United States Constitution wikipedia (highlighted)VogelDenise
17 USC § 107 Limitations on Exclusive Rights – FAIR USE
The United States’ Corporate Constitution was CREATED on or about September 17, 1787 – i.e. a date AFTER the CREATION of the Declaration of Independence which CLEARLY Prohibits DESPOTISM, Political Corruption, etc. Nevertheless, it appears that this Constitution was DRAFTED for the CORPORATION by the name of United States and NOT the United States OF AMERICA!
This document is POSTED for purposes of sharing information with the PUBLIC/WORLD and WILL assist in the OVERTHROW of the United States’ DESPOTISM Government Regime which is RUN and CONTROLLED by WHITE Jews/Zionists and WHITE Supremacists.
NOT ONLY that is CRITCAL in SUPPORTING the RETURN of Lands/Properties to the NATIVES that INHABITED the areas that have been LABELED as UNITED STATES OF AMERICA!
We look forward to sharing WHY “ALL” Contracts/Agreements between this CORPORATION and FOREIGN Governments are VOID as they may relate to the Lands/Properties KNOWN as the United States OF AMERICA! In other words, if Foreign Governments and their Leaders were DECEIVED to believe they are ENTITLED to Lands/Properties NAMED as the United States OF AMERICA based on Contracts/Agreements BETWEEN this Corporation KNOWN as the “United States” ONLY!
BOTTOM LINE, the WHITE Jews/Zionists and WHITE Supremacists that are RUNNING and CONTROLLING the United States’ DESPOTISM Government Regime ARE acting WITH Criminal, FRAUDULENT, DECEPTIVE, etc. INTENT and has SWINDLED a GREAT DEAL of Foreign Governments OUT OF MONIES using such FRONTING Corporations as the “United States” in their SCAMS!
United States Constitution wikipedia (highlighted)VogelDenise
17 USC § 107 Limitations on Exclusive Rights – FAIR USE
The United States’ Corporate Constitution was CREATED on or about September 17, 1787 – i.e. a date AFTER the CREATION of the Declaration of Independence which CLEARLY Prohibits DESPOTISM, Political Corruption, etc. Nevertheless, it appears that this Constitution was DRAFTED for the CORPORATION by the name of United States and NOT the United States OF AMERICA!
This document is POSTED for purposes of sharing information with the PUBLIC/WORLD and WILL assist in the OVERTHROW of the United States’ DESPOTISM Government Regime which is RUN and CONTROLLED by WHITE Jews/Zionists and WHITE Supremacists.
NOT ONLY that is CRITCAL in SUPPORTING the RETURN of Lands/Properties to the NATIVES that INHABITED the areas that have been LABELED as UNITED STATES OF AMERICA!
We look forward to sharing WHY “ALL” Contracts/Agreements between this CORPORATION and FOREIGN Governments are VOID as they may relate to the Lands/Properties KNOWN as the United States OF AMERICA! In other words, if Foreign Governments and their Leaders were DECEIVED to believe they are ENTITLED to Lands/Properties NAMED as the United States OF AMERICA based on Contracts/Agreements BETWEEN this Corporation KNOWN as the “United States” ONLY!
BOTTOM LINE, the WHITE Jews/Zionists and WHITE Supremacists that are RUNNING and CONTROLLING the United States’ DESPOTISM Government Regime ARE acting WITH Criminal, FRAUDULENT, DECEPTIVE, etc. INTENT and has SWINDLED a GREAT DEAL of Foreign Governments OUT OF MONIES using such FRONTING Corporations as the “United States” in their SCAMS!
W6 Assignment Week 6 Case Questions”· Respond in writing to the.docxcelenarouzie
W6 Assignment “Week 6 Case Questions”
· Respond in writing to the case questions.
1. Kellar v. Summit Seating (Ch 12, p 426)
https://scholar.google.com/scholar_case?case=17206776166411810492&hl=en&as_sdt=6&as_vis=1&oi=scholarr
Case Questions
1. What was the legal issue in this case? What did the appeals court decide?
2. What uncompensated work did the plaintiff claim she performed? What should the district court have done with the statement of another employee—the sister of the plaintiff, no less—that the plaintiff did not engage in work prior to her official start time?
3. Why does the appeals court find that the work in question was nonpreliminary? More than de minimis?
4. Why does the appeals court find for the employer even though it failed to pay the plaintiff for compensable time?
5. Do you agree with the decision in this case? Why or why not? What if she had told the owners that she was doing this extra work, they told her not to do so, but she continued coming in early because it was the only way to get started on time? Would the outcome of the case be different? Why or why not?
2. Maestas v. Day & Zimmerman LLC (Ch 12, p 436)
https://scholar.google.com/scholar_case?case=4344669606143301501&hl=en&as_sdt=6&as_vis=1&oi=scholarr
Case Questions
1. What was the legal issue in this case? What did the appeals court decide?
2. Look up the Department of Labor’s “first responder” regulation (29 C.F.R. 541.3 [b]). What does it say that is relevant to this case?
3. What factors are considered in determining the primary duties of a job? Why does the court conclude that the employer had failed to establish the exempt status of three of the four plaintiffs?
4. Do you agree with the appeals court’s decision? Why or why not? If the employees in question performed a similar range of duties, but were not involved with law enforcement or emergency response, would the outcome have differed? Why or why not?
The requirements below must be met for your paper to be accepted and graded:
. Write between 750 – 1,250 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.
. Use font size 12 and 1” margins.
. Include cover page and reference page.
. At least 80% of your paper must be original content/writing.
. No more than 20% of your content/information may come from references.
. Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
. Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
References must come from sources such as, scholarly journals found in EBSCOhost, CNN, online newspapers such as, The Wall Street Journal, government websites, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.
116.
(1) Please explain how the Constitution provides for a system of s.docxkatherncarlyle
(1) Please explain how the Constitution provides for a system of separation of powers and checks and balances. Provide a fully developed essay of at least 500 words, and cite sources used
(2) Describe how a bill becomes a law at the national level, in a fully developed essay of at least 500 words
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WEEK 1: FEDERALISM » Part 1: Foundations of American Government
WEEK 1: FEDERALISM
Part 1: Foundations of American Government
Lesson 1, Part 1: Foundations of American Government
"Liberty, when it begins to take root, is a plant of rapid growth."
-George Washington
· The Declaration of Independence
· The U.S. Constitution and its Bill of Rights
· The Enlightenment and Political Philosophy
Expected Outcomes
To understand the philosophical principles behind the Declaration of Independence and the Constitution, and how these principles influence the structure and process of government.
Overview
The United States, as a nation, was born of the American Revolution of 1776. This revolution cut the political ties between England and its American colonies. Many "Americans" living in the colonies had complained about harsh British rule. King George of England had ruled over the colonies with a heavy hand, increasing taxes with the Stamp Act and the Sugar Act, for example. These abuses began to divide the "patriots" in favor of independence and the "loyalists" in favor of the English Crown.
Tensions between the American colonials and British soldiers boiled over in the Boston Massacre, when a mob harassed British soldiers, who then fired their muskets into the crowd, killing three, mortally wounding two others, and injuring six.
Another famous incident which helped inspire the American Revolution was the Boston Tea Party of 1773, launched as a protest to the British Tea Act. This Act gave the British East India Company a tea monopoly, shutting out American traders. Bostonians disguised themselves as Mohawk Indians, then boarded the British ships and dumped all 342 containers of tea into the harbor.
Two years later, in 1775, there were more serious conflicts between colonials and British troops: the Battles of Lexington and Concord, the prelude for a full conflict. The American Revolutionary War was long, bloody and ended with the French-assisted victory of the American Continental Army in Yorktown in 1781.
An understanding of American government and politics should consider two documents related to this war and its aftermath. The first is the Declaration of Independence, which launched the American Revolutionary War; and the second is the U.S. Constitution, which replaced the post-war Articles of Confederation and which remains the highest law of the land.
This lesson analyzes these documents, noting how they were part of a trans-Atlantic Enlightenment movement with emphasis on reason, freethinking, natural law, popular sovereignty, and human ...
CASE STUDY COMMENTARY• Individual written task in Harvard sty.docxmoggdede
CASE STUDY COMMENTARY
• Individual written task in Harvard style format, cover page, table of contents, blocked text and reference list.
• The student must build a coherent discussion or argument in essay format, analyzing theories and models. Ethical theories, legal cases and case studies may be referred to when providing examples. Cite all sources.
• Students must write in complete sentences and develop paragraphs. No bullet points are allowed. Provide spacing between the sentences.
• Prepare and Introduction, Body, and Conclusion paragraphs.
• Sources must be used, identified, and properly cited.
• Format: PDF submitted through Turnitin
• The answers should analyse the following based on the case study provided with this task below the Rubrics:
1. Identify and explain the relevant parties in this case study?
2. Identify and explain in order the ethical issues related to each party involved in this case study? Cite your sources.
3. What ethical theories can each party use to support their behavior or decisions? Cite your sources.
4. Identify and discuss the points of law raised in the case? Cite your sources.
5. Identify and explain an additional case that supports or differentiates this case/situation.
Case study:
Cyber Harassment
In many ways, social media platforms have created great benefits for our societies by expanding and diversifying the ways people communicate with each other, and yet these platforms also have the power to cause harm. Posting hurtful messages about other people is a form of harassment known as cyberbullying. Some acts of cyberbullying may not only be considered slanderous, but also lead to serious consequences. In 2010, Rutgers University student Tyler Clementi jumped to his death a few days after his roommate used a webcam to observe and tweet about Tyler’s sexual encounter with another man. Jane Clementi, Tyler’s mother, stated, “In this digital world, we need to teach our youngsters that their actions have consequences, that their words have real power to hurt or to help. They must be encouraged to choose to build people up and not tear them down.”
In 2013, Idalia Hernández Ramos, a middle school teacher in Mexico, was a victim of cyber harassment. After discovering that one of her students tweeted that the teacher was a “bitch” and a “whore,” Hernández confronted the girl during a lesson on social media etiquette. Inquiring why the girl would post such hurtful messages that could harm the teacher’s reputation, the student meekly replied that she was upset at the time. The teacher responded that she was very upset by the student’s actions. Demanding a public apology in front of the class, Hernández stated that she would not allow “young brats” to call her those names. Hernández uploaded a video of this confrontation online, attracting much attention.
While Hernández was subject to cyber harassment, some felt she went too far by confronting the student in the classroom.
Case Study Chapter 5 100 wordsTranscultural Nursing in the.docxmoggdede
Case Study Chapter 5
100 words
Transcultural Nursing in the Community Community health clients belong to a variety of cultural groups. To gain acceptance, nurses must strive to introduce improved health practices that are presented in a manner consistent with clients’ cultural values. The student nurse is going to visit two different homes with the community health nurse with different cultural beliefs. 1. In preparation for the student nurse’s visits to two different homes, what five transcultural principles will assist in guiding community health nursing practice in these settings? 2. During the first visit, the student nurse has to conduct a cultural assessment by questioning the patient and observing the family dynamics. The community health nurse has requested that the student nurse assess for appropriate information in six major areas. What six major areas should the student nurse consider? 3. After the conclusion of the first visit, the community health nurse cautions the student nurse to be consciously aware of any ethnocentrism attitudes toward other cultures and the importance of cultural diversity. What is ethnocentrism and why is it so important to be conscious of cultural diversity?
.
Case Study Chapter 10 Boss, We’ve got a problemBy Kayla Cur.docxmoggdede
Case Study: Chapter 10
Boss, We’ve got a problem
By Kayla Curry
Background
Charlie Upton was the most beloved citizen of the close knit village of Summit. Everyone knew and respected Charlie. As a 17 year veteran of the police department, he was valued and admired for his unyielding care for the community. Charlie Upton gained acclaim for his heavy involvement in youth activities. He coached the boys pee-wee football team to victory in back to back seasons. He was known to get passionate about a bad call by referees. Coach Upton cared so much for his team, he generously offered to reward the team with a trip to Disney World. The man was even President of the local school board at one time. The highlight of the Christmas season was when he would dress up as a convincing Santa Claus for all of Summit’s children and visit the elementary schools.
Cont.
Charlie Upton’s popularity within Summit was unparalleled. Upton was known to rub shoulders with the Village’s elite. Primarily Village Administrator Tim Bell, whose son was star quarterback of Upton’s pee-wee team, and his own boss Police Chief Martin Owens. It was safe to say, nobody was expecting the coming scandal that would forever shake the community of Summit.
When Chief Martin Owens first heard the news, he decided to run straight to Administrator Tim Bell for direction. Highly unsettled, together they came up with a plan to combat the coming storm.
Cont.
Chief Owens and Administrator Bell called Charlie Upton into the Chief’s office and demanded an explanation to the allegations brought against him. A 12 year old boy who was being treated by a social worker for emotional problems, claimed that he had been sexual molested by none other than the Department’s beloved Charlie Upton.
When confronted with the accusations Upton replied simply, “well, there goes 17 years of police work down the drain.” Taking Upton’s non-denial as admission of guilt, Bell furiously demands he surrenders his badge and places him on unpaid leave on the spot. An outside agency would handle a 3 week investigation into the charges and in the meantime nobody outside of those three parties would know why Charlie Upton was being investigated.
Cont.
The investigation was completed and Upton was charged with criminal sexual conduct with a minor. He was immediately terminated. Against legal advice Administrator Bell refused to pay Upton’s separation pay of $26,000 in unused vacation time and sick leave.
From that point, the Village of Summit turned into a political circus:
Anticipating tough questions, Bell and Owens crafted their responses ahead of time
Pending public announcement Administrator Bell held a closed door meeting with the Council informing them that the Officer in charge of youth offenses was a child molester
Three of the Council members didn’t believe Upton would do such a thing and demanded Bell put him back in a uniform and on the streets
When the public was made aware they went int.
CASE STUDY Caregiver Role Strain Ms. Sandra A. Sandra, a 47-year-o.docxmoggdede
CASE STUDY: Caregiver Role Strain: Ms. Sandra A. Sandra, a 47-year-old divorced woman, received a diagnosis of stage 3 ovarian cancer 4 years ago, for which she had a total hysterectomy, bilateral salpingo- oophorectomy, omentectomy, lymphadenectomy, and tumor debulking followed by chemotherapy, consisting of cisplatin (Platinol), paclitaxel (Taxol), and doxorubicin (Adriamycin). She did well for 2 years and then moved back to her hometown near her family and underwent three more rounds of secondline chemotherapy. She accepted a less stressful job, bought a house, renewed old friendships, and became more involved with her two sisters and their families. Sandra developed several complications, including metastasis to the lungs. Then she could no longer work, drive, or care for herself. She had been told by her oncologist that there was nothing else that could be done and that she should consider entering a hospice. She met her attorney and prepared an advance directive and completed her will. She decided to have hospice care at home and, with the help of her family, set up her first floor as a living and sleeping area. She was cared for by family members around the clock for approximately 3 days. Sandra observed that she was tiring everyone out so much that they could not really enjoy each other’s company. At this time, she contacted the Visiting Nurse Association (VNA) to seek assistance. Her plan was to try to enjoy her family and friend’s visits. After assessment, the VNA nurse prioritized her problems to include fatigue and caregiver role strain. Other potential problem areas that may need to be incorporated into the care plan include anticipatory grieving and impaired comfort.
Reflective Questions
1. What are some of the stresses on Sandra’s middle-aged sisters and their families?
2. What resources are available to manage these stresses and support the sisters while caring for their dying sister Sandra?
3. Describe Sandra’s feelings about dependency and loss of autonomy because she is unable to do her own activities of daily living any longer
.
Case Study Answers Week 7 and 8Group OneIn your grou.docxmoggdede
Case Study Answers Week 7 and 8
Group One
In your group, prepare a business portfolio analysis on the InFocus businesses
Focus on the following:
Prepare the following charts and plot the InFocus Beverages business:
BCG matrix
GE-McKinsey matrix
Synergy matrix
Provide a recommendation advising InFocus what it should do with this business
Group Two
In your group, prepare a business portfolio analysis on the InFocus businesses
Focus on the following:
Prepare the following charts and plot the InFocus Snackfoods business:
BCG matrix
GE-McKinsey matrix
Synergy matrix
Provide a recommendation advising InFocus what it should do with this business
Group Three
In your group, prepare a business portfolio analysis on the InFocus businesses
Focus on the following:
Prepare the following charts and plot the InFocusSupplements business:
BCG matrix
GE-McKinsey matrix
Synergy matrix
Provide a recommendation advising InFocus what it should do with this business
Group Four
In your group, prepare a business portfolio analysis on the InFocus businesses
Focus on the following:
Prepare the following charts and plot the InFocus Sportswear business:
BCG matrix
GE-McKinsey matrix
Synergy matrix
Provide a recommendation advising InFocus what it should do with this business
2
InFocus Business Statistics
Market Statistics
Week 7 inFocus case
3
BCG Matrix
GE-Mckinsey Matrix
Synergy Matrix
Recommendations
InFocus Beverages: Star, Growth, Fit – Keep and invest in this business
InFocus Snack foods: Cash Cow, Selective, Giver – Keep this business but minimise further investment
InFocus Supplements: Question Mark, Selective, Taker – Keep this business and consider further investment
InFocus Sportswear: Dog, Harvest, Misfit – Sell this business
Group One
In your group, prepare a report for Jackie on InFocus’s dynamic capability
Focus on the following:
Explain the concept of dynamic capability
Discuss the principle of core competency and identify an InFocus core competency
List three types of activities InFocus could perform to develop dynamic capabilities and provide a specific example for each
Group Two
In your group, prepare a report for Jackie on InFocus’s dynamic capability
Focus on the following:
Explain the concept of learning
Discuss how learning is captured and leveraged by organisations
Demonstrate how InFocus could apply the 5 why process to learn more about its current processes
Group Three
In your group, prepare a report for Jackie on InFocus’s dynamic capability
Focus on the following:
Explain the concept of integration
Discuss why the successful integration of strategic assets and new learnings into business processes is so important
List and discuss three techniques or models that InFocus could integrate into its current processes and recommend the adoption of one of them
Group Four
In your group, prepare a report for Jackie on InFocus’s dynamic capability
Focus on the following:
Explain the need for transformatio.
