Study Of The Development Of Culture College Essay Help

HIST 2010 is a study of the development of cultural, economic, and political institutions in America from pre-Columbian times to 1877.

Course Purpose/Rationale

HIST 2010 is part of the General Education Core. The History component of the Core consists of six semester hours and is normally completed by taking HIST 2010 and HIST 2020. These courses provide an overview of American history and promote the development of historical perspectives. The courses are built upon a custom textbook that encourages a comparative analytical approach to the past. Although HIST 2010 and HIST 2020 may provide a foundation for further studies in history, they are primarily designed to build on and connect with other General Education courses.

Course Audience

HIST 2010 is a sophomore-level course and should normally be taken during the first semester of a student’s second year. Students attempting the course must have completed ENGL 1010 and ENGL 1020 with a grade of “C” or better. The course is open to undergraduate students in all major programs. No prior courses in history are required.

Course Goals

The general goals and objectives of HIST 2010 are:

. (1) to work together with other General Education courses in realizing the University’s Philosophy of General Education; �

. (2) to foster a historical perspective, including chronology, continuity and change over time, and an understanding of the present in its relationship to the past; �

. (3) to provide historical context for important topics and issues, including the other disciplines represented in the General Education Core; �

. (4) to promote citizenship through an understanding of U.S. political institutions and their history; �

. (5) to promote global responsibility through an understanding of American history in an international context; �

. (6) to foster an understanding of history as interpretation �

. (7) to equip students to evaluate claims about the past critically �

Learning Resources

Nancy A. Hewitt and Steven F. Lawson, Exploring American Histories: A Brief Survey with Sources. Bedford/St. Martins, 2013. Volume 1. This text is available to all students digitally as well as in paperback format.

Learning Outcomes

Students completing HIST 2010 should be able to:

. (1) recognize and correctly identify persons, institutions, and events of importance in American history through the end of Reconstruction in 1877; �

. (2) discuss major themes in the development of American politics, society, and culture during this period; �

. (3) demonstrate an understanding of the global context of American history; �

. (4) apply historical perspective to contemporary issues; �

. (5) recognize and critically evaluate historical interpretations; �

(6) analyze documents in their historical context; and (7) construct well-written essays using basic academic writing conventions. Instructional Methodology

(1) Guided Reading:

The regular reading of the textbook according to the course schedule (see below) is essential to learning in HIST 2010. The textbook provide foundational knowledge for lectures and class discussion, and familiarity with the information in the textbook is tested on examinations. Students are responsible for preparing for class by reading the textbook thoroughly and attentively.

(2) Lectures:

Lectures in HIST 2010 build on the content of the textbook by exploring issues of significance and interpretation. History is not merely information about the past but rather a way of thinking about what is important and how it should be understood. Lectures address this aspect of history by asking interpretive questions and presenting the alternative perspectives of historians.

(3) Class Discussion: Class discussion is a vital part of learning in HIST 2010. Students are encouraged to participate actively in class, introducing their own questions, expressing their own viewpoints, and interacting constructively with other students.

(4) Document Analysis: HIST 2010 provides a basic introduction to the analysis of historical documents (i.e., primary sources). By reading and analyzing these sources, students learn some of the basic methods used by historians in considering evidence.

(5) Essay Writing:

Students in HIST 2010 develop writing skills through essay writing both in and outside of class. Instruction in grammar, organization, clarity, and effectiveness is provided by written feedback on these essays and, if requested, conferences outside of class.

Evaluation Procedures

The mastery of learning outcomes in HIST 2010 is evaluated on the basis of: (1) midterm and final examinations common for all sections of the course, and (2) writing assignments constructed by instructors for specific sections of the course.

(1) Examinations: -Mid-Term Exam (25%) -Final Exam (25%)

The midterm and final examinations in HIST 2010 will each consist of four essay prompts—each worth 25% of the total Midterm Examination grade. Students will have 2 hours to complete the Midterm Examination in class. Students will be allowed to bring ONE INDEX CARD to the examination for organization and each exam question will feature a ‘Keyword Bank’ provided by the Instructor.

(2) Writing Assignments:

-Critical Engagement Exercises (25%)

-Major Essay (25%)

*SEE ADDENDUMS 2 & 3 for assignment instructions

Writing assignments, based on texts chosen by the instructor, assess students’ proficiency in using historical documents (learning outcome #6) and constructing well-written essays (learning outcome #7). These writing assignments assess the ability of students to think and reason clearly, to organize an essay according to accepted academic conventions, and to communicate their ideas effectively in their own words.

NOTE: Your participation is required for this semester. Individual student participation is measured by class conduct (including engaging with topics in class, punctuality, and attendance) as well as student engagement with the e-Learn site for this course— including reading the instructor’s feedback for individual written assignments.

Assignments and Grading Criteria

-Critical Engagement Exercises (25%)

Students will receive 3 prompts based on the course content from the Instructor via e-Learn at different junctures during this semester. Students will respond to each prompt with a response of at least 500 words (typed, double-spaced in Word Document format). The 3 Critical Engagement Exercises must be submitted to the appropriate ‘Dropboxes’ on the e-Learn site for this course no later than 11:59PM on Sunday, June 5 (Critical Engagement Exercise 1); Sunday, June 12 (Critical Engagement Exercise 2); Sunday, June 19 (Critical Engagement Exercise 3).

*NOTE: A third grade will be averaged into the student’s Critical

Engagement Exercise grade based on the student’s attendance, class engagement, and engagement with the Instructor’s feedback for specific assignments on e-Learn.

-Midterm Examination (25%)

The Midterm Examination will be administered to students in class on Tuesday, June 14. The Midterm will consist of four essay prompts—each worth 25% of the total Midterm Examination grade. Students will have 2 hours to complete the Midterm Examination in class. Students will be allowed to bring ONE INDEX CARD to the examination for organization and each exam question will feature a ‘Keyword Bank’ provided by the Instructor. The use of phones and/or other electronic devices, as well as student interaction during the examination is PROHIBITED and will result in an automatic ‘F’ grade for the entire examination. Any form of plagiarism on the Midterm Examination will result in an automatic ‘F’ for the entire examination grade.

-Major Essay (25%)

Students will choose one question from a list provided by the instructor for the Major Essay assignment. Students are to use only their assigned textbook as the source for their Major Essay. Students will cite only page numbers and/or primary historical sources featured in the textbook. NO OUTSIDE SOURCES WILL BE ACCEPTED. NO WEBSITES; NO WIKIPEDIA; ONLY THE TEXTBOOK—NO EXCEPTIONS. POINTS WILL BE AUTOMATICALLY DEDUCTED FROM MAJOR ESSAYS THAT INCLUDE OUTSIDE SOURCES. Students should take particular note of the consequences of plagiarism highlighted in this syllabus. Major Essays must be submitted to the appropriate ‘Dropbox’ on the e-Learn site for this course no later than 11:59PM on Monday, June 27

-Final Examination (25%)

The Final Examination will be administered to students in class on Thursday, June 30. The Final will consist of four essay prompts— each worth 25% of the total Final Examination grade. Students will have 2 hours to complete the Final Examination in class. Students will be allowed to bring ONE INDEX CARD to the examination for organization and each exam question will feature a ‘Keyword Bank’ provided by the Instructor. The use of phones and/or other electronic devices, as well as student interaction during the examination is PROHIBITED and will result in an automatic ‘F’ grade for the entire examination. Any form of plagiarism on the Final Examination will result in an automatic ‘F’ for the entire examination grade.

Attendance Policy

The attendance policy for HIST 2010 is based on the policy stated in the University’s Undergraduate Catalog. Students are expected to attend class punctually and regularly, and those arriving after the beginning of class may, at the instructor’s discretion, be counted absent and/or asked to remain outside the classroom until the end of the lecture.

In accordance with the attendance policy for all courses at the University, students who incur four absences in a section meeting three times per week, three absences in a class meeting twice

per week, or two absences in a class meeting once per week must withdraw from the course or receive a mandatory grade of F.

In the event of an illness or emergency requiring absence from class, students should contact the Office of the Vice President for Student Affairs in order to obtain the documentation necessary to have the absence excused. Instructors may require such documentation as a condition for allowing the completion of missed work.

Academic Conduct

Except in cases of group projects so designated by the instructor, all assignments submitted in the course must be the original work of the student. In cases of plagiarism or cheating, the instructor may assign an F on the assignment or an F in the course and is also advised to report such cases immediately to both the Vice President for Student Affairs and the Vice President for Academic Affairs.

Students in HIST 2010 are warned particularly against the following forms of academic dishonesty:

(1) copying the work of other students on tests or assignments;

(2) any copying without quotation marks and appropriate citation from books, newspapers, journals, internet sources, etc.;

(3) any use of facts or ideas paraphrased from another author without appropriate citation; (4) consultation of notes or books during in-class examinations; (5) attempting to discover unpublished examination questions in advance. Classroom Conduct

Use of electronic devices such as cell phones, pagers, and laptop computers during class meetings is prohibited. Students using these devices may be removed from the class. Exceptions for extenuating circumstances require prior authorization in writing by the instructor.

Accommodation for Disabilities

The instructor acknowledges and embraces the fact that all individuals have different learning styles, physical, or mental conditions that may affect their ability to participate in class or course related activities. This instructor will strive to afford all students with appropriate and feasible opportunities to learn and

excel in this class. Any student, who has a condition which might interfere with his/her class performance, may arrange for reasonable accommodations by

contacting the office of Disabled Student Services. This office is located in room #117 Floyd Payne Student Center. The phone number is (615) 963-7400. You will be provided a document stating what type of classroom accommodations, if any, are to be made by the instructor. It is your responsibility to give a copy of this document to the instructor as soon as you receive it. Accommodations will only be provided AFTER the instructor receives the accommodation instructions from ODS; accommodations are not retroactive.

Make-Up Examinations

Students who are officially excused from absence (see above) on the date of the midterm examination may complete a make-up midterm examination on a date scheduled by the Department of History, Geography, and Political Science. The date for make-up examinations — normally immediately prior to the final examination period — is published on the department’s web site (http://www.tnstate.edu/amhist) each semester.

Grading Policy

Grades will be determined by the instructor’s evaluation of the learning outcomes for the course as reflected on examinations, writing assignments, and other course work (if required). The correspondence between numerical and letter grades is as follows: 90-100 = A; 80-89 = B; 70- 79 = C; 60-69 = D; 0-59 = F. See above section entitled ‘Assignments and Grading Criteria’ for a breakdown of how students will be specifically assessed in relation to each assignment.

Helpful Reference Materials �Dictionaries and

Encyclopedias �Dictionary of American Biography, E 176 .D56 Dictionary of American History, E 174 .D52 Encyclopedia of American History, E 174.5 .E52 The Tennessee Encyclopedia of History and Culture, F 436 .T525 Online Databases (available on the University Library web site) America: History and Life (citations and abstracts only) EBSCO Host Academic Search Premier (some full text) GenderWatch �Infotrac Expanded Academic ASAP (some full text) JSTOR (full text for a more limited number of journals)

Women and Social Movements, 1600 to 2000

Historical Journals

American Historical Review, E 171 .A57 (articles on various fields of history) Journal of American History, E 171 .J87 (articles on American history) Journal of Southern History, F 206 .J68 (articles on the history of the South) Tennessee Historical Quarterly, F431 .T285 (articles on the Tennessee history) Journal of Women’s History (available online)

Writing Resources

Hult, Christine A., and Thomas N. Huckin. The New Century Handbook. New York: Longman, 2008. (This is the writing guide used for freshman-level English composition courses at Tennessee State University.) Lipson, Charles. Doing Honest Work in College: How to Prepare Citations, Avoid Plagiarism, and Achieve Real Academic Success. Chicago : University of Chicago Press, 2004.

Strunk, William, Jr., and E. B. White. The Elements of Style. New York: Macmillan, 1999.

SYLLABUS ADDENDUM 1—Schedule �HIST2010—Topic Schedule for Lectures & Readings

UNIT 1—Tuesday, May 31; Thursday, June 2

The Birth Pangs of Globalization: Precolonial Societies, the Rise of Empires, the Age of Exploration and Conquest

Lecture 1: Three Worlds on the Eve of Globalization—Pre-Columbian Americas, Africa, and Europe Lecture 2: Empire Building: the Global Dominance of the European Empires and the New World Readings: Chapters 1-4

UNIT 2—Tuesday, June 7; Thursday, June 9�From the Colonial Period of North America to the Birth of the Republic

Lecture 1: The Colonial Period of North America: New England, Virginia, New Spain, New France, and New Netherland

Lecture 2: The Wars that Made the Republic: the Seven-Years War and the Revolutionary War

Readings: Chapters 5-6

UNIT 3—MIDTERM EXAM: Tuesday, June 14; Thursday, June 16; Tuesday, June 21�The Early Republic Period �Lecture 1: Early Schisms and E-Pluribus-Unum—the Founding of the Republic and the Constitution Lecture 2: The Young Republic in Peril—International Threats, Expansion, and Constitutional Crises Readings: Chapters 7-9; 10-11

UNIT 4—Thursday, June 23; Tuesday, June 28; FINAL EXAM: Thursday, June 30 �19th Century America: From the ‘Era of Good Feelings’ to the Fall of the Republic �Lecture 1: Regionalism: the Industrial North, the Antebellum South, and Jacksonian Democracy Lecture 2: Slavery, Secession, the War Between the States, and Reconstruction �Readings: Chapters 10-11; 12-14

*IMPORTANT NOTE on PLAGIARISM: Plagiarism is a violation of international intellectual property & copyright laws; it can include (but is not limited to) directly copying what an outside source has said without using “quotation marks” around quoted text; not using citations to attribute credit to the source you are quoting from, as well as falsifying material and attributing false credit. Any and all plagiarism violations may result in the student receiving an ‘F’ grade for the assignment in question and/or the course as a whole.

SYLLABUS ADDENDUM 2: Critical Engagement Exercises Details:

-Critical Engagement Exercises 1, 2, and 3 will be posted as prompts for the students by the Instructor in the ‘News’ feature on the homepage of the e-Learn course site—always at least one week in advance of the actual due date

-Each response MUST BE a minimum of 500 words; Each must be typed/double- spaced and submitted to the appropriate e-Learn dropbox as a Word Document by or in advance of the due date advertised.

Description:

Critical Engagement Exercises 1, 2, and 3 are designed to stimulate and promote the student’s critical thought and engagement with the course material.

The Instructor will use Critical Engagement Exercises—in addition to examinations and the Major Essay—to measure the student’s overall course engagement.

Each Critical Engagement Exercise response must be original and reflective of the questions posed to the students by the Instructor.

USE OF OUTSIDE SOURCES FOR CRITICAL ENGAGEMENT EXERCISES IS EXPRESSLY FORBIDDEN; Students must use ONLY THE ASSIGNED TEXTBOOK for this course as a supporting source for Critical Engagement Exercises.

Quotations should be used only to enhance a student’s thoughts or positions, and must include a page reference at the end.

Note: Plagiarism in any form will result in an automatic ‘F’ for this assignment; Unauthorized use of outside sources will also result in points deductions

DUE DATES for Critical Engagement Exercises: �-CRITICAL ENGAGEMENT EXERCISE 1: Sunday, June 5 (11:59PM) -CRITICAL ENGAGEMENT EXERCISE 2: Sunday, June 12 (11:59PM) -CRITICAL ENGAGEMENT EXERCISE 3: Sunday, June 19 (11:59PM)

*For each Critical Engagement Exercise, there will be a corresponding dropbox on the e-Learn course site; NOTE: reading the Instructor feedback for each submitted exercise contributes the overall Critical Engagement Exercise grade for the semester…along with regular class attendance, participation, and overall engagement during class.

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American Religious History essay help us

You are to select one of the following questions and submit a reasoned, researched, and documented answer by the end of this week.

Has American swung too far to the right or to the left in the debate between the separation of church and state? Why?
What is your assessment of Martin Luther King and the Civil Rights movement? What impact has it had upon the religious landscape of America?
How would you define the status of religion in America today? Are we still ‘one nation, under God’ or a nation that has lost its religious moorings? Discuss.

As you respond to the question, remember to support your answer with researched examples. This will be an important factor in your grade. Your response should be 1-2 pages long and inlcude citations for any resources used. You citations must reflect APA style.

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First 90 years of the United States after colonization assignment help sydney: assignment help sydney

n this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.

The style of this project is a multimedia presentation with both audio and video components; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.

Projects are due during Unit VII and will be graded on the following:

 Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.

 Create and submit a visual presentation with your reflection as an audio transcript.

 Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History & Life database).

 Proper citations and references for any use or identification of those sources must be used.

 Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation.

 Content accuracy and avoidance of anachronism are a must.

Many options exist to which you could use to make your recording, such as the following:

 Audacity- http://www.audacityteam.org

 Online Voice Recorder- www.online-voice-recorder.com

 Ipadio- www.ipadio.com

 Webcam file and upload to YouTube.

Alternatively, you can search for other programs/ways to make your recording to upload.

Once you have completed your recording, save the file to upload, or include a link to YouTube or whichever website you chose to post it. Questions should be directed to your professor prior to beginning the assignment.

CSU librarians can help you with your research for this assignment.

“I HAVE ALSO ATTACHED AN UPLOADED FILE WHICH IS THE STUDY GUIDE TO THIS UNIT”

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Rapid urbanization in the late nineteenth century essay help from professional writers

In order to write the essay, you will need to have read the online lessons and Chapters 20, 21, 22, and 23 in your textbook because this will provide you with needed background material for the essay. You will need to mention some of the art and.or architecture images to support your argument.

For Essay 2 , you will write a response to one of the following questions:

Rapid urbanization in the late nineteenth century changed people’s attitudes about progress, civilization and the future. How do these buildings and paintings reflect these new attitudes?
Or, you may write your own question, with the advanced approval of your instructor.

Your Essay will be a minimum of 250 words. Even though there is no right answer to the question posed, you’ll want to address what you learned. You are expected to come to some conclusion(s), and to mention specific facts or images as the basis for your conclusion.

