|
a. The judicial branch |
||
|
b. The executive branch |
||
|
c. The legal branch |
||
|
d. The legislative branch |
||
|
e. The bureaucratic branch |
|
a. Democracy |
||
|
b. Government |
||
|
c. Representative republicanism |
||
|
d. Bureaucracy |
||
|
e. Monarchy |
|
a. Separation of church and state |
||
|
b. Freedom of the press |
||
|
c. Trial by jury of one’s peers |
||
|
d. The right to vote for all citizens |
||
|
e. The right to bear arms |
|
a. Popular sovereignty |
||
|
b. Direct election of senators |
||
|
c. Democratic republicanism |
||
|
d. Confederacy |
||
|
e. Socialism |
|
a. Federalism, a system of shared powers between the states and the federal government |
||
|
b. Confederalism, a system where power was shared by a loose alliance between the states |
||
|
c. Monarchism, a system where absolute power was given to the king |
||
|
d. Socialism, a system where all the power was in the hands of individuals |
||
|
e. None of the above |
|
a. Lead to a tyranny of the majority |
||
|
b. Promote the growth of political parties |
||
|
c. Control the effects of factions |
||
|
d. Allow the states to maintain their preeminence |
||
|
e. Lead to a tyranny of the minority |
|
a. Aristotle |
||
|
b. Montesquieu |
||
|
c. Locke |
||
|
d. Rousseau |
||
|
e. Hobbes |
|
a. The fundamental purpose of government is to establish universal suffrage. |
||
|
b. The fundamental purpose of government is to equalize economic opportunities for all citizens. |
||
|
c. The fundamental purpose of government is to provide for the defense of the nation. |
||
|
d. The fundamental purpose of government is to create a system of public goods and support the less fortunate. |
||
|
e. The fundamental purpose of government is to protect people’s natural rights of life, liberty, and property. |
|
a. Establishing the Articles of Confederation |
||
|
b. Creating a bicameral legislature, where the number of seats in the lower house was determined by population, and the number of seats in the upper house was equal among all states |
||
|
c. Determining that the New Jersey plan was the best fit for the national government and provided all states equal number of representatives in Congress |
||
|
d. Continuing the practice of states’ rights and limiting the amount of power given to the national legislature |
||
|
e. Determining that 3/5 of a state’s slave population would be counted in determining representation |
|
a. Pluralist democracy |
||
|
b. Elitist democracy |
||
|
c. Majoritarian democracy |
||
|
d. Republican democracy |
||
|
e. Ancient democracy |
|
a. Dual federalism |
||
|
b. Cooperative federalism |
||
|
c. Competitive federalism |
||
|
d. Marble cake federalism |
||
|
e. “New” federalism |
|
a. To maintain order, including preserving life and protecting property |
||
|
b. To provide public goods and services |
||
|
c. To promote equality thought society |
||
|
d. To inflict violence on other nation states |
||
|
e. A, B, and C |
|
a. That the king should remain in power |
||
|
b. That the United States should be a monarchy |
||
|
c. That the states should have more power than the central government |
||
|
d. That the executive branch should hold more power than the legislative branch |
||
|
e. That states with a larger population should have more of a say in national politics |
|
a. Equality in the political decision-making process: one vote per person, all votes counted equally |
||
|
b. Equality of wealth and material possessions throughout society |
||
|
c. Equality of success in all ventures in life |
||
|
d. Equality of social status and class; social class mobility, regardless of the class you are born into |
||
|
e. Equality of all political branches to have an impact on society |
|
a. One’s self-interest |
||
|
b. A set of beliefs that change from time to time about the scope and purpose of government |
||
|
c. A consistent set of values about the proper role and scope of government |
||
|
d. The ability to decide about the dilemma between freedom and order |
||
|
e. The political spectrum of beliefs that differ due to the constantly changing political world |
|
a. Anti-federalists insisted in a stronger central government. |
||
|
b. Anti-federalists feared that foreign governments would try to overpower the new nation. |
||
|
c. Anti-federalists feared that the states would maintain their dominance under the new government. |
||
|
d. Anti-federalists believed that a strong chief executive was necessary. |
||
|
e. Anti-federalists feared the power of a strong central government and wanted to see a bill of rights added to guarantee the protection of individual rights. |
|
a. The President’s ability to veto a bill passed by Congress |
||
|
b. The creation of Congressional committees and subcommittees |
||
|
