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Brief Report
Module Overview: In
this module you will apply your understanding of learning, attention,
memory, and critical thinkin ...
Brief Report
Module Overview: In
this module you will apply your understanding of learning, attention,
memory, and critical thinking to a developmental process that you are
all currently engaged in: college education. First, you will watch
watch/listen to 2 brief segments from public t.v./radio on the issue of
vaccine denial/refusal. You will consider the consequences for all of us when college educated adults do not think critically about issues of great importance. Next,
you will watch 2 segments of a talk given by sociologist of education
Richard Arum on his work with his colleague Josipa Roksa. In their
research they explored three "generic" skills: critical thinking, higher
order reasoning and writing skills. Their findings show that these
vital "generic" skills are developed best when: 1) faculty hold high expectations for students, 2) students are given challenging reading and writing assignments and 3) students spend greater study time alone,
NOT in groups. (The latter finding should remind you of the brief talk
by Geoff Colvin who described how "deliberate practice" could lead to
extreme growth in skill). Arum and Roksa also followed students over
time to illuminate the very real consequences of inadequate college
education for their futures and for our entire society. After the successful completion to this learning unit, you will be able to:
1. Identify the likely presence (or evidence) of "pre-reflective" and
"quasi-reflective" judgment among college educated parents who refuse to
have their children vaccinated.
2. Identify how critical thinking, higher order reasoning and writing
skills can be reliably measured and what happens when students fail to
develop these generic skills. (Note: Arum will use the term "quintile."
This means 20%. So the "top quintile" would be the top 20%, etc.). Before you Begin:The graph below presents the results
of a study by King and Kitchener (review Reflective Judgment in your
text, Ch. 7) that compared the Reflective Judgment scores of students
who were enrolled in high school (10th grade), college (freshmen to
seniors), and graduate school (early post-college and after years of
Ph.D. training).You will see that, on average, 10th
grade students and new college students scored slightly above 3 or at
the pre-reflective stage; college seniors and new graduate students
scored between 4-5 or within the quasi-reflective stage, and only advanced Ph.D. students scored closer to 6 in the reflective judgment (i.e., critical thinking) stage. The implications of this are clear: on
average, college graduates have NOT learned how to think critically and
regard the “truth” of particular claims as largely a “matter of
opinion.” Said differently, they have not learned how to evaluate evidence to arrive at a more accurate position. Other researchers have reported results that are similar to those above. This leaves us with at least 2 important questions.
First: What impact does this have on our society’s ability to deal
with issues of critical importance to our nation and our planet? Second: Why do so many college students fail to learn to think critically during college?
For example, consider the case (also in Ch. 1 of your text) of parents
who insisted that their children’s autism had been caused by the MMR
vaccine despite that fact that empirical evidence does not support that
claim. As a result of an inability to think critically, some parents
have refused to vaccinate their children and diseases, mostly unseen for
decades, are now on the rise. As you will hear/see in the Public
Radio/T.V. pieces below, outbreaks have occurred in areas with
relatively high levels of education. Given the work of King and
Kitchener, that should actually not be all that surprising.
After teaching for many years I've come to the conclusion that many
students do not learn how to think critically for the same reason
chronic multi-taskers overestimate their abilities to multi-task and
poorly performing students overestimate their test grades: We don't know
what we don't know. That is, before they learn how to think critically,
most students do not realize that they are not thinking critically.
I've made it a point to try to convince my students that most of them
have not yet learned to think effectively. You might guess that this
would make me pretty unpopular. But that is not what has happened.
Instead, many (many!) of my students have made it their mission to learn
to think critically and then they do!STEP 1: To successfully complete this learning unit, first review Reflective Judgment in Ch. 7 of your text. Then listen to/watch 2 segments from Public Radio/T.V.
Note: At the start of the Marin video, listen very carefully to what
the doctor advises about the flu vaccine and how the mother replies.
