Govt 5Th Edition Sidlow Solutions Manual Full Chapter PDF

GOVT 5th Edition Sidlow Solutions
Manual
Visit to download the full and correct content document:
https://testbankdeal.com/download/govt-5th-edition-sidlow-solutions-manual/
CHAPTER 8
Public Opinion and Voting
Joe Raedle/Getty Images
 LEARNING OUTCOMES
8-1 Explain how public opinion polls are conducted, problems with polls, and how they are
used in the political process.
8-2 Describe the political socialization process.
8-3 Discuss the different factors that affect voter choices.
8-4 Indicate some of the factors that affect voter turnout, and discuss what has been done to
improve voter turnout and voting procedures.
 SUMMARY OVERVIEW
Public opinion is the sum total of a complex collection of opinions held by many people on issues
in the public arena. Public officials commonly learn about public opinion through election results,
personal contacts, interest groups, and media reports. The best way to measure public opinion
between elections, however, appears to be through the use of public opinion polls. A public
opinion poll is a survey of the public’s opinion on a particular topic at a particular moment.
Public opinion pollsters have devised scientific polling techniques for measuring public opinion
through the use of samples.
Early polling efforts relied on straw polls. The opinions expressed in straw polls, however,
usually represent an atypical subgroup of the population, or a biased sample. Today, polling is
used extensively by political candidates and policymakers. Polls can be quite accurate when they
are conducted properly. A sample must consist of people who are typical of the population. The
most important principle in sampling is randomness. A random sample means that each person
within the entire population being polled has an equal chance of being chosen.
Copyright © Cengage Learning. All rights reserved.

104 Chapter 8: Public Opinion and Voting
Public opinion polls are fundamentally statistical. The true result of a poll is not a single figure,
but a range of probabilities. Sampling error is the difference between what the poll shows and
what the results would have been if everyone in the relevant population had been interviewed.
Based on their differing statistical models, some polling firms consistently publish results more
favorable to one or the other of the two major parties than the results released by other pollsters—
a phenomenon known as a house effect.
To obtain accurate results, pollsters want to ensure that there is no bias in their polling questions,
and they must be aware that opinion polls of voter preferences cannot reflect rapid shifts in public
opinion unless they are taken frequently. The reliability of polls was called into question by the
use of exit polls in the 2000 presidential elections.
Today, a frequently heard complaint is that, instead of measuring public opinion, polls can end up
creating it. To gain popularity, a candidate might claim that all the polls show that he or she is
ahead in the race, and thus help to create a “bandwagon” effect. The media also sometimes
misuse polls. Many journalists base their political coverage during campaigns almost exclusively
on poll findings. Media companies often report only the polls conducted by their affiliated
pollsters. One tactic in political campaigns is to use push polls, which ask “fake” polling
questions that are actually designed to “push” voters toward one candidate or another.
Most people acquire their political attitudes, opinions, beliefs, and knowledge through a complex
learning process called political socialization, which begins during early childhood and continues
throughout life. Most political socialization is informal. The strong early influence of the family
later gives way to the multiple influences of school, church, peers, television, co-workers, and
other groups. People and institutions that influence the political views of others are called agents
of political socialization.
The family’s influence is strongest when children can clearly perceive their parents’ attitudes.
Education also strongly influences an individual’s political attitudes. From their earliest days in
school, children learn about the American political system. They also learn citizenship skills
through school rules and regulations. Generally, those with more education have more knowledge
about politics and policy than those with less education. A majority of Americans hold strong
religious beliefs, and these attitudes can also contribute significantly to political socialization.
The media also have an impact on political socialization. Television continues to be a leading
source of political information for older voters. Opinion leaders, major life events, peer groups,
economic status, and occupation may also influence a person’s political views.
What persuades voters to choose certain kinds of candidates? For established voters, party
identification is one of the most important and lasting predictors of how a person will vote.
Voters often base their decisions on the perceived character of the candidates rather than on their
qualifications or policy positions. When people vote for candidates who share their positions on
particular issues, they are engaging in policy voting. With respect to policy voting, economic
issues historically have had the strongest influence on voters’ choices.
Socioeconomic factors also influence how people vote. These factors include educational
attainment, occupation and income, age, gender, religion and ethnic background, and geographic
region. Ideology is another indicator of voting behavior.
Some historical restrictions on voting, including religion, property ownership, and tax-payment
requirements, disappeared early on in the history of the republic. Restrictions based on race and
gender continued, however. The Fifteenth Amendment to the Constitution (1870) guaranteed
suffrage to African American males. Yet, for many decades, African Americans were effectively
denied the ability to exercise their voting rights. Today, devices used to restrict voting rights, such
as the poll tax, literacy tests, the grandfather clause, and white primaries, are explicitly outlawed

