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.
Scanned by CamScannerScanned by CamScannerPOL110.docxkenjordan97598
Scanned by CamScanner
Scanned by CamScanner
POL110 Week 3 Scenario Script: Federal and State Division of Powers
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
Dr. Ryan sitting in his office.
Dr. Ryan: Welcome back, Amanda. Last week we spoke about peoples’ civil rights and civil liberties. This week we’ll take a close look at federalism.
Do you have any initial thoughts on these topics, Amanda?
Slide 3
Scene 2
Amanda and Dr. Ryan standing in Dr. Ryan’s office.
Amanda: Hello Dr. Ryan. I suppose the best way to describe federalism is to say that it’s the kind of close relationship that a government and a group of states share that does not impinge on either’s rights. However, the government is not actually a genuine federal system unless the states are authorized to operate independently.
Dr. Ryan: That’s a good start, and it’s really a question of sovereignty and respect between the two types of government – national on the one hand, and state and local on the other. When our federal system began, the Constitution divided power between the two groups.
Amanda: I understand, Dr. Ryan, but my one question is how has this changed since then?
Dr. Ryan: Initially, the Antifederalists argued that the national government had too much power. Once the Constitution was ratified, the Federalists prevailed. However, as it turned out, the Antifederalists were correct. And now the national or federal government has assumed a number of responsibilities that initially fell within the purview of the states.
Slide 4
Scene 3
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.
A photo of a recent reunion of Civil War veterans. Most of them will be about 175 years old, but you have an MA now, so I know you can find something.
A shot of Congress in session.
Amanda: And has this led to any conflict?
Dr. Ryan: I’m afraid so, and as we alluded to earlier, slavery was among the most serious issues that neither side resolved. It led to war because the South wrote off something that actually dealt with racial inequality and not with states’ rights, as they argued.
Amanda: And what was the outcome of that disagreement?
Dr. Ryan: Lincoln preserved the Union and in doing so, preserved federalism…much to the dismay of Southern Democrats. The Southern Democrats knew that if the South lost, their days as slaveholders were over and to continue to practice slavery would put them outside the federal system.
I think it’s important to note here that if the Constitution were drawn up only to preserve the independence of states, then they would .
POL110 Week 4 Scenario Script Political IdeologySlide #SceneIn.docxLeilaniPoolsy
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 .
Presentation developed for a series of lectures on the media and American politics for PS 101 American Government at the University of Kentucky, Spring 2007. Dr. Christopher S. Rice, Instructor.
Policy Research PaperResearch and write a 5 page academic .docxLeilaniPoolsy
Policy Research Paper
Research and write a 5 page academic research paper on one of the following policy related topics. Your research paper should fully address your chosen topic and be suitable for use as a policy brief distributed to an executive audience whose members are meeting to discuss IT Governance issues and policy needs within their respective organizations.
Your paper must present a summary of your research, discuss the applicability to IT governance, present a discussion of five or more policy issues related to the topic, and provide compelling reasons as to why busy executives should become more informed about these issues.
Your summary for the paper must address the question: How can this information be used to improve policy implementation? The summary should include five or more recommendations which you developed from your research.Preapproved Topics
· Assessment and Authorization Requirements for IT Systems
· Audit Requirements for Finance Systems (Sarbanes-Oxley, GLBA Compliance)
· Change Management (Configuration Control) for information systems and infrastructures.
· Implementing the NIST Risk Management Framework
· Information Security Metrics and Measurements (Audits and/or Governance)
· Information Sharing for Threats, Warnings, and Indicators (legal ramifications)
· Mobile Application Security
· Product Liability for Cybersecurity Products and Services
Requirements:
1. Your paper must be based upon 5 or more authoritative sources obtained from peer reviewed journals, published dissertations and theses, reports from public policy research organizations (e.g. Brookings, CSIS, PEW, etc.) or published government documents (not including Web pages). These authoritative sources must have been published within the last ten years.
2. You must submit your paper to Turn It In for originality checking. You must ensure that you have properly paraphrased and cited information obtained from your authoritative sources. Do not construct your paper by gluing together quotations.
3. Your paper must meet the APA formatting requirements as shown in the sample papers provided in the LEO classroom.
.
POL 101 – Political Science Portfolio Projec.docxLeilaniPoolsy
POL
101
–
Political
Science
Portfolio
Project
Portfolio
Project:
Country
Selection
&
The
Political
Environment
By
now
you
should
have
decided
on
a
country
for
your
Portfolio
Project.
Indicate
your
choice
in
the
Discussion
forum
called
“Country
Reports”.
As
you
read
the
material
in
this
week’s
module,
can
you
identify
any
philosophers
who
might
have
influenced
the
political
environment
in
your
country?
Include
this
information
in
your
Portfolio
Project.
The
underdeveloped
country
that
i
have
chosen
for
my
portfolio
project
is
Cambodia.
I
have
always
wanted
to
go
to
Cambodia
however
I
know
very
little
about
it.
Recently
I
came
across
this
documentary
that
covers
the
bombing
of
Cambodia
during
the
Vietnam
War
by
President
Nixon
and
Mr.
