Running Head: WEALTH INEQULITIES AND DEMOCRACY1
WEALTH INEQULITIES AND DEMOCRACY 14
Wealth Inequalities and Democracy Rough Draft
Your Name
GEN 499 General Education
Professor’s Name
6 February 2017
Introduction
Economic inequality refers to a condition whereby there is the disparity in the distribution of wealth and income between various groups of individuals in the society. This is usually related to the concept “the poor get poorer as the richer get richer.” This phrase more particularly refers to the gap in the distribution of assets or the income from the richest segment of the society and the poorest individuals in the nation. While income refers to the amount of money an individual or household earns per year, wealth refers to the value of that individual or household overall. The calculation of wealth is done by subtraction of debt from assets, and in various ways, it is a more accurate window into the racial and economic disparity in America as well as the entire world. While it is significant to understand the gaps in income as part of the cycle of drawbacks and benefits in the United States, wealth represents the command grounded on the financial resources that have been accumulated by the family over its lifetime together with wealth that has been inherited by individuals across generations (Loffredo, 2001, p. 147). When such resources are combined with the income, the opportunity can be created to secure the “good life” in whatever fashion is required—business, health, comfort, training, justice and many others
In spite of the fact that fundamental ideas have entered the consciousness of the public, the influences of the highly concentrated wealth are excitedly debated and not well conceptualized by the observers. Various studies attribute both the benefits and negative impacts of the pronounced degree of wealth inequality. Certain studies postulate that inequalities in income can be social beneficial despite high probabilities in its negative influences in the society.
The global trends have contributed to the rise in the concentration of wealth within small groups of individuals. Even though some techniques used in the calculation of the global economic inequalities indicates little variation in the distribution of wealth, various methods used in the calculation of wealth or income tend to produce different results. A good number of global wealth analysts have concluded that inequality is generally on the rise. For instance, in 2013, half of the global population owned almost half of all the global wealth.
Wealth and income are necessarily not correlated, and a great variation exists in wealth within categories of income. This paper will first discuss the factors leading to wealth inequalities before discussing the systematic factors that perpetuate and reflect the increasing gap between the poorer and wealthy individuals in the United States. The relationship between economic inequality and ethnicity/race ...
This study examines political ideological divides and views on assistance to the poor in the United States. Survey data from the General Social Survey is analyzed, looking at the relationship between income level, political ideology, and views on spending on assistance to the poor. The results show that lower-income individuals and those who identify as more liberal are more likely to believe not enough is spent on assistance. However, a majority across all income levels and political ideologies believe too little is spent. Ethnographic interviews provide further qualitative insight. The findings contradict some prior literature by suggesting the political divide on this issue may not be as stark as portrayed.
Social inequality refers to unequal opportunities and rewards based on social positions or statuses. It results from social hierarchies that broker unequal access to resources and rights. There are two main ways to measure inequality: inequality of conditions regarding material goods and inequality of opportunities regarding life chances like education and criminal justice treatment. Sociologists study social inequality by examining its structural causes, ideological supports, and social reform movements.
This document analyzes survey data from over 40 developing countries to understand determinants of radicalism, support for violence, and participation in anti-regime actions. It finds that individuals who feel politically and economically marginalized are more likely to harbor extremist views but less likely to join collective political movements. This potentially explains why marginalized groups are difficult to mobilize in nation-wide movements, despite their attitudes. It also finds that arenas for active political participation are more likely dominated by upper-middle income groups committed to preserving the status quo. Suppressing these forms of participation may push these groups towards more radical preferences. The findings suggest the poor may be caught in a cycle of increasing self-exclusion and marginalization.
Hidden Tribes Report: A Study of America’s Polarized LandscapeJonathan Dunnemann
This document summarizes the findings of a large-scale survey on political polarization in America. It identifies seven "hidden tribes" with distinct core beliefs that predict views more accurately than demographics. The tribes range from Progressive Activists to Devoted Conservatives. While the wings disagree strongly, the Exhausted Majority in the middle is fatigued by division and more ideologically flexible. This segmentation provides insights into polarization's roots in divergent worldviews rather than just partisan differences.
1Running Head ANNOTATED BIBLIOGRAPHY2ANNOTATED BIBLIOGR.docxfelicidaddinwoodie
1
Running Head: ANNOTATED BIBLIOGRAPHY
2
ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Stephen Benoit
GEN499 General Education
Tony Kashani
April 10, 2017
Introduction: In United states of America, wealth or income inequality is valuable because it sometimes gives people incentives to work hard and try to adopt other business ideas. However, in a reality perspective it harms the American society, socially and economically. This is due to greater inequality stifles upward movement between generations. Therefore, it is harder for talented and hardworking Americans to get what they deserve through toiling because the income is concentrated, under the custody of a certain group of people, compromises the ability of a democracy for equal distribution of resource and equal political voice to all citizens regardless of race, ethnicity, and working class. So, as we understand “wealth disparity”, in the United States exhibits wider wealth distributing inequality, majorly witnessed between rich and the poor. For that matter, there is need to look deep into the matters attributing to wealth inequality in States with a policy to review about wealth distribution. This will define the wealth distribution imbalance. Wealth disparity (inequality) is a threat to American development among the poor majorly attributed by federal minimum wage, culture, racial and gender discrimination. It can therefore be reduced through democratic, equal distribution of resources across all ethnic groups and race.
Annotation 1:
Kington and Smith (The Journals of Gerontology series: Psychological sciences and social Sciences: Special issue, from 74). Racial disparities in Disability among older adults.
The articles in this journal tried to examine the association that is seen between races in relation to assets allocation then reported difficulties performing instrumental daily activities. This is also associate with age; disparities in disability among older adults. This journal has used the asset and health dynamic among the oldest old (AHEAD) in its study to focus on persons of 70 years and above. The study is supported by statistics, giving clarifications that wealth disparity is in anyway associated with age, in relation to income dispersion accounts for today’s wealth disparities seen in older Americans (Smith, 1997).
Statistically, the distribution of the demographic and health-related issues for women by race showed that African American women were on average younger, which is less likely as reported disability than white women. Therefore, it affirmed that wealth disparity is majorly observed among older minority households, who are blacks as compared to households of whites. Other factors related to wealth disparity in the article include income, health and inheritance.
Annotation 2:
CESifo Econ Study (2017) 63 (1): 97-118; Employment Adjustment and Controlling Minority Ownership structure; (evidence for stewardship governance).
This article purp ...
Economic Inequality and Civilian Support for Democracy_Latin America and the ...nicpalmer101
This document is an honors project by Nicholos Palmer submitted in fulfillment of requirements for the Esther G. Maynor Honors College at the University of North Carolina at Pembroke. The project examines the relationship between economic inequality and civilian support for democracy in Latin America and the Caribbean. It begins with an acknowledgments section and table of contents. It then presents an abstract that summarizes the study, which hypothesizes that citizens who believe inequality is high and should be reduced are more likely to lose faith in democracy, but finds the opposite through statistical analysis. The introduction provides background on inequality in the region and issues of populism and economic policy.
Poverty has both structural and cultural causes. Structurally, poverty is often the result of discrimination and barriers based on factors like race, class, and gender. Culturally, some argue that the poor develop attitudes of fatalism and present-time orientation as adaptations to living in poverty. While employment reduces dependence on government assistance, many full-time workers in America still live in poverty due to low wages and involuntary part-time work. To truly address poverty, policies need to focus on increasing wages, employment opportunities, and access to assistance programs without fostering over-dependence.
16 contexts.orgrethinkingamericanpovertyby mark r. rank.docxfelicidaddinwoodie
16 contexts.org
rethinkingamericanpoverty
by mark r. rank
It’s a fundamental paradox: in America,
the wealthiest country on earth, one also
finds the highest rates of poverty in the
developed world. Whether we examine
children’s rates of poverty, poverty
among working age adults, poverty
within single parent families, or overall
rates of poverty, the story is much the
same—the United States has exceedingly
high levels of impoverishment.
