The Minnesota Constitution As a Sword: the Evolving Private Cause
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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 -
The Minnesota Judicial Selection Process: Rejecting Judicial Elec
William Mitchell Law Review Volume 19 | Issue 3 Article 9 1993 The innesotM a Judicial Selection Process: Rejecting Judicial Elections in Favor of a Merit Plan Laura Benson Follow this and additional works at: http://open.mitchellhamline.edu/wmlr Recommended Citation Benson, Laura (1993) "The inneM sota Judicial Selection Process: Rejecting Judicial Elections in Favor of a Merit Plan," William Mitchell Law Review: Vol. 19: Iss. 3, Article 9. Available at: http://open.mitchellhamline.edu/wmlr/vol19/iss3/9 This Article is brought to you for free and open access by the Law Reviews and Journals at Mitchell Hamline Open Access. It has been accepted for inclusion in William Mitchell Law Review by an authorized administrator of Mitchell Hamline Open Access. For more information, please contact [email protected]. © Mitchell Hamline School of Law Benson: The Minnesota Judicial Selection Process: Rejecting Judicial Elec THE MINNESOTA JUDICIAL SELECTION PROCESS: REJECTING JUDICIAL ELECTIONS IN FAVOR OF A MERIT PLAN LAURA BENSON I. INTRODUCTION ............................................ 765 II. BACKGROUND .......................................... .766 A. Federal Selection ofJudges ............................. 766 B. State Selection ofJudges ............................... 767 C. Minnesota's Judicial Electoral Process ................... 768 1. Gustafson v. Holm ............................. 770 2. Peterson v. Stafford ............................. 771 III. A NALYSIS .............................................. 774 A. Current -
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. -
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. -
Appellate Practice Institute
Co-sponsored by FACULTY Minnesota Continuing Legal Education MINNESOTA’S and the MSBA Appellate Practice Section PREMIER MONTE A. MILLS TIMOTHY J. DROSKE LIZ KRAMER P A I D APPELLATE COURSE CHAIR Dorsey & Whitney LLP Minnesota Solicitor General Postage U.S. Nonprofit Org. Greene Espel PLLP Minneapolis Office of the Minnesota Education Legal CONFERENCE Minneapolis Attorney General Saint Paul Minnesota Continuing TIMOTHY GEPHART University of Minnesota Law School ASHLEIGH M. LEITCH ELIZABETH G. BENTLEY Minneapolis Best & Flanagan LLP Jones Day Minneapolis Minneapolis HONORABLE LORIE SKJERVEN GILDEA HONORABLE The 14th Annual RACHEL F. BOND Minnesota Supreme Court DAVID L. LILLEHAUG Office of the Minnesota Saint Paul Minnesota Supreme Court Appellate Public Defender Saint Paul Saint Paul KRISTIN E. HICKMAN University of Minnesota CHARLES LUNDBERG CHRISTOPHER W. BOWMAN Law School Lundberg Legal Ethics PA Madigan, Dahl & Harlan, P.A. Minneapolis Saint Paul Minneapolis APPELLATE HONORABLE TERESA NELSON HONORABLE NATALIE E. HUDSON American Civil Liberties Union MARGARET H. CHUTICH Minnesota Supreme Court of Minnesota Minnesota Supreme Court Saint Paul Minneapolis Saint Paul ALETHEA M. HUYSER KAY NORD HUNT HONORABLE PRACTICE Fredrikson & Byron, P.A. Lommen Abdo, P.A. EDWARD J. CLEARY Minneapolis Minneapolis Minnesota Court of Appeals Saint Paul HONORABLE TIMOTHY P. TERRELL MATTHEW E. JOHNSON Emory University School of Law RITA COYLE DEMEULES Minnesota Court of Appeals Atlanta, Georgia Commissioner INSTITUTE Saint Paul Minnesota Supreme Court Saint Paul AARON D. VAN OORT Faegre Baker Daniels LLP Minneapolis February 28, 2020 | Minnesota CLE Conference Center | Minneapolis A Special Thank You to the Institute Planning Committee members for their contribution of time, ideas, expertise, and insights: Monte A. -
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 .............................................................................. -
Supreme Court Guide to Oral Arguments
