Methodological Approach Is Clearly Defined And Includes Constructs, Phenomena, Variables, And Population. Writing Help - Best History Assignment Help By Professors

Methodological approach is clearly defined and includes constructs, phenomena, variables, and population.

Methodological Approach

Provide a description and explanation of the methodological approach. The methodological approach must align to the topic, problem, supporting evidence, and data sources. Suggested length 2 paragraphs. Please define methodological approach.

( Need help in this area. I’m trying to address all areas in this section). Please help address all areas using the information provided and additional information as needed.

Use current (within 5-7 years), scholarly, PRIMARY resources to support statements. Textbooks are not primary resources. Theses and dissertations are not considered peer-reviewed published articles. Use APA style in citing all resources.

Emotional Processing Theory: TF-CBT

Research Aims
•   To explore the essence of TF-CBT on adolescents aged 12-17 years who experience trauma in America.
•   To examine past research regarding the emotional processing theory.
•   To discuss the strategies involved in TF-CBT to enhance the psychological health status of adolescents with PTSD.
Theoretical Framework

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) explores ways trauma can impact people’s mental health and how they perceive and experience the world for a long time. It aids those who have been through trauma in seeing themselves as resilient while still educating them on how to properly regulate their emotions (Peters et al.,2021). According to Peters et al. (2021), TF-CBT is an effective technique for treating various mental disorders, including PTSD. TF-CBT has helped many people to report a sense of hope in their lives (Peters et al., 2021). For this reason, TF-CBT is a significant approach to handling trauma among individuals, mostly adolescents aged 12-17 in America.

2. Population and Sample (including site if necessary)

Describe the general target population (e.g., size, characteristics). Suggested length 2 paragraphs.

3. Constructs, Phenomena, Variables

Present evidence and explanation for the final choice of framework. Constructs, phenomena, and/or variables must align to the topic, problem, gap, and project questions. Suggested length 3 paragraphs.

Topic: The topic is to examine the effectiveness of TF-CBT on adolescences age 12-17 who experience trauma in the United States.

Problem: The problem is adolescents require an effective evidence-based intervention to help them cope with trauma.

Supporting Evidence

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) has been applied and relied upon more than other interventions like CBT since it helps children under trauma address upsetting beliefs and acquire skills for coping with life stressors. It demands the parents’ attention, and when they are involved, they cope effectively and support their children to overcome the trauma syndrome (Friedman et al., 2015). Trauma among teenagers is a serious issue that can be used for many things, including tragedies they have witnessed or even issues affecting the family members and friends. Therefore, TF-CBT intervention has been suggested as the best intervention for dealing with adolescents experiencing trauma (Yohannan & Carlson, 2019). Therefore, the project examining the TF-CBT’s effectiveness is paramount since it helps to identify how the approach has been helping children who are traumatized in the society. TF-CBT intervention involves a number of aspects which needs to be adhered to for the sake of evaluating the role and impact it has while handling the cases of trauma affecting teenagers.

TF-CBT is a global intervention and mitigation for trauma mostly experienced by teenagers. There is a need to go deeper to this intervention by considering how effectiveness in addressing trauma caused by a number of factors, including sexual abuse, exposure to a war environment, emotional abuse, parents’ divorce, and other causes (Morgan-Mullane, 2018). Therefore, studying the application of TF-CBT used to help children between 12 and 17 years will help evaluate its effectiveness as far as helping adolescents experiencing trauma in the United States. Moreover, it is vital to give attention to the children with intellectual disability and affected by trauma. Evaluating the effectiveness of TF-CBT as one of the recommended interventions will help in addressing trauma and other mental issues affecting children in the United States (Kameoka et al., 2015). The study will significantly strengthen evidence-based practices and come with effective policies to help children with intellectual disabilities since they are prone to trauma.

GAP

The gap in research study such as this means that the problem has yet to be answered by the existing studies within the field. In this case, there is an insufficient study on trauma exposure and TF-CBT impacts on adolescents with developmental disabilities. As a result, there is a need for research on the issue to examine how effective TF-CBT is when dealing with traumatized cases of children with disabilities. Researchers have recognized the significance and role of the TF-CBT when dealing with traumatized cases of children, especially those in the adolescent stage (Jensen et al., 2017). In a society like the United States, it has been found that one in six children or youth has a developmental disability, and this means that the problem is quite serious, especially for those under trauma.

PROJECT QUESTIONS

How can the intentions of FT-CBT be tailored to resolve the needs of children experiencing psychological and emotional difficulties resulting from trauma?
What components of TF-CBT should children practice for the model to be optimally effective?
How effective can TF-CBT be when addressing traumatized children suffering developmental disorders?

The Autobiography Of Ben Franklin Cheap Essay Help

Semester Writing Assignment
Develop the topic into a well-organized essay, following the guidelines below. Correct spelling and grammar will be considered during grading. Part of your grade will depend upon the inclusion of the required block quotes. If you do not include the 3 required block quotes to support your position, your paper will lose one letter grade. Be sure to answer all parts of the question.
Students will generally compose the essay inside their word processor and then COPY and PASTE (using CONTROL V) the text into the space provided below. The essay should be a minimum of three double-spaced pages long.
IMPORTANT! Be sure to SAVE your answer before SUBMITTING it. If you do not SAVE it, it will show up “blank,” with no text. Papers submitted late or submitted by email will lose 15 points.
DO NOT copy material from another source and paste it into this essay response box, representing it as your own work. Doing this will get you a grade of 0, and it is not difficult for instructors to detect. In fact, do not use any source, other than the Franklin autobiography to complete this assignment.
The Autobiography of Ben Franklin
Relying only on material from the The Autobiography of Ben Franklin, thoroughly answer the following questions:
Section 1 (25 points): Describe how Benjamin Franklin established the public library in Philadelphia. What was the effect of this library on Ben Franklin and on his community?
Section 2 (50 points): Explain Franklin’s quest for moral perfection. What process did he use? How successful was he? Which virtues did he find the most challenging to maintain? What was meant by his saying, “a speckled ax is best?”
Section 3 (25 points): Was Franklin a religious man? Why, or why not? Provide specific evidence to support your conclusions.
*****Include at least three direct, block quotes from the Autobiography to support your position. Be sure to put your citation for these quotations in parentheses and in all caps. For example, your citation might look like this:
“She assisted me cheerfully in my business, . . . .” (FRANKLIN, P. 119) or, if there is no page number, (FRANKLIN, Chapter 6).

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Godsey blind injustice chapters research questions english essay help
PS 1 Online (Prof. Carter) Godsey’s Blind Injustice Extra Credit Crossword Puzzle Worth 60 Points Chapters 6-8 Use the crossword puzzle below as a worksheet. Do not turn in this crossword puzzle to me filled in. Type your answers in the drop box similar to the following: THEY MUST BE IN NUMERCIAL ORDER AND LISTED AS ACROSS FIRST AND DOWN SECOND. EACH ANSWER MUST BE ON ITS OWN LINE. If the crossword doesn’t follow the above directions, you are subject to only a 5 point grade. Across 3 – (give answer) 7 – (give answer) etc….. Down 1 – (give answer) 2 – (give answer) 4 – (give answer) etc……. The numbers in the parenthesis after the clues are helpful chapter hints for you. 

Across 3 In regular corruption, those engaging in it are seeking personal _______. (7) 7 The officer administering the photo lineup of suspects should not know who the actual criminal is. This is called a ____ ____ identification process. (7) 8 If a partner in a marriage wants out of the marriage, they will recast past events in a ____ light. (7) 10 We tend to speak more with our ____ than with our mouths. (7) 13 Couples in ____ relationships often revise their memories to comport with their current perception of their relationship. (7) 16 Suspects in a line-up must be shown as one photo at a time. This is called the ____ method of suspect identification. (7) 18 It is the prosecutor’s job to seek _____, not to win cases. (7) 20 Prosecutors in the Conviction Integrity Unit in the city of ____ have freed 42 inmates just in 2015 alone. (8) 21 The human accuracy rate is fifty-_____ percent. (6) 23 Lyndon Johnson engaged in tunnel vision when he ignored data and advice from his advisors that the war in ___ was unwinnable. (7) 24 Actors in the criminal justice system can be immune from introspection and reform because they don’t have to respond to _____ demands. (8) 25 A judge in _____ was convicted for taking payoffs from a private prison company for each juvenile he sentenced to their facility. (7) 27 DNA is the only forensic science developed in an objective setting through a proper ____ process. (7) 28 When coaching incentivized witnesses for trial, the first thing they must do is ____ to all of their past crimes. (7)
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29 ____ interrogation techniques encourage police officers to come to premature conclusions of guilt without willingly considering other alternatives. (7) Down 1 Instead of judging on demeanor, we must judge on ____ ____. (6) 2 Humans are accurate at detecting lies at a rate that is only slightly better than a ____ _____. (6) 4 A suspect should never be placed in a police care due to contamination. The car is full of _____ _____. (7) 5 Incentivized witnesses usually testify because they are seeking ____ in their own criminal cases. (7) 6 Police and prosecutors are evaluated on the percentage of cases assigned to them that they are able to solve. This is called a _____ rate. (7) 9 Another name for an incentivized witness is a _____. (7) 11 Barometers of truthfulness such as steady ___ contact and confidence are simply not good barometers. )6) 12 Tunnel vision is developing an initial belief or suspicion, becoming wedded to that belief and then deciding to _____ all subsequent information we encounter to confirm our initial thoughts. (7) 14 John F. Kennedy engaged in tunnel vision when he clug to the belief that the Soviet Union would not place missiles in ____. (7) 15 Appearing nervous, fidgeting, a cracking voice – none of these are indicators of _____. (6) 16 The police accuracy rate is Fifty to Fifty-_____ percent. (6) 17 _____ _____ corruption is a certainty cops have identified the guilty party and can therefore cut corners or engage in dishonesty to get them convicted. (7) 19 Interrogations need to be ____ from beginning to end to ward off possibilities of coerced confessions. (7) 22 The HIG and PEACE methods of interrogation focus on ____ building and getting the suspect to talk freely. (7) 26 George Bush engaged in tunnel vision when he thought ____ had weapons of mass destruction. (7)
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Essay Assignment paper devry tutorcom essay help: devry tutorcom essay helpRemember there is a minimum of 350+ words for your essay. Not including the title, etc.
Ch21:
After reading the attached Lesson-7-Color-relationship.pdf explain optical color mixing (Pointillism) in relationship to George Seurat painting A Study on La Grande Jatte.
OR
After watching the video “The art historical analysis of the painting by Goya ” The Third of May” discuss the following:
1 Formal Properties
2 Subject Matter
3 Historical Context
The video link https://youtu.be/_QM-DfhrNv8
Ch22:
Using only examples from the text describe the artistic goals and development of Cubism.
OR
After watching the video “Italian Futurism: Boisterous, right-wing and prescient” explain with examples why it was revolutionary.
Video links https://youtu.be/Wp0Y8Cgbg1o
Ch23:
After watching the entire BBC documentary Picasso’s Guernica “The Power of Art”- discuss how Picasso used art as a way of documenting his feelings toward his Spanish heritage and the destruction of the small Basque town of Guernica. Does the film represent what is happening in the world today? Explain.
The video link https://youtu.be/tI4OABAP4Is
OR
After watching the video “Dali Atomicus: Phillipe Halsman & Salvador Dali’s Photography” discuss the relationship between the two Artist. How did the photograph by Philippe Halsman change portrait photography? In a world before Photoshop, it took the ingenuity of Salvador Dali and photographer Philippe Halsman—plus some deft cat-throwing—to produce this gravity-defying scene.
The video link https://youtu.be/pbi94KWIDwQ
Ch24:
After watching the video “Early Feminism / Fierce Women in Art” discuss the Guerrilla Girls and other inspirational artists. What were their goals and aspirations?
The video link https://youtu.be/zHair5dvG0s
OR
After watching the video “The Case for Minimalism” these three statements:
1 You’ve probably seen a few cubes sitting in an art gallery and questioned why they were there.
2 How could cubes be important?
3 How did we get here? This is the case for Minimalism.
4 Give examples from the video or the text.
The video link https://youtu.be/XEi0Ib-nNGo
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Presidential leadership research paper instructions argumentative essay helpPresidential Leadership Research Paper Instructions
Choose three U.S. presidents who have had a substantial impact on U.S. Foreign Policy toward the Middle East, and draft a quality 5–7-page research paper providing a concise but thorough analysis explaining the impact of each president’s policy.
As is mostly the case with USFP, this includes both positive and negative consequences if not simple tradeoffs, whether moral or strategic in nature. Pay attention to whether your president served before or after WWII, since the geopolitical environment of USFP after America became a hegemon in the Middle East region presented post-WWII presidents with significantly higher cost-benefit calculations than earlier presidents faced when Britain was the regional hegemon doing the heavy lifting. The paper must contain at least 3–5 scholarly sources original to this paper

***Caution—You may not write on the Barbary presidents, which are Presidents George Washington, John Adams, Thomas Jefferson, and James Madison
Almost two weeks elapsed before the news of Abraham Lincoln’s assassination reached the northern Virginia tobacco farm of Richard Garrett. Although located just sixty miles south of Washington, it might well have been on the other side of the world. One Garrett family member would later recall that a lack of mail service, no tele- graph wires to speak of, and few travelers making their way through conspired to keep news under wraps.1 A day earlier a stranger was left at Garrett’s front door. Identified as an injured Confederate soldier headed home, the handsome man ap- peared rough and haggard. Most likely thinking of his own two sons recently returned from the war, Richard Garrett graciously offered his hospitality. As the Garrett family and the stranger sat down for lunch the next day, the family had no idea their guest already knew what had happened to the president. Amidst the clamor of a large family partaking of its noonday meal, the talk soon turned to the War Department’s $100,000 reward offered for the assassin’s capture.
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Discussion on rapid shit unload critique history essay help: history essay helpASSIGNMENT SHOULD BE ATTACHED. THIS IS NOT A SUMMARY… Your critiques are limited to 300 words. Good critiques are lean, crisp and, above all, illuminating. Good critiques also stand on their own-not requiring the reader to be intimately familiar with the analysis.
The following will help you get started:
After reading the work, and before you begin to write, try to fit the analysis into proper context. Keep in mind the setting in which a decision maker-the analysis’s and its critique’s consumer-will view the work.
Next, identify the key assumptions that underlie The work Identify them explicitly (sometimes the author will help you), and decide the degree to which you agree or disagree to which you agree or disagree substantially with any particular assumptions, note why.
Identify alternative assumptions, if appropriate and possible. Pose at least one competitor assumption (usually, one you’d prefer), and contrast its viability.
If the work is not current, make an issue of it only if new information has become available that refutes the work. (It is generally most appropriate to view the work from the time perspective when it was done.)
If important facts are incorrect –especially if they influence the results of the analysis -identify and correct them. If other evidence or facts were omitted, characterize and add them.
Finally, decide whether or the author’s conclusions flow from the works logic and evidence. If not jot down why

