The Issue Of National Supremacy - 1258 Words

The issue of National Supremacy is one that is addressed through several cases decided by the Marshall Court. National Supremacy refers to the idea that when a conflict arises between a state law and a federal law, the federal law will take precedence. It comes from the Supremacy Clause in Article Six, Clause 2 of the United States Constitution. The clause makes the U.S. Constitution, its treaties, and its federal laws the highest laws in the country. McCullough v. Maryland (1819) and Gibbons v. Ogden (1824) are two of the most important cases concerning National Supremacy that came to the Supreme Court during John Marshall s time as chief justice. While McCullough deals with the right of the federal government to create its own bank, Gibbons deals with the right of the federal government to regulate interstate and foreign commerce. Gibbons v. Ogden centers on the question of the meaning of the word commerce. It concerns whether a state government can make an exclusive contrac t with an individual for a steamboat line that runs between New York and New Jersey on its waterways. An issue arises when New Jersey wants to make a contract with someone going back and forth from New York to New Jersey. The issue the Supreme Court needed to decide was who help the power to regulate bodies of water, or more specifically, who could regulate navigation. The Court determined the definition of commerce was intercourse. This mean that even if a body of water was locatedShow MoreRelatedThe Issue Of National Supremacy985 Words   |  4 Pages The issue of national supremacy is one that is addressed through several cases decided by the Marshall Court. McCullough v. Maryland (1819) and Gibbons v. Ogden (1824) are two of the most important cases concerning national supremacy that came to the Supreme Court during John Marshall s time as chief justice. While McCullough deals with the right of the federal government to create its own bank, Gibbons deals with the right of the federal government to regulate interstate and foreign commerceRead MoreThe Issue Of Supremacy Between The Eu And The National Law1519 Words   |  7 PagesPART B One of the fundamental objectives of the EU was to ensure that the law is interpreted in a consistent manner within the national courts of the Member States, expectedly this has caused complications on the issue of supremacy between the EU and the national law, the Member States presumed that they were allowed to exercise national sovereignty internally. Fundamentally, the Treaties are binding on all other Member States. The European Parliament and the Council of Ministers have enactedRead MoreThe Doctrine Of Direct Effect1629 Words   |  7 Pagesdoctrines of direct effect and supremacy are extremely important because they require national courts to apply European Union law over any conflicting provision of national law. This essay will first consider the doctrine of direct effect, its advantages and disadvantages and it will go on examining the doctrine of supremacy, how it can be assessed and its relation with the doctrine of direct effect. Finally, some conclusion will be d rawn as to how the direct effect and supremacy of Union law provisionsRead MoreEssay On European Community Law997 Words   |  4 Pagesto give up their national rights, but the European Court of Justice (ECJ) has proven to be vital to the process European integration. Different sets of case laws set up the precedents of direct effect, supremacy, and preliminary ruling, which supports the integration of Europe. These three principles work together to create a more supranational Europe, but direct effect would not work without supremacy, and without preliminary ruling there would not be direct effect or supremacy; therefore one mustRead MoreThe Traditional View Of The Doctrine Of Parliamentary Supremacy1554 Words   |  7 PagesThe traditional view of the doctrine of parliamentary supremacy is that Parliament is legislatively omnicompetent. Parliamentary supremacy was also referred to as ‘parliamentary sovereignty’ by A.V Dicey. He used this to describe the idea of â⠂¬Å"the power of law-making unrestricted by any legal limit†, he basically used it to describe a legal concept. This legal concept was â€Å"the right to make or unmake any law whatsoever, and, further, that no person or body is recognised by the laws of England asRead MoreThe Eu And The Uk1456 Words   |  6 PagesThis Essay will inspect the relationship between the EU and the UK including purposes behind the supremacy of the European Union (EU) laws and after that it will take a gander at the system of how does the UK offers impact to those laws and regardless of whether the UK parliamentary sovereignty represents an issue to this. The exposition will set up regardless of whether the EU law is without a doubt supreme and in the event that this is along these lines, on what premise