The Origin Of Environmental Education Education Essay

The Origin Of Environmental Education Education Essay The environment encompasses all the living and non-living things that occur on Earth. The fate of the environment is entwined with that of every life that inhabits the planet including that of human beings. The industrialization era brought about devastating impacts on the environment and at the end of the nineteenth century, people started to apprehend the susceptibleness of the environment and the gravity of the implications if the environment was not taken care of. Nations gathered and issues about the environment were starting to take priority, hoping to obtain and sustain a better future for our planet. Environmental education is not a contemporary subject matter. It can be dated back to as early as the 18th century with the treatise of Jean-Jacques Rousseau who stressed the value of an education that revolved on the environment. Some years later, the Swiss-born naturalist, Louis Agassiz, echoed Rousseaus philosophy. It was these two influential scholars who laid the foundation for a concrete environmental education program, known as the Nature Study, which occurred between the late 19th century and early 20th century. Following the effortful work of many other naturalists, April 22nd of the year 1970 was declared as the first Earth Day; a national teach-in concerning environmental issues. This memorable event paved the way for the current environmental education movement. In the latter months, President Nixon passed the National Environmental Education Act, which intended to incorporate environmental education into K-12 schools. In the following year, the North American Association for Environmental Education (NAAEE), formerly known as the National Association for Environmental Education, was instituted to ameliorate the environmental literacy by supplying resources to teachers and promote environmental education programs. The following year was then declared by the European Council as the Year of the Environment. Environmental education was globally acknowledged when the UN Conference on the Human Environment held in 1972, in Stockholm, Sweden, affirmed that environmental education must be utilized as the key to address environmental issues all around the world. The United Nations Education Scientific and Cultural Organization (UNESCO) and the United Nations Environment Program (UNEP) generated three major declarations that have guided the course of environmental education. These were namely the Stockholm declaration, the Belgrade charter and the Tbilisi declaration. The Stockholm declaration: The Declaration of the United Nations Conference on the Human Environment took place between June 5th and June 16th of the year 1972. The document, consisting of 7 proclamations and 26 principles, was created in order to inspire and guide the people of the world in the preservation and enhancement of the human environment. The Belgrade charter was held in October of 1975. This agreement was the product of the International Workshop on Environmental Education which was held in Belgrade, Yugoslavia. The foundation of the Belgrade charter was the Stockholm Declaration which was improved upon by goals, objectives and guiding principles of environmental education programs which included the general public. The Tbilisi declaration of October 1977, noted the unanimous accord in the important role of environmental education in the preservation and improvement of the worlds environment, as well as in the sound and balanced development of the worlds communities. (Tbilisi, 1977). The Tbilisi declaration not only rationalized and elucidated the Stockholm declaration and the Belgrade charter but also included new aims and objectives as well as guiding principles of environmental education. Later that year, the Intergovernmental Conference on Environmental Education in Tbilisi, Republic of Georgia accentuated the responsibility of Environmental Education in the conservation and development of the environment as a whole on a worldwide level. The importance of sustainable development was established in the year 1987, when the World Commission on Environment and Development published the Brundtland Report. This report, also known as Our Common Future, enlightened the concept of sustainable development in which the protection of the environment and the economic growth were regarded as interdependent notions as well as the concept of social equity. According to the Brundtland Report, sustainable development implies meeting the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland, 1987). In 1992, the United Nations Conference on Environment and Development which took place in Rio de Janeiro, Brazil, supported and embellished the goal of obtaining sustainability. This was achieved by means of international agreements made on climate variation, woodland and biodiversity. One of the most significant aspects of the Rio Earth Summit, was Chapter 36 of Agenda 21; the fulcrum of our current environmental sustainable development. Agenda 21 focused on reorienting education towards sustainable development; increasing public awareness; and promoting training. (Chapter 36, Agenda 21). Agenda 21 discards the view of the environment as a detached system and stresses the perspective of the environment as a holistic approach incorporating our surroundings as well as our existence, making use of nature and its resources. Another crucial step forward in sustainable development was held in 2002 by the United Nations Commission; the Johannesburg Summit in Johannesburg, South Africa. This summit brought together tens of thousands of participants to focus