Case Study and Transition Plan TemplateCase StudyD.docxmoggdede
Case Study and Transition Plan Template
Case Study
Darren is a 17-year-old student. He is a junior at his local high school. Darren has a specific learning disability in reading. He attends the resource classroom for English classes. All other courses are in the general education setting with accommodations, modified grades (for some subjects), and push-in supports from the special education teacher at least three times per week for core courses requiring extensive reading and writing. He is currently decoding at the fifth grade reading level, but reading comprehension is at the third grade level. Fluency is at the fifth grade level.
Darren also has difficulty with written expression, and needs graphic organizers and pre-writing activities to help him develop a thesis statement and organize his written work. His handwriting is difficult to read and it takes him a long time to complete written assignments without assistive technology and software. He can be impulsive, and will sometimes miss important portions of written directions resulting in frequent errors on assignments. He frequently turns in assignments late or not at all. He needs assistance remembering to take his medication at school and at home. He has tried to pass a driver’s license exam so he can get a driver’s permit to learn how to drive. However, his impulsivity and reading ability have affected his performance and he has not been able to pass the written exam as required by the state motor vehicle department.
Darren loves cars. He can describe makes and models of practically any vehicle and describe the type of engine and standard features. He also helps his dad and older brother work on vehicles in the family’s car restoration business. Darren can wash the cars, detail the interior, and clean the windows. He has recently started doing oil changes with some supervision.
His parents are concerned about Darren’s impulsivity, his inability to remember directions, and his unrealistic views of his abilities. His mother is concerned about him needing prompts to brush his teeth, wear clean clothes, and comb his hair before leaving the house. He tends to blame others when he is not successful and makes excuses for not following through on responsibilities. His father expressed concern about Darren’s difficulty in putting tools away in the shop and cleaning up his work area after he changes the oil in a vehicle. Teachers express concern over late assignments, a reluctance to take responsibility for his own actions, and the need for constant prompts and reminders. Darren uses an electronic spelling dictionary and a word processor with word prediction software and spell check to complete assignments.
Darren’s parents indicated on a parent survey that they do not know if Darren would be eligible to receive adult services, social security, and they do not know how to contact adult service agencies.
During a student interview, Darren stated he wanted to become a professional foo.
Case Study AnalysisRead Compassion for Samantha Case Study.docxmoggdede
Case Study Analysis
Read
Compassion for Samantha Case Study
Samantha Lizonia has been with Prestige Shipping for 35 years. As one of the first employees hired when the business launched, she has weathered many storms with the company, including receiving late paychecks, times of slow growth, a year where she worked 7 days a week without fail, and working for 4 years in a row without a vacation or sick day. As the office manager, she greets all visitors and is the first point of contact when customers and vendors calls. The CEO always praises Samantha and often states that without her diligence and faithfulness all those years they may not have survived.
Unfortunately, Samantha’s job performance has been declining. She has submitted reports untimely and unfinished, been late to work, and has become cold and difficult to work with. Coworkers and vendors complain about her rude comments and harsh demeanor. The CEO spoke to Samantha about her performance and behavior, but nothing has changed. Actually, she did not appreciate being reprimanded, and her behavior got worse. However, during their meeting, the CEO did find out that Samantha is planning on retiring in 2 years, and the value of her retirement savings plan has drastically declined.
If Samantha would have been any other employee, she would have been fired a long time ago. Because of her age, years of loyal service, lack of retirement savings, and the CEO’s commitment to continuing the family-like environment, this is a difficult choice. However, he knows that he must come to a decision about her soon.
Consider
the following:
SHRM ethical guidelines
Ethical processes for hiring, evaluating, disciplining, and terminating employees
Regulations for equal opportunity and employee rights
Commonly held values such as compassion, courage, integrity, and wisdom that can help people clarify their differences with others, understand their positions, and communicate values more effectively
Disagreements about moral choices in an organization are a natural part of doing business. Appreciate the viewpoints of other parties instead of vilifying them. Anticipate these disagreements by developing strategies for dealing with the most common conflicts you will face in your work.
Your personal strengths, unique voice, core identity and desired self-image.
Potential arguments that others will use to support immoral or unethical behavior
Write
a 1,050- to 1,400-word analysis of the scenario. Include the following:
Describe the ethical dilemma presented in the scenario, and explain why it is an ethical dilemma.
Describe the government and industry regulations relevant to this scenario.
Explain why specific elements from SHRM guidelines would apply to this situation.
Describe the ethical way to resolve the issue with Samantha.
Justify your resolution.
Format
your paper according to APA guidelines.
Reference
2 peer-reviewed scholarly ariticles
.
Case Study AnalysisAn understanding of cells and cell behavi.docxmoggdede
Case Study Analysis
An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.
Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.
An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.
Scenario: Case study
An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition
To prepare:
By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
The Assignment (1- to 2-page case study analysis)
Develop a 1- to 2-page case study analysis in which you:
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain why you think the patient presented the symptoms described.
28 (28%) - 30 (30%)
The response accurately and thoroughly describes the patient symptoms.
The response includes accurate, clear, and detailed reasons, with an explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.
25 (25%) - 27 (27%)
The response describes the patient's symptoms.
The response includes accurate reasons, with an explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.
23 (23%) - 24 (24%)
The response describes the patient's symptoms in a manner that is vague or inaccurate.
The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.
0 (0%) - 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the de.
Case Study Analysis and FindingsThe final assignment for this co.docxmoggdede
Case Study Analysis and Findings
The final assignment for this course is a Case Study Analysis and Findings. The purpose of the Case Study Analysis and Findings is for you to utilize the knowledge and skills developed in this course to evaluate the psychological methods and theoretical models of criminal behavior as well as the police psychology and the psychological aspects of all participants in the criminal justice process relative to a specific criminal episode. An overview of forensic psychology as it relates to the criminal justice process should be included.
This course has addressed issues of psychological theory and practice relative to the functioning of the criminal justice system. These impacts range from the offender, to law enforcement and investigations, to practices and legalities of law in the courtroom, to the participation and impact of victims and witnesses, and to treatment and sentencing rendered in the correctional environment. Research continues regarding the biological, genetic, psychological, and social impacts on mental health and resulting behavior. These findings will continue to find their way into the legal implications of the psychological influences on behavior.
The focus of your Case Study Analysis and Findings paper will be based, in large part, on the weekly assignments you completed throughout the course. In each of the weekly assignments, you address a particular aspect of the overall criminal case and offender that you selected in Week 1.
In the Week 1 Literature Review assignment, you provide the resources necessary for each phase of your final analysis and findings.
In the Week 2 Case Summary and Offender Profile assignment, you provide an analysis of the behavior of the offender relative to the psychological history and evaluation of the offender.
In the Week 3 Investigative Psychology assignment, you provide an analysis of the behavior of the investigators including the analysis of the crime scene. This assignment also describes the psychological, behavioral, environmental, and cognitive factors that influence the investigation, including intervention strategies to reduce the impact of stress on law enforcement.
In the Week 4 Legal Psychology and Victimization assignment, you provide a discussion on the role of the psychological profile of the offender and the victims have on the presentation of evidence in court, including the analysis of legal psychology as it is implemented in the criminal justice process.
Finally, in the Week 5 Psychological Treatment in Correctional Settings assignment, you provide a discussion on the impacts the psychological make–up of offenders have on the functional responsibilities of incarceration facilities and how the biases and assumptions of correctional service providers influence their assessment of and interaction with these offenders.
Utilizing your research and analyses completed for the Weeks 1 through 5 assignments, consider the psychological methods .
Case Study Analysis A TutorialWhat is it Case studies are a .docxmoggdede
Case Study Analysis: A Tutorial
What is it? Case studies are a popular and effective teaching tool for business and non-business students. Often described as the “Harvard method,” case studies permit students to apply learned concepts and techniques to “real world” situations. Although our assignments are individual work only, case studies may also allow students to use their knowledge of course material in addressing business/marketing problems or issues through collaboration (much as in the workplace). Case studies may be quite detailed or simple in scope. In some assignments, strong familiarity with financial analysis and operations management are needed to successfully complete the case.
How to be effective? For any case study assignment, common sense; research; and a good understanding of basic marketing/management concepts are needed. You should carefully read the case several times, highlighting information/details that you believe important. Understand what the assignment is requesting. In the Popchips and Grand Theft Auto cases, you are asked questions for response. In addressing each question, you should justify (document) your answer with case information and additional Internet research. All sources should be properly cited.
It is important that you do not assume anything. Many students err in case analysis by confusing personal opinion or inference (guess) with the facts presented in the case. It is permissible (and, often required) to supplement case information with various research methods (i.e., observation and/or Internet) gain a clearer understanding of the issues, forces, questions and requirements of the case. Rely on the text book and lecture notes to help you.
Put yourself in the case as the key decision maker(s). What needs to be addressed concerning marketing? What could have been done differently? What should the marketing strategy (plan) be going forward? Be prepared to explain your reasoning.
Most importantly, don’t procrastinate on this assignment. Your time well-spent will result in a well-done report.
In summary, to complete a case study assignment successfully, you must:
1. Read the case thoroughly several times.
2. Complete independent research about the case issue/topic.
3. Identify and verify sources.
4. Answer the questions contained in the case with completeness and accuracy using case and research information.
5. Write your report and proof it for grammar, spelling and punctuation mistakes.
A Rite of Passage Approach
Designed to Preserve the
Families of Substance-Abusing
African American Women
Vanesta L. Poitier, Makini Niliwaambieni, and
Cyprian Lamar Rowe
This article approaches the treatment of addicted
African American women in ways drawn from
traditional African culture. While the modern African
American woman is clearly not the same as her
continental African foremother, the reality of her life
is still predicated on the basis of her culture and
her material wealth or.
Case Study AlcoholCertain occasional behaviors can cause more tro.docxmoggdede
Case Study: Alcohol
Certain occasional behaviors can cause more trouble than one might think. For many college students, drinking does not seem dangerous and is often viewed as a normal. Alcohol absorption and factors involved with alcohol metabolism are rarely discussed.
Review the following case study and answer the questions in essay format.
Paulo is a sophomore in college. On the weekends he goes out with his friends and will have anywhere from 5-8 drinks during the evening. Paulo met his friends during freshman year and they all agree that drinking is part of the college experience. Paulo always has a hangover after a big night of drinking, but doesn't think it's an issue because he never drinks on the weekdays and it isn't affecting his schoolwork. On a football weekend that included a lot of drinking, one of Paulo's friends, Luke, got into a fight and ended up in the emergency room. The doctor told Luke his Blood Alcohol Concentration was so high that he nearly had alcohol poisoning. Although Paulo knew drinking and driving could be dangerous, Paulo was surprised that the doctor warned Luke about "binge drinking." Paulo began to wonder whether his drinking was affecting his own health.
How common is binge drinking in college? What factors increase an individual's risk for the short and long term effects of alcohol? Why do college students like Paulo feel it is part of the college experience to drink regularly? What should universities, parents, friends, and others do to address high risk drinking and to change these behaviors?
4 Essays, 1 essay per Part:
Part I: Finding the Perfect Balance
Chapter # 1 General Health Concepts
Chapter # 2 Promoting and Preserving Your Psychological Health
Chapter # 3 Managing Stress: Managing Stress and Coping with Life Challenges
Chapter # 4 Preventing Violence and Injury
Part II: Building Healthy Relationships
Chapter # 5 Understanding Sexuality
Chapter # 6 Considering your Reproductive Alternatives
Part III: Avoiding Risks Related to Bad Habits
Chapter # 7 Recognizing and Avoiding Addiction and Drug Use
Chapter # 8 Drinking Alcohol Responsibly and Ending Tobacco Use
Part IV: Building Healthy Lifestyles
Chapter # 9 Eating for a Healthier You
Chapter # 10 Reaching and Maintaining a Healthy Weight
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Case study A group of nurse educators are having a discussion about.docxmoggdede
Case study: A group of nurse educators are having a discussion about the minority student nurses. The nurse educators believe that there are numerous barriers to minority student success in nursing education. The nurse educators want to develop strategies to increase the success rate in graduation of these students.
1. The nurse educators make a list of the barriers that exist for minority student success. What are common barriers for minority student success?
2. The group of nurse educators is acutely aware that different generations are represented in nursing today. These different generations have different attitudes and value systems, which greatly affect the settings in which they work. What are the key characteristics of the four generational groups that are present in today’s workforce?
3. Analyze and describe how the different generations present in nursing today affect nursing care and the nursing workplace.
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Case study ;1Callista Roy and Betty Neumans theories view the.docxmoggdede
Case study ;1
Callista Roy and Betty Neuman's theories view the person (individual, group, or community) as a holistic adaptive system that constantly interacts with the internal and external environments. Both theories view the person as being the center of nursing and present health/wellness and illness as parts of the same continuum, however there are some key assumptions that are different. As such, select one of the theories and identify1 assumption of the theory and discuss how the care rendered for this patient by an advanced practice nurse would be structured (assessment, diagnosis, planning, intervention, evaluation) according to the theory. Give 2 specific examples of interventions that you anticipate will be included in the patient's care.
Mr. Reynolds is a 32 year-old male patient hospitalized on the orthopedic unit of the hospital. He is status-post motorcycle accident and right leg below the knee amputation. He has a history of Depression and Schizophrenia. He is currently separated from his wife and estranged from his family. He is awaiting social work for placement in a rehabilitation facility, where he will continue his recovery.
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W6 Assignment Week 6 Case Questions”· Respond in writing to the.docxcelenarouzie
W6 Assignment “Week 6 Case Questions”
· Respond in writing to the case questions.
1. Kellar v. Summit Seating (Ch 12, p 426)
https://scholar.google.com/scholar_case?case=17206776166411810492&hl=en&as_sdt=6&as_vis=1&oi=scholarr
Case Questions
1. What was the legal issue in this case? What did the appeals court decide?
2. What uncompensated work did the plaintiff claim she performed? What should the district court have done with the statement of another employee—the sister of the plaintiff, no less—that the plaintiff did not engage in work prior to her official start time?
3. Why does the appeals court find that the work in question was nonpreliminary? More than de minimis?
4. Why does the appeals court find for the employer even though it failed to pay the plaintiff for compensable time?
5. Do you agree with the decision in this case? Why or why not? What if she had told the owners that she was doing this extra work, they told her not to do so, but she continued coming in early because it was the only way to get started on time? Would the outcome of the case be different? Why or why not?
2. Maestas v. Day & Zimmerman LLC (Ch 12, p 436)
https://scholar.google.com/scholar_case?case=4344669606143301501&hl=en&as_sdt=6&as_vis=1&oi=scholarr
Case Questions
1. What was the legal issue in this case? What did the appeals court decide?
2. Look up the Department of Labor’s “first responder” regulation (29 C.F.R. 541.3 [b]). What does it say that is relevant to this case?
3. What factors are considered in determining the primary duties of a job? Why does the court conclude that the employer had failed to establish the exempt status of three of the four plaintiffs?
4. Do you agree with the appeals court’s decision? Why or why not? If the employees in question performed a similar range of duties, but were not involved with law enforcement or emergency response, would the outcome have differed? Why or why not?
The requirements below must be met for your paper to be accepted and graded:
. Write between 750 – 1,250 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.
. Use font size 12 and 1” margins.
. Include cover page and reference page.
. At least 80% of your paper must be original content/writing.
. No more than 20% of your content/information may come from references.
. Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
. Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
References must come from sources such as, scholarly journals found in EBSCOhost, CNN, online newspapers such as, The Wall Street Journal, government websites, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.
116.
(1) Please explain how the Constitution provides for a system of s.docxkatherncarlyle
(1) Please explain how the Constitution provides for a system of separation of powers and checks and balances. Provide a fully developed essay of at least 500 words, and cite sources used
(2) Describe how a bill becomes a law at the national level, in a fully developed essay of at least 500 words
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WEEK 1: FEDERALISM » Part 1: Foundations of American Government
WEEK 1: FEDERALISM
Part 1: Foundations of American Government
Lesson 1, Part 1: Foundations of American Government
"Liberty, when it begins to take root, is a plant of rapid growth."
-George Washington
· The Declaration of Independence
· The U.S. Constitution and its Bill of Rights
· The Enlightenment and Political Philosophy
Expected Outcomes
To understand the philosophical principles behind the Declaration of Independence and the Constitution, and how these principles influence the structure and process of government.
