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	<id>https://www.conservapedia.com/api.php?action=feedcontributions&amp;feedformat=atom&amp;user=Wally</id>
	<title>Conservapedia - User contributions [en]</title>
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	<updated>2026-10-26T06:21:31Z</updated>
	<subtitle>User contributions</subtitle>
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	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_three_student_answers&amp;diff=307797</id>
		<title>American government homework three student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_three_student_answers&amp;diff=307797"/>
		<updated>2007-10-03T23:22:36Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''place your answers here, then sign them, put a horizontal line between students'''&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&amp;lt;br&amp;gt;&lt;br /&gt;
1. In one sentence explain why Congress is called “bicameral”.&lt;br /&gt;
&lt;br /&gt;
'''bicameral is about 2 legislative bodies or chambers in congress it also has meaning in that'''&lt;br /&gt;
'''there are really two different parties in the USA that dominate congress.''' &lt;br /&gt;
&lt;br /&gt;
2. In two sentences explain what you think is Congress’s greatest power, and why.&lt;br /&gt;
&lt;br /&gt;
'''the ability to legislate and/or ammend the constitution, as we can see daily from'''&lt;br /&gt;
'''the endless stream of legislation pouring through congress thats completely destroying'''&lt;br /&gt;
'''the American way of life. ''' &lt;br /&gt;
&lt;br /&gt;
3. Explain briefly how a bill is typically passed into federal law. &lt;br /&gt;
&lt;br /&gt;
4. Members of the House of Representatives get nervous every ten years. Why? Explain details. &lt;br /&gt;
&lt;br /&gt;
'''The census happens, this then can result in re-districting a state to reflect the growth'''&lt;br /&gt;
'''and movmemnt of the population. Which can result in the gain or loss of congressman'''&lt;br /&gt;
'''and may or may not affect a particular party's power in a state.'''&lt;br /&gt;
&lt;br /&gt;
5. Incumbents typically win reelection. But the reelection rate for congressmen is higher than for senators, which in turn is higher than for presidents. How do you explain this?&lt;br /&gt;
&lt;br /&gt;
'''The rational for this can't be really defined except in questionable opinion. One  might'''&lt;br /&gt;
'''imply that the president is just a figurehead of the 3 branches of government and the'''&lt;br /&gt;
'''real power rests in congress, so therefore people work harder to keep thier parties'''&lt;br /&gt;
'''congressman in office VS the president.''' &lt;br /&gt;
&lt;br /&gt;
6. President Bush complains that the Democratic Senators have blocked his judicial nominees through use of a filibuster. Explain what that means, and what Republicans need to do to confirm those judges.&lt;br /&gt;
&lt;br /&gt;
'''the &amp;quot;filibuster&amp;quot; requires 60 senators to agree(adivse and consent) to the nomination and the'''&lt;br /&gt;
'''only way to end that is to end the 2/3's of the senate requirement for such nominations, which'''&lt;br /&gt;
'''is never going to happen.''' &lt;br /&gt;
&lt;br /&gt;
7. List the major powers given to Congress by the Constitution.&lt;br /&gt;
&lt;br /&gt;
'''article 1 section 8.''' &lt;br /&gt;
&lt;br /&gt;
8. The “Great Compromise” gave each state two senators, regardless of population. This made the addition of new states very controversial prior to the Civil War, because the Senate was evenly balanced between free and slave states. Now, Republicans benefit from this system because of all the rural, thinly-populated states. Overall, do you think this Senate structure is desirable?&lt;br /&gt;
&lt;br /&gt;
'''I believe it will never be better than it is, and changing it will most likely make it worse.''' &lt;br /&gt;
&lt;br /&gt;
9. As discussed in class, the hate crimes bill did pass the U.S. Senate by a vote of 60-39. Describe the significance of the fact that 60 senators support the bill. Hint: mention cloture and presidential veto. &lt;br /&gt;
&lt;br /&gt;
'''60 senators agreeing to the bill makes it veto proof,it also means that with those'''&lt;br /&gt;
'''60 senators they can end the debate(cloture) and move it on to passage.''' &lt;br /&gt;
&lt;br /&gt;
Extra Credit (worth 5 points): &lt;br /&gt;
&lt;br /&gt;
10. After a string of murders committed by traveling salesmen visiting homes in a small town, it passed an ordinance requiring anyone going door-to-door to register with the town hall first. Constitutional? Explain.&lt;br /&gt;
&lt;br /&gt;
'''NO its not, it would mostly likely fail the 1st ammendement test, but then again anything is'''&lt;br /&gt;
'''possible in this circus of a nation.'''&lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 17:13, 3 October 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
----&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Category:Homeschool_Curriculum&amp;diff=307665</id>
		<title>Category:Homeschool Curriculum</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Category:Homeschool_Curriculum&amp;diff=307665"/>
		<updated>2007-10-03T21:17:15Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;[[category:education]]&lt;br /&gt;
&lt;br /&gt;
[http://www.conservapedia.com/American_government_homework_two_student_answers American Gov't Homework Two: student answers]&amp;lt;br&amp;gt;&lt;br /&gt;
[http://www.conservapedia.com/American_government_homework_three_student_answers American Gov't Homework Three: student answers]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Category:Homeschool_Curriculum&amp;diff=307664</id>
		<title>Category:Homeschool Curriculum</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Category:Homeschool_Curriculum&amp;diff=307664"/>
		<updated>2007-10-03T21:17:06Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;[[category:education]]&lt;br /&gt;
&lt;br /&gt;
[http://www.conservapedia.com/American_government_homework_two_student_answers American Gov't Homework Two: student answers]&lt;br /&gt;
[http://www.conservapedia.com/American_government_homework_three_student_answers American Gov't Homework Three: student answers]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Category:Homeschool_Curriculum&amp;diff=307663</id>
		<title>Category:Homeschool Curriculum</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Category:Homeschool_Curriculum&amp;diff=307663"/>
		<updated>2007-10-03T21:16:09Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;[[category:education]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[http://www.conservapedia.com/American_government_homework_three_student_answers American Gov't Homework Three: student answers]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Category:Homeschool_Curriculum&amp;diff=307662</id>
		<title>Category:Homeschool Curriculum</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Category:Homeschool_Curriculum&amp;diff=307662"/>
		<updated>2007-10-03T21:15:50Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;[[category:education]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
[http://www.conservapedia.com/American_government_homework_three_student_answers AMerican Gov't Homework Three: student answers]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_three_student_answers&amp;diff=307652</id>
		<title>American government homework three student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_three_student_answers&amp;diff=307652"/>
		<updated>2007-10-03T21:13:56Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''place your answers here, then sign them, put a horizontal line between students'''&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&lt;br /&gt;
1. In one sentence explain why Congress is called “bicameral”.&lt;br /&gt;
&lt;br /&gt;
'''bicameral is about 2 legislative bodies or chambers in congress it also has meaning in that'''&lt;br /&gt;
'''there are really two different parties in the USA that dominate congress.''' &lt;br /&gt;
&lt;br /&gt;
2. In two sentences explain what you think is Congress’s greatest power, and why.&lt;br /&gt;
&lt;br /&gt;
'''the ability to legislate and/or ammend the constitution, as we can see daily from'''&lt;br /&gt;
'''the endless stream of legislation pouring through congress thats completely destroying'''&lt;br /&gt;
'''the American way of life. ''' &lt;br /&gt;
&lt;br /&gt;
3. Explain briefly how a bill is typically passed into federal law. &lt;br /&gt;
&lt;br /&gt;
4. Members of the House of Representatives get nervous every ten years. Why? Explain details. &lt;br /&gt;
&lt;br /&gt;
'''The census happens, this then can result in re-districting a state to reflect the growth'''&lt;br /&gt;
'''and movmemnt of the population. Which can result in the gain or loss of congressman'''&lt;br /&gt;
'''and may or may not affect a particular party's power in a state.'''&lt;br /&gt;
&lt;br /&gt;
5. Incumbents typically win reelection. But the reelection rate for congressmen is higher than for senators, which in turn is higher than for presidents. How do you explain this?&lt;br /&gt;
&lt;br /&gt;
'''The rational for this can't be really defined except in questionable opinion. One  might'''&lt;br /&gt;
'''imply that the president is just a figurehead of the 3 branches of government and the'''&lt;br /&gt;
'''real power rests in congress, so therefore people work harder to keep thier parties'''&lt;br /&gt;
'''congressman in office VS the president.''' &lt;br /&gt;
&lt;br /&gt;
6. President Bush complains that the Democratic Senators have blocked his judicial nominees through use of a filibuster. Explain what that means, and what Republicans need to do to confirm those judges.&lt;br /&gt;
&lt;br /&gt;
'''the &amp;quot;filibuster&amp;quot; requires 60 senators to agree(adivse and consent) to the nomination and the'''&lt;br /&gt;
'''only way to end that is to end the 2/3's of the senate requirement for such nominations, which'''&lt;br /&gt;
'''is never going to happen.''' &lt;br /&gt;
&lt;br /&gt;
7. List the major powers given to Congress by the Constitution.&lt;br /&gt;
&lt;br /&gt;
'''article 1 section 8.''' &lt;br /&gt;
&lt;br /&gt;
8. The “Great Compromise” gave each state two senators, regardless of population. This made the addition of new states very controversial prior to the Civil War, because the Senate was evenly balanced between free and slave states. Now, Republicans benefit from this system because of all the rural, thinly-populated states. Overall, do you think this Senate structure is desirable?&lt;br /&gt;
&lt;br /&gt;
'''I believe it will never be better than it is, and changing it will most likely make it worse.''' &lt;br /&gt;
&lt;br /&gt;
9. As discussed in class, the hate crimes bill did pass the U.S. Senate by a vote of 60-39. Describe the significance of the fact that 60 senators support the bill. Hint: mention cloture and presidential veto. &lt;br /&gt;
&lt;br /&gt;
'''60 senators agreeing to the bill makes it veto proof,it also means that with those'''&lt;br /&gt;
'''60 senators they can end the debate(cloture) and move it on to passage.''' &lt;br /&gt;
&lt;br /&gt;
Extra Credit (worth 5 points): &lt;br /&gt;
&lt;br /&gt;
10. After a string of murders committed by traveling salesmen visiting homes in a small town, it passed an ordinance requiring anyone going door-to-door to register with the town hall first. Constitutional? Explain.&lt;br /&gt;
&lt;br /&gt;
'''NO its not, it would mostly likely fail the 1st ammendement test, but then again anything is'''&lt;br /&gt;
'''possible in this circus of a nation.'''&lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 17:13, 3 October 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
----&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_three_student_answers&amp;diff=307651</id>
		<title>American government homework three student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_three_student_answers&amp;diff=307651"/>
		<updated>2007-10-03T21:13:15Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''place your answers here, then sign them, put a horizontal line between students'''&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&lt;br /&gt;
1. In one sentence explain why Congress is called “bicameral”.&lt;br /&gt;
&lt;br /&gt;
'''bicameral is about 2 legislative bodies or chambers in congress it also has meaning in that'''&lt;br /&gt;
'''there are really two different parties in the USA that dominate congress.''' &lt;br /&gt;
&lt;br /&gt;
2. In two sentences explain what you think is Congress’s greatest power, and why.&lt;br /&gt;
&lt;br /&gt;
'''the ability to legislate and/or ammend the constitution, as we can see daily from'''&lt;br /&gt;
'''the endless stream of legislation pouring through congress thats completely destroying'''&lt;br /&gt;
'''the American way of life. ''' &lt;br /&gt;
&lt;br /&gt;
3. Explain briefly how a bill is typically passed into federal law. &lt;br /&gt;
&lt;br /&gt;
4. Members of the House of Representatives get nervous every ten years. Why? Explain details. &lt;br /&gt;
&lt;br /&gt;
'''The census happens, this then can result in re-districting a state to reflect the growth'''&lt;br /&gt;
'''and movmemnt of the population. Which can result in the gain or loss of congressman'''&lt;br /&gt;
'''and may or may not affect a particular party's power in a state.'''&lt;br /&gt;
&lt;br /&gt;
5. Incumbents typically win reelection. But the reelection rate for congressmen is higher than for senators, which in turn is higher than for presidents. How do you explain this?&lt;br /&gt;
&lt;br /&gt;
'''The rational for this can't be really defined except in questionable opinion. One  might'''&lt;br /&gt;
'''imply that the president is just a figurehead of the 3 branches of government and the'''&lt;br /&gt;
'''real power rests in congress, so therefore people work harder to keep thier parties'''&lt;br /&gt;
'''congressman in office VS the president.''' &lt;br /&gt;
&lt;br /&gt;
6. President Bush complains that the Democratic Senators have blocked his judicial nominees through use of a filibuster. Explain what that means, and what Republicans need to do to confirm those judges.&lt;br /&gt;
&lt;br /&gt;
'''the &amp;quot;filibuster&amp;quot; requires 60 senators to agree(adivse and consent) to the nomination and the'''&lt;br /&gt;
'''only way to end that is to end the 2/3's of the senate requirement for such nominations, which'''&lt;br /&gt;
'''is never going to happen.''' &lt;br /&gt;
&lt;br /&gt;
7. List the major powers given to Congress by the Constitution.&lt;br /&gt;
&lt;br /&gt;
'''article 1 section 8.''' &lt;br /&gt;
&lt;br /&gt;
8. The “Great Compromise” gave each state two senators, regardless of population. This made the addition of new states very controversial prior to the Civil War, because the Senate was evenly balanced between free and slave states. Now, Republicans benefit from this system because of all the rural, thinly-populated states. Overall, do you think this Senate structure is desirable?&lt;br /&gt;
&lt;br /&gt;
'''I believe it will never be better than it is, and changing it will most likely make it worse.''' &lt;br /&gt;
&lt;br /&gt;
9. As discussed in class, the hate crimes bill did pass the U.S. Senate by a vote of 60-39. Describe the significance of the fact that 60 senators support the bill. Hint: mention cloture and presidential veto. &lt;br /&gt;
&lt;br /&gt;
'''60 senators agreeing to the bill makes it veto proof,it also means that with those'''&lt;br /&gt;
'''60 senators they can end the debate(cloture) and move it on to passage.''' &lt;br /&gt;
&lt;br /&gt;
Extra Credit (worth 5 points): &lt;br /&gt;
&lt;br /&gt;
10. After a string of murders committed by traveling salesmen visiting homes in a small town, it passed an ordinance requiring anyone going door-to-door to register with the town hall first. Constitutional? Explain.&lt;br /&gt;
&lt;br /&gt;
'''NO its not, it would mostly likely fail the 1st ammendement test, but then again anything is'''&lt;br /&gt;
'''possible in this circus of a nation.'''&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_three_student_answers&amp;diff=307635</id>
		<title>American government homework three student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_three_student_answers&amp;diff=307635"/>
		<updated>2007-10-03T21:01:09Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''place your answers here, then sign them, put a horizontal line between students'''&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&lt;br /&gt;
1. In one sentence explain why Congress is called “bicameral”.&lt;br /&gt;
&lt;br /&gt;
'''bicameral is about 2 legislative bodies or chambers in congress it also has meaning in that'''&lt;br /&gt;
'''there are really two different parties in the USA that dominate congress.''' &lt;br /&gt;
&lt;br /&gt;
2. In two sentences explain what you think is Congress’s greatest power, and why.&lt;br /&gt;
&lt;br /&gt;
'''the ability to legislate and/or ammend the constitution, as we can see daily from'''&lt;br /&gt;
'''the endless stream of legislation pouring through congress thats completely destroying'''&lt;br /&gt;
'''the American way of life. ''' &lt;br /&gt;
&lt;br /&gt;
3. Explain briefly how a bill is typically passed into federal law. &lt;br /&gt;
&lt;br /&gt;
4. Members of the House of Representatives get nervous every ten years. Why? Explain details. &lt;br /&gt;
&lt;br /&gt;
'''The census happens, this then can result in re-districting a state to reflect the growth'''&lt;br /&gt;
'''and movmemnt of the population. Which can result in the gain or loss of congressman'''&lt;br /&gt;
'''and may or may not affect a particular party's power in a state.'''&lt;br /&gt;
&lt;br /&gt;
5. Incumbents typically win reelection. But the reelection rate for congressmen is higher than for senators, which in turn is higher than for presidents. How do you explain this?&lt;br /&gt;
&lt;br /&gt;
'''The rational for this can't be really defined except in questionable opinion. One  might'''&lt;br /&gt;
'''imply that the president is just a figurehead of the 3 branches of government and the'''&lt;br /&gt;
'''real power rests in congress, so therefore people work harder to keep thier parties'''&lt;br /&gt;
'''congressman in office VS the president.''' &lt;br /&gt;
&lt;br /&gt;
6. President Bush complains that the Democratic Senators have blocked his judicial nominees through use of a filibuster. Explain what that means, and what Republicans need to do to confirm those judges. &lt;br /&gt;
&lt;br /&gt;
7. List the major powers given to Congress by the Constitution. &lt;br /&gt;
&lt;br /&gt;
8. The “Great Compromise” gave each state two senators, regardless of population. This made the addition of new states very controversial prior to the Civil War, because the Senate was evenly balanced between free and slave states. Now, Republicans benefit from this system because of all the rural, thinly-populated states. Overall, do you think this Senate structure is desirable? &lt;br /&gt;
&lt;br /&gt;
9. As discussed in class, the hate crimes bill did pass the U.S. Senate by a vote of 60-39. Describe the significance of the fact that 60 senators support the bill. Hint: mention cloture and presidential veto. &lt;br /&gt;
&lt;br /&gt;
Extra Credit (worth 5 points): &lt;br /&gt;
&lt;br /&gt;
10. After a string of murders committed by traveling salesmen visiting homes in a small town, it passed an ordinance requiring anyone going door-to-door to register with the town hall first. Constitutional? Explain.&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_three_student_answers&amp;diff=307628</id>
		<title>American government homework three student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_three_student_answers&amp;diff=307628"/>
		<updated>2007-10-03T20:55:27Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''place your answers here, then sign them, put a horizontal line between students'''&lt;br /&gt;
&lt;br /&gt;
1. In one sentence explain why Congress is called “bicameral”.&lt;br /&gt;
&lt;br /&gt;
'''bicameral is about 2 legislative bodies or chambers in congress it also has meaning in that'''&lt;br /&gt;
'''there are really two different parties in the USA that dominate congress.''' &lt;br /&gt;
&lt;br /&gt;
2. In two sentences explain what you think is Congress’s greatest power, and why.&lt;br /&gt;
&lt;br /&gt;
'''the ability to legislate and/or ammend the constitution, as we can see daily from'''&lt;br /&gt;
'''the endless stream of legislation pouring through congress thats completely destroying'''&lt;br /&gt;
'''the American way of life. ''' &lt;br /&gt;
&lt;br /&gt;
3. Explain briefly how a bill is typically passed into federal law. &lt;br /&gt;
&lt;br /&gt;
4. Members of the House of Representatives get nervous every ten years. Why? Explain details. &lt;br /&gt;
&lt;br /&gt;
5. Incumbents typically win reelection. But the reelection rate for congressmen is higher than for senators, which in turn is higher than for presidents. How do you explain this? &lt;br /&gt;
&lt;br /&gt;
6. President Bush complains that the Democratic Senators have blocked his judicial nominees through use of a filibuster. Explain what that means, and what Republicans need to do to confirm those judges. &lt;br /&gt;
&lt;br /&gt;
7. List the major powers given to Congress by the Constitution. &lt;br /&gt;
&lt;br /&gt;
8. The “Great Compromise” gave each state two senators, regardless of population. This made the addition of new states very controversial prior to the Civil War, because the Senate was evenly balanced between free and slave states. Now, Republicans benefit from this system because of all the rural, thinly-populated states. Overall, do you think this Senate structure is desirable? &lt;br /&gt;
&lt;br /&gt;
9. As discussed in class, the hate crimes bill did pass the U.S. Senate by a vote of 60-39. Describe the significance of the fact that 60 senators support the bill. Hint: mention cloture and presidential veto. &lt;br /&gt;
&lt;br /&gt;
Extra Credit (worth 5 points): &lt;br /&gt;
&lt;br /&gt;
10. After a string of murders committed by traveling salesmen visiting homes in a small town, it passed an ordinance requiring anyone going door-to-door to register with the town hall first. Constitutional? Explain.&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_three_student_answers&amp;diff=307624</id>
		<title>American government homework three student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_three_student_answers&amp;diff=307624"/>
		<updated>2007-10-03T20:50:42Z</updated>

		<summary type="html">&lt;p&gt;Wally: New page: '''place your answers here, then sign them, put a horizontal line between students'''  1. In one sentence explain why Congress is called “bicameral”.   2. In two sentences explain what...&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''place your answers here, then sign them, put a horizontal line between students'''&lt;br /&gt;
&lt;br /&gt;
1. In one sentence explain why Congress is called “bicameral”. &lt;br /&gt;
&lt;br /&gt;
2. In two sentences explain what you think is Congress’s greatest power, and why. &lt;br /&gt;
&lt;br /&gt;
