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Kidney Development Essay
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How would you develop an advertising campain for a product of your choice?
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Architektur- & Kunstgeschichte Essay
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Algorithms and Data Structures in C++
What you'll learn Explain and Use Sorting Algorithms Construct Efficient Algorithms Explain and Use Data Structures Solve Problems This course includes 2.5 hours on-demand video 3 downloadable resources Full lifetime access Access on mobile and TV Course content 38 lectures 02:37:43 Requirements Basic knowledge of programming (conditions, loops, variables) How pointers work Description This course will give you ability to solve problems, most people focus on programming language, but people offten forget about algorithms. Algorithms are definetly more important than programming language, you can learn programming language in about week, but problem solving ability is much harder to learn. But the benefits are worth it. When you get to interview mostly they care about your problem solving abilities. To get your dream job, you need to know how to solve whatever problem they have. In this course you will learn how to do that. Also I belive that nobody have time for long and booring lectures, so in this class I try to explain the important things in a fast and engaging way, so I won't bore you to death. We start off with Sorting algorithms, I explain each algorithm and then I show you implementation in C++. After that we take a look at Data Structures, I chosed In my opinion the best Structures for you to learn the important concepts. As a bonus I go through complex problem solving techniques. And I show you how these works on common examples such as Knapsack and Minimum spanning tree. I belive that learning and understanding these concepts will help you solve problems more efficiently. Who this course is for: Anyone who wants to improve their Problem Solving skils Anyone who wants to learn Data Structures Anyone who wants to learn Algorithms Read the full article
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Complete Web Developer Course 2.0
What you'll learn Build websites and webapps Build HTML-based mobile apps Get a job as a junior web developer Bid for projects on freelance websites Start their own online business Be a comfortable front-end developer Be proficient with databases and server-side languages This course includes 30.5 hours on-demand video 143 articles Full lifetime access Access on mobile and TV Certificate of Completion Requirements No pre-knowledge is required - enthusiasm is all you need! A PC or Mac is required No software is required in advance of the course (all software used in the course is free) Description You’re here because you’re ready to start building professional, career-boosting websites. Or maybe you’re coding already and want to take things to the next level? I’m here because I’m the creator of the best-selling, highest-rated coding courses on Udemy—and I love to share my secrets with you. Welcome to The Complete Web Developer Course 2.0 Based on feedback from over 25,000 5-star reviews, I’ve created The Complete Web Developer Course 2.0, the sequel to my global smash-hit: Build 14 Websites course. It’s my most current, in-depth and exciting coding course—to date. Designed for you—no matter where you are in your coding journey—my next-generation web developer course is overflowing with fresh content. Jam-packed with high-quality tutorials. And crucially, features the most advanced, hot-off-the-press software versions. It’s your fast-track to iron-clad coding results. We’ve left no stone unturned. I guarantee, this is THE most thorough, laser-focused and up-to-date coding course available ANYWHERE on the market—or your money back. Whether you’re an entrepreneur, an innovator or the next Mark Zuckerberg just waiting to happen, here you’ll find everything you need to get up and coding—fast. And it’s all in one perfectly-packaged, super-convenient online solution. “It is hard to find a complete course out there that is like this one. I am amazed at the value of the content and I would without a doubt recommend it to anyone looking for a complete web developing course.” -Daniel Lim From zero to break-neck speed in just six weeks. What else makes my course different? It’ll take you from beginner to expert in just six weeks (or take it at your own pace—whatever suits you). “I went from total novice to getting my first paid client, before I’d even finished the course. Almost unbelievable!” Priti Palmer. Don’t be the one to get left behind Get started today and join millions of my happy students, many of whom have changed careers, created second incomes or added critical new skills to their tool kits. Oh, and did I mention you get FREE unlimited hosting for one year? Sign up to The Complete Web Developers Course 2.0 today and revolutionise your learning. Effortlessly embed the fundamentals. Refresh your groundwork. Dig deeper than ever. Start building powerful apps and cash-earning websites today—and enjoy bigger, brighter opportunities. “Excellent course gives you everything you need to know for doing awesome websites!” - Steven De Jesús Don’t believe me? I offer full money back guarantee if you haven’t earned your money back within 60 days of completing the course. Ready to open new doors and become a smart, in-demand web developer? Here’s what you get with The Complete Web Developer Course 2.0 You’ll get access to twelve chapters that dig deep into the nitty gritty of building successful websites. Each chapter is supported with over 40 hours of clear, intelligent video tutorials and practical website challenges. All at your fingers tips. Right now. The course starts with the fundamentals. I’ll show you insider tips to work quickly and efficiently with web technologies like HTML5, CSS3 and Python. Once you’ve got that locked down, I’ll show you how to build your own responsive websites using more advanced techniques such as jQuery PHP 7, MySQL 5 and Twitter Bootstrap. By then you’ll be developing blogs and eCommerce sites with Wordpress, and learn smart ways to add dynamic content, using APls to connect to sites such as Google Maps and Facebook. As we all know, the best way to learn is to do, so you’ll complete fun website challenges at every turn. Plus, as you fly through the course, you’ll use your skills to put a site together as you go. The final challenge is a full Twitter clone. “Very easy to follow along with how the course has been divided into small topics. The summary pages at the end of each topic are very useful to review if you have to take a break from the course, allowing you to pick up right where you left off.” - Andrea Price-Lace Over 12 chapters you will learn: How does the web work? Setting up your (free) hosting HTML CSS Javascript jQuery CMSs and WordPress Responsive Design PHP Coding MySQL Databases Putting it all together: Making a Twitter clone Bonus Chapter: How to make $10,000 while learning to code What else will you get? A friendly, informal community to support you every step of the way Personal contact with me, the course tutor Ebooks that will show you how to start earning before you’ve even finished Lifetime access to course materials Hands-on learning to lock that knowledge in A deep understanding of how to code, design and build powerful websites FREE UNLIMITED WEB HOSTING FOR ONE YEAR (worth $199) *Limited to one year per student not per course* “There are TONS of books, expensive courses, and crappy videos online that you could waste hours upon hours on. DON’T. Just take this course. You’ll see.” T. Henderson Never waste another minute learning from out-of-date books, clunky and expensive online courses and yawnsome YouTube videos again! With The Complete Web Developer Course 2.0 everything’s ready to go, in one convenient, mapped-out platform. Plus you’ll get fast, friendly, responsive support by email, Twitter and on the Udemy forums. Or enjoy chatting with 100,000 other students in my friendly forums. “Great course!!! Easy to follow and gives great support if needed! Both the instructor and fellow students are quick at helping out.” - Malin Singleton Take a peek at my bio below, to see how I gave up my successful career to teach others to code part time. Since making that decision, my life has changed beyond compare. I guarantee that ANYONE can benefit from taking this course, whether it’s earning some extra money or changing your career altogether. So what are you waiting for? Transform your world and sign up now to get a free copy of my exclusive 20 page ebook ‘How to make $10,000 while learning to code’. “I learned more in the first few HTML tutorials then I did with 70% of code academy.” - Louis Elliott Taught by Hi! I’m Rob. I have a degree in Mathematics from Cambridge University and you might call me a bit of coding geek. After building websites for friends and family for fun, I soon learned that web development was a very lucrative career choice. I gave up my successful (and sometimes stressful) job as a teacher to work part time and today, couldn’t be happier. I’m passionate about teaching kids to code, so every summer I run codeschoolorguk in the beautiful city of Cambridge. I also run the popular web hosting and design service, Eco Web Hosting, which leaves me free to share my secrets with people like you. You wouldn’t believe the freedom that being a web developer offers. Sign up and find out for yourself why so many people are taking and recommending this course. I genuinely believe it’s the best on the market and if you don’t agree, I’ll happily refund your money. “If you’re looking for a genuinely effective course that gears you up to competently build polished, professional websites that people will want to pay you for, I personally guarantee this is the ONLY course for you.” Rob Percival Sign up to The Complete Web Developer Course 2.0 and join me in this amazing adventure today. “The course is excellent. I haven't completed even half the course but couldn't wait to share my review based on the experience so far. This is just the perfect recipe for students who have little or no knowledge of the technologies required to develop websites. (It also helps the students who know them). The one thing that impressed me a lot was the motto - Learn by Doing. I personally knew these technologies as I had studied them in college but I really learned them while doing this course!! And there's the difference. The practical hands on knowledge is really helpful. Kudos! Keep up the good work :).” -Veeresh Kamble Who this course is for: Anyone who wants to learn to code Anyone who wants to generate new income streams Anyone who wants to build websites Anyone who wants to become financially independent Anyone who wants to start their own business or become freelance Read the full article
