The Political Philosophy of the Constitution Essay Example for Free

The Political Philosophy of the Constitution Essay From my own perspective I feel that the major ideas of the political philosophy of the constitution are to mandate non-partisan redistricting for elections to enhance electoral competition. For example: To reduce the role that legislative politics might play, five states (Arizona, Hawaii, Idaho, New Jersey and Washington), carry out congressional redistricting by an independent or bipartisan commission. Two states, Iowa and Maine, give independent bodies authority to propose redistricting plans, but preserve the role of legislatures to approve them. Seven states have only a single representative for the entire state because of their low populations; these are Alaska, Delaware, Montana, North Dakota, South Dakota, Vermont and Wyoming. Redistricting is also necessary within school districts, where attendance zones have grown (or occasionally shrunk) disproportionately to the occupancy capacity of each public school in the system. This always occurs when a new school is built or one is closed, but may also occur due to other shifts in population. These districts are necessary not only to balance enrollment, but also to coordinate school bus routes. Separate maps are usually kept for each level: elementary school, middle school, and high school, for example. This is not an inherently political process, however parents can become very upset when their children are moved from a school they like (or to one they dont), and occasionally elected school boards have been forced to change plans after protests. 2nd Eliminate lifetime tenure for federal judges in favor of non-renewable 15 years term for all federal judges. Judges and certain members of some senates or upper chambers (senator for life) most commonly have life tenure. The primary goal of life tenure is to insulate the officeholder from external pressures. And last a Political meeting which we know as a constitutional convention is a gathering for the purpose of writing a new constitution or revising an existing constitution. A general constitutional convention is called to create the first constitution of a political unit or to entirely replace an existing constitution. An unlimited constitutional convention is called to revise an existing constitution to the extent that it deems to be proper, whereas a limited constitutional convention is restricted to revising only the areas of the current constitution named in the conventions call, the legal mandate establishing the convention. Constitutional conventions have also been used by constituent states of federations such as the individual states of the United States to create, replace, or revise their own Constitutions though several states have never held a national constitutional convention for the purpose of proposing amendments, the 21st Amendment to the US Constitution was ratified not by the state legislatures, but by state level conventions after it was passed by Congress, as described as an alternate method of ratification in Article V of the US Constitution. Furthermore, The systematic elaboration of the consequences for politics of suggested resolutions of philosophical dilemmas (or of the intractability of those dilemmas). The greatest works of political philosophy try to present those consequences in relation to fundamental cosmological, ontological, and epistemological issues. They articulate a view of human nature which links the cosmological with the political. On a less grand scale, political philosophy explores the political implications of particular disputes, for example about the nature of the self (see communitarianism; freedom; liberalism; and autonomy), or about the notion of moral responsibility (see punishment). There is obviously a close connection between political philosophy and moral philosophy, because both involve exploring the nature of judgments we make about our values; consequently, when it was thought on epistemological grounds that it was not the place of philosophy to explore these normative matters, political philosophy was declared to be dead. Contemporary political philosophy flourishes because the epistemological argument once thought fatal to it has Do we need a Constitution. Yes! we need a Constitution because The founding principles behind the Constitution, were values created by men enduring the stress and pressure of creating a new union aside from the rule of Great Britain. Much debate and thought about human values and the rights of a free people were instituted in the writing of this famous document that has endured in the United States for nearly 232 years. Although there have been a variety of amendments, the basic content has been respected and used to govern in the USA throughout history up to the present. The majority of citizens believe in this document to govern our country as its tradition is valued still by many. Just like the Bible is a guide to many religious denominations, the constitution is a guide to the structure, laws and behaviors influencing the culture in America. In conclusion I hope that my ideology on major ideas of the political philosophy of the constitution are true and not of opinionated facts. I obtained my REFERENCES from: Hampton, Jean (1997). Political philosophy. p. xiii. ISBN 0813308586. http://books. google. com/books? id=-. Political philosophy is about political societies. ^ Sahakian, Mabel Lewis (1993). Ideas of the great philosophers. Barnes Noble Publishing. p. 59. ISBN 1566192712. Kraut, Richard (2002). Aristotle: political philosophy. Oxford University Press. p. 3. ISBN 0198782001. (Cicero: a study in the origins of republican philosophy. .http://books. google. com/books. By the ninth and tenth centuries ^ Gellner, Ernest (1992). Plough, Sword, and Book. University of Chicago Press. p. 239. ISBN 0226287027. Natural Law and Calvinist Political Theory. Trafford Publishing. p. 19. ISBN 1412007382.

