Unit II Assessment (1 Hour Due Date)

 

Question 1

 

 

 

Arrange the following key events in U.S. History in chronological order by the dates to which the events occurred. (#1-10)

 

 

 

The Maine is destroyed in Havana harbor

 

 

 

Coney Island opens

 

 

 

Boston Public Library opens

 

 

 

World’s Columbian Exposition in Chicago

 

 

 

Ellis Island starts receiving immigrants to the U.S.

 

 

 

NAWSA formed

 

 

 

Knights of Labor founded

 

 

 

Carnegie’s first steel mill opens

 

 

 

New York’s Central Park opens

 

 

 

Great Railroad Strike

 

 

 

Question 2

 

 

 

Based on the following statement, please select all of the options that are true: The following amusement was available during the leisure movement prior to 1900.

 

 

 

Crossword Puzzles T/F

 

 

 

Lincoln Logs T/F

 

 

 

Silly Putty T/F

 

 

 

Mr. Potato Head T/F

 

 

 

Barbie Doll T/F

 

  

 

Beaches T/F

 

 

 

Dance Halls T/F

 

 

 

Hula Hoop T/F

 

 

 

Baseball T/F

 

 

 

Amusement Parks T/F

 

 

Assignment 2: How Does One Become a Change Agent? Huising, R. (2006, Aug. 10). Becoming (and being) a change agent: personal transformation and organizational change. Paper presented at the annual meeting of the American Sociological Association, Mont

Assignment 2: How Does One Become a Change Agent?

 

Huising, R. (2006, Aug. 10).  Becoming (and being) a change agent: personal transformation and organizational change.  Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada Online. Accession Number: 26641741

Note: You can also access this article by clicking here.

The author indicates that change agents “do not begin as skilled, motivated agents but rather they undergo extensive training to become change agents” (p. 3).

In a three page paper formatted in proper APA style, use this week’s lecture and readings along with at least two other sources to analyze this article, the author’s perspective on change agents and give your assessment/viewpoint on the content presented in this study.

Submit your assignment into the M2: Assignment 2 Dropbox.

Assignment 2 Grading Criteria
Maximum Points
Analyzed the article and present a thorough analysis of the subject matter.
30
Discussed author’s perspective on change agents.
25
Discussed own assessment/viewpoint of the article.
25
Paper included correct grammar, spelling, and word choice, cited all sources as per the APA style, included at least two additional resources and was well supported.
20

Total:

 

This is the article:

https://www.homeworkmarket.com/content/how-does-one-become-change-agent-0

 

Paste this link and it will come up. Can you have this completed by Tuesday. Please let me know if you 

Discussion 5 of 8

Discussion 5 of 8

 

 

No plagiarism

 

Due this Afternoon by 3pm

 

Need atleast half a page

 

2 references APA format from reading list below

 

This week we will continue to explore our study into evaluating leadership. Last week we talked about evaluating leadership from a past-tense perspective. This week we are going to explore evaluating leadership potential. With that being said how would you evaluate your own leadership potential?

I need the tone of the writing to acknowledge my leadership skills are good but can use more real world life experiences because my foundation is derived from the studies and readings.

 

Reading Assignments for this week:

 

·         Reference Link 7.1 Motivation Theorieshttp://www.sagepub.com/northouse6e/study/materials/reference/reference7.1.pdf

·         Reference Link 7.2 Path-Goal Theoryhttp://www.sagepub.com/northouse6e/study/materials/reference/reference7.2.pdf

·         Reference Link 12.1 Future Team Effectivenesshttp://www.sagepub.com/northouse6e/study/materials/reference/reference12.1.pdf

·         Reference Link 12.2 Shared Leadershiphttp://www.sagepub.com/northouse6e/study/materials/reference/reference12.2.pdf

·         Reference Link 12.1 Future Team Effectivenesshttp://www.sagepub.com/northouse6e/study/materials/reference/reference12.1.pdf

·         Thomas A Kolditz, Extreme Leadership http://www.youtube.com/watch?v=qKFrKmhdYRs

·         Extreme Leadership http://leadershipinfocus.blogspot.com/2009/08/in-extremis-leadership-introduction.html

·         Leadership in Extreme Situations http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=84497091&site=eds-live&scope=site

us history [Pin It] Midterm Paper: Compare and contrast Thomas Jefferson’s Declaration of Independence with Thomas Paine’s pamphlet “Common Sense.” Which had the greater effect on revolutionary America? Are these documents still effective today?

us history

Midterm Paper:  Compare and contrast Thomas Jefferson’s Declaration of Independence with Thomas Paine’s pamphlet “Common Sense.” Which had the greater effect on revolutionary America? Are these documents still effective today? 

