completing the VARK Questionnaire

Objective: Evaluate your learning experience in this course by applying your VARK Questionnaire results to provide examples and explanations that discuss your personal first hand accounts of effective and ineffective learning experiences.

Formatting Requirements

You must use complete sentences, 12 point font, Times New Roman, double space, one inch margins and essay format.Include a bibliography and make sure to use in-text (parenthetical) citations to give credit to information that you incorporate. 2 pages minimum length.

Part 1

Identify your learning style, by completing the VARK Questionnaire using this link provided, below. Make sure to discuss your results by incorporating them as examples or explanations throughout your response.

VARK questionnaire (Links to an external site.)

http://vark-learn.com/the-vark-questionnaire/ (Links to an external site.)

Part 2

Evaluate your learning experience by applying examples and specific instances, from assignments, content, information, etc, from this course. Recall two examples,one effective and one ineffective, of an activity, assignment, discussion or class lecture to explain how each aligned, or did not align, with your personal learning style.  Explain how the examples enhanced or hindered your ability to understand the course content and material.

Explain the challenges facing California’s criminal justice system and develop solutions

  • Explain the challenges facing California’s criminal justice system and develop solutions

Question 1

Using the California Politics textbook, explain why California’s prisons are overcrowded and “bursting at the seams.” Also, discuss two reasons that the California Politics textbook gives to explain why they are chronically underfunded.

Tip: Be sure to separate the reasons for the overcrowding from descriptions of overcrowding. For example, stating that California’s prisons are overcrowded because there are hundreds of thousands of people in them is a description of the problem, but not an explanation for why that situation exists.

Your answer to Question 1 should be at least 250 words in length. When you reference a specific argument, please cite the page number where the argument was made.

Question 2

What, if anything, do you believe the California government could do to most effectively solve this problem?

Your answer to Question 2 should be at least 100 words long. After providing your answer to Question 2, please find one classmate with whom you agree or disagree in whole or in part. Address his or her argument. Explain why you agree or disagree and/or what you believe the argument is missing. (If you do agree with the poster, be sure that you still “add something” to the discussion, as opposed to simply restating his or her argument. Avoid simply restating the arguments you made in your post.)

research and explain the workings of three salient checks of the three governmental branches

Purpose:  the purpose of this assignment includes the following:

• To research and explain the workings of three salient checks of the three governmental branches.

• To demonstrate critical thinking skills by stating a position and defending it with evidence.

• To develop skills of argumentation that will help you write persuasively in the future.

 

Your Checks & Balances/Critical Thinking Assignment will require you to submit a typed essay evaluating which inter-branch power is the most important to our republic.  Note:  do not make the case for which branch is most powerful; argue on behalf of which check or balance listed below is the most important.

For this exercise, you will be arguing in favor of one of the following checks and balances:

(Tutor, please choose the one you are most comfortable with)

• The presidential veto

• Impeachment and removal from office by the legislature

• Judicial review

 

To construct this essay, you must follow the steps below in order.  Make sure to address each question directly and specifically

Step One:  Explanation of issues:  First, define each of the three checks/balances listed above and describe the specifics of how each one works to be utilized successfully.  Use a compare and contrast format to accomplish this.  Example:  “The Congress has the power of _____, for Congress to use this successfully, the first step is…”

Step Two:  Assert a position/analysis presented (perspective, thesis/hypothesis):  Why is the check/balance you chose the most essential to our republic?  What is it designed to accomplish, and how does it do so?  What are the limits or weaknesses of this power?  What about the power you chose as most important makes it more necessary to a functional republic than the other two?  Example:  “___ is the most important goal of the federal government.  [The check] ___ is the most important check in accomplishing this as it___…”

Step three:  Gather and attribute your evidence:  Although you are expressing your opinion, to be taken seriously you must support your proposal with no fewer than three (3) relevant expert sources that are of the highest quality and credibility.   Use sources with perspectives that are consistent with one another; your points must be clear and without contradiction.  You must cite each source both in the body of the essay and on a Works Cited page.  The table below will help explain evidence quality:

(Strong evidence; Sources that are consistent with your argument and thus support your conclusion)

Step Four:  Conclusion and related outcomes (implications and consequences):  Your conclusion should leave the reader with a feeling of closure, that you accomplished your goal of substantiating your original assertion.  Restate your thesis briefly and summarize the evidence that supports your overall point.  Do not introduce any new information, but you may speculate on the implications of your findings.

