Texas Politics - The Constitution
http://texaspolitics.laits.utexas.edu/7_printable.html[1/19/2013 8:54:38 AM]
Texas Politics - The Constitution
1. Introduction
1.1 Looking Ahead
2. Constitutions in Texas History
2.1 The State of Coahuila y Tejas, Estados Unidos Mexicanos
2.2 The Republic of Texas
2.3 The State Constitution of 1845
2.4 The Confederate Constitution of 1861
2.5 The Constitution of 1866
2.6 The Radical Republican Constitution of 1869
2.7 The Draft Constitution of 1874 and the Convention of 1875
3. The Texas Constitution Today
3.1 State Constitutions
3.2 General Characteristics of the Texas Constitution
4. Articles of the Texas Constitution
4.1 The Preamble
4.2 Bill of Rights (Article I)
4.3 Powers and Organization of Government (Articles II - V)
4.4 Education, Taxation, and Revenue (Articles VII and VIII)
4.5 Mode of Amendment (Article XVII)
4.6 Remaining Articles
5. The Constitution and Local Government
5.1 Existing and New Counties
5.2 County and Municipal Government
6. Modern Attempts at Constitutional Revisio
6.1 Constitutional Revision, 1971-1975
6.2 Recent Attempts at Constitutional Revision
7. Conclusion
1. Introduction
A constitution is a charter or plan of government that represents, in essence, a pact between the
government and the governed. Like any pact or contract it identifies mutually agreed powers,
duties, obligations and limitations on contracting parties, and establishes procedures for action,
including law-making and citizen-voter participation. In performing these functions, constitutions
also provide the fundamental law on which legal systems are established. They are usually set
forth in written documents, although the English Constitution is not, depending instead on
traditional precedents.
Since constitutions are the primary source of democratic governance and political "rules of the
game," they tend to be reflexively revered by the general population and pragmatically respected
by political professionals. Constitutions enjoy an exalted position among citizens, an almost
heaven-sent symbol of who we are, that politicians are careful to celebrate. References to
"constitutional authority" or "the sanctity of the constitution" sometimes carry the connotation of
powers beyond the reach of mere mortals.
Yet constitutions are created within a particular configuration of history, culture, interests, and
inherited rules that make them as much expressions of powerful, competing interests as of
abstract ideals or disembodied tradition. Like most constitutions, the current Texas Constitution
was the product of tumultuous times. Its organization and emphasis on specific concerns reflect
the tumult of Reconstruction, and the struggle over the economic and political development of
Texas.
The experiences of the post-Civil War period led to the complex, arcane, restrictive and, in the
end, contradictory founding document with which Texas continues to be saddled today. These
complexities and contradictions h ...
Amendments to the Texas Constitution originate in the House .docxgreg1eden90113
Amendments to the Texas Constitution originate in the
House of Representatives and then go to voters for
approval. Here, Texas Speaker of the House Joe Straus
strikes the gavel as the Texas House votes to pass a
proposed constitutional amendment that would boost
spending for roads and bridges.
43
W
HY THE TEXAS CONSTITUTION MATTERS The Texas Constitu
tion is the legal framework within which government works in Texas just as the U.S. Constitution
is the legal framework for our national institutions. Perhaps even more than the U.S. Constitution,
the Texas Constitution has an immediate and enormous impact on the everyday lives of Texans.
There are rights guaranteed to Texans in Article 1 of the Texas Constitution that go far beyond
those of the U.S. Constitution, addressing issues related to Texans’ private lives. For example, Article 1,
Section 7, stipulates that no money will be appropriated or drawn from the treasury that benefits a sect,
religious society, or religious seminary. Section 7 clearly lists the conditions that must be met by the state
if it wants to take, damage, or destroy the private property of individuals. Section 30 provides a detailed
list of the rights that the victims of crime have, including the right to be treated with dignity and privacy in
the criminal process and a right to confer with representatives of the prosecutor’s office. Section 31—now
rendered inoperable by a U.S. Supreme Court decision in 2015—narrowly defines a marriage as consisting
“only of the union of one man and one woman.” Section 33 guarantees Texans a right to access and use
public beaches. One could argue that each of these cases is more a matter of policy preference than of
constitutional right. By placing these in the Bill of Rights of the Texas Constitution, particular policy posi
tions take on a protected status. It is more difficult to change a right enshrined in the Texas Constitution
than it is to change a policy backed by statutory law.
Given the length and detail of the Texas Constitution, the amendment process assumes a central role
in the political process. Every few years, the Texas legislature presents to the voters a list of proposed
amendments to the state constitution. There are some important differences between the amending pro
cess for the Texas Constitution and that for the U.S. Constitution. For example, voter approval is necessary
for the amendments to the Texas Constitution to take effect. Moreover, since 1789 there have been only 27
amendments to the U.S. Constitution but 491 amendments to the Texas Constitution as of 2016. In 2013,
9 amendments were proposed and passed. In 2014, 1 amendment was passed. In 2015, 7 were put before
the electorate and approved.
Occasionally, amendments deal with overall structural issues of government. In 1979, for example, an
amendment passed giving the governor limited authority to remove appointed statewide officials.
In 1995 a constitutional amendmen.
Chapter 2 The Texas State Constitution and the American FEstelaJeffery653
Chapter 2: The Texas State
Constitution and the American Federal
System
Learning Objective
By the end of this chapter, you will be able to:
Explain the origin and development of the Texas State Constitution
Introduction
Proposing State Constitutional Amendments
Figure 2.1 On August 5, 2013, the Texas State Library hosted Texas Secretary of State John Steen for a
drawing that determined the ballot order of the 9 proposed state constitutional amendments to be voted
on as part of the November 5 election. Secretary Steen joined his staff, TSLAC staff, and members of
the media in the lobby of the Lorenzo de Zavala State Archives and Library Building, and he performed
the drawing in the presence of two special pieces of Texas history from the Texas State Archives: one
was the wooden box from which Secretary Steen drew the amendments. The “Ark of the Covenant,” as
the box is known, is made of wood from the house at Washington-on-the-Brazos where Texas delegates
met to declare independence from Mexico in 1836. The second piece was the actual 1876 Texas
Constitution, which is still in effect today. Image Credit: Texas State Library and Archives Commission
(https://www.flickr.com/photos/tslac/9452790214/in/photolist-fpj2cC- fVngXW-eVGPjX-efyyGC-efsMaX-
efyxEW-efsQyF-6fD8JP-2eaMtqy-DacH2L- S5q2Hz-c1gzgs-c7aJjS-2cNo4Q8-TkLLeE-2zjLo7-ZUn5LW-
rRLFnC-2echE2r- MpG6aZ-akfYaj-q8jPs2-29MikCR-fpj1f5-pnK2UM-eVUeh9-cu2FZW-efsN2R-
mGWvr1-efsQvr-xpX9Q-efsMQc-efsQWg-fp4LiX-fpj229-efsPK4-rVoguf- efyzpE-efsPca-5xGfVh-efsPKk-
efsPF8-fp4Lp8-6fHhEG-efsMCt-5yiHRG- fpj2Ay-efsQcp-rVnWCs-efsPr8) CC BY
(https://creativecommons.org/licenses/by/2.0/)
A constitution is a body of fundamental principles or established
precedents according to which a state or other organization is acknowledged
to be governed. Another way of thinking about it is that a constitution
outlines the structure of the government, defines the powers of the
government, and enumerates limits on the government. When it comes to
structure, this can include the creation of branches as well as how each
branch is organized. For example, the Texas government has three
branches in which the legislative branch is bicameral, the executive branch
is plural, and the judicial branch is bifurcated.
As for powers, the legislature makes law, the executive enforces law, and
the judicial branch adjudicates and interprets the law. Finally, limits on
powers come in the form of the Bill of Rights. A bill of rights, sometimes
called a declaration of rights or a charter of rights, is a list of the most
important rights to the citizens. The purpose is to protect those rights
against infringement from public officials and private citizens.
The Texas Bill of Rights
(https://statutes.capitol.texas.gov/Docs/CN/htm/CN.1.htm) outlines the limits
on the powers of the government that would violate our rights.1
What d ...
Four Components of State PoliticsWhile we think of government .docxshericehewat
Four Components of State Politics
While we think of government as a singular entity, it is, in reality, a series of many interrelated parts. While you can consider many components to the governing system of Texas, it is reasonable to divide them into four parts built around the classic "input - output" model. You can use these four parts to organize and understand any political entity - the nation, the state, the county, the city or even your family. These four parts will also be the guiding organizational structure for this course. The first two components can be considered inputs, or factors that contribute to what government in Texas is or does.
· First, the government of Texas can only be accurately understood in the context of the history, geography, political culture, economics and demographic nature of the state.
· Second, the political decisions of the state's leaders are a reflection of the people who choose to participate in the political system through individual (voting, contacting, campaigning, or running) or aggregate (interest groups or political parties) means of involvement.
These two methods of input contribute to the actual decision making institutions (legislature, executive, bureaucracy, and courts) that make up Texas government. The end result of this governing process is the public policy (for example, taxes, education, environment) of government. As you will hopefully see during this course, government is not a thing, but rather a process. That process is dynamic and ever-changing, reflecting the changing values and demands of the citizens of Texas.
· Third, the government is defined by the institutions that make, implement and evaluate public policy. In this class, we will look at the three branches of government (legislative, executive and judicial) as well as the bureaucracy that carries out the laws. The legislature makes the laws; the governor (with the help of the bureaucracy) implements the laws; and the courts determine if the laws are applied fairly and legally.
· Fourth, the end product of all of this is public policy. Laws passed and implemented by the government address problems and improve the quality of life for all Texans (at least in theory). Public policy influences every aspect of your life from the food you eat, to the air you breathe, to the class you are taking right now!’
The Texas Mystique
Every state is different and unique. California has qualities that make it different from New York, which is different from North Carolina. Likewise, Texas is unique and possesses qualities that set it apart from other states. However, the unique qualities of Texas have taken on almost mythical proportions. Fueled by the depictions of authors, artists, journalists, and politicians, the state of Texas evokes images in the minds of people around the world that are vivid and unlike those associated with any other state in America.
For some, the image of Texas is that evoked by the movies of John Wayne (Links to ...
This document provides an overview of Texas culture and politics. It begins with learning outcomes related to analyzing relationships between political culture, public opinion, and policy in Texas. It then discusses Daniel Elazar's three political subcultures and how aspects of moralistic, traditionalistic, and individualistic subcultures are present in different regions of Texas. The document also summarizes the rights struggles of women, African Americans, Latinos, and others in working towards equal rights. It outlines the diverse cultures and economies of nine regions in Texas.
Chapter 2 federalism and the texas constitutiondhohnhol
This document provides an overview of federalism and the Texas constitution. It discusses how federalism establishes a shared system of power between national and state governments. It then outlines the different Texas constitutions over history and how the current 1876 constitution places limits on government power and includes a bill of rights. The document concludes that while Texas has lost some freedoms under federalism, it has gained security and protection as part of the United States.
His 303 entire course the american constitution new courseworklaynepettus
This document provides an overview and instructions for the HIS 303 Entire Course on the American Constitution. It includes summaries of the weekly coursework, which covers topics such as the English influences on colonial political institutions, the Constitutional Convention of 1787, debates over federalism and states' rights, the expansion of presidential power, the New Deal, and contemporary issues regarding interpretations of the Constitution. Students are asked to discuss these topics by drawing connections to primary documents, videos, and scholarly secondary sources. The final paper involves examining the history of a single constitutional issue in depth and justifying an interpretation of how it should be understood today.
Essay on United States Government and Federalism
Federalism Essay
Federalism Essay
Reflection Paper On Federalism
Essay On Cooperative Federalism
Powers Of National-State Governments
Essay on Why Framers Chose Federalism
Study Outline for Chapter 3: Federalism
Argumentative Essay On Constitutional Federalism
Essay On Federalism
Essay on Federalism
federalism Essay
Essay on Balanced Federalism
Essay On Dual Federalism
Federalism Essay
Federalism And The Other Federalism
Federalism Essay
Federalist Arguments
Federalism Vs Federal Government
Chapter 2 The American Federal System and the Texas State ConEstelaJeffery653
Chapter 2: The American Federal System and the Texas State Constitution
Introduction
This chapter describes the broad outlines of the American federal system of government, and how that system is
established in the constitutions of both the United States and Texas. It begins by describing federalism and constitutions,
and then see how the United States Constitution assigns powers to the national and state governments. It then proceeds
to describe the development of the Texas Constitution, culminating with the constitution written in 1876 along with an
overview of how it has been amended through the election on November 2019.
What is a Constitution?
A constitution is a body of fundamental principles or established precedents according to which a nation or state is
governed. It does the following :
- establishes the basis of governing authority
- outlines the structure of the government
- defines and enumerates its powers, and the limits on those powers
- clarifies the rights of the people.
All constitutions in the United States are based on the authority of the people – at least those with power - who live
within the borders of that governing system. The nature of the constitution is a reflection of their values and traditions.
The United States Constitution, and in turn the state constitutions, is based on the republican tradition that developed
over time in Britain, and included the common law. Texas, as we will see below, was rooted initially in Spanish law, and
Jacksonian democracy. The structure of the United States Constitution, written in the summer of 1787, was influenced
by the 13 state constitutions written after independence was declared from Britain. It then provided a model for all
subsequent state constitutions including Texas.
The original document was organized as follows:
Preamble – Which states that the constitution has been ordained and established by the people of the United States.
Article One – Vests the legislative powers in a bicameral Congress.
Article Two – Vests the executive power in a single person, the president.
Article Three – Vests the judicial power in a Supreme Court, and inferior courts established by Congress.
Article Four - Establishes the relationships between the states, and authorizes the creation of new states.
Article Five – The amendment process
Article Six – The national supremacy clause
Article Seven – the ratification process
27 Amendments, including a Bill of Rights, have been added since then.
The national document is brief, vague and limited in its scope.
What is a State Constitution?
Each of the 50 states have their own constitutions which allow for the organization of state governments according to
their own wishes, in accordance with what is allowable by the national constitution, specifically that they establish
republican governments. Local governments are organized under charters, which are similar to constitutions, except
t ...
Amendments to the Texas Constitution originate in the House .docxgreg1eden90113
Amendments to the Texas Constitution originate in the
House of Representatives and then go to voters for
approval. Here, Texas Speaker of the House Joe Straus
strikes the gavel as the Texas House votes to pass a
proposed constitutional amendment that would boost
spending for roads and bridges.
43
W
HY THE TEXAS CONSTITUTION MATTERS The Texas Constitu
tion is the legal framework within which government works in Texas just as the U.S. Constitution
is the legal framework for our national institutions. Perhaps even more than the U.S. Constitution,
the Texas Constitution has an immediate and enormous impact on the everyday lives of Texans.
There are rights guaranteed to Texans in Article 1 of the Texas Constitution that go far beyond
those of the U.S. Constitution, addressing issues related to Texans’ private lives. For example, Article 1,
Section 7, stipulates that no money will be appropriated or drawn from the treasury that benefits a sect,
religious society, or religious seminary. Section 7 clearly lists the conditions that must be met by the state
if it wants to take, damage, or destroy the private property of individuals. Section 30 provides a detailed
list of the rights that the victims of crime have, including the right to be treated with dignity and privacy in
the criminal process and a right to confer with representatives of the prosecutor’s office. Section 31—now
rendered inoperable by a U.S. Supreme Court decision in 2015—narrowly defines a marriage as consisting
“only of the union of one man and one woman.” Section 33 guarantees Texans a right to access and use
public beaches. One could argue that each of these cases is more a matter of policy preference than of
constitutional right. By placing these in the Bill of Rights of the Texas Constitution, particular policy posi
tions take on a protected status. It is more difficult to change a right enshrined in the Texas Constitution
than it is to change a policy backed by statutory law.
Given the length and detail of the Texas Constitution, the amendment process assumes a central role
in the political process. Every few years, the Texas legislature presents to the voters a list of proposed
amendments to the state constitution. There are some important differences between the amending pro
cess for the Texas Constitution and that for the U.S. Constitution. For example, voter approval is necessary
for the amendments to the Texas Constitution to take effect. Moreover, since 1789 there have been only 27
amendments to the U.S. Constitution but 491 amendments to the Texas Constitution as of 2016. In 2013,
9 amendments were proposed and passed. In 2014, 1 amendment was passed. In 2015, 7 were put before
the electorate and approved.