Specifications:

  • 3-4 pages; paper must include a thesis statement.
  • Use specific examples to support your argument and cite all sources carefully. 
  • This is not a summary of the two primary source documents, but an analysis of their similarities, differences, and effectiveness. Make sure to show thought and analysis throughout the paper.

 

HIS201 Midterm Rubric

Midterm Paper:  Compare and contrast Thomas Jefferson’s Declaration of Independence with Thomas Paine’s pamphlet “Common Sense.” Which had the greater effect on revolutionary America? Are these documents still effective today?

Specifications

·         3-4 pages; paper must include a thesis statement. 

·         Use specific examples to support your argument and cite all sources carefully.

·         This is not a summary of the two primary source documents, but an analysis of their similarities, differences, and effectiveness.

Make sure to show thought and analysis throughout the paper.

 

 

·          

Criteria

1

2

3

4

5

Thesis Statement https://post.blackboard.com/images/ci/icons/cmlink_generic.gif

0 Points

No thesis statement.

1 Points

Unclear or incomplete and does not demonstrate an understanding of social studies concepts.

2 Points

Weak or inadequately developed, and marginally demonstrates an understanding of social studies concepts.

3 Points

Clear, developed, and demonstrates an understanding of social studies concepts.

4 Points

Clear, well-developed, and demonstrates an understanding of social studies concepts.

Answers the Question: Which had the greater effect on Revolutionary America? https://post.blackboard.com/images/ci/icons/cmlink_generic.gif

0 Points

Does not answer question.

1 Points

Answers questions but lacks specific, credible, and relevant support.

2 Points

Inadequately answers question; minimally supported with specific, credible, and relevant evidence.

3 Points

Adequately answers question; supported with a limited spectrum of specific, credible, and relevant evidence.

4 Points

Well-supported answer with a broad spectrum of specific, credible, and relevant evidence.

Answers the Question: Effective Today? https://post.blackboard.com/images/ci/icons/cmlink_generic.gif

0 Points

Does not answer question.

1 Points

Answers questions but lacks specific, credible, and relevant support.

2 Points

Inadequately answers question; minimally supported with specific, credible, and relevant evidence.

3 Points

Adequately answers question; supported with a limited spectrum of specific, credible, and relevant evidence.

4 Points

Well-supported answer with a broad spectrum of specific, credible, and relevant evidence.

Showing Analysis: Comparison of Documents https://post.blackboard.com/images/ci/icons/cmlink_generic.gif

0 Points

No comparison offered; only offers a summary of the two documents.

1 Points

Development of comparison is inadequate; Answer includes more of a summary of the document then a comparison.

2 Points

Development of comparison is uneven with a stronger focus on one document over the other; Answer includes more of a summary of the documents compared to a comparison.

3 Points

Development of comparison is thoughtful and persuasive. Shows a combination of analysis with the summary of the documents.

4 Points

Development of comparison is well-developed, very thoughtful, and persuasive. Analysis is present throughout paper with facts used to support thinking.

Clarity, Organization, Grammar, and Spelling https://post.blackboard.com/images/ci/icons/cmlink_generic.gif

0 Points

Argument is not organized or clear. Transitions not used to connect ideas. Grammar and spelling are deficient.

1 Points

Lacks organization, logic and clarity. Transitions seldom used to connect ideas. Lacks polish and does not demonstrate proficiency in grammar and spelling.

2 Points

Somewhat organized, logical and clearly articulated. Transitions sometimes used to connect ideas. Somewhat polished and inconsistently demonstrates proficiency in grammar and spelling.

3 Points

Generally organized, logical and clearly articulated. Transitions often smoothly connect ideas. Generally polished and demonstrates proficiency in grammar and spelling.

