Political Science Module Tests:

Module Tests: 40%

There are 4 module tests, to be completed at the conclusion of each Class Module. These tests consist of Fill In the Blank Questions and Short Answer, Essay Questions. They will deal with direct comprehension of material discussed combined with the ability to synthesise this material into a full argument.

Exploratory Projects: 25%

There are 3 exploratory projects. These projects will involve the student to complete outside research, both guided and independent and then present these findings to the class.

Final Essay: 10%

During the Final Module, there will be a final essay to be completed in an “In class” manner. Meaning a choice of prompts will be given at the beginning of a timed test, and you will be required to complete the essay in the time provided.

Discussion Boards: 25%

The discussion boards will be graded individually. Each discussion board post will require one full answer and 2 comments on other answers.

Describe in detail one event, experience, or person that you believe influenced how you think and feel politically..

We are all politically socialized from childhood through adulthood by a series of experiences that are either directly or indirectly political. The agents of socialization that shape our political values and beliefs nurture the opinions we have about political issues, parties, candidates for office, government and so much more.

  1. Think about some of your own direct and indirect political socialization experiences dating from your years as a child and through to the present. Describe in detail one event, experience, or person that you believe influenced how you think and feel politically.. If you have trouble, Refer to the Agents of Socialization content page for help.  This is the shorter part of the discussion, and should be limited to a few relevant sentences
  2. What do our course book, content, and other library sources say about how people are socialized about politics and the process of government in our nation? This is the longer part of the discussion.
  3.  Use of references: /10 [three or more diverse references and related to course content; legitimate books and journal sources

Civil Rights & Civil Liberties Worksheet

Civil Rights and Civil Liberties Worksheet

POL/115 Version 2

1

University of Phoenix Material

Civil Rights and Civil Liberties Worksheet

Part 1 Matrix:

Complete each section of the matrix below. Include APA citations for all borrowed ideas, facts, or definitions.

Terms Summary of Term Why was this important to civil rights or civil liberties in the United States?
Bill of Rights    
First Amendment Freedoms    
Right of Due Process    
Miranda Warning    
13th and 15th Amendments to the US Constitution    
Brown vs. Board of Education    
19th Amendment to the US Constitution    
Civil Rights Act of 1964    
Voting Rights Act of 1965    

Part 2 Essay:

Write a 525 to 700 word response below that responds to the following questions:

1. Should there be limits to free speech rights in a democracy? Why or why not?

2. What is the responsibility of the press and media in a democracy?

Include APA citations for all borrowed ideas, facts, or definitions.

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Understanding Fourth Generation War.

Of the four generations of warfare outlined by William S. Lind in his article entitled “Understanding Fourth Generation War”, I believe that of the four generations, the one that I find most “ethical” utilizing my own personal ethical code would be the First Generation of war.  The trait or defining factor that my personal code defines as ethical in these generations of war is the distinction between ““military” from “civilian” – uniforms, saluting, careful gradations or rank – were products of the First Generation and are intended to reinforce the culture of order” (Lind, 2004).  In my opinion, this is the one thing that defines whether a conflict is ethical or an exercise in butchery and murder.  Although there is a certain level of acceptability in civilian casualties depending on the objectives of an operation, the use of force deliberately towards a civilian populace leading to the unnecessary deaths of non-combatants to achieve military and political success crosses every line that I define as acceptable in the pursuit of victory through war.  The evolution of warfare into this Fourth Generation only serves to muddle the distinction between military forces and civilian non-combatants allowing the resurgence of guerilla tactics and insurgencies that lead to the further sheding of blood by those who are non-combatants.

One attribute of Fourth Generation warfare that will be crucial to future conflicts and one that until now has been an accepted norm in society and history is the “return to a world of cultures, not merely states, in conflict” (Lind, 2004).  Although historically this isn’t a new concept to warfare through the actions of groups not directly associated or representative to a particular defined state, country, or political entity, the rise of non-aligned or radical groups that hold more loyalty to a concept or an idea is more profound in Fourth Generation warfare unlike in the three previous generations.  Groups like the Moro Islamic Liberation Front (MILF) or the Abu Sayyef Group, both based in the southern islands of the Republic of the Philippines are armed militant groups who are more loyal to a specific cause rather than a particular nation.  As time has passed, we see more and more of these organizations grown from religious ideals or from particular nationalistic points of views that don’t associate directly with established nations but towards specific ideas and have separate but defined goals based upon those ideas.  Although these goals may be to form an independent nation whose laws reflect these founding ideals, the alarming rise of these groups may show a trend towards the success and longevity of these groups to exist and in some points achieve in their goals in the face of established nations with more military and technological resources.

References:

Lind, W. S. (2004, January 15). Understanding Fourth Generation War. Retrieved from https://original.antiwar.com/lind/2004/01/15/understanding-fourth-generation-war/

(Links to an external site.)

Links to an external site.

Singh, D. (2014). Introduction. Southeast Asian Affairs. pix-xviii. p10.  Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?vid=9&sid=6782a926-5248-4dff-b2d2-3a81b7808f9f%40sessionmgr103

(Links to an external site.)

Links to an external site.