Needs of Diverse Students - 1384 Words

Educating Special Needs Students Identifying and providing for special needs children is essential to special education. Once a child has been diagnosis with a disability or multiple disabilities, a plan of care is initiated according to the severity of their condition and their needs. This plan is individualized; one child’s diagnosis is not a reflection of the wide range conditions that affect many children. Intellectual disabilities can be mild to profound, can be caused by different factors and can have a different impact on a student’s education and adult life. (Hardman, Drew, Egan, 2013). Professionals have found many causes for disabilities from genetic to medical. Whatever the cause of these disabilities educators must†¦show more content†¦Autism is labeled among the most complicated, complex disability. Autism is defined as â€Å"a pervasive developmental disorder with onset prior to age 3, characterized by qualitatively impaired social interactive and social communicative ski lls along with restricted and repetitive repertoire of behavior, interests, and activities.† (Hardman, Drew, Egan, 2013). No particular cause has been linked to autism, however it has been established that abnormalities in brain structure and function is a general explanation. (Autism Society, n.d). Autism is a developmental disability that effects how a person thinks, learns and understands the world. This will pose a large impact on the education of students. Characteristics of autism differ in all children and can impact students differently. Some can have difficulties in communication, social interaction, repetitive behavior, restricted interest, sensory processing, and learning styles. (Autism Society, n.d). Any encounter multiple children with autism you will soon realize that their needs and their difficulties can differ. Understanding how their individual characteristics impact their everyday life brings forth a successful path to their educational future. As many school districts are implementing inclusion, some students with autism may be included the general education environment, while using other services to meet theirShow MoreRelatedLearning Disabilities And Diverse Students With Special Needs819 Words   |  4 Pagesarticle, Strategies for Culturally and Linguistically Diverse Students with Special Needs, the author describes the assessment and instructional issues related to culturally and linguistically diverse students with special needs. The article goes into detail to discuss the current trends, prevalence rates, and general guidelines for appropriate assessments when working with English language learners who are also diagnosed with special needs. The author also includes in the article, research-basedRead MoreSpecial Students With Disabilities And Culturally Diverse Needs862 Words   |  4 Pageseducators morals and ethics: inclusion, serving students with disabilities and culturally diverse needs, and access to grade appropriate general education curriculum for students with severe intellectual disabilities. Before discussing the present, let us look at the past to understand the future. During the 1970s, it is estimated around 20% of students with disabilities were receiving an education from a public school (Yell, 2012). Children with special needs were first provided access to public educationRead MoreCreating An Optimal Learning Environment For Students With Diverse Needs986 Words   |  4 Pagesdifferences of each student, to create an optimal learning environment for students to reach high standards in education, while being cognitive of cultural influences. With a cultural understanding educators can enhance the educational process by utilizing unique approaches to help students create connections to topics so that, students will have a desire to learn. Through several medias I have shown my ability to perform this standard. Understanding individual differences that students may have as wellRead MoreHow Educators For Students With Children With Learning Disabilities And Their Diverse Learning Needs843 Words   |  4 Pageslittle planning and thought given to how to prepare educators for their new and difficult role† (p. 439) is being far from true. This speaks to the fact that preparing teachers to handle the responsibility of working with SWD and their diverse learning needs should be a component in all CTE certification programs (Harvey, 1999). Research by Lobosco Newman (1992) linked to working with SWD has shown that â€Å"lack of adequate professional preparation of teachers for dealing with the challengesRead MoreMeeting the Diverse Needs of all Students: Teaching and Learning Strategies that I Plan to Use as a New Teacher1247 Words   |  5 Pagesa teacher there will be two initial steps that I will need take in order for me to successfully offer students in my classroom an education that is accessible to all. First I will need to acknowledge that all students’ are unique individuals and that their emotional, educational, social and physical needs are diverse and will require differentiated approaches. Secondly, I need to have an attitude that values diversity and know that all students will have talents, abilities