Overview
The United States, as a nation, was born of the American Revolution of 1776. This revolution cut the political ties between England and its American colonies. Many "Americans" living in the colonies had complained about harsh British rule. King George of England had ruled over the colonies with a heavy hand, increasing taxes with the Stamp Act and the Sugar Act, for example. These abuses began to divide the "patriots" in favor of independence and the "loyalists" in favor of the English Crown.
Tensions between the American colonials and British soldiers boiled over in the Boston Massacre, when a mob harassed British soldiers, who then fired their muskets into the crowd, killing three, mortally wounding two others, and injuring six.
Another famous incident which helped inspire the American Revolution was the Boston Tea Party of 1773, launched as a protest to the British Tea Act. This Act gave the British East India Company a tea monopoly, shutting out American traders. Bostonians disguised themselves as Mohawk Indians, then boarded the British ships and dumped all 342 containers of tea into the harbor.
Two years later, in 1775, there were more serious conflicts between colonials and British troops: the Battles of Lexington and Concord, the prelude for a full conflict. The American Revolutionary War was long, bloody and ended with the French-assisted victory of the American Continental Army in Yorktown in 1781.
An understanding of American government and politics should consider two documents related to this war and its aftermath. The first is the Declaration of Independence, which launched the American Revolutionary War; and the second is the U.S. Constitution, which replaced the post-war Articles of Confederation and which remains the highest law of the land.
This lesson analyzes these documents, noting how they were part of a trans-Atlantic Enlightenment movement with emphasis on reason, freethinking, natural law, popular sovereignty, and human ...
CASE STUDY COMMENTARY• Individual written task in Harvard sty.docxmoggdede
CASE STUDY COMMENTARY
• Individual written task in Harvard style format, cover page, table of contents, blocked text and reference list.
• The student must build a coherent discussion or argument in essay format, analyzing theories and models. Ethical theories, legal cases and case studies may be referred to when providing examples. Cite all sources.
• Students must write in complete sentences and develop paragraphs. No bullet points are allowed. Provide spacing between the sentences.
• Prepare and Introduction, Body, and Conclusion paragraphs.
• Sources must be used, identified, and properly cited.
• Format: PDF submitted through Turnitin
• The answers should analyse the following based on the case study provided with this task below the Rubrics:
1. Identify and explain the relevant parties in this case study?
2. Identify and explain in order the ethical issues related to each party involved in this case study? Cite your sources.
3. What ethical theories can each party use to support their behavior or decisions? Cite your sources.
4. Identify and discuss the points of law raised in the case? Cite your sources.
5. Identify and explain an additional case that supports or differentiates this case/situation.
Case study:
Cyber Harassment
In many ways, social media platforms have created great benefits for our societies by expanding and diversifying the ways people communicate with each other, and yet these platforms also have the power to cause harm. Posting hurtful messages about other people is a form of harassment known as cyberbullying. Some acts of cyberbullying may not only be considered slanderous, but also lead to serious consequences. In 2010, Rutgers University student Tyler Clementi jumped to his death a few days after his roommate used a webcam to observe and tweet about Tyler’s sexual encounter with another man. Jane Clementi, Tyler’s mother, stated, “In this digital world, we need to teach our youngsters that their actions have consequences, that their words have real power to hurt or to help. They must be encouraged to choose to build people up and not tear them down.”
In 2013, Idalia Hernández Ramos, a middle school teacher in Mexico, was a victim of cyber harassment. After discovering that one of her students tweeted that the teacher was a “bitch” and a “whore,” Hernández confronted the girl during a lesson on social media etiquette. Inquiring why the girl would post such hurtful messages that could harm the teacher’s reputation, the student meekly replied that she was upset at the time. The teacher responded that she was very upset by the student’s actions. Demanding a public apology in front of the class, Hernández stated that she would not allow “young brats” to call her those names. Hernández uploaded a video of this confrontation online, attracting much attention.
While Hernández was subject to cyber harassment, some felt she went too far by confronting the student in the classroom.
Case Study Chapter 5 100 wordsTranscultural Nursing in the.docxmoggdede
Case Study Chapter 5
100 words
Transcultural Nursing in the Community Community health clients belong to a variety of cultural groups. To gain acceptance, nurses must strive to introduce improved health practices that are presented in a manner consistent with clients’ cultural values. The student nurse is going to visit two different homes with the community health nurse with different cultural beliefs. 1. In preparation for the student nurse’s visits to two different homes, what five transcultural principles will assist in guiding community health nursing practice in these settings? 2. During the first visit, the student nurse has to conduct a cultural assessment by questioning the patient and observing the family dynamics. The community health nurse has requested that the student nurse assess for appropriate information in six major areas. What six major areas should the student nurse consider? 3. After the conclusion of the first visit, the community health nurse cautions the student nurse to be consciously aware of any ethnocentrism attitudes toward other cultures and the importance of cultural diversity. What is ethnocentrism and why is it so important to be conscious of cultural diversity?
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Case Study Chapter 10 Boss, We’ve got a problemBy Kayla Cur.docxmoggdede
Case Study: Chapter 10
Boss, We’ve got a problem
By Kayla Curry
Background
Charlie Upton was the most beloved citizen of the close knit village of Summit. Everyone knew and respected Charlie. As a 17 year veteran of the police department, he was valued and admired for his unyielding care for the community. Charlie Upton gained acclaim for his heavy involvement in youth activities. He coached the boys pee-wee football team to victory in back to back seasons. He was known to get passionate about a bad call by referees. Coach Upton cared so much for his team, he generously offered to reward the team with a trip to Disney World. The man was even President of the local school board at one time. The highlight of the Christmas season was when he would dress up as a convincing Santa Claus for all of Summit’s children and visit the elementary schools.
Cont.
Charlie Upton’s popularity within Summit was unparalleled. Upton was known to rub shoulders with the Village’s elite. Primarily Village Administrator Tim Bell, whose son was star quarterback of Upton’s pee-wee team, and his own boss Police Chief Martin Owens. It was safe to say, nobody was expecting the coming scandal that would forever shake the community of Summit.
When Chief Martin Owens first heard the news, he decided to run straight to Administrator Tim Bell for direction. Highly unsettled, together they came up with a plan to combat the coming storm.
Cont.
Chief Owens and Administrator Bell called Charlie Upton into the Chief’s office and demanded an explanation to the allegations brought against him. A 12 year old boy who was being treated by a social worker for emotional problems, claimed that he had been sexual molested by none other than the Department’s beloved Charlie Upton.
When confronted with the accusations Upton replied simply, “well, there goes 17 years of police work down the drain.” Taking Upton’s non-denial as admission of guilt, Bell furiously demands he surrenders his badge and places him on unpaid leave on the spot. An outside agency would handle a 3 week investigation into the charges and in the meantime nobody outside of those three parties would know why Charlie Upton was being investigated.
Cont.
The investigation was completed and Upton was charged with criminal sexual conduct with a minor. He was immediately terminated. Against legal advice Administrator Bell refused to pay Upton’s separation pay of $26,000 in unused vacation time and sick leave.
From that point, the Village of Summit turned into a political circus:
Anticipating tough questions, Bell and Owens crafted their responses ahead of time
Pending public announcement Administrator Bell held a closed door meeting with the Council informing them that the Officer in charge of youth offenses was a child molester
Three of the Council members didn’t believe Upton would do such a thing and demanded Bell put him back in a uniform and on the streets
When the public was made aware they went int.
CASE STUDY Caregiver Role Strain Ms. Sandra A. Sandra, a 47-year-o.docxmoggdede
CASE STUDY: Caregiver Role Strain: Ms. Sandra A. Sandra, a 47-year-old divorced woman, received a diagnosis of stage 3 ovarian cancer 4 years ago, for which she had a total hysterectomy, bilateral salpingo- oophorectomy, omentectomy, lymphadenectomy, and tumor debulking followed by chemotherapy, consisting of cisplatin (Platinol), paclitaxel (Taxol), and doxorubicin (Adriamycin). She did well for 2 years and then moved back to her hometown near her family and underwent three more rounds of secondline chemotherapy. She accepted a less stressful job, bought a house, renewed old friendships, and became more involved with her two sisters and their families. Sandra developed several complications, including metastasis to the lungs. Then she could no longer work, drive, or care for herself. She had been told by her oncologist that there was nothing else that could be done and that she should consider entering a hospice. She met her attorney and prepared an advance directive and completed her will. She decided to have hospice care at home and, with the help of her family, set up her first floor as a living and sleeping area. She was cared for by family members around the clock for approximately 3 days. Sandra observed that she was tiring everyone out so much that they could not really enjoy each other’s company. At this time, she contacted the Visiting Nurse Association (VNA) to seek assistance. Her plan was to try to enjoy her family and friend’s visits. After assessment, the VNA nurse prioritized her problems to include fatigue and caregiver role strain. Other potential problem areas that may need to be incorporated into the care plan include anticipatory grieving and impaired comfort.
Reflective Questions
1. What are some of the stresses on Sandra’s middle-aged sisters and their families?
2. What resources are available to manage these stresses and support the sisters while caring for their dying sister Sandra?
3. Describe Sandra’s feelings about dependency and loss of autonomy because she is unable to do her own activities of daily living any longer
.
Case Study Answers Week 7 and 8Group OneIn your grou.docxmoggdede
Case Study Answers Week 7 and 8
Group One
In your group, prepare a business portfolio analysis on the InFocus businesses
Focus on the following:
Prepare the following charts and plot the InFocus Beverages business:
BCG matrix
GE-McKinsey matrix
Synergy matrix
Provide a recommendation advising InFocus what it should do with this business
Group Two
In your group, prepare a business portfolio analysis on the InFocus businesses
Focus on the following:
Prepare the following charts and plot the InFocus Snackfoods business:
BCG matrix
GE-McKinsey matrix
Synergy matrix
Provide a recommendation advising InFocus what it should do with this business
Group Three
In your group, prepare a business portfolio analysis on the InFocus businesses
Focus on the following:
Prepare the following charts and plot the InFocusSupplements business:
BCG matrix
GE-McKinsey matrix
Synergy matrix
Provide a recommendation advising InFocus what it should do with this business
Group Four
In your group, prepare a business portfolio analysis on the InFocus businesses
Focus on the following:
Prepare the following charts and plot the InFocus Sportswear business:
BCG matrix
GE-McKinsey matrix
Synergy matrix
Provide a recommendation advising InFocus what it should do with this business
2
InFocus Business Statistics
Market Statistics
Week 7 inFocus case
3
BCG Matrix
GE-Mckinsey Matrix
Synergy Matrix
Recommendations
InFocus Beverages: Star, Growth, Fit – Keep and invest in this business
InFocus Snack foods: Cash Cow, Selective, Giver – Keep this business but minimise further investment
InFocus Supplements: Question Mark, Selective, Taker – Keep this business and consider further investment
InFocus Sportswear: Dog, Harvest, Misfit – Sell this business
Group One
In your group, prepare a report for Jackie on InFocus’s dynamic capability
Focus on the following:
Explain the concept of dynamic capability
Discuss the principle of core competency and identify an InFocus core competency
List three types of activities InFocus could perform to develop dynamic capabilities and provide a specific example for each
Group Two
In your group, prepare a report for Jackie on InFocus’s dynamic capability
Focus on the following:
Explain the concept of learning
Discuss how learning is captured and leveraged by organisations
Demonstrate how InFocus could apply the 5 why process to learn more about its current processes
Group Three
In your group, prepare a report for Jackie on InFocus’s dynamic capability
Focus on the following:
Explain the concept of integration
Discuss why the successful integration of strategic assets and new learnings into business processes is so important
List and discuss three techniques or models that InFocus could integrate into its current processes and recommend the adoption of one of them
Group Four
In your group, prepare a report for Jackie on InFocus’s dynamic capability
Focus on the following:
Explain the need for transformatio.
Case Study and Transition Plan TemplateCase StudyD.docxmoggdede
Case Study and Transition Plan Template
Case Study
Darren is a 17-year-old student. He is a junior at his local high school. Darren has a specific learning disability in reading. He attends the resource classroom for English classes. All other courses are in the general education setting with accommodations, modified grades (for some subjects), and push-in supports from the special education teacher at least three times per week for core courses requiring extensive reading and writing. He is currently decoding at the fifth grade reading level, but reading comprehension is at the third grade level. Fluency is at the fifth grade level.
Darren also has difficulty with written expression, and needs graphic organizers and pre-writing activities to help him develop a thesis statement and organize his written work. His handwriting is difficult to read and it takes him a long time to complete written assignments without assistive technology and software. He can be impulsive, and will sometimes miss important portions of written directions resulting in frequent errors on assignments. He frequently turns in assignments late or not at all. He needs assistance remembering to take his medication at school and at home. He has tried to pass a driver’s license exam so he can get a driver’s permit to learn how to drive. However, his impulsivity and reading ability have affected his performance and he has not been able to pass the written exam as required by the state motor vehicle department.
Darren loves cars. He can describe makes and models of practically any vehicle and describe the type of engine and standard features. He also helps his dad and older brother work on vehicles in the family’s car restoration business. Darren can wash the cars, detail the interior, and clean the windows. He has recently started doing oil changes with some supervision.
His parents are concerned about Darren’s impulsivity, his inability to remember directions, and his unrealistic views of his abilities. His mother is concerned about him needing prompts to brush his teeth, wear clean clothes, and comb his hair before leaving the house. He tends to blame others when he is not successful and makes excuses for not following through on responsibilities. His father expressed concern about Darren’s difficulty in putting tools away in the shop and cleaning up his work area after he changes the oil in a vehicle. Teachers express concern over late assignments, a reluctance to take responsibility for his own actions, and the need for constant prompts and reminders. Darren uses an electronic spelling dictionary and a word processor with word prediction software and spell check to complete assignments.
Darren’s parents indicated on a parent survey that they do not know if Darren would be eligible to receive adult services, social security, and they do not know how to contact adult service agencies.
During a student interview, Darren stated he wanted to become a professional foo.
Case Study AnalysisRead Compassion for Samantha Case Study.docxmoggdede
Case Study Analysis
Read
Compassion for Samantha Case Study
Samantha Lizonia has been with Prestige Shipping for 35 years. As one of the first employees hired when the business launched, she has weathered many storms with the company, including receiving late paychecks, times of slow growth, a year where she worked 7 days a week without fail, and working for 4 years in a row without a vacation or sick day. As the office manager, she greets all visitors and is the first point of contact when customers and vendors calls. The CEO always praises Samantha and often states that without her diligence and faithfulness all those years they may not have survived.
Unfortunately, Samantha’s job performance has been declining. She has submitted reports untimely and unfinished, been late to work, and has become cold and difficult to work with. Coworkers and vendors complain about her rude comments and harsh demeanor. The CEO spoke to Samantha about her performance and behavior, but nothing has changed. Actually, she did not appreciate being reprimanded, and her behavior got worse. However, during their meeting, the CEO did find out that Samantha is planning on retiring in 2 years, and the value of her retirement savings plan has drastically declined.
If Samantha would have been any other employee, she would have been fired a long time ago. Because of her age, years of loyal service, lack of retirement savings, and the CEO’s commitment to continuing the family-like environment, this is a difficult choice. However, he knows that he must come to a decision about her soon.
Consider
the following:
SHRM ethical guidelines
Ethical processes for hiring, evaluating, disciplining, and terminating employees
Regulations for equal opportunity and employee rights
Commonly held values such as compassion, courage, integrity, and wisdom that can help people clarify their differences with others, understand their positions, and communicate values more effectively
Disagreements about moral choices in an organization are a natural part of doing business. Appreciate the viewpoints of other parties instead of vilifying them. Anticipate these disagreements by developing strategies for dealing with the most common conflicts you will face in your work.
Your personal strengths, unique voice, core identity and desired self-image.
Potential arguments that others will use to support immoral or unethical behavior
Write
a 1,050- to 1,400-word analysis of the scenario. Include the following:
Describe the ethical dilemma presented in the scenario, and explain why it is an ethical dilemma.
Describe the government and industry regulations relevant to this scenario.
Explain why specific elements from SHRM guidelines would apply to this situation.
Describe the ethical way to resolve the issue with Samantha.
Justify your resolution.
Format
your paper according to APA guidelines.
Reference
2 peer-reviewed scholarly ariticles
.
Case Study AnalysisAn understanding of cells and cell behavi.docxmoggdede
Case Study Analysis
An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.
Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.
An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.
Scenario: Case study
An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition
To prepare:
By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
The Assignment (1- to 2-page case study analysis)
Develop a 1- to 2-page case study analysis in which you:
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain why you think the patient presented the symptoms described.
28 (28%) - 30 (30%)
The response accurately and thoroughly describes the patient symptoms.
The response includes accurate, clear, and detailed reasons, with an explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.
25 (25%) - 27 (27%)
The response describes the patient's symptoms.
The response includes accurate reasons, with an explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.
23 (23%) - 24 (24%)
The response describes the patient's symptoms in a manner that is vague or inaccurate.
The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.
0 (0%) - 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the de.
Case Study Analysis and FindingsThe final assignment for this co.docxmoggdede
Case Study Analysis and Findings
The final assignment for this course is a Case Study Analysis and Findings. The purpose of the Case Study Analysis and Findings is for you to utilize the knowledge and skills developed in this course to evaluate the psychological methods and theoretical models of criminal behavior as well as the police psychology and the psychological aspects of all participants in the criminal justice process relative to a specific criminal episode. An overview of forensic psychology as it relates to the criminal justice process should be included.
