LASA 1 Create Your Own Political Party

LASA 1 Create Your Own Political Party

Scenario:

 

Your family has always been very politically active.  From a young age, you have been politically aware.  When you were young, you worked with your parents as they supported their political party and you even helped during campaigns for the candidates your parents supported.  In college, you were a leader of the organization on campus that was part of the political party you supported.  This could have been the Young Democrats or the Young Republicans or any college group that supported the political party of your choice.  Until your exposure at college, you always supported the same political party as your parents, but then your views began to change and you developed your own  ideas, ideals and expectations.  While you continued to remain politically active, you have become more and more disillusioned with the current major and third parties and movements on the political scene, having studied all thoroughly.  You have come to be completely discouraged by the state of the political process as it pertains to political parties.  In your opinion,  none of the major or third parties truly represents the best interests of the citizens, and you have decided to create your own political party.

 

 

Directions. In a 4-5 page Microsoft Word document, include the following:

 

  1. Name your political party and evaluate why you have chosen that name.
  2. Create a symbol for your political party and explain why you have chosen that symbol.
  3. Create a slogan for your political party and justify why you have chosen that slogan.
  4. Develop  a platform for your political party. A platform is a written outline and explanation of what your party believes in and why.  Your party can be a single-issue party, an ideological party, a splinter party, or a regular broad based political party.  Your platform must have at least four positions under the following topics.  Summarize each platform position.
    1. Social Issues
    2. Domestic Issues
    3. Foreign Policy
  5. Design a brochure or one-page flyer for your political party that you would hand out to voters to introduce and explain your party.  In this flyer you want to include the essentials of what your party stands for, points of your platform, and  the benefits of joining your party.
  6. Project what demographic groups would vote for your political party and why. What demographic groups will your political party reach out to and seek support from?
  7. Predict what regions of the country will support your political party and why? Or, what regions of country will your party win? Justify your claims.
  8. Compare the areas of support with those of other political parties.
  9. What main idea or belief is your political party based upon? Why? For example, in the 2008 election, the Democrats focused a lot on the economy and the war in Iraq.

 

Some links that may help you understand and assess current political parties, which in turn may help you to create your political party.

 

  • The Democratic Party Web site http://www.democrats.org/
  • Republican National Committee http://www.rnc.org
  • Politics 1 http://www.politics1.com/ (directory of U.S. political parties)

This assignment should be written in APA style with intext citation as well as have a Title page and a Reference page. The body of this paper should be 4-5 pages double space, Plagiarism FREE and free of Gramatic errors

 

Analyze how the chosen show might influence the growing child, based on your readings.

Violence on Children’s TV

 

The National Television Violence Study found that in 1996-1997, 61% of television programs contained violence, and, of those selected, 75% showed no remorse, criticism of, or penalty for the violence. Forty percent of violent acts were committed by attractive characters.

For this assignment, you need to watch an hour of children’s television, preferably cartoons, and analyze the level of violence in the chosen children’s show.

  • Rate the aggressive acts using the following scale:
    • Mild: Verbal aggression with no physical contact
    • Medium: Physical contact with no blood, such as pushing, shoving, and hitting
    • Extreme: Use of force to cause bodily injury, such as guns, knives, and other weapons, where blood is produced
  • Determine if any of the following occurs after the violent acts:
    • remorse for the violence
    • criticism of the violence
    • any consequences of the violence
  • Analyze how the chosen show might influence the growing child, based on your readings. What messages is this show giving to the child?

1 Page APA format with intext citations

Annotated Bibliography And Outline For PhD Doctorate

PERSONALITY PROCESSES AND INDIVIDUAL DIFFERENCES

Fearless Dominance and the U.S. Presidency: Implications of Psychopathic Personality Traits for Successful and Unsuccessful Political Leadership

Scott O. Lilienfeld, Irwin D. Waldman, and Kristin Landfield

Emory University

Ashley L. Watts University of Georgia

Steven Rubenzer Houston, Texas

Thomas R. Faschingbauer Foundation for the Study of Personality in History, Houston,

