Confederation and Constitution Essay Example for Free

Confederation and Constitution Essay The Articles of Confederation, officially known as the Articles of Confederation and Perpetual Union, alludes to an understanding between the thirteen establishing states that initially shaped the United States of America as a confederation of sovereign states. The Articles of Confederation had filled in as the first U.S. constitution (Merrill, 1959). The states under the confederation were Virginia, South Carolina, New York, Massachusetts, Connecticut, Georgia, Rhode Island, New Hampshire, New Jersey, Pennsylvania, North Carolina, Delaware and Maryland. In 1787, a sacred show was called to reconsider the Articles of Confederation as they contained such huge numbers of blemishes, which would have lethally influenced the confederation (Wendel, 1981). In any case, the show wound up relinquishing the Articles and drafted another constitution which had an a lot more grounded national government. After so much tussle and discussing, eleven of the thirteen states sanctioned the constitution which prompted the arrangement of another type of government for the United States of America (Kermit, 1987). Coming up next are similitudes and contrasts of the Articles of Confederation and the Constitution. Consenting of intensity As indicated by the Articles of Confederation, the governing body of each state had no particular methods for picking voters. The representatives of each state were to sign the Articles, yet just do as coordinated by their council (Young, 1977). Their governing body didn't accommodate them to cast a ballot in such understandings along these lines, they just hold up until educated so. This shows the Articles of Confederation didn't give how it could be endorsed, however in a roundabout way inferred it the obligation of the assemblies of the different states. This implied the individuals had no immediate impact over the type of national government being set up in light of the fact that their agents were not explicitly chosen for that purpose.The Constitution given to shows in the states whereby delegates are picked by individuals to think about sanction. In this manner, the Constitution had explicitly tended to its endorsement in Article VII (Maier, 2010). The arrangement that confirmation by nine states were to impact it implied by passing the state lawmaking body and setting off to the individuals for administering assent. In outline, in the Articles of Confederation, assent of intensity was from the state while in the constitution the ability to administer originated from the individuals to the administration. Sort of National Government Under the Articles of Confederation, the administration was even more a sacred alliance, though the Constitution gave protected government republic (Merrill, 1959). Under both, the legislature was an established government since it was classified recorded as a hard copy. The administration structure between the two, in any case, varied. A relationship of States under a typical government framed the alliance. Every part state held its power leaving the national government with next to no authority over the individual state (Young, 1977). The National government powers inclined towards remote relations to support all the states. This implied the National Government couldn't pressure singular states to do anything. The constitution accommodated a federalism structure (Kermit, 1987). This guaranteed a more compared power sharing between the National government and the state government. The National government, in this manner, had adequate power to execute its command while guaranteeing the equivalent for the state government. Portrayal in the National Government In the Articles of Confederation, roundabout famous portrayal was as a result as the agents were named by a chosen state governing body (Wendel, 1981). Then again, the Constitution affected direct well known portrayal for both the states and the residents. The individuals, through famous vote, framed the House of Representatives while the states ,through chosen lawmaking body, named the Senate (Kermit, 1987). The portrayal as per the constitution was as per the structure of Federalism. Division of Powers in the National Government Articles of Confederation gave one authoritative body (unicameral) with all forces of national government which was the Congress Assembly. All choices and relations were gotten from the Congress (Wendel, 1981). Matters of law, settling debates, outside relations, including all the others gave from Congress (Merrill, 1959). Be that as it may, Congress didn't be able to actualize laws, and had constrained capacity to decide on law or questions in light of the fact that a committed legal executive was not set up. The Congress, in any case, designated courts to direct on robbery and High Seas violations, resolve questions among States and people from various States. The Constitution, notwithstanding, given to division of intensity of the National government into three unmistakable branches, each with indicated obligations. The Legislature made out of the Senate and House of Representatives is ordered with making laws (Maier, 