This course has addressed issues of psychological theory and practice relative to the functioning of the criminal justice system. These impacts range from the offender, to law enforcement and investigations, to practices and legalities of law in the courtroom, to the participation and impact of victims and witnesses, and to treatment and sentencing rendered in the correctional environment. Research continues regarding the biological, genetic, psychological, and social impacts on mental health and resulting behavior. These findings will continue to find their way into the legal implications of the psychological influences on behavior.
The focus of your Case Study Analysis and Findings paper will be based, in large part, on the weekly assignments you completed throughout the course. In each of the weekly assignments, you address a particular aspect of the overall criminal case and offender that you selected in Week 1.
In the Week 1 Literature Review assignment, you provide the resources necessary for each phase of your final analysis and findings.
In the Week 2 Case Summary and Offender Profile assignment, you provide an analysis of the behavior of the offender relative to the psychological history and evaluation of the offender.
In the Week 3 Investigative Psychology assignment, you provide an analysis of the behavior of the investigators including the analysis of the crime scene. This assignment also describes the psychological, behavioral, environmental, and cognitive factors that influence the investigation, including intervention strategies to reduce the impact of stress on law enforcement.
In the Week 4 Legal Psychology and Victimization assignment, you provide a discussion on the role of the psychological profile of the offender and the victims have on the presentation of evidence in court, including the analysis of legal psychology as it is implemented in the criminal justice process.
Finally, in the Week 5 Psychological Treatment in Correctional Settings assignment, you provide a discussion on the impacts the psychological make–up of offenders have on the functional responsibilities of incarceration facilities and how the biases and assumptions of correctional service providers influence their assessment of and interaction with these offenders.
Utilizing your research and analyses completed for the Weeks 1 through 5 assignments, consider the psychological methods .
Case Study Analysis A TutorialWhat is it Case studies are a .docxmoggdede
Case Study Analysis: A Tutorial
What is it? Case studies are a popular and effective teaching tool for business and non-business students. Often described as the “Harvard method,” case studies permit students to apply learned concepts and techniques to “real world” situations. Although our assignments are individual work only, case studies may also allow students to use their knowledge of course material in addressing business/marketing problems or issues through collaboration (much as in the workplace). Case studies may be quite detailed or simple in scope. In some assignments, strong familiarity with financial analysis and operations management are needed to successfully complete the case.
How to be effective? For any case study assignment, common sense; research; and a good understanding of basic marketing/management concepts are needed. You should carefully read the case several times, highlighting information/details that you believe important. Understand what the assignment is requesting. In the Popchips and Grand Theft Auto cases, you are asked questions for response. In addressing each question, you should justify (document) your answer with case information and additional Internet research. All sources should be properly cited.
It is important that you do not assume anything. Many students err in case analysis by confusing personal opinion or inference (guess) with the facts presented in the case. It is permissible (and, often required) to supplement case information with various research methods (i.e., observation and/or Internet) gain a clearer understanding of the issues, forces, questions and requirements of the case. Rely on the text book and lecture notes to help you.
Put yourself in the case as the key decision maker(s). What needs to be addressed concerning marketing? What could have been done differently? What should the marketing strategy (plan) be going forward? Be prepared to explain your reasoning.
Most importantly, don’t procrastinate on this assignment. Your time well-spent will result in a well-done report.
In summary, to complete a case study assignment successfully, you must:
1. Read the case thoroughly several times.
2. Complete independent research about the case issue/topic.
3. Identify and verify sources.
4. Answer the questions contained in the case with completeness and accuracy using case and research information.
5. Write your report and proof it for grammar, spelling and punctuation mistakes.
A Rite of Passage Approach
Designed to Preserve the
Families of Substance-Abusing
African American Women
Vanesta L. Poitier, Makini Niliwaambieni, and
Cyprian Lamar Rowe
This article approaches the treatment of addicted
African American women in ways drawn from
traditional African culture. While the modern African
American woman is clearly not the same as her
continental African foremother, the reality of her life
is still predicated on the basis of her culture and
her material wealth or.
Case Study AlcoholCertain occasional behaviors can cause more tro.docxmoggdede
Case Study: Alcohol
Certain occasional behaviors can cause more trouble than one might think. For many college students, drinking does not seem dangerous and is often viewed as a normal. Alcohol absorption and factors involved with alcohol metabolism are rarely discussed.
Review the following case study and answer the questions in essay format.
Paulo is a sophomore in college. On the weekends he goes out with his friends and will have anywhere from 5-8 drinks during the evening. Paulo met his friends during freshman year and they all agree that drinking is part of the college experience. Paulo always has a hangover after a big night of drinking, but doesn't think it's an issue because he never drinks on the weekdays and it isn't affecting his schoolwork. On a football weekend that included a lot of drinking, one of Paulo's friends, Luke, got into a fight and ended up in the emergency room. The doctor told Luke his Blood Alcohol Concentration was so high that he nearly had alcohol poisoning. Although Paulo knew drinking and driving could be dangerous, Paulo was surprised that the doctor warned Luke about "binge drinking." Paulo began to wonder whether his drinking was affecting his own health.
How common is binge drinking in college? What factors increase an individual's risk for the short and long term effects of alcohol? Why do college students like Paulo feel it is part of the college experience to drink regularly? What should universities, parents, friends, and others do to address high risk drinking and to change these behaviors?
4 Essays, 1 essay per Part:
Part I: Finding the Perfect Balance
Chapter # 1 General Health Concepts
Chapter # 2 Promoting and Preserving Your Psychological Health
Chapter # 3 Managing Stress: Managing Stress and Coping with Life Challenges
Chapter # 4 Preventing Violence and Injury
Part II: Building Healthy Relationships
Chapter # 5 Understanding Sexuality
Chapter # 6 Considering your Reproductive Alternatives
Part III: Avoiding Risks Related to Bad Habits
Chapter # 7 Recognizing and Avoiding Addiction and Drug Use
Chapter # 8 Drinking Alcohol Responsibly and Ending Tobacco Use
Part IV: Building Healthy Lifestyles
Chapter # 9 Eating for a Healthier You
Chapter # 10 Reaching and Maintaining a Healthy Weight
.
Case study A group of nurse educators are having a discussion about.docxmoggdede
Case study: A group of nurse educators are having a discussion about the minority student nurses. The nurse educators believe that there are numerous barriers to minority student success in nursing education. The nurse educators want to develop strategies to increase the success rate in graduation of these students.
1. The nurse educators make a list of the barriers that exist for minority student success. What are common barriers for minority student success?
2. The group of nurse educators is acutely aware that different generations are represented in nursing today. These different generations have different attitudes and value systems, which greatly affect the settings in which they work. What are the key characteristics of the four generational groups that are present in today’s workforce?
3. Analyze and describe how the different generations present in nursing today affect nursing care and the nursing workplace.
.
Case study ;1Callista Roy and Betty Neumans theories view the.docxmoggdede
Case study ;1
Callista Roy and Betty Neuman's theories view the person (individual, group, or community) as a holistic adaptive system that constantly interacts with the internal and external environments. Both theories view the person as being the center of nursing and present health/wellness and illness as parts of the same continuum, however there are some key assumptions that are different. As such, select one of the theories and identify1 assumption of the theory and discuss how the care rendered for this patient by an advanced practice nurse would be structured (assessment, diagnosis, planning, intervention, evaluation) according to the theory. Give 2 specific examples of interventions that you anticipate will be included in the patient's care.
Mr. Reynolds is a 32 year-old male patient hospitalized on the orthopedic unit of the hospital. He is status-post motorcycle accident and right leg below the knee amputation. He has a history of Depression and Schizophrenia. He is currently separated from his wife and estranged from his family. He is awaiting social work for placement in a rehabilitation facility, where he will continue his recovery.
.
Case Study 9Running head BP & THE GULF OF MEXICO OIL SPILLC.docxmoggdede
Case Study 9
Running head: BP & THE GULF OF MEXICO OIL SPILL
Case Study: BP & The Gulf of Mexico Oil Spill
Central Michigan University
Organizational Dynamics & Human Behavior – MSA 601
Abstract
This paper will focus on the monumental disaster and ensuing public relations nightmare of British Petroleum (BP). This disaster of course was brought about by the oil rig explosion and fire in the Gulf of Mexico. BP is a multinational conglomerate of gargantuan proportions. They have molded and perfected their public image over decades. This paper will take a look at the lapses in BP’s management and public relations efforts and what measures the company should have taken.
BP & the Gulf of Mexico Oil Spill
The reason that the authors selected to evaluate British Petroleum (BP) for a case study was due in no small part to the endless media attention given to the oil spill in the Gulf. BP is an extremely popular brand that everyone in this country undoubtedly is effected by in one way or another. One of the initial reasons for choosing BP was the unmitigated disaster put forth on the public relations front in explaining the company’s efforts at dealing with the Gulf of Mexico oil crisis. The authors were further intrigued at this assignment for the poor leadership and decision making acumen of the former CEO Tony Hayward (CMU, 2009, p. 227). With this multi-focal approach, the study will highlight the conflicting messaging presented to the public and the lackluster and ultimately ineffective leadership within the organization.
BP is a huge multinational conglomerate whose primary focus is the petroleum industry. The company does business in over 30 countries around the globe. Its annual operating income is $239 billion dollars with over $14 billion dollars in profit in the year 2009. The company employs over 80,300 individuals and owns 16 refineries worldwide. BP operates several subsidiaries under the names AM/PM markets, BP and ARCO gas stations, Aral gas stations in Germany, Wild Bean Café, and Castrol Motor Oil (BP at a glance, 2010).
The competition within the petroleum industry is not as plentiful as one might think. There are actually very few players in the game. Due to the limited number of refiners of crude in this country the oil from various sources are blended prior to coming to the consumer. BP doesn’t have much use for the service station business anymore. In 2007, it announced plans to sell the last 700 stations that it hadn’t already sold to franchisees. The company chose to focus on finding and collecting oil. Once companies make a discovery, it comes out of the ground and ends up at a refinery. There, it can be mixed with oil that a variety of companies have poured into the tanks. This is further evidenced by BP’s plans to divest itself of its remaining 700 gas service stations. The highest percentage of income is made from oil exploration and extraction and not in the selling of gasoline at its stations (Lieber, 2010).
BP.
Case Study 9-1 IT Governance at University of the Southeast. Answer .docxmoggdede
Case Study 9-1 IT Governance at University of the Southeast. Answer question 1. Describe the IT governance system that was in place at the University of the Southeast using both decision rights and structure as the basis of goverance.
Note: Minimum 300 words not including title and reference page. References should be taken from peer revived
.
Case Study 7-2 Sony Pictures The Criminals Won. Answer question 2 W.docxmoggdede
Case Study 7-2 Sony Pictures: The Criminals Won. Answer question 2 What access and data protection controls would you recommend Sony use to provide better security for unreleased digital films and emails?
Note: Minimum 300 words not including title and reference page. References should be taken from peer revived
.
Case Study 8.1 Team DenialEmory University Holocaust studies pr.docxmoggdede
Case Study 8.1: Team Denial
Emory University Holocaust studies professor Deborah Lipstadt faced an uphill battle when she was sued by British amateur historian David Irving in 1995. Irving was the world’s best known Holocaust denier. He claimed that Hitler didn’t order the killing of Jews. Instead, the Führer’s subordinates acted on their own, without his knowledge. Irving’s most audacious assertion was that no Jews and other victims were gassed at the Auschwitz concentration camp. He denied that there were gas chambers. Instead, deaths were caused by typhus and other illnesses, not murder. Speaking before neo-Nazi groups, Irving declared that more people died in the back of Senator Edward Kennedy’s car (one young woman) than were deliberately killed at Auschwitz.
In her book Denying the Holocaust: The Growing Assault on Truth and Memory, professor Lipstadt called Irving “a Hitler partisan wearing blinkers” who distorted historical evidence to “reach historically untenable conclusions.”1 Irving then threatened to sue unless she retracted her comments. He likely thought she would settle out of court. Not Lipstadt. Surrender would give deniers a victory, meaning a “second death” to the victims of Auschwitz and other Jews who perished under the Nazis. But Irving had the upper hand. Under British law, Lipstadt had to defend herself from the allegations. (In the United States, accusers have to prove that they have been libeled and defamed.) The lengthy court case would cost over a million dollars to fight and would be held in London, thousands of miles from Atlanta, where Lipstadt taught.
Fortunately for Dr. Lipstadt, others rallied to her cause. Emory gave her financial support and paid leave while hiring adjuncts to teach her classes. (School officials believed that canceling Holocaust courses would be a victory for Irving.) Penguin, her publisher, provided legal and financial support and Jewish groups raised money for her defense. Most important, she gained the support of a top-notch legal team who believed in her cause. This team included (1) those who prepared her case—a team of researchers who gathered information and the attorneys who assembled court documents; and (2) a pair of barristers who argued in front of the judge. (In Britain, one set of attorneys prepares the case while a different set of attorneys presents the case in court.) Lipstadt needed all the help she could get. Preparation for the trial took five years. Researchers had to sift through thousands of documents checking footnotes as well as hundreds of Irving’s personal diaries. They generated an eight-foot-tall stack of trial notebooks.
The legal team decided to put Irving on trial, demonstrating how he systematically altered historical evidence to support his anti-Semitic views. That meant that Deborah wouldn’t testify, turning her into a spectator at her own trial. Lipstadt, a skilled public speaker, objected to these restrictions but eventually gave in. She said, “Being q.
Case Study 7 Solving Team Challenges at DocSystems Billing, Inc.docxmoggdede
Case Study 7: Solving Team Challenges at DocSystems Billing, Inc.
Read the DocSystems Billing case, including the briefing document and four scenes, and consider the following questions:
What problems exist in this organization? How do these problems differ based on the employees’ roles? Why do employees object to Jim’s proposed solution?
Make a recommendation to the client about what could be done next based on the data included. Summarize your observations for Jim, offer possible interpretations, and suggest an approach for next steps.
Briefing Document: DocSystems Billing, Inc.
About the Company
DocSystems Billing, Inc., processes insurance billing paperwork for a network of small health care clinics throughout the United States. Privately owned physician practices, as well as specialists such as cardiologists and physical therapists, contract with DocSystems to process the billing paperwork through the maze of health care insurance companies and networks. DocSystems charges either a flat fee for each bill it processes or a percentage of the total, depending on the contract with the provider.
About the Call Center
Forty full-time employees work at the onsite call center: 30 Medical Insurance Specialists (who handle cases of moderate complexity) and 10 Senior Insurance Consultants (who handle very complex cases). The senior consultants have usually worked up through the ranks, often first working on basic billing, then as medical insurance specialists. Most of them have a long tenure with DocSystems, ranging from 17 to 23 years.
An additional 100 employees (called Billing Specialists) work at an outsourced call center. DocSystems contracts out the initial processing of claims and basic computer input. The contract employees used to work at DocSystems until the outsourcing.
285
The call center was outsourced a year ago to another organization. Almost all of the former DocSystems employees were offered jobs with the new company, but the pay and benefits were not comparable. Word has spread to the former colleagues who remain at DocSystems that the outsourcing company treats its employees poorly.
Call Center Reorganization
The remaining group of 40 employees was reorganized into two new teams about 3 months ago. Initially, there had been two managers—Alex managed the senior insurance consultants, and Dana managed the medical insurance specialists. Both reported to Jim, the senior director. In the new structure, Alex and Dana both manage 20 employees, with each managing half of the specialists and half of the consultants.
That meant that some of each group remained with their former manager, while some moved to a new manager. Senior management hoped that the integrated teams would start to share knowledge between more senior and more junior practitioners.
Roles and Work Process
Billing Specialist
The billing specialists do the initial computer input and handle the majority of the cases. Normally this occurs without any need .
Case Study 5.2 Hiding the Real Story at Midwestern Community Acti.docxmoggdede
Case Study 5.2: Hiding the Real Story at Midwestern Community Action
Recently, life at Midwestern Community Action has been anything but smooth. The nonprofit runs a variety of programs in a midsized city, including preschools, teen drop-in centers, a food pantry, a medical clinic, and low-income housing. Health problems forced founding executive director Sally May, who was well loved by staff, to quit after 20 years in her position. The board then appointed Josiah Lang, who had served as the manager of a local government service agency, as the next executive director.
When Lang arrived at Community Action, he discovered that May had been a hands-off leader. She allowed coordinators to run their programs without much supervision. Used to operating on their own, they resisted Lang’s efforts to institute performance evaluations, to evaluate the effectiveness of each program, and to reallocate funds between programs. It didn’t help that Lang made little effort to get to know his subordinates and has an abrasive personality. Three coordinators and a half dozen front-line staff quit. Lang has the support of the board, which believes that the organization needs more structure and accountability, but staff morale is low. Employees have lost faith in the organization’s leadership. However, they remain committed to helping the disadvantaged and to Community Action’s mission. For that reason, they largely keep their frustrations to themselves and are careful to protect the organization’s public image. Community Action continues to be well regarded by clients, government officials, donors, and the public at large.
This week Community Action will interview an applicant for its housing coordinator position, a vacancy created when the previous coordinator left in frustration. This is the most important open position to fill. The housing coordinator oversees three apartment complexes with 200 tenants and manages the most employees. Failure to fill the vacancy soon could reduce Community Action’s outreach to the homeless. The applicant, Albert Singh, appears to be highly qualified. If he takes the position, Singh will move his family from out of state. He has no idea that Community Action is dealing with significant conflict and poor morale.
