Federalism, Convergence, and Divergence in Constitutional Property
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Amending and Revising State Constitutions J
Kentucky Law Journal Volume 35 | Issue 2 Article 2 1947 Amending and Revising State Constitutions J. E. Reeves University of Kentucky Kenneth E. Vanlandingham University of Kentucky Follow this and additional works at: https://uknowledge.uky.edu/klj Part of the Constitutional Law Commons, and the State and Local Government Law Commons Right click to open a feedback form in a new tab to let us know how this document benefits you. Recommended Citation Reeves, J. E. and Vanlandingham, Kenneth E. (1947) "Amending and Revising State Constitutions," Kentucky Law Journal: Vol. 35 : Iss. 2 , Article 2. Available at: https://uknowledge.uky.edu/klj/vol35/iss2/2 This Article is brought to you for free and open access by the Law Journals at UKnowledge. It has been accepted for inclusion in Kentucky Law Journal by an authorized editor of UKnowledge. For more information, please contact [email protected]. AMENDING AND REVISING STATE CONSTITUTIONS J. E. REEVES* and K-ENNETii E. VANLANDINGHAMt Considerable interest in state constitutional revision has been demonstrated recently. Missouri and Georgia adopted re- vised constitutions in 1945 and New Jersey voted down a pro- posed revision at the general election in 1944. The question of calling a constitutional convention was acted upon unfavorably by the Illinois legislature in May, 1945, and the Kentucky legis- lature, at its 1944 and 1946 sessions, passed a resolution submit- ting" the question of calling a constitutional convention to the people of the state who will vote upon it at the general election in 1947. The reason for this interest in revision is not difficult to detect. -
Education Clauses in State Constitutions Across the United States∗
Education Clauses in State Constitutions Across the United States∗ Scott Dallman Anusha Nath January 8, 2020 Executive Summary This article documents the variation in strength of education clauses in state constitu- tions across the United States. The U.S. Constitution is silent on the subject of education, but every state constitution includes language that mandates the establishment of a public education system. Some state constitutions include clauses that only stipulate that the state provide public education, while other states have taken more significant measures to ensure the provision of a high-quality public education system. Florida’s constitutional education clause is currently the strongest in the country – it recognizes education as a fundamen- tal value, requires the state to provide high-quality education, and makes the provision of education a paramount duty of the state. Minnesota can learn from the experience of other states. Most states have amended the education clause of their state constitutions over time to reflect the changing preferences of their citizens. Between 1990 and 2018, there were 312 proposed amendments on ballots across the country, and 193 passed. These amendments spanned various issues. Policymakers and voters in each state adopted the changes they deemed necessary for their education system. Minnesota has not amended its constitutional education clause since it was first established in 1857. Constitutional language matters. We use Florida and Louisiana as case studies to illus- trate that constitutional amendments can be drivers of change. Institutional changes to the education system that citizens of Florida and Louisiana helped create ultimately led to im- proved outcomes for their children. -
Veto Power of the Governor of Minnesota
Veto Power of the Governor of Minnesota Peter S. Wattson Senate Counsel State of Minnesota September 12, 1995 Contents Table of Authorities ........................................................... iii Minnesota Constitution .................................................. iii Minnesota Statutes and Laws .............................................. iii Minnesota Cases ....................................................... iii Cases from Other States .................................................. iii Other Authorities ....................................................... iv I. Veto of a Bill ...........................................................1 A. The Minnesota Constitution ........................................1 B. Constitutional Issues ..............................................1 1. How Much Time Does the Governor Have to Make Up His Mind? ..1 2. How are the Three Days Computed? ...........................2 3. Where and To Whom Must the Return be Made? ................2 4. Must the Return be Made When the House of Origin is in Actual Session? ...................................................2 5. Does an Adjournment at the End of the First Year of a Biennial Session Prevent the Return of a Vetoed Bill? ....................3 C. Seventy-seventh Minnesota State Senate v. Carlson ......................3 II. Item Vetoes ............................................................5 A. The Minnesota Constitution ........................................5 B. Constitutional Issues ..............................................6 -
Inside the Minnesota Senate
