Use the building blocks PowerP

06 Oct Use the building blocks PowerP

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Use the building blocks PowerPoint to follow the direction in performing that on the given article Drutman – How corporate lobbyists Please us APA formatting and do not plagiarize. The rubric ,example, and will be provided in attachments to help guide you. Please cite your references

	Unsatisfactory	Limited	Sufficient	Excellent
Quality of Writing, Proofreading, and APA	Written responses contain numerous spelling errors. Uses longer statements and/or multiple sentences per bullet point. No citations or references are included.	Written responses include some spelling errors. May have longer statements rather than simple phrases. Citations and references are not sufficient or in proper APA format.	Written responses are largely free of spelling errors. Uses simple phrases. Abbreviations are mostly easy to follow. Proper APA citations are included. References include all assigned materials, but may contain some format errors.	Written responses are free of spelling errors. Uses simple phrases. Abbreviations are easy to follow. Proper APA citations are included. References include all assigned materials and any additional materials in APA format.
Organization	Building blocks are not organized by topic or content. Formatting or lack of formatting makes it difficult to determine if categories were used.	Categories may not be labeled, bulleted, or contain summary statements. Content within some categories has a logical relationship, but may be difficult to follow.	Categories are labeled, bulleted, and the summary statements are easy to distinguish from the content. Content within most categories has a logical relationship.	Visually pleasing. Looks professional. Categories are labeled, bulleted, and the summary statements are easy to distinguish from the content. Content within each category has a logical relationship.
Use of Materials	Does not cover all of the assigned materials.			Covers all assigned materials.
Critical Analysis in Category Development	No integration of assigned materials; grouped by author/article. May use categories given by the instructor (taxes, regulation, lobby).	Attempts to integrate assigned content yet keeps categories generic (pros/cons) or has some grouped by author/article. May have too few categories.	Critical analysis produces specific categories, but does not integrate all assigned material well.	Critical analysis integrates content into several specific categories. Categories are framed well with clarity and distinction.
Category Summary Statements & Overall Conclusion	No category summary statements or overall conclusion are given.	Category summary statements may be limited to phrasing from the authors/articles. The overall conclusion may not be supported by the categories and summary statements.	Category summary statements may vary from an interpretation of the content to exact phrasing of the authors. The overall conclusion draws from most of the categories and summary statements.	Summary statements clearly interprets the content for each category. The overall conclusion draws from all categories and summary statements and answers – how are Business & #### related?

Unsatisfactory

Limited

Sufficient

Excellent

Quality of

Writing

Proofreading

, and

APA

Written responses contain

numerous

spelling errors

Uses longer statements

and/or multiple sentences

per bullet point.

o citations

or references

are

included.

Written responses include

some

spelling errors

May

have lo

nger statements rather

than simple phrases.

Citations

and references

are

not sufficient

or in proper

APA format

Written responses are

largely free of

spelling

errors.

Uses simple phrases.

Abbreviations are mostly

easy to follow.

Proper APA

itations are included

References include

all

assigned materials

, but may

contain some

format

errors.

Written responses are free of

spelling errors.

Uses simple

phrases.

Abbreviations are easy to

follow.

Proper APA c

itations are

included

References include

all

assigned materials and any

additional

materials

in APA

format

Organization

Building blocks are not

organized by topic or

content. Formatting or lack

of fo

rmatting makes it

difficult to determine if

categories were used.

Category

Summary

Statements &

Overall

Conclusion

No category summary

statements or overall

conclusion are given.

Category summary

statements may be limited to

phrasing from the

authors/articles. The overall

conclusion may not be

supported by the categories

and summary statements.

Category summary

statements may vary from an

interpretation of the content

to exact phrasing of the

authors. The overall

conclusion draws from most

of the categories and

summary statements.

Summary statements clearly

interprets the content for each

category. The overall conclusion

draws from all categories and

summary statements and answers

– how are Business & ####

related?

Building Blocks

An explanation of our critical thinking process using Legos

When you were a kid I bet you played with Legos. I used to have a box full of bricks and my favorite thing to do was pour out the bricks and see what jumped out at me. A door? I’d build a house. A tire? I’d build a car. I’d mix up the bricks and see if anything caught my eye, but I’d let the bricks tell me what to build. I wasn’t very good at it.

Some people would sort the bricks by color, regardless of size. They tended to finish a project because they were organized from the beginning.

Some people would sort by size, regardless of color. There are probably a million different ways to sort the bricks and everyone has a preferences. None are wrong, but some methods might be a better fit based on what you want to accomplish, your experience, and your perspective.

Let’s pretend for a moment these 9 bricks stood out to you. After sorting bricks by size and color, they asked to be used.

You could build a simple wall with all bricks in vertical alignment.

You could make a wider and shorter stack using the same 9 bricks. Same bricks, different structure.

Perhaps you want something more interesting. Using the same bricks, we can build a different structure. May be a pen for the horses.