and the capability to learnRead MoreWe Need A Culturally Diverse Class867 Words   |  4 PagesDo we need a culturally diverse class? I do believe strongly that it is very essential that college s should have a culturally diverse class. College should offer these classes considering that culturally diverse class will enhance students’ knowledge of various cultures that are significant to history. These classes that involve learning about cultures are imperative, especially to the Historically Black Colleges and Universities. These classes are important to have considering it teaches rich historyRead MoreCultural Diversity : An Understanding Of Multiple Cultures1105 Words   |  5 Pagesto be quality care there needs to be an understanding of multiple cultures. Cultural diversity is the â€Å"plurality of ideas and opinions for behavior to which people are exposed, adding to the texture and complicity of a society.† (Craven, Hirnle, Jensen, n.d., p. 1396) Cultural acceptance and knowledge of diverity does not just begin in the place of employment, it is also important in the education of nursing as well. Diverse teaching and a diverse set of nursing students is what is needed in orderRead MoreCreating A School Of Diverse Learners. Texas Schools Are1646 Words   |  7 PagesSchool of Diverse Learners Texas schools are becoming more diverse every year. The Texas Tribune (2015) released an article stating well over half of the 5.2 million students in the Texas schools were Hispanic. This number has increased from 15 years ago, when the number was around 40 percent. Not only has the Hispanic numbers increased, but the number of Asian students have doubled as well. Even more surprising is the percentage of the white student population. The number of white students in TexasRead MoreAccommodating Differences in Education Essay1044 Words   |  5 PagesTeachers must work in a diverse classroom which requires the educator to exceed or at least meet the needs of their students. Students will have different personalities, skills, interests and learning needs. New teachers find diverse classrooms very challenging to individualize a lesson plan. Instructing a class of students that are not all identical to each other is rewarding. Teaching a group of different pupils will give a new t eacher professional improvement and development. Instructing a classRead MoreHow Diversity Influences Teaching Styles And Classroom Relationships1160 Words   |  5 PagesTeaching Styles and Classroom Relationships Today’s educational environmental landscape is a cornucopia of diverse students, with diverse backgrounds, cultural norms and values that influence their learning and relationships to teachers and other students. Today’s teachers face the need to consistently focus on ways to better prepare and serve these students in the classroom. Many of these students may come from backgrounds that are linguistically different, culturally different or may have experienced

How Did Poverty Represent The Problems Of An Expanding...

1. How did poverty represent the problems of an expanding nation during the early Republic period? The time between the writing of the U.S. Constitution in 1787 and the financial depression, beginning in 1837, saw poverty as the most significant social pressure in the United States. There were many unanswered questions regarding society’s role in helping the poor and underprivileged during this time in the early Republic. It was debated whether or not society was responsible for helping find jobs for the unemployed, providing food and substance for starving families, and creating homes for those who were homeless. As the Republic matured, these circumstances brought about frequent discussions about what constitutes poverty and how to†¦show more content†¦One of the problems that poverty presented in the expansion of the newly born Republic was a building of tension between the government and welfare recipients over aid benefits. The very idea of what constituted someone in poverty, what aid should be given, and to whom by whom was vigorously debated. It was th ought that poverty would impact the developing patriarchal American society, so much so that public officials â€Å"worried that generous relief programs encouraged the poor to live on the public’s expense.† The government struggled with the type and amount to provide to those in need and they quickly learned that not all of the welfare programs necessarily met the demands of those living in poverty. The welfare recipients in the new Republic had the potential to disrupt the social and political structures of the government, especially a newly formed one, by burdening its taxpayers. Even in a country, like the United States, with opportunities to make a living wage, a welfare system to provide additional resources, and religious backers to support â€Å"paupers openly mocked the values of thrift, sobriety, and self-control.† Poverty also led to discrimination among the African American population, particularly those living in urban settings. For example, African American adults were not allowed to vote or engage in well-paying jobs. This encouraged segregation between blacks and whites. It also gave rise to a fear

