Historical Context of the U.S. Constitution
“
A bill of rights is what the people are entitled to against every government on earth.” – Thomas Jefferson
In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, the western hemisphere’s preeminent power, in the
American War for Independence. (NPS.gov, n.d.) Those thirteen colonies, saddled with a new governmental charter, the Articles of Confederation, sought to chart their own, independent path. (Gilderlehrman, n.d.) As a result, in 1787 disgruntled colonists sent delegates to Philadelphia with the task of revising the dysfunctional
Articles of Confederation. In a radical departure, most delegates opted against amending the existing constitution, and instead, created a new Constitution. (OConnor & Sabato, 2019)
During the four-month Constitutional Convention, the delegates readily agreed upon James Madison’s basic premise of a new United States government delineated along three branches: legislative, executive, and judicial. That said, most delegates envisioned a strong legislative body and a weak executive office. Real disagreements arose regarding the composition of the legislative body, in particular the election and responsibilities of senators. Slavery proved a vexing issue to which a compromise allowed slaves to be partially counted for Congressional representation. (Maier, 2011)
One of the last arguments of the convention involved the question of whether to include a “Bill of Rights” within the U.S. Constitution. Many delegates did not believe that a Bill of Rights was a necessary component. After the Constitutional Convention and during the Constitution’s ratification, James Madison consented to Thomas Jefferson’s concerns regarding individual liberty and thus pledged to add additional amendments that would codify an individual’s rights within the federal government. During the first session of Congress in 1789, Madison composed a series of Amendments designed to safeguard a citizen’s individual liberties from a potentially powerful federal government, which are now collectively known as the
Bill of Rights. (Maier, 2011)
The debate over the Bill of Rights, among other significant concerns, later split the Founding Fathers into two political camps: the Federalists and Antifederalists. These groups later became this country’s first set of political parties, and notably, established a dominant, two-party system.
More information about the Constitutional Convention can be found with the
U.S. State Department’s Office of the Historian.
Although a living document, the original writing of the U.S. Constitution reflected the political, social, and economic factors particular to late Eighteenth-century America. During the Constitutional Convention, the delegates included and/or excluded content within the Constitution that reflected the historical and/or philosophical concerns from their own perspectives: steeped in the philosophies of the
European Enlightenment, formed by memories of a war of independence against Imperial Great Britain, cognizant of the current failures of the current constitution, and alarmed by the
post-independence civil unrest. (Lumens, 2019)
Directions: Using the required,
academic readings, and supplemental academic research, please address the following while adhering to the
Discussion Board Rubric:
- Briefly describe the powers the Constitution gives to the executive, legislative, and judicial branches.
- What Article within the Constitution explains how the Constitution can be changed?
- What was the purpose of the Preamble of the U.S. Constitution?
- Select two Articles, Sections, and/or Clauses within the 1789 U.S. Constitution.
- You may pick from Articles I-VII and the first ten Amendments.*
- Note: If you pick an Article, you may decide to focus on a particular Section or Clause within the Article. For example: Article 1, Section 8, Clause 1: “The Congress shall have power to lay and collect taxes, duties, imposts and excises, to pay the debts and provide for the common defense and general welfare of the United States; but all duties, imposts and excises shall be uniform throughout the United States.”
- Explain in specific detail how historical and/or philosophical influences resulted in the writing of this component of the U.S. Constitution.
- Why did you pick your chosen examples?
- Did the chosen examples ultimately benefit the U.S. government? Why?
*You may pick an example that was proposed during the Constitutional Convention but did not survive the final writing of the U.S. Constitution.
References:
Article Articles of Confederation. (n.d.). Retrieved from https://www.gilderlehrman.org/sites/default/files/inline-pdfs/T-04759.pdf.
Maier, P. (2011). Ratification: the people debate the Constitution, 1787-1788. New York, NY: Simon & Schuster.
Learning, L. (n.d.). US History I (AY Collection). Retrieved from https://courses.lumenlearning.com/suny-ushistory1ay/chapter/shays-rebellion/.
McLean, J. (n.d.). History of Western Civilization II. Retrieved from https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/the-age-of-enlightenment/.
National Constitution Center. (n.d.). Retrieved from https://constitutioncenter.org/.
OConnor, K., & Sabato, L. (2019). American government: roots and reform. Columbus: Pearson.
Constitutional Convention and Ratification, 1787–1789 (n.d.). Retrieved from https://history.state.gov/milestones/1784-1800/convention-and-ratification.
The Bill of Rights: A Transcription. (n.d.). Retrieved from https://www.archives.gov/founding-docs/bill-of-rights-transcript.