2010). The official was to uphold laws with the President while the Judiciary and second rate courts is to pass judgment on utilizing the law. An instrument was additionally given to every one of the three branches to see the force on other two and infringements into different branches powers. Forces of Congress The Articles of Confederation gave explicitly identified forces to the congress which included directing outside trade. Congress proved unable, in any case, manage interstate trade (Wendel, 1981). The Constitution powers continued from the Articles of Confederation incorporated the ability to control outside and interstate trade among others. A portion of the forces continued as before in spite of the fact that others contrasted. Among the forces remembered for the Constitution however missing in the Articles of Confederation are burdening, managing interstate and outside trade, creation of uniform laws on chapter 11, raising and supporting an Army and Navy and foundation of substandard courts (Kermit, 1987). Congress Assembly came up short on every one of these forces under the Articles of confederation. Income Raising The Articles of Confederation given that National Government should demand for assets from the individual states (Wendel, 1981). The Constitution, in any case, gave the National Government capacity to burden. A significant inadequacy of the Articles of Confederation was a disappointment of accommodating the National Government to raise its own incomes (Young, 1977). Congress gathering mentioned assets from states for National treasury. This brought about the states neglecting to agree as mentioned. This made the United States slack on paying its obligations and meeting its commitments. Under the Constitution, Congress could raise income for expenses and activities of the National Government, to be specific, normal guard and general government assistance of the United States (Maier, 2010). Notwithstanding, a few limitations were forced with respect to income raising of the National Government. The arrangement of raising income for National government guaranteed it didn't depend on dif ferent elements to be specific, the states to execute its obligations. Authorization of Federal Laws The Articles of Confederation didn't accommodate the National government to authorize its laws in this way it needed to depend on States for this capacity (Wendel, 1981). Laws, arrangements, acts or understandings passed by Congress Assembly were up to states exclusively to uphold (Merrill, 1959). This brought about them just authorizing what supported and fit to them. The Constitution on its part, gave the official branch through the President capacity to uphold laws (Maier, 2010). This arrangement empowered quick execution of laws and execution of the administration necessities. Examination of Drafting the Constitution On May 25, 1787, fifty five representatives of the United States assembled in Philadelphia with plan of making another and better government. At first, Virginians Edmund Randolph and James Madison introduced an established proposition called the Virginia Plan. The proposition accommodated a bicameral (two chambers) council (Kermit, 1987). The lower house was to be picked by the residents, and the upper house was picked by the lower house. Moreover, a national official and legal executive were to be chosen by the lawmaking body. The arrangement planned for making a solid focal government. The discussion started with the agents of the enormous states supporting the Plan while those from littler states restricted it. The littler states felt that the bigger states would overwhelm national council for the quantity of administrative delegates was to be controlled by populace. A few delegates additionally had dread that a firm focal government would overwhelm the states confining their individual freedoms. Long stretches of discussing saw another proposition from William Patterson of New Jersey (Maier, 2010). This was alluded to as the New Jersey Plan. This arrangement altered the Articles of Confederation and proposed a unicameral lawmaking body having equivalent portrayal paying little heed to states’ populace, a two-man official branch and a solitary body of the legal executive. Littler states representatives and defenders of powerless government were for the New Jersey Plan while greater states delegates contradicted it. The following impasse was broken by Roger Sherman of Connecticut through the Connecticut Plan. The arrangement consolidated both past proposition. Its proposition of a bicameral council with a populace based lower chamber and an autonomous upper chamber with equivalent portrayal fulfilled both the little state and enormous state delegates. Different trade offs included sanctioning of the slave exchange until 1808 and returning of got away from captives to their proprietors. Subjection was expected to reach a conclusion without anyone else. During evaluation, slaves were to be counted as three-fifths of an individual (Kermit, 1987). This settled the discussion on checking slaves between northerners who were against it and southerners who were for equivalent tallying of slaves. Numerous representatives