c. The federal government providing grants to states to help build new schools |
||
|
d. The ability of both states and the federal government to tax individuals |
||
|
e. The Supreme Court’s ability to choose the cases it wants to hear |
|
a. Socialism |
||
|
b. Conservatism |
||
|
c. Totalitarianism |
||
|
d. Liberalism |
||
|
e. Monarchism |
|
a. The Constitution created a national government having three branches. |
||
|
b. The Constitution provided for the direct election of the president by the voters. |
||
|
c. The Constitution made the amendment process more difficult. |
||
|
d. The Constitution increased the powers of the states. |
||
|
e. The Constitution abolished the federal judiciary system. |
|
a. Soft-money contributions by political committees have been banned. |
||
|
b. Restrictions on independent spending by corporations in elections has been ruled unconstitutional. |
||
|
c. Advocacy groups can spend unlimited amounts of money in federal elections as long as they do not coordinate with the candidates. |
||
|
d. Political action committees can spend unlimited amounts of money in elections on advertising. |
||
|
e. Presidential candidates are prohibited from using taxpayer money to finance their campaigns. |
|
a. New media is making more information available and accessible. |
||
|
b. New media can aim at specialized audiences. |
||
|
c. New media has created “citizen journalists.” |
||
|
d. New media, in the form of the “blogosphere,” can hold public officials accountable by amplifying and spreading information. |
||
|
e. More people receive their political news from new media than any other type of mass media. |
|
a. Abolition |
||
|
b. Temperance |
||
|
c. Civil rights |
||
|
d. Women’s rights |
||
|
e. Fair trade |
|
a. Young voters are less likely than older citizens to turn out in midterm elections. |
||
|
b. Turnout varies significantly across geographic locations. |
||
|
c. The higher a person’s education level, the less likely they are to vote. |
||
|
d. There has been a steady increase in turnout since the 2000 presidential election. |
||
|
e. Voter turnout in presidential elections is generally higher than for lower-level contests. |
|
a. Rhetoric |
||
|
b. Ideology |
||
|
c. Culture |
||
|
d. Socialization |
||
|
e. Apathy |
|
a. Efficacy |
||
|
b. Legitimacy |
||
|
c. Indoctrination |
||
|
d. Exceptionalism |
||
|
e. Tolerance |
|
a. Sub-culturalism |
||
|
b. Political tolerance |
||
|
c. Ethnicity |
||
|
d. Multiculturalism |
||
|
e. Egalitarianism |
|
a. Too much attention is paid to early caucuses and primaries. |
||
|
b. Money is too big of a factor in the election process. |
||
|
c. There is not enough media coverage of the campaign. |
||
|
d. Primary voters are not representative of general election voters and therefore should not have as much of an impact in the nomination process. |
||
|
e. The presidential campaign season lasts way too long. |
|
a. Focus group |
||
|
b. Sample |
||
|
c. Population |
||
|
d. Representative population |
||
|
e. Public |
|
a. Recruiting candidates to run for public office. |
||
|
b. Bringing media attention to an issue. |
||
|
c. Endorsing candidates for public office. |
||
|
d. Testifying at congressional hearings. |
||
|
e. Providing expert information for elected officials and their staff. |
|
a. Informing citizens about political issues and proposing alternative government programs. |
||
|
b. Coordinating actions of government officials in various branches of government. |
||
|
c. Nominating candidates for election to public office. |
||
|
d. Deciding which presidential candidate wins the election through the Electoral College. |
||
|
e. Requiring people to pay dues if they want to join the party. |
|
a. The ability to set the national agenda |
||
|
b. The ability to reveal political scandals to the public |
||
|
c. The ability to shape public opinion and political attitudes of the public |
||
|
d. The ability to influence electoral outcomes |
||
|
e. The ability to serve as an agent of political socialization |
|
a. A recall petition |
||
|
b. A blanket primary |
||
|
c. An indirect primary |
||
|
d. A referendum |
||
|
e. A run-off primary |
|
a. The distribution of opinions and attitudes held by the public |
||
|
b. The political ideology of the mass public |
||
|
c. The strongly held political beliefs of individuals within government |
||
|
d. The perception that pollsters and politicians have about the general public |
||
|
e. All of the above |
|
a. The existence of political parties is mandatory as outlined in the Constitution. |
||
|
b. The existence of two parties has always been a part of the American political system. |
||
|
c. U.S. election rules support the creation and maintenance of a two-party system. |
||
|
