Category: Gov

rewite the paper
We all know that we live in an earthquake-vulnerable region of the country. We also have seen the devastation that results from earthquakes in other countries: while many of those locations were not retro-fitted to withstand big quakes, therefore leading to even more damage and loss of life, it is also known that nothing is guaranteed to be “earthquake-safe” and that a major quake is expected to hit our region in the future. With this in mind, please write a 1,000+ word essay that answers the following questions:
Which level of government should be responsible for earthquake preparedness? This includes adequate communication systems before, during and after a quake, warning systems before quakes and aftershocks, emergency response mechanisms that can help with building collapses, flooding, fires, food shortages, supply chain disruptions, medical needs, sanitation and safety after a quake.
Given that all of the above will be very expensive, where should the funding come from? And from what other government programs would that funding be taken (unless you suggest raising taxes to pay for it, in which case the question is, how could we fairly assess taxes to pay for earthquake concerns when other parts of the country are not at risk for earthquakes, coping instead with hurricanes, tornadoes, etc.)?
You do not need to do outside research for this essay; please write in your own words and do your best to explain and expand on your suggestions / opinions! Remember: LBCC utilizes plagiarism and AI detection software: any submitted work that is not your own original writing will be flagged and will earn zero credit.

Discussion Forum #2: Public Opinion
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As we know, public opinion amongst Americans ranges widely between conservative and liberal camps, and people tend to be firm in their opinions, at least in the short term: it takes a high degree of open-mindedness to hear, absorb and perhaps adjust our own opinions. Nowadays it seems as if even attempting to have a civil conversation or debate about politics devolves into a shouting match with each participant throwing barbs at the others, blaming one another for societal problems, etc., instead of trying to work together to solve those problems. Our political rhetoric has become destructive, not constructive.
Write a 200+ word response to the following:
What is the most effective way to facilitate a civil conversation about political viewpoints? Should politicians who engage in offensive, disruptive or inflammatory speech be censured or somehow limited in their speech? Would a blanket rule, such as “if you interrupt another candidate during a debate then you will be removed from the stage” or “If you shout comments from the gallery during a State of the Union address you will be removed from the chamber,” make things better or worse?
Discussion Forum #3: Bureaucratic entanglements
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Regulatory capture in the federal bureaucracy is an ongoing problem (it used to be referred to as the Iron Triangle). Write 200+ words describing what it is in your own words and what you think might be done to prevent or minimize it. You do not need to respond to another student’s post.
Discussion Forum #4: Civil Liberties
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The right to privacy has shifted, expanded, diminished and changed extensively ever since it was first articulated by SCOTUS fifty years ago. Technological advances play a big role in the government’s ability to find out information about private citizens and, although it cannot legally engage in surveillance without approval by the courts, many people think that it goes too far and violates their privacy rights. Write a 200+ word response to the following:
What are your expectations of privacy in your email conversations, your browsing habits and your cellphone communications? At what point should the government be able to see your browsing history, for example, and use any evidence they find against you in court (this is a search and seizure issue)?
Discussion Forum #5: Civil Rights
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Civil rights arguments hinge on unequal treatment: a person or group claims it is being discriminated against based on some demographic characteristic (race, gender, sexual orientation, etc.). Write a 200+ word response to the following:
Economic disparity is an ongoing concern in the U.S. Housing insecurity and homelessness is increasing, and no government agency seems to have a viable solution that fixes the problem instead of putting a temporary band-aid on it. What civil rights should the homeless community have? In other words, if an adult chooses to live in a situation that does not fit our societal expectations of “normalcy” then at what point does the surrounding community have the right to intervene? If mental health is a factor, at what point does the government have a right or an obligation to get involved? Likewise, if someone is suffering from mental illness and makes other people uncomfortable but is not causing any direct harm, should that individual have the right to continue whatever they’re doing? Is our collective discomfort enough to warrant intervening and potentially violating that person’s right to do what they want? Think of scenarios such as, a homeless man sleeping in the playground at a public park, a mentally disturbed woman sitting on the sidewalk shouting obscenities at passers by, etc.
You do not need to respond to other students’ posts.

