Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
Students will use a systematic analytical method to compare past presidents and current or potential future presidents and determine their own research-based ranking system.
Students focus on George Washington’s character and civic virtues and examine the connection between those virtues and a democratic and free society in the United States.
Students examine the Rules of Civility that George Washington hand-copied as a teenager. They then classify and categorize the concerns addressed, discuss what it would be like to live in a world imbued with such guidelines, analyze what expectations govern their own behavior, and generate a list of modern Rules covering the same categories they identified in Washington’s list.
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
Students will use a systematic analytical method to compare past presidents and current or potential future presidents and determine their own research-based ranking system.
Students focus on George Washington’s character and civic virtues and examine the connection between those virtues and a democratic and free society in the United States.
Students examine the Rules of Civility that George Washington hand-copied as a teenager. They then classify and categorize the concerns addressed, discuss what it would be like to live in a world imbued with such guidelines, analyze what expectations govern their own behavior, and generate a list of modern Rules covering the same categories they identified in Washington’s list.
This opensource presentation discusses the Subversion Process described by Yuri Bezmenov (1939-1993) who was a Soviet KGB defector. This presentation is derived from his 1984 book, "Love Letter to America". Please see: https://stpaulresearch.com/2019/11/14/a-love-letter-to-america-from-a-russian-spy/
“Hello, It’s Your Wake Up Call”: Images and Narratives as Tools for Exploring...drkkm
Presentation at the National Art Education Association Conference, this spring, 2009. Multi-year research with partner, Dr. Allen Trent at the University of Wyoming.
This report presents an analysis of people's thinking as they deliberated together in public forums about Americans' Role in the World. The analysis is based on forums held in 37 states, on moderator interviews representing forums in 22 locations, observations of six forums, videotape of four forums, and on the results of two online forums. The report is also based on the analysis of 1,486 post-forum questionnaires that were returned between April 2003 and April 2004.
An anti racist West Point is a comprehensive strategy document that address necessary steps for creating an anti-racist institution at West Point.
Those who wish to express their support are encouraged to contact leadership at West Point, the US Army Chief of Staff, and Secretary of the Army.
Students will use primary images as a model for creating their own "display" of states and choosing a "centerpiece" that defines our nation today. This lesson can accompany the distance learning broadcast, Primarily George.
Students will learn about the Newburgh Crisis and Washington’s Newburgh Address through primary and secondary sources, then write a persuasive essay that compares Washington’s character to a leader of their choosing who has overcome a difficult obstacle.
This opensource presentation discusses the Subversion Process described by Yuri Bezmenov (1939-1993) who was a Soviet KGB defector. This presentation is derived from his 1984 book, "Love Letter to America". Please see: https://stpaulresearch.com/2019/11/14/a-love-letter-to-america-from-a-russian-spy/
“Hello, It’s Your Wake Up Call”: Images and Narratives as Tools for Exploring...drkkm
Presentation at the National Art Education Association Conference, this spring, 2009. Multi-year research with partner, Dr. Allen Trent at the University of Wyoming.
This report presents an analysis of people's thinking as they deliberated together in public forums about Americans' Role in the World. The analysis is based on forums held in 37 states, on moderator interviews representing forums in 22 locations, observations of six forums, videotape of four forums, and on the results of two online forums. The report is also based on the analysis of 1,486 post-forum questionnaires that were returned between April 2003 and April 2004.
An anti racist West Point is a comprehensive strategy document that address necessary steps for creating an anti-racist institution at West Point.
Those who wish to express their support are encouraged to contact leadership at West Point, the US Army Chief of Staff, and Secretary of the Army.
Students will use primary images as a model for creating their own "display" of states and choosing a "centerpiece" that defines our nation today. This lesson can accompany the distance learning broadcast, Primarily George.
Students will learn about the Newburgh Crisis and Washington’s Newburgh Address through primary and secondary sources, then write a persuasive essay that compares Washington’s character to a leader of their choosing who has overcome a difficult obstacle.
