Letter to James
Madison
TO JAMES MADISON.
Paris, December 20, 1787.
Dear Sir,—My last to you was of October the 8th, by the Count de Moustier. Yours of July the
18th, September the 6th and October the 24th, were successively received, yesterday, the day
before, and three or four days before that. I have only had time to read the letters; the printed
papers communicated with them, however interesting, being obliged to lie over till I finish my
despatches for the packet, which despatches must go from hence the day after to-morrow. I have
much to thank you for; first and most for the cyphered paragraph respecting myself. These little
informations are very material towards forming my own decisions. I would be glad even to
know, when any individual member thinks I have gone wrong in any instance. If I know myself,
it would not excite ill blood in me, while it would assist to guide my conduct, perhaps to justify
it, and to keep me to my duty, alert. I must thank you, too, for the information in Thomas Burke’s
case; though you will have found by a subsequent letter, that I have asked of you a further
investigation of that matter. It is to gratify the lady who is at the head of the convent wherein my
daughters are, and who, by her attachment and attention to them, lays me under great obligations.
I shall hope, therefore, still to receive from you the result of all the further inquiries my second
letter had asked. The parcel of rice which you informed me had miscarried, accompanied my
letter to the Delegates of South Carolina. Mr. Bourgoin was to be the bearer of both, and both
were delivered together into the hands of his relation here, who introduced him to me, and
who, at a subsequent moment, undertook to convey them to Mr. Bourgoin. This person was an
engraver, particularly recommended to Dr. Franklin and Mr. Hopkinson. Perhaps he may have
mislaid the little parcel of rice among his baggage. I am much pleased that the sale of western
lands is so successful. I hope they will absorb all the certificates of our domestic debt speedily, in
the first place, and that then, offered for cash, they will do the same by our foreign ones.
The season admitting only of operations in the cabinet, and these being in a great measure secret,
I have little to fill a letter. I will, therefore, make up the deficiency, by adding a few words on the
Constitution proposed by our convention.
I like much the general idea of framing a government, which should go on of itself, peaceably,
without needing continual recurrence to the State legislatures. I like the organization of the
government into legislative, judiciary and executive. I like the power given the legislature to
levy taxes, and for that reason solely, I approve of the greater House being chosen by the people
directly. For though I think a House so chosen, will be very far inferior to the present Congress,
will be very illy qualified to legislate for the Union, for foreign nations, etc., yet this evil does
not weig ...
Anti Federalist Papers No. 30-31 - TaxationChuck Thompson
Anti Federalist Papers No's 30 and 31. A Virginian on Issues of Taxation. Liberty Education Series. Gloucester, Virginia Links and News website. Visit us.
Anti Federalist Papers No 44, What Congress Can DoChuck Thompson
Anti Federalist Papers No 44, What Congress Can Do, Liberty Education Series, http://www.gloucestercounty-va.com Gloucester, Virginia Links and News website. Visit us for the uncommon.
Private case analysis questions and requirements1. Answer the f.docxsleeperharwell
Private case analysis questions and requirements:
1. Answer the following questions after you read the case:
a. Discuss the source of Jackson’s wealth and determine the personality matrix. Provide justifications.
b. Discuss (using narrative statement) return objective for the Jackson portfolio; and then
calculate the return objective.
c. Evaluate Jackson’s risk objective, including both willingness and ability to take risk.
Justify with at least two reasons.
d. Discuss five constraints for the Jackson portfolio. Justify each constraint with at least two reasons.
2. Requirements:
a. Do this individually or as a team (if work as a team, the maximum team member is 5).
b. On the cover page, clearly write down your name or your team members' names.
c. Consider this as a “reflection report”, which means you need to provide detailed and comprehensive discussions.
d. You must type using WORD; no handwriting is allowed.
e. No requirement on the minimum words or pages; but you need to clearly answer my questions and meet my requirements.
f. Due date: 3/9, Thursday class
When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that 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. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. — Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpation.
Declaration of Independence and the Declaration of the Rights of ManDan Ewert
The American Declaration of Independence and the French Declaration of the Rights of Man. For use in discussion of the influence of Locke and Rousseau on the respective declarations, the differences in the declarations, and what they say about the character and priorities of their respective peoples and how subsequent history developed.
Federalist Papers No 49; Guarding Against Encroachments, Constitutional Conve...Chuck Thompson
FEDERALIST No. 49. Method of Guarding Against the Encroachments of Any One Department of Government by Appealing to the People Through a Convention. http://www.gloucestercounty-va.com Visit us.
Anti Federalist Papers No. 30-31 - TaxationChuck Thompson
Anti Federalist Papers No's 30 and 31. A Virginian on Issues of Taxation. Liberty Education Series. Gloucester, Virginia Links and News website. Visit us.
Anti Federalist Papers No 44, What Congress Can DoChuck Thompson
Anti Federalist Papers No 44, What Congress Can Do, Liberty Education Series, http://www.gloucestercounty-va.com Gloucester, Virginia Links and News website. Visit us for the uncommon.
Private case analysis questions and requirements1. Answer the f.docxsleeperharwell
Private case analysis questions and requirements:
1. Answer the following questions after you read the case:
a. Discuss the source of Jackson’s wealth and determine the personality matrix. Provide justifications.
b. Discuss (using narrative statement) return objective for the Jackson portfolio; and then
calculate the return objective.
c. Evaluate Jackson’s risk objective, including both willingness and ability to take risk.
Justify with at least two reasons.
d. Discuss five constraints for the Jackson portfolio. Justify each constraint with at least two reasons.
2. Requirements:
a. Do this individually or as a team (if work as a team, the maximum team member is 5).
b. On the cover page, clearly write down your name or your team members' names.
c. Consider this as a “reflection report”, which means you need to provide detailed and comprehensive discussions.
d. You must type using WORD; no handwriting is allowed.
e. No requirement on the minimum words or pages; but you need to clearly answer my questions and meet my requirements.
f. Due date: 3/9, Thursday class
When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that 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. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. — Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpation.
Declaration of Independence and the Declaration of the Rights of ManDan Ewert
The American Declaration of Independence and the French Declaration of the Rights of Man. For use in discussion of the influence of Locke and Rousseau on the respective declarations, the differences in the declarations, and what they say about the character and priorities of their respective peoples and how subsequent history developed.
Federalist Papers No 49; Guarding Against Encroachments, Constitutional Conve...Chuck Thompson
FEDERALIST No. 49. Method of Guarding Against the Encroachments of Any One Department of Government by Appealing to the People Through a Convention. http://www.gloucestercounty-va.com Visit us.
Top of FormLesson 1, Part 1 Foundations of American Gover.docxedwardmarivel
Top of Form
Lesson 1, Part 1: Foundations of American Government
"Liberty, when it begins to take root, is a plant of rapid growth."
-George Washington
· The Declaration of Independence
· The U.S. Constitution and its Bill of Rights
· The Enlightenment and Political Philosophy
Expected Outcomes
To understand the philosophical principles behind the Declaration of Independence and the Constitution, and how these principles influence the structure and process of government.
Overview
The United States, as a nation, was born of the American Revolution of 1776. This revolution cut the political ties between England and its American colonies. Many "Americans" living in the colonies had complained about harsh British rule. King George of England had ruled over the colonies with a heavy hand, increasing taxes with the Stamp Act and the Sugar Act, for example. These abuses began to divide the "patriots" in favor of independence and the "loyalists" in favor of the English Crown.
Tensions between the American colonials and British soldiers boiled over in the Boston Massacre, when a mob harassed British soldiers, who then fired their muskets into the crowd, killing three, mortally wounding two others, and injuring six.
Another famous incident which helped inspire the American Revolution was the Boston Tea Party of 1773, launched as a protest to the British Tea Act. This Act gave the British East India Company a tea monopoly, shutting out American traders. Bostonians disguised themselves as Mohawk Indians, then boarded the British ships and dumped all 342 containers of tea into the harbor.
Two years later, in 1775, there were more serious conflicts between colonials and British troops: the Battles of Lexington and Concord, the prelude for a full conflict. The American Revolutionary War was long, bloody and ended with the French-assisted victory of the American Continental Army in Yorktown in 1781.
An understanding of American government and politics should consider two documents related to this war and its aftermath. The first is the Declaration of Independence, which launched the American Revolutionary War; and the second is the U.S. Constitution, which replaced the post-war Articles of Confederation and which remains the highest law of the land.
This lesson analyzes these documents, noting how they were part of a trans-Atlantic Enlightenment movement with emphasis on reason, freethinking, natural law, popular sovereignty, and human equality. Many of these ideas are visible in the Declaration of Independence, written by Thomas Jefferson. These ideas provided the ideological and philosophical framework for the American Revolution.
After the expulsion of the English monarchy, the Articles of Confederation - in effect from 1776 to 1787 - turned the former colonies into largely autonomous states with a weak federal government. However, many people thought that this decentralized system did not solve the problem of providing for a common defense or for ...
Questions1. Why does Sumner link slavery and the southern way .docxcatheryncouper
Questions:
1. Why does Sumner link slavery and the southern way of life to South Carolina's Senator Pierce Butler?
2. Why does Sumner appeal to Kansas residents to vote?
3. Does Sumner envision a resolution to the growing sectional division within the country?
4. Why does Sumner use the imagery of sexual exploitation in his speech?
What does this say about contemporary views of race? sex?
The Crime Against Kansas: The Apologies for the Crime; The True Remedy
Delivered to the United States Senate, 19-20 May 1856
by
Hon. Charles Sumner
[Excerpts]
MR. PRESIDENT, -- You are now called to redress a great wrong. Seldom in the history of nations is such a question presented. Tariffs, army bills, navy bills, land bills, are important, and justly occupy your care; but these all belong to the course of ordinary legislation. As means and instruments only, they are necessarily subordinate to the conservation of Government itself. Grant them or deny them, in greater or less degree, and you inflict no shock. The machinery of Government continues to move. The State does not cease to exist. Far otherwise is it with the eminent question now before you, involving the peace of the whole country, with our good name in history forevermore.
