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History- Early American History
Early American History
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Coercive Acts
Also known as the Restraining Acts or Intolerable Acts, the Coercive Acts were legislations established for the purpose of restoring order in Massachusetts following acts of defiance such as the Boston Tea Party. George III introduced the coercive Acts to the United States in 1774 together with the government of Lord North in England. The Coercive Acts consisted of four different acts including the Massachusetts Government act, Boston Port Act, Administration of Justice Act and the Quarterly Act, all of 1774. Each of these acts was established as away to annihilate defiance in the state and restore law and order for the state. Upon their introduction, the coercive acts received plenty of repudiation from members of parliament, who believed that the strict nature of these Acts would chart a course that individuals may not be willing to follow hence result in more defiance. However, parliament continued on to pass the legislation with hopes that they will yield similar results as those of the Quebec Act, which was also considered an intolerable act.
The impacts of passing these legislations were many with the most obvious impact being the convening of the First Continental congress the same year in Philadelphia. Because this legislation was particularly designed for Massachusetts, the effects of the legislation on this state included regaining respect and sympathy for the state by those who looked down on the state. Conclusively, the harshness of these legislations also compelled those in authority to drift towards radical thinking when it came to designing the laws of the land.
Bacon’s Rebellion
The year 1676 saw a revolt led by Nathaniel Bacon in colonial Virginia, as a way of rebelling against the privileges that were granted to some members of the American population. In addition to this, the rebellion also set to fight against the increase in taxes, and low prices for tobacco that was characteristic of the American society at the time. Though Nathaniel Bacon was the leader of the rebellion, Sir William Berkeley also played a major role in the rebellion. This is because Berkeley had continuously failed in defending the frontier form attacks by the Native Americans, making the progression of the rebellion easy. Bacon and Berkeley constantly, fell out with each other during this period, which saw Bacon being arrested as the leader of the rebellion. After his release, Bacon managed to coerce Berkeley into allowing him to fight against the native Americans which eventually saw the governor fleeing from his state on to the eastern sea shore. After a long and worthwhile fight, Bacon took over the colony, but died soon after forcing the rebellion to collapse. Berkeley, on the other hand, was forced to go back to his home country in England, which restored peace in the state. The end of the attacks in the state was a sign of victory as it allowed the tidewater aristocracy to continue maintaining and sustaining its power in the state.
Stono Rebellion
Different from the Bacon rebellion, the Stono Rebellion was a revolt of slaves against their owners in colonial America. This rebellion was dubbed as one of the largest and most disastrous rebellions that America has ever experienced, as it saw the death of thousands of people, especially form the black communities. The Stono Rebellion took place in 1739 near Stono River, in South Carolina hence the name given to it. Though most of the details of this rebellion were uncertain and historians are not sure of the real causes of the rebellion, information regarding the revolt was attained from firsthand and secondhand reports. Agreeably, the rebellion concerned freedom of the slaves form their masters, as well as, demanding equal treatment as citizens of the state in which they lived. The slaves not only demanded for freedom, they also wanted to have land, which they could settle down in after their freedom. The slaves escaped from their respective plantations only to face a Spanish proclamation that the escaped slaves would face punishment for defying the laws of the land. This rebellion was so drastic that it disrupted proper functioning of nearby states such as Charlestown, hence the break out of a small war in the state. Quite a number of rebels, as well as, their white owners and members of the black community were killed during this rebellion. In response to Stono rebellion, authorities in South Carolina passé the Negro Act of 1740, which limited slave education, assembly and the establishment of slave movements in the state. In addition to this, the rebellion also saw the enactment of legislations against the importation of slaves, as well as, establishing penalties against harsh treatment of slaves by slave owners
The Great Awakening
In the years between the 1730s and the 1740s America experienced a period of religious revival known today as the great awakening. This period saw the reduction of importance in the church doctrine, and instead allowing individuals to focus more on their individual spirituality. The great awakening occurred as a result of the questioning of the true role of religion in society, and the role of the individual in the society in which he or she lives. Most believed that it was the individual spiritual experience that was important and not the religion to which the individual belonged. This event was triggered by the enlightenment of society that saw many individuals encouraged to use their individual reasoning and logic when making decisions regarding religion and other social factors. Individuals were encouraged to understand the world, not through the teachings of religion, but through scientific law and understanding. The great awakening saw the establishment of numerous new religions, as well as, reducing the importance of the church clergy to the society.