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Bruce F. :Powers Center for !lava] Analyses University of r o =hester*
Arlington, Virginia
Martin Goldberq Industrial Engineering Department Illinois Institute of Tc chnoloqy
Chicago, Illinois
Introduction and Summary
A ship with helico:)ters aboard arrives in the vicinity of a shore line. ‘l’he com.’llander intends to ooerate the helicooters so as to unload the ship as raoidly as· possible. The ship’s c a rgo is to be delivered to a soecific point ashore by the helico~ters. The arrival rate of the cargo at that point will neasure the effectiveness of the L’1loading ooeration. The co:-:-…~ander must decide at what distance to station the ship from the unloadinq ooint ashore, how rnany of his helicopters to use for the unloading, and the grouoinq of the participa ting helicopters. He knows, or has reliable estimates of, the ti~e scent by helicopters while loadinq or refueling on the ship, unloadinq at the ooint ashore, and flying b e tween . the ship. and ooint as hore. This paper describes a simulation model “”hich can assist the comr.iander with his decisions.
Discussion
This problem is faced by the amphibious forces of the U.S. Navy and exercises are conducted by the Na~ to train forces and to test different policies f or helicopter unloadings. The develop::’.ent of a model of the unloading proce ss would permit testing alternate unloading policies without the expense of sending a shio to sea. It wo~ld permit examination of the imolicat ions of changes in the design of the ship, the design of helicopters, or the capacity of the unloading point.
Anothe~ problem is also faced by the Navy. If victims of a disaster such as a flood or earthquake require evacuation, the Navy would probably assign a shio with helicopters to the task. For medical reasons or because of the threat of loss of life, the helico?ter e v acuation may have to be conducted as rapidly as possible. The aoolicability.of a model of ship unloading could readily be transferred to the evacuation problem.
The m~de l could also be useful for examination of harbor ooeration oolicies where sufficient berthing space for waiting ships is unavailable. Under such conditions, the use of helicopters for unloadinq shies while in the roadstead might be an attractive alternative to having the ships wait for berthing space. The model can aid dcvelooment of costing information to permit choice among
these alternative harbor management policies.
De scriotion of the System
The shio arrives in the unloadinq area and takes stati on as shown in Figure 1.
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HELICOl’TEAS
Up,;lOAOll<G POINT
SHORE Llf:E
Figure 1. Sketch of Sy5tem
Helicopters are stored on the ship with rotors folde d to conserve soace. When needed to ferry cargo, helicooters are brought uo to the fli ght deck and o rena red for fligh t. Because helicooter storace canacitv beneath the flight deck exceeds the flight. deck caoacity when r o tors are unfolded, several deckloads of helicooters are often available for unloading the shio. Heliconte r s c oe ra- tinq from the ship are gro uoe d into waves. In gene ral, a de ckload of helicooters makes up more than one wave and ~ore tha n o~e deck- load is used for an unload ing. The waves flow through a system consisting of two primary no6es, the s hio a nd t he unloading point (called the landing zone). The activity of the first wave, which i s tyoical, consists of an initial launch without carao , move~ent to a marshaling area near the ship , return to the flight d e c k when a ll waves are airborne, loading of carqo, launch for the transit to the landing zone ashore, landing in the zone, unloading of car go, launch for return to the ship, and re-landina on the shio fo r loading of more cargo and/or ref!eling. The cycle is then reoeated bv the first and other waves until the ship’s cargo is unloaded.
• Research done while on sabbatical leave at IIT.
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Political Science assignment essay help websites: essay help websitesPolitical Science 201 – Second Assignment

Assignment #2 builds on Assignment #1. In the previous assignment students practiced building a basic argument in a four paragraph format. The care and focus that was needed in crafting those four paragraphs now must be repeated with a more complex argument. In Assignment #1 your two points or ideas were constrained to a paragraph each. In Assignment #2 you must develop your points or ideas using multiple paragraphs. In this way, the two (or three) points that you wish to make will be discussed and developed using multiple, but equally focused and developed paragraphs.

Academic Integrity: The University takes the issue of plagiarism very seriously. Be sure to provide a citation whenever you use ideas that are not your own. If you have any questions about how to do this, please meet with your TA during his/her office hours.

Submission of the Essay: For this essay, you will submit it to the D2L drop box. Please keep a hard copy for your records, however you will be asked to submit only an electronic copy to D2L. Your comments will be returned to you in electronic format, unless other arrangements are made with your TA.

ESSAY QUESTIONS

You must choose one of the questions listed below and answer it in an essay form. In responding to the question, you may begin with your text, but you are required to examine other scholarly (peer reviewed) articles/books that will shed light on the question you have chosen. In particular, you should check journals that might be relevant in political science and political thought. You must use and cite at least five books or articles.

1. Using Justin Trudeau as your case study, to what extent is he a ‘liberal’? Define liberalism and provide some specific examples of policies endorsed by your chosen politician that might either embrace and/or contradict this definition. On balance, does he fit your definition of ‘liberal’? (Hint: there will be many scholarly sources on liberalism. You may also wish to consult newspapers. While you may cite newspapers, they are not scholarly and do not count towards your five scholarly sources).

2. Would Edmund Burke think Jason Kenny is a conservative? If so, why, if not and what ideology might fit better and why? Use specific examples of policies that Kenny endorses as evidence. (Hint: there will be many scholarly sources on conservatism. You may also wish to consult newspapers for policy positions. While you may cite newspapers, they are not scholarly and do not count towards your five scholarly sources).

3. Should the United Nation’s Security Council end the veto power of the Permanente Five? Why or why not?

4. Is it correct to view fascism as primarily a 20th century ideology? Or is this ideology something that we continue to see and confront today?

5. Read the following columns: http://blogs.lse.ac.uk/businessreview/2017/03/13/gender-quotas-and-the-crisis-of-the-mediocre-man/ and http://blogs.lse.ac.uk/politicsandpolicy/merit-vs-equality-argument/ and https://www.adelaidenow.com.au/news/opinion/rebecca-baker-jobs-should-be-based-on-merit-not-gender-quotas/news-story/be4e85419700f0f2c479c97c0731f93d and https://nationalpost.com/opinion/robyn-urback-gender-quotas-are-dumb-but-lets-stop-pretending-cabinet-appointments-are-based-on-merit Question: Are gender quotas inconsistent with political meritocracy? (Note: These blogs are designed to get you started, they do not count toward your five scholarly sources)

6. Should Canada change its electoral system? If yes, which system would you advocate for and why. If not, why not?

7. Governments in The West, including Canada’s, have increasingly focused their attention on terrorist groups like the Islamic State as sources of global instability and insecurity. Is Canada focusing its attention on the ‘right’ kind of security threats? Or is this focus at the expense of more pressing security challenges?

8. Some scholars argue that Canada should embrace a relationship of Treaty Federalism with Indigenous peoples. Outline, with specific reference to both the written text, and Indigenous traditions of Treaty 7, what treaty federalism is, and how it might work. (Hint: you will probably want to consult the book The True Spirit and Intent of Treaty 7 (1996)).

9. Re-elected Calgary mayor Nheed Nenshi said on election night in October of 2017 that the election “was often more about personality than policy.” Would having parties at the city level increase the focus on policy and decrease the focus on personality? Compare using Calgary and Vancouver as your case studies.

USEFUL RESOURCES FOR RESEARCHING YOUR PAPER

There are a number of useful places to go to begin researching and writing your essays.

1. Your T.A and Discussion Group. Your TAs will mark your essays and they have written many political science term papers so are the best resource when you want to get answers for your questions about the essay. You will also have a one hour group tutorial during the term to discuss the writing and referencing of essays. You should make an appointment to see your TA (or go to his/her office hours). It is better to go earlier in the term rather than later so you give yourself enough time to work through both the research and writing stages of the essay.

2. Ucalgary library. There are also resources available at the Taylor Family Digital Library. The library provides different kinds of support on researching your essay topic, and finding the right books and articles.

ASSESSMENT

Your essays must have the following components:

This assignment must include:
· A title page, with your name, student number and TA’s name
· An Introduction
· A central thesis statement formed into one complete sentence. The thesis statement must articulate what this assignment is going to argue (and must appear in the introduction)
· Two or three points/ideas that offer argumentation on different, but related points supporting your thesis
· Sentences transitioning and/or linking one point or idea to the next
· A conclusion in which students provide a summation of their ideas. Your conclusion needs to be clearly connected back to your central thesis statement.
· Conform to the formatting requirements listed below
· Be no more than five (5) double spaced pages
· Cite and integrate five (5) scholarly sources

The following will be used to assess the above components (highlighted lines are often trouble points for students and are particularly important):

1. A Clearly Stated Thesis – what you are trying to demonstrate or prove.

a. Argument to support your thesis:
i. analysis of the subject matter; not just description
ii. setting out key issues
iii. essay flows from one point to the next
iv. addresses key points on the other side of the argument

2. Effective use of a variety of good sources

a. you must use at least five books or articles, (textbooks, magazines and newspapers do not qualify as scholarly material)
b. using relevant articles, books and other materials
c. demonstrating familiarity with the literature of the subject
d. quotations properly used
e. careful use of websites
f. references correctly done
g. In-text APA is required
i. –bibliography present and correctly formatted

3. Relevant subject material – leave out irrelevant material that is not related to the argument you are trying to make.

4. Organization and style
a. paper is well written
b. good construction of paragraphs
c. essay concludes; does not just end.
d. mechanics (spelling, punctuation, grammar etc.)

GRADING SCALE

Please ensure that you have read, and understand, the grading scale for each letter grade outlined in the evaluation criteria.

1
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Critical Thinking Paper Instructions academic essay helpRLGN 104
Critical Thinking Paper Instructions
In preparation for the Critical Thinking Paper and by completing your textbook readings you will be equipped to respond by objectively compiling information from a variety of sources to compose a Critical Thinking Paper. In this paper, you will identify the worldview beliefs of a non-biblical worldview and, applying critical thinking strategies, compare and contrast those beliefs with the biblical worldview (Syllabus MLOs: A, B, E).

Before you begin writing your paper, you must first consider which formatting style you will be using. In this course, you are allowed to choose the one that you are more familiar with, or the one that will ultimately be the style most often used within your major.

Unlike the Discussion Board Forum assignments, it is required that your paper be formatted and appropriate content cited using 1 of the following: current APA, MLA, or Turabian format.

Requirements:
1. Cover page – This is the first page to be included in your paper (based on the formatting style that you will be using, see the sample paper in Blackboard).
a. APA: For this course, a Summary or Abstract is not required.
b. MLA: This format does not require a title page, but does have a specific format for student information.
2. Content pages – These pages will contain your content and fulfill the requirements as listed below.
a. Be sure to complete the minimum word count (500–1,000 words).
i. Do NOT include the question as part of your word count. Use only your answers.
ii. Direct quotations must be short and limited.
iii. Include your word count at the bottom of the paper.
iv. NOTE: Submissions totaling fewer than 300 words will not receive credit.
b. Quotations and material used from other sources must be cited using current APA, MLA or Turabian format. You must include in-text citations and a bibliography/reference or works cited page.
c. Check your work for spelling and grammatical errors.
d. Be sure to do your own work; do not plagiarize.
3. Bibliography/references/works cited page
a. In addition to the in-text citations, a bibliography/reference or works cited page must be included.
b. A minimum of 3 different sources is required.
i. Use academic sources for your paper. (For example, do not include blogs, social media, opinion pages, or Wikipedia.)
ii. At least 2 of the sources must be outside of the materials used in this course (this would include the Bible, any required reading or videos, and the required textbooks).
c. Use correct APA, MLA, or Turabian format.

Content:
Instructions:
· Fulfill all of the requirements as listed above.
· Select 1 of the following worldviews (Secular Humanism, Hinduism, Buddhism, or Islam) that have been considered in the course content.
· Identify the worldview that you have selected on your title page.
· Using course content and additional sources outside of the course, complete the following:

Note: This is a “Critical Thinking” assignment so you must go beyond just giving factual content, and demonstrate your comprehension of the material. To accomplish this, the assignment will be asking you to “compare and contrast” your selected worldview (Secular Humanism, Hinduism, Buddhism, or Islam) with the biblical worldview.
· Compare: How are the 2 worldview positions similar or the same?
· Contrast: How are the 2 worldview positions different?

In your paper, you must follow the outline and answer the questions below.

How would the worldview that you selected answer these 5 worldview questions:
1. The Question of Origin – (What is the origin of the universe etc.? How did humanity come into existence?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview would answer this question.
2. The Question of Identity – (What does it mean to be human? Are humans more important than other living things?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview would answer this question.
3. The Question of Meaning/Purpose – (What is humanity’s purpose?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview would answer this question.
4. The Question of Morality – (What is meant by right and wrong? How is morality determined?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview would answer this question.
5. The Question of Destiny – (What happens when a person dies?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview would answer this question.

*An overview of these specific worldview questions can be found in chapter 4 of Finding Your Worldview: Thinking Christianly about the World.

Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 6.
Page 3 of 3

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Critical Thinking Paper easy essay help: easy essay help***USE APA FORMAT**

Content:
Instructions:
o Fulfill all of the requirements as listed above.
o Select 1 of the following worldviews (Secular Humanism, Hinduism, Buddhism, or Islam) that have been considered in the course content.
o Identify the worldview that you have selected on your title page.
o Using course content and additional sources outside of the course, complete the following:
Note: This is a “Critical Thinking” assignment so you must go beyond just giving factual content, and demonstrate your comprehension of the material. To accomplish this, the assignment will be asking you to “compare and contrast” your selected worldview (Secular Humanism, Hinduism, Buddhism, or Islam) with the biblical worldview.
· Compare: How are the 2 worldview positions similar or the same?
· Contrast: How are the 2 worldview positions different?
In your paper, you must follow the outline and answer the questions below.
How would the worldview that you selected answer these 5 worldview questions:
1. The Question of Origin – (What is the origin of the universe etc.? How did humanity come into existence?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview would answer this question.
2. The Question of Identity – (What does it mean to be human? Are humans more important than other living things?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview would answer this question.
3. The Question of Meaning/Purpose – (What is humanity’s purpose?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview would answer this question.
4. The Question of Morality – (What is meant by right and wrong? How is morality determined?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview would answer this question.
5. The Question of Destiny – (What happens when a person dies?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview would answer this question.
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True democracy needs proportional representation history essay helpA True Democracy Needs Proportional Representation
Student name
Student Number:
TA:

As Canada stands in the modern world our electoral system remains in the dark ages. Canada’s current first past the post system or single member plurality destroys the meaning of democracy. majority governments are formed without most of the vote, thus clearing the way for misrepresentation and manipulation of people’s desired representation. This paper will be arguing that Canada must reform its electoral system to properly represent the diverse views within the vast boundaries of the Canadian confederation. For Canada to truly become a democracy we must reform this ancient system of first past the post to a proportional representative system so every Canadian’s voice is heard and has an impact in policies and legislation that effects every Canadian citizen.

First past the post (FPTP) is an unsuitable electoral system for the diverse landscape of Canada on any level of government, because it throws away the voices of so many people in its process to form a government. “In 1993, the voters repudiated the ruling progressive Conservatives, but got the electoral system almost decimated Canada’s oldest party. Rather than electing 46 members a proportional system would have given them, the Tories ended up with only two” according to Henry Milner’s (1999, P. 38) book Making Every Vote Count: Reassessing Canada’s electoral system. This is a perfect example of how FPTP destroys the equality of people’s votes, the shameful electoral system we have implemented in Canada discriminates against most of the populations vote. This means that when a government is formed it does not actually represent the people of Canada. This one-sided electoral system throws away so many votes in its process, It Makes peoples votes feel meaningless and discourage people from voting.