Using the weekly news show “Meet the Press” as a model, students will portray George Washington, Abraham Lincoln, Franklin D. Roosevelt and Barack Obama in a television interview. Students will develop answers to the host’s questions by researching primary documents and current news articles.
PS 1010, American Government 1 Course Learning Out.docxadkinspaige22
PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Indicate the major goals of the Founding Fathers.
1.3 List the events preceding the creation of the Articles of Confederation and the weaknesses that
led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assignment
1.2
Unit I Lesson
Unit I Assignment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assignment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Many of us have a general concept and
understanding of the leadership of the Founding
Fathers working to establish a government with more
democratic principles and ideals. While the term
Founding Fathers is used a great deal, one must note
that there was a general sense of agreement on the
need for a new government and country, but there
were differences in their political ideologies. Some
Founding Fathers were for a more powerful federal
government, while others were more focused on state
powers. The point to be made here is that the
Founding Fathers were not an ideologically unified
group of people. The Founding Fathers had a vision
of making America a melting pot, but the path of
setting up a different style of government had many
trials and tribulations. After many obstacles were
overcome, the United States was formed under the
political structure of a democratic republic, which is
mentioned in the Pledge of Allegiance. In this unit, the
thoughts and strategies behind the founding of the
United States and the ideas and principles utilized to
create the Constitution will be examined.
In the Beginning
What is politics? What part do citizens have in the political process? The United States has a political culture
that began during Colonial times and was refined during the Revolutionary War. When the colonists declared
their independence from Great Britain, the Founding Fathers declared.
PS 1010, American Government 1 Course Learning Out.docxShiraPrater50
PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Indicate the major goals of the Founding Fathers.
1.3 List the events preceding the creation of the Articles of Confederation and the weaknesses that
led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assignment
1.2
Unit I Lesson
Unit I Assignment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assignment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Many of us have a general concept and
understanding of the leadership of the Founding
Fathers working to establish a government with more
democratic principles and ideals. While the term
Founding Fathers is used a great deal, one must note
that there was a general sense of agreement on the
need for a new government and country, but there
were differences in their political ideologies. Some
Founding Fathers were for a more powerful federal
government, while others were more focused on state
powers. The point to be made here is that the
Founding Fathers were not an ideologically unified
group of people. The Founding Fathers had a vision
of making America a melting pot, but the path of
setting up a different style of government had many
trials and tribulations. After many obstacles were
overcome, the United States was formed under the
political structure of a democratic republic, which is
mentioned in the Pledge of Allegiance. In this unit, the
thoughts and strategies behind the founding of the
United States and the ideas and principles utilized to
create the Constitution will be examined.
In the Beginning
What is politics? What part do citizens have in the political process? The United States has a political culture
that began during Colonial times and was refined during the Revolutionary War. When the colonists declared
their independence from Great Britain, the Founding Fathers declared ...
John VargaHistory 111Class Section # 1234507-08-2016.docxchristiandean12115
John Varga
History 111
Class Section # 12345
07-08-2016
Primary Source Analysis
Document’s Name: The Declaration of Independence Comment by Owner: 5 points
Document’s Author: Thomas Jefferson Comment by Owner: 5 points
Year document was written: 1776 Comment by Owner: 5 Points
Textbook chapter or chapters to which the document is historically relevant: Comment by Owner: 10 points
The Declaration of Independence is directly relevant to Chapters 5-7. It is relevant to Chapter 5 because the Declaration reflects ideals associated with the Enlightenment. It is relevant to Chapter 6 because it is a response to changes in Britain’s imperial ethos as directed by King George III. It is relevant to Chapter 7 because the Declaration serves a major turning point in the Revolution because it reflects how Americans changed their objective from restoring colonial federalism to independence. It is also relevant to those chapters which address, either explicitly or implicitly, the American vision of equality. Thus, the Declaration’s articulation of the American vision of equality is relevant to Chapters 14 (Civil War) and 15 (Reconstruction), respectively.
