GOVT2306 RESPONSE OF THE TEXAS STATE GOVERNMENT TO THE COVID-19 CRISIS
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages
Instructions for Mandatory Writing Assignment on
RESPONSE OF THE TEXAS STATE GOVERNMENT TO THE COVID-19 CRISIS
GOVT2306, Spring 2020
TOPIC AND ARTICLES TO USE
The coronavirus crisis (“COVID-19” for CORONAVIRUS DISEASE discovered in 2019) has changed the face of our nation, our state, and of much of the world. When you started the semester, could you have imagined that all our HCC campuses would be closed, all our classes converted to online…the same for HISD, the University of Houston, and colleges, universities, public and private schools across the state and nation. Businesses are closed. Public facilities closes. Thousands of Americans have died. Thousands more have contracted COVID-19. Our medical facilities and personnel are overwhelmed. Needed equipment to save lives remains unavailable in much of the nation. The dead are being buried in mass graves across the country. Scientists believe the disease will continue to spread. There is no vaccine that can prevent or cure the disease. Medical researchers believe a vaccine for COVID-19 will not be developed, refined and ready until sometime next year.
Meanwhile, worldwide some 1.7 million people have contracted the virus. It the United States almost 502,000 people have contracted COVID-19. Nineteen thousand Americans have died here so far while nearly 103,000 people have died as of early April. The predictions are that the virus will continue to spread and many more deaths can be expected.
Your paper should use all the sources you have been provided to examine this pandemic, how it started, what the disease is, its spread across the county, and most importantly what the our Texas state government as well as the federal government are doing to deal with the pandemic and how effective government on the state and national level has been in the attempts to stop the spread of the disease, reduce the number of deaths, find a vaccine to halt the spread and to cure the virus. What are they doing and how effective has it been in protecting the lives and welfare of the citizens of Texas and Americans. (“Social distancing” and the shutdown of businesses and on-campus education, daily reports, travel restrictions, for example.) You will also want to discuss the
disease, who is most at risk, how you get the disease, if young people are at risk, what some of the social issues raised by this disease are, what the government—federal and state–is doing to protect people in our country. How are our nation’s medical communities responding? Also, you must exam the federalism questions with regard to the powers and responsibilities and actions of the national government and the governments of the states in dealing with this issue.
You may include your personal observations and reactions regarding the pandemic and the governmental response to it.
Read the following articles and use information from each of the 19 articles to tell that story:
SOURCES FOR YOU TO USE IN YOUR WRITING ASSIGNMENT THE COVID-19 PANDEMIC AND THE RESPONSE BY THE NATIONAL AND STATE GOVERNMENT, PARTICULARLY TEXAS STATE GOVERNMENT
Use each of the following sources at least once in your paper as part of your discussion of the topic of the pandemic, what it is, how it started, how the federal government has reacted to the national crisis, and what the state governments are doing as well (particularly Texas since Texas state government is the focus of GOVT2306. Anytime you quote a source directly or paraphrase material from a source, you must cite the source. You need only place the source number of the article you quote or paraphrase in parenthesis at the end of that sentence.
(Source #1) “What you need to know about coronavirus 2019 (COVID-19).” U.S. Center for
Disease Control (CDC).
(Source #2) David Ignatius, Columnist, “How did covid-19 begin? Its initial origin story is shaky.
The Washington Post, 2 April 2020
(Source #4) Dr. Sara Kayat, “Doctor’s Note: Why will it take so long for a COVID-19 vaccine?
Scientist say it will take 12 to 18 months before a coronavirus vaccine can be ready. A doctor
explains why this is.” Aljazeera, 4 April 2020
(Source #5) Ed Pilkinton and Martin Pengelly, “Trump was warned in January of Covid-19’s devasting impact, memos reveal.” The Guardian, 7 April 2020. https://www.theguardian.com/world/2020/apr/07/donald-trump-coronavirus-memos-warning-peter-navarro
(Source #6) Martin Pennelly, “Dr. Anthony Fauci counters Trump claims amid crisis: “I just want to get the facts out.’” The Guardian, 23 March 2020.