It is not necessary to include formal citations in your Essay (such as footnotes), unless you quote from a source other than the textbook or the text provided by the instructor. If you do, that’s fine, but cite the source or it is considered plagiarism!

Before posting to this Discussion, you will need to have read Chapter 19 in your textbook and the online lessons.

Should the United States have gotten involved in World War I? Why or why not? What were the advantages and disadvantages?

You are encouraged to respond to the posts of other students; this will help your grade on this assignment. Remember that you can also use examples or ideas from the textbook or other sources; you aren’t limited to the documents presented here.

And actually I didn’t buy the book, but I think you can answer these questions by your opinion like last time.

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New ideas that emerged from the Great Schools of the Axial Age essay help site:edu: essay help site:edu

Discuss the new ideas that emerged from the Great Schools of the Axial Age. Compare and contrast the ideas of China’s sages with the ideas emerging in the same period in India and Greece. Why do we tend to divide the new philosophies between “natural philosophy” and “moral” or “political” philosophy? Give an example of each. Why do we tend to call the teachings of Chinese and Greek scholars “philosophy” whereas we tend to think of the teachings emerging in India as “religious”? (Hint: To answer this question, you will have to read the Armesto chapter posted on the website AS WELL AS the textbook chapters.)

650-900 words – 50% of your grade.

Section II: Answer one of the questions below in 650 -900 words:

1. From 3500-2000 BCE, as civilizations developed in the river basins of Mesopotamia, Egypt, South Asia and East Asia, more intensive cultivation brought agricultural surpluses that ushered in a wide range of impacts. Explain with examples from at least two of the river-basin civilziations how food surpluses led to the rise of complex societies and states. (To answer this question, you must define “complex society” and discuss the types of states developed in the societies you are discussing.)

2. The second millennium BCE witnessed large-scale migrations of nomadic peoples who brought with them their domesticated horses and their chariot technology. These people are referred to by scholars as Indo-Europeans, largely on the basis of their languages (see Current Trends in World History: How Languages Spread). Contrast the impact of migrations into Southwest Asia(Anatolia and Mesopotamia), Egypt, South Asia, and East Asia. To what extent did conflict play a role in the impact of Indo-European language speakers on the formation of territorial states?

3. From the mid-second through the mid-first millennium BCE, “second-generation” societies developed in Easter Zhou China, the Ganges plain of South Asia, and the Mediterranean, while parts of South America, Mesoamerica, and sub-Saharan Africa birthed their first complex societies. What are the differences between the second-generation societies of Afro-Eurasia and the first complex societies elsewhere, and what might account for these very different, yet contemporary developments across the globe?

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Implications of slavery in the US essay help us: essay help us

You are required to submit a one page reaction paper to the video shown in class. The reactions must be typed, double spaced (no extra spaces between paragraphs), 12 pt standard font (Times New Roman or Arial), 1” margins and submitted to Canvas no later than midnight of the following Sunday. Late reaction papers will not be accepted, under any circumstances.

Content: Use one of the given prompts as your guide for what to write. You are expected to put thought in your answers and respond intelligibly. You are encouraged to support your answers with material from the video, class lecture, as well as the required readings. You must clearly indicate your source, and if you directly quote any material, you must clearly indicate what has been quoted along with indicating the source of the quoted material.

Format: Although these reactions are only one page, you are expected to submit well-written papers. These will be graded not only on the thoughts submitted, but also on grammar and cohesiveness. Put nothing but your name at the top.

Movie Prompts:

1) What were the economic implications of the Erie Canal? (i.e. What benefit did it give, to whom, etc.)

2) Discuss the implications of slavery in the U.S. (This can include support on one or both sides of the argument. This is a little more “vague” than usual, so you have more freedom to write, however it must be justified, and sources provided.)

Here is the link to the video:

http://digital.films.com.ezproxy.lib.utah.edu/PortalPlaylists.aspx?aid=6296&xtid=43277

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3. Describe one of the five major themes of Progressive Reform outlined in chapter 20. Please include examples.

One of the five major themes for progressive reforms outlined in chapter 20 was election process. Specifically having individual states conduct primary’s for each political party’s candidates. This election process was enforced by the ratification of the 17th amendment in 1917.

This bold and desperately needed reform would help the working class more than some of the other reforms, as it would directly result in the people hand picking who they wanted to represent them and their local government verses having special interest group such as big corporations pay to have elected who they wanted. This was the start of true representation of the people by the people for the people.

Just as important in the early twentieth century was the adoption of the initiative and referendum, which allowed local state government the ability to empower local citizens more than just the right to vote a political appointee. This process allowed for private citizens the power to bring up time critical change by posting on a ballot a change or make a new law which would go up for a vote, if passed by public vote it would be law.

Without these two reforms such accidents like the triangle fire may have not resulted in new laws on work hours, child labor laws and other laws passed to protect pregnant women in the work place.

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Frederick Winslow Taylor (1856-1915) utilized a “scientific management” system that enabled his clients (and those who would soon indirectly apply his methods) to perform at a more profitable and productive rate. Taylor, who was a self-proclaimed progressive, demonstrated to those who sought out his services exactly “how to cut waste and increase productivity…by breaking down work activities…into a sequence of mechanical steps and using stopwatches to measure the time it took each worker to perform each step in a task.” Furthermore “Taylor established detailed performance standards” such as a monetary incentive “for each job classification, specifying how fast people doing each job should work and when they should rest.” According to Taylor such a system needed to be implanted due to man’s natural sluggishness without incentives, “Men will not do an extraordinary day’s work for an ordinary day’s pay.” He also maintained that, with such a system in place, strikes would be eliminated.

A corresponding system, Shi & Tindall (2015) suggests, was needed in “state and federal agencies to eliminate overlap,” establish “clear lines of authority, and the replacement of political appointees with trained specialists.” This gave way to the implementation of Taylorist ideals in the confines of the reorientations of cities as well as “county governments.” Whereas the commission system gave “ultimate authority in a board composed of a small group of commissioners who combined both legislative and executive powers in heading up city departments” the city-manager plan “appointed professional” administrators to run “a city or county government in accordance with policies set by the elected council and mayor.” However, as with all systems Taylorism, too, had its drawbacks. Local representations of respective neighborhoods were traded in lieu of “at-large commissioners;” blue-collared voters lost their voices in local government; And those who felt it necessary for government expansion were left in want of a system that did not focus on its costs over services.

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History assignment

A 19th Century of Discord and Unifications

In this module you will learn about the processes that created modern societies, economies, and nation-states in the 19th century (1800s). After the French Revolution made the ideals of a liberal democratic social/political system widespread in Europe, they became the object of reformers and revolutionaries, and the fear of many aristocrats, monarchs, and conservatives. In the 19th century, changes happened rapidly and in an oscillating, back-and-forth fashion — advances in one country might be balanced by regression in another, expansion of rights for one social group might be contemporaneous with long-term stalemate for another group. In all of the tumult and rhetoric, the main direction of change was away from a society of classes, traditionally following the agricultural lifestyle of millenia, to a more fluid society that was urbanizing, industrializing, and coaslescing into nation-states.

For this module, unlike previous ones, you will work with a primary source in each of the writing assignments. You’ll start by evaluating a left-wing interpretation about a common problem, housing shortages for working-class people — the workers in factories. You’ll then move on to address the issues of nation-building and end by evaluating the outcomes of the combined aspects of urbanization, industrialization, and nation-building. As you write informal essays and comment on each other’s work, try not to evaluate the essays in a fashion that is like grading — instead, comment on ideas that interest you, pose questions to help other writers think more usefully about the topics, or riff on ideas that an essay sparked in you.

For this essay, please read the commentary on housing by F. Engels (see primary source list). Based on your reading of the primary source, what are the key elements of and who causes the housing shortage for the working class?

This essay should take you up to 30 minutes to write (not counting reading the primary source and pre-writing). Be sure that you read and understand the entire excerpt from Engels — he addresses other peoples’ thinking so do not be fooled by words that seem to be Engels’s ideas but are really his reporting of others’ notions.

Note: You have to read the pdf file before you start. It is going to be a 1 page without double space. It has to be done in 24 hours. I will attach the pdf file.

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 Question 1

2 out of 2 points

The name given to these seekers of gold was:

 Question 2

2 out of 2 points

Women in Gold Rush Caifornia provided theatrical entertainment for miners and made good money doing it.

 Question 3

2 out of 2 points

For some women, men’s absence during the gold rush meant:

 Question 4

2 out of 2 points

Gold mining at its heart became an intensely ___________ venture.

 Question 5

2 out of 2 points

The average person during the height of the gold rush was able to make:

 Question 6

2 out of 2 points

Some saw the gold rush as:

 Question 7

2 out of 2 points

The public in California were disappointed by the court’s decision in Lux v. Haggin because it ruled in favor of the appropriative system.

 Question 8

2 out of 2 points

Women who were affected by the Gold Rush were often forced to:

 Question 9

2 out of 2 points

The Wright Act resolved all of the problems with water rights in the late 19th century.

 Question 10

2 out of 2 points

The first prostitutes to gold rush California were from Chile.

 Question 11

2 out of 2 points

Public sentiment around the abolition of the riparian system was that it would just be replaced by another set of monopolists.

 Question 12

2 out of 2 points

In the 1890s the appearance of the _____________ turned some to groundwater.

 Question 13

2 out of 2 points

Rev. James M. Davis in his sermon, “The Duties of Females in Reference to the California Gold Excitement,” advised women:

 Question 14

2 out of 2 points

What was “California Love”?

 Question 15

2 out of 2 points

The gold rush was seen as an opportunity to

 Question 16

2 out of 2 points

Lux v. Haggin was a case involving rights to gold found in the American River.

 Question 17

2 out of 2 points

Between 1848 and 1854 __________________ gold seekers rushed to California to seize the opportunity to strike it rich.

 Question 18

2 out of 2 points

Brendan C. Lindsay argued that Cognitive Dissonance Theory didn’t apply to the case of native genocide in California.

 Question 19

2 out of 2 points

Who created the documentary, The West, we watched in class?

 Question 20

40 out of 40 points

Match the following with the most appropriate response.

Question

Wright Act

William Alexander Leidesdorff

Black prospectors were

St. Andrews AME

Jeremiah B. Sanderson

Sarah Mildred Jones

Ward v. Flood

San Francisco’s Chinatown

Gold mania

Divine Blessing

Cultural hegemony

Women cooks in the gold rush

Women prostitutes in the gold rush

Catherine Hayes

Cognitive dissonance

Humor

Native genocide in California

Most newcomers to California

Lux V. Haggin

C.C. Wright

 Question 21

2 out of 2 points

The Wright Act did all of the following EXCEPT:

 Question 22

2 out of 2 points

The riparian system allocated water among those who possessed the land along the water’s path.

 Question 23

2 out of 2 points

The vast wave of migration to California included thousands of ______________________.

 Question 24

2 out of 2 points

American women were not prostitutes in gold rush California.

 Question 25

2 out of 2 points

A prolonged absence of 49ers meant a new degree of _________ for women.

 Question 26

2 out of 2 points

New religious debates arose around the role of gold fever in America. The two sides in the debate:

 Question 27

2 out of 2 points

Women in the Gold Rush could cook for men and earn:

 Question 28

2 out of 2 points

Women in the Gold Rush also found _______________ a lucrative business venture.

 Question 29

2 out of 2 points

In California, women worked as:

 Question 30

2 out of 2 points

Humor was used as way to trivialize native humanity.

 Question 31

2 out of 2 points

The discovery of gold in California quickly became a

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Evolution of law within western civilization law essay help: law essay help

What do the selections from the Twelve Tables reveal about Roman society and its conception of justice? How does this law code compare with earlier compilations of statutes and royal legal decrees marking the central evolution of law within western civilization? Compare the Twelve Tables with the Code of Hammurabi. What are the similarities, if any, and what are the differences? To complete this comparison, use the following primary resources (each resource counts of course as one of your required resources): “The Twelve Tables”: http://avalon.law.yale.edu/ancient/twelve_tables.asp ; “Hammurabi’s Code”: http://avalon.law.yale.edu/ancient/hamframe.asp . Be sure to provide specific examples from each primary document provided as links to demonstrate such influences using the contents of the two provided documents. As you do so, be sure to properly cite and reference such use. Keep in mind that the key to this response, as is true of any of your responses, is for you to demonstrate your quality of analysis and understanding—make your analysis central using the text of the documents in support of your arguments. Do not use the analysis of other secondary scholarly sources, provide your analysis of the topics in relationship to the required question. Remember, doing so demonstrates your diligence in meeting the course requirements and your quality of analysis and research. As Calvin Coolidge observed “all growth depends upon activity. There is no development physically or intellectually without effort, and effort means work. “

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Narrative of the Life of Frederick Douglass 1818-1895

1. What are the key arguments Douglass makes in attacking the institution of slavery? Who is his intended audience, and how does that audience shape his rhetorical strategies? What kinds of “common ground” does he use to make his appeal for the abolition of slavery effective?

Your 4-5 page essay should have an introduction with a clear thesis, body paragraphs with topic sentences and supporting evedence, and a conclusion summing up your points and leaving the reader with a final thought. You should support your points with releveant quotations from the text. Include proper citations for any materials cited. For example:

* Zeitler, Michael. “Atchetype, Myth, and Culture: The Symbolic Structure of the Human Psyche.” Humanities in the Ancient and Pre-Modern World: An Africana Emphasis. Wendell Jackson, ed. New York: Pearson Publications, 1999. 701-02.

Article: https://www.gutenberg.org/files/23/23-h/23-h.htm

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African American Question academic essay help: academic essay help

they only have to be 2 paragraph long and also no references required.

Dissussion 2

When looking at African Americans’ experiences in the colonial era and shortly after independence, what factors most shaped their experiences and adaptation to slavery? Also, how did independence affect their status?

Discussion 3

Discuss African Americans’ experience in pre-Civil War America along regional lines. Look beyond simply freedom versus slavery; how did slavery change in this period, and how did slaves cope? Also, how free were African Americans in the North and West, and what factors shaped the abolition movement?

Disscussion4

What role did African Americans play in the Civil War, and how did their participation change not only their status but also the nation in general? In addition, what progress did African Americans make during Reconstruction, and why did Reconstruction ultimately fall short?

Discussion 5

What were African Americans’ most effective responses to segregation between 1877 and 1929? In addition, what did the Great Migration and Harlem Renaissance demonstrate about African-American aspirations and culture?

Discussion 6

African Americans’ presence in the American cultural mainstream expanded greatly between the two world wars. How and why did this occur, and what do certain artistic creations or genres demonstrate this? Also, assess blacks’ role in World War II and how it influenced their postwar gains.

Discussion 7

What were the civil rights movement’s greatest achievements, and how did the movement change the American public’s attitudes toward race? Also, assess what progress wasn’t made and why.

Disscussion8

Looking back over the course, what single specific individual or event had the most effect on African-American history, and how so?

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The Impact of Immigration on Argentine and Canadian Agrarian Development essay help site:edu: essay help site:edu

History of Texas online essay help

1. Compare the different early native civilizations of North America and understand the native groups of Texas.

2. Analyze Texas civilizations before the arrival of Europeans.

3. Discuss the Spanish colonization in Texas.

4. Discuss the influence of the Catholic Church on New Spain – how was Spanish Texas different from the area of central Mexico?

5. Discuss why Americans would be so eager to leave the U.S., to take up residency in Mexico, and to become citizens of Mexico.

6. Discuss the major problems with the Anglo American empresarios in Texas. What was the Fredonian Rebellion?

7. Discuss Mexico’s attitude and actions regarding Texas independence.

8. Analyze the relationship of Texas and United States.

9. Evaluate the Civil War battles in Texas.

10. Create an argument through the use of historical evidence: Analyze the impact of the Civil War on the people of Texas. Would you consider the war more of a unifying or a divisive experience?

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Legalist Views on Good Government Discussion college essay help online free: college essay help online free

Pick ONE document/image/article from the links below (OR one of the Primary Sources from Chapters 5-8 accessible at the CourseMate page).

Han Fei-tzu: Legalist Views on Good Government – http://public.wsu.edu/~brians/world_civ/worldcivreader/world_civ_reader_1/hanfeitzu.html
Xenophon: The Spartan War Machine (c. 375 BCE) – http://legacy.fordham.edu/halsall/ancient/xenophon-spartanwar.asp
Accounts of Hellenic Games (470 BCE – 175 CE) – http://legacy.fordham.edu/halsall/ancient/greekgames.asp
The Edicts of King Ashoka – http://www.cs.colostate.edu/~malaiya/ashoka.html
Roman Law: The Twelve Tables – http://www.csun.edu/~hcfll004/12tables.html
Julius Caesar: War Commentaries – http://classics.mit.edu/Browse/browse-Caesar.html

STEP TWO:

Respond to the Following Questions:

1. Provide a basic summary of the document, or event, or activity represented in the image. (1 – 3 sentences MAX.)

2. How does this source relate to what we have covered in class? How do you feel about what you are reading? Can you relate in any way to the situation?

3. What does this source tell us about the people who created this source or participated in the events described?

– Your response should be between 400-600 words.

– No outside sources!

– Be careful with the due time. It’s on Thursday June16, 18:00 Dallas TX time zone.

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A research paper introduction scholarship essay help

Instructions

This assignment is designed to get you started with your Research Paper for this course. Doing research well requires planning and time, so the sooner you start looking for good supporting articles, the better your research—and by extension, your Research Paper—will be. This assignment gives you an opportunity to get started early (for a grade) and to receive feedback from your instructor with regards to the direction of your research and your topic in general. Below are the general steps you should follow as you complete this assignment.

Step 1: Select a scholarly journal article related to your proposed research topic for the Research Paper. This process can take a little while, so leave yourself enough time to do some looking.

NOTE: The Liberty University Library Database has some excellent resources for you, and can be located under the “Academic Resources” header in the Services/Support link. Remember that you will need to cite your source in Turabian format.

Step 2: Read the article thoroughly, identifying the main arguments and the supporting arguments. You may need to re-read it to really pinpoint the arguments.

Step 3: In a MS Word file, write a brief summary of the article (250–500 words).

