified the idea of the “melting pot” of cultures
that would become a prominent nationalistic theme in the
nineteenth century.
Economically, there was a wider range of produce able to grow
in this climate, and from it would come many
items that would be desired in great quantity in Europe. This set
the stage for careful trade laws and money-
making opportunities for the crown. Though much more
common further south, some migrants were forcibly
exposed to years of extreme labor to pay off their debts. In this
region, these laborers were called
redemptioners; their services would be returned in a generally
livable climate and for less time than some of
their southern servant brethren.
Part of the reason for this limited use of servants was simply the
lack of need. The Mid-Atlantic region was too
cold for many of the cash crops that allowed plantations to be
successful in the South, and generally
agricultural families were large enough to handle the yearly
crop yield on their own. The advantage to having
servants, and less often, slaves, was that the cost would be
14. significantly less than hiring free help, but for the
typical large family, that too was unnecessary. Even in the
cities, families would commonly grow to a large
size, which was helpful in ensuring that the father could pass on
his trait, shop, or profession, and sometimes
even gain extra income working in factories or shipping plants.
Also significant to consider is the role of status and
“superiority” complexes of the time. Many families did not
welcome association with those outside of their social class,
either from fear of community pressure or
because of misguided expectations of aggressive/impulsive
behaviors by “less civilized” parts of society.
The success of family farms would help to feed these early
colonies, much in the same way as the Mid-West
has/does today for the full United States. Some who did not fit
in, or who did not adhere to social
expectations, would try their luck outside of society. Regions to
the unincorporated west can be called
Backcountry; though officially under colonial legislation, those
areas would have little or no political, religious,
or government oversight, which was appealing to some.
This Mid-Atlantic region, too, would have a very specific
relationship with philosophy and religion. Whereas
New England was often very specified and cut off, parts of the
Mid-Atlantic welcomed a much greater level of
diversity. Especially in the colonies of Pennsylvania and New
York, there was a heavy Dutch and German
influence. Today, the influence that religious freedom in
America provided then can still be seen in
communities such as the Amish and Mennonite, but the larger
presence was that of the Quakers (Shakers),
who greatly influenced the shaping of the early U.S.
government through political leadership and social
15. teachings. Like the Puritans, though, they too are commonly
misunderstood for overzealous practice. The
Quaker codes, including teachings of citizenship, behaviors, and
social qualities, made them natural leaders
and diligent professionals.
HY 1110, American History I 6
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South Atlantic Coast and Caribbean
The remaining colonies, from Maryland and south, are generally
collectively known as “the South,” but within
this region, there is still great geographical and cultural
distinction that has led to further division. Generally
the most common terms are “the Chesapeake,” in reference to
the Chesapeake Bay region, or upper South,
which included Maryland, Virginia, and parts of North Carolina.
The remaining colonies are often known as
the lower South, or “Plantation South,” for the common use of
the rich farm lands. These were generally the
least populated regions of Colonial America. In addition to the
mainland colonies, this plantation atmosphere
would carry directly into major Caribbean islands, including the
modern nations of Haiti, Cuba, and the
Dominican Republic, which were hotbeds for sugarcane.
16. The main difference between these two southern regions is what
the climate allowed the planters to grow.
The Chesapeake had a mild climate that was too hot for
European farms, but perfect for one of their most
desired imports: tobacco. Generally there was a high (in
comparison) population rate in this region, in addition
to large planter families. There was also a thriving slave
population.
Chesapeake
The ideal tobacco growing conditions of Maryland and Virginia
would become the first national jewel,
highlighted by the semi-inland port city of Jamestown. Success
would not come easy to Jamestown, as the
climate and poor management doomed wave after wave of
misguided settlers.
Arguably the greatest success only came from the unlikely
hospitality of the neighboring Algonquians, who
received only aggression in return for their aid. In 1624, after
three lackluster contracts with the Virginia
Company, James I would finally confiscate the Jamestown
settlement and put it directly under the direction of
the crown’s rule as a royal colony. The one major success of the
Jamestown settlement would be the almost
unexpected 1612 discovery of a successful West African cash
crop: tobacco. (For more information see
http://www.virtualjamestown.org/jrolfe.html.)
Being such a successful crop, due to the extreme diversity in the
climate from almost any European nation,
tobacco would soon become the most desired commodity in
Europe. Being the most economically powerful, it
would dominate the market with sprawling plantations and
massive armies of labor in the form of servants and
17. slaves—who would be shipped from the same West African
nations that shared the climate.
Lower South
Encompassing South Carolina, and (eventually) Georgia, this
region would have a striking difference in
population from their northern brothers. Slaves drastically
outnumbered Europeans, and there was little call
for luxuries or urban development. Land was at a premium, but
this region was hostile to the majority of
European immigrants. It was partially this issue that would
enhance the slave trade from West Africa.
Because of these two world regions (South Carolina and West
Africa) having a striking similarity in climate,
African slaves would be valuable resources in South Carolina,
not only as labor, but for their resistance to the
heat and diseases, and their familiarity with the items farmed.
Tobacco was not the only gem that the Americas produced. The
semi-tropical climate of the Lower South,
and even warmer weather in the Caribbean, would also provide
great economic opportunities. At this time,
rice and indigo were of great importance to the colonial
merchants, but would only grow in these tropical
climates.
Rice, a cheap and sustainable foodstuff, as well as scattered
inedible cash crops such as indigo, a blue plant
used for dyes, thrived in the southeastern climates. This led to
early market capitals, such as Charles Towne,
becoming surrounded by sprawling plantations eager to cash in.