Barriers in End of life Care- Free-Samples-Myassignmenthelp.com

Question: Disucss about the Barriers in End of life Care within Children and older adult is age groups. Answer: Care for end of life patients is very strenuous not only for the relatives but also for the personnel working in the nursing homes. This review is centered on the end of life care given to the terminally ill children and the end of life ailing elderly. This two are sections of the society whose end is imminent, and thus require care as the end encourages. Is care is expensive and taxing on the psychological as well as the physical welfare of the care over who are either parent of the terminally ill youngsters or the personnel in the elderly care homes. In the first review, an institution's management employed the help of researchers to investigate the rising cases of hospital transfers experienced in the tree hundred bed care home. By use of focus group interviews, designing in a way treat the personnel in all the ranks could participate (Bkki, Neuhaus, Paal, 2016). Twenty-two personnel in a total of the on the various positions attended the interviews. Te ranks included nurses/ assistant nurses, managers /experts, and the primary physicians. After preparation of the full-length transcripts, researchers applied thematic content analysis to extract data. Meanings of the contents of the transcripts were identified, and then paraphrasing of the codes was done (Smith, 2015). Codes were converted in categories which were named after the original wording of the transcripts. In every stage, codes were assessed and reassessed. Summarization of the findings was done Primarily four main factors were recurrent in the title categorization of the issues arising in the leadership, communication, personal and the conflict of aims and attitudes. Other issues that arose were the lack of basic training among the personnel as well as the sortie of resources was done. These were reasons that reverberated across all the ranks varying only in word sense. Two limitations arise from this method of research since it could prevent its use in larger scales to refer to care homes in general. This is due to the exclusion of factors like cultural considerations, religious background, etc. which are significant factors that are to be considered (Van der Geest et al., 2014). Secondly, seen with discretion provided and the measures against discrimination some of the personnel may have died away from the interviews and thus the study may only give a finding half way. In a nutshell, the issues raised by the study are primary issues tables in many other homes and sortie off personnel and resources. The more extensive study of more homes may prove more detailed and accurate since they have more factors considered by the personnel studied since different ones have different settings. The second study was aimed at a study on the perceptions of parents of parents with terminally ill children in the palliative care phase and after. The reasons behind the prolonged relief periods as well as their mental health in the palliative care phase. A segment of 87 parents of 57 children who passed on between 2000 and 2004 was the basis for this study. The parents were asked to answer two questionnaires, one on the inventory of traumatic grief while the second was the interaction with the help professionals and suffering of their children in the palliative phase. The ITG study was basically to evaluate the different levels of grief the parents suffered after and in the course of palliative care. On the other and the researchers used the questionnaire o understands the perceptions of parents towards the personnel on their response and success in managing their children's symptoms. Follow this the Likerts test was used to understand the success in the management of symptoms of the children. Statistical analysis was performed using SPSS software. Univariate analyses were utilized by the researchers to assess the different types of interaction with various healthcare staff, as well as the various symptom managements and different covariates on the social grief score. Covariates such as grief were then incorporated into the multivariate regression models (MRM), MRM helped in the investigation of the combined effect of the univariate statistically significant care-related aspects of long-term relations of parental grief. Using SPSS software statistical, the analysis was performed. Covariates such as grief were then incorporated into the multivariate regression models(MRM), which helped in the investigation of the combined effect of the univariate statistically significant care-related aspects of long-term relations of parental grief. An individual regression model was run because of the multicollinearity among continuity of care, communication and parental involvement and symptoms (Ormston, Spencer, Barnard, Snape, 2014). This helped to understand the contributions that the parents expect from the healthcare professionals and how any adverse effects result in long term grief among parents. Parents rated to fly in communication and continuation of palliative care in which cases possibility of long term pain was comparatively low. Long-term pain possibilities rose with children's dyspnea as well as anxiety regarding te future and answer. This feedback was coupled with the tester parents perceptions and per possibilities of suffering long time grief. Limitations faced were that the response rate of the grieving parents was low and high anxiety from mothers. The third study aimed at examining the views of the elderly in care homes and their view of ways they think would improve their conditions. In this 18 interviews in 6 elderly care homes were carried on 133 elderly persons suffering dementia. 