Analysis: Comment by Owner: 75 points
The Declaration of Independence is best known for its articulation of the American vision of quality as embodied in the phrase “…all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are life, liberty, and the pursuit of happiness” (Jefferson, 1776). Aside from this well known principle, the Declaration also enunciates the right of revolution based on the principle of the consent of the governed. Moreover, the Declaration provides a lengthy indictment of the putative injustices King George III perpetrated against his North American colonial subjects (Jefferson, 1776).
The Declaration reflects the Enlightenment’s influence. Enlightenment thought emphasized a common human nature, in which people were essentially the same and deserved the same rights. Hence, the acceptance of the idea of a common human nature contoured how Americans conceived and expressed their belief in human equality (Oakes et al., 2015, pp. 150, 198). For Jefferson and his contemporaries, however, equality was not defined as it is in the mathematical sense. Rather it was based on the premise that “equality possessed several layers of meaning. It meant first of all what [one] might call equality of opportunity…”(Wood, 1996, p. 2140). Moreover, Jefferson and his fellow revolutionaries rejected the premise that talent, skills, or faculties were hereditarily guaranteed and that enlightened society should strive to find and promote that talent to develop without restrictions associated with aristocratic privilege (Wood, 1996, 2140). Jefferson and others conceived of a society “in which who one's father was, whom one married, and whom one knew would no longer matter. They anticipated a society in which mobility up and down.
PS 1010, American Government 1 Course Learning Outcom.docxAASTHA76
PS 1010, American Government 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the origins of American political thought.
1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding
Fathers.
1.2 Discuss the major goals of the Framers of the Constitution.
1.3 Describe the events preceding the creation of the Articles of Confederation and the
weaknesses that led to the Articles' demise.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Reading: “2. Foundations of American Government”
Unit I Assessment
1.2
Unit I Lesson
Unit I Assessment
1.3
Unit I Lesson
Reading: “2a. The Colonial Experience”
Reading: “2b. Independence and the Articles of Confederation”
Unit I Assessment
Reading Assignment
To access the following resources, click the links below.
Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from
http://www.ushistory.org/gov/2.asp
Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from
http://www.ushistory.org/gov/2a.asp
Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from
http://www.ushistory.org/gov/2b.asp
UNIT I STUDY GUIDE
Foundations of American Government
http://www.ushistory.org/gov/2.asp
http://www.ushistory.org/gov/2a.asp
http://www.ushistory.org/gov/2b.asp
PS 1010, American Government 2
UNIT x STUDY GUIDE
Title
Unit Lesson
We have all heard about the Founding Fathers and their vision of making America a melting pot, but the trials
and tribulations of establishing the government of the United States fly a bit further under the radar. This unit
will examine the thoughts and strategies behind
our nation’s founding and the ideas and principles
utilized to create our Constitution.
In the Beginning
What is politics? What part do we as citizens have
in the political process? The United States has a
political culture that was begun during colonial times
and refined during the Revolutionary War. When the
colonists declared their independence from Great
Britain, the Founding Fathers declared that
Americans were entitled to life, liberty, and the
pursuit of happiness. Along with this entitlement
also came a duty because nothing is ever free. It
should be our active goal as U.S. citizens to
understand how politics affects every part of our
lives from the moment we are conceived until we
depart this world. We should be informed of what
those who represent us are doing so that we can
guide their steps and keep them accountable.
Early American core values for governing were
centered on the ideas of liberty, individualism, equality, and self-government. Establishing these ideals was
not without issue. The First and Second Continental Congresses were fraught with turbulence and animosity,
as were the weeks.
HIS 100 Theme 2 Secondary Source Analysis WorksheetPrompt Fi.docxsimonithomas47935
HIS 100 Theme 2: Secondary Source Analysis Worksheet
Prompt: Fill in each of the fields below using information from a secondary source of your choice. Be sure to include specific examples (page numbers, etc.).