Being such a cheap and easily replenished
source of food, rice was quickly a major industry, especially to
help feed the quickly growing labor populations
in the cash-crop capitals. Further south, the island of Barbados
18. would become the first of multiple Caribbean-
based plantation economies from which sugarcane would
become an export equal to, or perhaps even more
lucrative than, tobacco. It was the source of molasses, the main
ingredient in rum, sweeteners, and other
luxury products that would be desired throughout Europe by all
classes.
These new opportunities were not without their own dangers
and problems, however. Being in a significantly
warmer climate than the Europeans were used to, they had little
protection against diseases such as malaria,
http://www.virtualjamestown.org/jrolfe.html
HY 1110, American History I 7
UNIT x STUDY GUIDE
Title
which thrived, especially in the Southeastern swamps and rice
fields. In addition, due to the lack of disease
resistance Native Americans had to the Europeans (as
introduced in the previous unit), their mass
enslavement was not a viable labor option in North America.
This labor problem, coupled with the refusal to
forego the economic opportunities that America presented, fed
one of the most controversial early American
institutions: the Atlantic slave trade.
Regional Effect on Labor
19. To develop the labor point introduced earlier, there are some
important notes. The discovery of successful
cash crops would usher in the first major labor migration to the
colonies in contracted indentured laborers.
These laborers were often of lower class and/or without other
choice. They would be put to work in the New
World by a plantation owner for up to seven years in exchange
for the cost of their travel and some promised
“freedom dues,” which might include land, tools, food, or
clothing, upon completion of their service. The
planter would also be granted a headright benefit of land to
encourage this sale and production, both of which
greatly benefitted the colony in terms of trade, stability, and
interest to the crown. These “servants” would,
however, only be a short-lived aspect of the colonies. Soon,
land was no longer in ample supply to give out,
and many servants simply returned home, knowing the harsh
realities of service and quickly limited
opportunities.
Needless to say, with this labor program, a wide socio-economic
gap between social classes in the colonies
would emerge, and the economic concept of mercantilism took
precedence over all. Regional governors no
longer felt responsible to their people as the Crown passed
economic reforms (such as the Navigation Acts of
1650 and 1651) guaranteeing that the kingdom’s interests were
a monopoly called mercantilism, and these
colonies were firmly under the thumb of a monarch half a world
away.
A growing distrust and discontent would spark among the
colonists, especially the lower classes, and would
continue to compound over the next century, eventually
erupting into a war for independence. Independent
20. rebellions, however, were already visible along the Atlantic
coast. Probably the most well-known example is
Bacon's Rebellion of 1676, which would lead to a devastating
fire in Jamestown. Others, such as Culpeper’s
Rebellion, would also highlight the instability and failures in
the colonies. The Crown reacted to these threats
as simply the fallout of frontier wars and other such conflicts
with the Native Americans, such as King Philip’s
War and the Pueblo Revolt of 1680.
The Slave Trade
The slave trade thrived due to the decrease of European
indentured servitude and the negative response
disease had on Native Americans as a labor force. Though skin
color would quickly become a major
qualification, with the decline of indentures, it
should be noted that initially, the major
difference between servants and slaves was
length of service. Servants were contracted
labor with a set release, whereas slaves were
considered the property of their owner until
that owner deemed otherwise, often either
from transaction or a slave’s inability to work.
With the expansion into devastating climates,
and with many of the early contracts maturing,
the servant trade was quickly losing support.
Plantation owners did not want to part with
their valuable tracts of land or share profits
with another European family, and the usable
land in the colonies was quickly running out.
On the heels of Bacon’s Rebellion, those
lessons taught that a new labor option was
necessary for the success of the nation—that
option would become the Middle Passage, an
21. essential leg of the greater Columbian
Exchange (a.k.a. Triangle Trade), as seen in
Figure 1 above. Slaves would be taken from
the relatively similar West African climate,
Figure 1
HY 1110, American History I 8
UNIT x STUDY GUIDE
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forced onto large cargo ships, and carted to America with little
concern about health, hygiene, or safety,
to ports along the Chesapeake, Lower South, and Caribbean.
In 1663, successful Bahamian planters founded the first
Carolina settlement. This land, granted by King
Charles II, would be a southern border for the English colonies,
expanding the holdings of the English and
further defining the borders of the Spanish settlements in
Florida. This Chesapeake region would be the stage
that the slave trade needed to guarantee its success, not as much
for the hands as for the climate.
Africa had long been used for slave trafficking prior to
American settlement, but mainly on its Eastern border.
What appealed to American planters was the similar climate that
the American Southeast and African
Northwest share, including many crops, diseases, and conditions
22. that the ancient West African tribes had
evolved to survive. These were conditions that were not as
friendly to Europeans. Also, there was one other
major benefit in that Europeans and Africans were not as
susceptible to disease from one another as the
Native Americans had been. Centuries of trading had provided
the necessary adaptation to allow community,
and with that, the Atlantic slave trade began. By the dawn of the
eighteenth century, approximately three
decades after the Carolinas were granted colony status, the
Chesapeake was quickly growing in numbers
and divided by race. This affirmed that people were segregated,
meaning that laws, rights, and opportunities
were now clearly separated by skin color.
To gain this labor force, slaves would be literally stolen from
their families, sometimes betrayed by their own
leaders, in exchange for European cargo—often weapons. This
trade would begin the Middle Passage. Once
in America, those who survived would be hosed down, barely
covered, and taken one by one to be sold to the
highest bidder in the public square. There was no account for
family, children, or even language – young men
cost more than women, and children would generally require a
pre-existing community to ensure they would
grow up to pay back the investment.