The Enlightenment Period and Napoleons Rule Essay -- European History

The hour of the Enlightenment was a period of extraordinary change, change, and the development of incredible personalities, for example, Isaac Newton, Johannes Kepler, Galileo Galilei, and even Copernicus. These men made the way to intuition in another manner and achieved the change essential for the Scientific Revolution. The Enlightenment permitted individuals to think all the more basically and even was the time where the â€Å"Experimental Method† was merged by Galileo Galilei (1564-1642, Buckler, J., Crowston, p.592 para. 6). It permitted individuals to start to think â€Å"out about the box† maybe. Governments and the intensity of the ruler before this time administered over everyone secure and seldom did resistance come to stand. Regularly if restriction stood it was right away met with a fast disbanding, or even the passing of the â€Å"heretic† that made the uprising. Napoleon was a genuine model; he didn't represent the right to speak freely of discour se and regularly attempted to direct general sentiment. Be that as it may, with the Enlightenment around the bend, it assisted with making ready and set up the nation of France for the French Revolution. Ordinary citizens, just as the ministry, and honorability started to stand up additional contrary to monarchical guideline, and voiced their assessments on disputable subjects. With the development of Napoleon Bonaparte the eventual fate of France appeared to be an autocracy under his standard unavoidably. The French Revolution was a period additionally of extraordinary change. The expectations of the individuals were moving from an absolutist government to a cheerful protected standard by the people groups, with the assistance of the Estates General which had not been called upon since 1614 (Buckler, J., Crowston. P.689, para. 3). In July, of 1788 King Louis XVI tuned in to his kin and called a spring meetings of the est... ...lution by directing the states as sovereign. Despite the fact that he solved numerous financial emergencies, won numerous triumphs in key fights, and helped progress equivalent rights among residents, he didn't maintain the most significant perfect of the French Revolution which was to be progressively about a people administered constitution not a tyranny under Napoleon. In Conclusion, Napoleon was an exceptionally charming pioneer, and did numerous extraordinary things for France. As a ruler he was more than popular and was presumably one of the most charming people of his time, he was a splendid key scholar, and completed what he focused on by and large. In any case, his over yearning considerations prompted his destruction at the clash of Waterloo where the partners of Austria, Prussia, Russia, and Britain crushed him and detained him on the island of St. Helena distant the western shore of Africa.

Girl Who Loved Tom Gordon Essays (455 words) -

Young lady Who Loved Tom Gordon The story begins with 9-year-old Trisha McFarland going on a climb with her sibling and her as of late separated from mother. Her mother, who is resolved to give the kids a decent time on the ends of the week together, hauled them to go on a six-mile climb on the Maine-New Hampshire part of the Appalachian Trail. Her sibling, Pete continually battles with their mother since he's miserable that they moved from Boston to modest community Maine. While climbing on the path, Pete and their mother begun quibbling like regular, Trisha who needed to go to the washroom and was wiped out of hearing them contend, ventured off the path for a smidgen. She meanders a little excessively far off without anyone else, and attempted to return an alternate way to the path in any case, before long understood that she was lost in the wild. While in the wild, she ponders her friends and family: her Dad, who was the ideal dad until his lager propensity destroyed him, her cherishing yet obstinate Mom, and Trisha's closest companion, Pepsi Robichaud and her maxim Don't go all GIRLY on me, McFarland! It was extreme for her since she needed to ad lib, and attempt to recall climbing and outdoors tips her mom used to offer her to endure. After the primary night in the wild, she began having fantasies, both great and awful, and floating all through this present reality. The awful one was the beast that she envisioned that watched her consistently while she rested, and once in a while followed her, whom she named the God of the Lost. Subsequent to strolling a couple of days, she began to find savagely butchered creatures and paw blemishes on the trees. The great visualization was Tom Gordon, the baseball player who she cherished and venerated. He continuously sprung up when she required assistance, or when she was apprehensive. Her Walkman was the one thing that kept her rational, voices in the wild quieted her. It made things appear to be typical. Her preferred activity was to tune in to the ball games what's more, cheer for Tom Gordon, imagining she was there at the ballpark, really watching him play. After nine days, she by one way or another wound up strolling until she was pretty much 4 miles from New Hampshire Route 96. There, she realized she needed to confront the God of the Lost who at long last came out, and let her see it. The exact opposite thing she did, before a tracker came and discovered her, was through her Walkman at the God of the Lost baseball-style. The man at that point fired his rifle at what he later addressed in the event that it was a bear or something different. Turned out that Trisha's vanishing was everywhere throughout the news. She was then brought to an emergency clinic, where her stressed guardians and sibling came to see her, every one of whom accused themselves for her vanishing.