Step 4: In the same MS Word file, write a brief synopsis of how this article fits within the scope of your proposed research topic (250–500 words). Marriage still matters

Step 5: Cite your article in Turabian format.

Step 6: Edit your Journal Article Review before submitting it.

Submit your Journal Article Review by 11:59 p.m. on Monday of Module/Week 3

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Excerpts from Bismarck’s Blood and Iron Speech buy essay help

Volume 3. From Vormärz to Prussian Dominance, 1815-1866 Excerpts from Bismarck’s “Blood and Iron” Speech (1862) Prussian Prime Minister Otto von Bismarck (1815-1898) delivered his famous “Blood and Iron” speech at a meeting of the budget commission of the Prussian Parliament on September 30, 1862. He emphatically called for a “small German” nation-state dominated by Prussia and rejected demands for liberal reform.

Bismarck responds to [Max von] Forckenbeck’s lengthy arguments about appropriation rights

and Art. 99 of the constitution and the people’s wish for a shortened military service:

He would like to go into the budget for 1862, though without making a prejudicial statement. An

abuse of constitutional rights could be undertaken by any side; this would then lead to a reaction

from the other side. The Crown, e.g., could dissolve [parliament] twelve times in a row – that

would certainly be permitted according to the letter of the constitution – but it would be an

abuse. It could just as easily reject cuts in the budget, immoderately; it would be hard to tell

where to draw the line there; would it be at 6 million? At 16? Or at 60? – There are members of

the National Association [Nationalverein] – of this association that has achieved a reputation

owing to the justness of its demands – highly esteemed members who have stated that all

standing armies are superfluous. Well, what if a public assembly had this view! Would not a

government have to reject this?! – There was talk about the “sobriety” of the Prussian people.

Yes, the great independence of the individual makes it difficult in Prussia to govern with the

constitution (or to consolidate the constitution?); in France things are different, there this

individual independence is lacking. A constitutional crisis would not be disgraceful, but

honorable instead. – Furthermore, we are perhaps too “well-educated” to support a constitution;

we are too critical; the ability to assess government measures and records of the public

assembly is too common; in the country there are a lot of catiline [conspiratorial] characters who

have a great interest in upheavals. This may sound paradoxical, but everything proves how hard

constitutional life is in Prussia. – Furthermore, one is too sensitive about the government’s

mistakes; as if it were enough to say “this and that [cabinet] minister made mistakes,[“] as if one

 Note: the following summary of Bismarck’s speech employs a mode for verbs called “indirect” speech, which is used in German by journalists or stenographers to record “reported” – as opposed to precisely quoted – speech. The document therefore does not always reproduce Bismarck’s speech word for word, although on occasion it comes close to a verbatim transcript. In the opening sentence, and in a few other places toward the end of his remarks where Bismarck strikes a conciliatory pose, the Prussian prime minister is referred to in the third person as the “he” who is delivering this reported speech – trans.

wasn’t adversely affected oneself. Public opinion changes, the press is not [the same as] public

opinion; one knows how the press is written; members of parliament have a higher duty, to lead

opinion, to stand above it. We are too hot-blooded, we have a preference for putting on armor

that is too big for our small body; and now we’re actually supposed to utilize it. Germany is not

looking to Prussia’s liberalism, but to its power; Bavaria, Württemberg, Baden may indulge

liberalism, and yet no one will assign them Prussia’s role; Prussia has to coalesce and

concentrate its power for the opportune moment, which has already been missed several times;

Prussia’s borders according to the Vienna Treaties [of 1814-15] are not favorable for a healthy,

vital state; it is not by speeches and majority resolutions that the great questions of the time are

decided – that was the big mistake of 1848 and 1849 – but by iron and blood. Last year’s

appropriation has been carried out; for whatever reasons, it is a matter of indifference; he is

sincerely seeking the path of agreement: whether he finds it does not depend on him alone. It

would have been better if one had not made a fait accompli on the part of the Chamber of

Deputies. – If no budget comes about, then there is a tabula rasa; the constitution offers no way

out, for then it is one interpretation against another interpretation; summum ius, summa iniuria;

the letter killeth. He is pleased that the speaker’s remark about the possibility of another

resolution of the House on account of a possible bill allows for the prospect of agreement; he,

too, is looking for this bridge; when it might be found is uncertain. – Bringing about a budget this

year is hardly possible given the time; we are in exceptional circumstances; the principle of

promptly presenting the budget is also recognized by the government; but it is said that this was

already promised and not kept; [and] now [it’s] “You can certainly trust us as honest people.” He

does not agree with the interpellation that it is unconstitutional to make expenditures [whose

authorization had been] refused; for every interpretation, it is necessary to agree on the three

factors.

Source: Otto von Bismarck, Reden 1847-1869 [Speeches, 1847-1869], ed., Wilhelm Schüßler, vol. 10, Bismarck: Die gesammelten Werke [Bismarck: Collected Works], ed. Hermann von Petersdorff. Berlin: Otto Stolberg, 1924-35, pp. 139-40.

Translation: Jeremiah Riemer

 Note: the reference is to Bismarck himself – trans.

 Cicero’s “the highest law [can be] the greatest injustice” – trans.

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Discussion on SWOT analysis high school essay help: high school essay help

SWOT Analysis

For this week’s assignment, you will conduct a SWOT analysis of the problem you have identified in relation to the organization you will be working with during the term. In your initial post to this discussion, provide a brief summation of that SWOT analysis. Please provide an overview of the findings of your SWOT analysis. Provide specific insights into:

The information you need to start this discussion are below under Information from Discussion 1 and Information from Discussion 2 below.

· Organizational strengths in relation to the problem.

· Organizational weaknesses in relation to the problem.

· Opportunities that might arise from addressing this problem.

· Threats that might be faced by addressing this problem.

Please support your ideas with recent, scholarly sources that are properly cited and referenced in APA Style. Should be at least 275 words.

Information from Discussion 1

The agency I intend to focus my efforts on is the Indiana Department of Child Services (DCS). Their mission is to engage with families and collaborate with state, local and community partners to protect children from abuse and neglect and to provide child support services (DCS Mission, Vision, and Values). I want to address the overspending that Indiana’s DCS does every year. They are 100’s of millions of dollars over budget every year. I know this is not just a problem for Indiana, but every state.

One thing that I learned working with this agency is that they want to keep referring services to clients and keep them in the system. If they keep their numbers high on active clients in their system every year and overspend the budgeted money, they will and expect to receive more funds the following fiscal year. DCS is by far the largest department with the greatest budget and amount of employees than any other department in the state of Indiana. As of 2017, Indiana’s rate of children in out-of-home care was about 13 children for every 1,000 in the state and is over twice the national average. In addition to Indiana having a higher number of children in out-of-home care, Indiana also has a higher-than-average number of children being referred to child protection. In 2016, Indiana’s rate of referral to child protection, calculated as the number of referrals for every 1,000 children in the state’s population, was 108.2 compared to a national average of 55.6 (Evaluation of the Indiana Department of Child Services).

References

DCS Mission, Vision, and Values. (n.d.). Retrieved January 22, 2020, from https://www.in.gov/dcs/2370.htm

Evaluation of the Indiana Department of Child Services. (2018, June 18). Retrieved January 22, 2020, from https://www.in.gov/dcs/files/IndianaEvaluationReportCWGFinal.pdf

Information from Discussion 2

· What is the specific problem that your organization will be trying to address? Try to be as specific as possible.

My organization will be trying to reduce the spending by the Indiana Department of Child Services to combat child abuse and neglect. There are a number of issues that create this situation that need addressed. One major that needs to be considered is what is causing the high caseloads in the first place and can these things be spearheaded from the front end to help reduce the number of children entering into the system in the first place. Here are a number of things that need evaluated and are cause for concern (Evaluation of the Indiana Department of Child Services.):

• Only three states have a higher rate of abuse and neglect referrals than Indiana.

• Indiana accepts more abuse and neglect reports than the national average.

• Only two states had a higher rate of completed child protection assessments than Indiana.

• Despite completing more assessments than almost any state, Indiana substantiated only 15 percent of those assessments.

• The rate of abuse and neglect reports grew by almost 63 percent from SFY 13 to SFY 17.

• 55 percent of removals in 2017 were related to parental substance abuse.

• DCS barely misses the federal standard for repeat maltreatment

• Indiana’s rate of children in care is 13.0 (per 1,000 children) compared with the national average of 5.6.

• Indiana’s rate of children entering care is 8 (per 1,000 children) compared with the national rate of 3.6. • Nearly 45 percent of family case managers have caseloads above the state standard.

• DCS’ supervision standard is 1 to 7+ compared to the national standard of 1 to 5.

• There are 530 children in care on the Child Care and Development Fund (CCDF) wait list for childcare vouchers.

• In SFY 2017, DCS spent $24,933,487 on drug testing/supplies and $4,538,182 on drug treatment.

• The number of court-involved cases in DCS is more than double the national average.

· How is the specific problem you mentioned tied to the organizational mission?

The problem is tied to DCS’ mission statement, because they job is to provide services to and protect children from abuse and neglect. If we can reduce the amount of reports by ensuring parents have resources and tools to properly parent their children and deal with everyday life. This can potentially reduce the number of reports and cases DCS receives in the first place and eventually reduce the amount of spending and employees needed to make DCS function as it has. Cases that do need DCS’ attention after this would be handled in a manner to help put them in a place where they will be no more recurring incidences and remove the cases from the DCS system. It is a complicated and very involve process, but it can be done with the proper training, tools, resources, and policies in place.

· How might you frame the problem for the policy analysis to make the scope of it more realistic in a real-world setting?

Problems such as the opioid epidemic have contributed to the increased number of families and children in the DCS case management system. If we were to focus and attack the opioid problem from the doctor prescribing the opioid, to the manufacturers, and finally to the patient taking the opioids we can come up with a solution to combat this and thus reduce the numbers that increased the caseloads of DCS due to this problem. Over reliance on a reactive system that uses child removal as the primary approach to address parental addiction will not serve Indiana or its citizens well over time (Evaluation of the Indiana Department of Child Services.). The idea is to take a proactive approach instead of a reactive approach to these problems.

References

Evaluation of the Indiana Department of Child Services. (2018, June 18). Retrieved January 22, 2020, from https://www.in.gov/dcs/files/IndianaEvaluationReportCWGFinal.pdf

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Presidents and Their Doctrines college essay help near me

Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write at least a six-eight-page paper on the doctrine that president used according to Roskin. Your research must include at least seven credible sources, apart from your textbook. Your paper must address the following:

Fully define a doctrine and identify why the president of your choice announced a doctrine while he was in office.
Describe the diplomatic doctrine the president followed, with reference to specific actions or events that occurred.
Describe the effect that the presidential doctrine has had on regional or global affairs since it was announced during the Cold War.
Cite at least seven reputable sources, excluding Wikipedia, encyclopedias, dictionaries, blogs and other material that does not qualify as reputable academic sourcework.

Your assignment must:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
DO NOT INCLUDE AN ABSTRACT, but do include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

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Please see attachment for assignment instructions.

In this assignment, you will be laying the foundation for your final paper. Before you begin on a solution, you need to identify a clear, narrow problem. You cannot address complex social issues in a single effort at a single time. When addressing any complex problem, you need to operationalize it. That is, you need to make it clear, focused, and realistic. You will be identifying and clarifying the problem in this assignment, setting the foundation for future work. To make it more realistic, you will be doing this within the context of a specific agency. You will explore the broader issue, but you will be looking at how a specific agency should approach its “piece of the puzzle.” To do this, you will need to consider the mission of the organization.

Many organizations have a mission statement. There is no specific format for a mission statement, and you may see them as either brief statements or lengthy papers. You may also see other organizational statements, such as vision statements, values statements, goals statements, or any combination of these. Most public agencies have such materials available online, and you will need to locate and reflect upon those materials to frame this foundational discussion of the problem you will use for your course project. If you cannot tie the problem to the mission of the organization, it might suggest mission creep, meaning the organization is beginning to delve into areas beyond its scope, which might suggest an imprudent use of resources.

The materials you generate for this assignment will be integrated into your final paper, so you will be refining them as you move forward. In this assignment, address the following:

1. Identify the public agency you wish to study.

2. Identify the problem on which you wish to conduct the policy analysis, with an evaluation of how that problem fits within the organizational mission.

3. Evaluate the potential costs and benefits of engaging in a policy analysis process to assess organizational problems and priorities.

4. Analyze factors you may use to frame the problem into a manageable scope.

5. Analyze contributing factors one must consider to determine if the problem has too broad or too narrow a focus, using examples to illustrate how the problem concerns the broader community.

6. Provide specific examples to explain how the problem affects the needs of all groups within the community.

7. Evaluate the organizational problem in terms of the organizational mission using a SWOT analysis.

8. Provide examples of how dealing with the issue reflects ethical practices by the public agency.

Assignment Requirements

· Resources: Your ideas must be supported with recent, scholarly sources that are properly cited and referenced in APA style.

· Number of pages: Your assignment should be at least 4–6 pages, double-spaced, excluding the cover page, abstract (if included), and references.

· APA style and format: All materials must be submitted in APA style and format (see Faculty Expectations for further information about APA).

o Remember, adherence to APA requires that all statements of objective fact that are not considered common knowledge must be supported by a credible source (using both a citation and a reference).

· Font: Times New Roman, 12-point.

· Introduction and Conclusion: Remember to include both an introductory paragraph and a paragraph of conclusions. This is a fundamental requirement of proper, standard American English.

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Multiple-choice

4. Insiders to a religion may be disturbed by outsiders’ ________.

challenging their beliefs

false teachings

None of the above

6. What did ‘religion’ mean to the peoples of the ancient world?

Studying sacred texts to discover the divine will

Honouring gods by participating in customary practices

Union with a deity through meditation and monastic asceticism

7. ‘Daimones’ was a Greek name for ________.

minor gods

semi-gods

None of the above.

8. Ancient deities included ________.

great gods, secondary gods, and minor gods

gods, nymphs, the dead, and divinized emperors

All of the above.

9. The parts of the cosmos in Egyptian, Greek, and Mesopotamian myths are ________.

heaven and earth

heaven, earth, and a netherworld

There are no distinctive parts in these myths.

13. The Ark of the Covenant was kept in ________.

the Tabernacle

the second Temple

the city of Rome

17. Rabbinic interpretation of the Bible, following the sequence of the biblical text is called ________.

Mishnah

Gemarah

Teshuvah

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Discussion on constitution questions essay help writer

WEEK FOUR: DISCUSSION QUESTION—US CONSTITUTION

INSTRUCTIONS:

Hello Everyone:

The two questions below have a corresponding paper that seeks to answer each question. Your Assignment this week is to write an analytical critique of paper that answers Question 2 ONLY.

1. Your critique will first require that you READ the paper, carefully research the topic itself (you can use some of its Works Cited to aid you in that effort) and then give careful thought to writing a systematic, logical, and coherent critique of it. Below is the protocol you are to follow for writing your critique. Please ensure that your critique is written in such a way that the established protocol is appropriately worked into it. Please also note that your critique must be appropriately paragraphed when submitted and that no personal pronouns or contractions are used.

Word Count is 250 Words Max.(YOU MUST SHOW WORD COUNT!)

1. Does the author properly establish the scope of the paper so that it captures the essence of what the question asks? How does the author do that?

2. Are the arguments, clear, precise, logical, and coherent? How do they show that?

3. Does the author substantiate claims made with appropriate evidence to support them? How does author do that?

4. How well or how poorly did the author do so?

5. Did the author follow the proper use of the MLA system of citation/documentation? How did author do that?

6. What is your take away from this assignment?

(Please be reminded that contractions and personal pronouns are not allowed nor is use of encyclopedia as a source at anytime) Please also remember that you are NOT assigned to write a paper on Question 2 topic. Rather, you are to CRITIQUE the written paper based on the protocol provided.)

QUESTION 1.

The Founding Fathers claimed in the preamble of the Constitution that “We the people”, suggesting that the people in America at that time ordained and established the Constitution. Yet, history tells us that “the people” did not participate in the formulation of the document. In fact, women were not included in the document and slaves were worth only 3/5 of “other persons.” How do you explain this phenomenon?

Question 2.

How did the Founding Fathers formulate the Constitution to ensure that the minority would always be in charge and that power would never go from them to the masses? Can you cite specific ways in which this was done? For example, by not allowing the masses to directly elect the president, was it the intention of the Founding Fathers to protect themselves from the “tyranny of the majority?” How so? Why would they do this? Did they have something to fear? What was it?

=========================

Question 2

How did the Founding Fathers formulate the Constitution to ensure that the minority would always be in charge and that power would never go from them to the masses? Can you cite specific ways in which this was done? For example, by not allowing the masses to directly elect the president, was it the intention of the Founding Fathers to protect themselves from “tyranny of the majority”? How so? Why would they do this? Did they have something to fear? What was it?

Analysis of Question 2.

The Founding Fathers expressed both classical liberalism and classical conservatism ideologies in their political worldview. They saw humanity at its best as being reasonable and responsible, but also knew that humanity at its worst was capable of being an irrational mob. Consequently, the Founders were adamant in their belief that individual liberty could only be protected from a corrupt majority by a republican government where power rests in the hands of an elite few. As James Madison, the acclaimed “Father of the Constitution” said, “The public voice, expressed by representatives of the people, will be more consonant to the public good than if pronounced by the people themselves.” Through the creation of constitutional limits on mass participation, the Founders ensured that the elite minority was protected from the majority. The supremacy clause in Article VI of the Constitution declares the laws and treaties generated by the federal government as “the supreme law of the land.” With the authority of the national elite declared, the elites relied on tools in the Constitution, like separation of powers, checks and balances, taxation, and a national military, to keep their supreme power in place.