3. Explain briefly how a bill is typically passed into federal law. &lt;br /&gt;
&lt;br /&gt;
4. Members of the House of Representatives get nervous every ten years. Why? Explain details. &lt;br /&gt;
&lt;br /&gt;
5. Incumbents typically win reelection. But the reelection rate for congressmen is higher than for senators, which in turn is higher than for presidents. How do you explain this? &lt;br /&gt;
&lt;br /&gt;
6. President Bush complains that the Democratic Senators have blocked his judicial nominees through use of a filibuster. Explain what that means, and what Republicans need to do to confirm those judges. &lt;br /&gt;
&lt;br /&gt;
7. List the major powers given to Congress by the Constitution. &lt;br /&gt;
&lt;br /&gt;
8. The “Great Compromise” gave each state two senators, regardless of population. This made the addition of new states very controversial prior to the Civil War, because the Senate was evenly balanced between free and slave states. Now, Republicans benefit from this system because of all the rural, thinly-populated states. Overall, do you think this Senate structure is desirable? &lt;br /&gt;
&lt;br /&gt;
9. As discussed in class, the hate crimes bill did pass the U.S. Senate by a vote of 60-39. Describe the significance of the fact that 60 senators support the bill. Hint: mention cloture and presidential veto. &lt;br /&gt;
&lt;br /&gt;
Extra Credit (worth 5 points): &lt;br /&gt;
&lt;br /&gt;
10. After a string of murders committed by traveling salesmen visiting homes in a small town, it passed an ordinance requiring anyone going door-to-door to register with the town hall first. Constitutional? Explain.&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303676</id>
		<title>American government homework two student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303676"/>
		<updated>2007-09-30T16:12:51Z</updated>

		<summary type="html">&lt;p&gt;Wally: correct my answer for number 1&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''Place the questions with your answers here, then place a line between each student and sign your entry'''&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1. Look up “dual federalism” in the textbook glossary. The adjective “dual” refers to __________ and _________.&lt;br /&gt;
&lt;br /&gt;
'''state and federal?''' &lt;br /&gt;
&lt;br /&gt;
2. Explain briefly the difference between “cooperative federalism” and “new federalism,” and their dates. &lt;br /&gt;
&lt;br /&gt;
'''cooperative fed. is where the national state and local governments work together on issues'''&lt;br /&gt;
'''new fed is where some folks in congress are trying to return power to the states where the'''&lt;br /&gt;
'''state is more important then that federal.'''&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
3. Identify by name and section the four main clauses of the Constitution that gives the federal government so much power. &lt;br /&gt;
&lt;br /&gt;
4. What is an “unfunded mandate” and why is it criticized? Provide an example.&lt;br /&gt;
&lt;br /&gt;
'''an unfunded mandate is where the governemnt require's someone to do something without'''&lt;br /&gt;
'''giving out money to do it. example: americans with disabilities act.  ''' &lt;br /&gt;
&lt;br /&gt;
5. Provide and briefly explain one advantage and one disadvantage of federalism.&lt;br /&gt;
&lt;br /&gt;
'''advantage: a uniform code of laws and operations that keep all the states running fairly smooth''' &lt;br /&gt;
'''dis-adv.: to much power in one central authoritative body leads to dicatatorships.'''&lt;br /&gt;
&lt;br /&gt;
The next four questions are based on the Bill of Rights, pages 330-31. &lt;br /&gt;
&lt;br /&gt;
6. If the police demanded to search a home, which Amendment would protect the owner? Explain. &lt;br /&gt;
&lt;br /&gt;
'''ammendment 4, this creates the requirement that the police need a warrant before searching'''&lt;br /&gt;
'''and a warrant can not be issued without probable cuase that a crime has been committed and'''&lt;br /&gt;
'''that the warrant must be specific about who and what is being search and searched for.'''&lt;br /&gt;
&lt;br /&gt;
7. Which two Amendments provide the states some protection against federal interference? Explain.&lt;br /&gt;
&lt;br /&gt;
'''ammendment 2 and ammendment 10, A2 gives a state the right to have its own militia''' &lt;br /&gt;
'''A10, in effect says anything not already listed in the constitution that give the fed. authority'''&lt;br /&gt;
'''is given to the states, or to the poeple.'''&lt;br /&gt;
&lt;br /&gt;
8. Does a criminal defendant have to testify at his trial? Explain. Can you think of reasons why he might not want to testify, even if innocent? (Many possible answers here.)&lt;br /&gt;
&lt;br /&gt;
'''no, per ammendment 5, your are innocent until proven guilty all the burden should rest on the'''&lt;br /&gt;
'''prostecution to prove you guilty there is no sense in giving them anything that could'''&lt;br /&gt;
'''be construed to your dis-favor.''' &lt;br /&gt;
&lt;br /&gt;
9. Read the Second Amendment. Do you think it protects an individual right to own a gun, or only a collective right by a militia to be armed? Explain.&lt;br /&gt;
&lt;br /&gt;
'''simply from the fact no country ever &amp;quot;gave&amp;quot; permission to its armed forces &amp;quot;to be armed&amp;quot; for one'''&lt;br /&gt;
'''belies they meant the common citizen not an armed soldier. Then the fact that how they put it'''&lt;br /&gt;
'''into practice shortly thereafter...anyone could buy a firearm if they could afford it...there'''&lt;br /&gt;
'''were NO restrictions, no databases, no adjudications, no exams or any measure to track or register'''&lt;br /&gt;
'''weapons. there are so many more things one could list but i hope this suffices. you have'''&lt;br /&gt;
'''the individual right to own a firearm.''' &lt;br /&gt;
&lt;br /&gt;
Extra Credit (worth 5 points): &lt;br /&gt;
&lt;br /&gt;
10. Your opinion please: is it better to free 50 guilty defendants rather than convict one innocent defendant? Whether your answer is “yes” or “no”, how do you rationalize the injustice that results from your answer? Explain with references to Amendments Four through Eight.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 20:09, 29 September 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
----&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303333</id>
		<title>American government homework two student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303333"/>
		<updated>2007-09-30T00:37:17Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''Place the questions with your answers here, then place a line between each student and sign your entry'''&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1. Look up “dual federalism” in the textbook glossary. The adjective “dual” refers to __________ and _________.&lt;br /&gt;
&lt;br /&gt;
'''equal but seperate powers...''' &lt;br /&gt;
&lt;br /&gt;
2. Explain briefly the difference between “cooperative federalism” and “new federalism,” and their dates. &lt;br /&gt;
&lt;br /&gt;
'''cooperative fed. is where the national state and local governments work together on issues'''&lt;br /&gt;
'''new fed is where some folks in congress are trying to return power to the states where the'''&lt;br /&gt;
'''state is more important then that federal.'''&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
3. Identify by name and section the four main clauses of the Constitution that gives the federal government so much power. &lt;br /&gt;
&lt;br /&gt;
4. What is an “unfunded mandate” and why is it criticized? Provide an example.&lt;br /&gt;
&lt;br /&gt;
'''an unfunded mandate is where the governemnt require's someone to do something without'''&lt;br /&gt;
'''giving out money to do it. example: americans with disabilities act.  ''' &lt;br /&gt;
&lt;br /&gt;
5. Provide and briefly explain one advantage and one disadvantage of federalism.&lt;br /&gt;
&lt;br /&gt;
'''advantage: a uniform code of laws and operations that keep all the states running fairly smooth''' &lt;br /&gt;
'''dis-adv.: to much power in one central authoritative body leads to dicatatorships.'''&lt;br /&gt;
&lt;br /&gt;
The next four questions are based on the Bill of Rights, pages 330-31. &lt;br /&gt;
&lt;br /&gt;
6. If the police demanded to search a home, which Amendment would protect the owner? Explain. &lt;br /&gt;
&lt;br /&gt;
'''ammendment 4, this creates the requirement that the police need a warrant before searching'''&lt;br /&gt;
'''and a warrant can not be issued without probable cuase that a crime has been committed and'''&lt;br /&gt;
'''that the warrant must be specific about who and what is being search and searched for.'''&lt;br /&gt;
&lt;br /&gt;
7. Which two Amendments provide the states some protection against federal interference? Explain.&lt;br /&gt;
&lt;br /&gt;
'''ammendment 2 and ammendment 10, A2 gives a state the right to have its own militia''' &lt;br /&gt;
'''A10, in effect says anything not already listed in the constitution that give the fed. authority'''&lt;br /&gt;
'''is given to the states, or to the poeple.'''&lt;br /&gt;
&lt;br /&gt;
8. Does a criminal defendant have to testify at his trial? Explain. Can you think of reasons why he might not want to testify, even if innocent? (Many possible answers here.)&lt;br /&gt;
&lt;br /&gt;
'''no, per ammendment 5, your are innocent until proven guilty all the burden should rest on the'''&lt;br /&gt;
'''prostecution to prove you guilty there is no sense in giving them anything that could'''&lt;br /&gt;
'''be construed to your dis-favor.''' &lt;br /&gt;
&lt;br /&gt;
9. Read the Second Amendment. Do you think it protects an individual right to own a gun, or only a collective right by a militia to be armed? Explain.&lt;br /&gt;
&lt;br /&gt;
'''simply from the fact no country ever &amp;quot;gave&amp;quot; permission to its armed forces &amp;quot;to be armed&amp;quot; for one'''&lt;br /&gt;
'''belies they meant the common citizen not an armed soldier. Then the fact that how they put it'''&lt;br /&gt;
'''into practice shortly thereafter...anyone could buy a firearm if they could afford it...there'''&lt;br /&gt;
'''were NO restrictions, no databases, no adjudications, no exams or any measure to track or register'''&lt;br /&gt;
'''weapons. there are so many more things one could list but i hope this suffices. you have'''&lt;br /&gt;
'''the individual right to own a firearm.''' &lt;br /&gt;
&lt;br /&gt;
Extra Credit (worth 5 points): &lt;br /&gt;
&lt;br /&gt;
10. Your opinion please: is it better to free 50 guilty defendants rather than convict one innocent defendant? Whether your answer is “yes” or “no”, how do you rationalize the injustice that results from your answer? Explain with references to Amendments Four through Eight.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 20:09, 29 September 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
----&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303309</id>
		<title>American government homework two student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303309"/>
		<updated>2007-09-30T00:10:33Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''Place the questions with your answers here, then place a line between each student and sign your entry'''&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1. Look up “dual federalism” in the textbook glossary. The adjective “dual” refers to __________ and _________.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''equal but seperate powers...''' &lt;br /&gt;
&lt;br /&gt;
2. Explain briefly the difference between “cooperative federalism” and “new federalism,” and their dates. &lt;br /&gt;
&lt;br /&gt;
'''cooperative fed. is where the national state and local governments work together on issues&lt;br /&gt;
new fed is where some folks in congress are trying to return power to the states where the&lt;br /&gt;
state is more important then that federal.'''&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
3. Identify by name and section the four main clauses of the Constitution that gives the federal government so much power. &lt;br /&gt;
&lt;br /&gt;
4. What is an “unfunded mandate” and why is it criticized? Provide an example. &lt;br /&gt;
&lt;br /&gt;
5. Provide and briefly explain one advantage and one disadvantage of federalism. &lt;br /&gt;
&lt;br /&gt;
The next four questions are based on the Bill of Rights, pages 330-31. &lt;br /&gt;
&lt;br /&gt;
6. If the police demanded to search a home, which Amendment would protect the owner? Explain. &lt;br /&gt;
&lt;br /&gt;
7. Which two Amendments provide the states some protection against federal interference? Explain. &lt;br /&gt;
&lt;br /&gt;
8. Does a criminal defendant have to testify at his trial? Explain. Can you think of reasons why he might not want to testify, even if innocent? (Many possible answers here.) &lt;br /&gt;
&lt;br /&gt;
9. Read the Second Amendment. Do you think it protects an individual right to own a gun, or only a collective right by a militia to be armed? Explain. &lt;br /&gt;
&lt;br /&gt;
Extra Credit (worth 5 points): &lt;br /&gt;
&lt;br /&gt;
10. Your opinion please: is it better to free 50 guilty defendants rather than convict one innocent defendant? Whether your answer is “yes” or “no”, how do you rationalize the injustice that results from your answer? Explain with references to Amendments Four through Eight.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 20:09, 29 September 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
----&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303306</id>
		<title>American government homework two student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303306"/>
		<updated>2007-09-30T00:09:01Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''Place the questions with your answers here, then place a line between each student and sign your entry'''&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1. Look up “dual federalism” in the textbook glossary. The adjective “dual” refers to __________ and _________.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''equal but seperate powers...''' &lt;br /&gt;
&lt;br /&gt;
2. Explain briefly the difference between “cooperative federalism” and “new federalism,” and their dates. &lt;br /&gt;
&lt;br /&gt;
3. Identify by name and section the four main clauses of the Constitution that gives the federal government so much power. &lt;br /&gt;
&lt;br /&gt;
4. What is an “unfunded mandate” and why is it criticized? Provide an example. &lt;br /&gt;
&lt;br /&gt;
5. Provide and briefly explain one advantage and one disadvantage of federalism. &lt;br /&gt;
&lt;br /&gt;
The next four questions are based on the Bill of Rights, pages 330-31. &lt;br /&gt;
&lt;br /&gt;
6. If the police demanded to search a home, which Amendment would protect the owner? Explain. &lt;br /&gt;
&lt;br /&gt;
7. Which two Amendments provide the states some protection against federal interference? Explain. &lt;br /&gt;
&lt;br /&gt;
8. Does a criminal defendant have to testify at his trial? Explain. Can you think of reasons why he might not want to testify, even if innocent? (Many possible answers here.) &lt;br /&gt;
&lt;br /&gt;
9. Read the Second Amendment. Do you think it protects an individual right to own a gun, or only a collective right by a militia to be armed? Explain. &lt;br /&gt;
&lt;br /&gt;
Extra Credit (worth 5 points): &lt;br /&gt;
&lt;br /&gt;
10. Your opinion please: is it better to free 50 guilty defendants rather than convict one innocent defendant? Whether your answer is “yes” or “no”, how do you rationalize the injustice that results from your answer? Explain with references to Amendments Four through Eight.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 20:09, 29 September 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
----&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303305</id>
		<title>American government homework two student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303305"/>
		<updated>2007-09-30T00:08:41Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''Place the questions with your answers here, then place a line between each student and sign your entry'''&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;pre&amp;gt;&lt;br /&gt;
1. Look up “dual federalism” in the textbook glossary. The adjective “dual” refers to __________ and _________.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''equal but seperate powers...''' &lt;br /&gt;
&lt;br /&gt;
2. Explain briefly the difference between “cooperative federalism” and “new federalism,” and their dates. &lt;br /&gt;
&lt;br /&gt;
3. Identify by name and section the four main clauses of the Constitution that gives the federal government so much power. &lt;br /&gt;
&lt;br /&gt;
4. What is an “unfunded mandate” and why is it criticized? Provide an example. &lt;br /&gt;
&lt;br /&gt;
5. Provide and briefly explain one advantage and one disadvantage of federalism. &lt;br /&gt;
&lt;br /&gt;
The next four questions are based on the Bill of Rights, pages 330-31. &lt;br /&gt;
&lt;br /&gt;
6. If the police demanded to search a home, which Amendment would protect the owner? Explain. &lt;br /&gt;
&lt;br /&gt;
7. Which two Amendments provide the states some protection against federal interference? Explain. &lt;br /&gt;
&lt;br /&gt;
8. Does a criminal defendant have to testify at his trial? Explain. Can you think of reasons why he might not want to testify, even if innocent? (Many possible answers here.) &lt;br /&gt;
&lt;br /&gt;
9. Read the Second Amendment. Do you think it protects an individual right to own a gun, or only a collective right by a militia to be armed? Explain. &lt;br /&gt;
&lt;br /&gt;
Extra Credit (worth 5 points): &lt;br /&gt;
&lt;br /&gt;
10. Your opinion please: is it better to free 50 guilty defendants rather than convict one innocent defendant? Whether your answer is “yes” or “no”, how do you rationalize the injustice that results from your answer? Explain with references to Amendments Four through Eight.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pre&amp;gt;&lt;br /&gt;
--~~~~&lt;br /&gt;
&lt;br /&gt;
----&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303304</id>
		<title>American government homework two student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303304"/>
		<updated>2007-09-30T00:08:03Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''Place the questions with your answers here, then place a line between each student and sign your entry'''&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&lt;br /&gt;
1. Look up “dual federalism” in the textbook glossary. The adjective “dual” refers to __________ and _________.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''equal but seperate powers...''' &lt;br /&gt;
&lt;br /&gt;
2. Explain briefly the difference between “cooperative federalism” and “new federalism,” and their dates. &lt;br /&gt;
&lt;br /&gt;
3. Identify by name and section the four main clauses of the Constitution that gives the federal government so much power. &lt;br /&gt;
&lt;br /&gt;
4. What is an “unfunded mandate” and why is it criticized? Provide an example. &lt;br /&gt;
&lt;br /&gt;
5. Provide and briefly explain one advantage and one disadvantage of federalism. &lt;br /&gt;
&lt;br /&gt;
The next four questions are based on the Bill of Rights, pages 330-31. &lt;br /&gt;
&lt;br /&gt;
6. If the police demanded to search a home, which Amendment would protect the owner? Explain. &lt;br /&gt;
&lt;br /&gt;
7. Which two Amendments provide the states some protection against federal interference? Explain. &lt;br /&gt;
&lt;br /&gt;
8. Does a criminal defendant have to testify at his trial? Explain. Can you think of reasons why he might not want to testify, even if innocent? (Many possible answers here.) &lt;br /&gt;
&lt;br /&gt;
9. Read the Second Amendment. Do you think it protects an individual right to own a gun, or only a collective right by a militia to be armed? Explain. &lt;br /&gt;
&lt;br /&gt;
Extra Credit (worth 5 points): &lt;br /&gt;
&lt;br /&gt;
10. Your opinion please: is it better to free 50 guilty defendants rather than convict one innocent defendant? Whether your answer is “yes” or “no”, how do you rationalize the injustice that results from your answer? Explain with references to Amendments Four through Eight.&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303302</id>
		<title>American government homework two student answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_government_homework_two_student_answers&amp;diff=303302"/>
		<updated>2007-09-30T00:05:49Z</updated>

		<summary type="html">&lt;p&gt;Wally: beginning the page?&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''Place the questions with your answers here, then place a line between each student.'''&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_Government_Lecture_Two_2007&amp;diff=301633</id>
		<title>American Government Lecture Two 2007</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_Government_Lecture_Two_2007&amp;diff=301633"/>
		<updated>2007-09-27T21:53:15Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* Types of Federalism */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''American Government'''&lt;br /&gt;
&lt;br /&gt;
'''Second Lecture - BILL OF RIGHTS &amp;amp; FEDERALISM'''&lt;br /&gt;
&lt;br /&gt;
'''Instructor: Andy Schlafly'''&lt;br /&gt;
&lt;br /&gt;
==Introduction==&lt;br /&gt;
&lt;br /&gt;
The [[Amendment]]s to the [[Constitution]] dominate current legal and [[politics|political]] controversies.  The [[Bill of Rights]] – [[Amendment]]s one through ten – and the Fourteenth [[Amendment]] have wrought enormous changes.  We explain the [[Bill of Rights]] now, and reach the Fourteenth [[Amendment]] in a future class.&lt;br /&gt;
&lt;br /&gt;
==[[Bill of Rights]]==&lt;br /&gt;
&lt;br /&gt;
Opposition was so strong to the [[Constitution]] that its supporters had to promise a “[[Bill of Rights]].”  But ratification only required nine out of thirteen [[state]]s (Article VII), and that was attained when a convention in [[New Hampshire]] approved it (57-47) on June 21, 1788.  But the large [[state]]s of [[Virginia]] and [[New York]] had not yet joined the [[Union]], and the [[Anti-Federalists]] were strong in both [[state]]s.  These were the home [[state]]s of [[Madison]] and [[Hamilton]], respectively, the biggest supporters of the [[Constitution]].&lt;br /&gt;
&lt;br /&gt;
[[Virginia]] only ratified the [[Constitution]] by adding a [[Bill of Rights]] for 20 changes, and demanding 20 other changes too.  In [[New York]], defeat seemed likely until [[Hamilton]] cleverly procured a delay to await news from [[New Hampshire]] and [[Virginia]].  When news of their ratification reached [[New York]], sentiment moved in favor of the [[Constitution]] and it narrowly passed on July 26, 1788.  The vote was a very close 30-27.  Still, [[New York]] demanded another [[constitution]]al convention to add a [[Bill of Rights]].&lt;br /&gt;
&lt;br /&gt;
