BEHS 364 SEC 6380 SEM 2158 Final Examination

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The final examination format is take-home and open book/resources and will cover all material presented in the class in order to determine how well you have grasped key concepts. The final will be posted in the classroom at midnight on the first day of the last week of the term. Your completed final should be posted in the Assignments Folder by no later than 11:59:59 p.m. EST on the due date. The Assignments folder will lock promptly at midnight. Late work will not be accepted, except in cases of emergency. Extensions will be considered on a case-by-case basis and require documentation.

All questions can be answered using your online in-class materials. It should not be necessary to use other sources.

Students are expected to adhere to UMUC’s Code of Conduct. You may not consult with other individuals (e.g., classmates, family members, co-workers) to complete your exams or papers. Known violations will be reported to the provost’s office for disciplinary action in accordance with UMUC policy.

The final exam is 92 mixed format questions. Please start the exam ASAP as it is a comprehensive learning experience that requires significant effort. It comprises 25% of your overall grade.

The Multiple Choice and True/ False questions are drawn from the assigned online readings Chapters 1-4, 9-11, 13 Paying the Tab: The costs and benefits of alcohol control.

The essay questions are drawn from the other weekly assigned readings.

Pay close attention to the high point value for the essay questions and plan an appropriate amount of work reflective of the questions point value.

For the essays, Read, Relect, and Write. Do not cut and paste or reproduce the assigned readings word for word. Even when cited it is not permissable to reproduce word for word the reading as an answer to the question. Display your personal  understanding of these concepts in the essays.

BEHS 364 SEC 6380 SEM 2158                                                      Final Examination

 

 

 

Alcohol in U. S. Society                                                                     UMUC 2015

 

 

 

 

 

Match Questions – 4 points each

 

 

 

  1. The public response to excessive drinking has been a mix of two general approaches:
    1. Directly reduce drinking + restrict availability/raise prices
    2. Indirectly reduce drinking + increase availability
    3. Directly reduce drinking + lower price
    4. None of the above

 

 

 

 

 

  1. Early in U.S. history, Alexander Hamilton proposed a ____________ to decrease heavy drinking
    1. Prohibition
    2. A whiskey tax
    3. Abstinence
    4. None of the above

 

 

 

 

 

  1. Dr. E. M. Jellinek was a researcher that:
    1. Is considered the godfather of the alcoholism movement
    2. Identified small portions of the population vulnerable to alcohol
    3. Suggested that someone with the innate propensity for alcoholism would actually develop the disease depends in part on living in an alcohol wet or dry environment
    4. All of the above

 

 

 

 

 

  1.  Drinkers are:
    1. Better educated, richer, less ambivalent
    2. Poorly educated, poorer, ambivalent
    3. Exactly the same
    4. None of the above

 

 

 

 

 

  1. Federal funding for research and treatment of alcoholism expanded and became institutionalized with the creation of :
    1. Alcoholics Anonymous (AA)
    2. National Institute on Alcoholism and Alcohol Abuse (NIAAA)
    3. Narcotics Anonymous (NA)
    4. None of the above

 

 

 

  1. Today, the “neo-prohibitionist” label suggests people that:
    1. Are moralistic and naïve
    2. Seek to reduce alcohol abuse by advocating controls on supply and higher taxes
    3. Promote deregulation
    4. Both a and b

 

 

 

 

 

  1. At the time of the Civil War liquor was used for:
    1. Drinking
    2. Fluid for lamps
    3. Industrial products
    4. All of the above

 

 

 

 

 

  1. The national prohibition was popularly known as the:
    1. Volstead Act
    2. Wilson Act
    3. Webb-Kenyon Act
    4. Reed Act

 

 

 

 

 

  1. Enforcement of the Volstead Act was done by:
    1. Congress
    2. President
    3. Treasury Department
    4. Homeland Security

 

 

 

 

 

  1. The class of people that maintained the same level of drinking throughout Prohibition was:
    1. Middle and Upper class
    2. Working class
    3. Poor
    4. None of the above

 

 

 

 

 

  1. The most successful self-help organization of our time is:
    1. Alcoholics Anonymous
    2. Narcotics Anonymous
    3. Al-Anon
    4. Marijuana Anonymous

 

 

 

 

 

 

 

 

 

  1. E. Morton Jellinek:
    1. Identified 5 varieties of alcoholism
    2. Wrote “The Disease Concept of alcoholism”
    3. Offered a science-based understanding of alcoholism
    4. All of the above

 

 

