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Information Technology How can information technology support a company’s business processes and decision making and give it a competitive advantage? Give examples to illustrate your answer. Name one to three information technology systems used at your current (or past) employer. How did these systems serve your organization? Respond to at least two of your classmates’ posts. Reference: O’Brien, J.A. & Marakas, G.M. (2011). Management Information Systems (10th ed.). New York, NY: McGraw-Hill/Irwin. .

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POL 201 Week 5 DQ 2 Prepare:Prior to beginning your reflection, review all course readings and videos as required. Reflect:The U.S. national government is based on the framework detailed in the U.S. Constitution. The process that the Founding Fathers used to map out our national government is fascinating and illuminating. The Constitution creates a system of checks and balances and separation of powers that have been focal points for class discussions. In addition, the Constitution identifies three main branches for the national government: the legislative, executive, and judicial, which are tasked, respectively, with the creation of the legislation to guide the country, the implementation and execution of that legislation, and the review of that legislation for constitutionality and legality. Interacting with the federal government includes a variety of different actors and political processes such as the states, political parties, interest groups, and federal elections. All these features create a vibrant and healthy democracy. Write: In your initial post of at least 200 to 250 words, explain how and why one feature of the U.S. government is the most important for America’s democracy. Choose one feature below to discuss in detail: · Written, detailed, flexible Constitution. · Robust checks and balances. · Explicit separation of powers. · Expansive interaction by different political actors and processes with the federal government. Use real-world examples and details to support your arguments. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly. Surname: 1 Student’s name: Lecturer’s name: Course: Date: Stanley my role model The secret to a healthy life is the feeling of love and peace. Affiliations in our everyday lives play a very crucial role. They serve to satisfy our social needs of being associated with other people and our needs of love. Sages put it that "Blood is thicker than water". A person's relatives serve a great role in their life. These are the people who never leave us in our ups and downs. They indeed are good friends through whom we are bonded by blood. Stanley is a great friend and a brother to me. He is a person of sound character who quickly mingles with anyone in the society. He is down to earth in making and a composed young lad who does not rush to drawing conclusions when challenged by daily circumstances. His charisma culminated with his education moves all and sundry in subscribing to his viewpoints. Whenever there is need for imparting a young mind with information he does so without hesitance. He is a great source of inspiration and motivation. Stanley's character is worthy emulating. I dearly love and admire him. Back at home, Stanley is highly appreciated by our parents in his undertakings. He is very generous and ne.

POL 201 Week 5 DQ 2PreparePrior to beginning your reflection,.docx

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POL110 Week 10 Scenario Script: Domestic, Foreign and Military Policy Slide # Scene/Interaction Narration Slide 1 Introductory screen, containing the environment (an outside view of a government office building) and a title showing the scenario topic. There will be a “begin” button on the screen allowing students to begin the scenario. Slide 2 Scene 1 Amanda and Dr. Ryan standing in Dr. Ryan’s office. Dr. Ryan: Hello. It’s good to see you again. Last week we saw how the bureaucracy and the judiciary functioned within the federal government. This week, we’ll assess how domestic, foreign, and military policies are integrated. What do you think about these policies, Amanda? Amanda: This is an immensely broad set of subjects, Dr. Ryan, so I hope I can do them justice. Dr. Ryan: Well, Amanda, go ahead and give it your best shot. Amanda: Okay, here I go. I think we could begin by defining institutions as systems that help form a government and make it function. They include the armed forces, the church, the executive office, the bureaucracy, the judiciary, the voting public, the economy, and the political process itself. If institutions are strong and respond to public’s will, then the government will function smoothly. But they could also be extractive. This is when they are used by elites to extract resources for their own benefit. Extractive institutions cause the state to be weak. Slide 3 Interaction Slide This will be a tabbed interaction that outlines ways of changing Social Security policies in the U.S. Social Security could: · Raise the retirement age · Reduce benefits for high earners · Raise taxes · Increase wage cap · Individual Investments Button 1: There are several ways that the government could ensure that Social Security continues to support retirees in the U.S. The first way would be to raise retirement age until 70 years old, so that the long-term funding gap would close. Button 2: The government could also reduce benefits for high earners, by cutting their monthly funds by about ten percent. Button 3: Taxes could be raised from twelve-point-four percent to thirteen-point-four percent, so as to cover the ever-increasing cost of social security. Button 4: Increasing the wage cap would mean that workers would pay Social Security taxes on a greater amount of what they earn. Button 5: Finally, the government could let individuals invest some or all of their Social Security funds into approved, safe mutual funds. Slide 4 Scene 2 Amanda and Dr. Ryan do a visual tour of a museum or historical exhibit in Capitol Hill that showcases the material that is covered. This is sort of a visual tour of Washington D.C. as well as a visual component to the conversation. Dr. Ryan: Institutions can be so weak and corrupt that they can lead to state failure like you see in Sierra Leone, Zimbabwe, and Somalia. Now, can you see how this applies to our own government? Amanda.

