Part One Answer ONE of the following1 to 2 typewritten pages..docx
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Part One: Answer ONE of the following: 1 to 2 typewritten pages. 1. Discuss the four themes that have run through the history of American Political Thought. 2. Discuss the major political concepts prevailing in England that the early settlers brought with them to the colonies. 3. Discuss the significance of the writings of John Locke. 4. Discuss the difference between “classical liberalism” and “social welfare liberalism”. 5. Discuss the political impact of the Puritan New England clergy. 6. Discuss the significance of the “Declaration of Independence”. 7. Discuss the major principles and accomplishments of the Constitution. Part two: Answer ONE of the following: 1 to 2 typewritten pages . 1. Discuss the major contributions of Hamilton, Marshall and Jefferson to building the American nation. 2. Discuss and evaluate the impact of Jacksonian Democracy on American political thought. 3. Discuss and evaluate the impact of the “individualists” on American political thought. 4. Discuss the Northern and Southern sectional and political conflicts that brought about the Civil War. 5. Discuss the development, major criticism and impact of Social Darwinism on American political thought. 6. Discuss the major concepts and impact of the populist and progressive movements. Part Three: Answer ONE of the Following: I to 2 typewritten pages. 1. Discuss the major concepts of “economic individualism” as articulated by Herbert Hoover and that reason Hoover failed to act in the midst of the Great Depression. 2. Discuss the major concepts behind the New Deal and why the New Deal was successful in making America stable and prosperous. 3. Discuss the development of post World War 11 liberalism, what constitutes the liberal agenda and the post-Vietnam shift of liberalism. 4. Discuss the challenge of the conservative and populist right movements to liberalism, the struggle within the conservative movement and the conservative agenda. 5. Discuss why Seymour Martin Lipset considers the United States the first new nation 6. Discuss John Rawl’s “Theory of Justice”. .
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Essay Question 1.Explain and analyze the strengths and weaknesses .docx
Essay Question 1.
Explain and analyze the strengths and weaknesses of the liberal state in the 1960s. What were the goals, styles, achievements, and limitations of the presidential administrations of John Kennedy and Lyndon Johnson? Assess the goals, achievements, and limitations of the modern Civil Rights Movement. What factors led to its emergence in the post-World War II era?
Essay Question 2:
The late 1960s and 1970s were turbulent years both at home and abroad for the United States. Evaluate the failures and successes of the Nixon presidency during this period focusing on the issues of Civil Rights, the Vietnam War, America’s relations with Communist China and the Soviet Union, and Watergate. What was the impact of the Nixon years on the presidency and political participation? How did conservative ideas shape the social, cultural and political landscape of the 1980s and 1990s?
Essay Question 1:
Assess the conflicting political and economic goals of the United States and the Soviet Union for the postwar world, and how these clashing aims launched the Cold War. Why did fear of Communists in positions of influence escalate in the late 1940s and early 1950s? Did the emphasis on containing Communism impact the U.S. decision to engage militarily in Korea and Vietnam?
Essay Question 2:
In the 1980s and early 1990s, the Republican Party’s pursuit of conservative agenda led to the reversal of the liberal policy that had guided America since the New Deal years. Discuss the basic elements of the conservative coalition. Also examine the impact of new conservative social policies under Presidents Reagan and George Bush on America’s racial minorities, the working-class, and women. What led to the end of Communist rule in Eastern Europe and the breakup of the Soviet Union? How did the end of the Cold War contribute to the growth of globalization?
.
CONNECTING WITH MILLENNIALS (information found in Making Space f.docx
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
The road to the American Revolution was long and arduous and the.docx
The road to the American Revolution was long and arduous and the question as to why British citizens living in the colonies decided to take that step is a complex one.
Thomas Paine wrote his pamphlet "Common Sense" to influence Americans towards independence.
The Declaration of Independence is the landmark document that announced to the world the British colonies would be free.
John Locke was one of the great political philosophers in history. His 2nd Treatise of Government is a landmark document in political thinking that challenged the rights of the King in relationship to the people.
Listed are several political documents that need to be read and reviewed. Also listed are links to sites that have these documents. Based on you reading of these documents, book, notes, etc. answer the following questions.
The answers for all of questions should be a combined total of at least four full pages. Follow all guidelines as stated in the format sheet posted online.
How did Paine use the concepts of equality, reason, and nature to criticize the legitimacy of monarchical government and British control of the colonies? What arguments does Paine give for independence? Why did he propse that law should be “King of America”?
What is the primary complaint listed in the Declaration of Independence? (
Do not simply restate the list of grievances.)
What is the significance of the Declaration of Independence? Why did the writers of the Declaration focus all the blame on King George rather than Parliament?
Did John Locke’s 2nd Treatise of Government support the Declaration of Independence? State the reasons for your opinion.
In answering these questions, do NOT simply use long passages from the readings.
.
Unit 2 Exam Part 1 (40 points)Attached Files Documen
Unit 2 Exam: Part 1 (40 points)
Attached Files:
Document1-Wilson.pdf
(77.196 KB)
Document2-Debs.pdf
(161.807 KB)
Image1-WW1.jpg
(1.726 MB)
For Part 1 of the Unit 2 Exam, read the two documents attached above and examine the image located below and attached above. Using the documents, the image, and the textbook, write an essay (minimum 400 words) answering the questions listed below.
NOTE
: Read all of document 1. Document 2 is 20 pages long, but you only need to focus on pages 5-10, especially the highlighted portions. Here is a youtube link to actor Mark Ruffalo performing the highlighted portions of the speech in document 2:
https://youtu.be/zuGp-0G1p4M
Part 1 Questions
:
1. In document 1, how does Woodrow Wilson justify his support for American involvement in World War I?
2. In document 2, how does Eugene V. Debs justify his opposition to World War I?
3. What elements of the image above reflect the ideas presented in documents 1 and 2? How do you think imagery like this affected American perceptions about Germans and World War I?
4. Based on the textbook, as well as the documents and the image, explain why the United States intervened in World War I.
Image 1
: World War I propaganda poster produced by the United States Army in 1918.
Unit 2 Exam: Part 2 (30 points)
Essay (30 points)
For part 2 of the Unit 2 Exam,
choose ONLY 1 essay question
from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions
:
1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms?
2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer.
3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece.
4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement?
5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans.
6 - Explain how Americans used the language of freedom when ...
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Essay Question 1.Explain and analyze the strengths and weaknesses .docx
Essay Question 1.
Explain and analyze the strengths and weaknesses of the liberal state in the 1960s. What were the goals, styles, achievements, and limitations of the presidential administrations of John Kennedy and Lyndon Johnson? Assess the goals, achievements, and limitations of the modern Civil Rights Movement. What factors led to its emergence in the post-World War II era?
Essay Question 2:
The late 1960s and 1970s were turbulent years both at home and abroad for the United States. Evaluate the failures and successes of the Nixon presidency during this period focusing on the issues of Civil Rights, the Vietnam War, America’s relations with Communist China and the Soviet Union, and Watergate. What was the impact of the Nixon years on the presidency and political participation? How did conservative ideas shape the social, cultural and political landscape of the 1980s and 1990s?
Essay Question 1:
Assess the conflicting political and economic goals of the United States and the Soviet Union for the postwar world, and how these clashing aims launched the Cold War. Why did fear of Communists in positions of influence escalate in the late 1940s and early 1950s? Did the emphasis on containing Communism impact the U.S. decision to engage militarily in Korea and Vietnam?
Essay Question 2:
In the 1980s and early 1990s, the Republican Party’s pursuit of conservative agenda led to the reversal of the liberal policy that had guided America since the New Deal years. Discuss the basic elements of the conservative coalition. Also examine the impact of new conservative social policies under Presidents Reagan and George Bush on America’s racial minorities, the working-class, and women. What led to the end of Communist rule in Eastern Europe and the breakup of the Soviet Union? How did the end of the Cold War contribute to the growth of globalization?
.
CONNECTING WITH MILLENNIALS (information found in Making Space f.docx
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
The road to the American Revolution was long and arduous and the.docx
The road to the American Revolution was long and arduous and the question as to why British citizens living in the colonies decided to take that step is a complex one.
Thomas Paine wrote his pamphlet "Common Sense" to influence Americans towards independence.
The Declaration of Independence is the landmark document that announced to the world the British colonies would be free.
John Locke was one of the great political philosophers in history. His 2nd Treatise of Government is a landmark document in political thinking that challenged the rights of the King in relationship to the people.
Listed are several political documents that need to be read and reviewed. Also listed are links to sites that have these documents. Based on you reading of these documents, book, notes, etc. answer the following questions.
The answers for all of questions should be a combined total of at least four full pages. Follow all guidelines as stated in the format sheet posted online.
How did Paine use the concepts of equality, reason, and nature to criticize the legitimacy of monarchical government and British control of the colonies? What arguments does Paine give for independence? Why did he propse that law should be “King of America”?
What is the primary complaint listed in the Declaration of Independence? (
Do not simply restate the list of grievances.)
What is the significance of the Declaration of Independence? Why did the writers of the Declaration focus all the blame on King George rather than Parliament?
Did John Locke’s 2nd Treatise of Government support the Declaration of Independence? State the reasons for your opinion.
In answering these questions, do NOT simply use long passages from the readings.
.
Unit 2 Exam Part 1 (40 points)Attached Files Documen
Unit 2 Exam: Part 1 (40 points)
Attached Files:
Document1-Wilson.pdf
(77.196 KB)
Document2-Debs.pdf
(161.807 KB)
Image1-WW1.jpg
(1.726 MB)
For Part 1 of the Unit 2 Exam, read the two documents attached above and examine the image located below and attached above. Using the documents, the image, and the textbook, write an essay (minimum 400 words) answering the questions listed below.
NOTE
: Read all of document 1. Document 2 is 20 pages long, but you only need to focus on pages 5-10, especially the highlighted portions. Here is a youtube link to actor Mark Ruffalo performing the highlighted portions of the speech in document 2:
https://youtu.be/zuGp-0G1p4M
Part 1 Questions
:
1. In document 1, how does Woodrow Wilson justify his support for American involvement in World War I?
2. In document 2, how does Eugene V. Debs justify his opposition to World War I?
3. What elements of the image above reflect the ideas presented in documents 1 and 2? How do you think imagery like this affected American perceptions about Germans and World War I?