Chapter 8: Public Opinion and Voting 105
by constitutional amendments, by the Voting Rights Act of 1965, or by Supreme Court decisions.
Furthermore, the Nineteenth Amendment (1920) gave women the right to vote, and the Twenty-
sixth Amendment (1971) reduced the minimum voting age to eighteen.
Some restrictions on voting rights, such as registration, residency, and citizenship requirements,
still exist. Most states also do not permit prison inmates or felons to vote. Attempts to improve
voter turnout and voting procedures include simplifying the voter-registration process, allowing
voting by mail, early voting, and updating voting equipment. Just because an individual is eligible
to vote does not necessarily mean that the person will go to the polls on Election Day. Voter
turnout is affected by several factors, including educational attainment, income level, age, and
minority status.
 CHAPTER OUTLINE
 AMERICA AT ODDS Should Felons Be Allowed to Vote?
8-0 Introduction
• Public opinion is a vital component of our political system in America.
 THE REST OF THE WORLD How Foreign Countries View

Each Other
8-1 Measuring Public Opinion

• Public opinion is the sum total of a complex collection of opinions held by many
people on issues in the public arena.
• The best way to measure public opinion between elections appears to be through
the use of public opinion polls.
8-1a Public Opinion Polls

• A public opinion poll is a survey of the public’s opinion on a
particular topic at a particular moment.
• Public opinion pollsters have devised scientific polling techniques for
measuring public opinion through the use of samples—groups of people
who are typical of the general population.
8-1b Early Polling Efforts

• Since the 1800s, magazines and newspapers have spiced up their articles
by conducting straw polls of readers’ opinions.
• The problem with straw polls is that the opinions expressed usually
represent an atypical subgroup of the population, or a biased sample.
8-1c Polling Today

• Today, polling is used extensively by political candidates
and policymakers.
• Polls can be quite accurate when they are conducted properly.

Types of Polls
Sampling
• A sample must consist of people who are typical of the population.
• The most important principle in sampling is randomness.
• A random sample means that each person within the entire population
being polled has an equal chance of being chosen.
What Polls Really Tell Us
• There are still concerns about the general reliability of polls, however,
that poll takers must be made aware.
• Public opinion polls are fundamentally statistical.
o The true result of a poll is not a single figure, but a range of
probabilities.
• Sampling error is the difference between what the poll shows and what
the results would have been if everyone in the relevant population had
been interviewed.
Statistical Modeling and House Effects
• If the pollster uses a flawed model to adjust for the fact that it is almost
impossible to obtain a body of respondents that truly reflects the
population at large, the poll results will be off as well.
WEIGHTING DIFFICULTIES.
HOUSE EFFECTS.
• Based on their differing models, some polling firms consistently publish
results more favorable to one or the other of the two major parties than
the results released by other pollsters—a phenomenon known as a
house effect.
Bias in Framing Questions
• How poll questions are phrased can affect how people answer them.
AN EXAMPLE: THE BIRTH CONTROL CONTROVERSY.
YES AND NO QUESTIONS.
INADEQUATE INFORMATION.
Timing of Polls
• Opinion polls of voter preferences cannot reflect rapid shifts in public
opinion unless they are taken frequently.
Exit Polls
• The reliability of polls was called into question by the use of exit polls in
the 2000 presidential elections.
• Based on exit polls conducted by the Voter News Service (VNS), a
consortium of news networks, the outcome of the presidential race in
Florida was called wrong—not just once, but twice.
• In 2008, the television networks were careful about making predictions
based on exit polls.

Misuse of Polls
• Today a frequently heard complaint is that, instead of measuring public
opinion, polls can end up creating it.
o A candidate might claim that all the polls show that he or she is
ahead in the race; people who want to support the winner may
back this candidate despite their true feelings.
o This is often called the “bandwagon” effect.
• Many journalists base their political coverage during campaigns almost
exclusively on poll findings.
• Media companies often report only the polls conducted by their affiliated
pollsters.
 ELECTIONS 2012 The Accuracy of the Polls in 2012
 Perception versus Reality The Reliability of Public Opinion Polls

The Problem of Push Polls
• One tactic in political campaigns is to use push polls, which ask “fake”
polling questions that are actually designed to “push” voters toward one
candidate or another.
AN EXAMPLE: JOHN MCCAIN.
PUSH POLLS AND LEGITIMATE POLLS.
8-2 How Do People Form Political Opinions?

• Most people acquire their political attitudes, opinions, beliefs, and knowledge
through a learning process called political socialization.
o This process begins during early childhood and continues throughout a
person’s life.
• Most political socialization is informal.
• There are several agents of political socialization.
8-2a The Importance of Family

• A child first sees the political world through the eyes of his or her family,
which is perhaps the most important force in political socialization.
• The family’s influence is strongest when children can clearly perceive
their parents’ attitudes.
8-2b Schools and Churches

• From their earliest days in school, children learn about the American
political system.
o They say the Pledge of Allegiance and learn about national
holidays.
o In the upper grades, young people learn about government and
democratic procedures through civics classes and participation in
student government.
o They also learn citizenship skills through school rules and
regulations.