The Constitution of the United States: A Transcription. (n.d.). Retrieved from https://www.archives.gov/founding-docs/constitution-transcript.
Timeline of the War for Independence. (n.d.). Retrieved from https://www.nps.gov/waro/learn/historyculture/timeline-of-the-war-for-independence.htm.
The Black Death and Bioterrorism
Nursing HomeworksHIV And Epidemics – Black Death
Wikimedia Commons
Black Death Threat
UNC’s Bill Goldman battles the next outbreak of the plague before it happens.
by Mark Derewicz
In 2008, on the Grand Canyon’s southern rim, a biologist named Eric York found a dead mountain lion with a bloody nose but no other signs of trauma. He took it back to his garage to perform an autopsy, which revealed nothing unusual.
Two days later, York developed a bad cough. He felt weak, achy, tired. His doctor told him he had a flu-like illness and sent him home. Two days after that, York was dead.
This time, the autopsy did reveal something. York was stricken with the plague, also known as the Black Death, the same disease that wiped out half of Europe during the fourteenth century. Public-health officials gave antibiotics to everyone who had come in contact with York.
No one else died. Disaster averted. But how did York’s doctor miss something as uniquely horrifying as the plague?
Turns out just about every doctor would’ve missed it, according to UNC’s Bill Goldman. “The first symptoms of the plague really are indistinguishable from the flu,” he says. But unlike the flu, the plague is already well on its way to shutting down the lungs by the time a patient begins to feel sick. It’s a sneaky, extremely contagious, and fatal disease, three reasons why governments and researchers think the plague is a bioterrorism threat—a twenty-first-century weapon of mass destruction.
In medieval times of war, combatants would catapult infected bodies over city walls. Today, a bioterrorist attack would be stealthier and a lot more dangerous.
After the anthrax scare of 2001, the U.S. government pushed for scientists to research various biological warfare threats, such as Yersinia pestis, the bacterium that causes the plague. “I hate to put it this way, but terrorists aren’t going to unload a bunch of rats or fleas into town,” Goldman says. They’ll culture the bacteria in massive amounts. “They’ll try to spread the disease by an aerosol,” he says.
Victims wouldn’t smell it or see it. They wouldn’t even feel a thing at first, but the disease would be on a rampage. Thousands of people would get sick but have no idea they had the plague until it was too late to save them.
The plague is such a silent killer because Yersinia pestis doesn’t trigger the same sort of quick immune response that most bacterial infections do. When a person contracts the plague, the bacteria multiply from a few microbes to a billion within 48 hours. But for some reason the lungs—typically very good at getting rid of undesirables—don’t respond.
In the case of Eric York, doctors had no way of distinguishing his illness from the flu. Only when symptoms worsen—vomiting, difficulty breathing, coughing up blood—does the plague give itself away. “By then, when it’s recognizable as pneumonic plague, it’s too late to treat it,” Goldman says. The lungs are overrun with bacteria. The pulmonary system is all but shut down. The circulatory system can’t deliver antibiotics into the lungs. Patients suffocate to death. They just can’t breathe anymore.
“Here’s the question we wanted to answer,” Goldman says. “Is Y. pestis avoiding detection, or is it actually suppressing the immune responses of the lung?” The answer would give his team clues about how to make the plague less like the Black Death and more like the flu, at least in terms of patient prognosis.
Goldman’s samples of Yersinia pestis came from a repository that got its specimens when a Colorado woman died of the plague in 2000. She had been infected by her cat, which had probably gotten hold of an infected rodent. These specimens are just as deadly now, which is why Goldman’s team was put through stringent security checks before being allowed to work with the organisms. The FBI has active files on each lab member, including Goldman.
When no one is working in the Goldman lab, sealed and locked doors separate humans from the containers that hold the bacteria. Lab technicians change into protective clothing in a designated chamber between the outer lab and the inner lab where they handle the samples. They attach to their heads a device that continuously pushes air downward to lessen the chance that they’ll breathe in a pathogen. They open specimen containers only under a special hood, into which they reach with gloved hands to conduct experiments.
One of the reasons Yersinia pestis is such an aggressive killer is because it contains a particularly nasty plasmid—a segment of DNA that is not part of a bacterium’s chromosomes but can replicate and transfer into other living things. Yersinia pestis picked up its deadly plasmid from some other organism thousands of years ago, Goldman says. He wondered how virulent the bacterium would be without that plasmid, so his team took it out and placed a droplet of the specimen on the nose of a single mouse. When the mouse breathed it in, the bacteria didn’t multiply. In fact, they declined in numbers over four days.