4. Based on the textbook, as well as the documents and the image, explain why the United States intervened in World War I.
Image 1
: World War I propaganda poster produced by the United States Army in 1918.
Unit 2 Exam: Part 2 (30 points)
Essay (30 points)
For part 2 of the Unit 2 Exam,
choose ONLY 1 essay question
from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions
:
1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms?
2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer.
3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece.
4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement?
5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans.
6 - Explain how Americans used the language of freedom when ...
Topic Exploration WorksheetAll historians have areas of intere.docx
Topic Exploration Worksheet
All historians have areas of interest that they choose to study. This is what you will be doing in your final paper! First, however, you must decide what will be the focus of your paper.
In this activity, you will be exploring your chosen topic and then narrowing your focus. Finally, you will begin thinking about your sources and how they might connect to your paper.
Answering these questions below is the first step in writing your final paper!
Step 1: Select your topic and focus question! Read the topics from the list on page 2 of this document and choose the topic and focus that interests you. Fill out the box below.
What’s your topic and focus question?
Topic:
Focus Question:
Step 2: In 50 words or more, state why you chose the topic and focus question that you chose. It could be how the topic is of interest to you and that you have studied it previously, or it could be a subject that you want to learn more about something of which you do not have knowledge.
Step 3: List the two primary source and two secondary sources that you have chosen in the boxes below.
Source Type
Source Name
Primary Source #1
Primary Source #2
Secondary Source #1
Secondary Source #2
Step 4: In 50 words or more, describe your initial thoughts about how your sources relate to your chosen topic and focus. Make sure to provide specific examples from each of the four sources that illustrate how they will help you answer your focus question. This will help you begin to think about the form of your paper!
Topic instructions: Select a topic from this list (see descriptions located in your Blackboard course). Once you have done this, select your specific focus and sources from the next list.
1. This Land is My Land
2. Revolutionary Ideas
3. The New Nation
4. Going Underground
5. All Men Are Created Equal
6. In Her Place
7. Splitting Up
8. Fighting for Peace
Focus and source instructions: Now that you have your topic, select your desired focus option. Then, it will list the sources that can be used for this topic. Choose two primary and two secondary sources. Think about your choices and then fill out the worksheet on page 1!
1. This Land is My Land
a. Focus Question: Analyze the major causes of the tensions between the Native Americans and the European colonists in the 16th-18th centuries.
Primary Sources:
1. Lion Gardener, “Relation of the Pequot Warres”, 1660
2. John Mason’s “Brief History of the Pequot War”
3. Indian Complaints about English Settlers, 1675
4. Edward Randolph’s Report of King Philip’s War, 1675
Secondary Sources:
1. Philip Ranlet, “Another Look at the Causes of the King Philip’s War”
2. Alden T. Vaughan, “Pequots and Puritans: The Causes of the War of 1637”
3. James Drake, “Restraining Atrocity: The Conduct of King Philip’s War”
b. Focus Question: Evaluate the impact of the Pequot War on either the Europeans or Natives.
Primary Sources:
1. Indian Complaints about English Settlers, 1675
2. Edwa ...
History 061 Journal EntriesInstructions After researching t.docx
History 061
Journal Entries
Instructions: After researching through the provided web address, complete the activities or answer the questions that apply. These activities and questions will correlate with your assessments for this course and will better help you grasp the course objectives.
Unit 1 & 2: Greek & Romans
10.1.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Complete the following chart by using the sources provided below.
Greeks & Romans
(use your textbook as your main source)
Judaism
(“Principles of Judaism” reading)
Christianity
(“The Rise of Christianity” reading)
Law
Reason & Faith
Duties
10.1.2: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny using selections from Plato’s Republic and Aristotle’s Politics.
After reviewing Plato and Aristotle’s excerpts, explain below how these documents help the development of the Western political ideas of the rule of law and illegitimacy of tyranny.
Complete the following chart by using the sources provided below.
Plato’s Republic
Aristotle’s Politics
From these documents, what political ideas of rule of law and illegitimacy of tyranny can be attributed to Plato and Aristotle?
(Making bullet points is great.)
·
·
10.1.3: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Consider the influence of the US Constitution on political systems in the contemporary world.
Greeks & Romans
Judaism
Christianity
What influence did the following civilizations and religion have on the U.S. Constitution?
Unit 3: Revolutions
10.2.1: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James Madison).
Complete the following chart to compare and contrast the revolution with the impact of the following individuals:
Glorious Revolution of England
American Revolution
French Revolution
John Locke
Charles-Louis Montesquieu
Jean-Jacques Rousseau
Simon Bolivar
Thomas Jefferson
James Madison
10.2.2: Students compare and contrast the Glorious Revolution of England, the Americ ...
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx
For part 2 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapter 15 and part of chapter 16 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions:
1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART3:
For part 3 of the Unit 1 Exam,
choose ONLY 1 essay question
from the list below, which covers part of ch.
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
Pluralism - A State Theory
Pluralists believe that social heterogeneity prevents any single group from gaining dominance. In their view, politics is essentially a matter of aggregating preferences. This means that coalitions are inherently unstable (Polsby, 1980), hence competition is easily preserved.
1 History 161 Latin American History Final exam stu.docx
1
History 161: Latin American History
Final exam: study questions
Friday, December 13, 10:15-12:15
Format of the exam: bring at least one blue book. You are allowed to bring an outline for the long essay.
Each outline for each question should be no longer than one page: one side only and one outline per
page. During the exam, only the outline of the question chosen will be allowed so make sure you
prepare them in separate sheets. Read the instructions carefully and make sure to ask all the pertinent
questions before the day of the exam. Feel free to email me any questions about the exam. I am happy to look
at drafts of the outlines. Your deadline to submit a draft is Thursday, December 12 at noon.
The final exam will consist of three main parts:
Section A: long essay, worth 40 points
Section B: short essay, worth 25 points
Section C: multiple choice, worth 35 points
Section A: long essay, worth 40 points. Two of the following six questions will appear on the exam. You will
have to choose only ONE. Plan to allocate around 45/60 minutes to respond to this question. Write the
outline at home, read it several times to make sure it discusses all the relevant material and become very
familiar with it. Try to use examples from the sources discussed in class, the readings, and the lectures.
1- “The course of events in the Western Hemisphere over the centuries following contact demonstrates
that the Iberian factor in early Latin America was uniform and the result of long term processes. The
native peoples and the resources of their lands were the primary determinants of differentiation.”
In an integrated essay, discuss this statement with special emphasis on the long term processes, “uniformity”
of the Iberian experience, the “diversity” of native peoples, the reasons for the conquest success and its
consequences. In order to prepare for this essay you may want to consider at least (but not only) the
following questions: Why did the Iberians come to Latin America? What did they find in Latin America?
How did the Latin American circumstances shape the conquest? How and where did the Iberians develop a
“conquest strategy?” What explains the conquest success? What were the consequences of the conquest?
2- “After the conquest epoch, the Spanish Indies experienced a long time of relative stability and slow
evolution. During this period, the conditions created by the conquest had entered into certain
equilibrium with some rather uniform hallmarks such as a centralized political and economic
administration and a distinctive and hierarchical social structure. The eighteenth century altered this
pattern profoundly.”
Critically analyze the statement focusing on the stability of political and economic institutions, the ethnic
hierarchy, and the changes that resulted from the Bourbon reforms. In order to prepare for this essay you may
want to consider at least (but not only) the ...
PS 1010, American Government 1 Course Learning Out.docx
PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Indicate the major goals of the Founding Fathers.
1.3 List the events preceding the creation of the Articles of Confederation and the weaknesses that
led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assignment
1.2
Unit I Lesson
Unit I Assignment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assignment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Many of us have a general concept and
understanding of the leadership of the Founding
Fathers working to establish a government with more
democratic principles and ideals. While the term
Founding Fathers is used a great deal, one must note
that there was a general sense of agreement on the
need for a new government and country, but there
were differences in their political ideologies. Some
Founding Fathers were for a more powerful federal
government, while others were more focused on state
powers. The point to be made here is that the
Founding Fathers were not an ideologically unified
group of people. The Founding Fathers had a vision
of making America a melting pot, but the path of
setting up a different style of government had many
trials and tribulations. After many obstacles were
overcome, the United States was formed under the
political structure of a democratic republic, which is
mentioned in the Pledge of Allegiance. In this unit, the
thoughts and strategies behind the founding of the
United States and the ideas and principles utilized to
create the Constitution will be examined.
In the Beginning
What is politics? What part do citizens have in the political process? The United States has a political culture
that began during Colonial times and was refined during the Revolutionary War. When the colonists declared
their independence from Great Britain, the Founding Fathers declared.
PS 1010, American Government 1 Course Learning Out.docx
PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Indicate the major goals of the Founding Fathers.
1.3 List the events preceding the creation of the Articles of Confederation and the weaknesses that
led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assignment
1.2
Unit I Lesson
Unit I Assignment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assignment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Many of us have a general concept and
understanding of the leadership of the Founding
Fathers working to establish a government with more
democratic principles and ideals. While the term
Founding Fathers is used a great deal, one must note
that there was a general sense of agreement on the
need for a new government and country, but there
were differences in their political ideologies. Some
Founding Fathers were for a more powerful federal
government, while others were more focused on state
powers. The point to be made here is that the
Founding Fathers were not an ideologically unified
group of people. The Founding Fathers had a vision
of making America a melting pot, but the path of
setting up a different style of government had many
trials and tribulations. After many obstacles were
overcome, the United States was formed under the
political structure of a democratic republic, which is
mentioned in the Pledge of Allegiance. In this unit, the
thoughts and strategies behind the founding of the
United States and the ideas and principles utilized to
create the Constitution will be examined.
In the Beginning
What is politics? What part do citizens have in the political process? The United States has a political culture
that began during Colonial times and was refined during the Revolutionary War. When the colonists declared
their independence from Great Britain, the Founding Fathers declared ...
The Betrayal of the American Right and the Rise of the Neoconservatives, Lect...
