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Do some research on The Commerce Clause which the U. S. Constitution expressly delegated to the national
government the power to regulate interstate commerce. Is the power of the national government expanding
under The Commerce Clause or has the U.S. Supreme Court curbed this regulatory power in recent years. Start
out by explaining what The Commerce Clause is and what it is meant to do...then discuss with your colleagues
the question of whether the government has been expanding its power under The Commerce Clause and any
recent rulings by the U.S. Supreme Court in respect to this issue (i.e., recent health care law ruling by the U.S.
Supreme Court).
My 3 classmate respond
Dylan
1- Commerce Clause
The Commerce Clause refers to Article 1, Section 8, Clause 3 of the U.S. Constitution. The
Commerce Clause states that the U.S. Congress has the power to regulate commerce with foreign
nations, within the several states and with Indian tribes. Courts have discussed the three areas of
commerce as a separate power granted to Congress. Disputes exist as to the range of power granted
to Congress by the Commerce Clause. The Commerce Clause is the source of the federaldrug
prohibition laws under the Controlled Substances Act. In the case Gonzales v. Raich, a medical
marijuana case, the Supreme Court rejected that the ban on growing medical marijuana for personal
use exceeded Congress' powers under the Commerce Clause. The outer limits of the Interstate
Commerce Clause power have been the subject of long political controversy.
Brown
In the US Constitution, the Commerce Clause describes the power to regulate
commerce with foreign nations, several states and with Indian Tribes. It gives them the
power to regulate interstate and foreign commerce. The Federal Government has been
expanding its power under the Commerce Clause over states because as soon as trade
becomes interstate, the government can come in, take over and make laws that the states
must follow. An example of this is the Affordable Care Act. This act made it a requirement
that Americans obtain healthcare insurance or pay a penalty which was done to levy taxes.
Jacob
The Commerce Clause is a power granted in the United States Constitution. It grants power
to the US Congress and its primary objective is to regulate commerce with foreign nations,
states and Indian Tribes. This clause is often questioned, due to the various amount of
power its grants the Government. This is the reason that the Commerce Clause is often tied
in with the Necessary and Proper clause in the U.S. Constitution. The government has been
expanding its powers under this clause and many people are abjecting to the reach and
control of the government within trade and commerce. A recent issue that has had
widespread notoriety is the federal marijuana ban. Many states argue that marijuana should
be controlled at the state level rather than overlooked by congress. In the case of Gonzalez
vs. Raich, the U.S. Supreme court ruled that congress may use its power found in the
Commerce Clause to ban marijuana growing, regardless of state laws allowing the practice.
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The Commerce clause designates a reckoned power detailed in the US constitution. The
clause depicts that the US Congress shall possess the ability to control Commerce with overseas
countries and amongst several States, as well as with the Indian Tribe (Barnett 3). Commentators
and courts have endeavored to divide and discuss the clauses in three different perspectives. The
government has be...
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eportfolio reflective introduction
WR 39CIts ContentsThe Basics Required Elements: -Reflective Introduction (5-8 pages, approx. 1500 wo ...