With proportional representation (PR) people have the freedom and confidence to vote for who they want instead of voting strategically to prevent the person they disfavor most from getting into power. This is best expressed by Derriennic, Jean Pierre (2016) “people can express a sincere first preference, even if it goes to a candidate who has no chance of winning, then rank other candidates in order of preference, with voter’s last favorite last. sincere voting is effective, whereas strategic voting is almost never useful.” with these new options that PR gives it allows people to vote for who they want in order of most favorable to non-favorable, this takes away the discrimination that small parties face in the FPTP system we currently have. PR would encourage a larger turn out among voters because they would feel like that have more of an impact and chance at getting someone into office that best represents their values. Having a PR system would benefit Canada because it would better show the true wants of all Canadians by better translating votes into representatives and lessening the wasted vote.

The most damning problem with FPTP is that the voices, concerns and desires of many people are ignored. The blatant ignorance that the FPTP system is found on leads to the injustice and abuse of the electoral system by big parties. This limits the allowed positions people can take in elections, forcing individuals to sacrifice some values to have others addressed in the way they want. If we had a PR, then smaller parties would be able to get the representation they deserve. without the heavy prejudice that FPTP has on the electoral system, this is seen time and time again against the green party. The formation and ability of smaller parties to have proper representation would allow for more diverse and better representation of Canadian’s views and wants from government.

Canada prides its self of the freedoms granted to its citizens so it should hold fair and non-discriminating elections so that every vote is heard and weighted the same. Canada must allow every voice to be heard with the use of a PR system. “Almost all democracies, apart from Canada, now incorporate some element of proportional representation (“PR”) into their systems. A system is fully consistent with PR principles if a party that wins X percentage of the popular vote also wins X percentage of the seats.” (Schwartz, Bryan. Pg. 133, (2001)). This quote shows how disruptive FPTP is to a democracy, the injustice and the way it distorts the popular vote to seats. With PR in Canada, Canada would be forced to hear everyone’s voice, Canada under a PR system would unite, as a nation, making parties work together relentlessly to find the best solutions to difficult problems that impact all Canadians. PR would grant people the ability to have greater impact on their own representation in Canada. Empowering smaller parties who have views that more closely represent the people of Canada. Creating a more democratic society, where no minority’s go unheard.

Proportional Representation is the only viable option for Canada given all the diversity within its self. Canada is a nation that has the second largest territory in the world, but only a population of 37 million as of July 1,2018 according to Statistics Canada (Statistics Canada (2018)). This Translates to the population being spread out to an extreme degree. Allowing for diverse and extremely different views across the nation on many topics. Proportional Representation would allow for a deeper and more accurate representation. “the SMP system is no longer considered fair because a political party can obtain 100% of the power with less than 50% of the votes.” (Couture, Liz (2014)) PR Would allow for a government to represent all the voters that express what that want Canada to stand for, not just one group of Canadians wishes. With minorities being better represented Canada, we would hear the voices the electoral system has overlooked with FPTP. “especially at higher levels of district magnitude, the translation of votes into seats is less distorted, thereby increasing voter feelings of efficacy.”(Cox, Gary W. ; Fiva, Jon H. ; Smith, Daniel M (2016)) with greater efficacy people would care more about voting and elections. People would Have a sense of meaning that the current FPTP system just cannot muster in people. With greater turnout of voters, it would produce an even more repetitive government and make all voices apparent in the house of commons.

Canada Must move forward to Proportional Representation electoral system. Canadian votes should not be distorted to fit the agendas of political parties. The government should be an equal representation of the Canadians wants, values and desires shown in the votes casted by Canadians. Canadas electoral system is unjust and destroys the meaning of democracy. Canadian’s should have power to hold the government accountable and enforce a fair and just elections. This can only be done threw a Proportional Representation. Then Canada will be a true democracy where every voice across Canada can have an impact and be meaningful in shaping the future of Canada.

Bibliography Cox, G., Fiva, J., & Smith, D. (2016). The Contraction Effect: How Proportional Representation Affects Mobilization and Turnout. The Journal of Politics, 78(4), 1249-1263. Couture, L. (2014). Proportional Representation: Redeeming the Democratic Deficit. The Innovation Journal, 19(1), 1-12. Schwartz, Bryan. (2001). Proportional representation for Canada?(Underneath the Golden Boy: A Review of Recent Manitoba Laws and How They Came to Be)(Canada)(Statistical Data Included). Manitoba Law Journal, 28(2), 133-183. Milner, H., & Canadian Electronic Library. (1999). Making every vote count : Reassessing Canada’s electoral system (Canadian Electronic Library. Canadian publishers collection). Peterborough, Ont., Canada ; Orchard Park, N.Y.: Broadview Press. Derriennic, Jean Pierre. (2016). A Better Electoral System for Canada: Moderate Proportional Representation With Ranked Ballots. Canadian Parliamentary Review, 39(4), 27-29. Statistics Canada,The Annual Demographic Estimates: Canada, Provinces and Territories, 2018 (total population only) (Catalogue number91-215-X)Ottawa, Ontario.
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Short Response Guidelines and Rubric Overview grad school essay help
HIS 200 Week 4 Short Response Guidelines and Rubric Overview: The short response activities in the webtext throughout this course are designed to show your understanding of key concepts as you engage with course content. Prompt: During the fourth week of the course, you will respond to several questions in the webtext as you complete each learning block. At the end of Week 4, you will review your answers to these questions and ensure that you have responded to each question. It is important that you answer each question; otherwise, the words “[no response]” will appear in brackets when you submit the assignment. The questions and their original locations in the webtext are listed in this table in case you want to refer back to the reading as you edit, but you can edit your responses to all the questions directly in Theme: Communicating Historical Ideas, learning block 4-4 (page 2), before exporting to Word for submission to your instructor in your learning environment.
Question 1 1. Your best friend 2. People reading a newspaper editorial you have written 3. Your professor 4. The audience at a conference where you are presenting
Theme: Communicating Historical Ideas, Learning Block 4-2 (page 2)

Question 2 Consider how your audience might influence the information you include in a historical analysis essay about the women’s suffrage movement. What audience would be most interested in reading about the women’s movement? How would you tailor your presentation to that audience? What message would be most appropriate for this audience?
Theme: Communicating Historical Ideas, Learning Block 4-2 (page 3)
Question 3 Let’s say the intended audience for your historical analysis essay about the legal battle for women’s suffrage is a group of civil rights lawyers. How would you explain the legal background of the Constitution and the Nineteenth Amendment? How would this approach compare with and contrast to an audience of high school students?
Theme: Communicating Historical Ideas, Learning Block 4-2 (page 3)
Question 4 Was President Kennedy’s decision to support the Equal Rights Amendment a necessary cause for the amendment’s passage by Congress?
Theme: Communicating Historical Ideas, Learning Block 4-3 (page 1)
Question 5 Was the social tumult of the 1960s a necessary cause of the women’s liberation movement? Theme: Communicating Historical Ideas, Learning Block 4-3 (page 1)
Question 6 Simone de Beauvoir was the intellectual founder of the women’s liberation movement. Tailor this thesis statement into a message suitable for an audience of high-school history students.
Theme: Communicating Historical Ideas, Learning Block 4-3 (page 2)
Question 7 The women’s movement’s focus on issues related to sexual freedom, including reproductive rights, galvanized support among younger women but alienated many older, more conservative women. Tailor this message for an audience consisting of students in a women’s studies class.
Theme: Communicating Historical Ideas, Learning Block 4-3 (page 2)

Rubric Guidelines for Submission: Your response to Question 1 should be 4–6 sentences in length. Your response to Question 2 should be 2–3 sentences in length. Your responses to Questions 4 and 5 should be 1–2 sentences in length. Your responses to Questions 6 and 7 should be 2 sentences in length. Follow the instructions at the bottom of Theme: Communicating Historical Ideas, learning block 4-4 (page 2), to download your work and submit it to your instructor as a single Microsoft Word document uploaded to your learning environment. Refer to the Submitting Webtext Assignments Guide for assistance on downloading, saving, and submitting this assignment.
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Engagement Written responses completely address all short answer prompts (100%)
Written responses completely address the majority of short answer prompts (85%)
Written responses address the minority of short answer prompts (55%)
No written responses provided to address any short answer prompts (0%)
30
Relevance Written responses directly address short answer prompts, drawing from presented course concepts and terminology (100%)
Written responses are topically related to short answer prompts, but responses do not consistently draw from presented course concepts and terminology (85%)
Written responses do not address topics identified in short answer prompts (0%)
20
Accuracy Written responses are completely accurate (100%)
Written responses contain minor errors but are mostly accurate (85%)
Written responses contain major errors (55%)
No written responses are provided (0%)
20
Critical Thinking Written responses demonstrate understanding of course content through inclusion of original ideas and examples (100%)
Written responses demonstrate understanding of course content through reiteration of provided materials, but do not consistently include original ideas and examples (85%)
Written responses do not reflect original ideas and examples (0%)
20
Articulation of Response
Written responses are captured in complete sentences without grammatical errors impacting legibility and the clarity of response (100%)
Written responses are captured in incomplete sentences or include numerous grammatical errors that negatively impact legibility and the clarity of response (85%)
No written responses are captured in complete sentences (0%)
10
Total 100%
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T H E IMPRECATION P S A L M S AND CHRISTIAN ETHICS get essay help: get essay help
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Town hall essay instructions essay help writerTown Hall Essay Instructions Any time during the semester, students are required to attend a public government meeting of some kind. This can be a town hall event, candidate forum, city council meeting, school board meeting, etc. So long as it relates to governance and is open to the public, it generally qualifies as a public government meeting. If you are uncertain, ask prior to attending. Document your attendance in a 2-3 page essay on your experience and submit it online. As you become more aware of current political affairs through attending class and completing weekly journals, attending a public meeting allows you to see exactly how government operates at the level most likely to affect you. Pay attention to issues directly relevant to your city, county, neighborhood, etc. Here are questions to guide your attendance and your essay.
● What issues are important to you that local government may address? ● What issues seem most important in your local government currently? ● Are your issues being discussed? ● How are local issues being discussed? ● Do you feel represented by your local government? ● Do you believe local government is aware of issues significant to you? Your community? ● What is attendance like? ● How involved is your local community in local government?
With these questions in mind, attend a public government meeting in your local government and submit a 2-3 page essay of the experience online. Formatting requirements:
● Double Spaced ● 1-inch margins ● Times New Roman 12-Point Font
Submission requirements:
● Town hall essay due online.
Within days of the execution of Bartolomeo Vanzetti and Nicola Sacco, the Pulitzer Prize winning novelist Upton Sinclair arrived in Boston. His intention was to chronicle, in depth and with all his literary skill, the story of Sacco and Vanzetti. Within less than a year, in 1928, he published Boston, a two volume, 800 page novel.
In it Sinclair carefully introduced the reader to the deeply held values and the writings, in Italian and English, of Bartolomeo Vanzetti. Toward the story’s end, Sinclair reiterated Vanzetti’s widely reported statement made in the Charlestown State Prison to the reporter, Philip Strong, shortly before the execution. Sinclair then made this judgment:
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Voting rights and participation essay essay help websites: essay help websitesThe Voting Rights Act of 1965 (42 U.S.C. §§ 1973–1973aa-6) was a landmark piece of federal legislation in the United States that outlawed discriminatory voting practices that had been responsible for the widespread disenfranchisement of African Americans. The Act prohibited states from using prerequisites or qualifications to prevent people who were eligible from voting. Specifically, Congress intended the Voting Rights Act of 1965 to outlaw the practice of requiring otherwise qualified voters to pass literacy tests in order to register to vote, a principal means by which southern states had prevented African Americans from voting.
For this assignment, write a 500–700-word paper in which you complete the following:

Explain why the federal government passed the Voting Rights Act.
Evaluate the impact of the Voting Rights Act on political participation and voter turnout. (You might wish to study voter turnout statistics.)
Discuss how current challenges to the Act (for example, Shelby County v. Holder) have affected the legislation.
Discuss whether there have been any new (within the last 25 years) threats to voting rights.

Requirements

Written communication: Written communication is free of errors that detract from the overall message.
Length: 500–700 words.
Resources: Use at least two scholarly sources from the Capella library or Internet.
APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting.
Font and font size: Times New Roman, 12 point.

As is mostly the case with USFP, this includes both positive and negative consequences if not simple tradeoffs, whether moral or strategic in nature. Pay attention to whether your president served before or after WWII, since the geopolitical environment of USFP after America became a hegemon in the Middle East region presented post-WWII presidents with significantly higher cost-benefit calculations than earlier presidents faced when Britain was the regional hegemon doing the heavy lifting. The paper must contain at least 3–5 scholarly sources original to this paper
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Discussion on carbon footprint controversy college application essay help online: college application essay help online
CHAPTER 4: THE CARBON FOOTPRINT CONTROVERSY
What is the carbon footprint controversy?
Nearly all humans consume meat, dairy, and egg products in some form. In recent years the e i me al m eme ha ed he ece i f ed ci g e ca b f i . Ca e reduce our footprint without changing our diet? Much controversy surrounds that question. One very extreme view on the political-left is below.
But when it comes to bad for the environment, nothing literally compares with eating meat. The business of raising animals for food causes about 40 percent more global warming than all cars, trucks, and planes combined. If you care about the planet, it’s actually better to eat a salad in a Hummer than a cheeseburger in a Prius.
Bill Maher, host of HBO talk show Real Time with Bill Maher, writing in the Huffington Post in 2009. Accessed April 25, 2013 at http://www.huffingtonpost.com/bill-maher/new-rule-a-hole-in-one-sh_b_259281.html.
The last decade has seen a movement advocating a vegan diet in order to reduce carbon emissions, and in some respects the argument is logical. After all, it takes about 3.388 lbs of corn (and many other inputs) to produce a single pound of retail beef, making meat seem relatively inefficient to grains, thus leading to a larger carbon footprint.134 So common is this notion that some schools e c age Mea le M da for the sake of the environment. The Meatless Monday movement has even been adopted by the Norwegian military.135 Moreover, there is some scientific research showing that vegan (and vegetarian) diets do result in a smaller carbon footprint.136
When dealing with issues as big as global warming i ea feel hel le , like he e li le e ca d make a diffe e ce B he mall cha ge e make e e da ca ha e a eme d im ac . Tha h his Meatless Monday resolution is important. Together we can better our health, the animals and the environment, one plate at a time.
Los Angeles Councilmember Ed Reyes, co-author of a Meatless Monday resolution in 2012.137
However, equally prestigious research shows that vegan diets can result in a higher carbon footprint.138 How can this be? One reason is that some carbon footprint estimates are wrong, or rather, interpreted incorrectly. The idea of livestock production being a large carbon emitter began with a report by the United Nations (UN) suggesting that livestock contributes 18% f he ld carbon footprint, more than the transportation sector,139 thus giving Bill Maher reason to point the blame at burgers instead of Hummers.
It turns out that this 18% is fraught with errors, a lea , d e e e e c di i i he U.S. For instance, the UN did not account for the carbon emissions involved in making the inputs used in the transportation sector, but they did for livestock. This would be like saying the production of tires has zero carbon emissions but the production of corn does. Also, that 18% makes a number of contestable assumptions, especially regarding how land use changes as livestock production rises.140 Finally, the study was meant to be an estimate for world emissions whereas people like Maher were interpreting it as relevant to U.S. emissions. Correcting these mistakes for the U.S. shows that livestock is responsible for only about 3% f Ame ica ca b f i ,141 whereas transportation counts for 26%.142 All of agriculture impacts only 6-8% of the American footprint143 (note that these numbers only refer to carbon emissions that are the result of human activity, not emissions occurring naturally).
Much happens with food between farm and fork, and carbon is emitted there also. Only 20% of the cost of food reflects farm activity. The other 80% reflects the cost of labor, energy, machinery, and other activities at the food processing and retail level.144 A food item might generate few carbon

