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Coronavirus and Its Relationship to Federalism Discussion Questions
Coronavirus and Its Relationship to Federalism Discussion Questions
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Coronavirus and Its Relationship to Federalism Discussion Questions
Coronavirus and its Relationship to Federalism
The Coronavirus Pandemic in Political Context
We are now into the ninth month since the Coronavirus broke out to Wuhan, China. While China has now lifted its lock down with no new cases of Corona, the number of cases in the United States continues to climb. The Federal Government has taken a number of different positions on the origins and severity of the virus which the World Health Organization is now calling a pandemic.
In our study of State and local government, the biggest issue is how the states address the needs of the people of the state. In the American system of government, there are two equal jurisdictions of government: Federal and State. These two jurisdictions were designed to be equal, but the Civil War from 1861-1865 determined that they were not really equal because if any state or group of states decided it wanted to leave (secede from) the United States, it could not do that without a war. When the Southern States formed a new country called the Confederate States of America, the Northern States said, OK, if you don’t come back into the union, we’ll have to force you. What followed was the bloodiest war ever fought in the United States.
Since that time, the balance of power really lies with the federal government, although the federal government would like states to pay for as much as it can to relief the financial burden on the federal system. That means there is a constant dispute about who is going to pay for what. This is where the Coronavirus crisis comes into the discussion. A good example is in New York where the Governor has said repeatedly to the President of the United States: We cannot afford for all these necessary items to fight the Coronavirus: Masks, Ventilators, Hospital space. You, the federal government, have more resources, including the armed forces and the ability to tax and raise revenue, than we do on the state level. And the President said was: We’re not a shipping agent, the states have to do more for themselves.
This ttug-of-war over resources and obligations has gone on for years in the United States and is contentious even in good times. In the event of a national crisis such as the Great Depression in the 1930s or the Second World War in the 1940s, one side, the federal government in Washington, D.C. took charge and handled the distribution of goods and services from command centers in the White House and in federal agencies and offices. The government issued directives and demands on the population to follow the lead of the government to meet the needs of the crisis. In World War II, food was rationed and strict guidelines were issued on what and on much people could buy and use. No one questioned the orders because they were needed to fight the war. The global pandemic has been compared to a war, even by the President. The issue becomes what is being done to confront this enemy. It has beome a major battlefield between the two jurisdictions–federal and state. Please keep this in mind as you answer the discussion questions.
Coronavirus and Its Relationship to Federalism Discussion Questions
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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