eportfolio reflective introduction
WR 39CIts ContentsThe Basics Required Elements: -Reflective Introduction (5-8 pages, approx. 1500 words minimum, multimodal) -multiple "pages" of various assignments or portions of assignments to which your Reflective Introduction hyperlinks and that you discuss in more detail While the required elements will give a basic shape to your ePortfolio, the specific details of its organization are yours to construct. Think of your portfolio as a growing archive that will become full of interesting pieces of evidence as the quarter progresses. You will quickly accumulate artifacts that document your learning. Some of these artifacts will become particularly meaningful. Use them—things like drafts, instructor or peer comments, organizational notes, before and after versions of sentences and paragraphs, final versions of your compositions, for example—to document the work you have done, demonstrate your role in your learning, and articulate your intellectual strategies as they pertain to college level rhetoric, composition, and communication.Be creative and attentive when making choices about organizing the sections and pages in your portfolio. For example, are the compositions going to serve as major organizational elements by following the reflective introduction in sequential order? Or, are you going to place the compositions and other examples of your best writing together in one “Showcase Writing Section” and organize the other elements of your portfolio in a different manner, along thematic lines, (“Revision Strategies,” “Productive Mistakes”), or in terms of notable developments in your writing (“My Breakthroughs”)?Reflective Introduction (5-8 pages, double-spaced, approx. 1500 words minimum, 10 pages max)This document introduces you as a college-level writer, thinker, and communicator to a community of your peers. Its fundamental purpose is to illustrate the role you have played in your learning over the course of the quarter in 39C. You take responsibility for the quality of your work in this document (and in your ePortfolio) by assessing your performance. The reflective introduction is an analytically incisive, multi-modal composition that delivers arguments about your learning and supports them with carefully selected pieces of evidence. Guiding Suggestions for Writing the Reflective IntroductionThe reflective introduction should be an analytically rigorous multimodal composition that documents the rich textures of your learning this quarter and perhaps throughout the WR39 sequence of courses (39A, 39B, and 39C).Think of the rest of your ePortfolio as an archive of evidence that you will use in support of the arguments put forward in the introduction.Refer to the various pieces of evidence from the archival portion of the portfolio in the introduction. Guide the reader to them and clearly explain your artifacts.The reflective introduction should address and analyze your learning in the following four areas:Transferring What You KnowGuiding Prompts: You do not need to answer all of the following questions, select those you find useful.-(Week 1, Self-Assessment) Can you describe the central strategies you use when writing and when arguing in writing? How did you learn them? How have they changed over time? How have your experiences in your writing classes at UCI influenced your personal history as a writer in academic contexts? Please explain and use examples.-(Week 1, Self-Assessment) Have you already applied what you learned in the WR 39 series to writing assignments in other classes? Explain using specific examples, if possible.-(Week 1, Self-Assessment) Are you using a variety of strategies to approach your writing assignments in all of your classes? If so, please explain them. Has the WR39 series of courses influenced your ability to make effective choices about how to approach other writing assignments such as lab reports, memos, blue book exams, short response papers, and any other examples of writing you have been assigned in here at UCI? Has the WR39 series of courses influenced the ways in which you communicate when you write or communicate outside of school, perhaps in your communities or in your extra-curricular activities? Are you using the same strategies in different contexts as you consider the demands of different situations, both in school and out? If so, please explain why, and give examples. -Over the course of this quarter, while you were in WR39C, did you bring any of the strategies you were learning in 39C into the other classes you were taking this quarter to help you with writing assignments in these other classes? Please explain, and use examples.-Did you bring strategies you learned in your other classes this quarter into 39C? Please explain, and use examples.-Now that you have completed the sequence of courses that fulfills the Lower Division Writing Requirement, look back to where you were at the beginning of the quarter, or even at the beginning of your college-writing experience, and analyze how your practices and habits of researching, writing, and organizing have changed and evolved.-Use specific examples from your portfolio. Your Composing ProcessGuiding Prompts: You do not need to answer all of the following questions, select those you find useful.-Have you experienced moments when the light bulb suddenly illuminated? Can you explain why and how this happened?-Explain what you have learned about the process of generating a research-based composition.-What have you learned about arranging the elements of your compositions? Have you become more skillful and able to control your presentation of evidence and integrate various pieces of evidence into a coherent and meaningful argument?-How did conducting research all throughout the drafting process help you to make decisions about the organizational logic of your compositions? In what ways, specifically, did you formulate and reformulate research strategies, framing questions, and guiding claims/arguments by using research?-Did you carefully select multimodal pieces of evidence? Why did you choose such examples? Did making your argument visible by using multimodality help you to clarify your thesis?