Why Framers Chose Federalism Essay Example for Free

Why Framers Chose Federalism Essay Introduction: Federalism is a system of government that divides governing power and authority between the national governments and the state governments (Bowman). In 1787, the framers of the constitution chose this specific type of government to rule over the United States. I will show you that the framers chose this system of government for several different types of reasons. Reasons are because the national government was not strong enough, to maintain the states sovereignty, and it will protect individual liberty. I will also show you how the 10th Amendment, Concurrent Powers, and Block Grants each apply to the federalist system of government. You will see why the framers chose Federalism and understand how Block Grants, Concurrent Powers, and the 10th amendment is important and ties into federalism. Weak National Government A reason why framers chose Federalism is because the national government was not strong enough. The type of government that was already in action which was confederalism which made the states too democratic. There was no leadership. The separate individual states were actually considered stronger than the central government. Which made it so that the national government was unable to enforce laws and collect taxes as well as recommendations, having no national court system effective. There was a big lack of unity and common laws because the states were too independent and full of themselves. Federalism, on the other hand, gave the national government the power that they needed to be more in control, let them enforce laws and collect taxes and balanced out the powers between the national and state governments. Maintaining The Sovereignty of The States Federalism also helped to maintain the sovereignty of every state. State sovereignty is the power of a state to do everything it can to self govern itself. This was very important because the states each valued their own uniqueness and this helped them to keep that. Each state was still able to have their own laws, build what they want, just as long as it didn’t conflict with the national government. For example, Texas could not make a law forbidding women to vote, because the national government has said that it is a right for all citizens of this country. There are many laws that the states may have, there’s traffic laws, criminal laws, property laws and many others. For example, Colorado is allowed to give the death penalty to someone who has committed a murder. Federalism made it so that the states were still able to do what they wanted to do, but with a little more control and organization. Protecting Individual Liberty Liberty is the condition of being free from restriction. It is the right to act, believe, or express oneself in a manner. The Framers of the constitution believed that any governmental power was a threat to our individual liberty, and that the exercise of governmental power should be restrained. They felt that to divide governmental power prevented the abusement of liberty. Since the powers is shared between the federal and state governments, it prevents either one of the governments from going corrupt and denying personal liberty. Federalism also protects the liberty of all persons within a State by ensuring that laws that are enacted in excess of delegated governmental power cannot direct or control their actions. Federalism: The 10th Amendment The 10th amendment is basically almost the meaning of federalism. This brief statement says â€Å"The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.† Which means, the powers that are not granted to the National government are given to the states or the people. It states the idea that local and national governments should share the power of governing which is exactly what federalism is. The 10th amendment was written to emphasize the limited nature of the powers that were delegated to the national government. In delegating just specific powers to the federal government, the states and the people, with some small exceptions, were free to continue exercising their sovereign powers. It served as a wonderful compromise for both states and the national government as a whole. Federalism: Concurrent Powers Concurrent Powers is a big part of federalism. This is where the national government and the state government powers are shared. Concurrent Powers were mentioned by Alexander Hamilton in the federalist papers. He wrote that it was important for states to maintain their sovereignty and he felt that concurrent powers would help do so. For example, they each have the power to tax. The federal government has the power to tax its citizens, and the state government has the power to tax its residents. This refers to federal income tax which everybody pays and state income tax which is paid and imposed in the state which you live. Other concurrent powers includes building roads, protecting the environment, borrowing money, creating and enforcing laws, borrow money, create lower courts, and charter banks and corporations. Federalism: Block Grants Block grants are grants from the central government to the state government with general provisions as to the way it is spent. They tie into federalism because it shows the unity between the central and state governments, they both cooperate to help communities and the people. States usually use block grants for welfare, social services, education and urban development. For example, when the Republicans retook Congress in 1994, they changed many federal grants into block grants. Instead of giving money to states to buy textbooks or repair schools, for example, Congress gave states blocks of money to spend on education in any way the states saw fit. Another example includes medicaid. It gives states the option to consolidate Medicaid and SCHIP funding into state acute care and long term care allotments. Block grants are very beneficial, they give more opportunity to state and local governments to help people in their communities. They also can reduce the amount of money spent on burea ucracy so that more can be dedicated to the area of need. Conclusion: The framers chose federalism for distinct reasons. It was very important for us to have a stronger national government, the states were to independent and it was destroying the unity. We needed to maintain state sovereignty, the uniqueness of each state was very significant. Protecting our individual liberty was a must. It was necessary for us to continue to have our individual rights and freedom. The 10th Amendment, Concurrent Powers, and Block Grants all play very important roles when it comes federalism. Without the 10th amendment, federalism wouldn’t even exist. If it weren’t for concurrent powers, the two governments would be very separated and not very unified. Federalism and the factors that influence it is extremely important to know about because it allows people living in different states with different needs and different interests to set policies suited to the people in their state, yet still come together with other states as one nation. It allows our nation to be more diverse and more unified, the way the nation should be.