18 interviews were conducted with the help of a four-year longitudinal mixed study that was given the name Evidence-based Interventions for Dementia End of life study' called the Evidem-Eol.' It was conducted in two phases. The first step was performed for one year where 133 older people from six care homes were tried to be included. The findings which were found from the previous phase were then used to prepare context-specific interventions by collaboration with home-care staff, general practitioners, community nurses and others. Data was systemically sorted and were allocated to various categories. During reviewing of the categories, similarities were identified and then merged. After identification of the key themes, they were examined (Goodman et al., 2013). Elderly patients stated that their requests were often ignored and that to they have impaired them and even to look upon another for assistance. They also added relevance since in the course of their stay the needed to make deep, meaningful relationships which are the core for the one feeling they need from the care homes. In this method, the subjects of study suffered from dementia; therefore, their feedback it will be inadmissible to use in meaningful research. However, since there is directly experiencing their state, they are the best persons to ask. By acknowledging their sentiments, the care homes may have the feedback they require to improve their workings. The fourth paper is derived from the Journal of pain and symptom management whose aim was to study whether there is evidence that palliative care teams alter the end of life experiences of patients and their caregivers. In this review article, 44 studies were used in the evaluation of the palliative and hospice care teams (PCHCT) where 10 electronic databases were utilized to determine its impact (Irene et al., 2003). The quantitative study used different research teams, 22 from home care, 9 hospital-based, 3 impatient units, 6 integrated teams, and 4 hospital care. A meta-regression analysis using 19 different studies was used to demonstrate patients pains benefit using 98% confidence interval levels. The research findings showed that death related data was equivocal. These research samples were formed by both children and the adult people between the rural, city, and urban areas. The study formed intervention teams since at least one or more health care workers at least possessed a special training skill or had an experience in palliative care (Irene et al., 2003). The study populations were patients with progressive life with full of illness, depression, and grieve. Samples were randomly selected. In this study, evidence of benefit was critical for home care. However, the research had some limitations since only one study provided a strong base for cost versus benefit analysis and quantitatively shown PCHCTs significance. These comparisons were limited by the poor quality of research. In conclusion, standard care planning for infants by both the parents and other concerned parties contributes to efficient decision making on how to curb the adverse impacts of risky living environments for both the children and the aged. Parents valued palliative care and considered it wise for children to live a stress-free life. Therefore, the qualitative and quantitative research methods are useful in studying health living factors and challenges for the infants and aged people. References Bkki, J., Neuhaus, P. M., Paal, P. (2016). End of life care in nursing homes: Translating focus group findings into action.Geriatric Nursing,37(6), 440-445. Goodman, C., Amador, S., Elmore, N., Machen, I., Mathie, E. (2013). Preferences and priorities for ongoing and end-of-life care: A qualitative study of older people with dementia resident in care homes.International journal of nursing studies,50(12), 1639-1647. Irene, J.H., Ilora, G. F., Danielle, M. G., Kerry, H., (2003). Is There Evidence That Palliative Care Teams Alter End-of-Life Experiences of Patients and Their Caregivers? Journal of Pain and Symptom Management. Pp. 1-19. Ormston, R., Spencer, L., Barnard, M., Snape, D. (2014). The foundations of qualitative research.Qualitative research practice. A guide for social science students and researchers, 1-25. Smith, J. A. (Ed.). (2015).Qualitative psychology: A practical guide to research methods. Sage. Van der Geest, I. M., Darlington, A. S. E., Streng, I. C., Michiels, E. M., Pieters, R., van den Heuvel-Eibrink, M. M. (2014). Parents' experiences of pediatric palliative care and the impact on long-term parental grief:Journal of pain and symptom management,47(6), 1043-1053.