-Explain how your process of writing drafts, source evaluations, and annotations evolved over the course of the quarter. Did you become more effective at pre-writing tasks?-Use specific examples from your portfolio.Rhetoric, Argumentation, & Multi-modal CommunicationGuiding Prompts: You do not need to answer all of the following questions, select those you find useful.-What have you learned about argumentation and persuasion through the process of generating two multi- modal compositions?-Explain how creating a multi-modal composition helped you to articulate your arguments and understand your ethos as the author.-How did conducting research all throughout the drafting process help you to make decisions about the organizational logic of your compositions? In what ways, specifically, did you formulate and reformulate research strategies, framing questions, and guiding claims/arguments by using research?-Did you carefully select multimodal pieces of evidence? Why did you choose such examples? Did making your argument visible by using multimodality help you to clarify your thesis?-Can you explain how you arrived at the solutions you chose to analyze in your advocacy composition?-Was there a specific moment when your thesis became clear to you, and can you explain what you did to arrive at such a moment of clear insight?-Did using multimodal elements help you figure out how to arrange your evidence and deliver your argument in a well-put together narrative?-Explain and demonstrate why and how you used various arguments and counter-arguments and numerous and different sources to strengthen your claims. -Use specific examples from your portfolio.RevisionGuiding Prompts: You do not need to answer all of the following questions, select those you find useful.-Explain your process of revision. 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Do you alter your body of evidence through research or omission?-Use specific examples from your portfolio.Supporting Materials Selections & SelectingYour portfolio should be populated by numerous artifacts. All of the “process” work you do will generate artifacts; put them into your portfolio as you go along, knowing that you will continue to organize and reorganize it over the course of the quarter. But select the most meaningful artifacts carefully, and write detailed captions for them so that whoever views your ePort understands your reasons for choosing a specific piece of evidence.Possible Artifacts:-Examples of your best writing-“Before-and-After” examples of writing you revised-Source evaluations and annotations-Research proposal and prospectus-Examples of your writing from other classes in comparison to the writing for your WR 39C course-Instructor & Peer feedback-Reflections on your work-Cellphone pictures of your notetaking strategies, diagrams of your arguments, or other things that represent you and your learning.-Your source materials: video, pdf files, websites, cartoons, etcetera and so forth-What else might you select?Portfolio Grade (20% of Final Course Grade)Grading Method: Reflective Introduction, Captions & Artifacts, and Organization & CreativityThe grade for the reflective introduction establishes the base grade for the portfolio.The quality of the captions for numerous artifacts, and the clarity and creativity of the portfolio’s organization may move the base grade up or down, in increments of 1/3, by one full letter grade. For example, suppose you write a good reflective introduction and receive the grade of B on it, but you submit a very well organized portfolio with detailed captions that explain handfuls of artifacts in meaningful ways. Your overall grade for the portfolio may move up by 1/3, and you would receive the grade of B+ for the portfolio. Suppose you get a B on your reflective introduction but submit an excellent ePortfolio, one that’s meticulous in its organization and is bursting with artifacts and detailed captions. Your grade may go up by 2/3, and you would then receive the grade of A- on the final ePortfolio.There may be no adjustment of the base grade if the other aspects of the ePort are similar in quality to the reflective introduction.Guiding Questions for the Instructor:-What is the overall quality of the reflective introduction in terms of argumentation? Are the arguments well supported by multimodal evidence? Are the arguments substantive and supported by artifacts? Are the arguments convincing?-Has the student made persuasive arguments about his or her learning in the four specified areas in the reflective introduction and throughout the portfolio?-Are there enough artifacts to substantiate the arguments? Are the captions useful and well detailed?-Is the portfolio well organized? Is it creatively organized?-Are there typos, grammatical glitches, and other surface-level hitches?PreviousNext
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Environmental Impacts of DeforestationJennifer CroftYour essay should include five paragraphs, as follows:Paragraph 1 is y ...
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After your negotiation and transaction with Mr. Barker, you start to realize that this could be a lucrative business. Your ...
Opening the Doors to Your Business, writing homework help
After your negotiation and transaction with Mr. Barker, you start to realize that this could be a lucrative business. Your mother has been bugging you for months to get rid of all of the other children's meal toys that you collected over the years. With your estimate, you probably have over $10,000 worth of toys.For this part of the project, you will be starting your own business selling the children's meals toys. At this point in time, you are the only one running the business, and you will not have any employees. If you were to structure a business based on the facts of this situation, which would you choose and why is that the best fit? At this point in time, you are the only one running the business and you will not have any employees.Your paper should be 1-2 pages in length, double-spaced, and properly APA formatted.Save your assignment as a Microsoft Word document.