the worlds attention and direct action towardà ¢Ã¢â€š ¬Ã‚ ¦conserving our natural resources in a world that id growing in population, with ever-increasing demands for food, water, shelter, sanitation, energy, health services and economic security. (Johannesburg Summit, 2002). In 2005 the National Environmental Education and Training Foundation held the first National Environmental Education Week between the10th and 16th of April. Later that year, the Centre for Environment Education held the Education for a Sustainable Future Conference in Ahmedabad in India. Over 800 learners, thinkers and practitioners from over 40 countries attended and established the Ahmedabad Declaration on education for sustainable development. Environmental Education has long been considered as a crucial aspect of our existence. It is an international concern which has brought and has yet to bring all the nations together striving to reach one important goal, one which gives the interdependency of the environment and that of organisms, including ourselves, the major precedence they deserve. 1.2 Philosophy of Environmental Education Environmental education comprises several unique philosophies where each has its own objectives. However, the disciplines overlap in purpose and philosophy of environmental education. The two main disciplines of environmental education are that of outdoor education and that of experiential education. Outdoor education refers to learning in, for and about the outdoors. It is a means of curriculum extension and enrichment through outdoor experiences (Hammerman, 1980, p. 33). Through outdoors experiences, environmental education may be taught or enhanced. Experiential education is a process through which an individual assembles knowledge, skill and value from direct experiences. Learning about the environment, being an outdoor or experiential education, is a way of teaching a person to love the Earth. Through this means, a person enhances his awareness and appreciation of the natural environment as well as learns skills in order to improve his life in the outdoors and learns relationships among the inhabitants. Moreover, the person has learned how to learn and can thus make his own decisions on how to care for the land. This great achievement is called environmental literacy. Thus, education becomes empowerment, where the individual can master complex skills and important decision making which are not affected by todays changing society. 1.3 Roles, Objectives and Principles of Environmental Education The Tbilisi Declaration, held in 1977, was the worlds first intergovernmental conference on environmental education. It was organized by the United Nations Education, Scientific and Cultural Organization (UNESCO) in cooperation with the U.N. Environment Programme (UNEP) The declaration accentuated the important role of environmental education in the conservation and development of the worlds environment, as well as the sound and reasonable improvement of the worlds communities. The Roles, Objectives and Characteristics of Environmental Education as laid out during the Tbilisi Declaration as well as the two recommendations of the Conference are: The Conference recommends the adoption of certain criteria which will help to guide efforts to develop environmental education at the national, regional, and global levels: Whereas it is a fact that biological and physical features constitute the natural basis of the human environment, its ethical, social, cultural, and economic dimensions also play their part in determining the lines of approach and the instruments whereby people may understand and make better use of natural resources in satisfying their needs. Environmental education is the result of the reorientation and dovetailing of different disciplines and educational experiences which facilitate an integrated perception of the problems of the environment, enabling more rational actions capable of meeting social needs to be taken. A basic aim of environmental education is to succeed in making individuals and communities understand the complex nature of the natural and the built environments resulting from the interaction of their biological, physical, social, economic, and cultural aspects, and acquire the knowledge, values, attitudes, and practical skills to participate in a responsible and effective way in anticipating and solving environmental problems, and in the management of the quality of the environment. A further basic aim of environmental education is clearly to show the economic, political, and ecological interdependence of the modern world, in which decisions and actions by different countries can have international repercussions. Environmental education should, in this regard, help to develop a sense of responsibility and solidarity among countries and regions as the foundation for a new international order which will guarantee the conservation and improvement of the environment. Special attention should be paid to understanding the complex relations between socio-economic development and the improvement of the environment. For this purpose, environmental education should provide the necessary knowledge for interpretation of the complex phenomena that shape the environment, encourage those ethical, economic, and esthetic values which, constituting the basis of self-discipline, will further the development of conduct compatible with the preservation and improvement of the environment. It should also provide a wide range of practical skills required in the devising and application of effective solutions to environmental problems. To carry out these tasks, environmental education should bring about a closer link