The Betrayal of the American Right and the Rise of the Neoconservatives, Lect...The Ludwig von Mises Institute
For lecture videos, readings, and other class materials, you can sign up for this independent study course at academy.mises.org.Discussion Instructions· Due 1110· Please make sure ALL ques.docx
Discussion Instructions:
· Due 11/10
· Please make sure ALL questions are answered
· Minimum of 2 sources cited for EACH discussion
· APA format for in-text citations and list of references
Discussion 3: Failure of Democracy and the Rise of Totalitarianism
Initial Post Instructions
During the 1930s, much of the world seemed to give up on their hope for a democratic solution to their problems and instead turned to totalitarianism, both in Europe and in Asia.
For the initial post, select and address one of the following:
· Germany/Hitler
· USSR/Stalin
· Japan/Tojo
Address the following questions for your selection:
· What effects did the history, politics, and economies of those areas play in their decisions to turn to totalitarianism?
· What role did the Great Depression in the United States play in their plight?
Discussion 4: World War II
Initial Post Instructions
For the initial post, select and respond to one of the following options:
· Option 1: Examine one or more major battles, including both the Axis and Allies strategies, the outcome of the battles, and the subsequent effects of the victory/defeat. Include an examination of the technologies that were crucial factors in the battle.
· Option 2: Examine the Nazi ideology in wiping out an entire ethnic group.
· How could any modern and so-called advanced and evolved nation like Germany go along so willingly with the mass murder of at least 11 million civilians?
· How were the Germans able to construct the facilities they built for their "Final
Solution
to the Jewish Question" so as to commit genocide on an industrial scale?
Discussion 5: The Cold War
Instructions
Select one of the following smaller nations:
· Korea
· Vietnam
· Cambodia
· Cuba
· Another smaller nation of your choice with instructor approval
For the initial post, address the following in relation to your selection:
· Examine how Cold War policy by the main players affected the smaller nation.
· Examine why democracy was not successful in that nation.
· Describe the loss of personal liberties that were a result of democracy failing.
· Has the nation's political system changed since the Cold War? Explain.
Discussion 6: Epic changes in Africa, Asia, and the Middle East
InstructionsFor the initial post, address one of the following:
Option 1: Middle EastExamine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.
Option 2: African Nation State DevelopmentExamine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state developme ...
In Defense of the Constitution - George W Carey Free ebook
Free e-book. In defense of the Constitution. Free download. Can not be used for commercial purposes.
CASE STUDY 2.1 W. L. Gore and AssociatesHe was ready for anythi.docx
CASE STUDY 2.1: W. L. Gore and Associates
He was ready for anything—or so he thought. Dressed in his finest and armed with an MBA degree fresh off the press, Jack Dougherty walked in for his first day of work at Newark, Delaware–based W. L. Gore and Associates, the global fluoropolymer technology and manufacturing giant that is best known as the maker of Gore-Tex.
But it turned out he wasn’t ready for this: “Why don’t you look around and find something you’d like to do,” founder and CEO Bill Gore said to him after a quick introduction. Although many things have changed over the course of W. L. Gore and Associates’ 50+ years in business, the late Gore stuck to his principles regarding organizational structure (or lack thereof), a legacy he passed down to subsequent generations of management. Gore wasn’t fond of thick layers of formal management, which he believed smothered individual creativity. According to Gore, “A lattice (flat) organization is one that involves direct transactions, self-commitment, natural leadership, and lacks assigned or assumed authority.”
In the 1930s, Gore received a bachelor’s degree in chemical engineering and a master’s degree in physical chemistry. During his career, he worked on a team to develop applications for polytetraflurothylene (PTFE), commonly known as Teflon. Through this experience, Gore discovered a sense of excited commitment, personal fulfillment, and self-direction, which he yearned to share with others. Spending nights tinkering in his own workshop, he did what he had previously thought to be impossible: he created a PTFE-coated ribbon cable. It occurred to Gore that he might be able to start his own business producing his invention, so he left his stable career of 17 years, borrowed money, and drained his savings. Though his friends advised him against taking such a risk, W. L. Gore and Associates was born in January 1958. The basement of the Gore home was the company’s first facility.
Although no longer operating from a family basement (Gore boasts more than $3 billion in annual sales and 9,000 employees in more than 45 facilities worldwide), the sense of informality has stuck. “It absolutely is less efficient upfront,” said Terri Kelly, chief executive of W. L. Gore. (Her title is one of the few at the company.) “[But] once you have the organization behind it . . . the buy-in and the execution happens quickly,” she added.
Structure and Management of Unstructure and Unmanagement
Even as Gore started to grow, the company continued to resist titles and hierarchy. It had no mission statement, no ethics statement, and no conventional structures typical of companies of the same size. The only formal titles were “chief executive” and “secretary-treasurer”—those required by law for corporations. There were also no rules that business units within the company couldn’t create such structures, and so some of them did create their own mission statements and such. Many called Gore’s management style “unmanag.
Case Study 1Case Study 1Ms. A. is an apparently heal.docx
Case Study 1
Case Study 1
Ms. A. is an apparently healthy 26-year-old white woman. Since the beginning of the current golf season, Ms. A has noted increased shortness of breath and low levels of energy and enthusiasm. These symptoms seem worse during her menses. Today, while playing in a golf tournament at a high, mountainous course, she became light-headed and was taken by her golfing partner to the emergency clinic. The attending physician’s notes indicated a temperature of 98 degrees F, an elevated heart rate and respiratory rate, and low blood pressure. Ms. A states, “Menorrhagia and dysmenorrheal have been a problem for 10-12 years, and I take 1,000 mg of aspirin every 3 to 4 hours for 6 days during menstruation.” During the summer months, while playing golf, she also takes aspirin to avoid “stiffness in my joints.”
Laboratory values are as follows:
Hemoglobin = 8 g/dl
Hematocrit = 32%
Erythrocyte count = 3.1 x 10/mm
RBC smear showed microcytic and hypochromic cells
Reticulocyte count = 1.5%
Other laboratory values were within normal limits.
Question
Considering the circumstances and the preliminary workup, what type of anemia does Ms. A most likely have? In an essay of 500-750 words, explain your answer and include rationale.
In a short essay (500-750 words), answer the Question at the end of Case Study 1. Cite references to support your positions.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are required to submit this assignment to TURNITIN
© 2013. Grand Canyon University. All Rights Reserved.
Client System Analysis PowerPoint Guidelines
Select a client system for beginning problem analysis. This can be an individual, couple, family, small treatment group, or community task group. Limited contact—i.e. 1-2 encounters with the client system—is acceptable and expected, since this is your first semester in your field placement.
Client description and engagement:
Briefly describe your client system. Date of interview, name, address, age, gender, ethnicity, religion, marital status and history, referral source, etc. Caution: Remember confidentiality: Do not use the client's real name and disguise any other identifying information.
· Source of data: Include the individual(s) who provided information and reason for the report. What brought the person to treatment at this time? (A person does not come to treatment because they have been depressed for nine months. They come to treatment because they have reached the end of their rope. What was that precipitating event?). Hint: Write this from the client's perspective, e.g., "Mr. Jones reports that" or "Sammy state that"...to maintain objectivity and report the source of information.
· Client History: Include chronological developmental history including all major events from prenatal to present. Include information on: Medical and psychiatric history; intelle.
More Related Content
Similar to Part One Answer ONE of the following1 to 2 typewritten pages..docx
Topic Exploration WorksheetAll historians have areas of intere.docx
Topic Exploration Worksheet
All historians have areas of interest that they choose to study. This is what you will be doing in your final paper! First, however, you must decide what will be the focus of your paper.
In this activity, you will be exploring your chosen topic and then narrowing your focus. Finally, you will begin thinking about your sources and how they might connect to your paper.
Answering these questions below is the first step in writing your final paper!
Step 1: Select your topic and focus question! Read the topics from the list on page 2 of this document and choose the topic and focus that interests you. Fill out the box below.
What’s your topic and focus question?
Topic:
Focus Question:
Step 2: In 50 words or more, state why you chose the topic and focus question that you chose. It could be how the topic is of interest to you and that you have studied it previously, or it could be a subject that you want to learn more about something of which you do not have knowledge.
Step 3: List the two primary source and two secondary sources that you have chosen in the boxes below.
Source Type
Source Name
Primary Source #1
Primary Source #2
Secondary Source #1
Secondary Source #2
Step 4: In 50 words or more, describe your initial thoughts about how your sources relate to your chosen topic and focus. Make sure to provide specific examples from each of the four sources that illustrate how they will help you answer your focus question. This will help you begin to think about the form of your paper!
Topic instructions: Select a topic from this list (see descriptions located in your Blackboard course). Once you have done this, select your specific focus and sources from the next list.
1. This Land is My Land
2. Revolutionary Ideas
3. The New Nation
4. Going Underground
5. All Men Are Created Equal
6. In Her Place
7. Splitting Up
8. Fighting for Peace
Focus and source instructions: Now that you have your topic, select your desired focus option. Then, it will list the sources that can be used for this topic. Choose two primary and two secondary sources. Think about your choices and then fill out the worksheet on page 1!
1. This Land is My Land
a. Focus Question: Analyze the major causes of the tensions between the Native Americans and the European colonists in the 16th-18th centuries.
Primary Sources:
1. Lion Gardener, “Relation of the Pequot Warres”, 1660
2. John Mason’s “Brief History of the Pequot War”
3. Indian Complaints about English Settlers, 1675
4. Edward Randolph’s Report of King Philip’s War, 1675
Secondary Sources:
1. Philip Ranlet, “Another Look at the Causes of the King Philip’s War”
2. Alden T. Vaughan, “Pequots and Puritans: The Causes of the War of 1637”
3. James Drake, “Restraining Atrocity: The Conduct of King Philip’s War”
b. Focus Question: Evaluate the impact of the Pequot War on either the Europeans or Natives.
Primary Sources:
1. Indian Complaints about English Settlers, 1675
2. Edwa ...
History 061 Journal EntriesInstructions After researching t.docx
History 061
Journal Entries
Instructions: After researching through the provided web address, complete the activities or answer the questions that apply. These activities and questions will correlate with your assessments for this course and will better help you grasp the course objectives.
Unit 1 & 2: Greek & Romans
10.1.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Complete the following chart by using the sources provided below.
Greeks & Romans
(use your textbook as your main source)
Judaism
(“Principles of Judaism” reading)
Christianity
(“The Rise of Christianity” reading)
Law
Reason & Faith
Duties
10.1.2: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny using selections from Plato’s Republic and Aristotle’s Politics.
