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Pre Debate Reflection on Federal Abortion Legislation Positions to choose from: ...

Pre Debate Reflection on Federal Abortion Legislation Positions to choose from: oAffirmative Team: Supports the resolution, stating that a federal guarantee ensures consistent access to reproductive healthcare for all Americans, regardless of state laws. oNegative Team: Opposes the resolution, arguing that abortion laws should be determined at the state level to reflect local values and that federal overreach violates states' rights. CHOOSE A POSITION: Choosing the affirmative stance. Affirmative Team: Supports the resolution, stating that a federal guarantee ensures consistent access to reproductive healthcare for all Americans, regardless of state laws. Coming from the AFFIRMATIVE TEAM POSITION, Write a 350 word reflection addressing the following questions: 1.What is your current stance on the debate topic (affirmative) and why? 2. What do you currently know about this topic? Discuss that women should have personal autonomy. Include research study: The Turnaway Study and Discuss that women should have personal autonomy regarding their bodies and include relevant experience: Discuss that women should not be forced to carry whatever their reason may be. as shown in The Turnaway Study, it showed that women who are forced to carry unwanted pregnancies are four times more likely to live in poverty years later. Include experience that you know two women who have gotten an abortion at age 14 and the other one at age 15 due to being too young to have a kid. These two women are now both strong and independent women, who are thriving in life. They both have successful careers, happy marriage. One woman has 1 child, and the other woman has 3 children who are smart and also doing well at school and sports. Also discuss the importance of protecting women’s health and safety. Connect both women autonomy and women health and safety to conclude this paragraph. 3.What challenges do you foresee in researching or debating this issue as an Affirmative stance? 4.What challenges do you foresee in researching or debating this issue against the Negative stance? 5.Create three questions you hope to answer during the research and debate preparation process?

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View the 3 minute 30 second video by Robert Reich and look over "The Spirit Leve ...

View the 3 minute 30 second video by Robert Reich and look over "The Spirit Level" report, then respond to one of the following discussion prompts. After that comment on the posts of two classmates. 1) How does UC Berkeley Professor Reich define oligarchy and what evidence does he provide that the United States is an oligarchy today? What evidence does he offer that the U.S. is still a democracy? 2) Reich argues that the United States is in a second Gilded Age today. What was the first Gilded Age and how does Reich argue the threat of oligarchy was ultimately dispelled in the United States? 3) What is the relationship between economic inequality and social cohesion according to the "Spirit Level" report? How does the United States compare to other countries? What are the reasons the report mentions to explain why this relationship exists? What does bearing does Reich's

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I am in need of a discussion post and 2 responses. Responses will be made availa ...

I am in need of a discussion post and 2 responses. Responses will be made available once discussion is completed. Reading material and rubric attached. Discussion: 1. Review the Incident Action Plan Excel file. 2. Explain why having access to this tool and knowing how to use it will enhance your ICS knowledge. The Microsoft Excel file is the preferred version to use. However, there are numerous electronic versions of the ICS forms available including apps in Google Play and the App Store. Here are some for your use. Feel free to utilize others that serve the same purpose. ICS Forms Workbook.xls - Microsoft Excel (this is the preferred document to use) ICS Forms Workbook - *pdf (this is a *pdf version of the Microsoft Excel file) NIMS/ICS Forms Booklet - *pdf (complete version from FEMA) The ICS forms can also be downloaded from FEMA here: https://training.fema.gov/icsresource/icsforms.aspx

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Essay question: Who should rule? Assess the strengths and weaknesses of authorit ...

Essay question: Who should rule? Assess the strengths and weaknesses of authoritarianism OR democracy (choose one of the two) Two strengths and two weaknesses Length: 1,500 words (+/- 200 words) without Works Cited Important features: Minimum of 5 academic or semi-academic sources Use the extensive academic literature on democracy and authoritarianism Use examples (not limited to those seen in class) 1st section (longer): present the strengths and weaknesses 2nd section: take and defend a position in the debate Any kind of AI tools are prohibited!!!