Take down your map, Sir, and you will find that the Territory of Kansas, more than any other region, occupies the middle spot of North America, equally distant from the Atlantic on the east and the Pacific on the west, from the frozen waters of Hudson's Bay on the north and the tepid Gulf Stream on the south, -- constituting the precise geographical centre of the whole vast Continent. To such advantages of situation, on the very highway between two oceans, are added a soil of unsurpassed richness, and a fascinating, undulating beauty of surface, with a health-giving climate, calculated to nurture a powerful and generous people, worthy to be a central pivot of American institutions. A few short months have hardly passed since this spacious mediterranean country was open only to the savage, who ran wild in its woods and prairies; and now it has drawn to its bosom a population of freemen larger than Athens crowded within her historic gates....
Against this Territory, thus fortunate in position and population, a Crime has been committed which is without example in the records of the Past. Not in plundered provinces or in the cruelties of selfish governors will you find its parallel....
The wickedness which I now begin to expose is immeasurably aggravated by the motive which prompted it. Not in any common lust for power did this uncommon tragedy have its origin. It is the rape of a virgin Territory, compelling it to the hateful embrace of Slavery; and it may be clearly traced to a depraved desire for a new Slave State, hideous offspring of such a crime, in the hope of adding to the power of Slavery in the National Government. Yes, Sir, when the whole world, alike Christian and Turk, is rising up to condemn this wron ...
The Project Gutenberg EBook of The Declaration of Independence.docxssusera34210
The Project Gutenberg EBook of The Declaration of Independence
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**Welcome To The World of Free Plain Vanilla Electronic Texts**
**eBooks Readable By Both Humans and By Computers, Since 1971**
*****These eBooks Were Prepared By Thousands of Volunteers!*****
Title: The Declaration of Independence
Release Date: December, 1971 [EBook #1]
[Most recently updated: November 25, 2004]
Edition: 12
Language: English
Character set encoding: ASCII
***
The United States Declaration of Independence was the first Etext
released by Project Gutenberg, early in 1971. The title was stored
in an emailed instruction set which required a tape or diskpack be
hand mounted for retrieval. The diskpack was the size of a large
cake in a cake carrier, cost $1500, and contained 5 megabytes, of
which this file took 1-2%. Two tape backups were kept plus one on
paper tape. The 10,000 files we hope to have online by the end of
2001 should take about 1-2% of a comparably priced drive in 2001.
This file was never copyrighted, Sharewared, etc., and is thus for
all to use and copy in any manner they choose. Please feel free to
make your own edition using this as a base.
In my research for creating this transcription of our first Etext,
I have come across enough discrepancies [even within that official
documentation provided by the United States] to conclude that even
"facsimiles" of the Declaration of Indendence will NOT going to be
all the same as the original, nor of other "facsimiles." There is
a plethora of variations in capitalization, punctuation, and, even
where names appear on the documents [which names I have left out].
The resulting document has several misspellings removed from those
parchment "facsimiles" I used back in 1971, and which I should not
be able to easily find at this time, including "Brittain."
[JT, Apr 05: "Brittish", however, is spelled as in the original.]
**The Project Gutenberg Etext of The Declaration of Independence**
The Declaration of Independence of The United States of America
IN CONGRESS, July 4, 1776
The unanimous Declaration of the thirteen united States of America
When in the Course of human events, it becomes necessary for
one people to dissolve t ...
Discourse on InequalityJean Jacques RousseauTable of.docxlynettearnold46882
Discourse on Inequality
Jean Jacques Rousseau
Table of Contents
Discourse on Inequality............................................................................................................................................1
Jean Jacques Rousseau...................................................................................................................................1
DEDICATION TO THE REPUBLIC OF GENEVA....................................................................................1
PREFACE......................................................................................................................................................6
A DISSERTATION ON THE ORIGIN AND FOUNDATION OF THE INEQUALITY OF
MANKIND ...................................................................................................................................................9
THE FIRST PART.......................................................................................................................................10
THE SECOND PART..................................................................................................................................23
Discourse on Inequality
i
Discourse on Inequality
Jean Jacques Rousseau
Translated by G. D. H. Cole
A DISCOURSE
ON A SUBJECT PROPOSED BY THE ACADEMY OF DIJON:
WHAT IS THE ORIGIN OF INEQUALITY AMONG MEN,
AND IS IT AUTHORISED BY NATURAL LAW?
We should consider what is natural not in things
depraved but in those which are rightly ordered
according to nature. Aristotle, Politics, Bk. i, ch. 5
DEDICATION TO THE REPUBLIC OF GENEVA
MOST HONOURABLE, MAGNIFICENT AND SOVEREIGN LORDS, convinced that only a virtuous citizen
can confer on his country honours which it can accept, I have been for thirty years past working to make myself
worthy to offer you some public homage; and, this fortunate opportunity supplementing in some degree the
insufficiency of my efforts, I have thought myself entitled to follow in embracing it the dictates of the zeal which
inspires me, rather than the right which should have been my authorisation. Having had the happiness to be born
among you, how could I reflect on the equality which nature has ordained between men, and the inequality which
they have introduced, without reflecting on the profound wisdom by which both are in this State happily
combined and made to coincide, in the manner that is most in conformity with natural law, and most favourable to
society, to the maintenance of public order and to the happiness of individuals? In my researches after the best
rules common sense can lay down for the constitution of a government, I have been so struck at finding them all
in actuality in your own, that even had I not been born within your walls I should have thought it indispensable
for me to offer this picture of human society to that people, which of all others seems to be possessed of its
greatest advantages, and to have best guarded aga.
Discuss purpose and the claim of the speech. Explain how the speech .docxtenoelrx
Discuss purpose and the claim of the speech. Explain how the speech supports this claim (logos, ethos, and/or pathos). Is the opposing side mentioned? Also, describe the method of argumentation you believe is used in the speech (Toulmin? Rogerian? A mixture of both?). Give citations to back up your points, and create a final works cited citation for this essay.
200 words
Anthony, Susan B. “
On Women’s Right to Vote
.”
EmersonKent.com.
2012.
Web. 11 May 2012
Friends and Fellow-citizens:
I stand before you to-night, under indictment for the alleged crime of having voted at the last Presidential election, without having a lawful right to vote. It shall be my work this evening to prove to you that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's right, guaranteed to me and all United States citizens by the National Constitution, beyond the power of any State to deny.
Our democratic-republican government is based on the idea of the natural right of every individual member thereof to a voice and a vote in making and executing the laws. We assert the province of government to be to secure the people in the enjoyment of their unalienable rights. We throw to the winds the old dogma that governments can give rights. Before governments were organized, no one denies that each individual possessed the right to protect his own life. liberty and property. And when 100 or 1,000,000 people enter into a free government, they do not barter away their natural rights; they simply pledge themselves to protect each other in the enjoyment of them, through prescribed judicial and legislative tribunals. They agree to abandon the methods of brute force in the adjustment of their differences, and adopt those of civilization.
Nor can you find a word in any of the grand documents left us by the fathers that assumes for government the power to create or to confer rights. The Declaration of Independence, the United States Constitution, the constitutions of the several states and the organic laws of the territories, all alike propose to protect the people in the exercise of their God-given rights. Not one of them pretends to bestow rights.
"All men are created equal, and endowed by their Creator with certain unalienable rights. Among these are life, liberty and the pursuit of happiness. That to secure these, governments are instituted among men, deriving their just powers from the consent of the governed."
Here is no shadow of government authority over rights, nor exclusion of any from their full and equal enjoyment. Here is pronounced the right of all men, and "consequently," as the Quaker preacher said, "of all women," to a voice in the government. And here, in this very first paragraph of the declaration, is the assertion of the natural right of all to the ballot; for, how can "the consent of the governed" be given, if the right to vote be denied. Again:
"That whenever any form of government becomes destructive o.
In this essay, students will again be using evidence (both primary.docxsleeperharwell
In this essay, students will again be using evidence (both primary and secondary sources) to make a historical argument. Essays will be examined for three key components:
· Does the essay have a clear argument?
· Is the essay organized in a clear manner, with paragraphs that are structured by theme?
· Is the argument supported by specific evidence from the source materials?
_________________________________________________________________________________________________
Please answer the following question:
Why, by 1860-61, were Northerners and Southerners no longer willing to compromise over slavery?
1. Essays must be
4 pages long. More than 4 pages is too long and you have
probably written too much; less than 4 pages is too short and you probably have
not written enough. You may argue for either side (Northern or Southern), but
you
must only argue one side of the conflict, North or South. You also need to be
specific with regards to whom you are writing about.
2. Students are required to use 3 primary sources (no more, no less) in their papers.
Students are also allowed to use the textbook, but sparingly.
No other sources of any kind may be used in this paper. If you use other sources, you will automatically fail. You must choose from the primary sources which we have read in class.
3. Writing will be, as always, a significant factor in your grade. Your writing should
be clear, concise, well-organized, and free from all spelling and grammatical
errors and typos. If your paper lacks an argument, your essay will be marked down
three full grades. Please see the “Writing Guide” (posted on Blackboard) for
stylistic and formatting rules, as well as hints for finding and correcting common
writing errors.
4. Citations for all material used in the paper are required. Plagiarism will not be
tolerated—any evidence of plagiarism or academic dishonesty of any kind (including
failing to properly cite evidence) will result in an automatic failure.
On Wednesday, November 14, 2022, students will submit their thesis statements and list of sources.
