Social Changes And Changes In Technology Since 1900 Essay

Social Changes And Changes In Technology Since 1900 - Essay Example Development of new transport forms during the early years of the twentieth century led to a significant change of social life. By 1900, horseless carriages had been introduced to the streets of popular cities (Crossley, Lees, & Servos, 2012, p, 15). These carriages were powered either by steam or by electrical power. By 1920s, automobiles were developed, and were common in the United States of America. They became common in Germany by 1960s, and in Japan; they became common in the 1970s (Crossley, Lees, & Servos, 2012, p, 15). This led to the rise of the world’s largest corporations, which supplied livelihoods to numerous workers. People had to spend significant potions of their time working in order to earn. Also, automobiles catalysed social change because they afforded the owners new mobility, new sites for courtship and new leisure pursuits (Crossley, Lees, & Servos, 2012, p, 15). As a result of transport and industrialisation, European settlers settled in third world countries, influencing the culture of the natives significantly. Therefore, the natives adopted the European culture and science, in the name modernisation of society. Scientific evolution led to departure from the old and traditional ways to new ways of life such as photography, radio and music. For instance, European faith was introduced to various parts of the world, where the Europeans had migrated to. It is the advancement in technology that led to development of transport, which enabled the Europeans to travel to various parts of the world. As they settled in these areas, they introduced their culture, forcing the natives to abandon their traditional social ways and adopt the new settlers’ culture. ... International trade resulted due to further development of various forms of transport. In turn, international trade, led to an increase in growth among countries and change in lifestyles. It also contributed to poverty and the rise of slums in key cities. As people were engaged in trading, they became concerned on how they would attain more wealth through trade. As a result, they departed from their former ways of social life, which required that those who were fortunate would help the needy. In their bid to attain success in trade, rich traders suppressed the poor, and as a result, the poor built slums within the major cities that had prospered due to trade. Urbanisation greatly influenced social change during the early years of the twentieth century. For instance, native whites contributed to a larger share of the urban working class that had migrated to the cities from depressed rural areas (Rabinowitz, 1994). In urban areas, people changed their ways of life. Most of them broke a way from rules and norms of traditionally expected behaviour, as they underwent social change. Urbanisation was the causal agent of rapid social change, poor urban living condition because of congestion and breakdown from social norms and increase of crime during the twentieth century (Martel, 2011, p, 13. Urbanisation, which was experienced in the twentieth century, in high rates, led to the emergence of new social issues such as child labour. People had to change their lifestyles and adapt to the new systems, where employment of minors and children was a common trend. Industrial and economic changes led to changes in modes of thought, which led to the development of new

Internet Changing Journalisim Essay Example | Topics and Well Written Essays - 2000 words

Internet Changing Journalisim - Essay Example Journalism besides covering political and social issues it also covers cultural aspects related to the concerned society like arts and entertainment. In the old times there were only three ways through which news and other information could be published or broadcasted but now in this modern era anyone can produce media if he has an internet connection and a computer or a smartphone. In the olden times journalism was an extremely professional career but now journalism has de-professionalized due to other forms of media and most importantly the internet (Whitman, Bergman, Noverr & Recchia, 1998). With the introduction of internet, journalism has quite changed in all aspects. The internet is a very wide network which comprises of many wide networks. It has become a very interactive form of media. Data through the internet is sent by means of packet switching. No form of media can attract such a large audience at a single time but through internet this is possible. The greatest advantage of internet being the ease of availability, use and cost effectiveness have made it even more common among the people. Anyone having access to the internet can have contact with all of the people of the world. Internet has removed all bounds and limits that were included with the traditional journalism. Internet has now become the center of all mass communication (Pavlik, 2001). There are various kinds of journalism that people are adopting as a profession or being practiced by amateurs. Internet has affected all types of journalism. Examples can include the following. Fashion journalism is one of the kinds of journalism in which the person has to write articles related to fashion and life style. People interested in fashion writing can opt for this profession; such articles can be read in newspapers and magazines and nowadays certain TV channels are there which only cover fashion related issues and trends. The internet has revolutionized the fashion journalism. We can now easily g et access to the latest fashion trends and tips on the net in a jiffy anytime. If we were to watch a show on television we will have to wait until the show is aired on the television but through the internet we can access anything, any information without a time restriction. Tips to life style, health tips and other fashion related issues can easily be accessed through the web. Now almost all fashion magazines and fashion channels have correspondence with their own website. The journalist now has to work more hard and find more interesting and innovative ideas so that people are more attracted towards reading magazines and newspapers (Dreiser, & Nostwich, 1988). News journalism is another type of journalism in which news related to political, social issues, current issues, weather, entertainment news are covered. In the earlier times news could only be accessed by the people through the television and when there were no televisions then it was done through radio, and later on by new spapers as well. But all this required time and spending of large amounts of money. News through the newspapers could not be reached to the people instantly and the people had to wait a whole day long to read the news related to that day because it took time to gather, write and edit news and articles and then print them. For the news on television we had to wait for the time on which the news would be