Singh will make a brief presentation to the entire staff during his visit and then meet for an extended time with the current program coordinators. During this session, the coordinators (without the director present) will question him and present an overview of Community Action. Albert will also have an opportunity to ask questions of the coordinators.
Discussion Probes
1. What ethical duties are in conflict in this situation?
2. Are Community Action employees justified in keeping their concerns “in house,” out of the public eye? Why or why not?
3. If you were one of the current program coordinators, how much would you reveal about the turmoil at Community Action to Singh?
4. As a coordinator, what would you say if Singh.
Case Study 5.1Write a 3 to 4 (not including title or reference.docxmoggdede
Case Study 5.1
Write a 3 to 4 (not including title or reference page) page paper that describes some your state laws protecting data or security of personal information (the state you live in ,have lived in, or want to live in). First, list the state you chose. Then provide the name and a brief description of the law, to include when it was enacted, punishment if not followed, and who/what the law protects. Make sure you follow the grading rubric and write your paper in APA format. Cite all sources appropriately.
Writing Requirements
4 pages in length (excluding cover page, abstract, and reference list)
Include at least two peer reviewed sources that are properly cited
APA format, Use the
APA template
located in the
Student Resource Center
to complete the assignment.
Please use the Case Study Guide as a reference point for writing your case study.
.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
116 Chapter 13 The Continued Move West Learning Outcom.docx
1. 116 Chapter 13 The Continued Move West
Learning Outcomes
After reading this chapter, you should be able to do the
following:
7-1 Describe the first state constitutions written and adopted
after
the United States declared its independence.
7-2 Analyze the federal government as it existed under the
Articles
of Confederation.
7-3 Describe the most significant issues that the United States
had
to deal with under the Articles of Confederation, and explain
how the Articles failed to live up to the needs of the new
country.
7-4 Explain the need for the Constitutional Convention that met
in
Philadelphia in 1787, and describe the process of writing the
Constitution.
7-5 Describe and explain the major provisions of the
Constitution
created by the Philadelphia convention, especially concerning
the separation of powers and the rights given to individual
states.
7-6 Explain the procedure established for ratification of the
3. B
U
State Constitutions, 1776–1780 117
“Could Americans design a government able to provide liberty
and strong enough to protect that
liberty?”
By 1783, the nation was offi-
cially independent, but it had
three immediate problems:
(1) it had amassed a huge
debt from fighting for inde-
pendence; (2) it suddenly had
vast lands to control in the
West; and (3) it had to recre-
ate a system of trade after
England’s protections had
been withdrawn. These problems were intensified because the
ideology that had pro-
pelled the revolution—republicanism—strenuously warned
against a strong central
authority, and most Americans were repelled by the idea of a
home-grown authoritar-
ian yoke. They wanted their day-to-day freedoms. They wanted
the liberties promised
in the Declaration of Independence. Which begs the obvious
question: What were those
freedoms, and, just as important, what price were people willing
to pay for them? Could
Americans design a government able to provide liberty and
strong enough to protect
that liberty?
4. This was a primary concern from the moment the colonists
declared their inde-
pendence in 1776. Their first attempt to find an appropriate
balance (through a govern-
ment established under the Articles of Confederation) proved
unsuccessful. The Articles
made the federal government too weak to address the nation’s
pressing needs. By 1787,
Americans had scrapped the Articles and designed an entirely
new structure of govern-
ment. This new government, as defined in the United States
Constitution, placed more
power in a central authority than most Americans had
anticipated or wanted. But a Bill
of Rights protected the liberties Americans sought to preserve.
Although not perfect,
what they created in the Constitution has served the nation for
more than two hundred
years.
This chapter explores the development of the American
government between 1783
and 1789. It begins by examining the state constitutions that
served as testing grounds
for the federal constitution; then it examines the strengths and
weaknesses of the
Articles of Confederation before addressing the current U.S.
Constitution and its Bill of
Rights.
7-1 State Constitutions, 1776–1780
Between 1776 and 1780, while the fighting continued, all of the
thirteen states except
Connecticut and Rhode Island drafted their own constitution.
Most changed their con-
5. stitution several times, meaning that there was a good deal of
experimentation going
on. The ideas laid out by John Locke, Jean-Jacques Rousseau,
John Trenchard, Thomas
Gordon, the English Parliament, and the colonial legislatures
were put to the test at
iS
to
ck
p
ho
to
.c
o
m
/R
ic
h
V
in
ta
ge
The framers of the Constitution intended it to be an adapt-
able document.
Strongly Disagree Strongly Agree
1 2 3 4 5 6 7
7. A
N
G
E
L
A
6
8
5
3
B
U
118 Chapter 7 Confederation and Constitution, 1783–1789
the state level during these
years. These state constitu-
tions worked out ideas that
would influence the federal
system.
7-1a Content
Most of the state constitu-
tions had several common
elements. For instance, all
were attempts to fashion
a government that offered
some form of representation.
They almost all shared three
other things that were par-
ticularly important: (1) bills
of rights; (2) limits on par-
ticipation; and (3) separation
8. of powers.
Bills of Rights
Each state constitution included a bill of rights that
protected the “natural rights” that many Americans
felt were threatened by England’s prerevolutionary
laws. Most of the bills of rights guaranteed the free-
dom of the press, the right of popular consent before
being taxed, and protections against general search
warrants. Most states guaranteed the freedom of
religion, although many limited political participa-
tion to Christians only.
Limits on Participation
Almost universally, the state constitutions broad-
ened the base of people who could participate in
government by relaxing property-holding qualifi-
cations. Pennsylvania, for instance, gave the vote
to anyone who paid taxes. And New Jersey opened
the vote to “all free inhabitants” worth at least fifty
pounds. Nevertheless, each state maintained limits
on who could vote and who could hold public office.
These limits usually concerned owning property or
adhering to a particular religion. Women and teen-
agers were almost universally excluded from voting,
except, sometimes, when they owned property.
Separation of Powers
As they tinkered with various forms of government,
each state recognized that creating several differ-
ent branches of government and giving each of
them different responsibilities prevented one per-
son or one body from becoming overly tyrannical or
exerting an excess of authority. This was called the
separation of powers. In the 1780s, John Adams of
Massachusetts developed the theory behind separa-
9. tion of powers, one he called “mixed government.”
Most of the states operated according to separation
of powers, in that they had a weak elected governor,
a powerful legislature that changed membership
frequently, and courts whose judges were named for
life to ensure they were beholden to no one. Despite
the ideal of separation of powers, the legislative
branches were almost always more powerful than
the executive and judicial branches.
T
he
L
o
nd
o
n
A
rt
A
rc
hi
ve
/A
la
m
y
10. >> New Jersey’s constitu-
tion of 1776 opened the franchise
to “all free inhabitants” who were
worth at least fifty pounds, thus
allowing many New Jersey women
to vote for the first time. Note that
there is also an African American
man waiting to vote.
bill of rights
List of “natural rights”
that many Americans
felt were threatened by
England’s prerevolution-
ary laws; most of the
bills of rights included in
early state constitutions
guaranteed the freedom
of the press, the right of
popular consent before
being taxed, and protec-
tions against general
search warrants
separation of powers
The concept of creat-
ing several different
branches of government
and giving each of them
different responsibilities
so as to prevent any one
body from exerting an
excess of authority
53548_ch07_ptg01_hr_116-133.indd 118 10/29/12 10:31 AM
12. They were jealous of their powers. And anyway,
most Americans were leery of a large national
government, uncertain it could prevent itself from
becoming increasingly powerful.
7-2 The Articles of
Confederation,
1777–1787
Americans managed to fight more than half the
Revolutionary War without any legitimate federal
government. That was unsustainable, and the prob-
lem was rectified by 1777 with the Articles of
Confederation.
7-2a Origins
In the absence of a federal
government, the Continental
Congress had assumed a
number of rights and respon-
sibilities, such as creating
the Continental Army, print-
ing money, managing trade,
and dealing with debt. But it had done these things
without having been granted authority by the people
or some other sovereign power. Feeling the need to
legitimate their actions and define the colonies’ col-
lective sovereignty, the revolutionaries realized they
had to form a governing body. So between 1776 and
1777 the Continental Congress drafted the Articles
of Confederation. The following year, it presented
the document to the states for ratification, and, by
July 1778, eight states had ratified the document.
But full unanimity of the thirteen states, which was
required before it could go into effect, would not be
reached until 1781.
13. The experimentation that had taken place in the
states did not affect the Articles of Confederation,
which were drafted too early to be substantially
influenced by the state constitutions. Thus the
Articles did not innovate; they basically codified the
way things were in the late 1770s. John Dickinson,
the prominent lawyer who had drafted the ideologi-
cal tract Letter from a Farmer in Pennsylvania, was the
principal author of the Articles. Although he initially
voted against independence (he felt the colonies
were ill prepared), the Continental Congress invited
him to draft the new system of government.
7-2b Division of Powers
Fundamentally conservative, the Articles provided
for each state’s independence, granting very little
power to the overarching federal government. The
central government was simply an administrative
agency that provided a meeting place for debate and
enacted some very minimal, hard-to-enforce rules.
Powers Reserved for the Federal Government
Dickinson’s Articles placed all governing power
in a single legislature, which was the system fol-
lowed under the Continental Congress. This meant
no separation of powers. There was no president,
monarch, or prime minister to serve as the execu-
tive power. Instead, there was a “Committee of the
States,” in which one representative from each state
was seated. This was the most centralized author-
ity, and its powers were minimal. The Continental
articles of
Confederation
Document that defined
14. the colonies’ collective
sovereignty; drafted by
the Continental Congress
between 1776 and 1777,
then ratified by the thirteen
states by 1781
N
o
rt
h
W
in
d
P
ic
tu
re
A
rc
hi
ve
s/
A
la
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y
16. Congress, on the other hand, had five powers under
the Articles: (1) to declare war and make peace; (2) to
make international treaties; (3) to control Indian
affairs in the West; (4) to establish a currency; and
(5) to create and maintain a postal service.
Powers Reserved for the States
The states, meanwhile, maintained the all-impor-
tant rights to (1) levy taxes and (2) regulate com-
merce. Unfortunately, these were perhaps the two
most pressing needs of a nation conducting a war,
precisely because they are the actions that keep
money rolling in. If the states would not provide
enough funds to fight a war, what could the federal
government do? Under the Articles of Confederation,
it could do nothing.
7-2c Achievements of the Articles
We can already begin to guess at the flaws and
limits of the Articles, but they also represented
significant achievements. From a philosophical
perspective, two stand out:
(1) the Articles established
the United States as a gov-
ernment of laws that placed
limits on the government’s
authority, and (2) the Articles created a national
citizenship, which gave equal rights to qualifying
members. There would be no titles or codifica-
tion of classes in America. These were both major
accomplishments well within the ideals of republi-
canism. A third accomplishment of the Articles, the
greatest in its day-to-day operations, was its utility
in organizing the newly acquired western lands.
17. 7-2d Weaknesses of the Articles
But the weaknesses of the Articles outweighed its
achievements. Three stand out: (1) the inability to
raise funds; (2) the need for unanimity to make
changes; and (3) the lack of authority over internal
trade.
Inability to Raise Funds
The war had sunk the new nation badly in debt, and
the Articles declared that Congress could not levy
taxes. Furthermore, with a massive debt, it was hard
to find creditors. This combination spelled immedi-
ate trouble for the new nation. For instance, how
could it afford to pay an army? Who would regulate
currency? Who would maintain credit?
The Need for Unanimity to Make Changes
In 1781, nationalists in Congress chartered a national
bank to help consolidate the national debt and
facilitate credit. In order for the bank to operate,
however, Congress needed capital to create a system
of reserves. To get that capital, Congress passed a
bill that put a 5 percent tax on all imported goods.
However, the Articles of Confederation required that
all bills receive unanimous approval before becom-
ing law. Tiny Rhode Island, reliant on foreign trade
for its economy, would not assent to the tax. Without
Rhode Island, the bill died, as did these early plans
for a national bank. In matters legislative, the need
for unanimity was a clear problem.
Lack of Authority over Internal Trade
Finally, commerce between the states suffered
because there was no centralized authority to man-
age it. Because each state had its own currency, its
18. own levels of inflation, and its own taxes, it was
difficult to transport goods across state lines or
engineer large programs that would encompass
an entire region. The Articles provided no national
policy on commerce, and throughout the first half of
the decade, delegates from southern states resisted
efforts to devise one. They feared that such a policy
would allow northern merchants to monopolize the
trade of southern agricultural products, bypassing
southern merchants and traders. The way in which
each region had developed as a colony helped dic-
tate its outlook on a federal state.
7-3 Day-to-Day
Operations of the
Confederation
In addition to these constitutional problems, the
government under the Confederation faced three
other significant challenges: (1) managing the west-
ern expansion, (2) foreign relations, and (3) debt.
These further underscored the Articles’ strengths
and weaknesses.
7-3a The Western Problem
The most pressing challenge concerned land in the
West. During and after the Revolution, Americans
continued their seemingly perpetual push west-
ward, and in the 1780s large numbers of Americans
moved to western Pennsylvania, Kentucky, and the
Learn more
about (and read)
the Articles of
Confederation.
20. they began to enrich the states that had charters
in the West (since many of the original colonial
charters specified northern and southern bound-
aries but usually made the western boundary the
Pacific Ocean). These stipulations bred jealousy
among states that had no claims on western land.
Maryland, in fact, refused to ratify the Articles of
Confederation until the largest western landholder,
Virginia, ceded its western holdings to the federal
government (Map 7.1).
Land Cessions
In 1784, Congress finally persuaded Virginia to cede
much of its land to the federal government. But
Virginia and other large landholders did so only
on the condition that they
be allowed to keep small
“reserves” of land for
later use, a condition the
Continental Congress had
to grant. By 1802, eigh-
teen years later, all states
had ceded their western
lands to the federal gov-
ernment. The inability of
the federal government
under the Articles to
make this happen sooner
showed it could not bully
the states into doing what
it wanted, even if what it
wanted was best for the
young nation.
Organizing Territories
21. With continued westward
migration and calls for
the federal government to
oversee that expansion,
Congress devised several
plans to organize the western territories. The Land
Ordinance of 1785, which surveyed the immense
western territory, divided it into townships 6 miles
square and set prices for its sale to individu-
als. This plan favored wealthy speculators because
small farmers could not afford an entire “township,”
thus requiring speculators to act as intermediaries,
which drove prices up. These speculators, not small
farmers, were the real beneficiaries of this system.
Furthermore, two years later Congress passed
the great achievement of the government under the
Articles of Confederation, the Northwest Ordinance
of 1787, which established territorial governments
in the Great Lakes region and set a pattern for future
western development. The Ordinance crafted bound-
aries for territories and developed laws by which a
territory could be included in the nation. When the
male population of a territory reached 5,000, it could
Ohi
o R
.
St
. L
aw
25. (SPAIN)
LOUISIANA
(SPAIN)
Ceded by S.C.
to Georgia 1795
Claimed by Georgia.
Ceded 1802
Ceded by N.C. 1790
(TENNESSEE)
Western Reserve
Claimed by CONN.
Ceded 1800
Claimed by CONN.
Ceded to PA. in 1782
Ceded
by MASS.
1786
Ceded by
MASS. to
N.Y. 1786
Claimed by U.S. and
Great Britain
Claimed by
26. N.H. and N.Y.
Ceded 1791
(VERMONT)
Claimed by
CONN. and VA.
Ceded by VA. 1784;
ceded by CONN. 1786
Claimed by
MASS. and VA.
Ceded by VA. 1784;
ceded by MASS. 1785
Ceded by
Virginia 1792
(KENTUCKY)
Ceded by S.C.
to Georgia 1787
Claimed by
Virginia.
Ceded 1784
Claimed by
Virginia.
Ceded 1784
100°W 90°W 80°W 70°W
30°N
29. 122 Chapter 7 Confederation and Constitution, 1783–1789
elect a legislature and send a
delegate to Congress. When
the population reached
60,000, the territory could enter the Union as a state,
on equal status with all other states, including the
original thirteen. The Northwest Ordinance also
contained something absent from the Articles: a
bill of rights. In addition, the Ordinance prohibited
slavery in the territories, a point that would become
increasingly contentious as westward expansion
continued throughout the first half of the 1800s.
Overall, the Confederation enabled easier access
to western lands. But because it could not fund a
standing army, the government had little capacity to
protect the settlers who moved there.
7-3b The Problem of Foreign
Relations
The second important issue confronted by the
government under the Articles of Confederation
had to do with foreign relations. Most significantly,
with a weak federal government, Americans found
it difficult to secure their borders. Three groups
took advantage of this weakness: the English, the
Spanish, and pirates.
The English
Although the United States had won its indepen-
dence, Britain retained a few forts along the U.S.-
30. Canadian border. They did this to protect their
lucrative fur trade and to ensure that the United
States would pay off its loans to British creditors.
The United States badly wanted these forts removed
but did not have the muscle to push them out.
Again, the United States had no standing army and
could not afford to maintain one.
