Bye-Bye, Baker Street Boys
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Notes on Justice Cruz’s Constitutional Law (Chapter 3)
- The judiciary is considered the ultimate guardian of the Constitution. This particular branch of government is responsible for judging the constitutionality of a statute.
- The courts are passive instruments that can act only when their jurisdiction is invoked.
- Treaty
- International agreement
- Executive agreement
- Law
- Presidential decree
- Proclamation
- Order
- Instructions
- Ordinance
- Other regulations
- There must be an actual case or controversy.
- The question of constitutionality must be raised by the proper party.
- The constitutional question must be raised at the earliest possible opportunity.
- The decision of the constitutional question must be necessary to the determination of the case itself.
- An actual case or controversy involves a conflict of legal rights, an assertion of opposite legal claims susceptible of judicial resolution.
- The case must not be moot or academic.
- The must be a contrariety of legal rights that can be interpreted and enforced on the basis of existing law and jurisprudence.
- There is a grave violation of the Constitution
- The exceptional character of the situation and the paramount public interest is involved
- When the constitutional issue raised requires formulation of controlling principles to guide the bench, the bar, and the public
- The case is capable of repetition yet evading review
- Public funds derived from taxation are disbursed by a political subdivision or instrumentality and in doing so, a law is violated or some irregularity is committed
- The petitioner is directly affected by the alleged act
- The character of the funds (that it is public) or other assets involved in the case
- The presence of a clear case of disregard of a constitutional or statutory prohibition by the public respondent agency or instrumentality of the government
- The lack of any party with a more direct and specific interest in raising the questions being raised
- He can show that he has personally suffered some actual or threatened injury because of the allegedly illegal conduct of the government
- The injury is fairly traceable to the challenged action
- A favorable action will likely redress the injury
- In criminal cases, the constitutional question can be raised at any time in the discretion of the court.
- In civil cases, the constitutional question can be raised at any stage if it is necessary to the determination of the case itself.
- In every case, except where there is estoppel, the constitutional question may be raised at any stage if it involves the jurisdiction of the court.
- The Court will not pass upon the constitutionality of legislation in a friendly, non-adversary proceeding, declining because to decide such questions ‘‘is legitimate only in the last resort and as a necessity in the determination of real, earnest, and vital controversy between individuals. It never was the thought that, by means of a friendly suit, a party beaten in the legislature could transfer to the courts an inquiry as to the constitutionality of a certain act.’’
- The Court will not ‘‘anticipate a question of constitutional law in advance of the necessity of deciding it.’’ . . . ‘‘It is not the habit of the Court to decide questions of a constitutional nature unless absolutely necessary to a decision of the case.’’
- The Court will not ‘‘formulate a rule of constitutional law broader than is required by the precise facts to which it is to be applied.’’
- The Court will not pass upon a constitutional question although properly presented by the record, if there is also present some other ground upon which the case may be disposed of. This rule has found most varied application. Thus, if a case can be decided on either of two grounds, one involving a constitutional question, the other a question of statutory construction or general law, the Court will decide only the latter. Appeals from the highest court of a state challenging its decision of a question under the Federal Constitution are frequently dismissed because the judgment can be sustained on an independent state ground.
- The Court will not pass upon the validity of a statute upon complaint of one who fails to show that he is injured by its operation. Among the many applications of this rule, none is more striking than the denial of the right of challenge to one who lacks a personal or property right. Thus, the challenge by a public official interested only in the performance of his official duty will not be entertained . . . In Fairchild v. Hughes, the court affirmed the dismissal of a suit brought by a citizen who sought to have the Nineteenth Amendment declared unconstitutional. In Massachussetts v. Mellon, the challenge of the federal Maternity Act was not entertained although made by the Commonwealth on behalf of all its citizens.
- The Court will not pass upon the constitutionality of a statute at the instance of one who has availed himself of its benefits.
- When the validity of an act of the Congress is drawn in question, and even if a serious doubt of constitutionality is raised, it is a cardinal principle that this Court will first ascertain whether a construction of the statute is fairly possible by which the question may be avoided.
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Orthodox view
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Under the orthodox view, an unconstitutional act is not a law; it confers no rights; it imposes no duties; it affords no protection; it creates no office; it is, in legal contemplation, inoperative, as if it had not been passed.
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Modern view
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Under the modern view, the court does not annul or repeal a statute if it finds it unconstitutional. It simply refuses to recognize it and determines the rights of the parties just as if such statute had no existence.
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- That the legislature is willing to retain the valid portions even if the rest of the statute is declared illegal
- That the valid portions can stand independently as a separate statute
Highlighter vs. Pen: Which Is Better for Law Students?