Kissinger.
http://vimeo.com/17634265
Cambodia
has
a
list
of
troubling
issues
such
as
human
rights,
prostitution,
child
prostitution,
human
trafficking,
corupt
government,
and
illegal
stripping
of
the
countries
natural
resources.
I
will
be
covering
these
issues
and
many
more
in
my
report.
http://vimeo.com/properniceinnit/cambodia
http://vimeo.com/thepinkroom/trailer
http://youtu.be/Ko7pggrFq4U
Portfolio
Project:
Supporting
Media
In
Week
2,
you
decided
on
a
country
for
your
Portfolio
Project.
Now,
in
Week
3,
find
a
film
or
URL
of
a
website
about
your
country
which
you
will
review
in
Week
4.
Paste
the
URL
or
film
title
in
the
Week
3
Discussion
forum
called
Supporting
Media.
As
you
read
the
material
in
this
week’s
module,
can
you
identify
any
philosophers
who
might
have
influenced
the
political
environment
in
your
country?
Include
this
information
in
your
Portfolio
Project.
The
official
tourism
site
of
Cambodia
is
found
at:
http://www.tourismcambodia.com
I
will
be
using
this
site
and
others
as
my
source
of
information
for
my
project.
chris
Callout
Entire Portfolio Project is Due
26 March 2014.
chris
Text Box
RED = MY RESPONSES TO INSTRUCTOR
By
now
you
should
be
examining
the
type
of
political
system
in
operation
in
your
selected
country.
As
part
of
your .
POL 123 – Case Analysis 5 Fact Patterns Write an analysis for .docxLeilaniPoolsy
POL 123 – Case Analysis 5 Fact Patterns
Write an analysis for each scenario below. See the Case Analysis Instructions for further information about completing the assignment.
1. Jonas is 18 and recently finished high school. He lives at home with his mom and dad. While collecting dirty laundry in his room one day, Jonas’ mother discovered some of Jonas’ clothing with dried blood on them. She also found a bloody survival knife and muddy boots under his bed, as well as a bracelet that said “Lynn.” A few days earlier, police had discovered the missing body of Jonas’ high school sweetheart, Lynn, in the woods. Lynn had recently broken up with him. The medical examiner had determined that Lynn had died from repeated stabbing. When Jonas had been questioned by the police at the station, he claimed he knew nothing of the incident, and the police have no evidence tying Jonas to the disappearance or murder. Analyze these facts using ethical concepts or concerns from Module 8. (You are not evaluating elements of murder, or due process issues for example.)
2. District Attorney Schultz has brought charges against three players of the University football team. They have been charged with raping a stripper at a party attended by team members. The case has received much publicity and the media have discovered that the three players have a history of violence towards women. (Last year, two other women claimed they had been raped, but the cell phone video showing the forced sex had been excluded based on an illegal police search, and the players were found "not guilty.”) Shultz believes these players are guilty, and has given approximately 60 media interviews on the case. Schultz has also been campaigning for reelection, and a conviction here would go a long way. Unfortunately for Schultz, the DNA tests he ran do not match any of the three players to the victim’s assault. When he questioned her about this, the victim made contradictory statements, and she had no other evidence to corroborate the events. In fact, while her statements confirm that they raped her, she admitted to having consensual sex with two other men at the party, which weakens the case. Schultz decides to not tell anyone about the DNA results unless asked, and instructs the victim/witness to deny the other sexual encounters at trial. Analyze these facts using ethical concepts or concerns from Module 8. (You are not evaluating elements of rape or due process issues for example.) Assuming that Schultz had a strong belief that the defendants were guilty, include in your analysis whether this affects the moral and legal permissibility of his conduct.
3. Michelle worked two jobs as a security guard in Phoenix, Arizona. She was walking outside the building where she works at 6:30 AM, Monday, when two bundles of money fell out of an armored truck en route to a bank. Inside the bundles was approximately $500,000. Michelle had an inheritance that would post to her bank account on Wednesday. She .
Scanned by CamScannerScanned by CamScannerPOL110.docxkenjordan97598
Scanned by CamScanner
Scanned by CamScanner
POL110 Week 3 Scenario Script: Federal and State Division of Powers
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
Dr. Ryan sitting in his office.
Dr. Ryan: Welcome back, Amanda. Last week we spoke about peoples’ civil rights and civil liberties. This week we’ll take a close look at federalism.
Do you have any initial thoughts on these topics, Amanda?
Slide 3
Scene 2
Amanda and Dr. Ryan standing in Dr. Ryan’s office.
Amanda: Hello Dr. Ryan. I suppose the best way to describe federalism is to say that it’s the kind of close relationship that a government and a group of states share that does not impinge on either’s rights. However, the government is not actually a genuine federal system unless the states are authorized to operate independently.
Dr. Ryan: That’s a good start, and it’s really a question of sovereignty and respect between the two types of government – national on the one hand, and state and local on the other. When our federal system began, the Constitution divided power between the two groups.
Amanda: I understand, Dr. Ryan, but my one question is how has this changed since then?
Dr. Ryan: Initially, the Antifederalists argued that the national government had too much power. Once the Constitution was ratified, the Federalists prevailed. However, as it turned out, the Antifederalists were correct. And now the national or federal government has assumed a number of responsibilities that initially fell within the purview of the states.