 

 

 

  1. ______________ was another proponent of the disease model who suggested that uncontrolled, maladaptive ingestion of alcohol is not a disease in the sense of a biological disorder; rather alcoholism is a disorder of behavior:
    1. George Vaillant
    2. E.M. Jellinek
    3. Stanton Peele
    4. Herb Finagarette

 

 

 

 

 

  1. The case for a genetic basis to alcoholism is strengthened by the observation:
    1. Identical twins are more alike with respect to the presence or absence of alcoholism than are fraternal twins
    2. Fraternal twins are more alike with respect to the presence or absence of alcoholism than are identical twins
    3. Identical and fraternal twins are equally alike with respect to the presence of alcoholism
    4. Identical and fraternal twins are equally alike with respect to the absence of alcoholism

 

 

 

 

 

  1. Project Match was an evaluation study that:
    1. Involved a 12 week period of individual outpatient sessions
    2. Randomly assigned patients to 1 of 3 approaches
    3. Evaluated cognitive-behavioral, motivational enhancement, and 12 step facilitation therapies
    4. All of the above

 

 

 

 

 

  1. An intrinsic limitation to the medical approach is that:
    1. It is not only alcoholics that cause and suffer abuse by their drinking
    2. No treatment requires voluntary compliance
    3. Prevention drugs are always effective
    4. All of the above

 

 

 

  1. From a population-health perspective:
    1. Data on overall alcohol sales is irrelevant
    2. Data on the entire distribution of consumption is of interest
    3. Neither abstinence or heavy drinking have health implications
    4. All of the above
  2. Generally, it is easier to estimate ____________ consumption with some degree of accuracy
    1. Individual
    2. The distribution of individual drinking
    3. Aggregate
    4. None of the above

 

 

 

 

 

  1. The 2001-2002 National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) provided an estimate of pro capita consumption that vis about __________ of recorded pro capita sales:
    1. Half
    2. Double
    3. Equal
    4. None of the above

 

 

 

 

 

  1. The prevalence of drinking peaks in the early ________ for both males and females:
    1. Teens
    2. 20’s
    3. 30’s
    4. 40’s

 

 

 

 

 

  1. In classical liberal thought, a choice is of greater public concern if the resulting harm is to:
    1. The person making the choice
    2. Bystanders
    3. Society overall
    4. Both a and b

 

 

 

 

 

  1. Public health stands closer to a __________ ethic of social justice
    1. Communitarian
    2. Individualistic
    3. Liberal
    4. Conservative

 

 

 

 

 

  1. A wide array of experiments document that ____________ of consequence occurrence  seems to contradict the presumption of a rational choice
    1. Severity
    2. Timing
    3. Order
    4. Lack
  2. The liberal tradition embodied in the harm principle claims to promote the greatest good by:
    1. Leaving the adult individual free to make his own choices as long as others are not harmed
    2. Promoting improvement of choices by government regulation
    3. Denies the intrinsic value of freedom
    4. None of the above

 

 

 

  1. Information provision includes:
    1. Warning labels on alcoholic beverages
    2. Public service ads on television and radio
    3. Alcohol curriculums in school health classes
    4. All of the above

 

 

 

  1. The Willingness to Pay (WTP) method contends:
    1. The value of a persons life and health is measured by the value placed on enjoying a safe environment
    2. Enjoyment is subjective and involves decisions that require judgment about the value of small increases or reductions in the probability of death
    3. Both a and b
    4. Neither a or b

 

 

 

  1. The beer industry contends that it:
    1. Directly and indirectly employs approximately 1.78 million Americans with 54 billion in wages and benefits
    2. Has an economic ripple effect that benefits packaging manufacturers, shipping companies, agriculture, and other business’s that depend on it
    3. Both a and b
    4. Neither a or b

 

 

 

 

 

  1. The economist Gary Beaker defined the optimal crime rate as:
    1. Zero crime
    2. The rate associated with a balancing of marginal costs and benefits of law enforcement
    3. Both a and b
    4. Neither a or b

 

 

 

 

 

  1. In reference to alcohol control measures, the federal government:
    1. Licenses and collects excise taxes from importers and manufacturers
    2. Monitors product purity
    3. Polices illegal production and trafficking
    4. All of the above

 

 

 

 

 

  1. In 2005, the Supreme Court ruled that states could ban direct shipment of wine:
    1. For out of state producers only
    2. For in state producers only
    3. For out of state producers only if they did the same for in state producers
    4. None of the above

 

 