The Sacrifice of Life :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  A simple definition of sacrifice is to give up something for the sake of something else, whether it is for another human life, for an idea, or even for a belief. â€Å"She was 17 years old. He stood glaring at her, his weapon before her face. ‘Do you believe in God?’ She paused. It was a life-or-death question. ‘Yes, I believe in God.’ ‘Why?’ asked her executioner. But he never gave her the chance to respond. The teenage girl lay dead at his feet.† (DC Talk 17) This example of a sacrifice really happened at Columbine High School in Littleton, CO, on April 20, 1999. In the story Iphigenia and in today’s society, justification can be found in favor of the sacrifice of life for the lives of others, for the sake of one’s country, and for one’s religious beliefs.   Ã‚  Ã‚  Ã‚  Ã‚  First, one can see the importance of the sacrifice of one life in order to save many more. In the Grecian tale, Iphigenia is forced by her father and the multitudes of Grecian soldiers to sacrifice her life in order to appease the god that controls the winds. Her inner struggle consists of the desire to live verses the knowledge of the fact that if she doesn’t die, her family will be executed along with her. Iphigenia must decide which is more important in the grand scheme of things. Her decision to die is only made because she realizes that she is the sacrifice for the ones she holds dearest to her heart, her own family members. This devotion to her kindred is her reason for willingly giving her life. As Achilles speaks with Iphigenia about her decision, he notices the nobility and courage that she is putting forth in order to make such a huge sacrifice. This courage is much like the courage that is shown in the sacrifice of lives today for others.   Ã‚  Ã‚  Ã‚  Ã‚  When searching today’s society for those that show courage and nobility like that of Iphigenia, one acknowledges the work of the firefighters and police departments. Every time a person of this profession leaves their station in lieu of a call, they are potentially sacrificing their lives for the lives of others. The many possible things that could happen to one of these workers while on the field could put them in a situation where their safety is questionable. It is understood that this worker must sacrifice his or her life for whatever person that is in need of help.

Billy Baines Middle School Essay

Billy Baines Middle School (BMS) is located in Fort Bend ISD, in Missouri City, TX. Its school teaches sixth, seventh and eighth grade students. BMS opened in August 2006 and was named after Mr. Billy Baines. Mr. Baines was hired in 1959 as the first African American principal and he served Fort Bend ISD for thirty years. BMS has approximately 1,400 students with an average 18:1 student-to-teacher ratio. BMS is a diverse school with equal distribution by gender and ethnicity. African Americans, Caucasians, and Hispanics are predominating ethnic groups at BMS. Special Education at BMS consists of two classrooms. I had the pleasure of observing Ms. Wheeler’s class. Her class has four male students: Deonte, Samuel, Jonathan, and Cody. Deonte is an African American boy who appears to be about 16 years old, about 6’4†. Deonte shows characteristics comparable to Autism, Attention Deficit Disorder and Obsessive Compulsive Disorder. Samuel is an African American boy who is about 5’2† and roughly 13 years old. He shows characteristics comparable to Mental Retardation, and Language Impairment. Jonathan is a Hispanic boy about 15 years old, 5’ 6†, and shows characteristics comparable to Mental Retardation and Speech Impairment. Cody is a 5’1† Asian American boy who is left handed and very active in the classroom. Cody shows characteristics comparable to severe Attention Deficit Hyperactivity Disorder and a delay in learning. Teachers spend an average of four years being taught to teach, however each student learns differently and there are about a dozen ways to impart knowledge. Students use an array of techniques to learn information, some use music, others learn by doing, or by using a visual aid to assist in learning. Teaching has truly become an art because there are many ways that students learn and process information. Teachers spend hours planning lessons that use each of our multiple intelligences. Howard Gardner introduced the multiple intelligence theory in 1983, and leads educators to think that humans have a wide range of cognitive abilities. By using many methods of instruction teachers can keep students engaged in the learning process. Ms. Wheeler’s class although engaged, was not fully attentive at all times. Her students had a difficult time staying on task. Ms. Wheeler was able to redirect students and keep them motivated. Ms. Wheeler motivated student with rewards for good behavior, correct answers, and following instructions. She also keeps a high level of enthusiasm, by using statements like â€Å"this is neat† or â€Å"this is an exciting thing†. Ms. Wheeler spends time planning assignments that will accommodate each student and their learning style. She uses different instructional methods to keep her students engaged in learning, such as group activities and centers. She does not use a great deal of lecture because students easily get distracted. Ms. Wheeler also uses the many tools in her classroom to accommodate the class. For example, many