Developmental Coordination Disorder Essay -- Disease/Disorders

Developmental Coordination Disorder Developmental Coordination Disorder (DCD), also referred to as dyspraxia, is a motor disorder. The condition is characterized primarily by â€Å"lack of co-ordination/poor co-ordination,† â€Å"motor-difficulties/impairment,† â€Å"planning difficulties,† and â€Å"organizational difficulties† (Kirby, Davies, & Bryant, 2005, p. 124). DSM-IV-TR criteria for Developmental Coordination Disorder includes: (1) â€Å"marked impairment in the development of motor coordination,† (2) â€Å"significant interfere[nce] with academic achievement or activities of daily living,† and (3) the absence of â€Å"a general medication condition† or â€Å"Pervasive Developmental Disorder† (Lingam, Hunt, Golding, Jongmans, Emond, 2009, p. e695). Furthermore, in the presence of mental retardation, motor difficulties must be considered excessive in nature (Lingham et al., 2009, p. e695). The neurological disorder is generally diagnosed in children aged between six and twelve years, the condition affecting boys three times more often than girls (Hamilton, 2002; Gardner, 2008). Despite the fact that DCD affects roughly 6.4 percent of children, few individuals are familiar with the condition (Hamilton, 2002). In fact, a study by Kirby, Davies, & Bryant (2005) revealed that only 54.3% of teachers and 26.7% of general practitioners could accurately define DCD (p. 124). In response, the condition will be briefly outlined here. Classification Attempts have been made to been further categorize CDC into subtypes. Verification evidence appears to be somewhat questionable. Nevertheless, Appleford School in Wiltshire, England issued a fact sheet listing six commonly recognized forms of developmental dyspraxia: (1) Ideomotor: difficulty executing a motor task; (2) I... ...L., Golding, J., Jongmans, M., & Emond, A. (2009). Prevalence of developmental coordination disorder using the DSM-IV at 7 years of age: A UK population-based study. Pediatrics, 123(4), e693-700. doi: 10.1542/peds.2008-1770 Pauc, R. (2010). The Learning Disability Myth: Understanding and overcoming your child’s diagnosis of Dyspraxia, Dyslexia, Tourette’s syndrome of childhood, ADD, ADHD, or OCD. London: Virgin Books. Trawick-Smith, J. (2010). Early childhood development: A multicultural perspective, 5th edition. Columbus, Ohio: Merrill. Vasconcelos, O., Rodrigues, P., Barreiros, J. & Jacobsohn, L. (2009). Laterality, developmental coordination disorders and posture. In L. P. Rodrigues, L. Saraiva, J. Barreiros & O. Vasconcelos (Eds.) Estudos em desenvolvimento motor da crianà §a II (pp.19-26). Escola Superior de Educaà §Ãƒ £o, Instituto Polità ©cnico de Viana do Castelo.

