********DUE IN 4 HRS************** NO MIN WORD COUNT
1. What were the long-term effects of the European Reformation?
2. How did the Columbian Exchange change society in Europe, Africa, and the Americas?
3. Name one short-term and one long-term impact of industrialization on society. Was industrialization a major or minor change?
4. How did people resist the institution of slavery, and were any forms of resistance successful?
5. Why were Asian communities popular among merchants from throughout the globe?
6. Explain the reasons behind the decline of the Mughal Empire. Why did the British Empire replace it so easily, when Britain is so far away from India?
7. Was the Enlightenment more of a gentlemanly pursuit, or did it have a real impact on the average person? Explain your answer with examples.
8. How did revolutionary ideals in France affect revolutions in Haiti and Latin America? Be specific.
9. What was New Imperialism, and how did it come to Africa?
10. Why was WW1 considered a “World War”?
11. Explain the causes of the Russian Revolution in 1918.
12. How could you say that World War One caused World War Two?
13. What was “Decolonization” in the 20th century? How did the events of World War Two encourage decolonization?
14. The 1920s to 1950s were a time of radical ideologies in government. Why were fascist ideas so popular during this period? What was going on to make law and order so preferable?
15. How did exploration into the “New World” affect relationships among European kingdoms?
16. Compare the consequences of the Boxer Rebellion and the Taiping Rebellion.
17. Describe two ways that Chinese administration changed from the Ming Dynasty to the Qing Dynasty.
18. How did the conclusion of World War Two split the world into the two factions of the Cold War?
19. Why was it easy to create a global community after the fall of the Soviet Empire? What events of the past twenty years have contributed to the idea of a global culture?
20. Define the New World Order. How is it changing lives all over the globe?

Leading Innovation 

Your readings in this unit focused on leadership skills and practices which help to build innovative organizational cultures. As you begin to learn about these concepts, share your initial understanding of how a leader’s skills and practices shape culture in organizations. Give an example of a leader who was successful at shaping innovative culture either from your readings own experiences. Be sure to support your posting with your readings. (250+ word response)

 Response Guidelines

 Post a substantive reply to at least two other learners who took a different approach from yours. Compare and contrast, or engage in a respectful debate. As you review your colleagues’ posts, be sure to reconnect your thoughts to the discussion topic and assigned readings. Your replies should demonstrate clear links between the discussion topic, readings, and the content in the posts. (Not required a 250+ word response) See Student 1 and 2 attachment to compare and constrast.

Resources

• Discussion Participation Scoring Guide.  
• APA Style and Format.
 • Building a High Performance Business Culture.
 • Is it Only Good? The Dark Side of Leadership for Creativity and Innovation. 
• The Innovator’s DNA: Five “Discovery Skills” Separate True Innovators from the Rest of Us. 
• The Leadership Gap: What You Need, and Don’t Have, When It Comes to Leadership Talent

