Make The Topic On Whomever You Choose, The Originalist Or

Make The Topic On Whomever You Choose, The Originalist Or Make The Topic On Whomever You Choose, The Originalist Or Non Teacher English 2nd October Originalist and Non-originalist There are two basic ways of interpretation of constitution originalist and non-originalist. Originalists believe that the constitution should be interpreted according to the framer’s and writer’s intentions and thoughts and non-originalist believe that it as time keeps on changing therefore it should be interpreted according to the consequences. I support the non-originalist thought of school. As the written constitution does not represents all the ways in which the government might use to manipulate or oppress the public. So the interference by law may handle such situations in a better way. Sometimes the intentions of the framers are ambiguous or related to a particular time so it is not easy to understand the basic idea or intention of the framers in difficult situations. Non-originalist allow judges to handle the crisis which may result from the misinterpretation of the constitution but originalists make co rrections in the interpretation and this amendment process consumes a lot of time and due to the wastage of time the crises may get worst. In addition to that the framers at a meeting in Philadelphia said they do not want their thoughts or intentions to govern the interpretation of the constitution. Moreover the non-originalist school of thought allows the interpretation of the constitution in a modern way which includes critical issues regarding the rights of minorities and women.The non-originalist school of thought allows us to interpret the constitution according to the variations of time. It gives law the rights to handle specific situations, especially of crises, in an effective manner. Moreover it also interprets the constitution in an enlightened way and also considers the rights of minorities. The non-originalist interpretation of constitution can give better results in certain situations as it is based on modern ideas and it also relates the interpretation of the constitut ion with the present consequences in order to handle specific matters effectively. (â€Å"Theories of constitutional Interpretation†)Work Citedâ€Å"Theories of constitutional Interpretation†. law2.umkc.edu. exploring Constitutional Conflicts, nd. Web. 2 Oct. 2011.

Word Families - a Quick Reference for Teachers

Word Families - a Quick Reference for Teachers Word Families are sometimes referred to as groups, chunks or rimes. A word family has something in common with each other, have it be the prefix, suffix or root word. For example, green, grass, grow all have the gr sound in the beginning of the word. What are the Benefits? Word families are important because they help young children recognize and analyze word patterns when they are learning to read. When teaching analytic phonics, teachers use word families to help children understand these patterns and that certain words have the same letter combinations and sounds. Most Common Word Families According to researchers Wylie and Durrel, there are 37 common word families: ack, ain, ake, ale, all, ame, an, ank, ap, ash, at, ate, aw, ay, eat, ell, est, ice, ick, ide, ight, ill, in, ine, ing, ink, ip, it, ock, oke, op, ore, ot, uck ,ug, ump, unk. ack- back, hack, pack, rackain - brain, chain, main, plainake - awake, bake, cake, fakeale - ale, bale, sale, taleall - all, ball, call, hallame - blame, came, game, samean - an, ban, can, panank - bank, drank, sank, tankap - cap, map, rap, tapash - bash, dash, rash, sashat - bat, cat, fat, matate - fate, gate, late, rateaw - claw, draw, paw, saway - day, hay, may, sayeat - beat, feat, meat, seatell - bell, fell, tell, wellest - best, rest, vest, westice - dice, mice, nice, riceick - brick, kick, pick, sickide - bride, hide, ride, sideight - bright, fight, light, nightill - bill, hill, pill, stillin - bin, chin, grin, tinine - dine, fine, mine, vineing - bring, king, sing, wingink - drink, link, pink, sinkip - chip, dip, lip, sipit - bit, fit, hit, sitock - block, clock, rock, sockop - cop, hop, mop, topore - bore, more, sore, toreot - got, hot, not, rotuck - buck, duck luck, tuckug - bug, hug, mug, rugump - bump, dump, jump, pumpunk - bunk, dunk, junk,sunk Source: Richard E. Wylie and Donald D. Durrell, 1970. Teaching Vowels Through Phonograms. Elementary English 47, 787-791.