4 Points

Organized, logical and clearly articulated. Transitions smoothly connect ideas. Polished and demonstrates a high level of proficiency in grammar and spelling.

Paper Format https://post.blackboard.com/images/ci/icons/cmlink_generic.gif

0 Points

APA paper format is not used.

1 Points

APA format is rarely used throughout the paper.

2 Points

APA format is attempted with errors and/or missing requirements/components.

3 Points

Use of APA format is present throughout the paper with few errors present.

4 Points

Proper use of APA format is present throughout the paper.

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Management 370 Grading Rubric for Discussion Questions and Responses CATEGORY Excellent (8) Good (6-7) Below expectations(5 or less) Replies to peers Posts are substantive (100+ words), contribute to discussion, and are professionally presented. Posts

Management 370

 

Grading Rubric for Discussion Questions and Responses

CATEGORY

Excellent (8)

Good (6-7)

Below expectations(5 or less)

Replies to peers

Posts are substantive (100+ words), contribute to discussion, and are professionally presented.

Posts are mostly substantive (<100 words), sometimes contribute to discussion, and are professionally presented.

Posts are not substantive, may not contribute to discussion, and are not always professionally presented.

DQ answers:

Excellent (11-12)

Good (9-10)

Below expectations (8 or less)

 

Clearly understands concepts and incorporates them in discussion.

 

Advances discussion with questions, sharing of resources, and/or personal experiences/examples.

 

Presentation of answer is professional looking with no grammatical or spelling errors.

Text is divided into easy to read paragraphs and may have headings.

 

Length: 100 words or more

Somewhat understands

concepts and incorporates

them in discussion

 

Includes examples and real life examples; may not be completely related and question may not be completely answered.

 

Presentation of answer is

somewhat professional

looking and has a few

grammatical errors

 

Length: 51-99 words

Not evident concepts are understood.

 

Responses have little to do with concepts. Does not advance discussion.

 

Presentation of answer is not

Professional looking and has quite a few grammatical errors.

 

Length: 25-50 words

 

Write at least 100 to 150 words and more for each question. If you are using any website for those question just provide the reference for each question and answers.

Chapter 4

 

1)Ethics and Social Responsibility

 

Ethical dilemma

Description: https://neiu.desire2learn.com/d2l/img/lp/pixel.gifActions for Ethical dilemma

Should products that fail to meet tough FDA standards to be exported to other countries where government standards are lower? Why or why not? Please use the different ethical decision making approaches to explain.

Chapter 5

2) Environmen

 

Task environment

Description: https://neiu.desire2learn.com/d2l/img/lp/pixel.gifActions for Task environment

Find an organization and identify its task environmental factors.

Chapter 6

 3)Decision Making

 

Programmed versus non-programmed decision making

Description: https://neiu.desire2learn.com/d2l/img/lp/pixel.gifActions for Programmed versus non-programmed decision making

Analyze two decisions you made over the past six months. One of them should be a programmed decision and one of them should be a non-programmed decision. Which model – the classical, administrative, or political – best describes the approach you took to make each decision?

Chapter 7

4)Planning and Strategic Management

Porter’s competitive strategies

Description: https://neiu.desire2learn.com/d2l/img/lp/pixel.gifActions for Porter’s competitive strategies

Using Porter’s competitive strategies, how would you describe the strategies of Wal-Mart, Bloomingdales’ and Target?

 

Moncler Jacken Outlet Aber dann wieder können

Moncler Jacken Outlet Aber dann wieder können Gemeinden aus der Bahn als auch. Mutter Teresa wirklich in der Wahl sie um ihr Leben scheint es gemacht gelitten. Wenn möglich vermeiden hierher zu kommen wenn das Wetter nicht gut da gibt es wenig Platz in Deckung zu gehen. Kann ziemlich unbequem vor allem wenn ur Planung um mit Kindern zu kommen und ur Taschen nass werden (auch wenn einige Geschäfte werden Kunststoffabdeckungen zur Verfügung stellen) sein.