During the course of the trade, which would last well into the
new nation, millions would be carted over from
their native lands—thousands would die either in captivity
waiting to board, from the putrid conditions of the
weeks of travel, or from the abusive tendencies of owners who
demanded obedience and ceaseless effort. A
small minority would be fortunate enough to have masters who
cared for their literacy, even breaking the law
to teach them basic math and reading. It is the memoirs of these
23. few that modern historians have to carry on
these stories to future generations in hopes that we never repeat
these mistakes.
The Middle Passage
The movement of slaves to the Americas was only one part of a
larger trade network better known as the
Middle Passage, seen in Figure 2 below. In all, the Triangle
Trade was a series of common expeditions,
which explains how goods came and went between Colonial
growers and tradesmen, British merchants and
industrialists, and African tribes. Each of the three areas would
continuously depend on the other two to
ensure their personal needs and growth, and the British Empire
was the largest beneficiary of this trade
through their regulation of ports and the taxes/levies on any and
all imported/exported goods on or at British
ships or ports through the Navigation Acts.
HY 1110, American History I 9
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Without a doubt, the biggest loser in this trade was the common
African tribesman. European traders
from seafaring nations turned this interest in American labor
needs to their advantage by transporting
24. slaves. The travel of slaves to America was atrocious; they were
crammed beside and atop one another
from hull to deck, with netting rigged on the sides of
the boats, just in case a slave was to get free and try
to commit suicide by jumping. Several thousand
slaves would be coaxed, taken, or violently removed
from their tribal lands in West Africa and taken to the
colonial ports in America and the Caribbean. This
process was so violent that for every one slave taken,
there was also approximately one casualty. This may
be due to conditions of the capture, the shipment, or
from being left in a coastal “holding cell” for weeks
waiting for the boat to return for the next voyage.
Once in the Americas, slaves were subject to new
dangers in the form of European disease and a high
potential for cruelty. Part of this sentence was due to
laws forbidding them to be educated and ensuring
that they were considered nothing above property of
their master—an attitude that was believed to ensure
“superiority” over the now faceless laborers.
It is important then to address the question: why was
there a change from servant to slave labor? A few key
points to note include the following:
1. Monetarily, the cost to purchase a slave was approximately
twice that of a servant, because the
purchaser also had to cover passage costs and processing. This
is not including the renewing cost of
food, clothing, shelter, medicine, any promised goods, and other
basics for living to get back the
investment. As settlements became stronger and conditions
better, the life expectancy of laborers
also became longer. This meant that the original cost meant less
25. in time, and that the costs for a
temporary laborer, who was likely to survive indenture, were
becoming equivalent to those for a
permanent laborer. Men were valued more than women. Most
slaves were late teens/early adult, and
generally the further south, the worse the conditions were for
slave or servant.
2. Stories about the reality of indentured servitude got back to
Europe. Servants who had once signed
away their freedoms for the promise of some benefit from their
service, such as a plot of land, tools,
etc., would sometimes finish their indenture only to find those
promises not kept. With the growing
need for land and the entrepreneurial spirit, the land quickly
became more profitable to planters than
the person it was promised to. Many servants would simply go
back to Europe, feeling that there was
even less opportunity in America than had been in Europe to
begin with.
3. A solid amount of servants did use the indenture process to
earn their way to a chance at a better life,
and many early servants succeeded in doing so. However, not
all servants were volunteers. As labor
became scarcer, shippers found new means for obtaining bodies
to fill their ships, including the
purchasing of prisoners from jails, emptying orphanages,
pulling the poor off of the street, and even
some whispers of outright kidnapping. These laborers did not
have the motivations of the signed
indentures, and all too often, the return did not come on the
investment paid for them.
4. The law did not favor the slave, and owners could act
however they felt was best with their property. It
26. is important to note that there was an expected decorum for
families in America, including Christian
morals, and owners did not want to lose their investment. Even
as gruesome as many actions were, it
was to the benefit of the owners to treat their labor humanely.
Food, shelter, clothing, social
presence, and such would rarely be equal, but they were
provided to ensure that the investment was
beneficial.
5. It became convenient to be able to determine a social class
based on skin color alone. In the early
years of the slave trade in America, there is record of some
slaves earning/buying their freedom, and
even starting their own plantations, with slaves of their own. As
this labor system evolved, however, in
the eyes of the law, those of color, which sometimes included
Native Americans or other migrants to
the American colonies, did not have what would later be dubbed
“inalienable rights.” This meant, in
principle, that the rights of one culture would no longer be
privy to the basic rights of their fellow man
Figure 2
HY 1110, American History I 10
UNIT x STUDY GUIDE
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27. only because of the color of their skin. This difference was so
monumental that it even overshadowed
economic class in many cases.
6. With the increase of adult slaves came also an increase in
slave families. Though slaves had no
rights, the masters encouraged families as they felt it made
slaves less rebellious and more prone to
procreate. Children born of slaves were slaves, so realistically,
prosperous owners could ensure the
success of their plantations for generations without any
additional purchases, trade, or contracted
labor.
All of these factors increased the domination of the slave
system and ensured the increased subjugation of
African Americans (i.e., generations of African descendants
born in America), a topic that will be of paramount
importance in this and all remaining units. There were some
examples of rebellion, such as that in Stono, SC,
but life for the overwhelming majority of African descendants
was harsh and difficult. Today’s historians are
lucky to have significant records about these experiences,
thanks to testimonials and diaries of slaves and
abolitionists such as Olaudah Equiano, who, after his
enslavement, worked feverously against this labor
system. Equiano would be a major figure in the dissolving of
the slave trade in Britain; this is a topic that we
will explore again in later units.