 

 

 

  1. Taxes have unique advantages as alcohol-control measures since they:
    1. Help control alcohol abuse and its consequences without a direct restriction on freedom of choice
    2. Provide a possibility for a calibrated response to the cost of alcohol related problems by being set high, low, or anywhere in between
    3. Enhance public revenues
    4. All of the above

 

 

 

 

 

  1. Federal and state excise taxes:
    1. Are unit taxes defined in terms of volume rather than product value
    2. Are paid by the manufacturer or distributor
    3. Have no automatic inflation protection
    4. All of the above

 

 

 

 

 

  1. A number of empirical studies have found that alcohol and marijuana are:
    1. Substitutes
    2. Complements
    3. Not related
    4. All of the above

 

 

 

 

 

  1. Alcohol taxes are “regressive” taxes in that:
    1. On average a larger percentage of the income of poorer households goes to pay this tax than in richer households
    2. On average a smaller percentage of the income of poorer households goes to pay this tax than in richer households
    3. On average the same percentage of the income of poorer households goes to pay this tax than in richer households
    4. None of the above

 

 

 

 

 

  1. A 1985 literature summary concludes:
    1. Most drinkers prefer beer and those drinkers are more likely to drink/drive
    2. Beer is disproportionately preferred by higher risk groups
    3. Both a and b
    4. Neither a or b

 

 

 

 

 

  1. In addition to alcohol control there are two other vital approaches for public intervention:
    1. Time, place, and circumstances + harm reduction
    2. Time, place, and circumstances + abstinence
    3. Alcoholics Anonymous + Disease Model
    4. None of the above

 

 

 

 

 

  1. Harm reduction:
    1. Helps make the world less safe for drunks
    2. Has goal to ease some of the natural consequences of excessive drinking
    3. Demands total abstinence
    4. All of the above

 

 

 

  1. The federal government has pushed for additional restrictions on youthful drinking by:
    1. Requiring campuses and military installations to enforce the minimum legal drinking age laws
    2. Having states adopt zero tolerance for teen drivers
    3. Both a and b
    4. Neither a or b

 

 

 

 

 

True or False Questions – 2 points each

 

 

 

 

 

  1. During the last half century, the public policy to reduce excessive drinking has largely neglected restricting availability and raising the price of alcohol.

 

 

 

  1. Congress adopted a national minimum drinking age of 21 in the hope of reducing the fatal accident rate for teen drivers.

 

 

 

  1. In the 1880’s, the Women’s Christian Temperance Union denounced alcohol itself as the problem, rather than the abuse of it.

 

 

 

  1. Dr. Edward Jellinek recognized the importance of social context in the development of alcoholism.

 

 

 

  1. Effective alcohol prevention programs address only the issues of those community members dependent on alcohol.

 

 

 

  1. Alcohol taxes have received far more attention by state legislatures than cigarette taxes.

 

 

 

  1. Over twice as many Americans drink as smoke.
  2. Prohibition was established by the 18th Amendment.

 

 

 

  1. According to the textbook, Prohibition was destined to failure as it attempted to legislate morality.

 

 

 

  1. The Volstead act banned all beverages containing more than 10% alcohol.

 

 

 

  1. By the late 1920’s, one million gallons of Canadian liquor made its way into the U.S. per year.

 

 

 

  1. The Women’s organization for National Prohibition Reform campaigned to strictly enforce Prohibition.

 

 

 

51.  The economist Warburton contends that the business, professional, and salaried class sustained their average pre-prohibition alcohol consumption levels throughout prohibition.

 

 

 

52.  Jellinek’s designation of alcoholism as a “disease” was a new idea.

 

 

 

53.  The AA tenet is that alcoholics are “allergic” to alcohol.

 

 

 

54.  The disease label may help to remove the stigma associated with alcoholism.

 

 

 

55.  Vaillant noted undergoing detoxification as a marker for those early on the continuum of alcohol related problems.

 

 

 

56.  The “flushing response” is common among some African populations.

 

 

 

57.  Biology is irrelevant to alcoholism.

 

 

 

58.  Inpatient treatment programs are the least costly form of alcoholism treatment.

 

 

 

59.  Cognitive behavioral therapy seeks to develop the patient’s coping skills.

 

 

 

60.  12-step facilitation identifies and disputes the patient’s irrational belief system.

 

 

 

61.  The drug disulfuran (Antabuse) has proven to be of major therapeutic benefit in curing alcoholism.

 

 

 

62.  3.4% of the adult public is currently dependent by DSM-V definition.