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my response so far, perfect it, humanize it completely, and research more making ...

my response so far, perfect it, humanize it completely, and research more making sure all evidence is real and substantial, fix in text citation to MLA format, follow all direction strictly, send final response with an AI and plagiarism report from turn it in : China does not have a fully institutionalized democracy. While certain formal structures, such as village elections, exist, they do not fulfill the characteristics of institutionalized democratic norms as described in the textbook. Instead, China’s political system prioritizes centralized authoritarian control under the Communist Party of China (CPC). To institutionalize democracy, significant reforms in legitimacy, capacity, and decentralization would be necessary. Institutions are defined as "organizations or activities that are self-perpetuating and valued for their own sake" (O’Neil 20). Democracy in China, however, remains weakly institutionalized because it is neither self-perpetuating nor widely valued within the framework of the single-party state. According to the textbook, democracy becomes institutionalized when it embodies norms and values considered central to people’s lives and commands legitimacy (O’Neil 20). In China, the Communist Party’s dominance suppresses political competition, public participation, and dissent, limiting democratic practices. Although village-level elections exist, they serve primarily as a mechanism to manage local governance rather than promote pluralism. Reports indicate that these elections are often marred by bribery and lack of transparency. For instance, the BBC reported that "the cost of buying a vote in China's village elections has increased by up to 100 times," highlighting the prevalence of vote-buying and the use of "witches or fortune tellers" to influence voters ("China Village Elections: Witchcraft and Vote-Buying"). China’s political legitimacy is primarily built on a combination of traditional and rational-legal legitimacy. The CPC invokes historical narratives of revolutionary struggle and national unity, which reinforce traditional legitimacy. At the same time, its administrative efficiency and economic achievements bolster rational-legal legitimacy, as it demonstrates a high level of state capacity (O’Neil 47). However, this legitimacy does not extend to democratic processes. For democracy to take root, the CPC would need to loosen its control over political institutions and allow free and fair elections at higher levels of government. Additionally, decentralization of power, as discussed in the textbook under federalism and devolution, could enable regions to exercise more autonomy, addressing local governance challenges and fostering public trust (O’Neil 47–48). However, recent developments indicate a trend toward increased centralization. The Wall Street Journal reported that Chinese leader Xi Jinping is consolidating control over China's financial sector, purging experienced international bankers and replacing them with loyal functionaries aligned with Communist Party directives (Wei and Davis). The "stickiness" of institutions, as described in the textbook, is another obstacle to democratic reform. The CPC’s deeply entrenched authority exemplifies the idea that "institutions are embedded in how we see the world and what we think is valuable and important, making them difficult to change or eliminate" (O’Neil 20). To develop democracy, informal norms of political suppression would need to shift toward values of political accountability and public representation. Furthermore, as the textbook emphasizes, legitimacy must shift from coercion to consent, with citizens viewing democratic institutions as indispensable and self-sustaining (O’Neil 20). However, recent actions by the CPC suggest a tightening grip on power. According to the Associated Press, "Xi has made himself effectively leader for life by ending term limits and extending his power over key government and party bodies" ("Xi Extends His Power Over China"). This consolidation of power indicates a move away from democratic norms and further entrenches authoritarian control. China’s current political system lacks institutionalized democracy due to the dominance of the Communist Party, which prioritizes centralized control over pluralism and public participation. While China demonstrates strong state capacity and rational-legal legitimacy, democratic norms remain underdeveloped and weakly institutionalized. For democracy to emerge and stabilize, reforms must promote competitive elections, decentralize power, and cultivate public trust in democratic processes. Without such changes, democracy in China will remain absent or vulnerable to instability. Works Cited "China Village Elections: Witchcraft and Vote-Buying." BBC News, 23 July 2010, www.bbc.com/news/world-asia-pacific-10722684. O’Neil, Patrick H. Essentials of Comparative Politics. 8th ed., W. W. Norton, 2023. Wei, Lingling, and Bob Davis. "China Banking Purge Replacements Signal Xi Jinping’s Control." The Wall Street Journal, 1 Feb. 2024, www.wsj.com. "Xi Extends His Power Over China." Associated Press, 11 Mar. 2018, www.apnews.com. directions: This Discussion Board covers the readings in Chapters 1 and 2. With your chosen country in mind, please answer the following questions: What country did you choose to focus on and why? Is democracy institutionalized in this country? If YES... Has its level of institutionalization changed over time, and how difficult would it be to deinstitutionalize democracy? What formal structures support its institutionalization? If NO... What sorts of structures would need to be implemented to support the development of democracy? Note: Answers will vary but should incorporate key characteristics of judging whether something is “institutionalized” as presented in the textbook. (The "In Focus" box on page 21 should be helpful.) REQUIREMENTS FOR ORIGINAL RESPONSES: a clear thesis statement, which directly addresses the question posed and gives readers an indication of the argument you plan to make; a coherent paragraph structure that emphasizes the main points of your argument and college-level English; and, a succinct concluding paragraph. In other words, your posts should always be at least three paragraphs in length: 1) introduction, 2) body paragraph, 3) conclusion. direct reference to the text and/or PowerPoint slides Part of what I want to see in these posts is evidence of reading the text and understanding the concepts, and the ability to apply them to a real-world situation. Please make every effort to illustrate your comprehension of the reading materials, which includes making direct references to the assigned readings. a body of factual examples that support your thesis and develop your argument; these examples should be drawn from the assigned readings and properly cited sources researched independently by the student; The discussion board requires outside research. This means that in addition to reading and referencing the text, you will need to read the news from a major international media source, such as the BBC or the New York Times. Wikipedia, Encyclopedia Britannica, and other non-academic sources are not allowed. If you are unsure of the reliability of a source, please reach out to Dr. Gabler before using it. You MUST use the textbook and at least one outside source in this discussion board. Failure to substantially and significantly source to these sources will assure a grade no higher than D.