Full APA citation:
McGuire, R. A. (2018). North-South Alliances During the Drafting of the Constitution: The Costs of Compromise. In Public Choice Analyses of American Economic History (pp. 13-51). Springer, Cham. Retrieved from https://link.springer.com/chapter/10.1007/978-3-319-77592-0_2
Identify author and describe potential biases.
Robert McGuire is a research professor of economics at Akron University. He has a Ph.D. from the University of Washington and has written various books including Pathogens, Parasites, and Progress and To Form A More Perfect Union. Being a research professor, the author could have research bias but that is not seen in this article.
Identify thesis and arguments.
The article refutes conclusions that the south and north alignments assisted the realization and passing of the constitutional convention of 1787. The distinguished economic interest of the region including slavery, merchant and commercial activities led to sectional rifts. These, in turn, created the need for compromises and agreements between both sides to complete the constitution. The author argues the rifts meant that the constitution was predisposed to failure and its original design fell short of serving as the constitution of the nation. This led to civil wars and a southern secession and led to the need for three amendments to save the constitution.
What primary sources did the source rely on?
The author borrows from articles and memoirs published by participants of the drafting of the constitution. This includes letters and memoranda on the views from the south and north alignments.
Is the source reliable and convincing? Why or why not?
The source is reliable and convincing. The author is a professor who has earned his Ph.D. doing research. Being a research professor means that the author intricately understands research and represents it with efficacy, therefore, making it reliable. The author also shows objectivity and is not invested in any side or any particular belief.
How does the source relate to your project topic? How does it add to what you already know about the topic?
The alignment of the north and south during the drafting of the constitution was instrumental in how well the constitution would fare. At the time, the constitution was a big step and its drafting and consequent ratification were heavily reliant on alignments and alliances.
Running head: HISTORICAL LENSES 1
HISTORICAL LENSES 4
Drafting of the United States Constitution
Student’s name
Institution affiliation
Date
The lens I chose is po.
HIS 311 Education Organization / snaptutorial.comMcdonaldRyan54
Resource: Ch. 1, 2, & 3 of The American Democracy
Scenario:
Assume you are a visiting professor teaching about American democracy in a highly prestigious university in Innsbruck, Austria. In preparation for your first class, you must prepare notes. In writing your notes, consider that the individuals you are speaking to are slightly familiar with political American culture.
Prepare 1–2 pages of notes addressing each of the following criteria:
Refer to Table 1-
The History of ReconstructionBackground Many Americans like.docxSUBHI7
The History of Reconstruction
Background:
Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. This perspective makes it difficult for many Americans to understand the Reconstruction period and to place it in a broader historical narrative. The problem they face is that African Americans from roughly 1867 to 1875 enjoyed far more political influence and equal rights than they ever had before, or ever would again until the end of the modern Civil Rights Movement almost a century later. The fact that a group could be stripped of rights it once enjoyed is difficult for many Americans to accept, and so they often retreat into a false narrative, in which African Americans never gained any rights at all, and were abandoned to their fate as soon as slavery ended. In this model, the infamous Black Codes—which were in effect for less than a year—take center stage, and the various gains of Reconstruction get ignored.
Resources:
Review the following resources about the differences between primary and secondary sources:
BeamLibrary. (2009, September 23).
Primary, secondary, tertiary sources
. [Video file]. Retrieved from http://youtu.be/L5DdedR_iF8
Review the
How to Research Primary Sources
and
How to Research Secondary Sources
in the Ashford Writing Center located in the Learning Resources tab in the left navigation bar.
When responding to the questions, draw from at least
ONE
of the following primary sources and specifically cite them in your post:
Bruce, B. K. (1876, March 31).
Speech in the Senate
. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/blanche-k-bruce-speech-in-the-senate-march-31-1876.php
Johnson, J. R. (1865, Aug. 4).
Northern teacher to the Freedmen’s Bureau commissioner
.