It’s a fundamental paradox: in America,
the wealthiest country on earth, one also
finds the highest rates of poverty in the
developed world. Whether we examine
children’s rates of poverty, poverty
among working age adults, poverty
within single parent families, or overall
rates of poverty, the story is much the
same—the United States has exceedingly
high levels of impoverishment.
rethinkingamericanpoverty
by mark r. rank
17spring 2011 contexts
food stamps at some point during childhood. Life expectancy in
Harlem is shorter than in Bangladesh. The bottom 60 percent
of the American population currently holds less than 1 percent
of the financial wealth in the country. And two thirds of the
counties that black children are growing up in are considered
high poverty with respect to impoverished neighborhoods.
Although there are several possible explanations for why
these conditions exist, the argument developed here is that a
major reason has to do with how we as a society have tended
to conceptualize the issue of poverty and, based upon this
thinking, how we have acted (or better put, failed to act) toward
the issue.
The traditional manner of thinking about poverty in the
U.S. has viewed impoverishment as largely the result of individ-
ual inadequacies and failings. These shortcomings include not
working hard enough, failure to acquire sufficient skills, or just
making bad decisions. Consequently, the problem of poverty is
often seen through a lens of individual pathology. Since indi-
viduals are perceived as having brought poverty onto them-
selves, our collective and societal obligations are seen as limited.
The age-old distinction between the deserving versus the unde-
serving poor reflects this perspective—unless the working-age
poor have very good grounds for their
poverty, they’re deemed largely unde-
serving of help. Poverty is therefore
understood as primarily affecting those
who choose not to play by the rules of
the game. Ultimately, this perspective reflects and reinforces
the myths and ideals of American society: there are economic
opportunities for all, individualism and self-reliance are para-
mount, and hard work is rewarded.
This overall mindset has long influenced both the general
public’s attitudes toward the poor and much of the policy and
academic work analyzing poverty. Nevertheless, it seriously mis-
construes the true nature of poverty and fosters a lack of polit-
ical and social will to address the problem itself. Three major
chan ...
This study examines political ideological divides and views on assistance to the poor in the United States. Survey data from the General Social Survey is analyzed, looking at the relationship between income level, political ideology, and views on spending on assistance to the poor. The results show that lower-income individuals and those who identify as more liberal are more likely to believe not enough is spent on assistance. However, a majority across all income levels and political ideologies believe too little is spent. Ethnographic interviews provide further qualitative insight. The findings contradict some prior literature by suggesting the political divide on this issue may not be as stark as portrayed.
Social inequality refers to unequal opportunities and rewards based on social positions or statuses. It results from social hierarchies that broker unequal access to resources and rights. There are two main ways to measure inequality: inequality of conditions regarding material goods and inequality of opportunities regarding life chances like education and criminal justice treatment. Sociologists study social inequality by examining its structural causes, ideological supports, and social reform movements.
This document analyzes survey data from over 40 developing countries to understand determinants of radicalism, support for violence, and participation in anti-regime actions. It finds that individuals who feel politically and economically marginalized are more likely to harbor extremist views but less likely to join collective political movements. This potentially explains why marginalized groups are difficult to mobilize in nation-wide movements, despite their attitudes. It also finds that arenas for active political participation are more likely dominated by upper-middle income groups committed to preserving the status quo. Suppressing these forms of participation may push these groups towards more radical preferences. The findings suggest the poor may be caught in a cycle of increasing self-exclusion and marginalization.
Hidden Tribes Report: A Study of America’s Polarized LandscapeJonathan Dunnemann
This document summarizes the findings of a large-scale survey on political polarization in America. It identifies seven "hidden tribes" with distinct core beliefs that predict views more accurately than demographics. The tribes range from Progressive Activists to Devoted Conservatives. While the wings disagree strongly, the Exhausted Majority in the middle is fatigued by division and more ideologically flexible. This segmentation provides insights into polarization's roots in divergent worldviews rather than just partisan differences.
1Running Head ANNOTATED BIBLIOGRAPHY2ANNOTATED BIBLIOGR.docxfelicidaddinwoodie
1
Running Head: ANNOTATED BIBLIOGRAPHY
2
ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Stephen Benoit
GEN499 General Education
Tony Kashani
April 10, 2017
Introduction: In United states of America, wealth or income inequality is valuable because it sometimes gives people incentives to work hard and try to adopt other business ideas. However, in a reality perspective it harms the American society, socially and economically. This is due to greater inequality stifles upward movement between generations. Therefore, it is harder for talented and hardworking Americans to get what they deserve through toiling because the income is concentrated, under the custody of a certain group of people, compromises the ability of a democracy for equal distribution of resource and equal political voice to all citizens regardless of race, ethnicity, and working class. So, as we understand “wealth disparity”, in the United States exhibits wider wealth distributing inequality, majorly witnessed between rich and the poor. For that matter, there is need to look deep into the matters attributing to wealth inequality in States with a policy to review about wealth distribution. This will define the wealth distribution imbalance. Wealth disparity (inequality) is a threat to American development among the poor majorly attributed by federal minimum wage, culture, racial and gender discrimination. It can therefore be reduced through democratic, equal distribution of resources across all ethnic groups and race.
Annotation 1:
Kington and Smith (The Journals of Gerontology series: Psychological sciences and social Sciences: Special issue, from 74). Racial disparities in Disability among older adults.
The articles in this journal tried to examine the association that is seen between races in relation to assets allocation then reported difficulties performing instrumental daily activities. This is also associate with age; disparities in disability among older adults. This journal has used the asset and health dynamic among the oldest old (AHEAD) in its study to focus on persons of 70 years and above. The study is supported by statistics, giving clarifications that wealth disparity is in anyway associated with age, in relation to income dispersion accounts for today’s wealth disparities seen in older Americans (Smith, 1997).
Statistically, the distribution of the demographic and health-related issues for women by race showed that African American women were on average younger, which is less likely as reported disability than white women. Therefore, it affirmed that wealth disparity is majorly observed among older minority households, who are blacks as compared to households of whites. Other factors related to wealth disparity in the article include income, health and inheritance.
Annotation 2:
CESifo Econ Study (2017) 63 (1): 97-118; Employment Adjustment and Controlling Minority Ownership structure; (evidence for stewardship governance).
This article purp ...
Economic Inequality and Civilian Support for Democracy_Latin America and the ...nicpalmer101
This document is an honors project by Nicholos Palmer submitted in fulfillment of requirements for the Esther G. Maynor Honors College at the University of North Carolina at Pembroke. The project examines the relationship between economic inequality and civilian support for democracy in Latin America and the Caribbean. It begins with an acknowledgments section and table of contents. It then presents an abstract that summarizes the study, which hypothesizes that citizens who believe inequality is high and should be reduced are more likely to lose faith in democracy, but finds the opposite through statistical analysis. The introduction provides background on inequality in the region and issues of populism and economic policy.
Poverty has both structural and cultural causes. Structurally, poverty is often the result of discrimination and barriers based on factors like race, class, and gender. Culturally, some argue that the poor develop attitudes of fatalism and present-time orientation as adaptations to living in poverty. While employment reduces dependence on government assistance, many full-time workers in America still live in poverty due to low wages and involuntary part-time work. To truly address poverty, policies need to focus on increasing wages, employment opportunities, and access to assistance programs without fostering over-dependence.
16 contexts.orgrethinkingamericanpovertyby mark r. rank.docxfelicidaddinwoodie
16 contexts.org
rethinkingamericanpoverty
by mark r. rank
It’s a fundamental paradox: in America,
the wealthiest country on earth, one also
finds the highest rates of poverty in the
developed world. Whether we examine
children’s rates of poverty, poverty
among working age adults, poverty
within single parent families, or overall
rates of poverty, the story is much the
same—the United States has exceedingly
high levels of impoverishment.