Occasionally, amendments deal with overall structural issues of government. In 1979, for example, an
amendment passed giving the governor limited authority to remove appointed statewide officials.
In 1995 a constitutional amendmen.
Chapter 2 The Texas State Constitution and the American FEstelaJeffery653
Chapter 2: The Texas State
Constitution and the American Federal
System
Learning Objective
By the end of this chapter, you will be able to:
Explain the origin and development of the Texas State Constitution
Introduction
Proposing State Constitutional Amendments
Figure 2.1 On August 5, 2013, the Texas State Library hosted Texas Secretary of State John Steen for a
drawing that determined the ballot order of the 9 proposed state constitutional amendments to be voted
on as part of the November 5 election. Secretary Steen joined his staff, TSLAC staff, and members of
the media in the lobby of the Lorenzo de Zavala State Archives and Library Building, and he performed
the drawing in the presence of two special pieces of Texas history from the Texas State Archives: one
was the wooden box from which Secretary Steen drew the amendments. The “Ark of the Covenant,” as
the box is known, is made of wood from the house at Washington-on-the-Brazos where Texas delegates
met to declare independence from Mexico in 1836. The second piece was the actual 1876 Texas
Constitution, which is still in effect today. Image Credit: Texas State Library and Archives Commission
(https://www.flickr.com/photos/tslac/9452790214/in/photolist-fpj2cC- fVngXW-eVGPjX-efyyGC-efsMaX-
efyxEW-efsQyF-6fD8JP-2eaMtqy-DacH2L- S5q2Hz-c1gzgs-c7aJjS-2cNo4Q8-TkLLeE-2zjLo7-ZUn5LW-
rRLFnC-2echE2r- MpG6aZ-akfYaj-q8jPs2-29MikCR-fpj1f5-pnK2UM-eVUeh9-cu2FZW-efsN2R-
mGWvr1-efsQvr-xpX9Q-efsMQc-efsQWg-fp4LiX-fpj229-efsPK4-rVoguf- efyzpE-efsPca-5xGfVh-efsPKk-
efsPF8-fp4Lp8-6fHhEG-efsMCt-5yiHRG- fpj2Ay-efsQcp-rVnWCs-efsPr8) CC BY
(https://creativecommons.org/licenses/by/2.0/)
A constitution is a body of fundamental principles or established
precedents according to which a state or other organization is acknowledged
to be governed. Another way of thinking about it is that a constitution
outlines the structure of the government, defines the powers of the
government, and enumerates limits on the government. When it comes to
structure, this can include the creation of branches as well as how each
branch is organized. For example, the Texas government has three
branches in which the legislative branch is bicameral, the executive branch
is plural, and the judicial branch is bifurcated.
As for powers, the legislature makes law, the executive enforces law, and
the judicial branch adjudicates and interprets the law. Finally, limits on
powers come in the form of the Bill of Rights. A bill of rights, sometimes
called a declaration of rights or a charter of rights, is a list of the most
important rights to the citizens. The purpose is to protect those rights
against infringement from public officials and private citizens.
The Texas Bill of Rights
(https://statutes.capitol.texas.gov/Docs/CN/htm/CN.1.htm) outlines the limits
on the powers of the government that would violate our rights.1
What d ...
Four Components of State PoliticsWhile we think of government .docxshericehewat
Four Components of State Politics
While we think of government as a singular entity, it is, in reality, a series of many interrelated parts. While you can consider many components to the governing system of Texas, it is reasonable to divide them into four parts built around the classic "input - output" model. You can use these four parts to organize and understand any political entity - the nation, the state, the county, the city or even your family. These four parts will also be the guiding organizational structure for this course. The first two components can be considered inputs, or factors that contribute to what government in Texas is or does.
· First, the government of Texas can only be accurately understood in the context of the history, geography, political culture, economics and demographic nature of the state.
· Second, the political decisions of the state's leaders are a reflection of the people who choose to participate in the political system through individual (voting, contacting, campaigning, or running) or aggregate (interest groups or political parties) means of involvement.
These two methods of input contribute to the actual decision making institutions (legislature, executive, bureaucracy, and courts) that make up Texas government. The end result of this governing process is the public policy (for example, taxes, education, environment) of government. As you will hopefully see during this course, government is not a thing, but rather a process. That process is dynamic and ever-changing, reflecting the changing values and demands of the citizens of Texas.
· Third, the government is defined by the institutions that make, implement and evaluate public policy. In this class, we will look at the three branches of government (legislative, executive and judicial) as well as the bureaucracy that carries out the laws. The legislature makes the laws; the governor (with the help of the bureaucracy) implements the laws; and the courts determine if the laws are applied fairly and legally.
· Fourth, the end product of all of this is public policy. Laws passed and implemented by the government address problems and improve the quality of life for all Texans (at least in theory). Public policy influences every aspect of your life from the food you eat, to the air you breathe, to the class you are taking right now!’
The Texas Mystique
Every state is different and unique. California has qualities that make it different from New York, which is different from North Carolina. Likewise, Texas is unique and possesses qualities that set it apart from other states. However, the unique qualities of Texas have taken on almost mythical proportions. Fueled by the depictions of authors, artists, journalists, and politicians, the state of Texas evokes images in the minds of people around the world that are vivid and unlike those associated with any other state in America.
For some, the image of Texas is that evoked by the movies of John Wayne (Links to ...
This document provides an overview of Texas culture and politics. It begins with learning outcomes related to analyzing relationships between political culture, public opinion, and policy in Texas. It then discusses Daniel Elazar's three political subcultures and how aspects of moralistic, traditionalistic, and individualistic subcultures are present in different regions of Texas. The document also summarizes the rights struggles of women, African Americans, Latinos, and others in working towards equal rights. It outlines the diverse cultures and economies of nine regions in Texas.
Chapter 2 federalism and the texas constitutiondhohnhol
This document provides an overview of federalism and the Texas constitution. It discusses how federalism establishes a shared system of power between national and state governments. It then outlines the different Texas constitutions over history and how the current 1876 constitution places limits on government power and includes a bill of rights. The document concludes that while Texas has lost some freedoms under federalism, it has gained security and protection as part of the United States.
His 303 entire course the american constitution new courseworklaynepettus
This document provides an overview and instructions for the HIS 303 Entire Course on the American Constitution. It includes summaries of the weekly coursework, which covers topics such as the English influences on colonial political institutions, the Constitutional Convention of 1787, debates over federalism and states' rights, the expansion of presidential power, the New Deal, and contemporary issues regarding interpretations of the Constitution. Students are asked to discuss these topics by drawing connections to primary documents, videos, and scholarly secondary sources. The final paper involves examining the history of a single constitutional issue in depth and justifying an interpretation of how it should be understood today.
Essay on United States Government and Federalism
Federalism Essay
Federalism Essay
Reflection Paper On Federalism
Essay On Cooperative Federalism
Powers Of National-State Governments
Essay on Why Framers Chose Federalism
Study Outline for Chapter 3: Federalism
Argumentative Essay On Constitutional Federalism
Essay On Federalism
Essay on Federalism
federalism Essay
Essay on Balanced Federalism
Essay On Dual Federalism
Federalism Essay
Federalism And The Other Federalism
Federalism Essay
Federalist Arguments
Federalism Vs Federal Government
Chapter 2 The American Federal System and the Texas State ConEstelaJeffery653
Chapter 2: The American Federal System and the Texas State Constitution
Introduction
This chapter describes the broad outlines of the American federal system of government, and how that system is
established in the constitutions of both the United States and Texas. It begins by describing federalism and constitutions,
and then see how the United States Constitution assigns powers to the national and state governments. It then proceeds
to describe the development of the Texas Constitution, culminating with the constitution written in 1876 along with an
overview of how it has been amended through the election on November 2019.
What is a Constitution?
A constitution is a body of fundamental principles or established precedents according to which a nation or state is
governed. It does the following :
- establishes the basis of governing authority
- outlines the structure of the government
- defines and enumerates its powers, and the limits on those powers
- clarifies the rights of the people.
All constitutions in the United States are based on the authority of the people – at least those with power - who live
within the borders of that governing system. The nature of the constitution is a reflection of their values and traditions.
The United States Constitution, and in turn the state constitutions, is based on the republican tradition that developed
over time in Britain, and included the common law. Texas, as we will see below, was rooted initially in Spanish law, and
Jacksonian democracy. The structure of the United States Constitution, written in the summer of 1787, was influenced
by the 13 state constitutions written after independence was declared from Britain. It then provided a model for all
subsequent state constitutions including Texas.
The original document was organized as follows:
Preamble – Which states that the constitution has been ordained and established by the people of the United States.
Article One – Vests the legislative powers in a bicameral Congress.
Article Two – Vests the executive power in a single person, the president.
Article Three – Vests the judicial power in a Supreme Court, and inferior courts established by Congress.
Article Four - Establishes the relationships between the states, and authorizes the creation of new states.
Article Five – The amendment process
Article Six – The national supremacy clause
Article Seven – the ratification process
27 Amendments, including a Bill of Rights, have been added since then.
The national document is brief, vague and limited in its scope.
What is a State Constitution?
Each of the 50 states have their own constitutions which allow for the organization of state governments according to
their own wishes, in accordance with what is allowable by the national constitution, specifically that they establish
republican governments. Local governments are organized under charters, which are similar to constitutions, except
t ...
The document provides the full text of the U.S. Constitution along with explanatory notes. It begins with an introductory essay that discusses the historical context for the creation of the Constitution, including the weaknesses of the Articles of Confederation, the events leading up to the Constitutional Convention, the debates and compromises that occurred, and the ratification process. It then presents the full text of the Constitution along with annotations to explain the meaning and intent of its provisions. The document serves as a reference for understanding both the original Constitution and its continued relevance today.
This document provides an overview of course materials for HIS 303 Entire Course, which covers United States history and constitutional law from the colonial period through the early 1800s. It lists discussion questions and reading assignments for each of the 5 weeks in the course. The questions and readings examine topics like the influence of English political traditions on colonial America, the drafting and ratification of the US Constitution, debates around federalism and states' rights, the expanding powers of the presidency, and early constitutional controversies involving issues like the national bank and judicial review.
The delegates at the Convention of 1836 believed the Mexican government did not respect Texan colonists' rights. They agreed for Texas to split from Mexico and declare independence. The delegates wrote a Declaration of Independence listing grievances against Mexico, including denying public schools and freedom of religion. On March 2, 1836 the delegates approved and signed the Declaration, which is now celebrated as Texas Independence Day. After independence, the convention established a constitution making Texas a republic and setting up its government structure.
252018 3. Federalism U.S. v. The States, Topic Overview.docxtamicawaysmith
2/5/2018 3. Federalism: U.S. v. The States, Topic Overview
http://www.learner.org/courses/democracyinamerica/dia_3/dia_3_topic.html 1/3
Topic Overview Unit 3
Federalism: U.S. v. the States
Learning Objectives
After completing this session, you will be able to:
Explain how the Constitution distributes power between the national and
state governments.
Describe the various types of federalism.
Explain the changes that have occurred in the federal system in the past 200
years.
Summarize the part played by state governments in the contemporary
federal system.
Discuss the role of grantinaid programs in the American federal system.
Describe the advantages and disadvantages of a federal system.
Unit 3 provides an overview of the workings of federalism in the United States. In
this unit, the complex and changeable relationship between the national and state
governments is explored. By focusing on the conflicts between national and state
powers, the unit develops a deeper understanding of nature of governmental power
in the American system.
Federalism is the division of powers between a central government and regional
governments. Most developed nations experience ongoing struggles over the
relative powers of their central and regional governments. The United States has a
federal system of government where the states and national government exercise
separate powers within their own spheres of authority. Other countries with federal
systems include Canada and Germany. In contrast, national governments in
unitary systems retain all sovereign power over state or regional governments. An
example of a unitary system is France.
The framers of the U.S. Constitution sought to create a federal system that
promotes strong national power in certain spheres, yet recognizes that the states
are sovereign in other spheres. In "Federalist No. 46," James Madison asserted
that the states and national government "are in fact but different agents and
trustees of the people, constituted with different powers." Alexander Hamilton,
writing in "Federalist No. 28," suggested that both levels of government would
exercise authority to the citizens' benefit: "If their [the peoples'] rights are invaded
by either, they can make use of the other as the instrument of redress." However, it
soon became clear that Hamilton and Madison had different ideas about how the
national government should work in practice. Hamilton, along with other
"federalists" including Washington, Adams, and Marshall, sought to implement an
expansive interpretation of national powers at the states' expense. Madison, along
with other "states' rights" advocates including Thomas Jefferson, sought to bolster
state powers.
The U.S. Constitution delegates specific enumerated powers to the national
government (also known as delegated powers), while reserving other powers to
the states (reserved powers). Article VI of the Constitution declares the laws of
the national gov ...
The document provides an overview of the United States Constitution including key facts about its creation. It was written in 1787 and ratified in 1788 in Philadelphia by 55 delegates in response to weaknesses of the Articles of Confederation. The Constitution established the three branches of government and a system of checks and balances to separate powers. It was modeled on historical documents like the works of Locke, Montesquieu, and Blackstone. The document solved issues around a weak federal government under the Articles of Confederation.
1) The document discusses debates around the new US Constitution proposed in 1787, including arguments made by Alexander Hamilton and James Madison.
2) Hamilton advocated for a strong federal government with significant powers over the states. Madison argued in Federalist No. 10 that the new Constitution would help control the negative effects of factions by creating a large republic with representation.
3) The debates touched on issues of democracy, federalism, and the balance of power between national and state governments under the new system.
The document discusses Colombia's constitutional development since independence from Spain in 1810. It covers three main issues addressed in Colombia's ten constitutions: the division of powers, the strength of the chief executive, and the role of the Roman Catholic Church. The 1886 constitution established the current system of separate executive, legislative, and judicial branches with checks and balances, though the executive holds significant power. Major amendments in 1957 and 1968 transitioned the government from a competitive system to a power-sharing arrangement between the two major parties.
This document provides an overview of the governorship in Texas. It discusses the election process and qualifications to become governor. It outlines the governor's compensation, staff, security, and succession plan. The document also describes the impeachment process and notable past governors of Texas like Sam Houston, James Hogg, "Pa" Ferguson, and Dan Moody.
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
The Case of Frank and Judy. During the past few years Frank an.docxmattinsonjanel
The Case of Frank and Judy.
During the past few years Frank and Judy have experienced many conflicts in their marriage. Although they have made attempts to resolve their problems by themselves, they have finally decided to seek the help of a professional marriage counselor. Even though they have been thinking about divorce with increasing frequency, they still have some hope that they can achieve a satisfactory marriage.
Three couples counselors, each holding a different set of values pertaining to marriage and the family, describe their approach to working with Frank and Judy. As you read these responses, think about the degree to which each represents what you might say and do if you were counseling this couple.
· Counselor A. This counselor believes it is not her place to bring her values pertaining to the family into the sessions. She is fully aware of her biases regarding marriage and divorce, but she does not impose them or expose them in all cases. Her primary interest is to help Frank and Judy discover what is best for them as individuals 459460and as a couple. She sees it as unethical to push her clients toward a definite course of action, and she lets them know that her job is to help them be honest with themselves.
·
· What are your reactions to this counselor's approach?
· ▪ What values of yours could interfere with your work with Frank and Judy?
Counselor B. This counselor has been married three times herself. Although she believes in marriage, she is quick to maintain that far too many couples stay in their marriages and suffer unnecessarily. She explores with Judy and Frank the conflicts that they bring to the sessions. The counselor's interventions are leading them in the direction of divorce as the desired course of action, especially after they express this as an option. She suggests a trial separation and states her willingness to counsel them individually, with some joint sessions. When Frank brings up his guilt and reluctance to divorce because of the welfare of the children, the counselor confronts him with the harm that is being done to them by a destructive marriage. She tells him that it is too much of a burden to put on the children to keep the family together.
· ▪ What, if any, ethical issues do you see in this case? Is this counselor exposing or imposing her values?
· ▪ Do you think this person should be a marriage counselor, given her bias?
· ▪ What interventions made by the counselor do you agree with? What are your areas of disagreement?
Counselor C. At the first session this counselor states his belief in the preservation of marriage and the family. He believes that many couples give up too soon in the face of difficulty. He says that most couples have unrealistically high expectations of what constitutes a “happy marriage.” The counselor lets it be known that his experience continues to teach him that divorce rarely solves any problems but instead creates new problems that are often worse. The counsel ...