Land and Labor
, 1865, pp. 699-700. Retrieved from http://www.freedmen.umd.edu/J Johnson.htm
The Ku-Klux
. (1871, April 1). Harper’s Weekly, p. 281. Retrieved from http://education.harpweek.com/KKKHearings/Article23.htm
United States Congress. (1866, April 9).
Civil Rights Act
. Retrieved from http://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_civrightsact1.html
Also, draw from the material in ONE of the following films:
Kunhardt, P., Kunhardt, P., III, and Steiner, N. (Producers). (2002).
What is freedom?
. [Series Episode] from P. Kinhardt & S. Sheppard (Executive Producers) Freedom: A History of US. United States: PBS. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44253&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
Pollard, S. (Producer & Director). (2012).
Slavery by another name
. [Documentary]. United States: Twin Cities Public Television, Inc. Retrieved from http://video.pbs.org/video/2176766758/
Instr.
This lesson explores George Washington’s leadership and character as commander-in-chief of the Revolutionary War by bringing to life the relationships between him and his generals as they fought for our nation’s freedom.
Students will discuss the selection of George Washington as commander of the Continental Army, evaluate his qualifications, and decide if he was, indeed, the right choice.
Students will examine George Washington's role as a man who fought for and led our country in the belief that "all men are created equal" while also owning slaves.
The intent of this lesson is to familiarize students with the similarities and differences in the views of classical philosophers and George Washington.
Only two letters from George Washington to Martha Washington are known to exist, as Martha destroyed personal correspondence after his death. From these two surviving documents, historians have long tried to analyze the relationship between the two. In this assignment, students will perform their own analyses by reading the letters and writing an original English sonnet – a poetic form often used to convey themes of love, romance, and relationships – from George Washington to his wife, Martha.
Students examine George Washington’s 1799 Slave Census to discover Washington as a meticulous businessman and slave owner and to gain information about the institution of slavery in the 18th century.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
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!
1. Intended Grade Level: High School
The Man Who Made
the Presidency
Lesson Purpose: Students will analyze George Washington’s role in defining the role
of the Presidency and how his legacy continues to impact the Presidency today.
Lesson Objectives:
• Students will analyze primary source images of George Washington, Louis XVI,
Frederick the Great, and George III
• Students will compare and contrast the definition of the term “president” before
and after the ratification of the U.S. Constitution.
• Students will identify and list the precedents established by George Washington
as President, and note those which are still in effect today
• Students will write an argumentative essay.
National Standards:
NSS-USH.5-12.3 ERA 3: REVOLUTION AND THE NEW NATION (1754-1820s)
• Understands the causes of the American Revolution, the ideas and interests involved in forging
the revolutionary movement, and the reasons for the American victory
• Understands the impact of the American Revolution on politics, economy, and society
• Understands the institutions and practices of government created during the Revolution and how
they were revised between 1787 and 1815 to create the foundation of the American political
system based on the U.S. Constitution and the Bill of Rights
NSS-C.9-12.2 FOUNDATIONS OF THE POLITICAL SYSTEM
What are the Foundations of the American Political System?
• What is the American idea of constitutional government?
• What are the distinctive characteristics of American society?
• What is American political culture?
• What values and principles are basic to American constitutional democracy?
NL-ENG.K-12.5 COMMUNICATION STRATEGIES
2. Students employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
NL‐ENG.K‐12.7 EVALUATING DATA
Students conduct research on issues and interests by generating ideas and questions, and by posing
problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint
texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
NL‐ENG.K‐12.8 DEVELOPING RESEARCH SKILLS
Students use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate knowledge.
Materials:
• Computer with internet access to find the following images
o George Washington
http://commons.wikimedia.org/wiki/File:Gilbert_Stuart_Williamstown_Portrai
t_of_George_Washington.jpg
o King George III of England
http://commons.wikimedia.org/wiki/File:George_III_in_Coronation_Robes.jpg
o King Louis XVI of France
http://commons.wikimedia.org/wiki/File:Louis_xvi.jpg
o Frederick the Great of Russia
http://commons.wikimedia.org/wiki/File:FriedrichIIvonPreussenPesne1736.jpg
• Handouts
• Student notebooks (can be made by stapling several sheets of notebook paper
together)
Timeframe: Approximately two class sessions
Procedures:
Day 1
“Clothes make the man. Naked people have little or no influence on society.“
-Mark Twain
1. Pair and Share (2 students): working with a partner, students will discuss the
quote, and rewrite it in their own words (8 - 10 min.).
