The document summarizes England's early attempts to establish colonies in North America in the late 1500s. It describes how Sir Walter Raleigh led the first English expedition to the coast of present-day North Carolina in 1584. A second expedition in 1585 established the Roanoke colony, but the colonists had difficulties with the local Native Americans and lacked supplies, and the colony disappeared by the following year. The document provides context on English and Spanish rivalry in the Americas and perspectives on Native Americans.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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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.
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A Strategic Approach: GenAI in EducationPeter 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.
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1. Europe Plans to SettleEurope Plans to Settle
Sir Walter RaleighSir Walter Raleigh
Erwin MiddleErwin MiddleMr. Scullion
2. Europe Plans to Settle
The Spanish conquest of the Americas was
very profitable. Leaders of other European
countries, especially England, envied the
shiploads of treasure coming out of the New
World. They also worried about the powerful
military force that Spain was building with its
newfound wealth. They did not want Spain to
dominate the world. They began to think about
starting their own American ventures.
3. England Plans to Settle
English leaders also wanted to start colonies. Although England was one of
Europe’s richest countries, it had a population problem. The country’s
population rose sharply in the 1500s. England was a small island and could not
provide land or jobs for all the new inhabitants. Beggars began to wander
country roads and line city streets. Crime also rose as people stole what they
could not earn. English leaders hoped that American colonies would provide
opportunities for people who could not find jobs or land at home.
5. England Plans to Settle
The English set their
eyes near the mid-
Atlantic coast. That
area seemed ideal for
challenging Spanish
power. The mid-
Atlantic was too far
away from Spanish
Florida for the
Spanish to attack by
land. English ships
could use bases there
to monitor Spanish
actions and capture
Spanish vessels
carrying treasure from
Central and South
America.
6. Sir Walter Raleigh
In 1584, Sir Walter Raleigh organized the first English endeavor to settle in the
New World. Queen Elizabeth of England granted him a charter, which gave him
permission to organize a colony and promised that any land he colonized would
belong to him.
7. Sir Walters Voyage
Sir Walter Raleigh’s crew left England on April 27, 1584. A few months later, on
July 4, 1584, they arrived in the New World. They sailed up the eastern coast to
Pamlico Sound and anchored near Hatteras Island. They named the land
Virginia in honor of Queen Elizabeth. (Because Elizabeth never married, she
was known as the Virgin Queen.)
Two days after the English scouting crew arrived, three Algonquian Indians
from the island of Roanoke arrived in a small boat. They paddled near the
larger English ships. The English explorers rowed over to meet the Indians, and
one Indian agreed to go back to the English ships. He tasted some food,
accepted a shirt and hat as gifts, and gave the explorers some fish in return.
Then he and his companions rowed back to Roanoke Island to report to their
people what they had seen.
9. England’s View
The English had varying views of Native Americans. Like other Europeans, most
English people considered themselves superior to the people of Asia, Africa, and
the Americas. They saw people in those lands as savages—less educated and
intelligent than “civilized” Europeans. This perception encouraged the idea that
Europeans had the right to rule over them. Still, the English believed there were
two kinds of Indians. There were “good” Indians, who welcomed and appreciated
Europeans. And there were “bad” Indians, who constantly attacked settlers,
traders, and “good” Indians.
10. Reporting the Findings
Once the Sir Walter Raleigh’s crew returned to England,
they reported their findings. They described the land they
had explored with glowing detail, emphasizing the fertility
of the land and the hospitality of the inhabitants. Queen
Elizabeth liked what she heard, and began to gather
people to return to the land and start a colony. The
expedition included military men and the Royal Navy ship,
Tyger. Giving Raleigh’s return voyage a dual purpose: to
start a colony and to establish a military fort that could be
used to capture Spanish ships.
11. Return to Roanoke
In 1585, Richard Grenville set out on the second journey to Roanoke. The men on
board were colonists who were to start a settlement and look for ways to earn a
profit.
The journey got off to a rocky start when the ship ran aground in Pamlico Sound.
Water poured in and spoiled most of the food the colonists had brought. When
they landed on Roanoke Island, the colonists chose a settlement site and began to
explore the area. They called their settlement Fort Raleigh.