 

 

 

63.  Prevention of harmful drinking patterns and alcoholism prevention efforts are unimportant today.

 

 

 

64.  Beers are fermented from grains before the starch in them is converted to sugar.

 

 

 

65.  Distilled spirits contain between 40% and 50% alcohol.

 

 

 

66.  A standard drink of beer (12oz.), wine (5 oz.), or distilled spirits (1.5oz.) provides the same dose of alcohol.

 

 

 

67.  Surveys tend to overestimate alcohol consumption by a wide margin.

 

 

 

68.  The heaviest drinkers account for the bulk of alcohol consumption.

 

 

 

69.  The heaviest drinkers are of little consequence to the sales and profitability of the alcohol beverage industry.

 

 

 

70.  Blacks are more likely to report drinking than Hispanics or Whites.

 

 

 

71.  People with college degrees are less likely to drink.

 

 

 

72.  People in the two highest income brackets are more likely to drink than those in the lowest income group.

 

 

 

73.  Youths drink more than the elderly.

 

 

 

74.  The use of government authority to restrict commerce and choice in the name of enhancing safety is universally accepted and approved in the U.S.

 

 

 

75.  The threshold for intervention by government should rightly be lower than the threshold for intervention by employers and friends.

 

 

 

76.  The individualistic perspective was suggested by President Kennedy when he stated, “ask not what your country can do for you – ask what you can do for your country.”

 

 

 

77.  A negative externality occurs when effects are harmful.

 

 

 

78.  Self – Management is a costly and imperfect craft, and some people are better at it than others.

 

 

 

79.  The “moral hazard” effect is an intended and desired consequence of harm reduction.

 

 

 

80.  The cost of illness (COI) method is generally preferred over the willingness to pay (WTP) by economists for translating injury and death into dollars.

 

 

 

81.  Our willingness to pay for enhanced safety for ourselves and loved ones comprises the entire picture since we have no financial stake in the health and safety of strangers.

 

82.  Individual production and consumption are consistent and remain the same over life course.

 

 

 

83.  Alcohol is currently under-taxed and in some respects under-regulated.

 

 

 

84.  Taxes and other restrictions on alcohol supply are indiscriminate.

 

 

 

85.  The array of DUI interventions championed by MADD and other advocacy groups has had no effect on DUI incidence and fatality rates.

 

 

 

86.  Alcohol taxes are now too low.

 

 

 

87.  Lower alcohol prices are conducive to lower rates of underage drinking.

 

 

 

 

 

 

 

 

 

Essay Questions – 50 points each

 

 

 

 

 

 

 

88.  Describe in detail the effects of alcohol and other substance use on intimate partner violence. Detail its prevalence, epidemiology, and critical issues. Explain the various relationships between alcohol/substance use and intimate partner violence. Include an explanation of the association between chronic substance abuse and intimate partner violence as well as its impact.

 

 

 

 

 

89.  Describe in detail the 6 assessment dimensions of the ASAM patient placement criteria. Discuss their impact on proper placement and treatment planning.

 

 

 

 

 

90.  Describe Alcoholics Anonymous (AA), its origins, history, and development. Detail the AA program of recovery, philosophy, and how it works.

 

 

 

 

 

91.  Describe in detail group therapy. Include a discussion of its curative factors, history, and processes. Note the various types of therapy groups and how they work.

 

 

 

 

 

92.  Describe in detail the Stages of Change denoting each stage and describing the paths and processes associated with this model and each stage.

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Art Museum – Ancient Greek Olympics

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We need to talk about the AA.4 paper.  I have received a few papers and I have come to the conclusion that the way the instructions are written is confusing a lot of you. (Academic directions can be confusing) So let me try to simplify what is expected of you in this paper.  

!. The paper is to be connected to the art that you are showing in the group project in your (room) You should first of all show why the items you have chosen are relevant to the theme that the group has picked. The paper should begin with an introduction to the theme being considered and rationale for selecting works.

2. Be sure to tell us HOW your pieces relate to the group’s theme.  Tell us the details of the piece, (color, style, materials) and how those details distinguish it as part of the theme.  So following the advice below if your group is doing Religion, and you have Mesopotamian pieces in your collection, how does that relate to religion? What type of religion? where did it come from? etc  things like that.

