Needing help with bus309 workplace ethics | BUS 309 – Business Ethics

  
Read the Article then answer the questions attached
Menu science: The subtle ways restaurants get you to spend more
STEPHANIE BANK
SPECIAL TO THE GLOBE AND MAIL
PUBLISHED JULY 24, 2018
Read and reflect on the following article.
Ever go out for a casual dinner with a friend and end up spending twice what you planned? Or order the most expensive item from the secret menu at Burger’s Priest just for the Instagram joy of seeing a towering pile of hamburger sandwiched between two grilled cheeses?
Now more than ever, we eat out. And it’s having an impact on our wallets as well as our waistlines. According to Dalhousie University’s 2018 Food Price Report, the average Canadian family will spend $7,049 at restaurants this year — $208 more than in 2017. Dining out will account for 59 per cent of our total food budget? How does that even happen?

The Double Double cheeseburger is seen at The Burgers Priest in Toronto on August 31, 2010. JENNIFER ROBERTS FOR THE GLOBE AND MAILJENNIFER ROBERTS/THE GLOBE AND MAIL
While it’s clear that people are eating out more often, there’s another influential component of restaurant dining that we consistently underestimate: the menu. Every detail of a menu’s design is calculated to influence what you eat, how it makes you feel and which information you share with others to ensure you come back and bring your friends.
Restaurants successfully deploy hundreds of subtle nudges to part you with your money. I’m going to take you on a short tour of these tactics so you’re better equipped to navigate your next meal.
The prices (or lack thereof)
When looking at a menu, do you jump to the numbers on the right-hand side before reading the options on the left? When prices are displayed in a column, and especially when organized from low to high, we are more likely to base our choices on cost. Here’s a subtle ruse some restaurants employ: Studies have shown that by strategically placing the price at the end of each description, or below the item, our natural tendency to visually scan the prices is disrupted. The cost of the dish has less impact on our decisions.
Researchers at Cornell University have also shown that how the values are presented have a significant influence on sales. For instance, during a lunchtime seating at the Culinary Institute of America’s St. Andrews Cafe in New York, researchers studied what happens when a price is presented in traditional dollars and cents (“$20.00”), a round number with no dollar sign (“20”), and spelled out (“twenty dollars”). They found that guests spent significantly more when presented with the number alone. Removing simple cues that remind us we’re dealing with money makes the price as inconspicuous as possible, which can be enough to encourage spending.
The choices (or lack thereof)
Did you know that when McDonald’s first debuted in 1955, the restaurant offered just nine items? By 2015, the menu had ballooned to 140 items, with more than 50 ways to order a hamburger. When revenues began to falter the first thing executives did was start paring back the menu. Not only does a shorter menu ensure a level of efficiency in the kitchen, it exploits inefficiencies in our decision-making process. Good marketers and behavioural scientists know that more choices often translates to harder decisions. In fact, it often results in choice overload, or “analysis paralysis,” the cognitive process whereby people struggle to make a decision when faced with many options.
Back in 2000, a series of experiments in grocery stores found that people were more likely to purchase jams when presented with a limited array of six choices in comparison to a more extensive selection of 24 choices (30 per cent in the first group made a purchase compared with only 3 per cent in the second). Additionally, customers who chose from the more limited menu were more likely to say they were happy with their selection. It’s just another reason why that buzzy new restaurant you’ve been dying to try has just a few items on its menu.
STORY CONTINUES BELOW ADVERTISEMENT
The order of options
How do you go about deciding which wine to order? Unless you’re a connoisseur of fine wines, you probably identify the most and least expensive options and settle for something in the middle. Or maybe you ask the waitress for help. One classic experiment by the famed behavioural economist Richard Thaler found that when people were offered a premium beer for $2.50 or a bargain beer for $1.80, around 80 per cent chose the more expensive beer. But when a third lower-priced beer was introduced at $1.60, most people went for the $1.80 beer instead. We tend to evaluate options based on surrounding information: Things only seem cheap or expensive when compared with an alternative. As such, restaurants often place an expensive item at the top of the menu so the other dishes look reasonably priced. A $20 pasta doesn’t look so expensive when compared with a $50 lamb chop.
The words themselves
What is it about a Sicilian vine-ripened tomato salad that just sounds … expensive? Or a grass-fed 60-day dry-aged rib-eye steak? Or crispy beer-battered Vidalia onion rings tossed in aromatic toasted black pepper and thyme served with lemon truffle infused emulsified aioli? Research by Brian Wansink at the Cornell Food and Brand Lab found that descriptive labels on menus can increase sales by as much as 30 per cent.
But here’s something weird: Mr. Wansik also found that customers who read these descriptions also reported feeling more satisfied with their meals than those who read simple descriptions. Taste expectations influence our evaluation due to priming, the idea that we are influenced by subconscious cues. Simply reading the word “velvety” or “juicy” sends signals to our brains that subconsciously activate our salivary glands and preparing us for something delicious.
The truth is, we all fall for these tricks regardless of intelligence. But getting some insight into how restaurants use menu engineering already puts you ahead of the curve. If increasing your awareness isn’t enough there are a few things you can try. Challenge yourself to look past the menu and decide what to eat based on the food rather than deceptive pricing, placement or seductive descriptions. Think of all the money you’ll save.
Stephanie Bank is a behavioural economist at Evree, a Toronto startup that makes an app that makes saving as easy as spending.
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Editorial code of conduct
Write a paper in which you:

Analyze the following      questions associated with your chosen article and discuss them using      concepts you learned in this course.

What ideals, effects,       and consequences are at stake?
Have any moral rights       been violated?
What would a       Utilitarian recommend?
What would a Kantian       recommend?

Explain your rationale      for each of your answers for your chosen article, with supporting      evidence.
Evaluate the ethical      implications and impact of the events of selected business situations      using predominant ethical theories and concepts. 

Answer the questions according to the article above please

U10 final | Nursing homework help

Professional Development Portfolio 
Your Professional Development Portfolio will be a compilation of specific artifacts that should be suitable to present at a job interview or performance review. 
This component demonstrates your proficiency in program outcomes 5, and 9.
Program Outcome 5: Communication: Communicate effectively with all members of the healthcare team, including interdepartmental and interdisciplinary collaboration for quality outcomes.
Program Outcome 9: Professional Role: Incorporate the qualities, skills, behaviors, and knowledge required to function as a patient advocate, practice high quality care, assess and evaluate patient outcomes, and provide leadership in improving care.Compile your artifacts from the four previous assignments into a professional portfolio that you might share with a prospective employer, or a supervisor or manager. 
Imagine that you are either applying for a new position, advocating for a new role, or preparing for a year-end review. When applying for a new position, or advocating for a new role, it is helpful to anticipate the sorts of things a decision maker might be looking for in evaluating you for that particular position or role and to rehearse your responses.
Prepare a written summary of your proficiency in the format of interview questions and answers as follows:
Briefly describe a position, role, or project you would like to apply for or participate in. (I WANT TO BE A LABOR AND DELIVERY NURSE)
Alternately, imagine that you are preparing for a performance evaluation. List the questions that you imagine you might be posed. 
Respond to each question, highlighting accomplishments from your portfolio that demonstrate your level of competence.
Continue with a succinct summary of the qualities, skills, behaviors, and knowledge your bring to the tasks of patient advocacy, the practice of high quality care, the ability to assess and evaluate patient outcomes, and the leadership skills needed to provide improved patient care. (This should be 1–2 paragraphs in length.)
Conclude with a statement that reflects your understanding of the role of lifelong learning in your career goals.
Requirements: Times New Roman font, 12 pt. Double-spaced.
 
