Factors that Contribute to Income Inequality - Free Essay Example

Sample details Pages: 3 Words: 826 Downloads: 4 Date added: 2019/07/01 Category Finance Essay Level High school Tags: Income Inequality Essay Did you like this example? Abstract This paper aims to take a deep, analytical dive into the factors that contribute to income inequality. Inequality has been a major issue across the world for centuries and has continued to puzzle economists with some reaching the conclusion that it is an inevitable by-product of a free market. Growing inequality in the last few decades has fueled various policy debates around possible solutions to this issue affecting millions of people. Don’t waste time! Our writers will create an original "Factors that Contribute to Income Inequality" essay for you Create order The Gini is a reliable measure of inequality developed by Italian statistician Corrado Gini and it ranges between both extremes represented by 0 and 1; with 0 being perfect equality and 1 being total inequality. With a score of 0.41, the United States, for example, is considered to be moderately unequal compared to the rest of the world. Several factors are thought to cause inequality in a particular economy such as tax policies and public education; but this paper seeks to understand the correlation between income inequality and the average life expectancy of a population. The purpose of this research is to be able to identify policy directions that countries can take in order to reduce income inequality. Introduction All governments are faced with the challenge of distributing income in an equitable way; as a means to reduce inequality. Virtually every country has an issue with income disparity, with some being more adversely affected than others. Some have argued that inequality is not entirely bad as it increases welfare for most citizens, however, the consensus seems to be that less inequality is the ideal state of any economy. The question of income inequality is more than just a moral one with several studies pointing to economic benefits brought about by higher wages for working class people. The argument is that high wages for the low and middle class families has a positive effect on consumption and aggregate demand in an economy. There is a positive direct correlation between reduced inequality and GDP growth which and this gives governments all the more reason to find an optimal strategy for income redistribution. Progressive taxes, for example, ensure that wealthy individuals pay a hig her proportion of their income in taxes which means that less of the burden is placed on poor and working class families. Some have however cited the economic benefits of reducing taxes for the wealthy, arguing that it stimulates job growth by creating an enabling environment for business to thrive. Capital, they argue, is attracted by this low tax environment, which means employers are able to create more business opportunities and thus hire more people. A good example of this is the debate on minimum wage that has had some of the largest corporations facing criticism over their hiring practices. Some large corporations have even threatened to replace some of this labor using technology, claiming that higher wages are punitive to business. This paper, however, focuses on the relationship between age and inequality in an economy. The hypothesis makes the assumption that a higher life expectancy means less inequality for any given country holding all other factors constant. This allows for solutions around health, education and family planning, which could go a long way into reducing inequality for some of the worst hit countries. Literature review Most of the literature around the subject of inequality seeks to find the root causes and focuses mostly on the quantifiable economic components of the problem. Data The Gini coefficient is one of the key variables used for this research as well as factors affecting life expectancy data. The initial data set, as shown below, has been gotten from the CIA website which breaks down several countries income statistics. Lesotho 63.2 South Africa 62.5 Micronesia, Federated States of 61.1 Haiti 60.8 Botswana 60.5 Namibia 59.7 Zambia 57.5 Comoros 55.9 Hong Kong 53.9 Guatemala 53.0 Paraguay 51.7 Colombia 51.1 Papua New Guinea 50.9 Panama 50.7 Chile 50.5 Rwanda 50.4 Eswatini 50.4 Gambia, The 50.2 Brazil 49.0 Congo, Republic of the 48.9 Nigeria 48.8 Costa Rica 48.5 Kenya 48.5 Mexico 48.2 Dominican Republic 47.1 Nicaragua 47.1 Honduras 47.1 Bolivia 47.0 China 46.5 Malaysia 46.2 Malawi 46.1 Togo 46.0 South Sudan 46.0 Ecuador 45.9 Singapore 45.9 Saudi Arabia 45.9 Mozambique 45.6 Peru 45.3 United States 45.0 Cameroon 44.6 Guyana 44.6 Thailand 44.5 Iran 44.5 Philippines 44.4 Central African Republic 43.6 Chad 43.3 Zimbabwe 43.2 Israel 42.8 Angola 42.7 Burundi 42.4 Ghana 42.3 Gabon 42.2 Congo, Democratic Republic of the 42.1 Argentina 41.7 Uruguay 41.6 Cote dIvoire 41.5 Russia 41.2 Madagascar 41.0 Morocco 40.9 Djibouti 40.9 Turkmenistan 40.8 Senegal 40.3 Turkey 40.2 Bulgaria 40.2 Georgia 40.1 Mali 40.1 Tunisia 40.0 Jordan 39.7 Uganda 39.5 Burkina Faso 39.5 Guinea 39.4 Sri Lanka 39.2 Venezuela 39.0 Bhutan 38.8 Serbia 38.7 Maldives 38.4 Cambodia 37.9 Japan 37.9 Yemen 37.9 Lithuania 37.9 Tanzania 37.6 Mauritania 37.0 Indonesia 36.8 Uzbekistan 36.8 Greece 36.7 Laos 36.7 Benin 36.5 New Zealand 36.2 El Salvador 36.0 Falkland Islands (Islas Malvinas) 36.0 Mauritius 35.9 Spain 35.9 Korea, South 35.7 Algeria 35.3 India 35.2 Jamaica 35.0 Macau 35.0 Vietnam 34.8 Estonia 34.8 Cyprus 34.8 West Bank 34.5 Latvia 34.5 Sierra Leone 34.0 Niger 34.0 Mongolia 34.0 Greenland 33.9 Portugal 33.9 Bosnia and Herzegovina 33.8 Azerbaijan 33.7 Macedonia 33.7 Taiwan 33.6 Kyrgyzstan 33.4 Ethiopia 33.0 Nepal 32.8 Tajikistan 32.6 United Kingdom 32.4 Canada 32.1 Bangladesh 32.1 Liberia 32.0 Montenegro 31.9 Italy 31.9 Timor-Leste 31.9 Egypt 31.8 Armenia 31.5 Ireland 31.3 Poland 30.8 European Union 30.8 Sao Tome and Principe 30.8 Croatia 30.8 Pakistan 30.7 Austria 30.5 Luxembourg 30.4 Netherlands 30.3 Australia 30.3 Switzerland 29.5 France 29.3 Denmark 29.0 Albania 29.0 Hungary 28.2 Malta 28.1 Iceland 28.0 Romania 27.3 Finland 27.2 Germany 27.0 Moldova 26.8 Norway 26.8 Belarus 26.5 Kazakhstan 26.3 Belgium 25.9 Ukraine 25.5 Czechia 25.0 Sweden 24.9 Slovenia 24.4 Slovakia 23.7 Kosovo 23.2 Faroe Islands 22.7 Random sampling The data used in this research qualifies as a random assumption as it uses 20 countries from the list of 157 with regards to life expectancy data.