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emissions at the farm but large emissions at the processing level, so a vegan diet might not be light on carbon if it undergoes considerable processing. One must also account for the amount of food eaten. Although 3.388 lbs of corn may be needed to produce one pound of retail beef, that pound of beef has more calories.145
To determine the relationship between diet and carbon footprints the best studies examine the actual foods that vegans, vegetarians, and omnivores consume. Because these studies do not agree, a controversy exists.
The crux of the debate has moved beyond the question of vegetable versus meat diets, and instead attempts to find out the types of food which provide the most satisfaction with the smallest carbon footprint. This chapter will compare the carbon footprint of organic to non-organic food, beef to chicken, grass-fed to corn-fed beef, and the relationship between carbon emissions and the price of food.
The eade migh de h e ha e me i ed he c e f gl bal warming itself, given the torrid rhetoric between global warming denialists and alarmists. Because we are not climate scientists we will say very little about how agricultural activities affect future temperatures. We do assert two statements as facts though. One is that gases like carbon dioxide and methane are greenhouse gases that retain heat. After all, Venus is much hotter than Mercury despite being further from the sun, simply because the atmosphere of Venus c ai g ee h e ga e a d Me c d e . The ec d fac i ha , beca e me ac i i ie ake g ee h e ga e f m he ea h crust and eject it into the atmosphere, there is some probability that the use of fossil fuels will have a noticeable change in the climate within the next 100 years. We make no assertion as to what that probability is, only that it is greater than zero. This chapter focuses on how food affects emissions of greenhouse gases, not on how those emissions affect the climate.
Th gh hi cha e e ill be efe i g ca b he e a e eall c ce ed ab all g ee h e ga e , a d ca b eall efe ca b di ide e i ale emi i denoted CO2e. One ton of methane results in 21 times the warming of one ton of carbon dioxide, so if a ton of methane is emitted we instead say that 21 tons of ca b emissions (20 tons of CO2e) take place. To repeat, when we say one ton of carbon, we are always referring to one ton of CO2e.
How does agriculture contribute to greenhouse gas emissions?
I he 1920 , he R ia novelist Yevgeny Zamyatin wrote his science fiction dystopia, We, he imagined food being produced directly from petroleum. His vision was prescient. Plants may acquire their energy from the sun but farmers acquire it from fossil fuels. Obviously, tractor fuel is based on petroleum, but so is nitrogen fertilizer. Other fertilizers like phosphorus and potassium require mining, using the brute force of oil-powered machinery to dig deep into the earth. Pesticides require fossil fuels, so do irrigation equipment, milking machines, etc. Even if organic farmers use manure as fertilizer they still rely upon on fossil fuels, and not just to power machinery. Often they acquire this manure from livestock on non-organic farms, and those livestock were fed forage and grain fertilized by chemicals which were created using fossil fuels.146
I efe he g ea T H d ed Yea Wa , he a be ee he ci a d he la d. P babl acc f eligi prejudices, the imi i e ea a bb l held hei b ead. I he hi -fifth year before the foundation of the One State our contemporary pertroleum food was invented.
Zamyatin, Yevgeny. 1924. We. Momentum: Australia.

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Since most of the new carbon ejected into the atmosphere comes from fossil fuels, the carbon footprint of food can be reduced by using less oil, coal, and natural gas. Because these fuels are expensive, farmers and food manufacturers have always been in the game of conserving energy, and have done so mostly by increasing their productivity. As technology has evolved over time to reduce energy costs, the carbon footprint of food has likewise fallen. 147
There is more to a carbon footprint than energy use. One reason beef has a larger footprint than pork or chicken148 is because cattle are ruminants, and ruminants expel carbon as they burp and they burp about once a minute.149 A wheat farmer who plows his soil might emit more carbon than a wheat farmer using no-till methods, as breaking and turning the soil releases carbon into the atmosphere.
The carbon footprint of food even depends on consumer behavior. It takes more gasoline to drive to the grocery store and to the farmers market, and consequently, more carbon emissions. The relationship between food and carbon does not depend solely on how food is produced, but also how it is purchased.
Does organic food have a lower carbon footprint?
It depends. Carbon emissions are influenced by the type of nitrogen fertilizer a farm uses.150 Organic advocates are quick to point out that they do not use chemical nitrogen fertilizer, and thereby avoid one large source of carbon emissions.151 Many organic farmers acquire their fertilizer from livestock manure though, and many of these animals were fed forage that was fertilized with chemical fertilizers.152 If this is the norm, then organic farmers are reliant on chemical fertilizers but are using it in a very inefficient manner that might increase the carbon footprint of their food. Manure and human compost two sources of organic manure both emit carbon as they are stored, and these emission rates are rather large.153
An advantage of organic fertilizer is its ability to sequester carbon in the soil. Fertilizing a field with manure, compost, or cover c d e j add he three key nutrients of nitrogen, phosphorus, and potassium, but increases the carbon content of the soil. Such fertilizers are not strictly reserved for organic production though, and there are many farms raising conventional crops using livestock manure. Still, most conventional farms do not use organic fertilizer, while all organic farms do. If a heavily farmed field low in organic matter is converted to organic production, carbon will be extracted from the atmosphere and stored in the soil, thereby reducing the carbon footprint of organic food.154 The rate at which carbon is sequestered in the soil is highly uncertain though, and causes considerable uncertainty in carbon footprint measurements.
Although organic producers may argue otherwise, organic farming is less productive (this is discussed in detail in another chapter). Organic farmers, by definition, have a smaller number of farming options to choose from than conventional farmers. In fact, if organic really were more productive, there is nothing stopping conventional farmers from using organic methods, but the fact that conventional farmers choose other technologies suggests organic methods are less productive.
Higher productivity means it takes fewer inputs to produce any given unit of output, and less inputs typically means less carbon emissions per unit. However, a i i a i gle hi g, a d e e if a farmer spends less money on all inputs, ha d e mea he ca b emi i f m h e i will fall, if the portfolio of inputs changes in favor of high carbon emitters. For these and other

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reasons, the question of whether organic food has a smaller carbon footprint is an empirical question, requiring data for an answer.
The data do not crown either organic or conventional as king. Sometimes organic food has smaller emissions and sometimes it does not. One study comparing organic and conventional production of twelve crops (blueberries, two kinds of apples, two kinds of wine grapes, raisins, strawberries, alfalfa for hay, almonds, walnuts, broccoli, and lettuce) found that conventional production usually had a smaller footprint, assuming the land has been used in the same way for many years. However, if the organic farm is rather new, and its fields were heavily plowed in the past, the soil may be sequestering enough carbon to make organic produce the low-carbon emitter.155
Similar results were found for hogs. Conventional hog production appears to emit less carbon when soil sequestration of carbon is ignored, but when it is accounted for, organic pork systems might or might not emit less carbon.156 Beef will be discussed in its own section, and it will be shown that unless carbon sequestration of pasture is much higher than current measurements, organic beef results in a larger carbon footprint.157
There is insufficient evidence available to state that organic agriculture overall would have less of an environmental impact than conventional agriculture. In particular, from the data we have identified, organic agriculture poses its own environmental problems in the production of some foods, either in terms of nutrient release to water or in terms of climate-change burdens. There is no clear-c a e he e i : hich lle ha a l e e i me al im ac – the organic one or the conventional one?
Foster, C., K. Green, M. Bleda, P. Dewick, B. Evans, A. Flynn, and J. Mylan. 2006. Environmental Impacts of Food Production and Consumption: A report to the Department for Environment, Food and Rural Affairs. Manchester Business School. Defra, London. Page 14. A French study compared fifteen different foods and found organic versions of the food to have a lower footprint in only five cases.158 There appears no noticeable increase or decline in carbon emissions from switching from conventional to organic milk production.159 When comparing meat products in the UK, organic production resulted in lower emissions for sheep and pork, but higher emissions for beef and poultry.160
The frustrating thing about evaluating the carbon footprint of organic and non-organic food is the blatant biases of sources. For instance, the Environmental Working Group published a figure showing the carbon footprint of various foods, including fruits, vegetables, meat, dairy, and eggs. They communicate the idea that chicken meat is the best meat in terms of carbon, but then they added the qualification that this chicken should be organic, pasture-raised, and/or antibiotic-free whenever available.161 This suggests that organic chicken emits less carbon than conventional chicke , b he e he ci e d e d a ga ic f d , a d ce ai l d e c m a e organic to non-organic food. It is clear that this source took the results from [what appears to us to be] a credible study and then added some of their own beliefs (which cannot be defended by data), making it seem as if that credible study deemed organic foods to be environmentally friendly.162
The agricultural industry is also to blame for misleading readers. The agribusiness newspaper Feedstuffs has published a number of articles making it seem that organic food always has a higher carbon footprint,163 yet, research contradicts such blanket conclusions.
Often it seems groups decide first which foods emit less carbon and then seek out the data defending their choice, rather than letting the data determine their conclusions. This way of thinking detaches a controversy from evidence, making resolution impossible.

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How do animal- and plant-based foods compare?
Two studies have been conducted to answer this question by studying the actual foods vegans, vegetarians, and omnivores tend to eat. One study took place in the UK and one in France, and they yield conflicting results. The UK study found that the foods vegetarians and vegans eat result in less carbon emissions.164 The French study found that, on a per calorie basis, fruits and vegetables had a similar carbon footprint to animal-based foods (except meat produced from ruminants like cows and sheep, whose emissions were larger). While animal-based foods emitted more carbon on a per pound basis, one generally needs more pounds of fruits and vegetables to provide the same number of calories, and so they concluded that vegan and vegetarian diets do not have lower carbon footprints.165
Suppose the UK study is right and vegan diets do emit less carbon. Vegan meals are also less expensive, according to this study, and if those savings are spent on things that are high emitters of carbon (like a plane flight) they may negate any emission reductions attributable to the vegan diet directly.166 The im ac f e die e e de e d he e e i l ca ed. Th e l ca ed cl e fertile land, where fruits and vegetables can be produced in ample quantities, may be able to lower their footprint by eating a vegan diet. Contrary, an omnivorous diet with moderate amounts of meat emits the least carbon in areas with poor soil, where grass for livestock may be the only good use for the land. Why? Because efficient food production requires putting agricultural lands to their best use.167 It is best to grow tomatoes in southern California and beef in Montana.
How do beef, pork, eggs, and poultry compare?
Hogs and birds in livestock production can convert feed to meat more efficiently than cattle. They also reproduce faster. Cattle grow and reproduce slower, and, being ruminants, emit greenhouse gases as they burp. For these reasons the carbon footprint for beef is about three times the size of pork and turkey, four times the size of chicken, and six times the size of eggs (all on a per lb basis). The magnitudes differ across studies but there is little debate that beef has the largest footprint, followed by pork, then chicken, then eggs.168
Should we feed cows grass or corn?
Reade ma ha e ee he label g a -fed beef a ecial e fa me ma ke s. This is a certified USDA label that beef producers can earn so long as they feed cattle only forage (grass and hay) throughout ca le life and always provide them access to pasture during the growing season.169 The label may be slightly misleading, as all cattle spend a large part of their lives on pasture, even if they are not sold as grass-fed beef.170 The difference comes in the last four to six months of the c life, where most cattle enter a feedlot and are given a diet consisting mostly of grain (usually corn and soybean meal). Grass-fed beef do not enter a feedlot, but remain on pasture whenever grass is growing. It would be more transparent to call one type of beef c -fi i hed a d he other g a -fi i hed beef, b ha i he e mi l g ha ha e l ed.
Consumers naturally want to know whether grass-fed or corn-fed beef has a smaller footprint, but there is no easy answer. The documentary Carbon Nation argues that one of the most effective means for reducing greenhouse gases in the atmosphere is to encourage permanent pastures for grazing.171 The film di ec a d d ce Pe e B ck passionately argues this can be accomplished by allowing cattle to remain on grass throughout their lives.172

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Plants, with the help of fungi that live on their roots, naturally capture carbon from the atmosphere and store it in the soil, but modern cropping methods tend to disrupt this soil and kill these fungi, releasing the carbon back into the air. Converting fields that formerly grew corn for the feedlot to pastures, Carbon Nation argues, can reduce our carbon emissions by 39%. While the film cautions ha N hi i e cie ce, be e, it follows b a i g b he early numbers are
e c agi g.
The viewer of Carbon Nation or any interview with Peter Byck, might be quickly convinced that by replacing their regular beef with grass-fed beef, they are doing their part for the planet without giving up the foods they love. If that same viewer then turned the channel from Carbon Nation to the talk-show Stossel, they might then see the animal scientist Jude Capper argue otherwise.173
[Grass-fed cattle] have a far l e efficie c The animals take 23 months to grow versus 15 [for corn-fed cattle]. Tha a e a eigh m h f feed, f a e , la d e b i l , a d a a f l l f a e. If e ha e a g a -fed animal compared to a corn-fed animal, ha like addi g alm e ca he ad f e e i gle a imal. Tha a h ge increase in carbon footprint.
Capper, Jude [interviewee]. Ma 6, 2011. Wh G a -Fed Beef I W e f E i me . Stossel [television show] Fox Business Video. Stossel, John [interviewer].174 Capper and her colleagues have published studies in the peer-reviewed scientific literature showing that grass-fed, ga ic, a d m a al beef d c i em ha e a higher carbon footprint than conventional beef. Feedlots simply produce beef more efficiently than forage systems. By using fewer inputs to produce a pound of beef, less fossil fuels are required to produce those inputs, and on a per pound basis the carbon footprint for corn-fed beef is smaller. Moreover, it takes longer to fi i h g ass-fed cattle, which means the cow has to live longer to produce the same amount of beef, and during that time the cow constantly expels methane. Capper reports that a conventional beef production system requires only 56% of the animals needed to produce the same amount of beef as a grass-fed system, only 25% of the water, 55% of the land, and 71% of the fossil fuels. Because it is less efficient, the carbon footprint for grass-fed beef is 68% higher than that of corn-fed beef, Capper calculates.175
So, who is correct: Byck or Capper? It depends on the rate at which the extra pasture needed for producing grass-fed beef can sequester carbon. Although sequestration numbers are highly sensitive to environmental conditions, most of the measurements suggest Capper is correct and that grass-fed beef would actually increase the carbon footprint of a steak.
Byck is then correct only if his optimistic assumptions about the ability of soil to sequester carbon are correct. Carbon Nation is absolutely right that plant growth can sequester carbon in the soil, and the transition of land out of heavily-plowed cropland into pasture for cattle could (again, under
imi ic a m i ) deli e e gh ed c i e e e Ca e fi di g .176 Once that transition is complete and the land reaches a new equilibrium of carbon in the soil, then carbon sequestration ceases and the smaller carbon footprint then belongs to corn-fed beef.177 This suggests that any advantage grass-fed beef may have is either unlikely or fleeting.
So for now, corn-fed beef seems to have a smaller impact on global warming, but the science on this issue is young. Measuring carbon footprints requires many assumptions that are difficult to verify, and small changes in those assumptions can have sizeable impacts. Thus, other studies attempting to measure carbon footprints could arrive at different conclusions. Much more research on this topic is
eeded, i cl di g e lica i a d e e i f Ca e k.

