...Sheet: This exam will be a combination of multiple choice, true or false, and matching questions. There will also be a couple of essay questions. For best results in preparing for the upcoming exam, focus your studies on the following historical items, events and individuals. Your textbook may help with some of the things listed, but this exam is more so drawn from class lectures and power point presentations. Embargo of 1807-Britian and France imposed trade restriction in order to weaken each other’s economies. Resulting in testing the Americas Neutrality and hurting their trading. Jefferson passed this document restricting neutral trade to the U.S. docs Federalists vs. Anti-Federalists (1780). Stronger central government, state representation from states each 2 representatives, no Bill of Rights, Articles of Confederation useless, because states had more power, wanted larger public, and they believed in large farming and industrialization,.. antif federalist, wanted state rights, wanted add the House of Represeantives, Bill of Rights, they thought the aritcles needed to be ratified not taken away completely, smaller public, believed Americas future is small farming Federalists vs. Democratic-Republicans (1790s) – Hamiltonians (known as federalist party) vs. the Jeffersonians (Democratic Party) Differences between Federalist stances (1780s) vs. Federalist Party stances (1790s)- Federalist of 1780-Stronger central government, state representation from states each 2 representatives...
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...Bribery vs Reinforcement - Research Paper - J123M456 http://www.termpaperwarehouse.com/essay-on/Bribery-Vs-Reinfo... Login Join The Research Paper Factory Join Search Browse Saved Papers Search over 100,000 Essays Home Page » People Bribery vs Reinforcement In: People Bribery vs Reinforcement The discussion between what is bribery and what is reinforcement is a struggle that many parents face when wanting to discipline their children. To not get confused, there is a vast difference between the two. Bribery and reinforcement are not synonymous. Both Irvine and Direnfeld agree that the problem between a parent bribing or reinforcing their children is simply not the fault of their parenting ways, but how communication was lost. Parents have failed to communicate to their children that good behavior is rewarding enough (Irvine, 2007). According to the Lovaas Institute Blog, internal motivation is more beneficial than external rewards. If parents and teachers continuously advocate that the behavior the children do is good, then the need of external rewards will be eliminated because the praise and the attention that children will get out of it is rewarding enough. Most applied behavior analysts would agree that bribing a child institutes good behavior, but also communicates to the child that they will receive something in return for that behavior. According to Direnfeld, bribery is a “promise” of delivery. This means that before any behavior is...
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...What was Marbury Vs Madison (1803) about ? Why was it significant ? Marbury v.Madison, 5 US 137 (1803), was a landmark United States Supreme Court case in which the Court formed the basis for the exercise of judicial review in the United States under Article III of the Constitution. The landmark decision helped define the boundary between the constitutionally separate executive and judicial branches of the American form of government. 8. What was the “administrative Trail of Tears”? Why does Davis say it was significant? The Trail of Tears was a series of forced removals of Native American nations from their ancestral homelands in the Southeastern United States to an area west of the Mississippi River that had been designated as Native Territory. The forced relocations were...
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...Articles of Confederation years. The vast majority of the Bill of Rights starts with the expression "Congress shall make no law." That being said, like the sentiments during the Revolutionary Period and amid the Articles of Confederation, the squabbling and absence of solidarity in Congress counteracted it; from playing the authority part the founders felt it ought to take. When talking about the judicial branch, its role is specified once in the Constitution and all that is expressed is that Congress is looking to create a judicial structure. The authors of the Constitution felt that most laws would be upheld and translated at the state level. It was Chief Justice John Marshall who extended the force of the Supreme Court amidst the Marbury vs. Madison case. Here, Marshall yielded the court the privilege to translate the Constitutionality of laws. In this way, the Supreme Court and the judicial branch started to gain traction as an efficient force in the government. However, this was short lived. As the United States developed, there were more requirements for one individual to have the capacity to decide rulings and judgments on issues of national security. Furthermore, due to the fact that the United States has transformed into a leading nation, the Executive Branch has turned out to be more effective. As commander-in-chief, presidents possess...
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...Political power is the ability to influence others, bring about meaningful change, win the support of the public, and have a lasting impact on people's lives. At the beginning of the creation of the constitution, our Founding Father's objectives were to establish a federal government, and to outline an equal distribution of powers within our government. This was implemented by creating three branches of government that had to coincide with each other in order to function. Although each branch has its own powers, duties, and responsibilities that influence how the government works, the executive branch has become more and more powerful over the years. In this essay, I will discuss the framers intended relationship between the legislative, executive, and judicial branches and I will argue how the executive branch wields the most power among the three branches of government. Our system of government was set up to have three branches of government: the executive branch which executes the laws, the legislative branch which creates the laws and finally the judicial branch which interprets the laws. The constitution states their powers and their checks on one another so that no branch would have more power than the other two, because of this, the framers of the Constitution set up a system of checks and balances. Under this system, each branch has the ability to stop the other two branches from gaining too much power. For example, one way the executive branch/president is able to check...