Extemporaneous speech on Steve Job and his legacy - Free Essay Example

Sample details Pages: 3 Words: 956 Downloads: 10 Date added: 2018/12/17 Category Business Essay Type Speech Level High school Tags: Apple Inc Essay Steve Jobs Essay Did you like this example? I am (insert name) and I will be giving a speech on Steve Jobs and his legacy. The reason behind choosing this topic is because, Steve Jobs is an impactful name not only in the U.S. but worldwide. Don’t waste time! Our writers will create an original "Extemporaneous speech on Steve Job and his legacy" essay for you Create order Furthermore, through him jobs have been created, creativity enhanced and trade links widened. Steve Jobs died on the eleventh day of October, 2011 and he was born on the twenty-fourth day of February 1955 There are several titles that can describe him some of them are inventor, industrial engineer, entrepreneur and business magnate. He is famous for his Apple products that have circulated the world (Moses, 2011). Steve Jobs is the co-founder and was the Chief Executive Officer as well as chairman of Apple Inc. Apart from being involved with Apple Inc., Steve Jobs was also the founder and chairperson of NeXT as well as major shareholder and CEO of Pixar. His contribution to the economy of the U.S and technology has revolutionized many technological sectors and the Apple products. Moreover, the products are a competitive technology in the global market today. His legacy left at Apple Inc. is one of the most extraordinary accomplishments of Jobs (Dormehl, 2017). His vision and legacy in the technology lives on six years after his death. Apple Inc. is a U.S. based global technology company whose headquarters is in Cupertino, California. The company specializes in designing, developing and selling customer electronics, online services and computer software. Some of the popular hardware products the company manufactures are smartphones commonly known as iPhones, Mac book which is in the category of Personal Computer category, other electronics such as Apple digital television, Apple smart watches, iPods and smart speakers called HomePods (Dormehl, 2017). Other than hardware, the company designs software such as iTunes media players which carries out all downloads on the companys hardware, Safari Web browser, operating systems called iOS and macOS. The software has been integrated into different aspect of life which displays the creativity level of the company and the diversification of its services and products. This is seen through iWork as well as iLife that is present in the productivity and inventiveness suites. Furthermore, in connection to diversity, the company has famous online services like iCloud, Apple Music, iOS application store, Mac application store and iTunes store (Dormehl 2017). Therefore, with the hardware and software products that are mentioned above, the company has been and still is a powerful competitor in the technology business. The significance of his legacy to the U.S. and the world The significant aspect about Jobs legacy is that it transverse borders to reach millions of peoples and impacted on different nations and their economies. Apple Inc. has several branches spread in different nations and has managed to provide employment opportunities to approximately 123,000 individuals (Goel, 2016). In general, it sparked several innovation ideas in the technology industries. The company and its product managed to keep competitors on their toes to better their products or lose their consumers to Apple Inc. Furthermore, through sparking technology competitiveness and making huge sales in the global market, the company has benefited the U.S. economy especially during the past recession period (Bajarin 2012). His resignation to support his legacy In 2004, Steve Jobs made an announcement to the workers at Apple Inc. on his medical condition after being diagnosed with pancreatic cancer. He did undergo complicated surgical procedures to boost his health through having whipple procedure. In attempts to treat the disease and take proper care of himself, he took numerous leaves of absence in the subsequent years which includes 2009 to undergo liver transplant surgery. While on his leaves, Tim Cook acted as the acting CEO of Apple Inc. and assumed all Jobs responsibilities. When the illness progressed, Steve Jobs saw it fit to resign from his duty as the CEO of Apple Inc. This was done on 24th August 2011. Other than his health issues, his main aim of resigning were well captured by his resignation speech where he showed his efforts to see his legacy live on beyond him. In his speech he pointed out his first sentiments that he would willingly resign if faced with a situation that prevents him from fulfilling his duties as CEO of A pple Inc. and failure to meet crucial objectives of the company. He stepped down and offered to serve the company and its vision in the position of an employee and as the chairperson of the board in regards to the decision the board makes. His resignation led to Tim Cook becoming the next CEO of Apple Inc (Moses, 2011). Conclusion The name Steve Jobs cannot be separated from Apple Inc. and its product. Steve Jobs has been an influential figure in the technology sector and plays a role in the high-quality telecommunication and multimedia gadgets as well as innovative software that are present in the world today. His greatest achievement which is his legacy still lives on even after his death. The hardware like iPhones and software such as iOS as well as online services like iCloud form part of his legacy. During the course of his life he tirelessly worked to ensure his legacy serve the consumers needs to the best of his ability and when he could not fulfill due to illness, he resigned and continued serving as an employee. Furthermore, his legacy has served as a great contributor to the U.S. nations economy. Reference Ben Bajarin. Big Picture: Why America needs Apple? Published by Times, 2012. Dormehl, Luke. Today in Apple history: Apple becomes a corporation. Cult of Mac. Published on 2017. Goel, Vindu. How Apple Empowers, and Employs, the American Working Class. The New York Times. Published on 20th November, 2016. Moses, Asher. Who was Steve Jobs the man? The Age. Melbourne. Published on October 7, 2011.

Skepticism Essays - 1139 Words

Skepticism Skepticism is the Western philosophical tradition that maintains that human beings can never arrive at any kind of certain knowledge. Originating in Greece in the middle of the fourth century BC, skepticism and its derivatives are based on the following principles: There is no such thing as certainty in human knowledge. All human knowledge is only probably true, that is, true most of the time, or not true. Several non-Western cultures have skeptical traditions, particularly Buddhist philosophy, but properly speaking, skepticism refers only to a Greek philosophical tradition and its Greek, Roman, and European derivatives. The school of Skeptic philosophers were called the Skeptikoi in Greece. The word is†¦show more content†¦While Socrates never claimed that knowledge is impossible, still, at his death, he never claimed to have discovered any piece of knowledge whatsoever. After its introduction into Greek culture at the end of the fourth century BC, skepticism influenced nearly all other Greek philosophies. Both Hellenistic and Roman philosophies took it as a given that certain knowledge was impossible; the focus of Greek and Roman philosophy, then, turned to probable knowledge, that is, knowledge that is true most of the time. Christianity, however, introduced a dilemma into Greek and Roman philosophies that were primarily based on skeptical principles. In many ways, the philosophy of Christianity, which insisted on an absolute knowledge of the divine and of ethics, did not fit the Greek and Roman skeptical emphasis on probable knowledge. Paul of Tarsus, one of the original founders of Christianity, answered this question simply: the knowledge of the Romans and Greeks, that is, human knowledge, is the knowledge of fools. Knowledge that rejects human reasoning, which, after all, leads to skepticism, is the knowledge of the wise. Christianity at its inception, then, had a strong anti-rational perspective. This did not, however, make the skeptical problem go away. Much of the history of early Christian philosophy is an attempt to paste Greek and Roman philosophical methods and questions ontoShow MoreRelatedSkepticism in the Modern World686 Words   |  3 Pages Philosophical skepticism, according to Scottish philosopher David Hume, is asking whether human beings can perceive the world around us with any degree of accuracy. Practicing this school of thought means that a person initially never believes anything to be true, but at the same time, does not say everything is necessarily false; instead, he maintains a position of doubt. The final source of truth for a skeptic is experience. In terms of skepticism vs. rationalism vs. romanticism and theirRead MorePhilosophers and Epistemological Skepticism1245 Words   |  5 PagesAbstract People wonder how they, and others, know what they know. There is a skepticism about accepting that there are inherent pieces of knowledge that people simply possess, that there is no such thing as true knowledge because it is so personal, that there is no way to prove what is truly right or wrong. This paper considers the views of Chuang Tzu and Roderick Chisholm, how their ideas should be researched further in order for leaders to address sharing knowledge with their followers. ScholarsRead MoreSkepticism About a Refutation of Skepticism Essay2838 Words   |  12 Pagesâ€Å"Skepticism about a Refutation of Skepticism† In â€Å"The Refutation of Skepticism†, Jonathan Vogel establishes an â€Å"Inference to the Best Explanation† (hereafter, â€Å"IBE†) as a means to refute skepticism about the external world. In this refutation, Vogel acknowledges that skepticism about IBE still remains a possibility, but that this kind of skepticism would be rather outlandish in character and thus could be ignored. This paper shall both establish and evaluate Vogel’s reasoning as to why he confidentlyRead MoreThe Philosophy Of Pessimism And Skepticism1328 Words   |  6 Pagesthink we know, also known as skepticism. In this paper I will argue that skepticism is the best way to know things for certain because it acknowledges the presence of cognitive dissonance, self-justification and the things we can learn by questioning. I will proceed as follows: I will outline the concepts of skepticism, according to Carol Tavris and Elliot Aronson, and the concepts of rationalism, according to Ren à © Descartes. Then, I will compare rationalism and skepticism by explaining how challengingRead MoreDescartes, Hume and Skepticism Essay735 Words   |  3 PagesDescartes, Hume and Skepticism Descartes is responsible for the skepticism that has been labeled Cartesian doubt. Hume critiques this skepticism in his Enquiry Concerning Human Understanding. After his discussion of Cartesian doubt, he offers a different type of skepticism that he considers as being more effective philosophically. Is Hume right in his characterization of Cartesian doubt and is the skepticism he offers better? Descartes introduced the idea of universal doubt to philosophy. IfRead MoreThe Classical Version Of Skepticism1218 Words   |  5 PagesSkepticism is a method of equal and opposite arguments that has been used to investigate truth. It is believed that nothing should be assumed true without enough evidence. In the world of skepticism, all conclusions are premature. The classical version in skepticism is called Pyrrhonism. It was named after an early advocate known as Pyrrho (365 BCE – 270 BCE) became so frustrated between two arguments, not being able to choose which to follow due to reasonable views on both side, and decided to makeRead MoreOn Epistemology and Skepticism Essay1687 Words   |  7 Pagesthat what we determine to be acknowledged as â€Å"knowledge† must present justification in order to be accepted believed as knowledge. This is important because Skepticism doubts the validation of knowledge and how we come to any such conclusion of justifying what we â€Å"know† indubitably as knowledge. This is the overarching problem with skepticism. Instead of having a solid stance on how to define knowledge, skeptics simply doubt that a reason or proposition offered is correct and suppose it to be falseRead MoreSkepticism On The Search For The Truth Of Our Knowledge1936 Words   |  8 Pages Skepticism in the Search for the Truth of Our Knowledge How many times have you said, â€Å"No way, I do not believe it!† It is our natural tendency not to believe in something that we have not seen with our own eyes or experienced it personally. There is a saying, â€Å"seeing is believing† which has led us to a world full of skeptics. We want proof so we are not gullible fools. Skepticism, or scepticism, as it was spelled back in the ancient times, was pondered by philosophers who tried unsuccessfullyRead MoreIs Global Skepticism Justified? Essay1625 Words   |  7 PagesIs Global Skepticism Justified? Introduction Skepticism is something that we all have to one degree or another. Some of us who carry some Limited (Local) Skepticism might question whether we can really know if the news anchor is giving us correct information or if the five day forecast is really on track this time regarding the rain it is predicting. Others subscribe to the Global Skepticism view; that is, they would argue that we cannot know anything at all, and, therefore, we can’t have knowledgeRead MoreThe Argument Of Skepticism Is All About1495 Words   |  6 PagesMaryam Quraishi Professor Leon Philosophy 101 August 9, 2016 Skepticism In this paper, I will first discuss what the basic argument of skepticism is all about, then I will provide the defense of the argument: the three cases (Judy/Trudy Case, Crow/Raven and Coke/ Generic Coke case). After that, I will talk about the responses to the argument, specifically about the criticisms from Descartes and Moore; how Moore feels that perceptual evidence is enough and we can reject premise 1 and how descartes