d. Democrats and Republicans were the first major political parties in the United States. |
||
|
e. The two-party system was in place by 1800. |
|
a. Family |
||
|
b. Friends |
||
|
c. The mass media |
||
|
d. Schools |
||
|
e. All of the above |
|
a. Party loyalty has declined. |
||
|
b. Elections have become more candidate-centered rather than party-centered. |
||
|
c. National political parties have become more successful and effective in mobilizing voters. |
||
|
d. The influence of political parties has diminished. |
||
|
e. Party reforms have allowed more average voters to serve as delegates to the national party nominating conventions. |
|
a. Voting |
||
|
b. Making a campaign contribution |
||
|
c. Volunteering for a political candidate |
||
|
d. Signing a petition |
||
|
e. All of the above |
|
a. Egalitarianism |
||
|
b. Equality of opportunity |
||
|
c. Economic equality |
||
|
d. Individualism |
||
|
e. Rule of law |
|
a. The media has no measurable impact on public opinion. |
||
|
b. The media can greatly alter public opinion about an issue. |
||
|
c. The media often shapes political attitudes and voting behaviors. |
||
|
d. The media is most likely to influence public opinion among those with the lowest education levels. |
||
|
e. Media coverage impacts the issues that the public thinks are most important. |
|
a. The Supreme Court |
||
|
b. The Congress |
||
|
c. The president |
||
|
d. The Attorney General |
||
|
e. The Chief Justice |
|
a. Sign the bill into law. |
||
|
b. Veto it, sending it back to Congress with a veto message explaining reasons for rejecting it. |
||
|
c. Let it become law after ten working days by not doing anything. |
||
|
d. Not sign it after Congress adjourns, exercising the pocket veto. |
||
|
e. Send it directly to the Supreme Court for judicial review. |
|
a. Has more rules. |
||
|
b. Garners more media attention. |
||
|
c. Has less time for debate. |
||
|
d. Is less flexible. |
||
|
e. Is less prestigious. |
|
a. Pluralism |
||
|
b. Divided government |
||
|
c. Checks and balances |
||
|
d. Separation of powers |
||
|
e. Partisan politics |
|
a. Ways and Means Committee |
||
|
b. Policy Committee |
||
|
c. Appropriations Committee |
||
|
d. Rules Committee |
||
|
e. Speaker’s Committee |
|
a. Amicus curiae |
||
|
b. Judicial review |
||
|
c. Stare decisis |
||
|
d. Tort reform |
||
|
e. Senatorial courtesy |
|
a. The president’s approval rating remains constant throughout his entire tenure in office. |
||
|
b. The president’s approval rating averages around 50% during his first two years in office, then tends to increase. |
||
|
c. The president’s approval rating is highest during the first 100 days in office, the “honeymoon” period. |
||
|
d. The president’s approval rating is lowest during times of war or national crisis. |
||
|
e. The president’s approval rating is highest toward the end of his presidency. |
|
a. Support for an increase in bureaucratic power to help implement complex federal programs. |
||
|
b. Increasing budgets to help fund new bureaucratic programs |
||
|
c. Reorganizing and decreasing the size of the bureaucratic workforce |
||
|
d. Requesting the creation of new bureaucratic agencies and regulations |
||
|
e. Ending the power of independent regulatory agencies |
|
a. When there is a significant population shift. |
||
|
b. When the state legislature enacts the appropriate provisions. |
||
|
c. Every ten years. |
||
|
d. After each major presidential election. |
||
|
e. Every two years. |
|
a. Policies are made independently without any influence from Congress. |
||
|
b. Policies being made often contradict with the preferences of Congressional committees. |
||
|
c. Policies are often not made because of a hostile relationship between Congress and the bureaucracy. |
||
|
d. Policies are made through a cooperative relationship between an interest group, a bureaucratic agency and Congress. |
||
|
e. Policies are often implemented that solely reflect the wishes of the president. |
|
a. To draft appropriation legislation |
||
|
b. To review government operations, especially within the bureaucracy |
||
|
c. To hold impeachment hearings |
||
|
d. To write constitutional amendments |
||
|
e. To regulate the actions of constituents |
|
a. Dred Scott v. Sanford (1857) |
||
|
b. Plessy v. Ferguson (1896) |
||
|
c. Marbury v. Madison (1803) |
||
|
d. McCullough v. Maryland (1819) |
||
|
e. Fletcher v. Peck (1810) |
|
a. The 435 seats of the Senate are allocated based on a state’s reported population every ten years when the U.S. conducts the census. |
||
|
b. Senators serve six-year terms. |
||
|
c. One-third of the Senate is up for re-election every two years. |
||
|
d. Representation in the Senate is equal for every state; each state has two senators. |
||
|