A sincere desire for the continuation and success of the United States as a unified nation is what motivated the Founding Fathers to keep power in the hands of the elite. The 55 Founders were all exceptionally talented and educated, and were already extremely experienced as leaders in their new country. The United States was made up mostly of indebted farmers who neither had the time nor information to actively participate in politics. Also during this time, 20% of the population were indentured servants and another 20% were slaves.(Citation here)

After Benjamin Franklin’s call for a “perpetual union” in 1775, the Articles of Confederation were created in 1777 with the purpose of creating a “firm league of friendship” among the states. In 1785, Alexander Hamilton wrote a report that outlined the defects in the Articles of Confederation and it was agreed that delegates would meet to fix them. In the summer of 1786 before the delegates could meet, Shays’ Rebellion occurred and spurred the elite into action. In Massachusetts, a band of debt-ridden farmers and laborers led by Daniel Shays, a veteran of the battle of Bunker Hill, threatened the propertied and creditor class to repudiate their debts. Though several courthouses and even the city of Springfield were held captive, the rebellion was halted by a small army funded by the wealthy citizens who were afraid to lose their property and wealth. The need for a strong central government grew out of the elite’s fear of acts of radicalism like Shays’ Rebellion, and the Constitution rose out of the failures of the Articles of Confederation to protect individual liberty and the minority.

The Founders knew that a national military was necessary for protection in the event of another rebellion. The Constitution states the power in Article I, Section 8, Clause 15, “To provide for calling forth the Militia to execute the Laws of the Union, suppress insurrections and repel Invasions.” Much of the discussion in Article I, Section 8 is about organizing and supporting armies, and states that the president is the commander-in-chief of the national army and navy and can call any state militia into federal service. This concentrated power of the armed forces keeps in command the elites who run the national government. During the Constitutional Convention, debates and discussions were held in secret because the Founders knew that elite division made them look weak. A national militia gave the appearance of a strong, united elite, which has the ability to be more effective.

Article 1, Section 8, Clause 1 of the Constitution states “The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises, to pay the Debts and provide for the common Defense and general Welfare of the United States; but all Duties, Imposts and Excises shall be uniform throughout the United States.” The national government’s power to levy taxes is its sole means of revenue and survival. In exchange for representation by the elites, taxation is placed upon the citizen masses. This is part of the social contract that keeps the government that the people consented to in power.

The Founder’s best efforts to thwart the “tyranny of the majority” is through the implementation of separating and sharing powers and the system of checks and balances. As outlined in the opening sentences of the first three articles of the Constitution, the national government is separated into three different branches: legislative, executive, and judicial. Article 1, Section 1 of the Constitution states, “All legislative Powers herein granted shall be vested in a Congress of the United States, which shall consists of a Senate and House of Representatives.” The legislative branch is in charge of making the laws. Article 2, Section 1 of the Constitution states, “The executive Power shall be vested in a President of the United States of America.” The executive branch, made up of the president, vice-president and their cabinet, is in charge of carrying out the laws. Article 3, Section 1 of the Constitution states, “The judicial Power of the United States shall be vested in one supreme court, and in such inferior Courts as the Congress may from time to time ordain and establish.” The judicial branch is is in charge of evaluating the laws. With these three branches sharing power and having the ability to interrupt each other’s efforts, it was the intention of the Founders for legislature to become a slow process. Their foresight makes it impossible for the decision-making bodies to all succumb at once to“tides of popular sentiment” (Greenberg 61).

Furthermore, the constitutional limitations put on officeholders kept power among elites. Congress officials, elected by the people, served only two years. This short-lasting term is due to elected officials being subject to public opinion. Senators, appointed to their positions at the time, served a term of six years that allowed them to be more resistant. The Founders had faith that those appointed to their positions by the learned elite would put the interests of the country before their own. This point is further exemplified by how the Founders originally intended for the president to only be appointed by the Electoral College. The Founders feared a popular majority acting on their own self-interests and infringing upon the individual liberties of the minority. In contrast to the short term of Congress officials, members of the Supreme Court serve a term of life. Supreme Court officials are nominated by the president, then the appointments are approved by the Senate. The trust in Supreme Court officials to serve a life-long term is due to the trust in the learned elite who selects them.

The ratification of the United States Constitution was advocated and assisted by The Federal Papers written by Alexander Hamilton, James Madison, and John Jay. As mentioned before, Madison is nicknamed “The Father of the Constitution,” and many of his ideas that are applied to the Constitution appeared first in his essays. In the Federalist Number 51, Madison explains the system of separation of powers and checks and balances which is the main device employed against majority factions. Madison believed that “conflict is part of human nature, and ‘controlling faction’ is the principal task of government” (Dye, Schubert, Ziegler 44). Madison, and his fellow Founding Fathers, understood the irony of democracy: “Democracy is government ‘by the people,’ but the responsibility for the survival of democracy rests on the shoulders of elites” (Dye, Schubert, Ziegler 1).

Works Cited

Cornell University Law School. U.S. Constitution. Legal Information Institute, n.d. Web. 11 Oct. 2014.

“The Federalist No. 10.” The Federalist Papers. The Library of Congress, n.d. Web. 12 Oct. 2014.

“The Federalist No. 51.” The Federalist Papers. The Library of Congress, n.d. Web. 12 Oct. 2014.

Greenberg, Edward S. The American Political System: A Radical Approach. New York: Longman, 1989. Print.

Schubert, Louis, Thomas R. Dye and Harmon Zeigler. The Irony of Democracy. 16 ed. Boston: Wadsworth, 2014. Print.

“Spending Clause.” The Heritage Guide to The Constitution. The Heritage Foundation, 2012. Web. 12 Oct. 2014.

The University of Virginia Press. The Papers of James Madison. The University of Virginia, 12 Dec. 2012. Web. 12 Oct. 2014.

“U.S. Federal Government.” Usa.gov. The United States Government, 8 Oct. 2014. Web. 12 Oct. 2014.

QUESTION 1.

The Founding Fathers claimed in the preamble of the Constitution that “We the people”, suggesting that the people in America at that time, ordained and established the Constitution. Yet, history tells us that “the people” did not participate in the formulation of the document. In fact, women were not included in the document and slaves were worth only 3/5 of “other persons.” How do you explain this phenomenon?

Analysis of QUESTION 1.

When elites of the American Union felt threatened and unprotected by the Articles of Confederation and the Continental Congress, they united and discussed how to protect what was most dear to them; their property. As the Constitution was being created opinions such as protection against ‘leveling’ tendencies were suggested by James Madison. The influential John Jay shared the notion that the people owning the country should be the ones to govern it. It was less about democracy as it is known today and more to do with protection of property, security, and power for those who owned the assets.

It seems there was a real fear that the masses, comprised of common folks, would restructure the way government functioned, thus changing the way lands, businesses, and moneys were handled. These possibilities put such fear into that faction of men who had significant assets at the time that the Constitution was created to protect such a travesty from occurring. Tyranny, brought about by the passions of the masses, could not affect the minority of property holders when the system was built in such a way to limit the voices of the masses. The Constitution not only left out any power, voice, or place for women and slaves, it also put severe restraints on the lower class common folk: the debtors, non-property owners, working class. It is not just the obvious racial and sexist discriminatory document, rather it is an overall power play by the property-owning elites, for the elites.

A major reason why women and slaves were not mentioned or protected in the Constitution at that time was because they too were considered property to those wealthy white men. Just as no power is bestowed upon livestock, the same treatment was given to these groups. The constitution was written by highly educated elites who had three main reference points: the Protestant Bible, the Old World’s government, and political scientists such as John Locke. In the end something resembling a religious doctrine based on divine right was created, intended to bestow power and protection to those deserving and provide laws of the land for all to follow. It is no wonder then, that women were not counterparts within the document since the protestant views at the time laid heavily on the women belonging to the father or husband, doing what was requested. Women were supported in the role of domestic affairs, where a women’s job was to raise and nurture the future men of the nation, free of opinion, power, and education. The notion that women belonged in the position of housewife was further emphasized by the Cult of Domesticity in the 1820s. It was not until 1848 at the Seneca Falls Convention, that changes began to take place, including women being added to the Declaration of Independence and the creation of the Declaration of Sentiments.

As for slaves, it would have been thought ridiculous to bestow power upon a life form, which, at the time, was considered less than human, uneducable, and a piece of property meant for work. There was simply no purpose to add slaves to the Constitution with any position of power because it did not benefit the elites in any way. Slave labor was an integral part of commerce and the key factor to the cotton trade functioning well. Unfortunately, even as freedom came into question, it was more about saving the Union than freeing a people subjected to servitude, when President Lincoln wrote up the Emancipation Proclamation. In 1862, the year prior to issuing freedom to slaves, Lincoln wrote, “My paramount objective in this struggle is to save the Union. If I could save the Union without freeing any slaves, I would do it; if I could save it by freeing some and leaving others alone, I would also do that.”

By using money and power, America’s small population of elites were able to create the Constitution which reflected their desires and concerns. Those concerns did not include bestowing the power to vote, hold office, or own property to women and slaves. It seems the document which is looked at in a democratic light in the twentieth century, was at the time, lacking any democratic luster in its creation.

Work Cited

Greenberg, Edward. The American Political System: A Radical Approach. 5th ed. Boston: Scott, Foresman and Co, 1989. Print.

National Humanities Center. “America in Class: The Cult of Domesticity.” North Carolina State University. Web. 24 Apr. 2015.

http://americainclass.org/the-cult-of-domesticity/ (Links to an external site.)Links to an external site.

Schubert, Louis, Thomas Dye, and Harmon Zeigler. The Irony of Democracy: An Uncommon Introduction to American Politics. 16th ed. Boston: Wadsworth, 2014. Web.

Smith, Duane. “An Introduction to the Political Philosophy of the Constitution.” Department of Political Science. University California. Web. 25 Apr. 2015. http://www.civiced.org/papers/political.html

West, John. “Religion and the Constitution.” In God We Trust? Religion and American Political Life. Ed. Corwin Smidt. Grand Rapids: Baker Academic, 2001. Web. 25 Apr. 2015. http://www.discovery.org/f/5201 (Links to an external site.)Links to an external site.

WEEK FOUR: DISCUSSION QUESTION—US CONSTITUTION

Napoleon Brown

MondayJan 27 at 3:14pm

The author properly establishes the scope of the paper by answering the question by using the clause in article 6 where is states that constitution declares laws and treaties as “the supreme law of the land.” Also the constitution has separation of powers, checks and balances, taxation, and a national military to keep the government balanced. Yes, the arguments are clear, precise, logical, and coherent because the paper is straightforward and provides citations from secure sources. The author shows this by citing sources and explaining why the founding fathers had to protect themselves from “tyranny of the majority.” The paper states that “the founding fathers feared a popular majority acting in their own self-interests and infringing upon the individual liberties of the minority. Yes, the author substantiate claims made with appropriate evidence to support them by explaining how the ratification of the United States Constitution. The author gives a lot of information by using sources that are valid. The author made a few errors on the MLA citations by not use commas after the authors last name and the author forgot to write page (pg) and a period before the number. From this assignment I took away that the founding fathers wanted to create a government that the people could have rights while the Elites kept it alive but the implement of checks and balances along with separation of powers kept the government in control so that all the powers is balanced between the three branches of government.

Word Count: 248

Jessica Trott

YesterdayJan 28 at 8:02pm

The author of the paper for Question 2, explained that the majority would have the three branches to protect the rights of the minority. The scope of the paper focuses on the founders by analyzing the Constitution to protect the minority. The author provides evidence of the ideal that the Constitution by listing articles that was built on by shared power, so that the president would not have all the power that a king would. The author stayed on topic with their scope from explaining that there are representatives of each state for the minority to have a voice to relaying the message of the government should be decided by the people and not entirely the president.

The argument the author tried to make shows evidence through citations to show that they did not come up with the ideas and got the information from somewhere else. The author quoted specific articles of the Constitution to be able to support their argument and explained the quote after by analyzing the meaning. MLA format was shown well by the work cited page being in order alphabetically and the citation being placed next to the information at the end corresponding to the information being cited. There was one part of the citations that said, “(citation here)” which is not the correct way to cite even if it’s forgotten. This assignment taught that the Constitution tried to balance between all three powers for the democracy model that America was envisioned to follow.

Word Count: 247

Darren Park

6:06amJan 29 at 6:06am

The author establishes a well thought-out path for the reader to quickly comprehend which path the essay would be going in the thesis. Arguing that the Founding Fathers formulated the Constitution to ensure that the elites stayed in power and were protected from unruly masses (majority). For example; the second sentence the author wrote “They saw humanity at its best as being reasonable and responsible, but also knew that humanity at its worst was capable of being an irrational mob.” Here the author is defending his argument of why the Founding Fathers (elite minority) wrote the Constitution the way it is read—that the majority at times can not be trusted and no single man should have absolute rule over the masses.

Furthermore, the arguments in the essay are clear and in logical, coherent order. All years (dates) of events fit in chronological order. Points are lucid and not confusing when read. I applaud the author for taking the time and laying out this well researched—well corroborated—backed with facts and details, regarding how the U.S. Constitution was written to serve and protect the elite minorities. However, the only flaw I can see of this essay is its MLA formatting of paragraphs—(MLA) requires every new paragraphs to be indented (1.5 in.) and double spaced (not single spaced). Overall, this assignment was quite enjoyable; by reading and critiquing this essay—I became aware of the many errors in my own writing and I will correct accordingly.

(Word Count: 247)

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The first article is due JUN 26

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 All papers must be 2 typed pages, double-spaced, with 12pt font.

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The author’s challenging of other historical viewpoints
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Suggested reading to accompany this work (not required, but helpful)

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Introduction paragraph

 The first paragraph introduces the author and the article you will review
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 One paragraph should summarize the article
 Several paragraphs should address the items listed above.

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Models of democracy assignment assignment help sydney

WEEK 3 QUESTION 2: MODELS OF DEMOCRACY

Instructions for Writing assignment:

The TWO questions below come directly from the Lectures for Weeks 2 and 3. You are to write no more than THREE analytical paragraphs ( 250 words max ) answering either Question ONE or Question 2. Analysis is NOT descriptive writing. You are to copy and paste your chosen question in the section where you submit your assignment and then write your response so that question and response are in sync with each other.

Please Note: Personal pronouns: “I, you, me, we, they are NOT allowed. Contractions (isn’t, wasn’t, weren’t, aren’t, they’re, etc.,)” are never allowed. Answer to the question MUST be based SOLELY on supporting evidence, not personal opinion. Assignment is NOT a personal opinion piece but rather a research evidence based analysis. You must cite any and all sources used. Texts and other sources like for example, NYT, are allowed . Use of encyclopedia is completely prohibited at all times and so is copying and pasting of any source that is irrelevant and without proper citation. All sources used MUST be cited using the MLA system. Please remember to appropriately paragraph your work and avoid posting one huge blog.

You may NOT cite the exemplary papers in your answer. You must also take careful note that the exemplary papers are MORE THAN assigned word count and your word count is 250 words MAX. Please show word count and DO NOT exceed them

QUESTIONS

1.Analyze the three models of democracy discussed, (Direct, Liberal Representative and Pluralist), and show which model or models come the closest to the “democracy” currently existing in the U.S.? Carefully and systematically show the evidence that justifies the model or models you have identified.

2. What is the relationship between the Models of Social Justice as propounded by Plato, Edmund Burke, John Locke, David Ricardo, Adam Smith, and Robert Nozick and the Models of Democracy as propounded by Plato, Jean Jacques Rousseau, James Madison, et al., and their applicability to the American Political System?

===========================

Example of an answer (long version) to the assigned topic, question #1:

Please note: The example papers are the long versions of a response to topic in that they exceed the 250 word count you are asked to write. Nevertheless, you are to read each one and think about it when formulating your answer to your chosen question. You MAY NOT copy them, paraphrase them, or cite them in your response to assignment. They have been provided solely to help you think through how you may formulate your assignment recognizing of course that they exceed the word count.

QUESTION:

Analyze the three models of democracy discussed, (Direct, Liberal Representative and Pluralist), and show which model or models come the closest to the “democracy” currently existing in the U.S.? Carefully and systematically show the evidence that justifies the model or models you have identified.

While American democracy is rooted in the Liberal Representative model as propounded by John Locke, the system also contains elements of the Pluralist model. The following analysis demonstrates how American democracy reflects both models.

According to Greenberg, Liberal Representative Democracy is where “People rule indirectly through representatives authorized to make policy decisions in the name of those who elected them.”1 The US government is structured for citizens to vote directly for House and Senate representatives . Further, US citizens influence the Presidential Election through the Electoral College system. These elected representatives (President, Senators, Representatives) have the authority to appoint other individuals to positions within the three branches of government.

US Citizens experienced this representative process in the 2016 Presidential Election, as well as in House and Senate races. The Presidential election cycle is a significant opportunity for citizens to influence the representatives who will shape public policy over the next four years. Hillary Clinton in the 2016 election, summarized the opportunity for US citizens well in the first Presidential debate when she stated, “I hope the people out there understand: This election’s really up to you. It is not about us [Clinton and Trump] so much as it is about you and your families and the kind of country and future you want.”2

Liberal Representative Democracy assumes that citizens primarily influence the system through the election of representatives. Pluralism, however, asserts that “ . . . most Americans belong to a variety of groups and seek, through such groups…to advance their own interests and Aspirations.”3 Special interest groups play a significant role in American democracy. For example, the leaders of the National Rifle Association consider themselves “proud defenders of history’s patriots and diligent protectors of the Second Amendment.”4 This interest group plays a significant role in supporting legislation aligned with the goals of its constituents.

Americans influence government policy through elections and special interest groups. Together, these leverage points guide the elite representatives who develop policies that impact all citizens.

Works Cited

[1] Greenberg, Edward, The American Political System, A Radical Approach. 1989, p. 25.

2 Blake, Aaron, “The first Trump-Clinton presidential debate transcript, annotated.” The Washington Post, https://www.washingtonpost.com/news/the-fix/wp/2016/09/26/the-first-trump-clinton-presidential-debate-transcript-annotated/ (Links to an external site.)Links to an external site..

3 Greenberg, Edward, The American Political System, A Radical Approach. 1989, p. 29.

4 Nra.com. N.p., n.d. Web.

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Example of the assigned topic, question #2:

What is the relationship between the Models of Social Justice as propounded by Plato, Edmund Burke, John Locke, David Ricardo, Adam Smith, and Robert Nozick and the Models of Democracy as propounded by Plato, Jean Jacques Rousseau, James Madison, et al., and their applicability to the American Political System?