• Generally, those with more education have more knowledge about

politics and policy than those with less education.
• A majority of Americans hold strong religious beliefs, and these attitudes
can also contribute significantly to political socialization.
8-2c The Media

• The media have an impact on political socialization.
• The most influential is television, which continues to be a leading source
of political information for older voters.
8-2d Opinion Leaders

• Well-known citizens often are able to influence the opinions of their
fellow citizens.
o These people may be public officials, religious leaders, teachers,
or celebrities.
8-2e Major Life Events

• Often, the political attitudes of an entire generation are influenced by a
major event (for example, the Great Depression, World War II, the
Vietnam War, or the terrorist attacks of September 11, 2001).
8-2f Peer Groups

• Once children enter school, the views of friends begin to influence their
attitudes and beliefs.
• From junior high school on, the peer group—friends, classmates, co-
workers, club members, or religious group members—becomes a factor
in the political socialization process.
o Most of this socialization occurs when the peer group is involved
with political activities or other causes.
8-2g Economic Status and Occupation

• A person’s economic status and occupation may influence his or her
political views with respect to government programs and policies.
8-3 Why People Vote as They Do
8-3a Party Identification

• For established voters, party identification is one of the most important
and lasting predictors of how a person will vote.
• A large number of voters call themselves independents; many
independents, however, actually support one or the other of the two
major parties quite regularly.
8-3b Perception of the Candidates

• Voters often base their decisions on the perceived character of the
candidates rather than on their qualifications or policy positions.

8-3c Policy Choices

• When people vote for candidates who share their positions on particular
issues, they are engaging in policy voting.
• Historically, economic issues have had the strongest influence on
voters’ choices.
8-3d Socioeconomic Factors

• Socioeconomic factors include: educational attainment, occupation and
income, age, gender, religion and ethnicity, and geographic location.
• Some factors have to do with circumstances into which individuals are
both; others have to do with personal choices.
Educational Attainment
• As a general rule, people with more education are likely to vote
Republican, although in recent years, voters with postgraduate degrees
have tended to vote Democratic.
Occupation and Income
• Businesspersons tend to vote Republican and have done so for
many years.
• Recently, professionals have been more likely to vote Democratic than in
earlier years.
• Manual laborers, and especially union members, are more likely to vote
for the Democrats.
• In the past, the higher the income, the more likely it was that a person
would vote Republican, but this pattern is breaking down.
Age
• One age-related effect is that people’s attitudes are shaped by the events
that unfolded as they grew up.
• In addition, younger voters are noticeably more liberal on issues dealing
with the rights of minorities, women, and gay males and lesbians.
Gender
• In some elections, a gender gap (the difference between the percentage
of votes cast for a particular candidate by women and the percentage of
votes cast for the same candidate by men) is a major determinant of voter
decision making.
Religion and Ethnic Background
REGULAR CHURCH ATTENDANCE.
• In recent years, a religious variable that has become important in
determining voting behavior has to do with white Christians.
• Regardless of denomination, white Christians who attend church
regularly have favored the Republicans by substantial margins.
• Jewish voters are strongly Democratic.

AFRICAN AMERICANS.
• Most African Americans are Protestants, but African Americans are one
of the most solidly Democratic constituencies in the United States.
• Latino voters have supported the Democrats by margins of about two to
one, though Cuban Americans are strongly Republican.
MUSLIM AMERICANS.
• Today, Muslims are the most Democratic religious group in the nation.
Geographic Region
• In today’s presidential contests, states in the South, the Great Plains, and
parts of the Rocky Mountains are strongly Republican.
• The Northeast, the West Coast, and Illinois are firmly Democratic.
• Many of the swing states that decide elections are located in the
Midwest.
• This pattern is almost a complete reversal of the one that existed a
century ago, when the Solid South was solidly Democratic.
• The ideologies of the two parties have likewise undergone something of
a reversal.
o One hundred years ago, the Democrats were seen as less likely
than the Republicans to support government intervention in the
economy.
o The Democrats were also the party that opposed civil rights.
8-3e Ideology
• For many Americans, where they fall in the political spectrum is a strong
indicator of how they will vote.
o Liberals (about 21 percent of the population) vote for Democrats
and conservatives (about 40 percent of the population) vote for
Republicans.
o In most elections, the candidates compete aggressively for the
moderates (about 35 percent of the population) because they
know their “base” is secure.
The Vital Center
• The position between the political extremes has been called the vital
center.
• Without it, necessary compromises may be difficult, if not impossible,
to achieve.
Ideology in Recent Elections
THE CONSERVATIVE TRIUMPH.
• The severe polarization in Congress and in American politics generally
made it hard for the vital center to play a role in the midterm elections
of 2010.
IDEOLOGY AND THE 2012 ELECTIONS.

8-4 Voting and Voter Turnout
8-4a Factors Affecting Voter Turnout

• In the past, legal restrictions based on income, gender, race, and other
factors kept a number of people from voting.
• In the last decades of the twentieth century, these restrictions were
almost completely eliminated, and yet voter turnout (the percentage of
those who actually turn out to vote from among those eligible to vote) in
presidential elections still hovered around 55 percent.
• Turnout has increased somewhat in more recent presidential elections.
8-4b The Legal Right to Vote