students are only able to read at a kindergarten reading level, so when the class read about the Ryder Cup Golf she used the SMART Boardâ„ ¢. The students who could read took turns reading while others followed along, some words would have small pictures above them that represented the word. After the class had finished reading she played an audio clip of the reading to review. Ms. Wheeler also used the multiple intelligence theory in her teaching, she taught students to brush their teeth and wash their hands after eating lunch, and this uses logical-mathematics intelligence. She also taught students by using the musical intelligence she had a music therapist come by to teach students how to use music to remember things they are learning in class. Ms. Wheeler’s class is located in room 1105, the front door reads â€Å"Welcome to Ms. Wheeler’s class†. Ms. Wheeler’s class has a welcoming and safe feeling even before you walk into the classroom. Walking into her classroom the first thing you see is the centers arranged around the room. Her classroom is connected to the other special education classroom by the bathroom and kitchen area. Ms. Wheeler’s class is bare with little on the walls. She believes that posters and art causes distractions to her students. Although, it is hard to teach students who are easily distracted, Ms. Wheeler accepts the distractions in a positive manner. She can get task with her students for a moment and find ways to easily transition back to the task at hand. For example, Ms. Wheeler was teaching about the life cycle of a butterfly and Deonte asked her whom she spent her weekend with. Ms. Wheeler replied that she spent it with her cat. In order to get back to the task at hand she told a story about her cat playing in the garden, and they saw a caterpillar. Her transitions between topics work well for her students. Ms. Wheeler’s students also show her a lot of affection; she kindly and professionally returns the affection. Samuel loves high-fives and hugs, while Cody likes fist pumps. Much of the affection shown in the class is done after a task or during transition periods. Ms. Wheeler quizzes her students after each completed task. She typically puts a worksheet up on the SMART Boardâ„ ¢ and calls on students to come to the board and answer one of the questions on the board. Also during centers the teacher or teacher’s aide will ask many questions to make sure the student understands the assignment. When students succeed Ms. Wheeler always praises them with kind remarks. Ms. Wheeler’s class was at most times chaotic. Her class follows little rules and behavior varies between students. Ms. Wheeler does remind students often to use inside voices and to pay attention. However, because the students are all special needs students you cannot punish them for behavior that is relative of their mental or physical disability. The instructor utilizes individualized learning objectives; she uses centers as a way to have one on one instructional time with her students. Each of her students are on different academic levels, so one on one time with her students is vital to the education progression of her students. Based on the progression of her students it is sometimes necessary to make adjustments to their individualized education program (IEP) and individualized schedules. In conclusion, observing Ms. Wheeler’s class has taught me about how to teach students who have any disability and how to individualize education even within the general education. My time in Ms. Wheeler’s class was spent only observing. Fort Bend ISD does not allow much interaction with their special needs students, because they want to keep their students on their adapted schedules. The theory behind this is the children are able to transition between school and home easier. My experience in Ms. Wheeler’s class has taught me the importance of patience when working with young students. It also taught me how important it is to have a student teacher meeting with each of my students and address their weaknesses and strengths. This will help me in making sure each student is succeeding to the best of their ability. I also have decided that when I begin teaching, I will use a large array of teaching strategies to accommodate the different learning style of all students. My desired degree is Education, Math fourth to eighth grade and in my classroom I can use an overhead or SMART Boardâ„ ¢ to allow students a chance to â€Å"student teach†. I can also use personal white boards for rapid math games. Observing middle school special education has confirmed to me that I could not teach special education. Those who can teach these exceptional children in my opinion must have a special quality to handle the demand of their jobs. It takes an exceptional teacher to teach these amazing children. However, I have decided teaching middle school is where I will be most effective. For a long time I believed that teaching elementary was always the way to go, but allowing students to take action in their own education is a future goal of mine. The only way I can see this vision come to pass is by teaching students old enough to take charge of their actions yet young enough to mold. Nelson Mandela once said, â€Å"Education is the most powerful weapon which you can use to change the world. † I want to teach the new generation that taking charge of their education will change the world around them.