  • This is an argumentative paper under the umbrella of your group’s theme. The concept is a funneling down to a narrow theme about a topic (the topic that your group had chosen).
    • Example: Your group chooses Religion. Your room might be devoted to the Mesopotamian Period. You would then compile artifacts that discuss the topic of religion and demonstrate unique aspects of that religion and culture through their formal characteristics relating to the context.  

3.Describe the pieces and don’t assume anything of me. For instance, “You will see…” The more formal detail you can describe, the richer the paper and the more connections you might find to support your argument or connect formally with the theme or context.   In other words pretend you are writing for people who know nothing about your subject at all. People who just walked in the museum and want to learn about the pieces you have chosen.  You don’t want them to be overwhelmed with a lot of academic language that is difficult for them to understand, but at the same time you do want to teach them, so take them on a journey – give them background on your piece, where it came from, who did it, what was its purpose.  Things like this.  But lots and lots of detail.

4.

  • Do not write in first person.   We are not looking for your opinion, so you should not have any “I think, I found, I like, I- just no I – it should be:  You will -This is. etc.
  • Research: Make sure you get beyond the encyclopedic resources and that there are authors attributed to the work. –  find some different resources other than just the regular ones. Go to a museum that houses your piece and see what they say about it.  Are there any articles written about your piece? Think outside the box.

————————————————————————————

 

Here are the artifacts that will be in our room

 

1. greek wrestlers (ca. 200s BC, now in Uffizi, Florence)

 

2. Victorious Athlete The Vaison Daidoumenos Hadrianic version of 5th century BC Greek original Winning at the ancient Games

http://www.britishmuseum.org/research/collection_online/collection_object_details.aspx?objectId=399047&partId=1

 

3. The Diskobolos or Discus Thrower, 2nd century CE. Roman copy of a 450-440 BCE

http://www.ancient.eu/image/1023/

 

4. Heraria Spartan Runner Girl Victress

http://www.mlahanas.de/Greeks/Olympic4.htm

 

5 and 6. Pankration and Greek winner

http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/the_olympic_games/

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1 history essay

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 Please read:

Jack Martin Balcer, “The Greeks and the Persians: The Processes of Acculturation,” Historia: Zeitschrift für Alte Geschichte, Bd. 32, H. 3 (3rd Qtr., 1983), pp. 257-267. (See attachment).

And discuss:

Using Balcer’s definition of ‘acculturation,’ describe one way the Persians influenced the Greeks and one way the Greeks influenced the Persians during the Persian conquest of the Eastern Greek states.

 

 

There is one essay, each one should write at least 300-350 words and plus one reference page.

MLA format. Must use quote( “ ”) for every source you use from website. And put (author, page number) behind quote.

 

 

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History homework help

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According to ferry, what recent developments in world Trade have made it urgent for france to have colonies

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History homework help

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Why do people invent new technology? Have those reasons changed in the modern period?

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Evaluate Richard Nixon’s presidency. Aside from Watergate, should he be considered a good president?

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1. Evaluate Richard Nixon’s presidency.  Aside from Watergate, should he be considered a good president?

 

 

Use the information below to answer the following question

 

Lesson plan: Watergate and the limits of presidential power | Lesson Plan | PBS NewsHour Extra

 

 

Richard Nixon served as Vice-President of the United States from 1953 to 1961, and as President from 1969 to 1974.  He was the only person to be elected twice to both the Presidency and Vice Presidency.  In 1969 Americans had joined together in pride over the lunar landing and Neil Armstrong’s walk on the moon.

Yet Nixon’s personality may have played a part in his eventual demise. He believed the United States faced grave dangers from the radicals and dissidents who were challenging his policies, and he came to view any challenge as a “threat to national security.” As a result, he created a climate in which he and those who served him could justify almost any tactics to stifle dissent and undermine the opposition. He has been described as being a devious, secretive, and embittered man whose White House became a series of covert activities.  On August 9, 1974, Richard Nixon became the first chief executive in American History to resign, because of his role in the Watergate scandal.

Some Americans viewed this as an indication that the system worked.  They were proud of the way the US political system had weathered the crisis and peacefully transferred power. Others worried about the further erosion of popular trust and belief in their government.  Regardless, when he left office the nation remembered an administration that had been discredited by the Agnew and Watergate scandals. Watergate has come to define Nixon’s presidency.