H OW DOES A CASE V i s i t o r ’ s WHEN DO ORAL H OW MANY CASES GET TO THE Guide to Oral ARGUMENTS OCCUR? DOES THE S UPREME SUPREME COURT? A r g u m e n t s COURT HEAR? The Supreme Court hears oral The Supreme Court grants Appellant files appeal after District M i n n e s o t a Court judgment S u p r e m e arguments during the first two review of approximately 12 weeks of each month from percent of the 600-700 C o u r t September through June. petitions it receives each year. Three-judge Court of Appeals panel hears oral arguments Week one oral arguments The Court hears appeals from occur in the courtroom on the the Minnesota Court of 2nd floor of the State Capitol. Appeals, the Workers’ Court of Appeals issues opinion Week two arguments occur in Compensation Court of Courtroom 300 of the Appeals, the Tax Court, as Minnesota Judicial Center. well as election matters. The Parties petition Supreme Court for When the justices are not Court also automatically hears further review hearing oral arguments, they all first-degree murder appeals are busy writing opinions, from the district courts. At least three justices agree to Welcome to the reviewing petitions for review, accept the appeal Minnesota Supreme Court, reading case briefs for the state’s highest court. You will see oral arguments upcoming cases, and Supreme Court arguments are of a case selected for managing the administration of scheduled hearing by at least three justice in the state. -
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. -
Supreme Court of the United States ______
No. 19-369 IN THE Supreme Court of the United States _________ FORD MOTOR COMPANY, Petitioner, v. ADAM BANDEMER, Respondent. _________ On Petition for a Writ of Certiorari to the Supreme Court of Minnesota _________ REPLY BRIEF IN SUPPORT OF CERTIORARI _________ NEAL KUMAR KATYAL SEAN MAROTTA Counsel of Record KIRTI DATLA ERIN R. CHAPMAN HOGAN LOVELLS US LLP 555 Thirteenth Street, N.W. Washington, DC 20004 (202) 637-5600 [email protected] Counsel for Petitioner RULE 29.6 DISCLOSURE STATEMENT Ford Motor Company has no parent corporation and no publicly held company owns 10% or more of Ford Motor Company’s stock. (i) ii TABLE OF CONTENTS Page RULE 29.6 DISCLOSURE STATEMENT .................. i TABLE OF AUTHORITIES ....................................... iii INTRODUCTION ........................................................ 1 ARGUMENT ............................................................... 2 I. THE PETITION IMPLICATES A CLEAR SPLIT .................................................................. 2 II. THE PETITION OFFERS A CLEAN VEHICLE ............................................................. 7 III. THE DECISION BELOW WAS WRONG ................ 10 CONCLUSION .......................................................... 13 iii TABLE OF AUTHORITIES Page CASES: Aker Biomarine Antarctic AS v. Huynh, 139 S. Ct. 64 (2018) .............................................. 10 Antonini v. Ford Motor Co., No. 3:16-CV-2021, 2017 WL 3633287 (M.D. Pa. Aug. 23, 2017) ........................................ 4 Bristol-Myers Squibb Co. v. Superior Court of Cal., 137 S. Ct. 1773 (2017) .............................. 10, 11, 12 Consulting Eng’rs Corp. v. Geometric Ltd., 561 F.3d 273 (4th Cir. 2009) .............................. 3, 4 C.W. Downer & Co. v. Bioriginal Food & Sci. Corp., 771 F.3d 59 (1st Cir. 2014) .................................... 3 D’Jamoos ex rel. Estate of Weingeroff v. Pilatus Aircraft Ltd., 566 F.3d 94 (3d Cir. 2009) ..................................... 7 Downing v. Goldman Phipps, PLLC, 764 F.3d 906 (8th Cir. -
Supreme Court
MINNESOTA SUPREME COURT Produced by: Court Information Office 651-297-5532 [email protected] www.mncourts.gov December 2018 TABLE OF CONTENTS The Minnesota Supreme Court ....................................................................................... 1 What the Supreme Court Does ....................................................................................... 1 An Overview of the Judicial System ................................................................................ 2 How A Case Gets to the Supreme Court and What Happens To It ................................ 4 History of the Supreme Court .......................................................................................... 5 The Minnesota Supreme Court Hears an Appeal ........................................................... 5 The Appeal ........................................................................................................... 5 Types of Appeals .................................................................................................. 6 The Appeals Route ............................................................................................... 6 Supreme Court Justices Take A Leadership Role .......................................................... 6 The Supreme Court Justices ........................................................................................... 7 Bringing A Case to the Supreme Court ........................................................................... 9 The Oral Hearing .................................................................................................