Slide 4
Scene 3
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.
A photo of a recent reunion of Civil War veterans. Most of them will be about 175 years old, but you have an MA now, so I know you can find something.
A shot of Congress in session.
Amanda: And has this led to any conflict?
Dr. Ryan: I’m afraid so, and as we alluded to earlier, slavery was among the most serious issues that neither side resolved. It led to war because the South wrote off something that actually dealt with racial inequality and not with states’ rights, as they argued.
Amanda: And what was the outcome of that disagreement?
Dr. Ryan: Lincoln preserved the Union and in doing so, preserved federalism…much to the dismay of Southern Democrats. The Southern Democrats knew that if the South lost, their days as slaveholders were over and to continue to practice slavery would put them outside the federal system.
I think it’s important to note here that if the Constitution were drawn up only to preserve the independence of states, then they would .
POL110 Week 4 Scenario Script Political IdeologySlide #SceneIn.docxLeilaniPoolsy
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 .
Presentation developed for a series of lectures on the media and American politics for PS 101 American Government at the University of Kentucky, Spring 2007. Dr. Christopher S. Rice, Instructor.
Policy Research PaperResearch and write a 5 page academic .docxLeilaniPoolsy
Policy Research Paper
Research and write a 5 page academic research paper on one of the following policy related topics. Your research paper should fully address your chosen topic and be suitable for use as a policy brief distributed to an executive audience whose members are meeting to discuss IT Governance issues and policy needs within their respective organizations.
Your paper must present a summary of your research, discuss the applicability to IT governance, present a discussion of five or more policy issues related to the topic, and provide compelling reasons as to why busy executives should become more informed about these issues.
Your summary for the paper must address the question: How can this information be used to improve policy implementation? The summary should include five or more recommendations which you developed from your research.Preapproved Topics
· Assessment and Authorization Requirements for IT Systems
· Audit Requirements for Finance Systems (Sarbanes-Oxley, GLBA Compliance)
· Change Management (Configuration Control) for information systems and infrastructures.
· Implementing the NIST Risk Management Framework
· Information Security Metrics and Measurements (Audits and/or Governance)
· Information Sharing for Threats, Warnings, and Indicators (legal ramifications)
· Mobile Application Security
· Product Liability for Cybersecurity Products and Services
Requirements:
1. Your paper must be based upon 5 or more authoritative sources obtained from peer reviewed journals, published dissertations and theses, reports from public policy research organizations (e.g. Brookings, CSIS, PEW, etc.) or published government documents (not including Web pages). These authoritative sources must have been published within the last ten years.
2. You must submit your paper to Turn It In for originality checking. You must ensure that you have properly paraphrased and cited information obtained from your authoritative sources. Do not construct your paper by gluing together quotations.
3. Your paper must meet the APA formatting requirements as shown in the sample papers provided in the LEO classroom.
.
POL 101 – Political Science Portfolio Projec.docxLeilaniPoolsy
POL
101
–
Political
Science
Portfolio
Project
Portfolio
Project:
Country
Selection
&
The
Political
Environment
By
now
you
should
have
decided
on
a
country
for
your
Portfolio
Project.
Indicate
your
choice
in
the
Discussion
forum
called
“Country
Reports”.
As
you
read
the
material
in
this
week’s
module,
can
you
identify
any
philosophers
who
might
have
influenced
the
political
environment
in
your
country?
Include
this
information
in
your
Portfolio
Project.
The
underdeveloped
country
that
i
have
chosen
for
my
portfolio
project
is
Cambodia.
I
have
always
wanted
to
go
to
Cambodia
however
I
know
very
little
about
it.
Recently
I
came
across
this
documentary
that
covers
the
bombing
of
Cambodia
during
the
Vietnam
War
by
President
Nixon
and
Mr.
Kissinger.
http://vimeo.com/17634265
Cambodia
has
a
list
of
troubling
issues
such
as
human
rights,
prostitution,
child
prostitution,
human
trafficking,
corupt
government,
and
illegal
stripping
of
the
countries
natural
resources.
I
will
be
covering
these
issues
and
many
more
in
my
report.
http://vimeo.com/properniceinnit/cambodia
http://vimeo.com/thepinkroom/trailer
http://youtu.be/Ko7pggrFq4U
Portfolio
Project:
Supporting
Media
In
Week
2,
you
decided
on
a
country
for
your
Portfolio
Project.
Now,
in
Week
3,
find
a
film
or
URL
of
a
website
about
your
country
which
you
will
review
in
Week
4.
Paste
the
URL
or
film
title
in
the
Week
3
Discussion
forum
called
Supporting
Media.
As
you
read
the
material
in
this
week’s
module,
can
you
identify
any
philosophers
who
might
have
influenced
the
political
environment
in
your
country?
Include
this
information
in
your
Portfolio
Project.
The
official
tourism
site
of
Cambodia
is
found
at:
http://www.tourismcambodia.com
I
will
be
using
this
site
and
others
as
my
source
of
information
for
my
project.
chris
Callout
Entire Portfolio Project is Due
26 March 2014.
chris
Text Box
RED = MY RESPONSES TO INSTRUCTOR
By
now
you
should
be
examining
the
type
of
political
system
in
operation
in
your
selected
country.