Mainly to clarify the difference between civil rights and civil liberties.
Answer all of the following questions:
1.  Discuss the first amendment as it pertains to freedom of religion.  The wording says “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof….”.  You should fully explain what these two parts actually mean (establishment clause and the free exercise clause).  Then you will need to explain the Supreme Court’s position on each of them using court cases to explain.  Your book can get you started, but I would also suggest that you go to google and type in (issues with the free exercise clause of the first amendment) and look for current court cases to discuss.  Then do the same for establishment clause of the first amendment.  It will probably take you to oyez.org which is an excellent source of information.  Look for at least 3 current court cases for both the establishment and free exercise clauses.
2.  Your text discusses some of the privacy issues, including the right to die.  
Please watch the following PBS film that is just under an hour.  After watching, write a 2 page double-spaced paper with your thoughts on having the right to die – should individuals have this right or not – and why.  You must have 3 references back to the film.  
Please watch the following documentary on this topic:
https://www.youtube.com/watch?v=D9Sy7xxTuLM
To get more sources and more information, again you can google “right to die issues” or go to https://www.nytimes.com/roomfordebate/2014/10/06/expanding-the-right-to-die?.?mc=aud_dev&ad-keywords=auddevgate&gclid=Cj0KCQjwqKuKBhCxARIsACf4XuGjIysJKe4sM3GB9mPv-w7Zs2r5YoLLinomVEqpTSE6lZaE6LtfbQUaAtnxEALw_wcB&gclsrc=aw.dsLinks to an external site.
This is also a good source:

3.   Please watch the following two videos and then write a 2-page double spaced paper – one page should be your reaction to the videos (not a summary of the videos) and the second page should be an assessment of where you believe America stands today on racial equality, especially in light of the events of the past few years with the Black Lives Matter movement.  

OverviewVERVIEW
The purpose of this paper is to provide a practical application of material learned by developing
concepts learned in the presentations. Using these concepts, you will investigate the recent
political history of your congressional district and state, the rise to power and voting record of
your Representative to the United States Congress and one of your United State Senators. You
will determine if your representatives keep their promises when they go to Washington and
determine in their voting record aligns with Biblical principles and your own beliefs.
NSTRUCTIONS
The body of the paper must be at least 6 pages in current APA format and include level 1, 2, and
3 headings. In addition to the body, you must include a separate title page and reference page. Do
not submit an abstract with this assignment.
Do not write the paper without carefully studying the related presentations. To achieve more than
a passing grade, you must demonstrate a mastery of the presentations factual information and
incorporate those ideas into your paper. Your paper must adhere to the current APA formatting
guidelines. Doing the minimum amount of work does not guarantee a perfect score. Please
consult the rubric for an understanding of what will be graded and the point value for content and
style.
Researching your Congressional Delegation will be accomplished in two steps.
First, you will analyze the political background of your congressional district for the last
25 years and your U.S. Representative.
Second, you will analyze the political background of your state for the last 25 years and
one of your U.S. Senators.
You are investigating your United States Representative and Senator. Do not use members of
your state assembly.
Begin by reviewing the presentation on “Becoming an Informed Voter.” If you have a newly
elected representative who has not yet received interest group ratings, use the interest group
ratings of a representative from a neighboring district. You may choose which senator to study;
however, if one senator is newly elected and does not have interest group ratings, study the other
one.
After reviewing the presentation, the first part will deal with your congressional district and
congressman; the second part will deal with your state and senator. As explained in the
presentation, interest group scores may be found at Explore: Vote Smart located in the Learn
items for Module 5: Week 5.
Scores may also be found in the interest group websites (ACLU, ACU, ADA, CC/FRC) or other
sites which compile voting data.
Helpful resources can be found in the Research Guide for GOVT 220, located in the “Explore
Tab” in Module 5.
GOVT 220
Page 2 of 2
You will use at least six different sources for this paper that are not more than two years old in
addition to the Bible and Module 5 presentation. You may include older sources, as appropriate.
Wikipedia and other encyclopedias are not acceptable sources for this assignment. If in doubt,
contact your instructor.
You will discuss at least three significant pieces of legislation sponsored, co-sponsored, or
supported by your Representative and Senator in the last four years (at least six total; naming
post offices, roads, holidays, etc. are not significant legislative items).
You will include a biblical reference, with text, related to each legislative item.
Your paper will address the following questions:
• What is the political history of your district and state for the past 25 years?
• How has your congressional district and state voted in congressional and presidential
elections for the past 25 years?
• Does your district have a long tradition of supporting one party, or has it been changing
in recent years? Why?
• How did your representative and senator come to power? (Briefly describe their
education, work experience and political backgrounds.)
• What are examples of legislation your representative and senator have sponsored or co-
sponsored in the last four years? Provide the title of the legislation, the year it was introduced,
and indicate if it became law. Did your legislators include this legislation in their platform when
they ran for office? Does this legislation align with biblical principles? Explain.
• How do the interest groups – ADA, ACLU, ACU, and CC (or FRC) – rate your
representative and senator? (Note: If the Christian Coalition score is not available, you may
substitute the Family Research Council score. Include the exact scores from each of these
groups. The rationale for this is explained in the presentation.)
• Based on these ratings, and the legislative efforts of your Representative and Senator,
would you classify your Representative and Senator as conservative or liberal? Justify your
answer.
• In your conclusion explain how your congressional delegation does, or does not, reflect
your values.
Do not submit your paper in the form of a series of questions and answers. Organize this
information into a standard research paper (paragraph form with level headings) utilizing the
current APA format. A Sample Undergraduate Paper can be found in the Writing Style Guide
which is embedded in the course.
Consult the grading rubric to make sure that all the necessary information has been included.
Note: Your assignment will be checked for originality via the Turn It In plagiarism tool.
Please let me know a good email so I can send the video that needs to be watched. It does not let me attach it here. This is also a link that is needed 
https://justfacts.votesmart.org
Also I am residing in virginia, I say this so you know my district, state info etc.

