The document discusses the emergence of the two-party system in the early United States. It begins by noting that while the founders hoped to avoid political factions, disagreements over Hamilton's financial plan led to the development of the Federalist and Democratic-Republican parties. The key disagreement was over whether the "necessary and proper" clause of the Constitution allowed for implied powers like Hamilton's national bank. The Federalists supported a strong national government and loose interpretation while the Democratic-Republicans favored state power and strict interpretation. This partisan divide was cemented by opposing views on domestic economic policy and foreign affairs.
This presentation was made to outline the effects of the Civil war. In an attempt to achieve this I felt the need to have a broad scope of topics. I know this conflicts with my outline critiques, but I felt like this would allow for a more effective powerpoint; instead of fewer topics and more fluffed out ideas.
This presentation was made to outline the effects of the Civil war. In an attempt to achieve this I felt the need to have a broad scope of topics. I know this conflicts with my outline critiques, but I felt like this would allow for a more effective powerpoint; instead of fewer topics and more fluffed out ideas.
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.
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.
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?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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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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!
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.
1. The Early Republic, 1789–1800
• Expecting consensus within new government,
Americans are shocked by disagreement
• Disagreements over domestic (especially
economic) policy and foreign policy cause
factions (not yet parties) to develop
• All see factions as negative
• Key era of defining Constitution: how much
central authority does Republic need to
survive
2. Building a Workable Government
• Almost all members of US Government are
Federalists, and again Madison (House) is key
• Revenue Act (1789): tariff on some imports
• Bill of Rights (1791)
• Organize executive branch w/ War, State,
Treasury, etc. (Cabinet); allow president to fire
appointees
• Judiciary Act (1789) allows appeal of some
state cases to new federal courts
3. Washington’s First Steps
• Presidency created w/ Washington in mind
• Aware of creating precedents, Washington
acts cautiously (forms cabinet, wary of veto)
• Tours nation in elaborate, nationalistic
rituals
• Hamilton (Treasury Secretary) is brilliant
and ambitious; not tied to any state; assumes
people driven by self-interest
5. Emergence of the Two Party System
Today the two party system of government
seems natural- We are used to having two
major parties compete for the presidency.
Constitution says nothing about political
parties.
Most founders hoped we would never have
any.
6. Original Ideas on Factions
The framers did not like
parties, which they called
factions.
• They wanted people to act
in their self interest. People
would form groups, but
change groups with
different issues.
• This is called pluralism.
7. Early divisions about government:
The National Bank
Splits within the Washington Administration
emerged almost immediately over the issue
of a national bank.
• Hamilton: Wanted a bank to put the
Administration on sound financial footing.
• Jefferson: Thought a bank unconstitutional.
8. Hamilton’s Financial Plan
Hamilton wanted to pay off the substantial
national debt from the Revolution. Some
was owed to other nations, some to
soldiers. He believed this necessary to
restore domestic and foreign confidence in
the U.S. Paying off the debt at face value
could restore confidence.
A national bank was proposed by Hamilton
as a key to his plan. It would keep tax
receipts, print money, loan money, etc..
9. First Bank of the United States (1791)
• Hamilton pushes charter of a private/public
bank to solve shortage of exchange
• Will release bank notes as nation’s currency
• Madison and Jefferson assert no authorization
in Constitution (strict construction)
• Hamilton counters w/ broad construction: if
end (goal) is constitutional, and means not
banned, then can do it (Washington agrees)
10. Report on Manufactures (1791)
• Assumption of state debts and national
bank contributes to economic stability
and growth
• Hamilton asserts need to foster domestic
manufacturing w/ protective tariffs; will
reduce dependence on European imports
• Opponents argue mainstay of republic is
small farmers; US future is agrarian, not
industrial; defeat Hamilton’s tariffs
11. Whiskey Rebellion (1791–1794)
• To fund state debt assumption, Hamilton gets
Congress (1791) to tax whiskey production
• Affects farmers on frontier, and they protest
• When protests turn violent (1794); President
sends in militia (fear Shay’s Rebellion)
• Demonstrates protest should come through
political system, not allow extralegal acts of
1760s and 1770s
12. Opposition to Hamilton’s Plan
• Many opposed Hamilton’s plan because it
favored the rich. Speculators had bought the
debt owed soldiers, so soldiers would get
nothing. Soldiers had sold bonds to
speculators at less that face value because they
doubted the government would pay them.
• Southern states disliked the plan because they
had already paid their debts.
• Jefferson and others argued that the bank plan
was unconstitutional.
13. Development of Partisan Politics (1792-94)
• Hamilton’s opponents begin to coalesce; call
themselves Democratic-Republicans
• Fear Hamilton’s support of commerce will
create a corrupt, aristocratic government
• Hamilton and allies then form Federalists
• Each accuse other of being an illicit faction
out to destroy republican ideals and USA
• Each claim they are seeking the public good
14. Key Issue:
The Necessary and Proper Clause
• The Constitution says the
Congress has the power
to make all laws
“necessary and proper” to
execute the powers given
it.
• This clause is also called
the “elastic clause.”
15. Dispute over the Elastic Clause
Hamilton
• Emphasized “proper”.
• Commerce, taxing,
printing money, etc..,
all powers given to
Congress, therefore, it
was proper to establish
a bank.
• Read between the lines
of the Constitution.
“Loose construction.”
Jefferson
• Emphasized
“necessary.”
• A bank was not
necessary for the
Congress to do its job,
so it was not
constitutional.
• Follow the
Constitution exactly.
“Strict construction.”
16. Federalist
Democratic-
Republicans
Leader
Appealed
to
Alexander Hamilton
John Adams
Thomas Jefferson
James Madison
-Manufacturers,
merchants, wealthy and
educated….
-Favored seaboard cities
-Farmers and Planters
common man
-Favored the South and
West
Ideas of
Govt.
•Strong government
over states
•Loose Construction
Implied powers
•Wealthy and educated
involved
•Limit freedoms of
speech & press
•More ‘elite’ rule
•State’s rights over
National Govt. Strict
construction
Expressed/Enumerated
powers
•Common man but
educated
•Bill of Rights is sacred
•Less govt. is best.
political
17. Federalist Democratic-Republicans
Domestic
Policy
Supported National
Bank—BUS
Supported excise tax/
Tariffs
National debt good for
country
National govt. assume
state debts
•Against BUS
•Against excise tax
•Against National debt
•States pay their own
debts
•Tariffs should be low
Foreign
Policy
•Opposed French
Revolution
•Favored the British
over French
•Supported French
Revolution
•Favored the French
over British.
political