De jure discrimination and de facto discrimination are two ways in which some Americans are treated as less equal than others. Examples of governmental actions or public policies designed to address each of these forms of discrimination are
A. the Brown decision (de jure), and affirmative action (de facto).
B. the Voting Rights Act of 1965 (de jure), and the Brown decision (de facto).
C. the Supreme Court's busing decisions (de jure), and affirmative action decisions (de facto).
D. affirmative action (de jure), and the Voting Rights Act of 1965 (de facto).
E. None of these answers is correct.
Answer: A
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An instructor is preparing a teaching plan for a group of students about nursing leaders as public-policy pioneers. Which of the following would the instructor expect to include about the nursing leaders in the early 1900s?
A) Were committed to collective strength, being politically astute and active in advancing sociopolitical causes B) Recognized politics as a necessary evil but did whatever they could to avoid active involvement in social or political issues C) Avoided politics, turning to leaders in organized medicine to advance the health care and nursing agenda D) Were active in influencing policy within the nursing profession but had little influence on greater social issues of the time
Wilson's laws deal with
a. the moral issues of policy evaluation. b. research on policy impact. c. the Hawthorne effect. d. policy implementation.