Print Professional Development Portfolio Scoring Guide
Due Date: End of Unit 10. Percentage of Course Grade: 15%.                 Professional Development Portfolio Scoring Guide Grading Rubric Criteria Non-performance Basic Proficient Distinguished Identify interview questions that are congruent with desired nursing role or project. 25%   Does not identify interview questions that are congruent with desired nursing role or project. Identifies interview questions but they are not congruent with desired nursing role or project. Identifies interview questions that are congruent with desired nursing role or project. Identifies interview questions that are congruent with desired nursing role or project. Includes mix of behavioral and competency-based questions. Provide reflective answers to interview questions that illustrate professional nursing qualities, skills, behaviors, and knowledge. 25%   Does not provide reflective answers to interview questions that illustrate professional nursing qualities, skills, behaviors and knowledge, for interview questions. Provides answers but they are limited in illustrating professional nursing qualities, behaviors, and knowledge. Provides reflective answers to interview questions that illustrate professional nursing qualities, skills, behaviors and knowledge. Provides reflective answers to interview questions that illustrate professional nursing qualities, skills, behaviors and knowledge. Answers are supported by brief examples. Summarize personal professional qualities, leadership skills, behaviors, and knowledge that contribute to patient safety, patient advocacy, and patient assessment. 25%   Does not summarize personal professional qualities, leadership skills, behaviors and knowledge that contribute to patient safety, patient advocacy, and patient assessment. Summarizes personal professional qualities, leadership skills, behaviors and knowledge, but does not connect to patient safety, patient advocacy, and patient assessment. Summarizes personal professional qualities, leadership skills, behaviors and knowledge that contribute to patient safety, patient advocacy, and patient assessment. Summarizes personal professional qualities, leadership skills, behaviors and knowledge that contribute to patient safety, patient advocacy, and patient assessment. Discusses contribution to potential role or project. Write a statement that reflects personal understanding of lifelong learning throughout career. 20%   Does not write a statement that reflects personal understanding of lifelong learning throughout career. Writes a statement but is unclear about personal understanding of lifelong learning throughout career. Writes a statement that reflects personal understanding of lifelong learning throughout career. Writes a statement that reflects personal understanding of lifelong learning throughout career. Discusses personal plan to continue learning. Write content clearly and logically, with correct use of grammar, punctuation, and mechanics. 5%   Does not write content clearly, logically, or with correct use of grammar, punctuation, and mechanics. Writes with errors in clarity, logic, grammar, punctuation, or mechanics. Writes content clearly and logically, with correct use of grammar, punctuation, and mechanics. Writes clearly and logically, with correct use spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea.  

Can you give feedback to my peers/classmate 1 paragraph

 by:Emily Mason
 
The common core standards are built upon the idea of preparing kids and students for life after graduating high school. This standard is changing the way that we are educating students by changing the standards that we have in teaching. They are altering the standards to be focused on supplying students with the skills and knowledge to succeed in life after high school whether that be college or working or both. I think that this is similar to what was going on during the 20th century. The real connection being that we are asking what the point of education is and changing it based on what we think that purpose is, which for common core is to prepare students for life after high school.
            There are five guiding principles for common core.
·         College and Career Ready-after completing school (grades kindergarten through 12th grade) students will be ready for what comes after (college and a career)
·         Use the Best State Standards- creating standards based on work done at schools that are the most successful by looking at work and results and building standards from this information
·         Solid Evidence- knowing what students need to know and having proof that these standards are effective in preparing them for life after high school.
·         Focus- giving teachers ample time to teach what they need to, having realistic expectations for teachers and student learning
·         Local Flexibility, Teacher Judgment- common core is only made up of expectations and standards, not curriculum, leaving room for teachers and schools to use what curriculum they want to and expand on information in what ways they would like to
I think these standards could impact my classroom by challenging me to think of ways to expand on ideas and make sure that I touch on all of the standards. I think that it will also add challenges for situations in which students are low in certain areas. This could cause issues when trying to teach each standard if the student cannot reach a certain level. However, I think this will be interesting to come up with fun ways to expand on concepts and ideas and make it fun and relatable for students.
            I think that certain aspects of common core are an improvement. Having the aspect of flexibility for teachers and giving ample time for teachers to teach concepts are great things for the classroom. However, I also think that having a set of standards that is for all students could cause some issues if there are students that cannot reach those standards. I love that this is preparing students for the world after school. Working with special needs students in high school we focus on practicality and preparing them for jobs after graduation. Things as simple as folding clothes, sorting things, and putting silver ware away, setting tables, riding the bus, and the value of money. They need these skills to succeed and that is why we focus on them. I think that if these standards are attainable the common core standards can be very productive in the school system.  
References
TheHuntInstitute. Common Core State Standards: A New Foundation For Success. YouTube.   YouTube, 19 Aug. 2011. Web. 31 Mar. 2016.
TheHuntInstitute. Common Core State Standards: Principles of Development. YouTube.            YouTube, 19 Aug. 2011. Web. 31 Mar. 2016.
Krogh, S., Fielstein, L., Phelps, P. Newman, R. (2015). Introduction to Education: Choosing     to Teach. San Diego, CA: Bridgepoint Education, Inc.

What are the Common Core Standards and how are they meant to support the improvement of our U.S. educational system?
 
The Common Core Standards initiative is an educational initiative in the United States that details what K-12 students should know in English language arts and mathematics at the end of each grade. This common core standard is meant to support the improvement of our US educational system by giving the teacher and student a standard to aim for every closing year, making sure all students are at a certain level of knowledge.
 
 Examine and describe the five guiding principles behind the development of the Common Core Standards in your own words.  Explain how each of these five principles might impact you (or your effectiveness) as a classroom teacher.  
            College-and-career ready- As a teacher, my job is to make sure my students will be prepared to succeed in college and be ready for a career after.
            Use the best state standards- As a teacher using the best state standard is vital when it comes to development of your students and their accomplish of the standards.
            Solid Evidence- As a teacher, we need solid evidence that shows how to get our students to the standard levels they need to be at. Using that evidence, it will make it much easier to know how to get our students to a specific level of knowledge.
            Clear Focus- Teachers and students need a clear focus on how to obtain that specific standard level of knowledge. A step by step explanation focusing on what matters most will prepare the teacher and students for the upcoming task.
            Local Flexibility and Teacher judgment- This standard helps students achieve in different classrooms, different states, their own state, across states and through out this world. Being able to be flexible to learning is an important standard to develop, because you never know where you might end up in life and you might need to be flexible in a learning environment.
Do you feel that these Common Core Standards are an improvement to our educational system?  Why or why not?  Provide evidence to support your response. 
I feel that Common Core Standards are an improvement to our educational system because it supplies the teachers with the blueprint on how to orchestra a classroom. Common Core Standards will give the teacher and students a goal to aim for before that school year is complete.   

References
TheHuntInstitute. Common Core State Standards: A New Foundation For Success. YouTube. 19 Aug. 2011. Web. 31 Mar. 2016.
TheHuntInstitute. Common Core State Standards: Principles of Development. YouTube. 19 Aug. 2011. Web. 31 Mar. 2016.
Krogh, S., Fielstein, L., Phelps, (2015). Introduction to Education: Choosing to Teach. San Diego, CA: Bridgepoint Education, Inc.
 

Finance project need respectable grade above 60% at least.

BA5001 / BA5001X    Business Decision-Making
Final coursework:              Lamberts Heating
 
Submission date:               Friday 1st may 2013
 
This coursework is worth 40% of your final mark for this module.
 
Scenario
Lamberts Heating has two main divisions: one manufacturing radiators and the other installation of central heating systems. The manufacturing arm of the company makes radiators for domestic and commercial central heating systems.  These radiators are either used by Lamberts installation division or are sold to other central heating installation companies. Lamberts Heating has rather old machinery, presently used to manufacture the radiators, that it wants to replace. The company wants both the new machinery to be in place as soon as possible and to plan the procurement and installation as soon as possible. The company has yet to decide which piece of new machinery to buy and thus does not expect to make an order for this machinery before 3rd June 2013.
Lamberts Heatings installation division supplies and fits domestic central heating systems. It uses its own radiators to obtain the materials for this, but buys in boilers and pipes from other companies. This company is keen to increase its profit margin in this division but the business of supplying domestic heating systems is very competitive at present. The company has decided that the best way to increase its profit margin is to reduce the cost of buying the boilers from a number of suppliers. It has conducted some research into the prices charged by three major suppliers: Apex Boilers, Brunswich Heating Supplies and Centrale.
 
Tasks
This coursework is in three parts. You should submit all three parts together as one document.
The first part of the document will consist of three reports: one for each part of the coursework with three appendices. These appendices will contain all the details for the work you have completed in order to write the reports. All computer input and output should also be in the appendices, as should the details of any other calculations you have made.
 
Part A: Planning and control of capital expenditure
Question / Tasks: 
 
The senior management of the Lamberts Heating are considering the replacement of one of the firm’s machines that is used to make radiators in the factory. You are one of the managers involved in this decision. You have had some discussions with other members of the senior management about this proposed investment and there appear to be three machines that the firm could purchase.
Either a:
1.    Alumier machine, a straight replacement for the present machine from the same supplier
2.    Big EZ machine from an American supplier
3.    Cial machine from Japan
The senior management team wish to carefully consider the alternatives. As a first step, it was decided to accurately estimate each of the alternative’s cash flows and the following estimated figures are available:
 

 

 

 

       Alumier

   Big EZ

Cial     

 

 

 

Machine

Machine

Machine

 

 

 

        £

      £

             £

Initial Outlay

 

500,000

500,000

500,000

 

 

 

 

 

 

Cash inflows

Year 1

 

50,000

200,000

150,000

 

2

 

100,000

150,000

150,000

 

3

 

150,000

150,000

150,000

 

4

 

150,000

50,000

150,000

 

5

 

150,000

25,000

100,000

 

6

 

170,000

25,000

50,000

 

 

 

           

           

           

 

 

 

770,000

600,000

750,000

 
 
The other members of the management team have asked you to consider each of the above alternatives, using the various methods usually employed in appraisal of capital investment decisions. You have been asked to report back to the whole team at their next meeting. Whilst other members at this meeting are also aware of usual investment appraisal methods, your report is expected to assess the above alternatives in any way that you consider is appropriate. Your report will be expected to include your recommendation of the machine to purchase, a recommendation that the team can then consider at their next meeting. Your report will also be expected to include an explanation of the strengths and weaknesses of the various methods that you have utilised in your investment appraisal. A 10% discount rate has also been recommended, the yield for each machine is expected to be calculated separately, and it is acceptable for all calculations to be worked out on a pre-tax basis.
(50 Marks)
 
Note:             
1.    All references and books, etc., consulted must be included, including any internet sites used.
 