After reviewing Plato and Aristotle’s excerpts, explain below how these documents help the development of the Western political ideas of the rule of law and illegitimacy of tyranny.
Complete the following chart by using the sources provided below.
Plato’s Republic
Aristotle’s Politics
From these documents, what political ideas of rule of law and illegitimacy of tyranny can be attributed to Plato and Aristotle?
(Making bullet points is great.)
·
·
10.1.3: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Consider the influence of the US Constitution on political systems in the contemporary world.
Greeks & Romans
Judaism
Christianity
What influence did the following civilizations and religion have on the U.S. Constitution?
Unit 3: Revolutions
10.2.1: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James Madison).
Complete the following chart to compare and contrast the revolution with the impact of the following individuals:
Glorious Revolution of England
American Revolution
French Revolution
John Locke
Charles-Louis Montesquieu
Jean-Jacques Rousseau
Simon Bolivar
Thomas Jefferson
James Madison
10.2.2: Students compare and contrast the Glorious Revolution of England, the Americ ...
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx
For part 2 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapter 15 and part of chapter 16 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions:
1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART3:
For part 3 of the Unit 1 Exam,
choose ONLY 1 essay question
from the list below, which covers part of ch.
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
Pluralism - A State Theory
Pluralists believe that social heterogeneity prevents any single group from gaining dominance. In their view, politics is essentially a matter of aggregating preferences. This means that coalitions are inherently unstable (Polsby, 1980), hence competition is easily preserved.
1 History 161 Latin American History Final exam stu.docx
1
History 161: Latin American History
Final exam: study questions
Friday, December 13, 10:15-12:15
Format of the exam: bring at least one blue book. You are allowed to bring an outline for the long essay.
Each outline for each question should be no longer than one page: one side only and one outline per
page. During the exam, only the outline of the question chosen will be allowed so make sure you
prepare them in separate sheets. Read the instructions carefully and make sure to ask all the pertinent
questions before the day of the exam. Feel free to email me any questions about the exam. I am happy to look
at drafts of the outlines. Your deadline to submit a draft is Thursday, December 12 at noon.
The final exam will consist of three main parts:
Section A: long essay, worth 40 points
Section B: short essay, worth 25 points
Section C: multiple choice, worth 35 points
Section A: long essay, worth 40 points. Two of the following six questions will appear on the exam. You will
have to choose only ONE. Plan to allocate around 45/60 minutes to respond to this question. Write the
outline at home, read it several times to make sure it discusses all the relevant material and become very
familiar with it. Try to use examples from the sources discussed in class, the readings, and the lectures.
1- “The course of events in the Western Hemisphere over the centuries following contact demonstrates
that the Iberian factor in early Latin America was uniform and the result of long term processes. The
native peoples and the resources of their lands were the primary determinants of differentiation.”
In an integrated essay, discuss this statement with special emphasis on the long term processes, “uniformity”
of the Iberian experience, the “diversity” of native peoples, the reasons for the conquest success and its
consequences. In order to prepare for this essay you may want to consider at least (but not only) the
following questions: Why did the Iberians come to Latin America? What did they find in Latin America?
How did the Latin American circumstances shape the conquest? How and where did the Iberians develop a
“conquest strategy?” What explains the conquest success? What were the consequences of the conquest?
2- “After the conquest epoch, the Spanish Indies experienced a long time of relative stability and slow
evolution. During this period, the conditions created by the conquest had entered into certain
equilibrium with some rather uniform hallmarks such as a centralized political and economic
administration and a distinctive and hierarchical social structure. The eighteenth century altered this
pattern profoundly.”
Critically analyze the statement focusing on the stability of political and economic institutions, the ethnic
hierarchy, and the changes that resulted from the Bourbon reforms. In order to prepare for this essay you may
want to consider at least (but not only) the ...
PS 1010, American Government 1 Course Learning Out.docx
PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Indicate the major goals of the Founding Fathers.
1.3 List the events preceding the creation of the Articles of Confederation and the weaknesses that
led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assignment
1.2
Unit I Lesson
Unit I Assignment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assignment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Many of us have a general concept and
understanding of the leadership of the Founding
Fathers working to establish a government with more
democratic principles and ideals. While the term
Founding Fathers is used a great deal, one must note
that there was a general sense of agreement on the
need for a new government and country, but there
were differences in their political ideologies. Some
Founding Fathers were for a more powerful federal
government, while others were more focused on state
powers. The point to be made here is that the
Founding Fathers were not an ideologically unified
group of people. The Founding Fathers had a vision
of making America a melting pot, but the path of
setting up a different style of government had many
trials and tribulations. After many obstacles were
overcome, the United States was formed under the
political structure of a democratic republic, which is
mentioned in the Pledge of Allegiance. In this unit, the
thoughts and strategies behind the founding of the
United States and the ideas and principles utilized to
create the Constitution will be examined.
In the Beginning
What is politics? What part do citizens have in the political process? The United States has a political culture
that began during Colonial times and was refined during the Revolutionary War. When the colonists declared
their independence from Great Britain, the Founding Fathers declared.
PS 1010, American Government 1 Course Learning Out.docx
PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Indicate the major goals of the Founding Fathers.
1.3 List the events preceding the creation of the Articles of Confederation and the weaknesses that
led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assignment
1.2
Unit I Lesson
Unit I Assignment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assignment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Many of us have a general concept and
understanding of the leadership of the Founding
Fathers working to establish a government with more
democratic principles and ideals. While the term
Founding Fathers is used a great deal, one must note
that there was a general sense of agreement on the
need for a new government and country, but there
were differences in their political ideologies. Some
Founding Fathers were for a more powerful federal
government, while others were more focused on state
powers. The point to be made here is that the
Founding Fathers were not an ideologically unified
group of people. The Founding Fathers had a vision
of making America a melting pot, but the path of
setting up a different style of government had many
trials and tribulations. After many obstacles were
overcome, the United States was formed under the
political structure of a democratic republic, which is
mentioned in the Pledge of Allegiance. In this unit, the
thoughts and strategies behind the founding of the
United States and the ideas and principles utilized to
create the Constitution will be examined.
In the Beginning
What is politics? What part do citizens have in the political process? The United States has a political culture
that began during Colonial times and was refined during the Revolutionary War. When the colonists declared
their independence from Great Britain, the Founding Fathers declared ...
The Betrayal of the American Right and the Rise of the Neoconservatives, Lect...
The Betrayal of the American Right and the Rise of the Neoconservatives, Lect...The Ludwig von Mises Institute
For lecture videos, readings, and other class materials, you can sign up for this independent study course at academy.mises.org.Discussion Instructions· Due 1110· Please make sure ALL ques.docx
Discussion Instructions:
· Due 11/10
· Please make sure ALL questions are answered
· Minimum of 2 sources cited for EACH discussion
· APA format for in-text citations and list of references
Discussion 3: Failure of Democracy and the Rise of Totalitarianism
Initial Post Instructions
During the 1930s, much of the world seemed to give up on their hope for a democratic solution to their problems and instead turned to totalitarianism, both in Europe and in Asia.
For the initial post, select and address one of the following:
· Germany/Hitler
· USSR/Stalin
· Japan/Tojo
Address the following questions for your selection:
· What effects did the history, politics, and economies of those areas play in their decisions to turn to totalitarianism?
· What role did the Great Depression in the United States play in their plight?
Discussion 4: World War II
Initial Post Instructions
For the initial post, select and respond to one of the following options:
· Option 1: Examine one or more major battles, including both the Axis and Allies strategies, the outcome of the battles, and the subsequent effects of the victory/defeat. Include an examination of the technologies that were crucial factors in the battle.
· Option 2: Examine the Nazi ideology in wiping out an entire ethnic group.
· How could any modern and so-called advanced and evolved nation like Germany go along so willingly with the mass murder of at least 11 million civilians?
· How were the Germans able to construct the facilities they built for their "Final
Solution
to the Jewish Question" so as to commit genocide on an industrial scale?
Discussion 5: The Cold War
Instructions
Select one of the following smaller nations:
· Korea
· Vietnam
· Cambodia
· Cuba
· Another smaller nation of your choice with instructor approval
For the initial post, address the following in relation to your selection:
· Examine how Cold War policy by the main players affected the smaller nation.
· Examine why democracy was not successful in that nation.
· Describe the loss of personal liberties that were a result of democracy failing.
· Has the nation's political system changed since the Cold War? Explain.
Discussion 6: Epic changes in Africa, Asia, and the Middle East
InstructionsFor the initial post, address one of the following:
Option 1: Middle EastExamine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.
Option 2: African Nation State DevelopmentExamine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state developme ...
In Defense of the Constitution - George W Carey Free ebook
Free e-book. In defense of the Constitution. Free download. Can not be used for commercial purposes.
Similar to Part One Answer ONE of the following1 to 2 typewritten pages..docx (20)
Topic Exploration WorksheetAll historians have areas of intere.docx
Topic Exploration WorksheetAll historians have areas of intere.docx
History 061 Journal EntriesInstructions After researching t.docx
History 061 Journal EntriesInstructions After researching t.docx
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion InstructionsThe purpose of the discussions are to giv.docx
1 History 161 Latin American History Final exam stu.docx
1 History 161 Latin American History Final exam stu.docx
PS 1010, American Government 1 Course Learning Out.docx
PS 1010, American Government 1 Course Learning Out.docx
PS 1010, American Government 1 Course Learning Out.docx
PS 1010, American Government 1 Course Learning Out.docx
The Betrayal of the American Right and the Rise of the Neoconservatives, Lect...
The Betrayal of the American Right and the Rise of the Neoconservatives, Lect...
Discussion Instructions· Due 1110· Please make sure ALL ques.docx
Discussion Instructions· Due 1110· Please make sure ALL ques.docx
In Defense of the Constitution - George W Carey Free ebook
In Defense of the Constitution - George W Carey Free ebook
More from dewhirstichabod
CASE STUDY 2.1 W. L. Gore and AssociatesHe was ready for anythi.docx
CASE STUDY 2.1: W. L. Gore and Associates
He was ready for anything—or so he thought. Dressed in his finest and armed with an MBA degree fresh off the press, Jack Dougherty walked in for his first day of work at Newark, Delaware–based W. L. Gore and Associates, the global fluoropolymer technology and manufacturing giant that is best known as the maker of Gore-Tex.