The Dominion of New England
One of the most significant parts of American history was the dominion of New England, which occurred between 1686 and 1689. The dominion of New England was a union of all the English colonies that had set home in North America. The ideologies here were the synchronization of administrative activities with all the English colonies in such a way that they could be governed in unison. The idea was to have one governor for all the colonies, who would act as the leader of the English colonies in the state. However, historians argue that the dominion of New England, as well as, the policies in this movement were a complete failure owing to the lack of proper planning by the group. The dominion of New England failed because the English colonies were too many and too large to be managed by one governor.
Motives of Spanish, French, British, and Dutch Explorers in America
The age of exploration saw a number of explorers find their way into America in search of different things. Spanish, French, British, and Dutch explorers all came to the United States in search of one thing or the other. At the outset, all these explorers considered the United States as a wasteland that deterred trade between their countries and the rest of the world. More specifically, the explorers were in search of the Northwest Passage, which they considered as the direct route to the Orient. The orient was a home of trade especially in relation to resources such as silk, spices, and wealth, and was considered as one of the biggest players during the period of industrialization.
For that reason, they all came to America in search of a route that would open up trade between their countries and the West Indies. Amid their search for an open trade route, these explorers stumbled upon a number of American resources, hence diversifying the motives for exploration between these explorers. The motives of Spanish explorers were specific to the search for mineral wealth, as they were in search of the city of gold which they believed would have been in the USA. In addition to this, Spanish explorers also looked to spread Christianity to the country that was predominantly native. The French explorers also had similar motives to those of Spanish explorers and they intended to spread Christianity in the United States. Contrastingly, the French motives for exploration in the state also revolved around the discovery of route by water, which would connect the east and North America. The British and the Dutch, on the other hand, desired to colonize as much of America as they could as a way of increasing their empires. In essence, the Spanish, French, British and Dutch explorers were all in search of new land which they would capture for the expansion of their empires.
Bibliography
Ammerman, David. In the Common Cause: American Response to the Coercive Acts of 1774.
New York: Norton, 1994.
Kidd, Thomas. The Great Awakening: The Roots of Evangelical Christianity in Colonial
America. USA: Yale University Press, 2007.
Llc Books. Dominion of New England: Governors of the Dominion of New England, Edmund
Andros, Francis Nicholson, Thomas Dongan, 2nd Earl of Limerick. USA: General Books LLC, 2010.
Smith, Mark M., Stono: Documenting and Interpreting a Southern Slave Revolt, Columbia, SC:
University of South Carolina Press, 2005.
Vook and River, Charles. Age of Exploration 101: The Text. USA: VOOK, 2008.
Wertenbaker, Thimas. Bacon’s Rebellion, 1676. USA: Genealogical Publishing Com, 2009.
Please read ALL directions carefully
Please read ALL directions carefully. .You will need to submit your work as one PDF document. To do this you can download the CamScanner app or another similar pdf Scanner to upload your work into your phone and then upload the document from your phone into Blackboard under this same link. Alternatively you could email the document to yourself from your phone, then find the document in your email, save it to your computer and upload it into the appropriate link here in Blackboard. Failure to upload the free response appropriately could result in a 0 on this portion of the project. Use pen (pencil doesn’t scan well) and paper to complete the following questions. It is fine if you scratch out things you want to erase. Only use one sheet of paper and do Question 1 on one side and Question 2 on the other side. Good luck!
1) The Medical Rehabilitation Education Foundation reports that the average cost of rehabilitation for stroke victims is $24,672. To see if the average cost of rehabilitation is different at a particular hospital, a researcher selects a random sample of 35 stroke victims at the hospital and finds that the average cost of their rehabilitation is $26,343. The standard deviation of the population is $3251. At α = 0.01, can it be concluded that the average cost of stroke rehabilitation at a particular hospital is greater than $24,672? Use the Critical Value Method. (9 Total Points)
Hypothesis: Write the Null Hypothesis and the Alternative Hypothesis. Define your parameter in a statement. (1 point)
Critical Value: Find the Critical Value and draw a picture. (1.5 points)
Test Value: Find the Test Statistic. Write the correct formula, substitution, and then your answer. (1.5 points)
Statement: Make an accurate statement based on the previous conclusions about the Null Hypothesis. (1 point)
Conclusion: Draw an accurate conclusion about the alternative hypothesis. (1 point)
Conduct an appropriate Confidence Interval to match the results of the Hypothesis Test. (1 Point)
Make an appropriate statement in reference to the problem with your results from part VI. (Hint: We are ___ % …) (1 point)
Describe how the confidence interval shows that we fail to reject or reject the null hypothesis similar to Part IV. (1 point)
2) Below are performance and attitude ratings of employees. (12 Total Points)
Performance 59 63 65 69 58 77 76 69 70 64
Attitude 72 67 78 82 75 87 92 83 87 78
CConstruct a scatter plot. (1 Point)
Calculate the correlation coefficient. (You may use your calculator) (1 Point)
Conduct a hypothesis test determine if there is correlation between Performance and Attitude. (1 Point)
Hypothesis: State the Null and Alternative Hypothesis. (1 Point)
Test Value: Find the Test Value. Write the appropriate formula, substitution, and your answer. (1 Point)
P-Value: Find the P-Value. (1 Point)
Statement: Make a statement about the null hypothesis. (1 Point)
Conclusion: Make a conclusion about the alternative hypothesis. (1 Point)
IV. Based off your conclusions from parts I-III would linear regression provide an appropriate model? (1 Point)
V. Use your calculator to get the Least Squares Residual Line. (1 Point)
VI. Predict the Attitude Rating of an employee who had a performance of 60 and a performance of 70. (1 Point)
VII. Use the results from part VI to plot the points on the scatterplot from Part I. Use X’s to mark your points and draw the LRSL by connecting the two points.