Simultaneous Equilibria in the Benzoic Acid

Simultaneous Equilibria in the Benzoic Acid Jekathjenani Ratnakumaran Simultaneous Equilibria in the Benzoic Acid Toulene -Water System Introduction: Benzoic acid is an aromatic carboxylic acid with molecular formula, C7H6O2. It appeared as colorless crystalline solid and has a fade, pleasant odor. Benzoic acid is easily available in nature and are used as a precursor to plasticizers, and sodium benzoate. Also, it inhibits the growth of microorganisms such as yeast, mold and bacteria. It also, used as an ointment to treat the fungal diseases such as ringworm and athletes foot. This benzoic acid can be prepared from the bromobenzene, benzyl alcohol and benzyl chloride. The purpose of this experiment is to determine the distribution coefficient (ÃŽ ±) and dimerization constant of the benzoic acid in equilibrium of toluene and water. The distribution coefficient can be determined by using the distributive law which is given by the Nernst in 1891. This law states that distribution of the solute either solid or liquid between two non miscible solvents1. When the solute distributes in the two non miscible solvent at constant temperature, the solute remains in both solvent at the same molecular conditions and then, the concentration of solute in those two non miscible solvents will be equal to the distribution constant, K. In this experiment, the two non miscible solvents are water and toluene. There are three equilibrium states occur in the system used in this experiment such as distribution equilibrium, aqueous phase equilibrium and toluene phase equilibrium. These three equilibria contain benzoic acid (HBz), water (W) and Toluene (T). The distribution occurs as monomer in water and hence, there is monmer-dimer equilibrium occurs in the water and toluene phase2. From the distribution equilibrium, the distribution coefficient, ÃŽ ± can be calculated by, HBz (w)HBz (T) From the aqueous equilibrium phase, the aqueous dissociation constant, Ka is calculated as follows, HBz (w)H+ + Bz From the toluene equilibrium phase, the aqueous dimerization constant, K2 is calculated as follows, 2HBz (T)(HBz)2 The total concentration of benzoic acid in Toluene (CT) and total concentration of benzoic acid in water (Cw) can determine using the formula 1 and 3, they are as follows, Cw= [HBz]w + [H+] CT= [HBz]T + 2[(HBz)2] By plotting the graph using above formula, the total concentrations present in both water and toluene can be determined. Methods: This experiment was conducted by following the procedure given in the laboratory manual by the department of chemistry, Trent University. Related questions Answers: The structure of a dimer of benzoic acid is shown below, O H- O C C O- H O As benzoic acid has phenyl group and it is non polar but water is a polar solvent. Therefore, the carboxyl group in benzoic acid will be harder to form hydrogen bonding with water and decrease the interactions between the benzoic acid molecules. Hence it does not form a dimer with water. In the case of hexane, the hexane is non polar solvent and therefore, the benzoic acid forms dimer with hexane. In the case of methanol, as it has hydrogen bonding, it is considered as polar solvent. When it reacts with benzoic acid, it does not form a dimer of benzoic acid. Furthermore, in the case of propanone, benzoic acid does not form dimer because propanone is a polar solvent. As the titrant solution is base solution, the indicator required to give end point is phenolphthalein. The indicator used in the titration is based on the pH values of the solutions used. In this case, as solution contains benzoic acid and its titrated against NaOH, therefore, the to bring the end point, the phenolphthalein which has pH approximately 9 is used. If the titrant is base solution, then the methyl orange, which has pH 3.5 is used to identify the end point. Results: Table 1 represents the volume of the benzoic acid, toluene and water added in the five solutions in different fractions of the volumes. Solutions Volume of benzoic acid in toluene Solution (ml) Volume of water added (ml) Volume of toluene required to bring total volume to 100 ml (ml) 1 50 50 0 2 40 50 10 3 25 50 25 4 15 50 35 5 5 50 45 Mass of the benzoic acid used = 5.000 g Volume of the NaOH used= 10 ml Calculated concentration of the NaOH = 0.018 M Table 2 represents the titrated volume of the solutions against NaOH and HCl and calculated concentrations of benzoic acid in the Toluene and Water. Solution Number VNaOH (w) (ml) VNaOH(T) (mL) VHCl (T) (mL) CW x 10-3 (M) CT x 10-2 (M) ÃŽ ² Cw (1-ÃŽ ²) CT/Cw (1-ÃŽ ²) 1 5.8 35.7 0.3 4.35 2.70 0.1141 0.00385 7.0130 2 5.4 28.9 0.4 4.05 2.20 0.1181 0.00357 6.1625 3 4.9 16.4 0.8 3.67 1.30 0.1236 0.00322 5.3450 4 3.0 10.7 1.6 2.25 0.92 0.1545 0.00190 4.8421 5 2.2 5.7 5.0 1.65 0.80 0.1773 0.00136 5.8823 Figure 1 represents the plot of Cw (1-ÃŽ ²) versus CT/Cw (1-ÃŽ ²). Data Analysis Calculations: Volume of HBz in water, V1= 0.02 L Volume of NaOH, V2= 0.0058 L Concentration of NaOH, C2= 0.015 M Concentration of HBz, Cw= (0.0058 x 0.015) / 0.02 M = 4.35 x 10-3 M Volume of HBz in water, V1= 0.02 L Volume of NaOH + HCl, V2= 0.036 L Concentration of NaOH, C2= 0.015 M Concentration of HBz, CT= (0.036 x 0.015) / 0.02 M = 2.70 x 10-2 M By using the below formula, the value of ÃŽ ² was calculated, The value of Ka for benzoic acid is 6.46 x 10-5 0.00435 ÃŽ ²2 + 6.46 x 10-5 ÃŽ ² 6.46 x 10-5 Using the quadratic formula, the value of ÃŽ ² is, ÃŽ ² = 0.1141 Calculation