Texas

Although psychopathic personality (psychopathy) is marked largely by maladaptive traits (e.g., poor impulse control, lack of guilt), some authors have conjectured that some features of this condition (e.g., fearlessness, interpersonal dominance) are adaptive in certain occupations, including leadership positions. We tested this hypothesis in the 42 U.S. presidents up to and including George W. Bush using (a) psychopathy trait estimates derived from personality data completed by historical experts on each president, (b) independent historical surveys of presidential leadership, and (c) largely or entirely objective indicators of presidential performance. Fearless Dominance, which reflects the boldness associated with psychopathy, was associated with better rated presidential performance, leadership, persuasiveness, crisis management, Congressional relations, and allied variables; it was also associated with several largely or entirely objective indicators of presidential perfor- mance, such as initiating new projects and being viewed as a world figure. Most of these associations survived statistical control for covariates, including intellectual brilliance, five factor model personality traits, and need for power. In contrast, Impulsive Antisociality and related traits of psychopathy were generally unassociated with rated presidential performance, although they were linked to some largely or entirely objective indicators of negative job performance, including Congressional impeachment resolutions, tolerating unethical behavior in subordinates, and negative character. These findings indicate that the boldness associated with psychopathy is an important but heretofore neglected predictor of presidential performance, and suggest that certain features of psychopathy are tied to successful interpersonal behavior.

Keywords: psychopathy, antisocial behavior, leadership, politics, personality

Psychopathic personality (psychopathy) is a constellation of personality traits encompassing superficial charm, egocentricity, dishonesty, guiltlessness, callousness, risk taking, poor impulse

control (Cleckley, 1941/1988; Hare, 2003), and, according to many authors (Fowles & Dindo, 2009; Lykken, 1995; Patrick, 2006), fearlessness, social dominance, and immunity to anxiety. In contrast to the Diagnostic and Statistical Manual of Mental Disor- ders, fourth edition, text revision (DSM–IV–TR; American Psychiatric Association, 2000), diagnosis of antisocial personality disorder (ASPD), which is primarily a behavioral condition that emphasizes a long-standing history of antisocial and criminal behavior, psychopa- thy is primarily a dispositional condition that emphasizes personality traits. Nevertheless, measures of these two conditions tend to be at least moderately correlated (Lilienfeld, 1994).

Factor analyses of the most extensively validated measure of psychopathy, the Psychopathy Checklist–Revised (PCL-R; Hare, 2003), have often revealed two broad and moderately correlated dimensions. The first dimension (Factor 1) assesses the core in- terpersonal and affective features of psychopathy (e.g., guiltless- ness, narcissism, glibness), whereas the second dimension (Factor 2) assesses an impulsive and antisocial lifestyle that is closely associated with ASPD (Harpur, Hare, & Hakstian, 1989; but see Cooke & Michie, 2001, and Hare, 2003, for alternative factor

This article was published Online First July 23, 2012. Scott O. Lilienfeld, Irwin D. Waldman, and Kristin Landfield, Depart-

ment of Psychology, Emory University; Ashley L. Watts, Department of Psychology, University of Georgia; Steven Rubenzer, Houston, Texas; Thomas R. Faschingbauer, Foundation for the Study of Personality in History, Houston, Texas.

We thank Joanna Berg, Rachel Ammirati, David Molho, Gabriella Rich, Zack Babin, Marie King, and Barbara Greenspan for their helpful com- ments on previous drafts of this manuscript; Joshua Miller for his statistical assistance; Alan Abramowitz for his helpful advice; and Caroline Hennigar and Alyssa Redmon for their valuable assistance with data entry and library research.

Correspondence concerning this article should be addressed to Scott O. Lilienfeld, Room 473, Psychology and Interdisciplinary Sciences Building, Emory University, 36 Eagle Row, Atlanta, GA 30322. E-mail: slilien@emory.edu

Journal of Personality and Social Psychology, 2012, Vol. 103, No. 3, 489–505 © 2012 American Psychological Association 0022-3514/12/$12.00 DOI: 10.1037/a0029392

489

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solutions). Although the PCL-R is a semistructured interview that incorporates file information, its two major dimensions can be closely approximated by scores on normal range personality di- mensions, such as those derived from the five-factor model (FFM) of personality. PCL-R Factor 1 is associated primarily with low scores on FFM Agreeableness, whereas PCL-R Factor 2 is asso- ciated primarily with low scores on both FFM Agreeableness and Conscientiousness (Miller, Lynam, Widiger, & Leukefeld, 2001). Most research demonstrates that psychopathy and its constituent traits are underpinned by dimensions rather than taxa (natural categories; see Edens, Marcus, Lilienfeld, & Poythress, 2006), offering empirical support for recent efforts to conceptualize and assess this condition within a general dimensional model of per- sonality structure.

Most research on the behavioral manifestations of psychopathy has focused on its relations with antisocial, criminal, and otherwise unsuccessful actions. Studies demonstrate that psychopathy is a risk factor for criminality and violent recidivism among prison inmates (Porter & Woodworth, 2006; Salekin, Rogers, & Sewell, 1996) as well as cheating among college students (Williams, Nathanson, & Paulhus, 2010). In addition, some authors have argued that psychopathy is associated with malignant workplace behavior. Babiak and Hare (2006) referred to psychopaths in business settings as “snakes in suits” and suggested that their propensity toward dishonesty and manipulativeness makes them destructive coworkers and bosses (see also Boddy, 2006; Heinze, Allen, Magai, & Ritzler, 2010).