The Roanoke Indians had an important decision to make. Since the colonists’ food
had been lost, they would need the Indians’ help to survive. They decided they
would give the settlers food. Hospitality to strangers was part of Native American
culture. It was summer, and they had plenty of food to spare. The corn was
ripening, and there was no shortage of fish and game.
13. Return to Roanoke
Richard Grenville departed for England to get more supplies.
The colonists were less productive. Most of them were soldiers, not farmers.
They spent a lot of time looking for gold and silver instead of hunting, fishing, and
growing corn. When winter came, the men had not even built houses for
themselves, and they continued to depend on the natives to feed them.
By spring, the Indians began to grow impatient with the colonists’ constant
demands for food. The natives had little extra food after the winter. Feeding the
colonists meant they had less to eat themselves.
Eventually, the Indian’s stopped giving food to the colonists and broke off their
relationship. The colony became very angry. The colonists better at fighting than
diplomacy, suspecting that the Indians meant to starve or murder them, they
decided to strike first. They invited the Indian leaders to a conference. Once the
Indians were gathered, the colonists began to shoot. Within moments, they lay
dead.
The colonists had no food, and were never heard of again.
The Spanish conquest of the Americas was very profitable. Leaders of other European countries, especially England, envied the shiploads of treasure coming out of the New World. They also worried about the powerful military force that Spain was building with its newfound wealth. They did not want Spain to dominate the world. They began to think about starting their own American ventures.
English leaders also wanted to start colonies. Although England was one of Europe’s richest countries, it had a population problem. The country’s population rose sharply in the 1500s. England was a small island and could not provide land or jobs for all the new inhabitants. Beggars began to wander country roads and line city streets. Crime also rose as people stole what they could not earn. English leaders hoped that American colonies would provide opportunities for people who could not find jobs or land at home.
English leaders also wanted to start colonies. Although England was one of Europe’s richest countries, it had a population problem. The country’s population rose sharply in the 1500s. England was a small island and could not provide land or jobs for all the new inhabitants. Beggars began to wander country roads and line city streets. Crime also rose as people stole what they could not earn. English leaders hoped that American colonies would provide opportunities for people who could not find jobs or land at home.
The English set their eyes near the mid-Atlantic coast. That area seemed ideal for challenging Spanish power. The mid-Atlantic was too far away from Spanish Florida for the Spanish to attack by land. English ships could use bases there to monitor Spanish actions and capture Spanish vessels carrying treasure from Central and South America.
In 1584, Sir Walter Raleigh organized the first English endeavor to settle in the New World. Queen Elizabeth of England granted him a charter, which gave him permission to organize a colony and promised that any land he colonized would belong to him.
Sir Walter Raleigh’s crew left England on April 27, 1584. A few months later, on July 4, 1584, they arrived in the New World. They sailed up the eastern coast to Pamlico Sound and anchored near Hatteras Island. They named the land Virginia in honor of Queen Elizabeth. (Because Elizabeth never married, she was known as the Virgin Queen.)
Two days after the English scouting crew arrived, three Algonquian Indians from the island of Roanoke arrived in a small boat. They paddled near the larger English ships. The English explorers rowed over to meet the Indians, and one Indian agreed to go back to the English ships. He tasted some food, accepted a shirt and hat as gifts, and gave the explorers some fish in return. Then he and his companions rowed back to Roanoke Island to report to their people what they had seen.
To Roanoke’s natives, the English probably seemed harmless. There were not very many of them, and they seemed to have come to trade—not to fight. The Indians likely saw them as potential allies. The English traded metal hatchets, axes, and knives, all of which were useful weapons.
Sir Walter Raleigh’s crew left England on April 27, 1584. A few months later, on July 4, 1584, they arrived in the New World. They sailed up the eastern coast to Pamlico Sound and anchored near Hatteras Island. They named the land Virginia in honor of Queen Elizabeth. (Because Elizabeth never married, she was known as the Virgin Queen.)
Two days after the English scouting crew arrived, three Algonquian Indians from the island of Roanoke arrived in a small boat. They paddled near the larger English ships. The English explorers rowed over to meet the Indians, and one Indian agreed to go back to the English ships. He tasted some food, accepted a shirt and hat as gifts, and gave the explorers some fish in return. Then he and his companions rowed back to Roanoke Island to report to their people what they had seen.