In The American Political System, Greenberg outlines several models of social justice and democracy. According to Greenberg, Classical Liberalism is at the core of the American concept of social justice. Under Classical Liberalism, “Justice is what happens in an ideal free market, where the individual is free to pursue his or her own self-interest and to acquire property.” In other words, all Americans have the opportunity to pursue their own self interests. Analyzing the concept of democracy, Greenberg locates it in the Liberal Representative model where “people rule indirectly through representatives authorized to make policy decisions in the name of those who elected them.” Taken together, the models of social justice and democracy provide the foundation for the American political system. This system is designed to support the pursuit of profit in a free market, with certain rights, freedoms and liberties.

The structure of the of the American Political System is rooted in the US Constitution. It is important to remember that the Constitution was written by “a small, educated, talented, wealthy elite representative of powerful economic interests” who agreed that “the fundamental role of government is the protection of liberty and property.” To this end, the US Constitution laid out a framework that supports capitalism in the following ways:

Creates a strong centralized government

Establishes safeguards for private property and a market economy

Creates a representative democracy that protects the interests of the minority against those of the masses

The Constitution and the political structure it creates, protects individual rights to pursue profits and acquire property without limitation of accumulation. Furthermore, since the US Government comprises three branches (Executive, Legislative, Judicial), all with different functions in a co-equal system of government, the system is organized to prevent dramatic changes to the system of government. These checks and balances protect liberty and property rights from tyranny of the majority.

There is no question that the American Political System is structured to protect its market system and confers on every individual certain rights, freedoms and liberties. One recent example is a court case related to the 2012 mass shooting at Sandy Hook Elementary School, where 20 children and 6 teachers were shot. The victims’ families filed a lawsuit against Remington, the manufacturer of the gun used in the mass shooting (the AR 15). The families sought to make Remington accountable for marketing and selling a military-grade firearm to a civilian. Just this past Friday (October 14, 2016), a federal judge dismissed the case, citing the Protection of Lawful Commerce in Arms Act (PLCAA). Gun commerce is protected under the constitution because the PLCAA “prohibits lawsuits against gun manufacturers and distributors if their firearms were used in the commission of a criminal act.” The PLCAA effectively protects businesses who sell firearms, without holding them accountable for misuse. This law protects the free market, which is central to the US Classical Liberal Representative system. Remington is constitutionally protected, and they are able to seek profits from selling weapons like the AR 15, even if those weapons are misused. While Sandy Hook is a tragic outcome, the PLCAA reaffirms the US model of social justice and democracy, where justice is defined by equal opportunity to participate in the free market, but where unequal outcomes are an unfortunate result. Holding the gun manufacturer accountable for an individuals’ horrific misuse interferes with the free market, the foundation of the American political system.

Another way to approach gun control and address the tragic outcomes of gun violence is to change the law to make it harder for guns to get into the hands of dangerous individuals. Of course, any new policy must not interfere with an individuals’ rights to pursue their interests in a free market. The American political system is structured to ensure that this issues are carefully considered. Through separation of powers, the American political process allows for small, incremental changes, as opposed to larger volatile ones. In the gun control example, this means that any new gun legislation must be carefully considered by multiple decision-makers before any legislation is enacted. On June 2016, four separate gun control measures were voted on in the Senate. None of these measures passed. This means that the political process must start again to re-evaluate what types of gun control laws can meet the needs of public safety, while balancing the Constitutional rights of other constituents (gun manufacturers, citizens who have the right to bears arms, etc.).

Meanwhile, gun companies continue to profit. According to CNN Money, “Smith & Wesson (SWHC (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site.) and Sturm Ruger (RGR (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site.) were among the best stocks in America in 2015.” Close analysis of these developments suggests that, while every US citizen has the opportunity to pursue his/her own self-interests, it appears that the Constitution offers even more protections to the economic elites, who profit in a free market. While change may eventually come to address gun control, the progress is likely to continue to be slow. The masses will continue to influence representatives through elections and special interest groups, the economic elites will continue to grow their profits, and our Legislative branch will need to find the balance that guaranteed appropriate freedoms for all parties involved.

Works Cited

Feyerick, Deborah et al. “Sandy Hook: Judge Dismisses families’ lawsuit against gunmaker.” CNN. October 14, 2016.

Greenberg, Edward. The American Political System, A Radical Approach. 1989, p. 18.

Long, Heather. “Gun stocks surge 70% in 2015 alone.” CNN Money. October 5, 2015.

Phillips, Amber. “The senate voted on four popular gun control proposals Monday. None of them passed.” The Washington Post. June 20, 2016.

Schubert, Louis et al. Irony of Democracy. 2014, p. 39.

Listed below are copies of what my classmates responded and how the lecturer responded to their work

=========================================================== 1

Inbar Feldman

Jan 18, 2020Jan 18 at 2:11pm

The three models of democracy have each developed over many years in order to progress society today. The American government is a system that most resembles that of a Liberal Representative Democracy as well as a touch of Pluralism.

Liberal Representative Democracy is the second model of democracy that forms its main expressions in the works of John Locke. Nevertheless, another philosopher who believed in this form of democracy was James Madison. Madison once wrote that “‘…we may define a republic to be… a government which derives all its powers directly or indirectly from the great body of the people.’”(1) This explanation expresses how the U.S. government is today considering that the government makes the political decisions, yet the citizens take part in electing those government officials. Pluralism is only slightly relevant to the democracy existing in current American society due to its outgrowth from Liberal Representative Democracy. James Madison was a strong believer of Pluralism and argued for it. Madison believed that “…pluralism will help achieve a compromise by helping decision-makers become aware of and fairly address several competing interests and principles.”(2) These compromises are ones that stem from electing officials to decide different policies as seen in the American system. Overall, Pluralism is a way to form groups of people with similar interests relating to political issues.

Liberal Representative Democracy and parts of Pluralism are the ways in which society today exists. The U.S. democratic system currently exists as a government upon which representatives are elected by citizens.

Works Cited:

(1) Galston, William A. “The Populist Challenge to Liberal Democracy.” Brookings, Brookings, 17 Apr. 2018, www.brookings.edu/research/the-populist-challenge-to-liberal-democracy/.

(2)Longley, Robert. “What Is Pluralism? Definition and Examples.” ThoughtCo, ThoughtCo, 31 July 2019, www.thoughtco.com/pluralism-definition-4692539.

Word Count: 252

=================

Inbar,

First of all a good attempt at addressing assignment. However, it CANNOT exceed Word Count at anytime! Given word count limit, it is essential that you formulate your answer ensuring it addresses what assignment asks, then, edit it so that it meets word count. A single word over word count violates instructions for assignment.

Secondly, answer must carefully and systematically responds to what assignment asks ensuring that it answers questions. There is need . for much more careful editing to answer question as required,

Willie Pace

ThursdayJan 23 at 6:45pm

There are Three types of Democracy and I’m going to explain each different type and tell you why which model is the right fit for the United States and explain why within each model.

Direct Democracy is an form in which many people decide on whether the policy initiatives directly throughout the whole entire world. This also differed from the majority of the currently establishing different Democrats and just showing how it affects the world overall.

Liberal Representative is like a liberal political ideology and also an form of the government and shows how it works in which the ways that the government operates under the principles of classical liberalism. Although, after a long period of time sustained an expansion throughout the late 20th century. Lastly, it became the liberal democracy and made a very big impact on the world and the predominant political system in the world and had and showed the impact that was made.

Pluralist Democracy basically describes a type of political system where as there is more than one centers of powers coming from different places and locations. Pluralists also allows freedom of association however pluralism May exist without democracy and decision making that is located most likely in the framework of the government who has something to do with but also non government organizations and groups.

Works Cited:

Wikipedia › wiki › History_of_dire…Web resultsHistory of direct democracy in the United States – WikipediaLinks to an external site. {Use of encyclopedia as a source is totally and completely prohibited. You must never do this again otherwise upon evaluation of assignment a ZERO will be assigned}

https://www.belfercenter.org › why-…Web resultsWhy the United States Should Spread Democracy | Belfer Center for Science and International …Links to an external site.

Word Count: 251 {WORD COUNT MUST ALWAYS BE RESPECTED]

Dr. Joseph A. Woolcock

FridayJan 24 at 7:09pm

Willie,

Please note: Word Count is REAL! You must follow instructions! You cannot ignore them and succeed in this class. You are OBLIGATED to follow them ALL THE TIME!

Answer as submitted needs significantly more work. Check with NET TUTOR for help or if you are also a regular student on campus, seek help from the TLC. You need it.

Apryl Whitaker-Tara

FridayJan 24 at 7:24pm

The three main models of democracy have developed over time. A Direct democracy in one in which the people determine public policies. A Pluralist democracy is a model in which one group dominates, while other groups struggle for influence. A Liberal Representative model has elected officials that represent people.

The United States uses a Liberal Representative model where representatives are elected to allow the ‘people’ a choice in representation within government. John Locke, English Political Philosopher, contended that governments purpose was to protect individual liberties or the natural law that entitles individuals to their life, property and liberty. Democracy within the United States developed to contain some elements of Pluralism. It’s impossible for 300 million+ people to participate in the social decision making of the government. In the US the representatives selected to determine and shape policy, eligible voters vote in elections; this is a similar function under the pluralism democracy model. However, these two models differ when it comes to the emphasized importance of the representative.

Within the US, the Liberal Representative model the representative has an interest in remaining in power. Corporations, and small interest groups maintain a large amount of political power by purchasing the interest of representatives. In contrast the Pluralist democracy model show no evidence of a compromise within leadership when corporations and special interest groups a minimal impact on the governing model.

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Apryl,

This submission is a beginning. Your answer must be coherent, systematic and thorough. You need to make the time, do the research, and carefully write a coherent , systematic and analytical response to what assignment asks. This requires that you do research, think about what you learn and then formulate a proper response. Please take this class seriously. It is a college level course to help you develop appropriate analytical skills that will prepare you for the next phase of your education.

Works Cited:

Schubert, L., Dye, T. R., & Zeigler, L. H. (2016). The irony of democracy: an uncommon introduction to American politics. Boston, MA: Cengage Learning.

Edited by Dr. Joseph A. Woolcock on Jan 24 at 8:21pm

Chiuwen Yu

Jan 21, 2020Jan 21 at 1:16pm

Analyze the three models of democracy Direct democracy, Liberal Representatives Democracy & Pluralist Democracy.

Direct democracy is a form of democracy in which people decide on policy initiatives directly , this differs from the minority currently established democracies which are representative democracies , in many states people would not rule the meaning and the government would not pay representative salary in direct or representative representative to make laws on their behalf this is the most modern country have today Direct democracy which makes the decision by the minority which is what they were Rule for. In other words liberal representative democracy is a democracy where represented to you with protection for individual liberty and property by Rule of law and in contrast a defensive democracy limits some rights and freedom in order to protect the institution of the democracy Liberal democracy is a political ideology and a form of government in which representative democracy operates under the principle of classical liberalism A liberal representative democracy is a democracy that balances the will of people being held accountable for their actions to the people in their elected representative A pluralist democracy describes a political system where there is more than one center a power modern democracy or by definition Pluralist democracy allow freedom of association how ever pluralism may exist without democracy The classical pluralism is the view of Politics and decision-making which are located mostly in the framework of government but that many non- governmental groups use their resources to exert influence

however in today’s model of democracy I strongly feel that we are close to the Liberal representative democracy because it has to do with the people helping make the decision democracy in the United States is very strong but shows a few cracks because in conclusion from political scientist it is said that almost the United States performed well on some of the most important measures of democracy free and fair elections freedom of speech and judicial limits on executive power The United States is a representative democracy which means our government is elected by citizens citizens vote for the government officials these officials represent the citizens ideas and concerns in government voting is one way to participate in democracy citizens also contact officials when they want to support or change a law so I would have to say that in today’s democracy in the united State we are a liberal representative democracy

work cited

www.Liberalrepresentative.comLinks to an external site.

www.theAmericanInterest.com Links to an external site.www.sciencedirect.comLinks to an external site.

Chiuwen,

Your submission needs a lot of editing, grammar, spelling, punctuation and coherence. You ought to take a face to face class instead of an online class that can provide you with the kind of assistance you need given your limited fluency in English.

Your response to the assignment as submitted needs significant more work that should come from tutorial assistance through the Teaching and Learning Center on campus. My role in this class does not extend to tutorial assistance and you need a lot of that.

If you come to Foothill campus any at all, I would like you to come and see me so that we can talk. My office is in Building 5000, Room 5024. I am there Tuesdays and Thursdays from 7:30-9:30 am.

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12 years of slavery discussion english essay help

expected to identify stereotypes, analyze interpersonal dynamics, personalities, and socio-political context of each film. Identify and elaborate on the filmmakers use of symbolism, irony, metaphor etc. Examine Theme, Plot, Dig beneath the surface !!

Motion Picture Analysis Worksheet

B. What do you think you will see in this motion picture? List Three concepts or ideas that you might expect to see based on the title of the film. List some people you might expect to see based on the title of the film.

Title of Film:

Record Group Source:

A. Type of motion picture (check where applicable):

Step 1. Pre-viewing

Step 2. Viewing

Physical qualities of the motion picture (check where applicable):

Music

Narration

Special effects

Color

Live action

Step 3. Post-viewing (or repeated viewing)

Concepts/Ideas People

2. 1.

3. 3. 2.

Animated Cartoon

Documentary Film

Newsreel

Propaganda Film

Theatrical short subject

Training film

Combat film

Other

Background noise

Animation

Dramatizations

Note how camera angles, lighting, music, narration, and/or editing contribute to creating an atmosphere in this film. What is the mood or tone of the film?

Circle the things that you listed in the previewing activity that were validated by your viewing of the motion picture.

What is the central message(s) of this motion picture?

Consider the effectiveness of the film in communicating its message. As a tool of communication, what are its strengths and weaknesses?

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Climate Change and the Paris deal college essay help service: college essay help service

Case Study #2

Climate Change & the Paris Deal

In December 2015, representatives from 195 nations gathered in Paris and signed an international agreement to address climate change, which many observers called a breakthrough for several reasons. First, the fact that a deal was struck at all was a major accomplishment, given the failure of previous climate change talks. Second, unlike previous climate change accords that focused exclusively on developed countries, this pact committed both developed and developing countries to reduce greenhouse gas emissions. However, the voluntary targets established by nations in the Paris climate deal fall considerably short of what many scientists deem necessary to achieve the stated goal of the negotiations: limiting the global temperature increase to 2 degrees Celsius. Furthermore, since the established targets are voluntary, they may be lowered or abandoned due to political resistance, shortterm economic crises, or simply social fatigue or disinterest.

As philosophy professor Stephen Gardiner aptly explains, the challenge of climate change presents the world with several fundamental ethical dilemmas. It is simultaneously a profoundly global, intergenerational, and philosophical problem. First, from a global perspective, climate change presents the world with a collective action problem: all countries have a collective interest in controlling global carbon emissions. But each individual country also has incentives to over-consume (in this case, to emit as much carbon as necessary) in response to societal demands for economic growth and prosperity.

Second, as an intergenerational problem, the consequences of actions taken by the current generation will have the greatest impact on future generations yet to be born. Thus, the current generation must forego benefits today in order to protect against possibly catastrophic costs in the future. This tradeoff is particularly difficult for developing countries. They must somehow achieve economic growth in the present to break out of a persistent cycle of poverty, while limiting the amount of greenhouse gasses emitted into the atmosphere to protect future generations. The fact that prosperous, developed countries (such as the U.S. and those in Europe) arguably created the current climate problems during their previous industrial economic development in the 19th and 20th centuries complicates the tradeoffs between economic development and preventing further climate change.

Finally, the global and intergenerational nature of climate change points to the underlying philosophical dimensions of the problem. While it is intuitive that the current generation has some ethical responsibility to leave an inhabitable world to future generations, the extent of this obligation is less clear. The same goes for individual countries who have pledged to reduce carbon emissions to help protect environmental health, but then face real economic and social costs when executing those pledges. Developing nations faced with these costs may encounter further challenges as the impact of climate change will most likely fall disproportionally on the poor, thus also raising issues of fairness and inequality.

Essay directions –

Students will have to identify and analyze the above ethical dilemma. Write a 750 – 1000 word, double-spaced paper, and APA style.

Students are expected to identify the key stakeholders, discussion of the implications of the ethical dilemma, and answer the case study questions. Each paper should have the following sections: • Introduction of the case• The ethical dilemma • Stakeholders • Questions • Conclusions • References

Questions:

1. On the one hand, what harms are potentially produced by failing to take action to control climate change? On the other hand, what harms are potentially produced by acting to lower carbon emissions?

2. To what extent do humans have a moral responsibility to future generations that are yet to be born? Explain your reasoning.

3. Arguably, actions to cut carbon emissions and curb global warming right now have real costs for certain segments of the global population while the benefits of such actions are more abstract. How should we balance the tangible costs in the present and abstract consequences in the future when addressing climate change? Explain.

4. If you were in a position to recommend environmental policy changes or actions, what would you advocate and why?

5. Do prosperous countries have a greater responsibility to take action and bear more of the costs of controlling climate change than developing countries? Explain your reasoning.

6. Considering that the negative impacts of climate change will likely fall disproportionally on the poor, yet developing countries must often increase consumption and emissions to achieve greater economic growth, do you think developing nations should be exempt from actions to control climate change? Why or why not?

7. The climate change agreement approved in Paris is based on voluntary goals and pledges by participating countries. Would it be ethically permissible to impose carbon emission goals on countries and individuals and enforce them with penalties? Explain your reasoning.