Historical Restrictions on Voting
• Those who drafted the Constitution left the power to set suffrage
qualifications to the individual states.
o Most states limited suffrage to adult white males who owned
property, but these restrictions were challenged early on.
o By 1828, laws restricting the right to vote to Christians were
abolished in all states, and property ownership and tax-payment
requirements gradually began to disappear as well.
• The Fifteenth Amendment (1870) guaranteed suffrage to African
American males.
o Nevertheless, literacy tests, poll taxes, white primaries, and
the grandfather clause were used to prevent African Americans
from voting.
Voting Rights Today
• Today, literacy tests, poll taxes, white primaries, grandfather clauses and
the like, for restricting voting rights are explicitly outlawed by
constitutional amendments, Court decisions, or the Voting Rights Act of
1965, which make it illegal to interfere with anyone’s right to vote in
any election.
• The Nineteenth Amendment gave women the right to vote in 1920.
• The Twenty-sixth Amendment reduced the minimum voting age
to eighteen.
• Current requirements for voting include minimum age (eighteen years
old), U.S. citizenship, and (depending on the state) voter registration and
residency.
• Most states do not permit prison inmates or felons to vote.
8-4c Attempts to Improve Voter Turnout

• The National Voter Registration Act (the “Motor Voter Law’) of 1993
simplified the voter-registration process.
o The act requires states to provide all eligible citizens with the
opportunity to register to vote when they apply for or renew a
driver’s license.
o The law also requires that states allow mail-in registration.

• In 1998, Oregon voters approved a ballot initiative requiring that all

elections in that state, including presidential elections, be conducted
exclusively by mail.
 JOIN THE DEBATE Voter Fraud—A Real Problem or Much Ado

about Nothing?
8-4d Attempts to Improve Voting Procedures

• Because of serious problems in achieving accurate vote counts in recent
elections, steps have been taken in an attempt to ensure more accuracy in
the voting process.
• The Help America Vote Act of 2002 provided funds to the states to help
them purchase new electronic voting equipment.
Problems in 2006
Voting Systems in Recent Elections
• Because of problems reported in 2006 with electronic systems, more than
half of all votes cast in 2008 and 2010 used old-fashioned paper ballots.
o As a result, vote counting was slow.
• In 2012, the development of voter-verified paper audit trail printers led to
the reintroduction of electronic machines in many states.
• One feature of recent elections was that a number of states allowed early
voting at polling places that opened weeks before Election Day.
8-4e Who Actually Votes

Educational Attainment
• Education appears to be the most important factor affecting voter
turnout.
• The more education a person has, the more likely it is that he or she will
be a regular voter.
Income Level and Age
• Older voters generally turn out more regularly than younger voters do,
though participation tends to decline among the very elderly.
• Wealthy people tend to be overrepresented among regular voters.
Minority Status
• Racial and ethnic minorities traditionally have been underrepresented
among voters.
• In several recent elections, however, participation by these groups,
particularly African Americans and Hispanics, has increased.
o In part because the number of Latino citizens has grown rapidly,
the increase in the Hispanic vote has been even larger than the
increase in the black vote.

Immigration and Voter Turnout

• The United States has experienced high rates of immigration in recent
decades, and that has had an effect on voter turnout figures.
o That is why turnout figures probably should be based on the
number of people who are actually entitled to vote (the vote-
eligible population), rather than expressed as a percentage of the
voting-age population.
 AMERICA AT ODDS Public Opinion and Voting
 CRITICAL THINKING QUESTIONS

1. What was your first political impression—that is, the first political event or issue you can
recall? Has that first impression affected your views toward government and politics?
How have other agents of political socialization helped to shape the way you think about
political issues, policymakers, and government?
2. Have the twenty-four-hour news cycle and today’s candidate-centered campaigns
rendered the concept of party identification useless as a way of understanding why people
vote as they do?
3. What do you think about the “house effect” when it comes to public opinion polling? Is it
surprising that different polling firms might report different results? What factors could
be contributing to these differences? Are house effects always a reflection of partisan or
political bias? Should polling organizations have partisan ties?
 LECTURE LAUNCHERS
1. Is it likely that a gender gap will continue to characterize voter decision making in
presidential elections?
2. Though the source of the statement is in doubt, it is part of American folklore that a
politician once remarked, “A low voter turnout is an indication of fewer people going to
the polls.” True enough. What else does low voter turnout indicate?
 IN-CLASS ACTIVITIES
1. Find examples of polls that measure public opinion about particular political issues in
newspapers or on the Internet. Compare the polling methods that were used and the way
the questions were phrased. Discuss the reliability of the results. Do you agree with the
opinions that are expressed in the polls? Should public policy be based on poll results?
2. Analyze voting by groups in the 2012 presidential elections. How important were
socioeconomic factors in determining the outcome? Is it likely that the Democratic and
Republican presidential nominees will win similar percentages of votes from these
groups in 2016?