The Case of MikeChapter 5 • Common Theoretical Counseling Perspe.docxmattinsonjanel
The Case of Mike
Chapter 5 • Common Theoretical Counseling Perspectives 135
Mike is a 20-year-old male who has just recently been released from jail. Mike is technically on probation for car theft, though he has been involved in crime to a much greater extent. Mike has been identified as a cocaine user and has been suspected, though not convicted, for dealing cocaine. Mike has been tested for drugs by his probation department and was found positive for cocaine. The county has mandated that Mike receive drug counseling but the drug counselor has referred Mike to your office because the drug counselor suspects that Mike has issues beyond simple drug addiction. In fact, the drug counselor’s notes suggest that Mike has Narcissistic personality disorder. Mike seems to have little regard for the feelings of others. Coupled with this is his complete sensitivity to the comments of others. In fact, his prior fiancé has broken off her relationship with him due to what she calls his “constant need for admiration and attention. He is completely self-centered.” After talking with Mike, you quickly find that he has no close friends. As he talks about people who have been close to him, he discounts them for one imperfection or another. These imperfections are all considered severe enough to warrant dismissing the person entirely. Mike makes a point of noting how many have betrayed their loyalty to him or have otherwise failed to give him the credit that he deserves. When asked about getting caught in the auto theft, he remarks that “well my dumb partner got me out of a hot situation by driving me out in a stolen get-a-way car.” (Word on the street has it that Mike was involved in a sour drug deal and was unlikely to have made it out alive if not for his partner.) Mike adds, “you know, I plan everything out perfectly, but you just cannot rely on anybody . . . if you want it done right, do it yourself.” Mike recently has been involved with another woman (unknown to his prior fiancé) who has become pregnant. When she told Mike he said “tough, you can go get an abortionor something, it isn’t like we were in love or something.” Then he laughed at her and toldher to go find some other guy who would shack up with her. Incidentally, Mike is a very attractive man and he likes to point that out on occasion. “Yeah, I was going to be a male model in L. A.,but my agent did not know what he was doing . . . could never get things settled out right . . . so I had to fire him.” Mike is very popular with women and has had a constant string of failed relationships due to what he calls “their inability to keep things exciting.” As Mike puts it “hey, I am too smart for this stuff. These people around me, they don’t deserve the good dummies. But me, well I know how to run things and get over on people. And I am not about to let these dummies get in my way. I got it all figured out . . . see?”
Effective Small Business Management: An Entrepreneurial Approach 9th Edition, 2009 IS ...
THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docxmattinsonjanel
THE CHRONICLE OF HIGHER EDUCATION
November 8, 2002 -- vol. 49, no. 11, p. B7
The Dangerous Myth of Grade Inflation
By Alfie Kohn
Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal.
--Professor Harvey Mansfield, Harvard University, 2001
Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work.
--Report of the Committee on Raising the Standard, Harvard University, 1894
Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors.
The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.)
Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored.
The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.)
To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...
The chart is a guide rather than an absolute – feel free to modify.docxmattinsonjanel
The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing.
Area: SALES
Specific Change Plans for Functional Areas
Capability Being Addressed
This can be pulled from the strategic proposal recommended in Part 2B
How do the recommended changes (details provided below) help improve the capability?
This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition
Details of Specific Changes:
Proposed Changes in Resources
Proposed Changes to Management
Preferences
Proposed Changes to Organizational
Processes
Detailed Change Plans
(Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended)
Proposed Change
Timing
Costs
On going impact on budget
On going impact on revenue
Wiki
Template
Part-‐2:
Gaps,
Issues
and
New
Strategy
BUSI
4940
–
Business
Policy
1
THE ENVIRONMENT/INDUSTRY
1. Drivers of change
Key drivers of change begin with the availability of substitute products. Many
other
companies can easily provide a substitute and the firm will have to find a way to
stand
out among them. Next would be the ability to differentiate yourself among other
firms
that pose a threat in the industry. Last, the political sector. The the federal, state,
and local governments could all shape the way healthcare is everywhere.
2. Key survival factors
Key survival factors would include making the firm stand out above the rest in the
industry and creating a name for itself. Second would be making sure there is a
broad
network of providers available for the customers. Giving the customer options
will
make the customer happy. Providing excellent customer service is key to any
firm in
the industry.
3. Product/Market and Value Proposition possibilities
Maintaining the use of heavy discounts will keep Careington in the competitive
market. They also concentrate on constantly innovating technology to make
sure that
they have the latest devices to offer their customers. To have high value proposition, Careington
will need to show their costumers that they can believe in them and trust them to
do the right thing. Showing the customers that they can always be on top of the
latest
technology and new age products will help build trust with the customers.
STRATEGY OF THE FIRM
1. Goals
Striving to promote the health and well being of their clients by continuing to
provide
low cost health care solutions. A lot of this concentration is on clients that cannot
afford health care very easily or that a ...
The Challenge of Choosing FoodFor this forum, please read http.docxmattinsonjanel
The Challenge of Choosing Food:
For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom
The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale."
Based on your reading in the textbook share the following information with your classmates:
(1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article.
(2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates.
(3) What do you think is the biggest concern we face health-wise in the US today?
(4) What are some obstacles as to why we may not be eating as well as we would like to?
Please complete all questions, if you have any question let me knowv
Test file, (Do not modify it)
// $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .:junit-cs211.jar ProperQueueTests #run tests
//
// On windows replace : with ; (colon with semicolon)
// $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .;junit-cs211.jar ProperQueueTests #run tests
import org.junit.*;
import static org.junit.Assert.*;
import java.util.*;
public class ProperQueueTests {
public static void main(String args[]){
org.junit.runner.JUnitCore.main("ProperQueueTests");
}
/*
building queues:
- build small empty queue. (2)
- build larger empty queue. (11)
- build length-zero queue. (0)
*/
@Test(timeout=1000) public void ProperQueue_makeQueue_1(){
String expected = "";
ProperQueue q = new ProperQueue(2);
String actual = q.toString();
assertEquals(2, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void ProperQueue_makeQueue_2(){
String expected = "";
ProperQueue q = new ProperQueue(11);
String actual = q.toString();
assertEquals(11, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void Queue_makeQueue_3(){
String expected = "";
ProperQueue q = new ProperQueue(0);
String actual = q.toString();
assertEquals(0, q.getCapacity());
assertEquals(expected, actual);
}
/*
add/offer tests.
- add a single value to a short queue.
- fill up a small queue.
- over-add to a queue and witness it struggle.
- add many but don't finish filling a queue.
- make size-zero queue, adds fail, check it's still empty.
*/
@Test(timeout=1000) public void ProperQueue_add_1(){
String expecte ...
The Civil Rights Movement
Dr. James Patterson
Black Civil Rights Movement
Basic denial of civil rights (review)
Segregation in society
Inferior schools
Job discrimination
Political disenfranchisement
Over ½ lived below poverty level
Unemployment double national ave.
Ghettoes: gangs, drugs, substandard housing, crime
Early Victories
WWII egalitarianism and backlash against German racism
Jackie Robinson integrated professional baseball—1947
Desegregation of the armed forces ordered by president Truman—1948
Marian Anderson performed at the New York Metropolitan Opera House—1955
Increased interest in civil rights a result of Cold War propaganda
Brown v. Board of Education
1954 – Topeka, Kansas
Linda Brown: filed suit to attend a neighborhood school
“Separate educational institutions are inherently unequal.”
Overturned Plessy v. Ferguson
Court says: integrate "with all deliberate speed.”
What did this mean?
Linda Brown and Family
Circumvention of Brown v. Board of Education Ruling
White supremacist parents feared racial mixing and attempted to block black enrollment.
Ignored the integration issue
Token integration
Segregation through standardized placement tests
Segregation through private schools
Stalling through legal action
By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools.
Little Rock High School
1957 courts order integration in Little Rock
9 black students enrolled.
Governor called out militia to block it.
Mobs replaced militia after recall.
Eisenhower ordered federal troops to protect the students.
Daily harassment
Courageous black students persevered.
Montgomery Bus Boycott
1955--Rosa Parks arrested for not giving up seat to white man
Boycott of bus system led by Martin Luther King, Jr.:
Walking, church busses, car pools, bicycles
Bus lines caught in the middle
Rosa Parks being Booked
Supreme Court ruled bus companies must integrate.
Inspired other protests:
Sit-ins, wade-ins, kneel-ins
Woolworth’s lunch counter
Montgomery Bus Boycott
Martin Luther King, Jr.
Martin Luther King, Jr.
Non-Violent
Influenced by Ghandi
“The blood may flow, but it must be our blood, not that of the white man.”
“Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.”
Freedom Riders
Activists traveled from city to city to ignite the protest.
Bull Conner:
in Montgomery
Dogs
Whips
Water hoses
Cattle prods
Television
Public backlash
Civil Rights March (AL. 1965)
1963 - Washington, D.C. "I have a Dream“—200,000 Attended
Civil Rights Legislation
1964 - Civil Rights Act
1964 - 24th Amendment
Abolished Poll Tax
1965 Voting Rights Act
Affirmative action
Int ...
The Churchill CentreReturn to Full GraphicsThe Churchi.docxmattinsonjanel
The Churchill Centre
Return to Full Graphics
The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources |
News | Join The Centre! | Churchill Stores | Contact Us | Links | Search
Their Finest Hour
Sir Winston Churchill > Speeches & Quotations > Speeches
June 18, 1940
House of Commons
I spoke the other day of the colossal military disaster which occurred when the French High Command
failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front
was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French
divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our
Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the
loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in
the first two of those weeks the battle in France has been lost. When we consider the heroic resistance
made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy
and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the
best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight
without them. Only three British divisions or their equivalent were able to stand in the line with their French
comrades. They have suffered severely, but they have fought well. We sent every man we could to France
as fast as we could re-equip and transport their formations.
I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even
harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have
had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only
three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will
select their documents to tell their stories. We have to think of the future and not of the past. This also
applies in a small way to our own affairs at home. There are many who would hold an inquest in the House
of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years
which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our
affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search
his conscience and search his speeches. I frequently search mine.
Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we
have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the
present Government. It was formed at a moment of crisis in order to unite a ...
The Categorical Imperative (selections taken from The Foundati.docxmattinsonjanel
The Categorical Imperative (selections taken from The Foundations of the Metaphysics of
Morals)
Preface
As my concern here is with moral philosophy, I limit the question suggested to this:
Whether it is not of the utmost necessity to construct a pure thing which is only empirical and
which belongs to anthropology? for that such a philosophy must be possible is evident from the
common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral
force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for
example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings
had no need to observe it; and so with all the other moral laws properly so called; that, therefore,
the basis of obligation must not be sought in the nature of man, or in the circumstances in the
world in which he is placed, but a priori simply in the conception of pure reason; and although
any other precept which is founded on principles of mere experience may be in certain respects
universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to
a motive, such a precept, while it may be a practical rule, can never be called a moral law…
What is the “Good Will?”
NOTHING can possibly be conceived in the world, or even out of it, which can be called
good, without qualification, except a good will. Intelligence, wit, judgement, and the other
talents of the mind, however they may be named, or courage, resolution, perseverance, as
qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of
nature may also become extremely bad and mischievous if the will which is to make use of them,
and which, therefore, constitutes what is called character, is not good. It is the same with the
gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment
with one's condition which is called happiness, inspire pride, and often presumption, if there is
not a good will to correct the influence of these on the mind, and with this also to rectify the
whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a
single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to
an impartial rational spectator. Thus a good will appears to constitute the indispensable condition
even of being worthy of happiness.
There are even some qualities which are of service to this good will itself and may
facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a
good will, and this qualifies the esteem that we justly have for them and does not permit us to
regard them as absolutely good. Moderation in the affections and passions, self-control, and calm
deliberation are not only good in many respects, but even seem to constitute part of th ...
The cave represents how we are trained to think, fell or act accor.docxmattinsonjanel
The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison.
When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion.
An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg
Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion.
People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case.
It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...
The Case Superior Foods Corporation Faces a ChallengeOn his way.docxmattinsonjanel
The Case: Superior Foods Corporation Faces a Challenge
On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world.
Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets.
Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold.
After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.”
...
The Case You can choose to discuss relativism in view of one .docxmattinsonjanel
The Case:
You can choose to discuss relativism in view of one of the following two cases:
The Case:
· Start by giving a brief explanation of relativism (200 words).
· what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words).
...
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http://www.learner.org/courses/democracyinamerica/dia_3/dia_3_topic.html 1/3
Topic Overview Unit 3
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The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
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The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
The Case of Frank and Judy. During the past few years Frank an.docxmattinsonjanel
The Case of Frank and Judy.
During the past few years Frank and Judy have experienced many conflicts in their marriage. Although they have made attempts to resolve their problems by themselves, they have finally decided to seek the help of a professional marriage counselor. Even though they have been thinking about divorce with increasing frequency, they still have some hope that they can achieve a satisfactory marriage.
Three couples counselors, each holding a different set of values pertaining to marriage and the family, describe their approach to working with Frank and Judy. As you read these responses, think about the degree to which each represents what you might say and do if you were counseling this couple.
· Counselor A. This counselor believes it is not her place to bring her values pertaining to the family into the sessions. She is fully aware of her biases regarding marriage and divorce, but she does not impose them or expose them in all cases. Her primary interest is to help Frank and Judy discover what is best for them as individuals 459460and as a couple. She sees it as unethical to push her clients toward a definite course of action, and she lets them know that her job is to help them be honest with themselves.
·
· What are your reactions to this counselor's approach?
· ▪ What values of yours could interfere with your work with Frank and Judy?
Counselor B. This counselor has been married three times herself. Although she believes in marriage, she is quick to maintain that far too many couples stay in their marriages and suffer unnecessarily. She explores with Judy and Frank the conflicts that they bring to the sessions. The counselor's interventions are leading them in the direction of divorce as the desired course of action, especially after they express this as an option. She suggests a trial separation and states her willingness to counsel them individually, with some joint sessions. When Frank brings up his guilt and reluctance to divorce because of the welfare of the children, the counselor confronts him with the harm that is being done to them by a destructive marriage. She tells him that it is too much of a burden to put on the children to keep the family together.
· ▪ What, if any, ethical issues do you see in this case? Is this counselor exposing or imposing her values?
· ▪ Do you think this person should be a marriage counselor, given her bias?
· ▪ What interventions made by the counselor do you agree with? What are your areas of disagreement?
Counselor C. At the first session this counselor states his belief in the preservation of marriage and the family. He believes that many couples give up too soon in the face of difficulty. He says that most couples have unrealistically high expectations of what constitutes a “happy marriage.” The counselor lets it be known that his experience continues to teach him that divorce rarely solves any problems but instead creates new problems that are often worse. The counsel ...
The Case of MikeChapter 5 • Common Theoretical Counseling Perspe.docxmattinsonjanel
The Case of Mike
Chapter 5 • Common Theoretical Counseling Perspectives 135
Mike is a 20-year-old male who has just recently been released from jail. Mike is technically on probation for car theft, though he has been involved in crime to a much greater extent. Mike has been identified as a cocaine user and has been suspected, though not convicted, for dealing cocaine. Mike has been tested for drugs by his probation department and was found positive for cocaine. The county has mandated that Mike receive drug counseling but the drug counselor has referred Mike to your office because the drug counselor suspects that Mike has issues beyond simple drug addiction. In fact, the drug counselor’s notes suggest that Mike has Narcissistic personality disorder. Mike seems to have little regard for the feelings of others. Coupled with this is his complete sensitivity to the comments of others. In fact, his prior fiancé has broken off her relationship with him due to what she calls his “constant need for admiration and attention. He is completely self-centered.” After talking with Mike, you quickly find that he has no close friends. As he talks about people who have been close to him, he discounts them for one imperfection or another. These imperfections are all considered severe enough to warrant dismissing the person entirely. Mike makes a point of noting how many have betrayed their loyalty to him or have otherwise failed to give him the credit that he deserves. When asked about getting caught in the auto theft, he remarks that “well my dumb partner got me out of a hot situation by driving me out in a stolen get-a-way car.” (Word on the street has it that Mike was involved in a sour drug deal and was unlikely to have made it out alive if not for his partner.) Mike adds, “you know, I plan everything out perfectly, but you just cannot rely on anybody . . . if you want it done right, do it yourself.” Mike recently has been involved with another woman (unknown to his prior fiancé) who has become pregnant. When she told Mike he said “tough, you can go get an abortionor something, it isn’t like we were in love or something.” Then he laughed at her and toldher to go find some other guy who would shack up with her. Incidentally, Mike is a very attractive man and he likes to point that out on occasion. “Yeah, I was going to be a male model in L. A.,but my agent did not know what he was doing . . . could never get things settled out right . . . so I had to fire him.” Mike is very popular with women and has had a constant string of failed relationships due to what he calls “their inability to keep things exciting.” As Mike puts it “hey, I am too smart for this stuff. These people around me, they don’t deserve the good dummies. But me, well I know how to run things and get over on people. And I am not about to let these dummies get in my way. I got it all figured out . . . see?”