Inside the Minnesota Senate Frequently Asked Questions This booklet was prepared by the staff of the Secretary of the Senate as a response to the many questions from Senate staff and from the public regarding internal operations of the Minnesota Senate. We hope that it will be a valuable source of information for those who wish to have a better understanding of how the laws of Minnesota are made. Your suggestions for making this booklet more useful and complete are welcome. Cal R. Ludeman Secretary of the Senate Updated February 2019 This document can be made available in alternative formats. To make a request, please call (voice) 651-296-0504 or toll free 1-888-234-1112. 1 1. What is the state Legislature and what is its purpose? There are three branches of state government: the executive, the judicial and the legislative. In Minnesota, the legislative branch consists of two bodies with members elected by the citizens of the state. These two bodies are called the Senate and the House of Representatives. Upon election, each Senator and Representative must take an oath to support the Constitution of the United States, the Constitution of this state, and to discharge faithfully the duties of the office to the best of the member’s judgment and ability. These duties include the consideration and passage of laws that affect all of us. Among other things, laws passed by the Legislature provide for education, protect our individual freedoms, regulate commerce, provide for the welfare of those in need, establish and maintain our system of highways, and attempt to create a system of taxation that is fair and equitable. -
School Choice and State Constitutions
School Choice and State Constitutions A joint publication of The Institute for Justice and The American Legislative Exchange Council by Richard D. Komer and Clark Neily reference guide School Choice and State Constitutions A Guide to Designing School Choice Programs The Institute for Justice and The American Legislative Exchange Council April 2007 by Richard D. Komer and Clark Neily table of contents Foreword 1 Introduction 2 How to Use This Report 7 State Summaries Alabama 10 Alaska 11 Arizona 12 Arkansas 14 California 15 Colorado 17 Connecticut 19 Delaware 21 Florida 22 Georgia 24 Hawaii 26 Idaho 27 Illinois 29 Indiana 31 Iowa 33 Kansas 34 Kentucky 35 Louisiana 38 table of contents Maine 39 Maryland 41 Massachusetts 42 Michigan 44 Minnesota 46 Mississippi 48 Missouri 49 Montana 52 Nebraska 53 Nevada 55 New Hampshire 56 New Jersey 57 New Mexico 58 New York 60 North Carolina 62 North Dakota 64 Ohio 65 Oklahoma 67 Oregon 69 Pennsylvania 70 Rhode Island 72 South Carolina 73 South Dakota 75 Tennessee 77 Texas 78 Utah 79 Vermont 81 Virginia 82 Washington 84 West Virginia 87 Wisconsin 88 Wyoming 91 Model Legislation 93 Glossary 95 Additional Resources 97 About the Authors 99 Acknowledgments 100 About IJ 101 About ALEC 102 foreword Whenever school choice legislation is considered, the stakes are enormous. Children, parents, teachers and taxpayers all stand to benefit dramatically from well-designed programs. That’s why it is so important for all school choice legislation to be very carefully crafted, starting with an eye toward its constitutionality under relevant state constitutional provisions. -
Constitution of Minnesota William Anderson
University of Minnesota Law School Scholarship Repository Minnesota Law Review 1921 Constitution of Minnesota William Anderson Follow this and additional works at: https://scholarship.law.umn.edu/mlr Part of the Law Commons Recommended Citation Anderson, William, "Constitution of Minnesota" (1921). Minnesota Law Review. 2509. https://scholarship.law.umn.edu/mlr/2509 This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in Minnesota Law Review collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. MINNESOTA LAW REVIEW VOL. V MAY, 1921 No. 6 THE CONSTITUTION OF MINNESOTA' By WILLIAM ANDERSON* 1. THE MOVEMENT FOR STATEHOOD THE organized territory of Minnesota existed from 1849 to 1858. Included within its areas was not only the present state of Minnesota but also those portions of the present states of North and South Dakota which lie east of the Missouri and White Earth rivers. In this extensive region, double the area of the present state, there were at the beginning of the territorial period a scant five thousand people of the white race. The population increased slowly at the outset. The lands west of the Mississippi were not opened to settlement until after the conclusion of the Indian treaties of 1851 and 1852. In 1854, with the opening of the first railroad from Chicago to the Mississippi, the inrush began, thousands of settlers coming each year from New Eng- land, New York, and the states north of the Ohio. By 1857 there were 150,000 people in the territory. -
Minnesota Constitutional Amendments History and Legal Principles
