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belka [17]
2 years ago
10

2. What are two changes made to Texas's constitution while Texas was part of the Confederacy?

Social Studies
1 answer:
Rudik [331]2 years ago
6 0

Explanation:

In many ways, the U.S. and Texas Constitutions are similar documents. They both embody the principles of representative democratic government, in which sovereignty emanates from the people. Both contain a bill of rights that protects civil liberties from government infringement… both provide for a bicameral legislature with a House of Representatives and a Senate… both seek a system of checks and balances and separation of powers between legislative, executive, and judicial branches of government… and both divide government power between upper and lower levels of government. In the U.S. Constitution the states are subordinate to the federal government, and in the Texas Constitution the counties are subordinate to the state government. But beyond these general features, the two constitutions could not be more different. These differences result from the fact that the two documents arose out of very different historical circumstances and for radically opposite complaints with the document each was meant to replace. With the U.S. Constitution, the problem with the earlier Articles of Confederation was that government was too decentralized and not powerful enough. The U.S. Constitution was designed to overcome these weaknesses and offer a degree of centralization and increased government power. But this is precisely what the Texas Constitution was designed to reverse and avoid. The framers of the U.S. Constitution wanted to enable government action; the framers of the Texas Constitution wanted to paralyze government action.

Length and Language

Whereas the U.S. Constitution is brief and vague and thus allows the federal government to broadly interpret the constitution and claim implied powers to meet specific public policy challenges, the Texas Constitution is long, detailed, and contains many statutory provisions that specify precisely what the government is allowed to do…or not do. When public policy challenges arise, Texas’ public officials do not have the option of interpreting the constitution in a manner that would allow them to deviate from the specific language of the document. Instead, public officials must amend the constitution if they wish to act outside of the detailed language set forth in the basic law. The location of language in each document is also revealing. Whereas specific civil liberties in the U.S. Constitution are mostly listed in amendments known as the Bill of Rights, a Bill of Rights forms the very first article of the Texas Constitution.

The Executive Branch

Governor Rick Perry signing a billWhereas the U.S. Constitution creates a unitary executive that concentrates executive power in the president, the Texas Constitution creates a plural executive that disperses executive power across multiple elected offices, thereby fragmenting the executive branch of government and preventing power over the executive branch from concentrating in any one individual or office. One point of interest, however, concerns the chief executive’s power to veto bills passed by the legislature. The line-item veto in the Texas Constitution allows the governor to veto specific items contained within appropriations bills passed by the legislature. At the federal level, however, the U.S. Supreme Court has ruled the line-item veto unconstitutional, arguing that it violates the separation of powers between the legislative and executive branches. The fact that the Texas Constitution provides for a line-item veto demonstrates an affinity for limited government and limited spending, even if it comes at a cost of granting power to the governor in a way the rest of the constitution is designed to avoid.

The Legislative Branch

Interior photo of the Texas House of RepresentativesLegislatively, there is very little in the U.S. Constitution that limits the tax and spending policies which U.S. Representatives and Senators may write into law. In Texas, however, detailed restrictions on tax and spending policies significantly restrict what state legislators are actually allowed to write into law. For example, legislators are constitutionally forbidden from implementing a tax on personal income or allowing the state government to go into debt, and the constitution mandates that specific percentages of the state budget be spent on specific policy areas, most notably for public schools and universities as stipulated in Article 7. Furthermore, the U.S. Congress is a full-time, professional legislature that meets annually; members of Congress make their living as elected officials. But the Texas legislature is a part-time, non-professional legislature that meets every two years for 140-day sessions. The constitutionally mandated salary of $7,200 per year compels members of the Texas legislature to earn a living outside politics.

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By strong locus of control, these people believe that they are responsible for the events that influence or happen in their lives. They do not blame others for the things that do not go well in their lives, rather they take responsibility for everything. When they have success they put it as their own work and we'll they do not do well they believe it is their fault for not doing enough to attain success

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ow does data become knowledge and finally wisdom? Explain the relationship between knowledge acquisition, knowledge processing,
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Answer:

The process of knowlege acquisition, but most importantly of acquiring wisdom, is a pretty constant one that depends not just on physical and physiological processes, but also on emotional processes and on the experiences that a person goes through and that he or she reflects upon, builds upon, corrects daily and uses daily, to also impact his or her environment and the knowledge process of others.

Knowledge acquisition would be then the first process in this continuous and sometimes life-long journey. In order for a person to acquire knowledge, he or she must come in contact with data, which is basically informationt that is taken up by the senses and relayed to the brain for processing. This data, stimulates different areas of the brain that are responsible for processing, analyzing, and producing the correct responses to the data acquired by our senses. When this process is completed, and the data in in our brains, being processed, we have gone through two of the first steps, knowledge acquisition (exposure to data through the senses) and knowledge processing (our brains make sense of the data and analyzes it, taking the best steps to use such data).

The next two steps, knowledge generation and dissemination come from when our brains combine not just the data acquired, but also previous knowledge on a matter (in the form of memories and sensations), and continues gathering further information through the senses. This process cements the understanding, the comprehension on a matter, which is basically the analysis which our brain did on all the information gathered on an issue. Then, the person begins to observe more, provide more info, seek sources that will provide more information on a matter, and this information is processed and stored by our brain. Dissemination comes when a person, who has acquired enough knowledge on a matter, begins to share it with other people. This process is very important because it also helps a person to gather feedback on his own knowledge processing and will ensure constant correction, or improvement in his knowledge base.

The final step is wisdom, which is when knowledge becomes a stepping stone to impact our own lives and that of others through our knowledge. We are able to use what we have learned for the best of ourselves and others.

Examples on these steps for practice would be like this: knowledge acquisition and processing: learning about how to treat wounds in a patient (given by classes, observation of the process done by others, and books). Then, processing all that data in the brain and conjugate it with previous knowledge and further experiences, to generate correct responses once I come in contact with a wound and its treatment. Then, I will further observe others´ ways of treating, read further books on the matter to keep up-to-date, learn more from teachers and professionals. When all this is finally assimilated and cemented, I can go ahead and share my knowledge and experiences with others who are in the same process (dissemination). Finally, wisdom comes when this knowledge on wounds is so internalized that I can help others in their process to make the best decisions regarding how to treat not just wounds, but also other factors that affect a wounded patient (wisdom).

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