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How can I lower my carbon footprint from the food I eat?
Meatpacking in nineteenth century Chicago was a brutal, dirty business. It was a time when companies could dump waste into rivers without criticism. Gustavus Swift erected large meatpacking plants in Chicago where livestock were slaughtered and then shipped to New England by rail. He did not care about the purity of the local rivers, yet his polished business skills contributed remarkably to reducing water pollution.
Swift did make m e f m hi ale f beef. His profits were in the by-products from beef production, like fat turned into soap, hides processed into leather, guts into tennis racket strings, and hair into stuffed cushions. The few parts of the carcass that were discarded left the plant in sewer pipes and flowed into Bubbly Creek, which then flowed into the river. Any amount of fat, gut, or hair that escaped the plant and flowed into the creek was money lost to Swift, so he would wade into the water to watch what came out of the sewer. Any fat escaping the pipe was a clear sign that his factories operated inefficiently, so he would trace the source of the leakage and fix it. He despised pollution, not because he loved the environment, but because he loved money. By pursuing his own self-interest he reduced the amount of pollution entering the river.178
Why tell this story? Because we often ignore the fact that people everyday reduce pollution without any intention of doing so, simply by producing things efficiently. The road to hell is paved with good intentions, the saying goes, so perhaps the road to heaven is built on self-interest? Every business that operates more efficiently than its rival reduces the carbon footprint of that product. Most people assume organic food is good for the environment because its proponents boast of their green intentions. Sometimes this is indeed the case. Yet sometimes non-organic food has a smaller carbon footprint because it is produced more efficiently. Like Gustavus Swift, conventional producers look for every source of waste, and when they fix that waste they are able to produce each unit using less energy. Less energy then translates into less carbon. When the beef industry started giving calves growth hormones to help them grow faster they were not trying to reduce the carbon footprint of beef, but that is exactly what they did.179
If the reader really cares about the environment then they will concentrate on the actual level of carbon emissions and not just rely on the stated intentions of the seller. What matters are outcomes, and if an industry exhibits no sincere concern for the environment but leaves behind a smaller carbon footprint, they provide a public good.
As a general rule, the more a product costs the larger i ca b f i . Thi i al a he ca e, but adding value to a product or service usually requires more energy, and most of the time that energy is derived from fossil fuels, which have carbon footprints of their own. This means that any time a person wants a higher valued product sold at a higher price she will probably leave a larger carbon footprint. Thi k back he ca b f i f a i mea , he e beef f i a larger than chicken. It is also true that the price of chicke i c ide abl le . Y d ha e gather research behind each food item to lower your carbon footprint prices already reveal a wealth of information.
Consider this example. A mug of coffee emits 23 grams of CO2e (carbon dioxide equivalent). Add milk, and that milk must be produced from cows that emit greenhouse gases, eat corn that was produced using fertilizers made out of fossil fuels, and produce milk that must be transported by truck and kept cold in refrigerators. With milk, the coffee now emits 55-74 g CO2. Cappuccinos

