State policymakers should take steps to enhance the opportunities to vote in any election

 

 

Many believe the state policymakers should take steps to enhance the opportunities to vote in any election. The goal of these changes would be to lower the costs of voting (that is, make it easier), and by doing so draw more citizens into the process. Why not allow for early voting, for example, and no-excuse absentee voting? We know that about one-third of the ballots cast in the 2018 election were cast early, and that in about a dozen states over one-half of the ballots are cast in advance of Election Day. Yet how many of these votes would have been cast under the traditional method is unclear. Several studies suggest overall turnout may have actually decreased because of these measures. How could this be the case? It seems that early voting methods may detract from the excitement and energy of Election Day. When there is only one day to vote, there is energy, an enthusiasm for fulfilling one’s civic duty. As noted by a team of scholars from the University of Wisconsin-Madison, “Early voting dilutes the concentrated activities of Election Day itself that would likely stimulate turnout, an effect not counterbalanced by the increased convenience of voting prior to the election (which, as we have noted, may only provide an alternative outlet for voters who would have voted in any case).

Several studies have suggested a modest increase in turnout in states with same-day registration: an increase of roughly 5 percentage points. This is when voters can sign up for voting on Election Day – now possible in 11 states. In most other states, the cut-off is 30 days in advance of the election. Young, more mobile citizens (such as college students) tend to use same-day registration, but it also appears that minority citizens may be more likely to do the same. It also seems that minority residents are more inclined to use early voting techniques, too.

Surprisingly, since 2012, several state legislatures rescinded or were considering rescinding their early voting laws. As you might guess, this has been, and will continue to be, a controversial topic.

ACTION STEP:

Conduct some research on the impact of different voter registration laws on voter turnout. Do such laws actually impact the number of citizens who come to the polls? In your response, make an argument with supporting evidence and the length of the response must be at least two paragraphs (4-5 sentences for each paragraph).

Sample Solution

knowledge. Bruner first introduced the concept ‘spiral curriculum’ meaning fundamental concepts of a subject being introduced through a child development with increasing complexity (Avis, Fisher, & Thompson, 2014, p.90). Bruner linked the spiral curriculum to three ways of processing information which he called modes of representation (Bentham, 2010, p67). Enactive stage, referring to muscle memory, from learning how to grasp a rattle to riding a bike (Bentham, 2010, p67). Iconic stage referring to the ability to remember information in the form of mental images and the symbolic mode, remembering using symbols and codes, e.g., when we use language and mathematics rules (Bentham, 2010, p67). Most post-compulsory students who have a moderate cognitive impairment will be studying curriculum with content that is typical of younger child (M.Ed, 2015). In terms of classroom numeracy activity, the concept of weight could be taught at various ages using a spiral curriculum. For example, the iconic stage could be utilised by students participating in weighing parcels off different weights and using multi-link pieces to balance scales (M.Ed, 2015). Developing from the Iconic to the Symbolic stage students in this context could be given a set of questions which represent ideas through symbols and rules e.g., the density of air is 1.3 kg/m3. Calculate the mass of a balloon which holds 0.0035 m3 of air (M.Ed, 2015). Bruner believed students must identify key principles for themselves rather than accept teacher explanations (Woolfolk & Margetts, 2012, p.289). This is known as discovery learning which is an approach where the learner solves problem, and makes informed guesses to enable them to discover the basic principles for themselves (Woolfolk & Margetts, 2012, p.289). For example, within an English class teachers could ask questions like ‘what is the rule for grouping these words together’ then provide appropriate material and encourage the students to make observations and use hypothesis testing (Woolfolk & Margetts, 2012, p.289). The role of the teacher here is much to more to do with recognising the cognitive structures used by the learner and being a reflective thinker in terms of how the teacher understands how leaner learn.

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