Religion and the Colonies
Change, however, was not entirely monopolized by economics
in this time. Religion was also an essential
part of the daily life of most British citizens, and we will
28. discuss a few issues, both in Britain and in the
Americas.
In Europe, Protestantism was a growing force. As we have
discussed, new leaders arose on the heels of
Luther’s posting of his 95 Theses at Wittenberg in 1517.
Similarly, England’s King Henry VIII would abdicate
Catholic support in 1534 over a political power struggle with
then-Pope Clement VII. From that point on,
England was a Protestant nation under the guise of the Church
of England, headed by the absolute monarch.
Unlike the results brought about by Luther, not much would
change about how and where the Anglican
Church would operate. However, it would become the state
religion, and its following would be an essential
part of the law, especially in areas like the Chesapeake and
Lower South, which had limited option or urban
refusal.
This would change again during the Glorious Revolution of
1688. In short, the Stuart dynasty had long
refused to include Parliament in the decisions of the nation, and
their absolutist ideals irritated leadership.
What would finally put the support of the people against them,
however, would be a continued desire to rejoin
the pontiff in Rome and return to Catholicism. The people of
England feared an international monarch with so
much influence, and it did not help that the hated Spanish and
French remained two of the most loyal Catholic
nations on earth.
In 1688, King Charles II would have a son. Fearing a
continuation of his absolutist actions, the political
leaders usurped Charles, who fled to France. This “Glorious
Revolution,” thus named for its bloodless nature,
29. guaranteed Parliamentary power in all aspects of English
politics.
It also provided a bill of rights and saw the ascension of
William (heir to the Protestant Dutch crown) and Mary
(eldest daughter of Charles II, and with his abdication, rightful
heir) to the throne. With this change, the era of
absolutism in England ended. With the ousted monarchy, any
remaining Catholic sentiment in England,
including her colonies, was immediately the subject of public
aggression. In America, news of the revolution
made waves. Not only was this a revival of the rights of English
citizens, but it would also mean the removal
of several unfavorable appointments by Charles II and other
Catholic leaders and a reestablishment of the
Church of England as a religious, political, and government arm
of the crown.
For many Americans, nationalistic teachings begin with the
Mayflower’s destination at Plymouth (Plimoth)
Rock. However, as discussed so far, there was quite a bit of
European influence before that voyage, but the
influence of these new English sailors is still very significant to
the nation’s development. This fateful voyage
would eventually lead to the founding of Massachusetts Bay,
and from there, the larger New England region
as it is understood today.
The main motivation for this passage was religious freedom of a
small, yet highly devout, conservative
Calvinist religious group known as the Puritans (who we have
addressed earlier). In 1620, the Puritans would
30. HY 1110, American History I 11
UNIT x STUDY GUIDE
Title
come ashore at what is now Massachusetts, and in 1629, they
would set up a self-governed community
guided by the preservation of their beliefs from what they
considered the corrupt Church of England. It was
here in 1630 that Governor Winthrop’s famous “covenant with
God” speech would inspire the now multiple
passages’-worth of Puritans to form a religious utopia, free
from the destructive combination of church within
state—a concept that would also become central to a new nation
150 years later.
While Puritanism would lose much of its rigor with succeeding
generations, other religious groups, such as
the Quakers led by William Penn, would also migrate to this
region, stirring some aggression among the
conformist Puritans. From this charged atmosphere originated a
series of unbelievable accounts in the last
decade of the seventeenth century that would challenge the
strong religious influence which founded these
colonies: the Salem Witch Trials. The fallout of these trials
would include numerous unfortunate deaths as
well as a question about if the Puritan church had indeed
contaminated itself like the church it had initially fled
due to its close association with the State.
Eventually, this renewed atmosphere and large migrations
would bring a new opportunity for tolerance and
political balance, which was not without its own trials. The
31. middle colonies would be the first to open their
arms to all creeds, especially under the temporary Dutch rule,
but it too would insinuate the need for a strong
government of “good men,” another theme that would become
central to the founding of a new nation less
than a century later. With these districts now in place, the
English had successfully built a permanent empire
in America to rival that of Spain, but was it stable enough to
last like other, smaller colonies throughout the
world?
It is important to note that the Enlightenment challenged the
structure of religious authority, not religion itself.
A final example of religious cultural expression we will
introduce here is the Great Awakening. Taking place
primarily in the early 1700s and throughout the colonies, this
revival would preach the abdication of older
faiths if it meant the interference of a personal association with
religion. Among the more notable leaders
included the next generation of major religious figures, such as
Jonathan Edwards (“Sinners in the Hands of
an Angry God”), and inspiring speakers and revivalists, such as
George Whitefield and William Tennent.
These men would once again fill pews with their inspiring
messages, which appealed to all classes and
challenged all dissenters of the faith. This reintroduction of the
faith was one that challenged the need for
faceless tradition to live a Christian life and encouraged
following scriptures to choose to be saved or
damned.
Among those who would find inspiration are figures such as
Benjamin Franklin, American Founding Father
and noted multiculturalist, philanthropist, and controversial
statesman, as well as the aforementioned Olaudah
Equiano. This new telling of the ancient scriptures would
32. literally divide congregations between traditionalists
(Old Lights) and revivalists (New Lights). It challenged the
faith of many, but it would also eventually lead to a
series of new denominations in America, including some that
directly descended from the experiences of
slaves and freemen in a prejudiced America. Open to all, and
especially focused on appealing to women,
these sermons were instrumental in bringing people back to the
church after what had been a very powerful
wave of Enlightenment philosophy, highlighting the differences
between strict tradition and a personal
association with God.