Abraham Lincoln’s Second Inaugural Address (1865)
Fellow-Countrymen:
AT this second appearing to take the oath of the Presidential office there is less occasion for an extended address than there was at the first. Then a statement somewhat in detail of a course to be pursued seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself, and it is, I trust, reasonably satisfactory and encouraging to all. W.
Read and print out this webpage about the Declaration of Senti.docxaudeleypearl
Read and print out this webpage about the Declaration of Sentiments, 1848http://ecssba.rutgers.edu/docs/seneca.html
New Study Guide Questions1. How does this Declaration compare with the Declaration of Independence? What points is it makingby imitating some aspects of the earlier declaration? What points does it echo? Does it ever critiquethe earlier declaration?
2. Where and how does the 1848 Declaration differ from the 1776 declaration? What do“sentiments” mean in 1848? (You can research this online—you must cite sources!) Cite specificlines and passages. If King George III is the villain in 1776, how would you understand theopponent in 1848?
3. Read this paragraph about the origins of The Declaration of Sentiments:
“Elizabeth Cady Stanton and Lucretia Mott, two American activists in the movement to abolish slavery called
together the first conference to address Women's rights and issues in Seneca Falls, New York, in 1848. Part of the
reason for doing so had been that Mott had been refused permission to speak at the world anti-slavery convention in
London, even though she had been an official delegate. Applying the analysis of human freedom developed in the
Abolitionist movement, Stanton and others began the public career of modern feminist analysis.”(http://www.fordham.edu/halsall/mod/senecafalls.asp)Given that Abolitionists in England and America were often women, in what ways can you see theseearly feminists drawing upon their greater understanding of slavery to give themselves more power?Reading the The Declaration of Sentiments with this frame of reference in mind, how does it changeyour understanding of their ideals? Cite specific lines and passages.
4. Consider the resolutions before the declaration; how would you paraphrase each of these into ourcontemporary American English? Which of the 1848 concerns still serious issues for women andmen today? Cite specific lines and passages.
5. Consider the logic and reasoning used in the resolutions of 1848; how do they parallel use of logicand reason in the 1776 declaration? Consider the emotions in the two declarations; how are theyparallel or not parallel? Where does the 1848 declaration diverge from the 1776 declaration? Arethere parts that seem to be no longer valid or no longer relevant? What parts are the most relevanttoday? Cite specific lines and passages.
Read the “Address by Elizabeth Cady Stanton on Woman's RightsSeptember 1848," which fills five html pages. You have to click through the document.http://ecssba.rutgers.edu/docs/ecswoman1.html
6. Stanton in her opening explains why only a woman can speak for women. What are her reasons,and do you think they are valid even today? What is the reason that she brings up other cultures? How do women fare in her time? What is the meaning of the little quote from a Byron poem in herlecture? What famous and powerful women does she refer to, and what point is she making bybringing up their names? Cite specific lines and passages.
...
Federalist Papers No 15 Insufficiency to Preserve the UnionChuck Thompson
FEDERALIST No. 15. The Insufficiency of the Present Confederation to Preserve the Union. Liberty Education Series on Gloucester, Virginia Links and News. Visit us for more incredible content. Free Mp3 music downloads, free printable coupons, free national job searches, classic TV and Movies and so much more.
Module 5 Primary Source Log 5 U.S. Grant, Second In.docxgilpinleeanna
Module 5 Primary Source Log 5
U.S. Grant, Second Inaugural Address, 1873
Fellow-Citizens:
UNDER Providence I have been called a second time to act as Executive over this great
nation. It has been my endeavor in the past to maintain all the laws, and, so far as lay in my
power, to act for the best interests of the whole people. My best efforts will be given in the
same direction in the future, aided, I trust, by my four years' experience in the office.
1
When my first term of the office of Chief Executive began, the country had not recovered
from the effects of a great internal revolution, and three of the former States of the Union had
not been restored to their Federal relations.
2
It seemed to me wise that no new questions should be raised so long as that condition of
affairs existed. Therefore the past four years, so far as I could control events, have been
consumed in the effort to restore harmony, public credit, commerce, and all the arts of peace
and progress. It is my firm conviction that the civilized world is tending toward
republicanism, or government by the people through their chosen representatives, and that our
own great Republic is destined to be the guiding star to all others.
3
Under our Republic we support an army less than that of any European power of any
standing and a navy less than that of either of at least five of them. There could be no
extension of territory on the continent which would call for an increase of this force, but rather
might such extension enable us to diminish it.
4
The theory of government changes with general progress. Now that the telegraph is made
available for communicating thought, together with rapid transit by steam, all parts of a
continent are made contiguous for all purposes of government, and communication between
the extreme limits of the country made easier than it was throughout the old thirteen States at
the beginning of our national existence.
5
The effects of the late civil strife have been to free the slave and make him a citizen. Yet he
is not possessed of the civil rights which citizenship should carry with it. This is wrong, and
should be corrected. To this correction I stand committed, so far as Executive influence can
avail.
6
Social equality is not a subject to be legislated upon, nor shall I ask that anything be done to
advance the social status of the colored man, except to give him a fair chance to develop what
there is good in him, give him access to the schools, and when he travels let him feel assured
that his conduct will regulate the treatment and fare he will receive.
7
The States lately at war with the General Government are now happily rehabilitated, and no
Executive control is exercised in any one of them that would not be exercised in any other
State under like circumstances.
8
9
Module 5 Primary Source Log Page 1 of 3
In the first year of the past Administration t ...
Answer the following questions in a minimum of 1-2 paragraphs ea.docxSHIVA101531
Answer the following questions in a minimum of
1-2 paragraphs
each. Be sure to explain your answers and give reasons for your views.
When you talk about the meaning of life, which sense of the term do you use-- external meaning or internal meaning?
What bearing, if any, does the ephemeral nature of our existence have on the question of whether life has meaning? Does the fact that we die negate the possibility of meaning in life?
Is Schopenhauer right about the meaninglessness of life? Does the wretchedness of our existence show that life has no meaning?
Note:
All journal entries must be submitted as attachments (
in Microsoft Word format
) in order to generate an originality report.
.
Answer the following questions using scholarly sources as references.docxSHIVA101531
Answer the following questions using scholarly sources as references. Add references at the end of the page.
Answer each question with at least 300 words counter.
1.What is your assessment of Frantz Fanon's argument that “The wealth of the imperialist nations is also our wealth”? Do you believe "developed nations" owe some form of reparations to colonized peoples?
2.How would you account for revolutionaries in Spain such as the CNT and FAI having more success than in other European countries leading up to 1936?
3.How you can you account for the outcome of the Russian Revolution?
4.Why do you think that acts of violence against tyrannical leaders in the era did not inspire the masses to rise up in revolution?
.
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Top of FormLesson 1, Part 1 Foundations of American Gover.docxedwardmarivel
Top of Form
Lesson 1, Part 1: Foundations of American Government
"Liberty, when it begins to take root, is a plant of rapid growth."
-George Washington
· The Declaration of Independence
· The U.S. Constitution and its Bill of Rights
· The Enlightenment and Political Philosophy
Expected Outcomes
To understand the philosophical principles behind the Declaration of Independence and the Constitution, and how these principles influence the structure and process of government.
Overview
The United States, as a nation, was born of the American Revolution of 1776. This revolution cut the political ties between England and its American colonies. Many "Americans" living in the colonies had complained about harsh British rule. King George of England had ruled over the colonies with a heavy hand, increasing taxes with the Stamp Act and the Sugar Act, for example. These abuses began to divide the "patriots" in favor of independence and the "loyalists" in favor of the English Crown.
Tensions between the American colonials and British soldiers boiled over in the Boston Massacre, when a mob harassed British soldiers, who then fired their muskets into the crowd, killing three, mortally wounding two others, and injuring six.
Another famous incident which helped inspire the American Revolution was the Boston Tea Party of 1773, launched as a protest to the British Tea Act. This Act gave the British East India Company a tea monopoly, shutting out American traders. Bostonians disguised themselves as Mohawk Indians, then boarded the British ships and dumped all 342 containers of tea into the harbor.
Two years later, in 1775, there were more serious conflicts between colonials and British troops: the Battles of Lexington and Concord, the prelude for a full conflict. The American Revolutionary War was long, bloody and ended with the French-assisted victory of the American Continental Army in Yorktown in 1781.
An understanding of American government and politics should consider two documents related to this war and its aftermath. The first is the Declaration of Independence, which launched the American Revolutionary War; and the second is the U.S. Constitution, which replaced the post-war Articles of Confederation and which remains the highest law of the land.
This lesson analyzes these documents, noting how they were part of a trans-Atlantic Enlightenment movement with emphasis on reason, freethinking, natural law, popular sovereignty, and human equality. Many of these ideas are visible in the Declaration of Independence, written by Thomas Jefferson. These ideas provided the ideological and philosophical framework for the American Revolution.
After the expulsion of the English monarchy, the Articles of Confederation - in effect from 1776 to 1787 - turned the former colonies into largely autonomous states with a weak federal government. However, many people thought that this decentralized system did not solve the problem of providing for a common defense or for ...
Questions1. Why does Sumner link slavery and the southern way .docxcatheryncouper
Questions:
1. Why does Sumner link slavery and the southern way of life to South Carolina's Senator Pierce Butler?
2. Why does Sumner appeal to Kansas residents to vote?
3. Does Sumner envision a resolution to the growing sectional division within the country?
4. Why does Sumner use the imagery of sexual exploitation in his speech?
What does this say about contemporary views of race? sex?
The Crime Against Kansas: The Apologies for the Crime; The True Remedy
Delivered to the United States Senate, 19-20 May 1856
by
Hon. Charles Sumner
[Excerpts]
MR. PRESIDENT, -- You are now called to redress a great wrong. Seldom in the history of nations is such a question presented. Tariffs, army bills, navy bills, land bills, are important, and justly occupy your care; but these all belong to the course of ordinary legislation. As means and instruments only, they are necessarily subordinate to the conservation of Government itself. Grant them or deny them, in greater or less degree, and you inflict no shock. The machinery of Government continues to move. The State does not cease to exist. Far otherwise is it with the eminent question now before you, involving the peace of the whole country, with our good name in history forevermore.