Also, listen carefully to the mother's reasoning behind her resistance to the Chicken Pox vaccine.Marin County Vaccine Refusal (Links to an external site.)Links to an external site. and Santa Monica Vaccine Refusal (Links to an external site.)Links to an external site. STEP 2:
watch 2 segments of a lecture given by sociologist Richard Arum on his
studies (with Josipa Roksa) of the causes and consequences of inadequate
college educations. Watch the video from: 8:28 until 39:34 and then from 54:45 until the end.Richard Arum Video (Links to an external site.)Links to an external site. STEP 3: Write a 250-350 word (maximum) brief report on the issue of inadequate critical thinking/reasoning among college educated persons. In your brief report, address both questions below. Address the following questions: 1. Identify the likely presence (or evidence) of "pre-reflective" and "quasi-reflective" judgment among college educated parents who refuse to have their children vaccinated. What did the parents say that lead you to that conclusion? 2. Identify how critical thinking, higher order reasoning and writing skills can be reliably measured and what happens when students fail to develop these generic skills. (Note: Arum will use the term "quintile." This means 20%. So the "top quintile" would be the top 20%, etc.). Make sure to refer to information presented throughout the audio/videos, that is, your report should make clear that you listened to/watched the audio/video assignments in their entirety. Please don't plarigism.
Eastern Gateway College Lesson 5 Ch 9 Political Parties Discussion Paper
Is it possible for a serious third party to emerge in the United States, positioned ideologically between the Democrats on ...
Eastern Gateway College Lesson 5 Ch 9 Political Parties Discussion Paper
Is it possible for a serious third party to emerge in the United States, positioned ideologically between the Democrats on the left and the Republicans on the right? Why or why not? Respond to at least 2 other students' posts.
Chapter 9 Learning Objectives:
Compare plurality and proportional representation
• Describe the institutional, legal, and social forces that limit the number of parties
Remember to incorporate the course readings to form a foundation for your responses. Additionally, you must properly cite the course text (Krutz, 2020, page number). Consult the Discussion Grading Guidelines for additional details.
Please reply by 7/7/2021 so I can send you my peers post.
First peer below
While I believe a third party is possible, the Libertarian Party supports many Republican Party ideals. I am not sure it is realistic currently. Because of the high costs that are needed, it would limit funding for their candidate. Even when voters think of themselves as independent, Gallup polling research shows the majority still lean towards one specific party or another. Sometimes parties need to recognize the shift in social views or find themselves in a party realignment and lose voters. (Krutz, 2019, pgs. 343, 346, and 355)
Other countries such as Britain and Canada have multiple parties and use a "winner-take-all plurality system" just the same as the United States. A two-party system is part of our history. Even at the beginning of our political system, there were only two major parties and they were the Federalists and the Jeffersonian Republicans (Krutz, 2019, pg. 338)
One way to have more than two parties is by using the proportional representation system. This means that voters would vote for a particular party that they align themselves with, and the party would vote for them. The problem with this is that the party would vote for the candidate and not the individual voter. (Krutz, 2019, pgs. 336 and 337)
Because the electoral votes ultimately decide the winner, a third party would need to win in several states to have a chance of winning at the polls. Another reason for the lack of a third party is thought to be due to our "relative prosperity" and the "unity of our citizens." Most ethnic groups still are not represented by the government to address their specific concerns. (Krutz, 2019, pg. 339)
Finally, local election laws can keep a candidate running on a third-party ticket out of the race. These laws make it easy for existing parties to get their candidate in the race, but third-party candidates must get thousands of voters to sign a petition to get on the ballot. (Krutz, 2019, pg. 339)
I am afraid that money, politics, and laws will keep the third party from emerging any time soon, but I hope someday it will.
Second peer below
Hello Classmates.
Chapter 9 Discussion
Is it possible for a serious third party to emerge in the United States, positioned ideologically between the Democrats on the left and the Republicans on the right?
I do not think a severe third party can emerge in the United States, positioned ideologically between the Democrats on the left and the Republicans on the right. They both are powerful parties. The only thing that third parties do is take votes away from the party they’re more closely aligned with. As the book states, I feel that the third party is born out of people being upset about what is going on in the United States.
“Third parties, often born of frustration with the current system, attract supporters from one or both existing parties during an election but fail to attract enough votes to win. After the election is over, supporters experience remorse when their least-favorite candidate wins instead. “(Krutz, 2020, page number 337)”.
Here is another example of how they have tried for a third party, and it did not work back then.