The Spanish
From a foreign relations perspective, there were three
main problems with Spain: (1) the Treaty of Paris was
unclear about who controlled a piece of land called
the Yazoo Strip, which was the boundary between
Spanish Florida and American Georgia; (2) the Spanish
controlled the mouth of the Mississippi River and
were able to close off this central access point to
the American interior, should they ever wish to; and
(3) the Americans wanted access to Spanish traders in
the West Indies, but Spain was reluctant to allow this
access because it did not want the United States to
become dominant in the Western Hemisphere.
In 1784, Spain made a proposition to the United
States: Spain would grant Americans access to the
>> Like other images of the American West, this “Plan of an
American New Cleared Farm” from 1793 helped entice
Americans to
move further west, something the federal government sought to
control with the Northwest Ordinance of 1787.
Li
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Day-to-Day Operations of the Confederation 123
Spanish West Indies (which would benefit American
traders), but it would cut off access to the Mississippi
River (so that Spain could limit the amount of goods
that came down the Mississippi into the open mar-
ket). Needing nine votes in Congress to pass the
measure, the treaty floundered, winning only seven.
It was revealing that all seven votes came from
northern states, infuriating the South, which would
be hurt economically if the Mississippi River were
closed off to American traders. The Spanish even-
tually reopened the Mississippi but charged high
duties to American merchants.
Pirates
In the 1780s, American forces were also impotent
in the face of Mediterranean pirates, who preyed
on American trade ships in the Atlantic and the
Caribbean. Without the capital to maintain a strong
army or navy, the government under the Articles
could do little to stop the marauding of American
ships and pillaging of American goods.
7-3c The Debt
Despite these two serious issues (the West and for-
34. eign relations), the overarching problem facing the
new nation was debt. This had three visible political
ramifications: (1) those who held the debt wanted
to be repaid; (2) the rank-and-file of the army grew
angry when the government could not pay all the
back pay it owed the soldiers; and (3) farmers grew
angry because inflation had priced them out of the
life to which they were accustomed.
Promissory Notes and Bonds
To finance the Revolutionary War, the American gov-
ernment had sold bonds, which had to be repaid, plus
interest, at a certain time in the future. Furthermore,
the government had issued several promissory notes,
mostly to farmers and usually after the army had
seized farmers’ property in order to wage battle. Both
types of these debt-holders wanted to be paid back
to prevent them from defaulting on their own loans.
An Angry Army
The problem escalated when, shortly after the war,
it became evident that the government could not
pay its soldiers their back pay. Officers petitioned
on behalf of the soldiers’ grievances, sometimes
threatening violence if the payments were not
made. In one standoff, troops protested in front
of Philadelphia’s Independence Hall, forcing the
Continental Congress to abandon Philadelphia (it
moved to Princeton, New Jersey, until the threat
quieted down). Only George
Washington’s words could
soothe the troops. But this
signaled troubles to come;
after all, the Continental
Congress was still unable to
35. raise revenue, and the sol-
diers were angry.
Angry Farmers
Meanwhile, inflation contin-
ued to rise, meaning that
prices increased dramati-
cally. Farmers were hit the
hardest. They had enjoyed
rising prices for their goods
during the war and had increased their spending,
sometimes to the point of indebtedness. After the
war, with no army to feed, markets suddenly shrank.
At the same time, Britain prohibited American ships
from trading in the West Indies, further limiting the
size of the market.
As a result, American agricultural goods flooded
American markets, lowering prices and dropping
farm wages by as much as 20 percent. When credi-
tors demanded payment from the farmers in gold
or silver (a form of payment called specie), most
farmers were unable to pay their debts. Although
most of the farmers’ debts were small, foreclosure
threatened many. Some were about to lose their
farms or were imprisoned after being convicted in
debtors’ court.
Shays’s Rebellion
The financial burden seemed unbearable to
those who had just fought for independence. In
Massachusetts, a tax increase compounded these
problems. In 1786, rural towns in Massachusetts
petitioned its state assembly for a moratorium on
taxes and on lawsuits against debtors. In doing so,
they relied on the republican revolutionary lan-
36. guage that had fueled the revolution in 1776. When
the assembly rejected their petitions, angry crowds
gathered at several county courthouses to stop the
courts by force. Daniel Shays, a former Continental
Army officer, emerged as the leader of the protesters.
Fed up with the Massachusetts government’s
failure to address the problem of inflation and with
its apparent favoritism toward coastal merchants
who did not require the large and costly infrastruc-
ture that farmers did, on January 26, 1787, Shays led
1,200 men to seize control of the federal arsenal in
Springfield, Massachusetts. This potential coup was
formally called Shays’s Rebellion.
specie
Gold or silver, which has
intrinsic value, used as
payment instead of paper
money, which has extrinsic
value
Shays’s rebellion
Potential coup of January
26, 1787, when Daniel
Shays led 1,200 men to
seize control of the fed-
eral arsenal in Springfield,
Massachusetts, to protest
the state legislature’s
inability to address the
debt problems of small
farmers
53548_ch07_ptg01_hr_116-133.indd 123 10/29/12 10:31 AM
38. farmers. The troops opened fire on Shays’s army.
Six died. This seemed to be the beginning of a civil
war between the commercial class and the farming
class, the wealthy and the poor. But, unprepared for
formal combat, Shays’s followers quickly abandoned
their siege, and during the next few weeks Shays’s
Rebellion waned.
Despite the rebellion’s dissolution, unrest con-
tinued to haunt leaders in Massachusetts and other
states. Shays’s Rebellion was a warning that the
federal government would have to address the prob-
lem of debt to prevent a lower-class uprising. Under
the Articles it was impossible for it to do so. Shays’s
Rebellion was also a warning about the dangers of
true democracy, dangers that made many leading
intellectuals of the time incredibly nervous. How
could order be preserved in a country that lionized
liberty?
7-3d The Failure of the Articles
of Confederation
Despite these underlying problems with the Articles
of Confederation, a financial collapse was the last
straw. In 1783, England banned all American ships
from the West Indies and put limitations on specific
competitive items. Few other countries granted pro-
tective treaties with the United States, knowing that
America was too weak to honor them. Meanwhile,
the individual American states began to levy their
own tariffs to raise money. The result was that the
states with the lowest tariffs received the most
trade, which led to hostile competition between
the various states within the Union. The federal
government’s attempt to pay off its debt by simply
39. asking the states for help was not working and was
in fact promoting further discord. With a single veto,
both New York and Rhode Island rejected proposed
revenue-raising tariffs. Change had to come.
Calls for Change
At the urging of Virginia and Maryland, in 1786
(months before Shays’s Rebellion), congressional
representatives made plans to meet in Annapolis,
Maryland, to discuss the problem of commerce. Only
five states sent delegates, but several prominent fig-
ures were there, including James Madison, Alexander
Hamilton, and George Washington. The convention’s
main success was in reaching a consensus to call
a general meeting of delegates for the purpose of
amending the Articles of Confederation. They agreed
to meet again in May 1787, in Philadelphia.
7-4 The Constitutional
Convention
Although it started as an effort to amend the Articles
of Confederation, the meeting in Philadelphia rap-
idly became a Constitutional Convention, aimed at
creating an entirely new government. There were
substantial differences of opinion, however, and
the Constitutional Convention debated these issues
throughout the summer of 1787. The goings-on were
kept secret, thus allowing each member to speak his
mind without fear of political retribution. Only through
participants’ notes, most notably James Madison’s, do
we know what happened at the Convention.
7-4a Membership
One matter on which there was complete agreement
was that George Washington should be the president No
42. E
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The Constitutional Convention 125
of the Convention. Washington’s reputation and
integrity protected the Convention from accusations
that it had usurped the authority of the Congress.
In addition to Washington, fifty-four other del-
egates attended. The states had elected members to
go to the meeting who were, for the most part, mem-
bers of the social and educational elite. Most were
young (average age: forty-two), wealthy, and wanted
to strengthen the national government to protect
trade and promote economic and social stability.
They were leery of democracy, however, because
Shays’s Rebellion had demonstrated that democracy
could be messy. Most of the delegates were also law-
yers (more than half were college graduates), which
meant they would respect and honor the rule of law.
7-4b Preliminary Plans
There were several key divisions at the Convention
(northern states versus southern, merchants ver-
sus farmers), but none was as important as that
43. between the large states and the small ones. Two
plans, prepared before the Convention even began,
highlighted the differences between the two.
The Virginia (Large States) Plan
James Madison of Virginia was clearly the star of the
Convention. A thirty-six-year-old Princeton gradu-
ate, Madison was well read in political science. He
came to the Convention with an agenda, summa-
rized as the Virginia Plan. The Virginia Plan sought
to (1) scrap the Articles of Confederation; (2) create
a Congress with two houses, known as a bicameral
legislature; (3) establish a federal judiciary; (4) estab-
lish a president who was elected by Congress; and
(5) in general create a centralized system of govern-
ment in which Congress had veto power over the
actions of the states. Membership in Congress would
be determined by population, which would clearly
favor the large states.
The New Jersey (Small States) Plan
For obvious reasons, smaller states objected to the
Virginia Plan. Under the Articles of Confederation,
all states had received an equal voice in Congress,
regardless of size. To counter the Virginia Plan, New
Jersey delegate William Paterson proposed an alter-
native—the New Jersey Plan—that called for revising
the Articles of Confederation rather than replacing
them altogether. Paterson’s plan strengthened the
federal government in many ways, but it proposed
giving each state equal representation in a single, or
unicameral, legislature, defined as a legislature with
two houses with differing rules regarding responsi-
bilities and duration of a member’s term.
44. 7-4c Drafting the Constitution
The Convention was deadlocked over apportion-
ment of representatives until Roger Sherman of
Connecticut came up with a compromise.
The Great Compromise
Sherman suggested granting each state equal rep-
resentation in the upper house (to be called the
Senate) and representation that was proportional to
population (1 representative for every 30,000 people)
in the lower house (the House of Representatives).
This plan was ultimately approved (after Benjamin
Franklin reproposed it and conceded to the larger
states the power to have all funding bills originate
in the lower house). Sherman’s plan is called the
E
o
n
Im
ag
es
>> Most delegates
were young (aver-
age age: forty-two),
wealthy, and wanted to
strengthen the national
government to protect
trade and promote
economic and social
stability.
Virginia plan
46. A
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126 Chapter 7 Confederation and Constitution, 1783–1789
Great Compromise because
it broke a stalemate that
could have been fatal to the
development of a new fed-
eral constitution.
Slave State Versus
Free State
The large states–versus–
small states debate was
only one of the many divi-
sions that bedeviled the
Convention, and indeed, the
Great Compromise had raised
another problem. How do
you count the population of
each state? Should only vot-
ers count? Only taxpayers?
Should women count toward the total? Although
the conventioneers had ready answers for many of
these questions, the issue became volatile when it
touched on slavery.
47. In the early 1780s the Atlantic slave trade was
at its height, and southerners were on the defensive
over the issue. The spread of antislavery senti-
ment in the North threatened their labor supply.
In addition, southerners feared that freed slaves
would seek vengeance against their former mas-
ters. The southern delegates wanted a constitu-
tional guarantee that slavery would be legal in
the new nation, and they needed political power
to ensure that slavery would con-
tinue. Thus, in a stroke of histori-
cal irony, this demand meant that
southerners wanted slaves to be
included in the counting of their
population, which would grant the
South more representatives in the
House. Northerners objected, argu-
ing that, because slaves would not
have an active political voice, their
numbers should not be included.
Yet another compromise
emerged, allowing southern-
ers to include three-fifths of
their slave population for both
representation and the appor-
tionment of federal taxes. This
“three-fifths clause” demonstrated that, despite
the new nation’s stated commitment to freedom
and equality, white Americans still treated African
Americans as far less than equal—and that this
perceived inequality would be enshrined in the
American Constitution.
Delegates also had to forge a compromise
48. regarding the slave trade. Some southerners threat-
ened to secede if the slave trade was abolished,
but many delegates (both northern and southern)
considered the trade inhumane.
George Mason, a Virginia slave-
holder himself, even predicted that
slavery would cause “the judgment
of heaven” to fall upon the nation.
But the majority of delegates felt
that the survival of the nation was
at stake and agreed to yet another
compromise. Ultimately, antislav-
ery delegates agreed to permit the
slave trade for twenty more years,
until 1808. In exchange, proslav-
ery delegates granted Congress the
authority to regulate commerce
with a simple majority (rather
than the two-thirds vote desired
by most southerners).
East Versus West
The final compromise of the Convention was made
between eastern and western states. Easterners
were afraid that western expansion would allow the
government to be controlled by agricultural interests
Great Compromise
Plan to grant each state
equal representation
in the upper house (to
be called the Senate)
and representation that
was proportional to
population (1 represen-
49. tative for every 30,000
people) in the lower
house (the House of
Representatives)
three-fifths clause
Section of the
Constitution that allowed
southerners to include
three-fifths of their slave
population for both repre-
sentation and the appor-
tionment of federal taxes
Ja
m
es
M
ad
is
o
n
(1
75
1–
18
63
)
(c
54. The Constitution 127
rather than commercial ones. To compromise, the
Convention granted Congress (and not the presi-
dent) the power to admit new states to the nation,
which meant that the eastern states that were
already a part of the nation would have the power
to regulate the number of new (western) states that
could enter.
7-5 The Constitution
Once these compromises were agreed upon (after
the Convention had gone on for four hot sum-
mer months), the Convention established the struc-
ture of the new government in a constitution. The
U.S. Constitution developed
mostly out of the Virginia
Plan, although considerable
concessions were made to
small states, southern states,
and eastern states. The Convention created a govern-
ment of three branches—executive, legislative, and
judicial—granting unique powers to each branch.
7-5a The Powers Given to Congress
The Convention allocated several specific powers
to Congress. Its intention was to make Congress
the most powerful branch, allowing it to do five
vital things: (1) collect taxes and raise revenue;
(2) regulate commerce, both foreign and domestic
(except on the issue of slavery, where compromise
meant that it could not touch the issue until 1808);
(3) declare war; (4) maintain an army; and (5) make
55. any changes necessary to pursue these powers. By
controlling the government’s purse strings and by
demanding that all laws originate in Congress, the
Constitutional Convention wanted to ensure that
no single authority would possess too much power.
This was a testament to the republican ideology of
the war, although somewhat tempered by the com-
promises made at the Convention.
7-5b The Executive Branch
The Convention also created an executive branch,
consisting of a president and his cabinet.
How Elected
Because of their experience with King George III,
most Americans initially favored keeping power in
the hands of elected legislators. Yet, after the fail-
ure of the Articles of Confederation, those at the
Constitutional Convention realized that this system
did not work. As an alterna-
tive, the Virginia Plan pro-
posed to have Congress elect
the president. Another plan
would have the president
serve a life term. A third plan
would have three presidents
serving simultaneously.
Finally, Gouverneur Morris,
an influential delegate from
Pennsylvania, insisted that the executive should not
depend on Congress for his office. Instead, Morris
proposed to have him elected directly by the people
to two terms of substantial length.
Although this plan certainly had its merits, the
56. framers of the Constitution remained fearful of true
democracy. They remembered Shays’s Rebellion.
So in the Constitution they created an Electoral
College that was composed of delegates from each
state equal in number to its total apportionment in
Congress (number of senators plus number of rep-
resentatives). The college was to ensure that only
qualified candidates, not populist hooligans, got
elected. Each delegate in the Electoral College was
to vote for two people. The person who received
the most votes would be president; the one with
the second most votes would be vice president.
Anticipating that several people would run for pres-
ident (and not anticipating the two-party system),
the House of Representatives would decide the
president if no one received a majority of the votes.
Powers
The Constitution also gave the president the power
to do five important things (although perhaps not as
important as the powers granted to the legislature):
(1) make treaties, but only if two-thirds of the Senate
approved them; (2) oversee the army and navy as
commander-in-chief; (3) name diplomats with the
consent of the Senate; and, most important, (4) exe-
cute the laws passed in Congress and (5) veto acts
of Congress that he did not feel were constitutional
(or, as it was understood after Andrew Jackson, in
the country’s best interests). The president was
to be powerful, but also somewhat deferential to
Congress.
7-5c The Judicial Branch
The Constitution also provided for a federal system
of courts, headed by a Supreme Court and several
regional courts. The president was to name the
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questions, cases in which the United States itself
was a party, and cases between two or more states
or between the citizens of two or more states. The
framers also included a “supreme law of the land
clause” (or Supremacy Clause), which made the
Constitution supreme over state laws in all legal
matters.
7-5d Federal and State Powers
Conscious of the necessary balance between state
and federal powers, the framers of the Constitution
forbade states from making their own money, levy-
ing customs, or infringing on the obligation of con-
tracts (all things that the states had done during
the era of the Articles of Confederation). Other than
that, states maintained significant power. By design,
if a power was not specifically given to the federal
government, the states controlled it.
59. 7-5e Relationship of the
Government and the Governed
There were other transitions as well. Under the
Articles, the central government was not permit-
ted to reach the individual—that was the sovereign
right of the states. But under the new Constitution,
the federal government could rule individuals
directly. Perhaps the most significant change in
this regard was granting
the federal government the
power of taxation. The rev-
olutionary commitment to
representation was not abandoned, however, as
the legislative branch of government, which repre-
sented the people most directly, held the exclusive
right to tax.
7-6 The Ratification
Debate
In September 1787, the framers of the Constitution
presented their work to the states for ratification.