is the EU law incomparableRead MoreDifference Between Federalism And Federalism1273 Words   |  6 Pagesis Federalism and Federalism is â€Å"A form of government in which some powers are ass igned to the national government, some to lower levels of government, and some, such as the power to tax, are exercised concurrently† (Jillson 40). This system of government power is divided between a national government and a government that operates in small regions governments. However, in the U.S, both State and National governments possess a considerable amount of sovereignty. Jillson mentions â€Å"The founders knewRead MoreThe Constitutional Basis Of Federalism1017 Words   |  5 Pagesstate and national governments Although they favored stronger national government, they still made the states have an important role Constitution guaranteed states equal representation in the Senate Made states responsible for both state and national elections Guaranteed that Congress couldn t forbid the creation of new states by dividing old ones unless by the consent of the state governments Created obligations of national government to protect states against violence and invasion Supremacy clause:Read MoreThroughout history, the states and the national government have dynamic and constantly changing800 Words   |  4 Pagesthe states and the national government have dynamic and constantly changing powers in the Constitution. The switch from dual federalism in which the national government and the states have their own distinct powers and responsibilities to cooperative federalism in which the national government and the states share power and responsibilities amongst each other, have taken play during the Great Depressions in the United States. The Constitution defines the roles that the national government and theRead MoreFederal Power Vs. Federal Government1206 Words   |  5 Pagespowers granted to the states per the Constitution, and concurrent powers that are shared by State and Federal Governments (Dautrich Yalof, 2013). American history includes five major eras in relation to federalism: state-centered federalism, national supremacy period, dual fed eralism, cooperative federalism, and finally the present day â€Å"new federalism† era (Dautrich Yalof, 2013). State-centered Federalism (1789-1819) During the State-centered period of federalism the States held primary power. The

When Affirmative Action Was White By Ira Katznelson

Sabrina Karaba Professor Null History 21 December 4, 2015 When Affirmative Action was White Book Review When Affirmative Action was White written by Ira Katznelson he addresses how throughout history whites and blacks had a extreme gap between them. He demonstrates conclusively that the gap of wealth between black and white americans result not simply from slavery but by benefits for white while excluding blacks over time. The book starts out addressing the problem with the New deal and Great Depression. Black Americans suffered the most because they were mostly in agriculture and would be hit the hardest. Black urban unemployment reached well over 50 percent, more than twice the rate of whites. In my own opinion that wasn’t a coincidence. In southern cities, white workers rallied around such slogan â€Å"back to the cotton fields city jobs are for white folks. The most violent times took place on southern railroads, as unionized white workers intimidated, attacked, and murdered black firemen in order to take their jobs. Throughout African Americans lost their jobs in various parts of the South. Ku Klux Klan practices were being resumed and it became more and more dangerous for Blacks to live daily lives. In the North and South, black women were forced into the Depression era slave market, where even working-class white women employed black women at starvation wages, as little as $5 per week for full-time laborers in northern cities. A full 65 percent of AfricanShow MoreRelatedWhy Is Affirmative Action Such a Divisive Issue?2126 Words   |  9 PagesAFFIRMATIVE ACTION: WHY IS AFFIRMATIVE ACTION SUCH A DIVISIVE ISSUE? Affirmative Action: Why is Affirmative Action Such a Divisive Issue? Introduction â€Å"I have a dream that one day this nation will rise up and live out the true meaning of it’s creed: â€Å" We hold these truths to be self-evident: that all men are created equal.