...HISTORICAL ESSAY #1 Confederation and Constitution The Articles of Confederation was agreed to by Congress on November 15, 1777 and was ratified and in force on March 1, 1781. By the year 1787, this new government had fallen short of the expectations of the people it was intended to govern. The weaknesses in The Articles of Confederation were numerous and had, in the thinking of many prominent men of that time, failed and would lead to a state of anarchy. There was such a sense of urgency to amend it that there seemed to be an atmosphere of panic among many of our Founding Fathers. John Dickenson and fellow members of the 2nd Continental Congress, weary of monarchy rule, had created the Articles of Confederation as a listing of twelve specific Powers given Congress by which to govern. Legislation required nine votes to pass. Each state had only one vote and this was problematic to the larger states, as their problems, more often than not, were based on a larger population and it was not unusual that the smaller states didn’t understand or want to pay for the solutions. Some lesser acts did not require nine votes to pass, but simply a majority of those present. Acts of Significant Consequence did require nine votes. The trouble with all of this was that even if nine votes could be achieved, there was no enforcement of law to be implemented by Congress. Congress could make law but not enforce it. It could charge states for their share of national...
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...Primary Source Paper 2 Identify and Summarize The Constitutional Convention’s Debates on Slavery took place in 1787 and was reported by James Madison. James Madison was a white male born in Virginia and was the leading delegate for his state of Virginia in the Constitutional Convention’s Debates on Slavery. He also became the chief recorder of information because he took an abundance of detailed notes. The notes that James Madison took during the Debates on Slavery were published right after the convention concluded. It was published for the public to view in the thirteen states, even though Rhode Island did not have a representative at the convention. It was the public who pushed for the delegates to meet in Philadelphia to revise the Articles...
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...Who was the English monarch when the Pilgrims left England? The English monarch during the Pilgrims’ exodus was James I. 13. In Two Cities, how does Madame Defarge finally meet her end? M. Defarge goes to Lucie Manette’s house in Paris with the intent of arresting her and her daughter under the pretense of “aiding a prisoner”. She does not know that Lucie, Charles, and their daughter have all fled to England, and are, at that time, in the process of doing so. When she gets there, she finds Miss Pross blocking a single doorway to the house. Defarge tries to get past her, and they fall to blows. Defarge endeavors to draw her pistol to shoot Ms. Pross, and succeeds in taking it out, but right before she fires it, Miss Pross strikes it upward, and Defarge kills herself unintentionally. 14. Who was the first governor of the Plymouth Colony? What happened to him? The first governor of Plymouth Colony was John Carver. While working in the fields one day during the unbearable heat, he collapsed of heat stroke and died shortly thereafter. 15. Who wrote the Federalist Papers? Alexander Hamilton, John Jay, and James Madison collectively wrote the Federalist...
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...Organizational Paper Sheila Madison Management 330 Glenn Conowitch February 21, 2007 Organizational Structure Paper Businesses in today’s world are looking to organizational structure to assist with building a successful organization. Organizational structure is used as a foundation to ensure each department as well as employee knows the proper direction to take. There are two organizations, The Sharp and AT&T, which incorporate organizational structure in the day-to-day business. Each organization will be evaluated to compare and contrast the impact of organizational structure. AT&T utilizes the three functions of management to build a dynamic organization. By introducing organizational structure to the corporation, an effective working environment is created for each employee. Now AT&T has created an organizational chart to provide a reporting structure for employees to follow. The organizational chart also provides where each department stands in the corporation. Both vertical differentiation as well as horizontal differentiation is utilized in AT&T. The chief executive officer along with the human resources department have worked together to create an organizational chart for the Mission Systems sector of AT&T. The program manager is at the top of the chart. His primary function is to oversee the sector and works with the assistant program managers. The assistant program managers work with the program manager to task the engineers with assignments to be completed...
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...Cause and Outcome of War 1754-1815 Abstract This paper will compare and contrast the French and Indian War, American Revolution, and the War of 1812. All three wars were fought over land or expansion in one form or another. The French and Indian War was fought because both countries believed they had the right to the Ohio River Valley. This caused Britain to tax the colonist and place restrictions that led to the American Revolution. The American Revolution gave the colonies their freedom from British rule and the ability to form their nation and laws. Great Britain never respected the United States as a sovereign nation. Due to the conflict with France both France and Britain restricted U.S. imports because of the belief that the U.S. was supplying the enemy. The embargoes on American shipments along with the Native American attacks on colonist caused the War of 1812. The greatest accomplishment of the War of 1812 was the era of good feelings. Cause and Outcome of War 1754-1815 The cause and outcome of the French and Indian War, American Revolution, and the War of 1812 had many similarities. The wars started with the French and Indian war that was fought over the Ohio River Valley, which began in 1754 ending with the Treaty of Paris in 1763. The American Revolutionary War was fought over the colonist not given the same rights as Englishmen along with the taxation of the colonist that began 1775 and ended with the Treaty of Paris in 1783. The War of 1812 was fought because...