As
part
of
your .
POL 123 – Case Analysis 5 Fact Patterns Write an analysis for .docxLeilaniPoolsy
POL 123 – Case Analysis 5 Fact Patterns
Write an analysis for each scenario below. See the Case Analysis Instructions for further information about completing the assignment.
1. Jonas is 18 and recently finished high school. He lives at home with his mom and dad. While collecting dirty laundry in his room one day, Jonas’ mother discovered some of Jonas’ clothing with dried blood on them. She also found a bloody survival knife and muddy boots under his bed, as well as a bracelet that said “Lynn.” A few days earlier, police had discovered the missing body of Jonas’ high school sweetheart, Lynn, in the woods. Lynn had recently broken up with him. The medical examiner had determined that Lynn had died from repeated stabbing. When Jonas had been questioned by the police at the station, he claimed he knew nothing of the incident, and the police have no evidence tying Jonas to the disappearance or murder. Analyze these facts using ethical concepts or concerns from Module 8. (You are not evaluating elements of murder, or due process issues for example.)
2. District Attorney Schultz has brought charges against three players of the University football team. They have been charged with raping a stripper at a party attended by team members. The case has received much publicity and the media have discovered that the three players have a history of violence towards women. (Last year, two other women claimed they had been raped, but the cell phone video showing the forced sex had been excluded based on an illegal police search, and the players were found "not guilty.”) Shultz believes these players are guilty, and has given approximately 60 media interviews on the case. Schultz has also been campaigning for reelection, and a conviction here would go a long way. Unfortunately for Schultz, the DNA tests he ran do not match any of the three players to the victim’s assault. When he questioned her about this, the victim made contradictory statements, and she had no other evidence to corroborate the events. In fact, while her statements confirm that they raped her, she admitted to having consensual sex with two other men at the party, which weakens the case. Schultz decides to not tell anyone about the DNA results unless asked, and instructs the victim/witness to deny the other sexual encounters at trial. Analyze these facts using ethical concepts or concerns from Module 8. (You are not evaluating elements of rape or due process issues for example.) Assuming that Schultz had a strong belief that the defendants were guilty, include in your analysis whether this affects the moral and legal permissibility of his conduct.
3. Michelle worked two jobs as a security guard in Phoenix, Arizona. She was walking outside the building where she works at 6:30 AM, Monday, when two bundles of money fell out of an armored truck en route to a bank. Inside the bundles was approximately $500,000. Michelle had an inheritance that would post to her bank account on Wednesday. She .
Polk Company builds custom fishing lures for sporting goods stores.docxLeilaniPoolsy
Polk Company builds custom fishing lures for sporting goods stores. In its first year of operations, 2012, the company incurred the following costs.
Variable Cost per Unit
Direct materials
$7.95
Direct labor
$2.60
Variable manufacturing overhead
$6.10
Variable selling and administrative expenses
$4.13
Fixed Costs per Year
Fixed manufacturing overhead
$249,424
Fixed selling and administrative expenses
$254,506
Polk Company sells the fishing lures for $26.50. During 2012, the company sold 80,300 lures and produced 95,200 lures.
Assuming the company uses variable costing, calculate Polk’s manufacturing cost per unit for 2012. (Round answer to 2 decimal places, e.g.10.50.)
Manufacturing cost per unit
$
Prepare a variable costing income statement for 2012.
POLK COMPANY
Income Statement
For the Year Ended December 31, 2012
Variable Costing
$
$
$
(2)
For Turgo Company, variable costs are 63% of sales, and fixed costs are $179,100. Management’s net income goal is $54,074.
Compute the required sales in dollars needed to achieve management’s target net income of $54,074.
Required sales
$
(3)
For Kozy Company, actual sales are $1,208,000 and break-even sales are $785,200.
Compute the margin of safety in dollars and the margin of safety ratio.
Margin of safety
$
Margin of safety ratio
%
(6)
For the quarter ended March 31, 2012, Maris Company accumulates the following sales data for its product, Garden-Tools: $318,000 budget; $335,300 actual.
Prepare a static budget report for the quarter.
MARIS COMPANY
Sales Budget Report
For the Quarter Ended March 31, 2012
Product Line
Budget
Actual
Difference
Garden-Tools
$
$
$
(7)
Gundy Company expects to produce 1,301,760 units of Product XX in 2012. Monthly production is expected to range from 86,150 to 123,950 units. Budgeted variable manufacturing costs per unit are: direct materials $3, direct labor $8, and overhead $10. Budgeted fixed manufacturing costs per unit for depreciation are $6 and for supervision are $2.
Prepare a flexible manufacturing budget for the relevant range value using 18,900 unit increments. (List variable costs before fixed costs.)
GUNDY COMPANY
Monthly Flexible Manufacturing Budget
For the Year 2012
$
$
$
$
$
$
$
$
$
.
Political/Legal Issues - Parth Vyas
I. Overview
A. Issues
1. Political, social, cultural, legal
2. Modern technology
II. The Issues and Their Relationships
A. Political Issues
1. developed countries
2. undeveloped countries
B. International Policies
C. Technology
1. Innovation – development and manufacturing
2. Social and economic development
a. environmental pollution
b. increasing prices
This is the outline……
.
