Reflect on interest groups and democracy. Discuss whether i

Reflect on interest groups and democracy. Discuss whether interest groups magnify the power of individuals to influence government and public policy or if they are used as a tool to exclude “regular people” in favor of wealthy elites. Also discuss whether changing the present election system so that it runs on limited public financing, via tax dollars, instead of contributions from interest groups and wealthy donors, would make the system more democratic and open.

In responding to your classmates, discuss if such a policy violates the free speech rights of interest groups and their members.

For your response posts (2), you must do the following:

 Reply to at least two different classmates outside of your own initial post thread.

 In Module One, complete the two response posts by Sunday at 11:59 p.m. Eastern Time.

 In Modules Two through Eight, complete the two response posts by Sunday at 11:59 p.m. of your local time zone.

 Demonstrate more depth and thought than simply stating that “I agree” or “You are wrong.” Guidance is provided for you in each discussion prompt.
classmates Post #1:

Interest Groups can be considered the Fans, of the two major parties in politics. When looking for a team to root for. Here enters the Interest groups working from the bottom-up helping to educate voters, raise money, and increase awareness. In fact, the political parties of countries with multiparty systems look a lot like the interest groups of the United States. These groups make large donations of time, and resources to the parties. They try to influence the direction and decision making of parties. They try to recruit the best players to run as candidates under party banners. Nonetheless, they are not the parties, and they must rely on parties and candidates to win the game. (Evans & Michaud, 2019) I believe that there are groups of (regular) people that are not always spoken for, yet there are Interest groups focused on some of those groups like the N.A.A.C.P.

I don’t think changing the Election system to public financing will make it more democratic. Interest groups have been particularly useful to campaigns through their financial sponsorship of political advertising. On television, radio, and the internet, interest groups broadcast the virtues of some candidates and lambast the faults of others. (Evans & Michaud, 2019) I believe we need that funding to learn about all the candidates and what they stand for. I am one of those people that does not follow politics, and every person running in every election. I will not lie, some of those ads have helped me with past voting decisions.

Resources:

Evans, J., & Michaud, K. (2019). Central ideas in American government (9th ed.). Asheville, NC: Soomo Learning. Available from http://www.webtexts.com

classmates Post #2:

I am going to admit that before reading chapter 13 in Central Ideas In American Government I had a different idea in my mind of what interest groups were about. I believed that they were the “bad guy” and a useless part of politics and I am one who does her research but I never went in depth in trying to learn what interest groups are and what their objective in politics consists of. Well I have been enlightened. An interest group is a group of individuals that share a common interest that seek to influence government and public policy. They “provide political representation to members of society who share similar interests” (Evans & Michaud, 2019). They attempt this by direct influence through lobbying or indirect influence over policy through election activities. A misconception that I had about interest groups, and one that many others do as well, was that they attempt to buy the votes of members of Congress through campaign contributions when in fact they only focus on candidates that already support their cause, so they are not buying off someone that was not on their side to begin with. Essentially what an interest groups contributions are buying is access to politicians so that their causes can be heard one on one. An example of that would be the NRA, an interest group, contributing to the campaign of a Republican who is a staunch supporter of gun right. Interest groups are there to provide meaningful information to politicians on behalf of their constituents.

I do believe interest groups exclude “regular people,” but only to an extent. There are many interest groups that represent people in the lower socioeconomic sector. There is the United Farm Workers of America that represents the men and women who pick crops, Planned parenthood represents individuals with low income and no insurance, the Children Defense Fund and so on. It’s true that the majority of lobbyists are hired by private interest because they have the resources, especially monetary, and that can be a disadvantage for the public interest groups who may not have the same resources. Yet there is still representation and there are members in Congress that look out for the interest of their lower socioeconomic constituents. Interest groups do play a big role in our democracy when it comes to policy change and they will continue to do so as long as the government doesn’t put any restrictions on their contributions and lobbying. Using tax dollars to finance an election instead of interest group contributions can be seen as a more democratic move but I would personally not want my tax money going to a candidate that I oppose.

Evans, J., & Michaud, K. (2019). Central ideas in American government (9th ed.). Asheville, NC.