Conclusion
In conclusion, the 1600s and early 1700s were a period of great
change and growth in the American colonies.
With each settlement desiring to create one form of utopia or
another, these colonies quickly became a
melting pot of opportunity, while becoming at the same time a
divided gathering of ideals. Looking back, it is
important to recognize perspective from all accounts: northern,
southern, rich, poor, white, black, Native
American, and European. To its beholder, each account would
be as valid and as justified as the next. Using
this understanding, it is highly suggested to look again at the
laws, governments, religions, and ideals of the
different groups: what kind of society was desired in America,
and were the differences really so different from
one another? Was division inevitable due to differences, or
could stronger management have appeased all
sides? These are questions that will lead directly into the
brewing conflict and defining crisis that would
institute a new nation.
33. HY 1110, American History I 12
UNIT x STUDY GUIDE
Title
Reference
Poe, E. (1849, April 21). Eldorado. Retrieved from
http://www.online-literature.com/poe/577/
Suggested Reading
To learn more about the Revolutionary War, while being able to
view portraits, maps, and more, please check
out the following website from Humboldt State University’s
History Department.
Olson-Raymer, G. (n.d.). Evolution or revolution? Retrieved
from
http://users.humboldt.edu/ogayle/hist110/unit2/revolution.html
To hone in on key terms and ideas from this unit, specifically
the map of the royal colony (12), please click on
the link below.
34. Chapter 03. (n.d.). Retrieved from
http://www.easynotecards.com/print_list/949
To learn more about the life and times of Olaudah Equiano
please check out the website below.
Williamson, J. (n.d.). Summary of the interesting narrative of
the life of Olaudah Equiano, or Gustavus Vassa,
the African. Retrieved from
http://docsouth.unc.edu/neh/equiano1/summary.html
Learning Activities (Non-Graded)
Flashcards
For a review of the key terms of the unit, click here to access
the interactive Unit II Flashcards in PowerPoint
form. (Click here to access a PDF version.)
Non-graded Learning Activities are provided to aid students in
their course of study. You do not have to
submit them. If you have questions, contact your instructor for
further guidance and information.
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
ral_Studies/HY/HY1110/15L/UnitII_Flashcards.ppsx
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
ral_Studies/HY/HY1110/15L/UnitII_Flashcards.pdf
35. As you read in Chapter 4 section 4.4, the centerpiece of the
rehearsal phase of metacognition is the strategy card. After
decoding tasks and strategizing how to FIT your Learning
Patterns to the task, you can use your knowledge of your
Learning Patterns to develop personal strategies to direct your
efforts. The most efficient way to do this is to develop a
personal strategy card.
Strategy cards convert general study skills into personalized
strategies for learning based on each learner’s Patterns.
Personal strategy cards are essential to effective rehearsal
because they help you address the requirements that you have
decoded from the assignment and they help you connect to the
instructor’s expectations. Strategy cards help you organize your
approach to achieving success on the task. They allow you to
practice “smarter, not harder.”
You are more effective when you develop a strategy card for
each major task or assignment. In doing so, you become more
disciplined and you match your efforts to each requirement. In
preparation for your reflection assignment that you will
complete in Week 5, we will use the Week 5 Final Reflection
assignment instructions for the decoding section of this strategy
card. This way, next week, you’ll be able to approach your
assignment with intention as you skillfully apply your Learning
Patterns.
Directions:
Your task is to complete your own Personal Strategy Card.
a. Watch the Completing Your Personal Strategy Card video
https://youtu.be/fAK3RpNzGg8.
b. You will be filling out the Personal Strategy Card form below
to complete the assignment.
EXP 105: Week 4
Personal Strategy Card
Name:
36. A. LCI Scores
Sequence
Precision
Technical
Reasoning
Confluence
Record your LCI scores in the boxes provided.
31
25
18
22
B. Carefully describe the degree to which you use each of your
Learning Patterns.
(Refer to the Personal Learning Profile you developed for your
Week Two assignment and any feedback provided by your
instructor to determine if you need to refine your responses as
you complete this section.)
Sequence:
Precision:
Technical Reasoning:
Confluence:
C. Identify all verbs and specific terms from the assignment
instructions and describe how each Learning Pattern will be
37. used to effectively complete the Week 5 assignment.
(Critically review the Final Reflection assignment in Week Five
and decode it.)
Sequence:
Precision:
Technical Reasoning:
Confluence:
D. Explain how you will Forge, Intensify, or Tether (FIT) your
Learning Patterns to implement personal strategies so you can
complete the Week Five assignment efficiently and effectively.
(If you do not need to FIT a Pattern, include a description of the
strategies you naturally use which help you to be successful on
these types of tasks.)
Sequence:
Precision:
Technical Reasoning:
Confluence:
Click to view a Model Personal Strategy Card (tips included!).
Many students have found that the instructions in this guide was
invaluable for completing the assignment successfully.
· Section A: List your LCI scores in the indicated boxes on the
Personal Strategy Card.
38. · Section B: Carefully describe the degree to which you use
each of your Learning Patterns. Refer to the Personal Learning
Profile you developed for your Week Two assignment and any
feedback provided by your instructor to determine if you need
to refine your responses as you complete this section.
· Section C: Critically review the Final Reflection assignment
instructions and decode them. Click here to download a copy of
the Week 5 Final Reflection instructions (in the online
classroom). Identify all verbs and specific terms from the
assignment instructions and describe how each Learning Pattern
will be used to effectively complete the Week 5 assignment.
· Section D: Explain how you will forge, intensify, or tether
(FIT) your Learning Patterns to implement personal strategies
so you can complete the Week Five assignment efficiently and
effectively. If you do not need to FIT a Pattern, include a
description of the strategies you naturally use which help you to
be successful on these types of tasks.
c. Save your work and then submit your Word document using
Waypoint.