2.    You are also expected to produce this assignment using information technology. Particularly expected for this part of the assignment would be the use of Microsoft Word and Excel, or the use of other similar word-processing and spreadsheet software to produce this coursework.
 
A successful assignment (in Part A of this assignment) might include consideration or explanation of:
§  consideration of each of the alternative proposals under at least three methods of evaluating capital investment decisions
§  comparison of the inflows and outflows for each machine under each method
§  the objective(s) of each method
§  the advantages and disadvantages (strengths and weaknesses) of each of these methods
§  consideration of any non-financial factors which may have to be considered
§  consideration of any other information you may require
§  a recommendation of one of the proposals, including the reasons for your recommendation
§  use of the expected word-processing and spreadsheet software
 
Note:     The above is illustrative, covering only the main points of the assignment.
Suggested length:    1,250  words
This part of the assignment (Part A) represents 50% of your marks on this piece of coursework
 
Part B: Scheduling the installation of the new machinery
Having decided to buy a new piece of machinery to make the radiators, Lambert Heating now has to consider the timeframe for getting the new piece of machinery up and running. This will involve you developing the project plan in terms of determining the critical path and the sequencing of the relevant activities.
The activities involved are shown in the table below with their preceding activities and their normal durations. Some of the activities can be reduced in time by using extra staff but this is at an extra cost.  The minimum duration for each activity is shown in the final column. For a number of activities, the minimum duration is the same as the normal duration as the duration of these activities cannot be reduced.
The earliest that the company expects to start the process is Monday 3rd June 2013

Activity

 

Normal Duration in weeks

Preceding activity

Minimum Duration
[Each day saved cost £200]

A:

Order new machinery

2

None

2

B:

Plan new physical layout of factory

3

None

3

C:

Determine changes needed in existing machinery

3

None

3

D

Receive new equipment

10

A

8

E

Hire new employee to supervise the operation of the new machinery

7

A

6

F

Make changes needed to accommodate new machinery

15

B

13

G:

Make changes needed in existing machinery

9

C

7

H:

Train existing employees to use new machinery

7

D,E

6

I:

Install new machinery

4

F

3

J:

Disassemble old machinery

5

G

4

K:

Conduct employee safety training on new installation

2

H,I

2

 
Please note that the company works a 5 day week:  Monday to Friday.
Task:
 
Appendix
You may complete this task manually or by using MS project.
·                Assuming that the project starts on Monday 3rd June 2013, determine the shortest duration for the entire project, using the normal duration times.  Specify the date at which the project can finish and the number of weeks required.  
·                Produce a Gantt chart showing the starting and finishing times of each activity
·                Identify which activities form the critical path(s) of the project.
·                If the project could be speeded up by a maximum of 3 weeks at a cost of £200 a day, where should this money be spent?  Produce a new network diagram to show the new critical path(s) and total duration.
 
Report
Give details of the proposed calendar of works, making it clear which activities are critical and which activities have some slack. This section should be written so that the management can understand the advice being given without reference to the work in the appendix. Give details of the starting date, the finishing date and the duration of the project.
Explain how, by spending more money, the project duration can be shortened. Explain which activities have been shortened and which activities are now critical. Give details of the starting date, the finishing date and the duration of the project. Give details of the extra cost involved in shortening the project.
 
A successful assignment (Part B of this assignment) should include:
§   Determining the shortest time in which the project can be completed using the “normal” durations
§   Determining the shortest time in which the project can be completed using the “minimum” durations
§   Producing a well-written, well-structured report that enables management to understand how to schedule the project. This report should include details of activities which must be completed on time and those for which there is some slack.
§   The costs of shortening the project time should be included in the report as should the relevant start and finishing dates.
 
 
Note:     The above is illustrative, covering only the main points of the assignment.
Suggested length:    500  words
This part of the assignment (Part B) represents 20% of your marks on this piece of coursework.
 
Part C:  Cost of procuring boilers
This part of the coursework requires you to use linear programming techniques to determine the best way to minimise the cost of supplying boilers to Lamberts Heating
As well as manufacturing radiators (as mentioned in Part A), Lamberts Heating is also reviewing the way it procures boilers to enable the installation of domestic heating systems.
The purchasing department has identified three possible suppliers of boilers; Apex, Brunswich and Centrale. It has also identified five kinds of domestic boiler that it wants to purchase so it can supply and fit these boilers to a variety of sizes of homes.
The five boilers are known and coded by Italian numbers as most are manufactured in Italy ; Uno (1), Duo (2), Tre (3), Quattro (4) and Cinque (5).
The table below gives the cost of each boiler (in £s) from each supplier. The final row of the table specifies the minimum requirement of each type of boiler per year. Please note that not all boilers are available from each supplier.
 

 

Uno

Duo

Tre

Quattro

Cinque

Apex

500

750

300

—

450

Brunswich

—

725

320

875

420

Centrale

480

775

310

900

—

Requirement
(number of boilers)

 
2000

 
1500

 
3000

 
2500

 
2200

 
There are certain limitations that have to be taken into account;
·           Apex can supply no more than 1,000 of the Tre boiler each year.
·           Brunswich can supply no more than 800 of the Duo boiler each year.
·           Centrale can supply no more than 1,800 Uno boilers each year.
Lamberts Heating wants to meet its requirement for the number of boilers needed each year at the minimum cost.
Task
You are expected to use MS Excel software for this task. However, we will accept printouts from any other Linear Programming software.
Appendix
·           Define the meaning of any decision variables you are using.
·           Formulate the situation described above as a linear programming problem.
·           Include your computer input of the problem (and show any formulae used)
·           Include the “Answer Report” and “Sensitivity Report” printouts
Report
Write a brief report to the management of Lambert Heating detailing the cheapest way of meeting their need for boilers.
This report, written in a formal style of English, should include:
·           The nature of the problem being solved
·           The suggested purchasing plan
·           The cost of the suggested purchasing plan.
·           The robustness of the plan. Provide details of the ranges of costs of boilers from each suggested supplier for which your suggested plan remains optimal, and advise the company when they will have to generate a new plan. Do not just provide lists but consider your answers in the context of the question.
·           At present, Apex can supply no more than 1,000 of the Tre boiler each year. If this limit was changed so that Apex could now supply 1,100 Tre boilers, explain what effect this would have on the total minimum cost?
A successful assignment (for Part C of this assignment) should include:
§  Well-defined decision variables and a correct formulation of the problem.
§  Appropriate use of Excel (or other software) to produce a solution to the problem.
§  Producing a well-written, well-structured report that enables management to understand how to procure boilers at the minimum price. This report should include details of your suggested purchasing plan and the cost of this plan.
§  The advice to management should also enable them to determine the range of prices for each boiler for which your purchasing plan is valid.
§  The implications of the increased capacity to supply by Apex should be clearly described.
 
Note:     The above is illustrative, covering only the main points of the assignment.
Suggested length:    500  words
This part of the assignment (Part C) represents 30% of your marks on this piece of coursework.