7 Traits of a Competitive Medical School Applicant

Are you med school material? What traits are the adcoms looking for in their future students? It’s time to do some serious introspection to make sure that you’ve got what it takes to  get into med school, and that you know how to show off these top skills to the admissions committee! Here are some examples of skills you may want to highlight. 1. You can manage your time well. Do you have the discipline to get all of your work done on time? Can you remain focused to complete tasks and rearrange your obligations to meet deadlines? Show it off:  Show how you have been able to multitask to complete multiple projects on time and successfully. 2. You’re a strong leader. Can you exhibit the ability to lead a project or team? Have you had experiences where you motivated or inspired those around you to action? Show it off:  Use past experiences to illustrate this trait. Quantify and give details when possible – â€Å"motivating a team of 22 teenagers to raise $8,000 for a diabetes awareness 10k race† is much more impressive than â€Å"being a good leader while volunteering in a hospital program.† 3. You’ve immersed yourself in clinical environments. Have you spent significant time  volunteering  in a medically related location, like a clinic, lab, nursing home, or doctor’s office? Show it off:  The adcoms want to see that you’ve immersed yourself in the medical field and know what you’re getting yourself into. If you haven’t had these experiences yet, now is the time. 4. You possess exceptional communication skills. Are you coherent and able to convey information plainly so that people will be able to understand you, regardless of their backgrounds or experiences? You will need to communicate with coworkers, patients, and families throughout your career as a doctor, and must be able to express yourself in ways understood by all. Show it off:  Highlight communication skills by writing a superb personal statement. Bonus points go to applicants who can write well about instances where they communicated well under difficult circumstances and in diverse situations. 5. You are compassionate and respectful. Can you point to specific events that  show you are caring and empathetic? Nobody wants a cold, stone-faced doctor†¦ Show it off:  Point to volunteer experiences or jobs where you demonstrated these traits. 6. You’re easy to talk to and easy to work with. Today’s doctors work with a wide variety of people from many different health professions. Can you show that you can work well in groups and teams? How are your interpersonal skills? Show it off:  Discuss how you have participated in groups in college, volunteer activities, or work settings. 7. You have non-medical hobbies and interests. What are your other talents, interests, passions, and traits that will contribute to and enhance the med school community? Show it off:  This is your chance to shine. The adcoms want to see what is special and unique about you. Don’t be afraid to be a multi-dimensional human being. Reveal a non-medical, non-clinical side of yourself! Consider each of these traits carefully and make improvements in the ones where you are lacking. Once you do that, you’ll be well on your way to becoming a successful candidate! Need additional guidance with your medical school applications? Register for our free webinar, Get Accepted to Med School in 2019, airing live on Tuesday, December 12th at 4pm PT/7pm ET for more tips on what you can do to earn a spot at your target med school. hbspt.cta.load(58291, '724b2ff2-b46c-4656-87b9-4a3e2ecb58e8', {}); For 25 years, Accepted has helped applicants gain acceptance to their dream healthcare programs. Our outstanding team of admissions consultants features former admissions directors, admissions committee members, pre-health advisors, postbac program directors, and doctors. Our staff has guided applicants to acceptance at allopathic (MD) and osteopathic (DO) medical schools, residencies and fellowships, dental school, veterinarian school, and physician assistant programs at top schools such as Harvard, Stanford, Penn, UCSF, Johns Hopkins, Columbia, and many more.  Want an admissions expert  to help you get Accepted? Click here to get in touch! Related Resources: †¢ Navigate the MBA Application Maze: 9 Tips to Acceptance, a free guide †¢ Meaningful Experiences for Medical School Applicants †¢ What Do the Medical School Admissions Teams Say About Admissions? This article was inspired by this  AAMC Aspiring Docs fact sheet.