Soomo: Learning. Retrieved from http://www.webtexts.com

While servant leadership is often associated with Christian

While servant leadership is often associated with Christianity and the Bible, one could argue it is compatible with most religions and philosophies and that it transcends cultures. This assignment presents you with an opportunity to explore other cultures, philosophies, and religions and asks you to think critically about how servant leadership practices are apparent in other religious and cultural values.

Select one cultural context and one religious viewpoint (other than Christianity, its denominations, or something already discussed in the textbook) and examine how the principles of servant leadership are evident in that culture and religion. In a 1,250-1,500-word essay, identify similarities and differences between servant leadership’s philosophies and the values evident in the selected cultural context and religious viewpoint. Be sure to provide specific examples of practices and/or values in your discussion.

You are required to locate two articles that examine servant leadership from a different cultural perspective and two articles that examine servant leadership from a different religious perspective. Be sure to select academic articles from reputable sources that are 10-20 pages in length. Include information from the articles in your discussion.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Refer to the rubric attached titled, “Topic 3: Servant Leadership in Diverse Contexts,” prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Week 8 Discussion: Political Compass Results Required re

Week 8 Discussion: Political Compass Results

Required resources:
Read/review the following resources for this activity:

Lesson
Political Compass Test Results
Additional scholarly sources you identify through your own research
Link (webpage): Discussion Guidelines

Please follow the guidelines to get full credit.

Textbook:

Magstadt, T. (2017). Understanding politics: Ideas, institutions, and issues (12th ed.). Boston, MA: Cengage.

Initial Post Instructions
Go to the site: https://www.politicalcompass.org. (Links to an external site.)Links to an external site.
Scroll to the end of the site where it says “take the test”.
Answer all of the questions.
After you answer the questions, there will be a chart with your Economic and Social numbers.

After taking the political compass test, tell the class what your scores are and what they mean. Then, analyze why you believe the results or do not believe the scores. Finally, discuss how this course has been beneficial to your daily life and career choice. Use evidence (cite sources) to support your response from assigned readings or online lessons, and at least TWO outside scholarly sources.

Class, take the Political Compass Test at www.politicalcompass.org (Links to an external site.)Links to an external site.. Go to the Take the Test tab. Then answer the questions asked of you. Be sure to print or save your results!

Then tell the class what your scores are and what they mean. Then, analyze why you believe the results or do not believe the scores.

Lesson:The Political Compass

Introduction:
This is it. You made it through political science! During this week, we will take the political compass test.

Understanding specific terms regarding the political spectrum is the key to unlocking its mysteries. This week, you will be taking the Political Compass Test. This is done to help you pinpoint your exact political stance on social and economic matters and to see how the government impacts your daily interactions. To fully grasp your results, let’s begin by exploring the graph structure and the terms presented in this assignment.

The Graph Structure
The horizontal perspective

This line represents your views regarding how much control the government should

have over the economy.

The further right your dot moves, the more you support no regulation or control by the

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The further left your dot moves, the more you support complete regulation or control

by the government.

The vertical perspective

This line represents your views regarding how much control the government should

have on social matters or items concerning your daily life.

The further up the scale your dot moves, the more you support governmental regulation

of daily life, such as the creation of laws to maintain order, or to support certain fundamental beliefs.

The further down the scale your dot moves, the more you support individual regulation,

rather than government control, of daily life.

The Terms

==

The four terms provided on the graph represent the extremes people may support

The right: All the way to the right presents the concept of 100% capitalism.

This means no governmental regulation of business of any kind.

This means a completely market-regulated economy.

The left: All the way to the left presents the concept of 100% socialism.

This means complete governmental regulation of business.

Production is completely owned and operated by government.

Authoritarian: All the way to the top presents the concept of an authoritarian government.

This means complete government control over your daily life.

For example, the government declares there is no religion within the country, or there is a national religion that all must follow. Or it tells you what you can or cannot know, as in controlling the media or the Internet.

Libertarian: All the way to the bottom presents the concept of individual freedom to regulate your own actions.

This means that regulations regarding what you can or cannot do are in your hands, or at least local government hands, rather than at the national level.

For example, all individuals can possess guns, without any regulations such as gun safety classes, registration of firearms, or wait limits.

Usually, people do not fall on the far points of the graph, but somewhere in between the extremes. Again, your results will vary depending how much power you think the government should have in regulating business and your daily interactions.