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Beginning C++ Programming - From Beginner to Beyond
What you'll learn Learn to program with one of the most powerful programming languages that exists today, C++. Obtain the key concepts of programming that will also apply to other programming languages Learn Modern C++ rather than an obsolete version of C++ that most other courses teach Learn C++ features from basic to more advanced such as inheritance and polymorphic functions Learn C++ using a proven curriculum that covers more material than most C++ university courses Learn C++ from an experienced university full professor who has been using and teaching C++ for more than 25 years Includes Quizzes, Live Coding Exercises, Challenge Coding Exercises and Assignments This course includes 39.5 hours on-demand video 3 articles 40 downloadable resources 37 coding exercises Full lifetime access Access on mobile and TV Assignments Certificate of Completion Requirements Access to a computer running Windows, Mac OS X or Linux Description Which programming language is often seen as a badge of honor among software developers? C++ Which programming language can you learn that when added to your resume, will often get you a job interview? C++ Which programming language is routinely ranked in the top 5 programming languages by popularity, and been consistently in the top 10 for close to 20 years? C++ Why you should learn C++ Much, if not most of software written today is still written in C++ and this has been the case for many, many years. Not only is C++ popular, it is also a very relevant language. If you go to GitHub you will see that there are a huge number of active C++ repositories and C++ is also extremely active on stack overflow. There are many, many leading software titles written entirely or partly in C++. These include the Windows, Linux and Mac OSX operating systems! Many of the Adobe products such as Photoshop and Illustrator, the mySQL and MongoDB database engines, and many many more are written in C++. Leading tech companies use C++ for many of their products and internal research and development. These include Amazon, Apple, Microsoft, PayPal, Google, Facebook, Oracle and many more. Can you see how learning C++ will open up more career opportunities for you? If more professional companies are using C++, it stands to reason that there is going to be more of a demand for C++ programmers. But the main reason programmers should probably learn C++ is because it is so powerful! What do I mean by powerful? C++ is super fast, and is a general purpose programming language that supports both procedure and object oriented programming making it very flexible. It can scale easily. And it can be portable as well. C++ can do many things that other languages just can't. That's why nearly every major language has a way to interface with code written in C++. Since C++ has influenced so many languages, if you know C++ you'll likely see elements from C++ in new languages you learn. How can a beginner learn C++ ? Find a good course, taught by an instructor with many years of experience in C++ is critical, as is the need for the instructor to have the necessary skills to be able to teach you the language. Frank Mitropolous, the instructor in this course has been using C++ for over 2 decades and has taught students in both university courses and industry training courses. He even worked on a C++ compiler development project while he was in industry. So not only will you be learning C++ from an expert C++ programmer, but you'll also be taught by an instructor who has successfully taught at university level for many years. As a result, you can take this course with confidence, knowing that you will learn C++ the right way, and in the shortest possible timeframe. Which version of C++ should I learn? C++ has had many version releases and updates over the years. It's a sad fact that most C++ courses do not teach Modern C++, but focus on old, obsolete versions of C++. Frank teaches you Modern C++ (specifically C++ 11 and C++ 14). Learn C++ the right way, with Modern C++, as taught by Frank in this course. Is C++ difficult to learn? With all the power and flexibility of C++ comes complexity. There is no question that C++ is one of the most complex programming languages out there. But with the right instructor, and the right training, you really can get up to speed with C++ quickly, and that's what this course is all about. What will I learn in this course? The course assumes no previous experience with C++ (or even programming in general), and you will end up with the skills to create your own programs in C++. Key topics covered include. * Looping with while, do/while for, range-based for statements and recursion * Performing calculations and displaying results * Functions * Pointers * Using existing classes and creating objects * Creating your own classes * Using Basic Standard Template Library classes such as Vector * Constructors and Destructors * Copy and Move semantics including Copy constructors, Move constructors, and copy and move assignment * How to overload operators * Using inheritance and class hierarchies * Using Polymorphic functions and dynamic binding * Using smart pointers * Using stream I/O * An introduction to the C++ STL * An introduction to Exception Handling * And much more. How is this C++ course different to other courses? You will learn Modern C++, for one. Many, perhaps most other courses on Udemy teach you old, obsolete versions of C++. If you are going to learn C++, it's imperitive that you learn the Modern version to maximise your career opportunities and to ensure your skills are up to date. The course format includes theory and concepts which are then reinforced with live code examples. Often the C++ debugger is used to step through code and analyze variables to better understand the behavior of C++. The instructor also uses a pen tablet to write on the screen and provide even more visual explanations. You won't find better C++ training anywhere, and you will struggle to find someone with as much industry and training experience than your instructor Frank has. What do I get out of learning C++ ? More career options for one! C++ is one of the most popular programming languages used in games development. It's also heavily used in embedded applications. Your investment in time in learning C++ will reward you time and time again with more pay, and more opportunities, and frankly, more fun! Are you ready to get started? If you are ready to get that first paid programming job, or to move up to a more senior programming position, then this course is for you! Your new job or consulting opportunity awaits! Why not get started today? Click the Signup button to sign up for the course! Who this course is for: This course is perfect for absolute beginners with no previous coding experience, or anyone wanting to add C++ to their existing skillset. Anyone looking to increase career options by learning one the most in-demand programming languages. Read the full article
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Online Courses - eBooks, Academic Notes and More
#online courses#sell ebooks#buy ebooks#academic#study notes#start selling#digital products#download ebooks#earn commision#earn online money
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Internet Business Startup-Kit
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Chapter 22 Systems Design, Implementation, and Operation
Accounting Information Systems, 13e (Romney/Steinbart) Chapter 22 Systems Design, Implementation, and Operation 22.1 Discuss the conceptual systems design process and the activities in this phase. 1) In which phase of the SDLC does developing a general framework for implementing user requirements occur? A) conceptual systems design B) implementation and conversion C) operations and maintenance D) physical design Answer: A Objective: Learning Objective 1 Difficulty: Moderate AACSB: Analytic 2) The ________ is responsible for evaluating the design alternatives and selecting the one that best meets the organization's needs. A) design team B) implementation committee C) steering committee D) systems analysts Answer: C Objective: Learning Objective 1 Difficulty: Easy AACSB: Analytic 3) Which of the following lists represent the sequence of elements in developing the conceptual design specifications? A) input, data storage, processing procedures and operations, and output B) input, output, data storage, and processing procedures and operations C) output, data storage, input, and processing procedures and operations D) processing procedures and operations, input, data storage, and output Answer: C Objective: Learning Objective 1 Difficulty: Moderate AACSB: Analytic 4) Which element of design specification will help the project team find an efficient way to collect data for preparing sales reports? A) data collection B) input C) output D) processing procedures Answer: B Objective: Learning Objective 1 Difficulty: Moderate AACSB: Analytic 5) One of the purposes of the ________ is to guide physical systems design activities. A) conceptual systems design report B) physical systems design report C) program design D) systems analysis report Answer: A Objective: Learning Objective 1 Difficulty: Easy AACSB: Analytic 6) Deciding how often a certain report should be provided to users is part of which conceptual design specification element? A) data storage B) input C) output D) processing