POL110 Week 10 Scenario Script Domestic, Foreign and Military Pol.docx

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Political Science 100: Introduction to American GovernmentCOURSE DESCRIPTION AND LEARNING GOALS: 100 American Government (3) People, their politics, and power; contemporary issues, changing political styles and processes, institution and underlying values of the American political system. Satisfies state requirements in U.S. Constitution and California State and local government. One or more sections offered online. This course is a college level introduction to American government. Students will begin to develop the body of knowledge necessary for informed civic participation. More specifically, students will learn about democratic principles, the structure and institutions of government, the role that ethnicity, race, gender, class, culture and the economy play in shaping the political landscape in America. By the end of the course students will have learned: · what the fundamental characteristics of American government are and how the U.S. Constitution affects the organization of government, the relationship between national and state governments, and the relationship between government and citizens. · understand human political behavior as it is expressed individually, collectively, and in groups. · how the executive, legislative and judicial branches are organized and the role they play in the policymaking process. · the institutions and politics of California. · how to effectively use this knowledge as thoughtful citizens participating in civil society. COURSE ASSIGNMENTS/REQUIREMENTS: Exams. There will be three exams in this class. The two midterm exams are worth 100 points each and will cover distinct units identified on the course schedule below. The final exam will be comprehensive. All exams will include multiple choice and essay questions. Students must bring a blank Scantron form #882-E and a blank Bluebook to each exam (both can be purchased at the bookstore). Quizzes. There will be weekly quizzes in multiple choice format. Scantron form 882E is required for each of the quizzes. Students will also be graded on a short newspaper report. The objective of the report is to take something you learned in class and apply it to current events. As such, students will be required to write a 5 page paper on a newspaper article, where students analyze the article and discuss how it applies to or incorporates a key concept covered in the course. A more detailed description of this assignment will be passed out to students later on in the semester. Attendance and Participation. Learning is an active exercise. Students at all levels of learning and accomplishment benefit when they become actively engaged in class. Therefore, weekly quizzes will be given in order to ensure attendance and to make sure students keep abreast of the readings, Grading: Midterm One: 20% of course grade Midterm Two: 20% of course grade Weekly Quizzes 20% of course grade Writing Assignment: 20% of course grade Final Exam: 20% of course grade Grading Stand.

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Policy implementation grid Stakeholder Stake or interest resources Action channels open to stakeholder Probability of participation and the manner of doing so Influence as a product of resources and participation Implication for implementation strategy Action plan elements Supportive stakeholders Opposing stakeholders Running head: 1 STAKEHOLDER ANALYSIS 6 Developing Strategic Leadership In The Public Sector Stakeholder Analysis Anise Hawkins Capella University DPA 840 Introduction Sustainable development is dependent on the effective function of the public institutions. The public institutions shape the living standards of the people. When the public institutions are successful the people have high quality services raising their living standards. It is Essential for organizations to identify the public who affect or are affected by the organizations decision. An organization cannot function alone and it requires the support of all the stakeholders. A critical element of developing strategic leadership is the analysis of the stakeholders. It helps to determine how to strengthen the relationship for optimum gain (Joyce & JOYCE, 1999, p. 32). There are two broad types of stakeholders, internal and external stakeholders. Internal stakeholders impact the organizational function from within. For instance, employees and board members are internal stakeholders. External stakeholders influence the organization from without. Examples of external stakeholders are communities and the media. They have a stake in determining the value of the organization. The level of influence, amount of power, level of interest and capabilities of the stakeholders vary (Marr & Creelman, 2011, p. 79). They have strong, moderate or low influence and interests in the organizational function. Some are highly active while others are latent and apathetic. It means that the stakeholders cannot be treated equally in any given project. The have to be classified into different categories through stakeholder analysis. Classifying them helps the organization to develop successful strategies for enhancing the relationships (Joyce & JOYCE, 1999, p. 34). below is a classification of the internal and external stakeholders, the influence/interest grid and stakeholders influence diagram for this project of developing strategic leadership in public institutions. List of internal and external stakeholders Internal Stakeholders External Stakeholders · Managers · Employees · Corporate leaders · Stockholders · Board members · Suppliers · Creditors · experts · Clients · Community partners · Government · Trade unions · Activist groups · Media · Opinion leader · public grid ( High ) KEEP SATISFIED Stockholders Board members ( INFLUENCE ) MANAGE CLOSELY Employees Experts Managers Suppliers Creditors Government Corporate leaders ( Low )MONITOR (MINIMUM EFFORT) Public Societ.

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Political Communication, 30:100–116, 2013 Copyright © Taylor & Francis Group, LLC ISSN: 1058-4609 print / 1091-7675 online DOI: 10.1080/10584609.2012.737416 An Experimental Study of Persuasive Social Communication JOHN BARRY RYAN Political discussion is often seen as a potential shortcut to enlightened voting. If unin- formed individuals receive useful information from their discussion partners, then they can make quality decisions at the ballot box without incurring the costs of becoming informed. Discussion partners, however, have biases and these biases are reflected in what they say about candidates. If individuals accept messages from sources with different preferences, they could end up supporting candidates who benefit their discussion partners instead of themselves. This article argues that egos will often accept messages from individuals with an incentive to mislead. Instead of evaluating the messenger, individuals evaluate the messages. When the messages are all in accord, individuals support the candidate suggested by the messages even if the messengers are all biased. This article presents the results of a group-based experiment in which ego networks were exogenously determined by the researcher. In the experiment, egos tend to vote for their party’s candidate, but they defect with greater frequency when they receive messages from members of a different party. This willingness to listen to the other side has detrimental effects for the quality of their decisions. Keywords social networks, correct voting, experiments It may not be polite to discuss politics, but many people constantly talk about politics at home, in their businesses, and while they have an evening out. Many people are talking and on occasion they are persuading others to choose a different candidate. It is well established that discussion can affect how people view candidates and ultimately how people vote (e.g., Berelson, Lazarsfeld, & McPhee, 1954; Huckfeldt & Sprague, 1995). Research also shows that discussion can lead voters to choose candidates who are not from their party (Beck, 2002; Ryan, 2010). This is a curious finding given that individuals should be able to dismiss political messages from individuals who are not likeminded. Individuals who have different political values will view political events differently (Gerber & Green, 1999). This should allow someone to discount the messages sent by a source with divergent preferences, even if one believes the discussion partner is totally sincere in his or her messages. John Barry Ryan is Assistant Professor, Department of Political Science, Florida State University. The author wishes to thank Robert Huckfeldt, Matthew Buttice, Elizabeth Simas, and Benjamin Highton for their assistance with this project and the Political Communication reviewers and editor for their helpful comments. This research was funded by a grant from the National Science Foundation (SES-0817082). Address correspondence to John.

