Categories
Political Science

Hi! I have to write an essay comparing and contrast proetheanism and survialism.

Hi! I have to write an essay comparing and contrast proetheanism and survialism. Please read the instruction in its entirity. I live in the United States and hoping for someone who has English as their first language to complete this as I am expecting strong vocabulary. DO NOT USE OUTSIDE RESOURCES ONLY THE ARTICLES I HAVE GIVEN YOU. PLEASE LOOK AT THE BOOK CHAPTERS FIRST AND UTILIZE THESE!!!

Categories
Political Science

Are multinational corporations the tools of states (realism), or are states the

Are multinational corporations the tools of states (realism), or are states the tools or multinational corporations (critical view)? Which view better explains the world as we see it today? Defend your position with contemporary or historical facts. Post your essay no later than midnight on February 4.
Respond to the postings of a least two other students, one from each of the two threads, no later than midnight on February 6. What are the strengths and shortcomings of the other students’ arguments? How could their arguments be strengthened
Realism
If you believe that MNCs are the tools of states, explain why by posting an essay in this thread.
Critical Theory
If you believe that states are the tools of MNCs, explain why by posting an essay in this thread.
Please follow my professors instructions 800-1000 words

Categories
Political Science

Pick a policy and write about it. Here is the rubric: Policy Problems Guidelines

Pick a policy and write about it. Here is the rubric:
Policy Problems Guidelines
The purpose of this paper is to identify how a policy came into being. Write as if you are explaining the history of a policy, and how the problem got defined.
-Use Stone’s articulation of how we define problems
-When did this policy get enacted?
-When did the problem begin to exist?
-Who are the big actors in the policy process?
-What is the context for the policy?
-What were the competing interests of the problem?
-What is the history of the issue? When did the issue arise? Has this been a back burner issue or always present?
-How is the issue presented? How might different groups define the problem?
-What is the name of the policy? Is there a shorter name for the policy or did it receive a name from the public ie Amy’s law?
– What level of government does the problem reside? What level of policy is this local, state or federal?
-What type of policy is it? Is it regulatory, distributive, or redistributive? Is it symbolic or substantive?
-Does the policy suggest particular oversight? Does the policy discuss how it will be evaluated? Does the policy allocate money? Does it have a sunset clause?
-Include relevant information, but limit your scope of information. You have to continually ask yourself, is this a NEED to know piece of information, or just interesting to know.
-For research look in newspapers, legislator websites, government documents, policy journals, and official documents for organizations (Interest groups)
-Formal information: This paper will be 5 pages long, double spaced in 12pt Times New Roman font with one-inch margins.

Categories
Political Science

Pick a policy and write about it. Here is the rubric: Policy Problems Guidelines

Pick a policy and write about it. Here is the rubric:
Policy Problems Guidelines
The purpose of this paper is to identify how a policy came into being. Write as if you are explaining the history of a policy, and how the problem got defined.
-Use Stone’s articulation of how we define problems
-When did this policy get enacted?
-When did the problem begin to exist?
-Who are the big actors in the policy process?
-What is the context for the policy?
-What were the competing interests of the problem?
-What is the history of the issue? When did the issue arise? Has this been a back burner issue or always present?
-How is the issue presented? How might different groups define the problem?
-What is the name of the policy? Is there a shorter name for the policy or did it receive a name from the public ie Amy’s law?
– What level of government does the problem reside? What level of policy is this local, state or federal?
-What type of policy is it? Is it regulatory, distributive, or redistributive? Is it symbolic or substantive?
-Does the policy suggest particular oversight? Does the policy discuss how it will be evaluated? Does the policy allocate money? Does it have a sunset clause?
-Include relevant information, but limit your scope of information. You have to continually ask yourself, is this a NEED to know piece of information, or just interesting to know.
-For research look in newspapers, legislator websites, government documents, policy journals, and official documents for organizations (Interest groups)
-Formal information: This paper will be 5 pages long, double spaced in 12pt Times New Roman font with one-inch margins.