“The other third party, the States’ Rights Democrats, also known as the Dixiecrats, were white, southern Democrats who split from the Democratic Party when Harry Truman, who favored civil rights for African Americans, became the party’s nominee for president. The Dixiecrats opposed all attempts by the federal government to end segregation, extending voting rights, prohibit discrimination in employment, or otherwise promote social equality among races. They remained a significant party that threatened Democratic unity throughout the 1950s and 1960s. Other examples of third parties in the United States include the American Independent Party, the Libertarian Party, United We Stand America, the Reform Party, and the Green Party. None of these alternatives to the two major political parties had much success at the national level.” “(Krutz, 2020, page number 335)”.
“At various points in the past 170 years, elites and voters have sought to create alternatives to the existing party system. Political parties that are formed as alternatives to the Republican and Democratic parties are known as third parties or minor parties. In 1892, a third party known as the Populist Party formed in reaction to what its constituents perceived as the domination of U.S. society by big business and a decline in the power of farmers and rural communities. The Populist Party called for the regulation of railroads, an income tax, and the popular election of U.S. senators, who at this time were chosen by state legislatures and not by ordinary voters.” “(Krutz, 2020, page number 332)”.
“Various third parties, also known as minor parties, have appeared in the United States over the years. Some, like the Socialist Party, still exist in one form or another. Others, like the Anti-Masonic Party, which wanted to protect the United States from the influence of the Masonic fraternal order and garnered just under 8 percent of the popular vote in 1832, are gone.” “(Krutz, 2020, page number 333)”.
If you look at what this is talking about and think about what has happened in the last few elections where there was a third party, you can see the other parties picked up on what was being said and added to their campaign.
“Thus, the third party rival’s principal accomplishment was helping its least-preferred major party win, usually at the short-term expense of the very issue it championed. In the long run, however, many third parties have brought important issues to the attention of the major parties, which then incorporated these issues into their platforms. Understanding why this is the case is an important next step in learning about the issues and strategies of the modern Republican and Democratic parties.” “(Krutz, 2020, page number 335)”.
Why do we have two parties?
“The two-party system came into being because the structure of U.S. elections, with one seat tied to a geographic district, tends to lead to dominance by two major political parties. Even when there are other options on the ballot, most voters understand that minor parties have no real chance of winning even a single office. Hence, they vote for candidates of the two significant parties in order to support a potential winner.” “(Krutz, 2020, page number 335).”
Hope was one is having a great week,
Kathy
Short answer 150-200 words
One of the purposes of incarceration is incapacitation. Incapacitation is the concept that threats to the community are re ...
Short answer 150-200 words
One of the purposes of incarceration is incapacitation. Incapacitation is the concept that threats to the community are removed through a period of incarceration. So how can we appropriately balance the goal of incapacitation with the role of reintegration that correctional facilities must play? Are these two goals so juxtaposed that correctional facilitates can do neither goal appropriately? Access and read the GCU Statement on the Integration of Faith and Work. Explain how might a person with the Christian worldview approach the balance of the goal of incapacitation with the role of reintegration
Sexual Status Diagnostic Skill Application Paper
The Case of Jenny:Jenny is a 29-year-old single female who lives with her mother. She is bisexual, but is not currently da ...