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POL 201 Post Your Introduction Prepare: Prior to posting your introduction, read the two articles provided by the Pew Research Center on Political Typology: “Key Facts from Pew Research’s Political Typology” and “Beyond Red vs. Blue: The Political Typology.” Next, take the Political Typology Quiz by clicking on “Begin Quiz” at the bottom of the web page. Respond to the questionnaire to get information about your political philosophy or ideology. Save your results for future reference in this course. Reflect: Once you complete the quiz, look over the results and evaluate if they reflect your personal political beliefs and how accurate the quiz is at identifying your views on American politics. Write: Post your two-paragraph introduction. In the first paragraph, tell a little about your personal and professional interests. In the second paragraph, describe your political philosophy based on the results of the Political Typology Quiz. If you disagree with the results, please discuss what you found inaccurate about the results and what you contend is your personal, political ideology. Respond to Peers: By Day 7, respond to at least three classmates’ introductions. Compare and contrast your political ideology with your classmates’ political ideologies. AssetsAsset IDCustomer IDItemModelSerial NumberCategoryIn Service DatePurchase DateCost1955108Desktop PC Systemz99145A SystemZA9932716482Computers01/10/201101/09/2011$ 1,200.001956110Espresso MachineLH3000 2267155789AAppliances02/11/201101/27/2011$ 100.001957107MicrowaveMicrowave Oven 110077W2245ZA23Appliances04/20/201103/17/2011$ 150.001958105Desk ChairErgoChair 1005574986320HOffice Furniture05/18/201103/26/2011$ 50.001959104VOIP TelephoneClear Call 2000778640061KTelephones05/23/201104/18/2011$ 75.001960109Desk ChairErgoChair 1005575372783EOffice Furniture06/14/201104/23/2011$ 50.001961107Digital CameraIX US 801S1X2U5G64ACCameras05/20/201105/01/2011$ 300.001962110Desk ChairErgoChair 1005582939281GOffice Furniture07/13/201106/07/2011$ 50.001963110Digital CameraIX US 801S1X2U9H28JSCameras07/22/201107/08/2011$ 300.001964111VOIP TelephoneClear Call 2000778682762GTelephones08/28/201107/15/2011$ 75.001965112MicrowaveMicrowave Oven 110077W3738HT81Appliances01/10/201211/24/2011$ 150.001966103VOIP TelephoneClear Call 2000779182737STelephones03/09/201201/12/2012$ 75.001967109Desktop PC Systemz99145A SystemZA9962536488Computers06/09/201204/18/2012$ 1,200.001968108VOIP TelephoneClear Call 2000782736489QTelephones05/21/201205/16/2012$ 75.001969107Desk ChairErgoChair 1005589282663EOffice Furniture08/15/201208/13/2012$ 50.00197010315" NotebookBusiness Notebook 15BN299765GComputers10/25/201210/22/2012$ 1,000.001971108Desk ChairErgoChair 1005591097523BOffice Furniture12/05/201210/29/2012$ 50.00197210715" NotebookBusiness Notebook 15BN374839PComputers12/30/201212/15/2012$ 1,000.001973109VOIP TelephoneClear Call 2000786728399STelephones02/03/201312/25/2012$ 75.0019741.

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POLS Terms to Be Reviewed. Agenda Setting Policy Formation Policy Implementation Cesar Chavez/ United Farm Workers Politics Political Culture Bill of Rights Brown v. Board of Education Civil Rights Acts 1964 Voting Rights Act of 1965 Political Socialization Agents of Political Socialization Judicial Review Federalism Federalists/ Anti-Federalists Bush v. Gore National Federation of Independent Business v. Sebelious “Occupy Wall Street” Roe v. Wade “Tea Party” “Two-Fifths Compromise” American Political Development Gideon v. Wainwright Plessy v. Ferguson Cabinet Departments “Jacksonian Democracy” The Progressives Civil War/ Abraham Lincoln Executive Office of the President National Security Council “Imperial Presidency” Cuban Missile Crisis The Office of Management and Budget Reies Lopez Tijerina Chicanismo President as “First Legislator” Committees (in U.S. Congress) Conference Committee Committee Hearing Reapportionment Filibuster Floor (U.S. Congress) “Kitchen Cabinet” Party System Conventional/ unconventional forms of political participation Pluralism Interest Group Lobbyist Party Identification Party System Gerrymander Political Action Committee Incumbency advantage Who elects the Justices of the Supreme Court (D.C. and California)? Functions of the Governor of California Assembly in California Senate in California The “Seven Executives” in California Number of Justices of the U.S. Supre Court/Supreme Court of California Electoral College/Number of Electors per state. .

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Polit, D. & Beck, C. (2012). Nursing research: Generating and assessing evidence for nursing practice (9th ed.). Philidelphia, PA: Lippincott Williams & Wilkins Polit, D. & Beck, C. (2012). Nursing research: Generating and assessing evidence for nursing practice (9th ed.). Philidelphia, PA: Lippincott Williams & Wilkins p. 673 A type of mixed studies model is an integrated design (Sandelowski et al., 2007), which can be used when qualitative and quantitative findings in an area of inquiry are perceived as able to confirm, extend, or refute each other. In an integrated design, studies are grouped not by method but by findings viewed as answering the same research question. The analytic approach may involve transforming the findings (qualitizing quantitative findings or quantitizing qualitative findings) to enable them to be combined. A particularly sophisticated variant of this model is to use a Bayesian synthesis, as exemplified in a study in which p. 676 In drawing conclusions about a research synthesis, a major issue concerns the nature of the decisions the researcher made. Sampling decisions, approaches to handling quality of the primary studies, and analytic approaches should be carefully evaluated to assess the soundness of the reviewers’ conclusions. Another aspect, however, is drawing inferences about how you might use the evidence in clinical practice. Examples of critique: Example 1: A Meta-Analysis Study: Meta-analysis of quality-of-life outcomes from physical activity interventions (Conn et al., 2009). Purpose: The purpose of the meta-analysis was to integrate research evidence on the effects of physical activity (PA) on quality of life (QOL) outcomes among adults with chronic illness. Two of the specific research questions addressed were: (a) What is the overall mean difference effect size (ES) in QOL scores between treatment and control subjects after interventions to increase PA? (b) Do the effects of PA interventions on QOL outcomes vary depending on the characteristics of participants, methodology, or interventions? Eligibility Criteria: Criteria for study inclusion were spelled out in Table 1 of the report, together with an explicit rationale for each criterion. A study was included if it examined the effects of a PA intervention on QOL for people with a chronic illness and if it: (a) was an English-language study, (b) was published in a report after 1970, (c) involved a sample of at least 5 subjects, and (d) included measures designed specifically to assess QOL (not, for example, QOLrelated constructs such as mood). Both published and unpublished reports were eligible, and diverse research designs were permitted (not just RCTs). Search Strategy: A reference librarian performed searches, using well-specified search terms, in 11 databases (e.g., MEDLINE, CINAHL, Dissertation Abstracts, Scopus, PsycINFO). The National Institutes of Health database of funded studies was also searched. Ancestry searching was conducted, a.