e. In the Senate, leadership is less centralized than in the House and floor proceedings tend to respect “minority rights” more than “majority rule,” as in the House. |
|
a. Personal qualities, such as race, ethnicity, and gender, have become important factors when considering a nominee for the Supreme Court. |
||
|
b. Senatorial courtesy has dictated the fate of all potential nominees before they are officially considered. |
||
|
c. Supreme Court nominees are much more likely to be loyal partisan supporters of the president than they were in the past. |
||
|
d. Potential judges must have extensive litigation experience. |
||
|
e. The media have played much less of a role in the nomination process than in the past. |
|
a. I only |
||
|
b. II and III only |
||
|
c. I and IV only |
||
|
d. I, II, and III only |
||
|
e. I, II, III, and IV |
|
a. Media coverage of the court’s activities is limited. |
||
|
b. Most of the court’s decisions receive widespread media coverage. |
||
|
c. Coverage of the court is often oversimplified. |
||
|
d. A and C |
||
|
e. Cameras are allowed in the Supreme Court during public sessions. |
|
a. Commander and chief of the armed forces |
||
|
b. Head of state |
||
|
c. Making appointments of ambassadors |
||
|
d. Signing treaties with foreign countries |
||
|
e. All of the above |
|
a. The bureaucracy has been reformed relatively little throughout history. |
||
|
b. A general trend in recent reforms has been to create a smaller bureaucracy. |
||
|
c. The Clinton administration attempted to reform the bureaucracy in the 1990s by implementing the National Performance Review. |
||
|
d. When reforming the bureaucracy, the government has found it is much easier to add new bureaucratic programs than end them. |
||
|
e. Many recent bureaucratic reforms have included privatization of formerly public duties and the deregulation of industry. |
|
a. The Constitution |
||
|
b. Divine right |
||
|
c. Precedents set from past presidents |
||
|
d. Presidential access to the media |
||
|
e. Public support |
|
a. To make federal judicial appointments |
||
|
b. To collect taxes |
||
|
c. To declare war |
||
|
d. To regulate interstate commerce |
||
|
e. To create inferior courts |
|
a. Being at least 35 years old |
||
|
b. Being a member of a political party |
||
|
c. Obtaining a majority of the electoral votes in the Electoral College |
||
|
d. Being a natural born citizen |
||
|
e. Having resided in the United States for at least 14 years |
|
a. The Speaker of the House |
||
|
b. House Minority Leader |
||
|
c. The House Majority Whip |
||
|
d. The Chairman of the Committee of the Whole |
||
|
e. The House Pro Temp |
|
a. Revenue bills must originate in the Senate. |
||
|
b. Oversight committees resolve differences between legislation passed in the House and Senate. |
||
|
c. Filibusters in the Senate are used to stop bills from coming to a floor vote. |
||
|
d. Each chamber has the same exact standing committees that mark-up legislation. |
||
|
e. All of the above |
|
a. Members of the cabinet are the secretaries of fifteen executive departments. |
||
|
b. The cabinet is a creation of modern presidents. |
||
|
c. The existence of a cabinet is mandated in Article II of the Constitution. |
||
|
d. The Vice President is the leader of the Cabinet. |
||
|
e. None of the above |
|
a. The House allows unlimited debate on legislation, whereas the Senate has strict time limitations. |
||
|
b. The Senate permits more amendments to bills than does the House. |
||
|
c. In the House, the minority party can filibuster a bill and permit it from floor consideration—a procedural option that is not allowed in the Senate. |
||
|
d. Senate committees always have an equal number of members from both parties, regardless of minority or majority status. |
||
|
e. There are no major procedural differences between the two chambers. |
|
a. Prior restraint |
||
|
b. Eminent domain |
||
|
c. Double jeopardy |
||
|
d. Selective incorporation |
||
|
e. Habeas corpus |
|
a. African Americans |
||
|
b. Hispanic Americans |
||
|
c. Jewish Americans |
||
|
d. Women |
||
|
e. Homosexuals |
|
a. The exclusionary clause |
||
|
b. The free-exercise clause |
||
|
c. The freedom of religion clause |
||
|
d. The establishment clause |
||
|
e. The supremacy clause |
|
a. Prohibits slavery. |
||
|
b. Protects citizens from the abuses of state governments. |
||
|
c. Ensures a citizen’s right to privacy. |
||
|
d. Ensures citizens equal protection under the law. |
||
|
e. Guarantees the right to trial by jury. |
|
a. Established the doctrine of “separate but equal.” |
||
|
b. Determined that de jure segregation was legal. |
||
|
c. Determined that the doctrine of “separate but equal” was unconstitutional. |
||
|
d. Ended the practice of de facto segregation. |
||
|
