Evaluate the Implications of the “post-truth era” for Democratic Politics Paper

Evaluate the Implications of the “post-truth era” for Democratic Politics Paper

  1. In your own words, explain the concept of “post-truth.”
  2. Evaluate the implications of the “post-truth era” for democratic politics.
  3. If you were the media consultant to a statewide, up-ballot candidate campaign–e.g., governor–in this “post-truth era,” what would be some crucial elements of your media strategy? Why?

A ‘post-truth society’ has been defined as one in which ‘“objective facts” are less influential in shaping public opinion than appeals to emotion and personal belief’.Footnote1 The loaded term ‘post-truth’ is used to describe a broad stream of events and attitudes frequently perceived as a threat, particularly to science and politics. For example, the distrust of science found in a post-truth society is often seen as degenerative and destructive of democracy.Footnote2 Although it is almost a ritual to refer to the fact that the term was the Oxford English Dictionaries word of the year in 2016,Footnote3 the elaborate characterisation differs of course from one author to another. Political scientist Ari-Elmeri Hyvönen understands the term post-truth politics as describing ‘a predicament in which political speech is increasingly detached from a register in which factual truths are “plain”’,Footnote4 while political theorist Saul Newman lists a number of what he considers typical traits—propagation of falsehoods, lies, misinformation, outrageous exaggeration and distortion of reality, and more.Footnote5 Typically ‘post-truth’ is something that is said to have gained terrain recently.Footnote6 Hyvönen sees in post-truth politics an erosion of shared facts and of common sources of information, which makes the situation historically unique.Footnote7 Political scientist Manuel Cervera-Marzal takes a very different stand arguing that those who actively use the term post-truth also thereby make claims that the world has entered a new era, which Cervera-Marzal finds ridiculous. It is built on the assumption that there was a time when political debates were marked by facts and when those who governed acted according to truth and were evaluated on the basis of objective facts.Footnote8 Other scholars claim, more modestly, that quite a number of post-truth traits are present in public discourses since long.Footnote9 Neurologist Sebastian Dieguez takes a somewhat more pragmatic position. Even if the situation is not absolutely new, ‘post-truth’ may be a useful notion in a particular way simply by making us understand a possible situation regarding the cognitive relation humans have with the surrounding world and with themselves, he suggests.Footnote10

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Another debate is the one around the relation between bullshit and post-truth. Evaluate the Implications of the “post-truth era” for Democratic Politics Paper. Hyvönen spends some time explaining the distinction between bullshit and post-truth, drawing heavily on the analyses of bullshit as discourses carefully chiselled out with much attention paid to every detail, in contrast to careless post-truth discourses.Footnote11 In this article, that kind of distinction is unhelpful. First, how do we know that for instance Donald Trump has not crafted his speeches more and in other ways than they appear. Second, in this study, I am less interested in the amount of time someone has spent preparing, or not spent preparing a public appearance, as I look into the effects and how they may be understood.

Post-truth has attracted much interest in academic circles lately, and many different projects have been shaped. Hyvönen aims at working on the conceptualisation of post-truth in order to make the phenomenon more visible and thus facilitating a deeper analysis leading to a broader approach to truth in political science.Footnote12 Political scientist Ignes Kalpokas has some affinity with Hyvönen in the way that post-truth is approached through conceptual history or history of ideas. The aim is to understand what is perceived as a shift towards post-truth in terms of ‘escapist romantic fantasy that masks the underlying reality of guilt’.Footnote13 Political scientist Sebastian Schindler is seeking to establish greater clarity regarding the phenomenon post-truth politics in relation to the implications this very phenomenon has for contemporary critical thinking.Footnote14 In the present study, the scope is a slightly different one. This essay focuses on post-truth politics, arguing that concentrating on political discourses as declarative fails to understand their performative character and their force.

A good example of post-truth politics is, of course, provided by President Donald Trump, who was for many years before entering politics a well-known public person and businessman. Of his way of working and making deals he observes:

I play to people‘s fantasies. People may not always think big of themselves, but they can still get very excited by those who do. That‘s why a little hyperbole never hurts. People want to believe that something is the biggest and the greatest and the most spectacular. I call it truthful hyperbole. It‘s an innocent form of exaggeration—and a very effective form of promotion.Footnote15

The key here is that Trump tells people what they want to hear, applying what he sees as slight exaggeration, as ‘truthful hyperbole’; what he says is a bit more and a bit better than the truth but also not entirely without foundation. In Trump’s ‘post-truth’ attitude, ‘objective facts’ are less important than emotions and personal beliefs. His attitude corresponds well to many of the epithets of post-truth given above.