But it turned out he wasn’t ready for this: “Why don’t you look around and find something you’d like to do,” founder and CEO Bill Gore said to him after a quick introduction. Although many things have changed over the course of W. L. Gore and Associates’ 50+ years in business, the late Gore stuck to his principles regarding organizational structure (or lack thereof), a legacy he passed down to subsequent generations of management. Gore wasn’t fond of thick layers of formal management, which he believed smothered individual creativity. According to Gore, “A lattice (flat) organization is one that involves direct transactions, self-commitment, natural leadership, and lacks assigned or assumed authority.”
In the 1930s, Gore received a bachelor’s degree in chemical engineering and a master’s degree in physical chemistry. During his career, he worked on a team to develop applications for polytetraflurothylene (PTFE), commonly known as Teflon. Through this experience, Gore discovered a sense of excited commitment, personal fulfillment, and self-direction, which he yearned to share with others. Spending nights tinkering in his own workshop, he did what he had previously thought to be impossible: he created a PTFE-coated ribbon cable. It occurred to Gore that he might be able to start his own business producing his invention, so he left his stable career of 17 years, borrowed money, and drained his savings. Though his friends advised him against taking such a risk, W. L. Gore and Associates was born in January 1958. The basement of the Gore home was the company’s first facility.
Although no longer operating from a family basement (Gore boasts more than $3 billion in annual sales and 9,000 employees in more than 45 facilities worldwide), the sense of informality has stuck. “It absolutely is less efficient upfront,” said Terri Kelly, chief executive of W. L. Gore. (Her title is one of the few at the company.) “[But] once you have the organization behind it . . . the buy-in and the execution happens quickly,” she added.
Structure and Management of Unstructure and Unmanagement
Even as Gore started to grow, the company continued to resist titles and hierarchy. It had no mission statement, no ethics statement, and no conventional structures typical of companies of the same size. The only formal titles were “chief executive” and “secretary-treasurer”—those required by law for corporations. There were also no rules that business units within the company couldn’t create such structures, and so some of them did create their own mission statements and such. Many called Gore’s management style “unmanag.
Case Study 1Case Study 1Ms. A. is an apparently heal.docx
Case Study 1
Case Study 1
Ms. A. is an apparently healthy 26-year-old white woman. Since the beginning of the current golf season, Ms. A has noted increased shortness of breath and low levels of energy and enthusiasm. These symptoms seem worse during her menses. Today, while playing in a golf tournament at a high, mountainous course, she became light-headed and was taken by her golfing partner to the emergency clinic. The attending physician’s notes indicated a temperature of 98 degrees F, an elevated heart rate and respiratory rate, and low blood pressure. Ms. A states, “Menorrhagia and dysmenorrheal have been a problem for 10-12 years, and I take 1,000 mg of aspirin every 3 to 4 hours for 6 days during menstruation.” During the summer months, while playing golf, she also takes aspirin to avoid “stiffness in my joints.”
Laboratory values are as follows:
Hemoglobin = 8 g/dl
Hematocrit = 32%
Erythrocyte count = 3.1 x 10/mm
RBC smear showed microcytic and hypochromic cells
Reticulocyte count = 1.5%
Other laboratory values were within normal limits.
Question
Considering the circumstances and the preliminary workup, what type of anemia does Ms. A most likely have? In an essay of 500-750 words, explain your answer and include rationale.
In a short essay (500-750 words), answer the Question at the end of Case Study 1. Cite references to support your positions.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are required to submit this assignment to TURNITIN
© 2013. Grand Canyon University. All Rights Reserved.
Client System Analysis PowerPoint Guidelines
Select a client system for beginning problem analysis. This can be an individual, couple, family, small treatment group, or community task group. Limited contact—i.e. 1-2 encounters with the client system—is acceptable and expected, since this is your first semester in your field placement.
Client description and engagement:
Briefly describe your client system. Date of interview, name, address, age, gender, ethnicity, religion, marital status and history, referral source, etc. Caution: Remember confidentiality: Do not use the client's real name and disguise any other identifying information.
· Source of data: Include the individual(s) who provided information and reason for the report. What brought the person to treatment at this time? (A person does not come to treatment because they have been depressed for nine months. They come to treatment because they have reached the end of their rope. What was that precipitating event?). Hint: Write this from the client's perspective, e.g., "Mr. Jones reports that" or "Sammy state that"...to maintain objectivity and report the source of information.
· Client History: Include chronological developmental history including all major events from prenatal to present. Include information on: Medical and psychiatric history; intelle.
Case study 1Client ProfileMrs. Harriet is a 68-year-old .docx
Case study 1
Client Profile
Mrs. Harriet is a 68-year-old woman who is alert and oriented. Allergies are Erythromycin. She presents to the emergency department with complaints of chest tightness, shortness of breath, cough, and congestion. She states, "I have been having these symptoms for three days now. I have been taking Maximum Strength Robitussin for my cough but it has not helped very much. When I woke up this morning. I felt very weak so I came in to be checked out." Her vital signs are blood pressure 110/70, pulse 94, respiratory rate of 28, and temperature of 102.7 F. Her oxygen saturation on room air is 92%. She is placed on 2 liters (L) of oxygen by nasal cannula. The HCP prescribes a 12-lead electrocardiogram (ECG, EKG) and chest X-ray (CXR). Laboratory tests prescribed include complete blood count (CBC), basic metabolic panel (BMP), brain natriuretic peptide (B-type natriuretic peptide assay or BNP), total creatine kinase (CK, CPK), creatine kinase-MB (CPK-MB), and troponin. The HCP will also assess blood cultures x 2, AGs on room air, sputum culture and sensitivity (C &S), and asks that the client have a Mantoux (tuberculin, purified protein derivative, or PPD) test.
Case Study
Mrs. Harriet's ECG shows normal sinus rhythm (NSR) with a heart rate of 98 beats per minute. The CXR reveals a right lower lobe(RLL) infiltrate. Laboratory tests include the following results: white blood cell cot (WBC) 12,2000 cells/mm3, 72& seg neutrophils with a left shift of 11% bands, and a BNP of 50.9 pg/mL. ABGs on room air is pH 7.44, partial pressure of carbon dioxide (PaCO2) 39 mmHg, bicarbonate (HCO3) 26.9 mEq/L, partial pressures of oxygen (PaO2) 58 mmHg, and oxygen saturation (SaO2) of 92%. Results of the sputum culture show Streptococcus pneumoniae. The CPK, CPK-MB, and troponin are all within normal limits. Mrs. Harriet is five feet three inches tall and weighs 224 pounds (101.8 kg). On assessment, the nurse hears expiratory wheezes and rhonchi bilaterally with diminished lung sounds in the right base. Her thoracic (chest) expansion is equal but slightly decreased on inspiration. Accessory muscle retraction is not noted, and she does exhibit central cyanosis. The capillary refill of the client's nail beds is four seconds.
Mrs. Harrier is admitted with acute bronchitis and pneumonia. The HCP prescribes oxygen via nasal cannula to keep the client's saturations greater or equal to 95%, Ceftriaxone sodium, Erythromycin, Albuterol, Acetaminophen every four to six hours as needed, bed rest, an 1800 calorie diet, increased oral (PO) fluid intake to 2 to 4 liters per day, coughing and deep breathing exercises and use of the incentive spirometer (IS).
1. Discuss additional assessment data that would help gain a more thorough understanding or Mrs. Harriet's symptoms?
2. Discuss the causes, pathophysiology, and symptoms of acute bronchitis?
3. Discuss the pathophysiology and causes of pneumonia in general?
4. Compare the defining characteri.
Case Study 11.1 Why the Circus No Longer Comes to TownFor 146 y.docx
Case Study 11.1: Why the Circus No Longer Comes to Town
For 146 years, the Ringling Brothers and Barnum & Bailey Circus traveled the United States by train, putting on shows featuring acrobats, trapeze artists, clowns, and exotic animals. In 2017, the circus held its last performances after a significant decline in attendance and revenue due to changing public tastes. Shorter attention spans also contributed to its demise. The final blow to the circus came from its decision to eliminate elephant acts. According to a press release from Feld Entertainment, the company that owned the circus, this move led to a “greater than could have been anticipated” decline in ticket sales.1
For decades the American Humane Society, PETA (People for the Ethical Treatment of Animals), and other animal rights groups tried to ban elephant acts in Ringling Brothers performances. Protesters regularly picketed the circus, and for 14 years animal rights groups fought Ringling Brothers in court. Activists claimed that elephant acts were cruel and pointed out that these highly intelligent animals were chained up much of their lives. In 2011, Feld Entertainment was fined $270,000 for violations of the Animal Welfare Act. However, Feld Entertainment successfully fended off the lawsuits, winning a $24 million judgment against the animal rights groups in 2014. Nonetheless, Ringling Brothers agreed to retire all traveling elephants to its Center for Elephant Conservation in Florida that same year. (During this same period, Los Angeles, Oakland, and Asheville, North Carolina, restricted animal acts.)
Animal rights groups cheered the closing of the circus. According to PETA’s president, “PETA heralds the end of what has been the saddest show on earth for wild animals, and asks all other animal circuses to follow suit, as this is a sign of changing times.”2 The CEO of the United States Humane Society said, “I applaud their decision to move away from an institution grounded on inherently inhumane wild animal acts.”3 CEO Kenneth Feld acknowledged that the negative publicity generated by the lawsuits took its toll: “We prevailed in court 100% [but] obviously, in the court of public opinion we didn’t win.”4
Ringling Brothers/Feld Entertainment isn’t the only company that has had to deal with changing societal attitudes toward animals. For decades killer whales were the major attraction at SeaWorld parks in San Diego, Orlando, and San Antonio. However, the death of trainer Dawn Brancheau, who was dragged into the water and drowned by Sea World’s largest breeding male, Tilikum (“Tilly”), galvanized opposition to captive orca programs. The film Blackfish documented the death of Brancheau and whale mistreatment. Matt Damon, Harry Styles, Willie Nelson, and other celebrities joined the protest. Animal activists noted that orcas (which are really large dolphins) never kill humans in the wild. In captivity, young killer whales are separated from their families and are forced to live thei.
