Welcome back!

Hello all!

For those in the Pol 166 American Political System course, click on the tab marked Pol 166: American pol system for access to the syllabus and information about the course. I have additional information on American politics generally in the American politics & culture page.

Similarly for the Leh 300 Bioethics students: course material in Leh 300: Bioethics and additional bioethics information in Bioethics sites & docs.

Y’all might want to bookmark this site, if only for the semester, because I’ll be adding information over the next few months.

Happy reading!

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Pol 266 third essay exam

Okay, I neglected to post the questions to the second essay exam—but that’s no reason not to post the third exam!

Here she be:

Pol 266, SSI-12
Essay 3

Your answer should be typed, 1500-2000 words (4-6 pp.), and include a source citation for the event or phenomenon you use in your analysis. Due Wednesday, June 27. Again, answer in a continuous essay, and no title page, please.

Political scientist Harold Lasswell famously defined politics as who gets what, when, and how, a definition in which politics is often interpreted as a fight over the distribution of [material] resources. But “resources” may be understood more broadly—as respect, authority, decision-making power, etc.—which in turn requires that one broaden her or his perspective to consider the context in which various cultural issues may be configured as political resources. Given this,

1. Is there a way to deal with the individual as a political subject without also taking her or his culture into account? If not, how and under what circumstances should cultural claims be taken under consideration?
2. Should religious claims be given special consideration? Why or why not? What about “bad” religion (and who decides what’s bad)? What about more general claims of conscience?
3. What is the role of the state in adjudicating clashes between or within cultures and/or religions? How can or should the state determine “who speaks for culture”?
4. If protection of an individual’s capabilities requires interference with the group, should the state intervene on the individual’s behalf? If so, under what circumstances? Should it intervene in the present in order to protect future individual capabilities and opportunities?
5. What if Nussbaum (and I) and liberals generally are wrong to focus on the individual; what if the best way to insure a truly human life is through the protection and promotion of community. Is it possible to develop human capabilities in a communitarian society? If so, how to avoid the extremes as presented in Atwood’s Gilead?

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Pol 266 Essay-exam 1

Your answer should be typed, 1000-1500 words (3-5 pp.), and include a source citation for the event or phenomenon you use in your analysis. Due Tuesday, June 12.

Martha Nussbaum sets out 10 capabilities which are required for a truly human life. Using a current event or ongoing phenomenon to illustrate your analysis, answer the following questions:

1. Does this list of ten make sense to you? What would you include? What would you exclude? Why?
2. Nussbaum insists that each capability is irreducible, and that none is more important than another, but even if you agree that these capabilities cannot be traded off (e.g., exchange “emotions” for “life”), are some capabilities more important than others? Which ones? Why?
3. Or perhaps it’s not possible to achieve all of the capabilities over the long term without short-term tradeoffs; if that’s the case, what should those trade-offs be? How can it be guaranteed that the neglected capabilities would eventually be developed?
4. Finally, Nussbaum argues that this working list of ten capabilities can be applied universally, albeit with each society or nation-state determining how best to develop them; can any such list ever possess universal applicability?

Answer the questions in one continuous essay, and, again, remember to cite the source (in the body of your essay or at the end) for the information on your current even. No title pages, please: just put your name on the top of the first page.

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Leh 300 study guide

Remember, the quiz is this Tuesday.

Quiz guide: 20 will appear on the quiz

1. What is a gene?
2. What is a genome?
3. What is an allele?
4. How many chromosomes total are contained in a cell of a member of Homo sapiens?
5. What are the base pairs of nucleotides in DNA? [spell out the words and put in pairs]
6. What is sequencing?
7. What is mapping?
8. What is a genotype?
9. What is a phenotype?
10. Approximately how many genes are there in a member of Homo sapiens?
11. Which chromosome has the most number of genes?
12. Which chromosome has the fewest number of genes?
13. What is the difference between a dominant and a recessive gene or allele?
14. Distinguish between a Mendelian and a multifactorial trait.
15. Name a type of chromosomal abnormality and an associated syndrome.
16. Distinguish between in vitro and in vivo.
17. What is a basic problem to overcome in gene transfer?
18. What are gametes [name them]?
19. What are the three types of stem cells?
20. What is pluripotency?
21. What is differentiation?
22. What is the purpose of the feeder cell layer?
23. What are the three germ layers?
24. At what stage [how many days] is the inner cell mass removed from the zygote?
25. What are the three characteristics unique to all stem cells?
26. What is in vitro fertilization?
27. What is preimplantation genetic diagnosis?
28. What is intracytoplasmic sperm injection?
29. What is cryopreservation?
30. What is superovulation and what causes it?
31. What is somatic cell nuclear transfer?

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Pol 172: Outline

Hi everyone.

Yes, I promised a sample outline–but then I thought, shoot, what if the sample simply misleads you? That is, there are a number of good ways to put together an outline for the readings, and I’m concerned that those of you who’ve already completed your outlines might look at what I’ve put up and think you’ve done it wrong—when in fact, you did a fine job, just in a different way.

(Remember when I said that I was an Aristotelian, not a Platonist? One of the consequences of such an approach is that I believe there is more than one way to write a good outline.)

SO: for those of you who are uncertain or concerned about how to do this, send me an e-mail (to the address listed at the top of the syllabus, or you can simply click the CONTACT ME tab on the top of this page for the address) with any questions you have, and we’ll get it all sorted.

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Pol 166: Essay exam 2

American Political System: Exam 2 Essay

Your answer must be typed, printed out, and handed in at the beginning of class, November 22. This is an open book exam, and while you may discuss the question with your classmates, you must write your own response. Any evidence of a ‘group answer’ will lead to a conference with me, and, if I determine that you did not write your own answer, to a zero for the exam.

