Apush Constitution Essay Example for Free

Apush Constitution Essay The Federalists, on the other hand, maintained as broad constructionists who argue that government should do whatever that is not forbidden on the Constitution. However, throughout the course of 1801 to 1817, both parties failed to stay consistent with their original principles and adopted whichever interpretation of the Constitution that serves them best. Politically, the War of 1812, also known as â€Å"Mr. Madison’s war† with Britain, stirred the most controversy in Federalist and Republicans. Madison supported the war because of the seemingly auspicious terms he can get out of the war. War of 1812 promised several things: more land for settlement, completely elimination of Britain’s presences in America and Canada, and most importantly, it promised to restore unity in U. S. Federalists, now acting as strict constructions, demands word by word justification of declaring war on Britain. For example, Daniel Webster argued that â€Å"†¦Where is it written in the Constitution, in what article or section is it contained, that you may take children from their parents, and parents from their children, and compel them to fight the battles of any war in which the folly or the wickedness of the government may engage it?†¦ † Many Federalists felt declaring war with the country of their origin is unfaithful to the Canon Laws which they obey in churches. Furthermore, they view France as America’s real enemy since it seized more cargo from American merchants than Britain. Economically, both Jefferson and Madison shift their constructionist policies and contradict with their former ideologies about the interpretation of Constitution. For example, prior to Jefferson’s presidency, he firmly addressed his belief that the power of government comes from what is given from the Constitution in lines â€Å"I believe [we] shall obtain†¦a majority in the legislature of the United States, attached to the preservation of the federal Constitution, according o its obvious principles and those rights unquestionably remaining with them;† (Doc A). However, he contradicted his belief in strict constructionism with Louisiana Purchase, since Constitution didn’t grant him the power to make such purchases. Many Federalists now shifted their stances to strict constructionist who demands justification of whether such expenditure is constitutional or not. Jefferson, acting as loose constructionist now, supports the purchase because it opens lands for settlement and strengthens his popularity in South and West. The loose constructionism of the Jeffersonian Republicans is also shown in the Embargo Act of 1807 and Non-intercourse Act. Both acts restricted American ships from engaging foreign trade between the years of 1807 to 1812 especially to England and France. To Federalists in New England, who profited from supplying Britain and French during Napoleonic war, the two acts placed by Jefferson is an abuse of power by the Federal government. They felt the constitution did not provide government the power to place embargo, and believe that the government is dragging the nation’s economy back (Doc C). Jefferson once again loosely interprets and Constitution and validates these acts by claiming these acts as protection of American interests and avoid warfare. The Protective Tariff of 1816, which designs to benefit domestic economy, further accentuates the Jeffersonian Republicans’ shift from strict constructionism. Several strict constructionists in Democratic Republican Party pointed out that â€Å"†¦ the present government renounces the true republican principle†¦ its principle now is old Federalism†¦it would be unjust, to aggravate the burdens of the people for the purpose of favoring manufactures†¦Ã¢â‚¬  Many Democratic Republicans felt the imposition of tariffs on citizens overrides the original republican belief that the government shall have no power to interdict actions that Constitution didn’t specify (Doc. B) and therefore, the strict constructionists in the Republican Party felt cheated by Jefferson and Madison. In general and Jeffersonian Republicans and Federalists are more than willing to compromise their originals principles for national and sometimes self-serving interests whenever they feel necessary. Jefferson, later in 1816, addresses that â€Å"†¦the laws and institutions must go hand in hand with the progress of the human mind. As that becomes more developed, more enlightens, as new discoveries are made, new truths disclosed, and manners and opinions change with the change of circumstances, institutions must advance also and keep pace with the times. † (Doc. G) Apush Constitution. (2018, Nov 01).

Instructional Strategies Essay Example | Topics and Well Written Essays - 1500 words

Instructional Strategies - Essay Example There are a variety of categories and disciplines we could address but here our main concentration is on the possible usefulness of the DIRECT INSTRUCTION (DI) method of teaching in today's classrooms. According to the Baltimore Curriculum Project fact sheet (1997), "DI is an embracing model in instructional strategies which is filled with carefully structured and edited lessons that are backed by texts and worksheets." In DI the educator works with a group of students who are performing at roughly the same level. Through exceedingly careful organization, direction and pacing a rapport is formed with the students that facilitates the creation of a healthy, interactive learning environment. This type of interaction is finely crafted to focus on the subject and the pace of the learning activities. The students in these activities respond to questions as both an individual and a group further ensuring that the method of instruction "leaves no individual unengaged" (Baltimore Curriculum Project, 1997). Direct instruction is primarily based on previous theories of instruction which strive to eliminate misinterpretation by the students of goals, necessary skills, and instructions. The theory of DI is purported to greatly accelerate and improve academic performance as well as specific learning when applied in the prescribed manner. Direct instruction has also shown promise in correcting certain affective behaviors that can lead to academic problems. The resulting DI theory emphasizes the use of a small group in which teachers and aides conduct face-to-face (or one-on-one) instruction. This allows educators to carefully articulated lessons so that specific cognitive skills are broken down into small units and/or action sequences. The research of Mr. Siegfried Engelmann and Dr. Wesley Becker is not only a focal point in DI discussions, it also prescribes the correct method for using DI. Their work provides educators with five areas by which all class activities can be organized: GOAL SETTING: Educators emphasize the importance of setting goals for school work. Students are required to write and explain their goals which will ead them to complete the task set before them. Educators and other students provide regular reassurance on the progress toward meeting these goals as well as hints for improvement. ASSIGNMENTS: Educators should endeavor to break the ultimate task into small, manageable parts. Students should be encouraged to further devise personally manageable parts that will lead to successful completion of the task. The true key here is to set a pace that is comfortable to the individual and the class as a whole while ensuring timely completion of the task. Such structuring should lead to a better understanding of the ultimate goal as well as provide more immediate success and feedback. EXPLANATION: The variation in explanation lies at the heart of what makes DI unique. Examples that relate more closely to real life and/or appeal to the students(s) make the subject clearer and personal. Students more readily engage in learning activities that they find personally linked. If an activity seems like fun or useful to the student, it is now personal and worth doing. OUTSOURCING: Frequently asking

Corporate Social Responsibility (CSR) Coursework

Corporate Social Responsibility (CSR) - Coursework Example Accordingly, H&M spends resources both financial and human to facilitate programs and ideals which are not principally profit making but touch the lives of people and leave a lasting impact on them. They include engaging in activities and outreach programs which would meet the society in their various points of need as would be identified in various points in time. This is a phenomenon where the business seeks to cover the negative effects occasioned to the environment and the society at large upfront to avoid an even larger effect in subsequent times. It could come in the form of environmental protection and conservancy such as H&M providing seedlings to be planted for future benefits while being alive and cognizant about current costs and risks or threats. (OConnor & Shumate, 2010). For instance most multinational are guilty of environmental degradation and pollution which is a negative externality and a direct cost to the immediate environment. Therefore, the immediate community would form a negative perception and bad will towards such a company. However, the case is different in H&M because protection and conservancy is their core mandate in endearing their product to the local community. Therefore, it is part of H&M to appeal to the local community by taking care of the environment Is the instance where companies such as H&M choose to share their abundance with the less fortunate people in the society by articulating and covering their needs and shortcomings (Dean, 2014). Intuitively, the business also markets themselves in the course of the corporate social responsibility. Apart from creating employment for the disabled H&M provide discount offers to disabled community. The aim basically is to show appreciation and concern to people with special needs. H&M has also invested in programs that create awareness of people with special needs. For instance, H&M buys wheel chairs and white sticks to the less