Sexual Status Diagnostic Skill Application Paper
The Case of Jenny:Jenny is a 29-year-old single female who lives with her mother. She is bisexual, but is not currently dating. Jenny was recently in a relationship with a man, and they lived together briefly. They parted amicably when they just did not seem to be enjoying being together. Jenny moved back in with her mother, Barbara, to allow her boyfriend to take in a roommate to cover her share of the rent. She works as a bank teller and makes a modest income. She felt moving back home would allow her to provide some financial help to her mother. Jenny’s mother raised her as a single parent. Jenny and Barbara have shared many ups and downs over the years. Things were never easy, but they always made it through. Barbara is becoming increasingly concerned that Jenny is giving up on life and needs to snap out of it.The Case of Marisol:Marisol is a 40-year-old single female from a tight-knit Puerto Rican family. She is employed full time as a data analyst for a technology company. She has steadily progressed in her career by working for relatively small companies, where her role allowed her to work relatively independently. Unfortunately, working for small organizations was less stable financially, so she has been working for a larger company for the past four years. Interacting with a larger work group has challenged her comfort zone. She prefers to spend time with a network of close friends she has known most of her life, with whom she visits one-on-one. Her family lives in the area, and she sees them frequently. Her parents and older brother have always provided a support system and practical help. She enjoys quiet evenings alone or at the home of her brother and his family. Her friends and family privately wonder why she has never dated or wanted to travel.For each case study, you will complete a descriptive diagnosis using tools you select from the list of assessment tools provided later in the assignment. Each case requires the following information to be addressed:Identify presenting concerns from the client’s perspective as described in the video and accompanying narrative. Include relevant cultural and systemic considerations that frame the client's presentation.Describe what information has been provided in each case that helps to determine which disorders are appropriate for consideration (differential diagnoses) for a final diagnosis. Evaluate how at least one assessment tool, which is listed in the List of Assessment Tools resource, will aid in obtaining further information to back up your final diagnosis. The Differential Diagnosis Decision Tree may be helpful to guide this process.Present DSM-5 and ICD-10codes, including relevant Z codes.Provide a descriptive rationale for the DSM diagnosis that best fits the information provided including relevant ICD codes. This should be written in a narrative form using complete sentences. Support your rationale with scholarly sources. Optional readings found in the course syllabus may be particularly relevant.Determine if a medication consultation is appropriate and provide a rationale with support from scholarly sources.Written communication: Written communication must be grammatically correct and free of errors that detract from the overall message. Writing should be consistent with graduate level scholarship.APA formatting: Title page, main body, and references should be formatted according to the current APA style and formatting.Number of resources: Minimum of six scholarly resources. Distinguished submissions typically exceed this minimum.Length of paper: 5 typed double-spaced pages. Not including reference page Font: Times New Roman, 12 point.
PS 301 Park University The Social Conditions Influencing Decision Making Discussion
Unit 5: AssignmentGroup Decision-MakingOne of the most bewildering findings of social psychology is that people working in ...
PS 301 Park University The Social Conditions Influencing Decision Making Discussion
Unit 5: AssignmentGroup Decision-MakingOne of the most bewildering findings of social psychology is that people working in groups often make worse decisions than people working individually. This finding is even more disturbing when we realize that the American legal system relies on the power of group decision-making (e.g., juries) for determining the guilt or innocence of people on trial. This unit, your task is to examine the influence of the group in jury deliberations. If you have served on a jury, you may use your own experience as a basis for the analysis; if you have not served on a jury:Watch the video clip "Twelve Angry Men (Links to an external site.)" orRead the 12 Angry Men (Links to an external site.) movie review.Use this example as the basis of your analysis.Reflecting on your jury experience (or the jury experience depicted in "Twelve Angry Men"), answer the following questions:What social conditions influenced the decision-making process? Explain the impact of each.Were the pressures for group harmony implicit or explicit?How did groupthink influence the situation?How is minority influence used to change majority opinion?Is group decision-making more or less efficient than individual decision-making?Is group decision-making more or less accurate than individual decision-making?How can we change the social circumstances surrounding jury deliberations to reduce the influence of group dynamics?
Missouri Baptist University George Washington Farewell Address Essay
Look closely again at Washington's 1796 Farewell Address.In 1.5-3 pages (Times New Roman, 12-point font, 1" margins, doubl ...
Missouri Baptist University George Washington Farewell Address Essay
Look closely again at Washington's 1796 Farewell Address.In 1.5-3 pages (Times New Roman, 12-point font, 1" margins, double-spaced) indicate in what areas you think the nation is heeding Washington's advice, all of these centuries later, and in what ways we are not. Was President Washington's Farewell Address profound, or was John Adams correct in belittling it, as he did in a letter to Benjamin Rush in 1812?It would be easy my Friend to compose an Address which should contain nothing but obvious Truths that all Men would at once approve. Such was Washington[']s. Religion, Morality, Union, Constitution. Who even among the Atheists, The despisers and abhorrers of the Constitution, the Disorganizers and Promoters of a Northern Confederacy, would dare publickly to attack such Topics? What good has Washingtons Address done? Both Parties quote it as an oracle. But neither Party cares one farthing about it. With the knowing ones of both Parties it is known to have no weight but as Argumentum ad hominum to the ignorant of both sides. Such an Address would not be worth my while. (John Adams to Benjamin Rush, 12 September 1811). In your essay, give specific illustrations throughout, both from Washington's address and from today.