Length: 3-4 pages

Format: APA (must use credible sources)

American Insurrection 

  1. If the above link is broken then google PBS Frontline Archives.  Click on the link and there you will find the list of videos available to view.  Type in the title of the video in the search box or scroll through the videos to find it.
  2. Select and view the video listed below.  Please note the video is equipped and/or has close captioning available and is located on the botton right hand corner of the video.  The video also includes-offers a transcript of the documentary and is available by clicking on the “Transcript” link,
  3. Answer the questions found in the template below.  You must type the questions and answers in the forum. Please note I will not accept any analyses that are submitted as attachments.  Make sure you post your response in the forum.
  4. You are not required to post a response to a classmate for this assignment.

American Insurrection

Template for Analyzing the Video

  1. State as accurately as possible the video’s purpose for presenting this    information.  Explain your analysis/answer in five (5) or more sentences.
  2. What is the video attempting to convey and from what perspective is it presenting the information?  Provide your analysis/answer in five (5) or more sentences.
  3. What key question can you develop from the content presented in the article?  Provide your question and then your analysis/answer in five (5) or more sentences.
  4. What are the most important ideas you would have to understand in order to understand the video’s line of reasoning?  Provide your analysis/answer in five (5) or more sentences.
  5. What is the video failing to address (what might be questioned)?  Provide your analysis/answer in five (5) or more sentences.
  6. What consequences are likely to follow if people take the video’s line of reasoning seriously? Provide your analysis/answer in five (5) or more sentences.
  7. What consequences are likely to follow if people ignore the video’s reasoning?  Provide your analysis/answer in five (5) or more sentences.
  8. Identify the key conclusions the video comes to and presents?  Provide your analysis/answer in five (5) or more sentences.
  9. What facts, experiences, or data is the video using to support its conclusions?  Provide your analysis/answer in five (5) or more sentences.

How to Hide an Empire

How to Hide an Empire

 Discuss with reference to historical events and examples. Should the U.S. play a less aggressive role in the world, more aggressive, or has it been about right? Discuss and explain your thoughts. 

Background Materials

  1. OpenStax American Government, Chapter 17.
  2. J. Rufus Fears, “The Lessons of the Roman Empire for America Today.” (The Heritage Foundation, 2005).
  3. Video: Democracy Now, “How to Hide an Empire”

JIIM Roles

 

Assignment Instructions:  Write a 400-500 word substantive journal entry (APA FOrmat) describing the JIIM Roles and why it’s important as an SGM/CSM to understand these roles.  Be sure to reference appropriate doctrine that supports your analysis, No less than 4 references.

Attachments:

DJIIM, previous paper use as guided to rewrite

Joint_ops: See page 23-25

JIMM: Infomation needed

is re-redistricting, before the decennial census, a crime, based on statutory and constitutional law?

Reflective Writing: Texas Legislative Branch, Redistricting, Campaigns and Elections under Federalism

Requirements and Completion Instructions

When completing your essay, you must provide in-text citations for any work that is directly quoted or paraphrased.  When writing your essay, respond to the prompt thoroughly, and completely.

Your response should be your own thoughts and analysis. Citations may be formatted in APA, MLA or Chicago style, as long as they are consistent throughout. Research and resources should be incorporated with scholarly application. I.e. used as examples or evidence to support your analysis. Make sure to use complete sentences, and proper grammar. Your response to the prompt should focus on analyzing the information you gather and use to complete the constitutional chart through application. Incorporate the information you gathered by using it to provide examples and support for your response to the prompt.

Your analysis and essay must be at least 2 pages, in length. This does not include the bibliography. The bibliography should be incorporated, on a separate page, unless you are using Footnotes. You will upload your essay, and bibliography together, as a single file, to the designated link, in Eagle Online. File submissions accepted include .pdf, .doc, .dpcx files.  Any other files, submitted, such as pages etc. will not be reviewed, and will automatically receive a grade of a zero, without re-submission.

My expectations of a complete assignment are that information is organized clearly and in detail with specific examples.  Quality is preferred to quantity.

Prompt:

Copy and paste the link below, to access and stream the movie The Big Buy: How Tom Delay Stole Congress, free online. http://www.dailymotion.com/video/x6rzv (Links to an external site.)

ADDITIONAL LINK IF NEEDED https://vimeo.com/235850615 (Links to an external site.)