procedures and operations Answer: C Objective: Learning Objective 1 Difficulty: Easy AACSB: Analytic 7) Which of the following is not a reason for preparing the conceptual systems design report? A) It can be used to guide physical systems design activities. B) It communicates how management and user information needs will be met. C) It discusses the design alternatives that were not selected for the project. D) It helps the steering committee assess system feasibility. Answer: C Objective: Learning Objective 1 Difficulty: Easy AACSB: Analytic 8) Which consideration below is not considered important to output design? A) format B) location C) medium D) source Answer: D Objective: Learning Objective 1 Difficulty: Easy AACSB: Analytic 9) How can accountants help in the systems development life cycle (SDLC) process? Answer: Accountants must first understand the development process, and then realize that they can make a valuable contribution to the development process in several ways. As users, accountants can specify their needs and help explain such needs to the development team. As members of the development team, they can provide valuable input throughout the design and development process. As auditors, they can perform attest functions with a greater working knowledge and enhanced skill sets. Accountants should keep the project on track by evaluating and measuring benefits, monitoring costs, and helping to maintain the timetable. Objective: Learning Objective 1 Difficulty: Moderate AACSB: Reflective Thinking 10) What factors does a steering committee consider when evaluating different system designs? Answer: How well does the design meet organizational and systems objectives? How well does the design meet users' needs? How economically feasible is the design in terms of costs versus benefit? What are the advantages and disadvantages of the design? Do the advantages outweigh the disadvantages? Objective: Learning Objective 1 Difficulty: Moderate AACSB: Analytic 11) What are the purposes of a conceptual systems design report? Answer: The purposes of this report are to a) guide physical systems design activities, b) communicate how management and user information needs will be met, and c) help the steering committee assess system feasibility. Objective: Learning Objective 1 Difficulty: Easy AACSB: Analytic 12) Describe the conceptual systems design phase and identify the elements of conceptual design specifications. Answer: The conceptual systems design phase involves the development of the general framework for implementing user requirements and solving problems identified in the analysis phase. Conceptual design elements include the following elements: Output specifications to meet users' information needs. Data storage specifications based on reports that need to be produced, the manner in which data are stored (sequential, random, etc.), the type of database to use, and appropriate field sizes. Input specification after output is identified so that the "when, where, and how" of data input are appropriate for the types of output needed. Processing procedures and operations specifications are determined after the sequencing and processes for input and data storage are known. Objective: Learning Objective 1 Difficulty: Moderate AACSB: Analytic 13) Which of the below standards should not be used to evaluate design alternatives in the conceptual systems design stage of the SDLC? A) how well a system meets organizational objectives B) how well a system meets user needs C) the economic feasibility of each alternative D) the amount of time it required to formulate each alternative Answer: D Objective: Learning Objective 1 Difficulty: Easy AACSB: Analytic 14) The project committee for ALDI corporation is attempting to evaluate design alternatives proposed for a new, organization-wide accounting information system. However, there is a great deal of debate regarding whether source documents, turnaround documents, or source data automation should be utilized in the new system. Which design consideration is most appropriately associated with these alternatives? A) communication channels B) data storage structure C) file organization and access D) input medium Answer: D Objective: Learning Objective 1 Difficulty: Moderate AACSB: Reflective Thinking 15) The project committee for ALDI corporation is attempting to evaluate design alternatives proposed for a new, organization-wide accounting information system. However, there is a great deal of debate regarding whether the system should interface via telephone, internet, cable, or satellite. Which design consideration is most appropriately associated with these alternatives? A) communication channels B) data storage structure C) file organization and access D) input medium Answer: A Objective: Learning Objective 1 Difficulty: Moderate AACSB: Reflective Thinking 16) The project committee for ALDI corporation is attempting to evaluate design alternatives proposed for a new, organization-wide accounting information system. However, there is a great deal of debate regarding whether the system should be standardized on using tapes, disks, hard drives, or paper. Which design consideration is most appropriately associated with these alternatives? A) communication channels B) data storage structure C) file organization and access D) input medium Answer: B Objective: Learning Objective 1 Difficulty: Moderate AACSB: Reflective Thinking 17) The project committee for ALDI corporation is attempting to evaluate design alternatives proposed for a new, organization-wide accounting information system. However, there is a great deal of debate regarding whether accessing data access should be random, sequential, or indexed. Which design consideration is most appropriately associated with these alternatives? A) communication channels B) data storage structure C) file organization and access D) input medium Answer: C Objective: Learning Objective 1 Difficulty: Moderate AACSB: Reflective Thinking 18) The project committee for ALDI corporation just finished evaluating the design alternatives for a new, organization-wide accounting information system. and has selected a design. Now, the project committee needs to create conceptual design specifications for which of the following elements below? A) output B) data storage C) processing and operations D) all of the above Answer: D Objective: Learning Objective 1 Difficulty: Easy AACSB: Analytic 22.2 Discuss the physical systems design process and the activities in this phase. 1) Identify the report below that does not have a pre-specified content and format design. A) demand reports B) scheduled reports C) special-purpose analysis reports D) triggered exception reports Answer: C Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 2) It is important that ________ for data storage purposes. A) all data is in compatible format B) there is easy access to the system C) a printout of the data dictionary is available D) copies of necessary reports are available Answer: A Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 3) Physical input design considerations include A) which transactions to enter. B) layout of source documents. C) types of data input and optimal input methods. D) cost of collecting and storing data. Answer: C Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 4) Program design A) spans all five stages of the system development life cycle. B) includes writing computer code. C) includes debugging logic errors. D) is described by all the above. Answer: D Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 5) Which of the following statements below is correct about modules of computer code created during program design? A) Modules interact with each other directly and also through the control module. B) Modules interact with each other directly. C) Modules interact with only the control module. D) Modules primarily, but not always, interact with the control module. Answer: C Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 6) Which of the following statements is true? A) Structured programming divides programs into well-defined segments to reduce complexity. B) Structured programming is used to debug logic errors in programs. C) Structured programming is accomplished by using a flowchart to guide design. D) Structured programming pieces together standard code strings into a completed program. Answer: A Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 7) Identify the question that is not an important consideration in procedures and controls design. A) Are customer data stored in alphabetical order in a master file? B) Are payments made only to legitimate vendors? C) Are data processed and stored accurately? D) Can the system be modified without affecting system availability? Answer: A Objective: Learning Objective 2 Difficulty: Difficult AACSB: Analytic 8) Which of the following control considerations will help ensure that all cash disbursements are made only to legitimate vendors? A) security B) accuracy C) authorization D) validity Answer: D Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 9) Which of the following controls design considerations will help ensure that all customer inquiries are answered in real-time? A) security B) authorization C) accuracy D) audit trail Answer: D Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 10) At what point in the systems development life cycle does the company determine how the conceptual AIS design is to be implemented? A) the conceptual design phase B) the implementation and conversion phase C) the physical design phase D) the systems analysis phase Answer: C Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 11) What of the below is the most time-consuming activity in the physical design stage of the systems development life cycle (SDLC)? A) controls design B) input design C) output design D) program design Answer: D Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 12) Which of the following is a consideration during file and database design? A) form size B) format C) medium D) organization Answer: C Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 13) The first step in program design is to A) determine user needs. B) develop a plan. C) hire program