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Most Popular Content
Brief Report
Module Overview: In
this module you will apply your understanding of learning, attention,
memory, and critical thinkin ...
Brief Report
Module Overview: In
this module you will apply your understanding of learning, attention,
memory, and critical thinking to a developmental process that you are
all currently engaged in: college education. First, you will watch
watch/listen to 2 brief segments from public t.v./radio on the issue of
vaccine denial/refusal. You will consider the consequences for all of us when college educated adults do not think critically about issues of great importance. Next,
you will watch 2 segments of a talk given by sociologist of education
Richard Arum on his work with his colleague Josipa Roksa. In their
research they explored three "generic" skills: critical thinking, higher
order reasoning and writing skills. Their findings show that these
vital "generic" skills are developed best when: 1) faculty hold high expectations for students, 2) students are given challenging reading and writing assignments and 3) students spend greater study time alone,
NOT in groups. (The latter finding should remind you of the brief talk
by Geoff Colvin who described how "deliberate practice" could lead to
extreme growth in skill). Arum and Roksa also followed students over
time to illuminate the very real consequences of inadequate college
education for their futures and for our entire society. After the successful completion to this learning unit, you will be able to:
1. Identify the likely presence (or evidence) of "pre-reflective" and
"quasi-reflective" judgment among college educated parents who refuse to
have their children vaccinated.
2. Identify how critical thinking, higher order reasoning and writing
skills can be reliably measured and what happens when students fail to
develop these generic skills. (Note: Arum will use the term "quintile."
This means 20%. So the "top quintile" would be the top 20%, etc.). Before you Begin:The graph below presents the results
of a study by King and Kitchener (review Reflective Judgment in your
text, Ch. 7) that compared the Reflective Judgment scores of students
who were enrolled in high school (10th grade), college (freshmen to
seniors), and graduate school (early post-college and after years of
Ph.D. training).You will see that, on average, 10th
grade students and new college students scored slightly above 3 or at
the pre-reflective stage; college seniors and new graduate students
scored between 4-5 or within the quasi-reflective stage, and only advanced Ph.D. students scored closer to 6 in the reflective judgment (i.e., critical thinking) stage. The implications of this are clear: on
average, college graduates have NOT learned how to think critically and
regard the “truth” of particular claims as largely a “matter of
opinion.” Said differently, they have not learned how to evaluate evidence to arrive at a more accurate position. Other researchers have reported results that are similar to those above. This leaves us with at least 2 important questions.
First: What impact does this have on our society’s ability to deal
with issues of critical importance to our nation and our planet? Second: Why do so many college students fail to learn to think critically during college?
For example, consider the case (also in Ch. 1 of your text) of parents
who insisted that their children’s autism had been caused by the MMR
vaccine despite that fact that empirical evidence does not support that
claim. As a result of an inability to think critically, some parents
have refused to vaccinate their children and diseases, mostly unseen for
decades, are now on the rise. As you will hear/see in the Public
Radio/T.V. pieces below, outbreaks have occurred in areas with
relatively high levels of education. Given the work of King and
Kitchener, that should actually not be all that surprising.
After teaching for many years I've come to the conclusion that many
students do not learn how to think critically for the same reason
chronic multi-taskers overestimate their abilities to multi-task and
poorly performing students overestimate their test grades: We don't know
what we don't know. That is, before they learn how to think critically,
most students do not realize that they are not thinking critically.
I've made it a point to try to convince my students that most of them
have not yet learned to think effectively. You might guess that this
would make me pretty unpopular. But that is not what has happened.
Instead, many (many!) of my students have made it their mission to learn
to think critically and then they do!STEP 1: To successfully complete this learning unit, first review Reflective Judgment in Ch. 7 of your text. Then listen to/watch 2 segments from Public Radio/T.V.
Note: At the start of the Marin video, listen very carefully to what
the doctor advises about the flu vaccine and how the mother replies.