Thank you all for your effort this semester especially during unusual circumstances. I hope to see you around campus in the future and I wish you all the best. Have a great summer
Please follow the APA guidelines for formatting your paper
ASSIGN 4
For this paper, you will need to identify an ethical dilemma in your professional work. (In order to maintain confidentiality in your discussion, please change names.) You have a broad range of possibilities in picking a specific ethical dilemma: competing ethical principles; empathic failures due to cultural misunderstanding; language gaps; inadequate cultural training to serve certain populations, and so on.
You will begin by describing the specific ethical dilemma and then you will reflect upon the dilemma and its resolution or lack thereof by considering the following questions:
How did it impact others and yourself?
How did it affect relationships within the organization?
What could have been done differently?
How might this dilemma provide insight into ethical issues on an international level?
Students should pay attention to week 4 written assignment since it may resemble ethics comprehensive exam questions. Students should be able to identify ethical dilemmas in international contexts.
20 points
Please follow the APA guidelines for formatting your paper.
You will need to include a title page, a brief abstract with keywords, the text of your paper, and a References Page. You do not need to include an “Author Note” as that is optional for class papers, theses, and dissertation. You can refer to the extended discussion in Chapter 2 with the Publication Manual of the American Psychological Association, 7th edition about the structure of APA papers. In addition, there are sample papers available. Even though this paper is less extended than the sample papers in the Publication Manual, you should include the elements listed above in order to practice the conventions. You can find another good sample of an APA paper at the Purdue Online Writing Lab (OWL). (Links to an external site.)References (Please note that usually references do not follow the correct hanging format in Canvas, and they also need to be double-spaced. Look at your APA Manual for clarification.)
Resources:
Leach, M.M., Stevens, M.J., Lindsay, G., Ferrero, A, & Korkut, Y. (Eds.). (2012). The Oxford Handbook of International Psychological Ethics. New York, NY: Oxford University Press. Chapter 6
Required Video
Richards, S. (2011, April). A radical experiment in empathy [Ted Talk Video].
Leach, M.M., Stevens, M.J., Lindsay, G., Ferrero, A, & Korkut, Y. (Eds.). (2012). The Oxford Handbook of International Psychological Ethics. New York, NY: Oxford University Press. Chapters 5, 7 and 18
United Nations Global Compact & Entity for Gender Equality and The Empowerment of Women Download United Nations Global Compact & Entity for Gender Equality and The Empowerment of Women. (2011). Women’s empowerment principles: Equality means business (2nd ed.).
Martens, L. T. (2004). Transatlantic perspectives on business ethics training Download Transatlantic perspectives on business ethics training. International Business Ethics Review, 7(1),1-20.
Elango, B.Paul, K, Kundu, S.K., & Paudel, S.K. (2010). Organizational ethics, individual ethics, and ethical intentions in international decision-making Download Organizational ethics, individual ethics, and ethical intentions in international decision-making. Journal of Business Ethics, 97, 543-561. doi: 10.1007/s10551-010-0524-z
Integrity, on a global scale: What’s ethical at home might be tricky abroad (Links to an external site.). (2003, February 10). The Economist.
Required Video
United Nations Entity for Gender Equality and the Empowerment of Women (n.d.). Gender equality for sustainable business. Retrieved from https://www.unglobalcompact.org/what-is-gc/our-work/social/gender-equality (Links to an external site.)Gender Equality for Sustainable Business (Links to an external site.)
