US Government Essays - United States, James Madison,

US Government The U.S. Government has three branches of government Legislative, Judicial, and Executive. These branches of government have a mean of checks (constitutional) by the other branches. Each has certain powers to check and balances the other two branches. The good about these checks is for that the other two branches don't get to powerful. When the constitution was first forming, the checks and balances where first used. Each branch of government is different. Legislative branch is made up of the Congress. The Executive branch is the President and his staff. The Judicial branch is made up of the Supreme Court and other Federal courts. Legislative branch makes the law, Executive branch carries out the law, and judicial branch interprets the law. During time the system of Checks and Balances were use over the years as it was intended to do. Congress makes the laws, creates agencies and programs, and appropriates funds to carry out the laws and programs. They may override veto with two-thirds vote, may remove the President through impeachment, and the Senate approves treaties and presidential appointments. The Executive branch appoints Supreme Court Justices and other federal judges. The Judicial branch judges, appointed for life, are free from executive control. They also have the courts declare executive actions to be unconstitutional. Clashes between each branch are hardly ever known. The system of check-balance system operates all the time. Most of the checks happen in the Capital. But some clashes can occur; The President does veto some acts of Congress. On some occasion, Congress has override one of the president vetoes. And some rare occasion, the Senate does reject one of the president's appointees. And most direct confrontations are not common. The three branches try to avoid them. The Checks-and-Balance system makes compromise easy and necessary-and its part of the democratic government. In James Madison in his essay, The federalist No.51, uses words to describe the main idea the uses of Checks and Balances or in other words keeping the branches of government "in their proper places." An example, when the President picks someone to serve in some important office in the executive branch. Say the Secretary of State of the Director of the F.B.I or the C.I.A, and the President is aware that the Senate must confirm that appointment. In other words the President picks someone who will very likely be approved by the Senate. In similar was when Congress makes law. It does so with a careful eye on the President's veto power. And the power of the courts to review its actions. Checks-and-balances system has prevented "an unjust combination of the majority." It has not very often stalled a close working relationship between the executive, legislative, and judicial branches from time to time. The President and a majority in both houses of Congress are especially true in good working relationship. When the other party controls one or both houses, conflicts play a larger than usual part in that relationship-as they have in recent years. As part of the system of checks and balances, court have the power of judicial review. The power to decide whether what government does is in accord with what the Constitution provides In other words the U.S. government has used the system of checks and balances for many of years. And it will be this way for many other years until someone changes it. But I think that will come to mind.

Character Development using the main theme in Scarlet Letter essays

Character Development using the main theme in Scarlet Letter essays The Scarlet Letter, by Nathaniel Hawthorne proposes many themes and morals. The most apparent theme is Be true, be true, be true. This theme connects with many details through out the novel. The characters development during the story was effected by this theme dramatically. Hawthornes theme had an impact on the characters actions and how the story ended. A character highly impacted by this theme was Arthur Dimmesdale. In the beginning of the novel, he was less than true to himself and the public, but was a respected icon in the community. His eloquence and religious fervor had already given the earnest of high eminence in his profession. He was a person of very striking aspect, with a white, lofty, and impending brow, large, brown, melancholy eyes, and a mouth which, unless when he forcibly compressed it, was apt to be tremulous, expressing both nervous sensibility and a vast power of self-restraint. (64) He would not confess that he was the father of Pearl, a baby born out of the act of adultery. Because he did not confess he became two-faced, putting on a different face in public and another to himself and Hester. The lies ate at his conscience wearing him down which caused him to appear more frail as time went on. His form grew emaciated; his voice, though still rich and sweet, had a certain melancholy prophecy of decay in it; h e was often observed, on any slight alarm or other sudden accident, to put his hand over his heart, with first a flush and then a paleness, indicative of pain. (117) In the end Dimmesdale could not deal with the lies and sins consuming his life. He felt he had to do the right thing and tell the truth to the public. While he was confessing to the sin, his physical appearance changed. ...an epoch of life more brilliant and full of triumph than any previous one, or than any which could hereafter be. He stood, at this moment, on the very pro...

The closing of the Muslim mind Essay Example | Topics and Well Written Essays - 1250 words

The closing of the Muslim mind - Essay Example Basically, the Muslims closed the doors to explore the world a millennium ago hence lagged behind Christian based countries in terms of scientific inquiries, technology advancement and economic development. The closing of the mind began to occur between the 9th and 10th centuries. This was a crucial era in the Islam world because the West countries introduced their cultures. The Muslim did not embrace this cultures hence the closure. The closure of the Muslim mind occurred in two ways. The first was to deny the people the capability of knowing anything new while the second was dismissing reality and unrecognizing it. For example, in the Sunni Islam, both concepts were employed in one Ash’arite theological school. Consequently, the gap between men’s reasoning capacity and reality widened which was the source of Sunni Islam’s woes. Reilly states the history of Islam can be understood in four main phases: the Islamic (7th -13th centuries), the Ottoman (1453-1918), t he nationalist (1918-1991) and post-nationalist (1991- to date as it is the current Islam flourishing (Reilly, 2010). The Ottoman and nationalist saw great success in expanding the Muslim world while Islamic and post-nationalist eras saw great conflict and decline. However, the Islamic era did achieve narrow success through schools such as Mu’tazilite who encouraged free will in the Muslim world. Those responsible Earlier in the year 750, the Mu’tazilite school established by advocators of free will, established solid grounds to reason and philosophy. There were interactions between the Muslim who attended Mu’tazilite and Christian theologians showing interest to join the two faiths. The Mu’tazilite had established successfully the developed school of Islamic theology. They insisted that the human mind was free to interpret revelation and choose which relevant religion to follow. This entailed the views of God, the universe and humanity’s place wit hin the world. They hugely concentrated on the human mind to use the voice of reason in developing an understanding between the universe and God. Their concepts were based on eliminating the processes of dehellenisation and intellectual ossification. Dehellenisation process involved the refusal to reason and ignoring facts while intellectual ossification involved traditional beliefs and behavior as opposed to modernity and technology use. However, the success was short lived when Ash’arite challenged the Mu’tazilite doctrine in court which led to their expulsion from court. Those found to be holding the Mu’tazilite doctrine were found to have committed a crime punishable by death. Through this, the Ash’arites had achieved their revenge on the Mu’tazilites for their previous poor treatment. The Mu’tazilites were removed from all government positions. The Ash’arites opposed views of God, the universe and humanity. By the end of the 10th century, booksellers and copyrights were prohibited from trading in literally works of theology, disputation and philosophy which were associated with the Mu’tazilites. As such, the processes of dehellenisation and intellectual ossification were restarted once more. Reilly states that in the 12th century, the anti-rationalist and conservative institutions were close to destroying the Mu’tazilite influence thus ending the most serious attempts of combining reason with Islam as a religion. As a result, the works of Mu’tazilite were destroyed by Ash’arites eventually leading to the closure of the Muslim mind.