Resources:

Nations Approve Landmark Climate Accord in Paris http://www.nytimes.com/2015/12/13/world/europe/climate-change-accord-paris.html

Climate Model Predicts West Antarctic Ice Sheet Could Melt Rapidly http://www.nytimes.com/2016/03/31/science/global-warming-antarctica-ice-sheet-sea-level-rise.html

What Does a Climate Deal Mean for the World? http://www.nytimes.com/interactive/2015/12/12/science/What-Does-the-Climate-Deal-Mean.html

Peter Singer on the COP21 Agreement and the Ethics of Climate Change https://www.good.is/articles/peter-singer-climate-cop21-agreement

The Ethical Dimension of Tackling Climate Change http://e360.yale.edu/feature/the_ethical_dimension_of_tackling_climate_change/2456/

Here’s what political science can tell us about the Paris climate deal https://www.washingtonpost.com/news/monkey-cage/wp/2015/12/14/heres-what-political-sciencecan-tell-us-about-the-paris-climate-deal/

Authors: Robert Moser, Ph.D. and Patrick McDonald, Ph.D. Department of Government College of Liberal Arts The University of Texas at Austin

· Modified Case study from McCombs School of Business, The University of Texas Austin

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Buying green consumer behavior essay help site:edu

Buying Green: Consumer Behavior

Green consumer products, such as organic food, fair trade coffee, or electric cars, represent a fastgrowing segment of the consumer market. In the area of organic food alone, data from the Organic Trade Association reveals that consumer demand in the United States has seen double-digit growth every year since 1990. In 2014, the organic food market reached almost $40 billion in sales. Consumers of these products tend to be seen in a more positive light—they are deemed more ethical, more altruistic, and kinder than people who do not buy green products. But is there another side to this kind of consumer behavior?

In a series of experiments comparing consumption of green and “conventional” products, psychologists Nina Mazar and Chen-Bo Zhong demonstrated that those people who bought green products—like eco-friendly laundry detergent or organic yogurt—were less likely to share money with a stranger, more likely to cheat on a task in which they could earn money, and more likely to steal money when they thought they would not get caught. As the psychologists stated, “purchasing green products may license indulgence in self-interested and unethical behaviors.”

Mazar and Zhong, whose study received considerable media attention in their native Canada, as well as in American and British publications, said the results surprised them. Initially, they expected green products to provide a halo effect, whereby the positive impressions associated with green consumption would lead to positive outcomes in other areas. “Given that green products are manifestations of high ethical standards and humanitarian considerations, mere exposure [to them would] activate norms of social responsibility and ethical conduct,” said Mazar and Zhong in an interview.

But as the results indicate, the opposite can be true. “The message of this research is that actions which produce a sense of self content and moral glow can sometimes backfire,” Mazar stated in another interview.

These patterns have been shown to extend to other shopping scenarios. For example, one study tracked scanner data and shopper receipts at a California grocery store. Those shoppers who brought reusable grocery bags with them were more likely to buy environmentally friendly products, like organic food. But they were also more likely to buy indulgent products, like ice cream, cookies, candy, and cake. The researchers followed up this study with a series of experiments that showed these moral licensing effects only happened when the decision to bring the reusable bags was at the shopper’s discretion. When shoppers were told that the store required customers to use cloth bags, licensing effects disappeared and customers chose not to buy indulgent products. Only when consumers felt like using cloth bags was their own idea did the moral licensing effects hold.

Essay directions –

Students will have to identify and analyze the above ethical dilemma. Write a 750 – 1000 word, double-spaced paper, and APA style.

Questions:

1. Beyond green consumption, what other types of products might bring about similar kinds of moral licensing effects? Can you think of instances in your own life when your purchase choices have licensed you to make decisions that were less than ethically ideal? Explain.

2. Do you think these moral licensing effects are common across all kinds of green consumers? Or are there other factors (i.e. demographics, psychographics) that might either exacerbate or weaken the effects? Why or why not?

3. The authors of the study, Mazar and Zhong, initially thought green consumption would have a positive spillover effect and encourage positive behaviors. Why do you think they found the opposite?

4. What steps do you think can be taken to help minimize or mitigate these types of moral licensing effects among green consumers? Explain.

5. If you were the brand manager for a green product, for example an organic food item or an energy-efficient appliance, how would you go about marketing the product knowing these licensing effects were possible?

Resources:

Organic Market Analysis – Organic Trade Association https://www.ota.com/resources/market-analysis

Research: Reusable Shopping Bags May Encourage an Unhealthier Diet http://www.fuqua.duke.edu/news_events/news-releases/bollinger-shopping-bags/

How going green may make you mean https://www.theguardian.com/environment/2010/mar/15/green-consumers-more-likely-steal

Goodies behaving badly https://www.theguardian.com/commentisfree/cif-green/2010/mar/16/green-consumers-lie-moreethics

Are green consumers more unethical? http://www.torontosun.com/news/columnists/thane_burnett/2010/03/16/13246791.html

When buying in means selling out: Sustainable consumption campaigns and unintended uncivic boomerang effects http://www.comm.ucsb.edu/faculty/rrice/Atkinson.pdf

Author: Lucy Atkinson, Ph.D. Stan Richards School of Advertising & Public Relations Moody College of Communication The University of Texas at Austin

· Modified Case study from McCombs School of Business, The University of Texas Austin

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Dennis Kozlowski: Living Large

Dennis Kozlowski came from modest circumstances. He began his career at Tyco International in 1975 as an auditor, and worked his way up the corporate ladder to become CEO in 1992. Kozlowski gained notoriety as CEO for the rapid growth and success of the company, as well as his extravagant lifestyle. He left the company in 2002 amid controversy surrounding his compensation and personal spending. In 2005, Kozlowski was convicted of crimes in relation to alleged unauthorized bonuses of $81 million, in addition to other large purchases and investments.

As CEO, Kozlowski was lauded for his risk-taking and the immense growth of the company. He launched a series of strategic mergers and acquisitions, rapidly building up the size of Tyco. During his first six years as CEO, he secured 88 deals worth over $15 billion. Strong growth was bolstered by a booming economy, and Tyco’s stock price soared as the company consistently beat Wall Street’s expectations. However, when the economy slowed, the company began to struggle.

Allegedly, Tyco paid for Kozlowski’s $30 million New York apartment, as well as personal gifts and parties, including $1 million of a $2 million birthday party for his wife. After Kozlowski paid a $20 million finding fee to a board member without proper approval, and paintings invoiced for Tyco offices ended up in Kozlowski’s apartment (among other irregularities), Kozlowski was criminally charged with looting more than $600 million of assets from Tyco and its shareholders.

While many questioned his lifestyle, others questioned the trial and conviction. Commenting on the case, civil rights lawyer Dan Ackman wrote, “It’s fair to say that Kozlowski…abused many corporate prerogatives… Still, the larceny charges at the heart of the case did not depend on whether the defendants took the money—they did—but whether they were authorized to take it.” Kozlowski asserted his innocence of the charges, stating, “There was no criminal intent here. Nothing was hidden. There were no shredded documents. All the information the prosecutors got was directly off the books and records of the company.”

Essay directions –

Students will have to identify and analyze the above ethical dilemma. Write a 750 – 1000 word, double-spaced paper, and APA style.

Questions:

1) Do you think Dennis Kozlowski was an effective leader for Tyco International? Were his actions ethically permissible? Why or why not?

2) As CEO of a major company, how might entitlement bias have affected Kozlowski’s behavior?

3) What rationalizations do you think Kozlowski might have used to justify his behavior in his own mind?

4) If you were in Kozlowski’s position, how do you think your actions would affect the behavior of your employees? Why?

5) Can you think of any other examples of leaders who have abused the power of their position? What similarities and differences do you see between them and Kozlowski?

Resources:

Testosterone Inc.: Tales of CEOs Gone Wild http://www.worldcat.org/title/testosterone-inc-tales-of-ceos-gone-wild/oclc/54503986

Deal-a-Month Dennis http://www.forbes.com/forbes/1998/0615/6112066a.html

Tyco’s ‘Piggy,’ Out of Prison and Living Small http://www.nytimes.com/2015/03/02/business/dealbook/dennis-kozlowskis-path-from-infamy-toobscurity.html

What Happens after You Serve Your White-Collar Prison Sentence? http://www.vanityfair.com/news/2015/03/dennis-kozlowski-life-after-prison

Dennis Kozlowski Was Not a Thief https://hbr.org/2014/01/dennis-kozlowski-was-not-a-thief/

Taking Down the Lion: The Triumphant Rise and Tragic Fall of Tyco’s Dennis Kozlowski http://www.worldcat.org/title/taking-down-the-lion-the-triumphant-rise-and-tragic-fall-of-tycosdennis-kozlowski/oclc/852658404

Dennis Kozlowski: Prisoner 05A4820 http://www.cbsnews.com/news/dennis-kozlowski-prisoner-05a4820/

Tyco Trial II: Verdict First, Law Second http://www.forbes.com/home/business/2005/06/17/kozlowski-tyco-verdictcx_da_0617tycoverdict.html

Author: Robert Prentice, J.D. Department of Business, Government and Society McCombs School of Business The University of Texas at Austin

· Modified Case study from McCombs School of Business, The University of Texas Austin

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Ethics Research Paper essay help us: essay help us

Case Study #5

Abramoff: Lobbying Congress

On March 29, 2006, former lobbyist Jack Abramoff was sentenced to six years in federal prison after pleading guilty to mail fraud, tax evasion, and conspiracy to bribe public officials. Key to Abramoff’s conviction were his lobbying efforts that began in the 1990s on behalf of Native American tribes seeking to establish gambling on reservations.

In 1996, Abramoff began working for the Mississippi Band of Choctaw Indians. With the help of Republican tax reform advocate Grover Norquist, and his political advocacy group Americans for Tax Reform, Abramoff defeated a Congressional bill that would have taxed Native American casinos. Texas Representative and House Majority Whip Tom DeLay also played a major role in the bill’s defeat. DeLay pushed the agenda of Abramoff’s lobbying clients in exchange for favors from Abramoff.

In 1999, Abramoff similarly lobbied to defeat a bill in the Alabama State Legislature that would have allowed casino-style games on dog racing tracks. This bill would have created competition for his clients’ casino businesses. Republican political activist Ralph Reed, and his political consulting firm Century Strategies, aided the effort by leading a grassroots campaign that rallied Alabama-based Christian organizations to oppose the bill.

As Abramoff’s successes grew, his clients, political contacts, and influence expanded. He hired aides and former staff of members of Congress. In 2001, Abramoff began working with Congressman DeLay’s former communications director, Michael Scanlon, who had formed his own public affairs consulting firm, Capitol Campaign Strategies. The Coushatta Tribe of Louisiana hired Abramoff and Capitol Campaign Strategies to help them renegotiate their gambling agreement with the State of Louisiana. Abramoff, however, did not disclose to the tribe that, in addition to his own consulting fees, he also received a portion of the fees paid to Scanlon’s firm.

In an effort to protect his Coushatta clients in Louisiana from competition by a new casino near Houston, Texas, Abramoff successfully lobbied for a state gambling ban in Texas between 2001 and 2002. Incidental to this ban was the closure of a casino in El Paso, Texas, owned by the Tigua Tribal Nation. The Tigua were another one of Abramoff’s casino clients.

Later in 2002, Abramoff made a pitch to the Tigua to work to oppose the ban for which he had previously lobbied successfully. With the Tigua’s money, Abramoff took Ohio Representative Bob Ney and his staff on a golfing trip to Scotland. Abramoff hoped to convince Ney and his colleagues to slip a provision into an election-reform bill that would grant the Tigua gaming rights. Abramoff’s efforts did not pay off, and the deal he sought fell through, but he did not inform the Tigua of this outcome. Rather, Abramoff continued to give the Tigua hope for the provision’s success, while also continuing to charge them for his and Scanlon’s services. And, in their email exchanges, Abramoff and Scanlon often mocked their tribal clients as “morons” and “monkeys.”

Throughout the course of their work with Native American tribes, Abramoff and Scanlon charged upwards of $66 million. The Coushatta paid over $30 million to protect their casino and to stop competing casinos in Texas. The Tigua paid $4.2 million to try to continue operating their casino in Texas. Abramoff has stated that he donated much of the money he made to charities, schools, and causes he believed in. But he also spent millions of dollars on activities or contributions in connection with politicians and campaigns he sought to influence. Furthermore, he evaded taxes by funneling money through nonprofit organizations with which he partnered.

After his conviction in 2006, Abramoff cooperated in the investigation of his relationships with Congress members, including aides, business associates, government officials, and lawmakers. Representatives DeLay and Ney both stepped down from their positions in Congress. DeLay, who had risen to the rank of House Majority Leader, was charged with money laundering and conspiracy of funneling corporate contributions to state candidates. Ney plead guilty to conspiracy to commit fraud and making false statements. In exchange for gifts, lavish trips, and political donations from Abramoff, DeLay and Ney had used their positions in Congress to grant favors to Abramoff’s clients and lobbying team. Abramoff served three and a half years of a six-year prison term. He was released on December 3, 2010.

Since his release, Abramoff has spoken out against corruption in politics. He has stated that he believed himself to be a “moral lobbyist” and has apologized for his actions. In a 2011 interview, he said, “What’s legal in this system is the problem,” and in his memoir, he wrote, “Unfortunately, I was a miniature version of that system.” But not everyone perceived his redemption as a genuine effort. Tigua tribal leaders said his apologies were too little, too late. Rick Hill, former chairman of the Oneida Nation of Wisconsin, stated, “You look at Jack—though he took money from my elders and our kids, and now he comes here, and he gets to prop himself up, and it’s an acceptable part of [Washington] D.C. culture. He wouldn’t stand a minute on the reservation.”

Others point to the American political system, and see Abramoff as a symptom of broader corruption. Investigative journalist Susan Schmidt stated, “Abramoff couldn’t have flourished if this system, itself, was not corrupt, where the need for money—the members of Congress and their need for money—is so voracious and so huge that they don’t have their guard up.” California Representative Dana Rohrabacher said, “What Jack had been doing was what had been done before. People should pay more attention to the fact that we have got some enormous special interests in this country who are having incredible influences on policy.”

In his memoir, Abramoff reflected on personal and professional reform: “Regardless of my rationalizations, I was the one who didn’t disclose to my clients that there was a conflict of interest… I wasn’t the devil that the media were so quick to create, but neither was I the saint I always hoped to become. …I decided that, in order to move myself close to the angels, I would take what happened in my life, try to learn from it, and use it to educate others.”

Essay directions –

Students will have to identify and analyze the above ethical dilemma. Write a 750 – 1000 word, double-spaced paper, and APA style.

Essay Questions:

1. Abramoff had an established set of morals in his personal life, and was deeply religious. He believed he was a ‘moral lobbyist’ who fought hard on behalf of his clients, and he donated much of his proceeds to worthy causes. Do you think the blame of his lobbying tactics primarily lies with Abramoff individually, or with the system within which he operated? Explain.

2. To what degree do you think individuals have a responsibility to act ethically within a corrupt system? How would an individual act ethically in this context?

3. Lobbying is a high-pressure, high-stakes business. Although lobbyists typically try to fly below the radar-screen, sometimes their business is high-profile as well. How might these situational factors affect lobbyists’ ability to act ethically?

4. Why do you think Abramoff and his associates would mock clients who were paying them millions of dollars? How does one rationalize or explain such behavior?

5. Since his release from prison, Abramoff has advocated for political reform, but many do not see his efforts as genuine. Do you agree with the view that Abramoff is a morally bankrupt felon who has no business advocating reform? Or do you agree with the view that Abramoff is a fallible human in a unique position to help us learn from his moral mistakes and reform a broken system? Explain.

6. Many politicians who received contributions from Abramoff or his clients donated portions of the funds they received to charity. Only a small fraction of politicians donated the money to Native American tribes. Do you think politicians who received these funds had a moral obligation to donate their money to Native American tribes? Why or why not? Do you have a different opinion of those who did donate to Native American tribes versus those who didn’t? Explain.

7. How many basic ethics and behavioral ethics concepts can you identify at work in this case study? Explain and discuss their significance.

Investigating Abramoff – Special Report http://www.washingtonpost.com/wp-dyn/content/linkset/2005/06/22/LI2005062200936.html

Capitol Punishment: The Hard Truth about Washington Corruption from America’s Most Notorious Lobbyist http://www.worldcat.org/title/capitol-punishment-the-hard-truth-about-washington-corruption-fromamericas-most-notorious-lobbyist/oclc/746839199

How a Lobbyist Stacked the Deck http://www.washingtonpost.com/wp-dyn/content/article/2005/10/15/AR2005101501539.html

A Jackpot From Indian Gaming Tribes http://www.washingtonpost.com/wp-dyn/content/article/2006/03/06/AR2006030600702.html

Jack Abramoff Confronted by Native American Tribes http://www.huffingtonpost.com/2012/03/07/jack-abramoff-native-american-tribescrimes_n_1326917.html

For Ex-Lobbyist Abramoff, a Multimedia Effort at Redemption http://www.nytimes.com/2011/11/13/us/jack-abramoff-making-a-multimedia-effort-atredemption.html?rref=collectiontimestopicAbramoffJack

Abramoff and 4 Others Sued by Tribe Over Casino Closing http://www.nytimes.com/2006/07/13/us/13tribe.html?rref=collectiontimestopicAbramoff%2 CJack

Abramoff Effect: The Smell of Casino Money http://www.nytimes.com/2006/01/16/opinion/abramoff-effect-the-smell-of-casino-money.html

The Fast Rise and Steep Fall of Jack Abramoff http://www.washingtonpost.com/wp-dyn/content/article/2005/12/28/AR2005122801588.html

Trial Money Linked to GOP Fundraising http://www.washingtonpost.com/wp-dyn/articles/A26015-2004Dec25.html

‘Operation Open Doors’ http://www.washingtonpost.com/wp-dyn/articles/A30123-2004Dec2.html A Lobbyist in Full http://www.nytimes.com/2005/05/01/magazine/a-lobbyist-in-full.html

Lobbyists, Clients Undeterred by Scandal http://www.washingtonpost.com/wp-dyn/content/article/2005/06/25/AR2005062500983_pf.html

Lawrence Lessig interviews Jack Abramoff https://www.youtube.com/watch?v=pkvIS5pZ0eI

Casino Jack and the United States of Money http://www.worldcat.org/title/casino-jack-and-the-united-states-of-money/oclc/646071490

Heist: Superlobbyist Jack Abramoff, His Republican Allies, and the Buying of Washington http://www.worldcat.org/title/heist-superlobbyist-jack-abramoff-his-republican-allies-and-the-buyingof-washington/oclc/69241491

Author: Ethics Unwrapped Staff McCombs School of Business The University of Texas at Austin

· Modified Case study from McCombs School of Business, The University of Texas Austin

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Political action essay devry tutorcom essay help: devry tutorcom essay help

Part 1: Analyze how your experience with your political action compares to what you have read in the assigned readings listed on the syllabus. Explain how your political action brings to mind specific things that you learned from the assigned readings listed on the syllabus. You must do a detailed compare/contrast of your political action experience with specific things found in the the assigned readings listed on the syllabus. Is your personal real-world experience during your political action the same as or different from what is presented in the assigned readings? Explain. Don’t forget to include citations to specific things from the the assigned readings listed on the syllabus and cite as parenthetic citations. Example: when citing to the Krutz textbook which you are assigned to read for the class, include parenthetic citations to the book (meaning to put the citations containing the author’s name and page number or section number within parentheses). It should look like (Krutz, page number/section number).