Polit, D. & Beck, C. (2012). Nursing research Generating and asse.docx

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Policies to Assist Parents with Young Children VO L . 2 1 / N O. 2 / FA L L 2 0 1 1 3 7 Policies to Assist Parents with Young Children Christopher J. Ruhm Summary The struggle to balance work responsibilities with family obligations may be most difficult for working parents of the youngest children, those five and under. Any policy changes designed to ease the difficulties for these families are likely to be controversial, requiring a careful effort to weigh both the costs and benefits of possible interventions while respecting diverse and at times conflicting American values. In this article, Christopher Ruhm looks at two potential interventions—parental leave and early childhood education and care (ECEC)—comparing differences in policies in the United States, Canada, and several European nations and assessing their consequences for important parent and child outcomes. By and large, Canadian and European policies are more generous than those in the United States, with most women eligible for paid maternity leave, which in a few countries can last for three years or more. Many of these countries also provide for paid leave that can be used by either the mother or the father. And in many European countries ECEC programs are nearly universal after the child reaches a certain age. In the United States, parental leave, if it is available, is usually short and unpaid, and ECEC is generally regarded as a private responsibility of parents, although some federal programs help defray costs of care and preschool education. Ruhm notes that research on the effects of differences in policies is not completely conclusive, in part because of the difficulty of isolating consequences of leave and ECEC policies from other influences on employment and children’s outcomes. But, he says, the comparative evidence does suggest desirable directions for future policy in the United States. Policies establishing rights to short parental leaves increase time at home with infants and slightly improve the job continuity of mothers, with small, but positive, long-run consequences for mothers and children. Therefore, Ruhm indicates that moderate extensions of existing U.S. leave entitle- ments (up to several months in duration) make sense. He also suggests that some form of paid leave would facilitate its use, particularly among less advantaged parents, and that efforts to improve the quality of ECEC, while maintaining or enhancing affordability, are desirable. www.futureofchildren.org Christopher J. Ruhm is a professor of public policy and economics at the University of Virginia and a research associate at the National Bureau of Economic Research. 3 8 T H E F U T U R E O F C H I L D R E N Christopher J. Ruhm B alancing the competing needs of work and family life is a challenge for most households, but the difficulties may be greatest for households with young children, defined here as newborns through a.

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Policies and Perspectives HCS/455 Version 5 1 University of Phoenix Material Policies and Perspectives Complete the Health Policy and Perspectives grid based on the scenario that your instructor has provided to you. Identify 4 to 5 stakeholders whose perspectives must be considered in the policy. Complete all sections of the grid with a statement on the varying perspectives of the various stakeholders that you have identified and who are involved in the policy issue. List 4-5 Stakeholders who would be affected by this policy: Possible perspectives held by these stakeholders: Conservative Liberal Legal Religious Ethical Cultural Societal Economic Be sure to properly cite any references used in APA format. Copyright © 2014 by University of Phoenix. All rights reserved. 275 E nergy comes in many forms. In most industrial nations, coal, oil, and natural gas are the predominant fuels. These nonrenewable forms of energy are the lifeblood of modern industrial societies, but they are also a potential Achilles’ heel. If you cut the supply off for even a brief moment, industry would come to a standstill. Agriculture and mining would halt. Millions would be out of work. Automobiles would vanish from city streets. Al- most everything in our homes would cease to operate. In addition, as the Gulf oil spill in 2010 showed, our dependence on these fuels can be extremely costly! Many of the less developed nations have pinned their hopes for economic progress on their ability to tap into oil, coal, natural gas, and to a lesser extent nuclear power, which have fueled the indus- Nonrenewable Energy Sources Energy Use: Our Growing Dependence on Nonrenewable Fuels What Is Energy? Fossil Fuels: Analyzing Our Options Fossil Fuels: Meeting Future Demand Nuclear Energy Guidelines for Creating a Sustainable Energy System Establishing Priorities Spotlight on Sustainable Development 14-1: Controversy Over Oil Exploration in the Arctic National Wildlife Refuge Spotlight on Sustainable Development 14-2: Coca-Cola Goes Green Point/Counterpoint: Should We Drill for Oil in the Arctic National Wildlife Refuge? Point/Counterpoint: Should Nuclear Power Be Revived? 14.7 14.6 14.5 14.4 14.3 14.2 14.1 CHAPTER OUTLINE CHAPTER 14 That human beings are fallible has been known since the beginning of time, but modern technology adds new urgency to the recognition. —Garrett Hardin 276 PART IV. Resource Issues: Solution s for a Sustainable Society FIGURE 14-1 Chang- ing options. Energy consumption in the United States by fuel type from 1850 to the present. As this graph shows, U.S. energy dependence has shifted over the years from wood to oil, coal, and natural gas. (Quad = quadrillion BTUs.) Source: US Statistical Abstract. CRITICAL THINKING Exercise Global climate change has led many propo- nents of nuclear energy in the United States to lobby the public and Congress for renewed sup.