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my note: create a meaningful and insightful discussion response using trustworth ...

my note: create a meaningful and insightful discussion response using trustworthy outside sources and the textbook pages linked below. 500 words. follow all of the professors directions. professor: This Discussion Board covers the readings in Chapters 1 and 2. With your chosen country in mind, please answer the following questions: What country did you choose to focus on and why? Is democracy institutionalized in this country? If YES... Has its level of institutionalization changed over time, and how difficult would it be to deinstitutionalize democracy? What formal structures support its institutionalization? If NO... What sorts of structures would need to be implemented to support the development of democracy? Note: Answers will vary but should incorporate key characteristics of judging whether something is “institutionalized” as presented in the textbook. (The "In Focus" box on page 21 should be helpful.) REQUIREMENTS FOR ORIGINAL RESPONSES: a clear thesis statement, which directly addresses the question posed and gives readers an indication of the argument you plan to make; a coherent paragraph structure that emphasizes the main points of your argument and college-level English; and, a succinct concluding paragraph. In other words, your posts should always be at least three paragraphs in length: 1) introduction, 2) body paragraph, 3) conclusion. direct reference to the text and/or PowerPoint slides Part of what I want to see in these posts is evidence of reading the text and understanding the concepts, and the ability to apply them to a real-world situation. Please make every effort to illustrate your comprehension of the reading materials, which includes making direct references to the assigned readings. a body of factual examples that support your thesis and develop your argument; these examples should be drawn from the assigned readings and properly cited sources researched independently by the student; The discussion board requires outside research. This means that in addition to reading and referencing the text, you will need to read the news from a major international media source, such as the BBC or the New York Times. Wikipedia, Encyclopedia Britannica, and other non-academic sources are not allowed. If you are unsure of the reliability of a source, please reach out to Dr. Gabler before using it. You MUST use the textbook and at least one outside source in this discussion board. Failure to substantially and significantly source to these sources will assure a grade no higher than D.

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By Thursday, select either the Cold War or September 11 to respond to: #Cold Wa ...

By Thursday, select either the Cold War or September 11 to respond to: #Cold War: How did the Cold War shape the U.S. Intelligence Community? With the end of the Cold War, how well do you think the intelligence community responded to the changed international environment? What were the major challenges in this regard? #Sept 11: Did the intelligence community learn the “right lessons” from September 11? What were they and/or what might we still be missing? What do you think was the most critical or impactful change in the intelligence community in the aftermath of September 11? Why was it important? Note: I do care about your own thoughts on these topics, and your takeaways from the resources provided. Your posts should include "I" statements, should be distinctly unique from your peers' and not derived from AI platforms.

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Discuss the pros and cons of the internationalization of U.S. criminal law The ...