Discussion 1 – The Aftermath
Were the International Military Tribunals at Nuremberg and the Eichmann Trial held in Israel, anything more than “victor’s justice?”
When do you consider the statement of “just following orders” as valid and when is it not?
Use the information from the links in the mini lectures to discuss these questions. Don’t generalize; use the testimony and commentary from the defense and prosecution to support your point of view regarding each of these trial venues.
Discussion 2 – Accountability
Whom do we blame for what happened during the Holocaust? Should any one individual be totally held responsible for what occurred during WW II?
Is forgiveness or even reconciliation with Germany, and the German people possible? To help with this discussion consult Page 242 in the Landau text.
Put yourself in the position of a prisoner in a concentration camp. A dying Nazi soldier asks for your forgiveness. How would you respond upon hearing the soldier’s request?  In The Sunflower, Simon Wiesenthal raises that question for readers.
Discussion 3- Hope or Doom
Comment and discuss the poem written by Bertold Brecht on Page 265 in the Landau text.

The research must develop a concreate thesis and support that thesis by providing multiple arguments with rich concrete examples comparing the countries (Russia, Iran, UK). You must also address any potential criticisms or weaknesses of your thesis.
Resources
> Russia
Pisklakova-Parker, Marina. “Gender Issues in Russia.” 19 June 2022, www.jstor.org/stable/resrep41975
Abbas S. M. S. (2016). Nigerian employees’ study on locus of control and subjective well being: North Eastern context. Indian Journal of Applied Research, 6 (4), 374–378. 
Rebrey S. M. (2021). Gender equality: Interlinkages within SDGs and official development assistance. World and National Economy, 4 (in Russian). mirec.mgimo.ru/2021/2021-04/gender-equality-sgp
Rebrey S. (2022). Inequality of opportunities among women and men in Russia: An agency analysis based on the World Values Survey. Woman in Russian Society, 4, 22–32. doi.org/10.21064/WinRS.2022.4.3
Nikolaev I., Marchenko T., Tochilina O. (2018). The gender gap in pay. Society and Economy, 2, 59–79 (in Russian).
Kalabikhina I., Rebrey S. (2020). Household chores amid pandemic: Russia’s case. Woman in Russian Society, 3, 65–77 (in Russian). doi.org/10.21064/WinRS.2020.3.6
Muravyeva, Marianna. “Women’s Rights and the Russian Constitution: 30 years of Failure”, 2024/2/09, verfassungsblog.de/womens-rights-and-the-russian-constitution
Ferris-Rotman, Amie. “Putin’s War on Women”, April 9, 2018, foreignpolicy.com/2018/04/09/putins-war-on-women
“Protest, Persecution, And Prison: Women’s Anti-War Resistance In Putin’s Russia”, 9 Feb, 2023, iapss.org/protest-persecution-and-prison-womens-anti-war-resistance-in-putins-russia/
Human Rights Watch. (2022, March 9). Russia: Brutal Arrests and Torture, Ill-Treatment of Anti-War Protesters. Retrieved from Human Rights Watch: www.hrw.org/news/2022/03/09/russia-brutal-arrests-and-torture-ill-treatment-anti-war-protesters
> Iran
Tohidi, Nayereh. “Women’s rights and feminist movements in Iran.” An overview of how the Iranian women’s movement has emerged in the face of unique contexts, 2016, sur.conectas.org/wp-content/uploads/
