Category: Political Science

 

This research paper should focus on a case study of child soldiers in: Uganda (Lord’s Resistance Army), Sierra Leone (Revolutionary United Front), and Sudan all in the post-Cold War context and attempt to explain the methods of reintegration and their effectiveness in other sub-Saharan African nations as well.

Please operate with the research question similar to: How effectively have the challenges of reintegrating child soldiers in Sub-Saharan Africa into society been addressed?

The thesis statement should remain extremely similar to: Reintegrating child soldiers in Sub-Saharan Africa is important for reconciliation and societal healing because it permits a society to move past conflict, healing is necessary for former child soldiers to become productive members of society, and society remains fractured without reconciliation.

Please keep the focus on child soldiers that were forced, abducted, and physically coerced into child soldiering for this paper as those that willingly enlisted are not the focus of this paper.

Please provide a thorough analysis of the topic as simply reporting will not be acceptable.

Please include a table of contents and ensure all headings and subheadings are left-aligned and page numbers are in lower right corner.

All citations should be in the form of Chicago Style footnotes and include: last name of author(s), name of book or article, and page number. Please utilize Ibid when a citation is exactly the same as the previous citation.

It is required that there should be a minimum of one citation per paragraph (excluding the introduction and conclusion).

 
Assignment 1: Essay Descartes’ Discourse on the Method (Part IV)

This is a Humanities class –World Culture ll

For the reading selection you choose:
1. Thoroughly and clearly stated in your own words the “surprise ending” in the reading you selected. Thoroughly and clearly identified the point in the reading when you realized that there were elements in the reading that surprised you.
2. Thoroughly evaluated the author’s success at providing a believable “surprise ending.”
The specific course learning outcomes associated with this assignment are:
• Explain how key social, cultural, and artistic contributions contribute to historical changes.
• Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
• Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
• Identify major historical developments in world cultures from the Renaissance to the contemporary period.
Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
• Use the source(s) identified above for the topic you choose, focusing on the main primary source of that author. You may use additional sources also if they are of good academic quality for college papers (Wikipedia and similar websites do not qualify). Use proper APA style in-text citing and also a matching APA style References list at the end.

 
This is for a Research Methods in Political Science class, it is a Research Methods Book Review. All the questions must be thoroughly addressed, it must be a well written and well formatted paper.

Order Instructions…..
You will be required to read Lawless and Fox’s Running From Office.
After you do so you will be required to write a review of at least 4 pages (Double Spaced, 12 point, Times New Roman Font) addressing the following issues:

1. Identify one of the major explanatory research questions the authors were seeking to address.

2. What types of research designs and methods were employed to answer these questions?

3. Identify multiple hypotheses being tested in the study specifying the independent and dependent variables and units of analysis.

2. What were the main findings of the study?

4. How would you assess the overall methodological quality of study?

5. Identify specific strengths and weaknesses.

 
Please answer the following questions in a word document:
(Some answers can be very short or drawn as a picture, but Please be precise and PROVIDE EXAMPLES when necessary)

1. What evidence do we have that war is not natural for human beings, and is actually declining?

2. What happens to young people raised to believe that war and violence are inevitable?

3. Name the ten pillars holding up the ‘War System’. How would you eliminate or transform one or two of
of the pillars? You may combine ideas from our authors with your own. You may draw the pillars.

4. Name 14 countries that have abolished their armies.

5. Draw and label a picture of “The Iron Triangle”.

6. In what ways does the Iron Triangle look like or mirror the U.S. domestic gun lobby?

7. How is war connected to police brutality? Draw a diagram.

8. Propose five strategies to improve trust and relations between police and African-Americans in the U.S

9. Name one policy nations can adopt to de-escalate resource competition leading to war?

10. How is the security of women linked to national security?

11. What are the three big gender inequities found across the world, according to Valerie Hudson and her co-authors? What are the 13 strategies governments can adopt to address these inequities?

12. What is Betty Reardon’s feminist framework for comprehensive security?

13. What can Western nations do to de-escalate conflict and build trust with Muslim populations, according to you and Noam Chomsky?

14. What are five types of terrorism according to Eqbal Ahmad? What does he recommend for resolving terrorist violence? What does Haviland Smith propose?

15. What can YOU do to build trust with people from other races, religions, and ethnic backgrounds?

**page numbers being paid for do Not include pictures/graphs or questions on pages**
Please use up all the space on the page.
No title or heading required.

