Low Voter Turnout Essay Example for Free

Low Voter Turnout Essay SUMMARY OF ARTICLE: The article was written in 1992, basically saying that the fight over ideologies was done, cold war was over, and we were ending the 20th century with America on top. Compare that to today, we compete with China, and Washington fights over ideologies are the greatest they’ve ever been. It’s beneficial for our country when some people don’t vote because it is important for a candidate to be properly chosen rather than many people voting just to vote. Many people are not properly educated throughout the political competition. For example, many young adults get their information from the media such as television or radio. Therefore, not many follow the political views of each and every candidate. MAIN POINT OF ARTICLE: Charles Krauthammer’s main point is that there is not an issue with some people not voting. The low voter turnout is beneficial for our government. UNDERSTANDING OF THE ISSUE: IS THERE A PROBLEM WITH VOTER TURNOUT? There is not a problem with low voter turnout because that would signify that educated people voted. It is better for the people who don’t care about politics not to vote because if they would vote there is a chance they could jeopardize the outcome. There is no point in voting if they did not take the time to learn about or care about the issues in the society. For example, let’s say that people are voting whether or not guns should be illegal. If most people who are serious about politics voted that guns should be illegal and let’s say the other people who don’t take it seriously voted that guns should not be illegal, then there would be a big problem. WHAT COULD BE DONE ABOUT SUCH A PROBLEM? There could be more education in schools for younger adults in college and high school about politics. More specifically, candidates can approach young age groups at schools and talk about the important issues going on around t hem. HOW DO OTHER COUNTRIES APPROACH THIS PROBLEM? Political instability causes higher voter turnout in other countries.

Themes, Symbolism, and Atmosphere in Dickens Hard Times Essay

When Charles Dickens was writing his commentary on a fast industrializing world, the thought that Hard Times would still be relevant over 150 years later is assumed to be far from the forefront of his mind. And yet at present, 158 years after its first publication, Charles Dickens’ tale of industrialization and its implications still holds a prominent place in today’s society. The following is one interpretation of Dickens’ story of an industrialized dystopia, and discussed are its ever-relevant theme, the symbols and motifs which reinforce it, and the effective atmosphere which it creates. Throughout the novel there are two very prominent themes: the notion that industrialization has a mechanizing effect on human beings and the recurring battle of fact versus fancy. However, the latter can be seen as subordinate to the first. Forthwith in the novel Dickens establishes the emphasis on facts and statistics (â€Å"The One Thing Needful†), using a monologue to introduce his novel: â€Å"Now, what I want is, Facts. [†¦]Facts alone are wanted in life. Plant nothing else, and root out everything else.† (Dickens 3). Immediately the stage is set, with Dickens creating a character whose sole belief could no doubt be proved using further statistics and facts. What Dickens has also done by the end of the first chapter is describe a character who possesses qualities common to many industrialists and of that era, a character who himself appears to represent a part of the industry, one who was â€Å"inflexible, dry, and dictatorial† (Dickens 3). Given the p revalence of utilitarianism in the time of writing, it is apparent why Dickens chose to embody the main theme in a character that is so â€Å"eminently practical† that he comes off as cold as the great hulking... ...simplicity which enabled readers of any kind to sympathize with the characters bound to a dystopia fueled by the ever-turning gears and wheels of the great industrial machine. Dickens created a novel that thoroughly detailed the effects which industry forced upon humanity, as well as the fight man took to overcome such mechanization, one saw a battle between utilitarianism and humanism play out with the turn of each page, and one saw humanity prevail in the novel’s conclusion. However, humanity, it seems, is not always the preponderate in reality, with this battle of â€Å"fact versus fancy† still playing out today. Hard Times will forever be relevant so long as mankind continues to engineer the evolution of industry and industry continues to engineer the end of mankind’s evolution. Works Cited Dickens, Charles. Hard Times. New York: W. W. Norton & Company, Inc. 1990

