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msmarco_v2.1_doc_19_1677316573#2_2705146586 | Title:
Headings:
Content: Women and the New Deal: Gaining Ground in Politics and Public Life
In the first decades of the twentieth century, American women began to throw off some of the constraints under which they had labored for generations. Urbanization and the absence of men during World War I allowed them to enter paid employment. They got involved in unions and the movement for female suffrage, at last winning the vote in 1920. Opportunities for higher education increased. Middle-class women joined the reform work of the Progressive movement, volunteering in community organizations called settlement houses to help the poor and study such issues as housing and work conditions. Social mores grew more flexible. Wearing clothes that permitted freer range of motion than the long skirts and corsets of the nineteenth century, women increasingly entered the public arena to speak their minds and earn a living. As president, Franklin D. Roosevelt hired these educated, politically astute, activist women in unprecedented numbers. One of his gifts as a leader had always been an ability to recognize talent in different kinds of people and tap it. | https://fdr4freedoms.org/wp-content/themes/fdf4fdr/DownloadablePDFs/II_HopeRecoveryReform/15_WomenandtheNewDeal.pdf |
msmarco_v2.1_doc_19_1677316573#8_2705155068 | Title:
Headings:
Content: In the early twentieth century, women had pressed for workplace rights, reproductive rights, and voting rights. In the 1930s, Franklin D. Roosevelt tapped these activist women to help shape the New Deal. By the wartime years of the 1940s, the Victorian sensibilities of the late nineteenth century were fading fast. LOC
Mary Ankrom, mother of six, works on a locomotive at the engine house of the Pennsylvania Railroad in Pitcairn, Pennsylvania; May 1943. While New Deal laws of the 1930s establishing a minimum wage and the right to unionize especially helped women in low-paying industries like garment manufacturing, the war years saw sharply increased demand for women’s labor and produced better-paying jobs. Ankrom made fifty-eight cents an hour, nearly twice the minimum wage. LOC
Women workers lunch in the women’s locker room at the yards of the Pennsylvania Railroad in Pitcairn, Pennsylvania; May 1943. LOC
Bernice Stevens of Braddock, Pennsylvania, cleans a locomotive at the Pitcairn, Pennsylvania, engine house of the Pennsylvania Railroad; | https://fdr4freedoms.org/wp-content/themes/fdf4fdr/DownloadablePDFs/II_HopeRecoveryReform/15_WomenandtheNewDeal.pdf |
msmarco_v2.1_doc_19_1677371373#3_2705229132 | Title: Great Depression Facts - FDR Presidential Library & Museum
Headings: Great Depression Facts
Great Depression Facts
What did the letters in all those "alphabet agencies" stand for?
Content: What was FDR's program to end the Great Depression? With the country sinking deeper into Depression, the American public looked for active assistance from the federal government and grew increasingly dissatisfied with the economic policies of President Herbert Hoover. In his speech accepting the Democratic Party nomination in 1932, Franklin Delano Roosevelt pledged "a New Deal for the American people" if elected. Following his inauguration as President of the United States on March 4, 1933, FDR put his New Deal into action: an active, diverse, and innovative program of economic recovery. In the First Hundred Days of his new administration, FDR pushed through Congress a package of legislation designed to lift the nation out of the Depression. FDR declared a "banking holiday" to end the runs on the banks and created new federal programs administered by so-called "alphabet agencies" For example, the AAA (Agricultural Adjustment Administration) stabilized farm prices and thus saved farms. The CCC (Civilian Conservation Corps) provided jobs to unemployed youths while improving the environment. The TVA (Tennessee Valley Authority) provided jobs and brought electricity to rural areas for the first time. The FERA (Federal Emergency Relief Administration) and the WPA (Works Progress Administration) provided jobs to thousands of unemployed Americans in construction and arts projects across the country. | https://fdrlibrary.org/great-depression-facts |
msmarco_v2.1_doc_19_1677371373#4_2705230922 | Title: Great Depression Facts - FDR Presidential Library & Museum
Headings: Great Depression Facts
Great Depression Facts
What did the letters in all those "alphabet agencies" stand for?
Content: In the First Hundred Days of his new administration, FDR pushed through Congress a package of legislation designed to lift the nation out of the Depression. FDR declared a "banking holiday" to end the runs on the banks and created new federal programs administered by so-called "alphabet agencies" For example, the AAA (Agricultural Adjustment Administration) stabilized farm prices and thus saved farms. The CCC (Civilian Conservation Corps) provided jobs to unemployed youths while improving the environment. The TVA (Tennessee Valley Authority) provided jobs and brought electricity to rural areas for the first time. The FERA (Federal Emergency Relief Administration) and the WPA (Works Progress Administration) provided jobs to thousands of unemployed Americans in construction and arts projects across the country. The NRA (National Recovery Administration) sought to stabilize consumer goods prices through a series of codes. Through employment and price stabilization and by making the government an active partner with the American people, the New Deal jump-started the economy towards recovery. What did the letters in all those "alphabet agencies" stand for? The New deal "alphabet agencies": AAA , Agricultural Adjustment Administration, 1933
BCLB , Bituminous Coal Labor Board, 1935
CAA , Civil Aeronautics Authority, 1938
CCC , Civilian Conservation Corps, 1933
CCC , Commodity Credit Corporation, 1933
CWA , Civil Works Administration, 1933
FCA , Farm Credit Administration, 1933
FCC , Federal Communications Commission, 1934
FCIC , Federal Crop Insurance Corporation, 1938
FDIC , Federal Deposit Insurance Corporation, 1933
FERA , Federal Emergency Relief Agency, 1933
FFMC , Federal Farm Mortgage Corporation, 1934
FHA , Federal Housing Administration, 1934
FLA, Federal Loan Agency, 1939
FSA , Farm Security Administration, 1937
FSA , Federal Security Agency, 1939
FWA , Federal Works Agency, 1939
HOLC , Home Owners Loan Corporation, 1933
MLB , Maritime Labor Board, 1938
NBCC , National Bituminous Coal Commission, 1935
NLB , National Labor Board, 1933
NLRB , National Labor Relations Board, 1935
NRAB , National Railroad Adjustment Board, 1934
NRA , National Recovery Administration, 1933
NRB , National Resources Board, 1934
NRC , National Resources Committee, 1935
NRPB , National Resources Planning Board, 1939
NYA , National Youth Administration, 1935
PWA , Public Works Administration, 1933
RA , Resettlement Administration, 1935
REA , Rural Electrification Administration, 1935
RFC , Reconstruction Finance Corporation, 1932
RRB , Railroad Retirement Board, 1935
SCS , Soil Conservation Service, 1935
SEC , Securities and Exchange Commission, 1934
SSB , Social Security Board, 1935
TNEC, Temporary National Economic Committee, 1938
TVA, Tennessee Valley Authority, 1933
USEP, United States Employment Service, 1933
USHA, United States Housing Authority, 1937
USMC, United States Maritime Commission, 1936
WPA, Works Progress Administration, 1935
WPA, Name changed to Works Projects Administration, 1939
Did the New Deal end the Great Depression? | https://fdrlibrary.org/great-depression-facts |
msmarco_v2.1_doc_19_1681591220#7_2714754530 | Title: How to Make Perfect Pork Tenderloin in the Oven | Fed & Fit
Headings: Perfect
Oven-Roasted Pork Tenderloin
Perfect Oven-Roasted Pork Tenderloin
What’s the difference between pork loin and pork tenderloin?
How to Prepare Pork Tenderloin
How to Cook Pork Tenderloin in the Oven
Step 1: Sear the Pork Tenderloin
Step 2: Bake the Pork Tenderloin
Step 3: Rest the Pork Tenderloin
How do you know when pork tenderloin is done?
Pork Tenderloin Temperatures
How can I tell if pork tenderloin is done without a thermometer?
How to Use Leftover Pork Tenderloin
More Pork Recipes
Perfect Oven-Roasted Pork Tenderloin
Ingredients
Instructions
Equipment
In-Oven Thermometer
Stainless Steel Baking Sheet
Cast Iron Skillet
Content: It also helps seal the juices before you bake it. To sear the pork tenderloin, grab your favorite cast iron, or another heavy-bottomed, oven-safe pan, add about 1/2 tablespoon of oil, and heat it over medium-high heat. Then, take your pork tenderloin and let the excess marinade drip off, and place it in the pan and sear for about 3-4 minutes, until browned. After 3-4 minutes, flip the pork tenderloin over and sear for an additional 3-4 minutes, until browned. While you can sear it on all 4 sides if you'd like, we find that searing on two sides works just fine! Step 2: Bake the Pork Tenderloin
Now that the pork tenderloin is seared, you can either bake it in the same pan you seared it in, or transfer it to a rimmed baking sheet. Brush the pork tenderloin with additional marinade, then bake in a preheated oven at 425°F for about 15-20 minutes, until the pork reaches a temperature of 145°F, then remove it from the oven. Cooking the pork tenderloin at the high temperature of 425 degrees F helps it cook quickly and prevents it from drying out. Step 3: | https://fedandfit.com/perfect-oven-roasted-pork-tenderloin/ |
msmarco_v2.1_doc_19_1681591220#8_2714756537 | Title: How to Make Perfect Pork Tenderloin in the Oven | Fed & Fit
Headings: Perfect
Oven-Roasted Pork Tenderloin
Perfect Oven-Roasted Pork Tenderloin
What’s the difference between pork loin and pork tenderloin?
How to Prepare Pork Tenderloin
How to Cook Pork Tenderloin in the Oven
Step 1: Sear the Pork Tenderloin
Step 2: Bake the Pork Tenderloin
Step 3: Rest the Pork Tenderloin
How do you know when pork tenderloin is done?
Pork Tenderloin Temperatures
How can I tell if pork tenderloin is done without a thermometer?
How to Use Leftover Pork Tenderloin
More Pork Recipes
Perfect Oven-Roasted Pork Tenderloin
Ingredients
Instructions
Equipment
In-Oven Thermometer
Stainless Steel Baking Sheet
Cast Iron Skillet
Content: Step 2: Bake the Pork Tenderloin
Now that the pork tenderloin is seared, you can either bake it in the same pan you seared it in, or transfer it to a rimmed baking sheet. Brush the pork tenderloin with additional marinade, then bake in a preheated oven at 425°F for about 15-20 minutes, until the pork reaches a temperature of 145°F, then remove it from the oven. Cooking the pork tenderloin at the high temperature of 425 degrees F helps it cook quickly and prevents it from drying out. Step 3: Rest the Pork Tenderloin
Finally, you'll want to let the pork tenderloin rest for about 8-10 minutes before serving, if you skip this step and cut into it immediately, the juices will run out of it and you'll be left with dry pork. How do you know when pork tenderloin is done? My #1 tip for cooking this perfect pork tenderloin recipe in the oven is to buy a meat thermometer! Even better, if you can buy an in-oven thermometer that will beep as soon as the pork reaches the desired temperature, you will have perfect pork every time. I frequently use my in-oven thermometer for pork loin and tenderloin, chicken breast, and roasting whole chickens and can't recommend it enough! | https://fedandfit.com/perfect-oven-roasted-pork-tenderloin/ |
msmarco_v2.1_doc_19_1681591220#14_2714768868 | Title: How to Make Perfect Pork Tenderloin in the Oven | Fed & Fit
Headings: Perfect
Oven-Roasted Pork Tenderloin
Perfect Oven-Roasted Pork Tenderloin
What’s the difference between pork loin and pork tenderloin?
How to Prepare Pork Tenderloin
How to Cook Pork Tenderloin in the Oven
Step 1: Sear the Pork Tenderloin
Step 2: Bake the Pork Tenderloin
Step 3: Rest the Pork Tenderloin
How do you know when pork tenderloin is done?
Pork Tenderloin Temperatures
How can I tell if pork tenderloin is done without a thermometer?
How to Use Leftover Pork Tenderloin
More Pork Recipes
Perfect Oven-Roasted Pork Tenderloin
Ingredients
Instructions
Equipment
In-Oven Thermometer
Stainless Steel Baking Sheet
Cast Iron Skillet
Content: Dinner
Method: Oven
Cuisine: American
Ingredients
Scale
For the Pork Tenderloin
Marinade of choice (here are 3 of our favorite pork tenderloin marinades)
1, 1 pound pork tenderloin
1/2 teaspoon coarse sea salt
1/4 teaspoon ground black pepper
1/2 tablespoon extra-virgin olive oil
Instructions
Whisk together the ingredients for the marinade of your choice, then set aside. Trim the silver skin off of the pork – the silver skin is the white, tough strip of connective tissue that runs about halfway down the pork tenderloin. Once you have removed it, season pork tenderloin with 1/2 teaspoon coarse sea salt and 1/4 teaspoon ground black pepper. Pour the marinade over the pork tenderloin. Refrigerate for 30 minutes up to 24 hours. Preheat the oven to 425 F, then heat a cast iron or another heavy-bottomed skillet over medium-high heat. Add 1/2 tablespoon olive oil to the pan, then, once hot, remove the pork tenderloin from its marinade and let the excess drip off, then place it in the pan. Cook for 3-4 minutes, until browned, then cook for an additional 3-4 minutes, until browned. | https://fedandfit.com/perfect-oven-roasted-pork-tenderloin/ |
msmarco_v2.1_doc_19_1681591220#15_2714770909 | Title: How to Make Perfect Pork Tenderloin in the Oven | Fed & Fit
Headings: Perfect
Oven-Roasted Pork Tenderloin
Perfect Oven-Roasted Pork Tenderloin
What’s the difference between pork loin and pork tenderloin?
How to Prepare Pork Tenderloin
How to Cook Pork Tenderloin in the Oven
Step 1: Sear the Pork Tenderloin
Step 2: Bake the Pork Tenderloin
Step 3: Rest the Pork Tenderloin
How do you know when pork tenderloin is done?
Pork Tenderloin Temperatures
How can I tell if pork tenderloin is done without a thermometer?
How to Use Leftover Pork Tenderloin
More Pork Recipes
Perfect Oven-Roasted Pork Tenderloin
Ingredients
Instructions
Equipment
In-Oven Thermometer
Stainless Steel Baking Sheet
Cast Iron Skillet
Content: Pour the marinade over the pork tenderloin. Refrigerate for 30 minutes up to 24 hours. Preheat the oven to 425 F, then heat a cast iron or another heavy-bottomed skillet over medium-high heat. Add 1/2 tablespoon olive oil to the pan, then, once hot, remove the pork tenderloin from its marinade and let the excess drip off, then place it in the pan. Cook for 3-4 minutes, until browned, then cook for an additional 3-4 minutes, until browned. Remove the pork tenderloin from heat, then brush it with additional marinade. Transfer the pan to the oven, or place the pork tenderloin on a rimmed baking sheet, and cook for 15-20 minutes, until the pork has reached an internal temperature of 145 F. The best way to ensure your pork cooks to the perfect temperature is by using an in-oven thermometer, or by pulling it out at the 15 minute mark, checking the temperature, then returning to bake for another 2-3 minutes until it reaches the desired temperature. Remove from oven, let rest for about 8-10 minutes, then slice and serve! Equipment
In-Oven Thermometer
Buy Now →
Stainless Steel Baking Sheet
Buy Now →
Cast Iron Skillet
Buy Now →
Keywords: pork, pork tenderloin, oven, honey mustard, asian, ginger, sesame, balsamic, herb
welcome Hi! | https://fedandfit.com/perfect-oven-roasted-pork-tenderloin/ |
msmarco_v2.1_doc_19_1682333890#0_2716457387 | Title: What is Government Contract Fraud? - Federal Lawyer
Headings: What is Government Contract Fraud?
What is Government Contract Fraud?
Experienced Defense Team
Definition
Types of Government Contract Fraud
Statutes and Related Provisions Combating False Statements to the Government
Need Advice Regarding Government Contract Fraud?
Content: What is Government Contract Fraud? - Federal Lawyer
Fraud & Theft
What is Government Contract Fraud? Government contract fraud occurs when there is a misrepresentation or concealment of a material fact made to the government or an omission of a material fact regarding the contracting and procurement process. There are many types of government contract fraud, including compliance fraud, cross-charging and mischarging, violations of the Truth in Negotiations Act, and procurement fraud. In addition to federal legislation—such as the False Claims Act—that regulates the government contracting process and combats fraud in the process, it is also possible for whistleblowers to come forward to the government and disclose instances of government contract fraud. Consider hiring an experienced and well-qualified team of defense attorneys to combat charges of government contract fraud. Experienced Defense Team
If you need advice regarding government contract fraud, do not hesitate to contact one of our defense attorneys. A charge of government contract fraud or other fraudulent behavior pertaining to contracting could result in substantial fines, jail time, debarment, reputational damage, and loss of customer base and business partnerships—including business with the government. It is critical that you as a potential client take action as soon as possible in your defense. Despite the severity of the charges against you, remember that you are entitled to due process and have rights. | https://federal-lawyer.com/what-is-government-contract-fraud/ |
msmarco_v2.1_doc_19_1682333890#1_2716459432 | Title: What is Government Contract Fraud? - Federal Lawyer
Headings: What is Government Contract Fraud?
What is Government Contract Fraud?
Experienced Defense Team
Definition
Types of Government Contract Fraud
Statutes and Related Provisions Combating False Statements to the Government
Need Advice Regarding Government Contract Fraud?
Content: Consider hiring an experienced and well-qualified team of defense attorneys to combat charges of government contract fraud. Experienced Defense Team
If you need advice regarding government contract fraud, do not hesitate to contact one of our defense attorneys. A charge of government contract fraud or other fraudulent behavior pertaining to contracting could result in substantial fines, jail time, debarment, reputational damage, and loss of customer base and business partnerships—including business with the government. It is critical that you as a potential client take action as soon as possible in your defense. Despite the severity of the charges against you, remember that you are entitled to due process and have rights. Let us make sure you are afforded those rights. At Oberheiden, P.C., our attorneys regularly provide legal representation to individuals and companies who have been charged with government contract fraud, including procurement fraud and compliance fraud. Do not wait to get in touch with a qualified defense attorney today. Put Oberheiden, P.C. on your side to advise you on these charges and develop a personalized defense strategy to fight for your reputation, liberty, and future. Definition
Government contract fraud refers to a knowing misrepresentation or concealment of a material fact made to the government or causing such knowing misrepresentation or concealment of a material fact to occur. | https://federal-lawyer.com/what-is-government-contract-fraud/ |
msmarco_v2.1_doc_19_1682333890#2_2716461407 | Title: What is Government Contract Fraud? - Federal Lawyer
Headings: What is Government Contract Fraud?
What is Government Contract Fraud?
Experienced Defense Team
Definition
Types of Government Contract Fraud
Statutes and Related Provisions Combating False Statements to the Government
Need Advice Regarding Government Contract Fraud?
Content: Let us make sure you are afforded those rights. At Oberheiden, P.C., our attorneys regularly provide legal representation to individuals and companies who have been charged with government contract fraud, including procurement fraud and compliance fraud. Do not wait to get in touch with a qualified defense attorney today. Put Oberheiden, P.C. on your side to advise you on these charges and develop a personalized defense strategy to fight for your reputation, liberty, and future. Definition
Government contract fraud refers to a knowing misrepresentation or concealment of a material fact made to the government or causing such knowing misrepresentation or concealment of a material fact to occur. This is done to induce another to act to their detriment. Government contract fraud can include not only misrepresentations and concealments but also material omissions. Making an omission in a document that another uses and relies upon to make a decision is also considered fraud. For example, making an illegal kickback or bribing a government official to secure and maintain a government contract is a typical example of a government contracting fraud offense. Types of Government Contract Fraud
Below we offer some examples of government contract fraud and related fraudulent behavior: | https://federal-lawyer.com/what-is-government-contract-fraud/ |
msmarco_v2.1_doc_19_1682333890#4_2716464758 | Title: What is Government Contract Fraud? - Federal Lawyer
Headings: What is Government Contract Fraud?