Part 2: Identify a specific political issue/problem that is currently highlighted in the news right now, and use everything that you have learned from class AND from your experience gained from your political action to create detailed strategies for taking action to respond to (or even solve) that political issue/problem in the news. Make sure to include a citation to the news source (name of the news source and/or URL web address, etc.). Not including a citation to a news source in your paper will also result in a loss of points.

Links to additional assigned readings for theme 3 (click on each link):

Go to capitolmuseum.ca.gov/legislation/branches-of-government (Links to an external site.)

Click on and read Executive, Legislative, Judicial

Go to https://www.eduplace.com/kids/socsci/ca/books/bkd/wklyrdr/u5_article2.shtml (Links to an external site.)
Go to http://guides.ll.georgetown.edu/California-in-depth/local-governments (Links to an external site.)

Links to additional assigned readings for theme 4 (click on each link):

Martin Luther King, Jr.’s Letter from a Birmingham Jail

http://okra.stanford.edu/transcription/document_images/undecided/630416-019.pdf (Links to an external site.)Links to an external site.

Voting Rights and the Color of Law – The New Yorker

www.newyorker.com/magazine/2013/07/08/the-color-of-law (Links to an external site.)Links to an external site.

Cesar Chavez’s Letter from Delano

https://libraries.ucsd.edu/farmworkermovement/essays/essays/LetterFromDelano.pdf (Links to an external site.)Links to an external site.

Social Movements in the U.S.- Time

content.time.com/time/specials/packages/article/0,28804,2096654_2096653_2096692,00.html

Krutz, Glen. American Government. Houston: OpenStax. Licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0)

https://openstax.org/details/books/american-government-2e

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Challenges to achieve sisterhood english essay help online

1. Explain why the author (hooks) states that it’s hard to achieve sisterhood? List some of the challenges to achieve sisterhood.

-Bell Hooks states that it’s hard to achieve sisterhood because “male supremacist ideology” encourages women to believe that they are useless and are only valuable when relating to or bonding with men. Women are taught that their “natural enemies” are themselves, and that “solidarity” will not exist because they cannot and should not bond with one another. Therefore relationships between other women are seen as less valuable and “diminish” rather than “enrich” their own experiences. Women are divided by sexist attitudes, racism, class privilege, and many other prejudices that seek to divide women and turn them against each other. As such, there can be no “mass-based movement” to end sexist oppression without women demonstrating that they are willing to work together and bond in order to achieve their cause. “Some feminists now feel that unity among women is impossible given our differences” (Hooks 44). The fact that many women (like the bourgeois white women) are “exploiting and oppressing other women” for their own gains is only hurting their cause and is giving men more power to control them. “According to Bourgeois women, the basis for bonding was shared victimization, hence the emphasis on common oppression” (Hooks 45). This meant that women had to be represented as “victims” in order to feel that the feminist movement was relevant to their lives. Bonding as “victims” created a situation in which “self-affirming women” (like black women) were often seen as having no place in the feminist movement. It was this logic that led many white women activists to abandon the feminist movement when they no longer embraced the “victim” identity. They cannot afford to see themselves solely as “victims” because it would be psychologically demoralizing for these women to bond with other women on the basis of “shared victimization” and under male patriarchy they would continue to devalue women who were outside of their group and continue to exercise their influence and power over their “allies”. For women to be able to make any kind of impact, on any social or political platform, they have to be able to bond and connect with each other on the basis of shared strengths and resources. It is this type of bonding that is the essence of Sisterhood.

2. Explain how the feminist movement has been shaped since 1960 (provide details in chronological order).

-During the 1960s, influenced and inspired by the Civil Rights Movement, women of all ages began to fight to secure a stronger role in American society. As members of groups like the National Organization for Women (NOW) asserted their rights and strove for equality for themselves and others, they upended many accepted norms and set groundbreaking social and legal changes in motion. Title VII is the section of the Civil Rights Act of 1964 that prohibited discrimination in employment on the basis of gender. Just as the abolitionist movement made nineteenth-century women more aware of their lack of power and encouraged them to form the first women’s rights movement–sometimes called first-wave feminism–the protest movements of the 1960s inspired many white and middle-class women to create their own organized movement for greater rights–known as second-wave feminism. Many were older, married women who found the traditional roles of housewife and mother unfulfilling. In 1963, writer and feminist Betty Friedan published The Feminine Mystique, a nonfiction book in which she contested the post-World War II belief that it was women’s destiny to marry and bear children. Friedan’s book was a best-seller and began to raise the consciousness of many women who agreed that homemaking in the suburbs sapped them of their individualism and left them unsatisfied. Women filled significant roles in organizations fighting for civil rights like the Student National Coordinating Committee (SNCC) and Students for a Democratic Society (SDS). However, women often found that those organizations—enlightened as they might have been about racial issues or the war in Vietnam—could still be influenced by patriarchal ideas of male superiority. In 1966, the National Organization for Women (NOW), formed and proceeded to set an agenda for the feminist movement. Framed by a statement of purpose written by Friedan, the agenda began by proclaiming NOW’s goal to make possible women’s participation in all aspects of American life and to gain for them all the rights enjoyed by men. Among the specific goals set was the passage of the Equal Rights Amendment (ERA), a proposed Constitutional Amendment guaranteeing equal rights for women. First introduced in Congress in 1923, the ERA was passed in 1972 but failed to receive the 38 state ratifications necessary to become part of the Constitution. It has yet to be adopted today. A series of landmark Supreme Court cases through the ’60s and ’70s gave married and unmarried women the right to use birth control; Title IX gave women the right to educational equality; and in 1973, Roe v. Wade guaranteed women’s reproductive freedom. More radical feminists, like their colleagues in other movements, were dissatisfied with merely redressing economic issues. They devised their own brand of consciousness-raising events and symbolic attacks on women’s oppression. Earning the right to work outside the home was not a major concern for black women, many of whom had to work outside the home anyway. And while black women and white women both advocated for reproductive freedom, black women wanted to fight not just for the right to contraception and abortions but also to stop the forced sterilization of people of color and people with disabilities, which was not a priority for the mainstream women’s movement. In response, some black feminists decamped from feminism to create womanism. The beginning of the third wave is pegged to two things: the Anita Hill case in 1991, and the emergence of the riot grrrl groups in the music scene of the early 1990s. In 1991, Anita Hill testified before the Senate Judiciary Committee that Supreme Court nominee Clarence Thomas had sexually harassed her at work. Thomas made his way to the Supreme Court anyway, but Hill’s testimony sparked an avalanche of sexual harassment complaints, in much the same way that last fall’s Harvey Weinstein accusations were followed by a litany of sexual misconduct accusations against other powerful men. Early third-wave activism tended to involve fighting against workplace sexual harassment and working to increase the number of women in positions of power. Intellectually, it was rooted in the work of theorists of the ’80s: Kimberlé Crenshaw, a scholar of gender and critical race theory who coined the term intersectionality to describe the ways in which different forms of oppression intersect; and Judith Butler, who argued that gender and sex are separate and that gender is performative. Crenshaw and Butler’s combined influence would become foundational to the third wave’s embrace of the fight for trans rights as a fundamental part of intersectional feminism. Depending on how you count the waves, that might be changing now, as the #MeToo moment develops with no signs of stopping — or we might be kicking off an entirely new wave. The Fourth Wave, movement within feminism that, although debated by some, began about 2012. Its focus was on sexual harassment, body shaming, and rape culture, among other issues. A key component was the use of social media to highlight and address these concerns. The new wave arose amid a number of high-profile incidents. Victims of sexual harassment or assault around the world—and of all ethnicities—began sharing their experiences on social media, using the hashtag #MeToo. The movement grew over the coming months to bring condemnation to dozens of powerful men in politics, business, entertainment, and the news media.

3. Explain some of the different points/beliefs between Radical feminism, Socialist Marxist Feminists, and liberal feminist ideology [for the answer use bell for Radical feminists and Han & Heldman for Socialist Marxist feminist chapter 3].

-Liberal feminism works within the structure of mainstream society to integrate women into that structure. As is often the case with liberals, they slog along inside the system, getting little done amongst the compromises until some radical movement shows up and pulls those compromises left of center. This is how it operated in the days of the suffragist movement and again with the emergence of the radical feminists. This term refers to the feminist movement that sprung out of the civil rights and peace movements in 1967-1968. The reason this group gets the “radical” label is that they view the oppression of women as the most fundamental form of oppression, one that cuts across boundaries of race, culture, and economic class. This is a movement intent on social change, change of rather revolutionary proportions, in fact. Marxism recognizes that women are oppressed, and attributes the oppression to the capitalist/private property system. Thus they insist that the only way to end the oppression of women is to overthrow the capitalist system.

4. Define what bell hooks means by sexist ideology and what does sexist ideology teaches women?

-Sexism means discrimination based on sex or gender, or the belief that because men are superior to women, discrimination is justified. Such a belief can be conscious or unconscious. In sexism, as in racism, the differences between two (or more) groups are viewed as indications that one group is superior or inferior. Sexist discrimination against girls and women is a means of maintaining male domination and power. The oppression or discrimination can be economic, political, social, or cultural. In regards to the concept of a “common oppression”, bell hooks claims that: “The idea of common oppression was a false and corrupt platform disguising and mystifying the true nature of women’s varied and complex social reality. Women’s liberationists made shared victimization the basis for woman bonding but this participates in sexist ideology that teaches women that being a female is to be a victim”. Bell Hooks states that “Bonding between a chosen circle of women who strengthen their ties by excluding and devaluing women outside their group closely resembles the type of personal bonding between women that has always occurred under patriarchy”. Sisterhood involves shared sentiment against sexism, and in order to share the true value of Sisterhood, women-to-women relationships must stop being influenced by male supremacist values. Sexist ideology brainwashes men to believe that their violent abuse of women is beneficial when it is not. Yet feminist activists affirm this logic when we should be constantly naming these acts as expressions of per verted power relations, general lack of control over one’s actions, emotional powerlessness, extreme irrationality, and in many cases, outright insanity. Passive male absorption of sexist ideology enables them to interpret this disturbed behavior positively. As long as men are brainwashed to equate violent abuse of women with privilege, they will have no understanding of the damage done to themselves, or the damage they do to others, and no motivation to change.

5. Bell hooks claims that Racism is fundamentally a feminist issue. Do you agree or disagree with this access? [Why did 53 percent of white women vote for Donald Trump? Romney instead of Obama and McCain instead of Obama (Han & Helman chapter 5-page 106).

-I agree that racism is fundamentally a feminist issue because Racism along with class differences are factors that keep women from establishing a true Sisterhood, as “Sisterhood” taught by women’s liberationists only includes white bourgeois women. hooks claims that because black women were seen as strong, they could not be part of a Sisterhood and were excluded from the “feminist” agenda. Instead Sisterhood became “yet another shield against reality, another support system” for white feminists. To prevent the exclusion of women with different skin colors and cultures, it is important to acknowledge the existence of racial discrimination and the exploitation of multi-ethnic women by white women. Likewise, women of color must work to understand each other since women of different races have different backgrounds. bell hooks claims it would be impossible for women of different cultures to truly share the same concerns, and so a bond should be formed between women on the basis of shared strengths versus that of a “common oppression”.

6. On Chapter 5– bell hooks states, Liberal feminism believes that “Men … were all-powerful, misogynist, oppressor—the enemy. Women were the oppressed—the victims,”.. “all men are the enemy” and “all men hate women.” Explain the meaning of these statements and what are the adverse effects of the above believe for women of color?

-Women’s liberationists called upon all women to join feminist movement but they did not continually stress that men should assume responsibility for actively struggling to end sexist oppression. Men, they argued, were all-powerful, misogynist, oppressor the enemy. Women were the oppressed-the victims. Such rhetoric reinforced sexist ideology by positing in an inverted form the notion of a basic conflict between the sexes, the implication being that the empowerment of women would necessarily be at the expense of men. Anti-male sentiments alienated many poor and working class women, particularly non-white women, from feminist movement. As with other issues, the insistence on a “woman only” feminist movement and a virulent anti-male stance reflected the race and class background of participants. Bourgeois white women, especially radical feminists, were envious and angry birds at privileged white men for denying them an equal share in class privilege. In part, feminism provided them with a public forum for the expression of their anger as well as a political platform they could use to call attention to issues of social equality, demand change, and promote specific reforms. They were not eager to call attention to the fact that men do not share a common social status; that patriarchy does not negate the existence of class and race privilege or exploitation; that all men do not benefit equally from sexism. They did not want to acknowledge that bourgeois white women, though often victimized by sexism, have more power and privilege, are less likely to be exploited or oppressed, than poor, uneducated, non white males. At the time, many white women’s liberationists did not care about the fate of oppressed groups of men. In keeping with the exercise of race and/ or class privilege, they deemed the life experiences of these men unworthy of their attention, dismissed them, and simultaneously deflected attention away from their support of continued exploitation and oppression. Assertions like “all men are the enemy,” “all men hate women” lumped all groups of men in one category, thereby suggesting that they share equally in all forms of male privilege. We identify the agents of our oppression as men. Male supremacy is the oldest, most basic form of domination. All other forms of exploitation and oppression (racism, capitalism, imperialism, etc.) are extensions of male supremacy: men dominate women, a few men dominate the rest. The ruling class male power structure that promotes his sexist abuse of women reaps the real material benefits and privileges from his actions. As long as he is attacking women and not sexism or capitalism, he helps to maintain a system that allows him few, if any, benefits or privileges. He is an oppressor. He is an enemy to women. He is also an enemy to himself. He is also oppressed. His abuse of women is not justifiable. Even though he has been socialized to act as he does, there are existing social movements that would enable him to struggle for self-recovery and liberation. By ignoring these movements, he chooses to remain both oppressor and oppressed. If feminist movement ignores his predicament, dismisses his hurt, or writes him off as just another male enemy, then we are passively condoning his actions. Women in black communities have been reluctant to publicly discuss sexist oppression, but they have always known it exists. We too have been socialized to accept sexist ideology and many black women feel that black male abuse of women is a reflection of frustrated masculinity-such thoughts lead them to see that abuse is understandable, even justified. The vast majority of black women think that just publicly stating that these men are the enemy or identifying them as oppressors would do little to change the situation; they fear it could simply lead to greater victimization. Naming oppressive realities, in and of itself, has not brought about the kinds of changes for oppressed groups that it can for more privileged groups, who command a different quality of attention. The public naming of sexism has generally not resulted in the institutionalized violence that characterized, for example, the response to black civil rights struggles. So far, feminist rhetoric identifying men as the enemy has had few positive implications. Had feminist activists called attention to the relationship between ruling class men and the vast majority of men, who are socialized to perpetuate and maintain sexism and sexist oppression even as they reap no life-affirming benefits, these men might have been motivated to examine the impact of sexism in their lives. Often feminist activists talk about male abuse of women as if it is an exercise of privilege rather than an expression of moral bankruptcy, insanity, and dehumanization. Implicit in this statement is the assumption that the act of committing violent crimes against women is either a gesture or an affirmation of privilege. Sexist ideology brainwashes men to believe that their violent abuse of women is beneficial when it is not. Yet feminist activists affirm this logic when we should be constantly naming these acts as expressions of per verted power relations, general lack of control over one’s actions, emotional powerlessness, extreme irrationality, and in many cases, outright insanity. Passive male absorption of sexist ideology enables them to interpret this disturbed behavior positively. As long as men are brainwashed to equate violent abuse of women with privilege, they will have no understanding of the damage done to themselves, or the damage they do to others, and no motivation to change. it is evident that the emphasis on “man as enemy” deflected attention away from focus on improving relationships between women and men, ways for men and women to work together to unlearn sexism. Bourgeois women active in feminist movement exploited the notion of a natural polarization between the sexes to draw attention to equal rights effort. They had an enormous investment in depicting the male as enemy and the female as victim. They were a group of women who could dismiss their ties with men once they had an equal share in class privilege. They were ultimately more concerned with obtaining an equal share in class privilege than with the struggle to eliminate sexism and sexist oppression. Their insistence on separating from men heightened the sense that they, as women without men, needed to be equal. Most women do not have the freedom to separate from men because of economic interdependence. The separatist notion that women could resist sexism by withdrawing from contact with men reflected a bourgeois class perspective. It seems to me that for this reason alone, criticizing women who associate with men not only tends to be counterproductive; it borders on blaming the victim. Particularly if the women taking it upon themselves to set the standards are white and upper or middle class (as has often been the case in my experience) and those to whom they apply these rules are not.

7. Chapter 5 –Why it is important to have men as part of the feminist movement? In other words why Separatist ideology is bad for the movement?