Case Study 10.3 Regulating Love at the OfficeThe office has bec.docx
Case Study 10.3: Regulating Love at the Office
The office has become a hotbed of romance. In one survey, 60% of employees surveyed reported that they had participated in an office romance during their careers and 64% said they would do so again. And the percentage of workplace romances is likely to climb as younger workers (ages 25 to 34) put in more hours at work. As one human resource writer notes:
Traditional places like church, family events, and leisure time don’t present the same pool of candidates as they did in earlier times. The workplace provides a preselected pool of people who share at least one important area of common ground. People who work together also tend to live within a reasonable dating distance, and they see each other on a daily basis.1
Office romances can pose a number of problems, including a loss of productivity, public displays of affection, gossip, damage to the professional image of the organization, charges of favoritism, and affairs in cases where romantic partners already have spouses or significant others. Serious issues arise when superiors and subordinates date and then break up. The subordinate (often a young female assistant) may claim that she was sexually harassed because she was pressured into having sex to keep her job or that her supervisor (often an older male executive) retaliated when the relationship ended.
The nation was reminded of the dangers of superior–subordinate relationships when former late-night talk show host David Letterman admitted that he’d had a series of sexual relationships with female writers and staffers at his production company. Letterman went public with his affairs after a CBS producer who dated his long-term girlfriend, Stephanie Birkett, tried to extort money from the entertainer in return for keeping silent about his sexual activities. While Letterman’s relationships were consensual, it appeared as if the women he dated received special benefits. For example, Birkitt was featured in broadcast segments even though she did not seem to be particularly talented.
Human resource departments are taking note of the dangers of office romances. The number of companies developing written policies to address office romances rose from 20% to 42% over an eight-year period, according to the Society of Human Resource Management. And the policies grew stricter. Almost all the firms surveyed by SHRM forbid romantic relationships between superiors and subordinates; one-third forbid relationships between those reporting to the same supervisor or with a client or customer; 10% don’t allow romances between their employees and employees of competitors. Punishments range from minimal (relationship counseling and department transfers) to severe (suspension and termination). Executives at the American Red Cross, the World Bank, Walmart, Boeing, and the Harvard Business Review lost their jobs for having relationships with subordinates.
Not everyone is convinced that restrictions on dating are just.
Case Study 1 Is Business Ready for Wearable ComputersWearable .docx
Case Study 1: Is Business Ready for Wearable Computers?
Wearable computing is starting to take off. Smartwatches, smart glasses, smart ID badges, and activity trackers promise to change how we go about each day and the way we do our jobs. According to Gartner Inc., sales of wearables will increase from 275 million units in 2016 to 477 million units by 2020. Although smartwatches such as the Apple Watch and fitness trackers have been successful consumer products, business uses for wearables appear to be advancing more rapidly. A report from research firm Tractica projects that worldwide sales for enterprise wearables will increase exponentially to 66.4 million units by 2021.
Doctors and nurses are using smart eyewear for hands-free access to patients’ medical records. Oil rig workers sport smart helmets to connect with land-based experts, who can view their work remotely and communicate instructions. Warehouse managers are able to capture real-time performance data using a smartwatch to better manage distribution and fulfillment operations. Wearable computing devices improve productivity by delivering information to workers without requiring them to interrupt their tasks, which in turn empowers employees to make more-informed decisions more quickly.
Wearable devices are helping businesses learn more about employees and the everyday workplace than ever before. New insights and information can be uncovered as IoT sensor data is correlated to actual human behavior. Information on task duration and the proximity of one device or employee to another, when combined with demographic data, can shed light on previously unidentified workflow inefficiencies. Technologically sophisticated firms will understand things they never could before about workers and customers; what they do every day, how healthy they are, where they go, and even how well they feel. This obviously has implications for protecting individual privacy, raising potential employee (and customer) fears that businesses are collecting sensitive data about them. Businesses will need to tread carefully.
Global logistics company DHL worked with Ricoh, the imaging and electronics company, and Ubimax, a wearable computing services and solutions company, to implement “vision picking” in its warehouse operations. Location graphics are displayed on smart glasses guiding staffers through the warehouse to both speed the process of finding items and reduce errors. The company says the technology delivered a 25 percent increase in efficiency. Vision picking gives workers locational information about the items they need to retrieve and allows them to automatically scan retrieved items. Future enhancements will enable the system to plot optimal routes through the warehouse, provide pictures of items to be retrieved (a key aid in case an item has been misplaced on the warehouse shelves), and instruct workers on loading carts and pallets more efficiently.
Google has developed Glass Enterprise Edition smar.
Case Study 1 Headaches Neurological system and continue practicing .docx
Case Study 1 Headaches: Neurological system and continue practicing documentation of a focused/episodic SOAP note for Assignment
A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw.
Episodic/Focused SOAP Note Template
Patient Information:
Initials, Age, Sex, Race
S.
CC
(chief complaint) a BRIEF statement identifying why the patient is here - in the patient’s own words - for instance, "headache", NOT "bad headache for 3 days”.
HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form, not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:
Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale
Current Medications
: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.
Allergies:
include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).
PMHx
: include immunization status (note date of
last tetanus
for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx
: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here - such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.
Fam Hx
: illnesses with possible genetic predisposition, contagious or chronic illnesses. The reason for the death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.
ROS
: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
General:
Head
:
EENT
: etc. You should list these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: No visu.
CASE STUDY 1 HeadachesA 20-year-old male complains of exper.docx
CASE STUDY 1: Headaches
A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw.
Evaluate abnormal neurological symptoms
Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for cognition and the neurologic system
Assess health conditions based on a head-to-toe physical examination
USE THE ATTACHED EPISODIC SOAP NOTE
.
Case Study - Stambovsky v. Ackley and Ellis Realty Supreme C.docx
Case Study -
Stambovsky v. Ackley and Ellis Realty
Supreme Court, Appellate Division, State of New York 169 A.D.2d 254 (1991)
he assignment should consist of a Word Document, 2 pages in length double spaced, 12-point font, 1-inch margins not including the title page and reference page. (Short papers will lose significant points!!). All cases will automatically be submitted to Turnitin. Your paper should follow the case format (below) and include a summary of the relevant facts, the law, judicial opinion, etc.
Research the case using the case citation in the Library under databases (select - HeinOnline), FindLaw.com, and other legal sources. Research the parties and circumstances of the case itself.
Utilize the case format found in the Case Analysis Module.
Submit your assignment as a Microsoft Word document.
.
CASE STUDY - THE SOCIAL NETWORKThe growing use of social network.docx
CASE STUDY - THE SOCIAL NETWORK
The growing use of social network sites (such as Facebook) and online communities (such as
for instance the Apple Computer community, the community of Harley-Davidson riders,
and the community of Starbucks customers) provides exciting opportunities for
organizations. Online brand communities allow organizations to engage and interact with
customers, obtain market information, sell and advertise products, rapidly disseminate
information, develop long-term relationships with the community, and eventually to
influence consumers’ preferences and behavior (Dholakia and Bagozzi, 2001, Dholakia,
Bagozzi, and Pearo, 2004, Franke and Shah, 2003, Muniz and Schau, 2005, Tedjamulia, Olsen,
Dean, and Albrecht, 2005). “Brand community” is a term that is used to describe likeminded
consumers who identify with a particular brand and share significant traits, such as
for instance “a shared consciousness, rituals, traditions, and a sense of moral responsibility”
(Muniz and O’Guinn, 2001, p. 412). Online brand communities are based on their core value
- the brand- and grow by building relationships with and among members interested in the
brand (Jang et al. 2008).
There are several possible categorizations of online brand communities, but they are
generally grouped into two categories based on who initiates and manages the community;
(1) company-initiated communities, built by the company that owns the brand and (2) userinitiated
communities, voluntarily built by their members (that is, the consumer) (e.g.,
Armstrong and Hagel 1996; Kozinets 1999). These two types of brand communities provide
different opportunities for marketers. For instance, a brand community on a company
website is one of the key determinants of attracting consumers to and retaining customers
on the website (Nysveen and Pedersen, 2004). Consumer-initiated online brand
communities may provide consumers with useful information about other consumers’
experiences with the product or service and the strengths and weaknesses of products or
services (Jang et al. 2008).
The success of online brand communities is heavily dependent on consumer participation in
the online brand community. To determine why consumers participate in online brand
communities business student Jesse Eisenberg has developed a model based on extant
service marketing literature. The main idea in this literature is that perceived value and
satisfaction are antecedents of the intention to use a product or service (Anderson, Fornell,
and Lehmann 1994; Bolton and Drew 1991; Grönroos 1990; Hocutt 1998; Kang, Lee, and Choi
2007; Ravald and Grönroos 1996). Jesse wants to apply this idea to consumer participation in
online brand communities. According to Jesse, “members will probably be satisfied with an
online brand community and have the intention to participate in the community when they
derive value from the community. Therefore it is important to know which values.
Case Study #1 Probation or PrisonWrite a 12 to one page (.docx
Case Study #1: Probation or Prison?
Write a 1/2 to one page (150–275 words) response in which you answer the three questions that follow the case study below:
You could have been in the same situation yourself. Instead, it is Mary Lee Smith, one of your probationers, who is about to stand before the judge in a probation revocation hearing.
When you and your husband split 10 years ago, you had two children and eventually had to declare bankruptcy and accept food stamps to be able to pay the rent. After seven years working as a secretary at the nearby state juvenile corrections center, receiving constant encouragement from Mrs. Jones, the superintendent, and taking advantage of a criminal justice scholarship program, you finished a degree in administration of justice and qualified for an entry-level position with the community resources division of the state department of corrections. You advanced as the system grew, and now, three years later, you are a probation supervisor in Judge Longworth's court.
In a way, Mary Lee is as much a victim as she is an offender. Married at seventeen, she quit high school and moved west with her husband who was in the army. By the time she was twenty, she had two children and was divorced. With babysitters to pay and skills that would command no more than minimum wage, Mary Lee turned to such income supplements as shoplifting, bad check writing, and occasionally prostitution. Her check-passing skills developed rapidly, and it was not long before she had amassed a series of convictions, not to mention several lesser offenses for petty larceny that were disposed of by the prosecutor's declaration of
nolle prosequi
. To date, Mary Lee has not served a day in prison. Judge Longworth has used admonition, restitution, suspended sentence, and probation to rehabilitate Mary Lee. However, Mary Lee's criminal conduct has persisted, as has her inability to stretch her food stamps, welfare payments, and part-time minimum-wage employment into a satisfactory existence for herself and her children. To complicate the matter, the welfare safety net that had helped keep Mary Lee and her children afloat would cease to exist for her within 24 months.