The mouse never got sick. This proved that the plasmid is absolutely critical for lung infection to spiral out of control.
Then Goldman’s team mixed the nonlethal strain of Yersinia with the deadly strain and documented how they behaved in mouse lungs. The deadly strain multiplied like mad, as Goldman expected, but so did the nonlethal strain.
In another experiment, his team documented how other, relatively harmless bacteria responded when the deadly Yersinia strain was present in the lungs. “Even the harmless bacteria are able to grow really well when Y. pestis is present,” Goldman says. “They increase from a thousand to between one million and ten million organisms in the lung.” Those once-harmless bacteria wind up aiding Yersinia in blocking the lung’s air passages.
Although Goldman and his team have indicted that lone plasmid, they’re still trying to pin down the mechanism that allows Yersinia to change the lung into such a permissive playground for pathogens. And if they find that mechanism? “What I’d like to say is, ‘Oh, that will lead us to a drug,’” Goldman says. “But it depends on what the mechanism is.”
His team has already identified a Yersinia protein that helps the bacterium multiply inside the lung. “We have a patent on the idea of creating an inhibitor of that protein,” Goldman says, “but we haven’t found an inhibitor yet.”
Disabling that lone gene might be less a cure than a shield to keep the disease from progressing so fast, which might give doctors more time to treat patients.
“You have to figure out how to defeat the main barriers to treatment,” Goldman says. And in the case of the plague, the main barrier is the speed at which the disease takes hold. A person usually dies within three and a half or four days of contracting pneumonic plague. Goldman says that inactivating the protein his team has identified could keep patients alive longer than usual, and that would give antibiotics more time to work. “If you can change the speed of the infection,” he says, “you’ve solved a major problem.
This approach wouldn’t help everyone infected with the plague. It likely wouldn’t have helped Eric York. But lengthening the time between initial infection and death could be enough to save thousands of lives after a bioterrorism attack.
“Imagine the worst-case scenarios,” Goldman says. “An aerosol released that exposes a lot of people at once, and no one would have any idea they’ve been exposed. All of a sudden, everyone is sick. Early symptoms are indistinguishable from the flu.”
In such cases, a cure would be best. A vaccine would be a close second. The next best thing would be to slow down the disease so treatment has a chance to work. “The plague is susceptible to antibiotics,” Goldman says. “Just not in that last 24 hours.”
Bill Goldman is chair of the department of microbiology and immunology in the School of Medicine. He received funding from a National Institutes of Health grant to the Southeast Regional Center of Excellence for Emerging Infections and Biodefense, which is headquartered at UNC-Chapel Hill.
Discussion Questions:
The Black Death and Bioterrorism
What caused Mr. York to get sick? Is there any obvious cautionary moral to this scenario?
2. Why did Mr. Your’s doctor mistake the plague for the flu?
3. Why would the plague bacteria, Yersinia pestis, be an attractive pathogen for terrorists to use for bioterrorism?
4. Many pathogens trigger our immune system to start making antibodies soon after entry into the body. Within 10 days the immune response is usually able to overcome the disease and the patient recovers. It seems surprising that this pathogen, Yersinia pestis, seems to escape the normal immune response. Dr. Goldman wondered about this. “Here’s the question we wanted to answer,” Goldman says. “Is Y. pestis avoiding detection, or is it actually suppressing the immune responses of the lung?”
He discovered that the bacteria has a small extra chromosome, known as a plasmid.
He was able to prove that it was the extra plasmid that makes the bacteria more vicious.
When he took out the plasmid, the remaining bacteria was relatively harmless. He showed that other bacteria in the lungs were more harmful when the plasmid was present.
He proposed that the plasmid gene encoded a protein that somehow helped disable the immune system. He reasoned that if he could find a way to disable the protein made by the plasmid, that he could use that as a treatment to slow down the pathology of the disease until the patient’s immune system caught up.
How could this treatment slow an epidemic caused by an act of bioterrorism?
Identify an environmental issue facing your community
Nursing HomeworksDiscussion
Identify an environmental issue facing your community.
Imagine that you have been asked to educate the members of your community on this environmental issue.
Create a 12- to 14-Microsoft® PowerPoint® slide presentation about your selected environmental issue. Include the following in your presentation:
DISCUSS THREE SPATIAL SCALES ON THE ASPECTS OF PHYSICAL AND MENTAL HEALTH, AND SOCIAL AND CULTURAL VIBRANCY. WHAT ARE THE THREE SPATIAL HIERARCHIES OF HUMAN SETTLEMENTS?
UncategorizedBased on the readings, how would you go about answering these questions. Do
you think human purpose has come at the expense of environmental degradation?
