Keep track of where you find information so that you can correctly cite sources in your posts. Recommendation: Print this table and use it while reading the assignments. 4 Parts of IQ Related Learning Resources (abbreviations) Learning Tips Briefly summarize the national government’s education policies. Wong Fed & UNCLE, puppy-179 Klein, Obama stands firm on educe Focus on “No Child Left Behind” and “Race to the Top” (2-3 sentences). Explain pros/cons in debate about these policies. Gabriel, GOP aims at education Hotelman, Expand “No Child”
Hoff, New vision for IIS role Lips, Charting a course Jeffrey, Huckster’s educe stance Will, Getting past UNCLE Emphasize pros and cons that are related to policy effectiveness. Explain at least 1 pro and 1 con. Evaluate policy effectiveness to improve quality of elementary and secondary education. Justify your view by defining effectiveness and how to measure it. Riley, Turning page on equity Wong, Fed & UNCLE, puppy-185 What are educational goals of policy? How decide if fed educe policy achieves these goals (what method, measures)? Does fed educe policy achieve goals? SE own ideas or ideas Of others.
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Evaluate policy consistency with constitutional framework of federalism. Justify your view by explaining federalism framework and why deed policy is or is not consistent with that framework. Levin-Walden, Chap 3 Quick Study of Aimer Fed [Video] Sensing, Fed key to future Greenbelt, Dependent states Klein, House panel floats themes What is right balance between national, state and local government powers? Is fed educe policy within these limits? Use own ideas or ideas of others. B. Discussion 2 -? Meet Your “Rep” (the Congressional representation recess): For Q you’ll examine your Congressional Representative in-depth – your Member of the U.
S. House of Representatives, not your Senator. You’re asked to examine not just your Rep’s position on various issues but also the sources of his or her campaign contributions and how they may influence your Rep’s views -? and votes. In many Congressional districts most campaign contributions come from outside the district (Dolman, 201 1). In fact, from 2005 – 2007, 79% of all donations made to Congressional campaigns came from outside the district where the Representative’s voting institution live (Anonymous, 2008). Reflect critically on these questions: 1.
Does this funding base create divided loyalties for Representatives as they feel pressure to represent the interests of donors who reside outside their district? 2. And to what extent do these interests conflict with the interests of people who reside within a Representatives home district (Dolman, 201 1)? A popular belief is that Representatives are sent to Washington solely to represent their constituents’ interests. If this is the case, should candidates not accept donations that may cause them to focus on the facial interests of large donors regardless of where these donors live (Frederick, 201 1)?
Some may respond that since Congress makes laws that affect all Americans, anyone should be able to donate to any Congressional campaign they choose and Rep’s should advocate their interests. Another reason why some may be in favor of candidates accepting donations from outside a district is that such donations may put qualified but cash-strapped candidates on equal footing with candidates who are able to attract money from wealthy donors within a district (Should outsider’s money influence elections? 2008).