What is Government Contract Fraud?
Experienced Defense Team
Definition
Types of Government Contract Fraud
Statutes and Related Provisions Combating False Statements to the Government
Need Advice Regarding Government Contract Fraud?
Content: Compliance fraud: Government contracting has a complex set of compliance requirements. If a company falsely certifies that it is in compliance with those requirements, it has engaged in compliance fraud. To prevent this, there are numerous reporting, auditing, monitoring, and reporting requirements imposed on companies. These companies must also maintain fraud-prevention and monitoring plans. Cross-charging and mischarging: When a company with more than one contract engages in conduct to shift costs from one contract to another in order to increase its profits, it has committed cross-charging or mischarging. Specifically, cross-charging occurs when a company performs work on one contract and charges the costs of this work to another contract. Mischarging occurs when a company inflates its costs charged to the government usually by including labor, material, or other costs that are greater than the costs that the company actually incurred. Both cross-charging and mischarging are done to gain a financial advantage to the benefit of the company engaging in such offenses. | https://federal-lawyer.com/what-is-government-contract-fraud/ |
msmarco_v2.1_doc_19_1682333890#7_2716470169 | Title: What is Government Contract Fraud? - Federal Lawyer
Headings: What is Government Contract Fraud?
What is Government Contract Fraud?
Experienced Defense Team
Definition
Types of Government Contract Fraud
Statutes and Related Provisions Combating False Statements to the Government
Need Advice Regarding Government Contract Fraud?
Content: Broadly put, procurement fraud refers to making false statements or making omissions of material facts regarding the process of awarding government contracts. This typically occurs in the bidding stage when the government is soliciting bids for an upcoming project. Any individual or entity connected to the bidding process and the related fraud could be charged with procurement fraud. Statutes and Related Provisions Combating False Statements to the Government
There is a host of statutes, regulations, and other related provisions that are designed to combat false statements made to the government. Federal authorities rely on these provisions to charge companies with conduct involving government contract fraud. We provide some brief examples below: The False Claims Act: The False Claims Act prohibits knowingly presenting false claims to the government for payment or causing such claims to be presented and knowingly making false records or material false statements in connection with fraudulent claims. Anyone who is accused of engaging in fraudulent behavior can face both civil and criminal liability under the False Claims Act. The Act provides for treble damages, or three times the amount of damages that the government sustains. | https://federal-lawyer.com/what-is-government-contract-fraud/ |
msmarco_v2.1_doc_19_1682333890#8_2716471952 | Title: What is Government Contract Fraud? - Federal Lawyer
Headings: What is Government Contract Fraud?
What is Government Contract Fraud?
Experienced Defense Team
Definition
Types of Government Contract Fraud
Statutes and Related Provisions Combating False Statements to the Government
Need Advice Regarding Government Contract Fraud?
Content: We provide some brief examples below: The False Claims Act: The False Claims Act prohibits knowingly presenting false claims to the government for payment or causing such claims to be presented and knowingly making false records or material false statements in connection with fraudulent claims. Anyone who is accused of engaging in fraudulent behavior can face both civil and criminal liability under the False Claims Act. The Act provides for treble damages, or three times the amount of damages that the government sustains. Provisions for Whistleblowers under the False Claims Act: Under the False Claims Act, a private individual—known here as a whistleblower—can bring a Qui Tam lawsuit on behalf of the federal government. This special type of lawsuit entitles them to sue the company defrauding the U.S. government. The whistleblower can recover damages from the violating parties if any of the funds are recovered by the government. Therefore, this provision is a very powerful tool that incentivizes both private individuals to report instances of government contract fraud and, at the same time, incentivize companies to comply with federal laws regulating the contracting process. | https://federal-lawyer.com/what-is-government-contract-fraud/ |
msmarco_v2.1_doc_19_1682333890#9_2716473690 | Title: What is Government Contract Fraud? - Federal Lawyer
Headings: What is Government Contract Fraud?
What is Government Contract Fraud?
Experienced Defense Team
Definition
Types of Government Contract Fraud
Statutes and Related Provisions Combating False Statements to the Government
Need Advice Regarding Government Contract Fraud?
Content: Provisions for Whistleblowers under the False Claims Act: Under the False Claims Act, a private individual—known here as a whistleblower—can bring a Qui Tam lawsuit on behalf of the federal government. This special type of lawsuit entitles them to sue the company defrauding the U.S. government. The whistleblower can recover damages from the violating parties if any of the funds are recovered by the government. Therefore, this provision is a very powerful tool that incentivizes both private individuals to report instances of government contract fraud and, at the same time, incentivize companies to comply with federal laws regulating the contracting process. U.S. Code Section 1001: This Section punishes making false statements to the government and could lead to fines and imprisonment. Specifically, Section 1001 prohibits (1) falsifying, concealing, or covering up by trick, scheme, or device a material fact; ( 2) making any materially false, fictitious, or fraudulent statement; or (3) making or using any false writing or document knowing that it contains any materially false, fictitious, or fraudulent statement. | https://federal-lawyer.com/what-is-government-contract-fraud/ |
msmarco_v2.1_doc_19_1682881952#0_2717635981 | Title: South Carolina Federal Trials | Federal Criminal Law Center
Headings: South Carolina Federal Trials
South Carolina Federal Trials
South Carolina Federal District Courts
How Federal Trials Work in South Carolina
Our Experience In South Carolina Federal Courts
Overall Rating / 10 Total 1st-Party Reviews
Leave Us Feedback
The Law Firm of Shein & Brandenburg
Content: South Carolina Federal Trials | Federal Criminal Law Center
South Carolina Federal Trials
South Carolina Federal Trials
Being charged with one or more federal offenses in South Carolina means your case will be tried in federal court, rather than in state court. South Carolina federal trials follow different procedures than trials conducted by the state; additionally, federal trials often move forward more swiftly than state trials, meaning your attorney will have less time to prepare your defense. For these reasons, it’s essential to hire a criminal defense attorney who is skilled in the nuances of federal law, and experienced with the procedures of federal court. South Carolina Federal District Courts
South Carolina is located in the 4th Federal Circuit, which also includes North Carolina, Maryland, Virginia and West Virginia. While the state was previously subdivided into East and West federal districts, since 1965 South Carolina has been consolidated into a single district, with federal courthouses located in the cities of Charleston, Florence, Columbia, Anderson, Aiken, Spartanburg, Greenville and Beaufort. A total of eighteen federal judges preside over cases in the District of South Carolina; these judges are appointed to lifetime terms by the President of the United States, and are confirmed by Congress. District Court decisions are appealed to the 4th Circuit Court of Appeals, located in Richmond, Virginia. How Federal Trials Work in South Carolina
As with all federal cases, South Carolina federal trials begin with formal charges brought against the defendant by the U.S Attorney’s office. | https://federalcriminallawcenter.com/criminal-defense-services/trials/federal-trials/south-carolina-federal-trials/ |
msmarco_v2.1_doc_19_1682881952#1_2717638235 | Title: South Carolina Federal Trials | Federal Criminal Law Center
Headings: South Carolina Federal Trials
South Carolina Federal Trials
South Carolina Federal District Courts
How Federal Trials Work in South Carolina
Our Experience In South Carolina Federal Courts
Overall Rating / 10 Total 1st-Party Reviews
Leave Us Feedback
The Law Firm of Shein & Brandenburg
Content: While the state was previously subdivided into East and West federal districts, since 1965 South Carolina has been consolidated into a single district, with federal courthouses located in the cities of Charleston, Florence, Columbia, Anderson, Aiken, Spartanburg, Greenville and Beaufort. A total of eighteen federal judges preside over cases in the District of South Carolina; these judges are appointed to lifetime terms by the President of the United States, and are confirmed by Congress. District Court decisions are appealed to the 4th Circuit Court of Appeals, located in Richmond, Virginia. How Federal Trials Work in South Carolina
As with all federal cases, South Carolina federal trials begin with formal charges brought against the defendant by the U.S Attorney’s office. For most felony charges, such as embezzlement, tax fraud or drug conspiracy, charges can only be brought by a grand jury indictment. If you are indicted for a federal crime, a warrant will be issued for your arrest, after which you will appear in court for a formal arraignment to enter a plea to the charge (s) against you. One of the most critical stages for most federal cases is the time between the arraignment and the trial, or the pre-trial stage. This is when your defense attorney receives the documentation from the prosecution upon which they have based the charges against you (known as “discovery”) so he/she can prepare a solid defense. A skilled federal defense attorney will be able to employ numerous strategies during this stage, ranging from pre-trial motions for dismissal to negotiating for mitigated charges. | https://federalcriminallawcenter.com/criminal-defense-services/trials/federal-trials/south-carolina-federal-trials/ |
msmarco_v2.1_doc_19_1687957236#1_2725905884 | Title: 15 Common Arguments against Immigration, Addressed - Foundation for Economic Education
Headings: 15 Common Arguments against Immigration, Addressed
15 Common Arguments against Immigration, Addressed
1. “Immigrants will take our jobs and lower our wages, especially hurting the poor.”
2. “Immigrants abuse the welfare state.”
3. “Immigrants are a net fiscal cost.”
4. “Immigrants increase economic inequality.”
5. “Today’s immigrants don’t assimilate like previous immigrant groups did.”
6. “Immigrants are especially crime prone.”
7. “Immigrants pose a unique risk today because of terrorism.”
8. “It’s easy to immigrate to America and we’re the most open country in the world.”
9. “Amnesty or failure to enforce our immigration laws will destroy the Rule of Law in the United States.”
10. “National sovereignty.”
11. “Immigrants won’t vote for the Republican Party – look at what happened to California.”
12. “Immigrants bring with them their bad cultures, ideas, or other factors that will undermine and destroy our economic and political institutions. The resultant weakening in economic growth means that immigrants will destroy more wealth than they will create.”
13. “The brain drain of smart immigrants to the United State impoverished other countries.”
14. “Immigrants will increase crowding, harm the environment, and [insert misanthropic statement here].”
15. “Some races and ethnic groups are genetically inferior. They need to be prevented from coming here, breeding, and decreasing America’s good ethnic stock.”
Content: 1. “ Immigrants will take our jobs and lower our wages, especially hurting the poor.” This is the most common argument and also the one with the greatest amount of evidence rebutting it. First, the displacement effect is small if it even affects natives at all. Immigrants are typically attracted to growing regions and they increase the supply and demand sides of the economy once they are there, expanding employment opportunities. Second, the debate over immigrant impacts on American wages is confined to the lower single digits – immigrants may increase the relative wages for some Americans by a tiny amount and decrease them by a larger amount for the few Americans who directly compete against them. Immigrants likely compete most directly against other immigrants so the effects on less-skilled native-born Americans might be very small or even positive. New research by Harvard professor George Borjas on the effect of the Mariel Boatlift – a giant shock to Miami’s labor market that increased the size of its population by 7 percent in 42 days – finds large negative wage effects concentrated on Americans with less than a high school degree. To put the scale of that shock to Miami in context, it would be as if 22.4 million immigrants moved to America in a six-week period – which will not happen. Some doubt Borjas’ finding ( here is Borjas’ response to the critics and here is a summary of the debate) but what is not in doubt is that immigration has increased the wages and income of Americans on net. | https://fee.org/articles/15-common-arguments-against-immigration-addressed/ |
msmarco_v2.1_doc_19_1688472569#2_2726974263 | Title: California's Soaring Gas Taxes Aren't Even Going to the Roads - Foundation for Economic Education
Headings: California's Soaring Gas Taxes Aren't Even Going to the Roads
California's Soaring Gas Taxes Aren't Even Going to the Roads
But a potential amendment could outlaw that.
The Justification
The Side-Step
William F. Shughart II
Kristian Fors
Content: What do Californians get in return? From the beginning in 1923, the stated purpose of the gasoline tax was to build and maintain roads. The revenue, along with a “transportation improvement fee” and taxes on diesel fuel, is earmarked for California’s Road Maintenance and Rehabilitation Program, which is equivalent to the highway trust funds of other states and the federal government. For this reason, the tax on gasoline is called a user fee. It is justified as a way of forcing drivers to pay for the wear and tear they impose on public roads. The more miles people drive, the more gasoline they burn, and the more tax revenue flows into the fund. But the user-fee justification breaks down for drivers of electric vehicles, who do not pay gas taxes at all, and for the owners of hybrid and other highly fuel-efficient cars and trucks. The decline in gas-tax revenue caused by the shift away from internal-combustion engines is stressing the highway trust funds in many states. So, as of 2017, 17 states charge special fees for electric-car owners to compensate for the lost revenue. The Side-Step
In reality, motor-fuel taxes have been looking less and less like user fees in California and elsewhere because state legislatures (and the U.S. Congress) periodically raid highway trust funds to pay for unrelated programs. | https://fee.org/articles/californias-soaring-gas-taxes-arent-even-going-to-the-roads/ |
msmarco_v2.1_doc_19_1688472569#3_2726976181 | Title: California's Soaring Gas Taxes Aren't Even Going to the Roads - Foundation for Economic Education
Headings: California's Soaring Gas Taxes Aren't Even Going to the Roads
California's Soaring Gas Taxes Aren't Even Going to the Roads
But a potential amendment could outlaw that.
The Justification
The Side-Step
William F. Shughart II
Kristian Fors
Content: The more miles people drive, the more gasoline they burn, and the more tax revenue flows into the fund. But the user-fee justification breaks down for drivers of electric vehicles, who do not pay gas taxes at all, and for the owners of hybrid and other highly fuel-efficient cars and trucks. The decline in gas-tax revenue caused by the shift away from internal-combustion engines is stressing the highway trust funds in many states. So, as of 2017, 17 states charge special fees for electric-car owners to compensate for the lost revenue. The Side-Step
In reality, motor-fuel taxes have been looking less and less like user fees in California and elsewhere because state legislatures (and the U.S. Congress) periodically raid highway trust funds to pay for unrelated programs. A decade ago, Gov. Arnold Schwarzenegger wanted to use $1.1 billion in Public Transportation Account (money to offset huge shortfalls in general-fund revenue caused by excessive government spending). The burden of the gas tax falls disproportionately on low-income Californians. The legislature responded by creating the Mass Transportation Fund, allowing $637 million to be moved out of the PTA. From 2007 to 2010, $1.3 billion in transportation funds was spent not to build or repair state roads but to finance other programs that were apparently more politically rewarding (i.e., generated more votes) than fixing bridges and filling potholes. To forestall such budgetary shenanigans in the future, Californians will vote in June on a state constitutional amendment to prohibit lawmakers from diverting transportation money to other purposes. | https://fee.org/articles/californias-soaring-gas-taxes-arent-even-going-to-the-roads/ |
msmarco_v2.1_doc_19_1688472569#4_2726978382 | Title: California's Soaring Gas Taxes Aren't Even Going to the Roads - Foundation for Economic Education
Headings: California's Soaring Gas Taxes Aren't Even Going to the Roads
California's Soaring Gas Taxes Aren't Even Going to the Roads
But a potential amendment could outlaw that.