In diesen Tagen gibt es eine breitere Menge von Stilen die von für Damen holen sowie Herren UGG Adirondack Boots kaufen. Es ist das Standard Ugg Stamm sowie neueren Stile in einer Reihe von Farben sowie die Lieferungen. Es wird ein Empfang im Rockit Bar Grill nach dem Moncler Jacken Screening… Spyderjackets2011 Ende up gekleidet in vielen Kürzlich entladen Spyder Bord Ende up gekleidet in? Angenommen Sie haben die auf Wissen kann gut zu sich selbst zu sein statt eines kleinen Polsterplatte Deckschicht Dolmetscher. Fahren Sie das Windkraftpotenzial wird einschließlich andauernden Sie wasserlosen dann wieder wird auf jeden Fall zurückhalten kann nur Filme www.jamiethorne.com die Sie sich am Ende in gekleidet mit bis zum natürlichen starten.

Aber in der Nacht (und freie Tage) Moncler Jacken ihr Alter Moncler Ego kann erstaunliche Arbeit zu schaffen! Wir denken sie sollten den gesamten Wettbewerb gewonnen haben. Dieses Stück Moncler Jacken ist unglaublich!! NÄCHSTER EINTRAG. Zu jener Zeit eine Gruppe von Mode-Anhänger genannt Paninari waren übertrieben um die Schaufel der Mode. Und Moncler Jacketis ihre besten Entscheidungen vor allem die orange und gelbe. Stickerei die ein Start auf alten buddhistischen Symbolen ist krank. Buntes Lederbikerjacken gewebt mit einer Technik inspiriert von Körben entdeckten sie im Urlaub in Bhutan sind Killer Fashion Week:.

Moncler in m’nchen Leute die in kalten Klimazonen befinden ermitteln den Wert die über die am besten geeignete Kleidung um auf positioniert aber es ist vor allem ein Bonus wenn einige können an einem Ort sein um über die Notwendigkeit minus der Empfindung Moncler wie eine geschwollene Ball gehen. Moncler Branson Jacke ist vor allem ein Name zu verstehen so dass Sie vorherige Moncler Saison bekommen können.

Der neue Vater hat alle Arten von Pelzmänteln in der Vergangenheit getragen und er trägt sie auch im sonnigen Los Angeles. Verschiedene Fotos zeigen ihn tragen alle Arten von Pelz und er drückt auch seine Liebe animal print in anderen Teilen der seine Garderobe. Mit Softshell-Jacke von unserer Website können Sie in sehr kalten Tagen tragen vielleicht tragen ihre warmen ersten Schicht und Mittelschicht in kühlen Tagen. Allerdings wenn Sie gehen innerhalb von extrem niedrigen Temperaturen gewöhnlichen die Softshell-billig Moncler nicht unbedingt die beste Wahl.

SELBSTLIEBE. Unsere aufzuholen mit Kim Coles fand im Moda Restaurant in der Stadt Moncler und wie immer war chockful Gelächter und großen Teilen. Es muss eine gute Nachricht für alle Fans Moncler dass es seine neuen Moncler Jacken seriesMoncler Grenoble Reinswald auf den Umsatz zu setzen. Wir können das Bildmotiv im Internet now.Look das Bild genau zu finden können wir feststellen dass diese neue Serie hat viele Eigenschaften von Moncler Jacken beibehalten.

history discussion

Assignment 3: Cultural Activity Report

Due Week 10 and worth 100 points

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 111 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 112. For instance, one might go to the same museum as done for HUM 112, but this HUM 111 report will focus on entirely different works and displays.

  1. Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
  2. Write a two to three (2-3) page report (500-750 words) that describes your experience.
    • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
    • Provide specific information and a description of at least two (2) pieces (e.g., art, exhibits, music, etc.).
    • Provide a summary of the event and describe your overall reaction after attending the event.
    • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area.

 

Visiting a Museum

  • It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
  • If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
  • Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 111 class and book. Since HUM 111 covers from ancient times to the 1500s AD, it makes more sense to focus on items from that time frame. In general, museums with artistic cultural artifacts and fine arts work better than history museums.
  • Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
  • Take notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
  • The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two (2) or three (3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums even have benches where you can sit and study a particular piece.
  • If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?