Ethics and Government - 2590 Words

Ethics and Government Angela M. Roberson SOC 120: Introduction to Ethics and Social Responsibility Professor Kay Green May 30, 2010 Ethics is defined as a set of principles of right conduct. It is also a theory or a system of moral values (Merriman/Webster online dictionary). Government Ethics is often times referred to an oxy-moron. The reason for this is that many believe that our government does not have ethics in decision making. In this paper I will attempt to analyze the links between laws and ethics and how they have a relationship with one another. I will also explain how our government and ethics have a connection and how this connection can be made better. In recent months there have been several government issues going.†¦show more content†¦The second requirement for in issue to be an applied ethical issue is that it must be a moral issue. Sensitive issues like affirmative action, don’t ask don’t tell, health care reform and energy conservation are controversial and have an important impact on society. Fieser refers to some of these issues as issues of social policy. His d efinition of social policy is to help make a given society run efficiently by devising conventions, such as traffic laws, tax laws, and zoning codes. As for moral issues, he stated that it concerns more universally obligatory practices, such as our duty to avoid lying, and are not confined to individual societies. One example that he brought up was, â€Å"some social policies forbid residents in certain neighborhoods from having yard sales. But, so long as the neighbors are not offended, there is nothing immoral in itself about a resident having a yard sale in one of these neighborhoods.† Therefore, to qualify as an applied ethical issue, the issue must be more than one of mere social policy: it must be morally relevant as well (Fieser, 2006). The ethical process helps to explore the reasons for different positions, and to evaluate them by ethical standards. The process provides opportunities for mutual understanding and learning. By integrating the more traditionalShow Mor eRelatedThe Separation Of Ethics And Government1819 Words   |  8 Pagesâ€Å"Ethics is the manner by which we try to live our lives according to a standard of right or wrong† (Ghillyer). And government ethics is â€Å"the application of ethical rules to government† (Wikimedia Foundation, Inc.). The separation of ethics and government was seen with the unraveling of Hurricane Katrina, which was a category 4 hurricane that made landfall in New Orleans on August 29, 2005. New Orleans, Louisiana was a racially segregated city occupied predominately by a black majority and had defiedRead MoreEthics in the Federal Government2761 Words   |  12 PagesAre Ethics Laws in the Federal Government a Violation of Constitutional Rights? Abstract The paper explores the United States Government’s efforts to put in place laws that guide the ethical behavior of its civil service employees. From the founding of the nation, ensuring ethical behavior by government employees has been a recurring theme, and legislation, laws, and executive orders have been implemented at each stage of our government’s growth to guide federal employees in the ethicalRead MoreEthics and Government Spending599 Words   |  2 PagesEthics and Government Spending In responding to the scenario wherein the City Commissioner is faced with the dilemma of approving the expense for a proposed annual Halloween Party among the committee staff and members, it is important to first have an understanding of the role that the City Commissioner plays as a public servant. This is to determine if indeed, as a City Commissioner can consider the situation s/he is as an ethical dilemma that conflicts with the accountability that his/her positionRead MoreThe Ethics Of The Indian Government959 Words   |  4 PagesUnited States has banned tobacco advertising for sporting events. The Indian government had enacted an initiative to ban tobacco advertising in sporting events in 2001 to help curb the appeal of tobacco use in minors. The ethical ramifications of the Indian government within this proposed ban had both support and opponents within the country. Below we will strive to determine the ethical issues of the Indian governments proposed bill, and how it was portrayed by both those opposing and supportingRead MoreThe Ethics Of The Texas Government1788 Words   |  8 PagesAfter examining the power one lobbyist can have in the Texas government, it is appropriate to look at the enormity of what a corporation who specializes in lobbying efforts is capable of. The company being examined is called Cassidy and Associates. Cassidy came into the forefront of Texas politics, when in 2006 Carol Strayhorn, the comptroller announced the state of Texas would be suspending payments to a Washington lobbying firm hired by Rick Perry, called Cassidy and Associates (Zeller 2006)Read MoreContracting Ethics in Government Acquisitions1315 Words   |  5 PagesContracting ethics in government acquisitions Government acquisition is the process through which government agencies make purchases for all goods and services. To ensure that contracting ethics and morals are observed by all the agencies there is set of rules that are to be used by all agencies, this rules govern how purchase of goods and services will be done by all the federal agencies. Federal agencies are responsible for a large array of missions and goals, to achieve them all they useRead MoreGovernment, Regulation Business Ethics2112 Words   |  9 PagesGovernment, Regulation amp; Business Ethics The issue of business relations with government has increasingly become a key issue of business ethics. Some of the many questions raised are * Is it acceptable for corporations to use their considerable power tp shape government policy? * Is the government jeopardizing its role in protecting the public interest when politicians sit on the board of corporations? The government has a crucial role to play in establishing the ‘rules of the game’Read MoreGovernment, Regulation Business Ethics2121 Words   |  9 PagesGovernment, Regulation amp; Business Ethics The issue of business relations with government has increasingly become a key issue of business ethics. Some of the many questions raised are * Is it acceptable for corporations to use their considerable power tp shape government policy? * Is the government jeopardizing its role in protecting the public interest when politicians sit on the board of corporations? The government has a crucial role to play in establishing the ‘rules of the game’ byRead MoreThe Ethics Of A Government Intelligence Contract1752 Words   |  8 Pagessoftware, etc. Also included are, other similar technology corporations watching Oracle`s next steps, the Attorney General, government officials, Department of Justice, Federal Bureau of Investigation, U.S (United States) General Services Administration, The Document Foundation, and the European Union (EU). To handle an issue, Oracle had hired lobbyists to get a government intelligence contract. Institutions Institutions are the rules of the games in a society that shape the human interactions.Read MoreThe Ethics Of The Ut Student Government878 Words   |  4 Pagesoverwhelming issue in America as a whole, and there is no question that different perspectives have escalated within the last few years concerning, which is indeed, the â€Å"most democratic†. However, in terms of a govern election for the UT student government I believe proposal three is the most sound in creating the most democratic system in that it gives candidates the same chance in the election process and restricts the personal wealth of individual candidates. In proposal three candidates can only