Are developmental outcomes achieved? What aspects of socio-cultural elements need more attention?
Recognizing that the socio-cultural context of a child’s life includes physical, cultural, social, and economic elements, from your observations, examine and discuss the socio-cultural context in current educational systems. Are developmental outcomes achieved? What aspects of socio-cultural elements need more attention?

 
Economy versus society?

• The topic must relate to a great political debate. If necessary you will have to justify why it is a great political debate. The purpose of only focusing on great debates, is to show your skills in researching and analysing truly complex, difficult and historically significant policy and political dilemmas.

• Avoid simply describing the debate / policy issue. You need to both research and analyse the problem. Identify and frame the question at the heart of the debate or issue, in a way that exposes and leads you to mount an argument (answer) regarding what is needed to better address or solve the issues at the heart of the debate.
• The topic (i.e. subject matter) of the problem may be different from the policy or political issues which are central to why it is a problem. E.g. climate change is a great topic of great current debates. But the policy issues involved are many and varied: your challenge is to zero in on one or more of the key policy or political problems that are preventing better solutions to the challenges of climate change from being found or implemented

despite the challenges Malaysia is facing, Malaysia’s foreign policy is adequately flexible to muddle through with a fast changing global setting.

main challenges Malaysia facing includes the issues of public interest, social equality and justice, globalization, the admittance of IT, the power of the media in the international relations, the role of Islam, security and political interest.

this literature review is expected to write the literature review on a specific aspect or component of my thesis, includes
-one chapter
-theoretical and historiographical framework (REALISM, PLURALISM AND STRUCTURALISM)
-two case studies (IMPORTANT).
the questions should be answered in this literature review is
-what have other researchers said about this issue.
-what are the main debates/challenges, this include,
-where does the all sources fit in this research thesis (explain in details)

Canadian Federal Election Assignment – 30%
Purpose: To encourage student to explore relevant course material in its application to a
contemporary example (the Canadian 2015 federal election). For students to demonstrate their
familiarity of course concepts and ideas.
Due Date: October 15, 2015 at 5:00PM
Requirements:
For this assignment, students will be required to follow the Canadian 2015 federal election closely.
Drawing on the insights developed in this course, students will be required to write a three
to four page double-spaced essay response for each of the following two parts (i.e. 3-4 pages
to answer part 1, and 3-4 pages to answer part 2):
1) Techniques in persuasion: choose a campaign document designed for persuasion
(an advertisement, a press release, or a speech transcript) originating from an
official Canadian federal political party running in the 2015 election. Drawing on
course material, critically discuss the persuasive techniques included in the
material.
In this submission, students are required to a) very briefly describe the ad/press
release/or speech and the argument(s) it attempts to make, b) outline the
persuasive techniques used in the material, and c) identify potential target
audiences. In the conclusion, students should make an argument about whether or
not the material was persuasive, and explain their reasoning.
N.B.: Students must include a web link to the material to be reviewed. Further,
students must choose a document with enough substance to meet the criteria of this
assignment.
2) Understanding public opinion: predict who will win the Canadian 2015 federal election. To do
this, students are required to choose two methods of gauging public opinion, as
discussed in class. Students will then be required to explain how they came to this
conclusion and critically assess the strengths and weaknesses of your chosen
methods. Please note that students will not be graded on whether their predictions
are accurate but rather on the richness of their critical and analytical discussion.
6
For this assignment, students will need to use a minimum of four (4) academic sources from
the course to help build their argument. The assignment will also require research outside
of course material. Non-academic sources can be used when researching a campaign
website/advertisement or citing a newspaper article to establish a fact or event, however
arguments should be supported only by academic sources. Lectures can be cited but do not
count as academic sources. The strongest submissions will go above and beyond the
minimum requirements.
Assignments will be graded based on the following criteria:
– Meets, at minimum, the criteria of the assignment outlined above.
– Content and strength of argument and analysis: submission makes clear arguments,
arguments are well developed, arguments rely on academic sources, meets the
expectations of a third year course, demonstrates strong familiarity with concepts
related to image, politics, and persuasion, conveys arguments in interesting,
original, and convincing ways, etc.
– Style: submission consistently follows a recognized citations style, is well written,
uses standard margins, is double spaced with 12pt font, has a bibliography and title
page (not included in page count) etc. Essays are written in essay

Note:

I have already uploaded all of required readings and please read all of them! In-class notes about public opinion and persuasion are also provided. You have to use them in the essay!