of Cw (1-ÃŽ ²) for solution 1, Cw (1-ÃŽ ²)= 0.00435 (1- 0.1141) = 0.00385 Calculation of CT/Cw (1-ÃŽ ²) for solution 1, CT/Cw (1-ÃŽ ²)= (0.0270) / (0.00385) = 7.013 From the figure 1, the value of K2 and ÃŽ ± are as follows, Y = -0.1344 x + 5.8939 ÃŽ ± (intercept) = 0.1344 2ÃŽ ±2K2= 5.8939 K2= (5.8939 ) / (0.03613) = 163.13 M Discussion: The experiment was conducted with careful consideration to get the result as close as to the real value. However, due to the some experimental error involved in this experiment, the calculated values are not close to the literature value. The calculated K2 value is 163.13 L/mol and the alpha value is 0.1344. The literature values are 260 L/mol and 1.49 respectively. Figure 1 represents the plot of Cw (1-ÃŽ ²) versus CT/Cw (1-ÃŽ ²). Based on the graph shown on figure 1, the peak is falling and then raising. When the amount of benzoic acid decreases, the amount of concentration of toluene increases. On the contrary, the value of concentration of benzoic acid (HBz) in water is higher than the concentration of HBz in toluene. In comparison with the literature value, the calculated value has deviated from it. However, the calculated percentage error is 37 %. This is considered as large difference when compared to literature values. These differences between the calculated and literature v alue occurred due to the experimental error. Equipments used in this experiment were used by the previous batch. As the experiment was conducted using the pre used equipments, there might be an error in the contamination. The solution that has made in this experiment has to be mixed well. This will provide a more accurate result. Failure to do this step might have resulted in the failure of result. Also, the burette reading and end point notification are considered one of the errors which lead to inaccurate result. Due to these occurrences, the experiment does not turn successful and have heavily affected the final results. Moreover, the adjustment made in the water bath and less time of keeping the solution in the water bath also might be lead to the error in the final result. Because temperature is ne of the factor affects the dissociation of particles. Furthermore, due to the weather condition (winter), temperature and pressure changes and might not favored to conduct the experim ent. Conclusion: In conclusion, the simultaneous equilibria of benzoic acid presence in the water and toluene solvent was studied by conducting this experiment. In order to get accuracy of result, the precision can be improved by more attention on the experimental procedure and handling the equipments. Also, accurate result can be made by observing the measurements such as notifying the burette reading and end point in a proper manner. References Chemistry Made Simple about Nernst Distribution Lawn; Metallurgy, (2009) Ellison H.R. Simultaneous equilibria in the benzoic acid-benzene-water system, A distribution experiment; 48 (2): 124 (1971). DOI: 10.1021/ed048p124P. Atkins and J. de Paula, Atkins’ Physical Chemistry, 8th ed., W. H.Freeman and Co., New York (2006). Department of Chemistry, Laboratory Manual, Experiment G1- Heat Capacity Ratio for Gases, Trent University, Peterborough, Ontario(2014)

Slavery in the American South Essay examples -- History African Americ

Slavery in the South Slavery was a big part of life in the South. Many plantation owners relied on slaves and their work to help get the money and crops they needed. There were two types of slaves in the South at this time. There were house slaves and there were field slaves. House slaves consisted of servants, maids, and butlers. They were normally treated better than the field slaves (Biel 14). They got to be inside most of the time. Owners of house slaves would usually not beat them because they wanted the slaves to look presentable for whatever guests arrived or stopped by. With house slaves, the owner’s family enjoyed a luxurious lifestyle (Biel 14). These houses were normally extremely elegant. Some house slaves had the luxury of being taught basic education. Just enough to understand what was going on and what to do.   Ã‚  Ã‚  Ã‚  Ã‚  Field slave life was much different than that of a house slave. There was no education taught to a field slave. Literacy for enslaved blacks was clearly viewed as a potential weapon against the slave system (â€Å"Voices of Triumph† 167). Educated slaves were thought not only more likely to rebel but also to pose a greater threat if they did (â€Å"Voices of Triumph† 167). Forty to fifty slaves lived on a typical plantation (Biel 14). These field slaves were very important and was a heavy contributor to the plantation owner’s income. Slavery was a way to use man, woman, and child power to raise crops for sale (Boorstin and Kelly 273). The largest of these crops was cotton, which the Southerners thought was the â€Å"King† of all crops, but also important were tabacco, rice, hemp, and sugar (Boorstin and Kelly 273). From age 12, slaves were expected to get up at sunrise and work until it was to dark to see (Biel 14). It was the black slave, working from dusk to dawn, who planted, tended, and harvested these crops, as well as built fences, cut wood, and fed farm animals (Boorstin and Kelly 273).   Ã‚  Ã‚  Ã‚  Ã‚  The institution of slavery was operated by the planters and through custom. The owner of the plantation was the head guy who ran the plantation. A small planter would go ahead and supervise the plantation by himself if he could. If he was a medium or major planter, he hired an overseer and perhaps an assistant overseer to represent him (Williams, Current, and Friedel 494). An overseer was a position that had the responsibility of watchi... ...they wouldn’t get caught. Some would go as far as turning their own house into a place where slaves could go and hide out for awhile. The people in the north made a big contribution to runaway slaves also. Some Northern states passed â€Å"personal liberty laws† which made it difficult if not impossible to catch fugitives and banned state officers from assisting in their captures (Williams, Current, and Friedel 448). Works Cited African Americans Voices of Triumph. Virginia: Time-Life   Ã‚  Ã‚  Ã‚  Ã‚  Books, 1993. Biel, Timothy Levi. The Civil War. California: Lucent Books,   Ã‚  Ã‚  Ã‚  Ã‚  1991. Boorstin, Daniel, and Brooks Mather Kelly. A History of the   Ã‚  Ã‚  Ã‚  Ã‚  United States. New Jersey: Prentice Hall, 1992. Goldston, Robert. The Coming of the Civil War. New York:   Ã‚  Ã‚  Ã‚  Ã‚  The Macmillan Company, 1972. Pentry, Ann. Harriet Tubman: Conductor on the Underground   Ã‚  Ã‚  Ã‚  Ã‚  Railroad. New York: Thomas Crowell Company, 1955. Stewert, Jeffrey C. 1001 Things Everyone Should Know About African American History. New York: Main Street Books, 1996. Williams, T. Harry, Richard N. Current, and Frank Freidel.   