Ap Gov Free Essays

string(495) " and why we need it †¢ Roots of American Government; Where did the ideas come from\? †¢ American political culture and the characteristics of American democracy †¢ Changing characteristics of the American people †¢ Ideology of the American public †¢ Current attitudes toward American government Chapter 2-The Constitution †¢ The origins of a new nation †¢ The first attempt at Government: the articles of Confederation †¢ The miracle at Philadelphia: Writing the Constitution †¢ The U\." AP UNITED STATES GOVERNMENT AND POLITICS SYLLABUS: C (American Government: Continuity and Change. ) INTRODUCTION: Advanced Placement (AP) curriculum is designed to give students an analytical perspective on government and politics in the United States. Students will study both general concepts used to interpret U. We will write a custom essay sample on Ap Gov or any similar topic only for you Order Now S. politics and examine specific examples. The AP Government course requires students to learn facts and concepts and understand typical political processes. The course will require students to master historical and analytic skills, including; chronological and spatial thinking, historical research and interpretation. Students will evaluate viewpoints presented through major print and electronic media, understand statistical data and analyze trends related to significant political events. Emphasis is placed on applying problem-solving and critical-thinking skills, interpreting graphs and tables, organizing information, evaluating information, and communicating orally and in writing. The course aims to help the student to participate effectively and democratically in the American political society COURSE OBJECTIVES: This course explores the political theory and everyday practice that direct the daily operation of our government and shape our public policies. The express purpose of this course is to prepare students to take the AP Exam for U. S Government and Politics. The course is for all intents and purposes taught on a college level and it requires a substantial amount of reading and preparation for every class. The objectives of this course go beyond a basic analysis of how our government â€Å"works. † Students will develop a critical understanding of the strengths and weaknesses of the American political system, as well as their rights and responsibilities as citizens. In addition to described content, the course will also work to refine important skills. They include analyzing data and writing and presenting written and oral arguments. In order to help students master the ability to write a good political science essay the course will concentrate on the instruction of several essential skills: †¢ Effective writing style The ability to make arguments †¢ The ability to evaluate critically and to compare scholarly works †¢ The ability to synthesize political science data †¢ The ability analyze, interpret, and respond to stimulus-based data including charts, graphs, cartoons, and quotes The course will cover a large amount of content. The study of American Governme nt is both historical and contemporary. Therefore, it is essential that students remain aware of what is happening in the world. It is suggested that regular reading of newspapers and news magazines as well as the regular viewing of news broadcasts be maintained throughout the course. COURSE STANDARDS: 1. Students explain the fundamental principles and moral values of American democracy as expressed in the U. S. Constitution and other essential documents of American democracy. 2. Students evaluate the scope and limits of civil rights and obligations as democratic citizens, the relationships among them, and how they are secured. 3. Students evaluate the fundamental values and principles of civil society (i. . , the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. 4. Students analyze the unique roles and responsibilities of the three branches of government as established by the U. S. Constitution. 5. Students summarize landmark U. S. Supreme Court inter pretations of the Constitution and its amendments. 6. Students evaluate issues regarding national, state and local elective offices. 7. Students analyze and compare the powers and procedures of the national, state, and local governments. 8. Students evaluate the influence of the media on American political life. 9. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. 10. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: ajority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. TEXTBOOK: O’Connor, Karen, Sabato, Larry J. American Government: Continuity and Change 8th edition. Prentice Hall: Upper Saddle River, NJ, 2006. SUPPLEMENTAL MATERIALS: Matthews, Chris . Hardball. How Politics is Played Told by one who Knows the Game. Free Press; 1st Touchstone Ed edition (November 2, 1999) Woll, Peter. American Government: Readings and Cases. Longman; 14th edition 2004. The Enduring Debate-Classic and Contemporary reader. C-Span in the classroom. Cnn. com/SPECIALREPORTS http://www. nytimes. com/learning/index. html – on-line current events quiz Primary Source Documents as selected by the instructor from the 100 Milestone Documents collection at the NARA website http://www. ourdocuments. gov/ Articles from: NY Times, Congressional Quarterly, Wall Street Journal, Christian Science Monitor and other sources Collegeboard. com/ap website and various test preparation books. Quia. com- flashcard activities for key terms in each chapter Yahoo. com/briefcase- PowerPoint presentations for each chapter Teacherweb. com – provides all assignments as documents for student downloads. Also provides essential links for informational research, etc. Access for this syllabus. Summer Reading: †¢ Select one book from list of current political viewpoints and issues with lit log. †¢ Collect 8 articles from Op/Ed section of various newspapers. †¢ Watch and write four reviews of political shows: Hardball, Meet the Press, Washington Journal, etc. †¢ Oral book report for chosen book. Unit I: Foundations of United States Government (8 Weeks) Objectives: What is the purpose of government? What was the founders’ view of the purpose of government and the role of the citizen in the American Republic? How does the Constitution underpin the U. S. government? What was the impact of the enlightenment thinkers on the development of the U. S. Constitution? In which ways did the framers deal with the following: pluralism, popular sovereignty, republican ideals and elite theory. Students will explore American political culture and characteristics of American democracy. Reading: Text: O’Connor-Foundations of Government Chapters 1-6 Chapter 1-The Political Landscape †¢ Origins of American Government: What it is and why we need it †¢ Roots of American Government; Where did the ideas come from? †¢ American political culture and the characteristics of American democracy †¢ Changing characteristics of the American people †¢ Ideology of the American public †¢ Current attitudes toward American government Chapter 2-The Constitution †¢ The origins of a new nation †¢ The first attempt at Government: the articles of Confederation †¢ The miracle at Philadelphia: Writing the Constitution †¢ The U. You read "Ap Gov" in category "Essay examples" S. Constitution The drive for ratification †¢ Methods of Amending the Constitution Chapter 3-Federalism †¢ The roots of the federal system: Governmental power under the constitution †¢ Federalism and the Marshall Court †¢ Dual Federalism: The Taney court, slavery, and the Civil War †¢ Cooperative Federalism: th e New Deal and the growth of national government †¢ New Federalism: returning power to the states. Chapter 4-State and Local Government †¢ The evolution of State and local governments †¢ State government †¢ Local government †¢ Grassroots power and politics †¢ Relations with Indian nations State and local finances Chapter 5-Civil Liberties †¢ The First Constitutional Amendments: the Bill of Rights †¢ First Amendment guarantees: Freedom of religion †¢ First Amendment guaranteed: freedom of speech, press, and assembly †¢ The Second Amendment: the right to keep and bear arms †¢ The right of criminal defendants †¢ The right to privacy Chapter 6-Civil Rights †¢ Slavery, abolition, and winning the right to vote, 1800-1890 †¢ The push for equality, 1890-1954 †¢ The Civil Rights Movement †¢ Other groups mobilize for rights †¢ Continuing controversies in civil rights. Assignments and Activities: Readings on Locke and Hobbes-internet sources The ACLU: Freedom Files-video segment AP United States Government and Politics; Origins of Constitutional Principles and Rights. Chapter 1 Canon, Coleman Mayer. Constructing the Government: The Founding of the Constitution Federalist Papers 10 51 Lanahan Reader; Alexis de Tocqueville: Democracy in America Learning About Rights and Responsibilities- Washington Post Shay’s Rebellion Can the People Be Trusted to Govern Themselves? PowerPoint: Hobbes, Locke, Rousseau, Montisqueu PowerPoint: teacher-all chapters. Put on-line Constitutional Power Grab Constitutional Numbers Document-Based Activities-Due Process-Using the Internet to Study Civil Rights and Liberties/Miranda Rights. Canon: The Enduring Debate, Debating the Issues: Racial profiling and fighting Terrorism Standard Deviant Government: video Origins of government, types of government, monarchy, oligarchy, aristocracy, direct democracy, indirect democracy, Components of American Democracy, popular consent, popular sovereignty, majority rule, individualism, Socratic Seminar based on Woll reading Assessments: Chapter essays with short essays PowerPoint-Philosophers impacting development of the Constitution Government Treasure Hunt-online activity Citizenship Test Fish Bowl Activity-peer evaluation Federalist # 10 Writing Assignment Timed unit essay. Collegeboard rubric Cornell notes Unit II: Institutions of Government (7 weeks) Objectives: Students will understand the three major branches of government and how they are organized. They will also learn how they function as separate branches, controlled by a system of checks and balances. Students will understand the interdependency of these branches to stabilize the powers within each branch. Students will also be able to recognize the evolving government and how the U. S. Constitution has been interpreted to allow these changes. Reading: Text : O’Connor-The Constitution, Chapter 7-10 Chapter 7- Constitution †¢ The Constitution and the legislative branch of government †¢ How Congress is organized †¢ The members of congress †¢ How members make decisions †¢ The law-making function of congress †¢ Congress and the president †¢ Congress and the judiciary Chapter 8- The Presidency †¢ The roots of and rules governing the office of the President of the United States †¢ The constitutional powers of the president The development and expansion of presidential power †¢ The presidential establishment †¢ The president as policy maker †¢ Presidential leadership and the importance of public opinion Chapter 9-The Executive Branch and the Federal Bureaucracy †¢ The executive branch and the development of the federal bu reaucracy †¢ The modern bureaucracy †¢ How the bureaucracy works †¢ Making agencies accountable Chapter 10-The Judiciary †¢ The Constitution and the creation of the federal judiciary †¢ The American legal system †¢ The federal court system †¢ How federal court judges are selected †¢ The Supreme Court today Judicial philosophy and decision making †¢ Judicial policy making and implementation Additional Readings Resources: Advanced Placement: U. S. Government Politics, 2: Why Great Men Are Not Chosen President. Lanahan Readings. Pork: A Time-honored Tradition Lives On Canon. Enduring Debate. Checking and Balancing â€Å"All the President’s Men† PBS- Presidents series (segments from modern day presidents. ) PBS-Supreme Court Assignments and Activities: Cornell Notes-study guides for each chapter Creating a Bill/defending and promoting position State of the Union essay analysis. -video of speech -span or whitehouse. gov Essay- student selected case. Supreme Court Case Analyses Standard Deviant Video; all three branches C-span in the classroom: three branches of government Writing/debating a bill Supreme Court Justice report. Cornell notes/per chapters Survey: politicalcompass. org with evaluation Assessments: Unit II Essay Exam-Collegeboard rubric-timed response Essay. In response to the State of the Union Research: landmark Supreme Court case Multiple Choice Exam w/short essays Chapter tests with short essays. Cornell notes Unit III: The Electoral Process (8 weeks) Objectives: Students will analyze political parties with regard to the mechanisms that allow citizens to organize and communicate their interests and concerns. Students will focus is on the historical evolution of the US party system, the functions and structure of political parties, and the effects they have on the political process. Explore the historical evolution of the U. S. party system. Compare the functions and structures of political parties, and their effects on the political process. Reading: Text: O’Connor-Political Behavior, Chapter 11-16 Chapter 11- Public Opinion and Political Socialization What is public opinion †¢ Efforts to influence and measure public opinion †¢ How political socialization and other factors influencer opinion formation †¢ Why we form political opinions †¢ How public opinion is measured †¢ How polling and public opinion affect politicians, politics, and policy Chapter 12- Political Parties †¢ What is a political party? †¢ The evolution of American party democracy †¢ The function s of the American parties †¢ The basic structure of American political parties †¢ The party in government †¢ The modern transformation of party organization †¢ The party in the electorate Third-partyism Chapter 13 – Voting and Elections †¢ The purpose of elections †¢ Kinds of elections †¢ Presidential elections †¢ Congressional elections †¢ Voting behavior †¢ Reforming the electoral process Chapter 14 – The Campaign Process †¢ The structure of a campaign †¢ The media and campaigns †¢ Campaign finance †¢ Bringing it together: the 2004 presidential campaign and election Chapter 15 – The Media †¢ The evolution of journalism in the United States †¢ The U. S. Media today †¢ How the media cover politicians and government †¢ The media’s influence on the public †¢ The public’s perception of the med ia Government regulation of the electronic media Chapter 16 – Interest Groups †¢ What are interest groups? †¢ The roots and development of American interest groups †¢ What do interest groups do? †¢ What makes an interest group successful? Additional Readings and Resources: Hardball American Polity:Kurtzman-Spin Cycle-† â€Å"Outfoxed†-DVD Assignments and activities: Chapter reading Cornell Notes Hardball Dialectic Journal Nominations, Primaries, and Elections Simulation Socratic Seminar based on Hardball Survey: Political opinion Research any interest group/political power Unit Essay-timed writing-collegeboard rubric. Chapter tests with short essays. Cornell notes Assessments Chapter tests with short essays Unit essay: timed writing using Collegeboard rubric Propaganda PowerPoint project Chapter reading Cornell Notes Political Party website analysis/oral report The Living Room Candidate website campaign commercial analysis Political Party guest panel Socratic Seminar, Woll reading Unit IV: AP Review (4 weeks) Final dates to be determined In-class exercise: AP released exam multiple choice with immediate discussion and feedback regarding â€Å"why this answer? This will establish a diagnostic baseline for ongoing AP exam review. Students will Research/Write out Answers to 35 Previous U. S. Government Free Response Questions. Teacher Follow Up with Rubric/Answer; Discussion; Teacher Created Review Exercises. Current Event/AP Outline Matrix Practice Test-65 Question released M/C and Free Response essay Selected Topics: See Units of Study TEACHING STRATEG IES This is a large lecture course and, as such, the teaching strategies used focus on giving students opportunities to analyze and respond in class, to write mini-essays of 50 words or so reacting to provocative statements, and o do short role-play simulations. Instructions are given throughout the course on the following: †¢ Essay organization diagram for free-response questions †¢ Essay tasks for AP Exam free-response questions †¢ List of directive terms used in free-response questions †¢ Reminders for answering timed essay questions †¢ Essay frame †¢ Generic free-response scoring guidelines STUDENT EVALUATION Quizzes are given on the reading assignments. Occasional outside-of-class assignments may also count as daily grades. Test formats are objective (multiple choice), free-response questions (Essay Exams). Most objective tests consist of 60 to 65 multiple-choice questions and a 25-minute essay question, and are timed to approximate the time allowed on the AP Exam. Homework is accepted before students begin to take the unit exam. The homework consists of unit terms and/or outlines; questions about readings, notations, and/or assigned primary and secondary sources; charts that pertain to the unit and applicable historical maps, diagrams or political cartoons. Well-completed terms and course themes demonstrate a student’s effort and most students find this to be indispensable in maintaining a high grade point average. The unit exams are a requirement of the AP Government and Politics course. A final semester comprehensive exam for all material covered will be given at the end of the term. The AP Government and Politics exam is comprehensive, covering material from the entire semester. Students who are enrolled in the course are expected to take the AP United States Government Exam. Class time and after school reviews are held prior to the AP Exam. In addition, many students participate in informal study group review sessions. How to cite Ap Gov, Essay examples