Take down your map, Sir, and you will find that the Territory of Kansas, more than any other region, occupies the middle spot of North America, equally distant from the Atlantic on the east and the Pacific on the west, from the frozen waters of Hudson's Bay on the north and the tepid Gulf Stream on the south, -- constituting the precise geographical centre of the whole vast Continent. To such advantages of situation, on the very highway between two oceans, are added a soil of unsurpassed richness, and a fascinating, undulating beauty of surface, with a health-giving climate, calculated to nurture a powerful and generous people, worthy to be a central pivot of American institutions. A few short months have hardly passed since this spacious mediterranean country was open only to the savage, who ran wild in its woods and prairies; and now it has drawn to its bosom a population of freemen larger than Athens crowded within her historic gates....
Against this Territory, thus fortunate in position and population, a Crime has been committed which is without example in the records of the Past. Not in plundered provinces or in the cruelties of selfish governors will you find its parallel....
The wickedness which I now begin to expose is immeasurably aggravated by the motive which prompted it. Not in any common lust for power did this uncommon tragedy have its origin. It is the rape of a virgin Territory, compelling it to the hateful embrace of Slavery; and it may be clearly traced to a depraved desire for a new Slave State, hideous offspring of such a crime, in the hope of adding to the power of Slavery in the National Government. Yes, Sir, when the whole world, alike Christian and Turk, is rising up to condemn this wron ...
The Project Gutenberg EBook of The Declaration of Independence.docxssusera34210
The Project Gutenberg EBook of The Declaration of Independence
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**Welcome To The World of Free Plain Vanilla Electronic Texts**
**eBooks Readable By Both Humans and By Computers, Since 1971**
*****These eBooks Were Prepared By Thousands of Volunteers!*****
Title: The Declaration of Independence
Release Date: December, 1971 [EBook #1]
[Most recently updated: November 25, 2004]
Edition: 12
Language: English
Character set encoding: ASCII
***
The United States Declaration of Independence was the first Etext
released by Project Gutenberg, early in 1971. The title was stored
in an emailed instruction set which required a tape or diskpack be
hand mounted for retrieval. The diskpack was the size of a large
cake in a cake carrier, cost $1500, and contained 5 megabytes, of
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In my research for creating this transcription of our first Etext,
I have come across enough discrepancies [even within that official
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"facsimiles" of the Declaration of Indendence will NOT going to be
all the same as the original, nor of other "facsimiles." There is
a plethora of variations in capitalization, punctuation, and, even
where names appear on the documents [which names I have left out].
The resulting document has several misspellings removed from those
parchment "facsimiles" I used back in 1971, and which I should not
be able to easily find at this time, including "Brittain."
[JT, Apr 05: "Brittish", however, is spelled as in the original.]
**The Project Gutenberg Etext of The Declaration of Independence**
The Declaration of Independence of The United States of America
IN CONGRESS, July 4, 1776
The unanimous Declaration of the thirteen united States of America
When in the Course of human events, it becomes necessary for
one people to dissolve t ...
Discourse on InequalityJean Jacques RousseauTable of.docxlynettearnold46882
Discourse on Inequality
Jean Jacques Rousseau
Table of Contents
Discourse on Inequality............................................................................................................................................1
Jean Jacques Rousseau...................................................................................................................................1
DEDICATION TO THE REPUBLIC OF GENEVA....................................................................................1
PREFACE......................................................................................................................................................6
A DISSERTATION ON THE ORIGIN AND FOUNDATION OF THE INEQUALITY OF
MANKIND ...................................................................................................................................................9
THE FIRST PART.......................................................................................................................................10
THE SECOND PART..................................................................................................................................23
Discourse on Inequality
i
Discourse on Inequality
Jean Jacques Rousseau
Translated by G. D. H. Cole
A DISCOURSE
ON A SUBJECT PROPOSED BY THE ACADEMY OF DIJON:
WHAT IS THE ORIGIN OF INEQUALITY AMONG MEN,
AND IS IT AUTHORISED BY NATURAL LAW?
We should consider what is natural not in things
depraved but in those which are rightly ordered
according to nature. Aristotle, Politics, Bk. i, ch. 5
DEDICATION TO THE REPUBLIC OF GENEVA
MOST HONOURABLE, MAGNIFICENT AND SOVEREIGN LORDS, convinced that only a virtuous citizen
can confer on his country honours which it can accept, I have been for thirty years past working to make myself
worthy to offer you some public homage; and, this fortunate opportunity supplementing in some degree the
insufficiency of my efforts, I have thought myself entitled to follow in embracing it the dictates of the zeal which
inspires me, rather than the right which should have been my authorisation. Having had the happiness to be born
among you, how could I reflect on the equality which nature has ordained between men, and the inequality which
they have introduced, without reflecting on the profound wisdom by which both are in this State happily
combined and made to coincide, in the manner that is most in conformity with natural law, and most favourable to
society, to the maintenance of public order and to the happiness of individuals? In my researches after the best
rules common sense can lay down for the constitution of a government, I have been so struck at finding them all
in actuality in your own, that even had I not been born within your walls I should have thought it indispensable
for me to offer this picture of human society to that people, which of all others seems to be possessed of its
greatest advantages, and to have best guarded aga.
Discuss purpose and the claim of the speech. Explain how the speech .docxtenoelrx
Discuss purpose and the claim of the speech. Explain how the speech supports this claim (logos, ethos, and/or pathos). Is the opposing side mentioned? Also, describe the method of argumentation you believe is used in the speech (Toulmin? Rogerian? A mixture of both?). Give citations to back up your points, and create a final works cited citation for this essay.
200 words
Anthony, Susan B. “
On Women’s Right to Vote
.”
EmersonKent.com.
2012.
Web. 11 May 2012
Friends and Fellow-citizens:
I stand before you to-night, under indictment for the alleged crime of having voted at the last Presidential election, without having a lawful right to vote. It shall be my work this evening to prove to you that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's right, guaranteed to me and all United States citizens by the National Constitution, beyond the power of any State to deny.
Our democratic-republican government is based on the idea of the natural right of every individual member thereof to a voice and a vote in making and executing the laws. We assert the province of government to be to secure the people in the enjoyment of their unalienable rights. We throw to the winds the old dogma that governments can give rights. Before governments were organized, no one denies that each individual possessed the right to protect his own life. liberty and property. And when 100 or 1,000,000 people enter into a free government, they do not barter away their natural rights; they simply pledge themselves to protect each other in the enjoyment of them, through prescribed judicial and legislative tribunals. They agree to abandon the methods of brute force in the adjustment of their differences, and adopt those of civilization.
Nor can you find a word in any of the grand documents left us by the fathers that assumes for government the power to create or to confer rights. The Declaration of Independence, the United States Constitution, the constitutions of the several states and the organic laws of the territories, all alike propose to protect the people in the exercise of their God-given rights. Not one of them pretends to bestow rights.
"All men are created equal, and endowed by their Creator with certain unalienable rights. Among these are life, liberty and the pursuit of happiness. That to secure these, governments are instituted among men, deriving their just powers from the consent of the governed."
Here is no shadow of government authority over rights, nor exclusion of any from their full and equal enjoyment. Here is pronounced the right of all men, and "consequently," as the Quaker preacher said, "of all women," to a voice in the government. And here, in this very first paragraph of the declaration, is the assertion of the natural right of all to the ballot; for, how can "the consent of the governed" be given, if the right to vote be denied. Again:
"That whenever any form of government becomes destructive o.
In this essay, students will again be using evidence (both primary.docxsleeperharwell
In this essay, students will again be using evidence (both primary and secondary sources) to make a historical argument. Essays will be examined for three key components:
· Does the essay have a clear argument?
· Is the essay organized in a clear manner, with paragraphs that are structured by theme?
· Is the argument supported by specific evidence from the source materials?
_________________________________________________________________________________________________
Please answer the following question:
Why, by 1860-61, were Northerners and Southerners no longer willing to compromise over slavery?
1. Essays must be
4 pages long. More than 4 pages is too long and you have
probably written too much; less than 4 pages is too short and you probably have
not written enough. You may argue for either side (Northern or Southern), but
you
must only argue one side of the conflict, North or South. You also need to be
specific with regards to whom you are writing about.
2. Students are required to use 3 primary sources (no more, no less) in their papers.
Students are also allowed to use the textbook, but sparingly.
No other sources of any kind may be used in this paper. If you use other sources, you will automatically fail. You must choose from the primary sources which we have read in class.
3. Writing will be, as always, a significant factor in your grade. Your writing should
be clear, concise, well-organized, and free from all spelling and grammatical
errors and typos. If your paper lacks an argument, your essay will be marked down
three full grades. Please see the “Writing Guide” (posted on Blackboard) for
stylistic and formatting rules, as well as hints for finding and correcting common
writing errors.
4. Citations for all material used in the paper are required. Plagiarism will not be
tolerated—any evidence of plagiarism or academic dishonesty of any kind (including
failing to properly cite evidence) will result in an automatic failure.
On Wednesday, November 14, 2022, students will submit their thesis statements and list of sources.
Abraham Lincoln’s Second Inaugural Address (1865)
Fellow-Countrymen:
AT this second appearing to take the oath of the Presidential office there is less occasion for an extended address than there was at the first. Then a statement somewhat in detail of a course to be pursued seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself, and it is, I trust, reasonably satisfactory and encouraging to all. W.