“World War I devastated the great powers of Europe and brought sweeping consequences for the entire world, including the deaths of millions, the reshaping of empires and colonial territories, deadly innovations in warfare, and an unstable peace that eventually ushered in the even more destructive World War II” (Gorman, 2013, para. 1).
The first World War took place between 1914 and 1918; many people called this the Great War because of the fact that is was such a terrible and unimaginable war. It also was the first war to stretch out as far geographically speaking. The main reason WWI ever started was because of an assassinated government official. “Austin Emperor Franz Joseph felt that his empire was under threat from specialist elements and blamed the Serbian government for the assassination of his heir, Franz Ferdinand” (Shubert, Goldstein Sect. 1.1).  In other words he was scared Serbians and other minorities would overthrow the government. The Austrian government gave Serbia an ultimatum to answer to whether or not they had assassinated their heir. Serbia answered the ultimatum, but the Australian ambassador was told to not accept any response from Serbia so therefore they decided to go to war. The reason this war got so out of hand is because of alliances. Germany, Italy, and Austria had a military alliance and so did Russia and France, but France had an Alliance with Britain as well. However, Italy would eventually join the side with Britain, France, and Russia. The actual war started when Austria invaded the Serbian capital on July 29th.  When it came to empires each was trying to outdo the other. Their goal was to become as wealthy and powerful as possible by taking over smaller communities, cities, and countries that didn’t have the means to fight back. This gave them resourceful territories which gave them access to much needed supplies to become wealthy and powerful. This did nothing but cause the war to get even more intense due to powerful countries overthrowing smaller less powerful countries for their resources and location.
War trenches were a big thing in WWI and this is how many people portray how the war went visionally. Most of these trenches consisted of at least 3 parallel trenches with interconnecting passages which usually faced enemy trenches anywhere from 200-1,000 yards away. Many trenches were dug deep into the ground and were protected by sandbags and barbwire, guns, and artillery. In many cases trenches were never attacked due to the man power behind them. In most cases the soldiers had to completely live in trenches meaning they had to sleep, eat, and do other daily tasks inside the trench. These trenches were dirty disgusting, rat and lice infested, had random body parts from deceased laying around, and when it rained, they were usually flooded. In most cases trench life was the same for both sides. In most cases trench life wasn’t different at all. Mainly because of the simple fact that usually only 1,000 yards would separate each trench. In many cases however, trench life was worse for German soldiers due to the fact of their leaders which expected them to fight at all times.  Trench life was a terrible life to live and for many it was the last life they remember.
By the middle of the war many soldiers were not sure why they were even fighting anymore. On a Christmas truce soldiers from each side decided to shake hands and they ended up playing soccer and singing Christmas carols in no man’s land. Many began to dessert their posts and eventually it came to individuals being arrested and court martialed. This happened on all sides and fronts as many countries had issues getting their soldiers to stay in the field. This helped lead to some countries withdrawing from the war. In many cases they didn’t continue to fight a lot of soldiers did dessert their posts. If they stayed it was to merely defend their lost soldiers and their country.
In many cases woman begin to fill the spots of the missing men. This includes in the industrial area because there were not enough men to work in these positions. This was a big deal for woman because this was the first time they were allowed participate in a once barred workforce. This also helped with woman fighting to be in the workforce and propaganda.
Germany was the first to leave the war due to having issues at home. This mainly includes workers striking which forced them to pull out of the war because they were no longer able to supply their soldiers and their home front like they needed too. The war ended because all of these countries were beginning to have these home front problems so therefore all countries decided to sign treaties.
Gorman, R. F. (2013). World War I. Salem Press Encyclopedia. Retrieved from http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=ers&AN=89316811&site=eds-live&scope=site
Shubert, A. & Goldstein, R.J. (2012). Twentieth-century Europe[Electronic version]. Retrieved from https://content.ashford.edu/ (Links to an external site.)Links to an external site. (Links to an external site.)

 
Assignment: Life Span Interview
Throughout the HSBE I and II courses, you have explored the biological, psychological, and sociological aspects of different phases of the human life span. You have explored life-span development theories that help to explain human behavior. You also have considered how the social environment influences individuals and their behavior.
Gathering facts about a client’s life span through the interview process is an important social work skill. This week, you practice this skill by interviewing an older adult using the questions in the Life Span Interview document available in this week’s resources. For this week’s Assignment you transform your interview notes into a narrative—that is, a life story—of the older adult ­you interviewed. You interweave within this narrative an analysis of the life story by applying person and the environment concepts to your understanding and interpretation of that story.
By Day 7
Submit a 3- to 5-page paper in which you provide a narrative analysis of the Life Span Interview you completed. The paper should:

Provide a chronological history of the individual’s major life experiences.

Identify specific biological, psychological and sociological influences that shaped the individual’s experience.

Analyze the individual’s experiences by applying theory and concepts learned throughout both HBSE courses.
Provide your reflection of the experience, both in interviewing the individual and analyzing their narrative.
Explain what you learned and how you will apply this to future social work practice.

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.

 
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Dybicz, P. (2012). The hero(ine) on a journey: A postmodern conceptual framework for social work practice. Journal of Social Work Education, 48(2), 267–283.
Villadsen, K. (2008). ‘Polyphonic’ welfare: Luhmann’s systems theory applied to modern social work. International Journal of Social Welfare, 17(1), 65–73.
Document: Life Span Interview (PDF)
You will use this document for your Life Span Interview Assignment.
Optional Resources
Use the link below to access the MSW home page, which provides resources for your social work program.
MSW home page
 

 
“Rules of an Employer” Please respond to the following: 

Explain the Employment-at-Will Doctrine and identify and explain ALL the exceptions. If your employer does not like your hairdo, can he fire you? Pursuant to the doctrine, explain your answer per the law.
As a small-business owner, you are faced with rising costs, particularly employment costs, insurance, etc. You decide to hire some friends and pay them as they work rather than go through the expense and procedure of bringing in “actual” employees. Your friends wear the business uniform, deal with vendors and customers, and tell friends and family that they work for the business. One friend orders way too much from a vendor.  

