GLOBAL INTERNAL SECURITY AND COUNTERTERRORISM


Guidelines for Construction of the Internal Security Country Case Studies

ISRAEL

The research strategy: What we are after is broad comparative information that will tell us something about the nature of Internal Security in the post-Cold War and post-9/11 eras. We will use a common format so that at the end of the day we can compare a large number of states. This translates into a number of sections for each case study.

Sections of the Case Study: The cases will vary widely, because the approach to internal security is different for every country. Each case should have the following elements and in this order:

Structure and Content for Country Case Studies

1)Nature of the state

Explanation of Israeli Democracy (Exec, Legislative, Judicial Branches)

salient facts (CIA Factbook info)

2)Threats to the state (both historical and contemporary)

What do the leaders consider the principle threats to be

What are the recognized threats

Short contemporary history of the threats

3)Description of known terrorist activity (both groups and incidents)

Organizations

Bombings / attacks (charts and graphs are a plus here)

Financing of terror groups

4)Description of important internal security policies, laws, legal definition of terrorism, etc.

5)Description of principal law enforcement and intelligence organizationsextent, powers, oversight, etc.

These three principle organizations on the Federal level (Mossad, Shin Bet/Israel Security Agency (ISA), Aman (Military Intelligence of Israeli Defense Force) must be described but not exclusive to these three groups.

How they function

How coercive are they

Extent of their powers

6)History of internal security organizationsincidents, evolution, etc.

Incidents that have defined the organizations (charts and graphs are a plus here)

How have they changed

7)Internal security relationship with the US (if none, describe relations with the US more broadly)

Counter terror

What is the broad relationship with the USA

8)Internal security relations with other states (other important elements of international relations).

9)Relations with International police/security organizations (e.g., Interpol), etc.

10)Sources used (very important, at least 30)

Book: Rashid Khalidi, Resurrecting Empire
ISBN-10: 1850439036
Type of document: reflection essay

1. How does Khalidi frame his analysis of the current war/conflict in Iraq?

2. How is the current crisis in Iraq and Afghanistan related to other problems in the Middle East and Central Asia?

3. According to Khalidi, what are some of the important issues that need to be factored into an analysis of the conflicts in the Middle East and Central Asia?

4. How does Khalidi present the contemporary history and political situation with Iraq and Iran?

5. Other comments?

Request for Writer John Higgins! No other writer take!

FIRST, I would like to request JOHN HIGGINS to write for me. John assisted

me with my last piece of work in October, and it was excellent. His writing

style is perfect for my needs.



My requirement is for a 4 page essay on the subject: Account for the

Success of Fascism in Germany. The writing style must be written in the

first person and at the sr. high school level/first year college level (John

does this well). It should be very clear and easy to read.



INTRODUCTORY PARAGRAPH

The first paragraph should not be long. (approx. 6 sentences) It should

open with a broad, attention grabber statement on the topic. The topic

should be introduced, then followed by three sentences, each one clearly and

succintly establishing a supporting idea or sub-topic. These three

sentences should flow easily with connecting words and flow fluently into

the MAIN THESIS. The Main Thesis should be a significant and arguable

position that clearly focuses on the topic. The Main Thesis is the LAST

SENTENCE of the first or Introductory paragraph. There should be NO fact or

references (citations) in the Introductory Paragraph.



The first sentence of the second paragraph clearly re-states the first

sub-topic/supporting idea sentence from the Introductory Paragraph. It is

then "proven" or substantiated with facts. Each fact must have a

Parenethical Reference and Page number. Each fact then should be provided

with a personal opinion, analysis, or perspective. The opinions should be

well developed. There should be at least 5-6 facts in this paragraph to

support the supporting idea. The last sentence of this paragraph "sums up"

the information which relates back to the first sentence of the para and

MUST clearly relate back to the MAIN THESIS.



The first sentence of the third paragraph clearly re-states the second

sub-topic from the Introductory Paragraph. It follows exactly the same

process as the second paragraph as explained above.



The first sentence of the fourth paragraph clearly re-states the third

sub-topic or supporting idea from the Introductory Paragraph. It follows

exactly the same process as explained in the second paragraph.



The fifth paragraph is the Conclusion. It is not a long paragraph at all.

It should simply RESTATE the THESIS in different words. Re-state the three

supporting ideas relating them to the thesis. Then, finish with a broad

statement, providing "food for thought".



I''d like the perspective to be provocative, insightful and fresh -- yet, the

information must be factual and well supported with parenthetical references

and developed opinions. There should be 5-6 facts (minimum) and parenthical

references in each of paragraphs 2,3,4. I will need to complete the final

essay at 1500 - 2000 words.



I am in the process of my research and I have prepared a Preliminary

Biography. The following is the Bibliography which I have prepared. It

would be appreciated if these resources could be used as much as possible,

although I know the writer will have some of his own.



Bibliography:



PRELIMINARY BIBLIOGRAPHY





Brady, Robert A. The Spirit and Structure of German Fascism. New York: H.