To avoid another [[constitution]]al convention, the first [[Congress]] passed 12 [[constitution]]al [[amendment]]s and sent them to the states for ratification.  The states ratified ten of them by the end of 1791, and they became known as the “[[Bill of Rights]]” because they protect the people against certain [[government]] interference.&lt;br /&gt;
&lt;br /&gt;
The [[Bill of Rights]] is very short: you could completely memorize them in a few days.  They are set forth on pages 330-31 of the textbook.  What they mean, however, could fill an entire library.&lt;br /&gt;
&lt;br /&gt;
The first two [[amendment]]s establish fundamental [[freedom]]s, including the right to keep and bear arms.  The third [[amendment]] prohibits placing troops in people’s homes in time of peace.  The fourth through eighth [[amendment]]s establish legal rights, particularly for the accused.  The ninth [[amendment]] is a vague protection of individual rights, and the tenth [[amendment]] protects [[state]] rights.&lt;br /&gt;
&lt;br /&gt;
The [[First Amendment]] receives the most attention.  It prohibits [[Congress]] from infringing on free speech, [[press]], assembly, petition and [[religion]]; it also prohibits the establishment of [[religion]].  By implication, it protects [[freedom]] of association.  It expressly applies only to [[Congress]], but the [[court]]s have since applied it against all the [[state]]s too.&lt;br /&gt;
&lt;br /&gt;
In fact, virtually all of the [[Bill of Rights]] now protect citizens against all forms of government: federal, state or local.&lt;br /&gt;
&lt;br /&gt;
Let’s look at important sections of the [[Bill of Rights]]:&lt;br /&gt;
&lt;br /&gt;
===The Free Speech Clause.===&lt;br /&gt;
&lt;br /&gt;
The [[First Amendment]] protects the greatest of all [constitution]]al rights: “[[Congress]] shall make no law ... abridging the freedom of speech.”  This protects religious and political speech.  It protects [[prayer]] in many circumstances; it also protects evangelizing.  It was unique to [[America]], reflecting the [[Great Awakening]] and preaching that permeated the [[colony|colonies]] in the 1700s.&lt;br /&gt;
&lt;br /&gt;
Originally, “speech” would not have included as much as it does today.  Over the years, the [[Supreme Court]] has expanded what is protected as speech under the [[First Amendment]].&lt;br /&gt;
&lt;br /&gt;
Now speech includes, for example, the burning of the [[America]]n [[flag]] ([[Texas v. Johnson]]).  It includes spending money on political campaigns.  It can include vulgar or obscene words.  It offers some protection even to commercial speech, such as certain advertisements.&lt;br /&gt;
&lt;br /&gt;
When something qualifies as “free speech,” the protection against regulation of its content is nearly absolute.  Only a compelling interest by the government can justify infringing on such speech, and the regulation must be narrowly tailored for a necessary goal.&lt;br /&gt;
&lt;br /&gt;
One might ask, why isn’t all speech protected?  Why should the government be able to abridge any speech? &lt;br /&gt;
&lt;br /&gt;
It is easy to think of examples of speech that should not be free and protected.&lt;br /&gt;
&lt;br /&gt;
Consider [[terrorism]].  Suppose an anonymous caller phones a hospital and says that there is a bomb there.  The hospital may have to evacuate as a precaution.  Operations would be immediately stopped, and the very sick would be moved with great difficulty.  Or imagine someone on an airplane standing up in mid-flight and announcing he’s a terrorist.  Passengers would panic and the airplane would be forced to land immediately.  There can be no [[constitution]]al protection for this type of speech.&lt;br /&gt;
&lt;br /&gt;
Before airplanes and [[terrorism]], the classic example of unprotected speech is yelling “fire” in a crowded theater.  People would stampede for the exits, and some could be injured.&lt;br /&gt;
&lt;br /&gt;
The [[Supreme Court]] has said that “fighting words” are not “free speech” protected by the [[First Amendment]].  Other types of speech are also excluded from the [[First Amendment]].  But over time, the [[Court]] has redefined protected speech to be broader and broader, including even conduct like flag-burning and political campaign spending.&lt;br /&gt;
&lt;br /&gt;
===B.  The Establishment Clause.===&lt;br /&gt;
							&lt;br /&gt;
The [[First Amendment]] begins with: “[[Congress]] shall make no law respecting an establishment of [[religion]] ....”  Known as the “[[Establishment Clause]],” this is increasingly used against [[state]] and local [[government]].  In 1962, this clause was the basis for the [[Supreme Court]] to ban [[prayer]] in the [[school]]s (Engel v. Vitale).  It is the basis for the recent ban on the phrase “under God” in the [[Pledge of Allegiance]], and the order to remove the [[Ten Commandments]] plaque from the [[Alabama]] Supreme Court.&lt;br /&gt;
&lt;br /&gt;
The [[Establishment Clause]] is rooted in [[Thomas Jefferson]]’s [[Virginia]] Statute for Religious Freedom of 1786.  Its purpose was to prevent an elite class of clergy, funded by government.  “The law for religious freedom, which made a part of this system, having put down the aristocracy of the clergy, ... restored to the citizen the freedom of the mind, and those of entails and descents nurturing an equality of condition among them.”  Letter by [[Thomas Jefferson|Jefferson]] to Adams, Monticello (Oct. 28, 1813).&lt;br /&gt;
Neither [[Thomas Jefferson|Jefferson]] nor [[James Madison]] wanted an aristocratic [[clergy]] like in [[England]].  They opposed [[American]] imitation of the [[Church of England]].&lt;br /&gt;
&lt;br /&gt;
[[Thomas Jefferson|Jefferson]] and [[Madison]] were hostile to nobility and primogeniture (the English rule that gave all inheritance to the oldest son).  The [[Constitution]] bans titles of nobility, as does the [[Articles of Confederation]].  [[Thomas Jefferson|Jefferson]] worked to abolish [[English]] rules of inheritance from [[Virginia]] law.&lt;br /&gt;
&lt;br /&gt;
Note that the [[Establishment Clause]] applied only to [[Congress]].  Read it again.  “[[Congress]] shall make no law ....”&lt;br /&gt;
&lt;br /&gt;
After the [[Civil War]], some in [[Congress]] sought to extend the [[Establishment Clause]] against the [[state]]s.  That would have been pointless if it already applied against the states. The proposals substituted “[[state]]” for “[[Congress]]” in copying from the [[First Amendment]]: “No [[state]] shall make any [[law]] respecting an establishment of [[religion]] or prohibiting the free exercise thereof ....”  H.R. Res. I, 44th Cong., 1st Sess. (1875) (emphasis added). But the proposed [[amendment]] never passed. &lt;br /&gt;
&lt;br /&gt;
Eventually, someone hostile to [[religion]] in public life rose to power on the [[Supreme Court]].  Justice [[Hugo Black]], a former member of the [[Ku Klux Klan]], pushed the court to ostracize [[religion]] from [[school]]s and [[government]].  He wrote the opinion banning [[prayer]] from public [[school]]s, and other opinions ostracizing [[religion]]. Since then courts have banned the [[Ten Commandments]] and now even the [[Pledge of Allegiance]].&lt;br /&gt;
&lt;br /&gt;
===C.  Protections for the Accused.===&lt;br /&gt;
&lt;br /&gt;
In colonial [[America]], those who favored independence were considered enemies of the King.  Some were prosecuted.  Peter Zenger, for example, was prosecuted for published materials critical of the governor of [[New York]], who was appointed by the Crown.  Zenger was acquitted by an American jury in a famous case establishing the freedom of the press.  But the jury had clearly saved him - had a judge tried the case, he would have surely been sent to jail.&lt;br /&gt;
&lt;br /&gt;
The original [[Constitution]] included few protections for individual liberties, but it did guarantee the right to a jury trial.  Art. III, Section 2.  The Founders were sure to include that.  To this day, 95% of jury trials held in the entire world are in the [[United States]].&lt;br /&gt;
&lt;br /&gt;
This protection was not enough for colonists still mindful of the [[British]] prosecutions.  The bulk of the [[Bill of Rights]] added many additional safeguards against abusive prosecutions by government.&lt;br /&gt;
&lt;br /&gt;
The [[Fourth Amendment]] protects citizens against unreasonable searches of their homes and personal belongings.  Warrants signed by a neutral judge or magistrate are required.  The [[Supreme Court]] imposed the “Exclusionary Rule” to prohibit use of unlawfully obtained material at the trial of the accused.&lt;br /&gt;
&lt;br /&gt;
The [[Fifth Amendment]] allows an accused to avoid testifying in his own case, and gives him the right to counsel.  The [[Supreme Court]] later required government to read Miranda warnings to any accused held in custody before interrogating him.&lt;br /&gt;
&lt;br /&gt;
The [[Sixth Amendment]] established the right to counsel, and the [[Supreme Court]] later forced states to pay for an attorney when the defendant cannot afford it.  It also establishes the right to an “impartial” jury in the district where the crime allegedly occurred, and a right to a speedy and public trial.  This expands on the right to jury trial in the original [[Constitution]].&lt;br /&gt;
&lt;br /&gt;
The [[Seventh Amendment]] establishes a right to jury trial in civil (non-criminal) cases involving more than $20 (which isn’t much today, due to inflation!).&lt;br /&gt;
&lt;br /&gt;
The [[Eighth Amendment]] prohibits excessive bail requirements, which is what an accused must post to be released from jail before trial.  It also prohibits excessive fines or cruel and unusual punishment.&lt;br /&gt;
&lt;br /&gt;
The Seventh of the [[Ten Commandments]] says “Neither shall you bear false witness against your neighbor.”  Deuteronomy 5:20.  That prohibits false accusations, and false testimony in court.  If everyone obeyed this commandment, then many of the above protections would not be needed.&lt;br /&gt;
&lt;br /&gt;
In fact, false accusations were a problem in colonial [[America]] as they are today.  Colonists feared the power of the new government being used to intimidate witnesses into testifying falsely, and imprisoning critics of government.  During the President of [[John Adams]], a few of his opponents were fined and even imprisoned under the [[Sedition Act]] for criticizing the president.&lt;br /&gt;
&lt;br /&gt;
The [[Sixth Amendment]] contains perhaps the greatest safeguard of all against false accusation: the right “to be confronted with the witnesses against him.”  This includes the right of cross-examination, by which an accused person's attorney can question the government witnesses in open court.  Statements made outside of court can be excluded in criminal trials if the defendant lacks an opportunity to cross-examine the person who made the statement.  “I heard someone say he saw defendant rob the bank” isn’t going to be allowed, unless that someone is cross-examined in open court.&lt;br /&gt;
&lt;br /&gt;
Many feel that these amendments have been expanded too far to protect dangerous criminals.  This became a national controversy in the 1960s, as the [[Supreme Court]] interpreted these amendments broadly in favor of criminal defendants.&lt;br /&gt;
&lt;br /&gt;
Others, while no friends of real criminals, feel we need the protections to limit a government greedy for power.  [[Christianity]] is based on the unlawful execution of an innocent man, [[Jesus]].  He had no right to an attorney in Roman court.  The [[Greeks]], not the Romans, allowed advocates or attorneys in trials.  &lt;br /&gt;
&lt;br /&gt;
Many would rather see fifty guilty persons go free than to wrongly convict an innocent man.  What do you think?&lt;br /&gt;
&lt;br /&gt;
==[[Federalism]] &amp;amp; the [[Constitution]]==&lt;br /&gt;
&lt;br /&gt;
The [[Supremacy Clause]] may be the most important provision in the entire Constitution.  It is on page 328: &lt;br /&gt;
&lt;br /&gt;
:This [[Constitution]], and the Laws of the [[United States]] which shall be made in Pursuance thereof ... shall be the supreme Law of the Land ... any Thing in the [[Constitution]] or Laws of any State to the Contrary notwithstanding.&lt;br /&gt;
&lt;br /&gt;
U.S. Const. Art. VI.&lt;br /&gt;
&lt;br /&gt;
What does it mean?  It means that [[Congress]] overrides every state law and state constitution.  The federal government reigns supreme.  What it says, goes.&lt;br /&gt;
&lt;br /&gt;
In our history, states have sometimes defied congressional law.  [[James Madison]] and [[Thomas Jefferson]] themselves started the nullification doctrine, declaring that a state could nullify as unconstitutional an act of [[Congress]] (in their case, the Alien and Sedition Acts in 1798).  After all, what is a state to do if [[Congress]] and the [[Supreme Court]] team up against it?  In 1809, the [[Pennsylvania]] legislature ordered the state militia to prevent a federal marshal from serving a writ (order) that it felt was unconstitutional.  The federal officers simply arrested the state militia, but [[James Madison]] pardoned them.  &lt;br /&gt;
&lt;br /&gt;
Later, nullification doctrine led to the [[Civil War]] because it justified secession.  As recently as 1956, southern states invoked the doctrine to reject the [[Supreme Court]] ruling of Brown v. Board of Education (1954), which desegregated schools.  The federal government enforced that ruling over objections by southern states.&lt;br /&gt;
&lt;br /&gt;
Some states, like [[West Virginia]], defer to federal law in their own state constitutions.  Article 1, Section 1 of the West Virginia Constitution provides:&lt;br /&gt;
&lt;br /&gt;
:The State of [[West Virginia]] is, and shall remain, one of the [[United States]] of [[America]].  The [[Constitution]] of the [[United States]] of [[America]], and the laws and treaties made in pursuance thereof shall be the supreme law of the land.&lt;br /&gt;
&lt;br /&gt;
Perhaps you can think of why [[West Virginia]] expressly accepts federal supremacy.  (Answer: [[West Virginia]] was formed by splitting off from [[Virginia]] in order to join the Union during the [[Civil War]].  [[Virginia]] remained with the southern Confederacy.)&lt;br /&gt;
&lt;br /&gt;
Large states, like [[New York]], [[Virginia]] and [[Massachusetts]], were very reluctant to give away their power to the federal government by ratifying the [[Constitution]].  [[James Madison]] assured them that the “powers delegated by the proposed [[Constitution]] to the federal government are few and defined.  Those that are to remain in the State governments are numerous and indefinite.”  (Federalist No. 45)&lt;br /&gt;
&lt;br /&gt;
Madison’s assurance seemed true at the beginning, but over time the federal government seized more and more power for itself, as opponents of the Constitution had feared.&lt;br /&gt;
&lt;br /&gt;
==Key Decisions concerning Federalism==&lt;br /&gt;
&lt;br /&gt;
The [[Supreme Court]] is part of the federal government, and until recently it has consistently expanded federal power.  This is self-serving and predictable.  Many, unfortunately, like to seize more power for themselves.  Also, many judges tend to enjoy exercising authority over others.&lt;br /&gt;
&lt;br /&gt;
In ''Marbury v. Madison'' (1801), the [[Supreme Court]] grabbed the power to invalidate laws of [[Congress]] as unconstitutional.  This is known as the principle of “judicial review.”  It affects the relative power of the Supreme Court with respect to Congress.  It does not affect federalism, because the states were not involved.&lt;br /&gt;
&lt;br /&gt;
In ''McCulloch v. Maryland'' (1819), the [[Supreme Court]] decided a contest between the federal government and the state of [[Maryland]].  Guess which side the [[Supreme Court]] chose?  The federal government, of course, because that is what the [[Supreme Court]] itself is.  It held that the Necessary and Proper Clause of the [[Constitution]] gives [[Congress]] broad powers.  The states cannot interfere with a law passed by [[Congress]].  (In this case, [[Maryland]] tried to tax the national bank operating within its state.  The Court voided the tax.)&lt;br /&gt;
&lt;br /&gt;
The expansion of federal power continued in the courts for another 150 years.  Not until Justice William Rehnquist arrived to the [[Supreme Court]] did the tone start to change.  Here are some more examples:&lt;br /&gt;
&lt;br /&gt;
In ''Gibbons v. Ogden'' (1824), the [[Supreme Court]] interpreted the Commerce Clause to include virtually any business activity between two or more states.  This greatly reduced the power of states to regulate commerce.&lt;br /&gt;
&lt;br /&gt;
Now, much legislation by [[Congress]] is justified based on the [[Commerce Clause]].  For example, civil rights legislation banning discrimination in places of public accommodation (e.g., hotels, restaurants, trains, airplanes) is based in the Commerce Clause.  This was upheld by Heart of Atlanta Motel v. United States (1964).  Since almost anything affects commerce, it is difficult to find many limits on federal power anymore.&lt;br /&gt;
&lt;br /&gt;
One limit that does still exist is in family law.  It remains outside the reach of the federal government.  Education has also been beyond federal power, but President Bush’s No Child Left Behind has greatly expanded federal influence in this area.  Most types of crimes, including most murders, are still beyond federal power.  States alone can prosecute them, unless state lines were crossed during the commission of the crime.&lt;br /&gt;
&lt;br /&gt;
===Types of Federalism===&lt;br /&gt;
&lt;br /&gt;
Let’s review various forms of national government:&lt;br /&gt;
&lt;br /&gt;
unitary system: national government has all the power.  Examples: [[England]], [[France]] and [[Italy]].&lt;br /&gt;
&lt;br /&gt;
co-federal system: states have all the power.  Examples: colonies under Articles of Confederation.&lt;br /&gt;
&lt;br /&gt;
In between these systems is the federalism unique to our [[Constitution]].  For legal, political and economic reasons, the system has changed over the years:&lt;br /&gt;
&lt;br /&gt;
dual federalism (1788-1932): limited federal government no stronger than the states.  Each has its own separate authority.  Not much cooperation between the two.  Examples: federal government runs the mail routes, state government runs the police.&lt;br /&gt;
&lt;br /&gt;
cooperative federalism (1932-1965): responsibilities of federal and state government are mixed.  Exclusive state power erodes.&lt;br /&gt;
&lt;br /&gt;
centralized federalism (1965-1972): federal government asserts its power in cities, health care, schools, etc., with large spending programs under President Johnson’s Great Society.  Also known as “creative federalism.”&lt;br /&gt;
&lt;br /&gt;
new federalism (1972-today): conservative movement to return power and money back to the states, away from the federal government.&lt;br /&gt;
&lt;br /&gt;
Which do liberals prefer?  A strong federal government.  Which do conservatives prefer?  A weak federal government.&lt;br /&gt;
&lt;br /&gt;
Here is a more difficult question: which do big companies prefer?  Think about it.  (Answer: Big companies want to avoid 50 different state regulations.  They tend to prefer a strong federal government.  Hence big business creates another source of pressure for weakening state power further.)&lt;br /&gt;
&lt;br /&gt;
===Issues===&lt;br /&gt;
&lt;br /&gt;
#Are laws against certain advertisements unconstitutional? &lt;br /&gt;
#*The federal government reserves the right to prohibit certain types of advertising, such as ads for harmful products like alcohol or cigarettes.  Tobacco companies voluntarily stopped television ads rather than wait until the federal government banned them.  The First Amendment says “[[Congress]] shall make no law ... abridging the freedom of speech.”  Should the federal government have the power to ban certain types of ads?&lt;br /&gt;
#free 50 guilty defendants rather than convict one innocent defendant?&lt;br /&gt;
#*The Bill of Rights contains many protections for criminal defendants.  Clearly, these rules will allow some guilty defendants to go free in order to minimize convictions of innocent persons.  Do you agree with this approach?&lt;br /&gt;
#Is there a constitutional right for defendants to question potential jurors before trial?&lt;br /&gt;
#*The selection of the jury is often the most important aspect of a criminal trial.  The Sixth Amendment guarantees an “impartial jury,” so questions are asked of potential jurors to identify bias for one side or the other.  A jury that favors government is what the prosecutor wants; a jury skeptical of government is what the defendant seeks.  How much freedom should the defendant have in asking questions of potential jurors before they are chosen for the trial?  This process is known as “voir dire.”  In state court, defendants have much more leeway than in federal court, and the conviction rate is higher in federal court partly for this reason.  Should defendants have a right for their attorneys to question potential jurors during jury selection?&lt;br /&gt;
#Does the Fourth Amendment prohibit drug testing of all public school students?&lt;br /&gt;
&lt;br /&gt;
[[category:Homeschool Curriculum]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_Government_Homework_One_Student_Answers&amp;diff=301625</id>
		<title>American Government Homework One Student Answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_Government_Homework_One_Student_Answers&amp;diff=301625"/>
		<updated>2007-09-27T21:37:13Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;1.  What do you hope to achieve by taking this course?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
2. Which sections of the [[Constitution]] (a) give powers to [[Congress]] and (b) restrict powers of [[Congress]]?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
3. Which sections of the Constitution restrict the powers of the States?&lt;br /&gt;
	&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
4.  Explain what you think is the single most important clause of the Constitution, and why.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
5.  What individual or civil liberties were established by the original Constitution, prior to the amendments (Hint: look somewhere near the end of Article III)?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
6.  Quote the section of the Constitution that gives Congress the power to remove authority from the federal courts (Hint: see the Article establishing the judiciary).  Draft a simple law to take away an issue of your choice from the Courts.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
7.  The Founders thought Congress was the most important branch, but now some would say that the President or Supreme Court is more important.  Your view, and why?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
8.  Give three examples of congressional power that affects your family every month.  Cite the constitutional clauses creating each of those federal powers.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
9.  What clause allows Congress go beyond powers expressly given to it by the Constitution?  What power, currently retained by the States, do you think Congress should never take from them?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