Ap Gov Free Essays

string(495) " and why we need it †¢ Roots of American Government; Where did the ideas come from\? †¢ American political culture and the characteristics of American democracy †¢ Changing characteristics of the American people †¢ Ideology of the American public †¢ Current attitudes toward American government Chapter 2-The Constitution †¢ The origins of a new nation †¢ The first attempt at Government: the articles of Confederation †¢ The miracle at Philadelphia: Writing the Constitution †¢ The U\." AP UNITED STATES GOVERNMENT AND POLITICS SYLLABUS: C (American Government: Continuity and Change. ) INTRODUCTION: Advanced Placement (AP) curriculum is designed to give students an analytical perspective on government and politics in the United States. Students will study both general concepts used to interpret U. We will write a custom essay sample on Ap Gov or any similar topic only for you Order Now S. politics and examine specific examples. The AP Government course requires students to learn facts and concepts and understand typical political processes. The course will require students to master historical and analytic skills, including; chronological and spatial thinking, historical research and interpretation. Students will evaluate viewpoints presented through major print and electronic media, understand statistical data and analyze trends related to significant political events. Emphasis is placed on applying problem-solving and critical-thinking skills, interpreting graphs and tables, organizing information, evaluating information, and communicating orally and in writing. The course aims to help the student to participate effectively and democratically in the American political society COURSE OBJECTIVES: This course explores the political theory and everyday practice that direct the daily operation of our government and shape our public policies. The express purpose of this course is to prepare students to take the AP Exam for U. S Government and Politics. The course is for all intents and purposes taught on a college level and it requires a substantial amount of reading and preparation for every class. The objectives of this course go beyond a basic analysis of how our government â€Å"works. † Students will develop a critical understanding of the strengths and weaknesses of the American political system, as well as their rights and responsibilities as citizens. In addition to described content, the course will also work to refine important skills. They include analyzing data and writing and presenting written and oral arguments. In order to help students master the ability to write a good political science essay the course will concentrate on the instruction of several essential skills: †¢ Effective writing style The ability to make arguments †¢ The ability to evaluate critically and to compare scholarly works †¢ The ability to synthesize political science data †¢ The ability analyze, interpret, and respond to stimulus-based data including charts, graphs, cartoons, and quotes The course will cover a large amount of content. The study of American Governme nt is both historical and contemporary. Therefore, it is essential that students remain aware of what is happening in the world. It is suggested that regular reading of newspapers and news magazines as well as the regular viewing of news broadcasts be maintained throughout the course. COURSE STANDARDS: 1. Students explain the fundamental principles and moral values of American democracy as expressed in the U. S. Constitution and other essential documents of American democracy. 2. Students evaluate the scope and limits of civil rights and obligations as democratic citizens, the relationships among them, and how they are secured. 3. Students evaluate the fundamental values and principles of civil society (i. . , the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. 4. Students analyze the unique roles and responsibilities of the three branches of government as established by the U. S. Constitution. 5. Students summarize landmark U. S. Supreme Court inter pretations of the Constitution and its amendments. 6. Students evaluate issues regarding national, state and local elective offices. 7. Students analyze and compare the powers and procedures of the national, state, and local governments. 8. Students evaluate the influence of the media on American political life. 9. Students analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles. 10. Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: ajority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. TEXTBOOK: O’Connor, Karen, Sabato, Larry J. American Government: Continuity and Change 8th edition. Prentice Hall: Upper Saddle River, NJ, 2006. SUPPLEMENTAL MATERIALS: Matthews, Chris . Hardball. How Politics is Played Told by one who Knows the Game. Free Press; 1st Touchstone Ed edition (November 2, 1999) Woll, Peter. American Government: Readings and Cases. Longman; 14th edition 2004. The Enduring Debate-Classic and Contemporary reader. C-Span in the classroom. Cnn. com/SPECIALREPORTS http://www. nytimes. com/learning/index. html – on-line current events quiz Primary Source Documents as selected by the instructor from the 100 Milestone Documents collection at the NARA website http://www. ourdocuments. gov/ Articles from: NY Times, Congressional Quarterly, Wall Street Journal, Christian Science Monitor and other sources Collegeboard. com/ap website and various test preparation books. Quia. com- flashcard activities for key terms in each chapter Yahoo. com/briefcase- PowerPoint presentations for each chapter Teacherweb. com – provides all assignments as documents for student downloads. Also provides essential links for informational research, etc. Access for this syllabus. Summer Reading: †¢ Select one book from list of current political viewpoints and issues with lit log. †¢ Collect 8 articles from Op/Ed section of various newspapers. †¢ Watch and write four reviews of political shows: Hardball, Meet the Press, Washington Journal, etc. †¢ Oral book report for chosen book. Unit I: Foundations of United States Government (8 Weeks) Objectives: What is the purpose of government? What was the founders’ view of the purpose of government and the role of the citizen in the American Republic? How does the Constitution underpin the U. S. government? What was the impact of the enlightenment thinkers on the development of the U. S. Constitution? In which ways did the framers deal with the following: pluralism, popular sovereignty, republican ideals and elite theory. Students will explore American political culture and characteristics of American democracy. Reading: Text: O’Connor-Foundations of Government Chapters 1-6 Chapter 1-The Political Landscape †¢ Origins of American Government: What it is and why we need it †¢ Roots of American Government; Where did the ideas come from? †¢ American political culture and the characteristics of American democracy †¢ Changing characteristics of the American people †¢ Ideology of the American public †¢ Current attitudes toward American government Chapter 2-The Constitution †¢ The origins of a new nation †¢ The first attempt at Government: the articles of Confederation †¢ The miracle at Philadelphia: Writing the Constitution †¢ The U. You read "Ap Gov" in category "Essay examples" S. Constitution The drive for ratification †¢ Methods of Amending the Constitution Chapter 3-Federalism †¢ The roots of the federal system: Governmental power under the constitution †¢ Federalism and the Marshall Court †¢ Dual Federalism: The Taney court, slavery, and the Civil War †¢ Cooperative Federalism: th e New Deal and the growth of national government †¢ New Federalism: returning power to the states. Chapter 4-State and Local Government †¢ The evolution of State and local governments †¢ State government †¢ Local government †¢ Grassroots power and politics †¢ Relations with Indian nations State and local finances Chapter 5-Civil Liberties †¢ The First Constitutional Amendments: the Bill of Rights †¢ First Amendment guarantees: Freedom of religion †¢ First Amendment guaranteed: freedom of speech, press, and assembly †¢ The Second Amendment: the right to keep and bear arms †¢ The right of criminal defendants †¢ The right to privacy Chapter 6-Civil Rights †¢ Slavery, abolition, and winning the right to vote, 1800-1890 †¢ The push for equality, 1890-1954 †¢ The Civil Rights Movement †¢ Other groups mobilize for rights †¢ Continuing controversies in civil rights. Assignments and Activities: Readings on Locke and Hobbes-internet sources The ACLU: Freedom Files-video segment AP United States Government and Politics; Origins of Constitutional Principles and Rights. Chapter 1 Canon, Coleman Mayer. Constructing the Government: The Founding of the Constitution Federalist Papers 10 51 Lanahan Reader; Alexis de Tocqueville: Democracy in America Learning About Rights and Responsibilities- Washington Post Shay’s Rebellion Can the People Be Trusted to Govern Themselves? PowerPoint: Hobbes, Locke, Rousseau, Montisqueu PowerPoint: teacher-all chapters. Put on-line Constitutional Power Grab Constitutional Numbers Document-Based Activities-Due Process-Using the Internet to Study Civil Rights and Liberties/Miranda Rights. Canon: The Enduring Debate, Debating the Issues: Racial profiling and fighting Terrorism Standard Deviant Government: video Origins of government, types of government, monarchy, oligarchy, aristocracy, direct democracy, indirect democracy, Components of American Democracy, popular consent, popular sovereignty, majority rule, individualism, Socratic Seminar based on Woll reading Assessments: Chapter essays with short essays PowerPoint-Philosophers impacting development of the Constitution Government Treasure Hunt-online activity Citizenship Test Fish Bowl Activity-peer evaluation Federalist # 10 Writing Assignment Timed unit essay. Collegeboard rubric Cornell notes Unit II: Institutions of Government (7 weeks) Objectives: Students will understand the three major branches of government and how they are organized. They will also learn how they function as separate branches, controlled by a system of checks and balances. Students will understand the interdependency of these branches to stabilize the powers within each branch. Students will also be able to recognize the evolving government and how the U. S. Constitution has been interpreted to allow these changes. Reading: Text : O’Connor-The Constitution, Chapter 7-10 Chapter 7- Constitution †¢ The Constitution and the legislative branch of government †¢ How Congress is organized †¢ The members of congress †¢ How members make decisions †¢ The law-making function of congress †¢ Congress and the president †¢ Congress and the judiciary Chapter 8- The Presidency †¢ The roots of and rules governing the office of the President of the United States †¢ The constitutional powers of the president The development and expansion of presidential power †¢ The presidential establishment †¢ The president as policy maker †¢ Presidential leadership and the importance of public opinion Chapter 9-The Executive Branch and the Federal Bureaucracy †¢ The executive branch and the development of the federal bu reaucracy †¢ The modern bureaucracy †¢ How the bureaucracy works †¢ Making agencies accountable Chapter 10-The Judiciary †¢ The Constitution and the creation of the federal judiciary †¢ The American legal system †¢ The federal court system †¢ How federal court judges are selected †¢ The Supreme Court today Judicial philosophy and decision making †¢ Judicial policy making and implementation Additional Readings Resources: Advanced Placement: U. S. Government Politics, 2: Why Great Men Are Not Chosen President. Lanahan Readings. Pork: A Time-honored Tradition Lives On Canon. Enduring Debate. Checking and Balancing â€Å"All the President’s Men† PBS- Presidents series (segments from modern day presidents. ) PBS-Supreme Court Assignments and Activities: Cornell Notes-study guides for each chapter Creating a Bill/defending and promoting position State of the Union essay analysis. -video of speech -span or whitehouse. gov Essay- student selected case. Supreme Court Case Analyses Standard Deviant Video; all three branches C-span in the classroom: three branches of government Writing/debating a bill Supreme Court Justice report. Cornell notes/per chapters Survey: politicalcompass. org with evaluation Assessments: Unit II Essay Exam-Collegeboard rubric-timed response Essay. In response to the State of the Union Research: landmark Supreme Court case Multiple Choice Exam w/short essays Chapter tests with short essays. Cornell notes Unit III: The Electoral Process (8 weeks) Objectives: Students will analyze political parties with regard to the mechanisms that allow citizens to organize and communicate their interests and concerns. Students will focus is on the historical evolution of the US party system, the functions and structure of political parties, and the effects they have on the political process. Explore the historical evolution of the U. S. party system. Compare the functions and structures of political parties, and their effects on the political process. Reading: Text: O’Connor-Political Behavior, Chapter 11-16 Chapter 11- Public Opinion and Political Socialization What is public opinion †¢ Efforts to influence and measure public opinion †¢ How political socialization and other factors influencer opinion formation †¢ Why we form political opinions †¢ How public opinion is measured †¢ How polling and public opinion affect politicians, politics, and policy Chapter 12- Political Parties †¢ What is a political party? †¢ The evolution of American party democracy †¢ The function s of the American parties †¢ The basic structure of American political parties †¢ The party in government †¢ The modern transformation of party organization †¢ The party in the electorate Third-partyism Chapter 13 – Voting and Elections †¢ The purpose of elections †¢ Kinds of elections †¢ Presidential elections †¢ Congressional elections †¢ Voting behavior †¢ Reforming the electoral process Chapter 14 – The Campaign Process †¢ The structure of a campaign †¢ The media and campaigns †¢ Campaign finance †¢ Bringing it together: the 2004 presidential campaign and election Chapter 15 – The Media †¢ The evolution of journalism in the United States †¢ The U. S. Media today †¢ How the media cover politicians and government †¢ The media’s influence on the public †¢ The public’s perception of the med ia Government regulation of the electronic media Chapter 16 – Interest Groups †¢ What are interest groups? †¢ The roots and development of American interest groups †¢ What do interest groups do? †¢ What makes an interest group successful? Additional Readings and Resources: Hardball American Polity:Kurtzman-Spin Cycle-† â€Å"Outfoxed†-DVD Assignments and activities: Chapter reading Cornell Notes Hardball Dialectic Journal Nominations, Primaries, and Elections Simulation Socratic Seminar based on Hardball Survey: Political opinion Research any interest group/political power Unit Essay-timed writing-collegeboard rubric. Chapter tests with short essays. Cornell notes Assessments Chapter tests with short essays Unit essay: timed writing using Collegeboard rubric Propaganda PowerPoint project Chapter reading Cornell Notes Political Party website analysis/oral report The Living Room Candidate website campaign commercial analysis Political Party guest panel Socratic Seminar, Woll reading Unit IV: AP Review (4 weeks) Final dates to be determined In-class exercise: AP released exam multiple choice with immediate discussion and feedback regarding â€Å"why this answer? This will establish a diagnostic baseline for ongoing AP exam review. Students will Research/Write out Answers to 35 Previous U. S. Government Free Response Questions. Teacher Follow Up with Rubric/Answer; Discussion; Teacher Created Review Exercises. Current Event/AP Outline Matrix Practice Test-65 Question released M/C and Free Response essay Selected Topics: See Units of Study TEACHING STRATEG IES This is a large lecture course and, as such, the teaching strategies used focus on giving students opportunities to analyze and respond in class, to write mini-essays of 50 words or so reacting to provocative statements, and o do short role-play simulations. Instructions are given throughout the course on the following: †¢ Essay organization diagram for free-response questions †¢ Essay tasks for AP Exam free-response questions †¢ List of directive terms used in free-response questions †¢ Reminders for answering timed essay questions †¢ Essay frame †¢ Generic free-response scoring guidelines STUDENT EVALUATION Quizzes are given on the reading assignments. Occasional outside-of-class assignments may also count as daily grades. Test formats are objective (multiple choice), free-response questions (Essay Exams). Most objective tests consist of 60 to 65 multiple-choice questions and a 25-minute essay question, and are timed to approximate the time allowed on the AP Exam. Homework is accepted before students begin to take the unit exam. The homework consists of unit terms and/or outlines; questions about readings, notations, and/or assigned primary and secondary sources; charts that pertain to the unit and applicable historical maps, diagrams or political cartoons. Well-completed terms and course themes demonstrate a student’s effort and most students find this to be indispensable in maintaining a high grade point average. The unit exams are a requirement of the AP Government and Politics course. A final semester comprehensive exam for all material covered will be given at the end of the term. The AP Government and Politics exam is comprehensive, covering material from the entire semester. Students who are enrolled in the course are expected to take the AP United States Government Exam. Class time and after school reviews are held prior to the AP Exam. In addition, many students participate in informal study group review sessions. How to cite Ap Gov, Essay examples