While Trump offers a good example of post-truth politics, there is something that interests me beyond the concrete case of Donald Trump. Rather, he brings to the fore traits in political discourses more generally; they are simply more visible in the extreme and reckless use of language in post-truth politics. In post-truth politics, people do not even pretend that ‘objective facts’ are significant—there are always ‘alternative facts’—while for instance emotions and personal beliefs are valued.Footnote16 Moreover, political scientist Guiliano da Empoli argues that in this new political landscape, political agents—like the Movimento cinque stelle (Italy), the focus of his study, or Donald TrumpFootnote17—function as platforms with no political content, no programme and no vision: they are empty.Footnote18

This overt disinterest in ‘facts’ and the programmatic vacuity of content have contributed to a crisis in contemporary society. The question addressed here is how this should be understood and how it should be dealt with. This essay begins with a brief look at an important mainstream academic reaction to post-truth politics, highlighting what most seems to upset philosophers and others. This is followed by my understanding of the raison d’être and the very functioning of political discourses, indicating that much of this mainstream reaction largely misses the point. A structuring idea of the discussion is that, in certain ways, post-truth political discourses function as political discourses are supposed to function. Then, very much inspired by a short text written by philosopher Jeffrey Nealon, I launch the idea that political discourses can be characterised as performative, in the sense of transforming and creating reality, before finally examining the force of political discourse—that which makes the discourse perform. Obviously, the work of J. L. Austin plays an important role, but it should also be clear that I have no ambition to perform an exegesis of his oeuvre. Evaluate the Implications of the “post-truth era” for Democratic Politics Paper.

The performative aspect of political discourse—that is, its transformation and creation of reality—entails that it also has the potential to transform the rules and the frameworks of the discourse itself. This has far-reaching implications. To what extent is it possible or useful to exit the conventional structures and overthrow established rules when change is sought? And what is the force driving the transformation? Questions must be raised regarding the role of intention and who—if anybody—can be designated the master of the discourse. One way of doing this is to broaden the perspective of what happens in verbal exchanges. The hearer-speaker relation is fundamental, as a double-sided relation in which meaning is shaped, and the performative force is formed. This evokes serious questions about responsibility and also about human action and freedom, although, given the limitations of space, only a few can be considered here.

Post-truth Politics as Resistance to Facts and Knowledge

Swedish philosopher and member of the Swedish Academy, Åsa Wikforss, places post-truth politics in the ‘postmodern’ and general ‘post-truth’ context. In this manner, she joins a broad fellowship found both inside and outside academia reacting strongly against what is characterised as resistance to facts and reality, which in their view implies neglecting evidence and objectivity. It is, she says, important to be well-informed and have the right knowledge in terms of politics and political choices, as well as fundamental choices concerning what kind of society one prefers.Footnote19

Wikforss talks about ‘resistance to facts’—although she personally prefers ‘resistance to knowledge’—arguing that we must re-connect to facts, re-convert people to believe in evidence and base decisions on objectivity.Footnote20 What Wikforss calls ‘resistance to knowledge’ is akin to what other scholars call ‘anti-intellectualism’, including David Block who offers two examples of this phenomenon in politics. The first is leading Brexiter Michael Gove, who is reported to have urged people to stop listening to the warnings of experts regarding Brexit; the second is Bundeskanzlerin Angela Merkel, who is said to have claimed that we should trust experts less and trust common sense more.Footnote21 Making the point that people are actively discouraged from trusting experts, science and intellectually solid arguments, Block issues warnings against such anti-intellectualism.Footnote22

Post-truth thus provokes a philosophical reaction on various levels. There is, however, one trait that concerns this study more than others. Wikforss tells that more than a third (35%) of the voters in the USA’s presidential elections of 2016 did not know that Obamacare was the same thing as the Affordable Care Act. Consequently, many people who were against the former did not realise that this meant they were also against the latter.Footnote23 This can be read in two ways, and I think that Wikforss has a double message. On the one hand, it seems reasonable that people should know what they are voting for or against. If I want a particular political party to govern the country, it is of course unfortunate if I—for whatever reason—do not understand which ballot I should pick to express my desire and cast my vote according to my political preference. Certainly, one can agree with Wikforss that if voters do not understand which ballot to pick or if they are misled in this process, these are reasons to react and take measures. Philosopher Jacques Derrida is one of those who have been clear on this point: responsible decisions cannot be made without knowing what one is doing and without being conscious of what is being decided.Footnote24

