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Researching the Laws of the Colony of Rhode Island and Providence Plantations

Roger Williams is generally recognized as the founder of Rhode Island. Although his settlement of Providence in 1636 was not the first or only settlement in the area, he was able to open the whole region to English settlement. Due to his friendship with local Indians and knowledge of their language he obtained land from the Indians and assisted other settlers in doing the same. When Williams was banished from the Massachusetts Bay Colony in 1635 because of his rejection of Puritanism, his friend, Governor John Winthrop, suggested that he start a new settlement at Narragansett Bay. Founders of other early settlements also migrated from the Massachusetts colony seeking religious freedom. Rhode Island began as four separate towns, which were not incorporated until a joint government was formed in 1647, under the “Incorporation of Providence Plantations,” or Charter of 1644. Until the granting of that charter, Rhode Island had no authority to exist as an English colony. The official name of the state remains today “Rhode Island and Providence Plantations.” Rhode Island refers to Aquidneck Island, the location of the present-day towns of Portsmouth, Middletown, and Newport. According to Howard Chapin’s Documentary History of Rhode Island, “the earliest appearance of the name Rhode Island as the designation of the island of Aquidneck is in a letter from Roger Williams to Deputy Governor John Winthrop ... which from its context was evidently written in the spring of 1637.” As described below, the Island was one of the first areas in the Colony to be settled. Providence Plantations refers to early settlements at the northern end of the Narragansett Bay, in Providence and the surrounding area. The word plantation has the meaning of a settlement in a new country or region: colony. Parts II, III, and IV of this paper consist of bibliographic essays covering three main periods in the early development of the Colonial government and legal institutions of Rhode Island: 1636-1647, the formation of the four original towns and their consolidation under a Parliamentary Patent, or Charter; 1647-1663, government under the Code of 1647 and the issuance of a Royal Charter; and 1663-1776, governance under the Royal Charter and the deterioration of relations with the monarchy leading to a declaration of independence. While the history of Rhode Island is fascinating, only the bare essentials are provided in this article, sufficient to explain the background and context in which legal institutions developed in the Colony. Part V deals with legislative documents and includes a bibliographic listing of important legislative documents of the colonial period. Part VI addresses the early development of Rhode Island’s court system, and includes a bibliographic listing of both primary and secondary sources on the history of the courts. The conclusion provides a list of additional sources for researching the history, government, and laws of colonial Rhode Island, including archival collections in the state

Creating Student-Staffed Writing Centers, Grades 6-12

Each spring, a slew of college tutors graduate and head off to teach in grades 6-12. Most of those tutors loved working at their college writing centers; yet, very few will start writing centers at their new schools. True, writing centers have not been a significant part of the k-12 landscape, but after the success of their post-secondary counterparts, perhaps they should be. As a former high school English teacher and writing center director, I’ve heard countless arguments against having writing centers in secondary schools. Here are a few: Students aren't skilled at working with one another. It's the teacher's job to “correct” papers. What would I do as a teacher if I didn't take student papers home with me to correct? Teachers have enough to do without creating more duties. Our school doesn’t have space for a writing center. We don't have people to staff a center. A writing center will cost too much money. If you’re a college writing center tutor or professional staffer, you probably have answers to some of the above. For example, you’ve witnessed students working with students, and you know first-hand that this approach does work. Indeed, those of us who have started secondary writing centers have found solutions to most, if not all of these arguments.University Writing Cente

User-defined data types and operators in occam

This paper describes the addition of user-defined monadic and dyadic operators to occam* [1], together with some libraries that demonstrate their use. It also discusses some techniques used in their implementation in KRoC [2] for a variety of target machines

A Machine Made of Words: Our Incompletely Theorized Constitution

[Excerpt]”Many scholars have observed that the Constitution of the United States can be understood as an example of what Cass Sunstein calls an “incompletely theorized agreement.” The Constitution contains a number of extremely general terms, such as “liberty,” “necessary and proper,” and “due process.” The Framers of the Constitution, it is suggested, did not attempt to specify precisely how each of these principles would operate in every case. On this view, the Constitution is incompletely theorized in the sense of representing “a comfortable and even emphatic agreement on a general principle, accompanied by sharp disagreement about particular cases.” For example, the Framers presumably could have agreed on the value of liberty in the abstract but disagreed sharply on its application to slaves. There is, however, another sense in which the Constitution can be seen as an incompletely theorized agreement. This second sense has received less attention in the existing scholarship, perhaps because it appears to conflict with the first. According to this sense, the Constitution is remarkable for containing so little theory and so few statements of general principle. What the interpretations of the Constitution in the previous paragraph take to be statements of general principle are, on closer inspection, almost never merely statements of principle. Outside of its errata and signatures, the Constitution of 1787 consists of only two elements: the single, performative sentence of the Preamble and the series of commands and permissions that make up the body of the document. Neither of these elements offers abstract, theoretical statements of general principle. On the one hand, the performative Preamble is not, strictly speaking, a descriptive statement at all; it is a performative enactment of the will of “the People” ratifying the Constitution at conventions across the thirteen states. On the other hand, every clause in the body of the document, without exception, is constructed around either a “shall,” a “may,” or a “shall not.” In grammatical form and function, these clauses are not theoretical justifications or elaborations. They are highly pragmatic directives.

American Textbooks 1700-1820

Textbooks published in America 1700-182

Jewish Law for the Law Librarian

Mr Hollander provides an introductory guide to the Jewish legal system with the intent of providing law librarians with the basic knowledge necessary to begin to help a patron conduct research in Jewish law

Jewish Law for the Law Librarian

Mr Hollander provides an introductory guide to the Jewish legal system with the intent of providing law librarians with the basic knowledge necessary to begin to help a patron conduct research in Jewish law