Question The Status Quo Essay

Question The Status Quo Essay-40
But domination and effects of rules are never total--people have agency and can resist. Once the law has been voted upon and symbolically "ratified," the Federal Government will be charged to find ways to support and enforce the law, and the citizens will be charged with finding ways to challenge and possibly overturn the law. You might think of many things in this goal, such as how to make the law appear legitimate, how to monitor compliance with the law, punishments to impose against those breaking the law, the potential uses of police and/or military, how to garner public support for the law, how to insulate your government from influence from average citizens, use of the courts to create legal precedent for the law, what resources you will need to ensure or carry out enforcement, etc.

But domination and effects of rules are never total--people have agency and can resist. Once the law has been voted upon and symbolically "ratified," the Federal Government will be charged to find ways to support and enforce the law, and the citizens will be charged with finding ways to challenge and possibly overturn the law. You might think of many things in this goal, such as how to make the law appear legitimate, how to monitor compliance with the law, punishments to impose against those breaking the law, the potential uses of police and/or military, how to garner public support for the law, how to insulate your government from influence from average citizens, use of the courts to create legal precedent for the law, what resources you will need to ensure or carry out enforcement, etc.

New Haas essay question #1: What makes you feel alive when you are doing it, and why? Any opportunity to understand more about what ignites passion in a candidate is particularly exciting to read, especially when considering that most Haas admissions readers will be combing through some 2,000 essays per application cycle.

This inquiry also underscores that Haas is seeking students who will purposefully contribute within their community and beyond, not solely within the classroom.

This class activity is meant to center around an interactive back and forth dialog between the students and the instructor, who serves as a facilitator, guide, and mediator. Student responses reflect their learning and understanding of the assigned material: "How would your group go about making this law appear legitimate / illegitimate?

This is meant to illustrate material from the assigned readings (see article below by Piven and Cloward, for example), notably how laws may be used to create and stabilize power (e.g., how laws may be framed to appear legitimate, how laws are enforced, how politicians might garner public support for a law, etc.) as well as how laws can be challenged or changed (e.g., how laws may be framed so as to appear illegitimate, how citizens may evade law enforcement, how citizens might build support to change a law, etc.). " --This question challenges students to think about the ways that politicians may garner support for a law and conversely how citizens may make a law appear illegitimate, such as through their framing of the law, shaping public opinion through the media and ads, publishing op-eds about the law from their particular point of view, etc.

Gone is the invitation to outline your immediate post-MBA goals and the tricky, Hemingwayesque six-word story prompt.

The sentiment behind Haas’s optional, two -sentence question remains intact, albeit slightly distilled from almost 200 words of explicit context-setting for a 300-word response. Within this larger division students are broken into smaller sub-groups of five or six people so as to facilitate active discussion.Your mission, should you choose to accept it, is to draw upon the reading for this week and to conceive of a means to challenge (and, if possible, overturn) the law being enforced by the U. As citizens you may draw upon existing laws and practices, such as those outlined in the article, to further your goal, or you may create new ones, even if they are quirky or whimsical (Please feel free to have some fun with this! On Friday I will ask representatives from groups comprising the "Federal Government" to present what they've come up with.As we've seen, rules that sustain many forms of domination are typically created and imposed by the state. This may result in several sub-groups operating separately as the "Federal Government" or as the "citizens." Once everyone is broken up into groups, the class will be invited to suggest a number of laws, serious or whimsical, which will be voted upon for use in the activity.Laws can be used to stabilize power, especially by means of the state's bureaucratic apparatus, and by means of its coercive resources for monitoring and enforcing compliance. The law with the most votes will be used in the activity. Your mission, should you choose to accept it, is to draw upon the reading for this week and to conceive of ways to support and enforce the law we've voted upon in class.When we are asking for dissent or challenge, we don’t realise that our minds are saying don’t do it, conform, it is less risk, less anxiety, it’s survival.Also too strong narratives tend to shut down the opposite, or simply alternative ones.As a former Associate Director of Admissions at Berkeley Haas, I believe the current suite of questions is fantastic.Now, let’s discuss strategy – what Haas is looking for and how to best approach each question.This is not a strict rule, of course, but here’s a quick word of caution: many students spend too much time discussing the Challenge (especially if writing about it for the first time) and not enough time describing What [They] Did About It and What [They] Learned.Remember: You don’t show you’re a great college candidate because you went through some hard times…

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