There is, however, another message in Wikforss’ text: the position of the values of ‘objectivity’, ‘evidence’, ‘fact’ and ‘knowledge’ in the political process. This is much more complex. I maintain that political choices are not primarily about facts but, rather, about orientation, direction and so on. Evaluate the Implications of the “post-truth era” for Democratic Politics Paper. Derrida perceives a tension or perhaps a paradox in this context. If making decisions is simply perceived as an issue of knowledge and if making decisions is limited to following some rule, then one must conclude that this simply represents a technical mise en œuvre of the cognitive apparatus, and consequently not about responsible choices.Footnote25 In the same vein, philosopher Jean-François Lyotard argues that a political discourse is not about knowing. A good theoretical description of a problem is not enough in order to know what should be decided.Footnote26 So, although responsible decisions and choices cannot be made if one disregards available information, facts and knowledge, it is equally misleading to think that responsible political decisions can be seen as straightforward outcomes of available information, established facts and acquired knowledge. As Lyotard points out, political utterances do not reflect a vision of the world that can be true or false.Footnote27 Therefore, political discourses must be read differently.

Political Discourses

A common struggle against post-truth politics, as outlined above, is not necessarily based on one specific understanding of politics. Yet there seems to be a bottom line, so to speak: it all turns on evidence, objectivity and facts. This is, however, problematic.

If focusing on these three elements, one is inclined to miss some very important aspects of politics and the conditions for political arguments. In politics, arguments are launched in order to create effects. Consequently, they are best understood as pragmatic. The goal of a political argument is to garner support for a project. The objective is not to present a veridical report of some state of affairs; nor is it about making a self-declaration in which the speaker gives their view on a particular topic. According to social epistemologist Steve Fuller, the aim of the politician is simply to be perceived as someone with such strong convictions about their political vision that they are prepared to do whatever it takes to bring it about. This in itself attracts enough support to turn the vision into reality. It becomes a self-fulfilling prophecy. That means that the politician indeed participates in producing the reality for which they strive.Footnote28

Political Discourses as Performative

In a slightly different vein, Nealon expresses the insight that politicians create or produce reality by their discourses. Informed by readings of Austin and Derrida, he suggests that what is ‘politically true’—or what can be called political truth—is, rather, performative, noting that ‘political truth functions not on the logic of facts’.Footnote29 The notion of political discourses as performative is the axis for the rest of this paper.

In his Harvard lectures of 1955, subsequently published as How To Do Things With Words (1962), J. L. Austin launches the idea of performatives, identifying performative utterances as utterances that do not describe or report. Thus they are simply—in Austin’s terminology—opposed to constatives, which entails that they are not true/false and that they cannot be true or false. Therefore, no argumentation is necessary or even possible. The leading principle is that the very saying of the utterance is (part of) doing.Footnote30 In other words, introducing performatives implies introducing the idea that to say something is to do something. In this fashion, Austin questions the idea that saying equals stating something.Footnote31 In this respect, performatives can be seen as freed from truth-value while having value as force.Footnote32

As Austin affirms, performatives are straightforward utterances that simply cannot possibly be true/false; rather, they do something—they perform. For instance, when ‘yes’ is uttered in a wedding ceremony, the utterance does something, it renders the utterer married. Evaluate the Implications of the “post-truth era” for Democratic Politics Paper. Neither the single phrase nor the web of utterances of which ‘yes’ is a part is a report or an account of their being married, desiring to be married or the like. Nay, the very saying of ‘yes’ does the job.Footnote33 What is central, and cannot be overstressed, is that Austin thus concludes that the utterance is not an exterior and audible sign of an interior act undertaken by the utterer.Footnote34 It works on its own, as it were. It is in this particular sense that political discourses are seen as performative. A political discourse is not (primarily) reporting something that is—or can be—true or false. The performative character of a political discourse means that it does something, it performs.

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In this way, it can be claimed that, given the performative character of political discourses, they are saying things that do not aspire to truth status as they are in a different register. It can even be claimed that political discourses have a mission to go beyond what is presently at hand. In this manner, they transform reality by saying things that are not true, but only in the sense of not being there. The very point of a political discourse is to suggest a different situation, something better than what presently is. This particular performative trait of political discourses becomes much more visible in the post-truth politics exemplified by Trump’s utterances. Everything that is otherwise called information, for instance, is questioned, and what many people call reports of facts are frequently labelled fake newsalternative facts are referred to without hesitation. There is not even an attempt to create or accept a common framework for deliberations. In a sense, this is politics drawn to its extremes. Performing is all there is.