-Men who actively struggle against sexism have a place in feminist movement. They are our comrades. Feminists have recognized and supported the work of men who take responsibility for sexist oppression-men’s work with batterers, for example. Those women’s liberationists who see no value in this participation must rethink and re-examine the process by which revolutionary struggle is advanced. Individual men tend to become involved in feminist movement because of the pain generated in relationships with women. Usually a woman friend or companion has called attention to their support of male supremacy. Men who advocate feminism as a movement to end sexist oppression must become more vocal and public in their opposition to sexism and sexist oppression. Until men share equal responsibility for struggling to end sexism, feminist movement will reflect the very sexist contradictions we wish to eradicate. Separatist ideology encourages us to believe that women alone can make feminist revolution-we cannot. Since men are the primary agents maintaining and supporting sexism and sexist oppression, they can only be successfully eradicated if men are compelled to assume responsibility for transforming their consciousness and the consciousness of society as a whole. In particular, men have a tremendous contribution to make to feminist struggle in the area of exposing, confronting, opposing, and transforming the sexism of their male peers. When men show a willingness to assume equal responsibility in feminist struggle, performing whatever tasks are necessary, women should affirm their revolutionary work by acknowledging them as comrades in struggle. Separatist ideology encourages women to ignore the negative impact of sexism on male personhood. It stresses polarization between the sexes. According to Joy Justice, separatists believe that there are “two basic perspectives” on the issue of naming the victims of sexism: “There is the perspective that men oppress women. And there is the perspective that people are people, and we are all hurt by rigid sex roles.” Many separatists feel that the latter perspective is a sign of co-optation, representing women’s refusal to confront the fact that men are the enemy-they insist on the primacy of the first perspective. Both perspectives accurately describe our predicament. Men do oppress women. Women active in feminist movement have not wanted to focus in any way on male pain so as not to deflect attention away form the focus on male privilege. Separatist feminist rhetoric suggested that all men shared equally in male privilege, that all men reap positive benefits from sexism. Yet the poor or working class man who has been socialized via sexist ideology to believe that there are privileges and powers he should possess solely because he is male often finds that few if any of these benefits are automatically bestowed him in life. More than any other male group in the United States, he is constantly concerned about the contradiction between the notion of masculinity he was taught and his inability to live up to that notion. He is usually “hurt,” emotionally scarred because he does not have the privilege or power society has taught him “real men” should possess. Alienated, frustrated, pissed off, he may attack, abuse, and oppress an individual woman or women, but he is not reaping positive benefits from his support and perpetuation of sexist ideology. Like women, men have been socialized to passively accept sexist ideology. While they need not blame themselves for accepting sexism, they must assume responsibility for eliminating it. It angers women activists who push separatism as a goal of feminist movement to hear emphasis placed on men being victimized by sexism; they cling to the “all men are the enemy” version of reality. Men are not exploited or oppressed by sexism, but there are ways in which they suffer as a result of it. This suffering should not be ignored. While it in no way diminishes the seriousness of male abuse and oppression of women, or negates male responsibility for exploitative actions, the pain men experience can serve as a catalyst calling attention to the need for change. Recognition of the painful consequences of sexism in their lives led some men to establish consciousness-raising groups to examine this. Most are experiencing emotional pain as a result of their male sex role and are dissatisfied with it. Some have had confrontations with radical feminists in public or private encounters and have been repeatedly criticized for being sexist. Some come as a result of their commitment to social change and their recognition that sexism and patriarchy are elements of an intolerable social system that needs to be altered. women can no longer allow feminism to be another arena for the continued expression of antagonism between the sexes. The time has come for women active in feminist movement to develop new strategies for including men in the struggle against sexism. All men support and perpetuate sexism and sexist oppression in one form or another. It is crucial that feminist activists not get bogged down in intensifying our awareness of this fact to the extent that we do not stress the more unemphasized point which is that men can lead life affirming, meaningful lives without exploiting and oppressing women.

8. Hooks argued that black men’s oppression is different than ruling-class men’s oppression. What does she mean?

-So far, feminist rhetoric identifying men as the enemy has had few positive implications. The process by which men act as oppressors and are oppressed is particularly visible in black communities, where men are working class and poor. Had feminist activists called attention to the relationship between ruling class men and the vast majority of men, who are socialized to perpetuate and maintain sexism and sexist oppression even as they reap no life-affirming benefits, these men might have been motivated to examine the impact of sexism in their lives. Often feminist activists talk about male abuse of women as if it is an exercise of privilege rather than an expression of moral bankruptcy, insanity, and dehumanization. Women in black communities have been reluctant to publicly discuss sexist oppression, but they have always known it exists. We too have been socialized to accept sexist ideology and many black women feel that black male abuse of women is a reflection of frustrated masculinity-such thoughts lead them to see that abuse is understandable, even justified. The vast majority of black women think that just publicly stating that these men are the enemy or identifying them as oppressors would do little to change the situation; they fear it could simply lead to greater victimization. Women active in feminist movement have not wanted to focus in any way on male pain so as not to deflect attention away form the focus on male privilege. Separatist feminist rhetoric suggested that all men shared equally in male privilege, that all men reap positive benefits from sexism. Yet the poor or working class man who has been socialized via sexist ideology to believe that there are privileges and powers he should possess solely because he is male often finds that few if any of these benefits are automatically bestowed him in life. More than any other male group in the United States, he is constantly concerned about the contradiction between the notion of masculinity he was taught and his inability to live up to that notion. He is usually “hurt,” emotionally scarred because he does not have the privilege or power society has taught him “real men” should possess. Alienated, frustrated, pissed off, he may attack, abuse, and oppress an individual woman or women, but he is not reaping positive benefits from his support and perpetuation of sexist ideology. When he beats or rapes women, he is not exercising privilege or reaping positive rewards; he may feel satisfied in exercising the only form of domination allowed him. The ruling class male power structure that promotes his sexist abuse of women reaps the real material benefits and privileges from his actions. As long as he is attacking women and not sexism or capitalism, he helps to maintain a system that allows him few, if any, benefits or privileges. He is an oppressor. He is an enemy to women. He is also an enemy to himself. He is also oppressed. His abuse of women is not justifiable. Even though he has been socialized to act as he does, there are existing social movements that would enable him to struggle for self-recovery and liberation. By ignoring these movements, he chooses to remain both oppressor and oppressed. If feminist movement ignores his predicament, dismisses his hurt, or writes him off as just another male enemy, then we are passively condoning his actions.

9. Chapter 6–Explain why radical feminists challenged the prevailing notion of power.

-“In this society, power is commonly equated with domination and control over people or things” (Hooks 84). Radical feminists argued that the domination of one human being by another is the basic evil in society. Dominance in human relationships is the target of their opposition and they attempted to transform its meaning. Yet their attempts were not successful. As the feminist movement progressed, critiques of the notion of power as domination and control were submerged as bourgeois activists began to focus on women overcoming their fear of power (the implication being that if they wanted social equality with men, they would need to participate equally in exercising domination and control over others). Differing perspectives on power within the feminist movement reflected individual class biases and political perspecitives. Women were interested in reforms that would lead to social equality with men and they wanted to obtain greater power in the existing system. Women interested in revolutionary change were quick to label the exercise of power as a negative trait, without distinguishing between power as domination and control over others and power that is creative and life-affirming.

10. what are feminist activists understanding of women’s relationship to power?

-Like most men, most women are taught from childhood on that dominating and controlling others is the basic expression of power. Women rising to relative or absolute power within the existing structure might just imitate men, and in the process become the oppressors of other people, including other women. “Books like Phyllis Chesler and Emily Goodman’s Women, money, and power emphasize women’s powerlessness and argue in favor of women working to obtain power within the existing social structure” and whether women’s exercise of power would be any less corrupt or destructive than men’s (Bell Hooks 85). Because power has been understood from the position of the socially dominant — the ruling class and men — the feminist task, according to Hartsock, is to reconceptualize power from a specifically feminist standpoint, one that is rooted in women’s life experience, specifically, their role in reproduction. However there is a possibility that once in power, women would overcome the established economic and social system that is currently in place and be more humanistic in their approach. Although women are assigned different roles in society based on sex, they are not taught a different value system. It is the woman’s overall acceptance of the value system of the culture that leads her to passively absorb sexism and willingly assume a pre-determined sex role. Although women do not have the power ruling groups of men often exert, they do not conceptualize power differently. Were they to rule, society would not be organized that differently from the way it is currently organized. They would organize it differently only if they had a different value system. Women cannot gain much power on the terms set by the existing social structure without undermining the struggle to end sexist oppression. “The basic dilemma is how women can gain enough money and power to literally change the world, without being corrupted” by the current value systems that are in place” (Hooks 86). This statement shows either a lack of understanding of the process by which individuals gain money and power (they do so by embracing, supporting, and perpetuating the dominant ideology of the culture) or a naive refusal to confront this reality.

11. Are women different when it comes to exercising power? If so, explain!

-Women face myriad challenges in politics. Women rising to relative or absolute power within the existing structure might just imitate men, and in the process become the oppressors of other people, including other women. Although women are assigned different roles in society based on sex, they are not taught a different value system. It is the woman’s overall acceptance of the value system of the culture that leads her to passively absorb sexism and willingly assume a pre-determined sex role. Although women do not have the power ruling groups of men often exert, they do not conceptualize power differently. Were they to rule, society would not be organized that differently from the way it is currently organized. They would organize it differently only if they had a different value system. Women must consider what makes them different and how, when they do reach positions of power, they can help build healthy and inclusive societies. Underrepresentation of women in political life contributes to exacerbating inequality. The benefits of women’s participation in exercising political power clearly cannot be called into question. “If more feminist women had actively reconceptualized power, they would not have, consciously or unconsciously, shaped feminist movement using the class and race hierarchies that exist in the larger society” (Hooks 88). Bourgeois white women chose white privileged males as their role models because they possessed strength, confidence, and assertiveness while poor and working-class women did not become their role models because their exercise of strength was not synonymous with economic power. Their power is in no way linked to domination or control over others, and this is a form of power that many Bourgeois women are intrigued by and fascinated with.

12. Do you believe that money, power, and individual success would advance the feminist movement?

-I don’t believe that money, power, and individual success would advance the feminist movement because “The basic dilemma is how women can gain enough money and power to literally change the world, without being corrupted, co-opted, and incorporated on the way by the very value systems we must change” (Hooks 86). There’s just no way for this to happen without undermining the struggle to end sexist oppression. This statement shows either a lack of understanding of the process by which individuals gain money and power (they do so by embracing, supporting, and perpetuating the dominant ideology of the culture) or a naive refusal to confront this reality. If women were to rule, society would not be organized that differently from the way it is currently organized. They would organize it differently only if they had a different value system in place. “These women need to know their success has little impact on the social status of women collectively and does not lessen the severity of sexist oppression or eliminate male domination” (Hooks 94). Their individualism is dangerously narcissistic when it leads them to equate personal success with radical political movement. Individual achievements advance feminist movement if they serve the interests of collective feminist struggle as well as satisfying individual aspirations.

13. Do women lust for power? Do they really resist the pressure of ambition [Hillary Clinton]?

-“Feminists, who were once committed to working to eliminate sexist oppression, now focus their attention on gaining as much power and privilege as they can within the existing social structure” (Hooks 89). Feminist activists now know that women are likely to exercise power in the same manner as men when they assume the same positions in social and political arenas. Women are supposed to be helpful, pliant, comforting—but never ambitious. An ambitious woman in the workplace is viewed as difficult, abrasive, and accused of not being a team player—in short, a supervillain-level threat to the status quo and to her male colleagues. Let’s look at the narrative that’s surrounded Hillary Clinton since 1992, when she was propelled into the world stage. Her story is almost stereotypical of political candidates: talented and driven from an early age, she graduated from Yale Law School, pursued a successful legal career before pivoting to public service. She started out in the United States Senate and then rose to the position of Secretary of State, ultimately becoming a leader in her party and running successfully for its presidential nomination. This is not a remarkable story. It’s almost boring in its commonness. But cast a woman as the main character, and it becomes the tale of preening ambition, a relentless virago pushing, pushing, pushing, because she had always thought she deserved to be president. Hillary Clinton is very ambitious. She ran for the presidency. Twice. Obviously she wanted to win and had big plans for it once it was hers. Donald Trump, who had never held elective office in his life and whose entire public persona was built around his unceasing desire to win at everything wasn’t dogged by claims that he was overly ambitious. Ambition in men is assumed, praised, and rewarded. Handing over power to particular classes of men—whether earned or not—is the default. Women are simply expected not to act this way. Not to ask, not to want, not to take. The things men are praised for—assertive action, commitment to principle, lofty goals, refusal to compromise—are often the very things women are penalized for. This isn’t a secret, and it’s something women have to contend with constantly.

14. Do women possess greater morals, more substantial values than men? Do women conceptualize power differently than men?

-Bourgeois white women active in the feminist movement presented their struggle to obtain power in the terms set by the existing social structure as a necessary prerequisite for successful feminist struggle. “Many participants in feminst movement sincerely believed that women were different from men and would exercise power differently” (Hooks 86). Women’s values, or the values attributed to women, are different from those which run America. This may be out of politics, ignorance, fear, or conditioning. Whatever the values women have pursued-have been allowed to pursue-they are not the same as men’s. Statements like this one were commonly expressed sentiments in feminist circles. They mystify the true nature of women’s experience. Women, though assigned different roles to play in society based on sex, are not taught a different value system. It is women’s overall acceptance of the value system of the culture that leads her to passively absorb sexism and assume a pre-determined sex role. Although women do not have the power ruling groups of men often exert, they do not conceptualize power differently. “like most men, most women are taught from childhood on that dominating and controlling others is the basic expression of power” (Hooks 87). The issues around which women and men feel differently, illustrated recently by “the gender gap,” do not constitute a different set of values. Feminist rhetoric pushing the notion of man as the enemy and the woman as the victim enabled women to avoid doing the work of creating new value systems. When contradictions like this one are pointed out, the stereotypical feminist response is that these women are carrying out the orders of men, that they are male-identified. Narrowly focused feminist ideology tends to equate male development and perpetuation of oppressive policy with maleness; the two things are not synonymous. By making them synonymous, women do not have to face the drive for power in women that leads them to strive to dominate and control others. The responsibility for female commitment to domination and control over others can be simply placed on men. If more feminist women had actively reconceptualized power, they would not have, consciously or unconsciously, shaped feminist movement using the class and race hierarchies that exist in the larger society. They would not have encouraged women to emulate men, the so-called “enemy”.

15. Why haven’t women gain more power, especially in the United States?

-In many societies, including the United States, women and men are raised from birth to inhabit feminine or masculine role expectations respectively, and those expectations entail very different approaches to power. The unequal distribution of power is thus intimately entangled with gender. And “as long as the United States is an imperialist, capitalist, patriarchal society, no large female majority can enter the existing ranks of the powerful” (Books 94). Gender is not simply a sorting mechanism; it is specifically a sorting mechanism that places people on different rungs of society’s hierarchy. In other words, it sorts in ways that implicate power and influence. Differences between men and women are important because they correlate with inequality. Power, authority, and influence are fundamental resources. Men are far more likely than women to access and use them. “Ronald Reagan’s appointment of Sandra Day O’Connor to the Supreme court is a case in point” (Hooks 89). O’Connor is not supportive of most reforms that would enable women to have greater control over their lives, yet she wholeheartedly endorses policy decisions that maintain the status quo. Her appointment shows women, especially white women, that they can gain power and prestige in the existing structure if they support that structure. Undoubtedly, the Equal Rights Amendment would pass if ruling male groups were convinced that women with radical perspectives would be outvoted, outnumbered, and silenced by conservative women-women like O’Connor who will continue to support white supremacy, capitalism, and patriarchy.

16. Why did bell hooks criticize Margaret Thatcher and Sandra Day O’Connor perspective of power?

-Bell Hooks criticizes O’Connor’s perspective of power because she “is not supportive of most reforms that would enable women to have greater control over their lives” and she only supports policy decisions that will maintain the status quo (Hooks 89). Her appointment shows women, especially white women, that you can gain power and prestige within the existing structure so long as you support it. Women like O’Connor continue to support white supremacy, capitalism, and patriarchy and they will continue to undermine the feminist movement as long as it benefits the status quo undermining the struggle to end sexist oppression. These women are assuring men that their “masculinity” is in no way diminished and will continue to support white supremacy. “Margaret Thatcher, leader of England’s conservative party, made the decision to terminate the distribution of free milk to school children” (Books 85). She became influential and powerful within England’s political structure and in the process became the oppressor of other people when she decided to revoke free milk from school children. Bell Hooks criticizes them because they gave up on women’s rights and the feminist movement in order to become more powerful and influencial within a system that supports “white sumpremacy”.

17. What forms of power does bell hooks encourage women to pursue?

-Women, even the most oppressed among us, do exercise power. These powers can be used to advance feminist struggle. One of the most significant forms of power held by the weak is “the refusal to accept the definition of oneself that is put forward by the powerful” (Hooks 92). Women need to know that they can reject the powerful’s definition of their reality — that they can do so even if they are poor, exploited, or trapped in oppressive circumstances. They need to know that the exercise of this basic personal power is an act of resistance and strength. Many poor and exploited women, especially black women, would have been unable to develop positive self-concepts of themselves if they had not exercised their power to reject the powerful’s definition of their reality. Failure to exercise the power of disbelief made it difficult for women to reject prevailing notions of power and envision new perspectives. “The forms of power that these women should exercise are those that will enable them to resist exploitation and oppression so that political and economic structures will exist that benefit men and women equally” (Hooks 94). One form of power that women exercise in the economic sphere is that of consumption. Boycotts have been used often as a strategy, and have been very successful in getting the company to listen to you. If men and women all around the United States turned off their television sets for an extended period of time and purchased no products other than basic necessities to protest exploitation of women, these actions would have significant political and economic consequences. However, since women are not thoroughly organized and because most women do not understand the forms of power they could exercise, this wouldn’t be possible. “They need to be politically educated in order to exercise the limited powers that they possess” (Hooks 94). As consumers, women have power, and if organized could use that power to improve women’s social status. Feminist movements will have a greater appeal for masses of women if it addresses the powers women exercise even as it calls attention to sexist discrimination, exploitation, and oppression. Feminist ideology should not encourage women to believe they are powerless. It should clarify for women the powers they exercise daily and show them ways these powers can be used to resist sexist domination and exploitation.

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