A Brief History of Women in Higher Education

While more women than men have attended college in the U.S. since the late 1970s, female students were largely prevented from pursuing higher education until the 19th century. Before then, female seminaries were the primary alternative for women who wished to earn a higher degree. But women’s rights activists fought for higher education for female students, and college campuses turned out to be fertile ground for gender equality activism. Female Grads During the 17th and 18th Centuries Before the formal desegregation of mens and womens higher education, a small number of women graduated from universities. Most were from wealthy or well-educated families, and the oldest examples of such women can be found in Europe. Juliana Morell earned a law doctorate in Spain in 1608.Anna Maria van Schurman attended the university at Utrecht, Netherlands, in 1636.Ursula Agricola and Maria Jonae Palmgren were admitted to college in Sweden in 1644.Elena Cornaro Piscopia earned a doctor of philosophy degree at the University of Padua, Italy, in 1678.Laura Bassi earned a doctor of philosophy degree at the University of Bologna, Italy, in 1732, and then became the first woman to teach in an official capacity at any European University.Cristina Roccati received a university degree in Italy in 1751.Aurora Liljenroth graduated from college in Sweden in 1788, the first woman to do so. U.S. Seminaries Educated Women in the 1700s In 1742, the Bethlehem Female Seminary was established in Germantown, Pennsylvania, becoming the first institute of higher education for women in the United States. It was founded by the Countess Benigna von Zinzendorf, daughter of Count Nicholas von Zinzendorf, under his sponsorship. She was only 17 years old at the time.  In 1863, the state officially recognized the institution as a college and the college was then permitted to issue bachelor’s degrees. In 1913, the college was renamed the Moravian Seminary and College for Women, and, later, the institution became co-educational. Thirty years after Bethlehem opened, the Moravian sisters founded Salem College in North Carolina. It since became the Salem Female Academy and is still open today. Womens Higher Ed at the Turn of the 18th Century In 1792, Sarah Pierce founded the Litchfield Female Academy in Connecticut. The Rev. Lyman Beecher (father of Catherine Beecher, Harriet Beecher Stowe, and Isabella Beecher Hooker) was among the lecturers at the school, part of the republican motherhood ideological trend. The school focused on educating women so that they could be responsible for raising an educated citizenry. Eleven years after Litchfield was established, Bradford Academy in Bradford, Massachusetts, began admitting women. Fourteen men and 37 women graduated in the first class of students. In 1837, the school changed its focus to only admit women.   Options for Women During the 1820s In 1821, Clinton Female Seminary opened; it would later merge into the Georgia Female College. Two years later, Catharine Beecher founded the Hartford Female Seminary, but the school did not survive beyond the 19th century. Beechers sister, writer Harriet Beecher Stowe, was a student at Hartford Female Seminary and later a teacher there.  Fanny Fern, a children’s author, and newspaper columnist, also graduated from Hartford. Lindon Wood School for Girls was founded in 1827 and continued as Lindenwood University. This was the first school of higher education for women that was located west of the Mississippi. The next year, Zilpah Grant founded Ipswich Academy, with Mary Lyon as an early principal. The purpose of the school was to prepare young women to be missionaries and teachers. The school took the name Ipswich Female Seminary in 1848 and operated until 1876. In 1834, Mary Lyon established the Wheaton Female Seminary in Norton, Massachusetts. She then started the Mount Holyoke Female Seminary in South Hadley, Massachusetts, in 1837. Mount Holyoke received a collegiate charter in 1888, and today the schools are known as Wheaton College and Mount Holyoke College. Schools for Female Students During the 1830s Columbia Female Academy opened in 1833. It later became a full college and exists today as Stephens College. Now called Wesleyan, Georgia Female College was created in 1836 specifically so women could earn bachelor’s degrees. The following year, St. Mary’s Hall was founded in New Jersey as a female seminary. It is today a pre-K through high school named Doane Academy. More Inclusive Higher Ed From the 1850s Onward In 1849, Elizabeth Blackwell graduated from Geneva Medical College in Geneva, New York. She was the first woman in America admitted to a medical school and the first in the United States to receive a medical degree. The next year, Lucy Sessions made history when she graduated with a literary degree from Oberlin College in Ohio. She became the First African-American female college graduate. Oberlin was founded in 1833 and admitted four women as full students in 1837.  Only a few years later, more than a third (but less than half) of the student body were women. After Sessions earned her history-making degree from Oberlin, Mary Jane Patterson, in 1862, became the first African-American woman to earn a bachelors degree. Higher education opportunities for women really expanded during the late 1800s. The Ivy League colleges had been solely available to male students, but companion colleges for women, known as the Seven Sisters, were founded from 1837 to 1889.