Ã‚  Ã‚  Ã‚  Ã‚  A History of the United States to 1877. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Alfred A. Knopf, Inc., 1969 Slavery in the American South Essay examples -- History African Americ Slavery in the South Slavery was a big part of life in the South. Many plantation owners relied on slaves and their work to help get the money and crops they needed. There were two types of slaves in the South at this time. There were house slaves and there were field slaves. House slaves consisted of servants, maids, and butlers. They were normally treated better than the field slaves (Biel 14). They got to be inside most of the time. Owners of house slaves would usually not beat them because they wanted the slaves to look presentable for whatever guests arrived or stopped by. With house slaves, the owner’s family enjoyed a luxurious lifestyle (Biel 14). These houses were normally extremely elegant. Some house slaves had the luxury of being taught basic education. Just enough to understand what was going on and what to do.   Ã‚  Ã‚  Ã‚  Ã‚  Field slave life was much different than that of a house slave. There was no education taught to a field slave. Literacy for enslaved blacks was clearly viewed as a potential weapon against the slave system (â€Å"Voices of Triumph† 167). Educated slaves were thought not only more likely to rebel but also to pose a greater threat if they did (â€Å"Voices of Triumph† 167). Forty to fifty slaves lived on a typical plantation (Biel 14). These field slaves were very important and was a heavy contributor to the plantation owner’s income. Slavery was a way to use man, woman, and child power to raise crops for sale (Boorstin and Kelly 273). The largest of these crops was cotton, which the Southerners thought was the â€Å"King† of all crops, but also important were tabacco, rice, hemp, and sugar (Boorstin and Kelly 273). From age 12, slaves were expected to get up at sunrise and work until it was to dark to see (Biel 14). It was the black slave, working from dusk to dawn, who planted, tended, and harvested these crops, as well as built fences, cut wood, and fed farm animals (Boorstin and Kelly 273).   Ã‚  Ã‚  Ã‚  Ã‚  The institution of slavery was operated by the planters and through custom. The owner of the plantation was the head guy who ran the plantation. A small planter would go ahead and supervise the plantation by himself if he could. If he was a medium or major planter, he hired an overseer and perhaps an assistant overseer to represent him (Williams, Current, and Friedel 494). An overseer was a position that had the responsibility of watchi... ...they wouldn’t get caught. Some would go as far as turning their own house into a place where slaves could go and hide out for awhile. The people in the north made a big contribution to runaway slaves also. Some Northern states passed â€Å"personal liberty laws† which made it difficult if not impossible to catch fugitives and banned state officers from assisting in their captures (Williams, Current, and Friedel 448). Works Cited African Americans Voices of Triumph. Virginia: Time-Life   Ã‚  Ã‚  Ã‚  Ã‚  Books, 1993. Biel, Timothy Levi. The Civil War. California: Lucent Books,   Ã‚  Ã‚  Ã‚  Ã‚  1991. Boorstin, Daniel, and Brooks Mather Kelly. A History of the   Ã‚  Ã‚  Ã‚  Ã‚  United States. New Jersey: Prentice Hall, 1992. Goldston, Robert. The Coming of the Civil War. New York:   Ã‚  Ã‚  Ã‚  Ã‚  The Macmillan Company, 1972. Pentry, Ann. Harriet Tubman: Conductor on the Underground   Ã‚  Ã‚  Ã‚  Ã‚  Railroad. New York: Thomas Crowell Company, 1955. Stewert, Jeffrey C. 1001 Things Everyone Should Know About African American History. New York: Main Street Books, 1996. Williams, T. Harry, Richard N. Current, and Frank Freidel.   Ã‚  Ã‚  Ã‚  Ã‚  A History of the United States to 1877. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Alfred A. Knopf, Inc., 1969

Personal Goal

Throughout my life there have been a lot of people, books and audio tapes that have taught me important lessons. For me, making the right decision in life is crucial as I believe we have only one life and one chance and we should make the most of it. In my life I want to be known for my successful career, my generosity and my positive influence towards people. I guess this is my long term goal in life and I am confident that my study in Northeastern University will take me closer towards my goal in life. Since I was twelve years old, I was in a position where I needed to choose between going to school in Indonesia, where I would stay close to my family and friends, or going to school in Australia, where I would get a better education, but be by myself, far away from my family and friends. I took action and moved from my comfort zone. Moving and living into a totally new country is certainly a great life experience which thought me that determination and self-motivation is the key in helping one succeed in life. My parents always remind me that when the time comes my responsibility is to continue our family business and taking care of my brother and sisters. It is in our culture that the eldest son in the family had the responsibility to take care of the whole family. I believe it is not an easy task but as a responsible son I will prepare and equipped myself with whatever I need to achieve this goal. My short term goal is to have a real working experience in one of the leading company in the United States. When choosing a University in United States, it was always my intention of not getting just a business theory but more importantly real working experience in a company. I do my research and finds that Northeastern University is known