The Justification
The Side-Step
William F. Shughart II
Kristian Fors
Content: A decade ago, Gov. Arnold Schwarzenegger wanted to use $1.1 billion in Public Transportation Account (money to offset huge shortfalls in general-fund revenue caused by excessive government spending). The burden of the gas tax falls disproportionately on low-income Californians. The legislature responded by creating the Mass Transportation Fund, allowing $637 million to be moved out of the PTA. From 2007 to 2010, $1.3 billion in transportation funds was spent not to build or repair state roads but to finance other programs that were apparently more politically rewarding (i.e., generated more votes) than fixing bridges and filling potholes. To forestall such budgetary shenanigans in the future, Californians will vote in June on a state constitutional amendment to prohibit lawmakers from diverting transportation money to other purposes. No matter how the revenue is spent, though, the burden of the gas tax falls disproportionately on low-income Californians because they spend a larger percentage of their incomes than wealthier people on gas. California’s fee for zero-emissions vehicles, which is paid by upper-income people who can afford to buy Teslas, is a paltry $100. Although truthfulness is not something we expect from politicians, Sacramento ought to admit that the recent state gas-tax increase is just a convenient and nontransparent way of raising more revenue to feed a chronic overspending habit. Reprinted from the Independent Institute. William F. Shughart II
William F. Shughart II is Research Director and Senior Fellow at The Independent Institute, the J. Fish Smith Professor in Public Choice at Utah State University, and past president of the Southern Economic Association. | https://fee.org/articles/californias-soaring-gas-taxes-arent-even-going-to-the-roads/ |
msmarco_v2.1_doc_19_1688543671#1_2727145154 | Title: Coming to America: The Benefits of Open Immigration - Foundation for Economic Education
Headings: Coming to America: The Benefits of Open Immigration
Coming to America: The Benefits of Open Immigration
Immigration and Labor
Immigration and Welfare
Immigration and Culture
Immigration and Freedom
Thomas E. Lehman
Content: Why do they wish so desperately to deny late twentieth-century immigrants the benefits to which their own eighteenth- and nineteenth-century ancestors were privileged? What do Americans have against open borders? American immigration policy is a labyrinth of regulations and barriers to free travel and migration. One wishing to enter this country must possess all the legal and “proper” documentation in order to be permitted entry. The poverty-stricken and homeless foreigners who expect to benefit most from immigrating into the American economy rarely possess resources adequate for legal entry. Hence, they are denied. Such immigration policy is based upon a xenophobic confusion regarding economics, the mobility of labor, the American welfare state, and cultural diversity. Immigration and Labor
Many Americans argue that free immigration would destroy “working class” Americans’ ability to earn a living. They claim that allowing free and open borders to any and all immigrants would put decent, hard-working Americans out of work. Perhaps what these Americans really fear, however, is that someone will emerge from the “immigrant class” who would be willing to work for less than they while producing equal or greater output. | https://fee.org/articles/coming-to-america-the-benefits-of-open-immigration/ |
msmarco_v2.1_doc_19_1688543671#2_2727146958 | Title: Coming to America: The Benefits of Open Immigration - Foundation for Economic Education
Headings: Coming to America: The Benefits of Open Immigration
Coming to America: The Benefits of Open Immigration
Immigration and Labor
Immigration and Welfare
Immigration and Culture
Immigration and Freedom
Thomas E. Lehman
Content: Hence, they are denied. Such immigration policy is based upon a xenophobic confusion regarding economics, the mobility of labor, the American welfare state, and cultural diversity. Immigration and Labor
Many Americans argue that free immigration would destroy “working class” Americans’ ability to earn a living. They claim that allowing free and open borders to any and all immigrants would put decent, hard-working Americans out of work. Perhaps what these Americans really fear, however, is that someone will emerge from the “immigrant class” who would be willing to work for less than they while producing equal or greater output. The present immigration policy of the United States amounts to nothing less than a tariff or barrier to entry on the commodity of labor, and harms American consumers in the same manner as tariffs and trade barriers on other capital or consumer goods. A policy of open immigration would indeed force unskilled American laborers to compete for their jobs at lower wages. However, far from being an evil, this is a desirable outcome, one which should form the basis for a new immigration policy. By inviting competition into the American labor markets, artificially inflated labor costs could be eliminated and a greater level of labor efficiency could be achieved. As the cost of labor (itself a cost of production) decreased, entrepreneurs and producers could produce more efficiently, enabling them to offer products and services at lower prices as they compete for consumers’ dollars. | https://fee.org/articles/coming-to-america-the-benefits-of-open-immigration/ |
msmarco_v2.1_doc_19_1688713738#0_2727515901 | Title: Trading with China Makes Us (and Them) Richer - Foundation for Economic Education
Headings: Trading with China Makes Us (and Them) Richer
Trading with China Makes Us (and Them) Richer
Chelsea Follett
Content: Trading with China Makes Us (and Them) Richer - Foundation for Economic Education
Trading with China Makes Us (and Them) Richer
Freedom to Trade Makes Us Both Better Off
Monday, March 21, 2016
Chelsea Follett
Economics Free Trade Globalization Politics Economic Nationalism Protectionism
Trade has enriched humanity, continuously providing cheaper and better goods while dramatically decreasing global poverty. Extreme poverty’s end is now in sight. A Gallup poll released recently shows that 58 percent of Americans view trade as an opportunity rather than a threat, and this belief has been rising. Yet we seldom hear of the incredible benefits of exchange. The 2016 presidential election has brought with it an increased interest in U.S. trade with China, with political figures like Donald Trump prominently focusing on the alleged “harm” done by China to the United States. Here are the three main arguments that trade-skeptics use regarding China and reasons why those arguments are wrong. 1) Trade-skeptics often claim that trade with China is “taking American jobs.” However, in most cases American and Chinese workers are not competing for the same jobs because they do different kinds of work. Comparative advantage and specialization play an important role in every trade relationship. China has the comparative advantage in light manufacturing and heavy industry, while the United States has an advantage in areas involving a high degree of human capital like technology, education, and precision industrial manufacturing . | https://fee.org/articles/dont-fear-trade-with-china/ |
msmarco_v2.1_doc_19_1688713738#1_2727517858 | Title: Trading with China Makes Us (and Them) Richer - Foundation for Economic Education
Headings: Trading with China Makes Us (and Them) Richer
Trading with China Makes Us (and Them) Richer
Chelsea Follett
Content: Here are the three main arguments that trade-skeptics use regarding China and reasons why those arguments are wrong. 1) Trade-skeptics often claim that trade with China is “taking American jobs.” However, in most cases American and Chinese workers are not competing for the same jobs because they do different kinds of work. Comparative advantage and specialization play an important role in every trade relationship. China has the comparative advantage in light manufacturing and heavy industry, while the United States has an advantage in areas involving a high degree of human capital like technology, education, and precision industrial manufacturing . Fewer and fewer Americans work in grueling areas like traditional manufacturing and agriculture, both of which are still common in China. The fall in traditional manufacturing and agriculture employment has been more than offset by a rise in the caring professions and in creative and knowledge-intensive careers, which are safer, more intellectually stimulating, and help improve the standard of living in the United States. For example, the number of physicians per person has risen in the United States, and there are also more teachers per student. The graph below shows that, while manufacturing employment has decreased, total non-agricultural employment has soared. 2) Many people are concerned about China’s so-called currency manipulation. | https://fee.org/articles/dont-fear-trade-with-china/ |
msmarco_v2.1_doc_19_1688713738#2_2727519671 | Title: Trading with China Makes Us (and Them) Richer - Foundation for Economic Education
Headings: Trading with China Makes Us (and Them) Richer
Trading with China Makes Us (and Them) Richer
Chelsea Follett
Content: Fewer and fewer Americans work in grueling areas like traditional manufacturing and agriculture, both of which are still common in China. The fall in traditional manufacturing and agriculture employment has been more than offset by a rise in the caring professions and in creative and knowledge-intensive careers, which are safer, more intellectually stimulating, and help improve the standard of living in the United States. For example, the number of physicians per person has risen in the United States, and there are also more teachers per student. The graph below shows that, while manufacturing employment has decreased, total non-agricultural employment has soared. 2) Many people are concerned about China’s so-called currency manipulation. China, they claim, is keeping the value of the yuan artificially low relative to the U.S. dollar. That means that Americans pay less for Chinese goods. As HumanProgress.org board member Mark J. Perry puts it ,
The “manipulation” of China’s currency is actually to the distinct advantage of millions of American consumers ( especially low-income Americans) and U.S. businesses buying products and inputs made in China. Those two groups certainly aren’t complaining about low-priced Chinese products, and in fact would be made worse off if China were forced to revalue its currency and in the process make its products more expensive for Americans. So if neither American consumers nor U.S. import-buying businesses would benefit from a stronger yuan and a reduction in China’s “foreign aid” to America, who would really benefit? | https://fee.org/articles/dont-fear-trade-with-china/ |
msmarco_v2.1_doc_19_1688713738#3_2727521682 | Title: Trading with China Makes Us (and Them) Richer - Foundation for Economic Education
Headings: Trading with China Makes Us (and Them) Richer
Trading with China Makes Us (and Them) Richer
Chelsea Follett
Content: China, they claim, is keeping the value of the yuan artificially low relative to the U.S. dollar. That means that Americans pay less for Chinese goods. As HumanProgress.org board member Mark J. Perry puts it ,
The “manipulation” of China’s currency is actually to the distinct advantage of millions of American consumers ( especially low-income Americans) and U.S. businesses buying products and inputs made in China. Those two groups certainly aren’t complaining about low-priced Chinese products, and in fact would be made worse off if China were forced to revalue its currency and in the process make its products more expensive for Americans. So if neither American consumers nor U.S. import-buying businesses would benefit from a stronger yuan and a reduction in China’s “foreign aid” to America, who would really benefit? The same group that always benefits from protectionist, mercantilist trade policies: domestic producers who compete against foreign rivals in China and elsewhere …
Unfortunately, the costs to consumers from protectionism are greater than the benefits to producers, resulting in a net economic loss for the country and a reduction in its standard of living. In other words, while a few industries would benefit, the vast majority of Americans would be made poorer by America’s imposition of protectionist policies or penalties on China. 3) China trade-skeptics often claim that trade leads to the exploitation of Chinese laborers and makes them worse off. However, as Cato’s Johan Norberg wrote ,
Western activists rail against “sweatshops,” but among researchers and economists from left to right there is a consensus that these jobs are the stepping stones out of poverty. | https://fee.org/articles/dont-fear-trade-with-china/ |
msmarco_v2.1_doc_19_1688713738#4_2727523840 | Title: Trading with China Makes Us (and Them) Richer - Foundation for Economic Education
Headings: Trading with China Makes Us (and Them) Richer
Trading with China Makes Us (and Them) Richer
Chelsea Follett
Content: The same group that always benefits from protectionist, mercantilist trade policies: domestic producers who compete against foreign rivals in China and elsewhere …
Unfortunately, the costs to consumers from protectionism are greater than the benefits to producers, resulting in a net economic loss for the country and a reduction in its standard of living. In other words, while a few industries would benefit, the vast majority of Americans would be made poorer by America’s imposition of protectionist policies or penalties on China. 3) China trade-skeptics often claim that trade leads to the exploitation of Chinese laborers and makes them worse off. However, as Cato’s Johan Norberg wrote ,
Western activists rail against “sweatshops,” but among researchers and economists from left to right there is a consensus that these jobs are the stepping stones out of poverty. Lest we forget, the United States and Europe had their own sweatshops during the Industrial Revolution. Work was often dangerous and difficult—though not as much as the drudgery of agricultural subsistence. Yet, as a result of the industrial revolution, life expectancy and GDP per capita shot up while poverty fell rapidly. Since economic liberalization, life expectancy in China has skyrocketed, nearing the U.S. level, and hundreds of millions of Chinese have escaped from extreme poverty. That represents the greatest reduction in poverty the world has ever seen. | https://fee.org/articles/dont-fear-trade-with-china/ |
msmarco_v2.1_doc_19_1688962438#9_2727960721 | Title: Freedom or Power? - Foundation for Economic Education
Headings: Freedom or Power?
Freedom or Power?
Freedom from Want
Freedom from Exploitation
Rent Controls
Freedom to Associate
Freedom of Speech
The Range of Options
Freedom and Government Intervention
Power and Government Intervention
Opportunities Overlooked
No Precise Measure of the Costs of Intervention
Brian Summers
Content: But we should-bear in mind an often overlooked fact: With low-productivity workers legally excluded from the market, minimum wage laws give high-productivity workers greater bargaining power. They don’t have to worry about competition from cheaper, less productive labor. Minimum wage laws clearly reduce employers’ freedom to hire unskilled workers. But the freedom to hire isn’t the power to exploit. When a worker freely agrees to a wage rate, he does so because, at the particular moment, that is his best option. From his point of view, he is better off accepting the wage than doing anything else. He is only being exploited when he is being coerced—as when union leaders exploit his forced exclusion from the labor market. Rent Controls
Fear of exploitation has also been instrumental in passing rent con-trois. These regulations are supposed to protect tenants from “exploitation” by ensuring their “freedom from excessive rent increases.” | https://fee.org/articles/freedom-or-power/ |
msmarco_v2.1_doc_19_1688962438#10_2727962278 | Title: Freedom or Power? - Foundation for Economic Education
Headings: Freedom or Power?
Freedom or Power?
Freedom from Want
Freedom from Exploitation
Rent Controls
Freedom to Associate
Freedom of Speech
The Range of Options
Freedom and Government Intervention
Power and Government Intervention
Opportunities Overlooked
No Precise Measure of the Costs of Intervention
Brian Summers
Content: When a worker freely agrees to a wage rate, he does so because, at the particular moment, that is his best option. From his point of view, he is better off accepting the wage than doing anything else. He is only being exploited when he is being coerced—as when union leaders exploit his forced exclusion from the labor market. Rent Controls
Fear of exploitation has also been instrumental in passing rent con-trois. These regulations are supposed to protect tenants from “exploitation” by ensuring their “freedom from excessive rent increases.” Again we must, ask: What does this have to do with freedom? A rent increase isn’t a coercive threat. It is a landlord’s revised offer to do business—to trade continued use of an apartment for a revised price. As in any other market transaction, consumers (in this case, tenants) are free to accept the trade or walk away from it. | https://fee.org/articles/freedom-or-power/ |
msmarco_v2.1_doc_19_1688962438#11_2727963763 | Title: Freedom or Power? - Foundation for Economic Education
Headings: Freedom or Power?
Freedom or Power?
Freedom from Want
Freedom from Exploitation
Rent Controls
Freedom to Associate
Freedom of Speech
The Range of Options
Freedom and Government Intervention
Power and Government Intervention
Opportunities Overlooked
No Precise Measure of the Costs of Intervention
Brian Summers
Content: Again we must, ask: What does this have to do with freedom? A rent increase isn’t a coercive threat. It is a landlord’s revised offer to do business—to trade continued use of an apartment for a revised price. As in any other market transaction, consumers (in this case, tenants) are free to accept the trade or walk away from it. Rent increases do not threaten freedom. But rent increases do threaten tenants’ power (ability) to keep apartments. Rent controls are designed to protect this power. These controls give current tenants the power to keep apartments that prospective tenants would gladly pay more to rent. Of course, this reduces landlords’ freedom. | https://fee.org/articles/freedom-or-power/ |
msmarco_v2.1_doc_19_1688962438#13_2727966275 | Title: Freedom or Power? - Foundation for Economic Education
Headings: Freedom or Power?
Freedom or Power?
Freedom from Want
Freedom from Exploitation
Rent Controls
Freedom to Associate
Freedom of Speech
The Range of Options
Freedom and Government Intervention
Power and Government Intervention
Opportunities Overlooked
No Precise Measure of the Costs of Intervention
Brian Summers
Content: And, by preventing prospective tenants from bidding for apartments, controls reduce their freedom as well. Rent controls also reduce landlords’ power to charge “high” rents. But, as we have seen, this power isn’t coercive. And it isn’t arbitrary. It is determined by the supply of rental housing and tenants’ demand. In these terms, the only “excessive” rent is a rent that no tenant will freely pay- one that exceeds the supply and demand conditions set by the market. Minimum wages and rent con-trois are just two forms of price control. All such controls reduce freedom by abrogating prices peacefully agreed upon in the market. And all create conditions so bad that further moves from freedom are quickly proposed. All this, of course, in the name of freedom! | https://fee.org/articles/freedom-or-power/ |
msmarco_v2.1_doc_19_1688962438#14_2727967648 | Title: Freedom or Power? - Foundation for Economic Education
Headings: Freedom or Power?
Freedom or Power?
Freedom from Want
Freedom from Exploitation
Rent Controls
Freedom to Associate
Freedom of Speech
The Range of Options
Freedom and Government Intervention
Power and Government Intervention
Opportunities Overlooked
No Precise Measure of the Costs of Intervention
Brian Summers
Content: In these terms, the only “excessive” rent is a rent that no tenant will freely pay- one that exceeds the supply and demand conditions set by the market. Minimum wages and rent con-trois are just two forms of price control. All such controls reduce freedom by abrogating prices peacefully agreed upon in the market. And all create conditions so bad that further moves from freedom are quickly proposed. All this, of course, in the name of freedom! In 1979, for instance, the Department of Energy held pump prices of gasoline below market- clearing levels. With demand exceeding supply, shortages and long lines soon developed. To eliminate these lines, it was proposed that rationing be imposed so that every driver would be “free” to buy a fixed quantity of gas at controlled prices. But this isn’t freedom. It is the power to (hopefully) obtain a given amount of gas by preventing other drivers from buying more than the legal limit. | https://fee.org/articles/freedom-or-power/ |
msmarco_v2.1_doc_19_1689170225#4_2728158942 | Title: Government Is Not the Solution to Educational Inequality - Foundation for Economic Education
Headings: Government Is Not the Solution to Educational Inequality
Government Is Not the Solution to Educational Inequality
Income Inequality, Schools Edition
Good Teachers Get Promoted Away from Those Who Need Them Most
The Separation of School and State
Corey DeAngelis
Content: Clearly, this only works to exacerbate educational inequality. One way to reverse this trend is to financially reward high-quality teachers for going to schools that serve disadvantaged groups. Another way would be to offer bonuses for teachers that improve student learning over time. However, sadly, both of these reforms would also likely fail to address the problem of inequity in the system of government-run schools. There are a couple of reasons for this: In the current system, experts would need to come up with a measure of teacher quality. The measure that is currently preferred by the state is standardized test scores, which are not strong predictors of long-term success. Rewarding teachers based on test scores could actually harm students that need character development. Disadvantaged children coming from single-parent families, or households that do not have the time to focus on behavioral development, would be harmed the most by such policies. In order for such reforms to pass – and persist – constituents need political power. | https://fee.org/articles/government-is-not-the-solution-to-educational-inequality/ |
msmarco_v2.1_doc_19_1689748822#14_2729204117 | Title: Justice versus Social Justice - Foundation for Economic Education
Headings: Justice versus Social Justice
Justice versus Social Justice
Distinctions About Justice
Justice vs. Collectivism
Vagueness of “Desert”
Is the Punishment Deserved?