between educational processes and real life, building its activities around the environmental problems that are faced by particular communities and focusing analysis on these by means of an interdisciplinary, comprehensive approach which will permit a proper understanding of environmental problems. Environmental education should cater to all ages and socio-professional groups in the population. It should be addressed to (a) the general nonspecialist public of young people and adults whose daily conduct has a decisive influence on the preservation and improvement of the environment; (b) to particular social groups whose professional activities affect the quality of the environment; and to scientists and technicians whose specialized research and work will lay the foundations of knowledge on which education, training, and efficient management of the environment should be based. To achieve the effective development of environmental education, full advantage must be taken of all public and private facilities available to society for the education of the population: the formal education system, different forms of nonformal education, and the mass media. To make an effective contribution towards improving the environment, educational action must be linked with legislation, policies, measures of control, and the decisions that governments may adopt in relation to the human environment. The Conference endorses the following goals, objectives and guiding principles for environmental education: The Goals of Environmental Education are: To foster clear awareness of and concern about, economic, social, political and ecological interdependence in urban and rural areas; To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment; To create new patterns of behavior of individuals, groups and society as a whole towards the environment. The Categories of Environmental Education Objectives are: Awareness: to help social groups and individuals acquire an awareness and sensitivity to the total environment and its allied problems. Knowledge: to help social groups and individuals gain a variety of experience in, and acquire a basic understanding of, the environment and its associated problems. This is of utmost importance as the more people learn about their surroundings, the more they will tend to care about it. (Kriesberg, 1996). Attitudes: to help social groups and individuals acquire a set of values and feelings of concern for the environment and the motivation for actively participating in environmental improvement and protection. Reinforcing this category, the attitudes of children are a major focus of many environmental education programmes. (Eagles and Demare, 1999). Skills: to help social groups and individuals acquire the skills for identifying and solving environmental problems. Participation: to provide social groups and individuals with an opportunity to be actively involved at all levels in working toward resolution of environmental problems. Education needs to go beyond information and awareness to include behavioural change. (Niedermeyer, 1992). Moreover, all serious environmental education aims to motivate individuals to take responsible action. (Bogner, 1998). Guiding Principles Environmental Education should: Consider the environment in its totality-natural and built, technological and social (economic, political, cultural-historical, ethical, esthetic); Be a continuous lifelong process, beginning at the preschool level and continuing through all formal and nonformal stages; Be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective; Examine major environmental issues from local, national, regional, and international points of view so that students receive insights into environmental conditions in other geographical areas; Focus on current and potential environmental situations while taking into account the historical perspective; Promote the value and necessity of local, national, and international cooperation in the prevention and solution of environmental problems; Explicitly consider environmental aspects in plans for development and growth; Enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences; Relate environmental sensitivity, knowledge, problem-solving skills, and values clarification to every age, but with special emphasis on environmental sensitivity to the learners own community in early years; Help learners discover the symptoms and real causes of environmental problems; Emphasize the complexity of environmental problems and thus the need to develop critical thinking and problem-solving skills; Utilize diverse learning environments and a broad array of educational approaches to teaching, learning about and from the environment with due stress on practical activities and first-hand experience. Approaches to Environmental Education The ultimate aim of environmental education is to aid society in becoming environmentally knowledgeable; moreover, it endows people with the necessary skills and dedication for working, both individually and collectively, towards achieving and/or maintaining a dynamic equilibrium between the caliber of life and that of the environment. There are several approaches towards environmental education, especially when dealing with young children, all enclosing the same aim. However the basis of each approach to environmental education encompasses education about, through and for the environment. Education About the Environment The concept of education about the environment simply entails unveiling and divulging knowledge about our surroundings. The more a person becomes aware of his environment the more he can grow to appreciate it and thus make use of its resources in a sustainable