It’s a fundamental paradox: in America,
the wealthiest country on earth, one also
finds the highest rates of poverty in the
developed world. Whether we examine
children’s rates of poverty, poverty
among working age adults, poverty
within single parent families, or overall
rates of poverty, the story is much the
same—the United States has exceedingly
high levels of impoverishment.
rethinkingamericanpoverty
by mark r. rank
17spring 2011 contexts
food stamps at some point during childhood. Life expectancy in
Harlem is shorter than in Bangladesh. The bottom 60 percent
of the American population currently holds less than 1 percent
of the financial wealth in the country. And two thirds of the
counties that black children are growing up in are considered
high poverty with respect to impoverished neighborhoods.
Although there are several possible explanations for why
these conditions exist, the argument developed here is that a
major reason has to do with how we as a society have tended
to conceptualize the issue of poverty and, based upon this
thinking, how we have acted (or better put, failed to act) toward
the issue.
The traditional manner of thinking about poverty in the
U.S. has viewed impoverishment as largely the result of individ-
ual inadequacies and failings. These shortcomings include not
working hard enough, failure to acquire sufficient skills, or just
making bad decisions. Consequently, the problem of poverty is
often seen through a lens of individual pathology. Since indi-
viduals are perceived as having brought poverty onto them-
selves, our collective and societal obligations are seen as limited.
The age-old distinction between the deserving versus the unde-
serving poor reflects this perspective—unless the working-age
poor have very good grounds for their
poverty, they’re deemed largely unde-
serving of help. Poverty is therefore
understood as primarily affecting those
who choose not to play by the rules of
the game. Ultimately, this perspective reflects and reinforces
the myths and ideals of American society: there are economic
opportunities for all, individualism and self-reliance are para-
mount, and hard work is rewarded.
This overall mindset has long influenced both the general
public’s attitudes toward the poor and much of the policy and
academic work analyzing poverty. Nevertheless, it seriously mis-
construes the true nature of poverty and fosters a lack of polit-
ical and social will to address the problem itself. Three major
chan ...
16 contexts.orgrethinkingamericanpovertyby mark r. rank.docxdrennanmicah
16 contexts.org
rethinkingamericanpoverty
by mark r. rank
It’s a fundamental paradox: in America,
the wealthiest country on earth, one also
finds the highest rates of poverty in the
developed world. Whether we examine
children’s rates of poverty, poverty
among working age adults, poverty
within single parent families, or overall
rates of poverty, the story is much the
same—the United States has exceedingly
high levels of impoverishment.
It’s a fundamental paradox: in America,
the wealthiest country on earth, one also
finds the highest rates of poverty in the
developed world. Whether we examine
children’s rates of poverty, poverty
among working age adults, poverty
within single parent families, or overall
rates of poverty, the story is much the
same—the United States has exceedingly
high levels of impoverishment.
rethinkingamericanpoverty
by mark r. rank
17spring 2011 contexts
food stamps at some point during childhood. Life expectancy in
Harlem is shorter than in Bangladesh. The bottom 60 percent
of the American population currently holds less than 1 percent
of the financial wealth in the country. And two thirds of the
counties that black children are growing up in are considered
high poverty with respect to impoverished neighborhoods.
Although there are several possible explanations for why
these conditions exist, the argument developed here is that a
major reason has to do with how we as a society have tended
to conceptualize the issue of poverty and, based upon this
thinking, how we have acted (or better put, failed to act) toward
the issue.
The traditional manner of thinking about poverty in the
U.S. has viewed impoverishment as largely the result of individ-
ual inadequacies and failings. These shortcomings include not
working hard enough, failure to acquire sufficient skills, or just
making bad decisions. Consequently, the problem of poverty is
often seen through a lens of individual pathology. Since indi-
viduals are perceived as having brought poverty onto them-
selves, our collective and societal obligations are seen as limited.
The age-old distinction between the deserving versus the unde-
serving poor reflects this perspective—unless the working-age
poor have very good grounds for their
poverty, they’re deemed largely unde-
serving of help. Poverty is therefore
understood as primarily affecting those
who choose not to play by the rules of
the game. Ultimately, this perspective reflects and reinforces
the myths and ideals of American society: there are economic
opportunities for all, individualism and self-reliance are para-
mount, and hard work is rewarded.
This overall mindset has long influenced both the general
public’s attitudes toward the poor and much of the policy and
academic work analyzing poverty. Nevertheless, it seriously mis-
construes the true nature of poverty and fosters a lack of polit-
ical and social will to address the problem itself. Three major
chan.
Chapter 9 Global Inequality and PovertyONE PHOTO CAPTURES A SH.docxbissacr
Chapter 9 Global Inequality and Poverty
ONE PHOTO CAPTURES A SHARP CONTRAST BETWEEN RICH AND POOR IN THE DEVELOPING WORLD. The high-rise buildings in the background are apartments for the wealthy.
Learning Objectives
1. 9.1Examine how widening gap between rich and poor strengthens inequality-perpetuating institutions
2. 9.2Contrast between the viewpoints of globalists and antiglobalists on the effects of globalization
3. 9.3Examine the causes and the impact of domestic or global inequality between nations
4. 9.4Examine the economic, social, and educational inequality that exists within rich countries
5. 9.5Examine the inequalities that exist in different aspects of life in poor countries
6. 9.6Review the six dimensions of poverty that can be used to gauge poverty
7. 9.7Evaluate some of the measures for diminishing poverty and reducing inequality
The richest eighty people in the world control as much wealth as the poorest half of the world’s population. Thirty-five of those eighty are Americans. The top 1 percent of the world’s richest people control 48 percent of the world’s total wealth. More than one billion people in the world live on less than $1.25 a day. Inequality exists within the United States. The richest four hundred Americans own more assets than the poorest 150 million, or almost half the population. The bottom 15 percent, about forty-six million people, live in households earning less than $22,000 per year. The top 5 percent of households in Washington, D.C., make an average of more than $500,000, while the bottom 20 percent make less than $9,500. Conflict between rich and poor is now the greatest source of tension in American society. Economic inequality has emerged as a dominant global issue that has fueled massive protests and popular uprisings. The global financial crisis and economic recession have rekindled debates about inequality and its consequences. Discussions about wealth and poverty and how to achieve greater equality are as old as human society. They demonstrate a perennial concern about the implications of inequality for the security and well-being of communities. Given the persistence of inequality among individuals, groups, and nations over centuries, this debate is interminable. Struggles to achieve equality are also endless. Issues pertaining to global inequality and poverty permeate almost every significant global problem, from trade to the environment, from terrorism and criminal activities to democratization and human rights, and from ethnic conflicts to the proliferation of weapons of mass destruction. As we have seen, popular uprisings in the Middle East and North Africa were strongly influenced by widespread inequality and poverty. Consequently, as our discussion shows, inequality and poverty are closely connected to politics, economics, and culture.
A central question addressed in this chapter is whether inequality matters. Human societies are inherently unequal due to variations of abilities, opportun.
John Powell presented on thinking transformatively about race, opportunity, and social justice. He discussed how race is a social construction and the need to address structural racial inequities rather than blame individuals or cultures. Powell also outlined how poverty impacts communities of all races through "linked fate" and presented data showing racial disparities in poverty rates. He argued for moving beyond individual-focused, transactional approaches to addressing racial inequities through structural and institutional transformation.