for its internship program in United States. In doing MBA degree at Northeastern, I will choose finance as my career track. I choose finance firstly because it is an important area that I need to understand in order to take my family business to the next stage and I also believe that by taking this career track it will get me ready to face the real business world. I am confident that by taking a MBA at Northeastern University will help me to achieve my short term goal of equipping me with knowledge and a real working experience that I really need. Determination and Self motivation is what will keep me moving towards my life goal and I believe that with strong determination and self motivation I will be able to accomplish all of my goals in life. Please answer the following questions: a) What have you learned in your research on Northeastern that has motivated you to apply? ) What unique contributions will you bring to the Northeastern community as a student? c) How will you benefit personally and professionally from your experience at Northeastern? A) The most appealing factor that motivated me to apply is the fact that Northeastern is one of the top Universities in United States that have the best internship program and the recommendation by people who claimed that the schools are so helpful with their students. I believe that University involvement in helping their student succeeding in their career is very important. I read a review that stated that Northeastern provide students with a lots of tools and workshop for their internship. B) In my career both in Indonesia and Australia, I had the opportunity to experience many different kinds of activity from sporting activity, community activity to working experience. My sporting experience includes representing Indonesia to play in an international U-13 competition, playing musical instrument in a band for a concert in Australia, one of a member in Indonesian Student Association in Australia, as well as having two years experience working as a marketing manager in a building material manufacturer company in Indonesia. As a student I am confident that my experience will bring unique contribution to Northeastern Community. C) Personally the most valuable thing that I could have is experiencing and learning in different culture, different environment and diverse people from all over the country. The chance of being able to be around different people from different country and background are priceless for me because it will open my mind about being able to adapt in a diverse environment and a challenge to be able to settle and work together with people from different culture and background. An experience outside university as well as in the workplace will no doubt give me a price less experience especially towards my career internationally, because in a business world we have to be able to deal with almost everyone and I will take this opportunity as my chance to practice this rare opportunity. I look forward to meeting new people from all over the world, making new friends, learning about the western culture, doing new activity and working together as a team. Another personal benefit is that living away from my family will make me able to be live independently and solving problems on my own. I believe that as I move along in my study at Northeastern I will have more and more benefit that right now I have not seen.

Chinese Translations of Common English Names

Learn your Chinese name with this list of English names and their Chinese translations. Theyre ordered alphabetically, by gender, and  translated based on the English pronunciation. The Chinese names are written in the simplified characters used in Mainland China. How the Names Are Translated Its common for Chinese people to translate their native names into English by pronunciation. An English translation is created by using sounds similar to the Chinese characters. English names can be translated into Chinese in the same way, however, characters in Chinese are often chosen based on meaning—not just pronunciation—as some characters put together form negative combinations. Additionally, gender introduces  a variety of characters that include a description of the name—like Marilyn Monroe (玛ä ¸ ½Ã¨Å½ ²Ã‚ ·Ã¦ ¢ ¦Ã©Å" ²) versus Jim Monroe (Ã¥ â€°Ã¥ §â€ Ã‚ ·Ã©â€" ¨Ã§ ½â€"). Here, the latter can be described as more masculine, and the former can be considered more feminine, emphasizing the differences in their natures. Female Chinese Names A-E Abie  Ã©Ëœ ¿Ã§ ¢ §Adriana  Ã©Ëœ ¿Ã¥ ¾ ·Ã©â€¡Å'ä ºÅ¡Ã¥ ¨Å"Alanis  Ã©Ëœ ¿Ã¦â€¹â€°Ã¥ ° ¼Ã¦â€" ¯Alexandra  Ã¤ ºÅ¡Ã¥Å½â€ Ã¥ ± ±Ã¥ ¾ ·Ã¦â€¹â€°Alice  Ã§Ë† ±Ã¤ ¸ ½Ã¤ ¸ Alicia  Ã¨â€° ¾Ã¨Å½â€°Ã¨ ¥ ¿Ã¤ ºÅ¡Alison  Ã©Ëœ ¿Ã¨Å½â€°Ã¦ £ ®Alyssa  Ã¨â€° ¾Ã¨Å½â€°Ã¨Å½Å½Amanda  Ã©Ëœ ¿Ã¦â€º ¼Ã¨ ¾ ¾Amelia  Ã©Ëœ ¿Ã¦ ¢â€¦Ã¤ ¸ ½Ã¥ ¨â€¦Amy  Ã¨â€° ¾Ã§ ¾Å½Anastasia  Ã©Ëœ ¿Ã¥ ¨Å"ä ¸ Ã¥ ¡â€Ã¨ ¥ ¿Ã¤ ºÅ¡Andrea  Ã¥ ®â€°Ã¥ ¾ ·Ã¤ ¸ ½Ã¥ ¨â€¦Angelina  Ã¥ ®â€°Ã¥ â€°Ã¤ ¸ ½Ã¥ ¨Å"Angie  Ã¥ ®â€°Ã¥ â€°Ann  Ã¥ ®â€°Anna  Ã¥ ®â€°Ã¥ ¨Å"Anne  Ã¥ ®â€°Annette  Ã¥ ®â€°Ã¥ ¦ ®Ã§â€° ¹Annie  Ã¥ ®â€°Ã¥ ¦ ®April  Ã¨â€° ¾Ã¦â„¢ ®Ã¥ °â€Ariana  Ã¨â€° ¾Ã¤ ¸ ½Ã¥ ®â€°Ã¥ ¨Å"Ashley  Ã¨â€° ¾Ã¤ »â‚¬Ã¨Å½â€°Audrey  Ã¥ ¥ ¥Ã© »â€ºÃ¤ ¸ ½Barbara  Ã§ ¬â€ Ã§ ¬â€ Ã¦â€¹â€°Becky  Ã¨ ´ Ã¥Å¸ ºBetsy  Ã¨ ´ Ã§  ªBetty  Ã¨ ´ Ã¨â€™â€šBeyonce  Ã§ ¢ §Ã¦Ëœâ€šÃ¦â€" ¯Bianca  Ã§ ¢ §Ã¦Ëœâ€šÃ¥  ¡Brenda  Ã¥ ¸Æ'å… °Ã¨ ¾ ¾Bridget  Ã¥ ¸Æ'é‡Å'Ã¥ â€°Ã§â€° ¹Brittany  Ã¥ ¸Æ'é‡Å'Ã¥ ¡â€Ã¥ ° ¼Brookeà ‚  Ã¥ ¸Æ'é ² Ã¥â€¦â€¹Caitlin  Ã¥â€¡ ¯Ã§â€° ¹Ã§  ³Cameron  Ã¥  ¡Ã¦ ¢â€¦Ã©Å¡â€ Candace  Ã¥ Å½Ã¨ ¿ ªÃ¦â€" ¯Carmen  Ã¥  ¡Ã©â€" ¨Carol  Ã¥  ¡Ã§ ½â€"Ã¥ °â€Carrie  Ã¥â€¡ ¯Ã¨Å½â€°Cassandra  Ã¥  ¡Ã¦ ¡â€˜Ã¥ ¾ ·Ã¦â€¹â€°Catherine  Ã¥â€¡ ¯Ã§â€˜Å¸Ã§  ³Cathy  Ã¥â€¡ ¯Ã¨ ¥ ¿Cecile  Ã¨ µâ€ºÃ¨Å'Å"å„ ¿Celeste  Ã¨ ¥ ¿Ã¨Å½ ±Ã¦â€" ¯Ã§â€° ¹Charlotte  Ã¥ ¤ Ã§ » ¿Ã¨â€™â€šChelsea  Ã¥Ë†â€¡Ã¥ °â€Ã¨ ¥ ¿Cheryl  Ã¨ ° ¢Ã¤ ¸ ½Ã¥ °â€Christina  Ã¥â€¦â€¹Ã©â€¡Å'æâ€" ¯Ã¨â€™â€šÃ¥ ¨Å"Christine  Ã¥â€¦â€¹Ã¨Å½â€°Ã¦â€" ¯Ã¥ © ·Christy  Ã¥â€¦â€¹Ã©â€¡Å'æâ€" ¯Ã¨â€™â€šCindy  Ã¨ ¾â€ºÃ¨ ¿ ªClaire  Ã¥â€¦â€¹Ã¨Å½ ±Ã¥ °â€Clara  Ã¥â€¦â€¹Ã¨Å½ ±Ã¦â€¹â€°Claudia  Ã¥â€¦â€¹Ã¥Å  ³Ã¨ ¿ ªÃ¥ ¨â€¦Constance  Ã¥ º ·Ã¦â€" ¯Ã¥  ¦Ã¦â€" ¯Courtney  Ã¨â‚¬Æ'ç‰ ¹Ã¥ ° ¼Cynthia  Ã¨ ¾â€ºÃ¨ ¥ ¿Ã¥ ¨â€¦Daisy  Ã¦Ë† ´Ã¨ ¥ ¿Dalila  Ã¨ ¾ ¾Ã¥Ë† ©Ã¦â€¹â€°Dana  Ã¤ ¸ ¹Ã¥ ¨Å"Daniela  Ã¤ ¸ ¹Ã¦ ¶â€¦Ã¦â€¹â€°Danielle  Ã¤ ¸ ¹Ã¥ ¦ ®Ã¥ °â€Daphne  