DISCUSS THE ROLES OF LAW AND COURTS IN TODAY’S BUSINESS ENVIRONMENT
Nursing HomeworksDISCUSS THE ROLES OF LAW AND COURTS IN TODAY’S BUSINESS ENVIRONMENT.
*** for the hypothetical example, use one that is nursing related***
post
………………………………………………………………….
Distinguish between statistical and clinical significance of results.
Would it be possible to have research study results that supported the acceptance of the null hypothesis and demonstrate clinical significance? Provide a hypothetical example that supports your answer.
If you question the credibility of the results from a qualitative study, would the information have clinical significance for your practice area? Why or why not? Provide a hypothetical example that supports your answer.
In 750-1,000 words, do the following: Define sexual deviance in your own words. Describe different forms of sexual deviance that exist. Analyze whether sexual deviance may derive from psychological or biological issues. Analyze whether the field of psychopathology can provide solutions to the problem of sexual deviance. Use three to five scholarly resources to support your explanations. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
UncategorizedUse three to five scholarly resources to support your explanations.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Science homework help
UncategorizedAs part of your FP group assignment, each group member is required to conduct one stakeholder interview. For this week’s individual assignment, you will submit a summary of your stakeholder interview. Note that this is an individual assignment and is different from the FP group assignment where you are only required to submit as a group the categories of the stakeholders and questions.
Your summary will represent a synthesis of the answers that your interviewee provides in the context of your issue of interest. Please include the following in your submission.
Your group’s most updated problem statement-
5 STAKE HOLDERS- Category of stakeholder (no names; these interviews are anonymous)
List of questions
A synthesis of responses and how they relate to the issue of interest. Make sure not to use a question and answer format. That does not count as a synthesis/summary. Synthesis part is 350-500 words long.
No references are required for this assignment.
This assignment is due on Thursday, November 12.
Suggested interview introduction: Hello, my name is ____________ and I am a student at the xxxxxxxxxxxxxxxxxxxxxxxxxxxx. As part of a course requirement, we need to conduct a brief interview seeking your opinion about MOST EFFECTIVE COVID TESTING AND WHY. All interviews are anonymous. I will only take a few notes to make sure I accurately represent your opinion.
What are the main objectives of a healthcare delivery system?
UncategorizedHealthcare to US Citizens
Many organizations, departments, and individuals provide healthcare to the US citizens. The complex nature of the US healthcare delivery system has driven much legislation for change over many years. Using the South University Online Library or the Internet, research about the healthcare organizations and their delivery of healthcare services in order to fully understand the magnitude of the US healthcare delivery system. Based on your readings and research, answer the following:
What are the main objectives of a healthcare delivery system?
Name some of the basic functional components of the US healthcare delivery system. What role does each play in the delivery of healthcare?
Who are the major players in the US health services system? What are the positive and negative effects of the often conflicting self-interests of these players?
Why is it that despite public and private health insurance programs, some US citizens are without any coverage?
What are the main roles of the government in the US health services system?
Why is it important for healthcare managers and policymakers to understand the intricacies of the healthcare delivery system?
To support your work, use your course and textbook readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Your initial posting should be addressed at 150-300 words. Submit your document to this Discussion Area by the due date assigned. Be sure to cite your sources using APA format.
Respond to your peers throughout the week. Justify your answers with examples, research, and reasoning. Follow up posts need to be submitted by the end of the week.
How large is the division of FDA that is responsible for supplement investigation and regulation? Explain.
Nursing Essay Help- Pre-film essay: Answer this essay prior to watching the film.
After reading the introduction to the assignment and the film title, what do you think this film is about? Share any preconceived ideas you have about the topic within this essay. The essay should be ½ page in length, minimum.URL for Film: PBS Frontline: Supplements and Safety http://www.pbs.org/wgbh/frontline/film/supplements-and-safety/ (Links to an external site.) Information obtained from the film. Answer questions in detail.- Food First
- Food is Medicine.