Your Name 3Names ProfessorSubjectDate Saturday, June .docxdanielfoster65629
Your Name 3
Names:
Professor:
Subject
Date: Saturday, June 06, 2015POVERTY AS A SOCIAL INJUSTICEINTRODUCTION
This paper is going to discuss what social injustice is and take a critical look at poverty as an example of a social injustice. From a sociological point of view, there are two kinds of poverty. In this paper I will address relative poverty. The poor in this paper are regarded as those who lack what is needed by the average population so as to be able to live in a decent manner because their income is rated as being lower than the country’s’ median income
Social injustice is defined as the process of acting and being unfair or unjust in your treatment to others. In this case, when one acts in this manner, he infringes or violates the rights of other people. Social injustice examples therefore include situations like improper or unfair distribution of opportunities and resources, oppressing people using any form, and denying people the freedom to exercise rights, desires and ensuring that they don’t realize their full potential. (Sarat)
Examples are when people are treated in inhumane ways hence depriving them of basic needs as food, shelter and clothing, work opportunity, political freedom, poverty in specific groups or communities, high unemployment rates, bullying and even hate crimePOVERTY AS A SOCIAL INJUSTICE
Poverty is rated as being amongst the greatest predicaments being faced in the world today. Poverty is defined as the state where people are unable to meet the demands of their basic needs such as food, shelter and clothing and is categorized as being either absolute or relative.
Poverty is a very real predicament in our world today. This is due to the fact that it affects the larger segment of the entire population and that there are several cases of people being homeless, many sleep on the streets, lack food and even clothing. It is also manifested when they are work for longer hours and for less money. (Haughton, Jonathan and Shahidur)WHAT ARE THE CAUSES OF THIS SOCIAL INJUSTICE?
Poverty as a form of social injustice is caused by several factors that are discussed below.
Historical issues are considered as having contributed to poverty being rampant in many nations since many nations that have high poverty levels or that are poor were former colonies of modern rich nations. These nations exported slaves from the poor countries and took away many resources from these nations to their benefits. In this case, this colonialism helped cultivate fertile conditions that would prevent the locals from owning land, getting education, capital and many other resources that would enable them support themselves adequately.
Civil wars and political instability: The above issues are directly attributed to creating poverty since. With the presence of security, and stable country, a country will definitely be successful since natural resources can be harnessed either individually or collectively, education and talent will breed f.
Answer the questions that follow in a short paragraph each 3-4 sen.docxamrit47
Answer the questions that follow in a short paragraph each 3-4 sentences Be sure to cite materials from the course. For example, if you are referring to an article that has an author, use the following citation format (Author’s Last Name, Year). If the article has no author, you can use the title of the article, or the title I’ve given it, in quotation marks (“Six Characteristics of a Democracy”, n.d.). Note that you use “n.d.” if the article or post has no date/year associated with it.
Discussion Questions:
1. In what ways are the values of individualism and communitarianism, although seemingly in opposition, both critical to a liberal democracy?
2. After reading the article on communitarianism, do you feel you follow the philosophical tradition of liberalism or of communitarianism when it comes to your view of democracy (note: Don’t confuse “liberalism” with “liberal” in American politics – you have to read the article to understand the meaning of liberalism in American political history).
3. In your opinion why did citizens vote in the latest 2018 elections in higher numbers than past mid-term elections? (Please consider your view in light of the trends noted in the FiveThirtyEight article in Week 1 e-resources (Dottle et al., 2018)
4. Why do you think other western societies vote at higher levels than Americans?
Commentary
According to sociologists, Bellah et al. in Habits of the Heart (2007) and social commentator E.J. Dionne (2012) in Our Divided Political Heart, there are two strains in U.S. history and the underlying set of values that are important to us as member of that society – individualism and communitarianism. Both have shaped our values and sense of who we are as Americans.
On the one hand, we are individualistic - intent in meeting our individual needs and pursuing our individual instrumental (material success) and expressive (personal non-material happiness) needs and goals.
On the other hand, we seek community - the sense of belonging to and active in a larger group and fulfilling the needs of the community and its members.
While individualism is more concrete and easier to identify, communitarianism is more abstract (though see the article on communitarianism in the readings, particular what the authors says about views toward political systems ability to achieve a “good life” other than democracy).
Social institutions fulfill social needs that drive both individualistic and communitarian tendencies in American Society.
Sociologists view social institutions (family, government, economic, education, religion, media) as socially created structures or organizational systems that function to satisfy basic social needs by linking the individual to the larger culture.
Today, some might argue that extreme individualism has become dominant. [Another position is that our society is currently dominated by tribalism or a sense of community based on in-group identities (those like "us"), and often at the expense and derogation of.
Chapter 4Culture Competency and CEOD Process Immigrant Popula.docxrobertad6
Chapter 4
Culture Competency and CEOD Process: Immigrant Populations, Health Care, Public Health, and Community
Defining and Exploring Culture
A group or community with whom one shares common experiences that shape the way they understand the world
Can include groups:
Born into
Gender
Race
National origin
Class
Religion
Moved into
Moving into a new community
Change in economic status
Change in health status
Four Concepts Associate With Culture:
Cultural knowledge / the knowledge of cultural characteristics, history, values, beliefs and behaviors of another ethnic or cultural group
Cultural awareness / being open to the idea of changing cultural attitudes
Cultural sensitivity / knowing that differences exist between cultures, but not assigning values to the differences
Cultural competence / having the capacity to bring into its systems different behaviors, attitudes and policies and work effectively in cross-cultural settings to produce better outcomes
Learning Culture
Be more aware of your own culture
What is your culture?
Do you have more than one culture?
What is your cultural background?
Learn about other’s culture
Make s conscious decision to establish friendships with people from other cultures
Put yourself in situations where you will meet people of other cultures
Examine your biases about people from other cultures
Ask questions about the cultures, customs and views
Read about other people’s cultures and histories
Listen and show caring
Observe differences in communication styles and values; don’t assume that the majority’s way is the right way
Risk making mistakes
Learn to be an ally
Understanding Culture for Community Engagement, Organization and Development (CEOD)
U.S. communities are becoming more diverse
Racial profiling & stereotyping will be key discussion points when engaging and developing communities in public health practice and may be harmful because they can impede communication, engagement and development
Racial profiling / a law enforcement practice of scrutinizing certain individuals based on characteristics thought to indicate a likelihood of criminal behavior
Stereotyping / a fixed, over generalized belief about a particular group or class of people (Cardwell, 1996)
CEOD and Cultures of the Future
Questions to help engage, organize and develop a healthy community of the future:
If you could have your ideal community right now what would it look like?
If you can’t have your ideal community right now, what will be the next steps in building the kind of cultural community you desire?
Who lives in the community right now?
What kinds of diversity already exist?
How will diversity be approached in your community?
What kinds of relationships are established between cultural groups?
Are the different cultural groups well organized?
What kind of struggles between cultural groups exists?
What kind of struggles within cultural groups exists?
Are these struggles openly recognized and ta.
- The document discusses a research project examining factors that influence poverty rates in America, specifically looking at incarceration, health, income, and race.
- The researchers hypothesized that ethnic minorities with low incomes who are incarcerated are more likely to experience poverty due to barriers to employment and healthcare access after prison.
- Analysis of 2012 GSS survey data found those with criminal records were more likely to come from low-income backgrounds, supporting the hypothesis. However, relationships between other variables like health were less clear. Overall, the findings confirm race and income influence recidivism and perpetuation of poverty.
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
The percentage of children in Flint, Michigan with elevated blood lead levels increased after the city changed its water source in 2014. Before the change, 2.4% of Flint children under 5 had elevated blood lead levels, but after the change this increased to 4.9%, a statistically significant increase. The neighborhoods with the highest water lead levels experienced the largest increases, with elevated blood lead levels rising from 4.0% to 10.6%. Spatial analysis identified disadvantaged neighborhoods as having the greatest increases in elevated blood lead levels, informing the public health response.