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...FAMILY THEORIES (HDFS 865) Fall 2010 Tuesdays, 2:25-4:55 pm 1339 Sterling Professor Lynet Uttal Office: 338 Old Middleton Building, 1305 Linden Drive luttal@wisc.edu 306 Ingraham Hall, 1155 Observatory Drive (corner of Charter) 608-263-4026 Office hours: By appointment. Send me an email with 2-3 times you are available. Course Overview HDFS 865 Family Theories is a survey course that examines the interdisciplinary study of families. The course content is organized into two sections: a) theories, ideologies and definitions of families and b) applications of family theories in practice, family programs, and policies. This course will examine “what is theorizing in family studies?” Family theories are explanatory frameworks for different ways of understanding families. Theorizing about families involves conceptualizing the lived experiences of people in relation to their own families as well as developing explanations of the social role of families in society, tracking demographic changes over time, and identifying ideologies and social forces that influence and are influenced by family life. Some theories look at how individuals develop over the life span in the context of families; others define the forms and functions of families as a social unit in society. Some look at “the family” as a unit and focus in on the internal dynamics of relationships between family members, while others look at “the family” as a subsystem or institution in the larger scope of...
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...| Course SyllabusCollege of HumanitiesHIS/115 Version 3U.S. History to 1865 | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, Volume 1 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Contact, Settlement, Slavery | | Details | Due | Points | Objectives | 1.1 Describe the clash of cultures that took place in North America between the Native Americans, colonists, and Black slaves. 1.2 Describe the establishment of early colonies. 1.3 Describe the development of regional differences among the...
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...University of Phoenix Material Influences on the Constitution Table Complete each section below. Include citations for your sources. |Documents |Summary |What was its influence on the Constitution? | |Magna Carta |Written in 1215, the document was a series of written promises |The magna carta served as the first piece of legislature attempting to keep the | | |that the King would rule England and deal with the people |rights for the people fair. The Americans saw it and read about it and decided it | | |fairly according to feudal law. It was an attempt by the barons|was time America had “higher law” ideas and design a document to give the people | | |to stop the king from becoming an oppressor more than a ruler. |rights and to protect them from oppression, such as the people during the time of | | | |the magna carta were suffering. | |Mayflower Compact |The mayflower compact served as the document needed to keep the|Much like the magna carta, the mayflower compact was put into...
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........................... 4 A. B. C. II. A. B. C. D. E. F. The Supposed Conflict Between Originalism and Precedent ............................ 5 A Short History of Precedent ............................................................................... 7 The Consistency of Originalism and Precedent ............................................... 21 The Supermajoritarian Theory of Constitutional Originalism........................ 28 The Relative Benefits of Original Meaning and Precedent ............................. 29 Precedent Rules .................................................................................................. 34 Factors Relevant to Beneficial Precedent Rules .............................................. 41 The Contrast with Other Approaches to Precedent ......................................... 44 Applying the Approach to Previous Supreme Court Overruling Decisions ... 48 THE NORMATIVE THEORY OF PRECEDENT .................................................................. 27 CONCLUSION...
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...|[pic] |Syllabus | | |College of Humanities | | |HIS/115 | | |U.S. History to 1865 | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class...
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...Schools of Economic Thought By: Lenore E. Hawkins To be able to invest successfully, one must understand the major schools of economic thought and how they impact national and global economies. I like to break economic theory down into seven schools of thought: fascism, neoclassical economics, socialism, Keynesianism, monetarism, Austrianism, and supply-side economics. Economic theory is really just a set of beliefs concerning individual and group behavior. There is no consensus about which model is correct, but the one most used by governments is Keynesianism. Schools primarily teach neoclassical with a Keynesian slant, which is sometimes referred to as the neoclassical synthesis. The following is a very high level overview of these different schools of thought. Keep in mind as you read these that since the study of economics is a soft science these theories don t have perfectly clear definitions with uniform consensus and tend to evolve over time. They are a bit like religion, where for example Lutheran, Episcopalian, Protestant, and Catholic all are variations of Christianity. Since we aren t talking about something objective like E=MC2, these definition are of course subject to my interpretation. The oldest model is fascism which contends that all truth is just a matter of opinion thus we cannot really know anything useful. With this base premise, governments are free to do whatever they deem necessary. There are no limits. The most...