Read the document and answer the questions

                          Document
  SECONDARY SOURCES
In this selection, historian George Fredrickson assesses a number of interpretations about the outcome of the Civil War that emphasize the Norths advantages. He also builds his own case for the triumph of the
Union, a kind of grand synthesis or theory. Note why Fredrickson thinks explana­ tions that emphasize the Norths advantages are flawed. Also consider his argu­ ment that Southern military leaders were rigid and conservative and how it relates to his overall theory about the reason for the Unions triumph. Does Fredrickson find the answer to the Norths victory on the battlefield or on the home front? Does he make a connection between the way each side fought the war and the respective home fronts? Finally, what role does slavery play in his analysis?
Blue over Gray: Sources of Success and Failure in the Civil War (1975)
GEORGE M. FREDRICKSON
Historians have expended vast amounts of time, energy, and ingenuity searching for the causes and consequences of the Civil War. Much less effort has been devoted to explaining the outcome of the war itself. Yet the ques­ tion is obviously important. One only has to imagine how radically different the future of North America would have been had the South won its per­ manent independence. It is also possible that a full comparison of how the two sides responded to the ultimate test of war will shed reflex light on both the background and legacy of the conflict. If northern success and southern failure can be traced to significant differences in the two societies as they existed on the eve of the war, then we may have further reason for locating the origins of the war in the clash of divergent social systems and ideologies.
If the relative strengths of the North in wartime were rooted in the character of its society, then the sources of northern victory would foreshadow, to some extent at least, the postwar development of a nation reunited under northern hegemony
A number of plausible explanations of why the North won have been advanced. The problem with most of them is not that they are wrong but that they are partial or incomplete.
Perhaps the most widely accepted explanation of why the North won and the South lost derives from the time-honored proposition that God is on the side of the heaviest battalions. The Norths advantages in manpower, resources, and industrial capacity were clearly overwhelming. According to the census of 1860, the Union, not counting the contested border states of Missouri and Kentucky, had a population of approximately 20,275,000. The Confederacy, on the other hand, had a white population of only about 5,500,000. If we include the 3,654,000 blacks, the total population of the eleven Confeder­ ate states adds up to slightly more than 9,000,000. Even if we consider the black population an asset to the Confederacy in carrying on a war for the preservation of slavery, the North still ends up with a more than two-to-one advantage in population. There was an even greater differential in readily available manpower of military age; the northern advantage in this respect was well in excess of three-to-one. In industrial capacity, the Union had an enormous edge. In 1860, the North had approximately 110,000 manufactur­ ing establishments manned by about 1,300,000 workers, while the South had only 18,000 establishments with 110,000 workers. Thus for every southern industrial worker the North had a factory or workshop! Finally, in railroad mileage, so crucial to the logistics of the Civil War, the North possessed over seventy percent of the nations total of 31,256 miles.
With such a decisive edge in manpower, industrial plant, and transporta­tion facilities, how, it might well be asked, could the North possibly have lost? Yet history shows many examples of the physically weaker side win­ ning, especially in wars of national independence. The achievement of Dutch independence from Spain in the seventeenth century, the colonists success in the American Revolution, and many wars of national liberation in the twentieth century, including the Algerian revolution and the long struggle for Vietnamese self-determination, provide examples of how the physically weaker side can prevail.. ..
Recognizing the insufficiency of a crude economic or demographic expla­ nation, some historians have sought psychological reasons for the Confeder­ ate defeat. It has been argued that the South whipped itself because it did not believe strongly enough in its cause. While the North could allegedly call on the full fervor of American nationalism and antislavery idealism, the South was saddled with the morally dubious enterprise of defending slavery and was engaged in breaking up a union of hallowed origin for which many southerners still had a lingering reverence. It has even been suggested that large numbers of loyal Confederates had a subconscious desire to lose the war. The northern victory is therefore ascribed to the fact that the North had a better cause and thus higher morale; the breakdown in the Souths will to win is seen as the consequence of a deep ambivalence about the validity of the whole Confederate enterprise.
This thesis is highly speculative and not easily reconciled with the overall pattern of pro-Confederate sentiment and activity. It would seem to under­ estimate or even to belittle the willingness of large numbers of southerners to fight and die for the Confederacy. No northerner who fought the Rebs at places such as Shiloh, Antietam, and Gettysburg would have concluded that the South really wanted to lose.
On the surface at least, it seems harder to explain what made the northern cause so compelling. Contrary to antislavery mythology, there is little evi­ dence to sustain the view that a genuinely humanitarian opposition to black servitude ever animated a majority of the northern population. Most north­ erners defined their cause as the preservation of the Union, not the emanci­ pation of the slaves. This was made explicit in a joint resolution of Congress, passed overwhelmingly in July 1861, denying any federal intention to interfere with the domestic institutions of the southern states. But when considered simply as a formal ideology, Unionism seems too abstract and remote from the concrete interests of ordinary people to have sustained . . . the enthusi­asm necessary for such a long and bloody conflict. In any case, the a priori proposition that the North had a more compelling cause, and therefore one that was bound to generate higher morale, seems questionable.
Morale in both sections fluctuated in direct response to the fortunes of war. Throughout the conflict, morale seems to have been more a function of military victory and success than a cause of it. Furthermore, any compari­ son involving the will to win of the respective sides cannot ignore the dif­ ferent situations that they faced. Except for Lees brief forays into Maryland and Pennsylvania, the northern people never had to suffer from invasion of their own territory. Whether the Norths allegedly superior morale and determination would have stood up under pressures equivalent to those experienced by the South will never be known. But we do know that the resolve of the North came dangerously close to breaking in the summer of 1864, at a time when its territory was secure, its economy booming, and its ultimate victory all but assured. At exactly the same time, the South was girding for another nine months of desperate struggle despite economic collapse and the loss of much of its territory. Such a comparison hardly sup­ ports the thesis that the North excelled the South in its will to win.
Some have attributed the Norths success in outlasting the South to its superior leadership. One distinguished historian has even suggested that if the North and South had exchanged Presidents the outcome of the war would have been reversed. As a wartime President, Lincoln was unques­ tionably superior to Davis. A master politician, Lincoln was able through a combination of tact and forcefulness to hold together the bitterly antagonis­ tic factions of the Republican party. . . . But perhaps Lincolns greatest suc­ cesses came in his role as commander in chief of the armed forces. Although lacking military training and experience, he had a good instinctive grasp of broad strategic considerations. Furthermore, he knew that he had neither the time nor the tactical ability to take direct charge of military operations and wisely refrained from interfering directly with his generals except when their excessive caution or incompetence gave him no choice. Lincolns primary objective was to find a general who had a comprehensive view of strategic needs, a willingness to fight, and consequently the ability to take full charge of military activity. In late 1863, he found the right man and without hesita­ tion turned the entire military effort over to General Grant, who proceeded to fight the war to a successful conclusion. In innumerable ways, Lincoln gave evidence of his common sense, flexibility, and willingness to learn from experience. Although not the popular demigod he would become after his assassination, he did provide inspiration to the North as a whole. Many who had been critical of Lincoln at the start of the war, seeing him merely as a rough, inexperienced, frontier politician, came to recognize the quality of his statesmanship. Furthermore, his eloquence at Gettysburg and in the Second Inaugural helped to give meaning and resonance to the northern cause.
The leadership of Davis was of a very different caliber. The Confederate President was a proud, remote, and quarrelsome man with a fatal passion for always being in the right and for standing by his friends, no matter how in­ competent or unpopular they turned out to be. He fought constantly with his cabinet and sometimes replaced good men who had offended him with second- raters who would not question his decisions. . .. Most southern newspapers were virulently anti-Davis by the end of the war. Particularly harmful was Davis military role. Because he had commanded forces in the Mexican war and served as Secretary of War of the United States, he thought of himself as qualified to direct all phases of operations. This belief in his own military genius, combined with a constitutional inability to delegate authority, led to excessive interference with his generals and to some very questionable strate­gic decisions. Unlike Lincoln, he lost touch with the political situation, and he failed to provide leadership in the critical area of economic policy. In the end, one has a picture of Davis tinkering ineffectually with the Souths military machine while a whole society was crumbling around him.
It appears the North had a great war leader, and the South a weak one. Can we therefore explain the outcome of the Civil War as an historical ac­ cident, a matter of northern luck in finding someone who could do the job and southern misfortune in picking the wrong man? Before we come to this beguilingly simple conclusion, we need to take a broader look at northern and southern leadership and raise the question of whether the kind of lead­ ership a society produces is purely accidental. If Lincoln was a great leader of men, it was at least partly because he had good material to work with. Seward was in some ways a brilliant Secretary of State; Stanton directed the War Department with great determination and efficiency; and even Chase, despite his awkward political maneuvering, was on the whole a competent Secretary of the Treasury. . . . The North, it can be argued, had not simply one great leader but was able during the war to develop competent and ef­ ficient leadership on almost all levels. Such a pattern could hardly have been accidental; more likely it reveals something about the capacity of northern society to produce men of talent and initiative who could deal with the unprecedented problems of a total war. In the Confederacy, the situation was quite different. Among the Souths generals there of course were some brilliant tactical commanders. Their suc­ cesses on the battlefield were instrumental in keeping the Confederacy afloat for four years. But, in almost all other areas, the South revealed a sad lack of capable leadership.
The contrast in leadership, therefore, would seem to reflect some deeper differences of a kind that would make one section more responsive than the other to the practical demands of fighting a large-scale war. Since both soci­ eties faced unprecedented challenges, success would depend to a great ex­ tent on which side had the greater ability to adjust to new situations.
Lincoln himself set the pattern for precedent-breaking innovation. Whenever he felt obligated to assume extra-constitutional powers to deal with situations unforeseen by the Constitution, he did so with little hesitation. After the out­ break of the war and before Congress was in session to sanction his actions, he expanded the regular army, advanced public money to private individu­ als, and declared martial law on a line from Washington to Philadelphia. On September 24,1862, again without Congressional authorization, he extended the jurisdiction of martial law and suspended the writ of habeas corpus in all cases of alleged disloyalty. The Emancipation Proclamation can also be seen as an example of extra-constitutional innovation. Acting under the amor­phous concept of the war powers of the President, Lincoln struck at slavery primarily because military necessity dictated new measures to disrupt the economic and social system of the enemy.
The spirit of innovation was manifested in other areas as well. In Grant and Sherman the North finally found generals who grasped the nature of modern war and were ready to jettison outworn rules of strategy and tactics. In his march from Atlanta to the sea in the fall of 1864, Sherman introduced for the first time the modern strategy of striking directly at the enemys domes­ tic economy. The coordinated, multipronged offensive launched by Grant in 1864, of which Shermans march was a critical component, was probably the biggest, boldest, and most complex military operation mounted anywhere before the twentieth century. Grant, like Lincoln, can be seen as embodying the Norths capacity for organization and innovation.
Businessmen also responded to the crisis and found that what was patriotic could also be highly profitable. There were the inevitable frauds perpetrated on the government by contractors, but more significant was the overall suc­ cess of the industrial system in producing the goods required. No small part of this success was due to the willingness of businessmen, farmers, and government procurement officials to think and act anew by organizing themselves into larger and more efficient units for the production, transpor­ tation, and allocation of goods.
It would be an understatement to say that the South demonstrated less capacity than the North for organization and innovation. In fact, the Souths most glaring failures were precisely in the area of coordination and collective adaptation to new conditions. The Confederacy did.of course manage to put an army in the field that was able to hold the North at bay for four years. . . . [But] Southern successes on the battlefield were in no real sense triumphs of organization or innovation. Before the rise of Grant and Sherman, most Civil War battles were fought according to the outdated tactical principles that generals on both sides had learned at West Point. In these very conventional battles, the South had the advantage because it had the most intelligent and experienced of the West Pointers. Since everyone played by the same rules, it was inevitable that those who could play the game best would win. When the rules were changed by Grant and Sherman, the essential conservatism and rigidity of southern military leadership became apparent.