Glob J Health Sci. 2014 Jul, 6(4): 226–235. www.ncbi.nlm.nih.gov/pmc/articles/PMC4825391/
Kaveh, T. M. et al. (2014). Comparative study of women’s political participation in the constitutional period, Pahlavi and the Islamic Republic of Iran. Quarterly Journal of Sociological Studies of Youth, 5(16), 107‒122.
Koulaei, E. (2019). Women’s social rights in Iran; Forty years after the revolution. per.euronews.com/2019/02/10/women-social-rights-in-iran-forty-years-after-the-revolution
Masoudnia, H., Nazari, M., & Mohammadifar, N. (2013). A comparative study of the presence of women in the legislature: Developments before and after the Islamic Revolution of Iran. Journal of Women in Development and Politics, 11(4), 575‒594.
Negin, V. (2019). Women have to work many times more than men to be seen. www.isna.ir/news/97120804542
Maliheh, Mousanejad. “Women’s Status in the Process of Socio-Political Development in Iran”, 22 March 2023 ink.springer.com/chapter
Hashem, Kaitlyn. “Iran: The Politics of Women’s Rights and Hypocrisy”, 21 Feb 2023 carnegieendowment.org/sada/89079
Mittelhammer, Barbara. Sepehri, Tara. Tahmasebi, Sussan. “Rethinking the EU’s Approach to Women’s Rights in Iran”, 25 April 2023, carnegieeurope.eu/2023/04/25/
Burkova, Rozalina. “It’s a Men’s Club” Discrimination Against Women in Iran’s Job Market. May 25, 2017, www.hrw.org/report/2017/05/26/its-mens-club/discrimination-against-women-irans-job-market
> UK
Francis-Devine, Brigid. Hutton, Georgina. “Women and the UK economy”, 04 March, 2024, https://commonslibrary.parliament.uk/research-briefings/sn06838/
Holly Dustin, Dr Helen Mott and Nicola Waterworth, with Gillian Cowell and Janet Veitch. “Gender equality and the empowerment of women and girls in the UK”, October 2016, www.britishcouncil.org/research-insight/gender-equality-empowerment-women-girls-uk
BUSINESS ENVIRONMENT PROFILES – UNITED KINGDOM. “Female Participation Rate in the Labour Force” 04  October, 2022, https://www.ibisworld.com/uk/bed/female-participation-rate-in-the-labour-force/157/
Bosworth, Derek. “Opportunities and outcomes in education and work: Gender effects”, November, 2015, assets.publishing.service.gov.uk/media/5a815349ed915d74e33fd95d/
Esteban Ortiz-Ospina, Sandra Tzvetkova and Max Roser. “Women’s Employment”, March 2018, https://ourworldindata.org/female-labor-supply
Ambavat, Shruti. “Women’s Progress in the UK Workplace”, 26 February, 2024, https://diversity-mark-ni.co.uk/womens-progress-in-the-uk-workplace/
Catalyst, Quick Take: Women in the Workforce – UK (July 9, 2020). www.catalyst.org/research/women-in-the-workforce-uk/
Higher Education Statistics Agency (HESA), Higher Education Student Statistics: UK, 2018/19 – Student Numbers and Characteristics (January 29, 2020) www.hesa.ac.uk/news/16-01-2020/sb255-higher-education-student-statistics/numbers
Office for National Statistics, Female Employment Rate (Aged 16 to 64, Seasonally Adjusted) (June 16, 2020) www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/timeseries/lf25/lms
Kate, Whiting. “This UK campaign is working to close the politics gender gap”, 11 May, 2021, https://www.weforum.org/agenda/2021/05/politics-gender-gap-uk-50-50-parliament/