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...Unit 5 Homework Assignments Worth 45 Pts. Total *Review Terms From Unit 1, 2, 3 & 4* 2nd Amendment Establishment Clause Hecklers Veto Probable Cause Schenk v. US/Clear & Present Danger Free Exercise Clause Exclusionary Rule Defamation Double Jeopardy Miranda v. AZ/Self Incrimination Due Process 6th Amendment Grand Jury Indictment Habeas Corpus Swing Justice Original vs. Appellate Jurisdiction Marbury v. Madison/Judicial Review 4th Amendment 8th Amendment Stare Decisis/Precedent Article I Article II 1st Amendment 10th Amendment Article III Eminent Domain 5th Amendment Arraignment Judicial Activism vs. Restraint Gideon v. Wainwright 7th Amendment Civil Law/Tort Law Criminal & Civil Negligence Federal & State District Courts Beyond a Reasonable Doubt 14th Amendment Preponderance of Evidence Majority Opinion of Supreme Crt Federalism Reserved Powers Police Powers Enumerated Powers Griswold v. Connecticut (1965) Roe v. Wade (1973) Commerce Clause McCulloch v. Maryland (1819) Supremacy Clause Necessary & Proper Clause Civil Liberties v. Civil Rights Incorporation Doctrine Brown v. Board of Education (1954) Party Primary General Election Closed Primary Open Primary Caucus Electoral College Gerrymandering Advise & Consent Filibuster & Cloture Speaker of the House Senate Majority Leader Standing Committee Conference Committee Pork Barrel...
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...the constitution. Some most important delegated powers are: the authority to tax, regulated interstate commerce, authority to declare war, and grants the president role of commander and chief of the military • Implied Powers: Powers not expressed in the constitution, but that can be inferred. “Necessary and proper clause” • Concurrent powers: powers shared by both levels of government. Ex: Taxes, roads, elections, commerce, establishing courts and a judicial system • Reserved powers: powers not assigned by the constitution to the national government but left to the states or the people. Guaranteed by the 10th amendment. Include “police power”-health and public welfare, intra-state commerce. Example of police powers: Gonzales vs Raich (2005) and California Medical Marijuana. The parts and relevance of the "Triad of Powers" • Interstate commerce clause • General welfare • 10th amendment – non-delegated powers go to the states Federalism between states (i.e. full faith and credit and privileges and immunities clause, original...
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...TExES I Texas Examinations of Educator Standards Preparation Manual 133 History 8–12 Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations...
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...The United States of America (USA), commonly referred to as the United States (US), America, or simply the States, is a federal republic[10][11] consisting of 50 states, 16 territories, a federal district, and various overseas extraterritorial jurisdictions. The 48 contiguous states and the federal district of Washington, D.C. are in central North America between Canada and Mexico. The state of Alaska is the northwestern part of North America and the state of Hawaii is an archipelago in the mid-Pacific. The country also has five populated and nine unpopulated territories in the Pacific and the Caribbean. At 3.79 million square miles (9.83 million km2) in total and with around 316 million people, the United States is the fourth-largest country by total area and third largest by population. It is one of the world's most ethnically diverse and multicultural nations, the product of large-scale immigration from many countries.[12] The geography and climate of the United States is also extremely diverse, and it is home to a wide variety of wildlife. Paleo-indians migrated from Asia to what is now the US mainland around 15,000 years ago,[13] with European colonization beginning in the 16th century. The United States emerged from 13 British colonies located along the Atlantic seaboard. Disputes between Great Britain and these colonies led to the American Revolution. On July 4, 1776, delegates from the 13 colonies unanimously issued the Declaration of Independence. The ensuing war ended...
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...SCHEME OF EXAMINATION & DETAILED SYLLABUS for BA LLB Five Year Integrated Course (w.e.f. 2008 – 2009) UNIVERSITY SCHOOL OF LAW AND LEGAL STUDIES Guru Gobind Singh Indraprastha University Kashmere Gate, Delhi – 110403 (With effect from the Academic Session 2008-2009) 1 FIVE-YEAR LAW COURSE BA LLB (H) PROGRAMME w.e.f. Academic Session 2008 – 2009 FIRST YEAR First Semester Paper Code LLB 101 BA LLB 103 BA LLB 105 LLB 107 LLB 111 BA LLB 113 BA LLB 115 SUBJECTS Legal Method History-I (Indian History) Political Science-I Law of Contract – I English and Legal Language Sociology-I (Introduction to Sociology) Economics-I (Microeconomic Analysis) Total Second Semester L 4 4 4 4 4 4 4 28 Credit 4 4 4 4 4 4 4 28 Paper Code LLB 102 BA LLB 104 LLB 110 LLB 112 SUBJECTS L 4 4 4 4 4 4 4 28 Credit 4 4 4 4 4 4 4 28 History – II (Legal History) Political Science – II Law of Contract – II Techniques of Communication, Client Interviewing and Counselling BA LLB 114 Environmental Studies BA LLB 116 Sociology-II (Indian Society) BA LLB 118 Economics – II (Macroeconomic Analysis) Total (With effect from the Academic Session 2008-2009) 2 SECOND YEAR Third Semester SUBJECTS L 4 4 4 4 4 4 4 28 Credit 4 4 4 4 4 4 4 28 Paper Code LLB 201 LLB 203 LLB 205 LLB 207 LLB 209 BA LLB 213 Business Law Family Law – I Constitutional Law – I Law of Crimes – I Advocacy Skills History – III (History of Modern Europe: 1740-1947) BA LLB 215 Political Science – III Total ...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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