Regardless, the same 9 bricks can build a variety of structures. Same bricks, different outcomes. You decide the outcome based on your “vision” of the 9 bricks.

Back up and consider a different perspective…

Imagine the Lego bricks (or building blocks) are actually the facts, key points, main concepts in each paragraph, etc. you would find in an article you read. Basically, anything you would highlight while reading the material. If you took those notes and wrote them on paper, they might appear to be a jumbled mess, much like the Lego bricks here. If we want to do something with these building blocks, we need to organize them.

Let’s organize the building blocks by theme or category. If we use the materials in our Expectations and Objectives Module, our categories might be 1) expectations of the teacher and 2) responsibilities of the student. That’s one way to organize the information.

Someone else might be more specific. Maybe they have 1) expectations of the HS teacher, 2) expectations of the college professor, 3) responsibilities of the HS teacher, 4) responsibilities of the college student.

Doesn’t matter how you sort the building blocks. However, you need to be able to describe the blocks in the category.

“All of these bricks are 2 x 2 and dark red. These are all 1 x 3 and tan.”

Using our content…”These building blocks all show that the responsibility for learning falls to the college student, not the professor.”

If we take the building blocks we identified, you can build something.

That is, use the single sentence summary of the category as your paragraph theme and the individual building blocks as supportive facts in the paragraph.

What you end up building may use the same building blocks as your neighbor, but the outcome may be entirely different. Why? Maybe your goal was different. Maybe you have different experiences, leading you to have different perspectives. Regardless, our job is look at the building blocks and figure out what needs to be built.

Critical Thinking with Legos

Our 4 Step Process:

Find the Legos. Identify the building blocks. This includes facts, paragraph topics, main ideas, and/or anything you’d highlight in the text.

Sort the Legos into Groups. Group the building blocks by theme/topic.

Describe the Lego Groups. Summarize the content of each group in one sentence.

Build your Structure. Organize the one-sentence summaries to identify what you are concluding from the material.

Why do we post building blocks for each module?

Identifying the building blocks means you are reading the materials before class. You have to do the research on a topic. This shows you did.

Organizing building blocks (sorting) is essential to critical thinking. You’re analyzing the information and trying to make sense of it.

Summarizing the category in a single sentence is also part of critical thinking. You are analyzing the information in preparation for evaluation of the information.

In class, you’ll evaluate the information.

Each step builds on the previous.

Revised Bloom’s Cognitive Taxonomy

Cognitive Level	Cognitive Process
Create	Designing something new; Generating, Planning, Producing
Evaluate	Making judgments; Checking and Critiquing
Analyze	Taking information apart and exploring relationship; Differentiating, Organizing, Attributing
Apply	Using procedural information in a new but similar situation; Executing, Implementing
Understand	Making sense of information; Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, and Explaining
Remember	Finding information; Recognizing, Recalling

Building Blocks

Sorting/Summarizing

Discussions

Sorting/Summarizing

Business & College

Responsibility

· College is more your own responsibility; HS gets more help from teachers

· In college, learning in the student’s job

· In HS time is structured by others

· HS repeatedly told about due dates, professors put it in the syllabus

· No second chances in college

· Success in college courses takes more time and effort than HS

· Students are more independent in college

· Professors get paid even if you don’t pass

Summary: It is the students’ – and only the students’ accountability that will lead them to success.

Purpose

· Professors see courses as an opportunity to make your world richer and yourself stronger

· HS is more test prep

· In college you have professors, not teachers

· The ability to communicate and get along with people are important job skills

· Students should build a relationship with professors: Over time, students have stopped building relationships with professors

Summary: College is knowledge-oriented and more purposeful to prepare students for the future, while HS is college/test prep

Requirements

· Citations are a must in college

· College requires critical listening

· HS is required, college is voluntary

· HS has more flexibility on requirements. College has more choices, but little flexibility.

Summary: The required skills for success are different in college.

Conclusion: College requires the student to take the responsibility for learning. It is different in both expectation and experience than High School.

Business & College

Responsibility

College is more your own responsibility; HS gets more help from teachers

In college, learning in the student’s job

In HS time is structured by others

HS repeatedly told about due dates, professors put it in the syllabus

No second chances in college

Success in college courses takes more time and effort than HS

Students are more independent in college

Professors get paid even if you don’t pass

Summ

ary:

It is the students’

–

and only the student

s’

accountability that will lead them to

success.

Purpose

Professors see courses as an opportunity to make your world richer and yourself

stronger

HS is more test prep

In college you have professors, not teachers

The ability to communicate and get along with people are important job skills

Students should build a relationship with professors: Over time, students have stopped

building relationships with professors

mmary:

College is

knowledge

–

oriented and more purposeful to prepare students for the

future, while HS is college/test prep

Requirements

Citations are a must in college

College requires critical listening

HS is required, college is voluntary

HS ha

s more flexibility on requirements. College has more choices, but little flexibility.