You are member of President Obama’s second term Green Team. You are charged with looking for ways to correct inefficient markets, while raising revenue for the federal government. Your mission: give Obama the words he needs to explain why corrective taxes are not just “raising taxes.” You need to give Obama the arguments he needs to convince Congress and the voters.

You meet with Obama to discuss your proposed a tax on carbon emissions. He asks you to prepare a two page memo that answers to the following questions:

a. How is a “green tax” different from a regular tax?
b. How would a green tax increase market efficiency?
c. With respect to the carbon tax, why don’t we just increase the federal gasoline excise tax?
d. Where have green taxes been used before in the U.S.?
e. What’s wrong with starting with something like the Clear Air Act’s New Source Performance Standards for SO2 but for carbon?
f. What is the European Union doing about carbon emissions and why don’t we just do that?
g. Why do you prefer a carbon tax to cap-and-trade in this case?
h. Why do you want to require that the expression “Go Green!” be painted on the outside
of all Big 10 football and basketball stadiums as part of this administration’s Green
Initiatives?
_____________________________ OR ___________________________________

2. While you’re meeting with your buddy Barack, a representative from the U.S. Chamber of Commerce, a lobbying organization, and his buddy from Phillip Morris Company (huge cigarette manufacturer) drop by to complain that the U.S. Trade Representative is not being a Green Team Player. The Trade Representative is negotiating the terms of the Trans-Pacific Partnership (TPP), a free trade agreement that includes the U.S. and seven Asian countries. Phillip Morris has asked the Trade Rep to work hard to eliminate all tariffs (taxes) on all products within the TPP, including tobacco. The U.S. Chamber of Commerce agrees – this would make trade “fair.” However, the Trade Rep disagrees. She does not want to push to eliminate the tariffs on tobacco that these countries impose. Barack asks you to write a two page memo that answers the following clarifying questions.

a. Do we tax cigarettes in the U.S. at the federal level? State level?
b. Why do we tax cigarettes, and what has been the effect on consumption in the U.S.?
c. Why do countries like China and Vietnam impose high tariffs on imported cigarettes?
d. How large is the cost of smoking-related disease in these countries? For example, do we have an estimate of the economic loss that the developing world will suffer from non-communicable diseases in the next 20 years?
e. Do you agree with the Chamber of Commerce that the Trade Rep is not being a Green Team Member?

This assignment begins the Tier 2 Writing Requirement for 400 level courses. The purpose of
this requirement is to allow you improve your writing skills while writing in your chosen field. Educated people should write well!
Instructions:
First, take the grammar quiz at the link below and record your score. As you write, you can use the rules in this quiz as reference. Also, I recommend the Online Writing Lab at Purdue (OWL at https://owl.english.purdue.edu/) for additional help.
The MSU Writing Center provides one‐on‐one and group writing consultations. If English is not your first language (or even if it is!) I recommend that you take your essay to the Writing Center before turning it in for a grade.
Submit this page with your typed, two page memo. STAPLE everything together and be sure your name is on it

 

State or District Standard(s) Addressed

SS4H5 The student will analyze the challenges faced by the new nation.

a. Identify the weaknesses of the government established by the Articles of

Confederation.

b. Identify the major leaders of the Constitutional Convention and describe the major issues they debated, including the

rights of states, the Great Compromise, and slavery.

c. Identify the three branches of the of. government as outlined by the

Constitution, describe what they do, how they relate to each other (checks and

balances and separation of power), and how they relate to the states.

d. Identify and explain the rights in the Bill of Rights, describe how the Bill of

Rights places limits on the power of government, and explain the reasons for its

inclusion in the Constitution: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

AASL 21st Century Learner Standard(s) Addressed:
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

1.2.3 Demonstrate creativity by using multiple resources and formats.
Timeline:

The ideal time for this lesson would be in September due to Constitution day on September 17th. The suggested amount of time for this lesson would be four consecutive weeks. The first week would be to introduce the lesson to the students, assign the groups, and provide students with resources (both books and internet sources) to begin reading. The second week would be to introduce students to the technology portion of how to develop a powerpoint of at least ten slides. The third week would be a work session for the students to continue working on the project and try to locate any needed information. The fourth week would be a presentation of the powerpoints by the groups.
Materials:
-Nonfiction books in the media center relevant to the birth of the United States and the -Constitution located in the Dewey Decimal section:

-A flash drive to store the group’s project and information retrieved from the internet for the project.