The Importance of Knowing the Value of What You’re Learning
When I was in high school, we were trained for a math competition. We were taught how to graph, and my teacher gave us a list of points that we had to locate and label. We were doing this for some time, but after a while, I had to stop and ask my teacher, “Why do we need to learn this? It’s just dotting points on paper.” She gave a short answer, basically telling me that we need to learn it in case we were asked to graph something. I wasn’t really satisfied with the response, and I was less than excited about graphing.
In school, we are taught to memorize a lot of facts and solve problems. For most students, their motivation for learning is grades. Why do you need to make a fifty-page paper on Pearl Harbor? Because if you don’t, you won’t get the grades, and you won’t graduate. This is a good source of motivation, but I believe there’s a better one—we learn in order to apply what we’ve learned to real-life problems. To do this, we need to first appreciate the material.
I think it’s important to discuss why we have to learn a certain topic before going into the technicalities. I hate it when teachers immediately delve into the equations without telling us what problems these clump of numbers and letters could potentially solve and what they could do for us someday. We were trained to just accept and learn stuff without appreciating their value. I don’t know about you, but I find it easier to study for something that I know will be useful to me someday. If you were given a weird-looking vase for your birthday, you might not appreciate it that much. But after doing a quick internet search and finding out that the vase was designed by some famous person and costs more than a month’s salary, I’m sure you’d display it proudly and talk about it when guests arrive. That’s because you now know its value. If you think about it, everything else follows the same principle. We appreciate people and things more if we know what they’re worth to us. We tend to give them more attention.
When we learn something new, especially something difficult, it would seem easier, or at least we will be more motivated to study it, if we know it’s important that we do so.
For example, I read every day not because I like running my eyes through the pages but because I know that reading enriches you as a person and that the written word is powerful enough to cause revolutions or incite rebellions. I know it’s important, so it’s not hard for me to do it. Some people think learning about history is boring, but I find it fascinating because I know that it’s a record of what humans have done in the past, what mistakes they made, and what things worked and didn’t work for them. This could be used as a reference to us in present times, to do what produces desirable results and to avoid the mistakes of our ancestors.
Learning can be tedious when you don’t like a lesson and you feel like you’re forced to learn new information just to get the grades. But it will be a different scene when you know the importance of what you’re studying and what it can do for you once you’ve mastered it. So the next time you’re dealing with a new topic in school, do your research first and learn why you need to study it. A person is more motivated to dig if he knows there’s gold ahead than when he’s merely told to just dig.
Notes on Justice Cruz’s Constitutional Law (Chapters 1-2)
- The definition according to Cooley embodies both the written and unwritten Constitution:
- The definition provided by Justice Malcolm specifically defines written constitutions:
- Prescribe the permanent framework of a system of government
- Assign to the several departments their respective powers and duties
- Establish certain first fixed principles on which government is founded
- Written or unwritten
- Evolved (cumulative) or enacted (conventional)
- Rigid or flexible
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Written
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One whose precepts are embodied in one documents or set of documents
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Unwritten
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The rules are not integrated into a single, concrete form but are scattered in various sources
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Evolved (Cumulative)
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A result of political evolution and not inaugurated at any specific time but changing by accretion rather than by any systematic method
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Enacted (Conventional)
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Formally “struck off” at a definite time and place following a conscious or deliberate effort taken by a constituent body or ruler
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Rigid
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One that can be amended only by a formal and difficult process
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Flexible
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One that can be changed by ordinary legislation
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- Broad
- Brief
- Definite
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Self-executing provision
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Directly or indirectly applicable without need of statutory implementation
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Non-self-executing provision
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One that remains dormant unless it is activated by legislative implementation
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Amendment
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Revision
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- Quantitative Test
- Qualitative Test
- Theory of Conventional Sovereignty (announced in Loomis v. Jackson)
- Announced in Wood’s Appeal
- Announced in Frantz v. Autry
- If only a mere statute is dealt with
- Where the amendments or revisions concern the Constitution
- The Commonwealth Constitution (1935)
- The 1973 Constitution
- The Freedom Constitution (1986)
- The 1987 Constitution
- A Constitutional Commission was created by President Corazon Aquino through Proclamation No. 9.
- The commission consisted of 50 members.
- They were charged to frame a new charter not later than September 2, 1986, but they finished the draft on October 15, 1986.
- The commission was headed by Justice Cecilia Muñoz-Palma.
- The commission recommended that the people be given three months instead of sixty days to study the provisions.
- The plebiscite was held on February 2, 1987.
- The Constitution was ratified by 76.29% of the electorate, with only 22.74% against.
My First Time Witnessing a Hearing in Court
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| Source: http://www.cottrellandcottrell.com/services/wooden-judges-gavel/ |
Summary and Book Review of Oscar Wilde’s The Picture of Dorian Gray
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| Source: https://www.star2.com/culture/2017/10/04/dorian-gray-oscar-wilde-ageing-issues/ |