Review for psychology pavlovs theory Essay

IDENTIFYING THE COMPONENTS OF A CLASSICALLY CONDITIONED RESPONSE: For each of the following identify the UCS, UCR, CS and CR. 1.Alexander is four years old. One night his parents decided to light a fire in the family room fireplace. A burning ember jumped out of the fireplace and landed on Alexander’s leg, creating a nasty burn. He cried because the burn hurt. A week later, when Alexander’s parents start to light another fire in the fireplace, Alexander begins to cry. (UCS: burn; UCR: crying; CS: fire in the fireplace; CR: crying) 2.Emily is driving to work during a heavy snowstorm when the brake lights on the car ahead of her come on. She hits her brakes but is unable to avoid hitting the car. She is badly shaken up in the accident. The next time she is driving in the snow she notices that she tenses up every time she sees brake lights come on ahead of her. (UCS: accident; UCR: shaken up; CS: driving in the snow; CR: tensing up) 3.Bill’s mom followed the same routine before serving dinner–she would put ice in the glasses and then call â€Å"come and get it, dinner’s ready†. Immediately upon hearing those words, Bill would quickly run down the stairs. After awhile, Bill would come running down the stairs when he heard the ice hitting the glasses. (UCS: mom calling â€Å"come and get it, dinner’s ready†; UCR: running down the stairs; CS: ice hitting the glasses; CR: running down the stairs) 4.Gary is the client relations officer at his firm. The phone in his office has â€Å"caller id† so that the client can be identified before he answers the phone. After receiving a call with a rude client, Gary would be very annoyed and agitated. He began to notice that the rude calls tended to come from clients that were identified by a â€Å"1-800† number on the caller id. Therefore, whenever a â€Å"1-800† number appeared, he would become annoyed. (UCS: call from a rude client; UCR: annoyance and agitation; CS: â€Å"1-800† number on the caller ID; CR: annoyance) 5.When Ann was a college freshman, she was assigned to live in a very old dormitory. The old plumbing system produced a problem when one person was taking a shower and one person need to flush the toilet–shortly after a person flushed the toilet, all of the cold water left the shower leaving only the hot water. The first time this happened, Ann was scalded by the hot water. She yelped and jumped back. The next day, as soon as she heard the toilet  flush she jumped back. (UCS: hot water on body; UCR: jumping back; CS: toilet flushing; CR: jumping back) IDENTIFYING OUTCOMES IN OPERANT CONDITIONING: Indicate whether each situation involves positive punishment, negative punishment, positive reinforcement or negative reinforcement. 1.Fred gets a speeding ticket. (positive punishment) NOTE: This example can be used to demonstrate one of the limitations of punishment–suppressing behavior but not eliminating it. Students will usually indicate that getting a speeding ticket leads some people to buy a radar detector! 2.Emily’s professor compliments her writing ability. (positive reinforcement) 3.Zachary is expelled from school for cheating on an exam. (negative punishment) NOTE: This example can be used to demonstrate that one person’s punishment is another person’s reinforcement. Expulsion from school is intended to be negative punishment–removing the privilege of attending school, presumably a pleasant stimulus. However, students could view it as negative reinforcement–removing the annoying constraint of being forced to attend school, known (at least to some students) to be an unpleasant stimulus! 4.Leon goes to the health club for a rare workout and pushes himself so hard that his entire body aches and he throws up. (positive punishment) 5.Linda buys her daughter a candy bar so that she will not be embarrassed by her daughter’s temper tantrum. (negative reinforcement for Linda, positive reinforcement for the daughter) NOTE: This example can be used to demonstrate that parents can unintentionally reinforce a child’s behavior–a nice warning for the students in class who may some day be parents. 6.George shoots up heroin to ward off the symptoms associated with heroin withdrawal. (negative reinforcement) NOTE: Some students will misidentify this as an example of positive reinforcement. They will indicate that shooting up heroin is pleasurable and presentation of a pleasant stimulus is the definition of positive reinforcement. Tell students that a situation can be viewed as either positive or negative reinforcement depending on how it is viewed. Shooting up heroin could be considered positive reinforcement if it is viewed from the perspective of producing a pleasurable â€Å"high† feeling.  However, if it is viewed from the perspective of avoiding the aversive stimulus of withdrawal symptoms then it is an example of avoidance conditioning–a type of negative reinforcement. 7.Edna constantly complains about her husband to colleagues at work. Her co-workers get tired of her and no longer provide her with sympathy. (negative punishment) TYPES OF FORGETTING: For each of the following indicate which type of forgetting is responsible for each situation: Alexander is having trouble using his new computer program because he keeps entering commands from the program he used to use. (proactive interference) Carolyn is in a serious boating accident. Afterwards, she cannot remember her name or where she lives. (retrograde amnesia) Although Scott used to drive a stick shift car, he can not remember much about how to shift gears manually since lately he has been driving an automatic car. (retroactive interference) Jerry is unable to remember the name of a restaurant when his friend, George, comes by and says, â€Å"I feel like I have died and gone to heaven because Joan has finally agreed to go out with me†. Suddenly, Jerry remembers the name of the restaurant–Taco Heaven. (lack of an appropriate retrieval cue) Robert was the passenger in a car involved in a head-on collision. He has been unable to remember anythi ng that has happened since the day of the accident. (anterograde amnesia)

Government And The Moral And Metaphysical Implications Of...

Over the length of this course, we have discussed several aspects of politics. We have studied citizenship and obligations to society as a citizen, justice and what it means to us as individuals, and how to go about enacting change within a community and around the world. Some of the most important topics from this class included the characteristics, duties, and obligations of rulers of government. In addition to the concept of rulers, we also studied the notion of authority and the moral and metaphysical implications of authority to individuals autonomy. Within each concept of study, we read works from many authors with conflicting ontologies, constructed from their differing views on human nature. Within the study of rulers, we read differing views from five different authors. The first author, Plato, wrote in his book, The Republic, that there are different levels of understanding the world. The lowest level of understanding, he said, was when someone could see the shadow of the image, then above that level of understanding was to understand the images themselves. That level consisted of most of the people within a society. A select view could understand the next level; scientific manifestations of objects. Finally, the highest level of understanding was known as understanding the pure forms. Plato wrote that whoever understood the pure forms of the world was fit to be the ruler, which he called the philosopher king. He believed this philosopher king would guide theShow MoreRelatedAnalects Mencius And Xunzi1512 Words   |  7 PagesThe Analects, the Mencius, and the Xunzi Confucius was China’s first moral philosopher, and his ideas influence people all over the world even in the present day. Confucianism is a philosophy, a political ideology, and a way of life. 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