Extra Credit Essay Question (worth 5 points):&lt;br /&gt;
&lt;br /&gt;
10.  What specific improvements would you make to the Constitution?  If none, then explain why you think it is perfect.  Give specific examples, including citations to specific article and section numbers.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
[[category:Homeschool Curriculum]]&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&lt;br /&gt;
mostly definilty late but here i go.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;pre&amp;gt;&lt;br /&gt;
1. I'm tired of hearing what others say about the contitution and such and i want to know myself.&lt;br /&gt;
2. Article I, Section 1 and Section 8 give power to congress.&lt;br /&gt;
3. Article I, Section 10 limits power of states.&lt;br /&gt;
4. I'm a little confused by the question so i'll take a zero here.&lt;br /&gt;
5. Article 4 Section 2:&lt;br /&gt;
&amp;quot;the citizens of each state shall be entitled to &lt;br /&gt;
all privledges and immunities in the several states&amp;quot;&lt;br /&gt;
6. i see nothing in Article 3 sections 1-3 that allows congress to strip authority. so zero for me..&lt;br /&gt;
7. I would prefer that congress have more power then the president or the supreme court. there&lt;br /&gt;
are more people that need to be convinced for or against something in congress then the others. to much power resting in a president of a small supreme court is a recipe for disaster. right now&lt;br /&gt;
to much power rests with the judicial branch of government and the executive branch with executive orders loop hole.&lt;br /&gt;
8. Article 1 Section's 1-10 affect me everyday. Article 3 affects me everyday with a run amok&lt;br /&gt;
judiciary making this law and that law underhindered.&lt;br /&gt;
9. i see no &amp;quot;clauses&amp;quot;...another zero...&lt;br /&gt;
&amp;lt;/pre&amp;gt;&lt;br /&gt;
&lt;br /&gt;
10. this is my work over the last year its a re-write of the Bill of rights which shall&lt;br /&gt;
have authority over a constitution national or otherwise. i offer it as my extra credit.&lt;br /&gt;
[http://www.cruzan.info/other/page2.htm HERE]&lt;br /&gt;
&lt;br /&gt;
I am using this booklet [http://www.catostore.org/index.asp?fa=ProductDetails&amp;amp;method=&amp;amp;pid=144278-A HERE] is it okay?&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_Government_Homework_One_Student_Answers&amp;diff=301622</id>
		<title>American Government Homework One Student Answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_Government_Homework_One_Student_Answers&amp;diff=301622"/>
		<updated>2007-09-27T21:34:24Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;1.  What do you hope to achieve by taking this course?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
2. Which sections of the [[Constitution]] (a) give powers to [[Congress]] and (b) restrict powers of [[Congress]]?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
3. Which sections of the Constitution restrict the powers of the States?&lt;br /&gt;
	&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
4.  Explain what you think is the single most important clause of the Constitution, and why.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
5.  What individual or civil liberties were established by the original Constitution, prior to the amendments (Hint: look somewhere near the end of Article III)?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
6.  Quote the section of the Constitution that gives Congress the power to remove authority from the federal courts (Hint: see the Article establishing the judiciary).  Draft a simple law to take away an issue of your choice from the Courts.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
7.  The Founders thought Congress was the most important branch, but now some would say that the President or Supreme Court is more important.  Your view, and why?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
8.  Give three examples of congressional power that affects your family every month.  Cite the constitutional clauses creating each of those federal powers.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
9.  What clause allows Congress go beyond powers expressly given to it by the Constitution?  What power, currently retained by the States, do you think Congress should never take from them?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
Extra Credit Essay Question (worth 5 points):&lt;br /&gt;
&lt;br /&gt;
10.  What specific improvements would you make to the Constitution?  If none, then explain why you think it is perfect.  Give specific examples, including citations to specific article and section numbers.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
[[category:Homeschool Curriculum]]&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&lt;br /&gt;
mostly definilty late but here i go.&lt;br /&gt;
&lt;br /&gt;
1. I'm tired of hearing what others say about the contitution and such and i want to know myself.&lt;br /&gt;
2. Article I, Section 1 and Section 8 give power to congress.&lt;br /&gt;
3. Article I, Section 10 limits power of states.&lt;br /&gt;
4. I'm a little confused by the question so i'll take a zero here.&lt;br /&gt;
5. Article 4 Section 2:&lt;br /&gt;
&amp;quot;the citizens of each state shall be entitled to &lt;br /&gt;
all privledges and immunities in the several states&amp;quot;&lt;br /&gt;
6. i see nothing in Article 3 sections 1-3 that allows congress to strip authority. so zero for me..&lt;br /&gt;
7. I would prefer that congress have more power then the president or the supreme court. there&lt;br /&gt;
are more people that need to be convinced for or against something in congress then the others. to much power resting in a president of a small supreme court is a recipe for disaster. right now&lt;br /&gt;
to much power rests with the judicial branch of government and the executive branch with executive orders loop hole.&lt;br /&gt;
8. no answer&lt;br /&gt;
9. no answer&lt;br /&gt;
&lt;br /&gt;
10. this is my work over the last year its a re-write of the Bill of rights which shall&lt;br /&gt;
have authority over a constitution national or otherwise. i offer it as my extra credit.&lt;br /&gt;
[http://www.cruzan.info/other/page2.htm HERE]&lt;br /&gt;
&lt;br /&gt;
I am using this booklet [http://www.catostore.org/index.asp?fa=ProductDetails&amp;amp;method=&amp;amp;pid=144278-A HERE] is it okay?&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_Government_Homework_One_Student_Answers&amp;diff=301621</id>
		<title>American Government Homework One Student Answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_Government_Homework_One_Student_Answers&amp;diff=301621"/>
		<updated>2007-09-27T21:33:30Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;1.  What do you hope to achieve by taking this course?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
2. Which sections of the [[Constitution]] (a) give powers to [[Congress]] and (b) restrict powers of [[Congress]]?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
3. Which sections of the Constitution restrict the powers of the States?&lt;br /&gt;
	&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
4.  Explain what you think is the single most important clause of the Constitution, and why.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
5.  What individual or civil liberties were established by the original Constitution, prior to the amendments (Hint: look somewhere near the end of Article III)?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
6.  Quote the section of the Constitution that gives Congress the power to remove authority from the federal courts (Hint: see the Article establishing the judiciary).  Draft a simple law to take away an issue of your choice from the Courts.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
7.  The Founders thought Congress was the most important branch, but now some would say that the President or Supreme Court is more important.  Your view, and why?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
8.  Give three examples of congressional power that affects your family every month.  Cite the constitutional clauses creating each of those federal powers.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
9.  What clause allows Congress go beyond powers expressly given to it by the Constitution?  What power, currently retained by the States, do you think Congress should never take from them?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
Extra Credit Essay Question (worth 5 points):&lt;br /&gt;
&lt;br /&gt;
10.  What specific improvements would you make to the Constitution?  If none, then explain why you think it is perfect.  Give specific examples, including citations to specific article and section numbers.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
[[category:Homeschool Curriculum]]&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&lt;br /&gt;
mostly definilty late but here i go.&lt;br /&gt;
&lt;br /&gt;
1. I'm tired of hearing what others say about the contitution and such and i want to know myself.&lt;br /&gt;
2. Article I, Section 1 and Section 8 give power to congress.&lt;br /&gt;
3. Article I, Section 10 limits power of states.&lt;br /&gt;
4. I'm a little confused by the question so i'll take a zero here.&lt;br /&gt;
5. Article 4 Section 2:&lt;br /&gt;
&amp;quot;the citizens of each state shall be entitled to &lt;br /&gt;
all privledges and immunities in the several states&amp;quot;&lt;br /&gt;
6. i see nothing in Article 3 sections 1-3 that allows congress to strip authority. so zero for me..&lt;br /&gt;
7. I would prefer that congress have more power then the president or the supreme court. there&lt;br /&gt;
are more people that need to be convinced for or against something in congress then the others. to much power resting in a president of a small supreme court is a recipe for disaster. right now&lt;br /&gt;
to much power rests with the judicial branch of government and the executive branch with executive orders loop hole.&lt;br /&gt;
8. no answer&lt;br /&gt;
9. no answer&lt;br /&gt;
&lt;br /&gt;
10. this is my work over the last year its a re-write of the Bill of rights which shall&lt;br /&gt;
have authority over and constitution national or otherwise. i offer it as my extra credit.&lt;br /&gt;
[http://www.cruzan.info/other/page2.htm HERE]&lt;br /&gt;
&lt;br /&gt;
I am using this booklet [http://www.catostore.org/index.asp?fa=ProductDetails&amp;amp;method=&amp;amp;pid=144278-A HERE] is it okay?&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=American_Government_Homework_One_Student_Answers&amp;diff=301619</id>
		<title>American Government Homework One Student Answers</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=American_Government_Homework_One_Student_Answers&amp;diff=301619"/>
		<updated>2007-09-27T21:32:17Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;1.  What do you hope to achieve by taking this course?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
2. Which sections of the [[Constitution]] (a) give powers to [[Congress]] and (b) restrict powers of [[Congress]]?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
3. Which sections of the Constitution restrict the powers of the States?&lt;br /&gt;
	&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
4.  Explain what you think is the single most important clause of the Constitution, and why.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
5.  What individual or civil liberties were established by the original Constitution, prior to the amendments (Hint: look somewhere near the end of Article III)?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
6.  Quote the section of the Constitution that gives Congress the power to remove authority from the federal courts (Hint: see the Article establishing the judiciary).  Draft a simple law to take away an issue of your choice from the Courts.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
7.  The Founders thought Congress was the most important branch, but now some would say that the President or Supreme Court is more important.  Your view, and why?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
8.  Give three examples of congressional power that affects your family every month.  Cite the constitutional clauses creating each of those federal powers.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
9.  What clause allows Congress go beyond powers expressly given to it by the Constitution?  What power, currently retained by the States, do you think Congress should never take from them?&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
Extra Credit Essay Question (worth 5 points):&lt;br /&gt;
&lt;br /&gt;
10.  What specific improvements would you make to the Constitution?  If none, then explain why you think it is perfect.  Give specific examples, including citations to specific article and section numbers.&lt;br /&gt;
&lt;br /&gt;
'''Answer''':&lt;br /&gt;
&lt;br /&gt;
[[category:Homeschool Curriculum]]&lt;br /&gt;
&lt;br /&gt;
'''WALLY'''&lt;br /&gt;
mostly definilty late but here i go.&lt;br /&gt;
&lt;br /&gt;
1. I'm tired of hearing what others say about the contitution and such and i want to know myself.&lt;br /&gt;
2. Article I, Section 1 and Section 8 give power to congress.&lt;br /&gt;
3. Article I, Section 10 limits power of states.&lt;br /&gt;
4. I'm a little confused by the question so i'll take a zero here.&lt;br /&gt;
5. Article 4 Section 2:&lt;br /&gt;
&amp;quot;the citizens of each state shall be entitled to &lt;br /&gt;
all privledges and immunities in the several states&amp;quot;&lt;br /&gt;
6. i see nothing in Article 3 sections 1-3 that allows congress to strip authority. so zero for me..&lt;br /&gt;
7. I would prefer that congress have more power then the president or the supreme court. there&lt;br /&gt;
are more people that need to be convinced for or against something in congress then the others. to much power resting in a president of a small supreme court is a recipe for disaster. right now&lt;br /&gt;
to much power rests with the judicial branch of government and the executive branch with executive orders loop hole.&lt;br /&gt;
8. no answer&lt;br /&gt;
9. no answer&lt;br /&gt;
&lt;br /&gt;
10. this is my work over the last year its a re-write of the Bill of rights which shall&lt;br /&gt;
have authority over and constitution national or otherwise. i offer it as my extra credit.&lt;br /&gt;
[http://www.cruzan.info/other/page2.html HERE]&lt;br /&gt;
&lt;br /&gt;
I am using this booklet [http://www.catostore.org/index.asp?fa=ProductDetails&amp;amp;method=&amp;amp;pid=144278-A HERE] is it okay?&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290928</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290928"/>
		<updated>2007-09-11T19:03:36Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* History */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
'''Early'''&amp;lt;br&amp;gt;&lt;br /&gt;
There is no really definitive source for an acurate History of conlangs. One can only really note&lt;br /&gt;
that until Genesis 11:1-9 the Earth spoke one language then was confounded. Hence after this time&lt;br /&gt;
one would have to learn someone elses language to communicate. Which after a time would have led&lt;br /&gt;
to the meshing of two or more languages to create a working common language for Trade and such during the meetings of different cultures and groups. AKA Constructed languages.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
One can also note the term '''pidgin''' or '''pigin''' which defines itself as a meshing of two or more&lt;br /&gt;
languages to form a working language. These would have been the first noted &amp;quot;constructed languages&amp;quot;&lt;br /&gt;
although probably un-written. Another form of &amp;quot;constructed&amp;quot; language was &amp;quot;sign language&amp;quot; use by&lt;br /&gt;
many peoples over time during chance meetings but became more refined around 1755 by &lt;br /&gt;
Charles-Michel de l'Épée &amp;quot;the father of the deaf&amp;quot;. One should be aware that native americans were&lt;br /&gt;
using &amp;quot;sign&amp;quot; language prior to europeans arriving in america as a common form of communication with&lt;br /&gt;
different tribal groups.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Reiterated, most of these early histories have no &amp;quot;written&amp;quot; records or examples therefore&lt;br /&gt;
would have no references other then a verbal history or rumor to go on.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
'''Later'''&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
more later, keep your pants on.....&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker] a notable source for all things about Constructed languages&amp;lt;br&amp;gt;&lt;br /&gt;
[http://www.zompist.com/kit.html Language Construction Kit] a Getting Started Resource&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290925</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290925"/>
		<updated>2007-09-11T19:03:14Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* History */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
'''Early'''&lt;br /&gt;
There is no really definitive source for an acurate History of conlangs. One can only really note&lt;br /&gt;
that until Genesis 11:1-9 the Earth spoke one language then was confounded. Hence after this time&lt;br /&gt;
one would have to learn someone elses language to communicate. Which after a time would have led&lt;br /&gt;
to the meshing of two or more languages to create a working common language for Trade and such during the meetings of different cultures and groups. AKA Constructed languages.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
One can also note the term '''pidgin''' or '''pigin''' which defines itself as a meshing of two or more&lt;br /&gt;
languages to form a working language. These would have been the first noted &amp;quot;constructed languages&amp;quot;&lt;br /&gt;
although probably un-written. Another form of &amp;quot;constructed&amp;quot; language was &amp;quot;sign language&amp;quot; use by&lt;br /&gt;
many peoples over time during chance meetings but became more refined around 1755 by &lt;br /&gt;
Charles-Michel de l'Épée &amp;quot;the father of the deaf&amp;quot;. One should be aware that native americans were&lt;br /&gt;
using &amp;quot;sign&amp;quot; language prior to europeans arriving in america as a common form of communication with&lt;br /&gt;
different tribal groups.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Reiterated, most of these early histories have no &amp;quot;written&amp;quot; records or examples therefore&lt;br /&gt;
would have no references other then a verbal history or rumor to go on.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
'''Later'''&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
more later, keep your pants on.....&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker] a notable source for all things about Constructed languages&amp;lt;br&amp;gt;&lt;br /&gt;
[http://www.zompist.com/kit.html Language Construction Kit] a Getting Started Resource&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290924</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290924"/>
		<updated>2007-09-11T19:01:47Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* History */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
There is no really definitive source for an acurate History of conlangs. One can only really note&lt;br /&gt;
that until Genesis 11:1-9 the Earth spoke one language then was confounded. Hence after this time&lt;br /&gt;
one would have to learn someone elses language to communicate. Which after a time would have led&lt;br /&gt;
to the meshing of two or more languages to create a working common language for Trade and such during the meetings of different cultures and groups. AKA Constructed languages.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
One can also note the term '''pidgin''' or '''pigin''' which defines itself as a meshing of two or more&lt;br /&gt;
languages to form a working language. These would have been the first noted &amp;quot;constructed languages&amp;quot;&lt;br /&gt;
although probably un-written. Another form of &amp;quot;constructed&amp;quot; language was &amp;quot;sign language&amp;quot; use by&lt;br /&gt;
many peoples over time during chance meetings but became more refined around 1755 by &lt;br /&gt;
Charles-Michel de l'Épée &amp;quot;the father of the deaf&amp;quot;. One should be aware that native americans were&lt;br /&gt;
using &amp;quot;sign&amp;quot; language prior to europeans arriving in america as a common form of communication with&lt;br /&gt;
different tribal groups.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Reiterated, most of these early histories have no &amp;quot;written&amp;quot; records or examples therefore&lt;br /&gt;
would have no references other then a verbal history or rumor to go on.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
more later, keep your pants on.....&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker] a notable source for all things about Constructed languages&amp;lt;br&amp;gt;&lt;br /&gt;
[http://www.zompist.com/kit.html Language Construction Kit] a Getting Started Resource&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290923</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290923"/>
		<updated>2007-09-11T19:00:29Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* History */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
There is no really definitive source for an acurate History of conlangs. One can only really note&lt;br /&gt;
that until Genesis 11:1-9 the Earth spoke one language then was confounded. Hence after this time&lt;br /&gt;
one would have to learn someone elses language to communicate. Which after a time would have led&lt;br /&gt;
to the meshing of two or more languages to create a working common language for Trade and such during the meetings of different cultures and groups. AKA Constructed languages.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
One can also note the term '''pidgin''' or '''pigin''' which defines itself as a meshing of 2 or more&lt;br /&gt;
languages to form a working language. These would have been the first noted &amp;quot;constructed languages&amp;quot;&lt;br /&gt;
although probably un-written. Another form of &amp;quot;constructed&amp;quot; language was &amp;quot;sign language&amp;quot; use by&lt;br /&gt;
many peoples over time during chance meetings but became more refined around 1755 by &lt;br /&gt;
Charles-Michel de l'Épée &amp;quot;the father of the deaf&amp;quot;. One should be aware that native americans were&lt;br /&gt;
using &amp;quot;sign&amp;quot; language prior to europeans arriving in america as a common form of communication with&lt;br /&gt;
different tribal groups.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Reiterated, most of these early histories have no &amp;quot;written&amp;quot; records or examples therefore&lt;br /&gt;