Despite the lengthy research tradition linking psychopathy to unsuccessful behavior, a consistent strand of clinical lore has tied psychopathy, or at least certain features of it, to socially successful behavior across a variety of domains, including the business world, politics, and everyday life (Lilienfeld, 1998). In his classic writ- ings, Cleckley (1941/1988) referred to individuals with marked psychopathic traits whose “outward appearance may include busi- ness or professional careers that continue in a sense successful, and which are truly successful when measured by financial reward or even by the casual observer’s opinion of real accomplishment” (p. 191). Extending these observations, Lykken (1982) referred to psychopaths and heroes as “twigs from the same branch” (p. 22) and conjectured that the fearlessness associated with psychopathy can predispose to heroic behaviors. Other authors have raised the possibility of “subclinical” (Widom, 1977) or “successful” (Hall & Benning, 2006; Mullins-Sweatt, Glover, Miller, Derefinko, & Wi- diger, 2010) psychopaths, individuals with pronounced psycho- pathic traits who function effectively in circumscribed “adaptive niches” of society, such as politics, business, law enforcement, and high-risk sports. In one of the few studies to address this issue empirically, Babiak, Neumann, and Hare (2010) examined a sam- ple of 203 corporate professionals and found that scores on the PCL-R and its component factors were associated not only with a more problematic management style and with being a poor team player but also with superior communication skills, creativity, and strategic thinking. These important results raise the possibility that psychopathy, or at least some features of it, are associated with certain aspects of adaptive functioning in workplace settings, al- though they may also be associated with certain aspects of mal- adaptive functioning. Nevertheless, because the PCL-R ratings in this study were conducted by a single individual who was not blind to other information about participants, including information po-

tentially relevant to criterion ratings, these results should be viewed as preliminary.

Still others have speculated that some psychopathic traits, such as interpersonal dominance, persuasiveness, and venturesomeness, may be conducive to acquiring positions of political power and to successful leadership (Hogan, Raskin, & Fazzini, 1990; Lobac- weski, 2007). Indeed, Lykken (1995) speculated that British Prime Minister Winston Churchill and U.S. president Lyndon Baines Johnson possessed certain personality features of psychopathy: They started off life as “daring, adventurous, and unconventional youngsters who began playing by their own rules” (p. 116) but later managed to parlay these traits into political success.

Nevertheless, the successful manifestations of psychopathy re- main largely in the realm of clinical conjecture. Moreover, with the exception of the study by Babiak et al. (2010), the scattered research in this domain (e.g., Ishakawa, Raine, Lencz, Bihrle, & LaCasse, 2001; Widom, 1977) has focused almost exclusively on psychopathic individuals who have engaged in minimal antisocial behavior or managed to escape detection by the legal system, rather than those who are clearly successful from an interpersonal or societal standpoint (Hall & Benning, 2006).

Recent work on a widely used and well-validated self-report psychopathy measure, the Psychopathic Personality Inventory (PPI; Lilienfeld & Andrews, 1996), may shed light on this issue. Exploratory factor analyses of the PPI (Benning, Patrick, Hicks, Blonigen, & Krueger, 2003) in community samples have identified two largely uncorrelated higher order dimensions, Fearless Dom- inance (FD) and Impulsive Antisociality1 (IA; but see Neumann, Malterer, & Newman, 2008, for an alternative factor structure of the PPI). FD, which assesses what Patrick, Fowles, and Krueger (2009) term “boldness,” comprises such traits as social dominance, charm, physical fearlessness, and immunity to anxiety; IA com- prises such traits as egocentricity, manipulativeness, poor impulse control, rebelliousness, and tendency to externalize blame. Al- though these two factors bear some similarities to the two major PCL-R factors, they are not isomorphic with them empirically or conceptually. In particular, although IA and PCL-R Factor 2 are moderately to highly correlated, FD and PCL-R Factor 1 are only weakly correlated (Malterer, Lilienfeld, Newman, & Neumann, 2010), largely because FD assesses a more psychologically adap- tive set of traits than does PCL-R Factor 1 (Patrick, 2006).