Also, listen carefully to the mother's reasoning behind her resistance to the Chicken Pox vaccine.Marin County Vaccine Refusal (Links to an external site.)Links to an external site. and Santa Monica Vaccine Refusal (Links to an external site.)Links to an external site. STEP 2:
watch 2 segments of a lecture given by sociologist Richard Arum on his
studies (with Josipa Roksa) of the causes and consequences of inadequate
college educations. Watch the video from: 8:28 until 39:34 and then from 54:45 until the end.Richard Arum Video (Links to an external site.)Links to an external site. STEP 3: Write a 250-350 word (maximum) brief report on the issue of inadequate critical thinking/reasoning among college educated persons. In your brief report, address both questions below. Address the following questions: 1. Identify the likely presence (or evidence) of "pre-reflective" and "quasi-reflective" judgment among college educated parents who refuse to have their children vaccinated. What did the parents say that lead you to that conclusion? 2. Identify how critical thinking, higher order reasoning and writing skills can be reliably measured and what happens when students fail to develop these generic skills. (Note: Arum will use the term "quintile." This means 20%. So the "top quintile" would be the top 20%, etc.). Make sure to refer to information presented throughout the audio/videos, that is, your report should make clear that you listened to/watched the audio/video assignments in their entirety. Please don't plarigism.
Eastern Gateway College Lesson 5 Ch 9 Political Parties Discussion Paper
Is it possible for a serious third party to emerge in the United States, positioned ideologically between the Democrats on ...
Eastern Gateway College Lesson 5 Ch 9 Political Parties Discussion Paper
Is it possible for a serious third party to emerge in the United States, positioned ideologically between the Democrats on the left and the Republicans on the right? Why or why not? Respond to at least 2 other students' posts.
Chapter 9 Learning Objectives:
Compare plurality and proportional representation
• Describe the institutional, legal, and social forces that limit the number of parties
Remember to incorporate the course readings to form a foundation for your responses. Additionally, you must properly cite the course text (Krutz, 2020, page number). Consult the Discussion Grading Guidelines for additional details.
Please reply by 7/7/2021 so I can send you my peers post.
First peer below
While I believe a third party is possible, the Libertarian Party supports many Republican Party ideals. I am not sure it is realistic currently. Because of the high costs that are needed, it would limit funding for their candidate. Even when voters think of themselves as independent, Gallup polling research shows the majority still lean towards one specific party or another. Sometimes parties need to recognize the shift in social views or find themselves in a party realignment and lose voters. (Krutz, 2019, pgs. 343, 346, and 355)
Other countries such as Britain and Canada have multiple parties and use a "winner-take-all plurality system" just the same as the United States. A two-party system is part of our history. Even at the beginning of our political system, there were only two major parties and they were the Federalists and the Jeffersonian Republicans (Krutz, 2019, pg. 338)
One way to have more than two parties is by using the proportional representation system. This means that voters would vote for a particular party that they align themselves with, and the party would vote for them. The problem with this is that the party would vote for the candidate and not the individual voter. (Krutz, 2019, pgs. 336 and 337)
Because the electoral votes ultimately decide the winner, a third party would need to win in several states to have a chance of winning at the polls. Another reason for the lack of a third party is thought to be due to our "relative prosperity" and the "unity of our citizens." Most ethnic groups still are not represented by the government to address their specific concerns. (Krutz, 2019, pg. 339)
Finally, local election laws can keep a candidate running on a third-party ticket out of the race. These laws make it easy for existing parties to get their candidate in the race, but third-party candidates must get thousands of voters to sign a petition to get on the ballot. (Krutz, 2019, pg. 339)
I am afraid that money, politics, and laws will keep the third party from emerging any time soon, but I hope someday it will.
Second peer below
Hello Classmates.
Chapter 9 Discussion
Is it possible for a serious third party to emerge in the United States, positioned ideologically between the Democrats on the left and the Republicans on the right?
I do not think a severe third party can emerge in the United States, positioned ideologically between the Democrats on the left and the Republicans on the right. They both are powerful parties. The only thing that third parties do is take votes away from the party they’re more closely aligned with. As the book states, I feel that the third party is born out of people being upset about what is going on in the United States.
“Third parties, often born of frustration with the current system, attract supporters from one or both existing parties during an election but fail to attract enough votes to win. After the election is over, supporters experience remorse when their least-favorite candidate wins instead. “(Krutz, 2020, page number 337)”.
Here is another example of how they have tried for a third party, and it did not work back then.