 KEY TERMS
agents of political socialization People and institutions that influence the political views
of others.
biased sample A poll sample that does not accurately represent the population.
gender gap The difference between the percentage of votes cast for a particular candidate by
women and the percentage of votes cast for the same candidate by men.
grandfather clause A clause in a state law that had the effect of restricting the franchise (voting
rights) to those whose ancestors had voted before the 1860s. It was one of the techniques
used in the South to prevent African Americans from exercising their right to vote.
literacy test A test given to voters to ensure that they could read and write and thus evaluate
political information. This technique was used in many southern states to restrict African
American participation in elections.
media Newspapers, magazines, television, radio, the Internet, and any other printed or electronic
means of communication.
peer group Associates, often close in age to one another; may include friends, classmates, co-
workers, club members, or religious group members. Peer group influence is a significant
factor in the political socialization process.
political socialization The learning process through which most people acquire their political
attitudes, opinions, beliefs, and knowledge.
poll tax A fee of several dollars that had to be paid before a person could vote. This device was
used in some southern states to discourage African Americans and low-income whites
from voting.
public opinion The views of the citizenry about politics, public issues, and public policies; a
complex collection of opinions held by many people on issues in the public arena.
public opinion poll A survey of the public’s opinion on a particular topic at a particular moment.
push poll A campaign tactic used to feed false or misleading information to potential voters,
under the guise of taking an opinion poll, with the intent to “push” voters away from one
candidate and toward another.
random sample In the context of opinion polling, a sample in which each person within the
entire population being polled has an equal chance of being chosen.
sample In the context of opinion polling, a group of people selected to represent the population
being studied.
sampling error In the context of opinion polling, the difference between what the sample results
show and what the true results would have been had everybody in the relevant population
been interviewed.
Solid South A term used to describe the tendency of the southern states to vote Democratic after
the Civil War.
straw poll A nonscientific poll in which there is no way to ensure that the opinions expressed are
representative of the larger population.
vital center The center of the political spectrum; those who hold moderate political views. The
center is vital because without it, it may be difficult, if not impossible, to reach the
compromises that are necessary to a political system’s continuity.

vote-eligible population The number of people who are actually eligible to vote in an
American election.
voting-age population The number of people residing in the United States who are at least
eighteen years old.
white primary A primary election in which African Americans were prohibited from voting. The
practice was banned by the Supreme Court in 1944.
 WEB LINKS
Go to http://www.ropercenter.uconn.edu/ for recent polls conducted and analyzed by the Roper
Center for Public Opinion Research.
The results of recent polls and an archive of past polls can be found at the Gallup Web site at
http://www.gallup.com.
For information on public opinion, go to http://www.electionstudies.org/, the Web site of
American National Election Studies.
Poll data and material on major issues can be found at http://www.publicagenda.org/.
Election predictions and analysis can be found at
http://fivethirtyeight.blogs.nytimes.com/
For a comprehensive collection of election polls, go to the Real Clear Politics Web site at
http://www.realclearpolitics.com/polls/.
PollingReport organizes public opinion data from various sources by keyword. The Web site is
http://www.pollingreport.com/.
HuffPost Pollster publishes pre-election poll results combined into interactive charts. Go to
elections.huffingtonpost.com/pollster. Additional maps and electoral vote counts can be found at
HuffPost Politics Election Dashboard.
The Pew Research Center for the People & the Press conducts monthly polls on politics and
policy issues. Go to www.people-press.org/.
 INSTRUCTOR RESOURCES
Political Theatre 2.0 DVD
Ronald Reagan’s “A Time for Choosing” Speech on behalf of Senator Goldwater: 1964
Suggested Reading
Asher, Herbert. Polling and the Public: What Every Citizen Should Know. 7th ed. Washington,
DC: CQ Press, 2007. Print.
Niemi, Richard G., and Herbert F. Weisberg (eds). Classics in Voting Behavior. Washington, DC:
CQ Press, 1992. Print.

Another random document with
no related content on Scribd:
E si na festividade
D’aquelle martyr frechado
Se dá á todo o culpado
Remissão e liberdade,
De Deus na Natividade,
Á que já de agora assisto,
Muito mais logar tem isto,
E com tanta mais razão
Quanto vai por medição
De São Sebastião á Christo.
Nós os abaixo assignados

Pedimos com humildade,
Ou fundados na piedade,
Ou na amizade fiados,
Que d’esses grilhões malvados
Por seu duro e infame tracto,
Solteis o prêzo malato,
Porque tem bons fiadores
Nestes vossos servidores,
De que ha de ser bom mulato.
Á ANTONIA
MOÇA PARDA DE PERNAMIRIM CHAMADA VULGARMENTE
CATONA
Que pouco sabe de amor

Quem viu, formosa Catona,
Que ha nessa celeste zona
Astro ou luminar maior.
Tambem a violeta é flor,
E mais é negra a violeta,
E si bem póde um poeta
Uma flor negra estimar,
Tambem eu posso adorar
Nos céus um pardo planeta.
Catona é moça luzida,

Que á pouco custo se asseia,
Entende-se como feia,
Mas é formosa entendida:
Escuza-se commedida,
E ajusta-se envergonhada,
Não é tão desapegada
Que negue á uma alma esperança,
Porque emquanto a não alcança,
Não morra desesperada.
Piza airoso e compassado,
Sabe-se airosa mover,
Calça que é folgar de ver,
E mais anda a pé folgado:
Conversa bem sem cuidado,
Ri sizuda na occasião,
Escuta com attenção,
Responde com seu desdem,
E inda assim responde bem,
E bemquista a sem razão.
É parda de tal talento,

Que a mais branca e a mais bella,
Podéra trocar com ella
A côr pelo entendimento
A um prodigio, um portento;
E si vos espanta ver,
Que adrêde me ando a perder;
Dá-me por desculpa amor,
Que é femea trajada em flor,
E sol mentido em mulher.
Á MESMA CATONA
DESPEDINDO-SE O AUCTOR DE PERNAMIRIM PARA A VILLA
DE S. FRANCISCO
Não vos pude merecer,