would have no references other then a verbal history or rumor to go on.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
more later, keep your pants on.....&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker] a notable source for all things about Constructed languages&amp;lt;br&amp;gt;&lt;br /&gt;
[http://www.zompist.com/kit.html Language Construction Kit] a Getting Started Resource&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290921</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290921"/>
		<updated>2007-09-11T18:59:40Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* History */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
 There is no really definitive source for an acurate History of conlangs. One can only really note&lt;br /&gt;
that until Genesis 11:1-9 the Earth spoke one language then was confounded. Hence after this time&lt;br /&gt;
one would have to learn someone elses language to communicate. Which after a time would have led&lt;br /&gt;
to the meshing of two or more languages to create a working common language for Trade and such during the meetings of different cultures and groups. AKA Constructed languages.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
 One can also note the term &amp;quot;pidgin&amp;quot; or &amp;quot;pigin&amp;quot; which defines itself as a meshing of 2 or more&lt;br /&gt;
languages to form a working language. These would have been the first noted &amp;quot;constructed languages&amp;quot;&lt;br /&gt;
although probably un-written. Another form of &amp;quot;constructed&amp;quot; language was &amp;quot;sign language&amp;quot; use by&lt;br /&gt;
many peoples over time during chance meetings but became more refined around 1755 by &lt;br /&gt;
Charles-Michel de l'Épée &amp;quot;the father of the deaf&amp;quot;. One should be aware that native americans were&lt;br /&gt;
using &amp;quot;sign&amp;quot; language prior to europeans arriving in america as a common form of communication with&lt;br /&gt;
different tribal groups.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
 Reiterated, most of these early histories have no &amp;quot;written&amp;quot; records or examples therefore&lt;br /&gt;
would have no references other then a verbal history or rumor to go on.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
more later, keep your pants on.....&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker] a notable source for all things about Constructed languages&amp;lt;br&amp;gt;&lt;br /&gt;
[http://www.zompist.com/kit.html Language Construction Kit] a Getting Started Resource&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290920</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290920"/>
		<updated>2007-09-11T18:58:31Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* History */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
'''Early'''&lt;br /&gt;
&lt;br /&gt;
 There is no really definitive source for an acurate History of conlangs. One can only really note&lt;br /&gt;
that until Genesis 11:1-9 the Earth spoke one language then was confounded. Hence after this time&lt;br /&gt;
one would have to learn someone elses language to communicate. Which after a time would have led&lt;br /&gt;
to the meshing of two or more languages to create a working common language for Trade and such during the meetings of different cultures and groups. AKA Constructed languages.&lt;br /&gt;
&lt;br /&gt;
 One can also note the term &amp;quot;pidgin&amp;quot; or &amp;quot;pigin&amp;quot; which defines itself as a meshing of 2 or more&lt;br /&gt;
languages to form a working language. These would have been the first noted &amp;quot;constructed languages&amp;quot;&lt;br /&gt;
although probably un-written. Another form of &amp;quot;constructed&amp;quot; language was &amp;quot;sign language&amp;quot; use by&lt;br /&gt;
many peoples over time during chance meetings but became more refined around 1755 by &lt;br /&gt;
Charles-Michel de l'Épée &amp;quot;the father of the deaf&amp;quot;. One should be aware that native americans were&lt;br /&gt;
using &amp;quot;sign&amp;quot; language prior to europeans arriving in america as a common form of communication with&lt;br /&gt;
different tribal groups.&lt;br /&gt;
&lt;br /&gt;
 Reiterated, most of these early histories have no &amp;quot;written&amp;quot; records or examples therefore&lt;br /&gt;
would have no references other then a verbal history or rumor to go on.&lt;br /&gt;
&lt;br /&gt;
'''Later'''&lt;br /&gt;
&lt;br /&gt;
to be done later, keep your pants on.....&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker] a notable source for all things about Constructed languages&amp;lt;br&amp;gt;&lt;br /&gt;
[http://www.zompist.com/kit.html Language Construction Kit] a Getting Started Resource&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290917</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290917"/>
		<updated>2007-09-11T18:55:44Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* History */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
'''Early'''&lt;br /&gt;
&amp;lt;pre&amp;gt;&lt;br /&gt;
 There is no really definitive source for an acurate History of conlangs. One can only really note&lt;br /&gt;
that until Genesis 11:1-9 the Earth spoke one language then was confounded. Hence after this time&lt;br /&gt;
one would have to learn someone elses language to communicate. Which after a time would have led&lt;br /&gt;
to the meshing of two or more languages to create a working common language for Trade and such during the meetings of different cultures and groups. AKA Constructed languages.&lt;br /&gt;
&lt;br /&gt;
 One can also note the term &amp;quot;pidgin&amp;quot; or &amp;quot;pigin&amp;quot; which defines itself as a meshing of 2 or more&lt;br /&gt;
languages to form a working language. These would have been the first noted &amp;quot;constructed languages&amp;quot;&lt;br /&gt;
although probably un-written. Another form of &amp;quot;constructed&amp;quot; language was &amp;quot;sign language&amp;quot; use by&lt;br /&gt;
many peoples over time during chance meetings but became more refined around 1755 by Charles-Michel de l'Épée &amp;quot;the father of the deaf&amp;quot;. One should be aware that native americans were using &amp;quot;sign&amp;quot; language prior to europeans arriving in america as a common form of communication with different&lt;br /&gt;
tribal groups.&lt;br /&gt;
&lt;br /&gt;
 Reiterated most of these early histories have no &amp;quot;written&amp;quot; records or examples therefore&lt;br /&gt;
would have no references other then a verbal history or rumor to go on.&lt;br /&gt;
&lt;br /&gt;
'''Later'''&lt;br /&gt;
&lt;br /&gt;
to be done later.....&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/pre&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker] a notable source for all things about Constructed languages&amp;lt;br&amp;gt;&lt;br /&gt;
[http://www.zompist.com/kit.html Language Construction Kit] a Getting Started Resource&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290916</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290916"/>
		<updated>2007-09-11T18:55:18Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* History */ explanations&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
&lt;br /&gt;
'''Early'''&lt;br /&gt;
 There is no really definitive source for an acurate History of conlangs. One can only really note&lt;br /&gt;
that until Genesis 11:1-9 the Earth spoke one language then was confounded. Hence after this time&lt;br /&gt;
one would have to learn someone elses language to communicate. Which after a time would have led&lt;br /&gt;
to the meshing of two or more languages to create a working common language for Trade and such during the meetings of different cultures and groups. AKA Constructed languages.&lt;br /&gt;
&lt;br /&gt;
 One can also note the term &amp;quot;pidgin&amp;quot; or &amp;quot;pigin&amp;quot; which defines itself as a meshing of 2 or more&lt;br /&gt;
languages to form a working language. These would have been the first noted &amp;quot;constructed languages&amp;quot;&lt;br /&gt;
although probably un-written. Another form of &amp;quot;constructed&amp;quot; language was &amp;quot;sign language&amp;quot; use by&lt;br /&gt;
many peoples over time during chance meetings but became more refined around 1755 by Charles-Michel de l'Épée &amp;quot;the father of the deaf&amp;quot;. One should be aware that native americans were using &amp;quot;sign&amp;quot; language prior to europeans arriving in america as a common form of communication with different&lt;br /&gt;
tribal groups.&lt;br /&gt;
&lt;br /&gt;
 Reiterated most of these early histories have no &amp;quot;written&amp;quot; records or examples therefore&lt;br /&gt;
would have no references other then a verbal history or rumor to go on.&lt;br /&gt;
&lt;br /&gt;
'''Later'''&lt;br /&gt;
&lt;br /&gt;
to be done later.....&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker] a notable source for all things about Constructed languages&amp;lt;br&amp;gt;&lt;br /&gt;
[http://www.zompist.com/kit.html Language Construction Kit] a Getting Started Resource&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Talk:Essay:Conlang&amp;diff=290889</id>
		<title>Talk:Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Talk:Essay:Conlang&amp;diff=290889"/>
		<updated>2007-09-11T18:22:35Z</updated>

		<summary type="html">&lt;p&gt;Wally: adressing un appreciated edits&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;This article needs serious formatting work; perhaps the original author might want to take a look at it? [[User:DanH|DanH]] 23:31, 21 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
as you can see it was stalled....is it really bothering you that much for it to sit&lt;br /&gt;
until the blacklist thing is resolved?&lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 21:49, 22 August 2007 (EDT)&lt;br /&gt;
==Todo==&lt;br /&gt;
*Define difference between real and fantasy languages&lt;br /&gt;
*Create history sections&lt;br /&gt;
*Assure said examples are notable&lt;br /&gt;
*Provide facts&lt;br /&gt;
Plenty more - but I've cleaned it up a bit, so hopefully it's at least workable now.--[[User:Iduan|Iduan]] 23:00, 24 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
== Essay? ==&lt;br /&gt;
&lt;br /&gt;
It seems like it should be a real article to me.  --[[User:CPAdmin1|Tim &amp;lt;small&amp;gt;(CPAdmin1)&amp;lt;/small&amp;gt;]]&amp;lt;sup&amp;gt;[[User talk:CPAdmin1|talk]]&amp;lt;/sup&amp;gt; 23:29, 24 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
as usual too many cooks spoil the broth --[[User:Wally|Wally]] 14:22, 11 September 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
why anyone would think it was an &amp;quot;essay&amp;quot; when its a REAL subject is beyond me --[[User:Wally|Wally]] 14:22, 11 September 2007 (EDT)&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290882</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290882"/>
		<updated>2007-09-11T18:15:18Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* Resources */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
{{stub|section}}&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker] a notable source for all things about Constructed languages&amp;lt;br&amp;gt;&lt;br /&gt;
[http://www.zompist.com/kit.html Language Construction Kit] a Getting Started Resource&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290881</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290881"/>
		<updated>2007-09-11T18:14:54Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* Resources */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
{{stub|section}}&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker] a notable source for all things about Constructed languages&amp;lt;br&amp;gt;&lt;br /&gt;
[http://www.zompist.com/kit.html Language Construction Kit]&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290880</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290880"/>
		<updated>2007-09-11T18:14:42Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* Resources */ resource&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
{{stub|section}}&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker] a notable source for all things about Constructed languages&lt;br /&gt;
[http://www.zompist.com/kit.html Language Construction Kit]&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290878</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290878"/>
		<updated>2007-09-11T18:07:52Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* Resources */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
{{stub|section}}&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker] a notable source for all things about Constructed languages&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290873</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290873"/>
		<updated>2007-09-11T18:03:34Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* Resources */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
{{stub|section}}&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker]a notable source for all things about Constructed languages&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290872</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290872"/>
		<updated>2007-09-11T18:02:05Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* See also */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
{{stub|section}}&lt;br /&gt;
&lt;br /&gt;
==Resources==&lt;br /&gt;
[http://www.langmaker.com Langmaker]&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290870</id>
		<title>Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Essay:Conlang&amp;diff=290870"/>
		<updated>2007-09-11T18:01:34Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* See also */ resource&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{stub}}&lt;br /&gt;
'''Constructed Languages''' (Conlangs or Constructed languages) are languages that are fake, artificial, or made with real intents to make a unified language for Earth or a specific country.&lt;br /&gt;
&lt;br /&gt;
==Notable Conlangs==&lt;br /&gt;
Notable Conlangs include ''Pig-Latin'', ''Quenya'' by Tolkien, ''Klingon'' by Marc Okrand, and ''Esperanto'' made by Ludwig Lazarus Zamenhof in 1887. Some are very detailed and include such things as dictionaries, grammar usage and noegraphies while others have only a dozen or so words.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Reasoning==&lt;br /&gt;
&lt;br /&gt;
The reasons are many for creating such languages with a heavy leaning over the last few years towards fantasy type games and movies. Some Conlangs have many speakers such as Esperanto which is a real working language with upwards of a million speakers and Klingon which is a fantasy based language with a few thousand speakers.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==History==&lt;br /&gt;
{{stub|section}}&lt;br /&gt;
&lt;br /&gt;
== See also==&lt;br /&gt;
*'''Note''': STALLED for blacklist reasons over langmaker.com usage&lt;br /&gt;
[http://www.langmaker.com Langmaker]&lt;br /&gt;
[[category:linguistics]]&lt;br /&gt;
[[category:Essay]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Talk:Essay:Conlang&amp;diff=274835</id>
		<title>Talk:Essay:Conlang</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Talk:Essay:Conlang&amp;diff=274835"/>
		<updated>2007-08-23T01:49:19Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;This article needs serious formatting work; perhaps the original author might want to take a look at it? [[User:DanH|DanH]] 23:31, 21 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
as you can see it was stalled....is it really bothering you that much for it to sit&lt;br /&gt;
until the blacklist thing is resolved?&lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 21:49, 22 August 2007 (EDT)&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Michelle_Malkin&amp;diff=269329</id>
		<title>Michelle Malkin</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Michelle_Malkin&amp;diff=269329"/>
		<updated>2007-08-17T03:54:39Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* External Links */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;[[Image:Mm7.jpg|right|thumb|Michelle Malkin]]&lt;br /&gt;
'''Michelle Malkin''' (born 1970) is an [[United States|American]] [[conservative]] [[pundit]] and [[journalist]].&lt;br /&gt;
&lt;br /&gt;
==[[Amnesty]]==&lt;br /&gt;
&lt;br /&gt;
Michelle has an entire section on articles against [[illegal immigrant]] amnesty.[http://michellemalkin.com/category/immigration/amnesty/]&lt;br /&gt;
&lt;br /&gt;
Michelle wants the U.S. to clear the legal immigrant backlogs '''first''', instead of trying to legalize illegals.  &amp;lt;ref&amp;gt; [http://michellemalkin.com/2007/06/17/memo-to-washington-clear-the-damn-backlogs-first/ Memo to Washington: Clear the damn backlogs first], MichelleMalkin.com,  June 17, 2007  &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
After the [[United States]] built a border fence with [[Mexico]] on the wrong side, Michelle wonders if we can &amp;quot;do anything right on [[border security]].&amp;quot; Her solution is &amp;quot;Border security now. Not later.&amp;quot; &amp;lt;ref&amp;gt; [http://michellemalkin.com/2007/06/26/border-follies-us-sorry-for-building-barrier-that-encroaches-on-mexico/ Border follies: U.S. sorry for building barrier that encroaches on Mexico], MichelleMalkin.com,  June 26, 2007 &amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Ex-Muslims==&lt;br /&gt;
[[Michelle Malkin|Michelle]] highlights a group of Ex-Muslims hoping to change the terms of debate about [[Islam]] in [[Europe]]. &amp;lt;ref&amp;gt; [http://michellemalkin.com/2007/06/20/ex-muslims-stand-up-in-britain/ Ex-Muslims stand up in Britain]&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==[[Gun control]]==&lt;br /&gt;
&lt;br /&gt;
Michelle says [[Jesse Jackson]] should be trying to stop black [[gangs]], instead of protesting gun shops. &amp;lt;ref&amp;gt; [http://michellemalkin.com/2007/06/24/the-desperate-jesse-jackson/ The desperate Jesse Jackson], MichelleMalkin.com, June 24, 2007&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
==Archives==&lt;br /&gt;
These are the archive categories for Michelle's articles:&lt;br /&gt;
&lt;br /&gt;
*'''[[Abortion]]''' http://michellemalkin.com/category/abortion/&lt;br /&gt;
*'''[[Animal rights]]''' wackos http://michellemalkin.com/category/animal-rights/&lt;br /&gt;
*'''[[BBC]]''' http://michellemalkin.com/category/bbc/&lt;br /&gt;
*'''[[Berkeley]]''' http://michellemalkin.com/category/berkeley/&lt;br /&gt;
*'''[[Blogosphere]]''' http://michellemalkin.com/category/blogosphere/&lt;br /&gt;
*'''[[Cameron Diaz]]''' http://michellemalkin.com/category/cameron-diaz/&lt;br /&gt;
*'''[[Cronyism]]''' http://michellemalkin.com/category/cronyism/&lt;br /&gt;
*'''[[Cuba]]''' http://michellemalkin.com/category/cuba/&lt;br /&gt;
*'''[[Liberal hypocrisy|Double standards]]''' http://michellemalkin.com/category/double-standards/&lt;br /&gt;
*'''[[Duke University|Duke]] [[lacrosse]]''' http://michellemalkin.com/category/duke-lacrosse/&lt;br /&gt;
*'''[[Dunkin Donuts]]''' http://michellemalkin.com/category/dunkin-donuts/&lt;br /&gt;
*'''[[Education]]''' http://michellemalkin.com/category/education/&lt;br /&gt;
*'''End of life issues''' http://michellemalkin.com/category/end-of-life-issues/&lt;br /&gt;
*'''[[Environmentalist|Enviro-nitwits]]''' http://michellemalkin.com/category/enviro-nitwits/&lt;br /&gt;
*'''[[Fairness Doctrine]]''' http://michellemalkin.com/category/fairness-doctrine/&lt;br /&gt;
*'''[[Feminist Nonsense]]''' http://michellemalkin.com/category/feminist-nonsense/&lt;br /&gt;
*'''[[Fun]]''' http://michellemalkin.com/category/fun/ &lt;br /&gt;
*'''[[Guns]]''' http://michellemalkin.com/category/guns/&lt;br /&gt;
*'''[[Haditha]]''' http://michellemalkin.com/category/haditha/&lt;br /&gt;
*'''[[Haleigh Poutre]]''' http://michellemalkin.com/category/haleigh-poutre/&lt;br /&gt;
*'''[[Health care]]''' http://michellemalkin.com/category/health-care/&lt;br /&gt;
*'''[[Hollyweird]]''' http://michellemalkin.com/category/hollyweird/&lt;br /&gt;
&lt;br /&gt;
==References==&lt;br /&gt;
&amp;lt;references/&amp;gt; &lt;br /&gt;
&lt;br /&gt;
==External Links==&lt;br /&gt;
*[http://michellemalkin.com/ Michelle Malkin's blog]&lt;br /&gt;
*[http://www.townhall.com/columnists/michellemalkin/archive.shtml Malkin's Townhall.com column archive]&lt;br /&gt;
*[http://hotair.com/ Michelle Malkin's video blog]&lt;br /&gt;
&lt;br /&gt;
{{DEFAULTSORT:Malkin, Michelle}}&lt;br /&gt;
[[category:Journalists]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Conservapedia:American_Government_Fall_2007&amp;diff=266049</id>
		<title>Conservapedia:American Government Fall 2007</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Conservapedia:American_Government_Fall_2007&amp;diff=266049"/>
		<updated>2007-08-13T15:45:55Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* Homework and Contest */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;'''Current enrollment: 33 students, 3 teachers'''&lt;br /&gt;
&lt;br /&gt;
&amp;quot;American Government 101&amp;quot; is a 14-week course that teaches the basics of government, both [[federal]] and state.  It reviews the [[U.S. Constitution]], including concepts like the [[separation of powers]] among the branches of government.&lt;br /&gt;
&lt;br /&gt;
Students seeking to earn college credit can take the [[CLEP]] or [[AP]] exams upon successful completion of this course.&lt;br /&gt;
&lt;br /&gt;
This course begins in September and already 24 students have enrolled.  Please add your user id. (use the signature button above) if you would like to participate in this course in any way, either as a student or as a teacher on this site, and your name will be transferred to a roster.  As an enrolled participant, you will have special access to a protected area established for this course.&lt;br /&gt;
&lt;br /&gt;
Teenagers are welcome as students, and advanced college students and adults are welcome as teachers.  The primary instructor is [[User:Aschlafly|Andy Schlafly]], who has taught over 10 courses, including one as an adjunct professor at a major law school.&lt;br /&gt;
&lt;br /&gt;
== Enroll here: ==&lt;br /&gt;
I would like to enroll in the American Government 101 class. I am a sophomore in high school.--[[User:Mcpannier|Mcpannier]] 12:26, 5 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
: Fantastic!  Welcome to the class, which will start in September.  You are student #25 and you will have special access to a restricted area (namespace) for this course.  In Christ,--[[User:Aschlafly|Aschlafly]] 15:06, 5 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
i would like to enroll also...as i always slept through AG classes when younger :) --[[User:Wally|Wally]] 22:35, 5 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
: Great, welcome!  You're student #26 ... or teacher #2 depending on how much you really slept!  Godspeed.--[[User:Aschlafly|Aschlafly]] 22:38, 5 August 2007 (EDT)&lt;br /&gt;