Effective Small Business Management: An Entrepreneurial Approach 9th Edition, 2009 IS ...
THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docxmattinsonjanel
THE CHRONICLE OF HIGHER EDUCATION
November 8, 2002 -- vol. 49, no. 11, p. B7
The Dangerous Myth of Grade Inflation
By Alfie Kohn
Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal.
--Professor Harvey Mansfield, Harvard University, 2001
Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work.
--Report of the Committee on Raising the Standard, Harvard University, 1894
Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors.
The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.)
Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored.
The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.)
To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...
The chart is a guide rather than an absolute – feel free to modify.docxmattinsonjanel
The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing.
Area: SALES
Specific Change Plans for Functional Areas
Capability Being Addressed
This can be pulled from the strategic proposal recommended in Part 2B
How do the recommended changes (details provided below) help improve the capability?
This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition
Details of Specific Changes:
Proposed Changes in Resources
Proposed Changes to Management
Preferences
Proposed Changes to Organizational
Processes
Detailed Change Plans
(Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended)
Proposed Change
Timing
Costs
On going impact on budget
On going impact on revenue
Wiki
Template
Part-‐2:
Gaps,
Issues
and
New
Strategy
BUSI
4940
–
Business
Policy
1
THE ENVIRONMENT/INDUSTRY
1. Drivers of change
Key drivers of change begin with the availability of substitute products. Many
other
companies can easily provide a substitute and the firm will have to find a way to
stand
out among them. Next would be the ability to differentiate yourself among other
firms
that pose a threat in the industry. Last, the political sector. The the federal, state,
and local governments could all shape the way healthcare is everywhere.
2. Key survival factors
Key survival factors would include making the firm stand out above the rest in the
industry and creating a name for itself. Second would be making sure there is a
broad
network of providers available for the customers. Giving the customer options
will
make the customer happy. Providing excellent customer service is key to any
firm in
the industry.
3. Product/Market and Value Proposition possibilities
Maintaining the use of heavy discounts will keep Careington in the competitive
market. They also concentrate on constantly innovating technology to make
sure that
they have the latest devices to offer their customers. To have high value proposition, Careington
will need to show their costumers that they can believe in them and trust them to
do the right thing. Showing the customers that they can always be on top of the
latest
technology and new age products will help build trust with the customers.
STRATEGY OF THE FIRM
1. Goals
Striving to promote the health and well being of their clients by continuing to
provide
low cost health care solutions. A lot of this concentration is on clients that cannot
afford health care very easily or that a ...
The Challenge of Choosing FoodFor this forum, please read http.docxmattinsonjanel
The Challenge of Choosing Food:
For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom
The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale."
Based on your reading in the textbook share the following information with your classmates:
(1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article.
(2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates.
(3) What do you think is the biggest concern we face health-wise in the US today?
(4) What are some obstacles as to why we may not be eating as well as we would like to?
Please complete all questions, if you have any question let me knowv
Test file, (Do not modify it)
// $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .:junit-cs211.jar ProperQueueTests #run tests
//
// On windows replace : with ; (colon with semicolon)
// $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .;junit-cs211.jar ProperQueueTests #run tests
import org.junit.*;
import static org.junit.Assert.*;
import java.util.*;
public class ProperQueueTests {
public static void main(String args[]){
org.junit.runner.JUnitCore.main("ProperQueueTests");
}
/*
building queues:
- build small empty queue. (2)
- build larger empty queue. (11)
- build length-zero queue. (0)
*/
@Test(timeout=1000) public void ProperQueue_makeQueue_1(){
String expected = "";
ProperQueue q = new ProperQueue(2);
String actual = q.toString();
assertEquals(2, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void ProperQueue_makeQueue_2(){
String expected = "";
ProperQueue q = new ProperQueue(11);
String actual = q.toString();
assertEquals(11, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void Queue_makeQueue_3(){
String expected = "";
ProperQueue q = new ProperQueue(0);
String actual = q.toString();
assertEquals(0, q.getCapacity());
assertEquals(expected, actual);
}
/*
add/offer tests.
- add a single value to a short queue.
- fill up a small queue.
- over-add to a queue and witness it struggle.
- add many but don't finish filling a queue.
- make size-zero queue, adds fail, check it's still empty.
*/
@Test(timeout=1000) public void ProperQueue_add_1(){
String expecte ...
The Civil Rights Movement
Dr. James Patterson
Black Civil Rights Movement
Basic denial of civil rights (review)
Segregation in society
Inferior schools
Job discrimination
Political disenfranchisement
Over ½ lived below poverty level
Unemployment double national ave.
Ghettoes: gangs, drugs, substandard housing, crime
Early Victories
WWII egalitarianism and backlash against German racism
Jackie Robinson integrated professional baseball—1947
Desegregation of the armed forces ordered by president Truman—1948
Marian Anderson performed at the New York Metropolitan Opera House—1955
Increased interest in civil rights a result of Cold War propaganda
Brown v. Board of Education
1954 – Topeka, Kansas
Linda Brown: filed suit to attend a neighborhood school
“Separate educational institutions are inherently unequal.”
Overturned Plessy v. Ferguson
Court says: integrate "with all deliberate speed.”
What did this mean?
Linda Brown and Family
Circumvention of Brown v. Board of Education Ruling
White supremacist parents feared racial mixing and attempted to block black enrollment.
Ignored the integration issue
Token integration
Segregation through standardized placement tests
Segregation through private schools
Stalling through legal action
By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools.
Little Rock High School
1957 courts order integration in Little Rock
9 black students enrolled.
Governor called out militia to block it.
Mobs replaced militia after recall.
Eisenhower ordered federal troops to protect the students.
Daily harassment
Courageous black students persevered.
Montgomery Bus Boycott
1955--Rosa Parks arrested for not giving up seat to white man
Boycott of bus system led by Martin Luther King, Jr.:
Walking, church busses, car pools, bicycles
Bus lines caught in the middle
Rosa Parks being Booked
Supreme Court ruled bus companies must integrate.
Inspired other protests:
Sit-ins, wade-ins, kneel-ins
Woolworth’s lunch counter
Montgomery Bus Boycott
Martin Luther King, Jr.
Martin Luther King, Jr.
Non-Violent
Influenced by Ghandi
“The blood may flow, but it must be our blood, not that of the white man.”
“Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.”
Freedom Riders
Activists traveled from city to city to ignite the protest.
Bull Conner:
in Montgomery
Dogs
Whips
Water hoses
Cattle prods
Television
Public backlash
Civil Rights March (AL. 1965)
1963 - Washington, D.C. "I have a Dream“—200,000 Attended
Civil Rights Legislation
1964 - Civil Rights Act
1964 - 24th Amendment
Abolished Poll Tax
1965 Voting Rights Act
Affirmative action
Int ...
The Churchill CentreReturn to Full GraphicsThe Churchi.docxmattinsonjanel
The Churchill Centre
Return to Full Graphics
The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources |
News | Join The Centre! | Churchill Stores | Contact Us | Links | Search
Their Finest Hour
Sir Winston Churchill > Speeches & Quotations > Speeches
June 18, 1940
House of Commons
I spoke the other day of the colossal military disaster which occurred when the French High Command
failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front
was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French
divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our
Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the
loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in
the first two of those weeks the battle in France has been lost. When we consider the heroic resistance
made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy
and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the
best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight
without them. Only three British divisions or their equivalent were able to stand in the line with their French
comrades. They have suffered severely, but they have fought well. We sent every man we could to France
as fast as we could re-equip and transport their formations.
I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even
harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have
had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only
three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will
select their documents to tell their stories. We have to think of the future and not of the past. This also
applies in a small way to our own affairs at home. There are many who would hold an inquest in the House
of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years
which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our
affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search
his conscience and search his speeches. I frequently search mine.
Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we
have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the
present Government. It was formed at a moment of crisis in order to unite a ...
The Categorical Imperative (selections taken from The Foundati.docxmattinsonjanel
The Categorical Imperative (selections taken from The Foundations of the Metaphysics of
Morals)
Preface
As my concern here is with moral philosophy, I limit the question suggested to this:
Whether it is not of the utmost necessity to construct a pure thing which is only empirical and
which belongs to anthropology? for that such a philosophy must be possible is evident from the
common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral
force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for
example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings
had no need to observe it; and so with all the other moral laws properly so called; that, therefore,
the basis of obligation must not be sought in the nature of man, or in the circumstances in the
world in which he is placed, but a priori simply in the conception of pure reason; and although
any other precept which is founded on principles of mere experience may be in certain respects
universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to
a motive, such a precept, while it may be a practical rule, can never be called a moral law…
What is the “Good Will?”
NOTHING can possibly be conceived in the world, or even out of it, which can be called
good, without qualification, except a good will. Intelligence, wit, judgement, and the other
talents of the mind, however they may be named, or courage, resolution, perseverance, as
qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of
nature may also become extremely bad and mischievous if the will which is to make use of them,
and which, therefore, constitutes what is called character, is not good. It is the same with the
gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment
with one's condition which is called happiness, inspire pride, and often presumption, if there is
not a good will to correct the influence of these on the mind, and with this also to rectify the
whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a
single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to
an impartial rational spectator. Thus a good will appears to constitute the indispensable condition
even of being worthy of happiness.
There are even some qualities which are of service to this good will itself and may
facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a
good will, and this qualifies the esteem that we justly have for them and does not permit us to
regard them as absolutely good. Moderation in the affections and passions, self-control, and calm
deliberation are not only good in many respects, but even seem to constitute part of th ...
The cave represents how we are trained to think, fell or act accor.docxmattinsonjanel
The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison.
When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion.
An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg
Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion.
People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case.
It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...
The Case Superior Foods Corporation Faces a ChallengeOn his way.docxmattinsonjanel
The Case: Superior Foods Corporation Faces a Challenge
On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world.
Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets.
Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold.
After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.”
...
The Case You can choose to discuss relativism in view of one .docxmattinsonjanel
The Case:
You can choose to discuss relativism in view of one of the following two cases:
The Case:
· Start by giving a brief explanation of relativism (200 words).
· what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words).
...
The Case Study of Jim, Week Six The body or text (i.e., not rest.docxmattinsonjanel
The Case Study of Jim, Week Six
The body or text (i.e., not restating the question in your answer, not including your references or your signature) of your initial response should be at least 300 words of text to be considered substantive. You will see a red U for initial responses that are not at least 300 words. Note: your initial response to this required discussion will not count toward participation
The Case Study of Jim, Week 6
Title of Activity: In class discussion of the case study of Jim, Week Six
Objective: Review the concepts of the case study in Ch.13 of Personality and then relate Jim’s case to the theorists discussed during the week. In addition, summarize the entire case study.
1. Read “The Case of Jim” in Ch. 13 of Personality.
2. Discuss the case. This week, discussion should focus on social-cognitive theory.
3. Provide a summary of the entire case.
THE CASE OF JIM Twenty years ago Jim was assessed from various theoretical points of view: psychoanalytic, phenomenological, personal construct, and trait.
At the time, social-cognitive theory was just beginning to evolve, and thus he was not considered from this standpoint. Later, however, it was possible to gather at least some data from this theoretical standpoint as well. Although comparisons with earlier data may be problematic because of the time lapse, we can gain at least some insight into Jim’s personality from this theoretical point of view. We do so by considering
Jim’s goals, reinforcers he experiences, and his self-efficacy beliefs.
Jim was asked about his goals for the immediate future and for the long-range future. He felt that his immediate and long-term goals were pretty much the same: (1) getting to know his son and being a good parent, (2) becoming more accepting and less critical of his wife and others, and (3) feeling good about his professional work as a consultant.
Generally he feels that there is a good chance of achieving these goals but is guarded in that estimate, with some uncertainty about just how much he will be able to “get out of myself” and thereby be more able to give to his wife and child.
Jim also was asked about positive and aversive reinforcers, things that were important to him that he found rewarding or unpleasant.
Concerning positive reinforcers, Jim reported that money was “a biggie.”
In addition he emphasized time with loved ones, the glamour of going to an opening night, and generally going to the theater or movies.
He had a difficult time thinking of aversive reinforcers. He described writing as a struggle and then noted, “I’m having trouble with this.”
Jim also discussed another social-cognitive variable: his competencies or skills (both intellectual and social). He reported that he considered himself to be very bright and functioning at a very high intellectual level. He felt that he writes well from the standpoint of a clear, organized presentation, but he had not written anything that is innovative or creative. Ji ...
The Case of Missing Boots Made in ItalyYou can lead a shipper to.docxmattinsonjanel
The Case of Missing Boots Made in Italy
You can lead a shipper to the water, but if the horse does not want to drink…
Vocabulary:
Shipper: In commercial trade, the person who gives goods to a shipping company to be transported to a foreign destination; in export transactions, it is usually the exporter. Do not confuse the shipper with the shipping company or carrier.
Consignee: The person who is ultimately receiving the goods, generally the buyer or importer. Sometimes these people will designate a “notify party” to be notified when the goods arrive in the port of entry, so that customs clearance can be arranged and the goods picked up for further domestic transport.
Carrier: A company that transports goods (sometimes referred to as a “shipping company” or a “freight company”).
Forwarder (or “freight forwarder”): A forwarder is like a travel agent for cargo – forwarders organize the transport of your goods from departure to destination, and charge a fee for their services. There are many different kinds of forwarders. There are firms that act as both forwarders and carriers. Sometimes forwarders will have relationships with a whole string of carriers and other forwarders, so that the shipper only deals with the forwarder but in the end the goods are actually carrier by a series of independent transport companies.
NVOCC: Non-vessel operating common carrier. A “common carrier” in the legal terminology refers to a carrier who has accepted the additional legal burdens imposed on a company that regularly carries goods for a fee (as opposed to someone with a truck who might agree to help you out just this once because you’re in trouble).
Container: Large standard-sized metal boxes for transporting merchandise; you see them on the back of trucks, or stacked up outside of ports like Lego toys, or on top of large ocean-going container ships. The capacity of container vessels is measured in TEU (twenty-foot equivalent units; containers generally measure 20 or 40 feet long; large vessels can now carry in excess of 4,000 TEU). There are different kinds of containers for different purposes. For example, refrigerated containers (for transporting meat or fruit, for example) are called “reefers,” so be careful where you use this term.
Consolidator: When large companies ship a lot of goods, they are usually able to fill entire containers. However, shippers who ship smaller amounts (like the shipper in the example below), often have their goods “stuffed” (the industry term) along with other goods into the same container; hence, they are “consolidated.” Some firms specialize in consolidating various shipments from different shippers, these are “consolidators.” A load which requires consolidation is a “LCL” or less-than-full-container load, as opposed to a “FCL” – full-container-load.
Marine Insurance: This is a common term for cargo insurance for international shipments, even in cases where much of the transport is NOT by sea; “marine insurance ...
The Cardiovascular SystemNSCI281 Version 51University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
1
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
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In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The Cardiovascular SystemNSCI281 Version 55University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
5
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The British Airways Swipe Card Debacle case study;On Friday, Jul.docxmattinsonjanel
The British Airways Swipe Card Debacle case study;
On Friday, July 18, 2003, British Airways staff in Terminals 1 and 4 at London’s busy Heathrow Airport held a 24 hour wildcat strike. The strike was not officially sanctioned by the trade unions but was spontaneous action by over 250 check in staff who walked out at 4 pm. The wildcat strike occurred at the start of a peak holiday season weekend which led to chaotic scenes at Heathrow. Some 60 departure flights were grounded and over 10,000 passengers left stranded. The situation was heralded as the worst industrial situation BA had faced since 1997 when a strike was called by its cabin crew. BA response was to cancel its services from both terminals, apologize for the disruption and ask those who were due to fly not to go to the airport as they would be unable to service them. BA also set up a tent outside Heathrow to provide refreshments and police were called in to manage the crow. BA was criticized by many American visitors who were trying to fly back to the US for not providing them with sufficient information about what was going on. Staff returned to work on Saturday evening but the effects of the strike flowed on through the weekend. By Monday morning July 21, BA reported that Heathrow was still extremely busy. There is still a large backlog of more than 1000 passengers from services cancelled over the weekend. We are doing everything we can to get these passengers away in the next couple of days. As a result of the strike BA lost around 40 million and its reputation was severely dented. The strike also came at a time when BA was still recovering from other environmental jolts such as 9/11 the Iraqi war, SARS, and inroads on its markets from budget airlines. Afterwards BA revealed that it lost over 100,000 customers a result of the dispute.