Besides being conventional in their tactics, southern armies were notori­ ously undisciplined; insubordination was an everyday occurrence and de­ sertion eventually became a crippling problem. There were so many men absent without leave by August 1,1863, that a general amnesty for deserters had to be declared. For full effectiveness, southern soldiers had to be com­ manded by generals such as Robert E. Lee and Stonewall Jackson, charis­ matic leaders who could command the personal loyalty and respect of their men. The idea of obeying an officer simply because of his rank went against the southern grain.
Although the army suffered from the excessive individualism of its men and the narrow traditionalism of its officers, these defects were not fatal un­ til very late in the war, mainly because it took the North such a long time to apply its characteristic talent for organization and innovation directly to military operations. But on the southern home front similar attitudes had disastrous consequences almost from the beginning. In its efforts to mobilize the men and resources of the South, the Confederate government was con­ stantly hamstrung by particularistic resistance to central direction and by a general reluctance to give up traditional ideas and practices incompatible with the necessities of war.
Particularism was manifested most obviously in the refusal of state gov­ ernments to respond to the needs of the Confederacy. The central govern­ ment was rudely rebuffed when it sought in 1861 to get the states to give up control over the large quantity of arms in their possession. The states held back for their own defense most of the 350,000 small arms that they held. The Confederacy, initially able to muster only 190,000 weapons, was forced to turn down 200,000 volunteers in the first year of the war because it could not arm them. The states also held back men.
. . . [T]he slaveholding planters, taken as a group, were no more able to rise above narrow and selfish concerns than other segments of southern soci­ ety. Because of their influence, the Confederacy was unable to adopt a sound financial policy; land and slaves, the main resources of the South, remained immune from direct taxes. As a result, the government was only able to raise about one percent of its revenue from taxation; the rest came from loans and the printing of vast quantities of fiat paper money. The inevitable consequence was the catastrophic runaway inflation that made Confederate money al­ most worthless even before the government went out of existence.
What was there about the culture and social structure of the North that made possible the kinds of organizational initiatives and daring innovations that have been described? What was there about southern society and cul­ ture that explains the lack of cohesiveness and adaptability that doomed the Confederacy? Answers to such questions require some further understand­ ing of the differences in northern and southern society on the eve of the war, especially as these differences related to war-making potential.
A fuller comprehension of what social strengths and weaknesses the two sides brought to the conflict can perhaps be gained by borrowing a well-known concept from the social sciences—the idea of modernization. Sociologists and political scientists often employ this term to describe the interrelated changes that occur when a whole society begins to move away from a tradi­ tional agrarian pattern toward an urban-industrial system.
[One] theorist has provided a simple rule of thumb to gauge the extent of modernization in various societies: the higher the proportion of energy derived from inanimate sources, as opposed to the direct application of hu­ man and animal strength, the more modernized the society. Modernization therefore has its intellectual foundations in a rationalistic or scientific world view and a commitment to technological development.
By any definition of this process, the North was relatively more modern­ ized than the South in 1861. To apply one of the most important indices of modernization, thirty-six percent of the Northern population was already urban as compared to the Souths nine and six-tenths percent. As we have already seen, there was an even greater gap in the extent of industrialization. Furthermore, the foundations had been laid in the northern states for a rapid increase in the pace of modernization. The antebellum transportation revo­ lution had set the stage for economic integration on a national scale, and the quickening pace of industrial development foreshadowed the massive and diversified growth of the future. Because of better and cheaper transportation, new markets, and a rise in efficiency and mechanization, midwestern agricul­ ture was in a position to begin playing its modern role as the food-producing adjunct to an urban-industrial society. Literacy was widespread and means of mass communication, such as inexpensively produced newspapers, pam­ phlets, and books, were available for mobilizing public opinion. In short, given the necessary stimulus and opportunity, the North was ready for a great leap forward in the modernization process.
The South, on the other hand, had little potentiality for rapid modernization. Overwhelmingly agricultural and tied to the slave plantation as its basic unit of production, it had many of the characteristics of what today would be called an underdeveloped society. Like such societies, the Old South had what amounted to a dual economy: a small modern or capitalistic sec­ tor, profitably producing cotton and other commodities for export, coexisted with a vast traditional sector, composed of white subsistence farmers and black slaves.
The two main segments of the white South were united neither by a sense of common economic interests nor by a complete identity of social and political values. But the presence of millions of black slaves did make possible a per­ verse kind of solidarity. Fear of blacks, and more specifically of black eman­ cipation, was the principal force holding the white South together. Without it, there could have been no broadly based struggle for independence.
The planter and the non-slaveholding farmer had one other charac­ teristic in common besides racism; in their differing ways, they were both extreme individualists. The planters individualism came mainly from a lifetime of commanding slaves on isolated plantations. Used to unques­ tioned authority in all things and prone to think of himself as an aristocrat, he commonly exhibited an indomitable sense of personal independence. The non-slaveholder, on the other hand, was basically a backwoodsman who combined the stiff-necked individualism of the frontier with the arrogance of race that provided him with an exaggerated sense of his personal worth. Southern whites in general therefore were conditioned by slavery, racism, and rural isolation to condone and even encourage quasi-anarchic patterns of behavior that could not have been tolerated in a more modernized society with a greater need for social cohesion and discipline.
Such an attitude was obviously incompatible with the needs of a mod­ ernizing society for cooperation and collective innovation. Furthermore, the divorce of status from achievement made it less likely that competent leaders and organizers would emerge. Particularism, localism, and extreme individualism were the natural outgrowth of the Souths economic and social system. So was resistance to any changes that posed a threat to slavery and racial domination.
. . . [S]outhern politics, despite its high level of popular involvement, remained largely the disorganized competition of individual office seekers. Those who won elections usually did so either because they were already men of weight in their communities or because they came off better than their rivals in face-to-face contact with predominantly rural voters. In the North by 1861, politics was less a matter of personalities and more an imper­ sonal struggle of well-organized parties. In urban areas, the rudiments of the modern political machine could already be perceived.
The fact that the South was economically, socially, and politically less developed or modernized than the North in 1861 may not by itself fully explain why war had to come, but it does provide a key to understanding why the war had to turn out the way it did.
As it was, the only course open to southern leaders during the war was in effect a crash program of modernization in an attempt to neutralize the immense advantages of the North. When we consider the cultural heritage and economic resources they had to work with, their achievements went beyond what might have been expected. But the South had far too much ground to make up, and persisting rigidities, especially as manifested in the die-hard commitment to localism, racism, and plantation slavery, consti­ tuted fatal checks on the modernizing impulse.
The North, on the other hand, not only capitalized on its initial advan­ tages during the war but was able to multiply them. In fact, the conflict it­ self served as a catalyst for rapid development in many areas. Modernizing trends that had begun in the prewar period came to unexpectably rapid frui­ tion in a way that both compounded the Norths advantage in the conflict and helped set the pattern for postwar America.
The preceding essay examines differences between Northern and South­ ern society. In the following selection, historian James McPherson focuses on the military turning points. Note how he attempts to disprove other interpretations about the wars outcome. Also pay particular attention to how he tries to demonstrate that individual battles affected the will to fight. What would George Fredrickson, the author of the previous selection, have said about
the reasons for the outcome of crucial Civil War turning points?
     *Why the North Won (1988)
james m. McPherson
[A] persistent question has nagged historians and mythologists alike: if . . . Robert [E. Lee] was such a genius and his legions so invincible, why did they lose? The answers, though almost as legion as Lees soldiers, tend to group themselves into a few main categories. One popular answer has been phrased, from the northern perspective, by quoting Napoleons apho­ rism that God was on the side of the heaviest battalions. For southerners this explanation usually took some such form as these words of a Virginian: They never whipped us, Sir, unless they were four to one. If we had had anything like a fair chance, or less disparity of numbers, we should have won our cause and established our independence. The North had a poten­ tial manpower superiority of more than three to one (counting only white men) and Union armed forces had an actual superiority of two to one dur­ ing most of the war. In economic resources and logistical capacity the north­
ern advantage was even greater. Thus, in this explanation, the Confederacy fought against overwhelming odds; its defeat was inevitable.
But this explanation has not satisfied a good many analysts. History is replete with examples of peoples who have won or defended their indepen­ dence against greater odds: the Netherlands against the Spain of Philip II; Switzerland against the Hapsburg Empire; the American rebels of 1776 against mighty Britain; North Vietnam against the United States of 1970. Given the advantages of fighting on the defensive in its own territory with interior lines in which stalemate would be victory against a foe who must invade, conquer, occupy, and destroy the capacity to resist, the odds faced by the South were not formidable. Rather, as another category of interpreta­ tions has it, internal divisions fatally weakened the Confederacy: the state­ rights conflict between certain governors and the Richmond government; the disaffection of non-slaveholders from a rich mans war and poor mans fight; libertarian opposition to necessary measures such as conscription and the suspension of habeas corpus; the lukewarm commitment to the Con­ federacy by quondam* Whigs and unionists; the disloyalty of slaves who defected to the enemy whenever they had a chance; growing doubts among slaveowners themselves about the justice of their peculiar institution and their cause. So the Confederacy succumbed to internal rather than external
causes, according to numerous historians. The South suffered from a weak­ ness in morale, a loss of the will to fight. The Confederacy did not lack the means to continue the struggle, but the will to do so.
In any case the internal division and lack of will explanations for Confederate defeat, while not implausible, are not very convincing either. The problem is that the North experienced similar internal divisions, and if the war had come out differently the Yankees lack of unity and will to win could be cited with equal plausibility to explain that outcome.
Nevertheless the existence of internal divisions on both sides seemed to neutralize this factor as an explanation for Union victory, so a number of histo­ rians have looked instead at the quality of leadership both military and civil­ ian. There are several variants of an interpretation that emphasizes a gradual development of superior northern leadership. In Beauregard, Lee, the two Johnstons [Albert Sidney and Joseph Eggleston], and [Stonewall] Jackson the South enjoyed abler military commanders during the first year or two of the war, while Jefferson Davis was better qualified by training and experience than Lincoln to lead a nation at war. But Lees strategic vision was limited to the Virginia theater, and the Confederate government neglected the West,
where Union armies developed a strategic design and the generals to carry it out, while southern forces floundered under incompetent commanders who lost the war in the West. By 1863, Lincolns remarkable abilities gave him a wide edge over Davis as a war leader, while in Grant and Sherman the North acquired commanders with a concept of total war and the necessary deter­ mination to make it succeed. At the same time, in [Secretary of War] Edwin
* Former.
M. Stanton and [Quartermaster General] Montgomery Meigs, aided by the entrepreneurial talent of northern businessmen, the Union developed supe­ rior managerial talent to mobilize and organize the Norths greater resources for victory in the modern industrialized conflict that the Civil War became.
This interpretation comes closer than others to credibility. Yet it also com­ mits the fallacy of reversibility—that is, if the outcome had been reversed some of the same factors could be cited to explain Confederate victory.
Most attempts to explain southern defeat or northern victory lack the dimension of contingency—the recognition that at numerous critical points during the war things might have gone altogether differently. Four major turning points defined the eventual outcome. The first came in the summer of 1862, when the counter-offensives of Jackson and Lee in Virginia and Bragg and Kirby Smith in the West arrested the momentum of a seemingly imminent Union victory. This assured a prolongation and intensification of the conflict and created the potential for Confederate success, which appeared imminent before each of the next three turning points.
The first of these occurred in the fall of 1862, when battles at Antietam and Perryville threw back Confederate invasions, forestalled European mediation and recognition of the Confederacy, perhaps prevented a Democratic victory in the northern elections of 1862 that might have inhibited the governments ability to carry on the war, and set the stage for the Emancipation Proclamation which enlarged the scope and purpose of the conflict. The third critical point came in the summer and fall of 1863 when [Union victories at] Gettysburg, Vicksburg, and Chattanooga turned the tide toward ultimate northern victory.
One more reversal of that tide seemed possible in the summer of 1864 whe