Discuss the pros and cons of the internationalization of U.S. criminal law The Policing the Globe authors opine in the Introduction that "Interest in cross-border policing has grown in recent years (especially after the shock of September 11 and its aftermath), but far too little attention has been devoted to examining the international dynamics of criminalization and crime control across time, place, and issue area." Is the internationalization of U.S. criminal law good? Is it bad? Both? Discuss the pros and cons of the internationalization of U.S. criminal law. Your response MUST include: Analysis of at least TWO of the Dark Side Themes from the Module 1 lecture (pasted below for your reference) Include at least ONE type of international crime to support your argument. Cite at least TWO learning materials sources from Module 1 Respond to the discussion question, maximum 300 words. Reply to two students. I STRONGLY encourage you to take a position, even a position you may not instinctively agree with. You should also provide a counter-argument, suggestion, or policy alternative in your replies, and not simply AGREE with your classmates' assessments. Replies are maximum 200 words. Formal citations are not needed, but you should link any resources you refer to. Your post is due by Thursday at 11:59pm AZT and your two replies are due by Sunday at 11:59pm AZT. . Dark Side Themes 1. What motivates the internationalization of U.S. criminal law? Pragmatism; Altruism; Influence; Coercion 2. Are there political consequences to the internationalization of U.S. criminal law? Foreign criminal procedures, sentences; Sovereignty; Equal application of the law 3. Is there tension between the internationalization of U.S. criminal law and U.S. foreign policy? 4. How do the principles of character-driven leadership inform the internationalization of U.S. criminal law? Module 1 It should come as no surprise to any of you given my training as a historian that I would start this course with the history of the US intelligence community. But examining the history of US intelligence is important because it helps one understand not only its current structure, but also its unique attributes compared to other countries. The use of intelligence is as old as our Republic. But its primary purpose throughout much of our history was in support of our military. Thus, as commander of the Continental Army, George Washington relied on intelligence, and even employed a network of spies and a system of code words to provide that intelligence. If you have a chance, I highly recommend the short video from the history channel on George Washington as a Spy Master. It's a delight. But the remarkable thing about the history of US intelligence is not that intelligence was used primarily for military purposes, it was that for much of our nation's history, there was no perceived need for a formal intelligence organization. This speaks volumes about the fact that largely from the time of the Revolutionary War, until the Second World War, the United States faced no serious outside existential threat. Indeed, the historian C. Vann Woodward has referred to this as the "age of free security." A byproduct, of both the fact that geography blessed the United States by surrounding us with relatively non threatening neighbors, as well as oceans that kept us apart from potentially hostile powers, and the fact that the greatest power of the nineteenth century, Great Britain, possessed the world's most powerful navy and was with the exception of the War of 1812 and some tensions during our Civil War, essentially a benign force when it came to the United States. This changed dramatically during the Second World War when the United States faced an existential threat from both Nazi Germany and Imperial Japan. In fact, The Japanese attack on Pearl Harbor on December 7, 1941, underscored perhaps more than any other event the need for better and more reliable intelligence, even in peacetime. In the summer of 1942, President Franklin Roosevelt named William J. Donovan as head of the Office of Strategic Services or the OSS. Donovan, also affectionately known as "Wild Bill" Donovan, divided the OSS into various operational and analytical elements. OSS paramilitary forces operated behind enemy lines. It had its own counterintelligence branch, as well as the research and analysis branch. Some very famous individuals were involved with OSS during the war, including Alan Dulles, who later became the first civilian Director of Central Intelligence. Indeed, not only does the Central Intelligence Agency regard the OSS as its predecessor, but so too do special operations forces in the US military. SOCOM, or the Special Operations Command, uses the same spearhead design as the OSS insignia. And even my own Bureau, INR in the State Department derives from the research and analysis branch of the OSS. I should note here that while the OSS has a reputation as the beginning of the US intelligence community, there were many important operations in various departments, especially the US Navy, the US army, and the War Department that predated the OSS and whose code breaking operations and expertise prove critical to our success during the Second World War. The State Department for a while had its own diplomatic code breaking operation, but it had been shut down in 1929 by then Secretary of State Henry Stimson who famously declared the "gentleman don't read each other's mail." How quaint. However, the lines from the OSS to the modern US intelligence community were not entirely direct insofar as the OSS was abolished at the end of the war and its functions were divided among the War Department and the State Department. Donovan himself had argued in favor of continuing an independent civilian intelligence organization, while others favored leaving intelligence entirely with the military. President Truman issued an executive order in 1946, creating the Central Intelligence Group and a Director of Central Intelligence. But the key change happened with the passage of the National Security Act of 1947. That act is really the foundation of the modern US intelligence community. In addition to creating the National Security Council, the Act established the Central Intelligence Agency as the lead civilian intelligence organization in the United States. It also created the modern defense department. It is important to stress for the purpose of understanding evolution of US Intelligence Community three key points: First, notwithstanding the establishment of the CIA, and even the subsequent creation of the Director of National Intelligence, in the wake of the terrorist attacks of September 11, 2001, a significant part of what we consider the US intelligence community remains under the direct authority of the Secretary of Defense and the Department of Defense. This includes the Defense Intelligence Agency, the National Security Agency, the National Geospatial Intelligence Agency and the National Reconnaissance Office, along with intelligence elements in each of the uniform branches of the military. This means that the Department of Defense and the Secretary Defense control a substantial portion of the overall intelligence budget, and the capacities of the intelligence community. Other departments also control their own elements within the intelligence community. As I noted before, I was for five years the head of the Bureau of Intelligence and Research in the Department of State, reporting both to the Secretary of State, and to the Director of National Intelligence. But my budget and my personnel were largely controlled by the Department of State. This is true in other agencies as well. Second, the CIA from its origin, was prohibited from collecting information regarding US persons. That is, it was only intended to collect foreign intelligence, leaving the collection of domestic intelligence to the Federal Bureau of Investigation, which is both a member of the Intelligence Community but also obviously a law enforcement agency. It's important to note that in many countries, especially authoritarian ones, this division between domestic and foreign intelligence largely does not exist. Or if it exists, it's of no material importance. Third, throughout the period of the Cold War, that is roughly from the end of the Second World War until the fall of the Berlin Wall in 1989 or the collapse of the Soviet Union in 1991, the overwhelming focus of the intelligence community was on the existential threat posed by the Soviet Union. I want to stress this because it explains so much of the history of the US intelligence community, and so many of the actions that were undertaken by the intelligence community throughout this period. Indeed, the focus on the Soviet threat was really the defining purpose of much of the intelligence community throughout the time from the end of the Second World War until at least 1991. The major change for the intelligence community comes not so much from the collapse of the Soviet Union, as from the terrorist attacks of September 11, 2001. Indeed, it is hard to overstate the impact on the American psyche and the American world view of that day, which some have compared to Pearl Harbor, even if the threat posed by terrorists was never as existential as what we faced during World War II. In terms of the intelligence community, September 11 ultimately results in the most significant reforms since 1947, particularly the creation of the Office of the Director of National Intelligence. But I would argue that while that is vitally important, the creation of the Office of the Director of National Intelligence proved much less significant than the overall shift in the focus of the intelligence community in the wake of 9/11. This is especially true if you look at the wars in Afghanistan and Iraq, launched in the aftermath of 9/11, which consume so much of the energy and the resources of the broader intelligence community over the last twenty years. Many would argue that the Global War on Terror, announced under President George W Bush, was both ill defined and ultimately damaging to our national interests. Present Bush declared to the outset, that "our war on terror begins with Al Qaeda, but it does not end there. It will not end until every terrorist group of global reach has been found, stopped, and defeated. That is a breathtaking statement. And as we shall see, it led to a number of gross missteps. Not the least of which was the war in Iraq, in my view at least, perhaps the biggest mistake in American foreign policy since the Vietnam War. While the legacy of 9/11 and the Global War on Terror continues to be felt within the intelligence community, the situation confronting the intelligence community today is in fact much more complicated and challenging. As the DNI's National Intelligence Strategy of 2023 notes, the United States faces an increasingly complex and interconnected threat environment. We are going to explore that complicated and interconnected threat environment from the perspective of the role of intelligence in the weeks ahead, and especially in our final module.