BA staff were protesting the introduction of a system for electronic clocking in that would record when they started and finished work for the day. Staff were concerned that the system would enable managers to manipulate their working patterns and shift hours. The clocking in system was one small part of a broader restructuring program in BA, titled the Future Size and Shape recovery program. Over the previous two years this had led to approximately 13,000 or almost one in four jobs, being cut within the airline. As The Economist noted, the side effects of these cuts were emerging with delayed departures resulting from a shortage of ground staff at Gatwick and a high rate of sickness causing the airline to hire in aircraft and crew to fill gaps. Rising absenteeism is a sure sign of stress in an organization that is contracting. For BA management introduction of the swipe card system was a way of modernizing BA and improving the efficient use of staff and resources. As one BA official was quoted as saying We needed to simplify things and bring in the best system to manage people. For staff it was seen as a prelude to a radical shakeup in working ...
The Case Abstract Accuracy International (AI) is a s.docxmattinsonjanel
The Case
Abstract
Accuracy International (AI) is a specialist British firearms manufacturer based in Portsmouth,
Hampshire, England and best known for producing the Accuracy International Arctic Warfare
series of precision sniper rifles. The company was established in 1978 by British Olympic shooting
gold medallist Malcolm Cooper, MBE (1947–2001), Sarah Cooper, Martin Kay, and the designers
of the weapons, Dave Walls and Dave Craig. All were highly skilled international or national target
shooters. Accuracy International's high-accuracy sniper rifles are in use with many military units
and police departments around the world. Accuracy International went into liquidation in 2005, and
was bought by a British consortium including the original design team of Dave Walls and Dave
Craig.
Earlier this year, AI's computer network was hit by a data stealing malware which cost thousands of
pounds to recover from. Also last year there have been a couple of incidents of industrial
espionage, involving staff who were later sacked and prosecuted.
As part of an ongoing covert investigation, the head of Security at AI (DG) has hired you to
conduct a forensic investigation on an image of a USB device. The USB device, it is a non-
company issued device, allegedly belonging to an employee Christian Macleod, a consultant and
technical manager at AI for more than six years.
Case details
Christian’s manager, David Bolton, is the regional manager and head of R&D and has been
working at AI for the last three years. David initiated this fact finding covert investigation which is
conducted with the support of the head of Security at AI.
The USB device in question allegedly was removed from Christian's workstation at AI while he
was out of the office for lunch, the device was imaged and then it was plugged in back into
Christian's workstation. You have been provided with a copy of that image (the original copy is at
the moment secure in a secure locker at the security department).
You have been told by DG that Dave was alarmed by some of the work practices of Christian and
that prompted him to start this investigation by contacting the Head of Security at AI. According to
Dave, Christian would bring in devices such as his iPod and his iPhone and he would often plug
these into his workstation. There is no policy against personal music devices and there is no
BYOD policy but there is a strict policy against copying corporate data is any personal device. The
company's policy states that such data is not to be stored unencrypted, on unauthorised, non
company approved devices. According to DG, Dave has reasons to believe that an earlier malware
infection incident at AI had its origins in one of Christian's personal devices.
Supporting information
1. You need to be aware that Dave and Christian do not get along as they had a few verbal exchanges
in the last year. Christian has filled in a ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Texas Politics - The Constitutionhttptexaspolitics.lait.docx
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Texas Politics - The Constitution
1. Introduction
1.1 Looking Ahead
2. Constitutions in Texas History
2.1 The State of Coahuila y Tejas, Estados Unidos Mexicanos
2.2 The Republic of Texas
2.3 The State Constitution of 1845
2.4 The Confederate Constitution of 1861
2.5 The Constitution of 1866
2.6 The Radical Republican Constitution of 1869
2.7 The Draft Constitution of 1874 and the Convention of 1875
3. The Texas Constitution Today
3.1 State Constitutions
3.2 General Characteristics of the Texas Constitution
4. Articles of the Texas Constitution
4.1 The Preamble
4.2 Bill of Rights (Article I)
4.3 Powers and Organization of Government (Articles II - V)
4.4 Education, Taxation, and Revenue (Articles VII and VIII)
4.5 Mode of Amendment (Article XVII)
4.6 Remaining Articles
5. The Constitution and Local Government
2. 5.1 Existing and New Counties
5.2 County and Municipal Government
6. Modern Attempts at Constitutional Revisio
6.1 Constitutional Revision, 1971-1975
6.2 Recent Attempts at Constitutional Revision
7. Conclusion
1. Introduction
A constitution is a charter or plan of government that
represents, in essence, a pact between the
government and the governed. Like any pact or contract it
identifies mutually agreed powers,
duties, obligations and limitations on contracting parties, and
establishes procedures for action,
including law-making and citizen-voter participation. In
performing these functions, constitutions
also provide the fundamental law on which legal systems are
established. They are usually set
forth in written documents, although the English Constitution is
not, depending instead on
traditional precedents.
Since constitutions are the primary source of democratic
governance and political "rules of the
game," they tend to be reflexively revered by the general
population and pragmatically respected
by political professionals. Constitutions enjoy an exalted
position among citizens, an almost
heaven-sent symbol of who we are, that politicians are careful
to celebrate. References to
"constitutional authority" or "the sanctity of the constitution"
sometimes carry the connotation of
powers beyond the reach of mere mortals.
3. Yet constitutions are created within a particular configuration
of history, culture, interests, and
inherited rules that make them as much expressions of powerful,
competing interests as of
abstract ideals or disembodied tradition. Like most
constitutions, the current Texas Constitution
was the product of tumultuous times. Its organization and
emphasis on specific concerns reflect
the tumult of Reconstruction, and the struggle over the
economic and political development of
Texas.
The experiences of the post-Civil War period led to the
complex, arcane, restrictive and, in the
end, contradictory founding document with which Texas
continues to be saddled today. These
complexities and contradictions have only deepened as the state
moves farther and farther from
the political, economic, and social conditions of the time when
the original document was
developed. Its current form bears 130 years worth of stitches,
scars, patches and excisions, each
one reflecting the specific period in which Texans tried, both
successfully and unsuccessfully, to
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alter it.
Like other state constitutions, the Texas Constitution borrows
generously from the national
system of government, reproducing the constitutional principles
of separation of powers and
democratic governance, both of which are expressions of
republican government guaranteed in
the U.S. Constitution. This chapter's feature Federalism and the
Distribution of Power in the U.S.
Constitution explores how the U.S. Constitution both shapes
state governments and incorporates
them into the national system of governance. The U.S.
Constitution imposes several requirements
upon the states, as the feature A Constitution's Constitution
makes clear.
1.1 Looking Ahead
This chapter begins by reviewing the constitutional history of
Texas, from the days when it was
part of Mexico to the present. Central to this discussion are the
twin dynamics - the yin and yang
- of fundamental constitutional revision and the accumulation of
piecemeal changes. Attempts at
constitutional revision usually occur during extraordinary times,
when the nature of the existing
political system is thrown into doubt. Despite the tumult that
inspires their work during such
times, constitutional designers never completely rewrite the
constitution with which they start.
Fundamental and piecemeal changes as well as carry-over from
previous constitutions are clearly
evident in the seven constitutions under which Texas has been
5. governed.
Next, we review the structure and content of the current Texas
constitution. Of special concern
here is the length, detail and overall organization (or
disorganization, as some critics might have
it) of the fundamental plan of state government and cornerstone
of state law. We then turn
attention to what the constitution says about local governments
(counties and municipalities).
The framers of the constitution had a lot to say about these local
governments, and the way they
specified their organization and function directly affects the
communities we call home.
The chapter wraps up with detailed coverage of the ambitious
revision effort in the 1970s and
more recent attempts at constitutional change. In general these
revision efforts have failed, but
they did lead to some important, if incremental, reforms.
Learning why and how they failed
provides a better understanding of the prospects for future
constitutional revision.
2. Constitutions in Texas History
Texas has been governed by several nations since Spain claimed
the territory in the 1500s. These
included Spain, France, then Spain again, and Mexico - all
before the decisive battle of San
Jacinto when Sam Houston defeated General Santa Anna to seal
the rebellious territory's status
as an independent republic.
Over the fifty year period from 1827 to 1876, seven
constitutions were formulated and
6. implemented for Texas. Each one exhibits both continuity with
and departures from its
predecessors. Each constitution in specific ways attempted to
correct the perceived deficiencies of
the previous political order and address the challenges of its
times. But each successive
constitution also retained elements of its predecessors, building
a cumulative constitutional
tradition. Still, as attempts to revise previous documents,
constitutions tend to reflect the era in
which they were created. They are not simply the expressions of
lofty, timeless ideals, democratic
aspirations, and the political culture of the community. They
also address the often gritty issues
of the time when they are written.
Constitutions are repositories of ideas and of history that bring
elements of the past into the
present. Successive constitutions like those that have governed
Texas tend to reproduce basic
values, ideals, norms and policies. For example, Texas
constitutions since Texas was part of the
Mexican state of Coahuila y Tejas have asserted the value of
representative institutions and
popular control of government through competitive elections.
Each Texas constitution has also
divided governmental powers among three branches of
government, each with some
countervailing influence on the other two - what we have come
to recognize as separation of
powers and checks and balances. Even the Confederate
Constitution of 1861, despite its rejection
of other elements of the U.S. Constitution, retained these
principles.
The durability of basic ideals and institutional arrangements in
7. Texas derives from two main
sources, one national and the other regional/local.
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The first mainspring of these arrangements is federalism. The
various Texas constitutions reflect
the political necessity to conform to a national constitution,
whether of independent Mexico, the
United States, or the Confederacy. Each nation mandated
democratic institutions, leaving (to
varying degrees) the precise form to the people of Texas and
their representatives.
The second mainspring of the ideals and institutions found in
the constitutions of Texas is the
diffuse but definite effect of local norms and values. Texas
constitutions each reflected an effort to
preserve local autonomy and "home rule" within a framework of
both state and national
authority.
Elements that do not necessarily define the political system, but
which reflect (and reinforce)
deeply engrained views of the relationships among members of
society and other interests also
persist across these constitutions. Constitutional provisions
covering matters such as community
property, protection of the homestead against creditors, and
8. limits on private corporations
(especially banks and railroads) both reflect and reinforce the
political culture of Texas.
Over the past two centuries, as a result of its tumultuous
history, Texas has been governed under
seven state-level constitutions (under Spanish and Mexican rule
it was part of the much larger
state of Coahuila y Tejas). In addition to the seven conventions
that produced these
constitutions, two additional conventions and one legislative
committee whose proposed
constitutions failed also met. Several other attempts to
fundamentally alter the Texas Constitution
have been made as well. None succeeded.
2.1 The State of Coahuila y Tejas, Estados Unidos Mexicanos
The constitutional tradition in Texas began under the Mexican
Constitution of 1824. The
Constitution was patterned after the Constitution of the United
States (the document was formally
titled the Constitución Federal de los Estados Unidos
Mexicanos), notably in the tripartite division
of governmental powers among the executive, legislative, and
judicial branches. But it more
closely resembles the Spanish Constitution of 1812 in its
content, including things like the
establishment of Catholicism as the official state religion.
Texans had some influence in the formation of the Mexican
Constitution of 1824, but not its
ratification. Stephen F. Austin, an Anglo, was consulted by its
framers. Also, Juan José Erasmo
Seguín (now a familiar place name in Texas) was sent as the
Texas representative and supported
9. by the farmers of Austin's colony, who contributed hundreds of
bushels of corn to pay for
Seguín's expenses. [1]
Under the 1824 Mexican Constitution, the Spanish province of
Texas was combined with the state
of Coahuila forming the new state of Coahuila y Tejas. As under
the U.S. Constitution, each state
was to develop its own constitution. The new state legislature in
Saltillo finally published a state
constitution on March 11, 1827 - more than two years after it
first convened. [2]
The Mexican Constitution required that each state constitution
separate executive, legislative, and
judicial authority. The state legislature was unicameral in
design, with only twelve deputies
(diputados) elected by popular vote. The territory of Texas
constituted one of the three districts
(officially, the district of Bexar) into which the new state was
divided and was apportioned two of
the twelve seats in the legislature.
Like its parent federal constitution, the new state constitution
contained elements that were
clearly derived from the Spanish tradition. Catholicism was
established as the state religion, and
members of the Church and the military were constitutionally
subject to the rules of those
organizations, creating semi-independent authorities. Consistent
with the continental legal
tradition, the judiciary could try cases but not interpret the law.
Spanish law also gave Texans two important traditions
concerning the disposition of private
property: the community property system and the homestead
10. exemption from bankruptcy.
Under Spanish - or Castilian - law, two types of property are
identified for married couples:
separate property owned solely by one spouse and usually
acquired before marriage, and
community property owned equally by both spouses and
acquired or earned by either or both
spouses during the time of they were married. This system
worked well for a frontier society like
Texas in the nineteenth century. Because of the arduous and
dangerous conditions, life was often
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precarious and short. Since either spouse could claim possession
of all property acquired or
earned while married, an untimely death would not destabilize
the rest of the family. [3]
The homestead protection against bankruptcy also had the effect
of stabilizing frontier families
living in precarious conditions. Its specific origins in Texas can
be traced to Anglo settlers who
fled debt in other states like Tennessee. Stephen F. Austin
recommended to the state legislature
of Coahuila y Tejas that a moratorium be placed on the
collection of the Anglo colonists' debt to
foreign creditors (mostly creditors in the United States). The
11. legislature responded with Decree
Number 70 in 1829 exempting from creditor claims all lands
received from the Spanish sovereign
and some movable property. The decree was repealed in 1831,
but the principle came back as a
statute during the state's independent period in 1839 and later
was enshrined in the Texas
Constitution of 1845 and all subsequent state constitutions. [4]
Though the original decree came in
response to the populist, anti-bank appeals of Anglos, the
Castilian legal tradition provided a
favorable environment for such an appeal.
The Constitution of Coahuila y Tejas also instructed the
Legislature to promote education, a
specific piece of policy written directly into the fundamental
governing document of the state.
Though a statewide school system was never established, it
would be the subject of intense
interest in subsequent constitutional conventions in the Texas,
not to mention a recurring
problem for several contemporary legislatures.
Though combining important elements of the Spanish and Anglo
constitutional traditions, while
simultaneously addressing some of the most important needs of
the day, the Constitution of 1827
was soon challenged. Wide discontent with misgovernment in
Texas and political unrest in Mexico
led a new convention in 1833 that drew up a constitution for
Texas as a state independent from
Coahuila. When Stephen F. Austin delivered this to Mexico
City, he was imprisoned - a key
milestone in the growing tensions between Texas and the
Mexican government. [5]
12. 2.2 The Republic of Texas
The first constitution for Texas as a distinct entity came during
the ten-year period when it was
the territory formed as the independent Republic of Texas
(1836-1845). The delegates to the
constitutional convention met for fifteen days beginning on
March 1, 1836. This occurred while
the two-week battle for the Alamo (which ended on March 6 of
that year) was still raging.
Because of the urgency of the times the conventioneers adopted
whole portions from the U.S.
Constitution and the constitutions of several of the existing
states. Consequently, the Constitution
of the Republic of Texas shared important characteristics with
these other documents. It was
quite brief, a result in part of the hurried nature of the
convention. The conventioneers also were
likely influenced by the brevity of the U.S. Constitution, with
its approximately 4,500 words.
The first Texas constitution had other familiar features,
including:
a brief preamble
separation of governmental powers into three branches:
legislative, executive and judicial
a bicameral legislature
checks and balances on the powers of each branch
a bill of rights
democratic selection of government office holders (restricted to
free, non-aboriginal males)
This constitution also included provisions adopted from Spanish
and Mexican law, including
13. community property, homestead exemptions and protections,
and debtor relief. These last
provisions dovetailed with populist (and anti-bank) ideals
imported from Tennessee (fourteen of
the fifty-nine convention delegates were from that state) and
other frontier states.