Ged 130 introduciton to civilization -final examination set3 (50 mcqs)

51) Which of the following explains why Alexander failed to carry his empire as far as the Ganges in India?
A) He lacked the financial resources to accomplish the task. B) His troops mutinied. C) The Persian forces overwhelmed his troops. D) He died before he could reach India.
52) Which of the following empires began as city-states?
A) Egyptian and Persian B) Mesopotamian and Egyptian C) Macedonian and Greek D) Mesopotamian and Greek
53) The city of Rome was founded in approximately:
A) 753 B.C.E. B) 241 B.C.E. C) 509 B.C.E. D) 405 B.C.E.
54) Carthage:
A) was eventually defeated by Rome, but was given an honored place within
the empire. B) had little military success when Hannibal invaded Italy. C) lost all three Punic Wars. D) lay nearly 800 miles away from Italy.
 
GED 130 Introduciton to Civilization
Final Examination 55) The Roman patron-client relationship:
 A) defined a state of reciprocity between the weak and the strong. B) applied primarily to the business sector. C) allowed for an approximate equality between people of different classes. D) led to the end of the role of the paterfamilias.
56) The triumvirate formed in 60 B.C.E. did NOT include this man:
 A) Crassus B) Pompey C) Tiberius D) Julius Caesar
57) Rome?s armies:
A) required few male citizens to actually serve in it. B) were often made up in part by men from conquered regions. C) were paid for primarily by taxes on Roman citizens. D) spent little time developing new technology.
58) The belief system of Rome:
 A) prohibited paganism. B) did not allow any holidays. C) incorporated Christianity within a few decades of the death of Jesus. D) centered on the emperor as a god.
59) The Silk Road linked which of the following cities?
A) Sarapion and Asabon B) Luoyang and Bactra C) Antioch and Alexandria D) Luoyang and Guangzhou
60) The fall of the Roman Empire:
A) did not occur, according to most historians, until the Byzantine Empire was destroyed in 1453. B) was due primarily to the disrupting influence of Christianity. C) occurred despite solid leadership over the final 200 years. D) was hastened by the actions of Germanic peoples.
 
GED 130 Introduction to Civilization
Final Examination 61) Confucius:
A) felt that some people were born evil and could not be changed. B) was made a high ranking advisor to a Chinese leader. C) lived during the period of the Warring States. D) had little lasting impact on the conduct of government in China.
62) Daoism:
A) was developed primarily to guide statesmen. B) is quite similar to Confucianism. C) presents a detailed set of formal rules to guide society. D) stresses a closeness to the natural world.
63) The Mandate of Heaven:
A) could allow a dynasty to rule forever. B) was a personal god worshipped by emperors. C) showed it was pleased by creating natural disasters. D) blessed moral rulers.
64) Over the course of the Han dynasty, this group rose to the top of the social and political hierarchy:
 A) generals B) priests C) scholars D) merchants
65) Regarding economic policy of the Han empire, it is true that:
A) Confucians opposed military expansion in part because it was so costly. B) the empire had to make do with what it had when it was founded, since
no new sources of wealth were discovered. C) Emperor Wu cut taxes. D) Han emperors refused to nationalize private enterprise.
66) The Tang dynasty:
A) made major changes in the policies of the previous dynasty. B) abandoned the imperial examination system. C) presided during a major flowering of Chinese poetry. D) persecuted Buddhism.
 