way. As Dr. Ken Gilbertson clearly stated, Environmental Education is a means to teach a person to love the Earth. It is not proselytizing but providing a basis for comprehending complex social and natural/physical connections. (Dr. William Fleischman, 2010). Learning about the environment leads to a progression from awareness to action, a progression mirrored in the objectives set forth by the Tbilisi Declaration, to maintain responsible environmental behavior and a sustainable future. (Dr. Julie Ernst, 2010). Education Through the Environment Education through the environment implies utilizing the surrounding ambient itself as a resource for the educational purpose. The environment itself is the most effective and readily available tool for environmental education. Activities which take place outdoors are of utmost importance especially with the younger generation which tends to learn more through direct observation and experience. Appreciation of our surroundings is not something that could be learnt merely in a classroom, but requires an investment of time spent in the presence of nature, energy and reflection (Miles, 1991 p.6). Outdoor activities are also beneficial for ones peace of mind as nature itself has the power to instill serenity upon ones being, leading to a greater appreciation of the environment. In addition, outdoor ecology programs may influence a childs attitude and behaviour towards a more positive direction, provided that it takes place for an adequate amount of time. (Bogner, 1998). As Rachel Carson once said, If a child is to keep alive his/her sense of wonder, he/she needs the companionship of at least one adult who can share it, rediscovering with him or her the joy, excitement and mystery of the world we live in. Environmental education encourages us to constantly rediscover that sense of wonder and bonds people and communities with the natural world. When learning about the environment, one must take into consideration all its aspects, including that of the built environment. Equilibrium should be achieved between the natural and social world in order to reveal real life situations and real issues and concerns, providing the opportunity to analyze the local environment as well as introduce the idea of environmental responsibility. 1.4.3 Education For the Environment Education for the environment encompasses the growth of a knowledgeable person into a motivated, responsible, caring individual, who seeks to take accountable action in order to maintain and nurture a sustainable environment. Environmental education endeavors to improve upon environmental ethics which would result in the advancement of the caliber of life on Earth. Knowledge is of fundamental significance if one is to develop a sense of understanding and appreciation about his or her surroundings. However knowledge is only the first step and should always be followed by deed. Actively involving people, especially children, in their communities and in finding solutions to local environmental problems, encourages ones heart to become more active at a global level. As Hewitt precisely stated in 1997, Knowledge alone cannot influence the protection of the environment. It is mostly through hands on experience that an individual is able to fully comprehend the value of our environment and develop a sense of compassion towards it. By directly involving young people in environmental activities, they are being encouraged to evaluate their own individual impact on the well being of their surroundings as well as apprehend that along with others, we all affect the environment and thus let it be in a constructive comportment. 1.1.4 Games in Environmental Education Any form of education should always incorporate an enjoyable aspect, one in which the attention of the individuals involve is captured and maintained, making the learning experience more effective. Environmental education could also be taught in a pleasurable manner. This could be done by the use of many games and activities which not only challenge the participants but also encourage the children to act on the knowledge they have obtained and become actively involved in the care and maintenance of the environment as a whole. Playing games was thought of as a fundamental part of learning by many learning theorists including Piaget who strongly believed that games are an indispensable aspect of an individuals development of intelligence. The additional advantage of playing games is that children become central to their own learning and a deviation from the normal teaching methods would ensure that every child is given the opportunity to participate and expand his or her skills in the concerned area. 1.4.5 Environmental Problems When a child is presented with a relatively intricate quandary at an early stage in his or her life, and is asked to propose some sort of solution to the predicament which he/she might encounter, the child starts developing cognitive skills which are beneficial for life. Children should be exposed to environmental tribulations that occur in real life situations and should be guided to an appropriate and efficient solution. This was also one of the recommendations of the Tbilisi Intergovernmental Conference on Environmental Education in the following statement; à ¢Ã¢â€š ¬Ã‚ ¦environmental education should bring about a closer link between educational processes and real life, building its activities around the environmental problems that are faced by particular communities and focusing analysis on these by means of an interdisciplinary, comprehensive approach which will permit a proper understanding of environmental problems (UNESCO-UNEP 1978, Recommendation No. 1).

