Government 2305 S06fall 2016dr Mcconachiefinal Exam Take Home Portio ✓ Solved
Government 2305-S06 Fall 2016 Dr. McConachie FINAL EXAM: TAKE HOME PORTION The final exam in this class is worth up to 200 points. It consists of a take-home portion and an in-class portion. The in-class portion will take place on Monday December 5 from 10:00 a.m.-12:00 p.m.in our regular classroom. You will need an 882-E scantron, #2 pencil.
The in- class portion will consist of 50 multiple-choice questions over the entire course (Yes, Virginia, it’s cumulative!). The take-home portion is described below. Each portion is worth up to 100 points. Take Home Essay Due Date: Beginning of class in hard/printed copy Wednesday November 30, 2016; emailed and late submissions will be penalized! Format: A minimum of two full double-spaced pages (many of you will write more and that’s fine!) word processed (no handwritten copies will be accepted), 12-point font Times New Roman, Arial or Calibri only, 1†margins and stapled in the upper left-hand corner.
Unstapled papers will be penalized 5 points. Use the standard MLA heading; you don’t need a cover page. Prompt: Your take-home essay is to be a reflection about what you learned about federal government and leadership in the course. The first paragraph or introduction should tell how you felt about going into the course. Were you excited about studying federal government, or was it just a requirement?
What did you hope to learn? How did you feel about the course when Dr. McConachie said it was a Leadership Development Course? The first part of the body of the paper should describe in seven (7) short paragraphs with two or three complete sentences, seven (7) things you now know about federal government that you didn’t know prior to taking this class. Try to draw from throughout the semester.
Tell what it is you learned, what you learned and why you chose it. Do not use a bullet list or you will be penalized. After these seven paragraphs, write a longer paragraph or two about how this course impacted your view of leadership. Did you learn anything about leadership? If so, what?
Do you feel you gained anything as a leader? Why or why not? Now, please feel free to be honest. If you think the leadership component of this course was a waste of time, say so; but be able to defend it with specific examples or evidence. By the same token, if you think the leadership component really helped the course, do the same.
Finally conclude your paper (one paragraph) by evaluating whether combining federal government and leadership is a good idea. If so, what changes would you make? If not, why not? Your final essay should be about 10-12 paragraphs in length. It is due at the beginning of class on Wednesday November 30, 2016.
Unit 3 Individual Project 1 MACROBUTTON DoFieldClick Type your Name Here American Intercontinental University MACROBUTTON DoFieldClick Type your Paper Title Project Type: MKTG340 Unit 3 Individual Project MACROBUTTON DoFieldClick Date of Submission Abstract This is a single paragraph, no indentation is required. The next page will be an abstract; “a brief, comprehensive summary of the contents of the article; it allows the readers to survey the contents of an article quickly†(Publication Manual, 2010). The length of this abstract should be 35-50 words (2-3 sentences). NOTE: the abstract must be on page 2 and the body of the paper will begin on page 3. MACROBUTTON DoFieldClick Type your Paper Title Introduction Remember to always indent the first line of a paragraph (use the tab key).
The introduction should be short (2-3 sentences). The margins, font size, spacing, and font type (italics or plain) are set in APA format. While you may change the names of the headings and subheadings, do not change the font. Part 1: Overview of Company Introduce the concept and be sure to indent the first line of the paragraph. Using one of the companies you began developing in the Unit 2 Individual Project, create a story you wish to shop to a media outlet.
Provide a brief overview of the company. Describe the media outlet being pitched. Include information on its target audience. (The media outlet must be real) Part 1 of the Individual Project should be 1 page in length. Be sure to cite your resources. Part 1: Media Outlet and Target Audience Introduce the concept and cite the resources DO NOT use the exact words… be sure to indent the first line of the paragraph.
Part 2: An Attention-Grabbing Opening Introduce the concept and be sure to indent the first line of the paragraph. Part 2 of the Individual Project should be 2 1/2 pages in length. Part 2: The Hook Introduce the concept and be sure to indent the first line of the paragraph. Part 2: Background Information Supporting The Pitch Introduce the concept and be sure to indent the first line of the paragraph. Part 2: Support Materials Introduce the concept and be sure to indent the first line of the paragraph.
Part 2: The Action Step Introduce the concept and be sure to indent the first line of the paragraph. Part 3: Describe your Follow-up Plan Introduce the concept and be sure to indent the first line of the paragraph. Part 3: Discuss the Special Considerations for Pitching a Blogger. Introduce the concept and cite the resources DO NOT use the exact words… be sure to indent the first line of the paragraph. This section of the paper must contain research - which means that a citation must be included in the section (Last name, year).
The punctuation goes after the citation not at the end of the sentence. If no author is stated: (Short Title of Article, year). The punctuation goes after the citation not at the end of the sentence. Part 3 of the Individual Project should be 1 1/2 pages in length. Be sure to cite your resources.
Conclusion Add some concluding remarks-can be a sentence or two. References NOTE: The reference list starts on a new page after your conclusion.
Paper for above instructions
Final Exam Take Home Portion Reflection on Federal Government and LeadershipIntroduction
Entering the Government 2305 course, I was filled with a mix of anticipation and trepidation. I had a casual interest in federal government, viewing it primarily as a necessity for fulfilling a degree requirement. However, as I learned that this was not just a traditional course, but a Leadership Development Course, my curiosity peaked. My hope was to understand how the federal government functions and how various leadership styles could influence governmental decisions. The implications of leadership in a federal context intrigued me, as I began to recognize that understanding government is not just about policies and laws, but also about the individuals who implement them.