GED 130 Introduciton to Civilization
Final Examination 67) Japan:
A) modeled its art on that of the southeast Asian islands. B) accepted the cultural hegemony of China. C) was careful to keep its borders closed to immigrants during its early years. D) was conquered twice by China.
68) The Aryan peoples in India:
A) spoke a Semitic language. B) first arrived in the Indus valley in 1000 B.C.E. C) were expelled from the region by the Maurya dynasty. D) formed political groupings called janapadas.
69) Which of the following was written first?
A) the Bhagavad-Gita B) the Mahabharata and Ramayana C) the Puranas D) Sangam poetry
70) The Kushana:
A) were supporters of Buddhism. B) invaded India just prior to the rule of the Mauryan family. C) left no artifacts traceable to the time of their rule. D) came from the Iranian plateau.
71) India?s ?adivasis?:
A) usually live in the less-accessible areas B) have rarely been able to assert any independence. C) farm some of India?s richest soil. D) are well described in ancient historical records.
72) Funan:
A) controlled only a small area around the mouth of the Mekong River. B) encouraged Hinduism. C) built Angkor Wat. D) did not allow the influence of Buddhism into its territory.
 
GED 130 Introduction to Civilization
Final Examination 73) Asoka?s empire:
A) was not described in known historical records until a find about 100 years ago. B) was overthrown by barbarian invasions from the north. C) expelled many Hindus. D) included the island of Sri Lanka.
74) The oldest religion still in practice is:
 A) Hinduism. B) Christianity. C) Judaism. D) Buddhism.
75) The caste system in India:
 A) is officially sanctioned by the Rigveda. B) has no relevance in the India of today. C) does not provide for a soldier class. D) officially provides for six castes.
76) The Puranas focus least on this:
A) stories of gods B) stories of goddesses C) the deep philosophical concepts of Hinduism D) folk tales
77) Mahayana Buddhism:
A) never presented a serious challenge to Theravada Buddhism. B) believed in the bodhisattva concept. C) took its name from the Sanskrit term for ?lesser vehicle?. D) argued there was no heaven.
78) Hinduism and Buddhism were similar in all of the following aspects, except:
A) the degree of respect they gave to brahmins. B) their development of sacred languages. C) their belief in reincarnation. D) their place of origin.
 
GED 130 Introduciton to Civilization
Final Examination 79) The Buddhist center furthest from the site of Buddha?s enlightenment is located in:
 A) Kandy B) Bamiyan. C) Kotabangun. D) Edo.
80) Jesus? most important commandment was to:
A) honor your father and mother. B) love your neighbor. C) give to the poor. D) love God.
81) Paul:
A) opposed slavery in both principle and practice. B) sought to subordinate women in the church. C) was Jesus? most devoted disciple in the years prior to Jesus? death. D) felt that married clergy were closer to God than single clergy.
82) Which of the following Jewish groups stayed aloof from politics and preached that the end of the world was imminent?
 A) Essenes B) Sadducees C) Pharisees D) Zealots
83) Monasteries:
A) were, after the Council of Nicea, exclusively for men. B) were often located in urban areas. C) tended to be complex political organizations. D) usually contained members who were celibate.
84) In the eighth century, the advance of Islam into Europe was:
A) most rapid in Scandinavia. B) most rapid in Italy. C) stopped in southern France by Charles Martel. D) of little consequence for the Catholic Church.
 
GED 130 Introduction to Civilization
Final Examination 85) Which of the following areas was NOT a major area of strength for Roman Catholicism in the year 1200?
 A) France B) Kievan Russia C) Germany D) Italy
86) Muslims begin their calendar with this event:
A) the birth of Muhammad. B) the birth of Abraham. C) the death of Muhammad. D) the date Muhammad moved to Medina.
87) Abu Bakr:
A) ruled for nearly 30 years. B) was a direct descendent of Muhammad. C) was the fi rst caliph. D) refused to use force to keep recent converts faithful to Islam.
88) The campaigns of Genghis Khan extended as far west as:
A) the Caucasus Mountains. B) Kaifeng. C) Ain Jalut. D) Liegnitz.
89) Ibn Khaldun held all of the following views, except:
A) the only differences between Westerners and Easterners are cultural, not
innate. B) tensions between peoples is often related to class. C) nomadic peoples tended to conquer urban peoples. D) scholars are often the wisest rulers.
90) Use of the decimal system and the zero was first developed by the:
 A) Indians. B) Greeks. C) Arabs. D) Turks.
 
GED 130 Introduciton to Civilization
Final Examination 91) Before 1500 C.E., the greatest part of the exchange economy consisted of:
 A) international trade. B) local transactions. C) long-distance transactions. D) medium-distance transactions.
92) West African trade:
A) was conducted primarily by sailing ship. B) was centered in Great Zimbabwe. C) was dependent upon the camel to deliver goods to Europe. D) is extensively documented for the period from about 200 C.E. to about
700 C.E.
93) After the ninth century, Arabs provided the main trading link between East Africa and:
 A) West Africa. B) the Indian Ocean. C) the Europe. D) the Americas.
94) The primary focus of Polynesian sailors was:
A) to establish an empire in the Pacifi c. B) to establish a trade system throughout the Pacifi c. C) to locate new places in which to settle. D) to explore the Pacifi c Ocean.
95) The bubonic plague:
A) was spread primarily due to the activities of the Mongols. B) never reached China. C) had less effect in Europe than in other places where the disease struck. D) is transmitted by fl ies.
96) The Annales school of history:
A) was named for a Parisian cafaccent(e) frequented by French historians:
the Cafaccent(e) des Annales. B) published a journal edited by historians for historians. C) was centered in the University of Paris. D) emphasized an interdisciplinary approach to history.
 
GED 130 Introduction to Civilization
Final Examination 97) In the high Middle Ages, most European Jews:
A) lived freely among Christians. B) sought to return to ancient Israel and Judea. C) were forbidden to loan money. D) were often successful traders.
98) Prince Henry the Navigator established a center for the study of navigation in order to:
A) control the eastern coast of Africa. B) chart the oceans. C) end Muslim control of the southern shores of the Mediterranean. D) discover new lands.
99) Which of the following explorers was the first to clearly recognize that Columbus had NOT discovered a route to Asia?
A) Vasco Nutilde(n)ez de Balboa B) Vasco de Gama C) Amerigo Vespucci D) Bartolomeo Dias
100) The sea voyages of exploration and discovery:
A) were spearheaded by the prosperous Italian city-states. B) began with Columbus? discovery of America. C) included the first round-the-world voyage by Ferdinand Magellan in the first half of the sixteenth century. D) were financed in large part by the Ottoman Empire.
GED 130 Introduciton to Civilization Final Examination
 

5 pages on social medai

For the Final Paper, you will select one topic from the list below.  Choose a topic that is important or interesting to you, and write a five- to seven-page paper about it.
Instructions for completing the Final Paper:

Please select from one of the following topics, which are addressed in the course textbook, Introduction to Computer Literacy: 

Collaborative Technologies (covered in Chapter 1)
Ethical Concerns in Computing (covered in Chapter 1)
The Digital Divide (covered in Chapter 1)
Open Source Software (covered in Chapter 3)
The Impact of Mobile Computing (covered in Chapter 4)
Social Networks  (covered in Chapter 7)
Protecting Copyrights and Intellectual Property (covered in Chapter 8)
Plagiarism and Online Education (covered in Chapter 8)
The Future of Cloud Computing (covered in Chapter 9)

Return to the textbook and review the pages in the chapter that pertain to your selected topic.
Next, log in to the Ashford University Library and conduct a search on that topic. 

The INF103. tutorial will walk you through the basic steps of doing a search for scholarly articles within the Ashford University Library.  A transcript of this video can be accessed through your online course. 

Select two scholarly articles to use in your paper. For each article, write down the author information, date of publication, title of the article, the publication information (journal title), and the database from which you retrieved the article. You will need this information when you create your references for the sources.
Begin the writing process. You are going to compare the points of view offered by these authors (the author of your textbook and the authors of the two articles you have selected) on your selected topic, and then offer your own point of view based upon your analysis of the readings. 

The Ashford Writing Center (AWC) offers assistance with the writing process. The AWC contains many tutorials and offers online guides for how to develop an academic paper. Scroll down to see the Ashford Writing Center resources, which are available to you.

Criteria for GradingYou will be graded on how well your paper meets the following criteria:
Content

How clearly you demonstrate your knowledge of your chosen topic.
Frequent and appropriate use of examples from the textbook and selected articles to support your points.
Appropriate inclusion of relevant quotes from the discussion forum activities.
At least one paragraph for each of your three sources (the textbook and two scholarly articles) that includes an accurate summary of the points made by the author(s).
At least one paragraph for each of your three sources showing your thoughtful analysis of the point of view introduced by the authors.
At least two paragraphs illustrating how the authors of those three sources agree or disagree with one another about the topic.
At least two paragraphs that reflect your own point of view and provide a conclusion about your chosen topic.