“Equal Pay for Equal Work”
Justice and Job-Discrimination
Curing Past Discrimination by New Discrimination
Other Aspects of Job-Discrimination
Justice and the Market
Market Rewards
Misfortune vs. Injustice
Justice vs. “Social Justice”
The “Underprivileged” and Why They Are Poor
Coercive or Voluntary
Try Freedom
Supporters of Schemes
John Hospers
Content: Because, of course, this would be a great injustice, especially to the students deserving A’s. It would also be mercy to give everyone a job demanding literary skill, even to persons who are illiterate—and more merciful still to give them wages for doing nothing at all. Mercy in this sense would mean a total abandonment of justice. ( Mercy in a much different sense, such as “giving the defendant the benefit of the doubt” in criminal cases [procedural justice], giving him a chance to improve his conduct, etc., is desirable enough, but these are already incorporated in the notion of just treatment; they are included in justice, they do not supersede it.) Justice vs. Collectivism
5. Most important of all, justice is individualistic: since the deserts of individuals differ from one another, so should their rewards and punishments differ from one another. That is why Aristotle said that justice consists of “treating equals equally, and unequals unequally.” | https://fee.org/articles/justice-versus-social-justice/ |
msmarco_v2.1_doc_19_1690117140#9_2729833913 | Title: The Fundamental Problem With "Public Goods" - Foundation for Economic Education
Headings: National Defense and the Fundamental Problem With "Public Goods"
National Defense and the Fundamental Problem With "Public Goods"
Public Goods: Non-Excludability and Non-Rivalrous Use
The Problem of the “Free Rider”
No Way to Know a Free Rider’s Valuation of a Public Good
Central Planning Qualities of Government-Supplied Public Goods
The Politics and Economic Irrationality of National Defense
Costs of Public Goods Like National Defense
Richard M. Ebeling
Content: No Way to Know a Free Rider’s Valuation of a Public Good
The theory of the free rider assumes an ability to estimate or calculate the amount of undersupply there is of a particular public good. However, there is no accurate way of knowing by how much such a public good may be undersupplied since there is no way of knowing what value the free rider would have placed on this good if he had to actually pay for access and/or use of it. Of course, it would be possible to ask such free riding individuals what value they might attach to this good if they had to pay for it. But the problem is: talk is cheap. That is, a person could say anything in the abstract about by how much he values this good, and some hypothetical price he might be willing to pay for it if he had to gain access to it. How you imagine or publicly state you might spend a million dollars if you won it in a lottery and how you would end up actually spending that million dollars if you did win a lottery could be two very different things. There is no way of determining this because there is no market for the direct buying and selling of defense services or security against terrorist threats. An individual only demonstrates his actual valuation for a good when he is confronted with the need to make a choice and shows whether he really wants to buy this good and the price he would be willing to pay for access and use of a particular quantity. Contrary to how some economists think about such things, people do not formulate and walk around with a clear and formalized “preference map” of their wants and desires in their head that traces out all the possible exchange opportunities and situations that might confront them. | https://fee.org/articles/national-defense-and-the-fundamental-problem-with-public-goods/ |
msmarco_v2.1_doc_19_1690559166#3_2730577072 | Title: Schools Are Outdated. It's Time For Reform - Foundation for Economic Education
Headings: Schools Are Outdated. It's Time For Reform
Schools Are Outdated. It's Time For Reform
Let Children Be Children and Enhance Their Minds
Learning Styles
Educational Stagnation
Testing Is Outdated
Potential Solutions
Paul Boyce
Content: Some children are best suited to learn through visual stimulation. Others may learn best through hands-on education. The reality is that the current educational system doesn't really accommodate any learning style, nor does it aim for anything other than high test scores. Let Children Be Children and Enhance Their Minds
Children rarely are allowed to be children. Play is stifled. Students are crammed into a classroom and taught in a standardized way. Creativity is restricted. They aren't allowed to harness their inquisitive minds. Questioning things is part of the analytic mind and a key to societal development, but this takes a backseat to examinations. The very nature of tests relies on memorization, repetition, and regurgitation: | https://fee.org/articles/schools-are-outdated-its-time-for-reform/ |
msmarco_v2.1_doc_19_1690706376#4_2730861193 | Title: Technology, Progress, and Freedom - Foundation for Economic Education
Headings: Technology, Progress, and Freedom
Technology, Progress, and Freedom
Freedom Promotes Technological Progress
Friends and Enemies of Progress
Privatizing Federal Research and Development
Reducing Federal Technology Transfer Activities
Content: Freedom is a prerequisite for progress in an unpredictable and risky world. It encourages profit-seeking and innovation, which in turn result in greater productivity and employment. Technology furthers a free society by providing new opportunities to communicate, work, compete, and deal with others across social and physical barriers. In the past, the wheel and the steam engine enhanced and complemented human physical powers. Today, innovations such as the microprocessor amplify human intellectual capabilities. The electric motor, internal combustion engine, fluorescent and incandescent lighting, and the Internet have had enormous effects on the way we live and work. Emerging technologies such as cryogenics, photovoltaics, aerogels, fuel cells, and radio-wave lighting may do the same in the future. When legislators pass laws that restrict or forbid the use of technology, they grant a privilege to stagnant firms and their workers at the expense of the firms that would have used the new technology and the workers who would have had different, often better jobs. Resources remain in inefficient protected technological processes, creating waste and impeding progress. Calls for protectionism come from firms that have not modernized their production processes and thus are unable to compete with more efficient, lower-cost companies. | https://fee.org/articles/technology-progress-and-freedom/ |
msmarco_v2.1_doc_19_1690706376#5_2730863054 | Title: Technology, Progress, and Freedom - Foundation for Economic Education
Headings: Technology, Progress, and Freedom
Technology, Progress, and Freedom
Freedom Promotes Technological Progress
Friends and Enemies of Progress
Privatizing Federal Research and Development
Reducing Federal Technology Transfer Activities
Content: The electric motor, internal combustion engine, fluorescent and incandescent lighting, and the Internet have had enormous effects on the way we live and work. Emerging technologies such as cryogenics, photovoltaics, aerogels, fuel cells, and radio-wave lighting may do the same in the future. When legislators pass laws that restrict or forbid the use of technology, they grant a privilege to stagnant firms and their workers at the expense of the firms that would have used the new technology and the workers who would have had different, often better jobs. Resources remain in inefficient protected technological processes, creating waste and impeding progress. Calls for protectionism come from firms that have not modernized their production processes and thus are unable to compete with more efficient, lower-cost companies. Both mandated compensation to displaced laborers and restrictions on the use of technology will reduce the profits of the firms affected, thereby reducing capital accumulation and its re-investment that would have led to an eventual increase in the level of employment. Friends and Enemies of Progress
Virginia Postrel’s 1998 book, The Future and Its Enemies, defies conventional political boundaries of left and right and liberal and conservative to divide the world into dynamists and stasists. The book’s thesis is that the most useful and pertinent intellectual concept is about those who welcome the future and those who want to stop, turn back, or regulate change. According to Postrel, dynamists prefer an open-ended society where creativity and enterprise, operating under general and predictable rules, generate progress in unpredictable ways. Dynamists appreciate evolutionary processes such as market competition, playful experimentation, scientific inquiry, and technological innovation. | https://fee.org/articles/technology-progress-and-freedom/ |
msmarco_v2.1_doc_19_1690952366#1_2731299560 | Title: The Economic Costs of the Civil War - Foundation for Economic Education
Headings: The Economic Costs of the Civil War
The Economic Costs of the Civil War
Pensions and Tensions
Bribes Across America
Some Rollbacks
Burton W. Folsom
Content: The first and most important point is that the Civil War was expensive. In 1860 the U.S. national debt was $65 million. To put that in perspective, the national debt in 1789, the year George Washington took office, was $77 million. In other words, from 1789 to 1860, the United States spanned the continent, fought two major wars, and began its industrial growth—all the while reducing its national debt. We had limited government, few federal expenses, and low taxes. In 1860, on the eve of war, almost all federal revenue derived from the tariff. We had no income tax, no estate tax, and no excise taxes. Even the hated whiskey tax was gone. We had seemingly fulfilled Thomas Jefferson’s vision: “ What farmer, what mechanic, what laborer ever sees a tax-gatherer of the United States?” | https://fee.org/articles/the-economic-costs-of-the-civil-war/ |
msmarco_v2.1_doc_19_1690952366#2_2731300803 | Title: The Economic Costs of the Civil War - Foundation for Economic Education
Headings: The Economic Costs of the Civil War
The Economic Costs of the Civil War
Pensions and Tensions
Bribes Across America
Some Rollbacks
Burton W. Folsom
Content: In 1860, on the eve of war, almost all federal revenue derived from the tariff. We had no income tax, no estate tax, and no excise taxes. Even the hated whiskey tax was gone. We had seemingly fulfilled Thomas Jefferson’s vision: “ What farmer, what mechanic, what laborer ever sees a tax-gatherer of the United States?” Four years of civil war changed all that forever. In 1865 the national debt stood at $2.7 billion. Just the annual interest on that debt was more than twice our entire national budget in 1860. In fact, that Civil War debt is almost twice what the federal government spent before 1860. What’s worse, Jefferson’s vision had become a nightmare. | https://fee.org/articles/the-economic-costs-of-the-civil-war/ |
msmarco_v2.1_doc_19_1690952366#3_2731301925 | Title: The Economic Costs of the Civil War - Foundation for Economic Education
Headings: The Economic Costs of the Civil War
The Economic Costs of the Civil War
Pensions and Tensions
Bribes Across America
Some Rollbacks
Burton W. Folsom
Content: Four years of civil war changed all that forever. In 1865 the national debt stood at $2.7 billion. Just the annual interest on that debt was more than twice our entire national budget in 1860. In fact, that Civil War debt is almost twice what the federal government spent before 1860. What’s worse, Jefferson’s vision had become a nightmare. The United States had a progressive income tax, an estate tax, and excise taxes as well. The revenue department had greatly expanded, and tax-gatherers were a big part of the federal bureaucracy. Furthermore, our currency was tainted. The Union government had issued more than $430 million in paper money (greenbacks) and demanded it be legal tender for all debts. No gold backed the notes. | https://fee.org/articles/the-economic-costs-of-the-civil-war/ |
msmarco_v2.1_doc_19_1692113603#0_2733040799 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Latest
Stories
There's No Such Thing as a Presidential Mandate
Teasing out actionable policy from election results is not only impossible but irresponsible. Wednesday, January 10, 2018
David Youngberg
Politics Trump Border Wall Voting Democratic Socialism Mandates DACA
President Trump wants a border wall so much, he’s making its funding a condition of passing DACA. The wall was his signature campaign promise, a fact he surely uses to justify his resolve. Such is the foolish reasoning of the presidential mandate. It is not a new idea: presidents often rely on their election victory to cajole Congress into compliance. But the presidential mandate does not exist. What Is a Presidential Mandate? In his 1990 article, “The Myth of the Presidential Mandate,” political scientist Robert A. Dahl notes how the presidential mandate is based on two lofty claims: A majority of voters prefer the winner’s policies. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#1_2733042390 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: presidents often rely on their election victory to cajole Congress into compliance. But the presidential mandate does not exist. What Is a Presidential Mandate? In his 1990 article, “The Myth of the Presidential Mandate,” political scientist Robert A. Dahl notes how the presidential mandate is based on two lofty claims: A majority of voters prefer the winner’s policies. Because the people prefer the president’s policies, the president’s policies should triumph if Congress and the president disagree. A majority of voters never prefer a specific policy. In other words, the presidential mandate derives from a sycophantic view of the presidency and the significance of elections. It claims that a majority of all voters prefer all of the new president’s policies. It presumes that the President is some sort of special representative of the people, and that unique position grants him special powers — powers that transcend the Constitution. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#2_2733043941 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: Because the people prefer the president’s policies, the president’s policies should triumph if Congress and the president disagree. A majority of voters never prefer a specific policy. In other words, the presidential mandate derives from a sycophantic view of the presidency and the significance of elections. It claims that a majority of all voters prefer all of the new president’s policies. It presumes that the President is some sort of special representative of the people, and that unique position grants him special powers — powers that transcend the Constitution. The latter claim is, of course, not true, and we should denounce any president who seriously claims that Congress should bow to his or her will. But it’s the former claim that is most interesting. While no one would seriously argue the strong version of this claim — the president isn’t even directly elected — there is a sense that Congress should put special effort into passing a president’s signature campaign promises. After all, “the people want it.” But a majority of voters never prefer a specific policy. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#3_2733045653 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: The latter claim is, of course, not true, and we should denounce any president who seriously claims that Congress should bow to his or her will. But it’s the former claim that is most interesting. While no one would seriously argue the strong version of this claim — the president isn’t even directly elected — there is a sense that Congress should put special effort into passing a president’s signature campaign promises. After all, “the people want it.” But a majority of voters never prefer a specific policy. Votes Are Not Policy
It’s embarrassing how easy it is for people to forget that only individuals act. The “will of the people” makes about as much sense as the “will of the cheeseburger.” Hidden within any majority decision are individuals wanting many different things. Details dilute any claim of a majority position, regardless of election outcomes. Everyone wants something different. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#4_2733047188 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: Votes Are Not Policy
It’s embarrassing how easy it is for people to forget that only individuals act. The “will of the people” makes about as much sense as the “will of the cheeseburger.” Hidden within any majority decision are individuals wanting many different things. Details dilute any claim of a majority position, regardless of election outcomes. Everyone wants something different. Teasing out actionable policy from election results is impossible. This is why candidates favor various and vague policy promises. Various positions grant broad support. Vague goals allow voters to graft on what they want the politician to mean. The result is a mess of meaningless priorities. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#5_2733048468 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: Teasing out actionable policy from election results is impossible. This is why candidates favor various and vague policy promises. Various positions grant broad support. Vague goals allow voters to graft on what they want the politician to mean. The result is a mess of meaningless priorities. It’s impossible to determine how much of someone’s support comes from one promise versus another promise. And even if one could determine how much voters favored a particular policy, they would disagree on execution. Support can easily disappear once details are added. If it were possible to translate votes into policy, it would still be foolish to try. Voters are ignorant and irrational about the circumstances and execution of policy. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#6_2733049783 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: It’s impossible to determine how much of someone’s support comes from one promise versus another promise. And even if one could determine how much voters favored a particular policy, they would disagree on execution. Support can easily disappear once details are added. If it were possible to translate votes into policy, it would still be foolish to try. Voters are ignorant and irrational about the circumstances and execution of policy. Election outcomes vary for a host of irrelevant reasons including the weather and local football games. Teasing out actionable policy from election results is not only impossible but irresponsible. No Consensus among Trump Voters
Surveys illustrate how dispersed voters’ priorities are. Emily Ekin’s exhaustive work on Trump voters at the Voter Study Group showed there’s no such thing as a “typical Trump supporter.” She identified not one but five types of Trump voters, each with a very different worldview. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#7_2733051341 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: Election outcomes vary for a host of irrelevant reasons including the weather and local football games. Teasing out actionable policy from election results is not only impossible but irresponsible. No Consensus among Trump Voters
Surveys illustrate how dispersed voters’ priorities are. Emily Ekin’s exhaustive work on Trump voters at the Voter Study Group showed there’s no such thing as a “typical Trump supporter.” She identified not one but five types of Trump voters, each with a very different worldview. The five types — Staunch Conservatives, Free Marketers, American Preservationists, Anti-Elites, and the Disengaged — are all over the political map. For example, Ekin’s work suggests a lack of consensus on the border wall. While voters weren’t asked specifically about the wall, they were asked to rate their feelings about immigrants using a temperature scale. Among Trump voters, only 42 percent had “cool” feelings towards immigrants (a 1 or a 2 on a 6 point scale). Though the wall was popular with his base, it’s doubtful that it's still a major priority, especially among those who know Mexico won’t pay for it. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#8_2733053107 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: The five types — Staunch Conservatives, Free Marketers, American Preservationists, Anti-Elites, and the Disengaged — are all over the political map. For example, Ekin’s work suggests a lack of consensus on the border wall. While voters weren’t asked specifically about the wall, they were asked to rate their feelings about immigrants using a temperature scale. Among Trump voters, only 42 percent had “cool” feelings towards immigrants (a 1 or a 2 on a 6 point scale). Though the wall was popular with his base, it’s doubtful that it's still a major priority, especially among those who know Mexico won’t pay for it. Ekin found many other sources of disagreement beyond immigration. The wall is certainly not popular among all voters, the people Mr. Trump supposedly represents. Less than a third — 31 percent — had cool feelings about immigrants. Just over half of all voters had warm feelings. Polling last year specifically on the wall by Pew and the Washington Post-ABC found that roughly 60 percent of all Americans oppose it. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#9_2733054761 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: Ekin found many other sources of disagreement beyond immigration. The wall is certainly not popular among all voters, the people Mr. Trump supposedly represents. Less than a third — 31 percent — had cool feelings about immigrants. Just over half of all voters had warm feelings. Polling last year specifically on the wall by Pew and the Washington Post-ABC found that roughly 60 percent of all Americans oppose it. Other evidence in Ekin’s study suggests deep disagreement about Mr. Trump’s signature issue. While restricting immigration was the centerpiece of his campaign, only 39 percent of his voters favored making it “much harder” to enter the country. Just 60 percent favor making it “slightly or much harder.” Just 49 percent of his voters strongly favored a Muslim ban and 27.4 percent of all voters strongly favored one. Ekin also found many other sources of disagreement beyond immigration. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#10_2733056274 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: Other evidence in Ekin’s study suggests deep disagreement about Mr. Trump’s signature issue. While restricting immigration was the centerpiece of his campaign, only 39 percent of his voters favored making it “much harder” to enter the country. Just 60 percent favor making it “slightly or much harder.” Just 49 percent of his voters strongly favored a Muslim ban and 27.4 percent of all voters strongly favored one. Ekin also found many other sources of disagreement beyond immigration. The Myth of Democratic Socialism
These are familiar challenges to socialism. In The Road to Serfdom, F.A. Hayek warned that voting can’t aggregate manifold desires and priorities into collective action. There are too many desires to consider. Too many costs. Too many possibilities. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#11_2733057652 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: The Myth of Democratic Socialism
These are familiar challenges to socialism. In The Road to Serfdom, F.A. Hayek warned that voting can’t aggregate manifold desires and priorities into collective action. There are too many desires to consider. Too many costs. Too many possibilities. Action requires specifics, which means that many will be left behind. Socialism cannot use democracy to sidestep the oppression and inefficiencies it’s so well known for. Relevant knowledge cannot be summarized with the pull of an election lever. Consider democracy at the most basic level: the school board. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#12_2733058827 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: Action requires specifics, which means that many will be left behind. Socialism cannot use democracy to sidestep the oppression and inefficiencies it’s so well known for. Relevant knowledge cannot be summarized with the pull of an election lever. Consider democracy at the most basic level: the school board. Even here, little can be interpreted from election results. If a school board member is reelected, do voters approve of how much high-school teachers are paid? The condition of a particular grade school? The availability of special education? The quality of middle-school lunches? | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#13_2733059994 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: Even here, little can be interpreted from election results. If a school board member is reelected, do voters approve of how much high-school teachers are paid? The condition of a particular grade school? The availability of special education? The quality of middle-school lunches? Bus drivers? Counselors? Security? Overcrowding? Start times? | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#14_2733060909 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: Bus drivers? Counselors? Security? Overcrowding? Start times? The idea that one could tease out a particular approval or disapproval from this cacophony of concerns is laughable. At a state or federal level, it’s even more absurd. Even Voting with Dollars Is Hard to Interpret
The difficulty of running a grocery store helps us fully appreciate how difficult it is to tease out policy from election results. Like elections, customers “vote” with their dollars. Unlike elections, grocery store managers and owners have even better information because they have daily data not just on how many customers they had and how much each customer spent, but what times of day they came in and what they spent their money on. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#15_2733062213 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: The idea that one could tease out a particular approval or disapproval from this cacophony of concerns is laughable. At a state or federal level, it’s even more absurd. Even Voting with Dollars Is Hard to Interpret
The difficulty of running a grocery store helps us fully appreciate how difficult it is to tease out policy from election results. Like elections, customers “vote” with their dollars. Unlike elections, grocery store managers and owners have even better information because they have daily data not just on how many customers they had and how much each customer spent, but what times of day they came in and what they spent their money on. They get regular and detailed feedback not based on cheap talk, but by individuals using their own money to buy food for themselves. Customers who, literally, put their money where their mouth is. Politicians don’t even get monthly, let alone daily, feedback. But if sales of produce were to stall, it’s not obvious what the store should do about it. Is the quality of their produce slipping? | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#16_2733063858 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: They get regular and detailed feedback not based on cheap talk, but by individuals using their own money to buy food for themselves. Customers who, literally, put their money where their mouth is. Politicians don’t even get monthly, let alone daily, feedback. But if sales of produce were to stall, it’s not obvious what the store should do about it. Is the quality of their produce slipping? Is there a new competitor taking their business? Are there poor customer relations in the produce section? Is this slump simply random? Or is it a combination of some or all of these and other considerations? The possibilities are mind-bogglingly endless, which is why managers and owners have to work hard to understand consumer’s diverse and evolving preferences. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#17_2733065204 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: Is there a new competitor taking their business? Are there poor customer relations in the produce section? Is this slump simply random? Or is it a combination of some or all of these and other considerations? The possibilities are mind-bogglingly endless, which is why managers and owners have to work hard to understand consumer’s diverse and evolving preferences. Save for unusually vocal constituents and cheap talk-polling data, politicians don’t even get monthly, let alone daily, feedback. And their reach of influence concerns issues far more complex than the quality of lettuce or the number of apple varieties. Typical politicians have a thousand ways to influence our lives. Votes don’t mean anything beyond who won. Politicians love ignoring this reality because it helps get a pet law passed. | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692113603#18_2733066596 | Title: There's No Such Thing as a Presidential Mandate - Foundation for Economic Education
Headings: There's No Such Thing as a Presidential Mandate
There's No Such Thing as a Presidential Mandate
What Is a Presidential Mandate?
Votes Are Not Policy
No Consensus among Trump Voters
The Myth of Democratic Socialism
Even Voting with Dollars Is Hard to Interpret
Content: Save for unusually vocal constituents and cheap talk-polling data, politicians don’t even get monthly, let alone daily, feedback. And their reach of influence concerns issues far more complex than the quality of lettuce or the number of apple varieties. Typical politicians have a thousand ways to influence our lives. Votes don’t mean anything beyond who won. Politicians love ignoring this reality because it helps get a pet law passed. They refer to it regularly, if subtly. But don’t let them trick you into falling for the mandate myth. Republish
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This work is licensed under a Creative Commons Attribution 4.0 International License, except for material where copyright is reserved by a party other than FEE. Please do not edit the piece, ensure that you attribute the author and mention that this article was originally published on FEE.org | https://fee.org/articles/theres-no-such-thing-as-a-presidential-mandate/ |
msmarco_v2.1_doc_19_1692669673#1_2734142792 | Title: Why the Founders Limited Executive Power - Foundation for Economic Education
Headings: Why the Founders Limited Executive Power
Why the Founders Limited Executive Power
Obama's Expanding Presidency
The President and War
Trevor Burrus
Content: They resisted executive power during the Bush administration, and it should be like riding a bike. We hope we will be joined by principled people on the right who understand the need for constitutional limits. Maybe, in the process, we can create a new consensus around limiting executive power. Constitutionally limited government exists to protect the freedom of the citizens from the vicissitudes of democratic rule. The Framers of the Constitution knew that a person of George Washington’s caliber would not always be chosen president. They knew about demagoguery and populism. James Madison, in particular, was terrified of how voters in states could be swept up in waves of populist fury and, in the process, enact policies damaging to the long-term prosperity and freedom of the people. Unfortunately, after a century or more of erosion, our Constitution doesn’t limit our government the way it once did. In particular, the president is incredibly powerful, and able to make significant decisions without proper checks and balances. Democrats wanted this power when President Obama was in office, but the powers of the executive, especially after President Obama, are now truly concerning when held by someone as unpredictable as Donald J. Trump. | https://fee.org/articles/why-the-founders-limited-executive-power/ |
msmarco_v2.1_doc_19_1702277536#27_2754178917 | Title: Do Cats Need Night Lights? (See in the dark?) - Feline Follower
Headings: Do Cats Need Night Lights? (See in the dark?)
Do Cats Need Night Lights? (See in the dark?)
Contents show
What are the benefits of cats having a night light?
An old aged cat that gets distressed easily
A new kitten that is a bit nervous.
Avoiding tripping over your cat
Can cats see in complete darkness?
Why can cats see so well in the dim light?
Large eyes (Disproportionate to their head size)
Flexible Irises
High Rod Count
Are cats really nocturnal?
But, why are cats active at this time?
Do Cats Get Lonely at night time?
Related Questions:
Q: Do cats like sleeping with humans?
Q: How do I stop my cat from waking me up at 4 AM?
Q: Is it ok to leave your cat alone for 3 days?
Do cats like the lights on or off at night?
Can I leave my cat in the dark?
Is it okay to leave a cat alone at night?