Quality Programs and Family Communication Plans
Now that you have learned about organizations that measure quality in early childhood education programs and about family- ...
Quality Programs and Family Communication Plans
Now that you have learned about organizations that measure quality in early childhood education programs and about family-educator communication, you will combine these topics to complete your next assignment.This project consists of two parts. In Part 1, you will design a program outline for an early childhood facility. In Part 2, you will design and discuss a communication plan to distribute to the families of the children in your program.Part 1: Program OutlineUse your knowledge, experience, and research skills to envision and design an outline for your own early childhood program. You will envision a program that you would like to open one day. You may even choose a name for your program/facility!In a one-to-two-page document, describe each of the following:The licensing standards for your state including: (STATE FLORIDA)Type of facility (preschool, group day care, home day care, etc.)Age ranges (must be between the ages of birth/newborn through age 8, but can be limited to a certain age/ages)Staff-child ratiosStaff educational qualificationsGroup sizePhysical space requirementsThis information must come directly from your state's licensing website or licensing handbook. Be sure to include this as a source in your reference list.Describe the quality aspects of your program, including the following features:Type of curriculum used and why you have chosen this methodology. How will children benefit from the chosen curriculum?Accommodations for diverse needs. Discuss how you will communicate and collaborate with families to accommodate their diverse needs, such as different cultures, languages, and abilities.Observation, documentation, and assessment measures used.Additional services provided such as therapeutic interventions or family support.Part 2: Communication PlanUse your knowledge and experience with appropriate communication practices to design your own early childhood family-educator communication plan. You will fill out a template that serves as a Communication Plan, which you would distribute to each child's family. This will include communication methods and three topics to share about. You will then write a two-page rationale that explains your reasons for choosing those three communication methods and discusses how you will approach any disagreements or lapses in communication.First, download the template for this part of the assignment below:Module 02 Communication Plan Template (ATTACHED)Using the template, provide the following information:Three communication methods you will use to communicate with families. Examples might include face-to-face conversation, daily or weekly written notes, phone calls, a traveling communication log via notebook or folder, private conferences, and daily or weekly interactions by way of applications such as mobile apps or social media). Use your assigned readings, lectures, videos, and existing personal practices to determine your preferred methods. List and provide details about each method, including: How you will communicate (by phone, folder/notebook, email, software application, etc.)Any specific time of day that each method will be utilizedFrequency of communication for each methodA list of three specific topics related to children's development, behavior, or care that you will communicate with the family about. Be mindful of which topics might be important to families. At least one personalized goal for the child, based on the topics chosen. Include one follow-up measure that can be used to check progress.In two additional pages, in a separate document, do the following:Explain your rationale for choosing each communication method, including the benefits to the:ChildFamilyEducatorEnvision and describe a situation where two parties listed on your communication plan encounter a difference of opinion about the child's education and care. Discuss how you would resolve or accommodate for those differences. Use at least one scholarly source to support your rationale for your communication methods. Make sure to include this source in an APA formatted reference page.
Discussion - Strategic Management
As we learned this week, the strategic management process has five steps: 1) Establish the mission and the vision; 2) Asse ...
Discussion - Strategic Management
As we learned this week, the strategic management process has five steps: 1) Establish the mission and the vision; 2) Assess the current reality; 3) Formulate the grand strategy; 4) Implement the strategy; and 5) Maintain strategic control.Below is a 6-minute video where Professor Donald Sull discusses recommendations for translating strategy into results.Harvard Business Review video Why So Few Managers Understand Their Company's Strategy. (Links to an external site.) DiscussAfter watching the video, choose one of the questions below to answer:Describe how you, or someone you know, used some of the recommendations in the video to implement either new ideas or strategies at work. What are the lessons learned?Identify a current or previous supervisor, or someone you know, that used any of the recommendations in the video and discuss how effective the recommendations were. What are the lessons learned?
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