2.3 The State Constitution of 1845
Texas adopted yet another new constitution when it became the
twenty-eighth state to join the
Union. The Constitution of 1845, according to The Handbook of
Texas Online, has been the most
respected of Texas's constitutions because of its simplicity and
directness. Even Massachusetts
Senator Daniel Webster, an opponent of statehood for Texas,
commented that this Texas
constitution was the best of the state constitutions.
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The framers of the 1845 Constitution - which measured
approximately twice the length of the
Texas Republic's constitution - reportedly drew heavily from
the newly adopted Louisiana
constitution, as well as from the constitution drawn up by the
Texas Constitutional Convention of
1833. Like these, and the Constitution of the Republic of Texas
before it, the new Constitution
14. featured separation of powers into three branches, a bicameral
legislature, a democratic form of
government, elected executive and legislative positions, and
appointed judicial positions.
This constitution preserved the homestead and community
property provisions embodied in the
previous constitution. It gained length from the General
Provisions article (the longest of the
document's articles), most of the thirty-seven of which placed
restrictions on legislative powers.
Some of these - like forbidding the legislature to authorize
individuals to issue bills, checks,
promissory notes, or other paper to circulate as money - were
changes necessary to join the
Union and comply with the U.S. Constitution. Still others
seemed to reflect the fabled frontier
aversion to activist government and the populist concern for the
working man. The total
accumulated state debt was limited to $100,000, except in case
of war, insurrection, or invasion.
Equal and uniform taxation was required, but income and
occupation taxes might be levied.
Additionally, each family was allowed an exemption of $250 on
household goods.
The Constitution also granted the Governor appointment powers
similar to those exercised by the
President on the national level. The Governor could appoint the
Attorney General, Secretary of
State, and Supreme and District court judges, subject to
confirmation by the state Senate.
However, the Comptroller of Public Accounts and the Treasurer
were elected every two years by a
joint session of the Legislature.
15. 2.4 The Confederate Constitution of 1861
The Texas Secession Convention reconvened after voters
ratified its proposal for secession from
the United States, this time to manage the state's transition from
the United States of America to
the newly formed Confederate States of America.
This transition required adapting the existing Constitution of
1845 to the new situation. Time
limitations as well as the power of example from the existing
document, meant that most of the
existing text was preserved intact. The Secession Convention
mainly replaced references to the
United States of America, emphasized the constitutionality of
slavery, and asserted states' rights.
This rebel constitution was conservative in the sense that it did
not make extensive changes to
the existing constitution or body of laws and that it stepped
back from a radical slavery agenda.
While it eliminated the existing clause providing for the
emancipation of slaves, it did not provide
for the resumption of the African slave trade. Additionally, it
retained all laws passed under the
previous constitution that did not directly contradict the limited
changes made under the new
Confederate constitution.
2.5 The Constitution of 1866
The Constitutional Convention of 1866 was called to make the
state's Confederate Constitution
conform once again to the Constitution and laws of the United
States. Additionally, the convention
made substantial - but limited - changes to the institutions of
16. government. The work of the
convention amounted to a series of amendments that together
with the existing Constitution of
1861 became known as the Constitution of 1866.
Most notably it increased the Governor's term to four years,
changed the method of selection of
the Comptroller and Treasurer to popular election, and specified
in detail the jurisdictions of the
various courts in the state.
The beginning of the trend toward constitutional establishment
of specific public policies - as
opposed to broad descriptions of public authority - can be seen
in the work of this Convention.
The new Constitution contained "elaborate plans" for a system
of public improvements and for a
state public education system directed by a superintendent of
public instruction.
Like the Convention of 1861, this convention aimed for
relatively modest changes to the existing
document, which traced its origins to the constitution of 1845.
Nevertheless, a significant
disagreement unfolded regarding the legitimacy of the laws
adopted during the five year period
under the Confederate constitution.
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17. On the one hand, Radical Republicans led by Morgan C.
Hamilton argued that all laws adopted
since secession in 1861 were null and void, because secession
was null and void ab initio (from
the start). This interpretation came to be known as the ab initio
view.
Moderates led by Andrew J. Hamilton argued that secession was
nullified as a result of the war.
Adherents to this view preferred the more pragmatic approach
of accepting all laws that did not
conflict with the laws and the Constitution of the United States.
This view is supported by the
"basic rule of international law that holds that when sovereignty
changes, general law does not
change until specifically altered by the new sovereign." [6]
This debate posed very real concerns for economic and political
stability, as contracts,
agreements, and government policy made over five years would
need to be redone. In the end,
the ab initio view was rejected by the convention, the
Republican state committee, and even the
occupying military. [7]
2.6 The Radical Republican Constitution of 1869
The Constitutional Convention of 1868-69 was called under
pressure from Washington to comply
with the Congressional Reconstruction Acts of 1867. Though
Republican Party members
dominated, they did not present a united front against the
former slave-holding interests among
the Democratic minority present.
18. The Republicans were divided into four groups of interests
based on geographic region and their
degree of support for policies promoting economic development
and rights for blacks. The
Democrats allied themselves with the four groups of
Republicans by turns according to the
subject under discussion.
Because of considerable disarray, requiring two sessions that
lasted a total of 150 days, the
convention failed to produce a complete constitution. Only
forty-nine of the ninety delegates
signed the long and detailed, yet uncompleted, document. This
was published under orders of the
military as the Constitution of 1869, and subsequently ratified
by popular vote in July of that
year. The Constitutional Convention of 1868-69 involved itself
in a wide range of policy details, as
well as in the usual constitutional concerns related to the
organization of government authority.
The conventioneers tinkered with the terms and method of
selection of judicial and executive
branch offices, as did constitutional conventions before them.
The Constitution of 1869 included specifications for a broad
range of activist public policies.
Schools were a high priority. The existing school fund was to be
financed by receipts from a new
poll tax, plus one-fourth of annual taxes, plus income from
lands set aside to support schools.
The position of the state superintendent of public instruction
was maintained, and school
attendance was made compulsory.
The Constitution of 1869 also included policy and
administrative provisions that:
19. established an immigration bureau
established no-fee granting of homesteads to settlers
assigned mineral rights to landowners
authorized the Legislature to prohibit the sale of liquor near
colleges (except in county
seats)
forbade the Legislature to authorize lotteries or grant divorces
The Constitution of 1869 was criticized for the lengthy and
incomplete process that produced it,
as well as for its considerable detail and general unwieldiness.
Perhaps more importantly at the
time, it was criticized because it reflected the ideals of the
newly dominant Republican Party,
which sought to enfranchise blacks both politically and
economically, and to invest in the human
and physical infrastructure to make the state economically
diverse and dynamic.
These are admirable goals, but they were difficult for the
economic elite to accept, for several
reasons. In particular, many leading citizens were barred from
holding public office because of
their participation in the Confederacy. Furthermore, the post-
war surge in public investment in
schools, roads, and bridges was paid for by much higher taxes
and large government deficits.
Not surprisingly, there was considerable public opposition in
Texas to the Constitution of 1869. It
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was created under pressure from Washington and the Radical
wing of the Republican party. It
centralized political power and strengthened public institutions.
And it promoted an activist social
agenda supported by higher taxes and public debt.
It was also incomplete - little more than a collection of pieces
that had been approved by a bare
majority of the convention delegates. Aesthetically and
functionally, it was overly long, complex
and cumbersome.
As with earlier Texas constitutions, we see again in the
Constitution of 1869 the twin tendencies
of revision and accumulation. It attempted to address the
perceived deficiencies of the 1866
document by changing existing provisions and adding some new
ones. The essence of the
previous document - itself a "hand-me-down" of sorts -
remained: a bicameral legislature,
separation of powers, a state court system and an executive
branch with a mix of appointed and
elected positions. New provisions continued to accumulate,
while existing provisions remained,
though in somewhat altered condition.
Traditional interpretations of Reconstruction era have held that
inexperienced and often corrupt
"carpetbaggers" (northerners who came to the South) and
"scalawags" (white southerners who
joined or cooperated with southern Reconstruction
21. governments) imposed overly aggressive and
disruptive policies on states of the former Confederacy.
However, scholarship in the 1960s and
1970s showed that such views were often exaggerated, opening
the way to reinterpretation of the
Constitution of 1869 and the Reconstruction experience in
Texas. [8]
2.7 The Draft Constitution of 1874 and the Convention of 1875
Though historians today have come to view Reconstruction and
the Constitution of 1869 less
negatively, the political elite who returned to power in Texas as
Reconstruction ended did not
take a measured approach to recent experiences. Hostility
toward the Constitution of 1869 and
the activist administration of Radical Republican Governor
Edmund J. Davis (1869-1873) spurred
opponents to write a new constitution within only six years.
When the Democratic Party regained control of Texas
government in 1873, Democratic leaders
sought to replace the constitution. However, they disagreed on
exactly how this should be done.
Some elected officials (particularly Democratic Governor
Richard Coke and the state Senate)
wanted the drafting work to be done through special committees
in the legislature. Others, mainly
in the state House of Representatives, felt that voters should
have a more direct role in
determining the fundamental law of the state.
The Governor and the majority in the Senate won this battle. A
legislative committee redrafted
the Constitution. But they lost the next battle when a majority
in the House defeated the final bill.
22. Ultimately, both sides got what they wanted. The public,
dismayed by the defeat of the draft
constitution, clamored for a convention. Governor Coke
convened a special session of the
Legislature in the summer of 1875 to consider calling yet
another constitutional convention for
Texas. The Legislature did exactly that, calling an election to
allow voters to approve the
convention and select three delegates from each of the state's
thirty senatorial districts.
The new Constitutional Convention met in Austin from
September 6 to November 24, 1875. The
vast majority of the conventioneers were Democrats. Although a
fair number had participated in
previous conventions, not one had participated in the 1868-1869
Convention.
Traditional agricultural interests dominated the 1875
Convention, unlike the more business and
development oriented interests that dominated the 1868-1869
convention. Unsurprisingly, the
1875 Convention sought to undo much of the work of its
predecessor, rolling back ambitious
state programs, decentralizing government, reducing taxes,
reducing state government salaries,
placing restrictions on expenditures, taxes, and the state debt,
and limiting the terms of many
public offices.
The Democrats also took aim at signature Republican provisions
like the state education system,
which they weakened considerably under the new Constitution.
And in classic Jacksonian fashion -
many of U.S. President Andrew Jackson's fellow Tennesseans
23. had come to Texas in the middle of
the century - they abolished state banks and limited the
activities of corporations and railroads.
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Once the Convention finished its work, the new Constitution
was submitted to the public for
ratification. It was adopted on February 15, 1876 by a large
popular majority.
3. The Texas Constitution Today
The Texas Constitution of 1876 remains the foundation of state
government. This constitution has
enjoyed remarkable staying power, despite having been written
as an extreme reaction to the
deficiencies of the Constitution of 1869 and to the real and
perceived abuses of brief but deeply
despised Radical Republican rule. It has also endured despite
subsequent strong and widespread
dissatisfaction with the document, as the several attempts to
rewrite it testify.
In their strong rejection of the Radical Republicans, the
delegates to the Convention of 1875
produced a plan of government that created a weak,
decentralized, uncoordinated, and under-
funded set of public institutions. As the state has grown in
24. population and economic power, the
limitations and inadequacies of these state institutions in
carrying out the tasks of governing have
become more apparent. As the following section illustrates,
Texas is not alone in confronting a
seemingly perpetual need to modify its constitution.
3.1 State Constitutions
State constitutions tend to change more often than the U.S.
Constitution. The numerous
constitutions adopted by Texas and other states over the past
two centuries demonstrate the
point.
Today only six states operate under Constitutions drafted before
1850. One fourth of today's
state constitutions were adopted after World War II. Each of the
fifty states has averaged three
constitutions. Though some have had as few as one or two
constitutions for their entire
existence, many have had four or more. Louisiana with eleven
constitutions, and Georgia with ten
top the list.
In contrast to the U.S. Constitution, state constitutions tend to
be long and very detailed, with
numerous amendments. Alabama's is the longest state
constitution by far. Today it includes more
than 766 amendments, some 70 percent of which are so-called
local amendments (applicable
only to the localities that ratified them in popular elections).
The Texas Constitution has the
fourth highest number of amendments behind Alabama,
California, and South Carolina.
25. State constitutions average about 36,000 words in length, which
is approximately four times the
length of the Constitution of the United States, whose total
length counting amendments is about
7,400 words.
The relative impermanence of state constitutions is also evident
in their frequent amendment.
The average state constitution has been amended approximately
100 times. Only six of fifty state
constitutions have been amended fewer than twenty-seven times
- the number of amendments
to the U.S. Constitution.
Length and number of amendments seem to be related, because
great length usually means
greater specificity of detail, which in turn reduces flexibility.
When the foundational document
upon which government is based contains a lot of policy details,
it takes nothing short of a
constitutional amendment to change those details.
Amendments also beget still more amendments. Every time an
amendment is added, more
details are added to the basic plan of governance. When the
need is felt to change these new
details, newer amendments often need to be proposed.
You might think that constitutional amendments are proposed
only for matters of great policy or
institutional importance. Not necessarily. The Voting,
Campaigns and Elections chapter mentions
several typical Texas examples. In the 2003 special election,
voters were asked about donating
surplus fire equipment, in particular whether a constitutional
amendment should be adopted to
26. authorize municipalities to donate surplus fire-fighting
equipment or supplies for the benefit of
rural volunteer fire departments. Earlier amendments dealing
with the subject apparently did not
cover all instances of donating surplus fire equipment. In the
2007 election voters were asked
about abolishing the office of inspector of hides and animals
and exemption of judges from the
mandatory state retirement age if they are already serving on
the bench. Matters such as these
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might more easily and effectively be dealt with through
legislative, executive, or even local
administrative authority. But because the Texas Constitution
addresses such policy details, only
the voters through a special statewide election can make needed
changes.
Of course, some amendments deal with important issues and
fundamental principles. It is
generally easier to propose and ratify these more substantial and
potentially controversial
amendments on the state level than on the federal level. Policy
advocates of all stripes often seek
to shape national policy by first working to shape state
constitutions.
27. Beyond these structural characteristics (length, detail, and
number of amendments), state
constitutions tend to have a philosophical approach to the
democratic process that differs
significantly from the U.S. Constitution. While the national
constitution certainly expresses a
concern to divide and check governmental powers, the states as
a group tend to carry this
concern a step further by decentralizing their executive
branches and exposing their state
judiciaries to popular election.
Consistent with this philosophical view of government is a
greater emphasis among state
constitutions on processes of direct democracy as opposed to
the emphasis in the U.S.
Constitution on representative democracy.
Generally, the framers of the U.S. Constitution believed that the
relationship between citizens and
their government should be mediated by representatives. These
elected or appointed officials
would promote the public interest, but one step removed from
the passions of direct self-interest
or the public mood of the moment. Many of the framers were
concerned to blunt or deflect the
sharpest edges of temperamental and sometimes transitory
majorities. For instance, as originally
required by the U.S. Constitution, each state's members in the
U.S. Senate were elected by that
state's legislature. The 17th Amendment, which specified direct
popular election of the U.S.
Senate, reduced this double-layered system of representation to
a single layer. The U.S.
Constitution also created a relatively unified executive branch
under the direct control of the
28. President, the representative of all citizens of the United States.
Many state constitutions provide mechanisms for much more
direct representation in government.
In many states, multiple offices within the executive branch are
elected directly. In all but eleven
states, members of the judiciary are subject to election at some
point in their tenure (see the
section on judicial selection in the chapter on the Justice
System). [9]
Twenty-seven states have initiative and/or referendum
provisions that allow voters and interest
groups to put policy proposals on the ballot or to vote on
legislation proposed by their state
legislatures. Eighteen states have recall provisions that allow
voters to remove an elected official
from office.
These provisions give voters more opportunities to vote for a
broad range of offices, go around
their elected representatives, and even threaten to remove them.
But busy election calendars,
long ballots with lots of elected offices, and direct democracy
provisions also reduce the ability of
the government and elected representatives in government to
make and implement public policy.
Popular influence thus comes at the expense of government
efficiency and clear accountability.
Texas is not alone in its periodic attempts to amend, revise, or
even overhaul its Constitution. As
the Thinking Comparatively chart Living Documents: Trends in
Constitutional Change by Decade
shows, states have used a variety of means in recent decades to
attempt to modernize or
29. otherwise alter their constitutions. The National Municipal
League also provides a model state
constitution for states that might be looking to start over.
