Question 2 In the following excerpt, the author explores
authority, such
the relationship between the older generation-those with
as teachers, parents, or government leaders-and
excerpt and then answer the questions.
the younger generation. Read the
For us lads of eighteen they ought to have been mediators and
guides to the world of maturity, the
world of work, of duty, of culture, of progress-to the future. We often made fun of them and played
jokes on them, but in our hearts we trusted them. The idea of
authority, which they represented, was
associated in our minds with a a greater insight and a more humane wisdom. But the first death we saw
shattered this belief. We had to recognise that our generation was more to be trusted than theirs. . ..
The first bombardment showed us our mistake, and under it the world as they had taught it to US
broke in pieces.
While they continued to write and talk, we saw the wounded and dying. While they taught that duty to
one's country is the greatest thing, we already knew that death-throes are stronger. But for all that we
were no mutineers, no deserters, no cowards--they were very free with all these expressions. We loved
our country as much as they; we went courageously into
every action; but also we distinguished the
false from true, we had suddenly learned to see. And we saw that there was nothing of their world left.
We were all at once terribly alone; and alone we must see it through.
Part A
ut the relationship between the generations.

basic principles: federalism, separation of powers, checks and balances, judicial review, representative democracy, limited government, rule of law, individual rights and responsibilities, consent of the governed, majority rule, popular sovereignty, equal protection.

it was douglas macarthur..

separation of powers, therefore, refers to the division of government responsibilities into distinct branches to limit any one branch from exercising the core functions of another.   the intent is to prevent the concentration of power and provide for checks and balances.  

the traditional characterizations of the powers of the branches of american government are:

* the legislative branch is responsible for enacting the laws of the state and appropriating the money necessary to operate the government.

* the executive branch is responsible for implementing and administering the public policy enacted and funded by the legislative branch.

* the judicial branch is responsible for interpreting the constitution and laws and applying their interpretations to controversies brought before it.

forty state constitutions specify that government be divided into three branches:   legislative, executive and judicial.   california illustrates this approach; "the powers of state government are legislative, executive, and judicial.   persons charged with the exercise of one power may not exercise either of the others except as permitted by this constitution."

while separation of powers is key to the workings of american government, no democratic system exists with an absolute separation of powers or an absolute lack of separation of powers. governmental powers and responsibilities intentionally overlap; they are too complex and interrelated to be neatly compartmentalized. as a result, there is an inherent measure of competition and conflict

minnesota:   minnesota house research,   separation of powers: when statutes and court rules conflict, 2005