The Constitution needed the states’ approval to
become the law of the land. Otherwise, the Articles
of Confederation would still rule. The convention-
eers urged each state to hold a special convention to
discuss ratifying the new document, and they voted
that approval by nine states was enough for the
Constitution to take effect—deliberately avoiding
the need for unanimity.
7-6a A Slow Start
A few states ratified the Constitution almost immedi-
60. ately: smaller states, such as Delaware, Connecticut,
and New Jersey, supported the Constitution because
it promised to strengthen their position in conflicts
with their larger, more populous neighbors. The
Great Compromise had secured their votes. Georgia
ratified quickly as well because it felt threatened by
Indian conflicts and the Spanish presence in Florida.
The people of Georgia needed protection. But the
only large state to ratify the Constitution before the
end of winter 1788 was Pennsylvania. In the other
states with a large population—particularly New
York, Massachusetts, and Virginia—concerns about
the loss of sovereignty generated opposition. They
wanted to ensure they kept the rights they felt they
had won during the Revolution.
7-6b The Federalists
Factions speedily formed. It was never a foregone
conclusion that the Constitution would be passed,
Read the U.S.
Constitution.
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>> This cartoon from the 1787 ratification debate shows
Connecticut as the wagon, buried under debt and sinking into
the mud of the hap-
less Articles of Confederation. The Federalists are pulling the
wagon into sunshine (it is a Federalist cartoon). Connecticut
became the fifth state to
approve the US Constitution.
63. openly campaigning for the Constitution’s ratifica-
tion. The Federalists, mostly composed of young
men whose career had been made by the Revolution
and who generally favored a larger commercial plat-
form, emphasized that the new government would
not end state autonomy. They also contemplated
a bill of rights that would
prevent the new centralized
government from infringing
on what were considered
natural rights.
To influence the debate in the key state of New
York, in 1787 the Federalists John Jay and Alexander
Hamilton wrote a series of essays that came to be
called the Federalist Papers. The essays appeared in
pamphlets and were condensed in newspapers. Soon
James Madison of Virginia added his own essays to
the series. The Federalist Papers were to become
the most important tool in the ratification debate,
as well as America’s most significant contribution
to political theory. They defended the Constitution
article by article, demonstrated to Americans how
the Constitution would work, and addressed many of
the complaints of opponents, such as the concerns
about the size of the new nation. The papers were
a tool of ideological warfare in the name of the new
Constitution.
The Federalists’ choice of a name was meaning-
ful too. Supporters of the Constitution emphasized
that the new government was designed around the
principle of federalism, which is the philosophy of
government in which states and nation share the
responsibility of government, with no one group or
agency possessing sufficient power to dominate the
64. other. This was an attempt to assuage notions that
the new government would slide into tyranny.
7-6c The Anti-Federalists
The name Federalists impelled opponents to take
the name Anti-Federalists. The Anti-Federalists, who
came from a variety of factions and included many
prominent patriots, including Patrick Henry, John
Hancock, and Samuel Adams, preferred a weaker
confederation of states and a more direct democ-
racy. They sought to protect the “spirit of ’76,” the
language they used to make sure democracy was
preserved despite the obvious need to govern. In fact,
Anti-Federalists did not really oppose federalism,
but they did object to the concentration of power
in a centralized government
regardless of how it divided
power. They believed that
centralized governments
threatened the sovereignty
of the states and the liberties
of individuals. At the very
least, the Anti-Federalists
wanted an explicit bill of
rights to safeguard those
liberties. Because of their
steadfast defense of individ-
ual rights, historians often
view the Anti-Federalists as
idealistic patriots concerned
about how much liberty they
would have to sacrifice to
earn federal security.
7-6d The Debate
65. The Federalists attempted
to address the concerns of
their opponents by arguing
that the rights of the states
and of individuals were ade-
quately protected by state
bills of rights. However, the
Anti-Federalists maintained
that, if the Constitution
were the supreme law of the
land, its provisions would
have preeminence over
any state legislation. Thus,
Anti-Federalists—especially
those from the powerful
states of Massachusetts,
New York, and Virginia—insisted on the addition
of a federal Bill of Rights before they would consent
to ratification. The Federalists, on the other hand,
resisted any amendments because they knew that
the addition of new sections to the Constitution
meant that the entire process of ratification would
have to start over.
Compromise ultimately broke the deadlock.
In Massachusetts, the Anti-Federalist leader, John
Hancock, changed his position after Federalists
promised him that the insertion of a Bill of Rights in
the Constitution would be the first order of business
for the new government. Such conditional ratifica-
tion provided New York and Virginia with an accept-
able formula for their own voting; they shortly
consented to the new Constitution, although the
voting remained incredibly close. Virginia passed
Read the Feder-
66. alist Papers.
Federalists
Framers of the Constitution
who emphasized that the
new government would
not end state autonomy;
they also contemplated a
Bill of Rights that would
prevent the new central-
ized government from
infringing on what were
thought of as natural rights
Federalist papers
Essays written by John
Jay, Alexander Hamilton,
and James Madison in
1787, meant to influence
the Constitution ratification
debate in New York State;
the essays defended the
Constitution article by
article and addressed
many of the complaints
of opponents, such as the
concerns about the size of
the new nation
federalism
Philosophy of government
in which states and the
nation share the responsi-
bility of government, with
no one group or agency
possessing sufficient
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130 Chapter 7 Confederation and Constitution, 1783–1789
the Constitution by a vote of 89 to
79. New York’s vote in favor was 30
to 27 (see Table 7.1).
The compromise came just in
time. In June 1788, New Hampshire
voted to ratify the Constitution,
becoming the critical ninth state
and putting the Constitution into
functional operation. But it was
crucial for the new government to
have the support of the larger states
of Massachusetts, New York, and
Virginia if it was going to succeed.
With these larger states now sup-
porting the document, by the end of
1788, twelve states had accepted the
Constitution (Rhode Island finally
ratified the Constitution in 1790).
The new United States government
was launched.
7-6e The Bill of Rights
Massachusetts, Virginia, and New York had all agreed
to ratify the Constitution only if Congress hastened
to the task of drafting a Bill of Rights that would
69. protect individual freedoms from the threat of a
potentially tyrannous federal government. It began
the task of crafting these rights even before the
Constitution was fully ratified. Congress pondered
a dizzying number of protections, many of which
were borrowed from the various state constitutions.
In the end, twelve were proposed, and ten passed.
The first two amendments, which specified the
number of constituents of each representative and
compensation for congressmen, respectively, did not
pass. The remaining ten became the Bill of Rights.
We can see in each amendment a specific griev-
ance that emerged during the “long train of abuses”
that led to the Revolution, including the fear of an
established church, abridgements to free speech and
peaceful gatherings, attempts to disarm the people,
the quartering of soldiers in private homes, the
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>> Congress pondered a dizzying
number of protections as part of the
original Bill of Rights. In the end, twelve
were proposed, and ten passed.
table 7.1 ratification of the Constitution
Date State Votes Yes Votes No
December 7, 1787 Delaware 30 0
December 12, 1787 Pennsylvania 46 23
December 18, 1787 New Jersey 38 0
January 2, 1788 Georgia 26 0
January 9, 1788 Connecticut 128 40
February 6, 1788 Massachusetts 187 168
April 28, 1788 Maryland 63 11
May 23, 1788 South Carolina 149 73
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Small states got apportionment. Several small states, such
as Delaware, Connecticut, and New Jersey, supported the new
Constitution immediately, mainly because the Constitution
strength-
ened their position relative to the larger, more populous states.
The
Great Compromise had secured their votes.
Georgia needed protection. Georgia supported the Constitution
quickly too, mainly because it needed protection from the
Spanish in
Florida and the Indians to its south and west.
73. The persuasive Federalist Papers. The Federalist Papers, drafted
by John Jay, Alexander Hamilton, and James Madison during
the
ratification debate in New York, argued that the new
Constitution
would not abridge the “natural rights” that were fought for and
thought to be secured by the American Revolution. More than
just
a series of polemical pamphlets, the Federalist Papers addressed
many of the most important questions in political theory at the
time,
including how much liberty should be sacrificed for the
protection
of a governing state, how the rights of minority groups could be
protected in a democracy, how the Constitution could prevent
one
of the three governing powers from growing too strong, and
how
a nation could expand its borders without sacrificing the liberty
of
those already members. The Federalist Papers are perhaps the
most
important contributions in political theory ever to emerge from
the
United States. Their arguments swayed many state delegates,
espe-
cially in New York.
The promise of a Bill of Rights. And fourth, impelled by the
writers who came to be known as the “Anti-Federalists,” who
were afraid the Constitution would make the national
government
too strong, the framers agreed to attach a Bill of Rights to the
Constitution, which ensured that some of the liberties deemed
74. sacred would be protected in the Constitution. By agreeing that
the
new government’s first order of business would be to draft a
Bill of
Rights, the framers of the Constitution won the support of the
three
most important states at the time: Massachusetts, New York,
and
Virginia. The state legislatures in each of these three states,
how-
ever, still endured incredibly close votes.
There were at least four reasons why the states ratified the
Constitution:
the reasons why . . .}{
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>> The Constitution.
forcible removal of private property, unreasonable
searches by the federal government, the denial of a
trial by one’s peers, and the suspension of protec-
tions under the law. The First Amendment’s prohi-
bition against establishing a national religion was
especially important because of the sectarian battles
happening between the various Protestant denomi-
nations. The Congregationalists in New England
were afraid the Anglicans in the South might win
federal power, while the Anglicans were equally
afraid of the Congregationalists. The Baptists, mean-
while, were bitter that some states maintained
control over certifying who could become a minis-
ter, making them fearful that one day they might
be disallowed from practicing their faith. The First
Amendment ended many of these debates and
assuaged most of these fears, at least at the federal
level.
The Bill of Rights was to defend against the kind
of tyranny that the revolutionaries had encountered
in the run-up to the Revolutionary War. Indeed, the
final amendment making up the Bill of Rights pro-
nounced that any power not delegated to the fed-
eral government by the Constitution was reserved
77. 132 Chapter 7 Confederation and Constitution, 1783–1789
Looking Ahead . . .
The Constitution has survived, relatively unchanged,
as the basis of the United States’s republican govern-
ment for more than two hundred years. The first
ten amendments—the Bill of Rights promised by
the Federalists—were added in 1791. Since then,
only seventeen more amendments have become
law. Some of the fundamental debates, includ-
ing the question of the balance of power between
the states and the federal government, continue
today. Interpretations of the framers’ intentions
have changed over time, but the American frame
of government created in 1787 has demonstrated
impressive flexibility and longevity.
More than just a political document, the
Constitution also sparked essential debates that
would continue to preoccupy the American nation.
What would be the role of African Americans? Was
America a nation only for white people? And what
about women as citizens? Was there any justifica-
tion for their exclusion from voting? And what
would be the nature of the relationship between the
Americans and the Indians, both of whom had good
reasons to think of the land as theirs? Who would
decide? The Constitution took a stand on many of
these issues, coming out in ways that make it look
anything but democratic. Slaves were to be counted
as merely three-fifths of a person, women were not
explicitly granted the right to vote, and Indians were
not made citizens.
78. Through amendment and custom, though,
the American nation would slowly achieve greater
What else was happening . . .
1785 Frenchman J. P. Blanchard is said to be the first to
actually use a parachute by dropping a dog in a
basket, to which the parachute was attached, from
a hot-air balloon. The dog survived, but fourteen
years later, Blanchard suffered a heart attack,
fell from one of his own balloons, and died of his
injuries.
1787 Mozart composes his opera Don Giovanni.
1788 Australia is first settled by Europeans as a penal
colony.
1789 Mutiny takes place on H.M.S. Bounty.
1793 Reign of Terror begins in France, as rival revolu-
tionary factions battle over the proper ways in
which “liberty, equality, and fraternity” can be
implemented in a modern nation-state. Between
15,000 and 40,000 French lose their lives during
the fourteen-month Terror, many by the blade of
the guillotine, which earns the nickname “National
Razor.”
democracy. The initial steps were taken in the first
years of the new nation, a period that historians
today call the Federalist era.
Visit the CourseMate website
at www.cengagebrain.com for
additional study tools and review
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Creating a New Government 135
“Although the Constitution had been ratified, the debate about
the
size, shape, and duties of the federal
government continued. A blueprint,
after all, is not a building.”Although the war had been
won and the Constitution rati-
fied, the debate about the size,
shape, and duties of the fed-
eral government continued. A
blueprint, after all, is not a
building. Some, like New York’s
82. Alexander Hamilton, were
worried that common people
could not handle democracy
and would be confused by
the challenges of running a
nation. Others, like Thomas Jefferson, were concerned that a
powerful centralized federal
government would take away coveted liberties.
The stakes were high, as the unformed nation struggled to
establish itself on the
periphery of the European economic system. Daily life went on,
of course: people went to
school, got married, had families, bought slaves, moved west,
and built new homes. But
they did so during a time of heightened worries about the
political stability of their new
nation. Was American independence going to be temporary?
Could the country’s leaders
pull the nation together? Politics of the 1790s was fraught with
questions, anxiety, and
passion. It led to disagreements, and even duels.
In the end, the political center held, but not in a way that
anyone had predicted.
Nearly all the founders disliked political partisanship, yet they
helped usher in the two-
party system that we know today. They also preached the
virtues of liberty and equality
but went to great extremes to safeguard both the practice of
slavery and the continued
seizure of Native American lands. Thomas Jefferson advocated
a rural, agrarian republic,
yet the stability enjoyed and the land acquired during his
presidency helped foster an
economic revolution—one that we will encounter in the
83. following chapters. But, first, to
the decade following the ratification of the Constitution, when
the central role of the fed-
eral government was to secure the new nation. This chapter
examines the development
of the new government, the rise of the two-party political
system, and the first peaceful
turnover of power in the “bloodless revolution” of 1800.
8-1 Creating a New Government
From 1789 to 1800 the federal government was remarkably
small. In 1800, the Department
of State had only three employees, plus representatives in
London, Paris, Madrid, Lisbon,
and The Hague. The entire Treasury had a total of about
seventy-five employees. The
War Department consisted of the secretary of war, two clerks,
and a messenger. The Post
Office numbered seventy-five offices. The legislative branch
had only twenty-six sena-
tors and sixty-four representatives. For a nation suspicious of
centralized power, a small
federal government was appropriate.
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The American nation became stable not when the United
States drafted the Constitution, but only after the govern-
ing power peacefully ceded power to an opposing party,
in 1800.
Strongly Disagree Strongly Agree
1 2 3 4 5 6 7
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136 Chapter 8 Securing the New Nation, 1789–1800
As the new government
began operations in 1789, it
became clear that, although
the Constitution outlined a
framework of government,
the exact roles of its three
branches were not clearly
defined. Establishing prec-
edents would be the mission
of the first group of federal
politicians.
8-1a The First Citizens
According to Article 4, Section 2 of
the Constitution, the states dictated
who was and was not a citizen.
They more or less confined citi-
zenship to white, property-holding
males, although there were a few
exceptions to this generalization.
Immigrants could become citizens
as well, and in the Naturalization
Act of 1790, Congress declared that,
among immigrants, only “free white persons” could
become citizens of the United States. This obviously
87. limited black people, Native Americans, and Asians.
(These restrictions continued for almost a century,
until 1870, when African Americans were allowed
to become citizens.) White women also had few
property rights, and, once
she was married, anything
a woman owned became
the property of her husband. It was not until 1920
that women were granted full citizenship.
8-1b The First Congress
The first federal election under the new
Constitution was held late in 1788. Most of the
men elected were sympathetic to the arguments
laid out in the Federalist Papers. At its first
meeting in the capital city of New York, the first
Congress had four major tasks: (1) setting up a
system of federal courts; (2) secur-
ing the Bill of Rights that had been
promised during the ratification
period; (3) establishing the exec-
utive department; and (4) rais-
ing revenue. By addressing these
pressing issues in a relatively tidy
manner, the first Congress dem-
onstrated its strength compared
to the Continental Congress under
the Articles of Confederation. The new government
seemed to be working.
Courts
The Judiciary Act of 1789 created three circuit
courts and thirteen district courts to accompany the
88. Supreme Court established by the Constitution.
Rights
James Madison proposed to Congress seven-
teen amendments to the Constitution, twelve
of which Congress approved and ten of which
the states later ratified. These ten amendments
are known as the Bill of Rights.
Executive Department
Congress created five executive posts: (1) the
secretary of state, (2) the secretary of war,
(3) the secretary of the Treasury, (4) the attorney
general, and (5) the postmaster general. These
positions were to be filled by the president,
meaning that the president would control
patronage, defined as the granting of rewards
for assisting with political victories (although,
in these early years, these jobs were not
viewed as lucrative because the federal govern-
ment was so small). Under President George
Washington, these positions (except that of
postmaster general) would serve as his cabinet
of advisors.
Naturalization act
of 1790
Legislation which
declared that, among
immigrants to the United
States, only “free white
persons” could become
citizens
patronage
System of granting
89. rewards for assisting
with political victories
>> Federal Hall in New York City, the first capitol building of
the United
States, on the day of George Washington’s inauguration as first
president.
From 1789 to
1800 the federal
government was
remarkably small.
Read the Natu-
ralization Act of
1790.