Measurement System Analysis - Free Essay Example

Sample details Pages: 5 Words: 1480 Downloads: 1 Date added: 2017/06/26 Category Statistics Essay Type Narrative essay Did you like this example? Section 24: Measurement System Analysis Introduction to MSA The requirements of measurement systems Variable MSA à ¢Ã¢â€š ¬Ã¢â‚¬Å" Gage RR MSA graphing Attribute Measurement System Calibration of Measurement Systems Features of a good measurement system Don’t waste time! Our writers will create an original "Measurement System Analysis" essay for you Create order Accuracy Repeatability Linear à ¢Ã¢â€š ¬Ã¢â‚¬Å" produce accurate and consistent results Reproducibility Stability Introduction to MSA It is important that before you try to understand the root cause of a process or problem that you ensure the data you are using is reliable. The measurement system that is used will have a large impact on the data that is gathered. If the measurement system is not reliable it may introduce errors and bias into the data. A measurement system is the whole approach to the gathering the data in the measure stage. This could include factors such as; people, tools, standards, training and procedures. By using Measurement System Analysis we can identify the sources of error in the data. Some MSA definitions Bias: The difference between the average measured value and a standard. Repeatability: The variability resulting from successive trials using the same equipment. Reproducibility: Variation in the average of the measurements taken by different people. Accuracy or Precision: This is concerned with the correctness of the average reading. The accuracy relates to the level to which the average matches with the true value. Measurement System errors fall into two categories; Bias errors and Precision errors Bias Errors These errors shift the data from the measuring so that it is consistently a set distance from the mean. This is shown in the diagram above. Some examples of bias error are outlined below; A petrol pump is incorrectly calibrated by 1 litre so for every sale 1 litre less is pumped into the cars. A set of scales in fishmongers is incorrect. Each fish sold is incorrectly weighed by 10 grams less than it should be. The clock in a dentist is 5 minutes slow meaning that all dentist appointments will be 5 minutes later than their due time. Precision Errors These errors do not happen in the same way each time and so add a greater level of variation into the data. They are often related to the human interaction on a process; such as people measuring in different ways or taking shortcuts with process steps. There are two categories of precision errors; Repeatability: the variation caused by the measuring device. When the same operator measures an output with the same measuring device the variation from this is one of repeatability. Reproducibility: the variation caused by different people undertaking the measures. Different operators may measure the same parts in different ways leading to variation in the measurements. How to assess Precision Errors Gauge RR à ¢Ã¢â€š ¬Ã¢â‚¬Å" Gauge Repeatability and Reproducibility A gauge RR assessment of a process will enable the level of precision error to be quantified. The final produce that is being measured is always stable, therefore any variation in the results are due to repeatability or reproducibility in the measurement process. By undertaking a Gauge RR assessment we are presented with a percentage score. This illustrates what level of variation is due to either reproducibility or repeatability with the gauge. Although the scores are often assessed in relative terms; for example the level of one is greater than the other indicating that the focus should be there. Some absolute value acceptability criteria is also outlined below for the results. Marginal Good Excellent ÃÆ'†¹Ãƒ ¢Ã¢â€š ¬Ã… ¡30% ÃÆ'†¹Ãƒ ¢Ã¢â€š ¬Ã… ¡20% ÃÆ'†¹Ãƒ ¢Ã¢â€š ¬Ã… ¡10% Gauge RR for Continuous Data Suppose we ask 3 people to measure the height of 10 Christmas Trees 3 times. A sample of the data is provided below. So we now have 90 measures by the 3 individuals. From this we need to determine if the level of variation in the measurement system is acceptable for the data. We can determine the gauge levels for repeatability and reproducibility using the Minitab system. The first output from this is shown below. Components of variation: Columns 2 and 3 show the level of repeatability and reproducibility in the data. These results show that the level of reproducibility is higher than repeatability, which is within acceptable tolerances. Therefore improvements should look at the individuals to reduce the variation in their measures and not so much the equipment they are using. R Chart by Person: This is a run or control chart showing the sample range measures taken by the 3 people of the 10 different Christmas Tree. It gives an indication as to whether the operators are measuring consistently. As there is a lot of variation in the sample range measures this indicates