4.4 The Action Phases of Metacognition
What follows is a list of the action phases that your mind goes t
hrough as it completes a learning task. The terms (seeFigure 4.2
) are words chosen to represent what occurs in each phase.
These are not scientific terms, but instead learner-
friendly descriptive words that allow a student to observe andun
derstand what is going on in his or her mind. They were chosen
to help students respond to the age-
old question:"What are you thinking?" and the equally frustratin
g criticism frequently leveled at them: "You know I can’t read y
ourmind!"
Phase 1: Mull
Virtually all tasks begin with some form of mulling—
42. Connecting to Your Reading
Using the steps below to guide you, connect your ideas and expe
riences to the content of an assigned reading(s):
·
As you’re reading, think of a similar assignment you’ve had in t
he past. In your mind, can you begin to comparewhat you are re
ading now to what you have read in the past?
·
Jot down questions that cross your mind. Post your questions an
d read others’ responses to them.
·
Search for relevancy in the assigned reading. "Deep read" the pa
ssage, rather than skimming it.
·
Anticipate the conclusion of the assigned reading before you co
mplete it. Are you surprised by the outcome?
Understand what you are reading:
·
Look for a thread of logic or a progression of thought (e.g., Ste
p 1, Step 2, Step 3).
· Pick out new terminology and look up words you didn’t know.
·
Search for the central point; pull it together from different parts
of the reading if it is not explicitly stated.
· Consider the reading from several different angles.
Connect to the points in what you are reading by asking yoursel
f:
· Do you feel you were "of like mind" with the author?
· Do the facts speak to you?
· Can you relate your own experiences to its message?
·
Do you see any parts of the reading as a jumping off point for y
our own thinking?
Regardless of the type of assignment, intentional learners use th
eir Learning Patterns to connect to the task, first bymulling and
decoding, and next by connecting to it.
43. Neither Dan, nor Cassie, nor Nia invest in connecting to their as
signments. Each allows personal issues, including self-
doubt, fear of failure, and lack of personal investment of time, t
o get in the way of completing the assignmentsuccessfully. Non
e is likely to succeed on current or future assignments if each co
ntinues his or her current approach.Conversely, if they allow the
ir Patterns to guide them in connecting fully with the task at han
d, they are much morelikely to succeed (Johnston, 2005; Johnst
on, 2006).
FIT: Forge, Intensify, Tether
A second aspect of connecting to the assignment involves fitting
yourself to the task. FIT is an acronym comprised ofthe first let
ter of the words Forge, Intensify, and Tether. FIT describes the
type of self-
regulation you need to use inorder to fit your Learning Patterns
specifically to the task you are facing. Your goal should be to m
atch the amount ofeach Learning Pattern required of you to the
amount of that Pattern you use.
Take for example, the task decoded earlier (see Figure 4.4):
"Write in bulleted form a brief description of critical thinking."
When decoded, you recognize that the task requires you to use P
recision (as noted by three different terms, write,define, and crit
ical thinking) first and foremost. Suppose your Precision, at a sc
ore of 18, is borderline Avoid/Use asNeeded. In order for you to
complete the task successfully, you will need to temporarily inc
rease or forge yourPrecision to fit the task. Once you are consci
ous of the possible disconnect between the assignment and your
LearningPatterns, you can do something about it. Even though y
ou don’t enjoy operating at a high level of Precision, you areabl
e to do so once you recognize what the task calls for and you fin
d a strategy to help you increase your Precision tocomplete the t
ask.
As noted in Figure 4.5, the assignment you decoded requires yo
u to do the following:
Of the 17 key words decoded in this assignment, 12 require the
44. use of Precision. Two require Sequence, and threerequire Techn
ical Reasoning. None requires the use of Confluence. Clearly th
e assignment requires a great deal ofPrecision and a moderate u
se of Sequence and Technical Reasoning. But what if your Lear
ning Patterns don’t match theassignment? Do you give up? No,
you take action and forge the Pattern until it fits the level of Pre
cision required by theassignment.
Forge
The term forge is intended to be applied to those Patterns that fa
ll between 07 and 17 on the LCI "degree of use"continuum. The
purpose of forging a Pattern is to increase the use and performa
nce of it. Forging requires you to workin a way that you would
usually prefer not to. However, because you know the Pattern is
necessary for the task, youseek to make proper and appropriate
use of it. Impossible? No. Does it require your attention and int
ention?Absolutely! It also requires an increased use of mental e
nergy.
The amount of mental energy needed to alter your natural level
of performance in a Pattern is directly related to thedegree you
are required to use it. For example, Dan avoids Confluence (14).
He is not a risk-
taker, and this assignmentis asking him to do something he has
never done before. In addition, he almost avoids Precision (18).
Therefore, whenhe is required to "write, describe, and explain"
a specific term, his tendency to avoid Precision has him feeling
stressedand filled with doubt about his writing ability. Consequ
ently, he needs to use a significant amount of energy to intensif
y(energize) his Precision and forge (increase) his Confluence in
order to free himself to take on the assignment andbelieve he ca
n achieve.
Cassie, too, has a Pattern she avoids: Technical Reasoning (10).
It is not easy for Cassie to problem-
solve. By notknowing how to use her Technical Reasoning to gr
ound her Precision (29) and make it work for her, she allows her
mind to go round and round in circles, never certain of what to
do or how to proceed. Her Technical Reasoning couldprove help
45. ful to her in completing the assignment if she knew how to put f
orth the mental energy to forge its use. Forexample, she could u
se her Sequence to plan a step-by-
step approach to forging her Technical Reasoning and solve the
problem she is facing.