Your answer should be 750-1000 words (2-4 pages); please include the word count on your essay.

In the book, Class Matters, people of a variety of different classes are profiled. It is not always clear, however, what is meant by “class”, as well as if or how class is correlated to political ideology or participation.
1. What does class mean? What factors are involved in considerations of class?
2. What relationship is there between [the factors of] class and participation? What explains this relationship?
3. Does class help to explain someone’s ideological attachments? Why or why not? What else is involved in one’s ideology?
4. Does class help to explain public policy in the U.S.? What else might explain social and economic policies?

Don’t forget to refer to BOTH of the course texts, as well as to relevant current events to fill out your response.

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Pol 166: More culture (and religion and the state)

National Public Radio has been running a series on Native American children and their placement in non-Native foster homes:

The links take you to a transcript of the shows, but you should listen to the story to hear and really take in what it means to lose your home in the deepest sense.

I’ll add new stories, as they occur.

And now, given how many of you were asking about the Church of Jesus Christ of Latter Day Saints, a.k.a. Mormons, here’s a story on the “I Am Mormon” campaign and skinny jeans. Kinda.

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Pol 166: Cultcha! Cultcha! Cultcha!

Y’all know that (in)famous phrase When I hear the word “culture”, that’s when I reach for my revolver—right?

No?

Well, Joseph Goebbels (Reichsminister of Propaganda in Nazi Germany and confidant to Hitler; along with his wife, murdered their six children before they killed themselves) was alleged to have uttered that phrase, and as loathsome as I find Nazis in general and Goebbels in particular, that phrase has a certain undeniable catchiness.

Even the punk band Mission of Burma thought so; check out their great song “That’s when I reach for my revolver”

 

Where was I? Oh, yes: culture.

We’ve been discussing political culture in class, but I want to expand the conversation to include those voices who both write about culture generally and who consider the political implications of apparently non-political cultural expressions.

I can think of three writers off the bat who are worth reading:

  • Ta-Nehisi Coates, at the Atlantic Monthly. He writes on gaming, music, black nationalism, the American Civil War, football, politics, and, on occasion, oatmeal.
  • Rod Dreher, at The American Conservative. He’s an Orthodox Christian (who converted from his conversion to Roman Catholicism) who’s intensely interested in cultural issues. And good food.
  • Alyssa Rosenberg, at ThinkProgress. Her bailiwick is mass entertainment, so she writes a lot about t.v. and movies and what our viewership (or not) says about us. Or not.

Can you think of others? Toss your suggestions my way and I’ll toss ’em up.

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Pol 166: Midterm 1 Essay

Pol 166

The American Political System: Midterm 1 Essay

Your answer must be typed, printed out, and handed in at the beginning of class, October 13. This is an open book exam, and while you may discuss the question with your classmates, you must write your own response. Any evidence of a ‘group answer’ will lead to a conference with me, and, if I determine that you did not write your own answer, to a zero for the exam. Finally, it is expected that you will refer to relevant current events to fill out your response.

Your answer should be 750-1500 words (2-4 pages); please include the word count on your essay.

Make sure you refer not only to the various chapters in the book, but also to the Constitution, and to the Federalist Papers (appendices). BE SPECIFIC. And don’t forget to make use of news sources in answer question 3!

You must answer questions 1 and 2, and EITHER question 3a OR 3b:

The American political system is built upon both checks and balances within the federal government and  structure of federalism, in which authority is divided between the federal and state governments. Given this, please explain the following:
1. Why did the founders set up a system with checks and balances? How, specifically, did they do so?
2. Why did the founders set up a federalist system? How, specifically, did they do so?
3. How well does the theory match reality? That is, what are some of the complications of exercising power:
a) within the checks-and-balance system of the federal government?
b) between the federal government and state governments?
(Again, answer either 3a or 3b—do NOT answer both! And refer to current events—for example, a recent controversy or to a particular policy—to illustrate your argument.)

Good luck!

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Leh 300 Bioethics: quiz guide

Ack! This is a bit late, but here it is.

Remember: THE QUIZ IS ON THURSDAY

Quiz guide: 20 will appear on the quiz

1. What is a gene?
2. What is a genome?
3. What is an allele?
4. Where in the cell is DNA found?
5. How many chromosomes total are contained in a cell of a member of Homo sapiens?
6. What are the base pairs of nucleotides in DNA? [spell out the words and put in pairs]
7. What is sequencing?
8. What is mapping?
9. What is a genotype?
10. What is a phenotype?
11. Approximately how many genes are there in a member of Homo sapiens?
12. Which chromosome has the fewest number of genes?
13. What is the difference between a dominant and a recessive gene or allele?
14. What is the difference between a Mendelian and a multifactorial trait?
15. Name a type of chromosomal abnormality and an associated syndrome.
16. Distinguish between in vitro and in vivo.
17. What is regenerative medicine?
18. What are gametes?
19. What are the three types of stem cells?
20. What is pluripotency?
21. What is differentiation?
22. What is a feeder cell layer?
23. What are the three germ layers?
24. At what stage [how many days] are stem cells removed from the zygote?
25. What is the inner cell mass?
26. What are the three characteristics unique to all stem cells?
27. What is in vitro fertilization?
28. What is preimplantation genetic diagnosis?
29. What is intracytoplasmic sperm injection?
30. What is cryopreservation?
31. What is superovulation?
32. What is the difference between reproductive cloning and therapeutic cloning?
33. What is somatic cell nuclear transfer?

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