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entail even more activities, where the milk must be steamed, increasing the emissions to 236 g CO2e. At each step, as the product increases in value and price by requiring more inputs, more greenhouse gases are emitted.180
One step to reducing your footprint is to purchase less costly food. Instead of getting a cappuccino, just get a regular cup of coffee. The regular coffee also saved you money, though, and you want to make sure those savings are not spent in a way to increase emissions, so you would then take those savings and purchase carbon offsets (where you pay others to emit less carbon). The same goes for other foods. Instead of going vegan, where you might begin eating at expensive vegan restaurants whose footprint might be large, consider eating a more austere meal occasionally. Instead of purchasing grass-fed beef, consider purchasing regular, less expensive meat. Then be careful not to use the savings on yourself, but buy carbon offsets instead.
Purchasing carbon offsets is easy, even for an individual with just a little money. A simple Google search will reveal many organizations like CarbonFund.org, where individuals pay money to prevent deforestation, restore forests, encourage renewable energy production, and retire carbon permits. These are activities to which you can direct your savings from an austere diet. In fact, the average
e ca b f i i ab 24 181 of carbon per year, and at the CarbonFund.org website one can offset 24 tons for only $240. This means that if you are truly concerned about global warming but want to continue eating the same types of food, and consume other goods in the same proportion as before, for only $240 a year one can shrink their carbon footprint to zero!
Thi d e mea should not a a e i claim made ab a d c f i . Nor are we suggesti g ha ig e a f d i i al c e , cal ie , he e i me al im ac in addition to global warming. What we are trying to stress is that, in addition to all the environmental and health claims associated with a food, one should also incorporate information on he d c ice in guessing its carbon footprint.
These are guidelines you can extend to every good you buy, not just food, and the goal is not just to reduce carbon emissions but to achieve that reduction by giving up the goods you value the least. Beef may have a larger footprint than chicken, but for many it is the most delicious meat, and they would rather reduce their carbon emissions by giving up anything other than beef. Evidence suggests that maintaining attractive lawns by chemical applications and regular mowing can cause the emission of more carbon per acre than that devoted to corn.182 A reader may decide to spend a lot less money on lawn fertilizer and eat the same foods.
Some readers may have begun this chapter believing they would know exactly what foods to eat by the end, but now they feel even more confused than ever. Such readers should take pride in this confusion, because it is the direct result of truly understanding the carbon footprint controversy. Yes, deciding what foods to eat can be a frustrating task these days, but we should be grateful for this frustration, for it means that we are more educated about food and we are blessed with the freedom to choose our own foods. With freedom comes responsibility, and that is a responsibility worth preserving.
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Political science essay college application essay help onlineEssay question:
Choose and answer one of the following prompts, using the length and formatting guidelines set out in the class Welcome Announcement:
1. Apply the balance of power to the behavior of the major powers in 1914 (sources: lectures, Fromkin).
2. Explain the double bluff (sources: lectures, Fromkin).
3. Explain wars of retribution and apply it to Austria and Serbia in 1914 (sources: lectures, Fromkin).
4. Explain the war state and apply it to 1914 (sources: lectures, Fromkin).
5. Explain maneuver and siege warfare and apply it to 1914 war plans (sources: lectures, Fromkin).
Guidelines:
Essays should be 6 pages. You are not required to turn in a works cited page if you use only materials from the syllabus. If you feel strongly about a source from outside of the class, you may use it, but then you must provide a works cited for those sources. Use Times New Roman, 12 point font, double-spaced with 1-inch margins.
Cite the sources of your facts and arguments using in-text citations that include the author, year, and page (Magagna 2020, 435). We like lots of specific citations. It makes it look like you are analyzing the actual texts, which makes it look like you care.
The book for citing： 1. Fromkin, David. Europe’s Last Summer: Who Started the
Great War in 1914? Knopf, 2004.
（you can find it on this website: https://libgen.is/, also I have uploaded )
Week lecture notes for citing：1
The hirer is some explication for Fromkin. The chief problem with Fromkin is his attribution to Germany of stating Ww1 But did Germany want war as a first preference or did it choose war as a response to the breakdown of the balance of power that forced Germany to act to save Aus.Hungary ,Germany’s only ally, or was Germany a war state. If the Former is true Germany was a war starter but not a war state, More importantly, this denies the crucial role of Aus. in choosing mobilization in order to crush Serbia Mobilization as a matter of common knowledge meant war. Finally, could Russia have prevented war by accepting Austrian aggression against Serbia?
In reading Fromkin note that Germany allied with Aus Hungary. This followed the logic of gains from trade because both states rationally were better off than if they had followed rational self help The alliance liked the strongest and weakest of the great powers, and thus allowed them to balance against any possible counter alliance. In general, states will only ally if the benefits exceed costs because the alliance is better than self-help. States prefer self-help to alliances because benefits do not have to be shared. Self-help is a guarantee against defection to the enemy conflicting objectives like peace or war and free-riding by allies. Coalitions(alliances} follow a minimum winning formula or only as many allies as are necessary. Allies rationally distrust each other and attempt to war plan for fighting alone ww1 is an excellent example of all these principles.
2.
Major powers can be assumed to start a systemic war if it is in decline or opportunistically seeks to exploit a temporary advantage. The difficult problem is to predict the behavior of ascending major power. In principle, an ascending major power has no incentive to initiate war because it can wait until its power is sufficient to dominate its system. However, this makes the rising power an objective threat to its system, particularly if it has hegemonic potential, and this perceived threat will trigger counterbalancing adversary coalitions. This generates an incentive for the ascending power to pre-empt this threat by striking first. Germany fits the above description and calls into question Fromkin’s portrayal as a war state.
The puzzle of Austria Hungary. One aspect of ww1 that makes it a least likely case is the behavior of Austria Hungary in 1914 As the weakest of the five great powers, its leaders had the most to lose from a major systemic war because defeat or even the defeat of Russia, its most significant adversary, could cause political collapse and the end of the state. Given minimal rationality and correct perception of its enemies payoffs from war and peace, one might assume that the balance of costs and benefits would favor peace( the status quo) or bargaining. However, Austria chose war with Serbia even though doing so would likely lead to Russian intervention and systemic war. But this choice was rational if decision-makers correctly believed that any other choice was equivalent to defeat and the death of the state War with Serbia could potentially end its primary threat and restore the balance of power by reversing its decline. Note that this explanation does not depend on German behavior and focuses on Austria Hungary’s rational perception that the benefits of war outweighed the costs. (R=benefits of war exceed net costs. This is a rational gamble and illustrates the danger to European peace of a balance of power that deepened on a declining major power facing major power adversaries.
3. Most of the literature on war focuses on major wars because they reshape entire systems and reconfigure the balance of power. However, most wars statistically are major-minor power wars that involve a major power attack on a minor power that refuses the demands of the major power. Serbia’s decision to fight Austria is an example. What is theoretically interesting is that such wars should never occur. This is because the minor power should always accept a bargain short of war. The minor power should bargain because. it cannot defeat the major power but it can be defeated while the major power can gain while not paying the costs of war. But this logic will be overridden if the minor power sees the benefits of war as greater than the net costs. This will be true if any bargain acceptable to the major power threatens the survival of the minor power and it is a give that any state will fight if it can rather than accept a loss of sovereignty. Consider this situation. The major power makes demands that of the conflict. threaten the independence of minor power. The latter faces a stark choice between peace and war and controls the outcome of the conflict. If the minor power chooses war the major power chooses war. The major power bargains only if the minor power offers a bargain with sure benefits that exceed the sure benefits of war. The major power is indifferent between the minimum benefits of war and an equivalent bargain. The minor power will choose war if any feasible bargain threatens the survival of the minor power and there is a credible belief that the minor pews population will pay the costs of war.
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Discussion on American government scholarship essay helpAfter reading the Declaration of Independence, Lemuel Haynes pamphlet Liberty Further Extended, and Dr. Martin Luther King’s Letter from Birmingham Jail engage in the following discussion.
https://www.archives.gov/founding-docs/declaration-transcript
Lemuel Haynes on Natural Rights and Slavery (page 25 in our textbook)
Letter_Birmingham_jail.pdf
Dr. King’s (1963) letter is one of the most important documents in the civil rights movement. It is also a statement of reproach to Christians who are lukewarm in their love for mankind and in their understanding of the American Creed. Indeed, all men (and women) are created equal and have natural rights that are endowed by God the creator, of which no man has the authority to deny.
From the the first days in Jamestown to present day men/women/institutions have in-fact denied people their moral right of life as well as their political right to life, liberty and the pursuit of happiness. They have done so “legally” based on the laws created by those in power. Dr. King articulates the difference between just laws and unjust laws. Hundreds of years after drafting the Declaration of Independence, Dr. King based his claim for full citizenship rights for African Americans based upon the idea of natural rights. He also makes his claim as a child of God and the Bible’s moral authority. He is essentially saying, read your Constitution, read your Bible and justify your laws and actions (or inaction).
From the perspective of a Christian, discuss where the two letters and and the Declaration of Independence are similar. In what ways are they different? What moral obligation, if any, does the current day Christian have in questioning the laws of our country? Can you make any present day connections? The Act prohibited states from using prerequisites or qualifications to prevent people who were eligible from voting. Specifically, Congress intended the Voting Rights Act of 1965 to outlaw the practice of requiring otherwise qualified voters to pass literacy tests in order to register to vote, a principal means by which southern states had prevented African Americans from voting.
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ANALYSIS OF THE CLASSES IN CHINESE SOCIETY gp essay helpSelected Works of Mao Tse-tung
ANALYSIS OF THE CLASSES IN CHINESE SOCIETY
March 1926
This article was written by Comrade Mao Tse-tung to combat two deviations then to be found in the Party. The exponents of the first deviation, represented by Chen Tu-hsiu, were concerned only with co-operation with the Kuomintang and forgot about the peasants; this was Right opportunism. The exponents of the second deviation, represented by Chang Kuo-tao, were concerned only with the labour movement, and likewise forgot about the peasants; this was “Left” opportunism. Both were aware that their own strength was inadequate, but neither of them knew where to seek reinforcements or where to obtain allies on a mass scale. Comrade Mao Tse-tung pointed out that the peasantry was the staunchest and numerically the largest ally of the Chinese proletariat, and thus solved the problem of who was the chief ally in the Chinese revolution. Moreover, he saw that the national bourgeoisie was a vacillating class and predicted that it would disintegrate during the upsurge of the revolution, with its right-wing going over to the side of imperialism. This was borne out by the events of 1927.
Who are our enemies? Who are our friends? This is a question of the first importance for the revolution. The basic reason why all previous revolutionary struggles in China achieved so little was their failure to unite with real friends in order to attack real enemies. A revolutionary party is the guide of the masses, and no revolution ever succeeds when the revolutionary party leads them astray. To ensure that we will definitely achieve success in our revolution and will not lead the masses astray, we must pay attention to uniting with our real friends in order to attack our real enemies. To distinguish real friends from real enemies, we must make a general analysis of the economic status of the various classes in Chinese society and of their respective attitudes towards the revolution.
What is the condition of each of the classes in Chinese society?
The landlord class and the comprador class.[1] In economically backward and semi-colonial China the landlord class and the comprador class are wholly appendages of the international bourgeoisie, depending upon imperialism for their survival ant growth. These classes represent the most backward and most reactionary relations of production in China and hinder the development of her productive forces. Their existence is utterly incompatible with the aims of the Chinese revolution. The big landlord and big comprador classes in particular always side with imperialism and constitute an extreme counterrevolutionary group. Their political representatives are the Étatistes [2] and the right-wing of the Kuomintang.
The middle bourgeoisie. This class represents the capitalist relations of production in China in town and country. The middle bourgeoisie, by which is meant chiefly the national bourgeoisie, [3] is inconsistent in its attitude towards the Chinese revolution: they feel the need for revolution and favour the revolutionary movement against imperialism and the warlords when they are smarting under the blows of foreign capital and the oppression of the warlords, but they become suspicious of the revolution when they sense that, with the militant participation of the proletariat at home and the active support of the international proletariat abroad, the revolution is threatening the hope of their class to attain the status of a big bourgeoisie. Politically, they stand for the establishment of a state under the rule of a single class, the national bourgeoisie. A self-styled true disciple of Tai Chi-tao [4] wrote in the Chen Pao, [5] Peking, “Raise your left fist to knock down the imperialists and your right to knock down the Communists.” These words depict the dilemma and anxiety of this class. It is against interpreting the Kuomintang’s Principle of the People’s Livelihood according to the theory of class struggle, and it opposes the Kuomintang’s alliance with Russia and the admission of Communists [6] and left-wingers. But its attempt to establish a state under the rule of the national bourgeoisie is quite impracticable, because the present world situation is such that the two major forces, revolution and counter-revolution, are locked in final struggle. Each has hoisted a huge banner: one is the red banner of revolution held aloft by the Third International as the rallying point for all the oppressed classes of the world, the other is the white banner of counterrevolution held aloft by the League of Nations as the rallying point for all the counter-revolutionaries of the world. The intermediate classes are bound to disintegrate quickly, some sections turning left to join the revolution, others turning right to join the counter-revolution; there is no room for them to remain “independent”. Therefore the idea cherished by China’s middle bourgeoisie of an “independent” revolution in which it would play the primary role is a mere illusion.
The petty bourgeoisie. Included in this category are the owner-peasants, [7] the master handicraftsmen, the lower levels of the intellectuals–students, primary and secondary school teachers, lower government functionaries, office clerks, small lawyers–and the small traders. Both because of its size and class character, this class deserves very close attention. The owner-peasants and the master handicraftsmen are both engaged in small-scale production. Although all strata of this class have the same petty-bourgeois economic status, they fall into three different sections. The first section consists of those who have some surplus money or grain, that is, those who, by manual or mental labour, earn more each year than they consume for their own support. Such people very much want to get rich and are devout worshipers of Marshal Chao; [8] while they have no illusions about amassing great fortunes, they invariably desire to climb up into the middle bourgeoisie. Their mouths water copiously when they see the respect in which those small moneybags are held. People of this sort are timid, afraid of government officials, and also a little afraid of the revolution. Since they are quite close to the middle bourgeoisie in economic status, they have a lot of faith in its propaganda and are suspicious of the revolution. This section is a minority among the petty bourgeoisie and constitutes its right-wing. The second section consists of those who in the main are economically self-supporting. They are quite different from the people in the first section; they also want to get rich, but Marshal Chao never lets them. In recent years, moreover, suffering from the oppression and exploitation of the imperialists, the warlords, the feudal landlords and the big comprador-bourgeoisie, they have become aware that the world is no longer what it was. They feel they cannot earn enough to live on by just putting in as much work as before. To make both ends meet they have to work longer hours, get up earlier, leave off later, and be doubly careful at their work. They become rather abusive, denouncing the foreigners as “foreign devils”, the warlords as “robber generals” and the local tyrants and evil gentry as “the heartless rich”. As for the movement against the imperialists and the warlords, they; merely doubt whether it can succeed (on the ground that the foreigners and the warlords seem so powerful), hesitate to join it and prefer to be neutral, but they never oppose the revolution. This section is very numerous, making up about one-half of the petty bourgeoisie.
The third section consists of those whose standard of living is falling. Many in this section, who originally belonged to better-off families, are undergoing a gradual change from a position of being barely able to manage to one of living in more and more reduced circumstances. When they come to settle their accounts at the end of each year, they are shocked, exclaiming, “What? Another deficit!” As such people have seen better days and are now going downhill with every passing year, their debts mounting and their life becoming more and more miserable, they “shudder at the thought of the future”. They are in great mental distress because there is such a contrast between their past and their present. Such people are quite important for the revolutionary movement; they form a mass of no small proportions and are the left-wing of the petty bourgeoisie. In normal times these three sections of the petty bourgeoisie differ in their attitude to the revolution. But in times of war, that is, when the tide of the revolution runs high and the dawn of victory is in sight, not only will the left-wing of the petty bourgeoisie join the revolution, but the middle section too may join, and even tight-wingers, swept forward by the great revolutionary tide of the proletariat and of the left-wing of the petty bourgeoisie, will have to go along with the “evolution.” We can see from the experience of the May 30th Movement [9] of 1925 and the peasant movement in various places that this conclusion is correct.
The semi-proletariat. What is here called the semi-proletariat consists of five categories: (1) the overwhelming majority of the semi-owner peasants, [10] (2) the poor peasants, (3) the small handicraftsmen, (4) the shop assistants [11] and (5) the pedlars. The overwhelming majority of the semi-owner peasants together with the poor peasants constitute a very large part of the rural masses. The peasant problem is essentially their problem. The semi-owner peasants, the poor peasants and the small handicraftsmen are engaged in production on a still smaller scale than the owner-peasants and the master handicraftsmen. Although both the overwhelming majority of the semi-owner peasants and the poor peasants belong to the semi-proletariat, they may be further divided into three smaller categories, upper, middle and lower, according to their economic condition. The semi-owner peasants are worse off than the owner-peasants because every year they are short of about half the food they need, and have to make up this deficit by renting land from others, selling part of their labour power, or engaging in petty trading. In late spring and early summer when the crop is still in the blade and the old stock is consumed, they borrow at exorbitant rates of interest and buy grain at high prices; their plight is naturally harder than that of the owner-peasants’ who need no help from others, but they are better off than the poor’ peasants. For the poor peasants own no land, and receive only half the harvest or even less for their year’s toil, while the semi-owner` peasants, though receiving only half or less than half the harvest of land rented from others, can keep the entire crop from the land they own. The semi-owner peasants are therefore more revolutionary than the owner-peasants, but less revolutionary than the poor peasants. The poor peasants are tenant-peasants who are exploited by the landlords. They may again be divided into two categories according to their economic status. One category has comparatively adequate farm implements and some funds. Such peasants may retain half the product of their year’s toil. To make up their deficit they cultivate side crops, catch fish or shrimps, raise poultry or pigs, or sell part of their labour power, and thus eke out a living, hoping in the midst of hardship and destitution to tide over the year. Thus their life is harder than that of the semi-owner peasants, but they are better off than the other category of poor peasants. They ate more revolutionary than the semi-owner peasants, but less revolutionary than the other category of poor peasants. As for the latter, they have neither adequate farm implements nor funds nor enough manure, their crops are poor, and, with little left after paying rent, they have even greater need to sell part of their labour power. In hard times they piteously beg help from relatives and friends, borrowing a few tou or sheng of grain to last them a few days, and their debts pile up like loads on the backs of oxen. They are the worst off among the peasants and are highly receptive to revolutionary propaganda. The small handicraftsmen are called semi-proletarians because, though they own some simple means of production and moreover are self-employed, they too are often forced to sell part of their labour power and are somewhat similar to the poor peasants in economic status. They feel the constant pinch of poverty and dread of unemployment, because of heavy family burdens and the gap between their earnings and the cost of living; in this respect too they largely resemble the poor peasants. The shop assistants are employees of shops and stores, supporting their families on meagre pay and getting an increase perhaps only once in several years while prices rise every year. If by chance you get into intimate conversation with them, they invariably pour out their endless grievances. Roughly the same in status as the poor peasants and the small handicraftsmen, they are highly receptive to revolutionary propaganda. The pedlars, whether they carry their wares around on a pole or set up stalls along the street, have tiny funds and very small earnings, and do not make enough to feed and clothe themselves. Their status is roughly the same as that of the poor peasants, and like the poor peasants they need a revolution to change the existing state of affairs.
The proletariat. The modern industrial proletariat numbers about two million. It is not large because China is economically backward. These two million industrial workers are mainly employed in five industries–railways, mining, maritime transport, textiles and shipbuilding–and a great number are enslaved in enterprises owned by foreign capitalists. Though not very numerous, the industrial proletariat represents China’s new productive forces, is the most progressive class in modern China and has become the leading force in the revolutionary movement. We can see the important position of the industrial proletariat in the Chinese revolution from the strength it has displayed in the strikes of the last four years, such as the seamen’s strikes, [12] the railway strike, [13] the strikes in the Kailan and Tsiaotso coal mines, [14] the Shameen strike [15] and the general strikes in Shanghai and Hong Kong [16] after the May 30th Incident. The first reason why the industrial workers hold this position is their concentration. No other section of the people is so concentrated. The second reason is their low economic status. They have been deprived of all means of production, have nothing left but their hands, have no hope of ever becoming rich and, moreover, are subjected to the most ruthless treatment by the imperialists, the warlords and the bourgeoisie. That is why they are particularly good fighters. The coolies in the cities are also a force meriting attention. They are mostly dockers and rickshaw men, and among them, too, are sewage carters and street cleaners. Possessing nothing but their hands, they are similar in economic status to the industrial workers but are less concentrated and play a less important role in production. There is as yet little modern capitalist farming in China. By rural proletariat we mean farm labourers hired by the year, the month or the day. Having neither land, farm implements nor funds, they can live only by selling their labour power. Of all the workers they work the longest hours, for the lowest wages, under the worst conditions, and with the least security of employment. They are the most hard-pressed people in the villages, and their position in the peasant movement is as important as that of the poor peasants.
Apart from all these, there is the fairly large lumpen-proletariat, made up of peasants who have lost their land and handicraftsmen who cannot get work. They lead the most precarious existence of all. In every part of the country they have their secret societies, which were originally their mutual-aid organizations for political and economic struggle, for instance, the Triad Society in Fukien and Kwangtung, the Society of Brothers in Hunan, Hupeh, Kweichow and Szechuan, the Big Sword Society in Anhwei, Honan and Shantung, the Rational Life Society in Chihli [17] and the three northeastern provinces, and the Green Band in Shanghai and elsewhere [18] One of China’s difficult problems is how to handle these people. Brave fighters but apt to be destructive, they can become a revolutionary force if given proper guidance.
To sum up, it can be seen that our enemies are all those in league with imperialism–the warlords, the bureaucrats, the comprador class, the big landlord class and the reactionary section of the intelligentsia attached to them. The leading force in our revolution is the industrial proletariat. Our closest friends are the entire semi-proletariat and petty bourgeoisie. As for the vacillating middle bourgeoisie, their right-wing may become our enemy and their left-wing may become our friend but we must be constantly on our guard and not let them create confusion within our ranks.
NOTES
1 A comprador, in the original sense of the word, was the Chinese manages or the senior Chinese employee in a foreign commercial establishment. The compradors served foreign economic interests and bad close connection with imperialism and foreign capital.
2 The Étatistes were a handful of shameless fascist politicians who at that time formed the Chinese Étatiste Youth League, later renamed the Chinese Youth Party. They made counter-revolutionary careers for themselves by opposing the Communist Party and the Soviet Union and received subsidies from the various groups of reactionaries in power and from the imperialists.
3 For further discussion of the role of the national bourgeoisie, see “The Chinese Revolution and the Chinese Communist Party”, Chapter 2, Section 4, Selected Works of Mao Tse-tung, Vol. II.
4 Tai Chi-tao joined the Kuomintang in his youth and for a time was Chiang Kai-shek’s partner in stock exchange speculation. After Sun Yat-sen’s death in 1925 he carried on anti-Communist agitation and prepared the ground ideologically for Chiang Kai-shek’s counter-revolutionary coup d’état in 1927. For years be was a faithful running dog to Chiang Kai-shek in the counter-revolution. He committed suicide in February 1949, driven to despair by the imminent doom of Chiang Kai-shek’s regime.
5 The Chen Pao was the organ of the Association for the Study of Constitutional Government, a political group which supported the rule of the Northern warlords.
6 In 1923 Sun Yat-sen, with the help of the Chinese Communist Party, decided to reorganize the Kuomintang bring about Kuomintang-Communist co-operation and admit members of the Communist Party into the Kuomintang. In January 1924 he convened in Canton the Kuomintang’s First National Congress at which he laid down the Three Great Policies–alliance with Russia, co-operation with the Communist Party and assistance to the peasants and workers. Mao Tse-tung, Li Ta-chao, Lin Po-chu, Chu Chiu-pai and other comrades attended the Congress and played an important part in helping the Kuomintang to take the road of revolution. Some of these comrades were elected members, and others alternate members, of the Central Executive Committee of the Kuomintang.
7 By owner-peasants Comrade Mao Tse-tung means the middle peasants.
8 Marshal Chao is Chao Kung-ming, God of Wealth in Chinese folklore.
9 The May 30th Movement was the nation-wide anti-imperialist movement in protest against the massacre of the Chinese people by the British police in Shanghai on May 30 1925. Earlier that month, major strikes had broken out in Japanese-owned textile mills in Tsingtao and Shanghai, which the Japanese imperialists and the Northern warlords who were their running dogs proceeded to suppress. On May 15 the Japanese textile mill-owners in Shanghai shot and killed the worker Ku Cheng-hung and wounded a dozen others. On May 28 eight workers were slaughtered by the reactionary government in Tsingtao. On May 30 more than two thousand students in Shanghai agitated in the foreign concessions in support of the workers and for the recovery of the foreign concessions. They rallied more than ten thousand people before the British police headquarters, shouting such slogans as “Down with imperialism!” and “People of China, unite!” The British imperialist police opened fire, killing and wounding many students. This became known as the May 30th Massacre. It immediately aroused country-wide indignation, and demonstrations and strikes of workers, students and shopkeepers were held everywhere, forming a tremendous anti-imperialist movement.
10 By “the overwhelming majority of the semi-owner peasants”, Comrade Mao Tse-tung is here referring to the impoverished peasants who worked partly on their own land and partly on land rented from others.
11 There were several strata of shop assistants in old China. Here Comrade Mao Tse-tung is referring to the largest. There was also the lower stratum of shop assistants who led the life of proletarians.
12 The seamen’s strikes were staged by the seamen at Hongkong and by the crews of the Yangtse River steamers early in 1922. The Hongkong seamen held out for eight weeks. After a bitter and bloody struggle, the British imperialist authorities in Hongkong were finally forced to raise wages, lift the ban on the Seamen’s Union, release the arrested workers and indemnify the families of the martyrs. The crews of the Yangtze steamers went on strike soon afterwards, carried on the struggle for two weeks and also won victory.
13 Immediately after its founding in 1922-23 the Chinese Communist Party set about organizing the railway worker. In 1922-23 strikes took place under the Party’s leadership on all the trunk lines. The best known was the general strike on the Peking-Hankow Railway which began on February 4, 1923. It was a fight for the freedom to organize a general trade union. On February 7 the Northern warlords Wu Pei-fu and Hsiao Yao-nan, who were backed by British imperialism, butchered the strikers. This became known as the February 7th Massacre.
14 The Kailan Coal Mines was an inclusive name for the large contiguous Kaiping and Luanchow coalfields in Hopei Province, then employing over fifty thousand workers. During the Yi Ho Tuan Movement of 1900 the British imperialists seized the Kaiping mines. Subsequently the Chinese organized the Luanchow Coal Mining Company, which was later incorporated into the Kailan Mining Administration. Both coalfields thus came under the exclusive control of British imperialism. The Kailan strike took place in October 1922. The Tsiaotso Coal Mines, situated in Honan Province, are also well known in China. The Tsiaotso strike lasted from July 1 to August 9, 1925
15 Shameen, a section of the city of Canton, was held on lease by British imperialism. In July 1924 the British imperialists who ruled it issued a new police regulation requiring all Chinese to produce passes with photos on leaving or entering the area. But foreigners were exempt. On July 15 the workers in Shameen went on strike to protest against this preposterous measure, which the British imperialists were finally forced to cancel.
16 Following the May 30th Incident in Shanghai, general strikes broke out on June 1, 1925 in Shanghai and on June 19 in Hong Kong. More than 200,000 workers took part in Shanghai and 250,000 in Hong Kong. The big Hong Kong strike, with the support of the people throughout the country, lasted sixteen months. It was the longest strike in the history of the world labour movement.
17 Chihli was the old name for Hopei Province.
18 The Triad Society, the Society of Brothers, the Big Sword Society, the Rational Life Society and the Green Band were primitive secret organizations among the people. The members were mainly bankrupt peasants, unemployed handicraftsmen and other lumpen-proletarians. In feudal China these elements were often drawn together by come religion or superstition to form organizations of a patriarchal pattern and bearing different names and some possessed arms. Through these organizations the lumpen-proletarians sought to help each other socially and economically, and sometimes fought the bureaucrats and landlords who oppressed them. Of course, such backward organizations could not provide a way out for the peasants and handicraftsmen. Furthermore, they could easily be controlled and utilized by the landlords and local tyrants and, because of this and of their blind destructiveness, come turned into reactionary forces. In his counter-revolutionary coup d’etat of 1927 Chiang Kai-shek made use of them to disrupt the unity of the labouring people and destroy the revolution. As the modern industrial proletariat arose and grew from strength to strength, the peasants, under the leadership of the working class, gradually formed themselves into organizations of an entirely new type, and these primitive, backward societies lost their raison d’etre.
Transcription by the Maoist Documentation Project. HTML revised 2004 by Marxists.org
Selected Works of Mao Tse-tung
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Political Science theory questions summary and response essay help: summary and response essay help
TEACHING TOLERANCE
A PROJECT OF THE SOUTHERN POVERTY LAW CENTER TOLERANCE.ORG
TEACHING
The New Jim Crow
THE NEW JIM CROW by Michelle Alexander
CHAPTER 5
The New Jim Crow Mapping the Parallels The United States has almost always had a racial undercaste—a group defined wholly or largely by race that is permanently locked out of mainstream, white society by law, custom, and practice. What is most striking about the design of the current caste system,
though, is how closely it resembles its predecessor. [T]here is a profound sense of déjà vu. There is a familiar stigma and shame. There is an elaborate system of
control, complete with political disenfranchisement and legalized discrim- ination in every major realm of economic and social life. And there is the production of racial meaning and racial boundaries.
Historical parallels. Jim Crow and mass incarceration have similar politi- cal origins. [B]oth caste systems were born, in part, due to a desire among
white elites to exploit the resentments, vulnerabilities, and racial biases of poor and working-class whites for political or economic gain. Segregation laws were proposed as part of a deliberate and strategic effort to deflect anger and hostility that had been brewing against the white elite away from them and toward African Americans. The birth of mass incarceration can be traced to a similar political dynamic. Conservatives in the 1970s and 1980s sought to appeal to the racial biases and economic vulnerabilities of poor and working-class whites through racially coded rhetoric on crime and welfare. In both cases, the racial opportunists offered few, if any, economic reforms to address the legitimate economic anxieties of poor and working-class whites, proposing instead a crackdown on the racially defined “others.”
Legalized discrimination. The most obvious parallel between Jim Crow and mass incar- ceration is legalized discrimination. During Black History Month, Americans congratulate themselves for having put an end to discrimination against African Americans in employ- ment, housing, public benefits, and public accommodations. Schoolchildren wonder out loud how discrimination could ever have been legal in this great land of ours. Rarely are they told that it is still legal. Many of the forms of discrimination that relegated African Americans to an inferior caste during Jim Crow continue to apply to huge segments of the black population today—provided they are first labeled felons.
Political disenfranchisement. During the Jim Crow era, African Americans were denied the right to vote through poll taxes, literacy tests, grandfather clauses, and felon disenfran- chisement laws, even though the Fifteenth Amendment to the U.S. Constitution specifi- cally provides that “the right of citizens of the United States to vote shall not be denied … on
Abridged excerpt from The New Jim Crow: Mass Incar- ceration in the Age of Colorblindness — Copyright © 2010, 2012 by Michelle Alexander. Reprinted by permission of The New Press. thenewpress.com
BOOK
EXCERPT
LESSON 9