Choose from one of the prompts below, to respond to

  1. Thinking about federalism and the how power is distributed between multiple levels of government, including the federal and state level, identify current federal and Texas laws that regulate elections, such as those that provide for determining electoral processes, eligibility to participate in an election, selection methods, winning requirements, candidate qualifications, determining when and where election is held. Discuss inconsistencies and provide some possible examples to explain the potential effects these could have on electoral outcomes, of who is deemed winner, and ultimately achieving democratic representation of the appropriate people (constituents) who will be electorally linked and impacted by the winner of a political office.
  2. In your own opinion, is re-redistricting, before the decennial census, a crime, based on statutory and constitutional law? Or, given the nature and number of state level elections, across a wide geography made up of an extremely demographically heterogenous population, make it democratically necessary that re-mapping between census’s be a reserved power of the states, in order to maximize representative democracy. How could the remapping of Texas be applied to example and explain the state’s Don’t Mess With Texas, age old attitude, and individualistic political culture.
  3. How could you defend an argument that re-redistricting was not illegal, and how could you defend the argument that re-redistricting violated the Voting Rights Act. Despite, the Texas remapping controversy, should the federal judicial system be involved, in what Justice Felix Frankfurter called the “political thicket” of partisan redistricting?  Especially, since the power to redistrict is a power reserved to for the state, and its people. If political gerrymandering is a problem, should its resolve be left to the voters, state by state, and jurisdiction by jurisdiction, or to the federal government (i.e. oversight, regulation, intervention, law…what do you think).

extremist groups

The paper will examine extremist groups.  Students will choose an extremist group in the extremist movement and conduct a full analysis.  This analysis will include a full historical, ideological, operational, and outcome-based evaluation.  The analysis will further include a reality-based perspective of the impact of the extremist group on the fabric of contemporary society and the potential for this menace to grow as well as succeed in their stated (and unstated) goals.

Instructions:

he paper must include at least seven full pages of content with normal margins (this does not include a cover, abstract, references or any pictures/charts).  Scores for papers that do not meet the minimum length requirement will be marked down by five points for each half page or portion of a half page short, and ten points for three-quarters of a page short.  Tables, graphs, or charts should be presented in an appendix, but is not counted toward the minimum paper length.

The paper must have a title page and must follow APA style.  Pages must be numbered.  An abstract is not necessary but may be included.  It does not count towards the required pages.

A minimum of ten sources must be researched and cited in the paper.  Only sources referenced throughout the paper will be counted towards the ten.  The paper will be partially evaluated on the quality and appropriateness of your sources.  Generally, academic sources, e.g., books, journals, government-sponsored studies and reports, are of better quality than newspapers and magazines.  Web sources, other than government web sites, may not be used, unless it is a NJCU database article.  The course texts may be cited.

The paper must be typed, double-spaced.  Times Roman font style should be consistent throughout the paper (Italics and boldface are permissible).  A twelve-point font size should be used.  Exceptions to the font requirements may be made for tables and exhibits, or in cases in which the nature of the paper warrants such deviation.

The paper should be written in a style appropriate to college-level work, that is, proper grammar, syntax, spelling, and appropriate vocabulary are expected.  The paper will be evaluated based on these criteria as well as on content.  Papers that are judged to have not been proofread and grammatically sound will not be graded. Papers are due for submission on the last day of class and MUST be sent via E-MAIL.  Late papers will not be accepted.

Creating Equality Project

Creating Equality Project

Equality can take many forms. The protected classes under the Civil Rights Act of 1964 and later congressional acts include race, color, religion, ethnicity, national origin, age, disability, Veteran status, and genetic information. But there are other quests for equality as well: immigrant equality, healthcare equality, sexual orientation and gender identity equality, education equality, income equality. Feel free to expand on these lists.

1.  Identify a person who you believe created or is creating equality in the United States.

• Who is the person?

• Biographical information about the person.

• What motivated the person to try to create equality?

2. Describe the type of equality that the person created or tried to create?

• Explain the equality the person tried to create.

• Why is this equality important to you?

• What laws or policies was this person trying to change?

3. How did this person create equality?

• Explain how this person created equality.

• What did this person do?

• How did this person convince other people to participate in this quest for equality?

4. Major Accomplishment/Legacy

• Explain this person’s major accomplishment in the field of equality.

• What is the legacy of this person’s efforts? Is the quest over? What still needs to be done?

5.  General Opinion/Analysis

• Your closing thoughts and analysis.