Complete monopoly Essay

Today, many firms are enjoying a monopoly of their products/services in the market. Monopoly may be defined as the complete control over a commodity enjoyed by a particular company in the market. There will be only a solo manufacturer or provider of the commodity and customers have to depend on them whenever there is a demand since there are no substitutes available. As a result, such a manufacturer can have an absolute control over the price as well as quantity available in the market. Another benefit enjoyed by the monopolies are that they do not face any risk of an opponent entering the market. In order to establish complete monopoly, usually companies take care of the following things: 1. They acquire the complete control over the key raw materials required for manufacturing the product. 2. They may acquire a patent in order to be the solo manufacturers or providers of the product or service. 3. They acquire the technical and productive efficiency to meet the market demand for their commodity. Usually a commodity produced by the monopolies will be manufactured in fewer quantities only and their cost may be higher. Since there is no market competition, the advantages are mostly enjoyed by the manufacturers. Little are the benefits obtained by the consumers, since they have no choice when a demand arises. FEATURES OF MONOPOLY The following are the main features of a monopoly market: 1. In a monopoly, there is a solo manufacturer or provider of a commodity. So all the demands in the market are to be met by this single vendor. 2. Highest benefits are enjoyed by the solo manufacturer. 3. The price, quantity as well as the quality of the commodity is the absolute decision of the manufacturer. Normally, commodities available in a monopoly market will have a higher price. 4. There is no competition or substitutes in a monopoly market. Even if a competitor wants to enter a market, it is a very difficult task. TYPES OF MONOPOLY There are various types of monopoly prevailing in the market. Various classifications have been made based on different criteria. This section checks in detail the classifications: 1. Based on ownership a. Public Monopoly: In a public monopoly, the product/service is provided and controlled by the Government of the country. Unlike other monopolies, public monopoly does not depend upon maximizing profit theory. Rather it is concentrated on the benefits of the people. For example, the Oil Industry in Abudhabi is the monopoly of ADNOC. There are no competitors to ADNOC and still gasoline is provided to the residents at a reasonable price. b. Private Monopoly: In strong contrast to public monopoly, in the case of private monopoly, the product/service is provided and controlled by private firm or an individual. Their main concentration will be on maximizing the profit and hence such commodities will have a higher price. For example, the diamond manufacturers De Beers enjoyed a complete monopoly over the market for about 100 years. In a drive to achieve maximum profits, they created a false impression that the diamond supply was becoming limited and hence increased the rates which mounted up their profits. 2. Based on the price a. Simple Monopoly: In the case of simple monopoly, the price of a product/commodity is the same regardless of the customers. Usually it has control in a particular market only. For example, the water supply in Abu-Dhabi is taken care of by ADWEA. The price charged is the same across the emirate indicating a simple monopoly. b. Discriminating Monopoly: In the case of a discriminating monopoly, the price is discriminated according to the customers. Such a commodity will have different prices in different regions. Normally, such a firm has control in various markets. For example, the cost of Mercedes Benz car is different in different countries of the world. In Germany, where it is manufactured, it is usually sold at a relatively lower price. In UAE, the price is higher than that in Germany. In India, the price is higher than that in UAE. 3. Based on competition level a. Perfect Monopoly: In perfect monopoly, there is absolutely no threat from any competitors. Such firms enjoy complete control without the fear of any competitor entering the market. This is the most ideal case and is difficult to be established in realty. b. Imperfect Monopoly: In imperfect monopoly, there is no competitor in appearance. But the company may be in the fear of an opponent entering the market in the near future. As the name indicates, the seller do not enjoy the complete features of an ideal monopoly because there is a threat of competition. For example, until recently Etisalat enjoyed the monopoly of telecommunications and internet services in the UAE. But with the entry of du, Etisalat is facing an imperfect monopoly as du is widening its service to all the realms of Etisalat. 