Read and print out this webpage about the Declaration of Senti.docxaudeleypearl
Read and print out this webpage about the Declaration of Sentiments, 1848http://ecssba.rutgers.edu/docs/seneca.html
New Study Guide Questions1. How does this Declaration compare with the Declaration of Independence? What points is it makingby imitating some aspects of the earlier declaration? What points does it echo? Does it ever critiquethe earlier declaration?
2. Where and how does the 1848 Declaration differ from the 1776 declaration? What do“sentiments” mean in 1848? (You can research this online—you must cite sources!) Cite specificlines and passages. If King George III is the villain in 1776, how would you understand theopponent in 1848?
3. Read this paragraph about the origins of The Declaration of Sentiments:
“Elizabeth Cady Stanton and Lucretia Mott, two American activists in the movement to abolish slavery called
together the first conference to address Women's rights and issues in Seneca Falls, New York, in 1848. Part of the
reason for doing so had been that Mott had been refused permission to speak at the world anti-slavery convention in
London, even though she had been an official delegate. Applying the analysis of human freedom developed in the
Abolitionist movement, Stanton and others began the public career of modern feminist analysis.”(http://www.fordham.edu/halsall/mod/senecafalls.asp)Given that Abolitionists in England and America were often women, in what ways can you see theseearly feminists drawing upon their greater understanding of slavery to give themselves more power?Reading the The Declaration of Sentiments with this frame of reference in mind, how does it changeyour understanding of their ideals? Cite specific lines and passages.
4. Consider the resolutions before the declaration; how would you paraphrase each of these into ourcontemporary American English? Which of the 1848 concerns still serious issues for women andmen today? Cite specific lines and passages.
5. Consider the logic and reasoning used in the resolutions of 1848; how do they parallel use of logicand reason in the 1776 declaration? Consider the emotions in the two declarations; how are theyparallel or not parallel? Where does the 1848 declaration diverge from the 1776 declaration? Arethere parts that seem to be no longer valid or no longer relevant? What parts are the most relevanttoday? Cite specific lines and passages.
Read the “Address by Elizabeth Cady Stanton on Woman's RightsSeptember 1848," which fills five html pages. You have to click through the document.http://ecssba.rutgers.edu/docs/ecswoman1.html
6. Stanton in her opening explains why only a woman can speak for women. What are her reasons,and do you think they are valid even today? What is the reason that she brings up other cultures? How do women fare in her time? What is the meaning of the little quote from a Byron poem in herlecture? What famous and powerful women does she refer to, and what point is she making bybringing up their names? Cite specific lines and passages.
...
Federalist Papers No 15 Insufficiency to Preserve the UnionChuck Thompson
FEDERALIST No. 15. The Insufficiency of the Present Confederation to Preserve the Union. Liberty Education Series on Gloucester, Virginia Links and News. Visit us for more incredible content. Free Mp3 music downloads, free printable coupons, free national job searches, classic TV and Movies and so much more.
Module 5 Primary Source Log 5 U.S. Grant, Second In.docxgilpinleeanna
Module 5 Primary Source Log 5
U.S. Grant, Second Inaugural Address, 1873
Fellow-Citizens:
UNDER Providence I have been called a second time to act as Executive over this great
nation. It has been my endeavor in the past to maintain all the laws, and, so far as lay in my
power, to act for the best interests of the whole people. My best efforts will be given in the
same direction in the future, aided, I trust, by my four years' experience in the office.
1
When my first term of the office of Chief Executive began, the country had not recovered
from the effects of a great internal revolution, and three of the former States of the Union had
not been restored to their Federal relations.
2
It seemed to me wise that no new questions should be raised so long as that condition of
affairs existed. Therefore the past four years, so far as I could control events, have been
consumed in the effort to restore harmony, public credit, commerce, and all the arts of peace
and progress. It is my firm conviction that the civilized world is tending toward
republicanism, or government by the people through their chosen representatives, and that our
own great Republic is destined to be the guiding star to all others.
3
Under our Republic we support an army less than that of any European power of any
standing and a navy less than that of either of at least five of them. There could be no
extension of territory on the continent which would call for an increase of this force, but rather
might such extension enable us to diminish it.
4
The theory of government changes with general progress. Now that the telegraph is made
available for communicating thought, together with rapid transit by steam, all parts of a
continent are made contiguous for all purposes of government, and communication between
the extreme limits of the country made easier than it was throughout the old thirteen States at
the beginning of our national existence.
5
The effects of the late civil strife have been to free the slave and make him a citizen. Yet he
is not possessed of the civil rights which citizenship should carry with it. This is wrong, and
should be corrected. To this correction I stand committed, so far as Executive influence can
avail.
6
Social equality is not a subject to be legislated upon, nor shall I ask that anything be done to
advance the social status of the colored man, except to give him a fair chance to develop what
there is good in him, give him access to the schools, and when he travels let him feel assured
that his conduct will regulate the treatment and fare he will receive.
7
The States lately at war with the General Government are now happily rehabilitated, and no
Executive control is exercised in any one of them that would not be exercised in any other
State under like circumstances.
8
9
Module 5 Primary Source Log Page 1 of 3
In the first year of the past Administration t ...
Answer the following questions in a minimum of 1-2 paragraphs ea.docxSHIVA101531
Answer the following questions in a minimum of
1-2 paragraphs
each. Be sure to explain your answers and give reasons for your views.
When you talk about the meaning of life, which sense of the term do you use-- external meaning or internal meaning?
What bearing, if any, does the ephemeral nature of our existence have on the question of whether life has meaning? Does the fact that we die negate the possibility of meaning in life?
Is Schopenhauer right about the meaninglessness of life? Does the wretchedness of our existence show that life has no meaning?
Note:
All journal entries must be submitted as attachments (
in Microsoft Word format
) in order to generate an originality report.
.
Answer the following questions using scholarly sources as references.docxSHIVA101531
Answer the following questions using scholarly sources as references. Add references at the end of the page.
Answer each question with at least 300 words counter.
1.What is your assessment of Frantz Fanon's argument that “The wealth of the imperialist nations is also our wealth”? Do you believe "developed nations" owe some form of reparations to colonized peoples?
2.How would you account for revolutionaries in Spain such as the CNT and FAI having more success than in other European countries leading up to 1936?
3.How you can you account for the outcome of the Russian Revolution?
4.Why do you think that acts of violence against tyrannical leaders in the era did not inspire the masses to rise up in revolution?
.
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Answer the following questions about this case study:
Client with Pneumonia
Mr Edwards is a 75 yr old man who has a history of chronic obstructive pulmonary disease for the last two years. He continues to smoke ½ pack of cigarettes a day and does not participate in any exercise regimen and must do self-care activities slowly because of fatigue. He does not see any reason to increase his fluid intake. Presently, he is admitted for right upper lobe pneumonia and reports having an intermittent cough that produces thick, yellow sputum. He has more episodes of coughing when lying flat. He is married and his wife, Kathy is at his bedside.
Assessment
Mr Edwards SpO2 ranges from 78%-84%, and currently this am is 84%. His other vital signs are T 101.4F, HR 102/min, RR 30/min, BP 130/90mmHg. He is chilled and has had some diaphoresis. He reports that his ribs are sore and that his mouth is dry. Upon inspection, Mr Edwards mucous membranes are dry, as is his skin. Crackles are auscultated in the lower lobes bilaterally. His sputum is thick, and a yellow to yellow green in color. His health care provider has told him that if he gradually increases his exercise, drinks more fluids and stops smoking, his respiratory status will improve. He is lying in a semi-fowlers position in bed.
What relevant assessment data would you cluster to support a nursing diagnosis?
What priority nursing diagnosis would you identify for this patient? List five and give both Problem focused and Risk for nursing diagnoses.
What short term goal would you identify for the priority nursing diagnosis you identified? What long term goal would you identify?
List all the nursing interventions that you would perform for identified goals and nursing diagnosis. Give a rationale for each.
If you implemented all of the identified interventions, how would you evaluate that your interventions were successful and that the goals were met?
.
Answer the following questions using art vocabulary and ideas from L.docxSHIVA101531
Answer the following questions using art vocabulary and ideas from Lectures 2, 3, & 4 and Chapter 2 in your textbook. Please make
sure each answer is thoughtful, edited for grammar and spelling errors, and
at least
4-5
COMPLETE
sentences. Also, be as
specific as possible and
use examples to support EVERY statement. Write your answers in your own words (not taken
directly from your readings or outside resources).
A grading rubric is attached to this assignment.
**When answering the questions/prompts below,
write in PARAGRAPH FORM
(while making sure each question is addressed in your paragraph).
**Copy the photos of the artworks and the questions BEFORE each paragraph answer.
PROMPTS
:
1.
-Is Henri Matisse's 1947 print,
Icarus
,
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the use of
SHAPE
in Henri Matisse's 1947 print,
Icarus
. Are the shapes organic or geometric? Which ones? Describe how the shapes interact, or "touch" each other. Are the edges of the shapes soft or hard? Do they bump, blend, or overlap?
-Which theme(s) best describe the content of Matisse's
Icarus
?
Support your answers with specific examples from the painting.
2.
-Is Kathe Kollwitz' 1903 etching,
Mother with Dead Child
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the use of
LINE
in this print. What types of line (geometric, organic, implied) are present? What do you believe these lines express? Are there any contour lines? Hatching or cross-hatching? Where? In what direction(s) do the lines move?
-Which theme(s) best describe the content of Kollwitz'
Mother with Dead Child?
Support your answers with specific examples from the etching.
3.
-Is the
Colossal 8-feet-tall Olmec Head
(1500-300 BCE) an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the
FORM/MASS
of the Olmec Head. Address the size, density, material(s) used, and how it may have interacted with it's original location.
-Is the sculpture an example of
Closed Form
or
Open Form
? Explain your answer.
-Which theme(s) best describe the content of the Olmec Heads? Support your answers with specific examples from the sculpture.