Why does my cat cry in the night?
Why is my cat getting destructive at night?
Content: For example, if you are away for the night it may be advantageous to have the one room or the hallway with a subtle light on. This is not only beneficial to your cat. But, it will help to show an intruder that you may be in and make them avoid your home in your absence. Is it okay to leave a cat alone at night? Leaving your cat for a night is believed to be fine. But, it is important to make sure that your cat is left with enough food and a clean litter tray. This can avoid it needing your assistance for the period while you are out. Some cat owners make use of automatic feeders (Click here to see the reviews, on Amazon #Ad) while they are out to make this easier as well as self-cleaning litter boxes (Click here to see the reviews, on Amazon #Ad). Why does my cat cry in the night? Your cat may cry in the night because they are restless and have the energy to burn. | https://felinefollower.com/do-cats-need-night-lights/ |
msmarco_v2.1_doc_19_1702277536#28_2754180964 | Title: Do Cats Need Night Lights? (See in the dark?) - Feline Follower
Headings: Do Cats Need Night Lights? (See in the dark?)
Do Cats Need Night Lights? (See in the dark?)
Contents show
What are the benefits of cats having a night light?
An old aged cat that gets distressed easily
A new kitten that is a bit nervous.
Avoiding tripping over your cat
Can cats see in complete darkness?
Why can cats see so well in the dim light?
Large eyes (Disproportionate to their head size)
Flexible Irises
High Rod Count
Are cats really nocturnal?
But, why are cats active at this time?
Do Cats Get Lonely at night time?
Related Questions:
Q: Do cats like sleeping with humans?
Q: How do I stop my cat from waking me up at 4 AM?
Q: Is it ok to leave your cat alone for 3 days?
Do cats like the lights on or off at night?
Can I leave my cat in the dark?
Is it okay to leave a cat alone at night?
Why does my cat cry in the night?
Why is my cat getting destructive at night?
Content: But, it is important to make sure that your cat is left with enough food and a clean litter tray. This can avoid it needing your assistance for the period while you are out. Some cat owners make use of automatic feeders (Click here to see the reviews, on Amazon #Ad) while they are out to make this easier as well as self-cleaning litter boxes (Click here to see the reviews, on Amazon #Ad). Why does my cat cry in the night? Your cat may cry in the night because they are restless and have the energy to burn. However, occasionally, they may have a genuine health issue that may need your assistance. If it’s the latter, it will need your assistance as soon as possible. So, it worth taking these cries seriously. These cries are not usually related to needing a night light, so it is usually something else that is causing it. Why is my cat getting destructive at night? | https://felinefollower.com/do-cats-need-night-lights/ |
msmarco_v2.1_doc_19_1703790512#0_2757827414 | Title: Mortons Neuroma, symptoms and fixes - Fellrnr.com, Running tips
Headings: Mortons Neuroma, symptoms and fixes
Mortons Neuroma, symptoms and fixes
Contents
1 Causes of Morton's Neuroma
2 Morton's Neuroma Symptoms
3 Alternative Explanations (Differential Diagnosis)
4 Diagnosing Morton's Neuroma
5 Fixing Morton's Neuroma
5.1 Overnight Toe Spreading Sock
5.2 Shoe Modification
Content: Mortons Neuroma, symptoms and fixes - Fellrnr.com, Running tips
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Mortons Neuroma, symptoms and fixes
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Morton's Neuroma is a common problem in runners, and there are a number of simple fixes you can try before resorting more drastic solutions like sclerosing or surgery. A Morton's Neuroma normally causes a burning pain in the forefoot, just behind the 3rd and 4th toes (sometimes behind the 2nd and 3rd toes). The pain often radiates towards the toes, and sometimes there is numbness rather than pain. The underlying cause is inflammation of the nerve between the bones of the forefoot, often triggered by narrow or tight shoes. I have had good results with the simple fixes described below, and I have had reports of other runners with similar success. Contents
[ hide ]
1 Causes of Morton's Neuroma
2 Morton's Neuroma Symptoms
3 Alternative Explanations (Differential Diagnosis)
4 Diagnosing Morton's Neuroma
5 Fixing Morton's Neuroma
5.1 Overnight Toe Spreading Sock
5.2 Shoe Modification
1 Causes of Morton's Neuroma
A Morton's Neuroma is not a true neuroma, which is a tumor that is generally benign. Rather, it is an enlargement of the nerve where it goes between the metatarsal bones of the foot. Because the nerve no longer fits between the gap, the pressure causes pain and sometimes numbness. This enlargement of the nerve is often an inflammation due to irritation. | https://fellrnr.com/wiki/Mortons_Neuroma |
msmarco_v2.1_doc_19_1703790512#2_2757831469 | Title: Mortons Neuroma, symptoms and fixes - Fellrnr.com, Running tips
Headings: Mortons Neuroma, symptoms and fixes
Mortons Neuroma, symptoms and fixes
Contents
1 Causes of Morton's Neuroma
2 Morton's Neuroma Symptoms
3 Alternative Explanations (Differential Diagnosis)
4 Diagnosing Morton's Neuroma
5 Fixing Morton's Neuroma
5.1 Overnight Toe Spreading Sock
5.2 Shoe Modification
Content: If the forefoot becomes compressed due to shoes that are too narrow, the nerve becomes damaged and inflamed. This inflammation means the nerve no longer fits in the space between the bones, creating further irritation and more inflammation. If this vicious circle can be broken, the problem may be resolved. However, in some situations the nerve can have fibrous tissues formed around it, which may require the destruction of the nerve or surgical removal. 2 Morton's Neuroma Symptoms
The classic symptoms of Morton's Neuroma are a pain on the lower (plantar) surface of the foot, located between the 3 rd and 4 th metatarsal heads, though it can happen less commonly between other metatarsal's. The picture below shows the location of the inflamed nerve. The pain can be dull or sharp, and is often burning, occasionally radiating to the toes. Sufferers often find that removing footwear or massaging the area helps relieve the pain. The pain is felt in the area highlighted in red. It is often a burning pain that radiates out towards the toes. | https://fellrnr.com/wiki/Mortons_Neuroma |
msmarco_v2.1_doc_19_1703790512#3_2757833080 | Title: Mortons Neuroma, symptoms and fixes - Fellrnr.com, Running tips
Headings: Mortons Neuroma, symptoms and fixes
Mortons Neuroma, symptoms and fixes
Contents
1 Causes of Morton's Neuroma
2 Morton's Neuroma Symptoms
3 Alternative Explanations (Differential Diagnosis)
4 Diagnosing Morton's Neuroma
5 Fixing Morton's Neuroma
5.1 Overnight Toe Spreading Sock
5.2 Shoe Modification
Content: The picture below shows the location of the inflamed nerve. The pain can be dull or sharp, and is often burning, occasionally radiating to the toes. Sufferers often find that removing footwear or massaging the area helps relieve the pain. The pain is felt in the area highlighted in red. It is often a burning pain that radiates out towards the toes. The is the most common location for the inflamed nerve that causes a Morton's Neuroma. The nerve gets compressed between the bones in the forefoot. 3 Alternative Explanations (Differential Diagnosis)
There are other problems that can have similar symptoms to a Morton's Neuroma. The most likely problems are a stress fracture (or stress reaction) and intermetatarsal bursitis. A stress fracture in the metatarsal bones of the foot can produce similar pain to a Morton's Neuroma. | https://fellrnr.com/wiki/Mortons_Neuroma |
msmarco_v2.1_doc_19_1703790512#7_2757839349 | Title: Mortons Neuroma, symptoms and fixes - Fellrnr.com, Running tips
Headings: Mortons Neuroma, symptoms and fixes
Mortons Neuroma, symptoms and fixes
Contents
1 Causes of Morton's Neuroma
2 Morton's Neuroma Symptoms
3 Alternative Explanations (Differential Diagnosis)
4 Diagnosing Morton's Neuroma
5 Fixing Morton's Neuroma
5.1 Overnight Toe Spreading Sock
5.2 Shoe Modification
Content: 4 Diagnosing Morton's Neuroma
Morton's Neuroma is not easy to diagnose clearly, but these are the primary tests. Mulder's Test. While not the most accurate diagnosis, it's easy to perform. The test simply puts pressure on the neuroma to see if this elicits pain. One hand is used to squeeze the sides of the forefoot, pressing the metatarsal heads together, and the fingers of the other hand are used to squeeze the area between the metatarsal heads (where the pain is located). The pain is sometimes accompanied by a click the can be felt, called Mulder's click, further suggesting a Morton's neuroma. Digital Nerve Stretch Test. While not as commonly used as Mulder's, this is another simple test. Both ankles are held in full dorsiflexion (toes pulled towards the shins), while the toes either side of the suspected Morton's Neuroma are manually extended on both feet (see picture below). Pain in the suspected location indicates a Morton's Neuroma. | https://fellrnr.com/wiki/Mortons_Neuroma |
msmarco_v2.1_doc_19_1704427201#3_2758934528 | Title: Is Disorderly Conduct a Crime? | Felonies.org
Headings: Is Disorderly Conduct a Crime?
Is Disorderly Conduct a Crime?
Common terms related to disorderly conduct
What are the federal regulations regarding disorderly conduct?
Disorderly conduct laws by state
California
Texas
New York
Frequently Asked Questions
Why was I let off with a disorderly conduct charge previous times but got cited with disorderly conduct the last time?
Can you go to jail for disorderly conduct?
Is disorderly conduct serious?
What happens if I get charged with disorderly conduct?
What kind of penalty can a person get for disorderly conduct?
What should I do if I am charged with disorderly conduct?
How much does a lawyer cost for disorderly conduct?
Will disorderly conduct show up on a background check?
How to expunge a disorderly conduct charge
How to defend a disorderly conduct charge
Content: Defendant – The person against whom a lawsuit has been filed or who is accused of a crime or offense. Victim – Anyone who suffers physical, mental, or emotional harm directly by a criminal offense. Recognizance – A bond that a person signs before a court or magistrate to observe a particular condition, such as appearing in court when summoned. Arraignment – The formal reading of a criminal charge document in the presence of the defendant to inform them of the charges made against them. What are the federal regulations regarding disorderly conduct? According to the federal regulations: A person commits disorderly conduct when they cause public nuisance, violence, alarm intentionally, or if they cause risk recklessly. The following prohibited acts are termed as disorderly conduct: Engaging in threatening, fighting, or violent behavior
Using language, an utterance, or a gesture
Engaging in an act that is obscene, menacing, or physically threatening
Acting in a manner that can injure or incite an immediate destruction of the peace
Making noise that is beyond reasonable, considering the purpose, as well as the nature of the person’s conduct, the time of day/night, location, and any other factors that would govern the conduct of a reasonably prudent person under the circumstances
Creating or maintaining a dangerous or physically dangerous condition
Loitering in certain areas
Disorderly conduct laws by state
California
The California law clearly defines what acts constitute disorderly conduct. According to Section 647, any person is guilty of disorderly conduct if they commit any of the following acts: | https://felonies.org/is-disorderly-conduct-a-crime/ |
msmarco_v2.1_doc_19_1704427201#4_2758937263 | Title: Is Disorderly Conduct a Crime? | Felonies.org
Headings: Is Disorderly Conduct a Crime?
Is Disorderly Conduct a Crime?
Common terms related to disorderly conduct
What are the federal regulations regarding disorderly conduct?
Disorderly conduct laws by state
California
Texas
New York
Frequently Asked Questions
Why was I let off with a disorderly conduct charge previous times but got cited with disorderly conduct the last time?
Can you go to jail for disorderly conduct?
Is disorderly conduct serious?
What happens if I get charged with disorderly conduct?
What kind of penalty can a person get for disorderly conduct?
What should I do if I am charged with disorderly conduct?
How much does a lawyer cost for disorderly conduct?
Will disorderly conduct show up on a background check?
How to expunge a disorderly conduct charge
How to defend a disorderly conduct charge
Content: According to the federal regulations: A person commits disorderly conduct when they cause public nuisance, violence, alarm intentionally, or if they cause risk recklessly. The following prohibited acts are termed as disorderly conduct: Engaging in threatening, fighting, or violent behavior
Using language, an utterance, or a gesture
Engaging in an act that is obscene, menacing, or physically threatening
Acting in a manner that can injure or incite an immediate destruction of the peace
Making noise that is beyond reasonable, considering the purpose, as well as the nature of the person’s conduct, the time of day/night, location, and any other factors that would govern the conduct of a reasonably prudent person under the circumstances
Creating or maintaining a dangerous or physically dangerous condition
Loitering in certain areas
Disorderly conduct laws by state
California
The California law clearly defines what acts constitute disorderly conduct. According to Section 647, any person is guilty of disorderly conduct if they commit any of the following acts: Asking anyone to engage in (or who engages in) lewd conduct in any public place, or place that is open to the public, or exposed to public view
Asking for, or agreeing to engage in, or engaging in prostitution
Meeting with people in public places or any place open to the public to beg or ask for alms
Loitering around public toilets to engage in or solicit any vulgar or unlawful acts
Housing in any private or public building, construction, vehicle, or building without the permission of the owner or the person who is in control of that property
Found in public places, intoxicated and under the influence of drugs, controlled substances, alcohol, toluene, or a combination of any of the above; not having the capability to consider their own safety or the safety of others; the intoxication, interferes with, obstructs, or prevents the free use of streets, sidewalks, or any other public way
Sneaking around or prowling around the private property of another person; peeking into the doors and windows of an inhabited building, without any known lawful business with the occupants or the owner of that property
Sneaking around or prowling around the private property of another person, lingering on that property without a lawful reason for being on that property, and for the purpose of committing a criminal offense whenever opportunity presented itself
Peeping into a bedroom, bathroom, fitting room, changing room, tanning booth, or dress salon with an instrument such as a telescope, binoculars, camcorder, camera, or even a motion picture camera with the intention to invade the privacy of the occupants
Texas
Intentionally and knowingly performing any act that is considered disorderly conduct is enough to be charged with disorderly conduct. If the defendant performed the act unintentionally or without knowing that their behavior disturbed the peace, they will not be convicted for disorderly conduct. | https://felonies.org/is-disorderly-conduct-a-crime/ |
msmarco_v2.1_doc_19_1716369022#15_2790243024 | Title: A Brief Summary Of The Third Wave Of Feminism
Headings: A Brief Summary Of The Third Wave Of Feminism
A Brief Summary Of The Third Wave Of Feminism
Content: From being too radical to disrespecting the work of its predecessors, the Third Wave of feminism has faced criticism on many fronts. It was less united than the First and Second Waves. It’s goals less clear and causes more disputed. The very need for feminism in the 21st century itself was called into question. However, it’s effect on societal perceptions and expectations from women was crucial in bringing them closer to equality in more spheres than ever before. The wave is said to have ended in 2012 when the social media-centered ‘Fourth Wave’ began. Today, it’s even more difficult to trace the narrative of feminism as it develops to tackle various conditions. Today’s feminists have an obligation to learn about those who shaped the world they live in as well as acknowledge those who have been marginalised in the past, for their work is still essential and feminism has a long way to go. References: Wikipedia
Sense Publishers
Being Feminist
Feministing
Colorado University
Author’s note: | https://feminisminindia.com/2018/04/27/brief-summary-third-wave-of-feminism/ |
msmarco_v2.1_doc_19_1716379674#0_2790245577 | Title: Are Men Oppressed Too? Understanding Oppression Through Marilyn Frye
Headings: Are Men Oppressed Too? Understanding Oppression Through Marilyn Frye
Are Men Oppressed Too? Understanding Oppression Through Marilyn Frye
The Birdcage Analogy
Content: Are Men Oppressed Too? Understanding Oppression Through Marilyn Frye
Are Men Oppressed Too? Understanding Oppression Through Marilyn Frye
4 mins read
I have often heard people claim that they don’t identify as feminists because they believe in “equality.” I am always perplexed by these statements. For example, recently Kareena Kapoor Khan claimed that, “I am not a feminist, I believe in equality.” I’ve often heard this statement from numerous women and men around me who hesitate to fully embrace the title of “feminist.” For them somehow, equality and feminism were antithetical rather than synonymous. This borderline men-inist argument stated that this heteropatriarchal system did not only disadvantage the woman but also them man who had to conform to a form of hypermasculinity in order to survive in this world. “ Men are oppressed too” was the argument. Also Read: | https://feminisminindia.com/2018/08/22/oppression-marilyn-frye-essay/ |
msmarco_v2.1_doc_19_1716379674#1_2790246951 | Title: Are Men Oppressed Too? Understanding Oppression Through Marilyn Frye
Headings: Are Men Oppressed Too? Understanding Oppression Through Marilyn Frye
Are Men Oppressed Too? Understanding Oppression Through Marilyn Frye
The Birdcage Analogy
Content: I’ve often heard this statement from numerous women and men around me who hesitate to fully embrace the title of “feminist.” For them somehow, equality and feminism were antithetical rather than synonymous. This borderline men-inist argument stated that this heteropatriarchal system did not only disadvantage the woman but also them man who had to conform to a form of hypermasculinity in order to survive in this world. “ Men are oppressed too” was the argument. Also Read: If Kareena Kapoor Khan Says She’s Not A Feminist, Maybe She’s Not
As an individual who defines herself as a feminist, this argument is filled with flaws. This argument allows “oppression” to expand its definition and ironically include the oppressor as the oppressed, in turn invisibilising the functioning of the oppressive system. For me, feminism allows women to acknowledge and name their oppression, an act that transformed my life personally. To put it simply, it creates space to say that our society is built in a way that masculinity is favoured over femininity, putting everyone associated with femininity at a disadvantaged position. While men too face disadvantages because of the heteropatriarchal system, can we tag these disadvantages as “oppression”? | https://feminisminindia.com/2018/08/22/oppression-marilyn-frye-essay/ |
msmarco_v2.1_doc_19_1716379674#6_2790256292 | Title: Are Men Oppressed Too? Understanding Oppression Through Marilyn Frye
Headings: Are Men Oppressed Too? Understanding Oppression Through Marilyn Frye
Are Men Oppressed Too? Understanding Oppression Through Marilyn Frye
The Birdcage Analogy
Content: Similarly, Frye argues that oppression, like the cage is meant to be seen holistically with all its structures intersecting and creating the cage. A view of oppression that views its elements individually, like the birdcage, will fail to show you the elements of oppression that force you to stay in the cage. This cage of oppression is one that does not encompass men. Openly and unapologetically saying that men are not oppressed does not point towards the fact that feminism does not stand for equality but rather it aims to create equality by centring the oppressed. Frye states that saying men are not oppressed does not imply that men do not suffer or aren’t miserable but simply means that they are not oppressed through structures that are designed specifically to limit their movement. They do not have to navigate a world with the double bind. Men in revealing clothes or men covered up, what they wear is none of society’s business. This same standard is not applied to women. Further, one has to look at who these structures benefit. Marilyn Frye says that the argument that men are oppressed is often supported by the fact that men are unable to cry or express emotions. | https://feminisminindia.com/2018/08/22/oppression-marilyn-frye-essay/ |
msmarco_v2.1_doc_19_1720133427#15_2799318372 | Title: Crisis and 5150 Process » FERC
Headings: Crisis and 5150 Process
Crisis and 5150 Process
What You Need To Know During A Crisis
How do I know if I should call 911?
What do I do after 911 is called?
What is a 5150 or 72-hour hold?
What makes someone eligible for a 5150?
What is a "5250"?
Confidentiality And Rights
How to Receive Information about your Loved One
How to Share Information about your Loved One
What are other important laws for family members to know about?
AB 1194
SB 1152
What is a Patient Rights Advocate?
What is a Certification Review Hearing?