4. Based on how the monopoly is achieved. a. Legal Monopoly: Legal monopoly is usually the monopoly acquired by a firm by legal procedures with the sanction from the Government. Copyrights, trademarks, patents etc are legal tools for obtaining monopoly over a product or service. For example, the company Telstra acquired a legal monopoly over providing telecommunications service in Australia. b. Natural Monopoly: Natural Monopoly is the monopoly obtained naturally without any legal procedures. Such a monopoly is obtained due to the advantage of good-will, plentiful resources, good site etc. For example, Middle East enjoys a natural monopoly over the gasoline resources in the area. CONCLUSION Although many firms enjoy a monopoly over their products, seldom do such regulations benefit the customers, except for the case of public monopoly. Since there no competitions, the competitive advantage is also denied to the customers and mostly they are forced to buy the product despite their hesitation. However, monopoly is most enjoyed by the firms exercising it. REFERENCES 1. Goodwin, Nelson, Ackerman, Weissskopf. (2009). ‘Microeconomics’, 2nd edition.

Essay on Life in Prison - 1857 Words

Life in Prison Cody Cotten CJA/383 December 21, 2010 Chet Madison Jr. Life in Prison When an individual is introduced to the prison life, after violating rules and laws, he or she must come to terms about the journey he or she are about to take behind bars in prison. No one can save them, or do their time for them, and a majority of their freedom has been stripped from them either temporarily or permanently. Prison life deals with all walks of life and is not discriminative toward any race. In this paper I will discuss my perspective on prison life, policies I would enforce an inmate’s need for respect, changes on correctional policy, and why people commit crimes. I have learned many things about prison life. I†¦show more content†¦When incarcerated you have to learn the prison slang to survive. Understanding prison slang was mandatory to survive in prison; the inmates had to learn this langue because it was vital to communicate efficiently with other inmates. Inmates knew if they used the word â€Å"Punk or Niggas† there would be a fight if you weren’t close with a black inmate. Policies I would Enforce to Aid Inmate Adjustment Prisons have many policies set in place to help aid inmates’ with adjusting to prison life. No matter what policies are set in place to help aid inmates they will always have a hard time especially for first timers. According to Frank Schmalleger and John Ortiz Smykla (2009) new inmates face major problems because of the loss of liberty, lack of material possessions, the depravation of materials and services, the lack of heterosexual relationships, and feeling unsecured. I think that inmates can be helped with the adjustment process by initiating and enforcing a program to deal with such issues. I think I would eliminate policies that are designed to make prison life unpleasant and concentrate more on policies that help inmates progress in their educational and rehabilitation programs. 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What Was the Virginia Plan

The Virginia Plan was a proposal to establish a bicameral legislature in the newly-founded United States. Drafted by James Madison in 1787, the plan recommended that states be represented based upon their population numbers, and it also called for the creation of three branches of government. While the Virginia Plan was not adopted in full, parts of the proposal were incorporated into the Great Compromise of 1787, which laid the foundation for the creation of the U.S. Constitution. Key Takeaways: The Virginia Plan The Virginia Plan was a proposal drafted by James Madison and discussed at the Constitutional Convention in 1787.The plan called for a bicameral legislature with the number of representatives for each state to be determined by the states population size.The Great Compromise of 1787 incorporated elements of the Virginia Plan into the new Constitution, replacing the Articles of Confederation. Background Following the establishment of the United States’ independence from Britain, the new nation was operating under the Articles of Confederation: an agreement among the thirteen original colonies that the U.S. was a confederation of sovereign states. Because each state was an independent entity with its own governmental system, it soon became apparent that the idea of a confederation