What are the goals of public education in the United States? Is any consensus possible? What are the main issues in assessing educational achievement? What policy approaches are best in resolving these issues?

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In essay format, provide well-developed responses to the following questions:

-What are the goals of public education in the United States? Is any consensus possible?
-What are the main issues in assessing educational achievement? What policy approaches are best in resolving these issues?
-How does Group Theory provide a relevant framework for understanding these issues?

Don’t provide separate answers to the questions. Instead, develop a unified essay based on a unique claim or observation that serves as your unifying idea – the main point, or thesis, of your essay. Use the questions to guide your thinking toward a thesis. Your answers to the questions should then function as supporting points for your thesis. In developing your answers to the questions, provide evidence or examples with explanations that support and refer to your essay’s main, unifying idea.

Describe the importance of foreign policy and international politics and discuss the intersection of policy and politics on a global level

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. Describe how institutions impact politics. 3.1 Explain the relationship between foreign policy and national security operations. 7. Discuss the influences of power, authority and legitimacy in the modern state. 7.1 Discuss the impact of globalism on states. 8. Describe the importance of foreign policy and international politics. 8.1 Discuss the intersection of policy and politics on a global level. Course/Unit Learning Outcomes Learning Activity 3.1 Unit Lesson Chapter 13 reading Additional Reading Assignment Unit VIII Case Study 7.1 Unit Lesson Chapter 4 reading Unit VIII Case Study 8.1 Unit Lesson Unit VIII Case Study Reading Assignment Chapter 13: Globalization and Governance Chapter 4: States, pp. 110–113 Additional Reading Assignments: Click the following links to access the resources below: The following resource, found on pp. 640-647, contains more information about globalization. Iftode, F. (2015). Security components of globalization. EIRP Proceedings, 10(1), 640–647.

Observe how participation is conducted (how the meeting process is used) in addition to identifying key points of policy substance(s) and learning about the policy issues that impact the community

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Students will attend at least one local government meeting (city, county, or school board). Students should use these meetings to observe how participation is conducted (how the meeting process is used) in addition to identifying key points of policy substance(s) and learning about the policy issues that impact the community. Try to consider the issues being discussed from the perspective
of the public administrator. This paper is to be a critical analysis. Do not assume that any one particular person is right (public administrator, politician, or citizen).

Evaluate what is being said and analyze the behaviors and decisions. When attending the meeting, you should be paying attention to who the public administrators are, how they behave, the decisions they make, interactions with the public, and why the decisions that get made are made.This assignment is worth 200 points. To demonstrate “proof” that you attended the meeting, you are required to take a selfie of yourself watching the meeting. This will be worth 10 points
in the grading rubric.
Example of questions to consider when attending a public meeting include:
• Where was the meeting held? Who was in attendance? What was important about either the location or the attendees? Who were the public administrators?
• What logistical issues (either mentioned during the meeting or thought of on your own) are relevant or
create barriers for the problem/topic being discussed?
• Were members of the public in attendance? If they were and had the opportunity to speak, how was their input received? Why do you think it was received that way?
You can find a meeting to attend by looking at the public calendar for Leon County, City of Tallahassee or the Leon County School Board. Yes, you may attend an equivalent meeting in another city or county. The ONLY acceptable meetings are a regular city commission, county commission or school board meeting. The intent of this assignment was for you to attend this meeting in person, but due to current COVID restrictions, in-person meetings are not being held for most municipalities. For this reason, you may use an online meeting/recording of a previously held meeting.If you have any questions about if you have chosen the right type of meeting, email the instructor. If you write the paper on a meeting that does not fit the requirements, you will receive a 0 for the paper. If the title of the meeting has any words in it such as workshop, hearing, advisory or committee, you are not looking at an appropriate meeting. It must be a regular city commission, county commission or school board/school district meeting. Just because a meeting is listed on a public calendar of meetings does not mean it fits this criteria, so check carefully.
Further instructions and a template will be provided in writing to the class and posted under the assignment in Canvas. You need to use the provided template and questions to guide the writing of your paper. This course uses APA format, which means your paper should have a title page, running head, and page numbers. See the template for further instructions. The grading rubric will also be available under the assignment in Canvas. You should review both before attending your meeting.

How was this relationship demonstrated in the financial crisis of 2008? Which policy-making model or models best describe the federal response to the crisis?

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In essay format, provide well-developed responses to the following questions:

-How are tax policy, economic policy and political ideology (particularly liberalism and conservatism) related?
-How was this relationship demonstrated in the financial crisis of 2008?
-Which policy-making model or models best describe the federal response to the crisis?
-Were they the best models for dealing with this crisis? If not, which model or models do you think would have been better?
-Explain your answers.

Argue in favor of, or against the separation of religion and politics. Do you feel they should be intertwined? Justify, why or why not.