Content: SB 1152
SB 1152 requires hospitals to revise current discharge policies to assist homeless patients in preparing for their return to the community by helping them identify a post-discharge destination, with priority given to identifying a sheltered destination with supportive services. Prior to discharging a homeless patient, hospitals are required to document and perform a checklist of events, such as offering the homeless patient a meal, screening for infectious disease, weather-appropriate clothing and transportation to a certain destination within a 30-mile radius. Hospitals must also have a written plan for coordinating services and referrals for homeless patients with the county behavioral health agency, health care and social services agencies in the region, health care providers and nonprofit social services providers. Each hospital will be required to maintain a log of the homeless patients discharged from their facilities and the post-discharge destinations. What is a Patient Rights Advocate? Patients’ Rights Advocates are a part of the Mental Health Association of Alameda County, our sister program. Patients’ Rights advocates are available to provide education and consu | https://ferc.org/crisis/ |
msmarco_v2.1_doc_19_1727474936#2_2815213026 | Title: Prayer in Public School - Freedom From Religion Foundation
Headings: State/Church FAQ
Outreach & Events
Upcoming Events & Appearances
National Convention
Past Conventions
Events Archives
State/Church FAQ
Prayer in Public School
What is the law about prayers in public schools?
THE CASE AGAINST SCHOOL PRAYER
Keep the Church and State Forever Separate
Should Students Pray in Public Schools?
Why Should Schools Be Neutral?
What Happens When Worship Enters Public Schools?
Can't Students Pray in Public Schools Now?
What's Wrong With A "Voluntary" Prayer Amendment?
What Would the Prayer Amendment Permit?
Haven't Public Schools Always Had Prayer?
How Can Prayer Be Harmful?
Should Government Become "Prayer Police"?
Can't Moral Decline Be Traced to the Prayer Decisions?
What About the Rights of the Majority?
What's Wrong with a Moment of Silence?
Should Commencements Start with Prayers?
What About a Student Vote to Have Prayer?
Keep the State and Church Forever Separate
Even Jesus Was Against School Prayer
"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof."
Supreme Court Cases Opposing Religious Worship in Schools
Content: Public schools exist to educate, not to proselytize. Children in public schools are a captive audience. Making prayer an official part of the school day is coercive and invasive. What 5, 8, or 10-year-old could view prayers recited as part of class routine as "voluntary"? Religion is private, and schools are public, so it is appropriate that the two should not mix. To introduce religion in our public schools builds walls between children who may not have been aware of religious differences before. Why Should Schools Be Neutral? Our public schools are for all children, whether Catholic, Baptist, Quaker, atheist, Buddhist, Jewish, agnostic. The schools are supported by all taxpayers, and therefore should be free of religious observances and coercion. It is the sacred duty of parents and churches to instill religious beliefs, free from government dictation. | https://ffrf.org/outreach/item/14029-prayer-in-public-school |
msmarco_v2.1_doc_19_1727474936#3_2815215309 | Title: Prayer in Public School - Freedom From Religion Foundation
Headings: State/Church FAQ
Outreach & Events
Upcoming Events & Appearances
National Convention
Past Conventions
Events Archives
State/Church FAQ
Prayer in Public School
What is the law about prayers in public schools?
THE CASE AGAINST SCHOOL PRAYER
Keep the Church and State Forever Separate
Should Students Pray in Public Schools?
Why Should Schools Be Neutral?
What Happens When Worship Enters Public Schools?
Can't Students Pray in Public Schools Now?
What's Wrong With A "Voluntary" Prayer Amendment?
What Would the Prayer Amendment Permit?
Haven't Public Schools Always Had Prayer?
How Can Prayer Be Harmful?
Should Government Become "Prayer Police"?
Can't Moral Decline Be Traced to the Prayer Decisions?
What About the Rights of the Majority?
What's Wrong with a Moment of Silence?
Should Commencements Start with Prayers?
What About a Student Vote to Have Prayer?
Keep the State and Church Forever Separate
Even Jesus Was Against School Prayer
"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof."
Supreme Court Cases Opposing Religious Worship in Schools
Content: To introduce religion in our public schools builds walls between children who may not have been aware of religious differences before. Why Should Schools Be Neutral? Our public schools are for all children, whether Catholic, Baptist, Quaker, atheist, Buddhist, Jewish, agnostic. The schools are supported by all taxpayers, and therefore should be free of religious observances and coercion. It is the sacred duty of parents and churches to instill religious beliefs, free from government dictation. Institutionalizing prayers in public schools usurps the rights of parents. School prayer proponents mistake government neutrality toward religion as hostility. The record shows that religious beliefs have flourished in this country not in spite of but because of the constitutional separation of church and state. What Happens When Worship Enters Public Schools? When religion has invaded our public school system, it has singled out the lone Jewish student, the class Unitarian or agnostic, the children in the minority. | https://ffrf.org/outreach/item/14029-prayer-in-public-school |
msmarco_v2.1_doc_19_1727474936#4_2815217744 | Title: Prayer in Public School - Freedom From Religion Foundation
Headings: State/Church FAQ
Outreach & Events
Upcoming Events & Appearances
National Convention
Past Conventions
Events Archives
State/Church FAQ
Prayer in Public School
What is the law about prayers in public schools?
THE CASE AGAINST SCHOOL PRAYER
Keep the Church and State Forever Separate
Should Students Pray in Public Schools?
Why Should Schools Be Neutral?
What Happens When Worship Enters Public Schools?
Can't Students Pray in Public Schools Now?
What's Wrong With A "Voluntary" Prayer Amendment?
What Would the Prayer Amendment Permit?
Haven't Public Schools Always Had Prayer?
How Can Prayer Be Harmful?
Should Government Become "Prayer Police"?
Can't Moral Decline Be Traced to the Prayer Decisions?
What About the Rights of the Majority?
What's Wrong with a Moment of Silence?
Should Commencements Start with Prayers?
What About a Student Vote to Have Prayer?
Keep the State and Church Forever Separate
Even Jesus Was Against School Prayer
"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof."
Supreme Court Cases Opposing Religious Worship in Schools
Content: Institutionalizing prayers in public schools usurps the rights of parents. School prayer proponents mistake government neutrality toward religion as hostility. The record shows that religious beliefs have flourished in this country not in spite of but because of the constitutional separation of church and state. What Happens When Worship Enters Public Schools? When religion has invaded our public school system, it has singled out the lone Jewish student, the class Unitarian or agnostic, the children in the minority. Families who protest state/ church violations in our public schools invariably experience persecution. It was commonplace prior to the court decision against school prayer to put non-religious or nonorthodox children in places of detention during bible-reading or prayer recitation. The children of Supreme Court plaintiffs against religion in schools, such as Vashti McCollum, Ed Schempp and Ishmael Jaffree, were beaten up on the way to and from school, their families subjected to community harassment and death threats for speaking out in defense of a constitutional principle. We know from history how harmful and destructive religion is in our public schools. In those school districts that do not abide by the law, school children continue to be persecuted today. | https://ffrf.org/outreach/item/14029-prayer-in-public-school |
msmarco_v2.1_doc_19_1734515976#1_2825957597 | Title: How to Buy FHA, VA, HUD, Foreclosures, Foreclosure
Headings: How to Buy FHA, VA, and HUD Foreclosures
How to Buy FHA, VA, and HUD Foreclosures
Content: When the property goes into FHA foreclosure on that FHA-insured mortgage, the property then becomes owned by the HUD. When this happens, then the house is put up for sale in order to recover the loss on the foreclosure claim. The FHA foreclosure house can then be purchased by anyone who has the cash to pay for it or who can qualify for a loan. Those who are going to live in the home with their family get first priority over other prospective buyers. If you are looking to buy an FHA HUD foreclosure home, you will want to find an HUD real estate broker as they are licensed and qualified to handle this sort of transaction. However, most brokers for real estate are HUD-approved to handle the bidding process and help you learn how to buy foreclosures. On the HUD web site, you can find listings of the current HUD foreclosure properties in your area, helping you to see what's available and what you might want to purchase. These FHA listings are simple to browse and convenient for those who do not have the time to call the HUD to find out more about FHA foreclosure properties for sale. Bloomberg News gives you information
on what to do when you are buying a foreclosed home
Something to keep in mind is that all of these HUD, VA, and FHA foreclosures are going to be sold as is, without a warranty. Buyers are encouraged to have a house inspection completed before they purchase the home. | https://fhaforeclosure.com/how-to-buy-fha-va-hud-foreclosures.html |
msmarco_v2.1_doc_19_1736046357#1_2829411874 | Title: The Positive Link Between Spirituality and Mental Health
Headings: The Connection Between Spirituality and Mental Health
The Connection Between Spirituality and Mental Health
Is There a Connection between Faith and Mental Health?
What Is Spiritual Health?
Mental Health as It Relates to Spiritual Health
How Can People Invest More Time in Their Spirituality and Mental Health?
Have You Been Ignoring Your Spirit?
About Kristina Robb-Dover
Content: In a similar vein, addressing spiritual concerns during treatment helps some people but not everyone. For many people, though, spiritual beliefs and practices do serve as an important coping tool for recovery. Mental health is not a choice, and recovery looks different for each person. But there has long been a discussion in both the scientific and faith-based communities about the connection between spirituality and mental health, whether it exists, and how it can hurt or help with recovery. According to the American Psychological Association, about 80 percent of people have some form of spiritual belief. Failing to address them in therapy is ignoring an important aspect of these people’s lives. Is There a Connection between Faith and Mental Health? All across the country, centers that offer mental health and addiction therapies are embracing holistic treatment models–models that address the individual’s physical, mental, and spiritual needs. There are also treatment programs that focus more on faith than on evidence-based treatments to support recovery from a mental health or addiction problem. These faith-based programs tend to focus on one form of faith, but not always. | https://fherehab.com/learning/connection-spirituality-mental-health |
msmarco_v2.1_doc_19_1736409576#1_2830413860 | Title: Mental Health Disorder Treatment & Rehabilitation
Headings: Mental Health Care
Mental Health Care
The Reality of Mental Illness in the United States
The Stigmatization of Mental Health
What Is Mental Health Rehab?
Mental Health Treatment at FHE Health
Neurorehabilitation in Mental Health Treatment
The Connection Between Addiction and Mental Health
How FHE Health Can Help
Mental Health Conditions We Treat
ADD & ADHD
Anxiety
Bipolar Disorder
Depression
Eating Disorders
OCD
Personality Disorder
PTSD
Substance Abuse
Ready to Make a Change?
Nationally Accredited Behavioral Health Programs
Content: Those facing mental health issues often feel they have limited resources for help available to them and yet, their issues stand in the way of normal life. If you are struggling to live with mental illness and aren’t sure where to turn, help is here. Please contact FHE Health today to learn more about treating the mind and body alike in a mental health rehab program. The Reality of Mental Illness in the United States
Approximately 18.5% of adults in the U.S. experience mental illness, while 4% experience a significant mental illness that stands in the way of work, school, relationships, or family life. Statistics are similar for children and young adults; nearly one in four American youths aged 13 to 18 live with a severe mental disorder at some point. Anxiety and depression are among the most common culprits, with nearly 7% of adults going through at least one major depressive disorder in the last year and 18% living through an anxiety disorder like PTSD, OCD, or specific phobias. The Stigmatization of Mental Health
Despite growing research in mental health that indicates genetics and other biological factors are at the root of mental illness for many individuals, mental health still holds a strong stigma in modern society. Unlike physical disabilities and illnesses, mental disorders are still seen as lesser, weak, or fake, leading to judgment and discrimination in the workplace, in relationships, and even at home. Until the passage of the Affordable Care Act, mental health did not have to be covered under most insurance plans, creating large holes in the accessibility of care. | https://fherehab.com/mental-health-rehab/ |
msmarco_v2.1_doc_19_1736409576#2_2830416263 | Title: Mental Health Disorder Treatment & Rehabilitation
Headings: Mental Health Care
Mental Health Care
The Reality of Mental Illness in the United States
The Stigmatization of Mental Health
What Is Mental Health Rehab?
Mental Health Treatment at FHE Health
Neurorehabilitation in Mental Health Treatment
The Connection Between Addiction and Mental Health
How FHE Health Can Help
Mental Health Conditions We Treat
ADD & ADHD
Anxiety
Bipolar Disorder
Depression
Eating Disorders
OCD
Personality Disorder
PTSD
Substance Abuse
Ready to Make a Change?
Nationally Accredited Behavioral Health Programs
Content: nearly one in four American youths aged 13 to 18 live with a severe mental disorder at some point. Anxiety and depression are among the most common culprits, with nearly 7% of adults going through at least one major depressive disorder in the last year and 18% living through an anxiety disorder like PTSD, OCD, or specific phobias. The Stigmatization of Mental Health
Despite growing research in mental health that indicates genetics and other biological factors are at the root of mental illness for many individuals, mental health still holds a strong stigma in modern society. Unlike physical disabilities and illnesses, mental disorders are still seen as lesser, weak, or fake, leading to judgment and discrimination in the workplace, in relationships, and even at home. Until the passage of the Affordable Care Act, mental health did not have to be covered under most insurance plans, creating large holes in the accessibility of care. Even today, many employers do not see taking time off to treat mental illness in the same light as treating medical illness, leading to millions of employees nationwide who face potential punishment for seeing therapists or attending support groups. Finding appropriate help can be a challenge, too; as therapy can be cost prohibitive, those without insurance or with limited means may not be able to afford to see someone. Unfortunately, due to the stigma still associated with mental health and the lack of available resources, many people in-need do not get the necessary support. An estimated 26% of homeless adults staying in shelters and 20% of both the prison and local jail population suffer from some sort of mental illness. | https://fherehab.com/mental-health-rehab/ |
msmarco_v2.1_doc_19_1737391028#0_2832463042 | Title: Issues in American History--Forsyth High School - Did the Press Cause The Spanish-American War?
Headings: Did the press Cause the SPanish-american war?
Did the press Cause the SPanish-american war?
did the press CAUSE THE SPANISH-AMERICAN WAR?
Content: Issues in American History--Forsyth High School - Did the Press Cause The Spanish-American War? Did the press Cause the SPanish-american war? did the press CAUSE THE SPANISH-AMERICAN WAR? 11/19/2015
0 Comments
Did the Press Cause the Spanish-American War? The Spanish-American War started April of 1898 and ended August of 1898. There were many things that led to this war. Some things that led to the Spanish-American war were things like the civil war against Spain and Cuba, the sinking of the Maine, and the DeLome letter. The United States press had a lot to do with beginning this war. The United States press took things like the DeLome letter, the sinking of the Maine, and the war itself to extremes. The thesis of this paper is that the United States press was a main component of causing the Spanish-American War, by using propaganda (1). | https://fhsissuesinamericanhistory.weebly.com/did-the-press-cause-the-spanish-american-war |
msmarco_v2.1_doc_19_1747294043#7_2855743657 | Title: Rich People Giving Away Free Stuff | FiFi Finance
Headings: How Rich People Give Away Free Stuff
How Rich People Give Away Free Stuff
Rich People Giving Away Free Stuff
Investing in Startups
Arts and Entertainment
Funding for Entertainment
University Programs and Scholarships
Websites That Give Away Free stuff
Church Donations and Charity Work
Content: Church Donations and Charity Work
Rich people support many churches around the world through donations and charity investment. Churches across wealthy countries help in disaster mitigation, especially during drought, where they offer free food to hunger-stricken places in different countries. Besides, they provide homeless programs to the homeless and the vulnerable. They provide homeless people with food and clothing generously. To conclude, it is rare to find rich people giving cash handouts. Instead, they support ideas and charity work. There is no free cash given out without a specific purpose. Why would it even be given out? Therefore, if you are looking for free stuff, come up with incredible ideas and reach out to organizations and the wealthy and you will get assistance. Research: | https://fififinance.com/free-stuff |
msmarco_v2.1_doc_19_1747710599#1_2856631939 | Title: The oppression of black people in the USA today | League for the Fifth International
Headings: The oppression of black people in the USA today
The oppression of black people in the USA today
From our Programme
USA - News
USA - Programme
Our Programme
The Crisis of Capitalist Globalisation and the Socialist Solution
Perspectives
European Action Programme
Chinese Language
German language
Turkish Language
Portuguese
Urdu
Russian Language
Content: It finds that there is still indisputable evidence that the criminal justice system is pitted against young black men, and systematically criminalises them. For example, blacks who are arrested are seven times more likely to be imprisoned than whites; they are sentenced to death four times more often than whites, and the average prison sentence is 10 months longer for black men than for white men. In addition 98 per cent of District Attorneys, those responsible for initiating prosecutions, are white and black jurors are challenged far more than whites. Black Americans make up 12.2 per cent of the American population, but black men under 25 years of age are 15 times more likely to die by murder than white men. Black men make up 48 per cent of those on death row. Of the two million people imprisoned in the US, one million are black. Yet blacks are still 20 times more likely than whites to be a victim of hate crime. The US legal system uses systematic racist techniques to convict and sentence blacks. The death penalty is racist. | https://fifthinternational.org/content/oppression-black-people-usa-today?q=content/oppression-black-people-usa-today |
msmarco_v2.1_doc_19_1751836216#9_2863783334 | Title: 10 Surprising Facts about Human Trafficking in the U.S.
Headings: 9 Surprising Facts about Human Trafficking in the U.S.
9 Surprising Facts about Human Trafficking in the U.S.
9 quick stats about sex trafficking today
Click here to read the full list of trafficking stats on BusinessInsider.com.
If you or someone you know is a victim of human trafficking, call the National Human Trafficking Hotline at 1-888-373-7888.
Porn is part of trafficking, too
How porn affects the supply and demand for exploitation
Click here to read more about how some mainstream porn is the recorded evidence of sex trafficking.
Consider all the facts before consuming
What Would it Take to Stop Human Sex Trafficking Forever?
Content: Source: Washington Post, U.S. Senate
Click here to read the full list of trafficking stats on BusinessInsider.com. If you or someone you know is a victim of human trafficking, call the National Human Trafficking Hotline at 1-888-373-7888. Porn is part of trafficking, too
As you can see from above, the Trafficking Victims Protection Act of 2000 was a major move in US legislation that identified different forms of human trafficking, set harsh criminal penalties for offenders, and provided support for victims. The TVPA defines sex trafficking as a situation in which “a commercial sex act is induced by force, fraud, or coercion, or in which the person induced to perform such act has not attained 18 years of age.” This definition allows for many different sex trafficking scenarios that may not get as much news coverage to be prosecuted. Those unfamiliar with this issue, may imagine the Hollywood situations, such as a girl or boy getting kidnapped in a foreign country, and then being chained and forced into prostitution. Or boys and girls from a foreign country smuggled into the US and similarly abused. These stories do exist. They are real, but they aren’t the only scenarios. | https://fightthenewdrug.org/surprising-facts-about-human-trafficking-in-the-u-s/ |
msmarco_v2.1_doc_19_1751836216#10_2863785476 | Title: 10 Surprising Facts about Human Trafficking in the U.S.
Headings: 9 Surprising Facts about Human Trafficking in the U.S.
9 Surprising Facts about Human Trafficking in the U.S.
9 quick stats about sex trafficking today
Click here to read the full list of trafficking stats on BusinessInsider.com.
If you or someone you know is a victim of human trafficking, call the National Human Trafficking Hotline at 1-888-373-7888.
Porn is part of trafficking, too
How porn affects the supply and demand for exploitation
Click here to read more about how some mainstream porn is the recorded evidence of sex trafficking.
Consider all the facts before consuming
What Would it Take to Stop Human Sex Trafficking Forever?