e. Was supported by the majority of the South. |
|
a. Pre-emptive censorship. |
||
|
b. National security protective status. |
||
|
c. Prior restraint. |
||
|
d. Writ of certiorari. |
||
|
e. Due process. |
|
a. Determine if the government has violated the “clear and present danger” doctrine |
||
|
b. Decide whether or not there is the presence of “symbolic speech” |
||
|
c. Determine if the Congress has created a law that is unconstitutional |
||
|
d. Decide whether or not the government has unfairly searched without a warrant |
||
|
e. Determine if government actions relating to religion are unconstitutional |
|
a. The first ten amendments to the Constitution |
||
|
b. All of the civil liberties and civil rights found in the Constitution |
||
|
c. The first national Constitution in the United States |
||
|
d. The First Amendment |
||
|
e. Legislation passed by Congress to ensure freedoms |
|
a. To give opportunity to previously oppressed minority groups and women to overcome the effects of past discrimination |
||
|
b. To overcome the effects of ongoing discrimination within society |
||
|
c. To ensure not only equal opportunity but also equal outcome for all |
||
|
d. To punish white society for ills of the past |
||
|
e. All of the above |
|
a. Freedom of expression |
||
|
b. Freedom to bear arms |
||
|
c. The right to peacefully assemble and petition the government |
||
|
d. Freedom of religion |
||
|
e. Freedom of assembly |
|
a. Clear and present danger |
||
|
b. Necessary and proper clause |
||
|
c. Incorporation principle |
||
|
d. Checks and balances |
||
|
e. Strict scrutiny principle |
|
a. De facto segregation has been made illegal, where as de jure has not. |
||
|
b. De facto segregation is voluntary, and de jure is government enforced. |
||
|
c. De jure segregation has been ruled illegal based on several Supreme Court decisions. |
||
|
d. De facto segregation has a political impact, where as de jure primarily impacts society economically. |
||
|
e. De facto segregation is government enforced, and de jure is voluntary. |
|
a. Texas v. Johnson (1989) |
||
|
b. Lemon v. Kurtzman (1971) |
||
|
c. Schenck v. United States (1919) |
||
|
d. Gibbons v. Ogden (1824) |
||
|
e. McCulloch v. Maryland (1819) |
|
a. Roe v. Wade (1973) |
||
|
b. Loving v. Virginia (1967) |
||
|
c. Miranda v. Arizona (1966) |
||
|
d. Cruzan v. Director, Missouri Dept. of Health (1989) |
||
|
e. Tinker v. Des Moines (1990) |
|
a. Affirmation Action was no longer considered Constitutional. |
||
|
b. Affirmative Action was considered “reverse discrimination” and therefore unconstitutional. |
||
|
c. State institutions could no longer use Affirmative Action to equalize opportunity. |
||
|
d. Using race as a criteria for admission was illegal. |
||
|
e. Reverse discrimination based on racial quotas violated the Civil Rights Act of 1964. |
|
a. 1991 Disabled Americans Act |
||
|
b. 1996 Defense of Marriage Act |
||
|
c. Title IX |
||
|
d. Voting Rights Act of 1965 |
||
|
e. 1967 Age Discrimination in Employment Act |
|
a. Decide whether to authorize a federal program |
||
|
b. Decide whether to fund federal programs |
||
|
c. Hold hearings on the appropriateness of members’ actions on the House floor |
||
|
d. Decide whether to accept the president’s budget proposal |
||
|
e. All of the above |
|
a. Capitalism |
||
|
b. Socialism |
||
|
c. Mutualism |
||
|
d. Distributism |
||
|
e. Georgism |
|
a. Secretary of the Treasury |
||
|
b. Office of Personnel Management |
||
|
c. Office of Management and Budget |
||
|
d. Independent Regulatory Commission |
||
|
e. National Economic Council |
|
a. Non-ratified treaty |
||
|
b. Executive agreement |
||
|
c. Foreign policy agreement |
||
|
d. Presidential approval |
||
|
e. Alliance |
|
a. George W. Bush |
||
|
b. William J. Clinton |
||
|
c. Franklin D. Roosevelt |
||
|
d. Ronald Reagan |
||
|
e. Lyndon B. Johnson |
|
a. Domino theory |
||
|
b. Containment |
||
|
c. The Cold War |
||
|
d. Non-proliferation |
||
|
e. Operation Sputnik |
|
a. Social welfare policy |
||
|
b. Economic policy |
||
|
c. Defense policy |
||
|
d. Education policy |
||
|
e. Entitlement spending policy |
|
a. The defense budget |
||
|
b. Executive programs |
||
|
c. Entitlement programs |
||
|
d. Federal student loan program |
||
|
e. Congressional earmarks |
|
a. Medicare |
||
|
b. Medicaid |
||
|
c. Social Security |
||
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d. Temporary Unemployment Insurance |
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e. State Children’s Health Insurance Program |
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a. Laissez-faire doctrine |
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b. Keynesian theory |
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c. Monetarism |