 

Attending a Performance

  • Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement.
  • A performance that is relevant to a HUM 111 course is more difficult to find than a performance that would be relevant to HUM 112 (which covers from 1600 to the present). However, our course does cover Shakespeare and Greek tragedy and drama, so any performances of those will work. Note: One can sometimes find music performances of music from the Renaissance or Reformation period, or even earlier.  
  • Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
  • Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
  • Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
  • Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off.
  • Most long musical performances have at least one (1) intermission. If the lights start blinking, it is a sign that the performance is about to begin.
  • Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.

 

If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the course shell for reference).
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
  • Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions
  • Use technology and information resources to research issues in the study of world cultures.
  • Write clearly and concisely about world cultures using proper writing mechanics.

Respond to two classmates with a well thought out response. ---total should be 250 words–125 per each

1. The encomienda system was established by the Spanish, and was used to exploit and control the indigenous people.  The indigenous were entrusted to a Spanish encomendero, who was supposed to protect and teach Christianity to the natives.  However, the indigenous were demanded to preform labor in sometimes slave-like conditions, with ridiculous quotas demanded.  There were often questions raised about the morality of this system, and the Crown was sometimes hesitant in providing more power to the encomenderos.   The system was most effective in sedentary populations, shown in the Aztec and Inca civilizations.  

 The repartimiento system was used in place of the encomienda system.  The book describes it as a “temporary allotment of indigenous workers for a given task. The Spanish colonist in need of laborers applied to a royal official explaining the work to be done, the time is would take to complete, and the specific number of indigenous it would require” (41). A difference between the two was the repartimiento system paid the labor force with a salary for their completed work, while the encomienda system involved no pay at all.  However, the system still treated the natives very poorly with little regard to their well being. 

   The Roman Catholic Church had a significant influence in the colonization of Latin America. During the process, the Church forced all indigenous people to convert to Christianity through the encomienda system. The Church had strong control over the indigenous culture, stated in the textbook, “the Church exercised a virtual monopoly over education. Monasteries housed the first schools and taught reading, writing, arithmetic, and Catholic doctrine” (55).  They even censored books and replaced indigenous monuments with churches.  Their main goal was to remain the strong hold of social order, with the ranks of the wealthy and powerful clergy at the top. 

 After reading the Aztec Lament, I felt an unimaginable sadness for the helpless Aztec civilization brought about by the Europeans.  Once powerful and dominant, the Aztecs must watch as their homes are burned down, and the city they call home is ruthlessly taken and destroyed by a foreign group.  I feel the author strives to thoroughly detail the pain of loss and fear felt by the Aztecs.  Near the end of the reading it says, “Weep, my people:/ know that with these disasters/we have lost the Mexican nation.”  This shows the devastating realization of how quickly everything they once knew was taken by the invaders. 

 

2. The “encomienda” was a complex idea that drew both its origin and power from a variety of places.  Literally translating from the Spanish words“commission” or “charge”, the encomienda was a system that sprung forth from both the desire to expanding the wealth and power of the crown, as well as setting an incentive path for explorers to trail blaze and pursue said path that lined up with the interests of the crown.  The encomienda was a system whereby the crown transferred power over a group of indigenous populace over to a select individual (designated an encomendero).  This power gave that individual the ability to command them at will, including using them to perform hard labor and extract precious metals and exportable goods to further increase the wealth and power of both the crown and the selected individual.  In exchange for this granted power, in theory there was also a bestowed responsibility upon the individual in charge of the population.  This individual was, in theory, responsible for the protection of his designated population, as well as instructing them in the ways of Christianity.  While noble in theory, all too often this system simply lead to a way for an encomendero to exert power and extract as much labor from the populace as possible.  

Seeing the damages that this system was reaping upon its subjects, Isabel I ordered the populace to be freed in 1501.  However, this system was widely popular with the explorers and there was severe push back against the dismantling of the encomienda system, finally resulting in its reinstating in 1503 when the crown observed that this newfound granted freedom resulted in no labor from the population, and thus no expansion of the crowns wealth or power.  Support was so widespread for the encomienda (with the exception of those who were placed under its rule), that a revolt almost spread throughout the empire.  

Ironically, the encomienda was brought down by one of the very institutions that it was supposed to protect: Christianity.  The two reasons that the system was modified was due to moral objections to the system through the teachings of Christianity, as well as demographic pressure from the increasingly subjugated populace enslaved under its rule.  These pressures resulted in a shift towards the repartimiento system, a system setup where there was only a temporary allocation of the populace dedicated towards a very specific task.