Forging is a metacognitive skill that takes patience, practice, an
d determination. Forging a Pattern is a challenge. Thesame is no
t the case if you use a Pattern at the Use as Needed level. Then i
ncreasing the use of it requires only thatyou intensify it.
Intensify
The term intensify is intended to be used with the Patterns that
you Use as Needed. Use as Needed Patterns scores fallfrom 18 t
o 24 on the LCI continuum. They are the "quiet" ones that stay i
n the background until called upon. If theyoperate closer to the
Avoid edge of the Use as Needed continuum, then they remain a
lmost dormant unless awakened.If they operate at close to the U
se First edge of the Use as Needed continuum, then they are mor
e actively and readilyavailable for use without a great deal of ef
fort. Your Use as Needed Patterns provide a rich set of options f
or you. Theyprovide a counterweight to the extremes of your Us
e First and Avoid Patterns.
Dan, Cassie, and Nia provide you with good examples of how th
eir Use as Needed Patterns can help balance the use oftheir othe
r Patterns. Dan Uses Precision as Needed, while Nia Uses Techn
ical Reasoning as Needed. Cassie has two Useas Needed Pattern
s, Sequence and Confluence. If they were aware of the potential
power of their Use as NeededPatterns, their study sessions woul
d be more productive. Dan could intensify his Precision and use
the increasedenergy to address the degree of Precision the writi
ng assignment is calling for, thus raising his confidence and low
eringhis self-
doubt. Cassie could awaken her Sequence and use it to feel mor
e secure in following the assignment’sdirections. She could also
use her Confluence to lessen her fear of doing the assignment i
ncorrectly, and instead, freeup her Precision to be willing to tak
e a little risk and trust that she is using the right words when sh
46. e makes herpoints in her analysis.
Nia also has a Pattern that could help her regulate her study beh
aviors. In Nia’s case, it is her Use as Needed Pattern ofTechnica
l Reasoning. If she were to intensify it, she would be better prep
ared to complete her written responsebecause her Technical Rea
soning would demand that she carefully craft it to meet the assi
gnment’s specifications. Ofcourse, Nia also has three Patterns t
hat she Uses First that drive her behaviors as a student in ways t
hat are not alwaysproductive. In many cases, she needs to tether
them.
Tether
The term tether is applied to those Patterns you Use First. These
are the Patterns that fall into the 25 to 35 range onthe LCI scori
ng continuum. These Patterns drive your life and your learning.
Of course, the challenge of using a combination of Use First Pat
terns in concert with your Avoid and Use as NeededPatterns is t
o do so with intention. In the case of your Use First Patterns, yo
u must stay alert for when thesedominating Patterns need to be t
ethered—that is, pulled back, held down, or restrained.
Tethering involves addressing those mental processes that leave
you feeling self-
assured and confident. Theysometimes must be restrained becau
se Use First Patterns do not necessarily represent competence. T
heir confidence issometimes misplaced, particularly when they a
re not the dominant Patterns required for a task. Thus, tethering
yourUse First Patterns helps you gain perspective and anchors y
ou to the current reality of the assignment, and it preventsyou fr
om getting stuck trying to do things the assignment doesn’t requ
ire or allow.
Dan, Cassie, and Nia all have Use First Patterns that warrant tet
hering because even Use First Patterns can mislead alearner. Fo
r example, Dan could benefit from tethering his Technical Reas
oning (30), his tendency to use few words,which can inhibit his
Use as Needed Precision (18). In the case of the assignment call
ing for an analysis with detailedsupport from three sources, he n
eeds to intensify his Precision and tether his Technical Reasonin
47. g in order to write apaper of an acceptable length, with sufficien
t supporting details.
Cassie could benefit from tethering her Precision (29) because it
makes demands for perfection on virtually everythingshe does.
Her Sequence (20) never organizes well enough; her Confluence
(22) never has good enough ideas; and herTechnical Reasoning
(10) is virtually ignored because it doesn’t help her have the pre
cise words to assist her whenwriting. When Cassie doesn’t tethe
r her Precision, all of her other Patterns are stifled.
Nia’s three Use First Patterns are a force to be reckoned with. C
ollectively, her Sequence (33), Precision (32), andConfluence (2
7) have her believing she can tune out the rest of the world and
listen only to what she perceives to bethe right structure (Seque
nce), the best answer (Precision), and the greatest idea (Conflue
nce). Tethering for Nia isvital. Only then will she be able to con
nect to the world outside of herself. Left untethered, Nia is desti
ned to continuedown an isolated pathway as a Strong-
Willed learner unable to recognize how she allowed her Patterns
to ambush hersuccess.
"FITing" your Patterns to a task takes energy. The task at hand
must be carefully and accurately decoded. The amountof resourc
es needed to accomplish the task needs to be carefully assessed.
Consequently, it is vital that you giveyourself the space emotio
nally, mentally, and physically to FIT your Patterns to the task.
Build in opportunities toregenerate your energy if you have bee
n tethering or forging your Patterns for several hours at a time,
because themental workout you will experience is every bit as ti
ring as an hour or two at the gym.
Know, however, that the effort is well worth it. Never underesti
mate the tremendous feeling of accomplishment thatawaits you
when you have succeeded in completing a task to a degree that y
ou have not achieved before. Always keepin mind that "Learnin
g strategies are most effective when students can make informed
choices about which strategiesto use in particular learning situa
tions" (Lovett, 2008).