Now, it may be said that the performative character is perhaps only seen from the outside, from the observer’s perspective. One might think that it looks different from the ‘inside’; that, to Trump and his supporters, what he says is indeed reporting and describing reality. Yet this may represent a misunderstanding regarding registers of communication. Derek Ford points out that when Trump tweets ‘FAKE NEWS!’, it has a number of implications on a register beyond describing reality or giving an account of what is. When Trump bawls in this manner, he is expressing an objection or discontent. Here, Trump is asserting his belief of what should be, Fords claims. Seen in this way, Trump’s tweet ‘FAKE NEWS’ is a performative utterance. A tweet like that is meant to organise and strengthen his side of the political fight, a function that is found in the very way the utterance is made. Hence, Ford continues, this particular usage reflects a perception of language as something more and different than a simple tool or instrument employed to transmit ideas. Consequently, Trump does not necessarily perceive this kind of utterance as something conveying a particular ideational content supposed to persuade the hearer. Not even from an inside perspective is the utterance thought of as a report that is true (or false). It appears rather to be the force of the utterance, as a performative utterance, that does the job. What it does is what counts, not whether truth is told or not.Footnote35 A good illustration of this is when Trump’s press secretary states that “‘Whether it’s a real video, the threat is real’”Footnote36 or, in other words, what is said may be untrue but what counts is the force of the utterance, what is communicated is on another level. Evaluate the Implications of the “post-truth era” for Democratic Politics Paper.

What is suggested in this paper is that post-truth politics is here, whether we like it or not. Yet, to many, post-truth politics has deeply upsetting traits. Therefore, many react strongly, and there are many endeavours to counteract the trend. Crucially, however, such efforts must not be counter-productive more broadly; they must not undermine the conditions for political discourses altogether. The suggestion here is that not only post-truth political discourses may be analysed as performative but also that this is a general trait of all political discourses, a central part of their functioning. This must be taken into account, I suggest, when understanding post-truth politics and countering its destructive aspects. If political discourses are seen as performative, a shift in focus is called for. There is no point asking, ‘Is it true?’ Rather, one should ask, ‘What happens?’Footnote37 One consequence of this is that the ‘force’ of the utterance becomes a matter of interest—the topic addressed in the following section. Evaluate the Implications of the “post-truth era” for Democratic Politics Paper.

 

 
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HOMEWORK

Name____________________________________________________

Quiz for Chapter Three of Thank You for Arguing by Jay Heinrichs

Some of the questions below are multiple choice or fill in the blanks, but others require you to type an answer. Make sure that your typed answers are full sentences.

  1. According to Heinrichs, whether or not Angelina Jolie and Brad Pitt should have split up is an issue about
  1. Blame
  2. Values
  3. Choice
  4. Hollywood
  • According to Heinrichs, which of the issues is mostly about the future?
  1. Blame
  2. Values
  3. Choice
  4. Concern
  • If you are considering a career in criminal justice, particularly forensics, you probably like to watch a lot of detective shows like Law & Order, NCIS, etc. Which tense does forensic argument usually take place in?
  1. Past
  2. Present
  3. Future
  4. Infinity and beyond…
  • Explain why Aristotle favored deliberate argument.
  • If engaged in a game of “choices,” what does Heinrich recommend you begin with first – even if it is not your first choice?
  • Which of the following, according to Heinrichs, is the rhetoric of preachers?
  1. Deliberative
  2. Demonstrative
  3. Eternal truths
  4. Metaphysics
  • What is the difference between “tribal talk” and “political talk”?
  • According to Heinrichs, decisions depend on ____________________; they do not depend on ___________________________.
  • According to Heinrichs, which of the following is NOT debatable in deliberative rhetoric?
  1. Predictions
  2. Previous decisions
  3. Morals
  4. Winning
  1. In a debate over choice, which tense should you aim to focus on?
  1. Past
  2. Present
  3. Future
  4. None of the above
 
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HOMEWORK

Choose 3 or 4 poems from Elizabeth Bishop. You may choose any poems that you want, whether in our eText or from another source, but be sure to use proper citations for each of them. Discuss how the poet’s life has influenced her or his poetry. You may find context from the poet’s childhood, personal experiences, etc. and link them to poems of your choice. Be careful not to give me five pages of biography!  When referencing poems, you may quote specific lines but do not type the entire poem into your essay.

 
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HOMEWORK

 110 Case Study for In-Class Concept Map

Mr. RT, is a 32-year old admitted to your short-term rehabilitation unit after a hospitalization for a bike crash during a triathlon competition. He had a closed head injury and was in a coma for 14 days. He is now alert and oriented to person, place, day and time. He also fractured his right femur and tibia and right radius. His leg fracture has been repaired and he wears a brace to keep it aligned until it completely heals. His right arm fracture has a fiberglass cast on it from the hand to the elbow. He can bend his elbow. He can propel self in the wheelchair.

He has an order for no weight bearing on the right leg. He also has an order for Percocet every four hours for pain. He tells you “I can’t believe they put me here with a bunch of old people. What will my girlfriend and friends think?”