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Policemen of the WorldThesis and Outline 1 Policemen of the World Thesis and Outline 5 Assignment 2.1: Policemen of the World Thesis and Outline Justin Carter Strayer University Dr. Caren Stayer HIS 105 5/25/14 Introduction Paragraph According to historical records and evidence, since the end of WWII US has involved her military in over 60 military actions in countries such as Vietnam, Afghanistan, Iraq, Panama, Haiti, Kuwait, Pakistan, Bosnia among other countries across the globe. In this respect, American presidents have used their power and authority with the approval of the congress to send and dispatch American troops to engage in military functions such as engaging in attacks and bombing of groups that are pose threat to world peace. Although more often than not, U.S military operations on international level have received a lot of criticism across board it can be argued that U.S has a long history of overseas military operations as tries to maintain its superiority thus currently its military operation plays an important role across boundaries all over the globe (Heitmeyer, 2011). Outline I. Three International Events from the past five years that can be traced back to a foreign policy created after the Civil War A. The killing of Osama Bin Laden in the year 2012 by the U.S government in the year 2012 B. The Islamic revolutions that were witnessed in Tunisia, Libya, Egypt, Syria and other Islamic states C. U.S military action in Afghanistan II. Three Aspects of U.S. history since 1865 that have led to the U.S.'s rise as a world super power police force A. Industrialization was the first factor that supported U.S and during this period a lot of discoveries were made in U.S as compared to other industrial powers of the time B. US flamboyant economy played a major role especially during the first and the Second World War C. The Mahan’s naval strategy whereby her navy withdrew to newly acquired coaling stations increased her rise to world power III. Three to five international incidents since World War II where American has taken on a policing role A. U.S involvement in Iran politics during the famous White Revolution whereby U.S was supporting Reza Pahlavi B. U.S was in the forefront in 2003 in Iraq as she tried to rescue the people of Iraq from continuous mass killing of people by Saddam Hussein C. U.S played an important role in 2013 in restoration of peace in Libya and other Egypt by sending her troops there IV. Three to five driving forces that fueled international policy decisions involving the international incidents you outlined previously (consider treaties, exit strategies, elections, wars, etc.) A. The case of Iran during the heights of cold war was her ally thus this forced her to support the people during the famous White Revolution B. Terrorism threat as was witnessed on September 11, 2001 forced US to host Saddam Hussein from power C. In the case of Libya and Egypt, U.S want.

Policemen of the WorldThesis and Outline 1Policemen of the World.docx

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POL110 Week 9 Scenario Script: The Bureaucracy and the Judiciary Slide # Scene/Interaction Narration Slide 1 Introductory screen, containing the environment (an outside view of a government office building) and a title showing the scenario topic. There will be a “begin” button on the screen allowing students to begin the scenario. Slide 2 Scene 1 Amanda and Dr. Ryan standing in Dr. Ryan’s office. POL110_9_1_DR-1.mp3: Hello again. It’s good to see you here for the last week of your internship. We only have a few more topics to cover before you’re ready to move on. Last week we examined the role that the president plays in the decisionmaking process. This week we will look at the bureaucracy and the judiciary, two completely different institutions that are absolutely necessary for our democracy to work. What do you think about these institutions, Amanda? POL110_9_1_AI-1.mp3: Well Dr. Ryan, I know some of this from my readings. Unique among other democracies, America’s bureaucracy is distinctive. This is because political authority over it is shared by the executive and legislative branches. This encourages it to play each branch off against the other. Secondly, in the U.S., federal bureaucrats pay other agencies at the state and local levels, as well as business firms and non-profit agencies, to administer government programs. POL110_9_1_DR-2.mp3: Good start. Now let’s look at the bureaucracy’s growth. It began small, of course, but exploded first during World War I from 1917 to 1919. This was because of the role the government took in the post-war growing economy. Then, a little more than a decade later under Roosevelt’s New Deal it became even larger. This was because of the expansion of federal programs like welfare and Social Security. Roosevelt later invoked the income tax policy during World War II and was collecting a huge amount of money by the end of the war. As you can imagine, this required a substantial increase in federal workers to keep track of these revenues. This money was used to start a great many additional programs which, in turn, required more administrators. POL110_9_1_AI-2.mp3: That very interesting! I think that the federal bureaucracy, numbering just about two and one-half million people today, is now at the same level it was in 1955. In fact, it’s shrunk since then, relative to the population of over three hundred million Americans whom it now serves. Slide 3 Interaction Slide This will be an interaction that showcases various facts about the distinctiveness of the American bureaucracy. Button 1: Political authority. Political authority over the bureaucracy is shared between the presidency and Congress. This means that bureaucrats are able to play each branch against the other. In parliamentary governments, like Great Britian, the prime minister and cabinet control the bureaucracy. Button 2: Shared functions. Most federal.

POL110 Week 9 Scenario Script The Bureaucracy and the Judiciary.docx

LeilaniPoolsy

POL201.W5A1.03.2013 Description: Total Possible Score: 20.00 Explains the Historical Evolution of Habeas Corpus Total: 3.00 Distinguished - Thoroughly explains the historical evolution of habeas corpus in both English and American traditions. The meaning of habeas corpus is clearly defined and supporting details are provided, including examples of how habeas corpus protects civil liberties. Proficient - Explains the historical evolution of habeas corpus in both English and American traditions and provides a definition of the term. More supporting details are needed, including additional examples of how habeas corpus protects civil liberties. Basic - Briefly explains the historical evolution of habeas corpus, but may only address one tradition. The definition of habeas corpus and/or examples of how habeas corpus protects civil liberties may be vague or missing. Below Expectations - Attempts to explain the historical evolution of habeas corpus in at least one tradition; however, the explanation may not include a definition of habeas corpus or examples regarding how habeas corpus protects civil liberties. Non-Performance - The explanation of the historical evolution of habeas corpus is either nonexistent or lacks the components described in the assignment instructions. Provides Examples from U.S. History Regarding the Suspension of Habeas Corpus and How this Applies to the Present Total: 3.00 Distinguished - Provides fully developed and compelling examples from U.S. history regarding the suspension of habeas corpus and how this applies to the present. Proficient - Provides moderately developed and mostly compelling examples from U.S. history regarding the suspension of habeas corpus and how this applies to the present. Basic - Provides partially developed and somewhat compelling examples from U.S. history regarding the suspension of habeas corpus and how this applies to the present. Below Expectations - Attempts to provide examples from U.S. history regarding the suspension of habeas corpus and how this applies to the present; however, the examples provided are not sufficiently developed or compelling. Non-Performance - The examples from U.S. history regarding suspension of habeas corpus and how this applies to the present are either nonexistent or lack the components described in the assignment instructions. Analyzes the Relevance of Habeas Corpus to the War on Terror Total: 3.00 Distinguished - Thoroughly analyzes the relevance of habeas corpus to the war on terror through clear supporting examples, including details regarding persons characterized by the President as enemy combatants or illegal combatants. Proficient - Analyzes the relevance of habeas corpus to the war on terror. However, more support is needed, including additional details regarding persons characterized by the President as enemy combatants or illegal combatants. Basic - Briefly analyzes the relevance of habeas corpus to the war on terror. However, support for the analy.