51. The metacognitive phase that cautions you to attend to—
that is, to pay attention to—
a task also disciplines you to stayfocused and not waver from th
e high level of performance you have developed when using you
r personal strategies.Attending to a learning task is to be in an a
ctive state of focus, clearing away distractions, and concentratin
g on whatyou need to consciously do to complete the task well.
To attend means you don’t let up; you’ll continue to operate at a
high level of focused energy. The reason this is so important is t
hat when you submit your work, or complete anassessment, or i
n any way perform the action that you have been rehearsing, yo
u want it to occur at the same highlevel of performance that you
achieved during the rehearsal phase.
How many times have you seen a playoff in which one team win
s its division easily and must wait for its opponents tofinish out
a close series? When they finally begin the playoffs, supposedly
as the dominant team, the team’s play islackluster. Often, they
can’t get back the mojo they had in the earlier round. The team t
hat finishes first often loses itsability to attend at the same level
as the rival team that experienced no downtime. The attend pha
se of metacognitionis when you need to be coaching, encouragin
g, and challenging your Learning Patterns to be on alert and to c
ontinuedoing the work of intentional learning.
Phase 5: Express
To express means to go public with what you have been rehearsi
ng. It’s the real thing. To reach the metacognitivephase of expre
ss indicates that you have mulled, decoded, connected, FITed, r
ehearsed, developed personal strategies,and attended to maintai
ning a high level of performance. The paper being submitted is
your best work. The projectbeing presented is your best work. T
he comments being posted represent your best effort. All of you
r effort has beenprocessed and refined. It is the result of not me
re study habits, but the metacognitive behaviors of an intentiona
llearner determined to succeed.
Phase 6: Reflective Practice—Assess, Reflect, Revisit
The final phases of metacognition form the basis of something c
52. alled reflective practice, which is actually a part ofcritical think
ing. Reflective practice is also known as double-
looped learning because it takes you back to examine thedefinin
g questions you asked yourself as you entered into doing the ass
ignment (your assumptions, actions, anddecisions) and the resul
ts you achieved at the conclusion (success, partial success, or fa
ilure). Reflective practice allowsyou to learn from your decision
s and actions while determining their effectiveness. Don’t skip t
hese vital stages, as theyhelp you gain confidence and avoid rep
eating any mistakes.
Assess
The metacognitive phases, when faithfully followed, always incl
ude a time to assess. Unlike external assessment ortesting, the a
ssess phase of metacognition means confronting questions inter
nally, such as "What have I reallyachieved?" and "To what degr
ee have I achieved it?"
You need to ask yourself, "What is the outcome of my effort?" a
nd let the feedback from your instructor lead you toconsider the
results of your efforts. The metacognitive phase that follows lin
ks to this one—
it too focuses on thequestion, "What is the outcome of my effort
?"
Reflect
When you reflect, you begin your internal conversation with "A
s a result of my effort, I. . .." and you conclude with,"Next time,
I will. . ." When you reflect, you ask, "Where does the buck sto
p? Who is responsible for this success? Thisfailure? This mess?
"
This is the piece of professional and personal growth you may h
ave been missing. After all, anyone can use the phrase"mistakes
have been made" to anonymously attribute failure and blame. B
ut only mindful individuals with a clear senseof their personal L
earning Patterns face themselves (Osterman & Kottkamp, 2004)
and say precisely, "I screwed up, andI am prepared to take the h
eat for it."
Nia, the Strong-
53. Willed learner, avoids this phase of learning at all costs. Her un
willingness to reflect costs her. Usingyour metacognition well e
quips you to reach a powerful self-
awareness and to be open to ask, "What did I allow myselfto do
? What did I fail to do? Where did my Learning Patterns steer m
e off course?"
This is the autopsy of failure and of success. Without intentiona
lly focusing on your actions, approaches, and thoughts,you are d
oomed to continue to achieve less than you could. You cannot c
ontinue to repeat the same actions, believingthat they will yield
a different outcome. Reflection requires us to face ourselves—
specifically how we have used ourmetacognitive talk and our sel
f-
correcting opportunities and how we have failed to do so. This i
s the key to being anintentional learner.
Revisit
The good news found in reflective practice is that it does not co
nclude with simply assigning blame or with rewardingsuccess.
Reflective practice invites you instead to revisit your metacogni
tive phases, noting both those that enrichedand those that frustr
ated your venture. Revisiting metacognitive decisions serves to
reinforce the specific strategiesthat led to success and to reconsi
der those that led to failure. Revisiting grows both metacognitiv
e capacity andpersonal insight.
There is no doubt that when you understand your Learning Patte
rns and are aware of the internal talk of your Patternsas they wo
rk through the metacognitive phases, you are well equipped, as
Peter Senge, the guru of professionaldevelopment, describes, "t
o consistently enhance your capacity to produce results that are
truly important to you"(1999, p. 45).
Unit II Scholarly Activity
After reading the lecture and required readings for this unit, use
the knowledge you have learned to write a three-page essay on
54. one of the topics below:
lo Revolt; and
In order to support your discussion, you will need to select at
least one outside source from the CSU Library. Your essay must
address, but are not limited to, the following items listed below:
This may include what happened, the
reason, setting, location, timeline, outcome, and casualties.
America impacted your chosen conflict.
caused this event to occur. How have these ideals and
philosophies changed to the way we live today?
limited to, what was inevitable or avoidable, and what was
beneficial or costly.
Again, be sure to review the required reading about what to
look for in a scholarly resource, and if you have trouble
locating an article, contact a librarian to assist you. Your
assignment, which should be three pages’ total, will not be
accepted if your source(s) are not available in CSU’s Online
Library, and the article you choose must be completely cited
and referenced.