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...Illegal Immigration COM 220 Illegal Immigration According to Penalver (2006), “ “During the half of The Nineteenth Century the government of the United States hoped to use its vast Western territories to pay the national debt by auctioning the lands to the highest bidders normally Northeastern settlers.” These settlers used to disappear for a while to proclaimed, trespassed the land to farm it illegally and take the soil back once the federal troops were gone until the situation became tiring and the soil was ultimately sold for ridiculous prices. Later, “on December 12, 1815, President James Madison issued a proclamation warning: uninformed or evil disposed persons, who have unlawfully taken possession of or made any settlement on the public lands forthwith to remove the reform" or face ejection by the army and criminal prosecution. But that didn't stop the settlers. In 1838, Henry Clay, expressing a widely shared sentiment, dismissed the squatters as a "lawless rabble." The 1862 Homestead Act granted free title to settlers who met the statute's five-year-residency and improvement requirements. In one of the great ironies of American history, the lawless squatters underwent a dramatic image makeover to become, in the gauzy romanticism of our collective memory, heroic settlers” Illegal immigration is an act that should be penalized by federal laws since every body should follow the standard regulations of the law. The ironic part here is that some of those people...
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...From: Cervantes: Bulletin of the Cervantes Society of America 19.1 (1999): 158-76. Copyright © 1999, The Cervantes Society of America FORUM Against Dualisms: A Response to Henry Sullivan* HOWARD MANCING n a recent essay entitled “Don Quixote de la Mancha: Analyzable or Unanalyzable?” published in this journal, Henry W. Sullivan makes the case for the psychoanalysis of literary characters. While there is much to ponder in Sullivan's essay, there are two points, both involving dualisms, that I would like to discuss. In the first case, Sullivan argues insightfully and convincingly against an absolute distinction between how we know and think about fictional characters and how we know and think about real people. In the second case, however, Sullivan insists on an absolute (Cartesian) mind-body dualism as a cornerstone of psychoanalytic theory. I would like to repeat and extend Sullivan's argument in the first case, but refute it and deny its validity in the second. First dualism: Fact/Fiction Sullivan cites as representative of a certain widely-shared approach Maud Ellmann's insistence that there is an important distinction between a “human being made of flesh and character made of words” (5), a distinction that allows us to make one kind statement about the former but not the latter. Ellmann is not alone in making the real-life/fictional distinction a fundamental matter of ontology. We are all familiar with arguments like hers, having heard * For a response to this...
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...Building a Visionary Company James C. Collins Jerry I. Porras Above all, there was the ability to build and build and build—never stopping, never looking back, never finishing—the institution.... In the last analysis, Walt Disney's greatest aeation was Walt Disney [the company]. —Richard Schickel, The Disney Version' I have concentrated all along on building the finest retailing company that we possibly could. Period. Creating a huge personal fortune was never particularly a goal of mine. —Sam Walton, Founder, Wal-Mart^ magine you met a remarkable person who could look at the sun or stars at any time of day or night and state the exact time and date: "It's April 23, 1401, 2:36 A.M., and 12 seconds." This person would be an amazing time teller, and we'd probably revere that person for the ability to tell time. But wouldn't that person be even more amazing if, instead of telling the time, he or she built a clock that could tell the time forever, even after he or she was dead and gone?' Having a great idea or being a charismatic visionary leader is "time telling"; building a company that can prosper far beyond the presence of any single leader and through multiple product life cycles is "clock building." The builders of visionary companies tend to be clock builders, not time tellers. They concentrate primarily on building an organization—building a ticking clock— From 6u/;t to Last by James C. Collins and Jerry I. Porras. Copyright © 1994 by James C. Collins and Jerry I. Porras...
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...Federal Government Exam 1 Review: The first exam will consist of questions generated from the following review sheet. Make sure you understand each of these topics before proceeding to the test. The exam will be timed so you will not have the ability to peruse your notes or retake the exam. The exam itself will consist of 30 multiple choice questions and you will have 35 minutes to complete the exam. Federalism: The Basic elements of a Federal system of government (i.e. how is it structured/how power is shared) • Layers of gov • Equal power • Distinct powers Powers of the federal government: delegated powers, implied powers (necessary and proper clause), and concurrent powers. • Delegated Powers: (expressed/enumerated powers) powers given to the federal government directly by the constitution. Some most important delegated powers are: the authority to tax, regulated interstate commerce, authority to declare war, and grants the president role of commander and chief of the military • Implied Powers: Powers not expressed in the constitution, but that can be inferred. “Necessary and proper clause” • Concurrent powers: powers shared by both levels of government. Ex: Taxes, roads, elections, commerce, establishing courts and a judicial system • Reserved powers: powers not assigned by the constitution to the national government but left to the states or the people. Guaranteed by the 10th amendment. Include “police power”-health and public...
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