The President free essay sample

A ; National Security Essay, Research Paper The President and National Security The President? s function in National Security has been a subject of digesting argument in U.S. political relations from the Constitutional Convention to our present twenty-four hours state of affairs in Kosovo. About every American President has had to fight with this issue and trade with the Constitution? s separation of power between Congress and the Executive. The President and Congress portion the war-making powers, treaty-making and foreign policy powers, and among many others, the power to topographic point desired functionaries into certain offices. These powers, though disliked by many, are shared so as to protect the people of this state with our grass roots system of cheques and balances. Most critics of shared powers focus on the countries of war-making and foreign policy. This struggle can be traced all the manner back to the battle between Hamilton and Madison. We will write a custom essay sample on The President or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After what was said to be a series of failed Presidencies ( Johnson, Nixon, Ford, and Carter ) , one group of? modern Hamiltonians? wanted to? increase the power of the President explicitly. ? They hope to make their ends lawfully through statute law and constitutional amendments. Another group of Hamiltonians emerged informally after the Presidency of Ronald Reagan and the? Irangate? contention. Group members asserted that, ? The President and the President entirely, should exert sole authorization in at least four critical countries: the power to travel to war ; the power to both novice and transport out foreign policy ; the power to appoint functionaries to the highest stations in the state with merely the pro forma advice and consent of the Senate. ? ( # 6, p.57 ) They besides wanted the Congress to merely be able to do minor alterations to the President? s domestic budget policy. Other advocators of these places are seeking a more unitary province similar to those of modern par liamentary democracies like Great Britain. Many are covetous of the British Prime Minister? s ability to travel to war without a declaration or a ballot of Parliament. I believe that these critics are burying the ardent points our sires made when composing the fundamental law. The last thing they wanted was the President of the United States to hold the same unitary powers as the King or Prime Minister. That is why they elaborately built the system of cheques and balances, to protect us against a subdivision of authorities with excessively much power. I have chosen a few built-in pieces of American history to exemplify how Presidents have responded in the yesteryear to state of affairss affecting national security and how they dealt with, or circumvented Congress on the issue. President George Washington set the case in point of Presidential response to domestic national security issues in the? Whiskey Rebellion? in 1795. Western Pennsylvanians refused to pay revenue enhancements on whisky and decided to revolt. Washington desired non the gore of his ain countrymen, but a peaceable decision to this rebellion. Not merely did Washington organize an ground forces, he led the ground forces himself, to do peace and quiet his people down. It was at this page in history that President Washington established the case in point to organize military personnels to convey domestic peace. Sixty-six old ages subsequently, President Abraham Lincoln was faced with a much graving tool job. States began to splinter from the Union, the South attacked Fort Sumter, and Lincoln had to contend back for the interest of national security and basically run the war entirely, besides suspending the Writ of Habeas Corpus. Lincoln? s enumerated powers during this war have been reveled a nd attempted by many recent Presidents, nevertheless people must recognize the context of his state of affairs and how it? s gravitation is uncomparable with any state of affairs since so. In the 1930? s there was a seeable growing in the office of the Presidency. In Franklin D. Roosevelt? s foremost inaugural reference in 1932, he asked for wartime powers to run into a peacetime crisis: I shall inquire the Congress for the one staying instrument to run into the crisis? wide executive power to pay a war against the exigency every bit great as the power that would be given me if we were in fact invaded by a foreign enemy. ( # 6, p.59 ) Congress backed his petition and from that minute on, faculty members and intellectuals have? denigrated the Congress and canonized the Presidency? ( # 6, p.58 ) . Presidents after FDR have followed suit taking to major events in the offices of