“The other third party, the States’ Rights Democrats, also known as the Dixiecrats, were white, southern Democrats who split from the Democratic Party when Harry Truman, who favored civil rights for African Americans, became the party’s nominee for president. The Dixiecrats opposed all attempts by the federal government to end segregation, extending voting rights, prohibit discrimination in employment, or otherwise promote social equality among races. They remained a significant party that threatened Democratic unity throughout the 1950s and 1960s. Other examples of third parties in the United States include the American Independent Party, the Libertarian Party, United We Stand America, the Reform Party, and the Green Party. None of these alternatives to the two major political parties had much success at the national level.” “(Krutz, 2020, page number 335)”.
“At various points in the past 170 years, elites and voters have sought to create alternatives to the existing party system. Political parties that are formed as alternatives to the Republican and Democratic parties are known as third parties or minor parties. In 1892, a third party known as the Populist Party formed in reaction to what its constituents perceived as the domination of U.S. society by big business and a decline in the power of farmers and rural communities. The Populist Party called for the regulation of railroads, an income tax, and the popular election of U.S. senators, who at this time were chosen by state legislatures and not by ordinary voters.” “(Krutz, 2020, page number 332)”.
“Various third parties, also known as minor parties, have appeared in the United States over the years. Some, like the Socialist Party, still exist in one form or another. Others, like the Anti-Masonic Party, which wanted to protect the United States from the influence of the Masonic fraternal order and garnered just under 8 percent of the popular vote in 1832, are gone.” “(Krutz, 2020, page number 333)”.
If you look at what this is talking about and think about what has happened in the last few elections where there was a third party, you can see the other parties picked up on what was being said and added to their campaign.
“Thus, the third party rival’s principal accomplishment was helping its least-preferred major party win, usually at the short-term expense of the very issue it championed. In the long run, however, many third parties have brought important issues to the attention of the major parties, which then incorporated these issues into their platforms. Understanding why this is the case is an important next step in learning about the issues and strategies of the modern Republican and Democratic parties.” “(Krutz, 2020, page number 335)”.
Why do we have two parties?
“The two-party system came into being because the structure of U.S. elections, with one seat tied to a geographic district, tends to lead to dominance by two major political parties. Even when there are other options on the ballot, most voters understand that minor parties have no real chance of winning even a single office. Hence, they vote for candidates of the two significant parties in order to support a potential winner.” “(Krutz, 2020, page number 335).”
Hope was one is having a great week,
Kathy
Short answer 150-200 words
One of the purposes of incarceration is incapacitation. Incapacitation is the concept that threats to the community are re ...
Short answer 150-200 words
One of the purposes of incarceration is incapacitation. Incapacitation is the concept that threats to the community are removed through a period of incarceration. So how can we appropriately balance the goal of incapacitation with the role of reintegration that correctional facilities must play? Are these two goals so juxtaposed that correctional facilitates can do neither goal appropriately? Access and read the GCU Statement on the Integration of Faith and Work. Explain how might a person with the Christian worldview approach the balance of the goal of incapacitation with the role of reintegration
Sexual Status Diagnostic Skill Application Paper
The Case of Jenny:Jenny is a 29-year-old single female who lives with her mother. She is bisexual, but is not currently da ...