Ã¨ ¾ ¾Ã¨Å â„¢Ã¥ ¦ ®Deborah  Ã© »â€ºÃ¥ Å¡Ã¦â€¹â€°D enise  Ã¤ ¸ ¹Ã¥ ¦ ®Ã¤ ¸ Destiny  Ã© »â€ºÃ¤ ¸ Ã¨â€™â€šÃ¥ ¦ ®Diana  Ã© »â€ºÃ¥ ®â€°Ã¥ ¨Å"Diane  Ã© »â€ºÃ¥ ®â€°Dina  Ã¨ ¿ ªÃ¥ 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·Ã¨â€™â€šHeidy  Ã¦ µ ·Ã¨â€™â€šHelen  Ã¦ µ ·Ã¤ ¼ ¦Holly  Ã¨  ·Ã¨Å½â€°Iana  Ã¥ ¨â€¦Ã¥ ¨Å"Ilana  Ã¤ ¾ Ã¦â€¹â€°Ã¥ ¨Å"Ilona  Ã¤ ¼Å Ã§ ½â€"Ã¥ ¨Å"Ingrid  Ã¨â€¹ ±Ã¦   ¼Ã¤ ¸ ½Irene  Ã¤ ¼Å Ã§  ³Ã¥ ¨Å"Irina  Ã¤ ¼Å Ã¨Å½â€°Ã¥ ¨Å"Irma  Ã¤ ¼Å Ã¥ °â€Ã§Å½â€ºIsabell  Ã¤ ¼Å Ã¨  ¨Ã¨ ´ Isabella  Ã¤ ¼Å Ã¨  ¨Ã¨ ´ Ã¦â€¹â€°Jackie  Ã¦  °Ã¥ § ¬Jacklyn  Ã¦  °Ã¥ ¥Å½Ã§  ³Jacquie  Ã¨ ´ ¾Ã¥ ¥â€¡Jade  Ã¨ ´ ¾Ã¥ ¾ ·Jamie  Ã¦  °Ã§ ± ³Jane  Ã§ ®â‚¬Janice  Ã¨ © ¹Ã¥ ¦ ®Ã¤ ¸ Jeanette  Ã§  Ã¥ ¦ ®Ã§â€° ¹Jeanine  Ã¦  °Ã¥ ® Jeannine  Ã¦  °Ã¥ ® Jenna  Ã§  Ã¥ ¨Å"Jennifer  Ã§  Ã¥ ° ¼Ã¥ ¼â€"Jenny  Ã§  Ã¥ ¦ ®Jessica  Ã¦  °Ã¨ ¥ ¿Ã¥  ¡Jinny  Ã¥ â€°Ã¥ ¦ ®Joan  Ã§  ¼Joanna  Ã¤ ¹â€Ã¥ ®â€°Ã¥ ¨Å"Joanne  Ã¤ ¹â€Ã¥ ®â€°Jodie  Ã¦Å" ±Ã¨ ¿ ªJohanna  Ã§ º ¦Ã§ ¿ °Ã¥ ¨Å"Joy  Ã¤ ¹â€Ã¤ ¼Å Joyce  Ã¤ ¹â€Ã¨â€° ¾Ã¦â€" ¯Judith  Ã¦Å" ±Ã¨ ¿ ªÃ¦â‚¬ Judy  Ã¦Å" ±Ã¨â€™â€šJulia  Ã¦Å" ±Ã¤ ¸ ½Ã¥ ¨â€¦Julie  Ã¦Å" ±Ã¤ ¸ ½Justine  Ã¨ ´ ¾Ã¦â€" ¯Ã¦ ±â‚¬ K-O Kaitlin  Ã¥â€¡ ¯Ã§â€° ¹Ã§  ³Kara  Ã¥  ¡Ã¦â€¹â€°Karen  Ã¥â€¡ ¯Ã§  ³Karianne  Ã¥  ¡Ã¤ ¸ ½Ã¥ ®â€°Karina  Ã¥  ¡Ã¨Å½â€°Ã¥ ¨Å"Kassandra  Ã¥  ¡Ã¦ ¡â€˜Ã¥ ¾ ·Ã¦â€¹â€°Katalina  Ã¥  ¡Ã¥ ¡â€Ã¤ ¸ ½Ã¥ ¨Å"Kate  Ã¥â€¡ ¯Ã§â€° ¹Katherine  Ã¥â€¡ ¯Ã§â€˜Å¸Ã§  ³Kathleen  Ã¥â€¡ ¯Ã§â€˜Å¸Ã§  ³Katie  Ã¥â€¡ ¯Ã¨â€™â€šKatrina  Ã¥â€¡ ¯Ã§â€° ¹Ã§  ³Ã¥ ¨Å"Katy  Ã¥â€¡ ¯Ã¨â€™â€šKayla  Ã¥â€¡ ¯Ã¦â€¹â€°Keira  Ã¥â€¡ ¯Ã¦â€¹â€°Kelly  Ã¥â€¡ ¯Ã¨Å½â€°Kelsey  Ã¥â€¡ ¯Ã¥ °â€Ã¥ ¡Å¾Kerry-Anne  Ã¥â€¡ ¯Ã¨Å½â€°Ã¥ ®â€°Kimberley  Ã©â€¡â€˜Ã¤ ¼ ¯Ã¥Ë† ©Kira  Ã§  ¦Ã¦â€¹â€°Kristie  Ã¥â€¦â€¹Ã¨Å½â€°Ã¦â€" ¯Ã¨â€™â€šKristina  Ã¥â€¦â€¹Ã©â€¡Å'æâ€" ¯Ã¨â€™â€šÃ¥ ¨Å"Kristine  Ã¥â€¦â€¹Ã¨Å½â€°Ã¦â€" ¯Ã¦ ±â‚¬Kristy  Ã¥â€¦â€¹Ã©â€¡Å'æâ€" ¯Ã¨â€™â€šLaura  Ã¥Å  ³Ã¦â€¹â€°Laurene  Ã¥Å  ³Ã¤ ¼ ¦Laurie  Ã¨  Ã¨Å½â€°Layla  Ã¨â€¢ ¾Ã¦â€¹â€°Lena  Ã¨Å½â€°Ã¥ ¨Å"Leona  Ã¨Å½â€°Ã¥ ®â€°Ã¥ ¨Å"Leslie  Ã¨Å½ ±Ã¤ ¸ Ã¨Å½â€°Libby  Ã¨Å½â€°Ã§ ¢ §Lila  Ã¨Å½â€°Ã¦â€¹â€°Liliane  Ã¨Å½â€°Ã¨Å½â€°Ã¥ ®â€°Lilly   Ã¨Å½â€°Ã¨Å½â€°Lily-Rose  Ã¨Å½â€°Ã¨Å½â€°Ã§ ½â€"æâ€" ¯Lina  Ã¨Å½â€°Ã¥ ¨Å"Linda  Ã§  ³Ã¨ ¾ ¾Lindsay  Ã¦Å¾â€"è µâ€ºLisa  Ã¤ ¸ ½Ã¨Å½Å½Lise  Ã¤ ¸ ½Ã¤ ¸ Lola  Ã§ ½â€"拉Lorene  Ã¥Å  ³Ã¤ ¼ ¦Lorette  Ã§ ½â€"ç‘žå ¾ ·Lorianne  Ã¥Å  ³Ã¤ ¸ ½Ã¥ ®â€°Louise  Ã¨ · ¯Ã¦Ëœâ€œÃ¤ ¸ Loyce  Ã§ ½â€"ä ¼Å Ã¤ ¸ Lucia  Ã©Å" ²Ã¨Å'Å"Ã¥ ¨â€¦Lucy  Ã©Å" ²Ã¨ ¥ ¿Luna  Ã§â€™ Ã¥ ¨Å"Lydia  Ã¨Å½â€°Ã¨â€™â€šÃ¥ ¨â€¦Lyla  Ã¨Å½â€°Ã¦â€¹â€°Lynda  Ã§  ³Ã¨ ¾ ¾Lynette  Ã¤ ¸ ½Ã¥ ¥Ë†Ã§â€° ¹Lynn  Ã§  ³Lynne  Ã§  ³Lysa  Ã¤ ¸ ½Ã¨Å½Å½Madeleine  Ã§Å½â€ºÃ¥ ¾ ·Ã§  ³Madeline  Ã§Å½â€ºÃ¥ ¾ ·Ã§  ³Madison  Ã© º ¦Ã¨ ¿ ªÃ©â‚¬Å Magdalena  Ã§Å½â€ºÃ¦   ¼Ã¨ ¾ ¾Ã©â€º ·Ã¥ ¨Å"Maggy  Ã§Å½â€ºÃ¥ â€°Malorie  Ã§Å½â€ºÃ§ ½â€"ä ¸ ½Mandy  Ã¦â€º ¼Ã¨â€™â€šMani  Ã§Å½â€ºÃ¥ ¦ ®Margaret  Ã§Å½â€ºÃ¦   ¼Ã¤ ¸ ½Ã§â€° ¹Margareth  Ã§Å½â€ºÃ¦   ¼Ã¨â€¢ ¾Ã¦â€" ¯Maria  Ã§Å½â€ºÃ¤ ¸ ½Ã¤ ºÅ¡Marianna  Ã§Å½â€ºÃ¤ ¸ ½Ã¥ ®â€°Ã¥ ¨Å"Marina  Ã§Å½â€ºÃ¤ ¸ ½Ã¥ ¨Å"Marisa  Ã§Å½â€ºÃ¤ ¸ ½Ã¨Å½Å½Marle ne  Ã§Å½â€ºÃ§  ³Martha  Ã§Å½â€ºÃ¨Å½Å½Mary  Ã§Å½â€ºÃ¤ ¸ ½Mary-Lou  Ã§Å½â€ºÃ¤ ¸ ½Ã‚ ·Ã§â€™ Maryanne  Ã§Å½â€ºÃ¤ ¸ ½Ã¥ ®â€°Marylise  Ã§Å½â€ºÃ¤ ¸ ½Ã¤ ¸ ½Ã¤ ¸ Maryse  Ã© © ¬Ã§â€˜Å¾Ã¨ µâ€ºMathis  Ã§Å½â€ºÃ¥ ¸Å'æâ€" ¯Maud  Ã¨Å'‰å ¾ ·Maureen  Ã§ ©â€ Ã§  ³Maxine  Ã§Å½â€ºÃ¥  ¯Ã¦ ¬ £May  Ã¦ ¢â€¦Maya  Ã§Å½â€ºÃ©â€ºâ€¦Mayleen  Ã¦ ¢â€¦Ã§  ³Maylene  Ã¦ ¢â€¦Ã¨Å½ ²Meg  Ã¦ ¢â€¦Ã¦   ¼Melany  Ã¦ ¢â€¦Ã¥â€¦ °Ã¥ ¦ ®Melba  Ã¦ ¢â€¦Ã¥ °â€Ã¥ · ´Melinda  Ã§ ¾Å½Ã¨Å½ ²Ã¨ ¾ ¾Melody  Ã¦ ¢â€¦Ã¦ ´â€ºÃ¨ ¿ ªMeryl  Ã¦ ¢â€¦Ã¤ ¸ ½Ã¥ °â€Mia  Ã§ ± ³Ã¥ ¨â€¦Michaela  Ã§ ± ³Ã¥â€¡ ¯Ã¦â€¹â€°Michelle  Ã§ ± ³Ã¦ ­â€¡Ã¥ °â€Milena  Ã§ ± ³Ã¨â€¢ ¾Ã¥ ¨Å"Mina  Ã§ ± ³Ã¥ ¨Å"Minna  Ã§ ± ³Ã¥ ¨Å"Molly  Ã¨Å'‰èŽ‰Mona  Ã¨â€™â„¢Ã¥ ¨Å"Monica  Ã¨Å½ «Ã¥ ¦ ®Ã¥  ¡Mony  Ã¨Å½ «Ã¥ ° ¼Moreen  Ã¨Å½ «Ã§  ³Morissette  Ã¨Å½ «Ã©â€¡Å'è µâ€ºÃ§â€° ¹Muriel  Ã§ ©â€ Ã¤ ¸ ½Ã¥ °â€Myriam  Ã§ ± ³Ã©â€¡Å'Ã¥ ®â€°Nadia  Ã¥ ¨Å"è ¿ ªÃ¥ ¨â€¦Nadina  Ã§ º ³Ã¨ ¿ ªÃ¥ ¨Å"Nadine  Ã¥ ¨Å" ä ¸ Nancy  Ã¥ â€"èÅ'Å"Naomi  Ã§ º ³Ã¥ ¥ ¥Ã§ ± ³Natalie  Ã¥ ¨Å"Ã¥ ¡â€Ã¨Å½â€°Natasha  Ã¥ ¨Å"Ã¥ ¡â€Ã¨Å½Å½Nicole  Ã¥ ° ¼Ã§ §â€˜Ã¥ °â€Nikita  Ã¥ ° ¼Ã§  ¦Ã¥ ¡â€Nina  Ã¥ ¦ ®Ã¥ ¨Å"Nishta  Ã¥ ¦ ®Ã¤ »â‚¬Ã¥ ¡â€Noa  Ã¨ ¯ ºÃ©Ëœ ¿Noelle  Ã¨ ¯ ºÃ¥ °â€Norah  Ã¨ ¯ ºÃ¦â€¹â€°Nori  Ã¨ ¯ ºÃ¤ ¸ ½Olive  Ã¥ ¥ ¥Ã¥Ë† ©Ã§ » ´Olivia  Ã¥ ¥ ¥Ã¥Ë† 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How Effective is Federalism in the U.S. - Free Essay Example

Sample details Pages: 7 Words: 2137 Downloads: 5 Date added: 2019/02/15 Category Politics Essay Level High school Tags: Federalism Essay Did you like this example? American federalism has evolved in many ways over the years. The common theme among the different types of federalism is balancing power between federal government and lower levels of government. There are those who shed light mainly on the disadvantages of federalism, but there are also those who choose to shift their focus to the advantages and ways that federalism can empower citizens. Don’t waste time! Our writers will create an original "How Effective is Federalism in the U.S." essay for you Create order Does competition among state and federal government really focus on the well-being of citizens? How do mobility and choice tie into federalism? Is there a pending resurgence of federalism in our nation? Federalism is a unique system of government. In America, there are various levels of government such as local, state and federal. The idea of federalism is that the divided authority will counter an all-powerful federal government. The Tenth Amendment is the basis for American federalism (Unknown author, https://definitions.uslegal.com/f/federalism/, unknown publish date). This Amendment addresses the relationship between state and federal government (Unknown author, https://www.law.cornell.edu/constitution/tenth_amendment, unknown publish date). To understand federalism, it’s important to know the history of the system, what inspired the idea to begin with, how it’s evolved, the ways it affects citizens, etc. Around the 1780’s most nations had unitary governments . A unitary government is a system in which the central government wields either most or all political authority. Americans specifically rebelled against the unitary government of Britain. Understandably, when forming the U.S., early Americans weren’t too keen on the idea of jumping right back into this type of system. Confederations were another popular system of government