3.2 General Characteristics of the Texas Constitution
The Texas Constitution is like other state constitutions in key
respects, only bigger, you might
say. These characteristics of the Texas Constitution can be
outlined with a few brief terms:
overly long
extremely detailed
confusing in organization
poorly written
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The Texas Constitution had approximately 23,500 words in
1876 before any amendments. With
amendments, it is today the second longest of the fifty state
constitutions, as the chart Size
Matters illustrates.
The level of detail can be excruciating. For example, coverage
of ad valorem taxes in the original
constitution and its numerous amendments span fourteen
subsections and several pages of text.
Other details cover administration of water boards, water bond
30. sales, parks administration,
municipal retirement systems, road construction, interest rates
on bonds, elections for sheriff, the
sale of school lands, creation of hospital districts, operation of
railroads, seawalls, and dueling.
The high level of detail is accompanied by confusing
organization. Coverage of individual subject
areas, like local government, is found in several different parts
of the Constitution. Also, in its
current form the Constitution contains gaps where whole
sections have been repealed. Indeed, an
entire article (Article XIII - Spanish and Mexican Land Titles)
was repealed in 1969, leaving only
the title but no text. Five of the seven original sections in
Article XII covering "Private
Corporations" have been repealed, as have seven of the eight
sections in Article XIV on "Public
Lands and the General Land Office."
The large number of amendments has made it more practical to
add to or delete from the
relevant article or section, rather than simply accumulating all
the amendments at the end, as
with the U.S. Constitution. Amendments aimed at undoing a
provision of the Texas Constitution
simply specify that section's removal. The result looks like a
patchwork of original provisions,
combined with later additions and deletions. Contributing to the
confusion, there are several pairs
of subsections with the same number, like the two subsections
in Article VIII labeled "1-n."
The confusing organization in turn is compounded by prose that
is difficult to understand. The
original framers worked very quickly and refused to hire a
31. stenographer, reportedly because of
their unwillingness to spend public money. No doubt the
document could have used some
professional editing and transcription.
From a contemporary vantage, the language used in the 1870s
can seem arcane and unclear.
This problem is compounded in the U.S. Constitution, written as
it was some ninety years earlier.
But perhaps the dated locutions of Texas conventioneers come
through more forcefully because
of the sheer volume of text they produced, a direct result of the
greater detail with which they
grappled. When writing new amendments, legislators find that
the existing level of detail and
disorganization makes it more difficult for modern writers to
produce straight-forward prose.
4. Articles of the Texas Constitution
Much can be understood about a constitution by its organization
and coverage, specifically the
order and placement of articles and sections, and the space
devoted to specific areas and
provisions.
As one might expect, the framers of the Texas Constitution were
focused on the task of outlining
the powers and organization of the government. They were also
concerned to emphasize the
popular roots of governmental authority by devoting the very
first article to the Bill of Rights.
However, the framers also devoted considerable time and space
to the minute specification of
numerous policy areas, including extensive areas of public
32. policy normally under local jurisdiction.
This reflects the frontier populist orientation of the
conventioneers, who supported regulation of
economic and social relationships, but deeply feared potential
abuse of authority by holders of
public office. As a result of these tendencies, the Texas
Constitution grants extensive powers to
government, but these powers are carefully and restrictively
specified.
The Texas Constitution begins with a preamble, followed by
seventeen articles running from the
Bill of Rights (Article I) to the mode of amendment (Article
XVII). The articles in between cover
both the essential features of government and governing -
powers and institutions of government
- as well as what might be regarded as inessential features,
including railroads (Article X) and
private corporations (Article XII).
4.1 The Preamble
In the preamble to the Texas Constitution the framers used just
twenty words to introduce the
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approximately 23,500 remaining words (today with amendments
more than 85,000 words).
33. Compare that to the fifty-two words that the framers of the U.S.
Constitution expended in their
preamble.
4.2 Bill of Rights (Article I)
In contrast to the U.S. Constitution which included its Bill of
Rights only as an addendum in the
first ten amendments, the Texas Constitution puts the Bill of
Rights at the beginning in Article I.
Originally spanning 29 sections, the Texas Bill of Rights would
at first glance seem to be much
more extensive than its counterpart on the national level. But,
closer examination reveals
considerable overlap of coverage, only reordered. Freedom of
religion is enshrined in specific
ways in several early sections (4 through 7).
Freedom of speech and the press is protected in section 8.
Peaceful public assembly, the last of
the U.S. 1st Amendment rights, appears in section 27.
Protection against unwarranted searches
and seizures is assured in section 9.
The rights of the accused in criminal prosecutions are specified
in sections 10 through 21,
including:
a right to a speedy trial
not having to provide evidence against oneself
a right to bail
the obligation of the state to provide its own evidence to
support charges
protection against double jeopardy (being tried a second time
for an offense for which one
34. has been acquitted)
a right to a trial by jury
no ex post facto laws
no imprisonment for debts
requirement of due process of law
There are some notable differences between the two bills of
rights, beyond the order of
appearance of familiar civil liberties and protections. Notably,
the Texas Bill of Rights has a
declaratory tone, justifying the specific protections set forth
with a number of sweeping
generalizations aimed at the perceived political dangers of the
time. These dangers included:
the threat of national government - "the maintenance of our free
institutions and the
perpetuity of the Union depend upon the preservation of the
right of local self-government
unimpaired to all the States." [Article I, Section 1]
the threat of state government - "[the people of Texas] have at
all times the inalienable
right to alter, reform or abolish their government in such
manner as they may think
expedient" [Article I, Section 2]
the threat of government favoritism - "All free men, when they
form a social compact,
have equal rights and no man, or set of men, is entitled to
exclusive separate public
emoluments, or privileges, but in consideration of public
services." [Article I, Section 3]
The conventioneers were expressing a reaction to the perceived
abuses of both the national
government and the state government under the Radical
Republicans. Section 1 intimates a
35. threat of secession, while Section 2 reads like a justification of
the conventioneers' actions in
drafting the new constitution. Section 3 seems like an explicit
criticism of the perceived corruption
of the administration of Governor E. J. Davis.
Other rights, specifically the basic right to vote and
qualifications for voting, critical to a
functioning democracy, are specified separately in Article VI on
suffrage.
4.3 Powers and Organization of Government (Articles II - V)
The members of the 1875 convention placed the powers and
organization of government next in
the Constitution, providing first a general overview of the
division of governmental authority into
three branches (Article II), followed by three articles each
dedicated to one of the three branches
(Articles III - V).
The framers dedicated an entire article to the concept of
separation of powers among three
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branches of government. Article II succinctly establishes
legislative, executive, and judicial
branches, and then explicitly prohibits the exercise of powers of
more than one branch by a
36. single individual:
The powers of the government of the State of Texas shall be
divided into three distinct
departments, each of which shall be confided to a separate body
of magistracy; to wit: Those
which are legislative to one, those which are executive to
another, and those which are judicial
to another; and no person, or collection of persons, being of one
of these departments, shall
exercise any power properly attached to either of the others,
except in the instances herein
expressly permitted.
In this way, the Texas framers established more explicitly than
the framers of the U.S.
Constitution the separation of powers. They were no doubt
aided by almost ninety years of
experience with the national plan of government, the particular
genius of which was not fully and
immediately evident at the time of its writing.
The first and longest of the three articles dealing with the
branches of government focuses on the
legislative branch, reflecting the primacy given that branch in
the U.S. Constitution. This article
originally spanned fifty-eight sections. It now has sixty-five
sections, with numerous added
subsections, but with a number of original sections that have
been repealed.
Like the U.S. and other states' constitutions, the legislative
article is composed of three main
areas of coverage:
1. organization, apportionment of seats and qualifications for
37. office (Sections 1 - 28)
2. proceedings (Sections 29 - 41)
3. powers, requirements, and restrictions on powers (Sections
42 - 58)
The sections on the organization, apportionment and
qualifications are largely unremarkable.
They include such reasonable and expected provisions as the
specification of a bicameral
legislature, the number of seats in each chamber, terms of
office, duration and frequency of the
legislative session, and more.
The same holds true for the sections on proceedings. These
require that no law can be passed
which is not first a formal bill that goes through the processes
for proposal, deliberation and
approval specified by the Constitution.
Section 37 explicitly requires that proposed bills be referred to
a committee and reported on by
that committee before being considered by the general
membership. While the Texas Constitution
does not specify how committees should be structured, it is still
notable that it requires such
internal legislative structures at all.
Other noteworthy sections of Article II are related to powers,
requirements, and restrictions on
legislative powers. Here we see the framers penchant for
dwelling on details. For instance,
Section 46 states: "The Legislature shall, at its first session
after the adoption of this Constitution,
enact effective vagrant laws."
Perhaps more important to governance, Article 48 specified a
38. list of items for which the
Legislature may raise money through taxation. Repealed in
1969, this section listed permissible
spending items like erection of public buildings and protection
of the frontier. Also related to fiscal
policy is the limitation on total public debt, originally capped at
only $200,000, in Section 49. This
section has needed to be amended twenty-one times since.
On matters concerning local authority in counties and
municipalities, the conventioneers provided
a considerable list of areas in which the Legislature was
prohibited from passing laws. These
included regulating the affairs of local government, locating or
changing county seats, and
specifying the location of elections. These restrictions may
seem at odds with the Constitution's
extensive regulation of counties and municipalities. However,
they are consistent with a broader
distrust of elected representatives at all levels.
Article IV on the Executive Department is notable for its
careful outlining of seven executive
offices, all but one of which were to be filled through popular
election. The very first section
(Section 1) reads:
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39. The executive department of the State shall consist of a
governor, who shall be the chief
executive officer of the State, a lieutenant-governor, secretary
of State, comptroller of public
accounts, treasurer, commissioner of the general land office and
attorney general.
Most of Article IV (Sections 4-16) is devoted to the powers and
duties of the governor. Many of
the remaining sections briefly cover the other six executive
offices. By making six of these senior
executive authorities separately elected (the Secretary of State
is appointed by the Governor),
the framers consciously divided and dispersed this branch's
authority - and, hence, its ability to
govern actively. In essence, it created six points of possible
obstruction and checks to the
activities, programs, or plans of each of the executive
department officials. (The office of
Treasurer was abolished in 1996, reducing to five the number of
elected executive offices.)
The article on the Judicial Department (Article V) also created a
more extensive structure than
just the highest state court. It created six levels or types of
courts:
The judicial power of this State shall be vested in one Supreme
Court, in a Court of Appeals, in
District Courts, in County Courts, in Commissioners' Courts, in
Courts of Justices of the Peace,
and in such other courts as may be established by law [Section
1].
The courts listed in Section 1 are referred to as constitutional
courts because of the source of
40. their authority. Other courts not listed here (see the chapter on
the Justice System) are
sometimes referred to as statutory courts because they were
created by legislative statutes.
The twenty-seven sections that follow specify the mode of
selection (popular election for all
courts), the terms of office, and jurisdictions of each of the
courts. These sections include detailed
specification of three types of local courts: County Courts,
Commissioners' Courts, and Courts of
Justice of the Peace. Because of sparse settlement in much of
the state at the time, these courts
effectively constituted the local government for many counties
and localities.
4.4 Education, Taxation, and Revenue (Articles VII and VIII)
Education and fiscal policy had been contentious issues since
the end of the Civil War in 1865.
The tradition of including public education in the state
Constitution was established in 1827, when
Texas was part of the Mexican state of Coahuila y Tejas. The
mandate to create a state system
of public education under that first constitution was never
fulfilled, and was eventually removed.
Later Texas constitutions reintroduced the mandate. Statewide
public education received extra
attention in the Constitution of 1866, immediately following the
Civil War. This Constitution
outlined new initiatives for public schools, including the
creation of the office of the state
superintendent for public instruction, an office that was
maintained in the Constitution of 1869.
41. The Constitution of 1876 reaffirmed some of the education
funding provisions inherited from
previous constitutions. Article VII, for example, specified that
all lands and the proceeds from
those lands that had been previously reserved for the state
system of public education would be
reserved under the new Constitution. This occurred despite
conflict in the decade before the 1875
Convention over spending on public schools - conflict that was
shot through with concerns about
taxation and the accumulating state public debt.
Some important changes weakened statewide public education.
The single office of the state
superintendent for public instruction was replaced in the
Constitution of 1876 by a State Board of
Education composed of the Governor, Comptroller and
Secretary of State charged with managing
public funds and overseeing state schools (Section 8). The
conventioneers also abolished
compulsory school attendance and sought to limit spending on
public education.
The main innovation in Article VII was the restriction that no
more than one-fourth of the state's
general revenue could be spent on public schools. The framers
also were careful to protect
existing funding sources for public education by prohibiting
their use for any purpose other than
education. This practice of dedicating funds - whether for
schools, roads, or other purposes - is a
prominent feature of Texas governance today.
The Constitution also formally established the University of
Texas (although its location was left
to the Legislature), and it created "permanent" funds for both
42. this new university and for
previously established asylums for "the lunatic, blind, deaf and
dumb, and orphaned." Like the
two preceding constitutions, it provided for separate schools for
African Americans.
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In its provisions for fiscal authority generally, the Constitution
sets limits on taxation and
spending like those imposed on the state's public schools. On
the one hand, Article VIII (Taxation
and Revenue) begins by providing broad grants of authority to
the Legislature to impose taxes on
property and incomes, as well as on voting (established in
previous constitutions to support
schools). The main general restriction which is provided in the
article's short first sentence
apparently limits the Legislature's ability to classify objects for
purposes of taxation: "Taxation
shall be equal and uniform."
Altogether, the numerous sections of Article VIII constitute a
list of specifications that resemble a
detailed and restrictive tax code that reaches down to the county
and municipal levels. Other
important restrictions on fiscal authority appear elsewhere in
the Constitution, notably the
prohibition in Article III, section 49 of debt financing of state
43. government. This list in Article VIII
includes:
exemptions
tax rates
restrictions on appropriation of funds
procedural requirements
Section 1, for example, provides the following constitutional
exemptions:
"persons engaged in mechanical or agricultural pursuits shall
never be required to pay an
occupation tax"
"two hundred and fifty dollars worth of household and kitchen
furniture, belonging to each
family in this State, shall be exempt from taxation"
Section 2 prohibits taxation of public property used for public
purposes, as well as religious places
of worship, non-profit burial places, schools, and institutions of
public charity.
Finally, Article VIII specifies procedural and institutional
requirements related to property
assessment and tax collection. Property is assessed and taxes
collected in each county where the
property is located or, in the case of "unorganized" counties, in
the county to which that county is
attached for judicial purposes.
4.5 Mode of Amendment (Article XVII)
To be adopted, constitutional amendments generally must clear
a higher hurdle of support than
ordinary statutory laws. Article XVII of the Texas Constitution
44. requires a two-step process:
1. Proposal - to be proposed, an amendment must receive the
support of two-thirds of all
members elected to each chamber of the Legislature
2. Ratification - to be ratified, a proposed amendment must
receive the support of a simple
majority of citizens voting in a popular election, the date of
which is specified by the
Legislature.
Although the standard for support of constitutional amendments
is much higher than that
required for ordinary legislation (which requires approval by
simple majorities of both houses of
the Legislature and approval of the Governor), hundreds of
amendments have been both
proposed and ratified.
Some 632 amendments to the Texas Constitution had been
proposed by 2007, only 131 years
after that document was adopted. Of these, 456 had been
ratified by popular vote. That averages
to more than 9 amendments proposed and 6 amendments ratified
for each two-year legislative
session since 1876. This chapter's feature Patching the Ship of
State provides a graphic view of
when and how many amendments have been adopted.
Piling all these amendments on top of an already overly long
core document leads to what might
be referred to as "amendment chaining," or the need to pass still
more amendments in response
to earlier amendments. This is the same notion embodied in the
now common observation that
45. "amendments beget amendments."
But sometimes amendments fail to be begotten. There are
missed opportunities to enact
important public policy because of the additional burden and
delay in seeking a constitutional
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amendment. The need for amendments to enable relatively
simple public policies can immobilize
elected officials in the face of complex problems.
The requirement that voters sort through and decide upon
numerous proposed amendments
during each biennial special constitutional election also causes
a fair degree of public confusion,
uncertainty, and even cynicism. The numerous amendments on
the ballot require considerable
education on the issues, which, in modern media-centered
political campaigning, opens the door
for powerful interests to wield considerable influence in
shaping public opinion. Voters can feel
simultaneously overwhelmed and uninformed. The result is
chronically low voter turnout, as this
chapter's feature Turn-Off? illustrates.