His vital signs are:  Temperature 98.2o F, heart rate is 68 and regular, respirations are 16 and regular, blood pressure is 110/72. He states is pain is an “8” on the numeric scale.

 
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Social Marketing Assignment Paper

Social Marketing Assignment Paper

ASSESSMENT TASK 3: DESCRIPTION

The aim of this assessment is to describe a range of contemporary approaches to monitoring social marketing campaign performance and/or success

learning outcomes

SLO2: describe a range of contemporary approaches to monitoring social marketing performance/success

SLO3: analyze and evaluate an organization’s strategic plans and resources and advise market opportunities and threats

Instructions:

Part I

Complete a desktop study to research and evaluate types of social marketing evaluation methods.  Critically analyze each method to show a deep understanding of contemporary approaches to monitoring social marketing campaigns.

Part II

Using one of the case studies supplied in the subject, critically analyze how the campaign was evaluated using the appropriate method from findings in Part I.  The goal is to identify whether or not the campaign was evaluated, which evaluation tools were identified, and how the performance was reported.  If the campaign was not evaluated, discuss which approach you would take.  Write 6 questions you might use to evaluate the campaign

ASSESSMENT TASK 3: DESCRIPTION

The aim of this assessment is to describe a range of contemporary approaches to monitoring social marketing campaign performance and/or success  Social Marketing Assignment Paper

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learning outcomes

SLO2: describe a range of contemporary approaches to monitoring social marketing performance/success

SLO3: analyze and evaluate an organization’s strategic plans and resources and advise market opportunities and threats

Instructions:

Part I

Complete a desktop study to research and evaluate types of social marketing evaluation methods.  Critically analyze each method to show a deep understanding of contemporary approaches to monitoring social marketing campaigns.

Part II

Using one of the case studies supplied in the subject, critically analyze how the campaign was evaluated using the appropriate method from findings in Part I.  The goal is to identify whether or not the campaign was evaluated, which evaluation tools were identified, and how the performance was reported.  If the campaign was not evaluated, discuss which approach you would take.  Write 6 questions you might use to evaluate the campaign Social Marketing Assignment Paper

 

  

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Accessing Healthcare Assignment Essay

Accessing Healthcare Assignment Essay

Question Description

Help me study for my Psychology class. I’m stuck and don’t understand.

The purpose of this assignment is to get students thinking about the importance of decision making in choosing a practitioner. Although most people would say that competence is the main criterion in this decision, research indicates that people tend to choose a medical practitioner on the basis of many other factors. For this assignment, you will be required to answer the following questions:

  • What other factors have you used to decide which physician, dentist, chiropractor, or other practitioner to visit?
  • Do you believe that the practitioners are competent? On what do you base your opinions about the competence of your practitioners?

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  • Do you believe your practitioner is competent because she or he is friendly and appears to be caring?
  • How can people without medical training know the competence level of health care professionals? Accessing Healthcare Assignment Essay

Your submission should be 3-4 pages total in length (double spaced, Times New Roman 12 point font, one inch margins).

Question Description

Help me study for my Psychology class. I’m stuck and don’t understand.

The purpose of this assignment is to get students thinking about the importance of decision making in choosing a practitioner. Although most people would say that competence is the main criterion in this decision, research indicates that people tend to choose a medical practitioner on the basis of many other factors. For this assignment, you will be required to answer the following questions:

  • What other factors have you used to decide which physician, dentist, chiropractor, or other practitioner to visit?
  • Do you believe that the practitioners are competent? On what do you base your opinions about the competence of your practitioners?
  • Do you believe your practitioner is competent because she or he is friendly and appears to be caring?
  • How can people without medical training know the competence level of health care professionals?

Your submission should be 3-4 pages total in length (double spaced, Times New Roman 12 point font, one inch margins).

Accessing Healthcare Assignment Essay

 

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Argumentative Outline : Death Penalty

Argumentative Outline : Death Penalty

 Complete ‘Argumentative Outline’ assignment with the use of the ‘Outline’ and ‘DeathPenaltyShouldBeAbolished’.

Delete this text; must provide header and page number in MLA style]

Title: [Delete this text and type here.]

INTRODUCTION

Hook: [Delete this text and type here.]

Topic introduction/Background information: [Delete this text and type here.]

Referential sentences (optional): [Delete this text and type here.]

Three-point thesis statement: [Delete this text and type here.]

Body Paragraphs (Develop Your Argument)

Claim #1 – Topic Sentence: [Delete this text and type here.]