POL201.W5A1.03.2013Description Total Possible Score 20.00.docx

LeilaniPoolsy

POL110 Week 6 Scenario Script: Political Participation Slide # Scene/Interaction Narration Slide 1 Introductory screen, containing the environment (an outside view of a government office building) and a title showing the scenario topic. There will be a “begin” button on the screen allowing students to begin the scenario. Slide 2 Slide 3 Slide 4 Scene 1 Amanda and Dr. Ryan standing in Dr. Ryan’s office. Scene 2 Amanda and Dr. Ryan do a visual tour of a museum or historical exhibit in Capitol Hill that showcases the material that is covered. This is sort of a visual tour of Washington D.C. as well as a visual component to the conversation. Dr. Ryan: Hello Amanda. Good to see you. Last week we examined American political parties and how interest groups affect their behavior. This week we’re going to cover political participation, focusing on the campaign process and the elections they lead to. Before we get started, what are your thoughts about these concepts, Amanda? Amanda: I think it’s important that only in a democratic society would you see campaigns free of violence and elections based on the principle of a one man-one vote system. That’s not to say that we didn’t arrive at this stage without violence, because there are plenty of examples in our history. But we’re there now. Dr. Ryan: Alright then, can you provide some examples? Amanda: Easily. Women didn’t have the right to vote until 1920 and they had to agitate heavily for that against some pretty strong opposition. And blacks were discriminated against at polls throughout the South until the Voting Rights Act was passed in 1965. Campaigns and elections are now very civilized affairs. But until the early twentieth century, voter fraud and the intimidation of black voters were common at polling stations, mostly in the South. And telling out lies about one’s opponent was commonplace in campaigns at every level. Dr. Ryan: So what do you think changed? Amanda: I think we became a more sophisticated democracy in the twentieth century. That, and libel laws were more strictly enforced by the courts. Dr. Ryan: Excellent observations. In fact, voters were tired of the free-for-alls that marked the political process up to that point. They demanded more accountability from their elected officials. This made them start promising less and delivering more on the promises they did make. Even now, candidates don’t always fulfill these promises. But at least the voter has made them become more realistic. Amanda: This is why it is so ironic that, as politics has cleaned itself up, voter participation has dropped. Dr. Ryan: Indeed it has. During elections in the nineteenth century and up through the middle of the twentieth century, it was not uncommon to see voter turnouts of seventy to eighty percent. But now that figure has fallen below seventy percent and in some presidential elections, we’re lucky if half of all eligible voters make an appearance. That’s by far .

POL110 Week 6 Scenario Script Political ParticipationSlide #S.docx

LeilaniPoolsy

POL 201 Week 5 Final Paper America's Democracy: Your Report Card The primary goal of your last assignment is to critically analyze the primary features of the American national government. The results of your analysis will indicate what you have learned over the last five weeks. In order to accomplish this task, it is important to critically evaluate the key facets of our American democracy. You have been preparing for this final assignment each week by constructing a detailed outline of the Final Paper’s main points through the weekly Learning Activities. In addition, you have read the course text and course readings, reviewed videos, and researched additional material for each week’s assignments and for this paper. This week, you will put all of those outlines, readings, reviews, and research together into a one summative paper. As we wrap up our course, reflect back on what you have learned about the key structures, systems, roles, and processes that embody our national government. Focus on the strengths and weaknesses, advantages and disadvantages, and positive and negative impacts of these aspects of our democracy. Use what you have learned so far to evaluate our national government and recommend ways to enhance what works and repair what is not working well. Construct a six-page paper based on the detailed outlines that you created over the last four weeks. Scaffold your paper around the following outline: 1. Title page 2. Introduction (half page): a. Describe the paper’s overall thesis. b. Provide an overview of main points. 3. The Constitution (1-1.5 pages) (Week 1): a. Describe one strength and one weakness of the U.S. Constitution. b. Recommend one option to maintain the strength and one to correct the weakness. 4. Federalism (1-1.5 pages) (Week 2): a. Describe one advantage and one disadvantage of a national policy that must be implemented by one agency of the federal bureaucracy. b. Recommend one option to maintain the advantage and one to improve the disadvantage. 5. Branches of Government (1-1.5 pages) (Week 3): a. Describe one strength and one weakness of one branch of our government: Executive, Legislative, or Judiciary. b. Recommend one option to maintain the strength and one to correct the weakness. 6. Political Parties, Interest Groups, and Elections (1-1.5 pages) (Week 4): a. Describe one positive impact and one negative impact of one of the following: political parties, interest groups, or federal elections. b. Recommend one option to accentuate the positive impact and one to lessen the negative impact. 7. Conclusion: a. Review your main points. b. Review your overall thesis. 8. References page Writing the Final Paper The Final Paper: 1. Must be at least six double-spaced pages in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center. 2. Must include a title page with the following: a. Title of paper b. Student’s name c. Course name and number d. Inst.