Elements of the Communication ProcessIn Chapter One, we learne.docxtoltonkendal
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docxtoltonkendal
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docxtoltonkendal
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docxtoltonkendal
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
This document provides resources for students to develop their critical thinking skills. It includes readings on common misconceptions of critical thinking, combating fake news, and teaching critical thinking. Videos define critical thinking and discuss recognizing fake news. Students are prompted to explain elements of critical thinking, analyze examples demonstrating strong and weak critical thinking, and reflect on applying their education to their career and community.
Elements of DesignDuring the process of envisioning and design.docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docxtoltonkendal
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
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16 contexts.orgrethinkingamericanpovertyby mark r. rank.docxdrennanmicah
16 contexts.org
rethinkingamericanpoverty
by mark r. rank
It’s a fundamental paradox: in America,
the wealthiest country on earth, one also
finds the highest rates of poverty in the
developed world. Whether we examine
children’s rates of poverty, poverty
among working age adults, poverty
within single parent families, or overall
rates of poverty, the story is much the
same—the United States has exceedingly
high levels of impoverishment.
It’s a fundamental paradox: in America,
the wealthiest country on earth, one also
finds the highest rates of poverty in the
developed world. Whether we examine
children’s rates of poverty, poverty
among working age adults, poverty
within single parent families, or overall
rates of poverty, the story is much the
same—the United States has exceedingly
high levels of impoverishment.
rethinkingamericanpoverty
by mark r. rank
17spring 2011 contexts
food stamps at some point during childhood. Life expectancy in
Harlem is shorter than in Bangladesh. The bottom 60 percent
of the American population currently holds less than 1 percent
of the financial wealth in the country. And two thirds of the
counties that black children are growing up in are considered
high poverty with respect to impoverished neighborhoods.
Although there are several possible explanations for why
these conditions exist, the argument developed here is that a
major reason has to do with how we as a society have tended
to conceptualize the issue of poverty and, based upon this
thinking, how we have acted (or better put, failed to act) toward
the issue.
The traditional manner of thinking about poverty in the
U.S. has viewed impoverishment as largely the result of individ-
ual inadequacies and failings. These shortcomings include not
working hard enough, failure to acquire sufficient skills, or just
making bad decisions. Consequently, the problem of poverty is
often seen through a lens of individual pathology. Since indi-
viduals are perceived as having brought poverty onto them-
selves, our collective and societal obligations are seen as limited.
The age-old distinction between the deserving versus the unde-
serving poor reflects this perspective—unless the working-age
poor have very good grounds for their
poverty, they’re deemed largely unde-
serving of help. Poverty is therefore
understood as primarily affecting those
who choose not to play by the rules of
the game. Ultimately, this perspective reflects and reinforces
the myths and ideals of American society: there are economic
opportunities for all, individualism and self-reliance are para-
mount, and hard work is rewarded.
This overall mindset has long influenced both the general
public’s attitudes toward the poor and much of the policy and
academic work analyzing poverty. Nevertheless, it seriously mis-
construes the true nature of poverty and fosters a lack of polit-
ical and social will to address the problem itself. Three major
chan.
Chapter 9 Global Inequality and PovertyONE PHOTO CAPTURES A SH.docxbissacr
Chapter 9 Global Inequality and Poverty
ONE PHOTO CAPTURES A SHARP CONTRAST BETWEEN RICH AND POOR IN THE DEVELOPING WORLD. The high-rise buildings in the background are apartments for the wealthy.
Learning Objectives
1. 9.1Examine how widening gap between rich and poor strengthens inequality-perpetuating institutions
2. 9.2Contrast between the viewpoints of globalists and antiglobalists on the effects of globalization
3. 9.3Examine the causes and the impact of domestic or global inequality between nations
4. 9.4Examine the economic, social, and educational inequality that exists within rich countries
5. 9.5Examine the inequalities that exist in different aspects of life in poor countries
6. 9.6Review the six dimensions of poverty that can be used to gauge poverty
7. 9.7Evaluate some of the measures for diminishing poverty and reducing inequality
The richest eighty people in the world control as much wealth as the poorest half of the world’s population. Thirty-five of those eighty are Americans. The top 1 percent of the world’s richest people control 48 percent of the world’s total wealth. More than one billion people in the world live on less than $1.25 a day. Inequality exists within the United States. The richest four hundred Americans own more assets than the poorest 150 million, or almost half the population. The bottom 15 percent, about forty-six million people, live in households earning less than $22,000 per year. The top 5 percent of households in Washington, D.C., make an average of more than $500,000, while the bottom 20 percent make less than $9,500. Conflict between rich and poor is now the greatest source of tension in American society. Economic inequality has emerged as a dominant global issue that has fueled massive protests and popular uprisings. The global financial crisis and economic recession have rekindled debates about inequality and its consequences. Discussions about wealth and poverty and how to achieve greater equality are as old as human society. They demonstrate a perennial concern about the implications of inequality for the security and well-being of communities. Given the persistence of inequality among individuals, groups, and nations over centuries, this debate is interminable. Struggles to achieve equality are also endless. Issues pertaining to global inequality and poverty permeate almost every significant global problem, from trade to the environment, from terrorism and criminal activities to democratization and human rights, and from ethnic conflicts to the proliferation of weapons of mass destruction. As we have seen, popular uprisings in the Middle East and North Africa were strongly influenced by widespread inequality and poverty. Consequently, as our discussion shows, inequality and poverty are closely connected to politics, economics, and culture.
A central question addressed in this chapter is whether inequality matters. Human societies are inherently unequal due to variations of abilities, opportun.
John Powell presented on thinking transformatively about race, opportunity, and social justice. He discussed how race is a social construction and the need to address structural racial inequities rather than blame individuals or cultures. Powell also outlined how poverty impacts communities of all races through "linked fate" and presented data showing racial disparities in poverty rates. He argued for moving beyond individual-focused, transactional approaches to addressing racial inequities through structural and institutional transformation.
Your Name 3Names ProfessorSubjectDate Saturday, June .docxdanielfoster65629
Your Name 3
Names:
Professor:
Subject
Date: Saturday, June 06, 2015POVERTY AS A SOCIAL INJUSTICEINTRODUCTION
This paper is going to discuss what social injustice is and take a critical look at poverty as an example of a social injustice. From a sociological point of view, there are two kinds of poverty. In this paper I will address relative poverty. The poor in this paper are regarded as those who lack what is needed by the average population so as to be able to live in a decent manner because their income is rated as being lower than the country’s’ median income
Social injustice is defined as the process of acting and being unfair or unjust in your treatment to others. In this case, when one acts in this manner, he infringes or violates the rights of other people. Social injustice examples therefore include situations like improper or unfair distribution of opportunities and resources, oppressing people using any form, and denying people the freedom to exercise rights, desires and ensuring that they don’t realize their full potential. (Sarat)
Examples are when people are treated in inhumane ways hence depriving them of basic needs as food, shelter and clothing, work opportunity, political freedom, poverty in specific groups or communities, high unemployment rates, bullying and even hate crimePOVERTY AS A SOCIAL INJUSTICE
Poverty is rated as being amongst the greatest predicaments being faced in the world today. Poverty is defined as the state where people are unable to meet the demands of their basic needs such as food, shelter and clothing and is categorized as being either absolute or relative.
Poverty is a very real predicament in our world today. This is due to the fact that it affects the larger segment of the entire population and that there are several cases of people being homeless, many sleep on the streets, lack food and even clothing. It is also manifested when they are work for longer hours and for less money. (Haughton, Jonathan and Shahidur)WHAT ARE THE CAUSES OF THIS SOCIAL INJUSTICE?
Poverty as a form of social injustice is caused by several factors that are discussed below.