Political corruption is epidemic in Russia today. What e.docxLeilaniPoolsy
Political corruption is epidemic in Russia today. What effect does this have on Russian economy? Compare and contrast bureaus and business firms.
In your opinion, what types of optional benefits have come to be “expected” by employees, and why would it be a good idea for employers to offer them as part of their benefits package?
Compare and contrast the three common types of retirement plans offered by employers, and indicate whether they are contributory or noncontributory plans. What are the advantages and disadvantages of each one to the employee and to the employer?
What benefits are included in Social Security, who may receive benefits, and who pays for Social Security?
.
POLA43Describe the governor’s roles in influencing the budgetary.docxLeilaniPoolsy
POLA43
Describe the governor’s roles in influencing the budgetary process.
· Response should be at least 500 words in length, include an introduction, a body, and a conclusion.
· APA Style Format
· Use attached files
· At least one in-text citation from attached files
· Use the following reference when citing from attached files
Dye, T. R., & MacManus, S. A. (2012). Politics in states and communities (14th ed.). Upper Saddle River, NJ: Pearson Education.
· Any other source material must be referenced
Running head: Abbreviated title (<50 characters) 1
Abbreviated title (<50 characters) 3
Title of paper
Author name
Institution
Instructions
This document serves two purposes. Firstly, it is a template for the Method section. If you use this document to create your Method section without changing the formatting or deleting section headers, you should have a correctly formatted Method section. You will obviously need to replace much of the text here with your own writing, but leave the section headers untouched and follow the directions and you should be good to go.
Secondly, the text within the body of this document offers advice and suggestions on what to write within each section. They are intended to help you make sure that the appropriate material appears in the appropriate sections. This is text that must be replaced by your own writing, but you should find it helpful.
A final bit of advice: the Method section is like a recipe’s instructions. A recipe lists the ingredients needed very precisely and comments on possible variations (if one is at high altitudes, cooking time may be longer, etc). Similarly, the Participants, Materials, Measures, and Ethical Considerations sections list the ingredients and important issues for the research study very precisely. A recipe will also give the step-by-step process of how to create the dish, just as the Procedure gives step-by-step instructions on how to do the research.
This instruction page should be deleted entirely.
Method
Participants
Begin this section by talking about the population of people that will be needed for this study. Indicate anything necessary to permit the reader to know what sort of person is needed: do they have a disorder? Does it have a specific severity or range of severities? Is there an age range? Are factors such as gender, race, first language or others important or controlled?
Will there be any screening done, such as a questionnaire or a performance test? Will the results of these determine whether a potential participant is eligible to take part? Will these results determine which level of the predictor variable that the participant falls into? For example, if the person has an autism spectrum disorder, an assessment might be made to determine the severity of the disorder in order to classify them as mild, moderate, or severe for the purposes of the research study.
How will the participants be recruited? One can’t simply say: “They will be r.
POL 201 Week 5 DQ 2PreparePrior to beginning your reflection,.docxLeilaniPoolsy
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.
Political Science 100 Introduction to American GovernmentCOURSE DES.docxLeilaniPoolsy
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.
Policy implementation gridStakeholder Stake or inter.docxLeilaniPoolsy
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.
POL 201Post Your IntroductionPrepare Prior to posting y.docxLeilaniPoolsy
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.
POLS Terms to Be Reviewed. Agenda SettingPoli.docxLeilaniPoolsy
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.
.
Polit, D. & Beck, C. (2012). Nursing research Generating and asse.docxLeilaniPoolsy
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.
Policies to Assist Parents with Young ChildrenVO L . 2 1 .docxLeilaniPoolsy
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 interven-
tions—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 avail-
able, 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 evi-
dence does suggest desirable directions for future policy in the United States. Policies establish-
ing 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.
Policemen of the WorldThesis and Outline 1Policemen of the World.docxLeilaniPoolsy
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.
POL110 Week 9 Scenario Script The Bureaucracy and the Judiciary.docxLeilaniPoolsy
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.
POL201.W5A1.03.2013Description Total Possible Score 20.00.docxLeilaniPoolsy
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.
POL110 Week 6 Scenario Script Political ParticipationSlide #S.docxLeilaniPoolsy
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 .
POL 201 Week 5 Final PaperAmericas Democracy Your Report Car.docxLeilaniPoolsy
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.
POL110 LASA #1 RubricNOTE If a component is absent, student.docxLeilaniPoolsy
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.
.
Polk Company builds custom fishing lures for sporting goods stores.docxLeilaniPoolsy
Polk Company builds custom fishing lures for sporting goods stores. In its first year of operations, 2012, the company incurred the following costs.
Variable Cost per Unit
Direct materials
$7.95
Direct labor
$2.60
Variable manufacturing overhead
$6.10
Variable selling and administrative expenses
$4.13
Fixed Costs per Year
Fixed manufacturing overhead
$249,424
Fixed selling and administrative expenses
$254,506
Polk Company sells the fishing lures for $26.50. During 2012, the company sold 80,300 lures and produced 95,200 lures.
Assuming the company uses variable costing, calculate Polk’s manufacturing cost per unit for 2012. (Round answer to 2 decimal places, e.g.10.50.)