 

HALDEMAN: Now, on the investigation, you know the Democratic break-in thing, we’re back in the problem area because the FBI is not under control because Gray [Patrick Gray, acting director of the FBI] doesn’t exactly know how to control it and they have–their investigation is now leading into some productive areas– because they’ve been able to trace the money– not through the money itself– but through the bank sources– the banker. And it goes in some directions we don’t want it to go. . . . That the way to handle this now is for us to have Walters [General Vernon Walters, deputy director of the CIA] call Pat Gray and just say, “Stay to hell out of this– this is ah, business here we don’t want you to go any further on it.” That’s not an unusual development, and ah, that would take care of it. . . .

NIXON: Well, what the hell, did Mitchell [John Mitchell, former attorney general and head of the president’s campaign] know about this?

HALDEMAN: I think so. I don’t think he knew the details, but I think he knew.

HALDEMAN (about three hours later): Well, it was kind of interesting. Walters made the point and I didn’t mention Hunt [E. Howard Hunt, ex-CIA agent and White House consultant who was convicted in the Watergate conspiracy]. I just said that the thing was leading into directions that were going to create potential problems because they were exploring leads that led back into areas that would be harmful to the CIA and harmful to the government. . . .

Recorded presidential conversation submitted by Richard Nixon to the Committee on the Judiciary of the House of Representatives, April 30, 1974.

Debating the Past The Unfinished Nation: A Concise History of the American People, 5/e Alan Brinkley, Columbia University Chapter Thirty-Two: The Crisis of Authority Where Historians Disagree – Watergate Thirty years after Watergate–the most famous political scandal in American history–historians and others continue to argue about its causes and significance. Their interpretations tend to fall into several broad categories. One argument emphasizes the evolution of the institution of the presidency over time and sees Watergate as the result of a much larger pattern of presidential usurpations of power that stretched back at least several decades. Arthur Schlesinger, Jr., helped develop this argument in his 1973 book The Imperial Presidency, which argued that the belief of a succession of presidents in the urgency of the Cold War, and in their duty to take whatever measures might be necessary to combat it, led them gradually to usurp more and more power from Congress, from the courts, and from the public. Gradually, presidents began to look for way to circumvent constraints not just in foreign policy, but in domestic matters as well. Nixon’s actions in the Watergate crisis were, in other words, a culmination of this long and steady expansion of covert presidential power. Jonathan Schell, in The Time of Illusion (1975), offered a variation of this argument, tying the crisis of the presidency to the pressure that nuclear weans placed on presidents to protect the nation’s–and their own “credibility.” Other commentators (but not any serious historical studies) go even further and argue that what happened to produce the Watergate scandals was not substantively different from the normal patterns of presidential behavior, that Nixon simply got caught where others had not, and that a long-standing liberal hostility toward Nixon ensured that he would pay a higher price for his behavior than other presidents would. A second explanation of Watergate emphasizes the difficult social and political environment of the late 1960s and early 1970s. Nixon entered office, according to this view, facing an unprecedentedly radical opposition that would stop at nothing to discredit the war and destroy his authority. He found himself, therefore, drawn into taking similarly desperate measures of his own to defend himself from these extraordinary challenges. Nixon made this argument himself in his 1975 memoirs: Now that this season of mindless terror has fortunately passed, it is difficult– perhaps impossible–to convey a sense of the pressures that were influencing my actions and reactions during this period, but it was this epidemic of unprecedented domestic terrorism that prompted our efforts to discover the best means by which to deal with this new phenomenon of highly organized and highly skilled revolutionaries dedicated to the violent destruction of our democratic system.* The historian Herbert Parmet echoed parts of this argument in Richard Nixon and His America (1990). Stephen Ambrose offered a more muted version of the same view in Richard Nixon (1989). Most of those who have written about Watergate, however, search for the explanation not in institutional or social forces, but in the personalities of the people involved, and most notably in the personality of Richard Nixon. Even many of those who have developed structural explanations (Schlesinger, Schell, and Ambrose, for example) return eventually to Nixon himself as the most important explanation for Watergate. Others begin there, perhaps most notably Stanley I. Kutler, in The Wars of Watergate (1990) and, more recently, Abuse of Power (1997), in which he presents extensive excerpts from conversations about Watergate taped in the Nixon White House. Kutler emphasizes Nixon’s lifelong resort to vicious political tactics and his longstanding belief that he was a special target of unscrupulous enemies and had to “get” them before they got him. Watergate was rooted, Kutler argues, “in the personality and history of Nixon himself.” A “corrosive hatred,” he claims, “decisively shaped Nixon’s own behavior, his career, and eventually his historical standing

Restraining the Imperial Presidency Previous Next
Digital History ID 3354

 

Over the course of the 20th century, the presidency gradually supplanted Congress as the center of federal power. Presidential authority increased, presidential staffs grew in size, and the executive branch gradually acquired a dominant relationship over Congress.