4.
-Is Jan van Eyck's 1434 oil painting,
The Arnolfi Portrait
,
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Discuss the use of
TEXTURE
in van Eyck's painting. Does the work have actual/tactile texture, visual/simulated texture, or a combination of both? Explain your answer.
-Which theme(s) best describe the content of van Eyck's
The Arnolfi Portrait
? Support your answers with specific examples from the painting.
5.
Is George Caleb Bingham's 1845 painting,
Fur Traders Descending the Missouri
, an example of Representational Art, Abstracted Art, or Non-Represen.
Answer the following questions in a total of 3 pages (900 words). My.docxSHIVA101531
Answer the following questions in a total of 3 pages (900 words). My budget is between $50-60. Deadline is 5 hours
What, in your opinion, are the salient attributes of indigenous African religious cultures?
Do you feel western scholars were justified in tagging negative labels on African religions?
Would you say African religions are polytheistic because of the belief in numerous deities?
Describe the Core Elements of Yoruba or Fon Cosmology
.
Answer the following questions No single word responses (at lea.docxSHIVA101531
Answer the following questions: No single word responses (at least 70+ words in each response)
Give the questions some thought and answer honestly
1. What is happening?
2. What issues does it raise?
3. What emotions come to your awareness?
4. What implications does it have for how we practice?
.
Answer the following questions based on the ethnography Dancing Skel.docxSHIVA101531
Answer the following questions based on the ethnography Dancing Skeletons. It is not necessary to write
an essay, but do engage the questions at a thoughtful level. Be sure to answer the question thoroughly as
each has several parts and use examples from the ethnography.
1. Why is it important for an anthropologist to be able to speak the local language? What
advantages did the author enjoy because of her language ability? What difficulties ensue when a
researcher is not able to speak the local language? If all contact with the population is through an
interpreter, what sorts of bias might arise in the data collection?
2. What was the outcome of the author’s visit to #104’s compound? What had happened to the
child since her last visit several years earlier? Why did the author use numbers to refer to people
in her study, instead of their names? Do you think it was right for Dettwyler to intervene in the
case of child #104, or should anthropologists just study people in other cultures and endeavor to
have as little impact on them as possible? Is it possible to conduct anthropological research
without having some effect on the people you study?
3. How do the medical resources of Magnambougou compare to those available in the United
States? What are the main diseases children in Mali must contend with?
4. Using female circumcision as the focus, discuss the concept of cultural relativism as used by
anthropologists. Even though we may understand the beliefs behind the practice, does cultural
relativism compel us to approve of female circumcision? What are some of the rationales
provided by cultures that practice female circumcision? What was Agnes’s attitude (Chapter 3)
when she found out that neither the author nor her daughter had been, or where intending to be
circumcised?
5. Aminata’s parents could see that she was very skinny even though she ate a lot of food.
“Everyone knows that you can eat a lot and still be skinny” (Dettwyler 1994: 44). How do
observations such as these contribute to the belief among some Malians that food intake and
health are not related?
Essay and Homework Requirements:
• Minimum of 2 typed pages of your writing (not including heading or prompt)
• 12 point font size
• 1 inch margins on all sides
• Double-spaced throughout
• Spell-checked, grammar-checked
.
Answer the following questions to the best of your ability1) De.docxSHIVA101531
Answer the following questions to the best of your ability:
1) Describe Native America societies prior to European contact. What are some examples of how their civilizations varied by region across North and South America?
2) What was the Columbian Exchange? Give at least 5 examples,
(be specific with details)
. What are some effects this had on both the Old and New Worlds?
3) Briefly describe the relationship between Powhatan and the English colonists of Virginia Colony in the 17thcentury. How did they help one another? How did they oppose one another?
4) Refer to the website below on the
Mayflower Compact, 1620
. What do the writers claim their purpose was in founding a colony (Plymouth)? What do the writers claim is their purpose in establishing this charter?
*copy/paste into your browser to answer the questions above:
https://avalon.law.yale.edu/17th_century/mayflower.asp
5) What was the major cash crop of the English colonies around the Chesapeake Bay (e.g., Virginia and Maryland)? What unfree laborers primarily worked that crop for wealthier landowners in the 17th century? What unfree laborers were the predominant labor force on plantations as the 18th century wore on?
6) Describe the First and Second Great Awakenings. What were some similarities between those movements? What were some differences?
7) What are at least 4 factors that led to the American Revolution? Briefly describe each one.
8) Describe the influence of Enlightenment ideals on the Constitution? What were three (3) major compromises that were necessary to gain enough support to ratify the Constitution
(describe them)
?
9) What was the “Revolution of 1800” and why is it important, even today?
10) What was the Louisiana Purchase? Give three examples of long-term consequences of the US acquiring that territory?
11) Throughout the 17th, 18th, and 19th centuries, what are some of the ways in which American Indian peoples interacted with European (and later, American) settlers? What were some of the strategies which American Indian tribes used to navigate European and US expansion?
12) Describe the difference between northern and southern states in the US between 1800 and 1850. What were some of their defining characteristics?
13) What factors prompted the South to secede from the United States in 1860/1861? What was Pres. Lincoln’s response? What were 3 consequences of the Civil War?
14) Describe Reconstruction. Did it work (how and/or how not)?
.
Answer the following questionDo you think it is necessary to .docxSHIVA101531
Answer the following question:
Do you think it is necessary to create a different law to serve minors who violate the law or should they be processed in the same way that adults are processed? Explain.
**Arguments in response to the question must be supported by at least two academic sources.**
Essay ( 1-3 pages)
.
Answer the following question. Use facts and examples to support.docxSHIVA101531
Answer the following question. Use facts and examples to support your answer. Use APA style for any references.
Due June 14, 11:59 p.m. EST
Using Figure 5.4 as the target architecture, who are the threat agents who will be most interested in attacking Web applications created through AppMaker?
.
Answer the bottom questions in apa format and decent answer no shor.docxSHIVA101531
Answer the bottom questions in apa format and decent answer no short answer please.
Subaru's Sales Boom Thanks to the Weaker Yen For the Japanese carmaker Subaru, a sharp fall in the value of yen against the U.S. dollar has turned a problem—the lack of U.S. production—into an unexpected sales boom. Subaru, which is a niche player in the global auto industry, has long bucked the trend among its Japanese rivals of establishing significant manufacturing facilities in the North American market. Instead, the company has chosen to concentrate most of its manufacturing in Japan in order to achieve economies of scale at its home plants, exporting its production to the United States. Subaru still makes 80 percent of its vehicles at home, compared with 21 percent for Honda. Back in 2012, this strategy was viewed as something of a liability. In those days, one U.S. dollar bought only 80 Japanese yen. The strong yen meant that Subaru cars were being priced out of the U.S. market. Japanese companies like Honda and Toyota, which had substantial production in the United States, gained business at Subaru's expense. But from 2012 onward, with Japan mired in recession and consumer prices falling, the country's central bank repeatedly cut interest rates in an attempt to stimulate the economy. As interest rates fell in Japan, investors moved money out of the country, selling yen and buying the U.S. dollar. They used those dollars to invest in U.S. stocks and bonds where they anticipated a greater return. As a consequence, the price of yen in terms of dollars fell. By December 2015, one dollar bought 120 yen, representing a 50 percent fall in the value of the yen against the U.S. dollar since 2012. For Subaru, the depreciation in the value of the yen has given it a pricing advantage and driven a sales boom. Demand for Subaru cars in the United States has been so strong that the automaker has been struggling to keep up. The profits of Subaru's parent company, Fuji Heavy Industries, have surged. In February 2015, Fuji announced that it would earn record operating profits of around ¥410 billion ($3.5 billion) for the financial year ending March 2015. Subaru's profit margin has increased to 14.4 percent, compared with 5.6 percent for Honda, a company that is heavily dependent on U.S. production. The good times continued in 2015, with Subaru posting record profits in the quarter ending December 31, 2015. Despite its current pricing advantage, Subaru is moving to increase its U.S. production. It plans to expand its sole plant in the United States, in Indiana, by March 2017, with a goal of making 310,000 a year, up from 200,000 currently. When asked why it is doing this, Subaru's management notes that the yen will not stay weak against the dollar forever, and it is wise to expand local production as a hedge against future increases in the value of the yen. Indeed, when the Bank of Japan decided to set a key interest rate below zero in early February 2016, the yen .
Answer the following below using the EXCEL attachment. chapter 5.docxSHIVA101531
Answer the following below using the EXCEL attachment.
chapter 5's Exercise questions 9, 10, 11, 12, and post at least 2 points that he/she has learned from them and at least 2 questions that he/she may have.
chapter 5 appendix Exercise question 4
.
Answer the following prompts about A Germanic People Create a Code .docxSHIVA101531
Answer the following prompts about “A Germanic People Create a Code of Law” on pgs. 104-108 from the
Sources of
World Societies: Volume 1: To 1600
book. your answer should include one original question that you have about the readings.
1. Compare and contrast this law code with the Twelve Tables and the Code of Hammurabi.
2. Where do you see major similarities, and differences?
3. Of the three codes, which would you prefer to live under, and why?
.
Answer the following discussion board question below minumun 25.docxSHIVA101531
Answer the following discussion board question below: minumun 250 words in total.
[1] How did the attempted impeachment of President Clinton come about? What do you think about this attempt at impeachment and the surrounding controversies and circumstances?
[2] What parallels, if any, do you see between the impeachment efforts against President Clinton and those today against President Trump? Are they comparable or completely different, in your view? Explain.
.
Answer the following questions about IT Project Management. What.docxSHIVA101531
Answer the following questions about IT Project Management.
What is a project, and what are its main attributes? How is a project different from what most people do in their day-to-day jobs? Discuss the importance of top management commitment and the development of standards for successful project management. Provide examples to illustrate the importance of these items based on your experience on any type of project. Discuss the unique challenges that an IT project presents.