Albert Einstein 3 Essay Example For Students

Albert Einstein 3 Essay This German born physicist is considered one ofthe worlds greatest thinkers in history. Not onlydid he shape the way people think of time, space,matter, energy, and gravity but he also was asupporter of Zionism and peaceful living. Einsteinwas born on March 14, 1879 in Ulm Germany,and spent most of his youth living in Munich,where his family owned a small electric machineryshop. He attended schooling in Munich, which hefound unimaginative and dull. In addition to this hetaught himself Euclidean geometry at the age of12. Later his family was forced to move to Milan,Italy where he then decided to withdraw fromschool at the age of 15. Eventually he realized thathe had to finish secondary school, which he tookin Arrau, Switzerland. On the other hand he stilloften skipped class to study physics on his ownmuch like myself. At age 22 he became a Swisscitizen and in 1903 married a women namedMileva Marec, whom which he had two sons withbut nonetheless latter divorced as to marry hiscousin in 1919. Which is unlike me. On the otherhand he did publish five major research papers atthe age of 26. The first one getting him hisdoctorate in 1905. The first paper was onBrownian motion, which is a zigzag motion ofmicroscopic particles in suspension. He suggestedthat the movement was the result of the randommotion of molecules of the suspension medium asthey rebound off suspended particles. The secondpaper laid the base of the photon, or quantumtheory of light. It said that light is made offseparate packets of energy, titled quanta orphotons. The paper remade the theory of light. Also explaining the emissions of electrons fromsome solid objects when they are struck by light. Televisions are practical applications of Einsteinsdiscoveries. The third paper, which he began as anessay at age 16, contained the special theory ofrelativity. He showed that time and motion arerelative to the observer, if the speed of light isconstant and natural laws are the sameeverywhere in the universe. The fourth was amathematical addition to the special theory ofrelativity. This is where he presents his famousE=mc?, also known as the energy massequivalence. Comptons Interactive Encyclopediatranslates it as (E) inherent in mass (m) equals themass multiplied by the velocity of light squared(c?). His fifth paper was his general theory ofrelativity. In which he proposed that gravity is nota force, a previously accepted theory but its acurved field in the space-time continuum created inthe presence of mass. In 1921 Einstein won theNobel Prize for physics for the confirmation of hisgeneral theory of relativity although the otherpapers where still considered controversial. In1933 he moved to the U.S.A where he became acitizen in 1940. Einstein died in Princeton, NJ, onApril 18, 1955. But the knowledge he passed stillcaries through tomorrow. Category: Biographies