Beginning with Theodore Roosevelt, the president, and not Congress, established the nation’s legislative agenda. Increasingly, Congress ceded its budget-making authority to the president. Presidents even found a way to make agreements with foreign nations without congressional approval. After World War II, presidents substituted executive agreements for treaties requiring approval of the Senate. Even more important, presidents gained the power to take military action, despite the fact that Congress is the sole branch of government empowered by the Constitution to declare war.

No president went further than Richard Nixon in concentrating powers in the presidency. He refused to spend funds that Congress had appropriated; he claimed executive privilege against disclosure of information on administration decisions; he refused to allow key decision makers to be questioned before congressional committees; he reorganized the executive branch and broadened the authority of new cabinet positions without congressional approval; and during the Vietnam War, he ordered harbors mined and bombing raids launched without consulting Congress.

Watergate brought a halt to the “imperial presidency” and the growth of presidential power. Over the president’s veto, Congress enacted the War Powers Act (1973), which required future presidents to obtain authorization from Congress to engage U.S. forces in foreign combat for more than 90 days. Under the law, a president who orders troops into action abroad must report the reason for this action to Congress within 48 hours.

In the wake of the Watergate scandal, Congress passed a series of laws designed to reform the political process. Disclosures during the Watergate investigations of money-laundering led Congress to provide public financing of presidential elections, public disclosure of sources of funding, limits on private campaign contributions and spending, and to enforce campaign finance laws by an independent Federal Election Commission. To make it easier for the Justice Department to investigate crimes in the executive branch, Congress now requires the attorney general to appoint a special prosecutor to investigate accusations of illegal activities. To re-assert its budget-making authority, Congress created a Congressional Budget Office and specifically forbade a president to impound funds without its approval. To open government to public scrutiny, Congress opened more committee deliberations and enacted the Freedom of Information Act, which allows the public and press to request the declassification of government documents.

Some of the post-Watergate reforms have not been as effective as reformers anticipated. The War Powers Act has never been invoked. Campaign financing reform has not curbed the ability of special interests to curry favor with politicians or the capacity of the very rich to outspend opponents.

On the other hand, Congress has had somewhat more success in reining in the FBI and the CIA. During the 1970s, congressional investigators discovered that these organizations had, in defiance of federal law, broken into the homes, tapped the phones, and opened the mail of American citizens; illegally infiltrated anti-war groups and black radical organizations; and accumulated dossiers on dissidents, which had been used by presidents for political purposes. Investigators also found that the CIA had been involved in assassination plots against foreign leaders–among them Fidel Castro–and had tested the effects of radiation, electric shock, and drugs (such as LSD) on unsuspecting citizens. In the wake of these investigations, the government severely limited CIA operations in the United States and laid down strict guidelines for FBI activities. To tighten congressional control over the CIA, Congress established a joint committee to supervise its operations.

 

 

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History homework help

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How did Rasputin gain such a strong influence over the czarina? What was his effect on the process of policy making within Russian government? What qualities do you think Rasputin had that made him a powerful character in Russia? 2. What was Rasputin’s role in the coming of the Russian Revolution? 3. Discuss the validity of the following statement: “For the first time in history, a revolution is being engineered not from below but from above, not by people against their government, but by the government against the welfare of the people.” How does this statement reflect the course of events that took place in the life of the czar? 4. What caused the Russian people to revolt against the czar in March 1917? 5. Discuss the reasons Lenin had for killing the Romanov family. Do you think he was right in ordering their death? 6. How did Lenin obtain the power base he needed to overthrow the provisional government of Alexander Kerensky? Why do you think Lenin received support from the Russian citizens? What methods did he use? 7. Describe the results of the Bolshevik ascension to power as the Kerensky government fell in November of 1917. 8. Why do you think Lenin felt it was important to hide the truth about the murder of the czar and his family?