Manufacturing cost per unit
$
Prepare a variable costing income statement for 2012.
POLK COMPANY
Income Statement
For the Year Ended December 31, 2012
Variable Costing
$
$
$
(2)
For Turgo Company, variable costs are 63% of sales, and fixed costs are $179,100. Management’s net income goal is $54,074.
Compute the required sales in dollars needed to achieve management’s target net income of $54,074.
Required sales
$
(3)
For Kozy Company, actual sales are $1,208,000 and break-even sales are $785,200.
Compute the margin of safety in dollars and the margin of safety ratio.
Margin of safety
$
Margin of safety ratio
%
(6)
For the quarter ended March 31, 2012, Maris Company accumulates the following sales data for its product, Garden-Tools: $318,000 budget; $335,300 actual.
Prepare a static budget report for the quarter.
MARIS COMPANY
Sales Budget Report
For the Quarter Ended March 31, 2012
Product Line
Budget
Actual
Difference
Garden-Tools
$
$
$
(7)
Gundy Company expects to produce 1,301,760 units of Product XX in 2012. Monthly production is expected to range from 86,150 to 123,950 units. Budgeted variable manufacturing costs per unit are: direct materials $3, direct labor $8, and overhead $10. Budgeted fixed manufacturing costs per unit for depreciation are $6 and for supervision are $2.
Prepare a flexible manufacturing budget for the relevant range value using 18,900 unit increments. (List variable costs before fixed costs.)
GUNDY COMPANY
Monthly Flexible Manufacturing Budget
For the Year 2012
$
$
$
$
$
$
$
$
$
.
Political/Legal Issues - Parth Vyas
I. Overview
A. Issues
1. Political, social, cultural, legal
2. Modern technology
II. The Issues and Their Relationships
A. Political Issues
1. developed countries
2. undeveloped countries
B. International Policies
C. Technology
1. Innovation – development and manufacturing
2. Social and economic development
a. environmental pollution
b. increasing prices
This is the outline……
.
Political corruption is epidemic in Russia today. What e.docxLeilaniPoolsy
Political corruption is epidemic in Russia today. What effect does this have on Russian economy? Compare and contrast bureaus and business firms.
In your opinion, what types of optional benefits have come to be “expected” by employees, and why would it be a good idea for employers to offer them as part of their benefits package?
Compare and contrast the three common types of retirement plans offered by employers, and indicate whether they are contributory or noncontributory plans. What are the advantages and disadvantages of each one to the employee and to the employer?
What benefits are included in Social Security, who may receive benefits, and who pays for Social Security?
.
POLA43Describe the governor’s roles in influencing the budgetary.docxLeilaniPoolsy
POLA43
Describe the governor’s roles in influencing the budgetary process.
· Response should be at least 500 words in length, include an introduction, a body, and a conclusion.
· APA Style Format
· Use attached files
· At least one in-text citation from attached files
· Use the following reference when citing from attached files
Dye, T. R., & MacManus, S. A. (2012). Politics in states and communities (14th ed.). Upper Saddle River, NJ: Pearson Education.
· Any other source material must be referenced
Running head: Abbreviated title (<50 characters) 1
Abbreviated title (<50 characters) 3
Title of paper
Author name
Institution
Instructions
This document serves two purposes. Firstly, it is a template for the Method section. If you use this document to create your Method section without changing the formatting or deleting section headers, you should have a correctly formatted Method section. You will obviously need to replace much of the text here with your own writing, but leave the section headers untouched and follow the directions and you should be good to go.
Secondly, the text within the body of this document offers advice and suggestions on what to write within each section. They are intended to help you make sure that the appropriate material appears in the appropriate sections. This is text that must be replaced by your own writing, but you should find it helpful.
A final bit of advice: the Method section is like a recipe’s instructions. A recipe lists the ingredients needed very precisely and comments on possible variations (if one is at high altitudes, cooking time may be longer, etc). Similarly, the Participants, Materials, Measures, and Ethical Considerations sections list the ingredients and important issues for the research study very precisely. A recipe will also give the step-by-step process of how to create the dish, just as the Procedure gives step-by-step instructions on how to do the research.
This instruction page should be deleted entirely.
Method
Participants
Begin this section by talking about the population of people that will be needed for this study. Indicate anything necessary to permit the reader to know what sort of person is needed: do they have a disorder? Does it have a specific severity or range of severities? Is there an age range? Are factors such as gender, race, first language or others important or controlled?
Will there be any screening done, such as a questionnaire or a performance test? Will the results of these determine whether a potential participant is eligible to take part? Will these results determine which level of the predictor variable that the participant falls into? For example, if the person has an autism spectrum disorder, an assessment might be made to determine the severity of the disorder in order to classify them as mild, moderate, or severe for the purposes of the research study.
How will the participants be recruited? One can’t simply say: “They will be r.
POL 201 Week 5 DQ 2PreparePrior to beginning your reflection,.docxLeilaniPoolsy
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.
Political Science 100 Introduction to American GovernmentCOURSE DES.docxLeilaniPoolsy
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.
Policy implementation gridStakeholder Stake or inter.docxLeilaniPoolsy
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.