Truman, Kennedy, Johnson, Nixon, and Reagan. ? [ Harry ] Truman both formalized and expanded the presidential term as an institution. ? ( # 3, p.301 ) He lead the epoch of the modern presidential term by larning some of import lessons which his replacements would hold to take into consideration in future traffics with Congress in affairs of military intercession. Truman seized steel Millss during the Korean War by trying to exert his prerogative power but was stopped by a Supreme Court determination and Congress go throughing the Taft-Hartley Act. Justice Robert S. Jackson? s agring Supreme Court sentiment set the phase for the Court to follow when weighing presidential powers against congressional action: When the President takes steps incompatible with the expressed or implied will of Congress, his power is at it? s lowest wane, for so he can trust merely upon his ain constitutional powers minus any constitutional powers of Congress in the affair. Courts can prolong sole Presidential control in such instance merely by disenabling the Congress from moving upon the topic. Presidential claim to a power at one time so conclusive and obviating must be scrutinized with cautiousness, for what is at interest is the equilibrium established by our constitutional system. ( 2 ) Most unforgettably, nevertheless, was when he, without a declaration of war or a supportive congressional declaration, sent military personnels to halt an attacker in Korea. This was a baronial attempt though he paid in a heartfelt way? in the coin of public and congressional unfavorable judgment, ? ( # 3, p.298 ) and the war was subsequently dubbed? Truman? s War? . President Truman besides institutionalized the presidential term when he helped to make the National Security Council in 1947 under the National Security Act. Later, the Council was placed in the Executive Office of the President. Originally, the NSC was? conceived by many legislators to be a cheque on the President? s liberty? ( # 3, p.302 ) in affairs of national security. However, Truman slightly usurped this impression by doing the staffs of the Council portion of the? president? s squad? . Since the Council? s? origin? under Truman, it? s map has been to rede and help the President on the issues of national security and foreign policies. The NSC besides serves as? the President? s rule arm for organizing these policies among assorted authorities agencies. ? ( 4 ) . In 1949, Truman added another member to his squad by doing the frailty president a statutory member O f the National Security Council. Besides, as a affair of class, frailty presidents receive full national security briefings. Truman knew this was an of import determination protecting national security because the state was at hazard when he came into office due to him being kept in the dark as the frailty president. The constitution of the NSC was merely one more effort to separate the separation of powers between the President and Congress and reenforce our authorities? s system of cheques and balances. Quite perchance the best illustration of the on-going argument over the exclusivity of the powers of the President and Congress can be seen in the contention environing the War Powers Resolution. During his presidential term, Richard Nixon instituted an even greater sum of centralisation in the White House than Truman, therefore increasing the sum of grey country in separating the separation of powers and the exclusivity of the power of the Executive. ? Nixon reasoned that as holder of the Executive power, a President can travel beyond his enumerated powers and take whatever stairss are necessary to continue the state? s security, even if his actions might be unconstitutional. ? ( # 6, p.124 ) It is clear that since the early mid-thirtiess, Congress has delegated much power to the president, deliberately or non. The War Powers Resolution was an act of Congress to seek to recover some of it? s lost powers. However, in 1973 Nixon vetoed the proviso and every President since has disregarded or blatantly ignored it. The War Powers Resolution was a joint declaration passed under article I, subdivision 3, the? notification clause, ? by both the House and the Senate and so sent to President Nixon where he vetoed the measure. It was a declaration and non an act because Congress passed it over his veto with a ace bulk ballot. Besides, it was a declaration because it non merely affected the Executive subdivision, but it besides? provided for congressional action and precedence processs with regard to a Presidential study or congressional concurrent declaration, and amended the regulations of the House and Senate to transport them out. ? ( # 6, p.62 ) This declaration is frequently misunderstood as taking power from the President