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In 650-750 words, please answer one of the following questions. Remember to use evidence and examples to justify your answers.

1) Argue in favor of, or against the separation of religion and politics. Do you feel they should be intertwined? Justify, why or why not.

2) Do you regard the real life application of law as fair? What are some issues that can affect laws from being applied fairly?

3) There are many factors (political, economic, and social) that can prevent the creation of a stable democratic system. Choose one and argue why this specific factor can threaten the process of democratization, more so than the others.

What are the key facts that need to be captured early to guide the assessment process? What criteria should be considered to gauge the severity of the incident?

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Discussion Forum 2

  • What steps would you follow to assess an emerging disaster situation?
  • What are the key facts that need to be captured early to guide the assessment process?
  • What criteria should be considered to gauge the severity of the incident?
  • What would be the likely impact of mistakes made during the situational assessment process?

What information is required to allow you to make decisions and begin allocating resources?

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Homeland Security Response & Recovery

You are in command of a group of first-responders who have been activated in response to a disaster event.

  • What information is required to allow you to make decisions and begin allocating resources?
  • How can you make informed estimation about key factors if you have incomplete information?

What are the areas of the course you did not like? What is the single most important thing that you will take away Georgia course. Explain?

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1. What are the key areas that shaped your thinWhat is the single most important thing that you will take away Georgia course. Explain?king about the course Literacy Development in Early Childhood.
2. What are the areas of the course you did not like?
3. What surprised you about the course?
4. What surprised you about the course?
5. What is the single most important thing that you will take away Georgia course. Explain?
6. Identify any two strategies to which you have been exposed in the course which you thought were exemplary. Explain the strategies and say why you consider them important. Cite sources to support your answer.
7.Using the KWL chart identify any gaps between what you wanted to know about Literacy and what you learnt during the course.
8. Discuss how the new learning would help you to plan effectively for literacy instruction in the early childhood classes
9. Out line the suggestions that you would recommend for improving the course
10. Please list five things that have not been captured in the above prompts, but which you think should be included in this final journal.

Does our security over ‘here’ depend on the insecurity experienced and violence perpetrated in ‘sites of exception’ over ‘there’?

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Does our security over ‘here’ depend on the insecurity experienced and violence perpetrated in ‘sites of exception’ over ‘there’?  (2000 word count)

Global insecurity and ‘exceptional sites’

Does our security over ‘here’ depend on the insecurity experienced and violence perpetrated in sites of ‘exception’? How can borders, (air)ports, detention centres and sweat factories be considered ‘necropolitical’ sites? Is violence today to be found more in these logistical ‘nodes’ than in inter-state wars?

Essential readings:

1) F. Debrix and A. Barder ‘Nothing to Fear but Fear: Governmentality and the Biopolitical Production of Terror’, International Political Sociology, 3:4 (2009), pp. 398-413.

2) Eski, Y. (2016) ‘The war on meaninglessness: A counter-terrorist self through an absent terrorist other’, Ethnography, vol. 17 no. 4, pp. 460-479

Supplementary readings:

Adey P (2009) Facing airport security: affect, biopolitics, and the preemptive securitisation of the mobile body. Environment and Planning D: Society and Space 27(2): 274–295.

Amoore L (2006) Biometric borders: Governing mobilities in the war on terror. Political Geography 25(3): 226–351.

Duffield, Mark (2005) ‘Getting savages to fight barbarians: development, security and the colonial present’, Conflict, Security & Development, 5:2, pp. 41-159.

Walters W (2002) Mapping Schengenland: denaturalizing the border. Environment and Planning D: Society and Space 20(5): 561–580.

Giorgio Agamben, “Security and Terror” (Theory & Event, Vol. 5 No.4: 2001) Online here:

https://libcom.org/library/on-security-and-terror-giorgio-agamben

De Larringa , Miguel and Doucet, Marc (2008), ‘Sovereign Power and the Bio-Politics of Human Security’, Security Dialogue, vol. 39, no. 5.

Johns, Fleur (2005) ‘Guantánamo Bay and the annihilation of the exception’, European journal of international law 16, pp. 613-35.

Jenny Edkins, “Power, Zones of Indistinction, and the Camp”, Alternatives: Global, Local, Political, Vol. 25, No. 1: 2000), pp. 3-25

Lecture Notes:

What is the politics of contemporary violence, insecurity and killing?

= general strategies of power that, in the process of making life live, entail the regulation of populations.

= aims to control and manage populations through forms of surveillance which are internalized. Power lies in the ability to differentiate between what must live and what must die.

= Mode of control that rather than relying on direct and crude coercion is predicated on taken-for-granted practices and ideas aimed at making bodies docile.

– we have witnessed a subtle shift from sovereign juridical power to biopower.

instead of political subjects, we now have technologised subjects of administration, governance, surveillance and discipline.