March 2013 Minnesota Constitutional Amendments History and Legal Principles Research Department Minnesota House of Representatives The Research Department of the Minnesota House of Representatives is a nonpartisan professional office serving the entire membership of the House and its committees. The department assists all members and committees in developing, analyzing, drafting, and amending legislation. The department also conducts in-depth research studies and collects, analyzes, and publishes information regarding public policy issues for use by all House members. Research Department Minnesota House of Representatives 600 State Office Building, St. Paul, MN 55155 651-296-6753 March 2013 Minnesota Constitutional Amendments History and Legal Principles This publication provides a general overview of historical and current legal and procedural issues related to amending the Minnesota Constitution. This report was prepared by Matt Gehring, legislative analyst in the House Research Department. Questions may be addressed to Matt at 651-296-5052. Jessica Vogt provided graphics and production assistance. Contents Introduction .................................................................................................... 1 Proposing a State Constitutional Amendment: Procedural Standards ........................................................................... 3 Minnesota Constitution, Article IX ............................................................. 3 Individual Amendments .............................................................................. -
AVAILABLE from Andbill of Rights, and the Minnesota Constitution
DOCUMENT RESUME 1-,) 374 067 SO 024 501 AUTHOR Bloom, Jennifer, Ed. TITLE Rights of the Accused; Criminal Amendments in the Bill of Rights. A Compilation of Lessons by Minnesota Teachers. INSTITUTION Hamline Univ., St. Paul, MN. School of Law. SPONS AGENCY . Commission on the Bicentennial of the United States Constitution, Washington, DC. PUB DATE 91 CONTRACT 9I-CB-CX-0078 NOTE 414p.; For related items, see SO 024 499 and SO 024 502-503. AVAILABLE FROMMinnesota Center for Community Legal Education, Hamline University School of Law, 1536 Hewitt Avenue, St. Paul, MN 55104. PUB TYPE Guides,- Classroom Use Instructional Materials (For Learner) (051) Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Citizenship Education; *Civil Liberties; *Constitutional Law; *Criminal Law; *Due Process; Equal Protection; Intermediate Grades; JuniorHigh Schools; *Law Related Education; Resource Materials; Resource Units IDENTIFIERS *Bill of Rights; Hamline University MN; Minnesota ABSTRACT The 36 lessons collected in this publication are designed to introduce studenti to the rights of the accusedand provide a scholarly study of these rights, exploringhistorical development as well as current application. Lessons areprovided for all grade levels. The topics covered include theBill of Rights, criminal rights amendments, juvenile law, and legalethics. An appendix contains the U.S. Bill of Rights, asimplified Constitution andBill of Rights, and the Minnesota Constitution.(RJC) *********************************************************************** Reproductions supplied by EDRS are the best that can bemade from the original document. *********************************************************************** U.S. DEPARTMENT Of EDUCATION °MCatEducst*osl Research and Improvernnt EDUC>TIONAL RESOURCES INFORMATION CENTER (ERIC) his document has hen (roducts, m escivscl from the proson or °roams:ion originating it. -
CHAPTER 409—S.F.No.1713 BE IT ENACTED by the LEGISLATURE of the STATE of MIN- NESOTA: Section 1. CONSTITUTION; REFORMING STRUC
Ch. 409 LAWS of MINNESOTA for 1974 787 CHAPTER 409—S.F.No.1713 An act proposing an amendment to the Minnesota Constitution in all its arti- cles; reforming its structure, style and form. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MIN- NESOTA: Section 1. CONSTITUTION; REFORMING STRUCTURE, STYLE AND FORM. The following amendment to the Minnesota Constitution is proposed to the people. If the amendment is adopted the constitution will read as follows: CONSTITUTION OF THE STATE OF MINNESOTA Preamble We, the people of the state of Minnesota, grateful to God for our civil and religious liberty, and desiring to' perpetuate its blessings and secure the same to ourselves and our posterity, do ordain and establish this Constitution ARTICLE I BILL OF RIGHTS Section 1. Government is instituted for the security, benefit and protection of the people, in whom all political power is inherent, to- gether with the right to alter, modify or reform sttefc government 7 whenever required by the public good may require it. Sec. 2. No member of this state shall be disfranchised ; or de- prived of any of the rights or privileges secured to any citizen thereof, unless by the law of the land 7 or the judgment of his peers. There shall be neither slavery nor involuntary servitude in the state otherwise than the as punishment ef-for a crime 7 whereof of which the party shaH have bee» d«ty-has been convicted. Sec. 3. The liberty of the press shall forever remain inviolate, and all persons may freely speak, write and publish their sentiments on all subjects, being responsible for the abuse of such right. -
Amendments to Texas Code of Judicial Conduct