2. Consider the following: What does clothing symbolize to Twain? What
does Twain mean that a person is naked? How does this quote relate to
today’s society?
3. 3. Share responses with the class (5 - 7 min.)
4. Small Group Work (3 - 4 students): Using the internet, students will compare
and contrast an image of George Washington with those of his contemporary
world leaders (George III, Louis XVI, and Frederick the Great). Students will
write their comments on a graphic organizer [(“T” chart) 10 - 12 min.]
handout A.
5. Students will present their observations to the class (5 - 8 min.).
6. Individual Practice: Using your notebook, copy down Twain’s quote and
respond to it. How does the quote apply to the images of the world leaders
you examined in class, and in particular, what does it infer when applied to
George Washington? Do you agree or disagree with Mark Twain? Be sure to
support your response with specific evidence based on your knowledge of
history.
Day 2
“Power corrupts and absolute power corrupts absolutely.” -Lord Acton
1. Pair and Share (2 students): working with a partner, students will discuss
this quote as it pertains to the presidency of the United States and rewrite it in
their own words. (8 - 10 min.)
2. Consider the following: How much power does the President really have?
Who does he answer to? How much power did George Washington have as
President? How does that power compare with the President today?
3. Whole Group Instruction: Analysis and review of how the definition of the
term president has changed over time (5 - 7 min.) handout B.
4. Small Group Work (3 - 4 students): Each group will receive excerpts from the
Articles of Confederation and U.S. Constitution which outline the powers of
the President. Using these documents they will complete a graphic organizer
(13 - 15 min.) handout C.
5. Individual Practice: In your notebook copy down Lord Acton’s quote and
respond to it. Do you think the American presidency supports or refutes
4. Lord Acton’s statement? Be sure to support your response with specific
evidence based on your knowledge of history (8 - 10 min.).
6. Homework: The question still remains, who was the first President of the
United States. George Washington or John Hanson? After analyzing excerpts
from the Articles of Confederation and the United States Constitution, you
will decide who truly deserves the title. For homework, you will write the
rough draft of a persuasive essay in response to this question. Please write
35 - 40 lines in 45 - 50 minutes. You will be expected to cite at least 3 pieces of
evidence to support your position. Additional research will earn bonus
points.
This has been adapted from a lesson by Frances Swain,
George Washington Teachers Institute, 2007.
8. Handout B
What is a President?
Some historians would argue that contrary to public belief, George Washington was not
the first President of the United States. They believe that John Hanson, who was the
first President of the United States in Congress assembled deserves that title. Over
time, the definition of commonly used terms changes. This is definitely the case with
the word “President.”
Modern history of the designation
As an English word, the term was originally used to refer to the presiding officer of a committee
or governing body in Great Britain. Later this usage was applied to political leaders, including
the leaders of some of the Thirteen Colonies; in full, the "President of the Council"..[1] Early
examples are from the universities of Oxford and Cambridge (from 1464); the founding
President of the Royal Society William Brouncker in 1660; heads of individual British colonies
(originally Virginia in 1608); and chief officers of banks (from 1781). It was adopted as a title for
the President of the United States of America.
As other countries followed the American Revolution, and deposed their monarchies, the term
president was commonly adopted as the title for the new republican heads of state. The first
European president was the president of France, a post created in the Second Republic of 1848.
(The First Republic had begun with no separate executive, then established five directors, and
finally echoed the ancient Roman Republic by appointing three consuls at its head.)