Tobacco Illegality free essay sample

The Fight That Should be Over I. Tobacco is ever present in this modern society. It is a daily encounter, and little is thought of it. This encounter may be passing through a cloud of smoke on the way to work, or stepping outside to smoke a cigarette, if a person so chooses. Tobacco cannot be ignored with people inhaling smoke by choice or not. In â€Å"Smoke alarm,† the article illustrates the dangers of inhaling secondhand smoke that is not directly inhaled, saying,† Nonsmokers have to breathe sidestream smoke continually. This smoke, which does not pass through a filter, is burdened with twice the tar and nicotine, 50 times the ammonia and substantially more cancer-causing substances, like nitrosamines, than mainstream smoke,† (Cousins). Smoking strongly affects the health of an individual in a negative way, and it affects the health of people around a smoker as well. As the health effects of smoking are becoming increasingly well known, it is difficult to not acknowledge them and take action accordingly. Why then, do people continue to smoke? The addictiveness of cigarettes is one reason why. The nicotine in cigarettes is highly addictive. Medical experts say that it is as addictive as heroin or cocaine,† (Kennedy). Once a person starts smoking, they become hooked on it and it becomes more difficult to stop and quit with each cigarette they have. In turn, being physically and mentally reliant to a product that so negatively impacts one’s health leads to the deaths of well over 400,000 people every year in the United States alone. That number is higher than the deaths of automobile accidents, alcohol abuse, illegal drugs, AIDS, murder, and suicide combined (Kennedy). Our society has not lived without tobacco though, as it may seem obvious to do knowing the harmful effects coupled with that staggering number in mind. The tobacco companies show why all in their numbers. â€Å"Tobacco is the countrys fifth-largest cash crop. The industrys revenues compare with those of the aerospace and electrical-equipment fields; consumers spend about the same amount of money on cigarettes that they invest in radios, televisions, records and musical instruments combined. Excise taxes alone on tobacco add about $6 billion annually to state and federal coffers,† (Cousins). With that significant of an effect on the economy of the United States, living without tobacco would cause an enormous impact on the people of America. The tobacco companies have a stronghold in the economy of the United States and with certainty they do not want tobacco gone. But many people make a strong push for tobacco to be outlawed as it has been in other countries. A regulation of tobacco is the least they push for and that voice has not been quiet. II. Edward Kennedy defines the fight against tobacco in his article â€Å"The Food and Drug Administration Should Have the Authority to Regulate Tobacco Products. † Senator Kennedy understands that the complete illegalization of tobacco products is out of hand currently, and the best option he has is to allow for the regulation through the Food and Drug Administration (FDA). This article utilizes the overwhelming impact that tobacco products and smoking have on the health of Americans and the dishonesty and the ignorant practices of the tobacco companies to prove why a regulation at the least is needed. Kennedy details in this article the marketing techniques that tobacco companies use in their advertising to attract new smokers, the bent claims the the companies make and the concealment of information. Annually, the tobacco industry will promote its products using thirteen billion dollars. A large majority of that money is going for the crooked process to get children to try smoking and get hooked on it before they are even legally allowed to (Kennedy). With the seemingly infinite number of deaths from tobacco stated above, it is cruel that the companies would want this for children as well. Without anymore advertisement than there currently is, four thousand children smoke for the first time this day which hooks twenty five percent of them (Kennedy). Tobacco companies have been proven to place claims on their products that hold false information, and they naturally conceal the true dangers of their products from the consumers. All of these wrongdoings show that there is a need for actions to be taken, and that action is a regulation. Kennedy also proves the need for an FDA regulation by showing the horrible health effects smoking has on people. Six million of the youth today will die from diseases tobacco has caused, and that is over four hundred thousand every year†. This number may be caused by â€Å"the nicotine in cigarettes being as addictive as hard drugs† (Kennedy). The levels are still on the rise and that is another reason why so many of the 40 million Americans hooked on cigarettes die (Kennedy). People against the regulation, Kennedy says, say th at the â€Å"FDA should not regulate a product as dangerous as tobacco† (Kennedy). It is just the opposite, however, because such a dangerous product needs more regulation to make it less dangerous. Something must be done, because â€Å"four hundred thousand deaths a year† and â€Å"four thousand new child smokers a day† is too high (Kennedy). Overall, this article did an excellent job of showing just why a regulation on tobacco is needed. The fight to regulate and ban smoking in the United States should be much easier than what it is. The youth of America are being educated on the dangers of smoking so often that they should never think to take a single puff of a cigarette, but still so many do. As with countless other actions, the first step is the most important one, and the decision to try a tobacco product could hurt them for the remainder of their life. From that first step into the world of tobacco, the quality of the user’s life drops with each day. The tobacco companies will gladly accept this new victim into their deceitful world and clamp down on their life until it’s end. The terrible effects tobacco has on the human body, the highly addictive nature of cigarettes along with the harm from other chemicals, and the danger that cigarettes pose show reason that tobacco should be banned in the United States. III. Ultimately, smoking and tobacco products have a devastating effect on the well-being of a human body no matter if an individual inhales one breath, or thousands of breaths from thousands of cigarettes. The short term effects are bad enough, but the long term effects rival those. The tobacco companies themselves do not even want to acknowledge these effects as they have shown in the past, and they are the creators of these problems. â€Å"Smoking cigarettes is linked to lung cancer and other types of cancer, heart attacks, cardiovascular disease, a decreased power of prescription rugs, and birth defects in infants† (Cousins). Smoking increases the user’s chances of having a heart attack and getting lung cancer. It is the top cause of lung cancer in the United States (Cousins). The lungs are not the only organ smoking affects, either. Links to cancer of the mouth, cancer of the larynx or cancer of the bladder have been found connected to smoking (Cousins. ) There is no winning with tobacco. Putting the extremely high numbers of chemicals into one’s body numerous times per day for many years cannot end happily. One-third of the deaths from cardiovascular disease, †¦, are caused by smoking,† writes Cousins about the other health problems of smoking (Cousins). If a smoker is fortunate and does not get cancer from smoking, they still have a much higher chance of having a heart attack in their future. While these ravaging events may not be fatal all of the time, they continually weigh down on the quality of a life a person is able to live. Smoking may affect the body’s ability to become healthy again from other health conditions or illnesses. In â€Å"Smoke alarm,† the author demonstrates this by pointing out, â€Å"Some smokers require twice the quantity of certain drugs before they benefit from those drugs† (Cousins). Talking about presription drugs, it shows that the body takes more medicine to reach the healthy benefits of the drug. This means more quantities of the drug need to be used to obtain the same effects as in a non-smoker. Prescription drugs have side-effects, as all drugs do, so taking more of them increase the risk of having the side effects. Tobacco enters all aspects of a smoker’s life and it should be banned because of the horrible health problems it causes the smoker. Furthermore, smoking has additional effects on women that prove its danger even more, and show reason for the necessity of a ban. The author shows this increased risk for women when he states, â€Å" women smokers who use birth-control pills increase their chances of heart attack exponentially,† (Cousins). A ban on birth-control pills is highly unlikely, showing the solution for the problem being a ban on tobacco and smoking in order to protect women from these harmful effects from smoking. Additionally, smoking during pregnancy has some adverse effects on the child as well as the effects it causes the smoker. The author illustrates the effects on the child when he says, â€Å"Pregnant smokers substantially increase the chances that they will miscarry, induce fetal birth defects, bear their infants prematurely and have babies of low birth weight. They increase the likelihood their newborns will die in the first month,† (Cousins). This means that a woman should not smoke on birth-control, which could lead to more preganancies. If she smokes during her pregnancy, she raises her chances of having a miscarriage, have a child with birth defects, have her child too early and that are too small, or having her child die in the first month. Something needs to be done to stop smoking from harming more than just the individual who makes the decision to smoke, and the solution is making such a horrible product outlawed. The harmful chemicals in cigarettes and tobacco products are another reason why tobacco should be illegal. The staggering number of chemicals, some with no purpose other than harm, in cigarettes is disgusting. A smoker inhales thousands of these chemicals with every puff, and many stay in the body as the author reveals, â€Å"about 1,200 chemicalschemicals also contained in chimney smoke and auto exhaustswould remain,† (Cousins). The same chemicals found in cigarettes could be attained by inhaling the exhaust from a car, or from a chimney. A person might find that behavior odd, but it is