The Unitary vs. the Duplex Model of Memory

Final exam

Choose one of the following essays

1.  The Unitary vs. the Duplex Model of Memory

One of the first debates initiating the rise of cognitive psychology concerned the issue of memory. The traditional approach, inherited from the learning theories of the behaviorist school, argued that forgetting was the result of interference between new learning and old learning. The cognitive school argued for a duplex memory system in which the processes responsible for forgetting depended on which components of the memory system were being tested.

a. Assume a group of subjects is presented 25 words in a serial learning task such that the words are presented one at a time with about a three second interval between each word. What pattern of results would you expect if you were to measure the probability of correct as a function of position on the list on a free recall task

b.  How would a learning theorist who was an advocate of the unitary model of memory explain the pattern of results?

c.  How would an advocate of the duplex model explain the results?

d. Describe at least one experiment comparing a free recall with a serial recall task and explain how these results would be interpreted by advocates of each of these models

e. Describe Glanzer’s experiment using the Peterson task and explain how this experiment answers the objections made by the unitary theorists to the duplex theorists’ interpretation of the results in “d” (above)

2.  Working Memory vs. STS

Baddeley, one of today’s most influential theorists in memory, has argued that the concept of an undifferentiated STS is incorrect. As an alternative he has proposed the concept of working memory which has three main components.

a.  Identify the components of this system and explain what each of them does and how they are related.

b. Explain how the word length effect as manipulated by Baddeley fails to support the simple chunking in STM hypothesis advocated by Miller.

c.  Describe at least two experiments, the results of which support the existence of one or both of the other sub-systems of the executive component.

d. Describe the experimental evidence suggesting that the VSSP has two separable sub-components one  purely visual and the other spatial.

e.  Discuss the contribution of Farah’s work with brain injured patients on visual vs. spatial imagery tasks  and its relevance to the issue addressed in “d’ above.

3.  Selective Attention

In 1958 Broadbent proposed a filter model of attention which attempted to explain why only some but not all aspects of the stimulus environment reached attention. Following Broadbent’s lead, several variations on this model were proposed (Treisman, 1964; Deutsch & Deutsch, 1963).

a. Sketch out all three models indicating:

a. What each model assumes about the sort of processing that takes place with respect to both targeted and non-targeted stimulus information.

b. Describe at least one experiment which supports Broadbent’s model (indicat9ing, of course how the data support the model.)

b. Based upon your assigned readings, class notes, outside readings etc.

a. Select and discuss at least two experiments that led to the rejection of Broadbent’s model. (You may use but are not limited to Grey and Wedderborn, 1960; Treisman, 1964; Corteen and Wood, 1972; Mackay, 1973 etc.)

b. Explain how attenuation or late filtering models handle the data from the experiments you just described above.

c. Evaluate the merits of choosing between the Treisman’s and Deutsch and Deutsch’s model.

4. Categorization and Prototypes

The debate about the basis upon which we form category judgements has had a very long history (Plato’s ideal forms, Berkeley’s rejection of the “general triangle” etc.) More recently cognitive psychologists have entered this debate and have, predictably, generated theories that fall roughly into two historically respectable categories: “memory for individual instances” and “rule abstraction”.

a. Compare template with prototype theories.

b.  What is the advantage prototype theories have over template theories?

c. Describe the Posner and Keele (1968) study in which a prototype is formed of a set of nine dots placed randomly on a screen.

d. What is the logic behind the conclusion that their results support an abstraction process in the formation of a prototype? Given the same results, how might it be argued that an “individual instances” approach could also explain the data?

e. (Optional) Is there any research that may throw some light on the question of abstraction vs. individual instances? (Simply saying “yes” or “no” will not do here).

5. Minds, Brains and Programs

Back in the early 1950’s, at the beginning of the computer age, Alan Turing devised a test that attempted to give criteria that would allow us to determine whether a machine could (in principle) think. In the 1980’s some researchers in artificial intelligence (AI) began to make claims that their machines were coming very close to passing Turing’s test.

a. Describe the Turing test and explain why passing it is presumed to be relevant to the question of whether a computer can think.

b. Distinguish between the claims of “strong” and “weak” AI.

c. Describe the situation encountered in Searle’s Chinese room.

d. Explain whether the “system” embodied in the “room” is passing the Turing test. What consequences, according to Searle does this have for the legitimacy of the test?

d. Present at least two the replies (the systems, the robot, the brain simulation or the combinations reply) along with Searle’s rebuttal to it.

e. So according to Searle, is there a kind of machine that can think? Is Searle right about the “causal powers” of the brain being due to the brain being made of the “right stuff” or do you think he is missing something important about thinking?