POL 201Post Your IntroductionPrepare Prior to posting y.docxLeilaniPoolsy
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.
POLS Terms to Be Reviewed. Agenda SettingPoli.docxLeilaniPoolsy
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.
.
Polit, D. & Beck, C. (2012). Nursing research Generating and asse.docxLeilaniPoolsy
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.
Policies to Assist Parents with Young ChildrenVO L . 2 1 .docxLeilaniPoolsy
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 interven-
tions—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 avail-
able, 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 evi-
dence does suggest desirable directions for future policy in the United States. Policies establish-
ing 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.
Policemen of the WorldThesis and Outline 1Policemen of the World.docxLeilaniPoolsy
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.
POL110 Week 9 Scenario Script The Bureaucracy and the Judiciary.docxLeilaniPoolsy
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.
POL201.W5A1.03.2013Description Total Possible Score 20.00.docxLeilaniPoolsy
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.
POL110 Week 6 Scenario Script Political ParticipationSlide #S.docxLeilaniPoolsy
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 .
POL 201 Week 5 Final PaperAmericas Democracy Your Report Car.docxLeilaniPoolsy
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.
POL110 LASA #1 RubricNOTE If a component is absent, student.docxLeilaniPoolsy
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.
.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
POL110 Week 10 Scenario Script Domestic, Foreign and Military Pol.docx
1. 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.
2. 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
3. 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
4. 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: All three types of policy depend on functioning
institutions in the United States.
For example, the president and Congress both determine the
trajectories that domestic policy will take. So if they want to do
something like amend Social Security or Medicare policy, they
will have to work together.
Governments in weak states would do this by decree, but here in
the U.S., we do this by consensus. We see that this is the mark
of mature institutional development.
Dr. Ryan: Keep in mind that consensus-building is all the more
important because these programs affect millions of people.
Legislation affecting them must be made by the president and
congressional majorities in order to be considered politically
legitimate.
This only makes sense because Americans pay more attention to
what’s happening at home, rather than outside the country.
Consequently, the president and Congress are extremely
sensitive to domestic political currents. They want to make sure
that the institutions serving the people are functioning well.
Amanda: That means they want our:
Roads,
Schools,
5. Libraries,
Hospitals,
Power plants,
Water sources,
Sewage treatment systems,
Law enforcement personnel,
Emergency services,
Building and food inspectors,
Transportation systems, and
Other institutions…that serve the public to work properly.
Right?
Dr. Ryan: Exactly! It also means that people expect their public
servants to manage the economy properly. This means they do
not allow unemployment or inflation to get out of control, and
they spend taxes wisely. In fact, of all the institutions people
expect the president and Congress to manage well, the economy
would top the list, followed very closely by health care.
Whether this will translate into a thriving economy and some
sort of universal health care system, we can only guess. But the
need for this is certainly there.
Slide 5
Check Your Understanding Slide
The success of domestic policy rests largely on the functioning
of:
A. the president
B. the Congress
C. the people
D. X institutions
E. the judiciary
Answer: D. If institutions are weak, then so is the government.
Weak governments are unable to advance a domestic policy that
benefits the majority of its citizens.
Slide 6
6. Scene 3
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: Now, let’s shift our attention to foreign and military
policy. What do you know about these aspects of American
policymaking?
Amanda: Honestly, I’ve always thought that it’s very difficult
to separate the two.
I would begin by suggesting that military policy is an integral
part of foreign policy, and that force projections are a
component of how other nations view us. If this is a valid
assumption, then we could extrapolate from it that weak armed
forces would send the message to our allies and adversaries
alike. This message would say that the US may not be willing
to protect its vital and national interests. This could also be an
extremely dangerous position to be in.
Dr. Ryan: So you’re saying that having strong armed forces is
the key to protecting ourselves and our friends?
Amanda: Absolutely! I don’t think you have to be a hawk on
national defense to want to stay safe.
As long as we use our armed forces intelligently, we should be
able to maintain a satisfactory level of security. Of course, the
issue for other states is what constitutes America’s intelligent
use of force. We may maintain that sending American forces
abroad for some purpose is defensive in nature, while others
insist that it’s an aggressive and unnecessary provocation.
Dr. Ryan: We must trust our leaders to make the right decisions
when it comes to placing men’s and women’s lives on the line.
And it’s a reason the president should be cautious about
deploying them.
It’s an enduring myth that Americans do not want their armed
forces to take casualties. This is because we will absorb these
7. casualties as long as the reasons behind taking them are
justifiable. If we’re going to lose people, we’re willing to do
so, but it had better be for the right reasons.
Amanda: I never knew that! (shocked)
Dr. Ryan: It’s true, and it’s been verified in survey after survey
ever since World War I. Violate this precept and you risk
engaging in an unpopular war, much like our involvement in
Vietnam.
Amanda: I’ve studied that.
Americans were squarely behind the Johnson Administration
until early 1968. Up to then, our military leaders insisted that
the Viet Cong and North Vietnamese were unable to mount any
sort of large-scale offensive. However people quickly turned
against the war after a coordinated series of attacks throughout
South Vietnam caught us totally by surprise. After that,
Americans felt like we were just wasting lives over there in
those jungles. It eventually forced the U.S. to end to war.