Judge Longworth has called you into his chambers before the hearing. He read your violation report with interest. You pointed out Mary Lee's family obligations and the imminent possibility that the children would have to be placed in foster homes if she were confined. You also pointed out that she has been faithful in making restitution and that she maintains a steady church relationship and a good home environment for her children. Although your report is fair and accurate, you realize that the judge has sensed your misgivings and uncertainty concerning Mary Lee.
Judge Longworth looks up from your report and comes directly to the point. "Do you really believe this woman deserves to go back into the community? You certainly seem to have found some redeeming features in her cond.
Case Studies of Data Warehousing FailuresFour studies of data .docx
Case Studies of Data Warehousing Failures
Four studies of data warehousing failures are presented. They were written based on interviews with people who were associated with the projects. The extent of the failure varies with the organization, but in all cases, the project was at least a disappointment.
Read the cases and prepare a report that provides a substantive discussion on each of the following:
1. What’s the scope of what can be considered a data warehousing failure?
2. What do you find most interesting in the failure stories?
3. Do they provide any insights about how a failure might be avoided?
Your discussion should be at least 2 pages in length with 1.5” spacing & 1” margins.
Case Study 1: Auto Guys
Auto Guys initiated a data warehousing project four years ago but it never achieved full usage. After initial support for the project eroded, management revisited their motives for the warehouse and decided to restart the project with a few changes. One reason for the restructuring, according to the project manager, was the complexity of the model initially employed by Auto Guys.
At first, the planner for the data warehouse wanted to use a dimensional model for tabular information. But political pressure forced the system’s early use. Consequently, mainframe data was largely replicated and these tables did not work well with the managed query environment tools that were acquired. The number of tables and joins, and subsequent catalog growth, prevented Auto Guys from using data as it was intended in a concise and coherent business format.
The project manager also indicated that the larger the data warehouse, the greater the need for high-level management support – something Auto Guys lacked on their first attempt at setting up the warehouse. Another problem mentioned by the project manager was that the technology Auto Guys chose for the project was relatively new at the time, so it was not accepted and did not garner the confidence that a project using proven technology would have received. This is a risk inherent in any “cutting edge” technology adoption. The initial abandonment of the project was undoubtedly hastened by both corporate discomfort with this new technology and the lack of top management support.
A short time after dropping the project, top management felt pressure to reestablish it. Because Auto Guys initially planned an enterprise-wide warehouse, they had considerable computer capacity. It was put to use on a much smaller project that focused exclusively on a single subject area. Other subject areas were due to be added once the initial subject area project was completed. Auto Guys expects to grow the warehouse to two terebytes within a year or two and eventually expand to their projected enterprise-wide data warehouse. The biggest difference between pre- and post-resurrection will be that the project will evolve incrementally.
Given his experience with the warehouse, the project manager made the following summary .
Case Studies GuidelinesWhat is a Case StudyCase studies.docx
Case Studies Guidelines
What is a Case Study:
Case studies are stories. They are formatted in such a way that at a glance one could easily determine the “issue” about to be discussed. We look to clearly address the who, what, where, when, why and how to ensure that we have covered the story in its entirety. If you miss one of these factors, you leave the reader guessing and questioning your report. In public policy & administration our case studies/stories are required to be fact based. Make sure your research is based on credible information. Verify, verify, verify. Make a mistake and/or be challenged on one of your “facts”, could create a host of issues. If you are found to be incorrect, the entire report is incorrect and your credibility is suspect. Cite your research appropriately.
We call it an issue rather than a “problem” because a problem presents a negative image/connotation. Issues are not necessarily negative and provides the policy analyst with an opportunity to evaluate each issue based on its own merits without taking a position of negative or positive.
What Does a Case Study Look Like:
A case study should set up similar to story-telling.
Do not write this as you would a thesis.
You don’t want to put in a lot of “fluff & stuff”. Think of the reader as a high level administrator whose in-box is full of documents that require review. To catch this administrator’s attention, consider what he/she would be concerned with. The “issue” clearly delineated, then the people involved “stakeholders”, the positions (where one stands depends upon where one sits), of these people/perspectives” of the stakeholders and then a fact based well thought out “recommendation”. Use the first paragraph or two to set the tone for the issue under consideration. Once you have the reader’s attention then you are prepared to move onto your 4-step policy analyses.
Why a 4-Step Policy Analysis:
We use the four-step policy analysis because of its simplicity and its thoroughness. There are plenty of other models, some with seven-steps and others with ten-steps. It is not the number of steps that makes a case study. It is the report itself that stands on merit.
Do not change the language of the 4-steps or add other language, as new headings could change the report and its intent. It is vital that you understand this foundation as it will be used throughout your baccalaureate curriculum. Learning to use this in both your professional and personal lives will help you with your decision making in a variety of ways.
How Do I Begin:
Case studies are complex and may contain a myriad of issues, stakeholders, etc. It is your job to select one issue and then to stay on course as you work through your critical thinking and 4-step policy analysis. Do not say there are “many” issues as this may confuse the reader of leave him/her questioning why you chose one issue over another. Chose one….
How Should the Final Case Study Paper Set Up:
Use APA format when c.
Case Studies Focusing on Fluency StrategiesCase Scenario .docx
Case Studies: Focusing on Fluency Strategies
Case Scenario 1
Student: Mary
Age: 8.6
Grade: 3rd
Mary is a third grader at a small private school. It is the beginning of the second semester of the school year and assessment data show that Mary is still having difficulty with decoding multi-syllable words, as are many of her classmates. The students are struggling with an important reading skill that will be assessed at the end of the school year and will be important for success in the following years. Mr. Bounds, Mary’s teacher, has decided to implement strategies each day that will assist all of his students, Mary included, in reaching the following goal:
Given multi-syllable words, students will decode them accurately and with ease.
Case Scenario 2
Student: Emma
Age: 8.4
Grade: 3rd
Emma is a shy third grader who is struggling in all academic subjects that require significant reading. Assessment data show that Emma is able to read all sight words and decode most of the multi-syllable words she encounters. However, Emma’s fluency is not at the level of most third graders. This might be because Emma appears to have a low self-concept. Emma reads aloud very softly and slowly, often waiting to speak a word until she is sure she can pronounce it correctly. Because Mr. Haywood, her teacher, believes that Emma has the needed skills to improve her fluency, he has decided to implement a strategy that will help Emma reach her goal, which is:
Given reading passages at the third-grade level, Emma will read fluently.
Case Scenario 3
Student: Daniel
Age: 8.8
Grade: 3rd
Daniel is a quiet third grader who is naturally organized and thrives on structure. Daniel’s mother reports that he tends to be focused on tasks, even in play. He is diligent with academic tasks, and especially enjoys hands-on science activities. When reading aloud in class, Daniel is able to read all sight words and decode most multi-syllable words he encounters. However, Daniel’s fluency is not at the level of most third graders. He is a word-by-word reader and does not read with proper tone or expression, but has the skills needed to become a fluent, expressive reader. Daniel’s teacher has decided to implement strategies that will help him reach his goal, which is:
Given readings at the third-grade level, Daniel will read fluently.
Adapted from:
Paulsen, K. & the IRIS Center. (2004). Fluency and word identification: Grades 3-5.
http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_flu.pdf
© 2019. Grand Canyon University. All Rights Reserved.
Running head: STRATEGIC VALUES OF EMPLOYEE BENEFITS PROGRAMS 1
STRATEGIC VALUES OF EMPLOYEE BENEFITS PROGRAMS 8
Strategic Values of Employee Benefits Programs
Student’s Name: Gabrielle McNeely
Institutional Affiliation: Strayer University
Strategic Values of Employee Benefits Programs
Every business organization or fir.
Case Project 8-2 Detecting Unauthorized ApplicationsIn conducti.docx
Case Project 8-2: Detecting Unauthorized Applications
In conducting a review of the Oss running on the Alexander Rocco network, you detect a program that appears to be unauthorized. No one in the department knows how this program got on the Linux computer. The department manager thinks the program was installed before his start date three years ago. When you review the program’s source code, you discover that it contains a buffer overflow vulnerability. Based on this information, write a report to the IT manager stating what course of action should be taken and listing recommendations for management.
Your essay should be a minimum of 350 words and include the steps you took to discover file.
Use reference:
Simpson, M. T., Backman, K., & Corley, J. (2011).
Hands-on ethical hacking and network defense
. Cengage Learning.
Add any other recent references
.
Case Number 7Student’s NameInstitution Affiliation.docx
Case Number 7
Student’s Name
Institution Affiliation
Case Number 7. The case of physician do not heal thyself
Questions
1. Have you recently engaged in risky behaviors such as binge eating, unsafe sex, gambling, drug and substance abuse, or risky driving?
1. How would you describe your relationships with people such as your spouse, friends, neighbors, colleagues, and strangers while considering aspects of anger, irritability, and violence?
1. Do you have a recurring problem of variant moods that result to interpersonal stress, feeling of emptiness, and other challenges that are stress-related and they push you towards suicidal thoughts?
People to speak to
It is crucial to identify the right people to provide essential details for the assessment of the patient. Some of the most important people include the spouses, siblings, family friends, personal friends, and neighbors. Furthermore, the patient’s colleagues can provide important information regarding the behaviors of the patient and help in identifying issues that the patient could be hiding. Speaking to the people to whom the patient exercises authority is important in attaining the true image of the person.
Physical exam and diagnostic test
The disorder is mental, but it can be assessed through physical exams that indicate how the brain is working in relation to actions ( Stahl 2013). Fixing a puzzle would be an effective way of testing the patient and how stable they can be. The other approach is engaging the patient in a physical exercise and observing their participation. Physical exams provide a diagnostic insight to test how the patient relates with others.