users. D) write program instructions. Answer: A Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 14) Flowcharts, record layouts, and decision tables are all often part of A) determining user needs. B) documenting the program. C) testing the program. D) training program users. Answer: B Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 15) ________ is a process used to uncover and eliminate program errors. A) Black box testing B) Debugging C) Desk checking D) White box testing Answer: B Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 16) What is used as the basis for management to make a "go/no go" decision regarding whether to proceed from the physical design phase to the implementation and conversion phase of the systems development life cycle? A) conceptual system design report B) physical systems design report C) systems design report D) implementation planning design report Answer: B Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 17) Subdividing program code into small, well-defined modules is A) called debugging. B) known as structured programming. C) part of program maintenance. D) done during testing. Answer: B Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 18) Yasin, a professional in information technology services, received an e-mail from Adil in the Sales Department. The e-mail read: "Yasin, I need you to run that inventory report you prepared for me last month again. Please send it to me by e-mail. Thank you, Adil." What type of report is Adil asking Yasin to provide? A) scheduled report B) special-purpose analysis report C) triggered exception report D) demand report Answer: D Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 19) Yasin, a professional in information technology services, sent an e-mail to Mauqwa in the Purchasing department. The e-mail read "Mauqwa, the system just generated a stock-out report. I just wanted to give you a heads up. I'm sending it right over. Best regards, Yasin" What type of report is Yasin providing to Mauqwa? A) scheduled report B) special-purpose analysis report C) triggered exception report D) demand report Answer: C Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 20) Yasin, a professional in information technology services, received an e-mail from Sabri in the Sales department. The e-mail read: "Yasin, I need you to do something for me. Query sales data for the second quarter and pull out all of the invoices that include iPhones selling with a discount. I need a count and the total amount of the discount. Thanks, Sabri." What type of report is Sabri asking Yasin to prepare? A) scheduled report B) special-purpose analysis report C) triggered exception report D) demand report Answer: B Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 21) Ghassan in Marketing received an e-mail from Asif at regional headquarters. "Ghassan, I just reviewed the annual sales report for your district. You blew your sales goal away again, you top gun!" What type of report did Asif use? A) scheduled report B) special-purpose analysis report C) triggered exception report D) demand report Answer: A Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 22) Describe at least four considerations during controls design. Answer: Controls design ensures the effectiveness, efficiency, and accuracy of the AIS. The important concerns to be addressed are: validity of transactions — authorization of input, storage, and output activities — accuracy of input and processing activities — security access to system — numerical control pre-numbering and accounting of all documents — audit trail — tracing of transactions from source documents to final output and vice versa — availability of the system when needed — maintainability so the system can be modified without affecting availability or security — integrity Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 23) What output design considerations should be analyzed as part of the physical system design phase? Answer: Two things must be considered regarding system output. First, who will use the output? Why do users need this type of output, and what decisions will be made based on such output? Second, the medium of the output must be addressed. What medium should be used? Should the output be on paper, computer screen, stored as a voice response file, placed on diskette, microfilm, or some possible combinations of these mediums? These are two important considerations that can either "make or break" a system in terms of its successful use. Other considerations are: What format (table, graph, etc.)? Should preprinted forms be used? Where should the output be sent? Who should have access to the output? How often should the output be produced? Lengthy output should be preceded by an executive summary and a table of contents. Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 24) Describe structured programming. Answer: Structured programming refers to programs that are subdivided into small, well-defined modules with the goal of reducing complexity and enhancing reliability and modifiability. Each module should interact with a control module rather than with each other. Proper structured programming dictates that each module should have only one entry and exit point to facilitate testing and modification. Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 25) What is the objective of output design? What are the output design considerations? What are the various categories of outputs? Answer: Output design: The objective is to determine the nature, format, content, and timing of printed reports, documents, and screen displays. Design considerations: Use — who will use, why is it needed, what is needed for use. Medium — paper, screen, diskette. Format — tables, graphs, narratives. Preprinted — e.g., purchase orders, checks. Location — where sent. Access — by whom and to what. Detail — summary, table of contents, headings. Timeliness — how often. Categories of output are: Scheduled reports are prespecified and formatted and prepared regularly. Special-purpose analyses are not prespecified or formatted, but are prepared when management requests data to evaluate an issue. Triggered exception reports are prespecified and formatted and prepared in event of abnormal conditions. Demand reports are prespecified and formatted and prepared when requested. Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 26) Write one question that should be asked about each of the controls design considerations. Answer: There are several controls design considerations to be addressed in this phase of the SDLC. Validity, authorization, accuracy, access, numerical control, and providing an audit trail are the major items, which must be taken into account in physical design. Validity would address a question such as, "Are all system interactions valid?" Authorization could be examined by asking, "Are input, processing, storage, and output activities authorized by the appropriate managers?" Accuracy can be analyzed by asking, "Is input verified to ensure accuracy and what controls are in place to ensure that data passed between processing activities is not lost?" When dealing with access issues, the analyst should ask if there is adequate control over accessing data, and ask the important question, "How is a hacker denied access to a data file?" Asking the question, "Are documents pre-numbered to prevent errors or intentional abuse?" can provide insight about numerical controls. Finally, to provide appropriate audit trails, the analyst should ask the question, "Can transaction data be traced from source documents to final output, and vice versa?" It is imperative that controls design be properly implemented in this phase of the SDLC to ensure the success of launching the system and its ongoing use. Also, availability and integrity. Objective: Learning Objective 2 Difficulty: Difficult AACSB: Reflective Thinking 27) Describe the eight basic steps in program design. Answer: Generally speaking, developers use an eight-step method to develop and test software programs. As part of the systems implementation phase of the SDLC, it is important that these steps faithfully are followed by the development team. 1) The team should consult with users and write an agreement about software requirements as a way to determine user needs. 2) Next, a development plan should be created and documented. 3) The overall approach and major processing tasks should be identified on a high level before proceeding to levels of greater detail. At that point the activity of writing program instructions can begin. 4) After program code has been written, the next step is to test the program. This can be achieved in part through debugging and desk checking, along with other types of testing. 5) The next thing to be done is to document the program, since this will explain how the program works and assist analysts in correcting and resolving errors. 6) Training program users is the beginning of the end of the test phase. Program documentation developed in step five will be used at this time. 7) The seventh step is to install and use the system. At this point the program can be used and program maintenance can take place as needed. 