  1. Major detail: [Delete this text and type here.]
    1. Evidence: [Delete this text and type here.]
      1. Summarize the quote: [Delete this text and type here.]
      2. Connection: [Delete this text and type here.]
    2. Major detail: [Delete this text and type here.]
      1. Evidence: [Delete this text and type here.]
        1. Summarize the quote: [Delete this text and type here.]
        2. Connection: [Delete this text and type here.]
      2. Transitional sentence: [Delete this text and type here.] Argumentative Outline : Death Penalty .

Claim #2 – Topic Sentence: [Delete this text and type here.]

  1. Major detail: [Delete this text and type here.]
    1. Evidence: [Delete this text and type here.]
      1. Summarize the quote: [Delete this text and type here.]
      2. Connection: [Delete this text and type here.]
    2. Major detail: [Delete this text and type here.]
      1. Evidence: [Delete this text and type here.]
        1. Summarize the quote: [Delete this text and type here.]
        2. Connection: [Delete this text and type here.]
      2. Transitional sentence: [Delete this text and type here.]

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Claim #3 – Topic Sentence: [Delete this text and type here.]

  1. Major detail: [Delete this text and type here.]
    1. Evidence: [Delete this text and type here.]
      1. Summarize the quote: [Delete this text and type here.]
      2. Connection: [Delete this text and type here.]
    2. Major detail: [Delete this text and type here.]
      1. Evidence: [Delete this text and type here.]
        1. Summarize the quote: [Delete this text and type here.]
        2. Connection: [Delete this text and type here.]
      2. Transitional sentence: [Delete this text and type here.]

Rebuttal section

Rebuttal – Topic Sentence: [Delete this text and type here.]

  1. Opponent’s strongest argument: [Delete this text and type here.]
    1. Evidence: [Delete this text and type here.]
      1. Summarize the quote: [Delete this text and type here.]
      2. Connection (how does your opponent’s argument make sense/why would someone believe it?): [Delete this text and type here.]
    2. Your position or nature of your disagreement: [Delete this text and type here.]
      1. Refutation/Evidence: [Delete this text and type here.]
        1. Summarize the quote: [Delete this text and type here.]
        2. Connection (how does your quote help support/prove the nature of your disagreement?): [Delete this text and type here.]
      2. Transitional sentence: [Delete this text and type here.]

CONCLUSION

  1. Restate the importance of your issue: [Delete this text and type here.]
  2. Restate thesis statement: [Delete this text and type here.]
  3. Paint a picture of the world depicting what would happen if your argument is (or is not) implemented/or any last thoughts/ May be similar to hook: [Delete this text and type here.] 

*Topic introduction/Background information: Introduce your topic and issue. You may want to explain why it is controversial and give context. Argumentative Outline : Death Penalty .  Remember who your audience is and why they should care. Consider reusing information from your proposal!

*Referential sentences (optional): Summary or preview of what is to come in the body paragraphs. This is optional because you might not want your intro to be very long, or you have already given a preview of what is to come through the topic introduction.background information section.

*Three-point thesis statement: Should contain your topic, opinion, and three points.

Example: Continued efforts to eradicate the armored catfish from the San Felipe Creek are necessary to conserve flora, fauna, and riverbank structure.

Topic: the armored catfish in the San Felipe Creek

Opinion: continued efforts to eradicate are necessary

Points: for the conservation of flora, fauna, and riverbank structure

*Topic sentences- Should start with a transitional word or word phrase (first, therefore, ultimately, etc.) and contain your topic, opinion, and point for that paragraph.

Example: Another reason armoured catfish need to be removed entirely from the San Felipe Creek is to maintain the structure of the riverbank.

Transitional word/word phrase: Another reason

Topic: the armoured catfish from the San Felipe Creek

Opinion: need to be removed entirely (notice the writer has reworded their statement slightly)

Points: to maintain the structure of the riverbank. (unlike a thesis, a topic sentence focuses on one claim)

*Major detail –develops your claim within each body paragraph. Essentially, a major detail is your strategy for developing a specific claim (the claims listed in your thesis). Below are the different strategies you might use.

  • Cause and effect.
  • Classifying and dividing – the process of grouping or separating.
  • Comparing and contrasting – similarities and differences.
  • Defining –categorizing and adding characteristics that distinguish it from others in that group.
  • Describing –providing specific details to show what something looks like –think of the senses.
  • Explaining a process- imagine telling someone how to do something.
  • Narrating –telling a story.
  • Using examples. Argumentative Outline : Death Penalty .

 

*Evidence –a detail that supports a major detail by giving specific information. Cite evidence correctly. Also, frame your quote correctly by providing context information such as who said it, where it came from, or its purpose.