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d. Supply-side economics |
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e. Fiscal conservatism |
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a. Federal Trade Commission |
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b. Office of the Comptroller of the Currency |
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c. Securities Exchange Commission |
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d. Federal Deposit Insurance Corporation |
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e. Federal Reserve Board |
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a. Congress declaring war on Iraq |
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b. George W. Bush’s Global War on Terror and “preemptive” doctrine |
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c. Using NATO peacekeeping troops to help mend anti-American sentiments |
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d. Oil-for-Food Programs |
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e. United States participation in NAFTA |
|
a. TANF |
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b. Food stamps |
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c. Medicare Part B |
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|
d. Social Security |
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|
e. SCHIP |
|
a. Policy enactment |
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|
b. Agenda setting |
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c. Policy implementation |
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|
d. Policy evaluation |
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|
e. Policy revision |
|
a. Congress |
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|
b. Interest groups and non-profit organizations |
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|
c. The bureaucracy |
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|
d. The president |
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e. All of the above |
|
a. It can be traced back to colonial times. |
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|
b. It is mostly rooted in a Biblical obligation for helping the less fortunate. |
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|
c. It can be traced back to the Great Depression and the New Deal. |
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|
d. It can be traced back to the 1970s Great Society. |
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|
e. It is smaller today than it has ever been in the past. |
|
a. Federal food stamp programs |
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|
b. Federal highway system |
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|
c. Safety regulations for the automobile industry |
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|
d. Income tax deductions for charitable contributions |
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|
e. All of the above |
|
a. Non-ratified treaty |
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|
b. Executive agreement |
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|
c. Foreign policy agreement |
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|
d. Presidential approval |
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|
e. Alliance |
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|
f. The Secretary of State |
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|
g. The Secretary of Defense |
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|
h. The President |
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|
i. The National Security Advisor |
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|
j. The director of the Federal Bureau of Investigation |
|
a. Medicare |
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|
b. Medicaid |
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|
c. Social Security |
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|
d. Old-Age Survivors Disability Insurance |
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|
e. None of the above |
|
a. It has been used a number of times to limit the power of the president. |
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|
b. It gave Congress the power to declare war. |
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|
c. It was an attempt of Congress to limit the power of the president to sustain undeclared wars. |
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|
d. It established the Joint Chiefs of Staff. |
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e. It provided Congress with the ability to control the amount of American military presence in United Nation peacekeeping missions. |