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History homework help

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Analyze and discuss how women, blacks, Hispanics, and Native Americans, were impacted by the Depression and New Deal. As part of your analysis and discussion, you must address the long-term legacies of the New Deal and major historical assessments that have been made of it, and if you agree or disagree with these assessments

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Reconstruction

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  • Academic level: College
  • Type: Essay (any type)
  • Subject: History
  • Topic: Topic in the instructions
  • Style: APA
  • Number of pages: 3 pages/double spaced (825 words)
  • PowerPoint slides: 0
  • Number of source/references: 4
  • Extra features: –

Order instructions:

WRITING ASSIGNMENT 1A: Reconstruction.
President Lincoln’s goal for reconstruction remained linked to his goal in the war-preserve the Union. His plan favored leniency, in order to as quickly as possible reintegrate the south, and gain the support of Southern Unionists (mostly former Whigs). Radical Republicans urged a much harsher course, believing that the south was unrepentant and should bear the costs of Reconstruction.
INSTRUCTIONS:
In order to prepare you must complete the following readings:
• Review the section in Chapter 17 which discusses the Black Codes, and the linked document, taken from the writings of William A. Dunning.
• Review the relevant sections of Chapter 18: The Southern Burden and Life in the New South.
• Review and identify relevant information on the linked PBS American Experience site, Reconstruction The Second Civil War
• Utilize at least one of the linked sources to support your discussion.
• Identify and incorporate at least one additional outside source to support your discussion. In addition to the textbook, you may use any material outside of the textbook
• that is recommended in the Additional Reading section at the end of each chapter. You are also encouraged to do your own research and identify relevant sources. Please keep in mind that WIKIPEDIA is not an acceptable reference.
PREPARE AND SUBMIT:
Write a well-organized essay, a minimum of 700 words (but not limited to), including supporting details from the documents/textbook/other sources in which you analyze and discuss the material that has been assigned by addressing the following question:
1 In your opinion, were the Radical Republicans correct in their assumptions regarding the South, or could Lincoln’s approach have paved the way for a continuation of the political, social, and economic gains that African Americans had achieved during reconstruction? Support your argument(s) including information from assigned and linked readings

Reminders
• Use Microsoft WORD to write the essays. The acceptable submission file types are .doc, .docx, and .rtf.
• Prepare the assignment as a Word Document, double-spaced, and using a standard font of 12 points.
• Paragraphs in an essay are not numbered. Any questions that are associated with an assigned reading are there to serve as a guide for your discussion.
• Your discussion should incorporate all of the information from the documents and or textbook, and outside sources as one essay.
• Students are required to research and incorporate into their discussions additional sources that relate to the content. Recommendations can be found in at the end of the textbook chapter in Additional Reading.
• All statements must be supported and all sources must be identified and cited, and included in your reference list. This also applies to the textbook. Failure to do so constitutes Plagiarism, and the college has strict policies and penalties for failure to comply. Under the Resources, you will find links to sites that review how to format a paper or essay. I recommend that students use APA or Chicago Style to format their essays. Students should ask their instructor which format style they prefer you to use.
• Proofread your work. Make sure that you have looked for all of the spelling and grammatical errors and corrected them, and that you have organized your work into coherent paragraphs.
• Submit it in the “First Required Writing Assignment (Submit Here) ” link as an ATTACHMENT. Any work that is submitted directly into the box will be graded as a 0.
Point Value: 100
Grading Criteria:
• Analysis and discussion (60%)
• Support for discussion (30%)
• Organization (10%)
Reminder: All written work must comply with standard English rules, such as proper capitalization, grammar, and spelling. The assignment must be submitted by the deadline listed in the calendar.
Note: Even though you will see a statement giving you the option of copy/paste or file attachment, please disregard this statement. You are required to attach the assignment in MS Word format

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China’s great wall

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“China’s Great Wall; Angor Wat and ancient Hinduism” Please respond to the following:

· In Chapter 7, we see a great display of the Terra Cotta Warriors. But it also mentions the Great Wall of China in its early phases. Read pp. 212-213, 220 in our class text about China’s Great Wall in its early phases. Next, click on this link: http://www.panoramas.dk/7-wonders/great-wall.html . The Web page it takes you to has a wonderful panorama that is very interactive. Click on the various buttons and make the screen (and wall) circle around; zoom in, zoom out, etc. Comment about what you learned about the size and length of the wall and its phases of construction. (Unfortunately, the modern academic legend that one can see the wall with the naked eye from the moon is false. See http://www.nasa.gov/vision/space/workinginspace/great_wall.html ).

· In Chapter 11, we encounter some of the great Hindu and Buddhist art of India and other parts of Asia. See pp. 370-1 on Angkor Wat in Cambodia, with its city and Hindu monuments. Now, watch the National Geographic video on it, located at http://video.nationalgeographic.com/video/specials/ancient-mysteries/angkor-wat-temples/ . Identify two (2) specific aspects of Angkor Wat and what you learned from them about the history or beliefs of Hinduism.

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