around this time. This type of government gives a majority of the power to states. One of the main issues with a confederation is weakened central authority. Delegates at the Constitutional Convention came up with a tentative solution. Enter: federalism. The U.S. first saw dual federaism from 1789-1933. In dual federalism, it’s very apparent which level of government has what authority. For this reason, dual federalism is also referred to as â€Å"layer cake† federalism. Defined â€Å"layers† of governmental responsibility, just like a layer cake. Next, cooperative federalism (1933-1981) was implemented. Cooperative federalism is also called â€Å"marble cake† federalism. The reason for thi s is that in this system, different government functions all seem sort of blended together. While a cake with flavors that intermingle is quite enjoyable, as a system of government, it can become confusing. Who’s authorized to do what? That’s a question cooperative federalism poses. From 1981-2009, the United States saw the rise of new federalism. New federalism emphasizes the importance of local and state governments. The lines of authority are even more swirled together with new federalism than with cooperative federalism. Introduced in 2009 and still in practice today, we have progressive federalism. Progressive federalism, of course, grants the federal government power to set certain ground rules for what states can do, but ultimately the idea is that states will have the bulk of the power (Unknown author, Types of Federalism, the Basis for American Government, https://www.dummies.com/education/politics-government/types-of-federalism-the-basis-for-american-government/, unknown publish date). A prime example of federalism is the movement to make the recreational use of marijuana legal. Marijuana is classified by the federal government as a controlled substance. Even though recreational use of marijuana is still federally prohibited, the Obama administration inspired a more laid-back attitude regarding marijuana. States are generally allowed to decide how they’d like to penalize (or not penalize) citizens if they’re found to be in possession of marijuana. Though, states still must meet specific requirements (like not allowing children to end up with marijuana in thei r possession) (G. Lopez, Marijuana Legalization, Explained, https://www.vox.com/platform/amp/identities/2018/8/20/17938372/marijuana-legalization-federal-prohibition-drug-scheduling-system, November 14, 2018). Competitive federalism is again, based on the Tenth Amendment. Its main concept is that states should be able to compete with one another on important policy issues. The idea is that if states are given the money and authority to do so, there’s more room for beneficial changes and breakthroughs (M. Mayer, Power to the States, https://www.usnews.com/news/the-report/articles/2018-05-31/right-and-left-should-come-together-on-competitive-federalism, May 31, 2018). One major argument made by those who support competitive federalism is that it liberates citizens. More specifically, supporters argue that competitive federalism gives constituents the ability to act as government consumers by finding which state best fits their specific needs and then moving there (O. Lipsett, the Failure of Federalism: Does Competitive Federalism Actually Protect Individual Rights?, Constitutional Journal of Law, March 2008). Choice and mobility are recurring themes throughout the multiple points of view on federalism overall. The new era known that brought about competitive federalism surfaced around 1978. At this time, state governments and federal government began engaging in competition with one another for citizens, support and resources. Around 1928 to 1978, the federal government had an apparent fiscal edge. This was known as the centralization period. Competitive federalism was a result of the loss of that advantage (J. Shannon, J.E. Kee, Public Budgeting Finance, Volume 9, Issue 4, December 1989). There’s a lot of questioning about whether or n ot competitive federalism is truly beneficial to citizens. For example, in United States v. Windsor, the issue was same-sex marriage. The Defense of Marriage Act (known hereafter as DOMA) was passed in 1996. DOMA allowed states to decide whether or not they’d recognize same-sex marriages. At the time DOMA was in effect, the federal government specifically defined â€Å"marriage† as a union between a male and a female. Because of this, many same-sex couples didn’t have access to some significant benefits heterosexual married couples did (joint tax filing, estate-tax exemption, etc.). The Court ultimately ruled that the states were permitted to choose whether or not to define marriage. Then, a woman who had been directly feeling the negative effects of DOMA took monumental action. Edith Windsor sued the federal government and succeeded. Her victory resulted in DOMA being repealed. It was determined that the federal government was not authorized to define marriage This is a significant example of competitive federalism because same-sex couples could move to states that wouldn’t deny them marital benefits. (Unknown author, 3.4 Competitive Federalism Today, https://cnx.org/contents/[emailprotected]:[emailprotected]/Competitive-Federalism-Today, unknown publish date) Federalism can be empowering to citizens. First, there are many states that are extremely focused on individual rights. Since states are given leeway to make decisions on policy issues, some citizens who may not feel their rights are protected in one state may feel differently in another. This is c losely related to citizen choice. Citizens are empowered because they’re given options to find a state that could meet unfulfilled needs. Citizens also can find themselves empowered through the emphasis on state government’s power. More Americans seem to trust state and local levels of government than in the national government. This is understandable, as these levels of government offer quicker and more efficient responses to constituents’ needs (Morone Kersh, By the People: Third Edition, 2016). Private ownership is the first of three private economic principles. It’s the responsibility of the government to determine who owns what, permit property