Several studies have demonstrated that the boldness assessed by FD is associated with healthy psychological adjustment—and may reflect many of the traits commonly attributed to successful psy- chopathy—whereas IA is associated with psychological maladjust- ment. Offering provisional corroboration for Lykken’s (1982) con- jecture regarding fearlessness and heroism, Patrick, Edens, Poythress, Lilienfeld, and Benning (2006) found that in a sample of 96 prisoners, FD scores derived from the PPI were significantly and positively associated with self-reported heroic behaviors (e.g., breaking up fights in public, helping stranded motorists), whereas IA scores were significantly and negatively associated with these behaviors. In addition, PPI-derived FD is negatively correlated

1 In the revised version of the PPI (Lilienfeld & Widows, 2005), this dimension is termed Self-Centered Impulsivity. Nevertheless, we use the term Impulsive Antisociality here to retain continuity with most of the extant literature (e.g., Benning et al., 2003).

490 LILIENFELD ET AL.

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Test reliability determined by a correlation between scores from the same test taken at two different times is called

Complete the following quiz. Choose your response by highlighting your answer.

1.When we perform an experiment, we

a. measure independent variables,

b. produce dependent variables.

c. produce control variables.

d. produce a comparison.

e. hold independent variables constant.

2. The control group in an experiment

a. fixes the level of a variable across all experimental conditions.

b. is often untreated.

c. receives the same level of the independent variable as the experimental group.

d. refers to the manipulation of the independent variable.

3. In research on the decompression of pregnant rats, the independent variable is ______, a dependent variable is ________, and a control variable is _______________.

a. Reduced air pressure; behavioral tests; strain of the rat

b. Body weight; climbing ability; time of day

c. Atmospheric pressure; age of rat; climbing ability

d. Number of decompressions; body weight; home cage

e. Experimental group; control group; test performance

4. In experiments, independent variables are

a. the result of careful measurements.

b. extraneous to the experiment and held constant.

c. extraneous to the experiment and allowed to vary randomly.

d. independent of experimenter control.

e. varied by the researcher.

5. Dependent variables are

a. manipulated by the researcher.

b. potential independent variables that are held constant.

c. measured by the researcher.

d. probable behavioral causes.

6. One reason a valid experiment may produce null results is

a. the range of levels in the independent variable was insufficient to show an effect.

b. the dependent variable reflects a broad range of performance.

c. that the experiment is conducted in an environment that is too difficult.

d. that reactivity occurs in the participants (e.g., they adopt the role of “good behavior”).

7. In experiments, the independent variable should be _________, the dependent variable should be __________, and the control variable should be ________.

a. controlled; constant; randomized

b. constant; an effect; causal

c. free; restricted; elevated

d. balanced; unconfounded; an effect

e. manipulated; measured; held constant

8. An interaction occurs when

a. an independent variable effects a dependent variable.

b. one independent variable effects a second independent variable.

c. the effect one dependent variable has is not the same at each level of a second dependent variable.

d. the effect one independent variable has is not the same at each level of a second independent variable.

9. Which of the following is an example of the Hawthorne effect?

a. Experimenter bias

b. Reactivity in an experiment

c. Participant observation

d. Unobtrusive outcomes

10.  A variable that inadvertently causes an experimental result is

a.  confounded with the dependent variable.

b.  confounded with the independent variable.

c.  confounded with the control variables.

d.  unlikely to be important in experiments.

11.  Construct validity permits one to do which of the following?

a.  Generalize

b.  Attribute causality

c.  Have confidence in constructs

d.  Support hypothesis

12.  Which of the following is a source of construct invalidity?

a.  Bias

b.  Random error

c.  Carry-over effects

d.  Counterbalancing

13.  If a study has external validity, one is entitled to

a.  generalize.

b.  attribute causality.

c.  have confidence in constructs.

d.  support hypotheses.

14.  Internal validity allows one to do which of the following?

a.  Generalize

b.  Attribute causality

c.  Have confidence in constructs

d.  Support hypotheses

15.  Which of the following is the most likely to have the greatest internal validity?

a.  Surveys

b.  Case studies

c.  Relational research

d.  Experiments

16.  Test reliability determined by a correlation between scores from the same test taken at two different times is called

a.  test-retest reliability.

b.  parallel forms reliability.

c.  split-half reliability.

d.  predictive reliability.

17.  Statistical reliability determines whether results

a.  will occur five percent of the time.

b.  occur because of chance.

c.  are internally valid.

d.  are produced by bias.

18.  Which of the following is a major threat to internal validity?

a.  Confounding

b.  Deviant-case analysis

c.  Truncated range

d.  Dependent variables

19.  A type of validity that is specifically concerned with being able to make causal statements about relationships between variables is _______________ validity.

a.  External

b.  Internal

c.  Construct

d.  Predictive

20.  A replication of research helps to determine ______________ validity.

a.  Construct

b.  External

c.  Internal

d.  Predictive