Historical issues are considered as having contributed to poverty being rampant in many nations since many nations that have high poverty levels or that are poor were former colonies of modern rich nations. These nations exported slaves from the poor countries and took away many resources from these nations to their benefits. In this case, this colonialism helped cultivate fertile conditions that would prevent the locals from owning land, getting education, capital and many other resources that would enable them support themselves adequately.
Civil wars and political instability: The above issues are directly attributed to creating poverty since. With the presence of security, and stable country, a country will definitely be successful since natural resources can be harnessed either individually or collectively, education and talent will breed f.
Answer the questions that follow in a short paragraph each 3-4 sen.docxamrit47
Answer the questions that follow in a short paragraph each 3-4 sentences Be sure to cite materials from the course. For example, if you are referring to an article that has an author, use the following citation format (Author’s Last Name, Year). If the article has no author, you can use the title of the article, or the title I’ve given it, in quotation marks (“Six Characteristics of a Democracy”, n.d.). Note that you use “n.d.” if the article or post has no date/year associated with it.
Discussion Questions:
1. In what ways are the values of individualism and communitarianism, although seemingly in opposition, both critical to a liberal democracy?
2. After reading the article on communitarianism, do you feel you follow the philosophical tradition of liberalism or of communitarianism when it comes to your view of democracy (note: Don’t confuse “liberalism” with “liberal” in American politics – you have to read the article to understand the meaning of liberalism in American political history).
3. In your opinion why did citizens vote in the latest 2018 elections in higher numbers than past mid-term elections? (Please consider your view in light of the trends noted in the FiveThirtyEight article in Week 1 e-resources (Dottle et al., 2018)
4. Why do you think other western societies vote at higher levels than Americans?
Commentary
According to sociologists, Bellah et al. in Habits of the Heart (2007) and social commentator E.J. Dionne (2012) in Our Divided Political Heart, there are two strains in U.S. history and the underlying set of values that are important to us as member of that society – individualism and communitarianism. Both have shaped our values and sense of who we are as Americans.
On the one hand, we are individualistic - intent in meeting our individual needs and pursuing our individual instrumental (material success) and expressive (personal non-material happiness) needs and goals.
On the other hand, we seek community - the sense of belonging to and active in a larger group and fulfilling the needs of the community and its members.
While individualism is more concrete and easier to identify, communitarianism is more abstract (though see the article on communitarianism in the readings, particular what the authors says about views toward political systems ability to achieve a “good life” other than democracy).
Social institutions fulfill social needs that drive both individualistic and communitarian tendencies in American Society.
Sociologists view social institutions (family, government, economic, education, religion, media) as socially created structures or organizational systems that function to satisfy basic social needs by linking the individual to the larger culture.
Today, some might argue that extreme individualism has become dominant. [Another position is that our society is currently dominated by tribalism or a sense of community based on in-group identities (those like "us"), and often at the expense and derogation of.
Chapter 4Culture Competency and CEOD Process Immigrant Popula.docxrobertad6
Chapter 4
Culture Competency and CEOD Process: Immigrant Populations, Health Care, Public Health, and Community
Defining and Exploring Culture
A group or community with whom one shares common experiences that shape the way they understand the world
Can include groups:
Born into
Gender
Race
National origin
Class
Religion
Moved into
Moving into a new community
Change in economic status
Change in health status
Four Concepts Associate With Culture:
Cultural knowledge / the knowledge of cultural characteristics, history, values, beliefs and behaviors of another ethnic or cultural group
Cultural awareness / being open to the idea of changing cultural attitudes
Cultural sensitivity / knowing that differences exist between cultures, but not assigning values to the differences
Cultural competence / having the capacity to bring into its systems different behaviors, attitudes and policies and work effectively in cross-cultural settings to produce better outcomes
Learning Culture
Be more aware of your own culture
What is your culture?
Do you have more than one culture?
What is your cultural background?
Learn about other’s culture
Make s conscious decision to establish friendships with people from other cultures
Put yourself in situations where you will meet people of other cultures
Examine your biases about people from other cultures
Ask questions about the cultures, customs and views
Read about other people’s cultures and histories
Listen and show caring
Observe differences in communication styles and values; don’t assume that the majority’s way is the right way
Risk making mistakes
Learn to be an ally
Understanding Culture for Community Engagement, Organization and Development (CEOD)
U.S. communities are becoming more diverse
Racial profiling & stereotyping will be key discussion points when engaging and developing communities in public health practice and may be harmful because they can impede communication, engagement and development
Racial profiling / a law enforcement practice of scrutinizing certain individuals based on characteristics thought to indicate a likelihood of criminal behavior
Stereotyping / a fixed, over generalized belief about a particular group or class of people (Cardwell, 1996)
CEOD and Cultures of the Future
Questions to help engage, organize and develop a healthy community of the future:
If you could have your ideal community right now what would it look like?
If you can’t have your ideal community right now, what will be the next steps in building the kind of cultural community you desire?
Who lives in the community right now?
What kinds of diversity already exist?
How will diversity be approached in your community?
What kinds of relationships are established between cultural groups?
Are the different cultural groups well organized?
What kind of struggles between cultural groups exists?
What kind of struggles within cultural groups exists?
Are these struggles openly recognized and ta.
- The document discusses a research project examining factors that influence poverty rates in America, specifically looking at incarceration, health, income, and race.
- The researchers hypothesized that ethnic minorities with low incomes who are incarcerated are more likely to experience poverty due to barriers to employment and healthcare access after prison.
- Analysis of 2012 GSS survey data found those with criminal records were more likely to come from low-income backgrounds, supporting the hypothesis. However, relationships between other variables like health were less clear. Overall, the findings confirm race and income influence recidivism and perpetuation of poverty.
Similar to Running Head WEALTH INEQULITIES AND DEMOCRACY1WEALTH INEQULI.docx (8)
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
The percentage of children in Flint, Michigan with elevated blood lead levels increased after the city changed its water source in 2014. Before the change, 2.4% of Flint children under 5 had elevated blood lead levels, but after the change this increased to 4.9%, a statistically significant increase. The neighborhoods with the highest water lead levels experienced the largest increases, with elevated blood lead levels rising from 4.0% to 10.6%. Spatial analysis identified disadvantaged neighborhoods as having the greatest increases in elevated blood lead levels, informing the public health response.
Elements of the Communication ProcessIn Chapter One, we learne.docxtoltonkendal
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docxtoltonkendal
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docxtoltonkendal
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docxtoltonkendal
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
This document provides resources for students to develop their critical thinking skills. It includes readings on common misconceptions of critical thinking, combating fake news, and teaching critical thinking. Videos define critical thinking and discuss recognizing fake news. Students are prompted to explain elements of critical thinking, analyze examples demonstrating strong and weak critical thinking, and reflect on applying their education to their career and community.
Elements of DesignDuring the process of envisioning and design.docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docxtoltonkendal
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docxtoltonkendal
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docxtoltonkendal
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docxtoltonkendal
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docxtoltonkendal
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docxtoltonkendal
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docxtoltonkendal
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Running Head WEALTH INEQULITIES AND DEMOCRACY1WEALTH INEQULI.docx
1. Running Head: WEALTH INEQULITIES AND DEMOCRACY1
WEALTH INEQULITIES AND DEMOCRACY 14
Wealth Inequalities and Democracy Rough Draft
Your Name
GEN 499 General Education
Professor’s Name
6 February 2017
Introduction
Economic inequality refers to a condition whereby there is the
disparity in the distribution of wealth and income between
various groups of individuals in the society. This is usually
related to the concept “the poor get poorer as the richer get
richer.” This phrase more particularly refers to the gap in the
distribution of assets or the income from the richest segment of
the society and the poorest individuals in the nation. While
income refers to the amount of money an individual or
household earns per year, wealth refers to the value of that
individual or household overall. The calculation of wealth is
2. done by subtraction of debt from assets, and in various ways, it
is a more accurate window into the racial and economic
disparity in America as well as the entire world. While it is
significant to understand the gaps in income as part of the cycle
of drawbacks and benefits in the United States, wealth
represents the command grounded on the financial resources
that have been accumulated by the family over its lifetime
together with wealth that has been inherited by individuals
across generations (Loffredo, 2001, p. 147). When such
resources are combined with the income, the opportunity can be
created to secure the “good life” in whatever fashion is
required—business, health, comfort, training, justice and many
others
In spite of the fact that fundamental ideas have entered the
consciousness of the public, the influences of the highly
concentrated wealth are excitedly debated and not well
conceptualized by the observers. Various studies attribute both
the benefits and negative impacts of the pronounced degree of
wealth inequality. Certain studies postulate that inequalities in
income can be social beneficial despite high probabilities in its
negative influences in the society.