there a high level of variation in the measures taken by the individuals. This reflects the findings of the first chart. X bar Chart by Person: This run or control chart showing the actual measurements of the 10 Christmas Trees by the 3 people. Measurement by Tree Reference: This shows the 3 measurements of each of the trees. This can show if there was more variation in specific parts than others. S for example, in this example there was a high level of variation in the measurement of tree 10 but very little for tree 2. You may want to investigate the reasons for this further. There may be some reason for the difference and there could be some adaptations that could be adopted from those trees that are easily measured. Measurement by Person: This shows the range of different measures from each person. Therefore it is giving a more detailed illustration of reproducibility. In the example we can see that Person 2 has lower average measurements that 1 and 3. Also person 3 has a lower range and variation in their measurements. It may be an idea to see if the technique of person 3 was different to that of 1 and 2. Tree Reference * Person Interaction: This shows the different measures for each tree for each appraiser. From this it is possible to identify if the measures of an appraiser is a lot different to others. This may have a large impact on the results of the analysis. Session Window Output Source DF SS MS F P Tree referen 9 238770 26530.0 27.1453 0.000 Person 2 7301 3650.7 3.7354 0.044 Tree referen * Person 18 17592 977.3 15.4777 0.000 Repeatability 60 3789 63.1 Total 89 267452 %Contribution Source VarComp (of VarComp) Total Gage RR 456.99 13.86 Repeatability 63.14 1.92 Reproducibility 393.84 11.95 Person 89.11 2.70 Person*Tree referen 304.73 9.24 Par t-To-Part 2839.18 86.14 Total Variation 3296.17 100.00 Process tolerance = 290 StudyVar %StudyVar %Tolerance Source StdDev (SD) (6*SD) (%SV) (SV/Toler) Total Gage RR 21.3772 128.263 37.23 44.23 Repeatability 7.9463 47.678 13.84 16.44 Reproducibility 19.8454 119.073 34.57 41.06 Person 9.4399 56.639 16.44 19.53 Person*Tree referen 17.4565 104.739 30.41 36.12 Part-To-Part 53.2840 319.704 92.81 110.24 Total Variation 57.4123 344.474 100.00 118.78 Number of Distinct Categories = 3 As the highlighted values are less than 0.05 this indicates that the Person does have an affect on the result. These figures are also reflected in the earlier graphs. The GRR accounts for 37.23% of the total variation and 44.23% of the tolerance. The figures also show that Reproducibility is a bigger factor than repeatability in variance of the measures. The figure illustrates how many distinct categories the measurement system is capable of handling. A standard figure is 5 and so any result below this indicates improvement in the measuring system is required. Gauge RR for Attribute Data Gauge RR analysis can also be used for attribute data; where data has been classified. For example a number of individuals may have been used to classify data, such as correct/incorrect, pass/fail or classification of colour. The Gauge RR analysis is again used to determine the level of reproducibility and repeatability. The graphical output for the Attribute GRR assessment is shown above. The Within Appraisers chart shows the level of repeatability between the 3 appraisers. It illustrates that the most consistent appraiser is Phil, who reached the same decision on 100% of the pieces he tested. However Peter is the most inconsistent. The second chart; Appraiser vs Standard compares how the individuals fared against the standard results. The results of Phil most closely match that of the standard (around 96% of the time) whilst Peters only matched the standard in 72% of measures. The Session Window Output is outlined below. Each Appraiser vs Standard Assessment Agreement Appraiser #Inspected #Matched Percent 95% CI Peter 25 18 72.00 (50.61, 87.93) Pam 25 21 84.00 (63.92, 95.46) Phil 25 24 96.00 (79.65, 99.90) # Matched: Appraisers assessment across trials agrees with the known standard. This data shows the level of agreement with the standard for each appraiser. Between Appraisers Assessment Agreement #Inspected #Matched Percent 95% CI 25 18 72.00 (50.61, 87.93) This data shows the level of agreement between the appraisers. In this case out of 25 pieces there was full agreement in 18 or 72%. All Appraisers vs Standard Assessment Agreement #Inspected #Matched Percent 95% CI 25 17 68.00 (46.50, 85.05) This data shows the level of agreement between the appraisers. In this case out of 25 pieces there was full agreement with the standard in 17 or 68%. MSA in practice You may not have the data to undertake a Minitab analysis of the level of Gauge RR in the measuring system. However the principles can still be applied. When measuring any process steps should be taken to ensure that the people measuring use the same tools and measure the process in the same way. For example, start and end points for measures should be agreed between the people doing the measuring.