--[[User:A303springfield|A303springfield]] 00:14, 7 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:: Fantastic!!  You're most welcome!  You're student #28, and we have another teacher in addition to myself.  We start in September but please feel free to edit  here before then.--[[User:Aschlafly|Aschlafly]] 00:45, 7 August 2007 (EDT)&lt;br /&gt;
[[category:government]]&lt;br /&gt;
[[category:US Government]]&lt;br /&gt;
&lt;br /&gt;
--[[User:Blu1001|Blu1001]] 19:16, 10 August 2007 (EDT) This sounds cool&lt;br /&gt;
*09:50, 11 August 2007 DanH (Talk | contribs | block) blocked &amp;quot;Blu1001 (contribs)&amp;quot; with an expiry time of infinite (sock of two blocked useres)&lt;br /&gt;
http://www.conservapedia.com/Special:Blockip/Blu1001&lt;br /&gt;
&lt;br /&gt;
: He's our first expelled student!--[[User:Aschlafly|Aschlafly]] 15:10, 11 August 2007 (EDT)&lt;br /&gt;
Great, I would like to enroll please. I am 42 and am teaching my 10 year old about government. username: CDRobbins&lt;br /&gt;
&lt;br /&gt;
: Great, you count as a new teacher, and your child as a new student.  Both of you are enrolled and I'll increment the totals above.--[[User:Aschlafly|Aschlafly]] 19:42, 11 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
'''ADD YOUR NAME HERE:'''&lt;br /&gt;
&lt;br /&gt;
== Homework and Contest ==&lt;br /&gt;
&lt;br /&gt;
This course will have weekly homework that will use a point system.  Here is the proposed point system and we welcome feedback by our teachers and students about it:&lt;br /&gt;
&lt;br /&gt;
*'''Quality new entry: 10 points'''&lt;br /&gt;
**A &amp;quot;quality new entry&amp;quot; includes at least two full-length paragraphs, three relevant citations, and more in-depth content than just a stub. In the case of a dispute, the inclusion/lack of an image can be used as a deciding factor.&lt;br /&gt;
**One point of extra credit for having more than six relevant citations.&lt;br /&gt;
**A new article is eligible for all forms of credit that can attach to an article--thus, submitting a quality new page with categorization will merit eleven points--ten for the article and one for the cat tag. &lt;br /&gt;
*'''Quality edit of existing entry: 4 points'''&lt;br /&gt;
**A &amp;quot;quality edit&amp;quot; to an existing article includes at least two extra sentences, an additional reference, and the inclusion of an important or relevant fact.&lt;br /&gt;
**One point of extra credit will be given for enclosing the citations in ref tags and including the references tag to define a reference section.      &lt;br /&gt;
*'''Any new entry: 6 points'''&lt;br /&gt;
**Two points of extra credit for submitting an article well-organized into sections. &lt;br /&gt;
*'''Small edit of existing entry: 2 points'''&lt;br /&gt;
**One point of extra credit for breaking an existing article into logical sections if it didn't already have any.&lt;br /&gt;
*'''Categorizing entry: 1 point'''&lt;br /&gt;
&lt;br /&gt;
Each week a student will be expected to score a minimum amount of points, such as 25 per week (feedback on that total is welcome).&lt;br /&gt;
&lt;br /&gt;
During the course we will also have several weekly team contests, with recognition for teams scoring the most points.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
'''RESPONSES'''&lt;br /&gt;
&lt;br /&gt;
----&lt;br /&gt;
Categorizing entry: what is the penatly for not meeting minimums? exclusion from class?&lt;br /&gt;
&lt;br /&gt;
Qualities Entries: given the NON-stub nature, hopefully this will not be about farming&lt;br /&gt;
entries for the pedia, yes?--[[User:Wally|Wally]] 11:45, 13 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
== Syllabus ==&lt;br /&gt;
&lt;br /&gt;
#Constitution&lt;br /&gt;
#Bill of Rights and Federalism&lt;br /&gt;
#Congress&lt;br /&gt;
#President and Bureaucracy&lt;br /&gt;
#Judiciary&lt;br /&gt;
#Public Opinion&lt;br /&gt;
#The Media&lt;br /&gt;
#Political Parties and Voting and Elections&lt;br /&gt;
#Interest Groups&lt;br /&gt;
#Civil Rights and Liberties&lt;br /&gt;
#Public and Economic Policy&lt;br /&gt;
#Foreign Policy &lt;br /&gt;
#Review&lt;br /&gt;
&lt;br /&gt;
== CLEP ==&lt;br /&gt;
&lt;br /&gt;
The [[CLEP]] exam on American Government tests these topics with these weightings:&lt;br /&gt;
&lt;br /&gt;
#30-40%: legal aspects of government, including the [[U.S. Constitution]], [federalism]], [[separation of powers]], [[checks and balances]], majority v. minority, theories of democracy, the courts, the [[Bill of Rights]], applying the [[Bill of Rights]] against the states, [[equal protection]] and [[due process]]&lt;br /&gt;
#30-35%: Three branches of government and how they relate with each other and with interest groups, the media, public opinion and political parties&lt;br /&gt;
#15-20%: Political parties and interest groups and elections&lt;br /&gt;
#10-15%: Political beliefs and behavior, including how opinions are formed and how opinion influences political leaders.  BEWARE: THIS SECTION IS SUSCEPTIBLE TO [[liberal bias|LIBERAL BIAS]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== AP ==&lt;br /&gt;
&lt;br /&gt;
The [[AP]] exam on American Government tests these topics with these weightings:&amp;lt;ref&amp;gt;http://www.collegeboard.com/student/testing/ap/usgov/topics.html?usgovpol&amp;lt;/ref&amp;gt;&lt;br /&gt;
&lt;br /&gt;
#Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal Courts (35-45%)&lt;br /&gt;
#Constitutional Underpinnings of United States Government (5-15%)&lt;br /&gt;
#Civil Rights and Civil Liberties (5-15%)&lt;br /&gt;
#Political Beliefs and Behaviors (10-20%)&lt;br /&gt;
#Political Parties, Interest Groups, and Mass Media (10-20%)&lt;br /&gt;
#Public Policy (5-15%)&lt;br /&gt;
&lt;br /&gt;
Note that roughly the bottom half of the above topics are highly susceptible to [[liberal bias]].&lt;br /&gt;
&lt;br /&gt;
== Interesting Issues in Government ==&lt;br /&gt;
&lt;br /&gt;
#a liberal proposed that the next Democratic President add Justices to the Supreme Court.  Lawful?&lt;br /&gt;
#should Congress limit judicial review, as in ending judicial review of the Pledge of Allegiance?&lt;br /&gt;
#the rule against interstate sales tax -- interference with state power?&lt;br /&gt;
#free 50 guilty defendants rather than convict one innocent one?&lt;br /&gt;
#Electoral college – scrap it?&lt;br /&gt;
#postal monopoly – end exclusivity for regular mail?			&lt;br /&gt;
#line-item veto – constitutional?&lt;br /&gt;
#conditional declarations of war by Congress – constitutional?&lt;br /&gt;
#immigration - build a wall?&lt;br /&gt;
#excluding homeschoolers from public school activities – constitutional?  Fair?&lt;br /&gt;
#are limits on campaign contributions constitutional?		&lt;br /&gt;
#should we allow free trade with China?  With countries that suppress religion?&lt;br /&gt;
#full free speech for corporations? In advertising? In denying wrongdoing?		&lt;br /&gt;
#should corporations be able to donate directly to political campaigns?&lt;br /&gt;
#random drug testing of students in school activities – constitutional?&lt;br /&gt;
#equal protection clause – should it protect non-citizens? apply to gender?&lt;br /&gt;
#state discounts for residents – violate Privileges and Immunities Clause?&lt;br /&gt;
#non-delegation doctrine – can Congress delegate lawmaking to agencies?&lt;br /&gt;
#substantive due process – distinguish between economic and social rights?&lt;br /&gt;
#English-only laws for basic public school courses – constitutional?&lt;br /&gt;
#Title IX: athletes’ gender must be proportional to enrollment – constitutional?&lt;br /&gt;
#should the Bill of Rights be applied against the States?&lt;br /&gt;
&lt;br /&gt;
== References ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Conservapedia:American_Government_Fall_2007&amp;diff=261159</id>
		<title>Conservapedia:American Government Fall 2007</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Conservapedia:American_Government_Fall_2007&amp;diff=261159"/>
		<updated>2007-08-06T02:36:06Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* Enroll here: */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;quot;American Government 101&amp;quot; is a 14-week course that teaches the basics of government, both [[federal]] and state.  It reviews the [[U.S. Constitution]], including concepts like the [[separation of powers]] among the branches of government.&lt;br /&gt;
&lt;br /&gt;
Students seeking to earn college credit can take the [[CLEP]] or [[AP]] exams upon successful completion of this course.&lt;br /&gt;
&lt;br /&gt;
This course begins in September and already 24 students have enrolled.  Please add your user id. (use the signature button above) if you would like to participate in this course in any way, either as a student or as a teacher on this site, and your name will be transferred to a roster.  As an enrolled participant, you will have special access to a protected area established for this course.&lt;br /&gt;
&lt;br /&gt;
Teenagers are welcome as students, and advanced college students and adults are welcome as teachers.  The primary instructor is [[User:Aschlafly|Andy Schlafly]], who has taught over 10 courses, including one as an adjunct professor at a major law school.&lt;br /&gt;
&lt;br /&gt;
== Enroll here: ==&lt;br /&gt;
I would like to enroll in the American Government 101 class. I am a sophomore in high school.--[[User:Mcpannier|Mcpannier]] 12:26, 5 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
: Fantastic!  Welcome to the class, which will start in September.  You are student #25 and you will have special access to a restricted area (namespace) for this course.  In Christ,--[[User:Aschlafly|Aschlafly]] 15:06, 5 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
i would like to enroll also...as i always slept through AG classes when younger :) --[[User:Wally|Wally]] 22:35, 5 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
[[category:government]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Conservapedia:American_Government_Fall_2007&amp;diff=261158</id>
		<title>Conservapedia:American Government Fall 2007</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Conservapedia:American_Government_Fall_2007&amp;diff=261158"/>
		<updated>2007-08-06T02:35:18Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* Enroll here: */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;quot;American Government 101&amp;quot; is a 14-week course that teaches the basics of government, both [[federal]] and state.  It reviews the [[U.S. Constitution]], including concepts like the [[separation of powers]] among the branches of government.&lt;br /&gt;
&lt;br /&gt;
Students seeking to earn college credit can take the [[CLEP]] or [[AP]] exams upon successful completion of this course.&lt;br /&gt;
&lt;br /&gt;
This course begins in September and already 24 students have enrolled.  Please add your user id. (use the signature button above) if you would like to participate in this course in any way, either as a student or as a teacher on this site, and your name will be transferred to a roster.  As an enrolled participant, you will have special access to a protected area established for this course.&lt;br /&gt;
&lt;br /&gt;
Teenagers are welcome as students, and advanced college students and adults are welcome as teachers.  The primary instructor is [[User:Aschlafly|Andy Schlafly]], who has taught over 10 courses, including one as an adjunct professor at a major law school.&lt;br /&gt;
&lt;br /&gt;
== Enroll here: ==&lt;br /&gt;
I would like to enroll in the American Government 101 class. I am a sophomore in high school.--[[User:Mcpannier|Mcpannier]] 12:26, 5 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
: Fantastic!  Welcome to the class, which will start in September.  You are student #25 and you will have special access to a restricted area (namespace) for this course.  In Christ,--[[User:Aschlafly|Aschlafly]] 15:06, 5 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
i would like to enroll also... --[[User:Wally|Wally]] 22:35, 5 August 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
[[category:government]]&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Debate:Why_do_Moses,_Ezra,_Jesus,_and_Paul_all_disagree_on_divorce%3F&amp;diff=211737</id>
		<title>Debate:Why do Moses, Ezra, Jesus, and Paul all disagree on divorce?</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Debate:Why_do_Moses,_Ezra,_Jesus,_and_Paul_all_disagree_on_divorce%3F&amp;diff=211737"/>
		<updated>2007-06-28T21:13:18Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* Headline text */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;God is divorced.  See Is.54:5 [http://www.biblegateway.com/passage/?search=Isa.%2054:5&amp;amp;version=9] and Jeremiah 3:8 [http://www.biblegateway.com/passage/?search=Jeremiah%20-%203:8;&amp;amp;version=9;]&lt;br /&gt;
*thy Maker is thine husband &lt;br /&gt;
:*for all the causes whereby backsliding Israel committed adultery I had put her away, and given her a bill of divorce&lt;br /&gt;
[[User:RobS|RobS]] 00:06, 11 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
Christianity is full of contradictions.  I suggest you develop schizophrenia and multiple personality disorder to deal with the impossibilities of religion.  That is certainly what most Christians do.[[User:Rebiu|Rebiu]] 22:55, 10 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== &lt;br /&gt;
== What's a Christian To Do?? ==&lt;br /&gt;
&lt;br /&gt;
Don't get married. [[User:Sevenstring|Sevenstring]] 20:46, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Foolishness==&lt;br /&gt;
Sheer mockery or just convoluted thinking?&lt;br /&gt;
&lt;br /&gt;
1 Corinthians 2:15 &amp;quot;The man without the Spirit does not accept the things that come from the Spirit of God, for they are foolishness to him, and he cannot understand them, because they are spiritually discerned.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
To those without wisdom: Proverbs 8:36 &amp;quot;But whoever fail to find me harms himself; all who hate me love death.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
I pray that some day you will seek wisdom so that you will be able to understand God's Word.--[[User:Roopilots6|Roopilots6]] 20:40, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:Truth is, God was married to Israel, divorced her, invited her back (in contradiction to Deuteronomy 24 which he even says so in Jeremiah 3).  The New Testament Church is now the bride of Christ, and awaits return of the bridegroom who is coming back for his bride.  [[User:RobS|RobS]] 20:53, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
::Not actually. Israel is the bride to be wed. The bridegroom (Christ) who was rejected at His first coming has yet to return at the Second Coming. Christians are the branch grafted into the tree of Israel. Israel is the bride that will recognize their Messiah upon his Second Coming. There are no contradictions to that in God's Word. The contradictions come from mankind misunderstanding that Word.--[[User:Roopilots6|Roopilots6]] 21:21, 29 May 2007 (EDT)&lt;br /&gt;
:::I think you have reiterated what I've said; now, what is the meaning of Isaiah 54:5 and Jeremiah 3:8?  [[User:RobS|RobS]] 21:50, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
Isaiah 54:5 &amp;quot;For you Maker is your husband the Lord Almighty is his name - the Holy One of Israel is you Redeemer; he is called the God of all the earth.&amp;quot;&lt;br /&gt;
Israel is often portrayed as the bridegroom or bride in their relationship with God. So then the role plays out when Israel misbehaves a divorce certificate is issued. Israel is sent away from her home into exhile in 721 B.C. such as in Jeremiah 3:8 &lt;br /&gt;
But remember that Israel hasn't actually been wedded to their Messiah because they didn't recognize Him the first time. Not until the end of Jacobs 70th week known as the Tribulation. Read Romans 11:25-27&lt;br /&gt;
&lt;br /&gt;
Revelation 19:7 &amp;quot;Let us rejoice and be glad and give him glory! For the wedding of the Lamb has come, and His bride has made herself ready.&amp;quot;&lt;br /&gt;
Many people will try to use mention of a divorce certificate to say that God has ridden Himself of Israel. That now the church is His bride. Of course this is in conflict with every book of the Bible. This is one of the signs of an apostate church. Israel is the tree and root while the Christian church is the branch grafted onto the tree. Romans 11:17-21--[[User:Roopilots6|Roopilots6]] 21:48, 30 May 2007 (EDT)&lt;br /&gt;
:Thank you for clarifing that.  [[User:RobS|RobS]] 22:10, 30 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
== Headline text ==&lt;br /&gt;
&lt;br /&gt;
well its quite clear that God does not approve of divorce but if certain rules are followed&lt;br /&gt;
it is allowed...I.E you CAN'T get re-married. This was not Mose's wish but the people. Jesus&lt;br /&gt;
still disapproving it allowed for that law to remain in place. so move on, its not a good&lt;br /&gt;
choice but it is allowed. For me its still unclear though is divorced allowed ONLY if your&lt;br /&gt;
spouse is NOT a virgin OR is divorce allowed for any reason EXCEPT thier NOT a virgin.&lt;br /&gt;
&lt;br /&gt;
Mat 19:9  And I say unto you, Whosoever shall put away his wife, except it be for fornication, and shall marry another, committeth adultery: and whoso marrieth her which is put away doth commit adultery. &lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 14:23, 28 June 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:*''Jesus ...disapproving ..allowed for that law to remain in place...''&lt;br /&gt;
::Interesting doctrine; are you somehow implying that Jesus's mission was to rewrite the law, and he did so, and that now Christianity follows some form of &amp;quot;biblical law&amp;quot; based upon the teachings of Jesus?  [[User:RobS|RobS]] 14:27, 28 June 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:::Yeshua Messiach's mission, as it were, isn't to rewrite the Law. It is to fulfill it. By revealing its meaning. Divorced for not being a virgin? I don't think so. Sounds like some other religions' doctrine and not the Judeo-Christian kind.--[[User:Roopilots6|Roopilots6]] 15:00, 28 June 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
umm read the verse again...it says fornication...sex without being married....which would&lt;br /&gt;
implie they were not virgins...you got a better explaination? its exactly what Joseph considered&lt;br /&gt;
doing with mary as he thought she no longer was a virgin. what bible you reading from?&lt;br /&gt;
--[[User:Wally|Wally]] 17:12, 28 June 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
if he allowed the law to &amp;quot;remain&amp;quot;..how is that re-writing it? sounds more like a confirmation&lt;br /&gt;
yes?&lt;br /&gt;
--[[User:Wally|Wally]] 17:12, 28 June 2007 (EDT)&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Debate:Why_do_Moses,_Ezra,_Jesus,_and_Paul_all_disagree_on_divorce%3F&amp;diff=211734</id>
		<title>Debate:Why do Moses, Ezra, Jesus, and Paul all disagree on divorce?</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Debate:Why_do_Moses,_Ezra,_Jesus,_and_Paul_all_disagree_on_divorce%3F&amp;diff=211734"/>
		<updated>2007-06-28T21:12:36Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* Headline text */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;God is divorced.  See Is.54:5 [http://www.biblegateway.com/passage/?search=Isa.%2054:5&amp;amp;version=9] and Jeremiah 3:8 [http://www.biblegateway.com/passage/?search=Jeremiah%20-%203:8;&amp;amp;version=9;]&lt;br /&gt;
*thy Maker is thine husband &lt;br /&gt;
:*for all the causes whereby backsliding Israel committed adultery I had put her away, and given her a bill of divorce&lt;br /&gt;
[[User:RobS|RobS]] 00:06, 11 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
Christianity is full of contradictions.  I suggest you develop schizophrenia and multiple personality disorder to deal with the impossibilities of religion.  That is certainly what most Christians do.[[User:Rebiu|Rebiu]] 22:55, 10 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== &lt;br /&gt;
== What's a Christian To Do?? ==&lt;br /&gt;
&lt;br /&gt;
Don't get married. [[User:Sevenstring|Sevenstring]] 20:46, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Foolishness==&lt;br /&gt;
Sheer mockery or just convoluted thinking?&lt;br /&gt;
&lt;br /&gt;
1 Corinthians 2:15 &amp;quot;The man without the Spirit does not accept the things that come from the Spirit of God, for they are foolishness to him, and he cannot understand them, because they are spiritually discerned.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
To those without wisdom: Proverbs 8:36 &amp;quot;But whoever fail to find me harms himself; all who hate me love death.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
I pray that some day you will seek wisdom so that you will be able to understand God's Word.--[[User:Roopilots6|Roopilots6]] 20:40, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:Truth is, God was married to Israel, divorced her, invited her back (in contradiction to Deuteronomy 24 which he even says so in Jeremiah 3).  The New Testament Church is now the bride of Christ, and awaits return of the bridegroom who is coming back for his bride.  [[User:RobS|RobS]] 20:53, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
::Not actually. Israel is the bride to be wed. The bridegroom (Christ) who was rejected at His first coming has yet to return at the Second Coming. Christians are the branch grafted into the tree of Israel. Israel is the bride that will recognize their Messiah upon his Second Coming. There are no contradictions to that in God's Word. The contradictions come from mankind misunderstanding that Word.--[[User:Roopilots6|Roopilots6]] 21:21, 29 May 2007 (EDT)&lt;br /&gt;
:::I think you have reiterated what I've said; now, what is the meaning of Isaiah 54:5 and Jeremiah 3:8?  [[User:RobS|RobS]] 21:50, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
Isaiah 54:5 &amp;quot;For you Maker is your husband the Lord Almighty is his name - the Holy One of Israel is you Redeemer; he is called the God of all the earth.&amp;quot;&lt;br /&gt;
Israel is often portrayed as the bridegroom or bride in their relationship with God. So then the role plays out when Israel misbehaves a divorce certificate is issued. Israel is sent away from her home into exhile in 721 B.C. such as in Jeremiah 3:8 &lt;br /&gt;
But remember that Israel hasn't actually been wedded to their Messiah because they didn't recognize Him the first time. Not until the end of Jacobs 70th week known as the Tribulation. Read Romans 11:25-27&lt;br /&gt;
&lt;br /&gt;
Revelation 19:7 &amp;quot;Let us rejoice and be glad and give him glory! For the wedding of the Lamb has come, and His bride has made herself ready.&amp;quot;&lt;br /&gt;
Many people will try to use mention of a divorce certificate to say that God has ridden Himself of Israel. That now the church is His bride. Of course this is in conflict with every book of the Bible. This is one of the signs of an apostate church. Israel is the tree and root while the Christian church is the branch grafted onto the tree. Romans 11:17-21--[[User:Roopilots6|Roopilots6]] 21:48, 30 May 2007 (EDT)&lt;br /&gt;