Pois vos não pude agradar,
Mas eu hei de me vingar,
Catona, em mais vos querer;
Vós sempre á me aborrecer
Com odio mortal e atroz,
E eu a seguir-vos veloz,
Si sois veremos emfim
Mais firme em fugir-me a mim,
Que eu em seguir-vos á vós.
Quizera vos persuadir,

Porque vos saibaes haver,
Que sou mais firme em querer,
Que vós ligeira em fugir:
Eu não hei de desistir
D’esta minha pretenção,
Quer vós o approveis, quer não,
Porque vêr me importaria
Si talvez faz a porfia
O que não fez a razão.
Mil vezes o tempo faz
O que á razão não conveio,
Metterei pois tempo em meio,
Porque elle nos metta em paz:
Vós estaes muito tenaz
Em dar-me um e outro não,
E eu, levado da affeição,
Espero tempo melhor,
Onde o que não obra amor
Vença o tempo, obre a razão.
Catona, a minha esperança

Me dá por conselho são,
Que espere, porque o rifão
Diz que quem espera alcança:
Tudo tem certa mudança,
O bem males ameaça,
O mal para bem se passa,
Que como a fortuna joga,
O braço que hoje me affoga,
Talvez amanhã me abraça.
Á ANNICA
UMA MULATA DA CAJAHYBA
Annica, o que me quereis,

Que tanto me enfeitiçaes,
Uma vez quando cantaes,
E outra quando appareceis?
Si por matar-me o fazeis,
Fazei esse crime atroz
De matar-me sós por sós,
Para que eu tenha o soccorro,
Que vendo que por vós morro,
Viva de morrer por vós.
Matar-me eu o soffrerei,
Mas soffrei tambem chegar-me,
Que ter asco de matar-me
Jámais o consentirei:
Fugir e matar não sei,
Anna, como o conseguis?
Mas si a minha sorte o quiz
E vós, Anna, o intentaes,
Não podeis matar-me mais
Do que quando me fugis.
Chegae e matar-me já:
Não chegando estou já morto;
Coisa que se me tem absorto,
Matar-me quem não me dá:
Chegae, Anna, para cá,
Para dar-me essa ferida,
Porque fugir de corrida
E matar-me d’essa sorte,
Si o vejo na minha morte,
O não vi na minha vida.
Não sei que pós foram estes

Que na alma me derramastes?
Não sei com que me matastes?
Não sei o que me fizestes?
Sei que aqui me apparecestes,
E vendo-vos com antolhos,
Topei com tantos abrolhos
Na vossa dura conquista,
Que me tirastes a vista
E me quebrastes os olhos.
Á UMA MULATA
DE PERNAMIRIM CHAMADA LUZIA
Parti o bolo, Luzia,

Que a mim mesmo me acommoda:
Não deis a fatia toda,
Dae-me parte da fatia:
Quem pede como eu pedia,
Pede tudo o que lhe importa
E acceita o que se lhe corta,
E quem dá com manha e arte
Seus dados sempre reparte,
Si tem mais pobres á porta.
Não é bem que tudo eu cobre,

E é bem que um pouco me deis;
Dae-me um pouco e alegrar-me-heis:
Com pouco se alegra o pobre;
Não deis coisa que me sóbre,
Dai-me siquer um bocado;
Mas o que vos persuado
Que deis com manha e com arte,
Dando vós e de tal parte,
Sempre será grande o dado.
Si á todos cinco sentidos
Não tendes coisa que dar,
Dae ao de vêr e apalpar,
Os dois sejam preferidos:
Não deis que ouvir aos ouvidos,
Mas dae aos olhos que vêr
E ao tacto em que se entreter;
Deitemos á bom partir
Os dois sentidos a rir
E os demais a padecer
As mãos folgam de apalpar,

Os olhos folgam de vêr,
Os dois logrem seu prazer,
Os tres sintam seu pezar:
Que depois que isto lograr,
Virá o mais por seu pé,
Que inda que ninguem me dê,
Nem eu o tome á ninguem,
Morrerá vosso desdem
Ás forças de minha fé.
A ANTONIA
MOÇA PARDA, CHAMADA A MARIMBONDA, QUE MORAVA NA
RUA DA POEIRA, E A VIU O P. NO CAMPO DA PALMA DEBAIXO
DE UMA URUPEMBA EM CASA DE UMA AMIGA. ALLUDE AO
REMEDIO SYMPATHICO DE SE QUEIMAR A CASA DOS
MARIMBONDOS, PARA SE EXTINGUIR LOGO A DÓR DAS
SUAS PICADAS
Fui hoje ao Campo da Palma,

Onde com subito estrondo
Me investiu um marimbondo,
Que me picou dentro da alma:
Era já passada a calma,
E eu me sentia encalmado,
Corrido e injuriado,
Porque sendo obrigação
Metter-lhe eu o meu ferrão,
Eu fui o que vim picado.
Fiz por fecha-lo na mão,