FormThe way your paper looks is also important to this assignment. Be sure that your paper:

Complete your assignment using Microsoft Word.
Include a proper title page.
Use correct APA formatting for an academic paper (see the Ashford Writing Center tutorial).
Use proper citation style for all quotes.
Your paper must be between five to seven pages long (excluding title and references pages).
Make sure to review your paper for grammar and use the Spell Check function in Microsoft Word before submitting your work.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Need this asapmass communication paper

My topic is social media/ Facebook and how it has had an effect on interpersonal communication. For a thesis statement, I am thinking something like: This paper will examine the impact of social media/Facebook on interpersonal communication.  Specifically, it will focus on the concept of a friend,  the process of reconnecting with old acquaintances, and the skills necessary to develop interpersonal connections with people in real time.
Points:Start exploring the research, see where it takes you and adjust the thesis/main points as needed.  Be sure to check out Time magazine, since Zuckerberg has been on the cover twice with interesting articles addressing the affect Facebook is having on interpersonal interaction. 
Overview: This assignment exposes the student to one specific aspect of mass communication on a deeper level.
Topic: In this paper each student will select a topic that will address one specific area of interest that relates to the course. The topic does not have to be approved by the instructor, but students are encouraged to check in with their instructor to make sure the topic is appropriate.
Stance: The student should write an informative (not persuasive) paper. It is written in 3rd person (referring to the research, studies, the findings, etc. and avoids using the first person: me, my, I, etc).
Thesis Statement: Each paper should have a thesis statement. A sentence that clearly articulates the objective of the research. An example is:
THESIS STATEMENT: This paper will look at the link between violent behavior and playing violent video games.
Style: In this assignment each student will write their paper using APA style. For information on writing an APA style paper please feel free to visit the Owl Purdue website. The paper should have a cover page and References page.
Research: The paper should have the following:

A minimum of 5 different sources
No more than 1 pure website, please note: This doesnt mean that only one online source can be used. For example, one could use CNN, New York Times, etc.. But if the source is solely a website, meaning no other medium, then only one can be used).
1 Peer reviewed source/journal source is required

The paper is assessed on the quality of the sources; unknown, outdated, or controversial sources will be graded negatively.
APA style requirements:

APA style title page
APA style reference page
Proper page format (spacing, indenting, margins, and font)

Students are not expected to know the exact APA style of citing sources. However, in-text citations are required. Failure to cite sources is considered plagiarism and will be dealt with accordingly. In short, it is important to cite exact words (quote) and/or ideas that are not original. Students will not be graded down if their format for citing the sources is not completely accurate.
Length of Paper: The paper should be 5 7 pages, not including the title page or References page. Papers that fall short of the minimum are assessed more critically than papers that may exceed the 5 page limit.
Structure: Try to have a clear beginning, middle and end to the paper. A suggested format to follow is:
Intro: Begin with general comments about the field and/or topic, then begin to narrow the scope until the topic is addressed (reverse pyramid). The thesis typically comes at the end of the introduction.
Body: This section should introduce the research and clearly support the thesis statement.
Conclusion: This section should recap the research and offer closing comments (1 paragraph typically).
Questions: For guidance during the process please consider the following resources:

For information on APA style visit the Owl Purdue website

 
 

For nyanya only, here is my assignment.

To complete this assignment, go to this week’s Assignment link in the left navigation.

Executive Summary

To prepare for the examination of financing sources, write a two- to three-page (not including the title and reference pages) Executive Summary for a Business Plan. This process involves the describing the market, describing your capital needs as well as defining and describing your business. This plan should focus on the entrepreneurial idea you identified in BUS 604 (if you have not completed BUS604, please contact your instructor for approval of your entrepreneurial idea). Use the template below to develop your executive summary. You must include a minimum of two scholarly or professional resources to support your summary.

The Executive Summary must include:

Company Background
Here you will provide some information about your company and its primary objective. This information is designed to give your target audience an idea of the services or products that your company provides. This section should be two to three paragraphs.
Describe the background of the company. Be sure to address the following questions: What is the company’s principle objective? Where is the company located? When was it founded?
Describe the uniqueness of idea: Is the idea an opportunity?

Business/Product or Service
Describe your product or service in greater detail. If multiple products or services are offered, describe them in the order of significance. This section should be one to two paragraphs.

Explicitly, what products or services does your organization offer?
What is the order of significance of the products or services?
What is the product or service’s stage (introductory, growth, maturity)?
(Note: If your company is new, it would be introductory; if it’s ongoing but looking to expand, it will be in the growth phase. If your product or service has reached maturity, it indicates market saturation, and you are seeking funds to change or alter your product to remain competitive.)
What are your future plans to further develop your product or service?
Protectability of idea: Is a patent needed?

The Market
Define and describe your market (i.e. athletic apparel, consulting services, business software, and restaurant equipment). You will need to do research and justify to your perspective investors that your product or service is meeting a need that is currently missing in the industry. You need to establish this justification by describing the gaps in the industry and how your product or service closes those gaps. This section should be your largest section because it requires research; three to nine paragraphs.
What is the current size of the market?
How much of the current market size can you capture (i.e. what percent)?
Does your business have current customers or customers that have expressed interest in your product or service? (This is optional but beneficial if there are customers)

Capital Requirements
Discuss your financial requirements and plan in this section. You will need to provide a clear description about required finances and how your company plans on using funds. It’s always best to overestimate by 30% to cover the cost of areas initially missed.
Financial requirements: Are the financial requirements consistent with the business opportunity and targeted market?
Funding: Is the idea worthy of external funding; what external funding source are you considering (bootstrapping, angels, venture capital, bank financing, etc.)? How will you use the money?

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Management plan powerpoint | Human Resource Management homework help

Create a 10-12 slide PowerPoint with speakers notes for each slide, which provides an appropriate level of detail on your management plan.
Introduction
This assessment looks at the important topic of summarizing HR’s recommendations and plans for discrimination policies and presenting these to management for their approval. A key to an effective visual presentation is to summarize ideas so they are easily grasped by the audience while still capturing the main and critical points of the presentation. It is common that a similar presentation is also developed for keeping the employees up to date on these policies.
Introduction
CapraTek management is now anxious to review your plan for addressing legal issues. One key issue is clearly communicating this plan to employees. You have been tasked with developing a PowerPoint directed at upper management that provides an appropriate level of detail on your management plan.
Instructions
Determine the aspects that leadership is most interested in when deciding on elements of an HRM plan. Consider how to structure your message in a persuasive and convincing manner. The goal of our plan is to avoid the tort actions that you have previously analyzed.
Address the appropriate audience, using familiar, discipline-specific language and terminology. Specifically, focus on the following issues:

Identify weaknesses in current policies that risk legal action.
Provide a summary of your recommended policies.
Outline an updated plan that supports legal compliance and productivity.

Highlight the best practices that an organization can use to encourage equity in the workplace, (for example, inclusivity, multiculturalism, and ethical practices)?
Describe how your plan promotes an ethical workplace culture that supports legal compliance and productivity.

Propose mea?sures of success for your management strategy.
Assess how your plan will impact organizational mission and business performance.?

Review the HR Management Plan PowerPoint Scoring Guide as you complete this assessment to ensure that you have thoroughly addressed all grading criteria.
You may find the following Capella Campus pages useful when completing this assessment:
Additional Requirements
The deliverable for this assessment applies professional skills in Human Resources Management (HRM) to workplace situations which you will likely encounter in your day-to-day work in HRM. As part of your learning, we focus on the development of effective, professional communication skills for the workplace.

Length: Your PowerPoint presentation should be 10–12 slides and include narration on each slide that provides further detail explaining the items on each slide.
Organization: Make sure that your writing is well-organized, using headings and subheadings to organize content for the reader.
Font and font size: Times New Roman, 28-point for the slide and 12-point for the notes.
Resources: Use two scholarly, peer-reviewed, or academic sources.
Evidence: Support your assertions with data and/or in-text citations and create a reference list for the last slide.
APA formatting: Resources and in-text citations are formatted according to current APA style and formatting.
Written communication:

Support recommendation with relevant and credible evidence.
Write for a specific audience, using the vernacular of the profession.
Use spell-check and other tools to ensure correct spelling and grammar.

ePortfolio
You should consider adding this assessment to your personal ePortfolio. This assessment demonstrates your ability to present a management plan. This skill is necessary in a professional setting when you are trying to make recommendations. You will want to organize your assessments to easily support future reflection and completion of your HRM capstone project as well as for showcasing your knowledge with employers after graduation. For more information on ePortfolio, visit the Campus ePortfolio page. 
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Analyze the makeup of a legally compliant workplace on organizational performance and productivity.

Summarize the best practices in an HR plan that encourages equity in the workplace.

Competency 2: Assess the nature of workplace legal action.

Relate weaknesses and gaps in HR policies and the potential for workplace legal action.

Competency 4: Formulate action plans to implement management strategies to create a legally compliant workplace.

Assess how an HR management plan will impact an organizations mission and business performance.
Propose measures of success for the management strategy.
Outline an updated plan that promotes an ethical workplace culture and supports legal compliance and productivity.

Competency 5: Communicate in a manner that is professional and consistent with expectations for HR professionals.

Address the appropriate audience, using familiar, discipline-specific language and terminology.