Example: According to a grant report regarding water quality for the San Felipe Creek Commissioners and the city of Del Rio from eight years ago, “The armored catfish appear to damage the bank areas contributing to erosion and bank stability issues. Each of these species contributes to negatively impacting water quality by increasing the amount of suspended solids introduced into the creek and by reducing the ability of the riparian area to act as a buffer or filter” ( “San Felipe Creek” 25).

Notice that the work above does not have an author, but it does have a title and page number properly cited. Also, the author introduces the quote by giving context information, “According to a grant report regarding water quality for the San Felipe Creek Commissioners and the city of Del Rio from eight years ago.”

*Summarize the quote – Summarize the quote in your own words. Your interpretation or understanding of the quote might differ from how the reader perceives it. To avoid confusion, clearly state how you see the quote.

*Connection – Explains why the quote supports your major detail. Always clarify how a quote, paraphrase, or example supports the major detail, the topic sentence, and, ultimately, the thesis.

* Transitional sentence -The last sentence of each body paragraph should be a re-worded version of the topic sentence for that particular paragraph, but it can vary if you choose to point back to your thesis statement or choose to transition to your next body paragraph.

*We will discuss the rebuttal section later.

Goal for next time.

Progress on your outline.

Find your opponent’s strongest claim against your argument.

Although states consider capital punishment as legal punishment to alleviate first-degree murder, there is no enough evidence to guarantee to take of life. Argumentative Outline : Death Penalty .

  • Define capital punishment and draw historical connection (CRF, 2012)
  • Various states are abolishing capital punishment.

Body – Analysis of death penalty

States that support capital punishment- 28 states in the united states according to State by State (2017).

States against capital punishment and reasons they abolished capital punishment

Statistics on capital punishment – considering both men and women (Maranze, 2011)

Determinants of the death penalty or entering death row – the type of crime committed mental status.

How punishment is administered across different states

  • Use of lethal gas, shooting, lethal injection, electrocution

History of the death penalty

Consider how the death penalty evolved since 1845 in America (Meranze, 2011).

Consider how capital punishment entered the criminal justice system (Stetler, 2020).

Capital punishment in the contemporary criminal justice system

How capital punishment is considered in contemporary society and the criminal justice system (Undefined, 2017).

Reasons against capital punishment

Amnesty.org (n.d) gives reasons why capital punishment needs abolishment.

Understand the death penalty from prisoners’ perspective on death row and examine how it affects their behavior.

Views of family members about capital punishment. Family members face significant challenges when their loved ones enter death row (Schweizer & Beck, 2020).

Conclusion

Summarize primary concern and offer recommendation on capital punishment

Death Penalty Should Be Abolished

The death penalty, also termed capital punishment as asserted by Constitutional Right Foundation (2012), is criminals’ legal execution. Capital punishment means punishment through the head, as the term capital refers to the head. The ancient administration of capital punishment was through hanging. Over time, various approaches came up, including death through shooting, lethal injection, using poisonous gas, and electrocution (Howells, 2018). Capital punishment links back to 1800 in England, whereby over 270 crimes were treated as capital offenses (Maranze, 2011). American colonies practiced capital punishment from as early as 1630. During this time, minor crimes could result in the death penalty. Many people were allowed to be present during the administration of death punishment, but with time, the number was reduced, allowing the execution to occur within prison walls.

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Overtime, states revised the rules governing the death penalty, limiting the verdict to first-degree murder. Statistics show an increasing number of individuals going through capital punishment from 1975 to 2010. With time, different states have abolished the death sentence. Argumentative Outline : Death Penalty .For instance, Michigan by 1845, while Wisconsin abolished in 1848 (State by State, 2017). After World War II, states like Canada and European states abolished capital punishment leaving America behind. Although capital punishment is legalized to punish crimes like first-degree murder, there is no enough evidence to support taking human life. It is crucial that states carrying out capital punishment abolish such rules as it has a significant impact on communities.

Capital punishment has an extensive impact on the families of convicted individuals. When an individual enters the death raw, family members undergo extensive trauma, stigma, and grief (Schweizer & Beck, 2020). The extensive pain these individuals go through affects their general well-being and survival with the community and may attract old behavior or develop the traumatic disorder in the long run. Having a family member on death row is not easy for those left behind as they will always feel the pressure of their loved one who has gone through trial and executed by their government.

Another serious reason for abolishing the death sentence is that it is not equitably administered. While abolishing capital punishment and offering clemency to 3 offenders, the governor argued there was no equity when deciding the individuals to fall under death row despite the similarity in offenses (State by State, 2017). Persecuting government agencies should apply all relevant measures to uphold equity amongst all individuals despite their abilities, class, or even racial background. Scholars like Maranze (2011) have argued whether race has been used to influence the jury when determining whom to fall under death raw and those who do not fit for capital punishment.

