Vasquez 1 Essays - Political Philosophy, Law, Politics,

Vasquez 1 Keydy Vasquez Cerrato Mrs.Pimental U.S History 06 November 2015 How Did the Constitution Guard Against Tyranny? Tyranny can come in the form of many people taking control of other people. Also as king inheriting the throne but not following the laws that were previously proposed. In 1787 the rich white and powerful men of America came together to write the Constitution, in order to protect the people. How did the Constitution guard against one taking too much power over others? The Constitution guarded against tyranny in the following 4 ways federalism, separation of powers, checks and balances and the compromise between the highly populated states and the lesser populated states. Federalism is the idea of some power given to the federal government and some power to the states. But the central government and states able to borrow money, set up courts, enforce laws and tax. The federal government has the power to regulate trade and declare war. While the states have the power to establish schools and pass marriage laws (Doc A). Federalism guards against tyranny by distributing power between both central government and the states to keep tyranny away. Vasquez 2 The purpose of separation of powers is to create three separate branches to distribute power . The people have the power to vote for their representatives. The 3 branches are legislative, executive and judicial. The legislative branch makes laws. The executive enforces those laws. And the judicial branch interprets those laws made by the other branches (Doc B). The separation of powers guards against tyranny by allowing us to vote for our representatives to help us make our country better. But checks and balances guards one from taking too much power over the others by making sure that not one branch has more power than the other 2 branches. They do it by checking each others work. The legislative branch checks the chief executive by approving his nominations. While the president checks the Supreme Court by nominating the judges. Then the Supreme Court checks the Senate by being able to declare laws constitutional (Doc C). By having checks and balances available not one branch has more than the rest meaning it guards against tyranny. The Great Compromise guards against tyranny by preventing large states from outvoting small states because at least now each state has an equal amount or represen tatives in one house. The House of Representatives all depends o n the population of each state. But the Senate House has no more than 2 senators no matter the size of the state population. This compromise guards against tyranny allowing the states to have a fair amount of representatives that will give them a voice in their problems. Preventing tyranny from happening in their country. Vasquez 3 These four reasons guard against tyranny from taking over their country because they already fought a long war to get away from that place. Th e rich white men helped make our government better by adding federalism separation of powers, checks and balances, and the Great Compromise and allowing them to recreate our government for the greater good.

I have who has Grade 3 Essays - Elementary Arithmetic, Fraction

I have who has Grade 3 Essays - Elementary Arithmetic, Fraction I have who has Grade 3 Emilee Spence, Hannah Turner, and Kayla Cardwell Standards: Multiply and divide within 100. 7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Solve problems involving the four operations, and identify and explain patterns in arithmetic. 8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Use place value understanding and properties of operations to perform multi-digit arithmetic. 2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3. Multiply one-digit whole numbers by multiples of 10 in the range 1090 (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. Develop understanding of fractions as numbers. 1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or I have 7 Who has 3 x 4 = ?I have 12 Who has 40 5 = ? I have 8 Who has 5 x 50 = ? I have 250 Who has the reduced fraction of 2/4? I have 1/2 is the reduced fraction Who has 100 2 = ?I have 50 Who has the fraction to represent the shaded area ? I have is the shaded area Who has 8 4 = ?I have 2 Who has 5 x 8 = ? I have 40 Who has the fraction to represent the shaded area ?I have Who has 9 x 0 = ? I have 0 Who has the reduced fraction of 2/2?I have 1 Who has 60 2 = ? I have 30 Who has 2 x 3 = ?I have 6 Who has 3 x 11 = ? I have 33 Who has =, , or > 2/4?I have = 2/4 Who has 100 4 = ? I have 25 Who has 8 x = 40?I have 5 Who has x 9 = 72? I have 8 Who has 141 + 127 = ?I have 268 Who has 35 x 5 = ? I have 175 Who has 28 4 = ?I have 7 Who has =, , or > 2/3? I have > 2/3 Who has 368 241 = ? I have 127 Who has 9 x 9 = ? I have 81 Who has the fraction of the shaded area ?I have 3/7 Who has 6 x 6 = ? I have 36 Who has 50 2 = ?I have 25 Who has the fraction of the shaded area ? I have Who has 8 x 5 = ?I have 40 Who has 200 + = 800 I have 600 Who has 2/2 is =, , or > 1I have 2/2 = 1 Who has 620 420 = ? I have 200 Who has 5 x 60 = ?I have 300 Who has the fraction of the shaded area ? I have 2/6 Who has if a pizza was divided into 10 equal slices and someone ate 6, what would be the fraction of the leftover pizza? I have 4/10 Who has 999 887 = ? I have 112 Who has 9 x 10 = ?I have 90 Who has is 2/3 is

Ethics (9 topics total Essay Example | Topics and Well Written Essays - 4500 words

Ethics (9 topics total - Essay Example Involuntary euthanasia refers to putting a person to death without obtaining or seeking the patient’s consent; ethically, this action is equivalent to a murder. Abortion is the process of terminating pregnancy by removing the growing fetus from the womb of a mother, which is also equivalent to ending human life. Many cultures around the world treat abortion as unethical, immoral and illegal even if it is done to avoid the growth of babies with genetic deformities. Yet, most parents opt for abortion of fetuses with abnormalities. Aborting the fetus becomes necessary in case of severe damage due to injury or any other cause; in case of abnormal growth of the embryo, which could be harmful for the mother, abortion becomes inevitable. However, abortion has received its notion as unethical action because of intentional abortion decisions taken by parents, mothers and other family members due to various other reasons such as pregnancy out of wedlock, unwanted pregnancy, early or lat e pregnancy and even due to pregnancy caused by failed contraception. For these reasons, the fetus may or may not be healthy and normal. From ethics perspective, euthanasia and abortion have attracted much debate from religious and spiritual sides, human rights activists, sociologists, and even medical professionals. In recent debate over euthanasia and abortion, sparked by Ironside who suggested euthanasia for disabled and grieving children and abortion for preventing the birth of an unwanted child or inherently disabled child (Williams, 1). Although Ironside’s advocacy for euthanasia and abortion seem the right choice in such situations, yet people do not dare to take such stand due to the ethical and moral obligations attached with human life and due to pressure from the religious, spiritual and other groups. Abortion is considered legal in most Western and some eastern countries in case of an abnormal fetus; but euthanasia is opted by very few nations. In most of the East ern nations, euthanasia is treated as strictly illegal irrespective of the patient’s condition. The argument is that ending life cannot be a solution to all sufferings; hence, euthanasia and/or abortion do not fit into the choices of humanity but only as inhuman act against fellow human beings. However, from health of the mother and wellbeing of families’ perspective, these choices seem to be, but not confirmed, ultimate answers. Works cited Feinberg, John S and Paul D Feinberg. Ethics for a Brave New World. 2nd ed. Illinois, Crossway, 2010. Williams, Zoe. Abortion and euthanasia: was Virginia Ironside right? The Guardian. 5 October 2010. Web. 28 March 2012. http://www.guardian.co.uk/world/2010/oct/04/virginia-ironside-tv-euthanasia-abortion 2. Sexual morality Sexuality is considered as something vulgar when demonstrated or spoken about in public despite it being a natural biological process associated with growth. Ethics associated with sexuality in reality are direct ed towards sexual behavior, its constraints, and matters of approval. Sexual behavior is common in every human being, but individuals are expected to express sexual desires only with their approved partners; any