† Dr. Martin Luther King Jr. Dr. King stated this in his famous â€Å"I have a Dream† speech in Washington, D.C. in 1963. Is affirmative action still necessary in UnitedRead MoreAnalysis Of The Great White Way By Debra J. Dickerson1153 Words   |  5 PagesThe article â€Å"The Great White Way† by Debra J. Dickerson attempts to show her readers that â€Å"Race is an arbitrary system for establishing hierarchy and privilege† (68) in America. In her article, Dickerson questions how â€Å"whiteness† leads America in our culture and society and how all the other races are defined in America. She also explains how history has divided whites from non-whites in America. The intended audience that Dickerson’s essay gravitated towards are political or liberal A mericans. InRead MoreWhiteness and Citizenship971 Words   |  4 PagesCaptain Ahab’s eulogy of whiteness shows that the word â€Å"white† implies more than a chromatic description. â€Å"White† is an untenable perfection that has haunted the American psyche since colonial times. The idea of â€Å"white spiritual superiority† can only be enforce by a terrorist politico-legal system, based on brutalizing the non-whites and creating a national fantasy. A national fantasy defined by Lauren Berlant as the means â€Å"to designate how national culture becomes local through the images, narrativesRead MoreConfronting The Veil2403 Words   |  10 PagesEconomics control Racism; the start of everything was from the love of money. The enslavement of Africans was the base of which America was built upon, and without African Americans, America might have just been nothing today. This is the concept that I will be evaluating in this book review. I intend to apply t he knowledge I comprehended from the book in order to properly evaluate the main points that I will be expanding on. This book overall was very eye opening and Educating. I found out not onlyRead MoreWhiteness as a Field of Study2712 Words   |  11 PagesCaptain Ahab’s eulogy of whiteness shows that the word â€Å"white† implies more than a chromatic description. â€Å"White† is an untenable perfection that has haunted the American psyche since colonial times. The idea of â€Å"white spiritual superiority† can only be enforced by a terrorist politico-legal system, based on brutalizing the non-whites and creating a national fantasy. A national fantasy defined by Lauren Berlant as the means â€Å"to designate how national culture becomes local through the images, narratives

Strategic Management Case Study Module 7 Free Essays

Strategic Management Module 7 Case Study Daryl L. Young Thomas Edison State College Strategic Management Module 7 Case Study Housing Bubble and Its Burst Case Study Question 1: Explain the cause of the housing bubble and its burst in the mid-2000s. To what extent is this problem the result of ethical failure? Housing Bubble No single cause can fully explain the crisis but, in my opinion, the two major bases were legislation that promoted homeownership and subprime mortgages. We will write a custom essay sample on Strategic Management Case Study Module 7 or any similar topic only for you Order Now To fully understand the environment that spawned the housing bubble, we’ll have to travel back to the 1930s, when the country was in the midst of the Great Depression. During this time frame, homeownership represented only about 40 percent of the U. S. households (Thompson, Peteraf, Gamble, Strickland, 2012, p. c-423). Following severe mortgage market disruptions, widespread foreclosures, and sinking homeownership rates, the government created the Federal Housing Administration (FHA), Fannie Mae, the Federal Home Loan Bank (FHLB), and several decades later Freddie Mac to help promote secure and sustainable homeownership for future generation of Americans (Reforming America’s Housing Finance Market, A Report to Congress, 2011, P. 5). A Subprime Mortgage is a type of mortgage that is normally made out to borrowers with lower credit ratings; a conventional mortgage is not offered because the lender views the borrower as having a larger-than-average risk of defaulting on the loan; lending institutions often charge interest on subprime mortgages at a rate that is higher in order to compensate themselves for carrying more risk, as defined by Investopedia. com, 2013. In 1994, subprime mortgages represented approximately 6 percent of total mortgage loans originated but by 2005 the percentage grew to 37. (Thomson et al. , 2012). Private firms like Countrywide, and others, issued more than 84 percent of the subprime mortgages in 2006 (Swift, 2011). Fast-forward to the 2000s and the effects of federal legislation over 60 years increased homeownership to nearly 70 percent (Thomson et al. , 2012) coupled with an explosion of subprime mortgages, and appreciation of homes values resulted in the housing bubble. Housing Bubble B urst As there are several factors that created the bubble, there are just as many that were responsible for its burst. The most significant factors were the repeal of a major component of the Glass-Steagall Act and a weakened housing market. First, lets look at the Glass-Steagall Act. One of the components in the Glass-Steagall Act of 1933 separated investment (brokerage) and commercial banking activities (investopedia. com, 2009). The clause stipulated that banks would be allowed to take deposits and make loans, brokers would be allowed to underwrite and sell securities, but no firm would be allowed to do both due to the conflicts of interest and