What I Learned About Federal Government
One critical aspect I learned is the significance of the Separation of Powers. Prior to this course, I assumed the executive, legislative, and judicial branches interacted on a more linear and orderly basis. However, I came to understand that this separation is crucial for maintaining a system of checks and balances. For instance, Congress can pass a law that the President has the power to veto, while the judiciary can rule laws unconstitutional, ensuring that no single branch holds absolute power (McCulloch v. Maryland, 1819). This dynamic interplay is fundamental to the functioning of our democracy, fostering both accountability and collaboration.
Another profound lesson was the role of political parties in shaping federal governance. I had previously viewed them as mere participants in elections; now, I appreciate how they influence policy-making and public opinion. Political parties act as mediators between the public and the government, mobilizing voters and establishing platforms that represent diverse interests (Cox & McCubbins, 1993). Their strategies can dictate legislative outcomes significantly, which is vital for students of government to understand.
Learning about the Constitution's importance was enlightening. I had known about its existence but not its pivotal role in American governance. The Constitution is not merely a historical document; it represents a living framework that adapts to societal changes through amendments and interpretations (Schmidhauser, 1962). Understanding this adaptability helped me grasp how the federal government can evolve through democratic processes, reflecting the changing values and needs of society.
Additionally, I found the concept of federalism to be a critical pillar in our system. The division of power between the national and state governments allows for local autonomy while maintaining a cohesive national policy (Elazar, 1987). This arrangement encourages innovation at the state level, as states can serve as laboratories for policy experimentation. Prior to this class, I had not appreciated how this structure impacts everyday governance and the balance of power.
The role of the Supreme Court, especially in landmark cases, transformed my understanding of federal government authority. Cases like Brown v. Board of Education (1954) and Roe v. Wade (1973) are not just historical markers, but pivotal events that encapsulate the power and influence of the judiciary in determining fundamental rights (Olen & Barry, 2013). My awareness of judicial review's significance and its ramifications on legislation deepened tremendously.
The influence of lobbyists and interest groups is another element that I had underestimated. Initially, I viewed them as peripheral to the governmental process, but I learned they are integral players in shaping policy and legislation. However, their influence raises important questions about representation, fairness, and corruption in political processes (Baumgartner & Leech, 1998). I now recognize that understanding these dynamics is crucial for analyzing government efficacy and integrity.
Furthermore, understanding the legislative process was an eye-opening experience. The journey from a bill's conception to its eventual implementation includes obstacles and negotiations that reflect the complexity of governance (Fowler, 2013). My previous simplifications of this process overlooked the nuances that dictate policy creation and application. It became clear that effective governance is rooted in extensive deliberation and compromise.
Lastly, exploring the concept of civic engagement provided me with a new perspective on the responsibilities of citizens. I learned that the health of a democracy relies heavily on active participation by its citizens—not just through voting but by engaging in discussions, attending town hall meetings, and holding public officials accountable (Putnam, 2000). Prior to this class, I viewed civic engagement simply as fulfilling the right to vote; now I see it as an obligation that strengthens our democratic institutions.
Impact on My View of Leadership
This course profoundly enhanced my understanding of leadership within the context of federal government. Leadership is not merely about holding a position of power; it involves the ability to influence and guide policy, engage citizens, and foster collaboration among various stakeholders. The dynamic nature of leadership within governmental frameworks has shown me that effective leaders must be adaptable and resilient.
I gained valuable insights into different leadership styles, including transformational and transactional leadership, and their impacts on policy implementation. For instance, a transformational leader can inspire change by motivating constituents and delivering a compelling vision for the future (Bass & Riggio, 2006). This form of leadership resonated with me as I noticed its relevance in contemporary governance, especially in moments of crisis or social upheaval.
However, I must admit that the leadership component of the course at times felt like an abstract appendage to the more structured lessons on federal government. At points, the discussions felt disconnected from the reality of political maneuvering and decision-making. Although I appreciate the theoretical frameworks surrounding leadership, I believe that incorporating real-life examples of leaders who navigated significant governmental challenges would enhance learning.
Conclusion
The intersection of federal government and leadership is indeed a valuable approach to understanding governance. By comprehending the complex machinery of federal institutions while appreciating the nuances of effective leadership, students are better prepared to engage thoughtfully in civic life. If I were to suggest changes to the course, I would recommend integrating case studies of successful leaders in government and encouraging active participation in community initiatives. This could foster a deeper understanding of leadership's practical implications within our federal system.
References
1. Baumgartner, F. R., & Leech, B. L. (1998). Basic Interests: The Importance of Groups in Politics and in Political Science. Princeton University Press.
2. Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. 2nd ed. Psychology Press.
3. Cox, C. J., & McCubbins, M. D. (1993). Legislative Leviathan: Party Government in the House. Cambridge University Press.
4. Elazar, D. J. (1987). Exploring Federalism. University of Alabama Press.
5. Fowler, L. (2013). The Legislative Process: A Primer for Newcomers. University of Georgia Press.
6. Olen, H., & Barry, E. (2013). Government in America: People, Politics, and Policy. Pearson.
7. Putnam, R. D. (2000). Bowling Alone: The Collapse and Revival of American Community. Simon & Schuster.
8. Schmidhauser, J. (1962). Constitutional Interpretation in the United States: A Critical Survey of the Literature. University of Chicago Press.
9. E.E. Schattschneider. (1960). The Semisovereign People: A Realist’s View of Democracy in America. Harcourt.
10. Martin, J. (2005). The Power of the American Presidency: 1789-2000. Princeton University Press.