11. Opinion based on knowledge from the film: How can you utilize nutrition to promote your health? How can you be healthy or stay healthy? Explain.>American history homework help
Uncategorized“A bill of rights is what the people are entitled to against every government on earth.” – Thomas Jefferson
In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, the western hemisphere’s preeminent power, in the American War for Independence. (NPS.gov, n.d.) Those thirteen colonies, saddled with a new governmental charter, the Articles of Confederation, sought to chart their own, independent path. (Gilderlehrman, n.d.) As a result, in 1787 disgruntled colonists sent delegates to Philadelphia with the task of revising the dysfunctional Articles of Confederation. In a radical departure, most delegates opted against amending the existing constitution, and instead, created a new Constitution. (OConnor & Sabato, 2019)
During the four-month Constitutional Convention, the delegates readily agreed upon James Madison’s basic premise of a new United States government delineated along three branches: legislative, executive, and judicial. That said, most delegates envisioned a strong legislative body and a weak executive office. Real disagreements arose regarding the composition of the legislative body, in particular the election and responsibilities of senators. Slavery proved a vexing issue to which a compromise allowed slaves to be partially counted for Congressional representation. (Maier, 2011)
One of the last arguments of the convention involved the question of whether to include a “Bill of Rights” within the U.S. Constitution. Many delegates did not believe that a Bill of Rights was a necessary component. After the Constitutional Convention and during the Constitution’s ratification, James Madison consented to Thomas Jefferson’s concerns regarding individual liberty and thus pledged to add additional amendments that would codify an individual’s rights within the federal government. During the first session of Congress in 1789, Madison composed a series of Amendments designed to safeguard a citizen’s individual liberties from a potentially powerful federal government, which are now collectively known as the Bill of Rights. (Maier, 2011)
The debate over the Bill of Rights, among other significant concerns, later split the Founding Fathers into two political camps: the Federalists and Antifederalists. These groups later became this country’s first set of political parties, and notably, established a dominant, two-party system.
More information about the Constitutional Convention can be found with the U.S. State Department’s Office of the Historian.
Although a living document, the original writing of the U.S. Constitution reflected the political, social, and economic factors particular to late Eighteenth-century America. During the Constitutional Convention, the delegates included and/or excluded content within the Constitution that reflected the historical and/or philosophical concerns from their own perspectives: steeped in the philosophies of the European Enlightenment, formed by memories of a war of independence against Imperial Great Britain, cognizant of the current failures of the current constitution, and alarmed by the post-independence civil unrest. (Lumens, 2019)
Directions: Using the required, academic readings, and supplemental academic research, please address the following while adhering to the Discussion Board Rubric:
*You may pick an example that was proposed during the Constitutional Convention but did not survive the final writing of the U.S. Constitution.
References:
Article Articles of Confederation. (n.d.). Retrieved from https://www.gilderlehrman.org/sites/default/files/inline-pdfs/T-04759.pdf.
Maier, P. (2011). Ratification: the people debate the Constitution, 1787-1788. New York, NY: Simon & Schuster.
Learning, L. (n.d.). US History I (AY Collection). Retrieved from https://courses.lumenlearning.com/suny-ushistory1ay/chapter/shays-rebellion/.
McLean, J. (n.d.). History of Western Civilization II. Retrieved from https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/the-age-of-enlightenment/.
National Constitution Center. (n.d.). Retrieved from https://constitutioncenter.org/.
OConnor, K., & Sabato, L. (2019). American government: roots and reform. Columbus: Pearson.
Constitutional Convention and Ratification, 1787–1789 (n.d.). Retrieved from https://history.state.gov/milestones/1784-1800/convention-and-ratification.
The Bill of Rights: A Transcription. (n.d.). Retrieved from https://www.archives.gov/founding-docs/bill-of-rights-transcript.
The Constitution of the United States: A Transcription. (n.d.). Retrieved from https://www.archives.gov/founding-docs/constitution-transcript.
Timeline of the War for Independence. (n.d.). Retrieved from https://www.nps.gov/waro/learn/historyculture/timeline-of-the-war-for-independence.htm.
consequences of photosynthesis in humans.
Nursing Homeworks3-4 paragraphs with references and no plagiarism Photosynthesis and Chloroplasts
You will read that only plants, algae, and some bacteria are photosynthetic. There is an exception to this, however. One species of sea slug has found a way to steal chloroplasts, store them in glands lining its digestive tract, and live on the sugar that is produced (Milius, 2010).
What if animals and humans could be engineered to have chloroplasts and could then use photosynthesis?
Focus your discussion on 1 of the following topics:
Describe at least 2 benefits and 2 drawbacks there might be for animal cells (including humans) to make their own food through photosynthesis.
Explain which cells, tissues, or organs should be modified to lead to successful photosynthesis in animals. Discuss how this compares to a plant’s leaves.
Describe at least 1 requirement for photosynthesis that would need to be considered for chloroplasts to function in an animal or a human.
Predict 2 or more consequences of photosynthesis
Recommended: Click on the following links to review materials to enhance your knowledge and assist with your discussion post:
Chloroplast-Stealing Sea Slug
Photosynthesis
Utilize at least 1 credible source to suppo
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