Fertig Limited, 1969



Annotation: This book provides a survey of the devices through which the

purpose of Adoph Hitler''s dictatorship was fulfilled, and also explains the

reasons why German political democracy perished. At the time this book was

written, Robert Brady was the Associate Professor of Economics at the

University of California. His analytical mind is evident in his careful and

detailed analysis of fascist institutions in Germany.



Childs,David. Germany Since 1918. London: B.T. Batsford Limited, 1971.



Annotation: Written in the postwar period, the development of both East and

West Germany is critically yet sympathetically examined bringing out the

weaknesses and strengths of the German people and their forms of government.

It is backed with a very comprehensive bibliography. At the time of

publishing this book (1971), David Childs was a Lecturer in Politics at the

University of Nottingham and had travelled widely in both parts of Germany

and studied in Hamburg.



Eatwell, Roger. Fascism A History. New York: The Penguin Group, 1995.



Annotation: This scholarly work compares the growth of parties in Germany,

Italy, France, and Britain between the wars and accounts for how and why

facism has been a success in some countries and a failure in others. Roger

Eatwell wrote this book while a senior lecturer in Western European politics

at the University of Bath in England. As stated by Stanley Payne (renowned

authority on fascism and author of A History of Fascism 1914-1945),

"Eatwell''s book presents an excellent historical introduction to

fascism..strong in explaining the origins of the movement and dealing with

neofascism..best treatment of neofascism in Western Europe."



Passant, E.J. A Short History of Germany 1815-1945. Cambridge: Cambridge

University Press, 1960.



Annotation: The substance of this book is an account of German history in

the century and a quarter since 1815. The main substance of this book was

prepared during the Second World War by the Naval Intelligence Division of

the Admiralty, whose purpose was to supply material for the discussion of

naval, military and political problems. E.J. Passant''s work is published by

a university press, which may suggest that the source published is scholarly

and highly regarded by the publisher.







Laqueur, Walter. Fascism Past Present Future. New York: Oxford University

Press, 1996



Annotation: This book highlights the fascist phenomenon from the rise of

Mussolini, Hitler, and Zhirinovsky. It is a survey of the roots, the ideas,

and the practices of fascism, and an assessment of its prospects in the

contemporary world. For 25 years, Walter Lacquer was the director of the

Institute of Contemporary History and the Wiener Library in London, England,

one of the world''s leading institutes for the study of fascism. He is

co-editor of the Journal of Contemporary History, and notably has written

numerous books on European history.



Payne, Stanley. A History of Fascism 1914-1945. Madison: University of

Wisconsin Press, 1995



Annotation: This book examines the reasons for both the limits of fascism''s

appeal and the historical rise of the "fascist era." While the book focuses

primarily on Fascist Italy and Nazi Germany, it also details fascist

movements around the globe. This renowned authority, Stanley Payne, wrote

this book while Professor of History at the University of Wisconsin. His

objective interpretations are well supported with an exceptionally

comprehensive bibliography of primary sources, articles, dissertations and

theses.



Shirer, William L. The Rise and Fall of the Third Reich. New York: Simon

and Schuster, 1960



Annotation: A must read comprising insightful historical knowledge and first

hand drama.

William Shirer''s credentials to write this primary source are unbeatable; he

lived among the Nazis as a journalist/broadcaster in Berlin in the 1930''s

and 40''s, and had the unique opportunity to witness Adolph Hitler''s rise to

power. However, as a journalist, Shirer seems to lose some objectivity with

repeated comments which show his strong personal biases.



ARTICLES



Gonick, C.Y. Fascism. The 1998 Canadian Encyclopedia, June, 9, 1997.

(p.148)



Annotation: Characterizes the term fascism and its various movements in

Europe, and includes pre-WWII Canada, where the fascist movement was

strongest in Qu?bec with the emergence of Adrien ARCAND''S National Unity.



Nolte, Ernst. Three Faces of Fascism. New York: Holt, Rinehart and Winston

Company, 1966



The Rise of Fascism 1921-1939. Oxford Atlas of World History, 1999. (p.

230,231)



Annotation: This article is very recent and covers fascism in Italy and

Germany between the two world wars.



DOCUMENTS



Benito Mussolini: What is Fascism, 1932. Internet Modern History

Sourcebook, 2001. http://www.fordham.edu/halsall/mod/modsbook42.html



This excellent website is a compilation of significant documents which is

intended to serve the needs of teachers and students in college courses in

modern European history and American history, as well as in modern Western

Civilization and World Cultures. The sourcebook compiler is Paul Halsall,

[email protected]