The global trends have contributed to the rise in the
concentration of wealth within small groups of individuals.
Even though some techniques used in the calculation of the
global economic inequalities indicates little variation in the
distribution of wealth, various methods used in the calculation
of wealth or income tend to produce different results. A good
number of global wealth analysts have concluded that inequality
is generally on the rise. For instance, in 2013, half of the global
population owned almost half of all the global wealth.
Wealth and income are necessarily not correlated, and a great
variation exists in wealth within categories of income. This
paper will first discuss the factors leading to wealth inequalities
before discussing the systematic factors that perpetuate and
reflect the increasing gap between the poorer and wealthy
individuals in the United States. The relationship between
3. economic inequality and ethnicity/race forms the basic concern
of this paper. In a capitalist system, certain individuals will
possess more wealth as compared to other groups (Einstein,
2015, p. 32). The gap between the individuals who have been
capable of earning money and accumulating wealth and the
group of individuals who have been struggling to make ends
meet has dramatically increased. The part of the culture of
politics in America that dates back to the founding includes the
belief grounded on rugged individualism. A good number of
Americans believe poverty to be an abstract idea that refers to
others. The poor groups do not believe themselves as poor.
Within the American society, racism is another prominent issue
that determines the amount of wealth acquired and accumulated
by an individual. The gap in wealth distribution has also been
increased by racism. Different scholars who study race refer to
race to an element that is highly perpetuating the privilege and
power of whites. The understanding of this can be enhanced by
understanding bigotry and prejudice.
The three issues; bigotry, prejudice, and racism are related to
the psychological elements of the daily lives of Americans.
Racism also determines the way culture, institutions as well as
social systems impacts on the historical oppression of the
individuals of color in the United States and as a result,
perpetuate inequality. The decision that was made during the
founding of American have led to the construction of complex
systems that was formally made mainly to harm Native
Americans and African Americans. Even though the attitudes of
people regarding racism have changed, the system still operates
in a way that put more privilege to the white and at the same
time disadvantaging the individuals of color.
The economic inequality in the first world countries such as
America and the United Kingdom have been unstable. In 1915,
18% of all American national income was earned by the richest
1% of American. Their share significantly dropped in the 1930s
and remained less than 10% to the end of 1970s. The again in
2007, this share by the rich increased to 24%. The gap was
4. wider between the whites and the blacks, and the ration was
approximately 12:1.7
The Decreased Democracy Due to Inequality
The increase in inequality exploits the poor and destroys the
middle class. The global democracy index reduces with
increased inequality in wealth among the individuals in the
country. The study conducted by Economist Magazine’s
Intelligence Unit in 2012 found that the global democracy is at
a standstill due to the economic crisis that started in 2008. The
democracy index of the United States was ranked twenty-first
which was behind countries such as New Zealand. This was a
drop from 2010 seventeenth position primarily due to poor
performance in political participation and government
functioning. Furthermore, the study placed America at the
bottom of categories of full democracy because the country has
been antagonistically influenced by increased political
polarization and paralysis and brinksmanship in politics.
Polarization in politics worsens the inequality. The study
conducted by International Monetary Funds in 2011 in thirty
nations on the same issue and indicated poor performance in the
gap between the rich and poorer groups in the studied countries.
Democracy Ideals
The fundamentals of democracy are sharing of the power to
shape decision-making in the country. This is the general
conception of democracy. However, the expectation of the
citizens to exercise this kind of power varies from one citizen to
the other depending on various factors. The effectiveness of the
governance of the country calls for the direct involvement of
citizenry in the democratic deliberation and collective decision
making. Wealth inequalities sabotage the ideal of political
equality which is a fundamental factor for democracy. Several
scholarly studies indicate that the government of many
countries are only responsive to the preferences of the elites.
Gilens (2012) asserts that inequalities exist among the citizens
of every society. However, democracy is supposed to entail
some degree of political equality. The ideal of political equality
5. is not possible to be completely achieved when the country
experiences wealth inequality. The rich individuals have a
disproportionate access to politics. The source of political
money is determined by the state of wealth of an individual.
The legislative seats only advantage those who have money. The
contribution to campaigns requires aspirants to contribute large
sums of money that may not be available to the poorer
population (Fetscher, 2016, p. 301). There are those rich people
who donate some money to aid campaigns of certain candidates.
Such kinds of people are the ones engaged in a decision-making
process that affects the whole country thereby disadvantaging
the poorer while giving undue advantages to the wealthier
groups who contributed toward the political ambitions of the
leaders in power.
The perfect equality is how responsive the policy makers are to
fulfill the wishes of the public. A particular segment of
individuals in a country may hold uncalled preferences on
certain issues that negatively affects the community, violate
fundamental democratic values or poor information may be
given to a particular group that detriments that interests of such
groups of individuals (Inglehart & Welzel, n.d., p. 41).
Wealth determines access to power
Globally, leaders are wealthy people. The two basic sources of
power include numbers and the control an individual has over
the nation’s use of forces. Media is usually focused on the
wealthy people who want access to certain political seats. The
poorer are ignored as they are assumed not to be able to
contribute to the media coverage expense. Doing this gives
undue fame to the wealthy individuals who later hoodwink the
poorer community and get sent to power. In most cases,
wealthier individuals can also buy access to the control of
important institutions that determines who to lead. Such
institutions include election control agencies and PR firms.
Studies also show that politicians are more responsive to the
needs of the wealthier groups. Business leaders and experts are
the ones having the greatest ability to sway the foreign policy
6. while the general public has little or no influence. The
government will always consider the decisions by these groups
of individuals as they are seen as the contributors to the
country’s economic growth. There is also bias in the
representation of the public interest in the government as
leaders are always more responsive to the issues and opinions of
the wealthier constituents of the country. At the same time, the
interests of the poorer people are ignored if at all their policies
somewhat disagrees with the policies affecting the rich. The
preference gap between the rich and the poor is increasingly
widening. The government is only concerned what affects the
wealthier individuals as they are the primary influencers of the
economy. The complete unresponsiveness of the government to
the demands of the poor a disturbing issue. The study by Martin
Gilen, an American Political Scientist, indicates that the
government policies will always favor the wealthier group of
people in case the poorer policy diverge with the policies of the
rich. These results of the study are compatible with the
majoritarian and egalitarian policy in cases whereby the poorer
holds attributes that systematically diverge from those held by
both the middle class and the wealthier groups. If the needs of
the poor were consistently at variance with the preference of the
majority of Americans, the government’s lack to respond to
their needs might practically be a reflection of a well-
functioning democracy. The individuals who are middle-income
earners are considered by the government that reflects their
needs on the most issues affecting them. The way the
government policy makers respond to the preferences of the
middle class can function as the more suitable test of biases in
representing different classes of people.
The way government deals with the middle-class if their
preferences conflict with the policies of the wealthier is the
same the way, the poorer are dealt with in case they have a
diverging preference with the well-off. Americans usually want
their preferences to be enacted in the government policies. On
the policy questions whereby the low and middle-income
7. individuals share similar needs with the high-income
individuals, all of them are treated equally by the government.