wasn’t going to work, particularly in cases of conflict. In the summer of 1787, the Constitutional Convention convened to evaluate the problems with governing under the Articles of Confederation. Several plans for modifying the government were proposed by the delegates to the convention. Under the direction of delegate William Paterson, the New Jersey Plan suggested a unicameral system, in which legislators voted as a single assembly. In addition, this proposal offered each state a single vote, regardless of population size. Madison, along with Virginia’s governor Edmund Randolph, presented their proposal, which included fifteen resolutions, as a contrast to the New Jersey Plan. Although this proposal is often called the Virginia Plan, it is sometimes referred to as the Randolph Plan in the governor’s honor. Principles The Virginia Plan suggested first and foremost that the United States govern by way of a bicameral legislature. This system would split legislators into two houses, as opposed to the single assembly put forth by the New Jersey Plan, and legislators would be held to specified term limits. According to the Virginia Plan, each state would be represented by a number of legislators determined by the population of free inhabitants. Such a proposal was of benefit to Virginia and other large states, but smaller states with lower populations were concerned that they wouldn’t have enough representation. The Virginia Plan called for a government divided into three distinct branches— executive, legislative, and judicial—which would create a system of checks and balances. Perhaps more importantly, the proposal suggested the concept of the federal negative, which meant that the federal legislative body would have the power to veto any state laws seen as â€Å"contravening in the opinion of the National Legislature the articles of Union.† In other words, state laws could not contradict federal ones. Specifically, Madison wrote: â€Å"Resolved that the Legislative Executive and Judiciary powers within the several States ought to be bound by oath to support the articles of Union.† The Federal Negative Madison’s proposal for the federal negative—the power of Congress to veto and override state laws—became a bone of contention among the delegates on June 8. Originally, the Convention had agreed to a somewhat limited federal negative, but in June, South Carolina governor Charles Pinckney proposed that the federal negative should apply to â€Å"all laws which [Congress] should judge to be improper.† Madison seconded the motion, warning delegates that a limited federal negative could become an issue later on, when states began to argue about the constitutionality of individual vetoes. The Great Compromise Ultimately, the delegates to the Constitutional Convention were tasked with making a decision, and so they had to evaluate the benefits and drawbacks of both the New Jersey and Virginia Plans. While the Virginia Plan was appealing to larger states, smaller states supported the New Jersey Plan, with their delegates feeling they would have more fair representation in the new government. Instead of adopting either of these proposals, a third option was presented by Roger Sherman, a delegate from Connecticut. Sherman’s plan included a bicameral legislature, as laid out in the Virginia Plan, but recommended provided a compromise to satisfy concerns about population-based representation. In Shermans plan, each state would have two representatives in the Senate and a population-determined number of representatives in the House. The delegates to the Constitutional Convention agreed that this plan was fair to everyone and voted to pass it into legislation in 1787. This proposal structuring the U.S. government has been called both the Connecticut Compromise and the Great Compromise. A year later, in 1788, Madison worked with Alexander Hamilton to create The Federalist Papers, a detailed pamphlet which explained to Americans how their new system of government would work once the new Constitution was ratified, replacing the ineffective Articles of Confederation. Sources The Debates in the Federal Convention of 1787 Reported by James Madison on June 15. The  The Avalon Project, Yale Law School/Lillian Goldman Law Library. http://avalon.law.yale.edu/18th_century/debates_615.asp#1Moss, David, and Marc Campasano. James Madison, the Federal Negative, and the Making of the U.S. Constitution. Harvard Business School Case 716-053, February 2016. http://russellmotter.com/9.19.17_files/Madison%20Case%20Study.pdfâ€Å"The Virginia Plan.† The Anti-Federalist Papers. http://www.let.rug.nl/usa/documents/1786-1800/the-anti-federalist-papers/the-virginia-plan-(may-29).php