Diagnoses
Personality Disorder
Mood Disorder
Depression with psychotic features
Pharmacological agents
Application of antidepressants
Use of antipsychotics
Administering mood-stabilizing drugs
Contradictions or Alterations
It is a complex situation to treat a complex and long-term unstable disorder of mood because the patients experience different emotions even during therapy (Yasuda & Huang 2008). It becomes difficult to separate mood disorder from personality disorder especially for difficult patient like in this case. Furthermore, there are no specific drugs that can be used for treatment without additional therapy since this patient is able to adjust or play with their own treatment as a physician. The mental condition observed in the patient requires a careful approach due to the delicate situations involving suicidal thoughts and aggression.
Lessons Learned
In the case study “The case of physician do not heal thyself,” the lessons include the importance of conducting a complete assessment of the patient and including other people who interact with the patient. It would be more effective to treat such conditions if the patients had stable emotions, but strategic approaches can help to streamline the treatment process ( Stahl 2014b).
References
Stahl, S. M. (2013). Stahl’s essential psychopharmacol.
Case number #10 OVERVIEWAbstract In this case, a local chapt.docx
Case number #10
OVERVIEW
Abstract In this case, a local chapter of a national nonprofit organization continuously struggles with funding and must, therefore, be proactive in seeking out additional revenue sources. The local coordinator encounters a situation involving a potential donor that forces her to weigh the pros and cons of breaking the rules and the best way to communicate her concerns to her superiors and the donor. A chance meeting on a flight leads to a potential conflict-of-interest situation for the local coordinator.
Main Topics Decision making, Ethics
Secondary Topic Communication, Intergovernmental affairs*
Teaching Purpose To discuss the complexities involved in balancing personal and organizational responsibilities within the framework of a nonprofit organization.
The Organization ReadNow is a nonprofit program that promotes early literacy by giving new books to children and advice to parents about the importance of reading aloud in pediatric exam rooms across the nation.
* Main Characters: • Michael Vaughn, Executive Vice President of Johnson Hospital • Dr. Lea Nelson, Head of National ReadNow • Patricia Clay, Local ReadNow Coordinator • Molly Carter, Tillingast Foundation employee • Dr. Katie Nelson, ReadNow Local Director
BACKGROUND
In 1962, a group of doctors at a hospital in Phoenix, Arizona, were brain-storming ways to increase early childhood literacy and parent– parent– child interactions among their patients. One doctor had the idea of distributing children's books to their patients during checkups, accompanied by advice to the parents about the importance of reading aloud to their children. From this modest beginning, ReadNow developed into a national, nonprofit organization that distributes books and early literacy guidance to more than 2.5 million children and their families. ReadNow has offices all over the United States and is currently supported in part through a grant from the U.S. Department of Education. ReadNow opened a branch in Crown City, Michigan, in August with a partnership between the National ReadNow and the Johnson Children's Medical Center. One of the founders, Dr. Mark Jeffries, still active within ReadNow, approached Dr. Katie Nelson, a pediatrician at Johnson Hospital with the opportunity to bring ReadNow to Crown City. Dr. Nelson soon had more than thirty pediatric clinics participating in the program and hired a coordinator, Patricia Clay, to manage the day-to-day operations of the Crown City chapter.
As a result of its affiliation with the Johnson Children's Medical Center, ReadNow was fortunate to have its rent, computers, telephones, and office supplies provided by the hospital. Johnson Children's Medical Center agreed to support the office environment of ReadNow, as well as to guarantee the coordinator a stipend of $ 50,000 each year. However, part of Patricia Clay's duties included raising funds to purchase books to distribute in clinics across the metropolitan area and t.
Case GE’s Two-Decade Transformation Jack Welch’s Leadership.docx
Case: GE’s Two-Decade Transformation: Jack Welch’s Leadership
Thoroughly: -Identifies core problem of the case with applicable rationale and evidence. -Discusses the severity of the core problem. Provides supporting rationale. -Discusses implications of the core problem. How and to what extent may the core problem affect the stakeholders/those being led? Provides supporting rationale.
.
CASE BRIEF 7.2 Tiffany and Company v. Andrew 2012 W.docx
CASE BRIEF 7.2
Tiffany and Company v. Andrew
2012 WL 5451259 (S.D.N.Y.)
FACTS: Tiffany (plaintiffs) allege that Andrew and others (defendants) sold counterfeit Tiffany
products through several websites hosted in the United States. Andrew accepted payment in U.S.
dollars, used PayPal, Inc. to process customers' credit card transactions, then transferred the sales
proceeds to accounts held by the Bank of China (“BOC”), Industrial and Commercial Bank of
China (“ICBC”), and China Merchants Bank (“CMB”) (“Banks”).
Andrew defaulted on the suit, and Tiffany sought discovery from the Banks by serving subpoenas
seeking the identities of the holders of the accounts into which the proceeds of the counterfeit sales
were transferred and the subsequent disposition of those proceeds. The Banks involved all
maintained branch offices in the Southern District of New York, and the subpoenas were served
on those branch offices.
The Banks responded to the subpoenas by explaining that the information sought was all
maintained in China and that the New York branches of the Banks lacked the ability to access the
requested information. China's internal laws prohibited the disclosure of the information except
under certain conditions. The Banks proposed that the plaintiffs pursue the requested discovery
pursuant to the Hague Convention.
The court concluded that Tiffany should pursue discovery through the Hague Convention. Tiffany
submitted its Hague Convention application to China's Central Authority in November 2010, and
on August 7, 2011, the Ministry of Justice of the People's Republic of China (“MOJ”) responded
by producing some of the documents requested. For each of the Banks, the MOJ produced account
opening documents (including the government identification card of the account holder), written
confirmation of certain transfers into the accounts and a list of transfers out of the accounts. With
respect to CMB, the records indicate that all funds in the account were withdrawn through cash
transactions at either an ATM or through a teller. BOC and CMB each produced documents
concerning a single account; ICBC produced documents for three accounts.
In its cover letter, the MOJ noted that it was not producing all documents requested. Specifically,
the letter stated, “Concerning your request for taking of evidence for the Tiffany case, the Chinese
competent authority holds that some evidence required lacks direct and close connections with the
litigation. As the Chinese government has declared at its accession to the Hague Evidence
Convention that for the request issued for the purpose of the pre-trial discovery of documents only
the request for obtaining discovery of the documents clearly enumerated in the Letters of Request
and of direct and close connection with the subject matter of the litigation will be executed, the
Chinese competent authority has partly executed the requests which it d.
CASE 5Business Performance Evaluation Approaches for Thoughtf.docx
CASE 5
Business Performance Evaluation: Approaches for Thoughtful Forecasting
Every day, fortunes are won and lost on the backs of business performance assessments and forecasts. Because of the uncertainty surrounding business performance, the man-ager should appreciate that forecasting is not the same as fortune-telling; unanticipated events have a way of making certain that specific forecasts are never exactly correct. This note purports, however, that thoughtful forecasts greatly aid managers in under-standing the implications of various outcomes (including the most probable outcome) and identify the key bets associated with a forecast. Such forecasts provide the manager with an appreciation of the odds of business success. This note examines principles in the art and science of thoughtful financial fore-casting for the business manager. In particular, it reviews the importance of (1) under-standing the financial relationships of a business enterprise, (2) grounding business forecasts in the reality of the industry and macroenvironment, (3) modeling a forecast that embeds the implications of business strategy, and (4) recognizing the potential for cognitive bias in the forecasting process. The note closes with a detailed example of financial forecasting based on the example of the Swiss food and nutrition com-pany Nestle.
Understanding the Financial Relationships of the Business Enterprise
Financial statements provide information on the financial activities of an enterprise. Much like the performance statistics from an athletic contest, financial statements provide an array of identifying data on various historical strengths and weaknesses
This technical note was prepared by Professor Michael J. Schill. Special thanks go to Vladimir Kolcin for data-collection assistance and to Lee Ann Long-Tyler and Ray Nedzel for technical assistance. Copyright © 2015 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. To order copies, send an e-mail to [email protected] No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation.
Part TwoFinancial Analysis and Forecasting
across a broad spectrum of business activities. The income statement (also known as the profit-and-loss statement) measures flows of costs, revenue, and profits over a defined period of time, such as a year. The balance sheet provides a snapshot of business invest-ment and financing at a particular point in time, such as the end of a year. Both state-ments combine to provide a rich picture of a business’s financial performance. The analysis of financial statements is one important way of understanding the mechanics of the systems that make up business operations. Interpreting Financial Ratios Financial ratios provide a useful way to id.
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Part One Answer ONE of the following1 to 2 typewritten pages..docx
- 1. Part One: Answer ONE of the following: 1 to 2 typewritten pages. 1. Discuss the four themes that have run through the history of American Political Thought. 2. Discuss the major political concepts prevailing in England that the early settlers brought with them to the colonies. 3. Discuss the significance of the writings of John Locke. 4. Discuss the difference between “classical liberalism” and “social welfare liberalism”. 5. Discuss the political impact of the Puritan New England clergy. 6. Discuss the significance of the “Declaration of Independence”. 7. Discuss the major principles and accomplishments of the Constitution. Part two: Answer ONE of the following: 1 to 2 typewritten pages . 1. Discuss the major contributions of Hamilton, Marshall and Jefferson to building the American nation. 2. Discuss and evaluate the impact of Jacksonian Democracy on American political thought.
- 2. 3. Discuss and evaluate the impact of the “individualists” on American political thought. 4. Discuss the Northern and Southern sectional and political conflicts that brought about the Civil War. 5. Discuss the development, major criticism and impact of Social Darwinism on American political thought. 6. Discuss the major concepts and impact of the populist and progressive movements. Part Three: Answer ONE of the Following: I to 2 typewritten pages. 1. Discuss the major concepts of “economic individualism” as articulated by Herbert Hoover and that reason Hoover failed to act in the midst of the Great Depression. 2. Discuss the major concepts behind the New Deal and why the New Deal was successful in making America stable and prosperous. 3. Discuss the development of post World War 11 liberalism, what constitutes the liberal agenda and the post-Vietnam shift of liberalism. 4.
- 3. Discuss the challenge of the conservative and populist right movements to liberalism, the struggle within the conservative movement and the conservative agenda. 5. Discuss why Seymour Martin Lipset considers the United States the first new nation 6. Discuss John Rawl’s “Theory of Justice”.