owners to use their own judgement to determine the best use of their private property. The government must also protect private property. In nations that don’t have an organized, formal system for private ownership, there are lots of issues. If government isn’t establishing legal rules that determine who owns what, there’s not much they can do to protect the property (T. West, The Heritage Foundation’s First Principles Series, The Economic Principles of Americas Founders: Property Rights, Free Markets and Sound Money, No. 32, August 30, 2010). Market freedom is the next private economic principle. Everyone must be entitled to sell what they what, when they want and to who they want for a reasonable price that’s mutually agreed upon. There are some exceptions, of course. The role of the gove rnment in market freedom is to clarify contracts and ensure the terms are upheld ( (T. West, The Heritage Foundation’s First Principles Series, The Economic Principles of Americas Founders: Property Rights, Free Markets and Sound Money, No. 32, August 30, 2010). A command (or planned) economy is the opposite of a free market. Command economies place centralized power in the government to delegate how much of certain goods are produced and how they’re sold and used (L. Kramer, What’s the Difference Between a Market Economy and a Command Economy, https://www.investopedia.com/ask/answers/100314/whats-difference-between-market-economy-and-command-economy.asp, January 9, 2018). The last private economic principle is stable money. There needs to be a reliable way of measuring market value. A lack of reliable money can lead to unpredictable fluctuations in the prices of services and goods (T. West, The Heritage Foundation’s First Principles Series, The Economic Principles of Americas Founders: Property Rights, Free Markets and Sound Money, No. 32, August 30, 2010). Mobility and choice are key topics within federalism. There are those who are of the opinion that federalism offers citizens more choices. Those who are in this camp of thought argue that citizens can simply base their decisions on where to move according to which states offer which benefits, programs, resources, etc. However, there are also those who argue that people aren’t always able to easily utilize that mobility (Morone Kersh, By the People: Third Editon, 2016). Federalism relates to centralization and addresses same. The fiscal correlation between federalism and centralization is that in theory, lower levels of government are given more freedom to make decisions. Federalism also directly relates to policy centralization. Again, since federalism aims to balance power, there’s a drive to let states take more charge on policy matters (J. Rodden, Comparative Federalism and Decentralization: On Meaning and Measurement, Comparative Politics, Vol. 36, No. 4, July 2004). One advantage of federalism is protection against autocracy. This is arguably one of the most important advantages of a federalist system. With power divvied up between, there’s less of a chance of the nation falling under tyrannical rule. Checks and balances are important for this reason (R. Wiseman, Advanta ges Disadvantages of Federalism, https://bloomp.net/articles/benefits-of-federalism.htm, unknown publish date). Another advantage of federalism is that citizen participation is increased. As mentioned previously, citizens show more trust in local levels of government. Because the federal government isn’t given omnipotent authority, citizens are more inclined to participate in political activities (R. Wiseman, Advantages Disadvantages of Federalism, https://bloomp.net/articles/benefits-of-federalism.htm, unknown publish date). A third advantage of federalism is that state governments are far more responsive to the needs of the citizens. This is very closely tied in with increased citizen participation. This leads to better conflict management and a more efficient system (R. Wiseman, Advantages Disadvantages of Federalism, https://bloomp.net/articles/benefits-of-federalism.htm, unknown publish date). Now, of course, there are certain disadvantages of federalism. The first is that federalism makes it possible for there to be policy imbalances among the states. (R. Wiseman, Advantages Di sadvantages of Federalism, https://bloomp.net/articles/benefits-of-federalism.htm, unknown publish date). An example that comes to mind is the case of United States v. Windsor, which I discussed earlier in this paper. A second disadvantage of federalism is that it makes unanimity quite difficult. We are a nation of different political parties. When local officials are in charge of parties in a state, the politics can get particularly chaotic (Morone Kersh, By the People: Third Edition, 2016). Finally, as previously discussed when reviewing the history of federalism in America, it was made very obvious that blurred lines of authority can pose various issues. Overlapping governmental responsibilities can breed coordination issues (Morone Kersh, By the People: Third Edition, 2016). There are some factors that may be paving the way for a resurgence of federalism in America. Historically, America has had a national government smaller than other nations. During significant events such as the World Wars, the Great Depression and the Cold War, the size grew. However, with each increase in size, efforts have been consistent to reduce size again. Another factor is that Americans have displayed a tremendous amount of civic voluntarism since the nineteenth and early twentieth centuries. This means citizens are getting involved in public life of their own volition. This voluntary spirit leads to political innovations and positive changes in policies across the nation. Finally, checks and balances, ensuring that public officials cannot act unilaterally, could has and will continue to lead to great strides for our nation (Morone Kersh, By the People: Third Edition, 2016). Throughout the process of examining the positive and negative aspects of a federalist system, I do be lieve that it’s an effective system. Checks and balances, citizen involvement and responsive officials can all lead the way to improve upon this system and work toward empowering the nation’s citizens more than ever before.