Content: This definition allows for many different sex trafficking scenarios that may not get as much news coverage to be prosecuted. Those unfamiliar with this issue, may imagine the Hollywood situations, such as a girl or boy getting kidnapped in a foreign country, and then being chained and forced into prostitution. Or boys and girls from a foreign country smuggled into the US and similarly abused. These stories do exist. They are real, but they aren’t the only scenarios. Because of the variety of circumstances in which sex trafficking occurs, there are many contributing causes subject to differences in cultures, economies, political influences, and legislation to name a few. For example, Europe has seen a rise in the sex trafficking of refugees whereas the child sex slavery industry has grown in the Philippines. Issues of poverty and power are commonly intertwined in sex trafficking— not to mention porn. Many porn consumers don’t know that more and more research points to porn as a fueling factor to the existing issue of human trafficking. How porn affects the supply and demand for exploitation
Porn directly influences the supply and demand for sex trafficking. | https://fightthenewdrug.org/surprising-facts-about-human-trafficking-in-the-u-s/ |
msmarco_v2.1_doc_19_1751836216#11_2863787603 | Title: 10 Surprising Facts about Human Trafficking in the U.S.
Headings: 9 Surprising Facts about Human Trafficking in the U.S.
9 Surprising Facts about Human Trafficking in the U.S.
9 quick stats about sex trafficking today
Click here to read the full list of trafficking stats on BusinessInsider.com.
If you or someone you know is a victim of human trafficking, call the National Human Trafficking Hotline at 1-888-373-7888.
Porn is part of trafficking, too
How porn affects the supply and demand for exploitation
Click here to read more about how some mainstream porn is the recorded evidence of sex trafficking.
Consider all the facts before consuming
What Would it Take to Stop Human Sex Trafficking Forever?
Content: Because of the variety of circumstances in which sex trafficking occurs, there are many contributing causes subject to differences in cultures, economies, political influences, and legislation to name a few. For example, Europe has seen a rise in the sex trafficking of refugees whereas the child sex slavery industry has grown in the Philippines. Issues of poverty and power are commonly intertwined in sex trafficking— not to mention porn. Many porn consumers don’t know that more and more research points to porn as a fueling factor to the existing issue of human trafficking. How porn affects the supply and demand for exploitation
Porn directly influences the supply and demand for sex trafficking. Studies have shown that exposure to porn can make a person less compassionate toward victims of sexual violence and exploitation, and consuming porn can increase a consumer’s desire to seek out and perform their fantasies by purchasing sex. Building on the consumer’s desire to act out what they’ve seen is the “training manual” connection, in which sex buyers have the person they’re purchasing sex from watch a video in preparation for a reenactment to fulfill porn-inspired fantasies. Ultimately a porn director’s fantasy becomes the reality of someone selling sex. Of course, not only does porn influence the demand and behavior of sex trafficking and the purchase of commercial sex, the sad truth is that sometimes porn is a record that sex trafficking took place. Click here to read more about how some mainstream porn is the recorded evidence of sex trafficking. | https://fightthenewdrug.org/surprising-facts-about-human-trafficking-in-the-u-s/ |
msmarco_v2.1_doc_19_1776084244#2_2903053750 | Title:
Headings:
P21
Framework
Definitions
21st
CENTURY
STUDENT
OUTCOMES
CORE
SUBJECTS
AND
21st
CENTURY
THEMES
Global
Awareness
Financial,
Economic,
Business
and
Entrepreneurial
Literacy
Civic
Literacy
Health
Literacy
Environmental
Literacy
LEARNING
AND
INNOVATION
SKILLS
CREATIVITY
AND
INNOVATION
Think
Creatively
Work
Creatively
with
Others
Implement
Innovations
CRITICAL
THINKING
AND
PROBLEM
SOLVING
Reason
Effectively
Use
Systems
Thinking
Make
Judgments
and
Decisions
Solve
Problems
COMMUNICATION
AND
COLLABORATION
Communicate
Clearly
Collaborate
with
Others
INFORMATION,
MEDIA
AND
TECHNOLOGY
SKILLS
INFORMATION
LITERACY
Access
and
Evaluate
Information
Use
and
Manage
Information
MEDIA
LITERACY
Analyze
Media
Create
Media
Products
Apply
Technology
Effectively
LIFE
AND
CAREER
SKILLS
FLEXIBILITY
AND
ADAPTABILITY
Adapt
to
Change
Be
Flexible
INITIATIVE
AND
SELF-DIRECTION
Manage
Goals
and
Time
Work
Independently
Be
Self-directed
Learners
SOCIAL
AND
CROSS-CULTURAL
SKILLS
Interact
Effectively
with
Others
Work
Effectively
in
Diverse
Teams
6
PRODUCTIVITY
AND
ACCOUNTABILITY
Manage
Projects
Produce
Results
LEADERSHIP
AND
RESPONSIBILITY
Guide
and
Lead
Others
Be
Responsible
to
Others
21st
CENTURY
SUPPORT
SYSTEMS
21st
Century
Standards
Assessment
of
21st
Century
Skills
21st
Century
Curriculum
and
Instruction
21st
Century
Professional
Development
21st
Century
Learning
Environments
About
the
Partnership
for
21st
Century
Skills
Content: Core
subjects
include: English,
reading
or
language
arts
World
languages
Arts
Mathematics
Economics
Science
Geography
History
Government
and
Civics
In
addition
to
these
subjects,
we
believe
schools
must
move
to
include
not
only
a
focus
on
mastery
of
core
subjects,
but
also
promote
understanding
of
academic
content
at
much
higher
levels
by
weaving
21st
century
interdisciplinary
themes
into
core
subjects: Global
Awareness
Using
21st
century
skills
to
understand
and
address
global
issues
Learning
from
and
working
collaboratively
with
individuals
representing
diverse
cultures,
religions
and
lifestyles
in
a
spirit
of
mutual
respect
and
open
dialogue
in
personal,
work
and
community
contexts
Understanding
other
nations
and
cultures,
including
the
use
of
non-English
languages
Financial,
Economic,
Business
and
Entrepreneurial
Literacy
Knowing
how
to
make
appropriate
personal
economic
choices
Understanding
the
role
of
the
economy
in
society
Using
entrepreneurial
skills
to
enhance
workplace
productivity
and
career
options
Civic
Literacy
Participating
effectively
in
civic
life
through
knowing
how
to
stay
informed
and
understanding
governmental
processes
Exercising
the
rights
and
obligations
of
citizenship
at
local,
state,
national
and
global
levels
Understanding
the
local
and
global
implications
of
civic
decisions
Health
Literacy
Obtaining,
interpreting
and
understanding
basic
health
information
and
services
and
using
such
information
and
services
in
ways
that
enhance
health
Understanding
preventive
physical
and
mental
health
measures,
including
proper
diet,
nutrition,
exercise,
risk
avoidance
and
stress
reduction
Using
available
information
to
make
appropriate
health-related
decisions
Establishing
and
monitoring
personal
and
family
health
goals
Understanding
national
and
international
public
health
and
safety
issues
Environmental
Literacy
Demonstrate
knowledge
and
understanding
of
the
environment
and
the
circumstances
and
conditions
affecting
it,
particularly
as
relates
to
air,
climate,
land,
food,
energy,
water
and
ecosystems
Demonstrate
knowledge
and
understanding
of
society’s
impact
on
the
natural
world
(e.g.,
population
growth,
population
development,
resource
consumption
rate,
etc.) Investigate
and
analyze
environmental
issues,
and
make
accurate
conclusions
about
effective
solutions
Take
individual
and
collective
action
towards
addressing
environmental
challenges
(e.g.,
participating
in
global
actions,
designing
solutions
that
inspire
action
on
environmental
issues)
LEARNING
AND
INNOVATION
SKILLS
Learning
and
innovation
skills
increasingly
are
being
recognized
as
those
that
separate
students
who
are
prepared
for
a
more
and
more
complex
life
and
work
environments
in
the
21st
century,
and
those
who
are
not. A
focus
on
creativity,
critical
thinking,
communication
and
collaboration
is
essential
to
prepare
students
for
the
future. CREATIVITY
AND
INNOVATION
Think
Creatively
Use
a
wide
range
of
idea
creation
techniques
(such
as
brainstorming)
Create
new
and
worthwhile
ideas
(both
incremental
and
radical
concepts)
Elaborate,
refine,
analyze
and
evaluate
their
own
ideas
in
order
to
improve
and
maximize
creative
efforts
Work
Creatively
with
Others
Develop,
implement
and
communicate
new
ideas
to
others
effectively
Be
open
and
responsive
to
new
and
diverse
perspectives; incorporate
group
input
and
feedback
into
the
work
Demonstrate
originality
and
inventiveness
in
work
and
understand
the
real
world
limits
to
adopting
new
ideas
View
failure
as
an
opportunity
to
learn; understand
that
creativity
and
innovation
is
a
long-term,
cyclical
process
of
small
successes
and
frequent
mistakes
Implement
Innovations
Act
on
creative
ideas
to
make
a
tangible
and
useful
contribution
to
the
field
in
which
the
innovation
will
occur
CRITICAL
THINKING
AND
PROBLEM
SOLVING
Reason
Effectively
Use
various
types
of
reasoning
(inductive,
deductive,
etc.) as
appropriate
to
the
situation
Use
Systems
Thinking
Analyze
how
parts
of
a
whole
interact
with
each
other
to
produce
overall
outcomes
in
complex
systems
Make
Judgments
and
Decisions
Effectively
analyze
and
evaluate
evidence,
arguments,
claims
and
beliefs
Analyze
and
evaluate
major
alternative
points
of
view
Synthesize
and
make
connections
between
information
and
arguments
Interpret
information
and
draw
conclusions
based
on
the
best
analysis
Reflect
critically
on
learning
experiences
and
processes
Solve
Problems
Solve
different
kinds
of
non-familiar
problems
in
both
conventional
and
innovative
ways
Identify
and
ask
significant
questions
that
clarify
various
points
of
view
and
lead
to
better
solutions
COMMUNICATION
AND
COLLABORATION
Communicate
Clearly
Articulate
thoughts
and
ideas
effectively
using
oral,
written
and
nonverbal
communication
skills
in
a
variety
of
forms
and
contexts
Listen
effectively
to
decipher
meaning,
including
knowledge,
values,
attitudes
and
intentions
Use
communication
for
a
range
of
purposes
(e.g.
to
inform,
instruct,
motivate
and
persuade)
Utilize
multiple
media
and
technologies,
and
know
how
to
judge
their
effectiveness
a
priori
as
well
as
assess
their
impact
Communicate
effectively
in
diverse
environments
(including
multi-lingual)
Collaborate
with
Others
Demonstrate
ability
to
work
effectively
and
respectfully
with
diverse
teams
Exercise
flexibility
and
willingness
to
be
helpful
in
making
necessary
compromises
to
accomplish
a
common
goal
Assume
shared
responsibility
for
collaborative
work,
and
value
the
individual
contributions
made
by
each
team
member
INFORMATION,
MEDIA
AND
TECHNOLOGY
SKILLS
People
in
the
21st
century
live
in
a
technology
and
media-suffused
environment,
marked
by
various
characteristics,
including: 1)
access
to
an
abundance
of
information,
2)
rapid
changes
in
technology
tools,
and
3)
the
ability
to
collaborate
and
make
individual
contributions
on
an
unprecedented
scale. | https://files.eric.ed.gov/fulltext/ED519462.pdf |
msmarco_v2.1_doc_19_1776654863#2_2903275561 | Title:
Headings: Effective teaching:
Effective
teaching:
School
improvement:
international
reviews
of
best
practice
Assessment
for
learning
From
exclusion
to
inclusion
School
self-evaluation
for
school
improvement
Successful
leadership
Contents
Executive
summary
Introduction
The
Definition
challenge
Key
questions:
How
have
they
changed
during
the
last
decade
and
what
are
the
implications
for
schools
and
for
teachers’
work?
The
Perspective
challenge
Inspection
evidence
What
good
teaching
shows:
What
good
schools
look
like
–
they:
What
effective
teaching
looks
like
in
primary
schools:
Box
3:
Starting
points
for
self-evaluation33
Box
4:
The
rationales
used
in
Hong
Kong
that
specify
what
a
teacher
should
do36
Teachers’
perceptions
Students’
perceptions
Key
question:
How
can
the
students’
perspectives
on
effective
teaching
be
incorporated
into
the
work
of
schools
and
teachers
in
your
educational
context?
Principals’
perceptions
The
Characterisation
challenge
General
profiles
of
effective
teachers
and
effective
teaching
Box
5:
A
general
profile
of
effective
teachers57
Box
6:
Characteristics
of
ineffective
classroom
practice58
Key
question:
Characterisation
and
categorisation
of
effective
teaching
practices
Key
questions:
The
primacy
of
teacher
effects
and
the
relative
effectiveness
of
teacher
variables
School
characteristics
which
promote
effectiveness
Conditions
for
effective
instruction
Pupil
outcomes
Box
7:
Relative
significance
of
teacher
and
school
effects
and
the
cumulative
effects84
Differential
departmental
and
school
impacts
on
teacher
effects
Box
8:
School
processes
identified
to
explain
the
(in)effectiveness
of
schools
and
departments91
The
Measurement
challenge
Multidimensionality
of
teaching
practices
Measuring
with
two
instruments
and
other
measures
Box
9:
Key
findings
from
systematic
observations
in
Year
5
classes
in
the
EPPE
research109
The
Theorisation
challenge
Developing
valid
instrument(s)
to
characterise
generic
teacher
effectiveness
in
different
countries
Contrasting
instruments
and
characterising
generic
teacher
effectiveness
Pupil
needs
Combining
qualitative
and
quantitative
approaches
to
evaluating
teacher
effectiveness
Summary
and
conclusions
References
CVCP_SUBMISSION_(FINAL)PB3.pdf
[Accessed
August
2013]
Content: These
reviews
highlight
international
examples
of
best
practice
in
order
to
effect
change
and
identify
how
effective
school
improvement
manifests
itself. It
forms
a
useful
tool
for
schools
and
school
leaders,
but
also
acts
as
a
lesson
for
policymakers
in
terms
of
what
works
around
the
world. This
review
focuses
on: Effective
teaching
Teachers
are
one
of
the
key
elements
in
any
school
and
effective
teaching
is
one
of
the
key
propellers
for
school
improvement. This
review
is
concerned
with
how
to
define
a
teacher’s
effectiveness
and
what
makes
an
effective
teacher. It
draws
out
implications
for
policymakers
in
education
and
for
improving
classroom
practice. The
other
four
reviews
in
this
series
focus
on: Assessment
for
learning
Assessment
for
learning
–
where
the
first
priority
is
to
promote
learning
–
is
a
key
means
of
initiating
improvement. The
features,
strategies
and
principles
underpinning
assessment
for
learning
form
the
basis
of
this
review. From
exclusion
to
inclusion
With
a
specific
focus
on
children
with
special
educational
needs
(SEN),
this
review
addresses
the
forms
of
classroom
practice
that
can
help
all
children
to
participate. | https://files.eric.ed.gov/fulltext/ED546794.pdf |
msmarco_v2.1_doc_19_1776654863#6_2903299294 | Title:
Headings: Effective teaching:
Effective
teaching:
School
improvement:
international
reviews
of
best
practice
Assessment
for
learning
From
exclusion
to
inclusion
School
self-evaluation
for
school
improvement
Successful
leadership
Contents
Executive
summary
Introduction
The
Definition
challenge
Key
questions:
How
have
they
changed
during
the
last
decade
and
what
are
the
implications
for
schools
and
for
teachers’
work?
The
Perspective
challenge
Inspection
evidence
What
good
teaching
shows:
What
good
schools
look
like
–
they:
What
effective
teaching
looks
like
in
primary
schools:
Box
3:
Starting
points
for
self-evaluation33
Box
4:
The
rationales
used
in
Hong
Kong
that
specify
what
a
teacher
should
do36
Teachers’
perceptions
Students’
perceptions
Key
question:
How
can
the
students’
perspectives
on
effective
teaching
be
incorporated
into
the
work
of
schools
and
teachers
in
your
educational
context?
Principals’
perceptions
The
Characterisation
challenge
General
profiles
of
effective
teachers
and
effective
teaching
Box
5:
A
general
profile
of
effective
teachers57
Box
6:
Characteristics
of
ineffective
classroom
practice58
Key
question:
Characterisation
and
categorisation
of
effective
teaching
practices
Key
questions:
The
primacy
of
teacher
effects
and
the
relative
effectiveness
of
teacher
variables
School
characteristics
which
promote
effectiveness
Conditions
for
effective
instruction
Pupil
outcomes
Box
7:
Relative
significance
of
teacher
and
school
effects
and
the
cumulative
effects84
Differential
departmental
and
school
impacts
on
teacher
effects
Box
8:
School
processes
identified
to
explain
the
(in)effectiveness
of
schools
and
departments91
The
Measurement
challenge
Multidimensionality
of
teaching
practices
Measuring
with
two
instruments
and
other
measures
Box
9:
Key
findings
from
systematic
observations
in
Year
5
classes
in
the
EPPE
research109
The
Theorisation
challenge
Developing
valid
instrument(s)
to
characterise
generic
teacher
effectiveness
in
different
countries
Contrasting
instruments
and
characterising
generic
teacher
effectiveness
Pupil
needs
Combining
qualitative
and
quantitative
approaches
to
evaluating
teacher
effectiveness
Summary
and
conclusions
References
CVCP_SUBMISSION_(FINAL)PB3.pdf
[Accessed
August
2013]
Content: The
views
and
opinions
expressed
in
this
publication
are
those
of
the
authors
and
do
not
necessarily
represent
the
views
of
CfBT
Education
Trust. Contents
Executive
summary
Teacher
effectiveness
is
generally
referred
to
in
terms
of
a
focus
on
student
outcomes
and
the
teacher
behaviours
and
classroom
processes
that
promote
better
student
outcomes. This
review,
based
upon
research
evidence,
suggests
that
effective
teachers: are
clear
about
instructional
goals
are
knowledgeable
about
curriculum
content
and
the
strategies
for
teaching
it
communicate
to
their
students
what
is
expected
of
them,
and
why
make
expert
use
of
existing
instructional
materials
in
order
to
devote
more
time
to
practices
that
enrich
and
clarify
the
content
are
knowledgeable
about
their
students,
adapting
instruction
to
their
needs
and
anticipating
misconceptions
in
their
existing
knowledge
teach
students
meta-cognitive
strategies
and
give
them
opportunities
to
master
them
address
higher-
as
well
as
lower-level
cognitive
objectives
monitor
students’
understanding
by
offering
regular
appropriate
feedback
integrate
their
instruction
with
that
in
other
subject
areas
accept
responsibility
for
student
outcomes. The
review
shows
that
in
order
to
achieve
good
teaching,
good
subject
knowledge
is
a
prerequisite. Also,
the
skilful
use
of
well-chosen
questions
to
engage
and
challenge
learners,
and
to
consolidate
understanding,
is
an
important
feature,
as
is
the
effective
use
of
assessment
for
learning. It
goes
on
to
identify
a
number
of
characteristics
of
good
schools,
suggesting
they: establish
consistency
in
teaching
and
learning
across
the
organisation
engender
a
culture
of
professional
debate
and
developmental
lesson
observation
rigorously
monitor
and
evaluate
what
they
are
doing
prioritise
the
teaching
of
literacy,
especially
in
a
child’s
early
years
focus
on
the
needs,
interests
and
concerns
of
each
individual
learner. Introduction
This
report
highlights
key
issues
and
findings
about
two
related
but
distinctive
topics
–
how
to
define
a
teacher’s
effectiveness
and
what
is
known
about
effective
teaching
practices. It
also
seeks
to
identify
the
implications
for
policymakers
in
education
and
for
improving
classroom
practice. | https://files.eric.ed.gov/fulltext/ED546794.pdf |
msmarco_v2.1_doc_19_1779871601#15_2905413232 | Title:
Headings: education sciences
education
sciences
Culturally
Responsive
Teaching:
Implications
for
Educational
Justice
Magnus
O.
Bassey
Introduction
2.
Culturally
Responsive
Teaching
as
Social
Justice
Education
3.