.
Answer the following in at least 100 words minimum each1.Of.docxSHIVA101531
Answer the following in at least 100 words minimum each:
1.Often times we will see data that goes up and down and doesn’t appear to be moving at a steady rate in either direction. Can we draw any conclusion from data like that?
2.
Time series and future prediction of value is something that many of you likely deal with at work. You may see the type of future prediction in a retirement or investment account on a personal level. When would this type of analysis be important in your industry?
.
Answer the following questions(at least 200 words) and responses 2 p.docxSHIVA101531
Answer the following questions(at least 200 words) and responses 2 posts(not word limitation):
Should the federal, state, or local governments pass legislation that requires organizations to offer voluntary benefits? Why or why not?
You need to find a source and make reference
.
Answer the following questions in a Word document and upload it by M.docxSHIVA101531
Answer the following questions in a Word document and upload it by March 19. Answers should be one paragraph each.
1. What arguments can you provide to show there is or is not political bias in the media?
2. Do you feel that the existence of Wikileaks helps or undermines America's national security?
3. Why do you feel that polling errors occur in gathering data on Presidential elections?
4. Do you feel the Fairness Doctrine was justified, or do you feel it was right to repeal it?
5. Is the rise of digital citizenship a good or bad thing for the media?
.
Answer the following questions in complete sentences. Each answer sh.docxSHIVA101531
Answer the following questions in complete sentences. Each answer should be roughly one or two paragraphs. Use examples and/or quotes from the textbook to support your answers. Type in the answers directly below each question.
1. How did communism emerge in Russia and China? What were the similarities and differences between these two processes?
2. What were the main economic policies pursued by communist regimes? In what ways were they successful and in what ways did they fail?
.
ANSWER THE DISCUSSION QUESTION 250 WORDS MINDiscussion Q.docxSHIVA101531
**ANSWER THE DISCUSSION QUESTION 250 WORDS MIN**
Discussion Questions:
How should the United States government deal with the heightened concern about homegrown violent extremism and the growing concern for the preservation of civil liberties? What are the political and constitutional consequences of counter-terrorism? Lastly, how do we assess the tradeoffs between freedom and security?
***REPLY TO EACH POST 100 WORDS MIN EACH***
1. The United States government will always have to face the homegrown violent extremist because with the internet alone people are able to research just about anything and find their answers. The civil liberties are being violated because you have FBI and CIA looking into what people on doing on the webs. I personally believe that you gave up the right when you decided to goggle whatever it is you’re looking up. It’s also like social media site take Facebook for example people are willing to give up their rights so they can be on Facebook and be able to look or post whatever they want. But just like ever website the owner of that site has a right to delete what they don’t want on it as well. So why can’t the FBI/CIA look into and potentially stop a homegrown extremist from attacking the nation or even just attacking schools, churches, and retail stores like the mall or Wal-Mart. All these locations have had attacks from violent extremist when if they were being watched or monitored those attacks could have been stopped or at least less death could have occurred. From a political and constitutional stand point, consequences of counter-terrorism can vary. I political stand is to protect and preserve the freedom for the people. Protecting one’s Constitutional rights depends on what the politician’s plans on policies and procedures that could begin to take away those civil rights that were granted and give people the sense of freedom that the nation is built on. Policies and procedures can change everything take the mask wearing and social distancing for Covid-19, you have the people that are okay with it all and are following the rules but then you have the ones that have been protesting or fighting people over the fact that they don’t want to wear a mask. To me personally it’s simple to wear a mask but to others it’s a reason of rights being taken away by mandating it. Working for the military and DHS I personally don’t see freedom and security as a tradeoff. If agencies do their jobs correctly and protect the United States and National Security then freedom wouldn’t be at stake. I believe in freedom but the security measures in place are to help protect that freedom, without the security measures the nation would be under attack like 9/11 or worse.
2. The internal terrorist threat in the United States is operational and complicated, with continuing threats from extreme left- and right-wing extremist groups and radicalization and recruitment efforts by international terrorist groups. Since Sept/11, our.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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.
For more information, visit-www.vavaclasses.com
Letter to JamesMadisonTO JAMES MADISON.Paris, December 20, 1.docx
1. Letter to James
Madison
TO JAMES MADISON.
Paris, December 20, 1787.
Dear Sir,—My last to you was of October the 8th, by the Count
de Moustier. Yours of July the
18th, September the 6th and October the 24th, were
successively received, yesterday, the day
before, and three or four days before that. I have only had time
to read the letters; the printed
papers communicated with them, however interesting, being
obliged to lie over till I finish my
despatches for the packet, which despatches must go from hence
the day after to-morrow. I have
much to thank you for; first and most for the cyphered
paragraph respecting myself. These little
informations are very material towards forming my own
decisions. I would be glad even to
know, when any individual member thinks I have gone wrong in
any instance. If I know myself,
it would not excite ill blood in me, while it would assist to
guide my conduct, perhaps to justify
it, and to keep me to my duty, alert. I must thank you, too, for
the information in Thomas Burke’s
case; though you will have found by a subsequent letter, that I
have asked of you a further
investigation of that matter. It is to gratify the lady who is at
the head of the convent wherein my
daughters are, and who, by her attachment and attention to
them, lays me under great obligations.
I shall hope, therefore, still to receive from you the result of all
the further inquiries my second
letter had asked. The parcel of rice which you informed me had
miscarried, accompanied my
2. letter to the Delegates of South Carolina. Mr. Bourgoin was to
be the bearer of both, and both
were delivered together into the hands of his relation here, who
introduced him to me, and
who, at a subsequent moment, undertook to convey them to Mr.
Bourgoin. This person was an
engraver, particularly recommended to Dr. Franklin and Mr.
Hopkinson. Perhaps he may have
mislaid the little parcel of rice among his baggage. I am much
pleased that the sale of western
lands is so successful. I hope they will absorb all the
certificates of our domestic debt speedily, in
the first place, and that then, offered for cash, they will do the
same by our foreign ones.
The season admitting only of operations in the cabinet, and
these being in a great measure secret,
I have little to fill a letter. I will, therefore, make up the
deficiency, by adding a few words on the
Constitution proposed by our convention.
I like much the general idea of framing a government, which
should go on of itself, peaceably,
without needing continual recurrence to the State legislatures. I
like the organization of the
government into legislative, judiciary and executive. I like the
power given the legislature to
levy taxes, and for that reason solely, I approve of the greater
House being chosen by the people
directly. For though I think a House so chosen, will be very far
inferior to the present Congress,
will be very illy qualified to legislate for the Union, for foreign
nations, etc., yet this evil does
not weigh against the good, of preserving inviolate the
fundamental principle, that the people
are not to be taxed but by representatives chosen immediately
by themselves. I am captivated
by the compromise of the opposite claims of the great and little
3. States, of the latter to equal, and
the former to proportional influence. I am much pleased, too,
with the substitution of the method
of voting by person, instead of that of voting by States; and I
like the negative given to the
Executive, conjointly with a third of either House; though I
should have liked it better, had the
judiciary been associated for that purpose, or invested
separately with a similar power. There are
other good things of less moment. I will now tell you what I do
not like. First, the omission of a
bill of rights, providing clearly, and without the aid of sophism,
for freedom of religion, freedom
of the press, protection against standing armies, restriction of
monopolies, the eternal and
unremitting force of the habeas corpus laws, and trials by jury
in all matters of fact triable by the
laws of the land, and not by the laws of nations. To say, as Mr.
Wilson does, that a bill of rights
was not necessary, because all is reserved in the case of the
general government which is not
given, while in the particular ones, all is given which is not
reserved, might do for the audience
to which it was addressed; but it is surely a gratis dictum, the
reverse of which might just as
well be said; and it is opposed by strong inferences from the
body of the instrument, as well as
from the omission of the cause of our present Confederation,
which had made the reservation in
express terms. It was hard to conclude, because there has been a
want of uniformity among the
States as to the cases triable by jury, because some have been so
incautious as to dispense with
this mode of trial in certain cases, therefore, the more prudent
States shall be reduced to the same
level of calamity. It would have been much more just and wise
4. to have concluded the other way,
that as most of the States had preserved with jealousy this
sacred palladium of liberty, those who
had wandered, should be brought back to it; and to have
established general right rather than
general wrong. For I consider all the ill as established, which
may be established. I have a right
to nothing, which another has a right to take away; and
Congress will have a right to take away
trials by jury in all civil cases. Let me add, that a bill of rights
is what the people are entitled to
against every government on earth, general or particular; and
what no just government should
refuse, or rest on inference.
The second feature I dislike, and strongly dislike, is the
abandonment, in every instance, of the
principle of rotation in office, and most particularly in the case
of the President. Reason and
experience tell us, that the first magistrate will always be
reelected if he may be re-elected. He
is then an officer for life. This once observed, it becomes of so
much consequence to certain
nations, to have a friend or a foe at the head of our affairs, that
they will interfere with money
and with arms. A Galloman, or an Angloman, will be supported
by the nation he befriends. If
once elected, and at a second or third election outvoted by one
or two votes, he will pretend false
votes, foul play, hold possession of the reins of government, be
supported by the States voting for
him, especially if they be the central ones, lying in a compact
body themselves, and separating
their opponents; and they will be aided by one nation in Europe,
while the majority are aided by
another. The election of a President of America, some years
hence, will be much more interesting
5. to certain nations of Europe, than ever the election of a King of
Poland was. Reflect on all the
instances in history, ancient and modern, of elective
monarchies, and say if they do not give
foundation for my fears; the Roman Emperors, the Popes while
they were of any importance, the
German Emperors till they became hereditary in practice, the
Kings of Poland, the Deys of the
Ottoman dependencies. It may be said, that if elections are to be
attended with these disorders,
the less frequently they are repeated the better. But experience
says, that to free them from
disorder, they must be rendered less interesting by a necessity
of change. No foreign power,
nor domestic party, will waste their blood and money to elect a
person, who must go out at the
end of a short period. The power of removing every fourth year
by the vote of the people, is a
power which they will not exercise, and if they were disposed to
exercise it, they would not be
permitted. The King of Poland is removable every day by the
diet. But they never remove him.