Summary:

The required skills for success are different in college

Conclusion: College requires the student to take the respons

bility for learning. It is

different

in both

expectation

and experience

than

High School.

Business & College

Responsibility

? College is more your own responsibility; HS gets more help from teachers

? In college, learning in the student’s job

? In HS time is structured by others

? HS repeatedly told about due dates, professors put it in the syllabus

? No second chances in college

? Success in college courses takes more time and effort than HS

? Students are more independent in college

? Professors get paid even if you don’t pass

Summary: It is the students’ – and only the students’ accountability that will lead them to

success.

Purpose

? Professors see courses as an opportunity to make your world richer and yourself

stronger

? HS is more test prep

? In college you have professors, not teachers

? The ability to communicate and get along with people are important job skills

? Students should build a relationship with professors: Over time, students have stopped

building relationships with professors

Summary: College is knowledge-oriented and more purposeful to prepare students for the

future, while HS is college/test prep

Requirements

? Citations are a must in college

? College requires critical listening

? HS is required, college is voluntary

? HS has more flexibility on requirements. College has more choices, but little flexibility.

Summary: The required skills for success are different in college.

Conclusion: College requires the student to take the responsibility for learning. It is

different in both expectation and experience than High School.

How Corporate Lobbyists Conquered American Democracy

Business didn't always have so much power in Washington.

LEE DRUTMAN

APR 20, 2015

JONATHAN ERNST/REUTERS

Something is out of balance in Washington. Corporations now spend about $2.6 billion a year on reported lobbying expenditures— more than the $2 billion we spend to fund the House ($1.18 billion) and Senate ($860 million) . It’s a gap that has been widening since corporate lobbying began to regularly exceed the combined House-Senate budget in the early 2000s.

Today, the biggest companies have upwards of 100 lobbyists representing them, allowing them to be everywhere, all the time. For every dollar spent on lobbying by labor unions and public-interest groups together, large corporations and their associations now spend $34. Of the 100 organizations that spend the most on lobbying, 95 consistently represent business.

One has to go back to the Gilded Age to find business in such a dominant political position in American politics. While it is true that even in the more pluralist 1950s and 1960s, political representation tilted towards the well-off , lobbying was almost balanced by today's standards. Labor unions were much more important, and the public-interest groups of the 1960s were much more significant actors. And very few companies had their own Washington lobbyists prior to the 1970s. To the extent that businesses did lobby in the 1950s and 1960s (typically through associations), they were clumsy and ineffective. “When we look at the typical lobby,” concluded three leading political scientists in their 1963 study, American Business and Public Policy , “we find its opportunities to maneuver are sharply limited, its staff mediocre, and its typical problem not the influencing of Congressional votes but finding the clients and contributors to enable it to survive at all.”

Things are quite different today. The evolution of business lobbying from a sparse reactive force into a ubiquitous and increasingly proactive one is among the most important transformations in American politics over the last 40 years. Probing the history of this transformation reveals that there is no “normal” level of business lobbying in American democracy. Rather, business lobbying has built itself up over time, and the self-reinforcing quality of corporate lobbying has increasingly come to overwhelm every other potentially countervailing force. It has also fundamentally changed how corporations interact with government—rather than trying to keep government out of its business (as they did for a long time), companies are now increasingly bringing government in as a partner, looking to see what the country can do for them.

If we set our time machine back to 1971, we’d find a leading corporate lawyer earnestly writing that, “As every business executive knows, few elements of American society today have as little influence in government as the American businessman, the corporation, or even the millions of corporate stockholders. If one doubts this, let him undertake the role of 'lobbyist' for the business point of view before Congressional committees.”

That lawyer was soon-to-be Supreme Court Justice Lewis F. Powell Jr., whose now-famous “Powell Memorandum” is a telling insight into the frustration that many business leaders felt by the early 1970s. Congress had gone on a regulatory binge in the 1960s—spurred on by a new wave of public-interest groups. Large corporations had largely sat by idly, unsure of what to do.

In 1972, against the backdrop of growing compliance costs, slowing economic growth and rising wages, a community of leading CEOs formed the Business Roundtable, an organization devoted explicitly to cultivating political influence. Alcoa CEO John Harper, one of the Roundtable’s founders, said at the time, “I think we all recognize that the time has come when we must stop talking about it, and get busy and do something about it.”

This sense of an existential threat motivated the leading corporations to engage in serious political activity. Many began by hiring their first lobbyists. And they started winning. They killed a major labor law reform , rolled back regulation, lowered their taxes , and helped to move public opinion in favor of less government in

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06 Oct Use the building blocks PowerP

Responsibility

Purpose

Requirements

How Corporate Lobbyists Conquered American Democracy

Business didn't always have so much power in Washington.

About Wridemy

We are a professional paper writing website. If you have searched a question and bumped into our website just know you are in the right place to get help in your coursework. We offer HIGH QUALITY & PLAGIARISM FREE Papers.

How It Works

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