8) Use and modify the system. Revise existing programs (called program maintenance). Objective: Learning Objective 2 Difficulty: Difficult AACSB: Analytic 28) Identify the element below that is not an objective of the output design phase of the physical systems design stage of the SDLC. A) determining the nature of reports B) determining the timing of reports C) determining the content of reports D) determining the cost of reports Answer: D Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 29) Identify a control commonly used by organizations during the output design phase of the physical systems design stage of developing a new system to avoid expensive time delays later in the SDLC process. A) requiring management to test the system before proceeding B) requiring programmers to alert the project team when they are exceeding their allocated time budgets C) requiring the development team to take time-off so that they do not become fatigued D) requiring users to sign a document stating the output form and content are acceptable Answer: D Objective: Learning Objective 2 Difficulty: Moderate AACSB: Analytic 30) The project development committee for Photomat Incorporated is discussing output design alternatives for a new, organization-wide accounting information system. There is a heated debate among the team regarding which departments should be given the quarterly sales report. Mark prefers that only management and accounting receive the report, while Jan prefers that management, accounting, and the sales departments receive the report. What output design consideration is the team debating? A) Use B) Medium C) Format D) Location Answer: A Objective: Learning Objective 2 Difficulty: Moderate AACSB: Reflective Thinking 31) The project development committee for Photomat Incorporated is discussing output design alternatives for a new, organization-wide accounting information system. There is a heated debate among the team regarding whether the quarterly sales report be printed on paper, be viewable only on-screen, or be distributed as an e-mail. Mark prefers the report be printed on paper, while Jan prefers the report be distributed via e-mail to save trees. What output design consideration is the team debating? A) Use B) Medium C) Format D) Location Answer: B Objective: Learning Objective 2 Difficulty: Moderate AACSB: Reflective Thinking 32) The project development committee for Photomat Incorporated is discussing output design alternatives for a new, organization-wide accounting information system. There is disagreement among the team regarding whether the quarterly sales numbers be disclosed in a narrative, displayed as a table, or appear in a bar chart. What output design consideration is the team discussing? A) Use B) Medium C) Format D) Location Answer: C Objective: Learning Objective 2 Difficulty: Moderate AACSB: Reflective Thinking 33) The project development committee for Photomat Incorporated is discussing output design alternatives for a new, organization-wide accounting information system. The project development committee has decided that all reports will be printed on paper. However, there is disagreement regarding where the reports should be made available. John wants the sales reports to be printed and stored in the accounting department for greatest security. Monica wants the sales reports to be printed in every department for full disclosure. What output design consideration are John and Monica discussing? A) Use B) Medium C) Format D) Location Answer: D Objective: Learning Objective 2 Difficulty: Moderate AACSB: Reflective Thinking 34) True or False: Although most systems are moving away from using paper documents, form design is still an important consideration in system development. Answer: TRUE Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 35) True or False: It is more efficient to enter data on paper, then enter the data into the system compared to requiring users to enter data directly into the system without using a paper source document. Answer: FALSE Objective: Learning Objective 2 Difficulty: Easy AACSB: Analytic 36) Approximately what portion of software development costs should be allocated to testing, debugging, and rewriting software? A) None. It is important to put controls in place so that development occurs without errors that require correcting. B) between 5% and 15% C) between 20% and 30% D) at least 35%, but no more than 50% Answer: C Objective: Learning Objective 2 Difficulty: Moderate AACSB: Reflective Thinking 37) True or False: If developers took the time to find and correct every program flaw, they would risk not getting the system completed on time. Answer: TRUE Objective: Learning Objective 2 Difficulty: Easy AACSB: Reflective Thinking 22.3 Discuss the systems implementation and conversion process and the activities in this phase. 1) ________ is the process of installing hardware and software and getting the AIS up and running. A) Conceptual design B) Physical design C) Systems analysis D) Systems implementation Answer: D Objective: Learning Objective 3 Difficulty: Easy AACSB: Analytic 2) Effective AIS training involves A) instruction on new hardware and software. B) orientation to new policies and operations. C) planning and scheduling so it occurs before system testing and conversion. D) All of the above are correct. Answer: D Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 3) Step-by-step reviews of procedures or program logic early in the system design that focus on inputs, files, outputs, and data flows are called A) acceptance tests. B) operating tests. C) processing of test transactions. D) walk-throughs. Answer: D Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 4) The ________ is responsible for identifying such risk factors in an implementation plan. A) implementation team B) steering committee C) systems analysis team D) systems development team Answer: A Objective: Learning Objective 3 Difficulty: Easy AACSB: Analytic 5) Within the implementation planning and conversion phase of the systems development life cycle, analysts must ________ before they can ________. A) complete documentation; test software programs B) install and test software; test software programs C) test software programs; test the system D) test the system; select and train personnel Answer: C Objective: Learning Objective 3 Difficulty: Easy AACSB: Analytic 6) Several types of documentation must be prepared for a new system. The type of documentation that includes the files and databases accessed and file retention requirements is called A) development documentation. B) operations documentation. C) reference documentation. D) user documentation. Answer: B Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 7) ________ is a system test that determines whether a program is operating as designed. A) An acceptance test B) A debugging test C) A test data processing D) A walk-through Answer: C Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 8) A(n) ________ system test uses copies of real transaction and file records. A) acceptance test B) debugging test C) test data processing D) walk-through Answer: A Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 9) In a ________, the old and the new systems are operated simultaneously for a period of time. A) direct conversion B) parallel conversion C) phase-in conversion D) pilot conversion Answer: B Objective: Learning Objective 3 Difficulty: Easy AACSB: Analytic 10) Implementing a new system at a branch location before company-wide adoption is called A) direct conversion. B) parallel conversion. C) phase-in conversion. D) pilot conversion. Answer: D Objective: Learning Objective 3 Difficulty: Easy AACSB: Analytic 11) Which of the following activities is not part of data conversion? A) changing data content B) moving file servers C) changing file formats D) moving files to a new storage medium Answer: B Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 12) What type of conversion terminates the old system as soon as the new system is ready? A) direct conversion B) parallel conversion C) phase-in conversion D) pilot conversion Answer: A Objective: Learning Objective 3 Difficulty: Easy AACSB: Analytic 13) Which of the following describes a phase-in conversion? A) Both the old and new AIS are operated simultaneously. B) Elements of the old AIS are replaced gradually with elements of the new AIS. C) The new AIS is introduced into a segment, rather than the whole organization. D) The old AIS is terminated as the new AIS is introduced. Answer: B Objective: Learning Objective 3 Difficulty: Easy AACSB: Analytic 14) Which of the following is the final step in the data conversion process? A) data conversion B) testing the system C) documentation of conversion activities D) monitoring of the system after data conversion Answer: C Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 15) Which of the following is not one of the ways data may need to be modified during data conversion? A) resolve data inconsistencies B) validate new files C) identify files to be converted D) remove unnecessary fields from data files Answer: D Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 16) Walk-throughs are system tests that involve A) managers observing the operation of the system by "walking through" the IT department. B) processing hypothetical data that are designed to identify errors in the system. C) processing copies of real transactions in order to determine whether or not the system meets requirements. D) a thorough review of the procedures and program logic of the system. Answer: D Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 17) Acceptance tests involve A) managers observing the operation of the system by "walking through" the IT department. B) processing hypothetical data that are designed to identify errors in the system. C) processing copies of real transactions in order to determine whether or not the system meets requirements. D) a thorough review of the procedures and program logic of the system. Answer: C Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 18) Processing test data involves A) managers observing the operation of the system by "walking through" the IT department. B) processing hypothetical data that are designed to identify errors in the system. C) processing copies of real transactions in order to determine whether or not the system meets requirements. D) a thorough review of the procedures and program logic of the system. Answer: B Objective: Learning Objective 3 Difficulty: Easy AACSB: Analytic 19) Which of the following is not one of the types of documentation that should be prepared for a new system? A) management B) operations C) user D) development Answer: A Objective: Learning Objective 3 Difficulty: Easy AACSB: Analytic 20) Which of the following is the most costly and least risky method of converting from one system to another? A) direct B) parallel C) pilot D) phase-in Answer: B Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 21) Which of the following is the least costly and most risky method of converting from one system to another? A) direct B) parallel C) pilot D) phase-in Answer: A Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 22) What is systems implementation? How do you plan for it? Answer: Systems implementation is the process of installing hardware and software and getting the AIS in place and in use. Systems planning consists of: Implementation tasks and person(s) responsible for tasks. Setting expected completion dates. Cost estimates and variances. Identify risk factors that decrease likelihood of successful implementation. Strategies for coping with risk factors. Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 23) Describe the different types of documentation that should be prepared for a new system. Answer: Development documentation includes system description; copies of output, input and file and database layouts; program flowcharts; test results; and user acceptance forms. Operations documentation includes operating schedules; files and databases accessed; and equipment, security and file retention requirements. User documentation includes procedures manuals and training materials. Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 24) Describe the different methods of testing a system. Answer: Walkthroughs, which involve systematic reviews of procedures or program logic at different phases during the SDLC. In the early stages of the design process, the focus is inputs, outputs, and files. In the later stages, the focus is on program logic and structure. Processing test transactions to determine whether a program operates as designed. Different types of hypothetical transactions are processed to see if the controls catch various types of errors. Acceptance tests, which use real transactions and file records. Users develop the acceptance criteria and make the final acceptance or rejection decision. Objective: Learning Objective 3 Difficulty: Easy AACSB: Analytic 25) Describe the approaches to system conversion. Answer: Direct conversion is used when the old system is of no value or is not comparable to the new system. This type of conversion carries a high risk of failure. Parallel conversion protects the company from error, but it is costly and stressful to process transactions twice. Phase-in conversion results in gradual changes over time that also allows resources to be acquired over time. However, creating temporary interfaces is costly and gradual changes take time and come at greater expense. Pilot conversion implements the system in just one part of the organization that allows problems to be corrected before the system is completely adopted. However, the costs of interfaces and running both systems are a disadvantage. Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 26) Identify the item below that is not generally part of an implementation plan. A) implementation tasks B) expected completion dates C) cost estimates D) budgeted savings Answer: D Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 27) Which of the following is not generally changed when a company's accounting information system is changed? A) employee compensation B) the organization's structure C) employee headcount D) All of the above are generally changed. Answer: A Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 28) Which of the following control design considerations is concerned with whether data processing is complete, accurate, timely, and authorized? A) integrity B) security C) validity D) audit trail Answer: A Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 29) Ideally, employees should receive training on a new system A) as soon as possible. B) right after the physical design. C) during implementation planning. D) just before system testing and conversion. Answer: D Objective: Learning Objective 3 Difficulty: Moderate AACSB: Analytic 22.4 Discuss the systems operation and maintenance process and the activities in this phase. 1) Changing tax rates in a software program would be accomplished in the ________ phase of the systems development life cycle. A) maintenance B) operations C) program design D) implementation Answer: A Objective: Learning Objective 4 Difficulty: Easy AACSB: Analytic 2) Which factor is not investigated during the post-implementation review? A) accuracy B) benefits C) completion D) costs Answer: C Objective: Learning Objective 4 Difficulty: Easy AACSB: Analytic 3) Which of the following is the final activity in the systems development life cycle? A) monitoring of the system B) ongoing maintenance activities C) preparation of the post-implementation review report D) user acceptance of the post-implementation review report Answer: D Objective: Learning Objective 4 Difficulty: Easy AACSB: Analytic 4) An analyst who asks the question, "Does the system produce actual and complete data?" is investigating what post implementation factor? A) accuracy B) compatibility C) goals and objectives D) reliability Answer: A Objective: Learning Objective 4 Difficulty: Moderate AACSB: Analytic 5) Performing revisions to existing program code is an example of A) debugging. B) structured programming. C) program maintenance. D) walk through. Answer: C Objective: Learning Objective 4 Difficulty: Easy AACSB: Analytic 6) Describe the post-implementation review activity. Answer: A post-implementation review ensures that the new AIS meets planned objectives. Any problems uncovered during the review are brought to the attention of the management and the necessary adjustments are made. When review is complete, prepare a report. The acceptance of the post-implementation review report by users concludes the systems development process. Control of the AIS now passes on to the data processing department. Objective: Learning Objective 4 Difficulty: Moderate AACSB: Analytic 7) Over the entire life of a typical system, approximately ________ of the work takes place during development and ________ of the work takes place on software modifications and updates. A) 30%; 70% B) 40%; 60% C) 50%; 50% D) 60%; 40% Answer: A Objective: Learning Objective 4 Difficulty: Moderate AACSB: Analytic 8) Post implementation review is conducted to A) determine whether a new system meets its planned objectives. B) determine how well the project team performed in developing the new system. C) prioritize future modifications to the system. D) provide external auditors assurance that a new system has been placed into service. Answer: A Objective: Learning Objective 4 Difficulty: Moderate AACSB: Analytic Read the full article
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Chapter 1—Three Old Worlds Create a New, 1492-1600
Chapter 1—Three Old Worlds Create a New, 1492-1600 SHORT ANSWER Instructions: · Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when. · Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic, and/or cultural consequences of this item? Alvar Nuñez Cabeza de Vaca ANS: Paleo-Indians ANS: Teotihuacán ANS: the Mayas ANS: the Pueblos ANS: the Mississippians ANS: the City of the Sun (Cahokia) ANS: Monks Mound ANS: The Aztecs ANS: Huitzilopochtli ANS: Tenochtilán ANS: sexual division of labor ANS: Upper Guinea ANS: Lower Guinea ANS: dual-sex principle ANS: the Sandé and Poro cults ANS: the Black Death ANS: the Hundred Years' War ANS: the lateen sail, the compass, the astrolabe, and the quadrant ANS: Ferdinand of Aragon and Isabella of Castile ANS: movable type and the printing press ANS: Travels by Marco Polo ANS: the Mediterranean Atlantic ANS: the Azores, the Madeiras, and the Canaries ANS: the Northeast Trades and the Westerlies ANS: Prince Henry the Navigator ANS: São Tomé ANS: Christopher Columbus ANS: Amerigo Vespucci ANS: Leif Ericsson ANS: John Cabot ANS: Hernán Cortés ANS: Malinche ANS: the Spanish model of colonization ANS: the encomienda system ANS: Spanish missionaries ANS: the Columbian exchange ANS: smallpox ANS: syphilis ANS: sugar, the horse, and tobacco ANS: maize ANS: John Hawkins and Sir Francis Drake ANS: Richard Hakluyt ANS: Sir Walter Raleigh ANS: Roanoke ANS: A Briefe and True Report of the New Found Land of Virginia ANS: MULTIPLE CHOICE Which of the following were the first to cultivate food crops in the Americas? a. European colonists in South America b. Indians along the Atlantic seaboard of North America c. Jesuit missionaries in southern California d. Indians living in central Mexico ANS: D Which of the following was a consequence of the spread of agricultural techniques among Indian groups? a. Cultural differences among groups of Indians disappeared. b. Most groups began to live a more sedentary existence. c. The various groups began to engage in almost constant warfare. d. Political power within the various groups fell into the hands of land-owning elite. ANS: B Why did the practice of settled agriculture lead to the emergence of more complex civilizations? a. People practicing settled agriculture needed a more structured political system. b. People with a steady supply of food were free to devote their energy to accumulating wealth, producing art, and creating ceremonies and rituals. c. An increase in the number of children in such societies gave rise to the educational institutions associated with complex civilizations. d. Property owners in such societies demanded laws and institutions that protected their property rights. ANS: B What did the city-states of Mesoamerica and the urban clusters known as the Mississippian culture have in common? a. Each practiced a form of township democracy. b. Each was engaged in extensive trade in the Caribbean basin. c. Each had religious beliefs that were monotheistic. d. Each reached the height of its power only after achieving success in agriculture. ANS: D Which of the following best explains the differences in the means of subsistence and lifestyles that emerged among Indian groups in the New World? a. Disagreements over political beliefs caused groups to separate. b. The various tribes migrated to the Americas separately and came from widely divergent cultures. c. Different Indian groups adapted their means of subsistence and lifestyles to the environment in which they settled. d. Geographic barriers in the New World made interaction between different Indian tribes impossible. ANS: C Which of the following best explains the fact that bands of Indian hunters remained small in the area of the Great Basin (present-day Nevada and Utah)? a. The disease environment dramatically lowered the life expectancy of the inhabitants of the