Summary
Image of bubbles with words Right, Government, Democracy, Power, Politics, Capitalism, Fascism, Anarchy, Socialism, Liberal

We ended this course taking the political compass test that explained where you fall on the political spectrum. Although this course wasn’t all inclusive of all political science ideas, it gives you a good understanding of political science. Throughout this course, we discussed the importance of studying political science in our lives, the various branches and powers of the US democracy, how other countries have developed their democracies, who is an ideal citizen, living in a totalitarian nation, and domestic and foreign affairs.

Objective Analyze and critique the theory and practice of

Objective
Analyze and critique the theory and practice of the politics and governments of the United States and California.

Instructions
In your essay writing for this course, use at least two of the following “tools” to analyze the piece. In your introductory paragraph (or second paragraph in some instances) mention which two tools you are using. This is the backbone of your thesis and should help with the structure and organization of your paper.

Feel free to employ your artistic freedom in your piece, and I do not grade based on my personal beliefs and values. I grade the essay based on the quality of the analysis, the supporting evidence/examples, grammar, structure, organization, and clarity. Length is not a factor, as an essay is only as long as it needs to be. That being said, an essay is not done until it has completed its purpose; in this case using two types of analyses to develop further understanding.

Analyze in an essay. Use two tools of analysis.

Compare and contrast (two or three sections of a piece)
Compare and contrast (with outside information/experts such as academic experts, politicians, textbooks, and other professional sources)
Apply to something you know (pop culture, other text, experience, historical examples, other material)
Reinterpret (put the author’s ideas into your own words, communicate their point in a new way)
Relevance (does the author’s ideas apply to something going on today?)
Argue for (provide several examples why the author is correct)
Argue against (provide at least one example why the author is incorrect)
Proscribe (criticize the author or the piece)
Prescribe a solution to a problem the author raises, or propose a better solution than the author gives
Identify if author has a bias and explain with examples
Then use outside information to give examples.

Include a full introduction of the author and his text (Francis Fukuyama, Origins of Political Order Chapter 5, “The Coming of the Leviathan”).

The Coming of the LeviathanPreview the document

Examples
Thesis might look like: In order to better understand Fukuyama, we will compare and contrast two sections. Similarities and differences will be pronounced. These similarities and differences can be exemplified with pop culture. Using the popular show ___________ from Netflix, we can better understand Fukuyama’s argument about state formation.

I would like to request the following: – Prepare a

I would like to request the following:

– Prepare a six-page essay

– Subject: Combat Leadership versus Garrison Leadership.

– Include thesis statement and at least three supporting topics.

Utilize the requirements below:

 Typed

 Double-spaced

 Standard-sized paper (8.5″ x 11″)

 1″ margins on all sides

 Size 12 pt. Times New Roman font

 Use flush-left alignment and ragged right; do not divide words at the end of the line.

 Indent paragraphs five spaces (Set the tab key)

 Use two spaces at the end of a sentence.

 Abbreviations: The first time you use a term, spell it out in full, followed by its

abbreviation in parentheses; thereafter, you may use the abbreviation only.

1. Personal Responsibility Hypothetical Situation (f

1. Personal Responsibility

Hypothetical Situation (from Joseph Nye, Understanding International Conflicts (Longman, 2003) page 21.

Imagine walking into a village in another country. You find that a local military officer is about to shoot three people lined up against the wall. You ask, “Why are you shooting these people? They look quite harmless.”

The officer says, “Last night somebody in this village shot one of my men. I know that somebody in this village is guilty, so I am going to shoot these three to set an example.”

You say,”You can’t do that! You’re going to kill an innocent person. If only one shot was fired, then perhaps two of these people are innocent, perhaps all three. You just can’t do that.”

The officer takes a rifle from one of his men and hands it to you saying, “You shoot one of them for me and I’ll let the other two go. You can save two lives if you shoot one of them. I’m going to teach you that in civil war you can’t have these holier than thou attitudes.”

In your own words, answer the following questions.

What ethical values did “you” bring into the “village?”

What values did the military officer bring into this situation?

What options do you now have as a result of your intervention?

What are the likely consequences of each option?

What choice do you make at the end?

Can you resolve your choice with ethical standards?