Explain Agency Law terminology and the three ways an Agency relationship is created.  What are the implications of Agency Law that apply in the above scenario? 
Since the person who ordered was not an employee, is the business liable to pay for the improper order? Why or why not?
When is a business liable for an employee’s actions and, how is “scope of employment” relevant?  Please use legal language to demonstrate your understanding of Agency Law and liability.

  
Please choose one of the following three prompts and craft a well-developed, well-supported, researched essay of no fewer than four (4) pages based on your chosen prompt. You must type this in proper MLA format (1” margins, double-spaced, 10-12 pt. font, a right-justified header with page numbers, your identifying information in the upper left corner, and your title centered 1/6 of the way down the page). You are to use at least three selections from the readings assigned out of the texts AND at least two outside sources to support your claims or observations.

PROMPTS:

1. Considering its establishment of an extensive network of trading routes which facilitated the exchange of goods and culture, Islam became the dominant religion of the ruling classes in various Arab empires. Because the Islamic religion was not imposed on indigenous cultures, however, local religious practices often existed alongside Islam. In addition to facilitating trade in material goods, Arab trading networks made the exchange of ideas and artistic styles equally possible. This made for the emergence of dynamic literary forms and styles throughout the Islamic world. Please explain this interconnectedness and societal improvement as seen through the literature discussed.

2. The Renaissance was a time of well-defined, and often restrictive, social roles. – In contrast to much medieval literature, writing of the Renaissance often features characters engaged in introspective reflection as opposed to immediate and grand action. Further, humanist belief in the dawning of a new intellectual age that reflected understanding of Classical tradition and a new age of discovery led many in the Renaissance to see their culture and their historical moment as superior to any other: the epitome of human thought and endeavor. Explain how this introspective superiority may be witnessed in the writings discussed.

3. The Renaissance can be understood as a time of great intellectual arrogance but also a time of great intellectual doubt.  A focus on earthly activity and pleasure did not preclude those in the Renaissance from expressing deep religious faith. Often, Renaissance writers would explore these apparent opposites, and it became the effort of the metaphoric exploration that mattered more than the writer’s ability to reconcile doubt once and for all. Explain this dichotomy as witnessed in the writings.

Open the worksheet that you worked on earlier this week. Review the article Making Asian American Women Visible: The Joy Luck Club and complete the second table using information provided in this activity.
In the first column, identify an example from the article demonstrating how Tan’s novel reflects the experience of a particular ethnic group. Then, in the second column, find an example in the article that appears to be part of universal human experience and not limited to Chinese American culture.
Based on the description in the article, what influence might Tan’s novel, and similar artifacts, have on broader American culture? Can you think of another artifact that has had a similar impact?
Once the worksheet is complete, save the file a final time. Submit your completed worksheet for grading.
To complete this assignment, refer to the following documents:

Worksheet Relationship Between Human Creative Expression and Culture
Worksheet Relationship Between Human Creative Expression and Culture Rubric       

Course: Information Technology Importance for Strategic Planning

Due Date – 1 day

At University, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.

Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study. 

My Job Role : QA Engineer

Requirements:

Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment. 
You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace. 

“APA Format” 

“NO PLAGIARISM” 
Plagiarism includes copying and pasting material from  the internet into assignments without properly citing the source of  the material.

“Phytoplankton, Chemosynthesis, and Mitochondria”
For your primary post, please respond to one of the following three topics with a post of at least 125 words that addresses each point given in the instructions. Also, please reply to at least one fellow student on any topic.
Topic 1 : The phytoplankton that brought Earth to life. Review the video (1)* about the “phytoplankton that brought Earth to life” from the link given below. In this clip, which is under 5 minutes in length, Penny Chisholm discusses a tiny phytoplankton called Prochlorococcus. Based on that video, please address the following:

(a) What is the importance of Prochlorococcus for life on the planet Earth, both historically and in the present day?  
(b) In the video, Dr. Chisholm tells us that Prochlorococcus samples from different environments are genetically different. What does this tell us about the relationships between organisms and their environments?
(c) Explain how this relates to this week’s lessons.  