POL 201 Week 5 Final PaperAmericas Democracy Your Report Car.docx

LeilaniPoolsy

POL110 LASA #1 Rubric NOTE: If a component is absent, student receives a zero for that component. Unsatisfactory Emerging Proficient Exemplary Assignment Components (80% of LASA grade) Created the name, symbol and slogan of the political party The name, symbol and slogan of the political party were created without originality and did not reflect an understanding of the purpose of symbols and slogans in political persuasion. The name, symbol, and slogan of the political party were created with some originality but did not tie well to the purpose or platform of the party. The name, symbol, and slogan of the political party were created with originality and appropriately reflected the purpose and platform of the party. The name, symbol and slogan of the politcal party were created with an original, unique, and imaginative approach, likely to persuade voters by reflecting the party platform. Provided an evaluation of each (name, symbol, and slogan) and included its significance Evaluation and significance of the name, symbol, and slogan were vague or incomplete. Evaluation and significance of the name, symbol, and slogan reflected some thought, but did not delve into how they connect to the party platform. Evaluation and significance of the name, symbol, and slogan were complete, accurate, and linked to the party platform. Evaluation and significance of the name, symbol, and slogan provided an elaborate description and were clearly linked to the party platform. Distinguished type of political party (single-issue, ideological, splinter, or broad based political party Type of politcal party was not distinguished. Type of politcal party was distinguished, but without much support or rationale. Type of politcal party was distinguished appropriately. Type of politcal party was distinguished in a highly effective way, including supporting details and examples from the readings. Organized platform into the three major issue categories Platform was not organized into three major issue categories. Platform was minimally organized into three major issue categories. Platform was thoroughly organized into three major issue categories. Platform was completely organized into three major issue categories, with multiple examples and sources of support from the readings. Explained/Summarized each platform issue Explanation/summarization of each platform issue was incomplete. Explanation/summarization of each platform issue was partially provided, but minimal support was given. Explanation/summarization of each platform issue was given with adequate and appropriate examples and references to the readings. Explanation/summarization of each platform issue was given in detail with multiple insightful examples and references to the readings and other sources. Organized brochure or flyer to present the new party and distinguished it from other political parties Brochure was not well organized or distinguishable from other political parties. .

POL110 LASA #1 RubricNOTE If a component is absent, student.docx

LeilaniPoolsy

POL110 Week 4 Scenario Script: Political Ideology Slide # Scene/Interaction Narration Slide 1 Introductory screen, containing the environment (an outside view of a government office building) and a title showing the scenario topic. There will be a “begin” button on the screen allowing students to begin the scenario. Slide 2 Scene 1 Amanda and Dr. Ryan standing in Dr. Ryan’s office. Photos of one or some of these newspaper and radio logos The National Zoo will have a photo of what you’re looking for here. Dr. T: Welcome back, Amanda. Last week we looked at federalism and the states, and this week we will branch off into an entirely new field dealing with the relationship between the media and public opinion in the U.S., focusing on political ideologies. Any initial thoughts about this topic, Amanda? Amanda: This question about the public and the media isa hot-button topic, Dr. Ryan, especially around the time of presidential elections. Conservatives think media like The Washington Post, The New York Times and the Public Broadcasting Service are too liberal, and liberals think that media outlets like The Wall Street Journal, Fox News and Rush Limbaugh are too conservative. And the truth is both sides have a point. All of these outlets have political agendas that they want to get across. Dr. Ryan: But the real question is what, if anything can be done about it? Or, more importantly, should anything be done about it? Amanda: I don’t think so. The federal government isn’t allowed to censor anything unless it deals with national security. So legally, there is nothing standing in the way of a newspaper or commentator from printing or saying anything they want to. Do you know if there are any exceptions at all? Dr. Ryan: Yes, but they are very narrowly defined by the courts. If someone is libeled by a newspaper or slandered by a talk-show host, that’s another matter. The problem is that if the person is an actor or politician, for example, he’s considered a public figure and so it’s extremely difficult for him to win a case in court. Amanda: What effect does this have? Dr. Ryan: As a result, the media gets away with writing or saying some of the most outrageous stuff and it almost never goes to trial. It might rate a retraction or an apology, but that’s about it. That’s why you can be standing in a check-out line and see a front page photograph of Kim Kardashian in TheNational Enquirer, smiling radiantly as she lovingly cradles what looks like a small alligator, with the headline reading, “Isn’t our new baby just beautiful?” Amanda: So…do you think that following these media outlets boils down to an issue of whom to trust? Dr. Ryan: Exactly. If I’m a Republican I’m not going to read a magazine like The New Republic, and if I’m a Democrat, I hardly think I’ll be spending my afternoons listening to Sean Hannity or Oliver North. But if I’m one of these very odd people who has a particular fondness for Kim Kardashian and .

POL110 Week 4 Scenario Script Political IdeologySlide #SceneIn.docx

LeilaniPoolsy

POL110 Week 7 Scenario Script: The Power of Congress Slide # Scene/Interaction Narration Slide 1 Introductory screen, containing the environment (an outside view of a government office building) and a title showing the scenario topic. There will be a “begin” button on the screen allowing students to begin the scenario. Slide 2 Scene 1 Amanda and Dr. Ryan standing in Dr. Ryan’s office. Dr. Ryan: Hello, Amanda. Last week we took a close look at the campaign process and the elections they lead to. This week we’re going to examine the role of Congress in the political process. Amanda, can you tell me what comes to mind when you think of the United States Congress? Amanda: Hmm, let me see… The House of Representatives and the Senate are the two chambers that compose Congress. They have been part of our system as long as we have been a country. Although they have always been divided along party lines, they’ve found numerous ways to work together so that public policy can be made. Dr. Ryan: Good point. I’m not so sure that the Senate is the world’s greatest debating body, as it likes to refer to itself. But the Senate and the House do come together to make the kind of policy you referred to, through compromise. It’s important that we remember that. Amanda: But you would never know it with the amount of gridlock that goes on up on Capitol Hill. Dr. Ryan: Right. This is especially true when the president comes from one party and either the Senate or the House is controlled by another. In fact, it’s rare that one party controls all three bodies, making a willingness to compromise that much more important. Amanda: Party polarization, or partisanship, was fairly commonplace up to about 1910. But then Congress pretty much settled down until the 1970s, when party polarization picked up again. Why is that? Dr. Ryan: The war in Vietnam had a lot to do with it. Our minor involvement there began in the late 1950s under Eisenhower, a Republican. But this involvement was expanded enormously under Kennedy and Johnson, both Democrats. The war was finally ended in 1973 under Nixon, another Republican. The civil rights movement also split the parties and even wings within the same parties. Since these rifts have never quite healed, we now have a system that sees partisanship more often than we would like. Amanda: It’sinteresting that there are so many differences between our congressional system and the parliamentary systems that predominate in Europe, Australia and Japan. Dr. Ryan: Yes. In Great Britain’s House of Commons, which equates to our House of Representatives, members are nominated by party leaders after that party has won a general election. But here in the U.S., members of Congress are elected directly by the voters themselves. This means that their allegiance is to the voters and not necessarily to a party. That’s why representatives can get away with voting as their constituents want and not as their party leaders deman.