However, when the views of the low and middle income earning
people differ with the views of the more affluent citizens, the
policy of the government usually seems to be highly responsive
to the preferences of the wealthy and virtually unconcerned with
the requirements of the low and the middle-class individuals
(Yang, 2009, p. 71).
The policies of the poor and the middle class are usually
ignored even for instances where they have aligned interests.
The above discussions show that less well-off individuals have
little or no influence over the outcome of the policy when their
needs are not in line with the needs of the affluent individuals.
Furthers studies indicates that the above are true not only if the
consideration for the poor and the middle class is done
separately but also for the policies on which the poor and
middle income earning individuals that are closely aligned to
oppose the well-off individuals. The responsiveness to the
preferences of the public by the policy makers is highly skewed
to give favors to the wealthier, and this remains the fact even if
such policies are isolated in such a way that the needs of the
poor and the middle citizens correlate. The wealthier groups are
the primary determinants of whether or not the change in policy
is adopted. This explains the casual impact of the well-off group
on the outcome of the policies. It means that policymakers
consider the needs of the affluent and ignore the preferences of
the other class of people in the society.
The interests of the affluent citizens concerning the foreign
policy are protected against the preferences of the poor
concerning the same policies. Policymaking in the domain of
the foreign affairs and national security reflects a mixture of
unpopular and popular decisions regarding weapon policy as
well as the military engagement. In contrast, less
responsiveness to the needs of the middles and low-class
citizens whenever they have diverging preferences with the
wealthier is accounted for greatly by policies on trade and
8. foreign aids and varying views concerning the war on terror.
Many studies documents are increasing gaps between the
general preferences of the public regarding foreign policies and
the preferences of the affluent and the government elites. If the
foreign policy reflects the needs of all class of people in a
country, the citizens can have a more protectionist policy for
trade (Patriquin, 2015, p. 38).
The Congress is mostly controlled by the wealthier elites
through lobbying. The plutocrats take advantage of their vast
economic power to influence country’s politics. They do
pursuance of political lobbying to strictly focus on the defense
and also to expand their interests in the economy of the country.
This is a very particular duty with every company or other
interest groups to advocate for their self-interests such as to
access to loopholes to evade tax or to push for subsidies. Also,
these fights by wealthier elites are focused on reducing tax and
weakening regulations for business operations. All these are
meant to benefit specific individuals in the country and
businesses and not the community as a whole.
The political interests of the affluent citizens and the poor
usually do not converge. Even when the focus is not on their
particular interests, wealthy individuals’ preferences still varies
much with the general public needs. They usually tend to be
profoundly concerned with the state and the federal budget
deficits and much more desirous to reduce programs regarding
social welfare such as health care and social security. Such
wealthier individuals are not interested in the spending of the
government to enhance education to the poor or provide a better
access to college. They only favor relaxed business regulations
and tax reduction policies. Furthermore, these elites are against
policies encouraging redistribution of wealth and improvement
of political inequality.
The other issue is the ignorance of the poor, and the middle
class by the politicians after the elections are over. The study
conducted by the political scientist, Ronald Formisano in 2015
determines the policy preferences of the well-off. The study
9. shows how campaigning politicians become passionate about
the concerns of the poor and the rights of people of color. Once
they are elected, their concerns turns to meet the needs of the
rich people
The poor and the middle-class politicians are disadvantaged in
case they are competing with the wealthier for a particular seat
because of the lack of legal limits of finances an individual can
use in campaigns. The political voices of the ordinary citizens
have been weakened by the failure of the American Supreme
Court to set the maximum limit of funds for campaigns. This
has given the wealthier individuals unfair advantages to
influence the outcome of elections. There are no laws that limit
that regulates the use of money in campaigns. Some cases have
been submitted to courts to come up with laws for funding
campaign and yet rulings were made against such cases for
example; the 2010 Citizens United against the rule and
regulations that were agreed upon by the Federal Election
Commission concerning advocacy expenditure for campaigns.
The other case was McCutcheon against the rulings by the
Federal Election Commission authorized the individual donors
to fund as many political candidates who longed for their help.
There were laws previously that dictated the number of people,
and the maximum amount of money donors could spend within a
two-year election cycle. Shaun McCutcheon who is a coal baron
and as well a Republican National Committee member came up
with a suit to do away with such limits.
Consequently, inequalities in wealth distribution reduce
participation in political affairs of the country by the poor,
undermines the social fabric and as well threatens the
democracy. William Ray (2015) explained how inequalities in
income threaten democracy. The societies with large gaps in
wealth between the low and high-class individuals are
characterized by social problems as well as diminishing
indicators of happiness and well-being. Every social health
indicator in wealthy communities is directly related to the rate
of economic inequality. In an unequal society, people usually
10. minimize their engagement in the community life. Mental
illnesses and other social problems are more in communities
with varying classes of people. The American Journal of
Political Science offers an analytic description of economic
inequality and engagement in political issue in a country. The
journal stipulates that higher inequalities in income levels
powerfully depress the interest of people in participating in
politics and that greater inequality in wealth distribution leads
to enormous political inequality (Ferguson, 2013).
Solt (2006) explains how poor disengage themselves from
politics. The winnowing of problems that happens with the as
economic inequality increases may make some citizens assume
politics to be less important to them and as well affect the
engagements of the poor in politics. The expression of a
political voice of an individual is directly related to his social
class. The citizens with high-income levels, education, and
occupational status are more likely to be politically articulate.
The affluent are also more like than the poor to possess
resources and skills vital for participation. The rich and the
well-educated stand a high chance of affording high financial
costs, commanding skills, acquiring information and also taking
advantage of any connection that is useful in ensuring the
development of organizations. This means that groups of people
who are well endowed with different forms of resources are
capable of overcoming the hurdle posed to them by the logic of
collective action as compared to the individuals with poor
resources.
Solution
s to these Problems
The interest groups are supposed to protect the poor because
11. they have a direct link with the outcome of the policies. These
interest groups and the wealthier members of the society usually
shape the policymaking process by the federal government
independently hence can influence the decision of the
government on the preferences of the wealthier groups. In most
cases, the poor are less educated, and they can be effectively
represented by the interest groups who are aware of the actions
of political leaders (Ferejohn, 2009, p. 773). The mission of the
interest groups is to address the preferences of the
disadvantaged members of the society. The unions can also
lobby for the protection of the interest of the lower class. The
unions include the International unions, national unions, and
other regional unions. However, there is need to establish and
promote centers for countervailing economic power for all
citizens in the country. These centers can spearhead the
protection of the small businesses from the stiff competition of
the large firms and enhance the participation of the low and
middle class in political issues. The Supreme Court is supposed
to come up with clear rules and guidelines on the political
campaign spending that can favor all class of people. Also, the
political parties and the Federal Election Commission should
harmonize election process that serves the interest and
preferences of the poor. The participation of voluntary
associations in the protection of the poor can enhance the
political voices of the low and middle-class individuals. This is
12. because these associations can develop politically necessary
civic skills and fight for political participation by the poor.
Furthermore, voluntary association is the primary drivers of the
political voice expression.
Conclusion
Inequality in wealth influences democracy of citizens
negatively. Individuals who are well endowed with wealth
usually take advantage of controlling the political decisions of
the country. They influence policies because the government
always act in their favor. The poor and the middle class are only
advantaged in case their preferences converge with the
preferences of the affluent members. This limits the political
interest of the poor as the wealthy utilize all chances to
participate in politics to determine taxation levels and the
capacity of business regulation. The oppression of the poor can
be solved through the active participation of the interest groups,
voluntary associations, enactment of laws regulating campaign
funding and also through the continuous efforts of the unions.
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