Topic 2 [article]: Snails that don’t eat. A recent article by JoAnna Klein (2)* describes a partnership between the snail Gigantopelta chessoia and a chemosynthetic bacterium. The bacterium is called an “endosymbiont” because it lives inside the snail. 

(a)  Describe the partnership between Gigantopelta chessoia and its endosymbiont.
(b)  What is most surprising to you about this situation?
(c)  Explain how this relates to this week’s lessons.

Topic 3 [article]: Exercise and mitochondria. Exercise is generally known to have many beneficial effects on our bodies at several different levels. Some studies have examined the effects of exercise at the level of muscle cells. Read the press release by Cell Press (3)*.

(a)  What specifically did these researchers measure in their volunteers?
(b)   What were their findings?
(c)   Explain how this relates to this week’s lessons.

References (Writing Standards format).

PBS Newshour, March 5, 2014. The phytoplankton that brought Earth to life, https://youtu.be/m_43nR11PW8
JoAnna Klein, July 11, 2018. This snail goes through metamorphosis. Then it never has to eat again. https://www.nytimes.com/2018/07/11/science/snail-metamorphosis.html 
Cell Press, March 7, 2017. How exercise — interval training in particular — helps your mitochondria stave off old age. https://www.sciencedaily.com/releases/2017/03/170307155214.htm 

  
If Cloud computing is the greatest thing for business since sliced bread, then by extension, it certainly ought to be the greatest thing to get education since chalk. In point of fact, a relatively large proportion of our university could be said to be effectively “in the Cloud,” since most documents we process do not exist except in electronic form, almost all of our interactions with students and a large portion of our faculty are electronically mediated, and there is relatively little in the way of physical objects to define us as a university. Of course, the major difference between our operation and how Cloud computing proponents see the model lies in the fact that we manage our own information technology rather than relying on someone else to provide it for us. But there is no denying that in terms of educational options, there is much to the Cloud model that would appeal to university faculty and administrators.
Some institutions have made a full-scale commitment to the cloud in terms of educational opportunities, confiding a large portion of their students’ interactions to offsite group-based tools and technologies. These often allow a wide variety of things to happen in class situations that our more primitive technologies won’t accommodate. One of the more interesting kinds of cloud-based tools used by educators is the cooperative work application known as a wiki. Wikis are essentially cloud-based authoring tools, in which all participants have an opportunity to edit the work in progress (while having their contributions tracked for accountability purposes) and work can proceed asynchronously. The best-known version of this communications tool is of course the well-known Wikipedia; you can read about its own version of its own model here: http://en.wikipedia.org/wiki/Wiki. It is a very interesting and widely applied tool, and clearly has implications for educational activities. You can probably find a variety of materials relating to the applications of wikis in education if you do some simple Google searching.
Some schools have made wikis a central point in their educational model. For example, Bentley University near Boston, a school specializing in business education and high-technology, claims to teach many of their courses “through the lens of Web 2.0” An excellent example of how Columbia University uses wikis is available at http://ccnmtl.columbia.edu/our_services/tools/columbia_wikispaces/wikispaces_examples.html. Please select any course on the site and explore it further. As you review their video, try to think about what the students there might be getting out of their classes that isn’t currently available to our students; also consider any possible downsides to the wiki-based model that should be evaluated as well.
In this Ted Talk Sugata Mitra discusses how to use the cloud to build a collaborative school in a self organized learning environment.

When you have reviewed the Bentley U. and Columbia University materials and the Ted Talk, please summarize your assessment of the applicability of wikis as a cloud-based tool and the use of the Cloud for self organized learning environments for our educational system in a short (2- to 3-page) paper. Please try to address the following issues somewhere in your presentation:
· Your understanding of how a wiki works and the kinds of things that can be used for
· Your assessment of the wiki model as a representation of the cloud computing approach
· Your specific comments regarding the video from Columbia University and how they use their wiki
· A summary of the thoughts you have regarding the applicability of the cloud computing model to the work of Trident and our students
The following items will be assessed in particular:
· The degree to which you have carried out the assignment completely, or clarified why you could not and investigated alternatives
· Your ability to describe your experiences clearly and draw conclusions from them, not just narrate events
· Your ability to focus on the overall purposes of the assignment, not just its specific steps
· Your use of some in-text references to what you have read; please cite all sources properly.