risks to insured deposits (Rickards, 2012). In 1999, President Bill Clinton and Republicans led by Sen. Phil Gramm repealed part of the Glass-Steagall Act, removing barriers that prohibited any one institution from acting as any combination, at the behest of big banks (Rickards, 2012). Secondly, the U. S. economy began to weaken, with declining demand for housing, which caused home prices to plummet and appreciation in home prices came to an end, and in most cases reversing (Thompson et al. , 2012). Homeowners, investors, and financial institutions did not have enough capital supporting their investments to absorb the resulting losses (Reforming America’s Housing Finance Market, A Report to Congress, 2011, P. ). Homeowners were faced with foreclosure when they lost income during the economy slowdown or seen their payment on Adjustable Rate Mortgages (ARMs) rise to a point of unaffordability (Thompson et al. , 2012). In 2008, credit markets froze. Our nation’s financial system – which had outgrown and outmaneuvered a regulatory framework largely designed in the 1930 s – was driven to the brink of collapse. Millions of Americans lost their jobs, families lost their homes, and small businesses shut down (Reforming America’s Housing Finance Market, A Report to Congress, 2011, P. 5). Countrywides’ Role Case Study Question 2: Evaluate Countrywide’s role in the subprime mortgage debacle. Was the company’s conduct unethical or illegal? Countrywide’s Role From 2005 to 2007, Countrywide was the leading subprime lender in the country issuing $97. 2 billion in subprime mortgages (Bloomberg Business Week, 2009) but only led in market share by 2 percent. The bottom 16 subprime mortgage-issuing firms accounted for $363. 5 billion in mortgages (reference chart 1). Countrywide was responsible for 10 percent of a $1 trillion problem. Conduct Unethical or Illegal Countrywide practices were illegal. Countrywide was charged with predatory lending practices (Thompson et al. , 2012) and later reached a multi-state settlement for $8. 68 billion (Huffman, 2008). â€Å" Countrywide’s lending practices turned the American dream into a nightmare fore tens of thousands of families by putting them into loans they couldn’t understand and ultimately couldn’t afford,† said Attorney General Edmund G. Brown Jr. , a co-leader of the negotiations for the states (Huffman, 2008). Countrywide settlement became the largest predatory lending settlement in history, dwarfing the nationwide $484 million settlement (Huffman, 2008). Case Study Question 3: Using this case as an example, who benefits and who gets hurt when a company engages in unethical or socially irresponsible behavior? In the long-term, no one benefits from this behavior. In this case study, the companies, shareholders, consumers, and global economy all suffered from the irresponsible behavior of many in the financial sector. Between June 2007 and November 2008, Americans lost more than a quarter of their net worth (Wikipedia. org, 2013). Total retirement assets dropped by 22 percent, from $10. 3 trillion in 2006 to $8 trillion in mid-2008 (Wikipedia. org, 2013). As with most unethical or irresponsible corporate behavior there are no long-term winners. References Denning, S. (2001). Lest We Forget: Why We Had a Financial Crisis. Forbes. Retrieve from: http://www. forbes. com/sites/stevedenning/2011/11/22/5086/ Huffman, M. (2008). Countrywide Settles Predatory Lending Charges for $8. 68 Billion. Consumer Affairs. Retrieved from: http://www. consumeraffairs. com/news04/2008/10/ countrywide_settlement. html Investopedia. (2013). Definition of Housing Bubble. Retrieved from: http://www. investopedia. com/terms/h/housing_bubble. asp#axzz2NRrhirhT Rickards, J. (2012). Repeal of Glass-Steagall Caused the Financial Crisis. Economic Intelligence. Retrieved from: http://www. usnews. com/opinion/blogs/economic- intelligence/2012/08/27/repeal-of-glass-steagall-caused-the-financial-crisis The Department of the Treasury. (2011). Reforming America’s Housing Finance Markets, A Report to Congress. Retrieved from: http://www. treasury. gov/initiatives/Documents/ Reforming%20America’s%20Housing%20Finance%20Market. pdf Thompson, A. , Peteraf, M. , Gamble, J. , Strickland III, A. (2012). Crafting Executing Strategy, The Quest for Competitive Advantage. New York, NY: McGraw-Hill. How to cite Strategic Management Case Study Module 7, Free Case study samples

How does Dickens present education in the novel Hard Times Essay Example For Students