Great Basin. b. The tribes of the Great Basin enacted laws that imposed strict limitations on the size of each band within the tribe. c. The inadequate supply of large game made it difficult to find food in sufficient quantity to support large groups. d. The practice of human sacrifice significantly reduced the population of the bands and tribes of the Great Basin. ANS: C North American Indian agricultural societies were alike in which of the following respects? a. They all defined the extended family matrilineally. b. The clans that made up these societies were defined patrilineally. c. They all allocated agricultural chores to women. d. Women were allowed to be chiefs in all these societies. ANS: A The design of pre-Columbian Indian villages indicates which of the following? a. These societies had an extensive trade network with one another. b. Native Americans once had a common culture because there are no differences among the villages of hunter-gatherer societies, agricultural societies, and fishing societies. c. The design of Indian villages around a central place of worship indicates that, although widely separated, all Indians had the same religious beliefs. d. The defensive design of villages indicates that North American Indians fought with each other long before the arrival of Europeans. ANS: D Women were most likely to hold political positions in a. hunting tribes. b. tribes that had no sexual division of labor. c. nomadic tribes. d. agricultural tribes. ANS: D Which of the following is true of the Algonquians? a. They followed the example of the Aztecs, practicing settled agriculture and living a sedentary existence. b. They accepted women as rulers in some villages. c. They defined the extended family patrilineally. d. They were unique among the North American tribes in that they had no known religious beliefs. ANS: B When Europeans began to colonize North America, the Indians on the continent a. did not see themselves as one people and did not think of uniting against the invaders. b. realized that unity against the invaders was essential to survival. c. quickly accepted the religious ideas expressed by European missionaries. d. recognized the importance of accepting and adopting the major characteristics of European culture. ANS: A Which of the following was one of the major means of subsistence of the people living in the northernmost region of Upper Guinea? a. Farming b. Animal husbandry c. Cultivation of rice d. The gold trade ANS: C In the fifteenth century, Lower Guinea and Upper Guinea differed in which of the following respects? a. The governments of Lower Guinea were democratic; those of Upper Guinea were autocratic. b. Women were responsible for the cultivation of rice in Lower Guinea but were the primary local traders in Upper Guinea. c. The peoples of Lower Guinea continued to practice traditional African religions; those of Upper Guinea were heavily influenced by the Islamic religion. d. Women were denied political power in Lower Guinea but held powerful political and religious positions in Upper Guinea. ANS: C Most Africans of Lower Guinea were similar to the agricultural Indians of the Americas in which of the following respects? a. The political systems of both consisted of hereditary rulers governing agricultural empires. b. Both assigned agricultural tasks to men. c. Both lived a nomadic existence. d. The religious practices of both revolved around rituals designed to ensure a good harvest. ANS: D At the time of initial contact with the Europeans, Lower Guinea was characterized by a. powerful and wealthy empires. b. decentralized political and social authority. c. religious disagreements between Christian rulers and the Muslim masses. d. acceptance of and strong devotion to Islam on the part of rulers and people. ANS: B The societies of West Africa were like Native American societies in which of the following respects? a. The social systems of both were organized on the basis of the dual-sex principle. b. The political systems of both were organized on the basis of autocratic rule. c. In both, work assignments were organized on the basis of a sexual division of labor. d. In both, women were allowed to hold formal political power over men. ANS: C The social systems of West Africa were all organized on the basis of the dual-sex principle, which meant that a. female political and religious leaders governed the women and males ruled the men. b. men and women were expected to have not only a sexual partner of the opposite sex but one of the same sex as well. c. every man could have two wives and every woman could have two husbands. d. all individuals were believed to have both a masculine and a feminine side. ANS: A Members of the Sandé cult a. frequently engaged in wars with neighboring tribes to obtain prisoners for human sacrifice to the gods. b. established diplomatic relations between Benin and Portugal and acted as middlemen in the trade between the two societies. c. were led by female religious leaders and were not allowed to reveal the secrets of their cult to men. d. were the only known West Africans to have monotheistic religious beliefs. ANS: C Fifteenth-century European, African, and Mesoamerican societies differed from most North American Indian societies in that the former were a. theocratic in nature. b. hierarchical in nature. c. egalitarian in nature. d. patriarchal in nature. ANS: B In contrast to African and Native American societies, women in European societies were a. not allowed to engage in certain kinds of work. b. usually denied positions of political and religious authority. c. primarily responsible for discipline within the family. d. equal to men in the eyes of the law. ANS: B As a result of the Black Death, a. the people of Europe turned to the Christian religion for the first time. b. it is estimated that one-third of the people of Europe died in the late fourteenth century. c. the Angle and Saxon tribes of England were so weakened that they were easily defeated by William of Normandy. d. European scientists finally accepted the germ theory of disease long advanced by Arab scholars. ANS: B After the Hundred Years' War, the monarchs of England and France worked to consolidate their political power. They were aided in this effort by a. their acceptance of the concept of constitutional monarchy. b. a new sense of national identity among their subjects. c. a resurgence of regional loyalties among nobles. d. promising their subjects that they would uphold the concept of human rights. ANS: B Marco Polo's Travels was important primarily because it convinced many Europeans a. of the need for a defensive alliance against hostile non-European powers. b. that direct trade by sea with China was possible. c. of the need to Christianize China. d. that Chinese culture was superior to European culture. ANS: B The primary motive for the fifteenth- and sixteenth-century European voyages of exploration and discovery was the desire to a. spread Christianity around the world. b. verify the new scholarly theory that there were undiscovered continents. c. gain direct access to the goods of Africa and Asia. d. establish naval control of the seas. ANS: C These winds made it easy for Spanish and Portuguese mariners to sail from the Iberian Peninsula to the Canary Islands. a. The Northeast Trades b. The Polar Easterlies c. The Horse Latitudes d. The prevailing Westerlies ANS: A Why was it difficult for Spanish and Portuguese mariners to return home from the Canary Islands? a. The Northeast Trades, which quickly carried Iberian sailors from the Iberian peninsula to the Canaries, blow steadily southward. b. Unusual magnetic fields in that area rendered navigational instruments useless. c. Berber pirates preyed on ships sailing northward from the Canaries. d. They had no knowledge of the tacking maneuver. ANS: A The Mediterranean Atlantic prepared the way for the European voyages of exploration and discovery because it was there that European mariners a. first learned the skill of trimming their sails. b. discovered that the Westerlies would carry them swiftly into the Atlantic and toward the Caribbean. c. first learned the importance of square sails in making their ships more maneuverable. d. learned the valuable strategy of sailing around the wind. ANS: D By the 1470s the world's first colonial plantation economy was found in the a. Azores. b. Canaries. c. Madeiras. d. West Indies. ANS: C After conquering the last Canary Island in 1496, the Spanish devoted the land to the cultivation of a. corn. b. rice. c. sugar. d. tobacco. ANS: C Which of the following correctly characterizes the trade relationship between Portugal and the states of West Africa? a. The Portuguese merchants grew wealthy; the African chiefdoms gained little. b. The African chiefdoms gained wealth and power; the Portuguese gained little. c. The Portuguese merchants controlled the terms and conditions of the trade. d. The rulers of West Africa controlled the terms and conditions of the trade. ANS: D Black slavery was introduced into Europe by the a. French. b. Spanish. c. English. d. Portuguese. ANS: D The first economy based primarily on the bondage of black Africans was created in a. the Azores. b. the Canaries. c. the Madeiras. d. São Tomé. ANS: D Based on their experiences in the islands of the Mediterranean Atlantic, the Europeans learned that they a. would have to use European laborers if colonies were to be productive and profitable. b. could successfully transplant their crops and livestock to exotic locations. c. would never be able to develop a system for supplying workers to distant colonies. d. could successfully cure the diseases they contracted in distant lands. ANS: B As a result of his visit to the Portuguese colony on the Gold Coast of Africa, Columbus a. began to understand how important rice cultivation could be in solving food shortages in his native Genoa. b. recognized the economic potential of the slave trade. c. acquired a hatred for abusive and exploitive labor systems. d. learned how important it was to understand and accept the belief systems of non-Europeans. ANS: B Queen Isabella decided to finance exploratory voyages, in part, because she a. believed it would divert her