Sexual Status Diagnostic Skill Application Paper
The Case of Jenny:Jenny is a 29-year-old single female who lives with her mother. She is bisexual, but is not currently dating. Jenny was recently in a relationship with a man, and they lived together briefly. They parted amicably when they just did not seem to be enjoying being together. Jenny moved back in with her mother, Barbara, to allow her boyfriend to take in a roommate to cover her share of the rent. She works as a bank teller and makes a modest income. She felt moving back home would allow her to provide some financial help to her mother. Jenny’s mother raised her as a single parent. Jenny and Barbara have shared many ups and downs over the years. Things were never easy, but they always made it through. Barbara is becoming increasingly concerned that Jenny is giving up on life and needs to snap out of it.The Case of Marisol:Marisol is a 40-year-old single female from a tight-knit Puerto Rican family. She is employed full time as a data analyst for a technology company. She has steadily progressed in her career by working for relatively small companies, where her role allowed her to work relatively independently. Unfortunately, working for small organizations was less stable financially, so she has been working for a larger company for the past four years. Interacting with a larger work group has challenged her comfort zone. She prefers to spend time with a network of close friends she has known most of her life, with whom she visits one-on-one. Her family lives in the area, and she sees them frequently. Her parents and older brother have always provided a support system and practical help. She enjoys quiet evenings alone or at the home of her brother and his family. Her friends and family privately wonder why she has never dated or wanted to travel.For each case study, you will complete a descriptive diagnosis using tools you select from the list of assessment tools provided later in the assignment. Each case requires the following information to be addressed:Identify presenting concerns from the client’s perspective as described in the video and accompanying narrative. Include relevant cultural and systemic considerations that frame the client's presentation.Describe what information has been provided in each case that helps to determine which disorders are appropriate for consideration (differential diagnoses) for a final diagnosis. Evaluate how at least one assessment tool, which is listed in the List of Assessment Tools resource, will aid in obtaining further information to back up your final diagnosis. The Differential Diagnosis Decision Tree may be helpful to guide this process.Present DSM-5 and ICD-10codes, including relevant Z codes.Provide a descriptive rationale for the DSM diagnosis that best fits the information provided including relevant ICD codes. This should be written in a narrative form using complete sentences. Support your rationale with scholarly sources. Optional readings found in the course syllabus may be particularly relevant.Determine if a medication consultation is appropriate and provide a rationale with support from scholarly sources.Written communication: Written communication must be grammatically correct and free of errors that detract from the overall message. Writing should be consistent with graduate level scholarship.APA formatting: Title page, main body, and references should be formatted according to the current APA style and formatting.Number of resources: Minimum of six scholarly resources. Distinguished submissions typically exceed this minimum.Length of paper: 5 typed double-spaced pages. Not including reference page Font: Times New Roman, 12 point.
PS 301 Park University The Social Conditions Influencing Decision Making Discussion
Unit 5: AssignmentGroup Decision-MakingOne of the most bewildering findings of social psychology is that people working in ...
PS 301 Park University The Social Conditions Influencing Decision Making Discussion
Unit 5: AssignmentGroup Decision-MakingOne of the most bewildering findings of social psychology is that people working in groups often make worse decisions than people working individually. This finding is even more disturbing when we realize that the American legal system relies on the power of group decision-making (e.g., juries) for determining the guilt or innocence of people on trial. This unit, your task is to examine the influence of the group in jury deliberations. If you have served on a jury, you may use your own experience as a basis for the analysis; if you have not served on a jury:Watch the video clip "Twelve Angry Men (Links to an external site.)" orRead the 12 Angry Men (Links to an external site.) movie review.Use this example as the basis of your analysis.Reflecting on your jury experience (or the jury experience depicted in "Twelve Angry Men"), answer the following questions:What social conditions influenced the decision-making process? Explain the impact of each.Were the pressures for group harmony implicit or explicit?How did groupthink influence the situation?How is minority influence used to change majority opinion?Is group decision-making more or less efficient than individual decision-making?Is group decision-making more or less accurate than individual decision-making?How can we change the social circumstances surrounding jury deliberations to reduce the influence of group dynamics?
Missouri Baptist University George Washington Farewell Address Essay
Look closely again at Washington's 1796 Farewell Address.In 1.5-3 pages (Times New Roman, 12-point font, 1" margins, doubl ...
Missouri Baptist University George Washington Farewell Address Essay
Look closely again at Washington's 1796 Farewell Address.In 1.5-3 pages (Times New Roman, 12-point font, 1" margins, double-spaced) indicate in what areas you think the nation is heeding Washington's advice, all of these centuries later, and in what ways we are not. Was President Washington's Farewell Address profound, or was John Adams correct in belittling it, as he did in a letter to Benjamin Rush in 1812?It would be easy my Friend to compose an Address which should contain nothing but obvious Truths that all Men would at once approve. Such was Washington[']s. Religion, Morality, Union, Constitution. Who even among the Atheists, The despisers and abhorrers of the Constitution, the Disorganizers and Promoters of a Northern Confederacy, would dare publickly to attack such Topics? What good has Washingtons Address done? Both Parties quote it as an oracle. But neither Party cares one farthing about it. With the knowing ones of both Parties it is known to have no weight but as Argumentum ad hominum to the ignorant of both sides. Such an Address would not be worth my while. (John Adams to Benjamin Rush, 12 September 1811). In your essay, give specific illustrations throughout, both from Washington's address and from today.
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