Categories
Political Science

Are multinational corporations the tools of states (realism), or are states the

Are multinational corporations the tools of states (realism), or are states the tools or multinational corporations (critical view)? Which view better explains the world as we see it today? Defend your position with contemporary or historical facts. Post your essay no later than midnight on February 4.
Respond to the postings of a least two other students, one from each of the two threads, no later than midnight on February 6. What are the strengths and shortcomings of the other students’ arguments? How could their arguments be strengthened
Realism
If you believe that MNCs are the tools of states, explain why by posting an essay in this thread.
Critical Theory
If you believe that states are the tools of MNCs, explain why by posting an essay in this thread.
Please follow my professors instructions 800-1000 words

Categories
Political Science

Match each definition to its term. Group of answer choices limitations on the po

Match each definition to its term.
Group of answer choices
limitations on the power of government, designed to ensure personal freedoms
[ Choose ]
poll taxes
grandfather clause
Clear and Present Danger test
Civil Liberties
Establishment Clause
Selective Incorporation
literacy tests
free-exercise clause
due process clause
equal protection clause
Court test stating that a law should not punish speech unless there was a clear and present danger of producing harmful actions
[ Choose ]
poll taxes
grandfather clause
Clear and Present Danger test
Civil Liberties
Establishment Clause
Selective Incorporation
literacy tests
free-exercise clause
due process clause
equal protection clause
provision of the First Amendment that prohibits the government from regulating religious beliefs and practices
[ Choose ]
poll taxes
grandfather clause
Clear and Present Danger test
Civil Liberties
Establishment Clause
Selective Incorporation
literacy tests
free-exercise clause
due process clause
equal protection clause
the provision of the First Amendment that prohibits the government from endorsing the state-sponsored religion
[ Choose ]
poll taxes
grandfather clause
Clear and Present Danger test
Civil Liberties
Establishment Clause
Selective Incorporation
literacy tests
free-exercise clause
due process clause
equal protection clause
provisions of the Fifth and Fourteenth Amendments that limit government power to deny people “life, liberty, or property” on an unfair basis
[ Choose ]
poll taxes
grandfather clause
Clear and Present Danger test
Civil Liberties
Establishment Clause
Selective Incorporation
literacy tests
free-exercise clause
due process clause
equal protection clause
A standard of equal treatment that must be observed by the government
[ Choose ]
poll taxes
grandfather clause
Clear and Present Danger test
Civil Liberties
Establishment Clause
Selective Incorporation
literacy tests
free-exercise clause
due process clause
equal protection clause
the gradual process of making some guarantees of the Bill of Rights apply to state governments
[ Choose ]
poll taxes
grandfather clause
Clear and Present Danger test
Civil Liberties
Establishment Clause
Selective Incorporation
literacy tests
free-exercise clause
due process clause
equal protection clause
requirement that citizens show that they can read before registering to vote
[ Choose ]
poll taxes
grandfather clause
Clear and Present Danger test
Civil Liberties
Establishment Clause
Selective Incorporation
literacy tests
free-exercise clause
due process clause
equal protection clause
requirement that citizens pay a tax in order to register to vote
[ Choose ]
poll taxes
grandfather clause
Clear and Present Danger test
Civil Liberties
Establishment Clause
Selective Incorporation
literacy tests
free-exercise clause
due process clause
equal protection clause
a law allowing people who did not meet registration requirements to vote if they or their ancestors had voted before 1867
[ Choose ]
poll taxes
grandfather clause
Clear and Present Danger test
Civil Liberties
Establishment Clause
Selective Incorporation
literacy tests
free-exercise clause
due process clause
equal protection clause
Flag question: Question 2
Question 2
10 pts
What are the four categories of rights as described by the lecture? Be sure to describe each.
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Flag question: Question 3
Question 3
10 pts
What are the three levels of “Scrutiny” used by the courts to judge civil liberties cases? Be sure to describe each.
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Flag question: Question 4
Question 4
10 pts
Describe what is Freedom of Expression and Freedom of Religion.