Didn’t it happen again in Iraq and Afghanistan after 2001? If
we aren’t making progress toward some tangible foreign policy
goal, Americans have little patience for any type of military
involvement… regardless of the initial reasons behind it.
Dr. Ryan: The interesting aspect of this is that it’s not just
political liberals who object to foreign excursions.
Conservatives were among the strongest opponents of getting
involved in Vietnam, Iraq and Afghanistan. This was because
they saw no threat to America’s vital interests in each case, and
they wanted no part of any ill-defined engagement.
Amanda: I totally agree! This was the fundamental reason
Congress adopted the War Powers Act in 1971. Nixon vetoed
the measure, but Congress overrode it. This was because
Congress wanted to be notified in writing by the president
forty-eight hours after the deployment of American troops into
hostile territory. In addition, within sixty days after these
troops were deployed, Congress had to approve the continuation
of their status.
Slide 7
8. Interaction Slide
This slide will be in the form of a tabbed interaction that
presents information on Foreign Policy and Public Opinion.
Backing the President:
· “Rally around the flag”
· Commander in Chief
Mass vs Elite Opinion:
· Public is poorly informed about foreign affairs
· Political elites tend to be better informed, but their opinions
change more rapidly
Political Polarization:
· Conflict over government policy
· Link between party affiliation and foreign policy
Backing the President: Americans have a tendency to “rally
around the flag” when they sense that their country is being
threatened in some way or when the U.S. confronts other
nations. Many Americans also feel a certain amount of
deference toward their Commander in Chief. This is a leading
factor in most, but not all, foreign military crises.
Mass vs Elite Opinion: The general public tends to be less
informed about foreign affairs than political elites. This is
because foreign affairs do not typically affect the everyday lives
of Americans unless it is a time of war. Political elites are
often better informed, but their opinions change more rapidly
due to an awareness of changing circumstances.
Political Polarization: Political polarization means that there is
a conflict over government policy, causing a divide along party
lines. There is a clear correlation between party affiliation and
foreign policy, which may cause this polarization.
Slide 8
9. Scene 4
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. I think it’s intriguing to compare the initial reaction
of our country immediately after a crisis versus our sustained
reaction to that crisis. That is, look at every serious national
security event from 1960 until present day. We can start with
our U-2 spy plane being shot down in 1960 while on a mission
over the Soviet Union. Then you go right up to the
assassination of Osama bin Laden in 2011.
During these times you see a spike in American support for the
president. Then, if the U.S. becomes involved on the ground in
any of these situations without anything positive to show for it,
watch the drop in support for the president and his foreign
policy in relatively short order. We tend to be an impatient
people, so it’s virtually a given.
Amanda: I guess the lesson here is that if we can go in
somewhere and do something quickly, the public will be four-
square behind the administration. But anything that risks the
reduction of American power will create political polarization.
Dr. Ryan: Agreed. The reason the doctrine of containment was
so popular throughout the Cold War from 1947-1991 was
because it kept the Soviets from expanding into Western
Europe. And it did so without being at the expense of American
lives. It was financially costly, but it paid visible dividends, so
Americans never objected.
But once that same doctrine was applied to Korea in 1950 and
Vietnam beginning in 1958, realists saw the fallacy of trying to
contain a much more elusive brand of communism. As a result,
they no longer supported Truman or Eisenhower. We wanted
results, but no amount of funding for national defense could
assure the country that these wars would end successfully.
10. This might be a good place to stop our discussion.We’vecovered
quite a bit of ground.
Slide 9
Which of the following is FALSE?
A. The War Powers Act inhibits the president from keeping
troops deployed in a combat zone for as long as he wishes.
B. Containment was used to justify America’s involvement in
the Korean and Vietnam wars.
C. Americans tend to support their president immediately after
national security crises.
D. The American public will demand the withdrawal of troops if
casualties become too heavy.
E. Americans generally support a military policy if they can
see results that are worth the loss of life.
Answer: D. Americans are not as squeamish as many people
think, and as long as our losses come from what we consider a
worthy cause, historically we have supported the goals of that
military policy.
Slide 10
Scene 5
Dr. Ryan standing in his office.
Dr. Ryan: What can I say? You’ve done another fine job, as
usual.
We covered a lot of important topics about the U.S. government
today. We talked about domestic policy, including the
importance of institutions and the potential changes in Social
Security. Then, we discussed military policy, including public
opinion and general trends.
It’s exciting to see how much you’ve absorbed over these last
ten weeks, and the interest you’ve shown in our discussions.
You should now have a solid understanding of the United States
government.
Please continue with your outside reading on all of the topics
11. we’ve covered in this course, as well as your discussions on
related topics. This will keep you informed about what’s going
on around you in the country and in the world. Believe me, it’s
time well spent.
Before we part ways, I have great news for you. I have put in a
recommendation for you to one of my colleagues here at the
Congressional Research Service. He considered my referral,
and he has decided to offer you a position. Amanda, you’ve
been hired to work on Capitol Hill!
Congratulations. I know it’s going to be a big step in your
career. Moving forward, I hope you remember the topics we’ve
discussed here about U.S. government.
So long, Amanda. Best of luck with your new career.