In some cases, juries have neglected various aspects, resulting in crimes like stress disorder that could arise from poor parenting or bullying during childhood. Other factors which could be neglected include the mental status of an offender when a crime occurred. For instance, a case of Holmes Vs. Colorado, where the jury ruled out the claim that the offender was not mentally stable when killing 12 people. The jury rejected the defendant’s argument on the reason for insanity to have induced the killing and placed all the accusations on the offender but instead ruled on life sentencing without parole, avoiding death sentencing (State by State, 2020).

Georgia’s supreme court upheld capital punishment rules by the states of Georgia, Texas, and Florida but ruled out Louisiana and North Carolina’s laws, which made capital punishment mandatory (CRF, 2012). Different states and juries are ruling out the death penalty and considering alternatives to capital punishment. According to the state by state (2017), 28 states in the united states exercise capital punishment while 22 have abolished capital punishment, with 3 having gubernatorial moratoria. Although capital punishment is widespread, human rights organizations’ awareness would enable a reduction in capital punishment cases. Argumentative Outline : Death Penalty. 

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HOMEWORK

 Locate an article that discusses project management through organizational processes and efficiencies. This could include project scope, project constraints, stakeholders, global project management, or anything associated with the project management process. Note that these are simply ideas; please expand upon the topics within the scope of the management of organizational efficiencies. Chapter 1 of the textbook will also provide additional ideas for topics. Respond to the writing prompts below.

  1. Explain how the topic of this article relates to project management.
  2. Analyze how project management brings efficiencies to a project manager and ultimately the company.
  3. Describe how this article uses project management concepts to more efficiently complete business projects.
  4. Explain how constraints within the business could lead to performance issues with respect to successful implementation of project management concepts.

Your response should be a minimum of two pages in length and be double-spaced. References should include the reference for your article of choice and at least one additional credible reference. All sources used must be referenced; paraphrased and quoted material must have accompanying citations and be cited per APA guidelines. 

 
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HOMEWORK

You are the web master for the Republican Party National Committee. Prepare a risk assessment analysis for your website. Some questions to consider:

  • Who is likely to attack your site?
  • When are attacks likely to occur?
  • What sort of attacks might take place?
  • How can you best minimize attacks and protect the integrity of your site?

Write between 200-300 words.Use your own words.

 
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HOMEWORK

Purpose

In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)

CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7)

Points

The assignment is worth 175 points.

Due Date

Submit your completed assignment by Sunday of Week 3 by 11:59 p.m. MT.

Directions

A short tutorial with tips for completing this assignment may be viewed here: Healthcare Policy (Links to an external site.)Links to an external site.

1. This assignment will be in the format of a PowerPoint presentation (Bullet points may be used).

2. You are educating your peers through this presentation regarding a federal bill you believe may be of interest to nurses.

3. Go to https://www.govtrack.us/congress/bills/subjects/health/6130 (Links to an external site.)Links to an external site.

4. Choose a health-related federal bill of interest. Read through the bill and develop a summary in your own words. Include the bill number and name.

5. Here is a link to our U.S. legislative process (bill to law) for review, if needed.

https://www.congress.gov/legislative-process (Links to an external site.)Links to an external site.

Tutorial: For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful –

https://support.office.com/office-training-center?redirectSourcePath=%252fen-us%252farticle%252fb8f02f81-ec85-4493-a39b-4c48e6bc4bfb (Links to an external site.)Links to an external site.

Include the following information in your presentation

· Title slide (Your name, NR451, session, Healthcare Policy assignment)

· Bill name and number (indicate either H.B. or S.B.)

· Bill summary (in your own words)

· Address how this bill might impact professional nursing practice standards if passed? If not passed?

· How might the bill impact your own nursing practice?

· How might you communicate your concerns about or support for this bill based on nursing practice, standards, or patient outcomes?

· How might this bill impact your community?

· References slide to include the Bill source in APA format.

· No more than 12 slides

Template

There is no required form or template for this assignment. Please use PowerPoint best practices throughout your presentation.

Best Practices

The following are best practices in preparing this presentation.

· Review directions and rubric thoroughly prior to beginning assignment.

· Watch short Kaltura video.Incorporate graphics, clip art, or photographs to increase interest.

· Make slides easy to read with short bullet points and large font.

Source Citations

Cite all sources on the appropriate slides with (author, year) as well as on the Reference slide.

· Spell check for spelling and grammar errors prior to final submission.

· Use the rubric as a final check prior to submission to ensure all content is clearly addressed.

**Academic Integrity Reminder**

College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Please see the grading criteria and rubrics on this page.

Please see the grading criteria and rubrics on this page.

 
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