Label each entry as you do them whether it’s the title or numbers.
Take a look at the requirements and example below and what’s attached.  
What’s required?
Three learning journal entries per week (described below). At least one journal entry per week must address our semester reading, Our Own Worst Enemy, and other readings related to our special focus this semester: threats to US democracy and ways those threats can be mitigated.
Read the prompt details below and reach out if any questions. You aren’t graded on your political views. You are graded on whether you support your views with credible sources and evidence. Credible sources do not include opinionated commentators like Tucker Carlson or Michael Moore. They can be fun to listen to but are not college assignment sources. So too social media memes and conspiracy theories. I’m not joking. People have cited them. Provide evidence and citations to back up your claims to help others fairly evaluate your arguments. Anyone should be able to go to the materials you relied on upon and see for themselves to confirm, disconfirm or challenge your reading of that material. Then, and only then, can a free and open, and INFORMED discussion take place. No one is limiting your right to free speech by asking you to back up your claims, for additional evidence, or questioning the credibility of your sources.
Avoid logical fallacies
You’ll also find common logical fallacies (aka BS arguments) defined on the second part of this page. Once again, use it as a checklist and make sure you are making the best possible case for your point of view in your journals. 
Questions to address for each idea in a learning journal
Once you have your three ideas (plus one optional extra credit idea)  for the week answer the following four questions for each idea:
1) What was the one idea that struck you and why?
2) How does it connect to what you are learning about in class?
What does this mean? Step 1: As you read each section introduction and each page keep notes on the main idea- something that can be written in a sentence or a short phrase. Step 2: What is the main idea of both the module and the section on your topic page is located in? Step 3: What is the main idea you are writing or about or addressing in your journal entry? Step 4: Go back to your notes. What are the other main ideas from this section or module? Step 5: What main idea is your topic an example of? How does it compare to the other main idea(s)? How is it the same? How is it different? Your answer to Step 5 is your answer to question 2 on how your journal entry connects to what you learning in class.
3) How did it expand your understanding?
4) What would you like to learn more about?
Here are the journal entries
#1: Are we Stuck in Place (see attachment below)
#2: Chapter 3 Our Own Worst Enemy (see attachment below) 
#3: The Popularity of Congress Today (see screenshot attachment below)Are We Stuck in Place?
At this point you would be justified in saying, “You’re depressing me.”
Nonetheless, there is good news in Historical Institutional Theory akin to the Buddha’s key insight that life is always changing so you can never cling to anything in your life whether the experience is happy or sad.  On the one hand it sucks, on the other hand when things are bad you can also count on circumstances to change so you aren’t always stuck in bad times.

What overcomes path dependency?

Losers. They actually (sort of) rule. On this point Historical Institutional Theory says organizations rely on rules and always make decisions. Decisions always create winners and losers. So far, this isn’t rocket science. 
Decisions always provoke the unhappy campers and they hold the key. Because losers aren’t happy, they push for changing the rules. Since there are always rules and decisions, and thus losers, policy is never set in stone, but in state of permanent flux. 
Take a moment to give some thought to the current political climate. What points of conflict do we have now? Where are folks pushing for change?Those 3 journal entries are a minimum of 250 words for each idea
reflection per idea reflection. You can go longer on text or video if needed.
If you are doing text it would run about 2000 words for the three weeks of
reflections and about 2750 words in the final journal which will cover four
weeks.

The format is your choice depending on your comfort level with technology
and what you feel best fits your topic and creative inspiration. It could be a
written Word doc. It could be a video. You could include your own creative
work such as photographs, memes, graphics, artwork, poems, songs,
graphs, diagrams, and tables. You can also use PowerPoint (link from
Google Drive in your assignment post), Prezi, or an audio file. Include links
to what is being discussed in your reflections when its from something
other than our course. If you are using video and it is a file smaller than 500
mb you can upload it directly to Canvas.

This can be a painless and enjoyable learning process if you do it regularly.
If an idea grabs you as you are reading the Canvas site or the Our Own
Worst Enemy book, do a short write-up. If you wait until a day before it’s
due, or worse, the day of, it will be unpleasant.

Credible sources are a must

As you analyze the different ideas, your evaluation of the pluses and
minuses of each idea is up to you. You will not be graded or judged
on your beliefs and values. This course is about reflecting on critical
political questions and issues and learning how to think, not what to
think. You are required to include citations and supporting evidence
for all your views. See the next page for definitions of credible
sources. Use it as a checklist. If it meets all the criteria use the
source. If it doesn’t meet all criteria don’t use it. You are responsible
for vetting your sources before using them in this course!

https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment

https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment

How to Get a Better Grade on an
Assignment
To improve your grade on assignments use the following list of things to do
and things to avoid. Use it as a checklist as you edit your assignment. The
more checks the better your grade will be.

Above all remember as you analyze different perspectives, your
evaluation of the relative strengths and weaknesses of any political
position is up to you. You will not be graded or judged on your beliefs
and values. This course is about teaching you HOW to think, not
WHAT to think. I do not care if you are Republican, Democrat, Right or
Left or none of the above. What is important is to make the best
possible argument you can for your position. The tips on this page
will help you do just that. It begins with the six most common
mistakes that I’ve seen in assignments.

A) The Big Six:

1: Thoroughly read through the assignment prompt 3
“Is There No Virtue Among Us?”
Democracy in an Age of Rage and Resentment

The West’s souring mood is about the psychology of dashed expectations rather than the decline in material comforts.

—Edward Luce

The most obvious explanation for American political life since the end of the Cold War is that we have become an unserious country populated by an unserious people.

—Jonathan V. Last

Is there no virtue among us? If there be not, we are in a wretched situation.

—James Madison

AN UNVIRTUOUS NATION
It is disturbing enough to realize that our neighbors might be good people but bad citizens. But what happens if the citizens of a democratic nation, whatever their civic habits, are no longer virtuous enough as a people to sustain their own institutions? Good people can, from time to time, be bad citizens. Nations, like families, can persevere through periods of anger and estrangement. Liberal democracy, however, cannot long survive among an unvirtuous people. The collapse of virtue, public and private, leads not only to bad citizenship, but also to the eventual impossibility of producing good citizens at all.

Even more than questions about what makes a good or bad citizen, questions about virtue seem intrusive and judgmental. Democracies, we might think, are not based on virtue, but on everyone behaving moderately well while minding their own business. To ruminate on who is a virtuous person is a matter for ancient philosophers; to investigate the feelings or beliefs of other citizens is the road taken by the eternal social and political busybody. As Louis Brandeis famously wrote in 1928, “the right to be let alone” is “the most comprehensive of the rights and the right most valued by civilized men.” Just as liberal democracies long ago rejected literacy tests and poll taxes for the universal franchise, they cannot today institute some sort of moral test at the entrance to the voting booth. In a tolerant, secular democracy, what’s in our hearts when we show up to vote is between us and our conscience.

And yet, as much as Americans may prefer to ignore this part of their national history, the Founders of the American republic understood the existential link between virtue and democracy. They knew that to believe in some magical difference between how we live our lives as individuals and how we conduct ourselves as citizens in a community was only a reassuring fantasy. “Public virtue,” John Adams wrote in early 1776, “cannot exist in a nation without private virtue, and public virtue is the only foundation of republics.” A year earlier, his cousin Sam (in a letter sneering about the well-known adultery of a doctor who turned to the British during the Revolutionary War) wrote, in his characteristically blunt way: “There is seldom an instance of a man guilty of betraying his country, who had not before lost the feeling of moral obligations in his private connections.”1

More important, the Founders understood that institutional design could not o




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