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Module 2 Discussion: The Role of the Individual in Global Problem Solving Stat ...

Module 2 Discussion: The Role of the Individual in Global Problem Solving State your position: What is the role of the individual in global problem solving? Your posts are due Tuesdays and your replies are due by Friday evening. Post should be 200-300 words. Replies You will be required to respond to at least 2 of your classmates with substantial questions, comments, or applications that move the conversation forward. Replies should be 50-200 words. You may agree or chose to disagree in respectful ways.

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In Our Declaration, Danielle Allen writes: “Yes, I claim the Declaration as pa ...

In Our Declaration, Danielle Allen writes: “Yes, I claim the Declaration as patrimony, as can anyone. Many people--for diverse reasons--will be skeptical of such a claim, especially when made by a mixed-race (but aren’t we all?) Africa American woman. Didn’t the Declaration defend the liberty and equality only of white men of property?” (p. 16). Write an essay that explains why Allen proudly claims “the Declaration as patrimony.” What is it that she finds in her reading of the Declaration that prompts her to make such a claim? Do you agree or disagree with her view? Why? Finally, explain whether or not you claim the Declarations as patrimony, and why. Be sure to quote specific parts of the reading in the response and take whatever side best suits you. Reading that should be included: The Declaration of Independence Danielle Allen, Our Declaration, pp.21-23, 28-44, 47-51, 70-82, 85-104, 107-125, 129-142, 151-159, 171-178, 191-282.

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