and spread outing the power of Congress. This, in fact, is a false belief because the declaration clearly states that Nothing in this joint declaration ( 1 ) is intended to change the Constitutional authorization of the Congress or of the President, or the commissariats of bing pacts ; or ( 2 ) shall be construed as allowing any authorization to the President with regard to the debut of United provinces Armed Forces into belligerencies or into state of affairss wherein engagement in belligerencies is clearly indicated by the fortunes which authorization he would non hold had in the absence of this joint declaration. ( # 6, p.62, ) Under Section 3 of the War Powers Resolution, ? the President in every possible case shall confer with with Congress before presenting United States Armed Forces into belligerencies? . ? However, no President has of all time? consulted? Congress before presenting armed forces into belligerencies, they have merely? informed? . This means that if he has merely 30 proceedingss to react to a foreign missile menace he may exert his powers as Commander in Chief of the military to present armed forces into belligerencies without congressional action. This is in conformity with the declaration where he is given these powers in a? ? national exigency created by onslaught upon the United States, it? s districts or ownerships, or it? s armed forces. ? ( subdivision 2 ( degree Celsius ) ( 3 ) ) . He must merely describe to Congress in three fortunes found in subdivision 4 within 48 hours? Section 4 ( a ) . In the absence of a declaration of war, or in any instance in which United Armed Forces are introduced # 8212 ; ( 1 ) into belligerencies or into state of affairss where at hand engagement in belligerencies is clearly indicated by the fortunes ; ( 2 ) into the district, air space or Waterss of a foreign state, while equipped for combat, except for deployments which relate entirely to provide, replacing, fix, or preparation of such forces ; or ( 3 ) in Numberss which well enlarge United States Armed Forces equipped for combat already located in a foreign state. ( subdivision 4 ( a ) , War Powers Resolution ) These illustrations clearly show that the War Powers Resolution does non curtail the President? s given powers under the fundamental law, nor does it increase the powers of Congress. The declaration merely sets more distinguishable guidelines for each subdivision to follow. This is after all what has been needed all along, something to unclutter up the grey country between the powers of Congress and the Executive in affairs of national security. Pious criticized the Executive subdivision? s disclaimer of the War Powers Resolution as the most recent illustration of? presidents? playing a shell game, claiming to move harmonizing to jurisprudence yet distributing with statutory jurisprudence at their convenience in national security matters. ? ( 5 ) In concurrency with this statement, the President needs to take every attempt to hold the backup of Congress and the American people when directing the military into belligerencies so he doesn? Ts make the same error Truman did when he sent military personnels into Korea. ? He needs to hold Congress and the people with him on the takeoff so they are accountable with him on the forced landing. ? ( # 6, p.70 ) By the Executive taking these powers into his ain custodies he is bearing a duty that no 1 adult male can manage by himself. The statements against the War Powers Resolution favor a move to a unitary province, or a? plebiscitary Presidency? . If these shared powers were taken fr om Congress and changed to a unitary power entirely held by the President himself it would destruct the system of cheques and balances on which this state was founded. This could non be expressed more articulately than by the words of James Madison who warned in Federalist, No. 47, that? the accretion of all powers legislative, executive, and bench, in the same custodies, whether of one, a few, or many and whether familial, self-appointed, or elected, may rightly be pronounced the really definition of dictatorship. ? Beginnings: 1.Hamilton, Madison, et al. , The Federalist Papers ( New York: Penguin Books, 1961 ) 2.Ibid. , 343 U.S. 570 at 637 ; and Richard M. Pious, The American Presidency ( New York: Basic Books, 1979 ) , 64-69. 3.Milkis, Sydney M. A ; Nelson, The American Presidency: Beginnings and Development, 1776-1993 ( Washington DC: CQ Press, 1993 ) 4.National Security Council, hypertext transfer protocol: //www.whitehouse.gov/WH/EOP/NSC/html/nschome-plain.html 5.Pious, Prerogative Power and the Reagan Presidency, 510 n. 27 6.Shuman, Howard E. , A ; Thomas, The Constitution and National Security ( Washington DC, National Defense University Press, 1990 )