The Culture s Past Gender Roles Essay - 946 Words

We are the ones who first ploughed the earth when Modise (God) made it, ran an old Setswana poem. We were the ones who made the food. We are the ones who look after the men when they are little boys, when they are young men, and when they are old and about to die. We are always there. But we are just women, and nobody sees us. This Setwannan poem informs the readers of the culture s past gender roles. Men were laborers and providers, they were the head of their household, and leaders of their community. In contrast, women were in the background raising the boys to become great strong men. It was the women low in regard and statute that they worked diligently in their homes and their fields. Nevertheless, many of times have their deeds gone unnoticed and unpraised. These gender roles were not limited to the men and women of Setswana, even in the United States were these gender roles also applied. In the 1960s , The Feminine Mystique caused women all over the nation to fulfill their d esire for more, likewise in South Africa and bordering countries. Along with the rise of feminism in the 1960s, misandristic feelings, behaviors, works, and statements has manifested and have been indoctrinating the masses. â€Å"I believe that women have a capacity for understanding and compassion which man structurally does not have, does not have it because he cannot have it. He s just incapable of it- Barbara Jordan.† This statement by former congresswoman and Civil Rights activist BarbaraShow MoreRelatedAn Examination Of Gender And Sexual Differences1191 Words   |  5 PagesA theory is a supposition or a system of ideas intended to explain something, especially one based on general principles independent of the thing to be explained. (Webster Dictionary) Joyce Rosemary argues and sees it as an examination of gender (2013). 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Nestle Case Answer free essay sample

Saurav Mukherjee Course –PGDM (Marketing) SECTION – C Roll No. -10DM149 Answers for the Nestle Case Study 1. ) Companies like Nestle who deliver products like baby food supplements have an inherent ethical responsibility towards the society. Since their products have a lot of potential for creating health hazards these companies have to make sure that they promote their product through the right distribution channels. They should ensure that all of their products should carry a hologram and WHO certification to avoid spurious products. It becomes imperative for the company to try and spread more awareness amongst its target consumers so that they can use the product in an optimum way. The companies will have to also get cooperation from health care professionals to remove any kinds of ambiguity from the customers minds. 2. ) Steps Nestle could have taken to avoid the accusations of â€Å"The death of Third World babies† are as following:- * Nestle could have subsidized the prices of the infant food supplements in third world countries. We will write a custom essay sample on Nestle Case Answer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They could have also included a proper dietary chart along with the ideal weights of babies of specific age groups. * They should have taken a prior certification or approval from bodies like WHO in order to avoid future controversies during promotional activities. * They could have specified a period during which their products have to be consumed. * They could have included a scoop and mention the particular amount required for preparing the food supplement. * They should have included a chart of common symptoms for malnutrition in babies in maternity wards 3. In the future, going by Nestle’s experience Nestle or other companies can follow the following steps- * They should go for prior certification or approval from WHO and promote their products as infant nutritional supplements rather than as a complementary products. * Rather than opting for push strategy, they should go for pull strategy. * They should promote their products by informing their consumers about the prope r way for preparing it in order to reduce the chances of contamination. They should also provide a list of weaning foods which can be used as supplement for breast milk in case of the unavailability of their own formula. 4. ) Decisions taken by Nestle were not socially responsible while promoting the brand. The reasons for this are as given below which illustrates the fallacy of Nestle’s decisions. * Not educating customers before a new product launch. * Their promotional campaigns are over promised and hyped the product. * Local conditions were not taken care of. * The ads were not tailor made for local markets. * Pricing strategy was not correct for third world countries. . ) In light of new problem of HIV virus Nestle can take the following steps * Awareness campaigns on HIV and Breastfeeding to be conducted with the support from WHO regarding sanitary facilities and about the retroviral drugs taken through the pregnancy and breastfeeding stages. * Nestle should try to in crease their supply of powdered supplements in the most HIV infected nations. * Nestle could also conduct anonymous tests for mothers so that they don’t face social stigma. * Unaffected mothers should not be encouraged to shift to bottle feeding.