How does Dickens present education in the novel Hard Times? Essay In the novel, Dickens presents education in a very old fashioned way. Thomas Gradgrind is obsessed with teaching just facts and that people must not use their imagination. He has a school run by Mr MChoakumchild. Mr. Gradgrind, whose voice is dictatorial, opens the novel by stating Now, what I want is facts at his school in Coketown. He is a man of facts and calculations. He wants his pupils to come out of school correct, having vast knowledge of facts and to turn into a Hand, or a worker. His education is based clearly around facts, no imagination or wondering, just facts: Now, what I want is facts. Teach these boys and girls nothing but facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. He believes that anything but facts will not be of any use to children and should be removed from their brains, like deleting a file off a computer. Now, what I want is facts His education is delivered in a narrow limited manor. It is taught by dictation: He seemed a kind of cannon loaded to the muzzle with facts, and prepared to blow them clean out of the regions of childhood at one discharge. This shows how Mr. Gradgrind bluntly talks at the children. The only interaction between him and the class is a fired question and a limited answer. Another method of his teaching is humiliation; this is demonstrated by the passage, Girl number twenty Who is that girl? Sissy Jupe, sir. replied Sissy. He then goes on to tell Sissy that she must be called Cecilia, Sissy is not a name, said Mr Gradgrind dont call your self Cecilia Its farther as calls me Sissy, sir Then he has no buisiness to do it, Under Mr Gradgrinds education, Louisa seems to have lost her way. She still craves for creativity but is starved of it therefore she craves it even more. However, she is not totally defeated, she shows signs of defiance, and she will not give up, Struggling through the dissatisfaction of her face, there was a light with nothing to rest upon, a fire with nothing to burn, a starved imagination keeping life within its self somehow which brightened its expression This shows that although Louisas imagination has been starved she still looks for fulfillment. Louisa is bored with life because of the dull facts that are constantly hammered into her head. All it made me think, after all, how short my life would be, and how little I could hope to do in it. She feels like she is locked in the arms of her life, caged in. In the chapter Never Wonder she is told, Louisa, never wonder! Louisa feels suppressed as she is told she cannot imagine, I have such unmanagable thoughts returned his sister, they will wonder. When Sissy Jupe comes to live with Louisa and Tom, Louisa was fascinated to know about Sissys fuller life and asks her question after question of every kind as her imagination is starved, Tell me more about him Why was he angry at the dog Louisa demanded Finish by telling me how youre father left you, Sissy. Now that I have asked you so much, tell me the end, Thomas and Louisa feel like they are united in isolation, they discuss their troubles with each other and stand by each other. Thomas, however, appears more beaten down and negative. When Mr. Gradgrind found both of his children watching a circus, Thomas gave in more easily. Thomas did not look at him but gave himself up to be taken home like a machine, .u6c0c831f0c1e5d6c2be86d60f710d075 , .u6c0c831f0c1e5d6c2be86d60f710d075 .postImageUrl , .u6c0c831f0c1e5d6c2be86d60f710d075 .centered-text-area { min-height: 80px; position: relative; } .u6c0c831f0c1e5d6c2be86d60f710d075 , .u6c0c831f0c1e5d6c2be86d60f710d075:hover , .u6c0c831f0c1e5d6c2be86d60f710d075:visited , .u6c0c831f0c1e5d6c2be86d60f710d075:active { border:0!important; } .u6c0c831f0c1e5d6c2be86d60f710d075 .clearfix:after { content: ""; display: table; clear: both; } .u6c0c831f0c1e5d6c2be86d60f710d075 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6c0c831f0c1e5d6c2be86d60f710d075:active , .u6c0c831f0c1e5d6c2be86d60f710d075:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6c0c831f0c1e5d6c2be86d60f710d075 .centered-text-area { width: 100%; position: relative ; } .u6c0c831f0c1e5d6c2be86d60f710d075 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6c0c831f0c1e5d6c2be86d60f710d075 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6c0c831f0c1e5d6c2be86d60f710d075 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6c0c831f0c1e5d6c2be86d60f710d075:hover .ctaButton { background-color: #34495E!important; } .u6c0c831f0c1e5d6c2be86d60f710d075 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6c0c831f0c1e5d6c2be86d60f710d075 .u6c0c831f0c1e5d6c2be86d60f710d075-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6c0c831f0c1e5d6c2be86d60f710d075:after { content: ""; display: block; clear: both; } READ: Civil Rights Movement in Education EssayThis showed Thomas feeling hopeless with the situation. There was no questioning of his fathers power. Thomas has become resentful and angry because his imaginative needs have not been met, I wish I could collect all the facts we hear about, put a thousand barrels of gunpowder under them, and blow them up alogether This passage shows Thomas frustration but it also shows a glimmer of hope as Thomas uses his imagination in describing building the bonfire to burn the facts.