IN THE SUPREME COURT OF TEXAS Misc. Docket No. 97 - 9186 ADOPTION OF AMENDMENTS TO THE TEXAS CODE OF JUDICIAL CONDUCT ORDERED: The Supreme Court of Texas this day adopts amendments to Canon 4, Canon 5, and Canon 6 of the Code of Judicial Conduct. The amendment to Canon 4 will be effective January 1, 1998. The amendments to Canons 5 & 6 will be effective January 1, 1999. Canon 4 CONDUCTING THE JUDGE'S EXTRA-JUDICIAL ACTIVITIES TO MINIMIZE THE RISK OF CONFLICT WITH JUDICIAL OBLIGATIONS A. Extra-judicial activities in General. A judge shall conduct all of the judge's extra- judicial activities so that they do not: (1) cast reasonable doubt on the judge's capacity to act impartially as a judge; or (2) interfere with the proper performance of judicial duties. B. "-•aea`=om' Activities to Improve the Law. A judge may; LU speak, write, lecture, teach and participate in extra-judicial activities concerning the law, the legal system, the administration ofjustice and non-legal subjects, subject to the requirements of this Code; andY Page 1 of 3 (2) serve as a member, officer, or director of an organization or governmental agency devoted to the improvement of the law, the legal s s^ or the administration of justice A judge may assist such an organization in raising funds and may participate in their management and investment, but should not personally participate in public fund raising activities . He or she may make recommendations to public and private fund-granting agencies on projects and programs concerning the law, the le gal system, and the administration of justice Canon 5 (4) A judge shall resign from judicial office upon becoming a candidate in a contested election for a non-judicial office either in a primarv or in a general or in a special election . -
Constitutional Right to a Remedy
SPEECH THE CONSTITUTIONAL RIGHT TO A REMEDY THOMAS R. PHILLIPS* Of all the rights guaranteed by state constitutions but absentfrom the federal Bill of Rights, the right to a remedy through open access to the courts may be the most important. The remedy clause, which appears in the constitutions of forty states, usually takes one of two basic forms, but courts have interpreted and applied the clause in a variety of different and often contradictory ways. In this address, Chief Justice Phillips traces the development of the remedy guarantee from its inception in Magna Carta and explication by Coke and Blackstone. Many framers of the originalstate constitutions in colonial America adopted this guarantee as their own, recognizing it as a constraint on both judicial and legislative power. The Chief Justice examines subsequent judicial interpretations of the remedy clause as a potential check on legislative action limiting tort recoveries, particularly in the employment, construction, and medical malpractice contexts. Although he offers several reasons for caution against too robust a reading of the clause, the Chief Justice ultimately posits an approach that aims to protect absolute rights through equal access to justice, while urging state appellate courts to develop a coherent doctrine of remedies jurisprudence that reflects the continuing importance of the right to a remedy. INTRODUCTION The American Bill of Rights, to which United States Supreme Court Justice William J. Brennan was so devoted, is one of the supreme achievements of the human spirit. In ten concise paragraphs, it encapsulates most of the basic rights and freedoms that most of the world now regards as the basis of individual liberty and human dig- nity.1 But Justice Brennan, for one, never forgot that every American had even more protection from government oppression. -
Information on the Process for Appointing an Auditor-Treasurer
County Administrator Julia Lines COMMISSIONERS Lindsey Giese Human Resources Director/ 1st District 2nd District 3rd District Deputy County Administrator Dave Oslund Terry Turnquist Greg Anderson Sharon Katka Government Center Human Resources Generalist 555 18th Avenue SW 4th District 5th District Cambridge, MN 55008 Mike Warring Susan Morris Halee Turner 763-689-3859 - Phone Administrative Assistant II 763-689-8226 - Fax Mission Working Together to Deliver Quality Services that are Valued by the Community, Today and Tomorrow APPOINTMENT OF ISANTI COUNTY AUDITOR-TREASURER INTRODUCTORY BACKGROUND STATEMENT The Isanti County strategic plan priorities include increasing efficiency and effectiveness in values that provide quality service and continuous improvement to the citizens of Isanti County. As part of that ongoing process in 2020 Isanti County retained the services of DDA Human Resources, Inc., a David Drown Associates Company to provide Isanti County with an organizational review of current County Department operations. The study was conducted in order to identify areas where customer service could be improved, and greater efficiencies could be realized. At the time the study was conducted in 2020 DDA Human Resources, Inc. noted the Isanti County structure included four departments comprised of elected official leaders and 13 other departments, each having its own respective leader. Part of the resulting study recommendations was the creation of a new division structure for which the Isanti County Board of Commissioners supported as did the majority of lead staff and their respective staff. As a result the Public Health and Family Services Departments have been combined as the Health and Human Services Division. The Technology, Geographic Information Systems, Facilities and Maintenance Departments are now combined into the Central Services Division.