Nor would Russia, the Emperor, etc., permit them to do it.
Smaller objections are, the appeals on
matters of fact as well as laws; and the binding all persons,
legislative, executive, and judiciary
by oath, to maintain that constitution. I do not pretend to
decide, what would be the best method
of procuring the establishment of the manifold good things in
this constitution, and of getting rid
of the bad. Whether by adopting it, in hopes of future
amendment; or after it shall have been duly
weighed and canvassed by the people, after seeing the parts they
generally dislike, and those they
generally approve, to say to them, “We see now what you wish.
You are willing to give to your
6. federal government such and such powers; but you wish, at the
same time, to have such and such
fundamental rights secured to you, and certain sources of
convulsion taken away. Be it so. Send
together deputies again. Let them establish your fundamental
rights by a sacrosanct declaration,
and let them pass the parts of the Constitution you have
approved. These will give powers to
your federal government sufficient for your happiness.”
This is what might be said, and would probably produce a
speedy, more perfect and more
permanent form of government. At all events, I hope you will
not be discouraged from
making other trials, if the present one should fail. We are never
permitted to despair of the
commonwealth. I have thus told you freely what I like, and what
I dislike, merely as a matter of
curiosity; for I know it is not in my power to offer matter of
information to your judgment, which
has been formed after hearing and weighing everything which
the wisdom of man could offer on
these subjects. I own, I am not a friend to a very energetic
government. It is always oppressive.
It places the governors indeed more at their ease, at the expense
of the people. The late rebellion
in Massachusetts has given more alarm, than I think it should
have done. Calculate that one
rebellion in thirteen States in the course of eleven years, is but
one for each State in a century and
a half. No country should be so long without one. Nor will any
degree of power in the hands of
government, prevent insurrections. In England, where the hand
of power is heavier than with us,
there are seldom half a dozen years without an insurrection. In
France, where it is still heavier,
but less despotic, as Montesquieu supposes, than in some other
7. countries, and where there are
always two or three hundred thousand men ready to crush
insurrections, there have been three
in the course of the three years I have been here, in every one of
which greater numbers were
engaged than in Massachusetts, and a great deal more blood was
spilt. In Turkey, where the
sole nod of the despot is death, insurrections are the events of
every day. Compare again the
ferocious depredations of their insurgents, with the order, the
moderation and the almost selfextinguishment
of ours. And say, finally, whether peace is best preserved by
giving energy to the
government, or information to the people. This last is the most
certain, and the most legitimate
engine of government. Educate and inform the whole mass of
the people. Enable them to see that
it is their interest to preserve peace and order, and they will
preserve them. And it requires no
very high degree of education to convince them of this. They
are the only sure reliance for the
preservation of our liberty. After all, it is my principle that the
will of the majority should prevail.
If they approve the proposed constitution in all its parts, I shall
concur in it cheerfully, in hopes
they will amend it, whenever they shall find it works wrong.
This reliance cannot deceive us,
as long as we remain virtuous; and I think we shall be so, as
long as agriculture is our principal
object, which will be the case, while there remains vacant lands
in any part of America. When we
get piled upon one another in large cities, as in Europe, we shall
become corrupt as in Europe,
and go to eating one another as they do there. I have tired you
by this time with disquisitions
which you have already heard repeated by others a thousand and
8. a thousand times; and therefore,
shall only add assurances of the esteem and attachment with
which I have the honor to be, dear
Sir, your affectionate friend and servant.
P. S. The instability of our laws is really an immense evil. I
think it would be well to provide
in our constitutions, that there shall always be a twelvemonth
between the engrossing a bill
and passing it; that it should then be offered to its passage
without changing a word; and that if
circumstances should be thought to require a speedier passage,
it should take two-thirds of both
Houses, instead of a bare majority.
[September 17, 1787]
Mr. President,
I confess, that I do not entirely approve of this Constitution at
present; but, Sir, I am not sure I shall never approve it; for,
having lived long, I have experienced many instances of being
obliged, by better information or fuller consideration, to change
my opinions even on important subjects, which I once thought
right, but found to be otherwise. It is therefore that, the older I
grow, the more apt I am to doubt my own judgment of others.
Most men, indeed, as well as most sects in religion, think
themselves in possession of all truth, and that wherever others
differ from them, it is so far error. Steele, a Protestant, in a
dedication, tells the Pope, that the only difference between our
two churches in their opinions of the certainty of their doctrine,
is, the Romish Church is infallible, and the Church of England
is never in the wrong. But, though many private Persons think
almost as highly of their own infallibility as of that of their
Sect, few express it so naturally as a certain French Lady, who,
9. in a little dispute with her sister, said, “But I meet with nobody
but myself that is always in the right.” “Je ne trouve que moi
qui aie toujours raison.”
In these sentiments, Sir, I agree to this constitution, with all its
faults,—if they are such; because I think a general Government
necessary for us, and there is no form of government but what
may be a blessing to the people, if well administered; and I
believe, farther, that this is likely to be well administered for a
course of years, and can only end in despotism, as other forms
have done before it, when the people shall become so corrupted
as to need despotic government, being incapable of any other.
I doubt, too, whether any other Convention we can obtain, may
be able to make a better constitution; for, when you assemble a
number of men, to have the advantage of their joint wisdom,
you inevitably assemble with those men all their prejudices,
their passions, their errors of opinion, their local interests, and
their selfish views. From such an assembly can a
perfect production be expected? It therefore astonishes me, Sir,
to find this system approaching so near to perfection as it does;
and I think it will astonish our enemies, who are waiting with
confidence to hear, that our councils are confounded like those
of the builders of Babel, and that our States are on the point of
separation, only to meet hereafter for the purpose of cutting one
another’s throats.
Thus I consent, Sir, to this Constitution, because I expect no
better, and because I am not sure that it is not the best. The
opinions I have had of its errors I sacrifice to the public good. I
have never whispered a syllable of them abroad. Within these
walls they were born, and here they shall die. If every one of us,
in returning to our Constituents, were to report the objections
he has had to it, and endeavour to gain Partisans in support of
them, we might prevent its being generally received, and
thereby lose all the salutary effects and great advantages
10. resulting naturally in our favour among foreign nations, as well
as among ourselves, from our real or apparent unanimity.
Much of the strength and efficiency of any government, in
procuring and securing happiness to the people, depends on
opinion, on the general opinion of the goodness of that
government, as well as of the wisdom and integrity of its
governors. I hope, therefore, for our own sakes, as a part of the
people, and for the sake of our posterity, that we shall act
heartily and unanimously in recommending this Constitution,
wherever our Influence may extend, and turn our future
thoughts and endeavours to the means of having it well
administered.
On the whole, Sir, I cannot help expressing a wish, that every
member of the Convention who may still have objections to it,
would with me on this occasion doubt a little of his own
infallibility, and, to make manifest our unanimity, put his name
to this Instrument.
Please read “Alive And Kicking: Why No One Truly Believes In
A Dead Constitution” at this
link:
http://www.slate.com/articles/news_and_politics/jurisprudence/
2005/08/alive_and_kicking.html
In 1971, Daniel Ellsberg was an economist employed by the
RAND (Research and Development) Corporation, which
provided the United States government with analysis in various
areas, including defense. As part of his work for RAND,
Ellsberg had access to classified United States government
documents about the conduct of the Vietnam War. The
documents showed that the U.S. government had consistently
lied to the American people about the possibility of winning the
11. war (the documents showed that winning was highly unlikely)
and about the number of casualties that would be the result of
continuing America’s involvement in the war (the casualties
would be far higher than the government had publicly stated).
Ellsberg photocopied the documents and provided copies to The
New York Times newspaper, with the understanding that they
would be kept confidential. However, the Times began to
publish the documents—which came to be called “the Pentagon
Papers.”
The Times was taken to court by the government to force it to
stop publication of the papers. Ultimately, the United States
Supreme Court decided the case of New York Times Co. v.
United States in favor of the Times. This decision was a
landmark First Amendment ruling. Justice Hugo Black wrote the
majority opinion, and Justices Brennan, Stewart, White, and
Marshall wrote concurring opinions. Chief Justice Burger and
Justices Harlan and Blackmun wrote dissenting opinions.
This famous Supreme Court case is based on a conflict between
the rights of the Executive branch of the government (to
classify its documents on the basis of what it considered
“national security”) and the right of the press to inform the
citizens of the country of vital information about the conduct of
their government. The Court came down on the side of the
citizen’s right to know.
Compose a brief essay of at least 400 words but no more than
600 words (not including your references list) on the following
topic, referring to and critiquing relevant ideas from at least
three of the Week 3 readings as you develop your thoughts:
Based on your reading of the Constitution’s Articles II and III
and the First Amendment, and considering carefully the
originalist and living document theories of judicial review,
make an argument that the decision of the Supreme Court in
New York Times Co. v. United States was either correct or
incorrect.
Note: You may also briefly bring in explanatory information
that you have found in your research on the case or on the
12. opinions of the justices—but do not use Wikipedia as a source,
as it is not generally considered sufficiently credible for
academic writing. Be sure to include in-text citations for such
information and also to include these sources in your references
list. Remember, this background is notthe focus of the
assignment and so, should not dominate in your essay. We are
not expecting a major research essay, but rather, a thought piece
that uses ideas from the assigned readings and, potentially,
other resources.