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account of race, color, or previous condition of servitude.” Formally race-neutral devices were adopted to achieve the goal of an all-white electorate without violating the terms of the Fifteenth Amendment.
Following the collapse of Jim Crow, all of the race-neutral devices for excluding blacks from the electorate were eliminated through litigation or legislation, except felon disen- franchisement laws. The failure of our legal system to eradicate all of the tactics adopted during the Jim Crow era to suppress the black vote has major implications today. Less than two decades after the War on Drugs began, one in seven black men nationally had lost the right to vote, and as many as one in four in those states with the highest African American disenfranchisement rate.1
Exclusion from juries. One hallmark of the Jim Crow era was all-white juries trying black defendants in the South. Today defendants face a situation highly similar to the one they faced a century ago. [T]he [U.S. Supreme] Court has tolerated the systematic exclu- sion of blacks from juries by allowing lower courts to accept “silly” and even “superstitious” reasons for striking black jurors.2 To make matters worse, a large percentage of black men (about 30 percent) are automatically excluded from jury service because they have been labeled felons.3 The combined effect … has put black defendants in a familiar place— in a courtroom in shackles, facing an all-white jury.
Closing the courthouse doors. The parallels between mass incarceration and Jim Crow extend all the way to the U.S. Supreme Court. In Dred Scott v. Sanford, the Supreme Court immunized the institution of slavery from legal challenge on the grounds that African Americans were not citizens, and in Plessy v. Ferguson, the Court established the doctrine of “separate but equal”—a legal fiction that protected the Jim Crow system from judicial scrutiny for racial bias.
Currently, McCleskey v. Kemp and its progeny serve much the same function as Dred Scott and Plessy. Mass incarceration is now off-limits to challenges on the grounds of racial bias, much as its predecessors were in their time. The new racial caste system operates unimpeded by the Fourteenth Amendment and federal civil rights legislation—laws de- signed to topple earlier systems of control.
Racial segregation. Although the parallels listed above should be enough to give anyone pause, there are a number of other, less obvious, similarities between mass incarceration and Jim Crow … . The creation and maintenance of racial segregation is one example. As we know, Jim Crow laws mandated residential segregation, and blacks were relegated to the worst parts of town. Roads literally stopped at the border of many black neighborhoods, shifting from pavement to dirt. Water, sewer systems, and other public services that sup- ported the white areas of town frequently did not extend to the black areas. Racial segre- gation rendered black experience largely invisible to whites, making it easier for whites to maintain racial stereotypes about black values and culture. It also made it easier to deny or ignore their suffering.

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Mass incarceration functions similarly. It achieves racial segregation by segregating prison- ers—the majority of whom are black and brown—from mainstream society. Prisoners are kept behind bars, typically more than a hundred miles from home.4 Even prisons—the actual buildings—are a rare sight for many Americans, as they are often located far from popu- lation centers. Although rural counties contain only 20 percent of the U.S. population, 60 percent of new prison construction occurs there.5 Prisoners are thus hidden from public view—out of sight, out of mind.
Prisons, however, are not the only vehicle for racial segregation. Segregation is also created and perpetuated by the flood of prisoners who return to ghetto communities each year. Because the drug war has been waged almost exclusively in poor communities of color, when drug offenders are released, they are generally returned to racially segregated ghetto communities—the places they call home.
Symbolic production of race. Arguably the most important parallel between mass incar- ceration and Jim Crow is that both have served to define the meaning and significance of race in America. Indeed, a primary function of any racial caste system is to define the meaning of race in its time. Slavery defined what it meant to be black (a slave), and Jim Crow defined what it meant to be black (a second-class citizen). Today mass incarcera- tion defines the meaning of blackness in America: black people, especially black men, are criminals. That is what it means to be black.
[T]he conflation of blackness with crime did not happen organically; rather, it was con- structed by political and media elites as part of the broad project known as the War on Drugs. In the era of colorblindness, it is no longer permissible to hate blacks, but we can hate crimi- nals. Indeed, we are encouraged to do so.
Just as African Americans in the North were stigmatized by the Jim Crow system even if they were not subject to its formal control, black men today are stigmatized by mass incarceration … whether they have ever been to prison or not. For those who have been branded, the branding serves to intensify and deepen the racial stigma, as they are con- stantly reminded in virtually every contact they have with public agencies, as well as with private employers and landlords, that they are the new “untouchables.”
The Limits of the Analogy Just as Jim Crow, as a system of racial control, was dramatically different from slavery, mass incarceration is different from its predecessor. If we fail to appreciate the differences, we will be hindered in our ability to meet the challenges created by the current moment.
Listing all of the differences here is impractical; so instead we will focus on a few of the ma- jor differences that are most frequently cited in defense of mass incarceration ….
Absence of racial hostility. First, let’s consider the absence of overt racial hostility among politicians who support harsh drug laws and the law enforcement officials charged with en- forcing them. The absence of overt racial hostility is a significant difference from Jim Crow, but it can be exaggerated. [R]acial hostility and racial violence have not altogether disap-

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peared, given that complaints of racial slurs and brutality by the police and prison guards are fairly common. Racial violence has been rationalized, legitimated, and channeled through our criminal justice system; it is expressed as police brutality, solitary confine- ment, and the discriminatory and arbitrary imposition of the death penalty.6
White victims of racial caste. Whites never had to sit at the back of the bus during Jim Crow, but today a white man may find himself in prison for a drug offense, sharing a cell with a black man. The direct harm caused to whites caused by mass incarceration seems to distinguish it from Jim Crow; yet, like many of the other differences, this one requires some qualification.
If 100 percent of the people arrested and convicted for drug offenses were African Ameri- can, the situation would provoke outrage among the majority of Americans who consider themselves nonracist and who know very well that Latinos, Asian Americans, and whites also commit drug crimes. We, as a nation, seem comfortable with 90 percent of the people arrested and convicted of drug offenses in some states being African American, but if the figure were 100 percent, the veil of colorblindness would be lost. [T]he inclusion of some whites in the system of control is essential to preserving the image of a colorblind criminal justice system and maintaining our self-image as fair and unbiased people. Because most Americans, including those within law enforcement, want to believe they are nonracist, the suffering in the drug war crosses the color line.
White drug “criminals” are collateral damage in the War on Drugs because they have been harmed by a war declared with blacks in mind. While this circumstance is horribly unfortunate for them, it does create important opportunities for a multiracial, bottom-up resistance movement, one in which people of all races can claim a clear stake. For the first time in our nation’s history, it may become readily apparent to whites how they, too, can be harmed by anti-black racism—a fact that, until now, has been difficult for many to grasp.
Black support for “get tough” policies. Yet another notable difference between Jim Crow and mass incarceration is that many African Americans seem to support the current sys- tem of control, while most believe the same could not be said of Jim Crow. It is frequent- ly argued in defense of mass incarceration that African Americans want more police and more prisons because crime is so bad in some ghetto communities.
[I]t is inaccurate to say that black people “support” mass incarceration or “get tough” policies. The fact that some black people endorse harsh responses to crime is best under- stood as a form of complicity with mass incarceration—not support for it. This complicity is perfectly understandable, for the threat posed by crime—particularly violent crime—is real, not imagined. Although African Americans do not engage in drug crime at significantly higher rates than whites, black men do have much higher rates of violent crime, and violent crime is concentrated in ghetto communities. Studies have shown that joblessness—not race or black culture—explains the high rates of violent crime in poor black communities. Regardless, the reality for poor blacks trapped in ghettos remains the same: they must live in a state of perpetual insecurity and fear. It is perfectly understandable, then, that some African Americans would be complicit with the system of mass incarceration, even if they

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oppose, as a matter of social policy, the creation of racially isolated ghettos and the subse- quent transfer of black youth from underfunded, crumbling schools to brand-new, high- tech prisons.
The predicament African Americans find themselves in today is not altogether different from the situation they faced during Jim Crow. Jim Crow, as oppressive as it was, offered a measure of security for blacks who were willing to play by its rules. Those who flouted the rules or resisted them risked the terror of the Klan. Cooperation with the Jim Crow sys- tem often seemed far more likely to increase or maintain one’s security than any alterna- tive. [I]t is understandable why some blacks believed their immediate safety and security could best be protected by cooperation with the prevailing caste system.
Disagreements within the African American community about how best to respond to systems of control—and even disagreements about what is, and is not, discriminatory— have a long history. The notion that black people have always been united in opposition to American caste systems is sheer myth. Following slavery, for example, there were some African Americans who supported disenfranchisement because they believed that black people were not yet “ready” for the vote. Former slaves, it was argued, were too illiterate to exercise the vote responsibly, and were ill-prepared for the duties of public office. This sentiment could even be found among black politicians such as Isaiah T. Montgomery, who argued in 1890 that voting rights should be denied to black people because enfran- chisement should only be extended to literate men. In the same vein, a fierce debate raged between Booker T. Washington and W.E.B. Du Bois about whether—and to what extent—ra- cial bias and discrimination were responsible for the plight of the Negro and ought to be challenged. Du Bois praised and embraced Washington’s emphasis on “thrift, patience, and industrial training for the masses,” but sharply disagreed with his public acceptance of segregation, disenfranchisement, and legalized discrimination. In Du Bois’s view, Washing- ton’s public statements arguing that poor education and bad choices were responsible for the plight of former slaves ignored the damage wrought by caste and threatened to rationalize the entire system.
Today, a similar debate rages in black communities about the underlying causes of mass incarceration. While some argue that it is attributable primarily to racial bias and dis- crimination, others maintain that it is due to poor education, unraveling morals, and a lack of thrift and perseverance among the urban poor. [A]rguments can be heard from black people across the political spectrum who believe that reform efforts should be focused on moral uplift and education for ghetto dwellers, rather than challenging the system of mass incarceration itself.
Many black people are confused—and the black community itself is divided—about how best to understand and respond to mass incarceration. A seemingly colorblind system has emerged that locks millions of African Americans into a permanent undercaste, and it ap- pears that those who are trapped within it could have avoided it simply by not commit- ting crimes. Isn’t the answer not to challenge the system but to try to avoid it? Shouldn’t the focus be on improving ourselves, rather than challenging a biased system? Familiar questions are asked decades after the end of the old Jim Crow.

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The genius of the current caste system, and what most distinguishes it from its prede- cessors, is that it appears voluntary. People choose to commit crimes, and that’s why they are locked up or locked out, we are told. This feature makes the politics of responsibil- ity particularly tempting, as it appears the system can be avoided with good behavior. But herein lies the trap. All people make mistakes. All of us are sinners. All of us are criminals. All of us violate the law at some point in our lives.
The notion that a vast gulf exists between “criminals” and those of us who have never served time in prison is a fiction created by the racial ideology that birthed mass incar- ceration, namely that there is something fundamentally wrong and morally inferior about “them.” The reality, though, is that all of us have done wrong. Yet only some of us will be arrested, charged, convicted of a crime, branded a criminal or felon, and ushered into a permanent undercaste.
Urging the urban poor—or anyone—to live up to their highest ideals and values is a good thing, as it demonstrates confidence in the ability of all people to stretch, grow, and evolve. Even in the most dire circumstances, we all have power and agency, the ability to choose what we think and how we respond to the circumstances of our lives. The intuition underlying moral-uplift strategies is fundamentally sound: our communities will never thrive if we fail to respect ourselves and one another.
As a liberation strategy, however, the politics of responsibility is doomed to fail—not be- cause there is something especially wrong with those locked in ghettos or prisons today, but because there is nothing special about them. They are merely human. They will con- tinue to make mistakes and break the law for reasons that may or may not be justified; and as long as they do so, this system of mass incarceration will continue to function well. Generations of black men will continue to be lost—rounded up for crimes that go ignored on the other side of town and ushered into a permanent second-class status. It may seem at first blush that cooperating with the system while urging good behavior is the only option available, but in reality it is not a liberation strategy at all.
Fork in the Road Our nation declared a war on people trapped in racially segregated ghettos—just at the moment their economies had collapsed—rather than providing community investment, quality education, and job training when work disappeared. Of course those communities are suffering from serious crime and dysfunction today. Did we expect otherwise? Did we think that, miraculously, they would thrive? And now, having waged this war for decades, we claim some blacks “support” mass incarceration, as though they would rather have their young men warehoused in prison than going off to college. Clearly a much better set of options could be provided to African Americans—and poor people of all colors—today. As historian Lerone Bennett Jr. eloquently reminds us, “a nation is a choice.” We could choose to be a nation that extends care, compassion, and concern to those who are locked up and locked out or headed for prison before they are old enough to vote. We could seek for them the same opportunities we seek for our own children; we could treat them like one

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of “us.” We could do that. Or we can choose to be a nation that shames and blames its most vulnerable, affixes badges of dishonor upon them at young ages, and then relegates them to a permanent second-class status for life.
Endnotes 1 See Jamie Fellner and Marc Mauer, Losing the Vote: The Impact of Felony Disenfranchisement Laws in the United States (Washington, DC: Sentencing Project, 1998).
2 See Purkett v. Elm, 514 U.S. 765 discussed in chapter 3, p. 150.
3 Brian Kalt, “The Exclusion of Felons from Jury Service,” American University Law Review 53 (2003): 65.
4 Jeremy Travis, But They All Come Back: Facing the Challenges of Prisoner Reentry (Washington, DC: Urban Institute Press, 2002), 32, citing Bureau of Justice Statistics.
5 Peter Wagner, “Prisoners of the Census”; for more information, see www.prisonersofthecensus.org.
6 See, e.g., Charles Ogletree and Austin Sarat, eds., From Lynch Mobs to the Killing State: Race and the Death Penalty in Ameri- ca (New York: New York University Press, 2006); and Joy James, The New Abolitionists: (Neo) Slave Narratives and Contemporary Prison Writings (New York: State University of New York Press, 2005).