4.6 Remaining Articles
46. The other articles of the Constitution of 1876 cover a range of
items many of which would seem
more appropriately covered in legislative statutes than in the
organic legal document of the
state's democratic government.
These articles can be grouped into three categories:
Essential features of any constitution - disposition of property
under previous legal systems
(Spanish and Mexican Land Titles) and impeachment of public
officers
Detailed organizational and policy specifications - articles on
Education, Taxation and
Revenue, Counties, Municipal Corporations, Railroads, Private
Corporations, and Public
Lands and Land Office
General provisions - a laundry list of items all contained in
Article XVI (General Provisions)
dealing with the Legislature, personal debts, fences, competitive
bidding on state contracts,
and more.
The articles detailing organizational and policy specifications,
to be sure, include some important
provisions. However, they also include minutiae like permitting
the legislature to aid Gulf Coast
counties in the construction of sea walls! The many "General
Provisions" listed in Article XVI
(spanning fifty-seven subsections, many of which have been
repealed) almost seem like
afterthoughts that should have been included in the other
articles of the Constitution.
Even here though, the framers did in fact include some
historically important provisions, like the
47. protection against homestead foreclosure (Sections 49-51) and
provision for community property
between married couples (Section 52).
Homestead and community property provisions may properly be
placed in an article containing
residual provisions not easily categorized. But the General
Provisions article also contains
important provisions that really should have been included
elsewhere.
Section 44, amazingly, requires the Legislature to define the
duties and provide for the election of
a County Treasurer and County Surveyor for all counties in the
state. This seems an odd
placement, given the existence of a whole article on counties,
and a separate provision for county
tax assessors and tax collectors in the article on Taxation and
Revenue.
5. The Constitution and Local Government
In addition to various pieces in the Constitution that touch on
local government, there are two
articles exclusively dedicated to the subject.
One of these, Article IX, is dedicated to the creation of new
counties and the minimal
specifications of existing counties. The other, Article XI,
though ostensibly dedicated to "municipal
corporations," addresses a number of issues related to taxation
in both municipal and county
government.
The following subsections discuss the creation of new counties
and the relationship between
48. county and municipal authorities. For a more detailed account
of the roles assigned counties in
the Texas Constitution, see this chapter's feature Focus on
Counties.
5.1 Existing and New Counties
Article IX is quite narrowly focused on the formation of
counties, an important matter for a
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frontier state like Texas in the nineteenth century. After
granting the Legislature the power to
create counties "for the convenience of the people," this article
lists a series of restrictions. New
counties created outside the counties that already existed had to
be no smaller than 900 square
miles and "shaped in a square form." The framers understood
that this may not be possible in
border areas, and allowed that, in such cases, the area could be
less.
The framers also recognized that geographically large counties
may seek to split into smaller
counties. New counties created from existing counties could be
no smaller than 700 square miles.
However, they also must not be "nearer than twelve miles of the
county seat" of any county from
49. which the new county's territory is taken.
This article provides additional details on the location and
removal of county seats - the main
concern being that the county seat should be roughly in the
geographic center of the county
(within five miles of it).
5.2 County and Municipal Government
Curiously, Article XI is titled "Municipal Corporations," yet a
good number of its provisions deal
with county government. Indeed, it begins by recognizing the
counties as "legal subdivisions of
the State."
After describing the types of legislative actions required for
incorporating cities and towns, this
article devotes considerable ink to the issues of taxation and
public debts. Cities and towns are
authorized to lay and collect annual taxes according to the
following schedule:
10,000 residents or fewer - no more than one-quarter of 1
percent
more than 10,000 residents - no more than 2 per cent
This article continues by authorizing counties, cities, and towns
to lay and collect taxes to pay for
outstanding debts (presumably left over from the Radical era).
Counties on the Gulf coast are
authorized to use public revenues to build sea walls and
breakwaters, with the state Legislature
authorized to provide financial and other assistance.
Article XI exempts county, city, and town property from forced
50. sale for non-payment of debts. It
also authorizes the state Legislature to create independent
school districts in cities and towns.
Cities and towns, in turn, are authorized to collect taxes in
support of those independent school
districts, provided that two-thirds of citizens vote in support of
those taxes.
The overall treatment of county and municipal government in
the Constitution is quite uneven.
Specifications for the organization of local government,
including for county and local judges, tax
assessor, tax collector, treasurer, and surveyor, are scattered
throughout the various articles.
The two articles primarily dedicated to counties and
municipalities are focused on the geographic
size and shape of counties and on issues of taxation and
spending.
The seeming slapdash treatment of local government results, no
doubt, from several dynamics in
the 1875 Constitutional Convention. First, the Convention
sought to accomplish its work in only a
short time. Second, the framers were insistent in restricting the
taxation and spending authority
of government at all levels, including the local level. Finally, it
seems evident that the framers
frequently could not resist the impulse to detail even minute
aspects of governance and policy.
6. Modern Attempts at Constitutional Revisio
The Constitution of 1876 was the last in the series of new,
updated and revised constitutions in
Texas, but it was not the last attempt to rewrite the organic law
of Texas.
51. Several attempts were made since the current Texas
Constitution was adopted, but the closest
anyone came was the multi-year effort about a century later, in
the 1970s. Another attempt was
made in the late 1980s, but this one did not progress nearly as
far.
6.1 Constitutional Revision, 1971-1975
Pressure to update and streamline the Texas Constitution began
to build in the late 1960s. In
1969, fifty-six outdated and obsolete provisions were repealed,
including one entire article
(Article XIII on Spanish and Mexican Land Titles).
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Nevertheless, pressure for a more fundamental overhaul and
restructuring of the Constitution
persisted. A protracted and circuitous process of constitutional
revision began in earnest in 1971,
only to end in total defeat in the special elections of November
1975.
In 1971, the 62nd Texas Legislature passed a resolution calling
for the establishment of a
Constitutional Revision Commission, and for convening the
members of the next Legislature (the
52. 63rd) as a constitutional convention in January 1974 (the year
after the Legislature's regular
biennial session). The resolution was put on the ballot as
proposed amendment Number 4 in the
special election in November 1972. It was approved by more
than 63 percent of the voters and
became Section 2 of Article XVII of the constitution.
The Commission was intended to investigate the need for
constitutional revision and make
recommendations to the Legislature by November 1, 1973. Its
members were appointed by a
committee of the chief officials of the executive, legislative and
judicial branches, including:
Governor Dolph Briscoe, Lieutenant Governor Bill Hobby,
Attorney General John Hill, Speaker of
the House Price Daniel, Chief Justice of the Supreme Court Joe
Greenhill, and Presiding Justice of
the Court of Criminal Appeals John Onion.
The Commission counted among its thirty-seven members
numerous respected former public
officials and private citizens from across the state. Beginning in
March 1973, the Commission held
nineteen public meetings across the state before presenting its
recommendations to the
Legislature on November 1.
Despite its independence, the sterling reputations of its
members, its commitment to a
streamlined and efficient constitution, and a relatively open
process, the Commission was still the
target of a number of special interests seeking special treatment
in the Commission's
recommendations.
53. Some areas under discussion provoked considerable contention
which resulted in compromise.
The effect of these compromises, even the ones that were more
philosophically based, was to
limit the extent to which the Commission's recommendations
actually streamlined the Constitution
and strengthened government institutions.
Attempts by some members of the Commission to allow urban
areas to cut through their multiple,
conflicting political jurisdictions by increasing the authority of
city governments were blunted by
conservatives seeking to preserve county government in the
state's largest metropolitan areas.
[10] Advocates sought to allow urban areas to consolidate
overlapping city and county
jurisdictions into a single "Metroplan" type of government. But
opponents worried about giving
too much power to a single, metro-wide government. Though
county government in urban areas
was preserved in the Commission's recommendations,
considerable progress had been made in at
least bringing together the myriad constitutional provisions for
local government in a single article
in the proposed new constitution.
The Commission's recommendations were taken up on January
8, 1974, when both houses of the
63rd Legislature met as a single body.
Early warning that the convention would involve a protracted
struggle among special interests
came when the legislators voted to extend the ninety day
convention by sixty days, from May 31,
1974 to July 30. Issues like so-called "right-to-work" provisions
that banned "union shops" at
54. private companies were quite contentious. Other distractions,
like the May 1974 state primary
elections, also slowed the convention's progress. By the time it
closed on July 30, the convention
had failed by only three votes to support submitting a document
to voters for ratification.
The 64th Legislature, meeting in 1975, did approve submitting
eight amendments, which together
constituted a new constitution, to voters. In the special election
in November 1975 - almost
exactly 100 years after the ratification of the current Texas
Constitution - all eight amendments
were overwhelmingly defeated. In 250 of Texas's 254 counties,
not a single proposition passed.
All eight amendments were passed in two of the remaining four
counties - Duval and Webb - both
in south Texas.
With only 23 percent of the 5.9 million registered voters casting
ballots, many citizens confessed
ignorance of the issues at stake. The revision effort also was not
helped by Governor Briscoe's
warning that adoption would result in passage of a state income
tax, increased cost of state
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government, an overly powerful Legislature, and adoption of a
55. Missouri Plan form of judicial
selection (see chapter on Justice System). After the defeat in the
November 1975 special election,
Lieutenant Governor Bill Hobby declared that constitutional
revision in Texas was "dead for the
foreseeable future."
6.2 Recent Attempts at Constitutional Revision
Despite Lieutenant Governor Hobby's prediction, the collapse of
the 1975 constitutional revision
effort did not end attempts to modify or more fundamentally
change the Constitution.
Just four years later, in 1979, the 66th Legislature submitted to
voters six amendments that
would implement some of the provisions from the 1974
convention. Voters ratified three of them,
including:
creating in each county a single property tax appraisal district
giving criminal appellate jurisdiction to the state's fourteen
courts of appeals, which until
then exercised only civil jurisdiction
granting the Governor limited authority to remove appointed
statewide officials
Of course this new degree of empowerment of state and local
government did little to streamline
the Constitution. Continuing dissatisfaction led to two other
major attempts at fundamental
revision, both in the 1990s.
In 1995 Senator John Montford (D-Lubbock) drew up a
streamlined constitution similar to the one
produced in the revision effort of the early 1970s. However,
56. Montford resigned his position in the
state Senate in 1996 to become chancellor of the Texas Tech
University System and his initiative
to revise the Constitution died.
Shortly thereafter, in 1998, Senator Bill Ratliff (R-Mt. Pleasant)
and Representative Rob Junell
(D-San Angelo) produced a completely rewritten version of the
1876 Constitution, with the help
of Angelo State University students. In the 76th Legislature, the
two legislators introduced for
consideration a second draft of their streamlined constitution.
The proposed legislation did not
receive enough support in committee, and consequently was
never considered on the floor by the
full membership of either chamber. Meanwhile, the parade of
constitutional amendments, both
technical and far reaching, continued over the years. For the
text of the Junell constitution and
discussion of some of the proposed amendments that have
followed its failure to pass the
legislature, see this chapter's feature A Constitution for the New
Millennium?
7. Conclusion
Constitutions must perform multiple functions in democratic
political systems, and their adequacy
to these tasks can be evaluated accordingly.
First and foremost, they are expressions of popular sovereignty,
compacts between government
and the governed. They specify the powers and limits to power
of the government, as well as the
rights, privileges and immunities of the citizens that cannot be
taken away by the government.
57. Additionally, they specify how citizens may participate in
democratic decision making processes
that determine public policy.
Constitutions also outline a plan of government, the structure
and functioning of the institutions
of government. Finally, they serve as a kind of repository of
accumulated cultural traditions.
Sometimes constitutions involve the settlement of specific
public policy issues.
In some ways, the Texas Constitution performs these functions
well. It provides the general
structure of our democratic government. By separating powers
into three branches and creating a
system of checks and balances between the branches, it
continues a long tradition in American
democracy. Also, through a process of accumulation, it has
become a repository of important
constitutional protections and legal traditions, like the Bill of
Rights, homestead protection, and
community property.
Unfortunately, the Texas Constitution falls short of the
flexibility, empowerment of government
institutions, and overall coherence needed for a large, modern,
diverse state such as Texas in the
21st century. More unfortunate still is that the prospects for
fundamental change seem as remote
today as at any time in the state's history.
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1 Introduction
1. Looking Ahead
2 Constitutions in Texas History
1. Coahuila y Tejas
2. Republic of Texas
3. Constitution of 1845
4. Confederate Constitution
5. Constitution of 1866
6. Constitution of 1869
7. Convention of 1875
3 The Texas Constitution Today
1. State Constitutions
2. General Characteristics
4 Articles of the Constitution
1. The Preamble
2. Bill of Rights
3. Powers and Organization
4. Education, Taxation, Revenue
5. Amendment
6. Other Articles
5 Constitution and Local Govt.
1. Existing and New Counties
2. Local Government
60. 6 Attempts at Revision
1. Attempts at Revision
2. Recent Attempts
7 Conclusion
Appendices
1. Print-friendly format
2. Key words and phrases
3. Multimedia resources
Key Words and Phrases
Bill of Rights
A list of limits on the powers of government respecting its
treatment of citizens. The
U.S. Bill of Rights comprises the first ten amendments to the
U.S. Constitution. It
includes guarantees such as freedom of speech, a free press, and
free practice of
religious beliefs as well as rights for those accused of crimes
such as a right to
counsel, a right to a jury trial, and a right to reasonable bail and
punishment. The
bill of rights in the Texas constitution covers much the same
ground as the U.S. Bill
of Rights but constitutes article one of the state's constitution.
checks and balances
Given a division of government offices and personnel--that is, a
system of separation
of powers--a system of checks and balances gives each branch
of government some
degree of oversight and control over the actions of other
branches.
61. direct democracy
A system of democratic governance in which the citizens of a
political jurisdiction
discuss policy questions and then by majority rule or a similar
method of collective
choice themselves decide on a policy or course of action.
federalism
A system of government in which political authorities at
different geographic levels of
government separately derive their authority from the people
within that geographic
area. In the U.S. system of federalism, Texas is a sovereign
state within the
sovereign United States. Texas government is accountable to
Texas citizens. U.S.
government is accountable to U.S. citizens. Neither government
may dissolve the
other as a government though the operations of both overlap.
homestead exemption
A homestead is the primary residence owned and lived in by a
person or a family. A
homestead exemption protects at least part of the value of the
homestead from
creditors. In Texas, the full value of a homestead is protected.
No creditors except a
mortgage holder, a taxing authority, or the holder of a note for a
home improvement
loan may force the sale of a family home to satisfy nonpayment
of debt.
Jacksonian Democrats
The Democratic Party behind General Andrew Jackson ascended
to national
dominance beginning in 1828 marking the start of America's
62. Second Party System.
Competitive two-party politics dates from this period as well as
development of the
apparatus of modern mass-based political parties.
Reconstruction
The Civil War was followed by a decade-long period attempting
to reverse its
physical and political ravages. Between 1865 and 1877 the
nation ratified the 13th,
14th, and 15th amendments ending slavery and extended
citizenship and voting
rights to former slaves. Former Confederate states, occupied by
Union troops,
rewrote their constitutions and were re-admitted to the Union.
By 1876, the fever of
Reconstruction had run its course and, in settlement of the
disputed presidential
election of that year, remaining occupying troops were
withdrawn, southern politics
was given over to southerners (and Democrats) once again, and
the regional and
racial divisions of war were institutionalized politically for a
century.
representative democracy
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A system of democratic governance in which the citizens of a
political jurisdiction
choose individuals through regular elections--representatives--
whose task it is to
meet regularly to discuss policy questions and make policy on
the behalf of the
citizenry.
separation of powers
A functional division of governmental offices and personnel
used in U.S. national
government and state governments, including that of Texas.
Typical of the U.S.
model, legislative power in Texas is in the hands of a
legislature composed of two
parts, a house and a senate. Executive power is in the hands of a
governor and other
offices including a lieutenant governor, an attorney general, an
a comptroller, an
agriculture commissioner, and a land commissioner. Judicial
power is in the hands of
judges elected statewide or from regional and local
jurisdictions. A scheme of
66. 4. What does the state constitution say about state individual
income taxes that is sometimes a point of controversy in state
politics? Use your own words, it is important that you
understand what you are writing in your answers.
5. How is education addressed in the state constitution?
Describe at least one specific policy.
Use your own words, it is important that you understand what
you are writing in your answers.
6. Give your own, original example of federalism that describes
shared powers between the state and federal government.
Reminder: copying answers from a Google search is cheating.