Mas o marimbondo azedo
Me picava em qualquer dedo
E escapava por então:
Desesperada funcção
Foi esta, pois me fui pondo
Tão abolhado em redondo
Por cara, peito e vasios,
Que estou com febres e frios
Morrendo do marimbondo.
Dizem que a vingança está
Em lhe saber eu da casa,
Porque deixando-lh’a em braza,
Um fogo outro abrandará:
Mas temo não arderá,
Por mais que toda uma matta
Lhe applique com mão ingrata,
Porque o que eu lhe hei de pôr
Ha de ser fogo de amor,
Que inda que abraza, não mata.
Nesta afflicção tão penosa

D’onde me virá o soccorro?
Morrerei, pois por quem morro,
Morro uma morte formosa:
Esta dôr tão tormentosa
Me levará de maneira,
Que, ou ella queira ou não queira,
Em chegando á sua rua,
Si acaso se mostrar crua,
Tudo irá numa poeira.
SAUDOSO
DE PERNAMIRIM, E POR OCCASIÃO DE HAVER VISTO NA
VILLA DE S. FRANCISCO, ONDE ESTAVA, UM MOLEQUE
CHAMADO MOÇORONGO, ESCREVE A UM AMIGO D’AQUELLE
SITIO
ROMANCE
Veiu aqui o Moçorongo

Tão occulto e escondido,
Que não sei si o tenha a elle,
Si a vós por meu inimigo.
Chegou terça feira á tarde,

Metteu-se em casa de Chico,
Passou a tarde e a noite,
E o peior é que dormindo.
Porque havia de dormir

O Moçorongo maldicto,
Sabendo que estava eu
Desvelado e affligido?
Amanheceu quarta feira,

Chegou o nosso Arcebispo,
Gastou-se toda a manhã
Com visitas e visitos.
Deu meio dia, e fui eu

Para casa dos amigos
Esfaimado como um cão,
E como um lobo faminto.
Quando o cão do Moçorongo
Sahiu do seu escondrijo,
E sem lhe occorrer o encontro
Deu de focinhos commigo.
Alegrei-me, e enfadei-me,
Que ha casos em que é preciso
Que se mostre ao mesmo tempo
Alegre um peito e mofino.
Amofinou-me a traição
Com que elle esteve escondido,
E alegrei-me de encontrar
Com gente d’esse districto.
Perguntei logo por vós,

Por Ignacio e Antonico,
Por Luzia e por Catona,
E mais gente d’esse sitio.
Todos estão com saude,

Me disse o crioulo esquivo,
Um tanto triste da cara,
Pouco alegre do focinho.
Mas eu fiz-lhe muita festa,

Assim por ser seu amigo,
Como por ser cousa vossa,
E neste pasto nascido.
Perguntei si me escreveras,
Zombou d’isso, e deu-me um trinco
Zombou com cara risonha,
Trincou com dedo tangido.
D’isto formo a minha queixa,
D’isto fico mui sentido,
Pois sei que tendes papel,
Tinteiro, penna e juizo.
Mais andar lá nos veremos,

E vereis que de sentido
Vos hei de estrugir a vozes,
E me hei de espojar a gritos.
Meus recados a Luzia,

E que estou já de caminho,
Porque só ella me farta,
E á fome aqui me entizico.
ESCREVE
TAMBEM QUEIXOSO A SEU AMIGO IGNACIO, MORADOR EM
PERNAMIRIM, EM QUEM FALLA NO ROMANCE ANTECEDENTE.
ROMANCE
Senhor Ignacio, é possivel

Que quizestes desdizer
D’aquella boa opinião
Que eu tinha na vossa fé?
É possivel que um amigo,

De que tanto confiei,
Nem por escripto me falla,
Nem em pessoa me vê?
É possivel que uma ausencia

Tanta potestade tem,
Que ao vivo morto reputa
No que toca ao bem querer?
Si isto em vós a ausencia faz,

Como em meu peito o não fez?
Não sois vós o meu ausente,
Que em meu peito viveis?
O certo é, meu amigo,

Disse amigo, mas errei,
Que não sois amigo já,
Sois o meu socio talvez.
Fostes socio nos caminhos
D’aquella terra infiel,
Onde Luzia traidora,
E Catona descortez,
Me privaram dos sentidos,

E me deixaram crueis
O corpo uma chaga viva
A golpes de seus desdens.
Mas eu me não queixo d’ellas,

Que de nenhuma mulher,
Má ou boa, ha de queixar-se
Homem que juizo tem.
Queixo-mo de vosso tio,

Que se foi por me empecer
Esta terceira jornada
Para acabar o entremez.
Praza a Deus que ache Simoa,

A quem amante foi ver,
Como ha de achar Antonica
Farta de xesmininez.
D’aquella Antonica fallo,

Que pôz no negro poder
Das Quitas, para que a guardem,
E a guardarem ao revez.
Que a Silvestre a entregaram,

O qual, como vós sabeis,
Apezar dos dias sanctos
Lhe deu tanto que fazer.
Mas pois em Pernamirim,
E em suas cousas toquei,
Neste mesmo assumpto quero
Me façais uma mercê.
Dizei-me si está o Antonio

Recolhido a seu vergel,
Onde era geral Adão
Das Evas que Deus lhe deu.
E si acaso tiver vindo,

Vos peço que lhe mandeis
Este romance fechado
Em um molhado papel.
Porque no molhado veja

O chôro com que lancei
Estes versinhos tão tristes
Por amar e querer bem,
A elle, que me fugiu