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Political Science questions grad school essay help

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correcturgent

1. Ambition must be made to counteract ambition is most closely linked to
a. pluralism b. elitism c. socialism d. pacifism
2. An example of an interest group which pursues its goals primarily through litigation is the
a. ACLU b. American Tobacco Institute c. AARP d. Veterans of Foreign Wars
3. One criticism of the pluralistic viewpoint of interest groups is that the theory is
a. elitist
b. amoral
c. focuses on overall public interest
d. None of the above
4. C. Wright Mills believed that if pluralism exists, it
a. consists entirely of political interest groups
b. really consists of competing groups of elites
c. involves the masses
d. involves predominantly blue-collar workers
5. According to David Truman, a moderating influence on interest group politics is
a. socialization
b. multiple/overlapping memberships
c. potential interest groups
d. All of the above
6. Which of the following roles do interest groups fulfill?
a. Supplement Congressional representation
b. Initiate ideas
c. Perform a watchdog function
d. All of the above
7. Interest groups differ from political parties in that
a. interest groups promote their goals by running candidates for elected office
b. interest groups seek direct control of the government
c. interest groups seek responsibility for the management of government
d. interest groups seek to influence government rather than nominating candidates for
office
8. Which of the following is considered an “economic” interest group?
a. Sierra Club
b. American Federation of Labor and Congress of Industrial Organizations (AFL-CIO)
c. National Right to Life Committee
d. Public Citizen
9. Which of the following is considered a “single-issue” interest group?
a. Sierra Club
b. American Federation of Labor and Congress of Industrial Organizations (AFL-CIO)
c. National Right to Life Committee
d. Public Citizen
10. Which of the following is considered a “citizen” interest group?
a. American Medical Association
b. National Beer Wholesalers Association
c. National Right to Life Committee
d. Public Citizen
11. “Climate control” is the label applied to interest group tactics which
a. use public outreach to build favorable public opinion of the organization or company
b. seek to personally persuade political leaders to support the group’s position
c. provide financial aid or other forms of support for favored office seekers
d. are more commonly known as peaceful protests
12. The practice of organizing citizens to exert direct pressure on public officials in support of
an interest group’s policy preferences is known as
a. grassroots mobilization
b. grass tops mobilization
c. Astroturf lobbying
d. coalition formation
13. Which of the following organizations spent the most money lobbying government during
the last 15 years?
a. U.S. Chamber of Commerce b. AT&T c. General Motors d. AARP
14. The filing of amicus curiae briefs is one form of lobbying
a. the President b. Congress c. the courts d. All of the above
15. Which of the following most closely reflects pluralism?
a. Politics is ambition countering ambition
b. Politics is a quest for a just and moral society
c. Individual fulfillment and social good are one and the same
d. People without rules could produce a community free of strife
16. Which of the following can be said of pluralism?
a. It is a philosophical commitment to diversity.
b. Implicit in a pluralistic philosophy is disdain for difference.
c. Pluralism respects difference, which translates to civility.
d. A and C but not B
17. As discussed in the Democracy in Crisis podcast, “individual agency”
a. is the result of the state governments possessing too much power.
b. is achieved when people are engaged in participating in public policy debate.
c. is encouraged by wealthy interest groups which become involved in electoral politics.
d. is dangerous to democracy because unqualified people would influence policy.
18. The Democracy in Crisis podcast pointed out the following crisis in U.S. democracy:
a. political polarization
b. rise in wealthy, powerful interest groups
c. “vetocracy”
d. All of the above.
e. A and B but not C.
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Length Regarding Chinese History essay help: essay helpThe final exam consists of the following 2 essay questions. Please note that the essays are of slightly different lengths.
The essays should be double-spaced, 12-point font, and checked for spelling, typos, and grammar. Proofread! Spellcheck does not catch all problems. The essays are due bt December 7 by 4 pm.
Topic 1: This essay should be 4-5 pages.
It is 1949. The CCP has just become the government of the People’s Republic of China, and the Guomindang has begun to govern Taiwan. As a historian, you have been asked to advise on which government the US should recognize. You have been assured that whatever your perspective, your views will not be made public: you need not worry about consequences and are at liberty to express your honest opinion.
Write a report arguing either that the US should recognize the CCP or the GMD. Your report should consider the record of the CCP and GMD from 1921 to 1952, drawing on Schoppa, and essays by Mao Zedong, Chen Xuezhao, Lu Xun, Chiang Kai-shek, Song Meiling, Ding Ling, and Wang Shiwei. Be sure to consider the war with Japan/WWII, CCP social and economic policies and programs (such as land reform, marriage laws, rectification). Also consider the ways in which both parties began as idealistic movements and had to change in the context of political realities. Most important, make your report emphasize history!
Keep in mind that whichever side you argue, it is completely appropriate to refer to aspects of either party that might complicate your view, and then describe how you would contextualize them. Focus on China! (This is not a paper about US history or politics, and so you need not consider the specifics of the US at that time.)
Topic 2: This essay should be 3-4 pages.
Based on Dragon’s Village, what were the major challenges faced in implementing land reform and how were they confronted? What was accomplished and what problems remained impossible to resolve? Your essay should draw very specifically from Dragon’s Village! (only use this book as the source for this question. By Yuan-tsungCheng. A Dragon’s Village.)
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Discussion on legislative branch essay help 123
Legislative Branch
Who are the members of Congress? Compare their characteristics to those of the US population.
What factors influence congressional elections? Why does incumbency play such a large role?
How is Congress organized to make policy? What are the major institutional differences between the House and the Senate?
What are the important roles played by leaders, committees, caucuses, and staff?
What is the process by which a bill become a law? What factors help explain congressional decisions?

Congress 11.1

Congress 11.2
Who are the members of Congress? Compare their characteristics to those of the US population.

The Members
Power and pay: $174,000 (about 3 times the typical American family) and generous retirement benefits. Oh yes, and the potential for a much higher salary once you leave office (as a lobbyist).

Number and Length of Terms
Lower House: House of Representatives – 435 (2-year terms)
Upper House: Senate – 100 members (6-year terms)

Constitutional Qualifications
House: at least 25 years old and be an American citizen for 7 years.
Senate: at least 30 years old and be an American citizen for 9 years.

Makeup of the Congress
Members of Congress look very different than the average American – they are very atypical.

Note the difference between substantive and descriptive representation.
Descriptive: do members mirror the personal, political relevant characteristics of citizens?
Substantive: do members reflect the interests and policy positions of the district citizens?

Congress 11.3

Congress 11.4
What factors influence congressional elections? Why does incumbency play such a large role?

Congressional Elections

Incumbency is a major factor that affects elections to the Congress.
Incumbents have advantages that make them likely to win reelection.

Congress 11.5

Incumbency Advantages in Congressional Elections

Congress 11.6
Sources of incumbency advantage:
Advertising: The goal is visibility and demonstrating to constituents that the legislator is working hard for the citizens.
Credit claiming
Casework
Pork barrel projects: federal money to the district for projects.
Position taking
Weak opponents
Campaign spending

Congress 11.7
How is Congress organized to make policy? What are the major institutional differences between the House and the Senate?

Institutional Features
Bicameral Congress as provided by the Constitution.
Some institutional features are common to both houses – such as the presence of committees that do much of the work.
But there are some key differences, most notably: the House is more centralized and more hierarchical than the Senate.

Congress 11.8

House versus Senate: Some Key Differences

Congress 11.9
Other key institutional differences between the chambers:

The House has a Rules Committee that has a great deal of power. It performs a “traffic cop” function and gives each bill a “rule” that schedules the bill, sets time limits for debate, and can specify the types of amendments that can be offered. The Speaker now appoints the members of this very powerful committee.

Unlike in the House where debate on a bill can be ended with a majority vote, in the Senate, a filibuster is possible. This is “a strategy unique to the Senate whereby opponents of a piece of legislation try to talk it to death, based on the tradition of unlimited debate.” It requires 60 Senators present and voting to invoke cloture to end debate.

Congress 11.10
What are the important roles played by leaders, committees, caucuses, and staff?

Congressional Leadership

HOUSE
Speaker of the House
Majority and Minority Leaders
Majority and Minority Whips

SENATE
President of the Senate, President Pro-Tempore
Majority Leader and Minority Leaders

Congress 11.11
Committees
There are four types of committees:
Standing committees
Joint committees
Conference committees
Select committees
Committee actions:
“mark-up” stage
oversight

Caucuses

Congressional Staff
GAO
CBO

Congress 11.12
What is the process by which a bill become a law? What factors help explain congressional decisions?

How does a bill become a law?
Note the steps in the process.
Bills follow parallel processes in the House and the Senate.
Ultimately, both houses must pass the same version of the bill before being sent to the president.

Congress 11.13

How a Bill Becomes a Law

Congress 11.14
Success or failure determined by a variety of factors
Presidential support.
Political party.
Ideology.
Constituency pressures.
Trustees: legislators should use their best judgement to make policy in the interests of the people.
Instructed delegate: legislators should make policy that mirrors the preferences of their constituents.
Lobbyists and Interest Groups.

Congress 11.15

Increasing Polarization in Congress

11.4
Congress 11.16

Another Way to View Increasing Polarization in Congress

16
This figure lays out two paths for how a bill can become a law.

Activity: As a fun introductory exercise, screen the School House Rock video “I’m Just a Bill” available on YouTube at http://www.youtube.com/watch?v=tyeJ55o3El0. For a more detailed assignment, ask students to prepare, either in the written form of “script” or an actual video, your own supplement that adds to the simple version presented your more sophisticated understanding of committees, congressional decision making, interest groups, and constituencies that actually fashion how bills become laws.

Congress 11.17

Increasing Polarization in the US House: Agreement Between Party Members 1949-2011
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Virtual World history discussion essay help app: essay help app

Identity in a Virtual World?
Can you imagine a world where you wake up in the morning, and you go to your doctor’s office without ever leaving your house? Instead, you plug your blood pressure cuff into your computer and you insert your saliva sample into an analytical drive. The analysis is sent to a virtual physician who lives a thousand miles away. He diagnoses an illness that requires surgery. Lucky for you, the surgeon drone is not terribly busy that morning, and you are able to have your gallbladder removed early in the afternoon. The drone arrives, gives you anesthesia, and by employing ultrasound technology, your doctor can operate by remote control. Without interacting with a human at any point in the process, you have an organ removed in your own home.
For many people, the idea that a university could appear in your living room was equally hard to imagine. Yet, Walden can provide you with a world class education without physically sharing a space with fellow students and teachers. Today online learning is a more common experience, and you are bravely doing what was only a dream 20 years ago.
What wonderful uses of technology! Yet there can be a dark side to technology and the virtual world. Texting while driving isn’t the only thing that can cause an injury. Many people get news of an end to a relationship via text message, cry about an ex’s post on Facebook, or find out about an affair by cyber sleuthing. We must learn to navigate the positive aspects of technology (1 in 3 marriage licenses in New York City were to couples who met online) while dealing with the perversion rampant online.
In this week’s Discussion you will use the Week 1 Notes and Readings to explore what it means to be human in a virtual world. Reference the resources in your post and response. You do not have to formally cite a source, but if you are relating an idea or building upon the readings, poems, or videos, please identify the source.
To prepare for the Discussion:
The “To prepare” component of the Discussion identifies the Learning Resources you will need to read or view to inform your post for the Discussion. Additionally, it may ask you to think about a specific topic, consider an alternate perspective, or recall life experiences which may inform your Discussion post.

Read and reflect upon theWeek 1 Notes and Readings.
Think about interactions you have had in a virtual space such as a help line/call center, Skype, Amazon shopping cart, or your communications with Walden University.
Think about whether you’ve had emotional reactions to material online.
Review the Discussion Rubric and Sample Discussion Board Responses documents.

By Day 3,post a paragraph response (about 200–300 words in length) to the following questions:
Do you behave and communicate differently online than you do face-to-face? How so? Give specific examples.
What does it mean to be “fully human”? In light of your definition, do you think we can be “fully human” while interacting with others in a virtual space? Why or why not?
Read two or more of your classmate’s postings.
Respond by Day 5 to two or more of your classmate’s postings by sharing how you would change what you wrote based upon what you read in other posts.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your classmates made.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

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Representation in the U.S. House essay help site:eduReport #3: Representation in the U.S. House
You are to write a brief report on a current member of the U.S. House of Representatives that I will randomly assign to you. A list of assignments for each student will appear in this week’s block by the fourth week of classes.
Assigned to write a brief report on (MIKE ROGERS U.S. House Alabama District 3)
Before beginning this assignment, make certain that you have read Chapter 11 in your text (“Congress”). The only source you will need for writing the report is the Project Vote Smart web site that can be accessed here: Project Vote Smart
Using the tabs at the top of the website, locate the information needed for answering the questions below. The report should contain three separate sections that address all the points in each question. Notice the expected word count for each section (exceeding the word count will not negatively affect your grade, but please try to stay within the range).
1. Provide basic biographical information about the member. What is their current or past occupation, education level, party affiliation, past political experiences, leadership positions held, etc.? This information can be found under the “Bio” tab. (approximately 200-250 words)
2. Characterize the member’s typical roll call voting patterns based on their votes on specific issues and rating scores compiled by interest groups (found under “Votes” and “Ratings” tabs). Would you describe the member’s voting as mostly conservative, mostly liberal, or somewhere in between? Cite examples to justify your characterization. (approximately 200- 250 words)
3. Where does the member receive the bulk of his or her campaign contributions (found under “Funding” tab)? What industries or professions provide a significant portion of the member’s campaign funds? Provide examples. (approximately 100-150 words)
Be careful not to plagiarize. If you want to quote from the Vote Smart website, do so using quotation marks and indicate where the quote is found. But try to do this sparingly and simply use your own words in addressing the questions.
In your writing, use an analytical tone that is free of your personal opinions. In other words, try to answer the questions in a straightforward and objective manner.
Link: Project Vote Smart
PLEASE NOTE: When using the Project Vote Smart web site you may be asked to make a financial contribution to their organization. It is not necessary to make a contribution in order to use their web site.
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