:Thank you for clarifing that.  [[User:RobS|RobS]] 22:10, 30 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
== Headline text ==&lt;br /&gt;
&lt;br /&gt;
well its quite clear that God does not approve of divorce but if certain rules are followed&lt;br /&gt;
it is allowed...I.E you CAN'T get re-married. This was not Mose's wish but the people. Jesus&lt;br /&gt;
still disapproving it allowed for that law to remain in place. so move on, its not a good&lt;br /&gt;
choice but it is allowed. For me its still unclear though is divorced allowed ONLY if your&lt;br /&gt;
spouse is NOT a virgin OR is divorce allowed for any reason EXCEPT thier NOT a virgin.&lt;br /&gt;
&lt;br /&gt;
Mat 19:9  And I say unto you, Whosoever shall put away his wife, except it be for fornication, and shall marry another, committeth adultery: and whoso marrieth her which is put away doth commit adultery. &lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 14:23, 28 June 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:*''Jesus ...disapproving ..allowed for that law to remain in place...''&lt;br /&gt;
::Interesting doctrine; are you somehow implying that Jesus's mission was to rewrite the law, and he did so, and that now Christianity follows some form of &amp;quot;biblical law&amp;quot; based upon the teachings of Jesus?  [[User:RobS|RobS]] 14:27, 28 June 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:::Yeshua Messiach's mission, as it were, isn't to rewrite the Law. It is to fulfill it. By revealing its meaning. Divorced for not being a virgin? I don't think so. Sounds like some other religions' doctrine and not the Judeo-Christian kind.--[[User:Roopilots6|Roopilots6]] 15:00, 28 June 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
umm read the verse again...it says fornication...sex without being married....which would&lt;br /&gt;
implie they were not virgins...you got a better explaination? its exactly what Joseph considered&lt;br /&gt;
doing with mary. what bible you reading from?&lt;br /&gt;
--[[User:Wally|Wally]] 17:12, 28 June 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
if he allowed the law to &amp;quot;remain&amp;quot;..how is that re-writing it? sounds more like a confirmation&lt;br /&gt;
yes?&lt;br /&gt;
--[[User:Wally|Wally]] 17:12, 28 June 2007 (EDT)&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Debate:Why_do_Moses,_Ezra,_Jesus,_and_Paul_all_disagree_on_divorce%3F&amp;diff=211733</id>
		<title>Debate:Why do Moses, Ezra, Jesus, and Paul all disagree on divorce?</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Debate:Why_do_Moses,_Ezra,_Jesus,_and_Paul_all_disagree_on_divorce%3F&amp;diff=211733"/>
		<updated>2007-06-28T21:12:20Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* Headline text */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;God is divorced.  See Is.54:5 [http://www.biblegateway.com/passage/?search=Isa.%2054:5&amp;amp;version=9] and Jeremiah 3:8 [http://www.biblegateway.com/passage/?search=Jeremiah%20-%203:8;&amp;amp;version=9;]&lt;br /&gt;
*thy Maker is thine husband &lt;br /&gt;
:*for all the causes whereby backsliding Israel committed adultery I had put her away, and given her a bill of divorce&lt;br /&gt;
[[User:RobS|RobS]] 00:06, 11 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
Christianity is full of contradictions.  I suggest you develop schizophrenia and multiple personality disorder to deal with the impossibilities of religion.  That is certainly what most Christians do.[[User:Rebiu|Rebiu]] 22:55, 10 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== &lt;br /&gt;
== What's a Christian To Do?? ==&lt;br /&gt;
&lt;br /&gt;
Don't get married. [[User:Sevenstring|Sevenstring]] 20:46, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Foolishness==&lt;br /&gt;
Sheer mockery or just convoluted thinking?&lt;br /&gt;
&lt;br /&gt;
1 Corinthians 2:15 &amp;quot;The man without the Spirit does not accept the things that come from the Spirit of God, for they are foolishness to him, and he cannot understand them, because they are spiritually discerned.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
To those without wisdom: Proverbs 8:36 &amp;quot;But whoever fail to find me harms himself; all who hate me love death.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
I pray that some day you will seek wisdom so that you will be able to understand God's Word.--[[User:Roopilots6|Roopilots6]] 20:40, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:Truth is, God was married to Israel, divorced her, invited her back (in contradiction to Deuteronomy 24 which he even says so in Jeremiah 3).  The New Testament Church is now the bride of Christ, and awaits return of the bridegroom who is coming back for his bride.  [[User:RobS|RobS]] 20:53, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
::Not actually. Israel is the bride to be wed. The bridegroom (Christ) who was rejected at His first coming has yet to return at the Second Coming. Christians are the branch grafted into the tree of Israel. Israel is the bride that will recognize their Messiah upon his Second Coming. There are no contradictions to that in God's Word. The contradictions come from mankind misunderstanding that Word.--[[User:Roopilots6|Roopilots6]] 21:21, 29 May 2007 (EDT)&lt;br /&gt;
:::I think you have reiterated what I've said; now, what is the meaning of Isaiah 54:5 and Jeremiah 3:8?  [[User:RobS|RobS]] 21:50, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
Isaiah 54:5 &amp;quot;For you Maker is your husband the Lord Almighty is his name - the Holy One of Israel is you Redeemer; he is called the God of all the earth.&amp;quot;&lt;br /&gt;
Israel is often portrayed as the bridegroom or bride in their relationship with God. So then the role plays out when Israel misbehaves a divorce certificate is issued. Israel is sent away from her home into exhile in 721 B.C. such as in Jeremiah 3:8 &lt;br /&gt;
But remember that Israel hasn't actually been wedded to their Messiah because they didn't recognize Him the first time. Not until the end of Jacobs 70th week known as the Tribulation. Read Romans 11:25-27&lt;br /&gt;
&lt;br /&gt;
Revelation 19:7 &amp;quot;Let us rejoice and be glad and give him glory! For the wedding of the Lamb has come, and His bride has made herself ready.&amp;quot;&lt;br /&gt;
Many people will try to use mention of a divorce certificate to say that God has ridden Himself of Israel. That now the church is His bride. Of course this is in conflict with every book of the Bible. This is one of the signs of an apostate church. Israel is the tree and root while the Christian church is the branch grafted onto the tree. Romans 11:17-21--[[User:Roopilots6|Roopilots6]] 21:48, 30 May 2007 (EDT)&lt;br /&gt;
:Thank you for clarifing that.  [[User:RobS|RobS]] 22:10, 30 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
== Headline text ==&lt;br /&gt;
&lt;br /&gt;
well its quite clear that God does not approve of divorce but if certain rules are followed&lt;br /&gt;
it is allowed...I.E you CAN'T get re-married. This was not Mose's wish but the people. Jesus&lt;br /&gt;
still disapproving it allowed for that law to remain in place. so move on, its not a good&lt;br /&gt;
choice but it is allowed. For me its still unclear though is divorced allowed ONLY if your&lt;br /&gt;
spouse is NOT a virgin OR is divorce allowed for any reason EXCEPT thier NOT a virgin.&lt;br /&gt;
&lt;br /&gt;
Mat 19:9  And I say unto you, Whosoever shall put away his wife, except it be for fornication, and shall marry another, committeth adultery: and whoso marrieth her which is put away doth commit adultery. &lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 14:23, 28 June 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:*''Jesus ...disapproving ..allowed for that law to remain in place...''&lt;br /&gt;
::Interesting doctrine; are you somehow implying that Jesus's mission was to rewrite the law, and he did so, and that now Christianity follows some form of &amp;quot;biblical law&amp;quot; based upon the teachings of Jesus?  [[User:RobS|RobS]] 14:27, 28 June 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:::Yeshua Messiach's mission, as it were, isn't to rewrite the Law. It is to fulfill it. By revealing its meaning. Divorced for not being a virgin? I don't think so. Sounds like some other religions' doctrine and not the Judeo-Christian kind.--[[User:Roopilots6|Roopilots6]] 15:00, 28 June 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
umm read the verse again...it says fornication...sex without being married....which would&lt;br /&gt;
implie they were not virgins...you got a better explaination? its exactly what Joseph considered&lt;br /&gt;
doing with mary. what bible you reading from?&lt;br /&gt;
--[[User:Wally|Wally]] 17:12, 28 June 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
if he allowed the law to &amp;quot;remain&amp;quot;..how is that re-writing it? sounds more like a confirmation&lt;br /&gt;
yes?&lt;br /&gt;
--[[User:Wally|Wally]] 17:12, 28 June 2007 (EDT)&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Debate:Why_do_Moses,_Ezra,_Jesus,_and_Paul_all_disagree_on_divorce%3F&amp;diff=211505</id>
		<title>Debate:Why do Moses, Ezra, Jesus, and Paul all disagree on divorce?</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Debate:Why_do_Moses,_Ezra,_Jesus,_and_Paul_all_disagree_on_divorce%3F&amp;diff=211505"/>
		<updated>2007-06-28T18:23:46Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;God is divorced.  See Is.54:5 [http://www.biblegateway.com/passage/?search=Isa.%2054:5&amp;amp;version=9] and Jeremiah 3:8 [http://www.biblegateway.com/passage/?search=Jeremiah%20-%203:8;&amp;amp;version=9;]&lt;br /&gt;
*thy Maker is thine husband &lt;br /&gt;
:*for all the causes whereby backsliding Israel committed adultery I had put her away, and given her a bill of divorce&lt;br /&gt;
[[User:RobS|RobS]] 00:06, 11 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
Christianity is full of contradictions.  I suggest you develop schizophrenia and multiple personality disorder to deal with the impossibilities of religion.  That is certainly what most Christians do.[[User:Rebiu|Rebiu]] 22:55, 10 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== &lt;br /&gt;
== What's a Christian To Do?? ==&lt;br /&gt;
&lt;br /&gt;
Don't get married. [[User:Sevenstring|Sevenstring]] 20:46, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Foolishness==&lt;br /&gt;
Sheer mockery or just convoluted thinking?&lt;br /&gt;
&lt;br /&gt;
1 Corinthians 2:15 &amp;quot;The man without the Spirit does not accept the things that come from the Spirit of God, for they are foolishness to him, and he cannot understand them, because they are spiritually discerned.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
To those without wisdom: Proverbs 8:36 &amp;quot;But whoever fail to find me harms himself; all who hate me love death.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
I pray that some day you will seek wisdom so that you will be able to understand God's Word.--[[User:Roopilots6|Roopilots6]] 20:40, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:Truth is, God was married to Israel, divorced her, invited her back (in contradiction to Deuteronomy 24 which he even says so in Jeremiah 3).  The New Testament Church is now the bride of Christ, and awaits return of the bridegroom who is coming back for his bride.  [[User:RobS|RobS]] 20:53, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
::Not actually. Israel is the bride to be wed. The bridegroom (Christ) who was rejected at His first coming has yet to return at the Second Coming. Christians are the branch grafted into the tree of Israel. Israel is the bride that will recognize their Messiah upon his Second Coming. There are no contradictions to that in God's Word. The contradictions come from mankind misunderstanding that Word.--[[User:Roopilots6|Roopilots6]] 21:21, 29 May 2007 (EDT)&lt;br /&gt;
:::I think you have reiterated what I've said; now, what is the meaning of Isaiah 54:5 and Jeremiah 3:8?  [[User:RobS|RobS]] 21:50, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
Isaiah 54:5 &amp;quot;For you Maker is your husband the Lord Almighty is his name - the Holy One of Israel is you Redeemer; he is called the God of all the earth.&amp;quot;&lt;br /&gt;
Israel is often portrayed as the bridegroom or bride in their relationship with God. So then the role plays out when Israel misbehaves a divorce certificate is issued. Israel is sent away from her home into exhile in 721 B.C. such as in Jeremiah 3:8 &lt;br /&gt;
But remember that Israel hasn't actually been wedded to their Messiah because they didn't recognize Him the first time. Not until the end of Jacobs 70th week known as the Tribulation. Read Romans 11:25-27&lt;br /&gt;
&lt;br /&gt;
Revelation 19:7 &amp;quot;Let us rejoice and be glad and give him glory! For the wedding of the Lamb has come, and His bride has made herself ready.&amp;quot;&lt;br /&gt;
Many people will try to use mention of a divorce certificate to say that God has ridden Himself of Israel. That now the church is His bride. Of course this is in conflict with every book of the Bible. This is one of the signs of an apostate church. Israel is the tree and root while the Christian church is the branch grafted onto the tree. Romans 11:17-21--[[User:Roopilots6|Roopilots6]] 21:48, 30 May 2007 (EDT)&lt;br /&gt;
:Thank you for clarifing that.  [[User:RobS|RobS]] 22:10, 30 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
== Headline text ==&lt;br /&gt;
&lt;br /&gt;
well its quite clear that God does not approve of divorce but if certain rules are followed&lt;br /&gt;
it is allowed...I.E you CAN'T get re-married. This was not Mose's wish but the people. Jesus&lt;br /&gt;
still disapproving it allowed for that law to remain in place. so move on, its not a good&lt;br /&gt;
choice but it is allowed. For me its still unclear though is divorced allowed ONLY if your&lt;br /&gt;
spouse is NOT a virgin OR is divorce allowed for any reason EXCEPT thier NOT a virgin.&lt;br /&gt;
&lt;br /&gt;
Mat 19:9  And I say unto you, Whosoever shall put away his wife, except it be for fornication, and shall marry another, committeth adultery: and whoso marrieth her which is put away doth commit adultery. &lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 14:23, 28 June 2007 (EDT)&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Debate:Why_do_Moses,_Ezra,_Jesus,_and_Paul_all_disagree_on_divorce%3F&amp;diff=211504</id>
		<title>Debate:Why do Moses, Ezra, Jesus, and Paul all disagree on divorce?</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Debate:Why_do_Moses,_Ezra,_Jesus,_and_Paul_all_disagree_on_divorce%3F&amp;diff=211504"/>
		<updated>2007-06-28T18:20:12Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;God is divorced.  See Is.54:5 [http://www.biblegateway.com/passage/?search=Isa.%2054:5&amp;amp;version=9] and Jeremiah 3:8 [http://www.biblegateway.com/passage/?search=Jeremiah%20-%203:8;&amp;amp;version=9;]&lt;br /&gt;
*thy Maker is thine husband &lt;br /&gt;
:*for all the causes whereby backsliding Israel committed adultery I had put her away, and given her a bill of divorce&lt;br /&gt;
[[User:RobS|RobS]] 00:06, 11 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
Christianity is full of contradictions.  I suggest you develop schizophrenia and multiple personality disorder to deal with the impossibilities of religion.  That is certainly what most Christians do.[[User:Rebiu|Rebiu]] 22:55, 10 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== &lt;br /&gt;
== What's a Christian To Do?? ==&lt;br /&gt;
&lt;br /&gt;
Don't get married. [[User:Sevenstring|Sevenstring]] 20:46, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Foolishness==&lt;br /&gt;
Sheer mockery or just convoluted thinking?&lt;br /&gt;
&lt;br /&gt;
1 Corinthians 2:15 &amp;quot;The man without the Spirit does not accept the things that come from the Spirit of God, for they are foolishness to him, and he cannot understand them, because they are spiritually discerned.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
To those without wisdom: Proverbs 8:36 &amp;quot;But whoever fail to find me harms himself; all who hate me love death.&amp;quot;&lt;br /&gt;
&lt;br /&gt;
I pray that some day you will seek wisdom so that you will be able to understand God's Word.--[[User:Roopilots6|Roopilots6]] 20:40, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:Truth is, God was married to Israel, divorced her, invited her back (in contradiction to Deuteronomy 24 which he even says so in Jeremiah 3).  The New Testament Church is now the bride of Christ, and awaits return of the bridegroom who is coming back for his bride.  [[User:RobS|RobS]] 20:53, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
::Not actually. Israel is the bride to be wed. The bridegroom (Christ) who was rejected at His first coming has yet to return at the Second Coming. Christians are the branch grafted into the tree of Israel. Israel is the bride that will recognize their Messiah upon his Second Coming. There are no contradictions to that in God's Word. The contradictions come from mankind misunderstanding that Word.--[[User:Roopilots6|Roopilots6]] 21:21, 29 May 2007 (EDT)&lt;br /&gt;
:::I think you have reiterated what I've said; now, what is the meaning of Isaiah 54:5 and Jeremiah 3:8?  [[User:RobS|RobS]] 21:50, 29 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
Isaiah 54:5 &amp;quot;For you Maker is your husband the Lord Almighty is his name - the Holy One of Israel is you Redeemer; he is called the God of all the earth.&amp;quot;&lt;br /&gt;
Israel is often portrayed as the bridegroom or bride in their relationship with God. So then the role plays out when Israel misbehaves a divorce certificate is issued. Israel is sent away from her home into exhile in 721 B.C. such as in Jeremiah 3:8 &lt;br /&gt;
But remember that Israel hasn't actually been wedded to their Messiah because they didn't recognize Him the first time. Not until the end of Jacobs 70th week known as the Tribulation. Read Romans 11:25-27&lt;br /&gt;
&lt;br /&gt;
Revelation 19:7 &amp;quot;Let us rejoice and be glad and give him glory! For the wedding of the Lamb has come, and His bride has made herself ready.&amp;quot;&lt;br /&gt;
Many people will try to use mention of a divorce certificate to say that God has ridden Himself of Israel. That now the church is His bride. Of course this is in conflict with every book of the Bible. This is one of the signs of an apostate church. Israel is the tree and root while the Christian church is the branch grafted onto the tree. Romans 11:17-21--[[User:Roopilots6|Roopilots6]] 21:48, 30 May 2007 (EDT)&lt;br /&gt;
:Thank you for clarifing that.  [[User:RobS|RobS]] 22:10, 30 May 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
== Headline text ==&lt;br /&gt;
&lt;br /&gt;
well its quite clear that God does not approve of divorce but if certain rules are followed&lt;br /&gt;
it is allowed...I.E you CAN'T get re-married. This was not Mose's wish but the people. Jesus&lt;br /&gt;
still disapproving it allowed for that law to remain in place. so move on, its not a good&lt;br /&gt;
choice but it is allowed. For me its still unclear though is divorced allowed ONLY if your&lt;br /&gt;
spouse is NOT a virgin OR is divorce allowed for any reason EXCEPT thier NOT a virgin.&lt;br /&gt;
&lt;br /&gt;
Mat 19:9  And I say unto you, Whosoever shall put away his wife, except it be for fornication, and shall marry another, committeth adultery: and whoso marrieth her which is put away doth commit adultery. &lt;br /&gt;
&lt;br /&gt;
--[[User:Wally|Wally]] 14:20, 28 June 2007 (EDT)&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Debate:Does_%22free_trade%22_increase_wealth_rather_than_simply_redistribute_it%3F&amp;diff=211497</id>
		<title>Debate:Does &quot;free trade&quot; increase wealth rather than simply redistribute it?</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Debate:Does_%22free_trade%22_increase_wealth_rather_than_simply_redistribute_it%3F&amp;diff=211497"/>
		<updated>2007-06-28T18:05:18Z</updated>

		<summary type="html">&lt;p&gt;Wally: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;{{debate}}&lt;br /&gt;
&lt;br /&gt;
=='''Post Your Thoughts'''==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==Yes==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Free trade stimulates the economy. A better economy increases demand for a wider variety of goods. In order to meet demand, people will labor to produce more goods. The result of this labor is an increase of wealth; Labor + raw materials = more valuble product. &lt;br /&gt;
[[User:BenjaminS|Ben]]&lt;br /&gt;
&lt;br /&gt;
From a global perspective, free trade certainly increases the overall amount of wealth in the economy.  By eliminating barriers to trade, governments encourage members of the economy to specialize in doing whatever they do best and then trading to fulfill their wants and needs.  When trade is efficient, a firm can focus its production capability entirely on the area in which it has a comparative advantage.  Thus, opportunity costs are minimized and each firm is as productive as possible.  Production will be greater, and production costs will be lower than they were without free trade.  However, it is crucial to realize that this analysis is from a global rather than national point of view.  Free trade certainly does redistribute wealth, and it is quite possible that free trade will benefit the economy as a whole, but harm a specific nation by redistributing wealth away from that nation.  Free trade can put industrialized nations such as the United States at a disadvantage relative to less developed nations.  Businesses in the United States are heavily restricted by health, labor, and environmental regulations.  This often makes production in less developed nations less expensive than production in the US.  While free trade is optimal from a worldwide perspective, it may be very dismal from our point of view.  EWJ&lt;br /&gt;
&lt;br /&gt;
Mr. Schlafly's arguments carry great weight from a global perspective.  The People's Republic of China is a prime example both of Mr. Schlafly's defense costs argument, and of EWJ's argument about the effects of varying levels of regulation in different countries.  However, within a stable society wherein all commercial entities are bound by the same regulations, free trade is increases the wealth of all financially competent members of society.  In fact, free trade increases wealth by redistributing it to parties who can make more effective use of it.  As an example, let us begin with the production of crude oil.  The employees of a crude oil company can only utilize an infintesimal portion of thier total productions for thier personal needs.  Thus they sell it to a power plant for standard currency, thereby creating wealth for themselves.  The workers at the power plant only need a tiny portion of the power they produce, so they sell the power to individual homes and businesses.  Each of these homes or businesses uses the power to create wealth either in the form of personal enjoyment or industrial production.  All parties involved in this series of transactions end up wealthier than they begin.  Obstacles to free trade would only hinder this creation of wealth. Chris J.&lt;br /&gt;