Write a 1,400- to 1,750-word paper that demonstrates an exa

Write a 1,400- to 1,750-word paper that demonstrates an example of poor intercultural communication that significantly affected international commerce or foreign policy.

Illustrate the lack of intercultural communication by clearly defining cultural patterns (theories, identity, and bias, for example) and communication devices (such as communication foundations and taxonomies) between two cultures. Select one or two intercultural communication theories needed to address and possibly resolve the example you have given.

Include answers to the following questions in your paper:

How do the two countries differ in their cultural patterns? How does communication play a role in each culture?
What communication devices were used by both parties in this example?
How did these devices work or not work in this particular intercultural communication example?
What key intercultural communication theorist would you enlist to help solve this intercultural communication problem? Summarize the position of your selected theorist and explain how their ideas might apply to the situation.
What approaches or theories may work to resolve your poor intercultural communication example?
Utilize at least two external peer-reviewed sources.

Week 5 Assignment: Essay – Ideal Citizen in a Totalitarian

Week 5 Assignment: Essay – Ideal Citizen in a Totalitarian Government

Required Resources
Read/review the following resources for this activity:

Textbook: Chapter 6, 10
Lesson
Textbook:

Magstadt, T. M. (2017). Understanding politics: Ideas, institutions, and issues. Australia: Cengage Learning.

Instructions:
Aristotle defined tyranny as an illegitimate form of government by one individual that tightly controlled every part of life and government. Adolf Hitler is the most notorious tyrant. Using a totalitarian society from the past or present, discuss how the state and its leader attempt to impede citizens from exercising their rights. In your discussion, explain some components of an “ideal citizen,” consequences of voter apathy, and ways the state controls the citizen.

Writing Requirements (APA format)

Length: 2 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 3 scholarly sources)
Grading
This activity will be graded based on the essay rubric. Please for Rubic for full credit.

Rubric
Week 5 Assignment: Essay – Ideal Citizen in a Totalitarian GovernmentWeek 5 Assignment: Essay – Ideal Citizen in a Totalitarian

GovernmentCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeActual case study of a country.

20.0 ptsUses a historical or contemporary example of a totalitarian country

16.0 ptsThere is a totalitarian country, but it is not real.

12.0 ptsThere is a country, but it is not totalitarian.

0.0 ptsThere is no country mentioned.

total20.0 pts
This criterion is linked to a Learning OutcomeControl by a totalitarian leader

20.0 ptsDescribes the three ways, violence, propaganda, and scapegoating, that leaders use to keep control in the country.

16.0 ptsOnly two of the tactics of totalitarian leaders are described.

12.0 ptsOnly one of the tactics of totalitarian leaders are described.

0.0 ptsHow a totalitarian leaders keeps control is not addressed.

total20.0 pts
This criterion is linked to a Learning OutcomeCitizens in the country.

20.0 ptsStates and describes two ways of stopping a totalitarian regime by using political socialization, civil disobedience, resist propaganda. Discusses voter apathy.

16.0 ptsStates and describes one way of stopping a totalitarian regime by using political socialization, civil disobedience, resist propaganda. Discusses voter apathy.

12.0 ptsStates and describes one way of stopping a totalitarian regime by using political socialization, civil disobedience, resist propaganda. Does not discuss voter apathy.

0.0 ptsDoes not address the concepts.

total20.0 pts
This criterion is linked to a Learning OutcomeScholarly resources

10.0 ptsUses both the book and, at least, two outside scholarly source.

8.0 ptsUses only the book or a scholarly source.

6.0 ptsUses only a scholarly source and the source is not scholarly.

0.0 ptsDoes not use the book or scholarly source.

total 10.0 pts
This criterion is linked to a Learning OutcomeAPA

5.0 ptsAll sources are properly cited and referenced according to APA standards.

4.0 ptsSources are either properly cited or referenced, missing one of those elements.

3.0 ptsThe citation and/or reference are incorrect.

0.0 ptsNo APA format was used.

total5.0 pts
This criterion is linked to a Learning OutcomeWriting

5.0 ptsPresents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).

4.0 ptsPresents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).

3.0 ptsPresents information using understandable language but is very disorganized (many errors in English grammar, spelling, syntax, and punctuation).

0.0 ptsPresents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 5 points

Total Points for paper: 80.0