Current definition
President is a title held by many leaders of organizations, companies, trade unions, universities,
and countries. Etymologically, a "president" is one who presides, who sits in leadership (from
Latin prae- "before" + sedere "to sit"; giving the term praeses). Originally, the term referred to the
presiding officer of a ceremony or meeting (i.e. chairman); but today it most commonly refers to
an official with executive powers.
Among other things, president today is a common title for the head of state of most republics,
whether popularly elected, or chosen by the legislature or a special electoral college. It is also
often adopted by dictators.
Assignment: The question still remains, who was the first President of the United
States: George Washington or John Hanson? After analyzing excerpts from the
Articles of Confederation and the United States Constitution, you will decide who
truly deserves the title. For homework, you will write the rough draft of a persuasive
9. essay in response to this question. You will be expected to cite at least 3 pieces of
evidence to support your position. Additional research will earn bonus points.
10. Handout C
Excerpts from the Articles of Confederation:
Article I
The Stile of this Confederacy shall be
"The United States of America".
Article II
Each state retains its sovereignty, freedom, and independence, and every power,
jurisdiction, and right, which is not by this Confederation expressly delegated to the
United States, in Congress assembled.
Article III
The said States hereby severally enter into a firm league of friendship with each other,
for their common defense, the security of their liberties, and their mutual and general
welfare, binding themselves to assist each other, against all force offered to, or attacks
made upon them, or any of them, on account of religion, sovereignty, trade, or any
other pretense whatever.
Article IX
The United States in Congress assembled shall have authority to appoint a committee,
to sit in the recess of Congress, to be denominated 'A Committee of the States', and to
consist of one delegate from each State; and to appoint such other committees and civil
officers as may be necessary for managing the general affairs of the United States under
their direction -- to appoint one of their members to preside, provided that no person be
allowed to serve in the office of president more than one year in any term of three years.
http://www.yale.edu/lawweb/avalon/artconf.htm
Consider the following:
1. What type of government is a confederation?
2. What were the weaknesses of the Articles of Confederation that led to the
Constitutional Convention?
3. Is the United States a confederation today?
4. Who was Commander in Chief of the armed forces under the Articles? Is that a
relevant concern?
5. Is the President of the United States in Congress Assembled the same as our chief
executive position today?
11. Excerpts from the United States Constitution:
Preamble:
We, the people of the United States, in order to form a more perfect Union, establish
justice, insure domestic tranquility, provide for the common defense, promote the
general welfare, and secure the blessings of liberty to ourselves and our posterity, do
ordain and establish this Constitution for the United States of America.
Article II: Section I
Section 1- President: his term of office. Electors of President; number and how
appointed. Electors to vote on same day. Qualification of President. On whom his
duties devolve in case of his removal, death, etc. President's compensation. His oath of
office.
1. The Executive power shall be vested in a President of the United States of America.
He shall hold office during the term of four years, and together with the Vice President,
chosen for the same term.
4. No person except a natural born Citizen, or a Citizen of the United States, at the time
of the adoption of this Constitution, shall be eligible to the office of President; neither
shall any person be eligible to that office who shall not have attained to the age of
thirty-five years, and been fourteen years a resident within the United States.
7. Before he enter on the execution of his office, he shall take the following oath or
affirmation:
"I do solemnly swear (or affirm) that I will faithfully execute the office of the President
of the United States, and will to the best of my ability, preserve, protect and defend the
Constitution of the United States."
Section 2 - President to be Commander-in-Chief. He may require opinions of cabinet
officers, etc., may pardon. Treaty-making power. Nomination of certain officers. When
President may fill vacancies.
Section 3 - President shall communicate to Congress. He may convene and adjourn
Congress, in case of disagreement, etc. Shall receive ambassadors, execute laws, and
commission officers.
http://www.yale.edu/lawweb/avalon/art2.htm
Questions to Consider:
1. According to the preamble, is the United States a confederation under the
Constitution?
2. How does the constitution change the definition of a president?
3. What powers does the President have that differ from the Articles?