Ap English 1996 Essay Prompt Essay

Writers use many tactics to get across to their readers. In order to get the moral of the story or the overall theme of the book, they might write about the main character reaching an epiphany of some sort that reveals the focus of the story. Writers tend to end their story with a happy ending in which the main character experiences a spiritual reassessment or a moral reconciliation. In Margaret Mitchell’s Gone with the Wind, the main character, Scarlett O’Hara, undergoes a spiritual reassessment and moral reconciliation. At the start of the novel, Scarlett is a high spirited girl concerned mostly about her looks and holding the attention of everyone. She does not really appreciate the little things in life because she has so much available to her. She feels the need to make herself seen by everyone and heard by everyone. There is one encounter where she is talking with two of the handsome boys in town; however, the boys begin to diverge from the topic of her to the topic of war. This angers Scarlett because the attention is no longer on her. She continues this child like behavior for most of the novel. However, her first encounter with Rhett Butler changes Scarlett’s life forever. When Rhett first meets Scarlett, he is intrigued by her beauty and the way she carries herself. Contrary, to how Rhett feels; Scarlett sees him a low life nothing that does not deserve her attention. Therefore, their time with each other is very short. However, as the novel progresses, their paths cross again. During this time, the Civil War is at its peak; and being that the characters are Confederates, everything is falling apart for them. Scarlett begins to grow out of her childish ways. Now that she sees the hardships of the Confederate soldiers at the hospital she works in, she begins to realize that life is more than dinner parties and corsets. When she meets Rhett again she is in a terrible condition and is in need of his help. He tells her that in order to receive his help, she needs to marry him. At first Scarlett refuses because she still feels that he is not good enough for her. Eventually, she agrees to marry him but mostly because of his money. Rhett however, is madly in love with Scarlett but is angry at  her lack of loving him. The only thing that keeps them together is their daughter Bonnie. She is their pride and joy is the only reason why they remain together. Tragedy strikes when Bonnie dies while trying to jump a fence while on the back of a horse. This tears Scarlett apart because she feels as if it is her fault that Bonnie dies. Rhett becomes distant from her because he is also devastated. Scarlett punishes herself for allowing her daughter to horseback ride. To make matters worse, her best friend Melanie dies after she has a miscarriage. At this point, the novel is ending and Scarlett is confused, lonely and afraid to feel. However, she starts to feel a strange longing for Rhett. After all this time she finally realizes that she loved Rhett because he is strong, and unscrupulous, passionate and earthy like her. With this sudden epiphany, Scarlett rushes her way home to Rhett. Ironically, Rhett is fed up with Scarlett and does not care about her new found love for him; so he leaves her. Although this does not seem like a happy ending, after Rhett left Scarlett, she does not get discouraged. She knows what she wants from her life now and it is Rhett. She morally reconciles with herself when she forgives herself for the death of her daughter. She spiritually reassesses herself when she realizes that all the time she was young, she did not really appreciate anything. Her father tells her once, that she will come to love all the things she does not think she will. That is exactly what happens to Scarlett. She decides to go to her home at Tara where she feels a special connection to and devises of ways to bring Rhett back into her life. Now that she has come to terms with who she really is, there is no turning back for her.

Essay on The Correlation Between Homework and Academic...

Ample research has been done on the correlation between homework and academic success with many opposing views. Research has shown that homework can be linked to better grades, improved standardized test scores, and more prepared students entering the post-secondary arena; however, this correlation is weak and the opposition has equal ammunition to support that there is no correlation between homework and academic success. There have been movements to abolish homework as well as movements to increase homework. Research has been done to show how homework has a negative effect on students as well as how it has a positive effect. Homework may be beneficial to academic success, but must have meaning to the student, must be measurable by†¦show more content†¦In 1957 Russia launched Sputnik and America believed the education system had become too progressive and children needed to do more homework to compete in the global arena. School districts have various policies on homew ork and how much is required by grade level with elementary schools currently having the highest levels (The History of Homework: Purpose Over Pain). Homework, longer school days, a longer school year, better teachers, higher standards, better test, and on and on it goes. America’s education system is falling behind in the world arena. Other countries are producing students with more knowledge in math, technology, science and everything else. In 1983 the Department of Education released a report focused on improving academic achievement. â€Å"A Nation At Risk,† stated, â€Å"Our society and its educational institutions seem to have lost sight of the basic purposes of schooling, and of the high expectations and disciplined effort needed to attain them.† The recommendations in the 1983 report included increased homework for high school students, teaching effective study and work skills, and longer school days. Twenty-five years later the Department of Education reviewed the outcome of the 1983 recommendations. Harris Cooper defines homework as â€Å"any task assigned by schoolteachers intended for stude nts to carry out during non-school hours† (Cooper, Robinson, Patall, 2006). Xu Yuan found that students,Show MoreRelatedRelationships Between 5 After School Activities And Academic Achievement Essay776 Words   |  4 Pagesâ€Å"Relationships Between 5 After-School Activities and Academic Achievement† Psych 103 Prof. Cornelia Rea October 22, 2016 Logan Roberts The article â€Å"Relationships Between Five After-School Activities and Academic Achievement† by Harris Cooper, Jeffery C. Valentine, James Lindsay, and Barbara Nye, was published in the Journal of Educational Psychology in 1999, and it delves into how various after-school activities impact academic performance. 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