Contrary to all the attempts by both the Spanish and the Portuguese to maintain various different systems of control in Latin America, the Catholic Church was the only institution held in high regard and exercised respected power of rule in the new colonies.  The Church increasingly dominated every aspect of the colonies lives, and as such was used as a vehicle to maintain control and influence.  It was increasingly important in affecting the direction and development of Latin America, as it was used as a vehicle to drum up pious donations, which in turn were used to purchase profit producing areas of land, all of which in a continual cycle that helped fuel the power and resource of both empires.  In addition, the church had a monopoly over education, one which was used to keep appointed elites in power and appease the masses by indicating that their current struggles were preordained and had rewards in the next life, therefor to control unrest.

Finally, the powerful poem entitled “Aztec Lament” illustrates all the horrors one imagines when thinking about what life would look like if they were conquered and ruled by a foreign power.  The stark visuals of what sound like a smoldering earth, shattered cities and cries of despair truly paint a remarkable picture of the pain and suffering the indigenous endured at the hands of their conquerers.  

 

 

 

Please write the respones by this format:

1. ….

 

2. ….

Unit II American History

Unit II Assessment (1 Hour Due Date)

 

Question 1

 

 

 

Arrange the following key events in U.S. History in chronological order by the dates to which the events occurred. (#1-10)

 

 

 

The Maine is destroyed in Havana harbor

 

 

 

Coney Island opens

 

 

 

Boston Public Library opens

 

 

 

World’s Columbian Exposition in Chicago

 

 

 

Ellis Island starts receiving immigrants to the U.S.

 

 

 

NAWSA formed

 

 

 

Knights of Labor founded

 

 

 

Carnegie’s first steel mill opens

 

 

 

New York’s Central Park opens

 

 

 

Great Railroad Strike

 

 

 

Question 2

 

 

 

Based on the following statement, please select all of the options that are true: The following amusement was available during the leisure movement prior to 1900.

 

 

 

Crossword Puzzles T/F

 

 

 

Lincoln Logs T/F

 

 

 

Silly Putty T/F

 

 

 

Mr. Potato Head T/F

 

 

 

Barbie Doll T/F

 

  

 

Beaches T/F

 

 

 

Dance Halls T/F

 

 

 

Hula Hoop T/F

 

 

 

Baseball T/F

 

 

 

Amusement Parks T/F

 

Select an organization you are familiar with as the basis of the paper. Read the following scenario for the selected organization: Risk involves uncertainty, the lack of knowledge of future events, and the measures of profitability and consequences of

Select an organization you are familiar with as the basis of the paper.

 

Read the following scenario for the selected organization:

 

Risk involves uncertainty, the lack of knowledge of future events, and the measures of profitability and consequences of not achieving the project goal. Your organization has decided that to be successful in the global economy it must expand its supply base into China or another country approved by your instructor. This has become a strategic project for the organization.

 

Resource: Figure 11-4 in A Guide to the Project Management Body of Knowledge (PMBOK® Guide)

 

Write a 1,400- to 2,100-word paper in which you address the following risk management items for this supplier global expansion project:

  • Describe the objectives and goals, tools and techniques, and organizational roles and responsibilities for effective risk management for the project.
  • Describe various information sources that may be used by the project team for risk identification.
  • Identify and describe the risk management documentation that will be required for the project. Examples include RMP and risk management log or register.
  • Explain the role of risk management in the project planning process.

Create a risk breakdown structure, which outlines the organization’s risk categories. See Figure 11-4 in the PMBOK®Guide. Consider the following categories: 

  • Project risks
    •  Business
    • Contract relationships with customers and suppliers
    • Management
    • Political 
  • Organizational risks
  • Project management risks 
    • Cost estimates
    • Schedule estimates
    • Communication 
  • Technical risks
  • Production risks 
    • Manufacturing concerns
    • Logistics 
  • Support risks 
    • Maintainabilit
    • Warranty
  •  External risks 
    • Procurement 
      • Material availability
      • Lead times
      • Quality 
  • Market 

Format your paper consistent with APA guidelines. Remember that all APA papers for this course require at least two references with in text citation.