subjects' attention away from Spain's domestic problems. b. hoped profits from such voyages would help finance an expedition to wrest Jerusalem from the Muslims. c. wanted to prevent England from colonizing Africa. d. wanted knowledge about other world cultures. ANS: B Columbus's log of his first encounter with the New World and its inhabitants reveals which of the following? a. He wanted to profit from the land he had found by exploiting its natural resources, including its people. b. He wanted to exterminate all Native Americans and completely destroy the cultures they had built. c. He insisted that Europeans had come merely to observe, not to change, the cultures of the New World's native inhabitants. d. He believed that his primary goal should be to Christianize the native inhabitants of the land he had found. ANS: A The first person to publish the idea that Columbus had discovered a new continent was a. Pedro Alvares Cabral. b. John Cabot. c. Amerigo Vespucci. d. Martin Waldseemüller. ANS: C Which of the following is true of John Cabot? a. He brought back to Europe the first formal knowledge of North America's northern coastline. b. He is credited with having found an all-water route through North America to Asia. c. As a result of his voyages, Cabot was the first European to realize that Columbus had not reached Asia. d. He established a settlement at Vinland, which was the first European settlement in North America. ANS: A Under the encomienda system, a. the Catholic Church established schools and hospitals in Indian villages. b. individual conquistadors were granted tributary Indian villages from which they could collect money and goods. c. Spanish Jesuits undertook the task of converting Indians to the Christian faith. d. prisoners from Spain were sent to work in New World silver mines for periods ranging from seven years to life. ANS: B Large numbers of Native Americans living in Spanish territory accepted Catholicism, in part, because a. it was the religion of their conquerors. b. they believed the parish priests could cure them of European diseases. c. they believed they would be executed if they refused. d. Catholicism seemed to promise immediate rewards in this life. ANS: A Which of the following was a long-term consequence of the influx of gold and silver from the New World into Spain? a. The Spanish government funded domestic social programs that substantially raised the standard of living of the peasant masses. b. Rapid inflation led to an unfavorable balance of trade and the collapse of many businesses. c. The ready availability of investment capital at low interest rates led to the expansion and modernization of Spanish industries. d. The Spanish government became complacent and failed to defend the nation's interests against the aggressive Dutch and English. ANS: B The main reason for the dramatic decline of the Indian population of Hispaniola from 1492 to 1542 was the a. Spanish decision forcibly to move the Indians to South America. b. inhumanity of the Spanish slave system. c. introduction of European diseases onto the island. d. psychological devastation caused by systematic destruction of traditional Indian culture. ANS: C The Lakota, Comanches, and Crows of the Great Plains were profoundly affected by the a. introduction of the horse into North America. b. introduction of wheat and rye into North America. c. cultivation of tobacco. d. introduction of settled agriculture into North America. ANS: A The permanent outposts established by Europeans in North America in the early seventeenth century were initially inhabited by people whose aim was to a. establish permanent colonies for their respective countries. b. establish military bases for their respective countries. c. Christianize the Indians of North America. d. make money by sending as many beaver pelts as possible home to Europe. ANS: D Which of the following is true concerning trade between Indians and Europeans? a. Such trade was beneficial only to Europeans. b. In order to supply Europeans with much-demanded furs, some Indian bands abandoned their traditional economies. c. The controls imposed by some Indians on trade with Europeans created financial problems for European trading companies. d. Most Indian bands traded with Europeans only out of fear of reprisals if they refused. ANS: B Who published translations of stories of exploratory voyages and argued in favor of English colonization of North America? a. John Cabot b. Richard Hakluyt c. John Hawkins d. Captain John Smith ANS: B Sir Walter Raleigh attempted to establish English outposts in the New World, in part, because he wanted to a. establish tobacco plantations. b. serve the colonies of other European nations by carrying New World products into European markets. c. establish a haven for religious dissenters. d. establish trade with the Indians. ANS: D ESSAY Discuss the series of Mesoamerican civilizations that eventually gave rise to the Aztec civilization, and describe the major characteristics of Aztec culture. How did the Indian cultures that emerged in Mesoamerica differ from those that emerged in North America? What factors caused these differences? ANS: Discuss the similarities and differences among the Indian cultures of North America at the beginning of the seventeenth century. How can the differences among these cultures be explained? ANS: Discuss the similarities and differences among the fifteenth- and sixteenth-century West African cultures. How can the differences among these cultures be explained? ANS: Discuss the political, social, and economic characteristics of the Algonquian, Iroquoian, and Muskogean Indians in the early seventeenth century. ANS: Discuss the similarities and differences concerning the sexual division of labor among the English, the Iroquois, and the societies of West Africa. ANS: Discuss the prevailing winds of the North and South Atlantic as both a hindrance and an aid to European seafarers, and examine the role these winds played in the European voyages of exploration and discovery. ANS: List and discuss the three key lessons of colonization learned by Europeans from their experiences in the islands of the Mediterranean Atlantic and the African coast. ANS: Discuss the impact of the transfer of plants, diseases, and animals on Europe and Africa and on the Americas. ANS: Discuss the goals behind Spanish colonization of the Americas, and examine the features of the Spanish model of colonization. Did Spain attain its goals? What impact did Spanish colonization have on Spanish society and on the civilizations that the Spanish encountered in the Americas? ANS: Discuss the first English attempt to plant a permanent settlement in North America, and explain why that attempt failed. ANS: MAP EXERCISES Map Exercise 1-1 Use the map that follows: Refer to Map Exercise 1-1. On the outline map of the Americas above and referring to an historical atlas, draw in the boundaries for and mark the location of each of the present-day nations: Argentina Ecuador Paraguay Belize French Guiana Peru Bolivia Guatemala Puerto Rico Brazil Guyana Surinam Chile Haiti United States Colombia Honduras Uruguay Costa Rica Jamaica Venezuela Cuba Mexico Dominican Republic Nicaragua El Salvador Panama Refer to Map Exercise 1-1. Mark the location of each of the following cities: Buenos Aires Caracas Lima Mexico City Panama Santiago Refer to Map Exercise 1-1. Using three pens of different colors (highlight pens will work fine) and referring to an historical atlas, mark the location of: the Aztec Empire the Inca Empire the Maya Empire Refer to Map Exercise 1-1. Referring to an historical atlas, mark the following: the route taken by Cortés in his conquest of the Aztec Empire the route taken by Pizarro in his conquest of the Inca Empire Map Exercise 1-2 On the outline map of the world that follows and using the text as a reference, mark the following: Refer to Map Exercise 1-2. Part 1 You will need five colors to complete this map exercise. (Highlight pens will work fine.) Trade winds (Northeast and Southeast) blow from the Horse Latitudes toward the Equator. The rotation of Earth causes these winds to blow diagonally rather than directly North or South. Westerlies blow from the Horse Latitudes toward the polar regions. The diagonal deflection of these winds is also caused by Earth's rotation. Stagnant air exists in the Horse Latitudes and in the area called the Doldrums. (The Horse Latitudes are so named because the Spanish, who frequently ferried horses across the Atlantic, often found their sailing vessels stalled in this region. As a result, they ran out of water for the horses. As the horses died from thirst, they had to be thrown overboard.) Polar Easterlies blow from the Arctic regions toward the more temperate regions to the South. Use one color to highlight the area in which the Doldrums are located. Label this area "The Doldrums." (The Doldrums are located to the immediate north and south of the Equator, where the Northeast Trades and the Southeast Trades meet.) Use a second color to highlight the Trade winds, both Northeast and Southeast. Use a third color to highlight the areas in which the Horse Latitudes are located. Label this area "The Horse Latitudes." (The Horse Latitudes are located about at about 30 degrees North latitude¾in the area between the Westerlies and the Northeast Trades¾and at about 35 degrees South latitude (in the area between the Southeast Trades and the Westerlies).) Use a fourth color to highlight the Westerlies. Use a fifth color to highlight the Polar Easterlies. Part 2 On the outline map of the world above and using the text as a reference, mark the following: · The route of Columbus's first voyage to the New World. · The route of Cabot's 1497 voyage to the New World. · The route of Cabot's 1498 voyage to the New World. Part 3 Based on this map exercise, and using your text as a reference, answer the following questions: 1. What winds aided Columbus in his voyage from Spain to the New World? 2. What winds appear to have hindered Cabot on his first voyage from England to the New World? 3. What winds appear to have made Cabot's second voyage easier? ANS: Read the full article
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