(Source #7) Vann R. Newkirk II, “The Cornonavirus’s Unique Threat to the South; More young
people I the South seem to be dying from COVID-19. Why?” THE ATLANTIC MAGAZINE, 2 April
(Source #8) Vanessa Caceres, “Why Young People Should Care About COVID-19: The virus affects all of us at any age, experts caution.” US News and World Report, 3 April 2020. https://health.usnews.com/conditions/articles/why-young-people-should-care-about-covid-19
(Source #9) Grace Panetta, BUSINESS INSIDER, “Fauci says America getting back to normal and
where it was before the coronavirus crisis ‘might not ever happen’ without a vaccine,” 6 April
(Source #10) Cliff Despres, “How Coronavirus Is Crippling Rural Health Care, Especially for
Latinos,” Salud America, 20 March 2020. https://salud-america.org/coronavirus-is-crippling-rural-health-care-for-latinos/
(Source #11) “Covid-19 exposes America’s racial health gap—African Americans appear more vulnerable to the virus, The Economist, 11 April 2020. https://www.economist.com/united-states/2020/04/11/covid-19-exposes-americas-racial-health-gap
Several of the following articles deal with the concept of “federalism”—the sharing of powers between the federal government and the states as called for in the U.S. Constitution. You might want to review the discussion of “federalism” in your textbook, particularly Article I dealing with the powers of Congress “[t]o regulate Commerce with foreign Nations, and among the several States, and with the Indian Tribes.” Also, review the “reserved powers clause” of the Tenth Amendment to the U.S. Constitution of the United States which guaranteed that under the Constitution, ”powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.” You may discuss these without a direct citation because this in information that you have learned in your studies of government. You need just make reference to what you’re using…you need not provide a citation as it is common knowledge to a person educated in our government.
(Source #12) Nancy Cooke and Dan Diamond, “’A Darwininan approach to federalism’: States confront new reality under Trump—State governors getting more power from Trump while fearing they lack the federal tools to fight the coronavirus crisis.” Politico, 31 March 2020. https://www.politico.com/news/2020/03/31/governors-trump-coronavirus-156875
(Source #13) Walter Olson, “Federalism and the Coronavirus Lockdown: Trump can’t order the country back to normalcy by April 30 or any day. That’s for states to decide.” Wall Street Journal, 30 March 2020.
(Source #14) Donald F. Kettl, “The Federalism Divide Is Shading Government’s response to
COVID-19: We can’t afford a government where the odds of an effective attack on the novel coronavirus depend on where citizens live,” Government Executive, 12 March 2020. https://www.govexec.com/management/2020/03/federalism-divide-shading-governments-response-covid-19/163720/
(Source #15) Elaine S. Povich, “Border Checkpoints Discourage Travelers Between States.” PEW
Stateline, 8 April 2020.
(Source #16) “On Texas-Louisiana border, vehicle checkpoints put the brakes on coronavirus,”
FRANCE24, 8 April 2020.
(Source #17) Luz Lazo and Kathryn Shaver, “Covid-19 checkpoints targeting out-of-state residents draws complaints and legal scrutiny.” WASHINGTON POST, 14 April 2020. https://www.washingtonpost.com/local/trafficandcommuting/covid-19-checkpoints-targeting-out-of-state-residents-draw-complaints-and-legal-scrutiny/2020/04/14/3fc0ed42-774e-11ea-b6ff-597f170df8f8_story.html?utm_campaign=wp_evening_edition&utm_medium=email&utm_source =newsletter&wpisrc=nl_evening
(Source #18) Nicole Cobler, “Coronavirus in Texas: Abbott ready to work toward economic revitalization,” Austin American-Statesman, 10 April 2010. https://www.statesman.com/news/20200410/coronavirus-in-texas-abbott-ready-to-work-toward-economic-revitalization
(Source #19) John Woo, “Pandemic Federalism,” NATIONAL REVIEW, 20 March 2020.
MECHANICAL REQUIREMENTS FOR YOUR WRITING ASSIGNMENT
Minimum word count of 1,200 words. You may write a longer paper, but you will be penalized for a shorter paper.
- FIVE POINTS off grade for every 25 words under the 1,200-word count minimum.