D’esta casa, ha mais de um mez,
E á Catona que o imita
No esquivo e no infiel.
E com isto, e outro tanto

Que me fica por dizer,
Adeus, até que tenhais
Quem vos traga a meu vergel.
Á ANTONIO DE ANDRADE
SENDO DESPENSEIRO DA MISERICORDIA
Senhor Antonio de Andrade,

Não sei si vos gabe mais
As franquezas naturaes,
Ou si a christã charidade:
Toda esta nossa Irmandade,
Que á pasmos emmudeceis,
Vendo as obras que fazeis,
Não sabe decidir não
Si egualaes o amor de irmão,
Ou si de pae o excedeis.
Ou, senhor, vós sois parente

De toda esta enfermaria,
Ou vos vem por recta via
Ser pae de todo o doente:
Quem vos vê tão diligente,
Tão caritativo e tão
Inclinado á compaixão,
Dirá de absorto e pasmado,
Que entretanto mal curado,
Só vós fostes homem são.
Aquella mesma piedade,
A que vos move um doente,
Vos mostra evidentemente
Homem são na qualidade:
De qualquer enfermidade
São aphorismos não vãos,
Que enfermarão mil irmãos:
Mas si o contrario se alude
Somente a vossa saude
Foi contagio de mil sãos.
Quem não sarou d’esta vez

Fica muito temeroso,
Que lhe ha de ser mui penoso
Acabar-se-vos o mez:
Ninguem jámais isto fez,
Nem é coisa contingente
O ficar toda esta gente
Com perigo tão atroz,
Que se acabe o mez á vós
Para mal de outro doente.
AO CAPITÃO
JOÃO RODRIGUES DOS REIS, HOMEM GENEROSO E
ALENTADO, GRANDE AMIGO DO P.
Meu capitão dos Infantes,

Que por vossas boas artes,
Sois homem de muitas partes,
Nascendo só em Abrantes:
Por vossos ditos galantes,
Discretos e cortezãos,
E por largueza de mãos
Á todos nos pareceis
Não sómente João dos Reis,
Si não o rei dos Joãos.
O principe, que de juro

Senhorêa os corações,
Como lá disse Camões,
Que sois vós o conjecturo:
Tanto nisto me asseguro,
Que em ver como procedeis,
Presumo que descendeis
De algum principe de França,
D’onde tendes por herança
Esse appellido dos Reis.

Govt 5Th Edition Sidlow Solutions Manual Full Chapter PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Govt 5Th Edition Sidlow Solutions Manual Full Chapter PDF

Uploaded by

Copyright:

Available Formats

GOVT 5th Edition Sidlow Solutions

Joe Raedle/Getty Images

Copyright © Cengage Learning. All rights reserved.

Copyright © Cengage Learning. All rights reserved.

 AMERICA AT ODDS Should Felons Be Allowed to Vote?

 THE REST OF THE WORLD How Foreign Countries View

8-1 Measuring Public Opinion

8-1a Public Opinion Polls

8-1b Early Polling Efforts

8-1c Polling Today

Copyright © Cengage Learning. All rights reserved.

Copyright © Cengage Learning. All rights reserved.

 ELECTIONS 2012 The Accuracy of the Polls in 2012

 Perception versus Reality The Reliability of Public Opinion Polls

8-2 How Do People Form Political Opinions?

8-2a The Importance of Family

8-2b Schools and Churches

Copyright © Cengage Learning. All rights reserved.

• Generally, those with more education have more knowledge about

8-2c The Media

8-2d Opinion Leaders

8-2e Major Life Events

8-2f Peer Groups

8-2g Economic Status and Occupation

8-3 Why People Vote as They Do

8-3a Party Identification

8-3b Perception of the Candidates

Copyright © Cengage Learning. All rights reserved.

8-3c Policy Choices

8-3d Socioeconomic Factors

Copyright © Cengage Learning. All rights reserved.

Copyright © Cengage Learning. All rights reserved.

8-4 Voting and Voter Turnout

8-4a Factors Affecting Voter Turnout

8-4b The Legal Right to Vote

8-4c Attempts to Improve Voter Turnout

Copyright © Cengage Learning. All rights reserved.

• In 1998, Oregon voters approved a ballot initiative requiring that all

 JOIN THE DEBATE Voter Fraud—A Real Problem or Much Ado

8-4d Attempts to Improve Voting Procedures

8-4e Who Actually Votes

Copyright © Cengage Learning. All rights reserved.

Immigration and Voter Turnout

 AMERICA AT ODDS Public Opinion and Voting

 CRITICAL THINKING QUESTIONS

Copyright © Cengage Learning. All rights reserved.

Copyright © Cengage Learning. All rights reserved.

Copyright © Cengage Learning. All rights reserved.

Nós os abaixo assignados

Que pouco sabe de amor

Catona é moça luzida,

É parda de tal talento,

Não vos pude merecer,

Quizera vos persuadir,

Catona, a minha esperança

Annica, o que me quereis,

Não sei que pós foram estes

Parti o bolo, Luzia,

Não é bem que tudo eu cobre,

As mãos folgam de apalpar,

Fui hoje ao Campo da Palma,

Fiz por fecha-lo na mão,

Nesta afflicção tão penosa