Conclusions
References
Content: The
curriculum
was
initiated
to
empower
students
to
critically
examine
their
existing
conditions
so
as
to
“gain
knowledge
and
confidence
to
activate
change,
and
to
prepare
themselves
to
contribute
creatively
and
positively
in
their
communities”
[17]
(p.
2). The
students
were
“acquainted
with
different
points
of
view; to
stimulate,
challenge,
and
expand
ideas
and
opinions; to
explore
possibilities
of
community
and
social
improvement
through
collective
decision
making; and,
hopefully,
to
effect
those
possibilities”
[17]
(p.
3). In
their
classrooms,
students
were
taught
how
to
channel
their
frustrations
appropriately
to
initiate
change
because
culturally | https://files.eric.ed.gov/fulltext/EJ1135596.pdf |
msmarco_v2.1_doc_19_1780032182#2_2905484681 | Title:
Headings: Critical Thinking in the Classroom…and Beyond
Critical
Thinking
in
the
Classroom…and
Beyond
Linda
M.
Murawski,
EdD
Adjunct
Professor
Department
of
Human
Resources
Development
Graduate
&
Professional
Studies
Tusculum
College
Knoxville,
Tennessee
ABSTRACT
APPENDIX
A
Content: Criti-
cal
thinking
incorporates
how
learners
develop
and
apply
thought
to
understand
how
thinking
can
be
improved. Typically,
a
person
is
deemed
a
critical
thinker
to
the
ex-
tent
that
he
or
she
regularly
improves
their
thinking
in
an
intentional
manner. The
basic
idea
undergirding
the
study
of
critical
thinking
is
simple--to
determine
strengths
and
weaknesses
in
one’s
thinking
in
order
to
maintain
the
strengths
and
make
improvements
by
targeting
the
weak-
nesses. The
word
critical
for
this
paper
is
not
intended
to
denote
a
negative
approach
to
thinking. Critical
implies
evaluation
of
thoughts,
ideas
or
judgments
with
awareness,
creativity
and
refinement
of
these
processes
as
needed. Critical
thinking
has
its
roots
in
the
work
of
such
no-
tables
as
Socrates,
Thomas
Aquinas,
Francis
Bacon,
Rene
Descartes,
John
Locke
and
Sir
Issac
Newton
in
its
earli-
est
times. More
modern
contributions
can
be
attributed
to
John
Dewey,
Ludwig
Wittgenstein,
and
Jean
Piaget
among
others. Work
completed
by
Robert
Ennis
in
the
1960s
gave
rise
to
critical
thinking
skills
taught
in
the
classroom
and
reflected
in
the
workplace. Ennis
focused
on
critical
thinking
as
a
learned
skill
that
could
be
trans-
ferred
to
the
workplace
if
taught
and
practiced. As
a
result
Journal
of
Learning
in
Higher
Education
of
many
years
of
research,
analysis,
teaching
and
practice,
Ennis
concluded
that
critical
thinking
is
“focused
on
de-
ciding
what
to
believe
or
do,”
(Ennis,
p.
10). | https://files.eric.ed.gov/fulltext/EJ1143316.pdf |
msmarco_v2.1_doc_19_1780032182#3_2905487621 | Title:
Headings: Critical Thinking in the Classroom…and Beyond
Critical
Thinking
in
the
Classroom…and
Beyond
Linda
M.
Murawski,
EdD
Adjunct
Professor
Department
of
Human
Resources
Development
Graduate
&
Professional
Studies
Tusculum
College
Knoxville,
Tennessee
ABSTRACT
APPENDIX
A
Content: Critical
thinking
has
its
roots
in
the
work
of
such
no-
tables
as
Socrates,
Thomas
Aquinas,
Francis
Bacon,
Rene
Descartes,
John
Locke
and
Sir
Issac
Newton
in
its
earli-
est
times. More
modern
contributions
can
be
attributed
to
John
Dewey,
Ludwig
Wittgenstein,
and
Jean
Piaget
among
others. Work
completed
by
Robert
Ennis
in
the
1960s
gave
rise
to
critical
thinking
skills
taught
in
the
classroom
and
reflected
in
the
workplace. Ennis
focused
on
critical
thinking
as
a
learned
skill
that
could
be
trans-
ferred
to
the
workplace
if
taught
and
practiced. As
a
result
Journal
of
Learning
in
Higher
Education
of
many
years
of
research,
analysis,
teaching
and
practice,
Ennis
concluded
that
critical
thinking
is
“focused
on
de-
ciding
what
to
believe
or
do,”
(Ennis,
p.
10). Ennis
separated
critical
thinking
into
two
categories: dis-
positions
and
abilities. The
ideal
critical
thinker,
in
his
writings,
is
disposed
to
reach
a
“right”
decision,
present
that
position
honestly
and
clearly,
consider
others’
points
of
view,
seek
to
be
well
informed,
and
to
avoid
intimidat-
ing
or
confusing
others. Additionally,
that
critical
thinker
has
the
ability
to
focus
on
a
question,
analyze
and
argu-
ment,
judge
the
creditability
of
a
source,
make
and
value
judgments,
clarify
and
refine
their
viewpoint,
support
their
viewpoints
appropriately,
and
to
imaginatively
sup-
pose
and
integrate
the
logic
of
a
viewpoint
with
sensitivity
to
others
(Ennis,
2011). Vincent
Ruggiero
writing
in
The
art
of
thinking: | https://files.eric.ed.gov/fulltext/EJ1143316.pdf |
msmarco_v2.1_doc_19_1780603275#0_2905881936 | Title:
Headings: Parental Involvement as a Important Factor for Successful Education
Parental
Involvement
as
a
Important
Factor
for
Successful
Education
Vključevanje
staršev
kot
pomemben
dejavnik
uspešnega
izobraževanja
Introduction
Models
of
parental
involvement
Determinants
of
Parental
Involvement
Parental
involvement:
a
summary
of
empirical
findings
Barriers
to
parental
involvement
Adequately
parent
involvement:
examples
of
good
practice
Conclusion
References
Biographical
note
Content: Parental Involvement as a Important Factor for Successful Education
Parental
Involvement
as
a
Important
Factor
for
Successful
Education
Maša
Đurišić*
1
and
Mila
Bunijevac
2
To
comply
with
the
system
of
integrated
support
for
their
students’,
schools
need
to
build
partnership
with
parents
and
develop
mutual
responsibility
for
childrens’
success
in
the
educational
system. In
this
way,
parental
inv
-
olement
are
increased,
parents’
effort
to
support
schools
are
encouraged,
and
they
are
directly
making
a
positive
impact
to
a
successful
educational
system. Considering
the
importance
of
parents’
participation
and
involvement
in
school
activities,
in
this
paper,
we
will
analyse
the
positive
effects
of
parental
involvement,
summarize
leading
principles
for
the
success-
ful
partnership
of
parents
and
school
and
present
six
factors
(Parenting,
Communicating,
Volunteering,
Learning
at
home,
Decision-making
and
Collaborating
with
the
community)
and
six
models
(Protective
Model,
Expert
Model,
Transmission
Model,
Curriculum-Enrichment
Model,
Consumer
Model
and
Partnership
Model)
of
parental
involvement. In
addition,
we
will
draw
conclusions
and
make
recommendations
that
are
important
for
planning
programs
that
are
focused
on
the
improve
-
ment
of
parent
involvement. Keywords: parents’
involement,
successful
education,
school-family
partnership,
examples
of
good
practice
*Corresponding
Author. Primary
school
„Veselin
Masleša“
Belgrade,
Serbia; masa_jovanovic85@
yahoo.com. Clinical
Hospital
“St.
Sorcerers”
in
Bijeljina,
Bosnia
and
Herzegovina. Vključevanje
staršev
kot
pomemben
dejavnik
uspešnega
izobraževanja
Maša
Đurišić
in
Mila
Bunijevac
Skladno
s
celostno
podporo
učencem
morajo
šole
vzpostavljati
part-
nerstvo
s
starši
in
razvijati
skupno
odgovornost
za
uspeh
otrok
v
šoli. | https://files.eric.ed.gov/fulltext/EJ1156936.pdf |
msmarco_v2.1_doc_19_1780603275#3_2905892391 | Title:
Headings: Parental Involvement as a Important Factor for Successful Education
Parental
Involvement
as
a
Important
Factor
for
Successful
Education
Vključevanje
staršev
kot
pomemben
dejavnik
uspešnega
izobraževanja
Introduction
Models
of
parental
involvement
Determinants
of
Parental
Involvement
Parental
involvement:
a
summary
of
empirical
findings
Barriers
to
parental
involvement
Adequately
parent
involvement:
examples
of
good
practice
Conclusion
References
Biographical
note
Content: Henderson
&
Berla,
1994; Richardson,
2009; Sanders
&
Sheldon,
2009; Sheldon,
2009). The
theories
put
forward
have
been
supported,
and
rearmed,
by
numerous
studies
that
have
shown
that
good
co-
operation
between
schools,
homes
and
the
communities
can
lead
to
academic
achievement
for
students,
as
well
as
to
reforms
in
education. Research
has
also
shown
that
successful
students’
have
strong
academic
support
from
their
in-
volved
parents
(Sheldon,
2009). Furthermore,
research
on
effective
schools,
those
where
students
are
learning
and
achieving,
has
consistently
shown
that
these
schools
despite
often
working
in
low
social
and
economic
neighborhoods,
have
strong
and
positive
school-home
relationships
(Sanders
&
Sheldon,
2009; Sheldon,
2009). More
importantly,
these
effective
schools
with
positive
school
climate,
have
made
a
real
effort
in
reaching
out
to
their
students’
families
in
order
to
bring
about
good
cooperation. Sanders
and
Sheldon
(2009)
maintain
that
schools
become
successful
when
a
strong
and
positive
relationship
among
students,
parents,
teachers
and
the
community
has
been
established. | https://files.eric.ed.gov/fulltext/EJ1156936.pdf |
msmarco_v2.1_doc_19_1780603275#4_2905894979 | Title:
Headings: Parental Involvement as a Important Factor for Successful Education
Parental
Involvement
as
a
Important
Factor
for
Successful
Education
Vključevanje
staršev
kot
pomemben
dejavnik
uspešnega
izobraževanja
Introduction
Models
of
parental
involvement
Determinants
of
Parental
Involvement
Parental
involvement:
a
summary
of
empirical
findings
Barriers
to
parental
involvement
Adequately
parent
involvement:
examples
of
good
practice
Conclusion
References
Biographical
note
Content: Research
has
also
shown
that
successful
students’
have
strong
academic
support
from
their
in-
volved
parents
(Sheldon,
2009). Furthermore,
research
on
effective
schools,
those
where
students
are
learning
and
achieving,
has
consistently
shown
that
these
schools
despite
often
working
in
low
social
and
economic
neighborhoods,
have
strong
and
positive
school-home
relationships
(Sanders
&
Sheldon,
2009; Sheldon,
2009). More
importantly,
these
effective
schools
with
positive
school
climate,
have
made
a
real
effort
in
reaching
out
to
their
students’
families
in
order
to
bring
about
good
cooperation. Sanders
and
Sheldon
(2009)
maintain
that
schools
become
successful
when
a
strong
and
positive
relationship
among
students,
parents,
teachers
and
the
community
has
been
established. All
stu-
dents’
are
more
likely
to
experience
academic
success
if
their
home
environ-
ment
is
supportive
(Henderson
&
Berla,
1994; Sanders
&
Sheldon,
2009). Epstein
(2001,
2009)
alleges
that
there
are
many
reasons
for
develop
-
ing
and
establishing
a
partnership
between
school,
family
and
community. The
main
reason
for
such
a
partnership
is
to
aid
students
in
succeeding
at
school. Other
reasonsinclude
improvinge
school
climate
and
school
programs,
devel-
oping
parental
skills
and
leadership,
assisting
families
in
connecting
with
oth
-
ers
in
the
school
and
the
community,
and
assisting
teachers
with
their
work. | https://files.eric.ed.gov/fulltext/EJ1156936.pdf |
msmarco_v2.1_doc_19_1780603275#5_2905898023 | Title:
Headings: Parental Involvement as a Important Factor for Successful Education
Parental
Involvement
as
a
Important
Factor
for
Successful
Education
Vključevanje
staršev
kot
pomemben
dejavnik
uspešnega
izobraževanja
Introduction
Models
of
parental
involvement
Determinants
of
Parental
Involvement
Parental
involvement:
a
summary
of
empirical
findings
Barriers
to
parental
involvement
Adequately
parent
involvement:
examples
of
good
practice
Conclusion
References
Biographical
note
Content: All
stu-
dents’
are
more
likely
to
experience
academic
success
if
their
home
environ-
ment
is
supportive
(Henderson
&
Berla,
1994; Sanders
&
Sheldon,
2009). Epstein
(2001,
2009)
alleges
that
there
are
many
reasons
for
develop
-
ing
and
establishing
a
partnership
between
school,
family
and
community. The
main
reason
for
such
a
partnership
is
to
aid
students
in
succeeding
at
school. Other
reasonsinclude
improvinge
school
climate
and
school
programs,
devel-
oping
parental
skills
and
leadership,
assisting
families
in
connecting
with
oth
-
ers
in
the
school
and
the
community,
and
assisting
teachers
with
their
work. All
these
reasons
emphasise
the
importance
of
parents
playing
an
active
role
in
their
childrens’
education
and
keeping
a
strong
and
positive
relationship
with
schools. Models
of
parental
involvement
Educators
and
parents
play
major
roles
in
the
educational
success
of
students. Students
need
a
positive
learning
experience
to
succeed
in
school: one
providing
support,
motivation,
and
quality
instruction. With
the
increas-
ing
demands
on
the
family,
parental
support
in
the
education
of
students
ex
-
tends
beyond
the
school
building. | https://files.eric.ed.gov/fulltext/EJ1156936.pdf |
msmarco_v2.1_doc_19_1788778269#0_2913188643 | Title:
Headings: Eligibility for Newborns: What Providers Need to Know
Eligibility
for
Newborns:
What
Providers
Need
to
Know
Eligibility
Requirements
for
Newborns
NEWBORN
PLAN
ASSIGNMENT
NEWBORN
ENROLLMENT
AND
TRANSITION
OF
CARE
NCTRACKS
INFORMATION
ON
NEWBORNS
FOR
PROVIDERS
BILLING
CONSIDERATIONS
HOW
WILL
NEWBORN
CLAIMS
BE
HANDLED
IN
THE
HOSPITAL
IF
THE
ATTENDING
PEDIATRICIAN
DOES
NOT
PARTICIPATE
IN
THE
NEWBORN’S
HEALTH
PLAN?
WHAT
IF
THE
MOTHER
IS
ELIGIBLE
ONLY
FOR
EMERGENCY
PREGNANCY
MEDICAID
COVERAGE?
WHAT
IF
THE
MOTHER
IS
NOT
ELIGIBLE
FOR
MEDICAID?
CAN
THE
NEWBORN
RECEIVE
MEDICAID?
HOW
ARE
NEWBORNS
ASSIGNED
TO
A
MEDICAID
MANAGED
CARE
HEALTH
PLAN?
WHEN
IS
COVERAGE
FOR
ELIGIBLE
NEWBORNS
EFFECTIVE?
Content: Eligibility for Newborns: What Providers Need to Know
Playbook
2019
NC
Medicaid
Eligibility
for
Newborns: What
Providers
Need
to
Know
Eligibility
Requirements
for
Newborns
child
born
to
a
woman
receiving
Medicaid
that
covers
labor
and
delivery
on
the
date
of
the
child’s
birth
is
automatically
eligible
for
Medicaid. The
newborn
is
“deemed
eligible”
based
on
the
mother’s
Medicaid
coverage. The
certification
period
is
through
the
end
of
the
month
the
child
turns
1
year
of
age
child
whose
mother
is
not
covered
by
Medicaid
for
the
birth
of
the
child
may
be
eligible
for
Medicaid
or
NC
Health
Choice
for
Children. An
application
must
be
submitted
for
the
child
and
the
child
must
meet
all
eligibility
requirements,
including
income. The
local
county
department
of
social
services
determines
eligibility
the
same
as
for
any
Medicaid
applicant. All
information
contained
in
this
document
is
dependent
upon
the
actual
NC
Medicaid
or
NC
Health
Choice
status
and
managed
care
status
of
the
newborn. Nothing
in
this
document
supersedes
the
newborn’s
actual
official
status
according
to
the
records
of
the
NC
Department
of
Health
and
Human
Services,
Division
of
Health
Benefits. NEWBORN
PLAN
ASSIGNMENT
If
on
the
date
she
gives
birth,
the
mother
is
covered
by…
Newborn
is
covered
by…
Medicaid
Direct
Managed
Care
Health
Plan
Medicaid
Managed
Care
Health
Plan
Managed
Care
Health
Plan
NEWBORN
ENROLLMENT
AND
TRANSITION
OF
CARE
Q: | https://files.nc.gov/ncdma/NCMedicaid-Provider-FactSheet-Eligibility-for-Newborns-v1-20191021.pdf |
msmarco_v2.1_doc_19_1788778269#1_2913192314 | Title:
Headings: Eligibility for Newborns: What Providers Need to Know
Eligibility
for
Newborns:
What
Providers
Need
to
Know
Eligibility
Requirements
for
Newborns
NEWBORN
PLAN
ASSIGNMENT
NEWBORN
ENROLLMENT
AND
TRANSITION
OF
CARE
NCTRACKS
INFORMATION
ON
NEWBORNS
FOR
PROVIDERS
BILLING
CONSIDERATIONS
HOW
WILL
NEWBORN
CLAIMS
BE
HANDLED
IN
THE
HOSPITAL
IF
THE
ATTENDING
PEDIATRICIAN
DOES
NOT
PARTICIPATE
IN
THE
NEWBORN’S
HEALTH
PLAN?
WHAT
IF
THE
MOTHER
IS
ELIGIBLE
ONLY
FOR
EMERGENCY
PREGNANCY
MEDICAID
COVERAGE?
WHAT
IF
THE
MOTHER
IS
NOT
ELIGIBLE
FOR
MEDICAID?
CAN
THE
NEWBORN
RECEIVE
MEDICAID?
HOW
ARE
NEWBORNS
ASSIGNED
TO
A
MEDICAID
MANAGED
CARE
HEALTH
PLAN?
WHEN
IS
COVERAGE
FOR
ELIGIBLE
NEWBORNS
EFFECTIVE?
Content: An
application
must
be
submitted
for
the
child
and
the
child
must
meet
all
eligibility
requirements,
including
income. The
local
county
department
of
social
services
determines
eligibility
the
same
as
for
any
Medicaid
applicant. All
information
contained
in
this
document
is
dependent
upon
the
actual
NC
Medicaid
or
NC
Health
Choice
status
and
managed
care
status
of
the
newborn. Nothing
in
this
document
supersedes
the
newborn’s
actual
official
status
according
to
the
records
of
the
NC
Department
of
Health
and
Human
Services,
Division
of
Health
Benefits. NEWBORN
PLAN
ASSIGNMENT
If
on
the
date
she
gives
birth,
the
mother
is
covered
by…
Newborn
is
covered
by…
Medicaid
Direct
Managed
Care
Health
Plan
Medicaid
Managed
Care
Health
Plan
Managed
Care
Health
Plan
NEWBORN
ENROLLMENT
AND
TRANSITION
OF
CARE
Q: What
data
will
health
plans
receive
to
support
newborn
enrollment
and
when
will
they
receive
it? What
Transition
of
Care
supports
are
required? A: Health
plans
will
receive
newborn
enrollment
information
once
the
county
DSS
enters
the
newborn’s
eligibility
in
NC
FAST. The
health
plans
receive
enrollment
information
daily. | https://files.nc.gov/ncdma/NCMedicaid-Provider-FactSheet-Eligibility-for-Newborns-v1-20191021.pdf |
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