Categories
Political Science

Now select a topic in one of the college-level course you took that you had stru

Now select a topic in one of the college-level course you took that you had struggled
with. Provide a Readiness rating from 1 – 10 for yourself. Enter this self-evaluative score
into the Readiness box in the D. I. Framework handout.
This week, you will be required to tailor or differentiate instruction for YOURSELF
based on your self-knowledge and self-awareness about your own learning. Note: In the
past some of your colleagues used this framework to design instruction/assessment for
their own students, which is highly encouraged. But you will not receive any credit for
this assignment if the matrix is not designed for yourself.
Now fill out the rest of the D.I. Framework handout, explaining
 How would you present and sequence the content related to this topic that you had
struggled (in the Content column)
 What instructional process will be conducive to your learning (in the Process
column)
 What products are best for demonstrating your learning outcomes (in the Product
column)
 What kind of learning environment will be ideal for you based on your
individuality (in the Learning Environment column)?

Categories
Political Science

You have now seen, at least in brief overview, a multitude of different ways to

You have now seen, at least in brief overview, a multitude of different ways to fight for your rights. Fighting for your rights is a never ending process, and the big victories we often celebrate were decade-long and even multi-generational struggles. Reflect on the examples you have read and studied about in this lesson and other sources and try and answer the following questions:
What does it take for a group of people to secure their rights in the United States?
What seems to be the most effective means of achieving this goal? What kinds of strategies do people seem to use to fight for their rights, and how effective do they seem to be?
You will be graded on the following:
You have provided accurate, factual answers or you have properly supported your arguments.
You have thoroughly or completely answered the questions.
You have thoroughly engaged or interacted with your fellow students or the instructor, by replying to other student’s post, responding to questions or statements in reply to your posts, or any questions asked by the instructor.
Additional Resources:
civil disobedience (Britannica)
Civil Disobedience (Standford Encyclopedia of Philosophy)
Direct Action

Categories
Political Science

You have now seen, at least in brief overview, a multitude of different ways to

You have now seen, at least in brief overview, a multitude of different ways to fight for your rights. Fighting for your rights is a never ending process, and the big victories we often celebrate were decade-long and even multi-generational struggles. Reflect on the examples you have read and studied about in this lesson and other sources and try and answer the following questions:
What does it take for a group of people to secure their rights in the United States?
What seems to be the most effective means of achieving this goal? What kinds of strategies do people seem to use to fight for their rights, and how effective do they seem to be?
You will be graded on the following:
You have provided accurate, factual answers or you have properly supported your arguments.
You have thoroughly or completely answered the questions.
You have thoroughly engaged or interacted with your fellow students or the instructor, by replying to other student’s post, responding to questions or statements in reply to your posts, or any questions asked by the instructor.
Additional Resources:
civil disobedience (Britannica)
Civil Disobedience (Standford Encyclopedia of Philosophy)
Direct Action

Categories
Political Science

Now select a topic in one of the college-level course you took that you had stru

Now select a topic in one of the college-level course you took that you had struggled
with. Provide a Readiness rating from 1 – 10 for yourself. Enter this self-evaluative score
into the Readiness box in the D. I. Framework handout.
This week, you will be required to tailor or differentiate instruction for YOURSELF
based on your self-knowledge and self-awareness about your own learning. Note: In the
past some of your colleagues used this framework to design instruction/assessment for
their own students, which is highly encouraged. But you will not receive any credit for
this assignment if the matrix is not designed for yourself.
Now fill out the rest of the D.I. Framework handout, explaining
 How would you present and sequence the content related to this topic that you had
struggled (in the Content column)
 What instructional process will be conducive to your learning (in the Process
column)
 What products are best for demonstrating your learning outcomes (in the Product
column)
 What kind of learning environment will be ideal for you based on your
individuality (in the Learning Environment column)?