– the sovereign (state) has the power to reduce individuals to ‘bare life’, establishing a ‘state of exception’ where human rights no longer apply.

– individuals stripped of their hurnanity whom the sovereign can kill without punishment and without honouring human death.

refugee camps

Guantanamo Bay

migrants at the border

sweat shops

‘gig’ economy…

Politics is the continuation of war by other means – Michel Foucault

contemporary violence results not from the pursuit of the politics of life -> Biopolitics

but from the politics of death -> Necropolitics

  • sovereignty means the capacity to define who matters and who does not, who is disposable and who is not.
  • the Western ‘zone of peace’ is intimately linked to ‘death worlds’ in the Global South where vast populations are subjugated, made into ‘living dead’ (beyond ‘bare life’, death­in-life), rendered disposable.
  • the distinction between disposable and non-disposable lives is made to rely on a biological difference -> in necropolitics the function of racism is to regulate the distribution of death.
  • colonial occupations and modern-day forms of slavery (including labour) as forms of necropolitics.

The essential infrastructure of global capitalism is not finance or trade but it is logistics – the infrastructure of the global economy that ensures, regulates etc the flow of goods, people, stuff, capital (e.g., ports, airports, web, etc).

  1. crisis of the Westphalian system

Necro-politics

security as a lynchpin of the Westphalian system

security as the flipside of the state monopoly of violence

security as the marker of inside / outside distinctions

  1. crisis of war as an institution of international order

This infrastructure rests on

an architecture of security and violence

90% of all violent deaths today happens outside situations of war

violence transverses the global political space, along the ‘global insecurity continuum’

realism: territory, sovereignty and security

 

  1. Corona Virus can also be used as a current example. The government uses fear to control us an example would be the enforcement of lock down and the increase in security and surveillance. The virus was not a concern to the West, it was not a direct threat as it was associated with the territory of mainland China. Only once it came knocking at the door of Europe did the government decide to take security precautions.

Compare the origins of multiculturalism in Australia and Canada. To what extent is Australia a multicultural country?

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Essay Questions
1. Compare the origins of multiculturalism in Australia and Canada. To what extent is Australia a multicultural country?

2. Describe the difference between descriptive and substantive representation. Drawing on one or two examples, critically reflect on the advantages and disadvantages of descriptive representation for minority citizens in state or federal electorates.

3. Drawing on a case study from Canada, Australia or the United States, discuss what are the main factors explaining the under-representation of MEM groups in federal politics.

4. Do our representative institutions reflect the ethno-cultural diversity of society, and does it matter? Draw on census and/or legislative data to provide evidence.

5. A question of your choice that has been given approval by the lecturer or tutor (at least 2 weeks prior to the due date). You may like to focus on a particular country of your choice or incorporate some of your own particular interests.

Length: 2,200 words (Bibliographies, footnotes and endnotes will not be included in the word count).

Pass Credit Distinction High Distinction
Contextualisation of issue/case study
Personal or anecdotal overview bearing little relation to the core course themes.
Descriptive overview of issue, long or rambling. Some attempt made to relate to the core course themes.
Provides clear overview of issue related to themes of the course, clearly related to the core course themes.
A clear, succinct and accessible overview of issue and analytical claims.
Related to the core course themes in creative and innovative fashion.
Engagement with literature
Use of literature and additional materials is very limited and/or largely irrelevant. Resources not well integrated.
Shows evidence of engagement with good range of literature but does not always discriminate effectively between sources of information.
Can seek out and locate required information with minimal support. Employs a wide range of relevant literature effectively.
Independently seeks out and locates required information. Is selective and discriminates between sources of information.
Analysis
Account is mostly descriptive, personal and/or anecdotal though relevant to the issue at hand.
Attempts to analyze issue and explain not just what it is but how/why it matters to Politics in theory and in practice.
Provide persuasive analysis of the issue. Can synthesize a number of concepts or factors into a larger idea. Can evaluate the salience & limitations of arguments.
Analysis is sophisticated and nuanced. Analysis evaluates competing ideas from a number of standpoints. Makes and supports persuasive argument(s).
Presentation
Adheres to most expectations regarding the formatting and presentation of work. Bears title and name/studen t ID. Spell checked, grammatically correct.
Adheres to all expectations and conventions with all expected attributes present (introduction , conclusion, well- structured paragraphs, linking phrases).
Adheres to all expectations and conventions with all expected attributes present.
All expected attributes present but have been creatively interpreted to suit personal style and the specific execution of the task. A unique but appropriate presentation of work.
Adherence to academic conventions
Basic referencing accurate and use of a bibliography and or reference list. Lacks consistency.
Consistent system of referencing with minor errors of style or presentation.
Use of academic conventions such as referencing and citation is accurate, consistent and appropriate for the discipline.
Use of academic conventions such as referencing and citation is accurate, consistent and appropriate for the discipline.