POL110 Week 7 Scenario Script The Power of CongressSlide #Sce.docx

LeilaniPoolsy

POL 123 – Case Analysis Instructions Purpose The goals of this assignment are to provide a valuable skill and to assess your ability to comprehend and apply case law. Reading, briefing, and applying what you are reading in your textbook and learning in the modules are effective ways to become literate in the process of the U.S. legal system. Conducting an Analysis Before making and defending a decision, you must be familiar with the relevant law. For our purposes, your textbook and course material provide all the legal concepts needed to apply the law to a factual situation. Once you are familiar with the general content of the chapter, you should be able to recognize the issue involved in a case and find the legal concepts that will help you decide the case. For your reference, a sample analysis is provided at the end of this document. First, you will read the assigned fact patterns (provided via a link in the module). Then, you will complete an analysis for all fact patterns presented. Each analysis should contain the following: 1. The main issue. Identify and write (in your own words, at least 50% original) the central issue to be decided. As much as possible, set the issue in legal terms and concepts. 2. Relevant legal concepts quoted from textbook court opinions. Search the assigned chapter for legal concepts that will help you decide and justify your decision. Once you find the quotations you wish to use, copy them into the appropriate places in your analysis. 3. Relevant case law quoted from the textbook. 4. Rationale. Write (in your own words, at least 50% original) a complete explanation about how you used the legal concepts you cited to make a decision about how the case should be resolved. 5. Ruling. Describe (in your own words, at least 50% original) what should happen to the parties involved as a result of your decision. Submit your Case Analysis to the Dropbox no later than Sunday 11:59 PM EST/EDT of the assigned module. (The Dropbox baskets for these assignments are linked to Turnitin.) Grading Rubric Ratings: Exceptional corresponds to an A (90-100). Performance is outstanding; significantly above the usual expectations. Proficient corresponds to a grade of B- to B+ (80-89%). Skills are at the level of expectation. Basic corresponds to a C- to C+ (70-79%). Skills are acceptable but improvements are needed to meet expectations well. Novice corresponds to a D to D+ (60-69%). Performance is weak; the skills are not sufficiently demonstrated at this time. 0 This criterion is missing or not in evidence. Criteria Ratings 0 Novice Basic Proficient Exceptional Correctly framing the specific legal question to be decided 12-13 14-15 16-17 18-20 Identifying and quoting relevant material from the assigned chapter 12-13 14-15 16-17 18-20 Correctly applying the cited legal concepts to your decision 12-13 14-15 16-17 18-20 The insightfulness and organ.

POL 123 – Case Analysis Instructions Purpose The goal.docx

LeilaniPoolsy

POL 110 – Student Notes COURSE DESCRIPTION This course serves as an introduction to American government and politics. It is designed to familiarize students with the origins and evolution of American national government, its basic institutions, and its fundamental decision-making processes with regard to domestic and foreign policy. It covers the basic terms and facts relating to government, the functions and development of the U.S. branches of government, including the role of parties and interest groups, and the value preferences within American society which affect the formation of public policy. It also develops a basic understanding of how federal, state, and local governments interact in the U.S. political system. INSTRUCTIONAL MATERIALS Required Resources Wilson, J. Q., DiIulio, J. J., & Bose M. (2014). American government: Brief version. (11th ed.). Boston, MA: Cengage. Supplemental Resources Books Barber, J. D. (1985). The presidential character. (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall. King, A. (1990). The new American political system. Washington, DC: American Enterprise Institute. Sidlow, E., & Henschen, B. (2011) GOVT. (2nd ed.). Boston, MA: 4LTR Press/Cengage. Wilson, J. Q., & Dilolio, J. J. (2011). American government: Institutions and policies. (12th ed.). Boston, MA: Cengage. Academic Journals with full-text available in the Strayer University LRC databases American Journal of Political Science, found in EBSCO Host Daedalus Journal, found in e-Library Policy Studies Journal, found in EBSCO Host and e-Library Political Science Quarterly, found in EBSCO Host National Newspapers with full-text available in the Strayer University LRC databases The Atlanta Constitution-Journal The Boston Globe The Chicago Tribune The Christian Science Monitor The New York Times The Los Angeles Times The Seattle Post-Intelligencer The Wall Street Journal The Washington Post · Database: Proquest Newspapers Database · Note: Numerous newspapers also make articles available on their Web pages. · Note: Additional newspapers are available in the e-Library database. COURSE LEARNING OUTCOMES 1. Identify informed opinions on issues and questions involving the U.S. government, national political processes, policy making, and the notion of democracy. 2. Employ terminology used to study political science and American government. 3. Distinguish between civil rights and civil liberties in the context of Supreme Court protection of freedom of expression. 4. Explain why the separation of powers and federalism became key parts of the Constitution even though they made the system less democratic and less efficient. 5. Develop reasoned written and spoken presentations on issues and questions involving the U.S. government and national political processes using information in the course. 6. Infer a theory why the U.S. has only two major political parties. 7. Explain why interest groups play such an important role in the American political process. 8. .

POL 110 – Student NotesCOURSE DESCRIPTIONThis course serve.docx

LeilaniPoolsy

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