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Creating a New Government 137
Revenues
James Madison, who had
played an essential role at the
Constitutional Convention,
was elected to the House of Representatives from
Virginia. His work was equally indispensable during
the first term of Congress. In 1789, he persuaded
92. Congress to pass the Hamilton Tariff of 1789, which
imposed a 5 to 10 percent tariff on certain imports.
This act’s success freed the federal government from
constant worry about economic shortfalls.
8-1c The First President
The least surprising outcome of the
nation’s first election was installing
George Washington as president.
His stature as an honest war leader
made him the obvious choice to
lead the new government. He never
ran for the office, and indeed, had
retired from public life altogether
before he was elected. Washington had to be talked
into coming back and serving his country once
again.
As he formulated his approach to the office,
Washington was aware that he had no contempo-
rary role models; the American republic was truly an
experiment. “I walk on untrodden ground,” he said.
“There is scarcely any part of my conduct which may
not hereafter be drawn in precedent.” Washington
established several important
precedents while in office.
Three of the most significant
concerned the presidential
manner, the cabinet, and rela-
tions with Congress.
The Presidential Manner
Washington displayed a dig-
nified and formal manner as
president. In the debate about
how people should address
93. him, Washington remained
quiet. Federalists proposed
calling him “His Excellency”
or “His Highness,” but Anti-
Federalists rebuffed the pro-
posal, favoring a less lofty
title. Without any insistence
from Washington himself, he
came to be called simply “Mr.
President.” This endowed him
with importance, but not regal
entitlement. Washington
also dressed formally (never
in military attire, always in
American-made suits), con-
ducted affairs in a formal
manner, and decided not to
use his veto power unless
he deemed a law unconsti-
tutional. He wanted people
to take the office of presi-
dent seriously, but without
encouraging the office to usurp the will of the
people as expressed by Congress.
The Cabinet
Washington’s second important
precedent concerned his cabinet.
Congress voted to create several
departments within the executive
branch, but the Constitution did
not explicitly outline the respon-
sibilities of these departments
(which were collectively known as the president’s
94. “cabinet”). With the cabinet’s role open to inter-
pretation, Washington assembled this group with
an eye toward gathering differing viewpoints. He
hoped that including a range of opinions within the
government would keep leaders working together
Take a virtual
tour of the activi-
ties of the First
Federal Congress.
It was not until
1920 that women
were granted full
citizenship.
>> Washington in retirement at Mount Vernon after the war.
He would have to be persuaded to reenter public life and
become the
new nation’s first president. North Wind/North Wind Picture
Archives—
All rights reserved
hamilton tariff of 1789
Act that imposed a 5 to
10 percent tariff on certain
imports to fund the new
government
cabinet
Group of the heads of
departments within the
executive branch; one of
George Washington’s inno-
96. Washington appointed Thomas Jefferson the
first secretary of state. In addition to heading
American diplomatic relations, Jefferson’s office
was in charge of the census, patents and copyrights,
public lands, and the mint. Washington’s Treasury
secretary was Alexander Hamilton, a close friend
who had served as his aide-de-camp during the
Revolution. Henry Knox was secretary of war, as he
had been under the Continental Congress during
the 1780s. Knox commanded an army of 5,000 men,
most of whom were deployed for defense against
Native Americans in the western territories. Samuel
Osgood was the postmaster general, in charge of
mail delivery. Edmund Randolph was the attorney
general, who met with the cabinet as Washington’s
personal advisor.
Reflecting the balance of perspectives that
Washington sought, Hamilton and Knox favored a
strong centralized government, whereas Jefferson
and Randolph favored
greater power at the state
level. Jefferson and Randolph
were from Virginia, Hamilton
from New York, Knox and Osgood from New England.
When Washington began consulting them on official
matters (or, more commonly, asking Randolph to
solicit their opinions), the cabinet system was born.
Relations with Congress
The Constitution required that the executive branch
draft treaties with the “advice and consent” of
97. the Senate, but the first time Washington endeav-
ored to make a treaty, the resulting bickering with
Congress led to an inconclusive treaty. From then
on, Washington decided to negotiate treaties first
and then submit them to Congress for approval. This
established a precedent. Washington also took seri-
ously his role of informing Congress of the state of
the union once a year, thus demonstrating that he
was ever attentive to the will of the people.
8-2 Political Divisions
During its first decade, this small government had
serious problems to confront, and the confronta-
tions sparked factionalism. Whose side you chose in
the debate depended on your vision for the nation.
Some, like Washington, Hamilton, and Adams (who,
as a political group, would come to be called the
Federalists), wanted a strong federal government
that would assist merchants and industry in order
to create a buoyant, market-based nation. Alexander
Hamilton was the true visionary of the bunch. Born
out of wedlock on a Caribbean island, the ambitious
Hamilton was determined to utilize what he saw as
the bustling spirit of Americans in order to create
a first-class capitalist nation that was important to
the world’s economy. He wanted an assertive gov-
ernment that encouraged economic investment and
entrepreneurship. He wanted all the states to buy
into this vision, and he proposed a series of creative
and far-sighted economic measures that would
transform the United States from an economic
outpost to a true international powerhouse. Many
of his proposals appeared in his famous “Report on
Manufactures,” a plan that would eventually become
government policy.
98. Others, like Jefferson and Madison (who would
come to be called the Democratic-Republicans),
preferred a weaker federal government that would
allow the preservation of “natural rights” and of
slavery. Often, but not always, the Democratic-
Republicans were Anti-Federalists in the debate
about the Constitution. The most brilliant of this lot
was Thomas Jefferson, the author of the Declaration
of Independence. Jefferson came from Virginia and
was an agrarian aristocrat. He sought a decentral-
ized government made up of small farmers. He >> General
George Washington, lionized war hero and president.
Read Washing-
ton’s First Inau-
gural Address.
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100. feared that the expansion of commerce and industry
via Hamilton’s plan would create a class of wage
workers who were dependent on others for their
income and thus unable to participate in democratic
political processes.
Although no party set out to create calcified
political divisions, that would be the end result.
Two issues illustrated these competing visions of
the nation—problems over government finance and
foreign policy. Together, they would help form the
nation’s first two-party system.
8-2a The Problem of Finance
During the Revolutionary War, the Continental
Congress had taken out loans to fund the war.
Foreign investors held $12 million worth of notes;
domestic bondholders were owed $48 million. To
establish good credit and to maintain authority over
the states, the federal government had to pay off
the loans.
Hamilton’s Financial Plan
Hamilton, in an effort to promote economic policies
aligned with his vision for a strong, centralized gov-
ernment, proposed an economic plan to remedy the
problem, one that quite naturally favored the inter-
ests of the commercial and mercantile elite. His plan
had four key components: (1) consolidating the loans
that Congress took out during the Revolutionary War
into one national debt, which would importantly
commit the wealthy people who were owed money
to the success of the federal government; (2) consoli-
dating the individual states’ loans into the national
debt, making the states beholden to the federal
101. government and thus strengthening its authority;
(3) raising revenue through the sale of bonds, the
sale of public lands, the establishment of tariffs,
and the imposition of an excise tax on whiskey;
and (4) creating the First Bank of the United States,
which would hold the government’s revenue and
issue bank notes (paper money) that would be legal
tender throughout the country.
The bank was the linchpin of the plan. It would
benefit the business classes, who could capitalize
on the stability provided by a bank. It would orga-
nize the loans and the debt as well. But it would
also expand the power of Congress and, therefore,
of the federal government. A national bank was not
mentioned in the Constitution, but the Constitution
did grant Congress the power to do anything “neces-
sary and proper” to carry out its delegated powers. If
Congress could successfully charter a bank (which
it did in 1791), it would assume a vast amount of
implied powers through a
loose interpretation of the
words in the Constitution—a
position called loose con-
structionism. This would in
turn make the federal gov-
ernment much more power-
ful. Some of the founders
had envisioned this all along,
while others had not, thus
making the “original intent”
of the founders difficult if
not impossible to decipher.
Opposition to
102. Hamilton’s Plan
Thomas Jefferson and James
Madison led the faction
that immediately opposed
Hamilton’s policies. Because
Jefferson was a towering fig-
ure in the new government,
this faction came to be called
the Jeffersonians, although they preferred to be
called the Democratic-Republicans. The Democratic-
Republicans had three problems with Hamilton’s
plan (see “The reasons why . . .” on the next page).
Jefferson, Madison, and their supporters envi-
sioned an agrarian nation made up of independent
farmers, not laborers and industrialists who were
dependent on others. Their plan for an agrarian
nation, of course, also allowed for, indeed depended
on, the perpetuation of slavery. (Hamilton, mean-
while, ardently opposed slavery, believing that it
denied individual liberty and favored the estab-
lished aristocracy of the South over the merchants
of the North.)
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>> Hamilton, architect of a strong national government in con-
trol of national finance, now appears on the ten-dollar bill.
implied powers
Congress’s power to do
anything “necessary and
proper” to carry out its
delegated powers, even
if those actions are not
explicitly named in the
Constitution
loose constructionism
Interpretation of the
Constitution suggest-
ing that the Constitution
should be flexible to
accommodate new
demands
Democratic-
republicans
Faction that coalesced in
opposition to Alexander
105. 140 Chapter 8 Securing the New Nation, 1789–1800
Congressional Impasse
and Washington, D.C.
The deadlock over Hamilton’s
plan was ultimately bro-
ken by a compromise on an
entirely separate issue: the
location of the national gov-
ernment. Between 1789 and
1793, the federal government of the United States
was in New York City. In 1793, the government
moved south to Philadelphia, but southern leaders
wanted the government to be located even farther
south, in Virginia. They also wanted it to be located
outside a big city, because many of Jefferson’s sup-
porters considered big cities sinkholes of corruption.
Over dinner and wine one night, Jefferson and
Hamilton struck a deal: Hamilton would instruct the
supporters of his economic plan to favor relocating
the seat of government along the Potomac River,
and Jefferson would allow Hamilton’s plan to pass
through Congress. With this compromise, Hamilton’s
economic legislation passed, the First Bank of the
United States was created (it lasted until 1811), and
the stage was set for the national government to
move to Washington, D.C. It was a true victory for
Hamilton, as his economic plan would transform the
nation and little would come from the fact that the
capital city was located further south.
The Whiskey Rebellion
Opposition to Hamilton’s economic policies was not
106. limited to Democratic-Republicans in the govern-
ment. In western Pennsylvania, Hamilton’s decision
to tax whiskey proved divisive. Before railroads or
canals were built, western farmers depended on
slow, halting, horse-based transport and had dif-
ficulty transporting their crops without spoilage.
They found it easier to distill their grain to whiskey
and ship it in that form. A tax on whiskey was thus
a serious threat to their livelihood. To make mat-
ters worse, Hamilton’s plan taxed small producers
of whiskey more than it did large producers, in
part because the tax was an effort to demonstrate
to small farmers and westerners the government’s
authority to tax them. This gave rise to accusations
of East Coast elitism.
In 1794, many westerners attacked the tax
men who tried to collect the whiskey tax. When
Washington and Hamilton attempted to bring some
of the rebels to justice, they chose whiskey pro-
ducers in western Pennsylvania as their test case.
Speculators would benefit. The Democratic-Republicans thought
that honoring all debts was unfair because many of the
Americans
who had purchased bonds to fund the Revolutionary War—often
widows and soldiers—had been forced to sell their bonds for
less
than their face value during the hard economic times of the
1780s.
Commercial speculators bought the bonds from them at low
prices,
and Hamilton’s plan would reward these speculators unfairly.
Some had already paid off their debts. They also believed that
107. nationalizing the state debts was unfair because some states
(espe-
cially southern states like Jefferson’s Virginia) had already
made
headway in paying off their debts by selling western lands. If
the
debts of all states were pooled together, the residents of the
states
that had already reduced their debts would have to pay a
dispropor-
tionate share of the national debt.
A fear that financiers were given preferential treatment.
Creating a bank was contentious because many Americans—par-
ticularly southerners—argued that the creation of a national
bank
would serve the interests of only financiers and merchants.
They
believed it would offer little aid to farmers and plantation
owners.
The Democratic-Republicans considered these groups the most
virtuous citizens of an agrarian republic. Arguing that the
creation of
a bank was not within the purview of the federal government,
the
opponents of Hamilton’s plan favored a more literal
interpretation of
the Constitution—a position called strict constructionism.
The Democratic-Republicans had three problems with
Hamilton’s plan:
the reasons why . . .}{
strict constructionism
109. 3
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Political Divisions 141
The rural Pennsylvanians fought back, eventu-
ally rioting and overrunning the city of Pittsburgh,
where they were to be tried for tax evasion. This
was the Whiskey Rebellion. Alarmed by the direct
refusal to adhere to the dictates of the federal gov-
ernment, George Washington issued a proclamation
declaring the farmers in rebellion and sent a newly
organized army of nearly 13,000 to quell the revolt.
Washington himself at times led the troops. But by
the time the army reached western Pennsylvania,
the rebels had gone home. Washington ultimately
pardoned the two men who were captured in the
dispute.
There were two main results of the Whiskey
Rebellion. First, from this time forward, the west-
ern provinces were firmly Anti-Federalist, favoring
the small-government approach of the Democratic-
Republicans. Hamilton’s economic plans had indeed
exacerbated sectional differences between those
who most obviously benefited from them (East
Coast elites, bankers, and educated businessmen)
and those who did not (southern and western farm-
ers). But second, Washington’s message was clear:
the national government would not allow extralegal
protests to effect change. In a nation of laws, change
would come only through peaceful means.
111. Conflict in which
Pennsylvania farmers
fought a tax on whiskey,
eventually rioting and
overrunning the city of
Pittsburgh in 1794, where
they were to be tried for
tax evasion
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142 Chapter 8 Securing the New Nation, 1789–1800
As a new nation, the
United States also had to
travel the often-treacherous
terrain of foreign policy. And
here too, almost every deci-
sion made by the federal
government was liable to be
framed in divisive language.
Would the nation support
other Enlightenment-based
revolutions, like the one tak-
ing place in France? Would it challenge England
when it infringed on American liberties in the seas?
Plus, there were still divisions in the West, with the
Spanish still in control of the Mississippi River and
Florida, the British still possessing forts in the west-
ern hinterlands and Canada, and Indians still living
on and claiming lands throughout the vast terrain.
The answers to these questions only increased
114. political divisions.
The Pinckney Treaty
In one rare instance, the Pinckney Treaty of 1796
(also called the Treaty of San Lorenzo) was an
accomplishment everyone could celebrate. The tax
on whiskey remained after the Whiskey Rebellion,
but opposition to the policy cooled when the treaty
with Spain gave Pennsylvania farmers an easier way
to get their crops to market. The Pinckney Treaty
opened the Mississippi River to American ship-
ping and allowed Americans the “right of deposit”
at New Orleans, which meant that American mer-
chants could warehouse goods in the city. The
Pinckney Treaty was popular, a notable foreign
policy achievement in a decade of political con-
troversy. Other foreign policy decisions, however,
divided American leaders in the 1790s. In particu-
lar, government officials clashed over the French
Revolution and the conduct of trade with certain
foreign nations.
The French Revolution
and the Citizen Genêt Affair
In 1789 in France, growing discontent with the king
spurred the French people to overthrow their monar-
chy, inciting the French Revolution. Most Americans
were initially pleased with the news, thinking that
they themselves had been on the front line of an inev-
itable transition to republican governments around
the world. But by the early 1790s, the news from
France grew worse: the country had erupted into vio-
lence, and one leader after another had been deposed,
creating chaos and a reign of terror. The French could
not agree on what liberty was, who was deserving of
115. it, or how the nation could be governed fairly.
Public opinion in America was divided over the
French Revolution. The disorder in France alarmed
many Federalists, and criticism increased when the
revolutionaries executed the former king, Louis XVI,
and his wife, Marie Antoinette, in 1793. At the same
time, many Federalists (especially in New England)
viewed England as the United States’s natural trad-
ing partner. When Britain declared war on France in
1792 (other European nations saw France’s chaos as
an opportunity to make territorial gains, prompting
Europe-wide battles), many New Englanders were
concerned that too much support for France’s revo-
lution would sour trade relations with England. On
the one hand, the Democratic-Republicans contin-
ued to sympathize with the revolution, supporting
its attempt to create a republican government. On
the other hand, Federalists in New England sup-
ported Britain.
In the United States, the conflict came to a
head when an ambassador from the revolution-
ary French Republic, Edmond Genêt, arrived in
the United States on April 8, 1793. Genêt’s mis-
sion was to raise support for the new French
government, particularly because the revolution
had brought France into conflict with England
and Spain, key trading partners of the United
States. Genêt received a mixed reception. Many
Americans remembered the French contribu-
tion to the American Revolution and welcomed
him. Others pointed out that America’s alliance
had actually been with the now-deposed French
king, not the new French Republic. To avoid
entanglement, Washington issued a neutrality
116. proclamation two weeks after Genêt’s arrival,
on April 22, 1793.
>> Washington, D.C., in 1800 was not a large city at all.
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Political Divisions 143
Genêt ignored the proclamation and very pub-
licly tried to recruit American soldiers and advocate
American attacks on British ships. Since this was a
direct challenge to Washington’s stance on neutral-
ity, the president issued a proclamation in August
1793 that France recall Genêt. (Genêt was allowed
to stay in America, however, after a new French
government demanded his arrest and Washington