the same as smoking a cigarette, and they continue that practice for years. One of these powerful chemicals is carbon monoxide. This chemical is extremely bad for the human body as the author writes, â€Å"One dangerous compound found in smoke from all cigarettes, whatever the level of tar or nicotine, is carbon monoxide. This gas tends to bump oxygen from red blood cells and depletes the body of this vital element,† (Cousins). The vital element is oxygen, and humans need it to survive. There is no advantage to putting chemicals into a body that do the reverse the gains of one of the necessities of life. Perhaps the worst chemical in cigarettes and tobacco products, however, is nicotine. Nicotine is the chemical in tobacco products that makes the user addicted to it both mentally and physically as Cousins notes, â€Å"Nicotine has been classified as an addictive or compulsive substance by growing numbers of scientists and institutions, including the National Institute on Drug Abuse,† (Cousins). With this chemical in cigarettes, the smoker finds it more and more difficult to quit smoking and that is a reason that such high numbers of Americans are reliant on cigarettes as Senator Kennedy writes, â€Å"Over forty million Americans are currently addicted to cigarettes,† (Kennedy). With numbers this high, a ban must be put on tobacco. People are trying cigarettes when they are young, and nicotine works its black magic to keep them as lifelong customers as asserted in â€Å"TOBACCO WARS†, â€Å"‘Because of the addictive nature of nicotine, very few of those kids who became smokers in middle school and high school quit’ by college, said Henry Wechsler of Harvard University, the author of the study,† (â€Å"TOBACCO WARS†). Tobacco will not go away anytime soon as long as the tobacco companies want money, so serious and immediate action is needed. The dangers that tobacco and smoking causes people does not stop with health effects. Cigarettes pose a great danger of fires and damage. Cigarettes burn very easily, and a simple misplacement of a burning cigarette butt can lead to unrelenting fires and astronomical numbers in property damage as Cousins describes when he adds, â€Å"Cigarettes cause 74,000 fires a year, in which 2,000 people die and 6,000 are burned. Aside from the midical costs incurred, the fires add $210 million to property damages alone† (Cousins). This shows once again the tremendous financial cost of tobacco as well as humanly cost in lives and medical care. There is nothing safe about tobacco, and a ban must be put into place to give some safety back to citizens. Tobacco is the most deadly product legal in America today. Anyone can smoke cigarettes, and anyone over 18 can purchase them. The law does little to stop the spread of tobacco all around the nation, so the ultimate step must be taken. Tobacco must be illegalized because it causes too much harm to the user, the people around the user, unborn babies and to people from fires. Without looking ahead to the future, the overwhelming high number of deaths is reason enough for taking action as mentioned in an article stating, â€Å"The deaths of more than 400,000 Americans each year, 160,000 of them from lung cancer, make a strong case for the prohibition of tobacco, and particularly of cigarettes,† (â€Å"An evil weed; Tobacco†). The education of this epidemic is not enough, it must be banned to save the lives of Americans and their children. IV. The largest opposition of a ban on tobacco and smoking is how it is such a great factor in the economy. Tobacco is a huge part of the agricultural industry in America. It is heavily relied upon by many people as Cousins conveys as he states, â€Å"Tobacco is the countrys fifth-largest cash crop. About 500,000 farm families are dependent on the continued success of this industry,† (Cousins). With half a million people dependent on the crop as well as the economy of a nation, it is impossible to deny the enormous impact the removal of this would have on the nation. Nonetheless, tobacco does far more harm than it does good. For the half a million families dependent on it, there are another half a million each year who lose a loved one due to tobacco and smoking. There are other jobs out there that are not related to the deaths of so many, and those can be found easily. The help the tobacco companies do for the economy and the government is overshadowed by the spending in health care that the government must do to combat the detrimental effects that tobacco causes. So much money was needed to help the nation with their smoking-related health costs, that the government went back to the tobacco companies for help. An agreement in 1998 shows this as the article writes, â€Å" the attorneys general of 46 states signed a historic agreement with tobacco companies. he nation’s four largest tobacco companies will: pay $206 billion of 25 years to states to help pay for smoking-related health costs;†. Cousins shows the yearly cost of tobacco on health care in 1984 when he emphasizes, â€Å"The cigarette industry costs the nation about $27 billion for medical care (estimated by the American Cancer Society); † (Cousins). This shows that the health related cost and cost in human lives far outweighs the good that tobacco does for the economy of the nation. An additional argument against the fight for the illegalization of tobacco is that it is the choice of the user. In the free country of the United States, the people should have the freedom of choice to do as they please with smoking. This free choice affects the safety of others who do not want to exercise this choice. Sidestream smoke is just as, if not more dangerous as inhaling directly from a cigarette. and people who have care for their health choose not to be exposed to this. The right to a safe environment is more important than a person’s right to smoke and Cousins compares this right to others as he notes, â€Å" our freedom to do as we please has always been limited by our freedom to live in a safe society. Because spitting can spread tuberculosis, we are encouraged not to spit in public places. We are not free to start gunfights† (Cousins). Tobacco should be made illegal because the freedom of choice to smoke puts others at risk, and the unalienable right of the pursuit of happiness is compromised when this safe environment for men, women, and children who choose not to smoke is ruined. Moreover, an argument against the fight on tobacco is that a ban on tobacco will increase the number of fatal alcohol-related car accidents. The reasoning is justified by research that shows that counties that introduce a ban on smoking in public places, have an increase in fatal alcohol-related car accidents. An article shows this claim in numbers when it states, â€Å"The researchers analysed data from 120 American counties, 20 of which had banned smoking. They found a smoking ban increased fatal alcohol-related car accidents by 13% in a typical county † (â€Å"Unlucky strikes; Smoking and drinking†). This increase in accidents shows the strength of the nicotine in cigarettes because the smoker’s go anywhere where they are permitted to have a cigarette. While this number of deaths can not be ignored, it is still miniscule compared to the nearly half a million deaths that smoking causes nationwide in a year. The way to stop this accident increase is a complete ban on cigarettes, which will save them the trouble of driving far away to smoke, because it will not be permissible to do this action anywhere, as well as the trouble of future health problems that are nearly inevitable with smoking. The tobacco companies may claim countless items in the attempt to keep their product prospering in the nation, but they have not faced the facts. The facts show that cigarettes create many other health problems, and no amount of economic help, free choice, or car accidents will stop these health problems from being an undeniable part of life for smokers and non-smokers. Tobacco and cigarettes must be made illegal to stop this terrible epidemic. V. Conclusively, the utter destruction tobacco and cigarettes cause on the bodies of millions of humans across America the world show beyond any doubt that this product must be outlawed. Cigarettes cause severe health problems like lung cancer, other cancers, heart disease and a much higher risk of heart attacks. These effects account for almost half a million deaths in the United States each year. Cigarettes can increase the amount of medicine it will take to achieve the same effects in a non-smoker and in women it can significantly increase the risk of heart attacks when coupled with birth control pills. Smoking while pregnant can lead to birth defects, miscarriages, a premature birth or a low birth weight. Cigarettes contain deadly chemicals such as carbon monoxide which is found in car exhausts and nicotine which keeps a person addicted and coming back to smoke more and more cigarettes. This means they are inhaling more and more of the other thousands of chemicals found in cigarettes. Outside the body, cigarettes are a fire hazard. Thousands of fires are started every year due to cigarettes and this leads to even more deaths and health care costs. Still people argue that cigarettes should remain legal. They claim that because tobacco’s status as the fifth largest cash crop in the United States and the fact that it supports thousands of families that it should remain legal. A product, however, that kills as many or more people as it helps is not beneficial for anyone. Another argument they throw out is that it is the smoker’s choice whether or not they want to smoke. They are correct because people can choose to harm their own bodies if they want. Smoking interferes with more than just the user’s body though. People die from secondhand smoke as well as from the fires cigarettes cause, so the harm is not limited to only the user and compromises the safe environment of others. Finally, people who are against tobacco illegalization say that banning tobacco will increase fatal alcohol-related car accidents. While the research shows that is true in the low number of places they sampled, it also reveals the power of nicotine and the need people have for smoking when they are introduced to this substance. The only way to stop this problem, and all of the monstrous health effects that smoking causes is to make it against the law. It is a simple fix for such a colossal problem that affects so many millions of people, and must be done immediately to save the men, women, and children held by the grasp of the devilish tobacco companies.