To Roanoke’s natives, the English probably seemed harmless. There were not very many of them, and they seemed to have come to trade—not to fight. The Indians likely saw them as potential allies. The English traded metal hatchets, axes, and knives, all of which were useful weapons.
The English had varying views of Native Americans. Like other Europeans, most English people considered themselves superior to the people of Asia, Africa, and the Americas. They saw people in those lands as savages—less educated and intelligent than “civilized” Europeans. This perception encouraged the idea that Europeans had the right to rule over them. Still, the English believed there were two kinds of Indians. There were “good” Indians, who welcomed and appreciated Europeans. And there were “bad” Indians, who constantly attacked settlers, traders, and “good” Indians.
Once the Sir Walter Raleigh’s crew returned to England, they reported their findings. They described the land they had explored with glowing detail, emphasizing the fertility of the land and the hospitality of the inhabitants. Queen Elizabeth liked what she heard, and began to gather people to return to the land and start a colony. The expedition included military men and the Royal Navy ship, Tyger. Giving Raleigh’s return voyage a dual purpose: to start a colony and to establish a military fort that could be used to capture Spanish ships.
In 1585, Richard Grenville set out on the second journey to Roanoke. The men on board were colonists who were to start a settlement and look for ways to earn a profit.
The journey got off to a rocky start when the ship ran aground in Pamlico Sound. Water poured in and spoiled most of the food the colonists had brought. When they landed on Roanoke Island, the colonists chose a settlement site and began to explore the area. They called their settlement Fort Raleigh.
The Roanoke Indians had an important decision to make. Since the colonists’ food had been lost, they would need the Indians’ help to survive. They decided they would give the settlers food. Hospitality to strangers was part of Native American culture. It was summer, and they had plenty of food to spare. The corn was ripening, and there was no shortage of fish and game.
In 1585, Richard Grenville set out on the second journey to Roanoke. The men on board were colonists who were to start a settlement and look for ways to earn a profit.
The journey got off to a rocky start when the ship ran aground in Pamlico Sound. Water poured in and spoiled most of the food the colonists had brought. When they landed on Roanoke Island, the colonists chose a settlement site and began to explore the area. They called their settlement Fort Raleigh.
The Roanoke Indians had an important decision to make. Since the colonists’ food had been lost, they would need the Indians’ help to survive. They decided they would give the settlers food. Hospitality to strangers was part of Native American culture. It was summer, and they had plenty of food to spare. The corn was ripening, and there was no shortage of fish and game.
Richard Grenville departed for England to get more supplies.
The colonists were less productive. Most of them were soldiers, not farmers. They spent a lot of time looking for gold and silver instead of hunting, fishing, and growing corn. When winter came, the men had not even built houses for themselves, and they continued to depend on the natives to feed them.
By spring, the Indians began to grow impatient with the colonists’ constant demands for food. The natives had little extra food after the winter. Feeding the colonists meant they had less to eat themselves.
Eventually, the Indian’s stopped giving food to the colonists and broke off their relationship. The colony became very angry. The colonists better at fighting than diplomacy, suspecting that the Indians meant to starve or murder them, they decided to strike first. They invited the Indian leaders to a conference. Once the Indians were gathered, the colonists began to shoot. Within moments, they lay dead.
The colonists had no food, and were never heard of again.
Richard Grenville departed for England to get more supplies.
The colonists were less productive. Most of them were soldiers, not farmers. They spent a lot of time looking for gold and silver instead of hunting, fishing, and growing corn. When winter came, the men had not even built houses for themselves, and they continued to depend on the natives to feed them.
By spring, the Indians began to grow impatient with the colonists’ constant demands for food. The natives had little extra food after the winter. Feeding the colonists meant they had less to eat themselves.
Eventually, the Indian’s stopped giving food to the colonists and broke off their relationship. The colony became very angry. The colonists better at fighting than diplomacy, suspecting that the Indians meant to starve or murder them, they decided to strike first. They invited the Indian leaders to a conference. Once the Indians were gathered, the colonists began to shoot. Within moments, they lay dead.
The colonists had no food, and were never heard of again.