&lt;br /&gt;
: '''REPLY:'''  Chris makes an excellent case for trade and [[division of labor]].  By increasing efficient use of labor, overall wealth does seem to be promoted perhaps simply by reducing inefficiencies.&lt;br /&gt;
&lt;br /&gt;
: But the increase in overall wealth is not shared equally, particularly when the example shifts to trade between nations.  In fact, the benefits of trade may be virtually enjoyed entirely by one nation.  If that nation is an enemy, it will use that increased wealth against the other nation that is enriching it.  Should Carthage have enriched Rome at the time when Rome was determined to destroy Carthage?  Would it have made sense for the Allies to enrich Japan or Germany in the late 1930s?  I don't think so.&lt;br /&gt;
&lt;br /&gt;
: Note also that most of the increase in overall wealth is due to a more efficient [[division of labor]].  When we are considering increasing free trade between countries have hundreds of millions of workers apiece, there seems to be little to be gained by dividing labor further.  --[[User:Aschlafly|Aschlafly]] 00:33, 21 January 2007 (EST)&lt;br /&gt;
&lt;br /&gt;
'''Reply about the above Reply''' Is it always the case that two countries benefit highly unevenly with regards to mutual trade? Refrigerators provide a case in point. A Chinese company, Haier, makes refrigerators and many similar products and wanted to sell them in the United States. However a mixture of tariffs and the expense of shipping bulky things like refrigerators compelled Haier to build a factory in South Carolina. The current arrangement is for Haier to make the parts in China, ship them to South Carolina, and have American workers build the final products, which tends to be the most complex and hence highest-paying set of jobs. By using the division of labor that Chris mentioned Chinese workers turn out huge numbers of parts and American workers turn out huge numbers of cheap refrigerators. Since so many units are being built many American workers are employed in the better paying jobs, and American consumers get cheaper refrigerators. Simultaneously some very poor workers in China get to make a living. The automobile industry shows similar characteristics, with many American automakers importing the parts that go into American-built cars. &lt;br /&gt;
When it comes to enriching a country's enemies, obviously an odious regime like Nazi Germany shouldn't be supported. At the same time two countries might be kept from fighting each other if they trade a great deal, and increasing trade might make China an increasingly capitalist country, which is all to the good. It just seems to me that everyone getting richer and less likely to fight each other is better than people being poorer and more likely to fight. --[[User:WOVcenter|WOVcenter]] 02:51, 9 March 2007 (EST)WOVcenter&lt;br /&gt;
&lt;br /&gt;
I think when you notice economies in communist nations where they don't have free trade, you have a higher poverty rate. Communism tries to control prices and control the market, as opposed to free trade when the invisible hand is moved by supply and demand and not some government. However; I would say, that it also depends on the tax rate and interest rate on how wealth is increased. During the JFK years, the wealthy had a 87% tax rate, and wealth had not increased much even if the market was free in the USA. If the government has high taxes on the wealthy, the wealthy are less likely to invest it or spend it, which distributes wealth to the middle-class and poor in the form of jobs, dividends, and buying from small companies so they can employ more people. It is the banks that increase the wealth, because they give out loans and keep 10% of the money deposited in their vaults, which creates the wealth. If the wealthy aren't able to put their wealth into banks, because they are highly taxed, then wealth does not increase. --[[User:Orion Blastar|Orion Blastar]] 23:19, 9 March 2007 (EST)&lt;br /&gt;
&lt;br /&gt;
All voluntary transactions create value.  It's not a zero sum game.  In many cases that value can be converted to wealth through the productive use of the assets being traded.  For example, let's say that I agree to sell you my old lawn mower for $20.  The fact that I am willing to sell it for $20 means it is worth &amp;lt;i&amp;gt;less than $20&amp;lt;/i&amp;gt; to me (or else why would I sell it at that price&amp;gt;).  That you are willing to buy it means it is worth &amp;lt;i&amp;gt;more than $20&amp;lt;/i&amp;gt; to you (or else why part with your $20?).  Perhaps you'd have been willing to pay $30, or $40.  For productive assets, the value you ascribe to it will be at least equal to the present value of the cash flows that asset will generate.  Free trade allows assets to more easily make their way to the highest valued use because it removes barriers that might otherwise have prevented the transfer.  By funneling assets to their highest values use creates more wealth (obviously) than funneling them less highly values uses.&lt;br /&gt;
--[[User:JesusSaves|JesusSaves]] 19:56, 13 March 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==No==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Free trade is mostly the redistribution of forms of wealth from buyer to seller.  The sellers, for example, receive the primary benefit of compensation for their capital and labor.  The buyer must perceive a benefit also to induce him to enter into the transaction.  But that relative benefit can be, and often is, very small.  A one-cent reduction in price brought by increased &amp;quot;free trade&amp;quot; can be the total amount of the benefit to the buyer.&lt;br /&gt;
&lt;br /&gt;
What the seller does with his large benefit can end up cost that buyer more than one cent.  The restribution of wealth through free trade to an enemy of the United States can result in the money being spent on missiles directed at the United States, which then has to spend money (perhaps more than one cent per buyer) in defending against those missiles.&lt;br /&gt;
&lt;br /&gt;
Bottom line:  Free trade primary redistributes wealth rather than creating it.&lt;br /&gt;
&lt;br /&gt;
Mr. Schlafly&lt;br /&gt;
&lt;br /&gt;
Free trade is wage arbitrage. Free trade is Bill Gates saying raise the H-1b level to 300,000 further depressing American salaries. &lt;br /&gt;
So far free trade has resulted in continuous trade deficits. A continuous trade deficit is money that ceases to circulate in the USA.  &lt;br /&gt;
&lt;br /&gt;
I am a Pat Buchanan Conservative so have your counter-arguments make economic sense.&lt;br /&gt;
&lt;br /&gt;
Properly designed/regulated open trade would create wealth more efficiently and for more people than a system of pro-business free trade that allows companies to exploit poverty stricken workers, prevent organization of labor, and ignore environmental standards by moving to third world nations. Bad practices lead to collapse of established working economies and a worsening of conditions for locals and the movement of jobs to this new country leads to lowered wages and employment in their nation of origination and prices don't actually fall because the company wants to increase their profit margin. Basically, costs don't fall. Labor costs fall and management costs rise. Although this is not necessarily the result of free trade, free trade could possibly act to redistribute wealth from the laborers to the owners of capital and not to actually create more wealth.  [[User:Thorn969|Thorn969]] 01:30, 14 March 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:Well, here are some economically sensical arguments for Thorn. First, competition forces firms to lower product prices when factor costs such as labor fall, so free trade does rapidly decrease prices. Happy Meal toys would be rather more expensive if produced in the United States. You ignore that many skilled positions in advanced economies lack sufficient workers, which prompts entrepreneurs such as Bill Gates to call for more skilled immigrants to fill labor shortages. And obviously some people do lose out in the long run, but that can be answered either with graduated taxes/unemployment relief or recourse to personal savings. Finally the trade deficit argument fails on two counts. First, if any country is a net exporter at least one other country must be a net importer. Also a basic accounting reality is the following equation; Exports-Imports=Savings-Investment. Essentially if Americans and foreign individuals or firms want to invest more in America than Americans want to save the result will be a trade deficit. Since investment is a good thing a trade deficit isn't the end of the world, although the current American one is abnormally large due to excessive federal deficit spending. --[[User:WOVcenter|WOVcenter]] 16:12, 14 March 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:[[NAFTA]] seems to be working out well for the US. I don't think Canada or Mexico is quite so enamored of it, though - except for the small group that '''does''' profit by it - notably the big business moguls. Fred Canuck and Jose Mexicano aren't getting such a good deal out of it.[[User:Niwrad|Niwrad]] 01:13, 17 March 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
its all about re-distributing the american pie.&lt;br /&gt;
--[[User:Wally|Wally]] 14:04, 28 June 2007 (EDT)&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
	<entry>
		<id>https://www.conservapedia.com/index.php?title=Debate:Does_%22free_trade%22_increase_wealth_rather_than_simply_redistribute_it%3F&amp;diff=211494</id>
		<title>Debate:Does &quot;free trade&quot; increase wealth rather than simply redistribute it?</title>
		<link rel="alternate" type="text/html" href="https://www.conservapedia.com/index.php?title=Debate:Does_%22free_trade%22_increase_wealth_rather_than_simply_redistribute_it%3F&amp;diff=211494"/>
		<updated>2007-06-28T18:04:18Z</updated>

		<summary type="html">&lt;p&gt;Wally: /* No */&lt;/p&gt;
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&lt;div&gt;{{debate}}&lt;br /&gt;
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=='''Post Your Thoughts'''==&lt;br /&gt;
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== Yes ==&lt;br /&gt;
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Free trade stimulates the economy. A better economy increases demand for a wider variety of goods. In order to meet demand, people will labor to produce more goods. The result of this labor is an increase of wealth; Labor + raw materials = more valuble product. &lt;br /&gt;
[[User:BenjaminS|Ben]]&lt;br /&gt;
&lt;br /&gt;
From a global perspective, free trade certainly increases the overall amount of wealth in the economy.  By eliminating barriers to trade, governments encourage members of the economy to specialize in doing whatever they do best and then trading to fulfill their wants and needs.  When trade is efficient, a firm can focus its production capability entirely on the area in which it has a comparative advantage.  Thus, opportunity costs are minimized and each firm is as productive as possible.  Production will be greater, and production costs will be lower than they were without free trade.  However, it is crucial to realize that this analysis is from a global rather than national point of view.  Free trade certainly does redistribute wealth, and it is quite possible that free trade will benefit the economy as a whole, but harm a specific nation by redistributing wealth away from that nation.  Free trade can put industrialized nations such as the United States at a disadvantage relative to less developed nations.  Businesses in the United States are heavily restricted by health, labor, and environmental regulations.  This often makes production in less developed nations less expensive than production in the US.  While free trade is optimal from a worldwide perspective, it may be very dismal from our point of view.  EWJ&lt;br /&gt;
&lt;br /&gt;
Mr. Schlafly's arguments carry great weight from a global perspective.  The People's Republic of China is a prime example both of Mr. Schlafly's defense costs argument, and of EWJ's argument about the effects of varying levels of regulation in different countries.  However, within a stable society wherein all commercial entities are bound by the same regulations, free trade is increases the wealth of all financially competent members of society.  In fact, free trade increases wealth by redistributing it to parties who can make more effective use of it.  As an example, let us begin with the production of crude oil.  The employees of a crude oil company can only utilize an infintesimal portion of thier total productions for thier personal needs.  Thus they sell it to a power plant for standard currency, thereby creating wealth for themselves.  The workers at the power plant only need a tiny portion of the power they produce, so they sell the power to individual homes and businesses.  Each of these homes or businesses uses the power to create wealth either in the form of personal enjoyment or industrial production.  All parties involved in this series of transactions end up wealthier than they begin.  Obstacles to free trade would only hinder this creation of wealth. Chris J.&lt;br /&gt;
&lt;br /&gt;
: '''REPLY:'''  Chris makes an excellent case for trade and [[division of labor]].  By increasing efficient use of labor, overall wealth does seem to be promoted perhaps simply by reducing inefficiencies.&lt;br /&gt;
&lt;br /&gt;
: But the increase in overall wealth is not shared equally, particularly when the example shifts to trade between nations.  In fact, the benefits of trade may be virtually enjoyed entirely by one nation.  If that nation is an enemy, it will use that increased wealth against the other nation that is enriching it.  Should Carthage have enriched Rome at the time when Rome was determined to destroy Carthage?  Would it have made sense for the Allies to enrich Japan or Germany in the late 1930s?  I don't think so.&lt;br /&gt;
&lt;br /&gt;
: Note also that most of the increase in overall wealth is due to a more efficient [[division of labor]].  When we are considering increasing free trade between countries have hundreds of millions of workers apiece, there seems to be little to be gained by dividing labor further.  --[[User:Aschlafly|Aschlafly]] 00:33, 21 January 2007 (EST)&lt;br /&gt;
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'''Reply about the above Reply''' Is it always the case that two countries benefit highly unevenly with regards to mutual trade? Refrigerators provide a case in point. A Chinese company, Haier, makes refrigerators and many similar products and wanted to sell them in the United States. However a mixture of tariffs and the expense of shipping bulky things like refrigerators compelled Haier to build a factory in South Carolina. The current arrangement is for Haier to make the parts in China, ship them to South Carolina, and have American workers build the final products, which tends to be the most complex and hence highest-paying set of jobs. By using the division of labor that Chris mentioned Chinese workers turn out huge numbers of parts and American workers turn out huge numbers of cheap refrigerators. Since so many units are being built many American workers are employed in the better paying jobs, and American consumers get cheaper refrigerators. Simultaneously some very poor workers in China get to make a living. The automobile industry shows similar characteristics, with many American automakers importing the parts that go into American-built cars. &lt;br /&gt;
When it comes to enriching a country's enemies, obviously an odious regime like Nazi Germany shouldn't be supported. At the same time two countries might be kept from fighting each other if they trade a great deal, and increasing trade might make China an increasingly capitalist country, which is all to the good. It just seems to me that everyone getting richer and less likely to fight each other is better than people being poorer and more likely to fight. --[[User:WOVcenter|WOVcenter]] 02:51, 9 March 2007 (EST)WOVcenter&lt;br /&gt;
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I think when you notice economies in communist nations where they don't have free trade, you have a higher poverty rate. Communism tries to control prices and control the market, as opposed to free trade when the invisible hand is moved by supply and demand and not some government. However; I would say, that it also depends on the tax rate and interest rate on how wealth is increased. During the JFK years, the wealthy had a 87% tax rate, and wealth had not increased much even if the market was free in the USA. If the government has high taxes on the wealthy, the wealthy are less likely to invest it or spend it, which distributes wealth to the middle-class and poor in the form of jobs, dividends, and buying from small companies so they can employ more people. It is the banks that increase the wealth, because they give out loans and keep 10% of the money deposited in their vaults, which creates the wealth. If the wealthy aren't able to put their wealth into banks, because they are highly taxed, then wealth does not increase. --[[User:Orion Blastar|Orion Blastar]] 23:19, 9 March 2007 (EST)&lt;br /&gt;
&lt;br /&gt;
All voluntary transactions create value.  It's not a zero sum game.  In many cases that value can be converted to wealth through the productive use of the assets being traded.  For example, let's say that I agree to sell you my old lawn mower for $20.  The fact that I am willing to sell it for $20 means it is worth &amp;lt;i&amp;gt;less than $20&amp;lt;/i&amp;gt; to me (or else why would I sell it at that price&amp;gt;).  That you are willing to buy it means it is worth &amp;lt;i&amp;gt;more than $20&amp;lt;/i&amp;gt; to you (or else why part with your $20?).  Perhaps you'd have been willing to pay $30, or $40.  For productive assets, the value you ascribe to it will be at least equal to the present value of the cash flows that asset will generate.  Free trade allows assets to more easily make their way to the highest valued use because it removes barriers that might otherwise have prevented the transfer.  By funneling assets to their highest values use creates more wealth (obviously) than funneling them less highly values uses.&lt;br /&gt;
--[[User:JesusSaves|JesusSaves]] 19:56, 13 March 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== No ==&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
Free trade is mostly the redistribution of forms of wealth from buyer to seller.  The sellers, for example, receive the primary benefit of compensation for their capital and labor.  The buyer must perceive a benefit also to induce him to enter into the transaction.  But that relative benefit can be, and often is, very small.  A one-cent reduction in price brought by increased &amp;quot;free trade&amp;quot; can be the total amount of the benefit to the buyer.&lt;br /&gt;
&lt;br /&gt;
What the seller does with his large benefit can end up cost that buyer more than one cent.  The restribution of wealth through free trade to an enemy of the United States can result in the money being spent on missiles directed at the United States, which then has to spend money (perhaps more than one cent per buyer) in defending against those missiles.&lt;br /&gt;
&lt;br /&gt;
Bottom line:  Free trade primary redistributes wealth rather than creating it.&lt;br /&gt;
&lt;br /&gt;
Mr. Schlafly&lt;br /&gt;
&lt;br /&gt;
Free trade is wage arbitrage. Free trade is Bill Gates saying raise the H-1b level to 300,000 further depressing American salaries. &lt;br /&gt;
So far free trade has resulted in continuous trade deficits. A continuous trade deficit is money that ceases to circulate in the USA.  &lt;br /&gt;
&lt;br /&gt;
I am a Pat Buchanan Conservative so have your counter-arguments make economic sense.&lt;br /&gt;
&lt;br /&gt;
Properly designed/regulated open trade would create wealth more efficiently and for more people than a system of pro-business free trade that allows companies to exploit poverty stricken workers, prevent organization of labor, and ignore environmental standards by moving to third world nations. Bad practices lead to collapse of established working economies and a worsening of conditions for locals and the movement of jobs to this new country leads to lowered wages and employment in their nation of origination and prices don't actually fall because the company wants to increase their profit margin. Basically, costs don't fall. Labor costs fall and management costs rise. Although this is not necessarily the result of free trade, free trade could possibly act to redistribute wealth from the laborers to the owners of capital and not to actually create more wealth.  [[User:Thorn969|Thorn969]] 01:30, 14 March 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:Well, here are some economically sensical arguments for Thorn. First, competition forces firms to lower product prices when factor costs such as labor fall, so free trade does rapidly decrease prices. Happy Meal toys would be rather more expensive if produced in the United States. You ignore that many skilled positions in advanced economies lack sufficient workers, which prompts entrepreneurs such as Bill Gates to call for more skilled immigrants to fill labor shortages. And obviously some people do lose out in the long run, but that can be answered either with graduated taxes/unemployment relief or recourse to personal savings. Finally the trade deficit argument fails on two counts. First, if any country is a net exporter at least one other country must be a net importer. Also a basic accounting reality is the following equation; Exports-Imports=Savings-Investment. Essentially if Americans and foreign individuals or firms want to invest more in America than Americans want to save the result will be a trade deficit. Since investment is a good thing a trade deficit isn't the end of the world, although the current American one is abnormally large due to excessive federal deficit spending. --[[User:WOVcenter|WOVcenter]] 16:12, 14 March 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
:[[NAFTA]] seems to be working out well for the US. I don't think Canada or Mexico is quite so enamored of it, though - except for the small group that '''does''' profit by it - notably the big business moguls. Fred Canuck and Jose Mexicano aren't getting such a good deal out of it.[[User:Niwrad|Niwrad]] 01:13, 17 March 2007 (EDT)&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
its all about re-distributing the american pie.&lt;br /&gt;
--[[User:Wally|Wally]] 14:04, 28 June 2007 (EDT)&lt;/div&gt;</summary>
		<author><name>Wally</name></author>
	</entry>
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