- You must do a word count of your paper and type the word count at the end of the paper in bold print. FIVE POINTS off grade for failing to do this. When you type a document on Microsoft Word, Word automatically counts the number of pages and words at the bottom left of the workspace in the status bar. If you don’t see the word count in the status bar, right- click the status bar and click “Word Count.” You can also go to “Tools” on a classic Word menu, pull down, and click on “Word Count.” On some versions of Word you can click on “Review” and then on “Word Count.” If your word count is below
- Write your essay on a word processor preferably with Microsoft Word, or a word processor and then highlight your document, copy it, then paste it onto the dialogue box on the Canvas site for submission of your paper. Look over the pasted document to make sure nothing has been left out. (Double-space your
paper when you’re writing it so that it is easier to proof-read when completed…and you need to proof-read your paper to see if it makes sense, there are no errors or unattributed quotes or paraphrases, etc. But when you copy and paste it onto the submission site on Canvas it will be converted to single-space.)
- WRITE THIS PAPER IN YOUR OWN WORDS. Don’t worry if you’re ESL or if you don’t think you’re a good writer. I want to hear your ideas, your experiences, your impressions, all in your own words. I won’t grade for grammar except if you make careless, egregious grammatical mistakes. I’m primarily grading on content and meeting the minimum requirements set out in the instructions.
- DO NOT PLAGIARIZE! Do your own work. You have to write what is in your head, your heart, your mind. YOUR words are better than anyone else’s in telling me about what you know and what your think and believe. Don’t risk flunking this assignment by plagiarizing because you can do really, really well on this assignment without plagiarizing.
- Whenever you use words from a source I’ve provided, you MUST show that you have borrowed those words. If you don’t that is plagiarism and is an academic crime that will be punished on this paper and on anything you write in college.
“Quote the source used as you see me doing here and show where you got it from.” (Source #1) That’s how you can do it for this paper. I will give you the sources to use. Anytime you quote the source or paraphrase the source and use it in your paper you must document that by indicating you borrowed it from that article or web page. I have labeled each of the sources as Source #1,
Source #2, Source #3, and so on. Just put which source you’re quoting or paraphrasing at the end of the sentence or sentences you’ve used it in and that will be sufficient to document its use and avoid plagiarism. IF you DON’T know what plagiarism is all about do a Google search and learn. You should know at this point in your college career, but just in case, don’t risk making an egregious error and flunk this assignment by inadvertently plagiarism. Even if you didn’t mean to do it, you’ll still be punished for doing it. (If you run a red light and are stopped by the police, try telling him or her “I didn’t know that I had to stop. It’s not my fault” and see if you don’t get that ticket. And so, at the end of any sentence where you have quoted a source directly or paraphrased the information from the source, you would indicated where you got it simply by typing in parenthesis at the end of the sentence the number of the article used, as I show you here. (#20)
- DO YOUR OWN WORK! Do not work on this with another student. If you copy another student’s paper in part or whole, both you AND the student you copied from will be severely penalized. You will likely receive a grade of F…perhaps even a grade of ZERO. Be aware, I check carefully for plagiarism and sharing of work. And I am quite good at finding cheating and more than willing to flunk a student for plagiarizing and copying another’s work. BUT if you do your own work, if you correct cite and document where you got words or information from an outside source, if you follow these instructions, then you likely will earn a very good grade, a grade which will be 25% of your final course grade. Remember, you can flunk not only a test or a paper by cheating, but you can
also be tossed out of the class with an F and ever tossed out of college for cheating. Don’t do it.
- If you have questions about the assignment or need assistance, don’t hesitate to write me at and I’ll do all I can to help.
- USE THE SOURCES I HAVE PROVIDED IN WRITING YOUR PAPER. You need not use any other sources other than these to write your paper.
THIS DOCUMENT HAS A WORD COUNT OF 2,176 WORDS
DON’T FORGET TO PUT A WORD COUNT AT THE END OF YOUR PAPER—FIVE
- POINT PENALTY FOR FAILURE TO TYPE THE WORD COUNT AT THE END OF YOUR PAPER!
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. The 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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