-Access to at least four computers (or laptops) for the groups to work on in the media center to access information for resources.

-Paper and pencil to record information.

Suggested Children’s Literature

If You Were There When They Signed The Constitution
by Elizabeth Levy Published June 1st 1992 by Scholastic Paperbacks

Shh! We’re Writing the Constitution by Jean Fritz Published December 29th 1997 by Puffin…..

Grouping Strategies:

Students would select which standard they want to work on or the teacher would assign the students as needed.
Learning Activities:

Day One-
Work Session:

Students will work in groups on their projects. Today they need to choose their group, identify a group leader, a recorder, a timekeeper, and a researcher. Each person will work in the group to help find the information and collect it. The group leader is in charge of being responsible for making sure the information is collected and available for the next work session. Job assignments are under the final approval of the teacher.
Groups for Project:

1. Identify the weaknesses of the government established by the Articles of Confederation.

2. Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) as well as how people were chosen to be part of this event and where it took place at.

3. Describe the major issues debated in the Constitutional Convention, including the rights of states, the Great Compromise, and slavery

4. Identify the three branches of the U. S. government as outlined by the Constitution, and describe what they do,

5. Explain how the three branches of the U.S. Government relate to each other (checks and balances and separation of power), and how they relate to the states.

6. Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791.
Closing:

Everyone comes together to reflect about what the requirements of the project are and what they are expected to do by the next meeting.
Day Two-
Work Session:

Media Specialist will provide a demonstration on how to create, enter text and insert clipart and save a powerpoint document. A ten slide powerpoint template will be provided for students to start with during today’s lesson. Media Specialist will demonstrate how to use technological resources to find content and research information for the projects. Students will work in their groups on the projects while in the media center as well as check out library materials about the content area.
Procedures:

1. The teacher distributes the instructions for the Power Point (i.e. number of slides, technological resources that may be used to find appropriate pictures or videos)

2. The groups create a Power Point that discusses Constitution Day, and the standard they are researching (i.e. their project).

3. The student adds clip art that relates to the adoption of the constitution by using appropriate Pictures and Google Images.
Closing:

Everyone comes together to reflect about what the requirements of the project are and what they are expected to do by the next meeting.

Students will be given a copy of the Scavenger Hunt Worksheet to complete over the next week while they are researching information. It is due by the last session.
Day Three

Opening:

Media Specialist and Teacher review what is expected in the powerpoint presentation.

Media Specialist gives a review demonstration of how to create, enter text and insert clipart

and save a powerpoint document.
Work Session:

Students will continue from last week’s activities to research information and create a ten

slide powerpoint presentation over the standard.
Closing:

Everyone comes together to reflect about what the requirements of the project are and what they have left to do before the next meeting where they will present their powerpoints as a group.
Day Four

Opening:

The media specialist will open the session discussing what has been accomplished over the last few weeks. The teacher will explain that the students need to come up with their groups in the order of the standards.
Work Session:

The group leader will begin and then each member of the group will explain at least two slides.
Modification/Diversity:
Teachers will have final approval of groups and will ensure that students are partnered with others to give consideration for the different skills needed as well as assistance in reading the material. The activities chosen should accommodate the diverse age groups of the students coming from different cultures and family backgrounds. Therefore the opinions of the different thoughts of view should be embraced.
Assessment:
Group PowerPoint projects will be graded on the following:
Presentation 20 Points

Creativity 20 Points

Content 20 Points

Organization 20 Points

Group Participation 20 Points
Possible Points 100 Points

pre/post test
1.The constitution is also known as what? (Answer: living document)
2.What year was it signed? (Answer: 1787)
3.True or false: the constitution is the highest law in the land. (answer: true)
4.Can the constitution be changed? (answer: yes through amendments)
5.What are the first ten amendments called? (answer: the bill of rights)
6.True or false: the constitution is over 200 years old? (Answer: true)
7.What was the group of men called who wrote the constitution? (Answer: the farmers)
8.Where did they meet to write the constitution? (Answer: Philadelphia)
9.The first part of the constitution is called what? (Answer: the preamble)
10.How many states did we have when the constitution was signed? (Answer: 13)