Thank you all for everything.....please advise when the order has been taken

and if John will be able to assist. Kind Regards, Audrey >>

Topic Journal
World War I Lesson 6 Journal Entry # 1 of 13
Journal Exercise 6.1A: Impressions of War
When I was your age, I had little first hand experience with war. My only exposure to war was the first Gulf War, which lasted only a few months. It saddens me to think how the world has changed since I was your age. You have seen versions of war that were unimaginable to my generation: the war on terror is being fought on American soil, as well as in countries throughout the world.
What is your most vivid image of war?
Recall impressions you've observed from film, photographs, news, literary works, words of veterans, or maybe even your own experience. Remember that, in addition to war's being horrific, there are also positive associations with war, for example the heroism that is part of victory.
Close your eyes. Think "War," and then record in words what you see in your mind. Remember these images as you are reading the poetry in this topic.
________________________________________
Lesson 6 Journal Entry # 2 of 13
Journal Exercise 6.1B: Responding to Literature
1. Section V of "The Hollow Men" describes a state of being called "The Shadow". I'd like you to speculate about what "The Shadow" is. In this section of the poem, Eliot juxtaposes or compares two different ideas. Make a list of what he compares with each statement.
Part 2: After you've completed your lists, try to determine what all of the
nouns in each list have in common. Is one list full of abstract nouns? After looking at the list, I'd like you to hypothesize what you think Eliot is implying "The Shadow" is and explain your reasoning. Your explanation should be a few sentences long.
2. Briefly answer the following questions in your journal:
o What are the hollow men like socially, religiously, and
personally?
o What are their values?
o How are they similar to or different from people you know?

Use your notes to answer the following question: Do you think that Eliot effectively demonstrates his argument that contemporary history is an "immense panorama of futility and anarchy" with this poem?
Your response to this question should be two to three paragraphs long and should include a discussion of the character of the hollow men. Include any other elements of the poem that support your answer to this question.
3. "Dulce et Decorum Est" and "The Rear Guard" both address issues of war in different ways. Write a brief essay comparing and contrasting the subjects and tones of each poem. In your essay, I'd like you to include a discussion of the imagery and figures of speech used by both poets to make their points. Your essay should be three paragraphs long and include specific, detailed references to the text.
World War II Lesson 6 Journal Entry # 3 of 13
Journal Exercise 6.2A: Rites of Passage Activity
You may be getting ready to leave home for college or work in the next couple of years. For this activity, I'd like you to talk to your parents, grandparents, other relatives, or friends and ask them what special items they took with them when they left home to go out on their own. Ask if these items hold any special significance for them now.
Report your findings in the journal AND describe any special item that you would like to take with you when you leave home.
________________________________________
Lesson 6 Journal Entry # 4 of 13
Journal Exercise 6.2B: Responding to Literature
1. In the final two paragraphs of "Blood, Sweat, and Tears," Churchill uses a variety of rhetorical devices to inspire emotional reactions. Identify five examples of techniques used by Churchill (such as repetition, emphasis, word choice, personal references, and calls to action); explain the purpose(s) for each of these techniques; and explain whether you think they are persuasive or not. Be sure to
support your answer.
2. How are these three pieces related to each other thematically? Write a paragraph describing how these pieces are related to each other and what you learned about World War II from reading these passages.
________________________________________
Lesson 6 Journal Entry # 5 of 13
Journal Exercise 6.2C: Writing a Persuasive Essay
Directions: Your task is to write a persuasive essay using logical and emotional appeals to convince your audience that they must take action on a particular issue affecting your local, national, or world community. Identify a problem or issue that you feel strongly about. Make a list of 7-10 reasons others should change their actions or beliefs to agree with yours. Write a five-paragraph essay using the writing process, which includes prewriting, drafting, and revising.
Your essay should be well organized with a strong thesis statement and sound supporting evidence. To make your argument convincing, use at lest one ethical appeal to show that you are competent, sincere, trustworthy, fair, and knowledgeable. Make sure to use logical and emotional appeals as well.
For more information on formulating a persuasive argument, read pages 1120 of Elements of Literature: Sixth Course. Although the text discusses persuasive techniques in terms of preparing speeches, the information is applicable for written arguments as well.
The Holocaust Lesson 6 Journal Entry # 6 of 13
Journal Exercise 6.3A: Your Reflections on the Holocaust
The horrors of the Holocaust have been recorded in many books, movies, and television programs. Make some notes about what you most clearly remember about depictions of the Holocaust.
How did you feel when you saw or read those images? Why do you think it is important to remember the Holocaust?
Answer these questions in one or two paragraphs.
________________________________________
Lesson 6 Journal Entry # 7 of 13
Journal Exercise 6.3B: Responding to Literature
1. Each of the selections you've read about the Holocaust portrays a subjective view of the Holocaust. Subjective means that it tells about actual events from an individual's point of view. What is similar about the portrayals of the Holocaust? List three things that are similar to all three pieces, then list at least two differences. After you've looked at the three subjective pieces of writing, compare each of the portrayals with the objective portrayal in the Connection on page 846. How do these pieces compare to an objective portrayal? If you are interested in learning more, from an objective point of view, visit: the United States Holocaust Memorial Museum Website.
2. How are the pieces related to each other thematically and in their overarching purpose. Do you think the author's shared the same objectives in writing each piece. Use your notes to write a brief analysis discussing the beliefs or assumptions about human nature or human rights these pieces share. Your response should be one or two paragraphs long.
Defending Human Rights Lesson 6 Journal Entry # 8 of 13
Journal Exercise 6.4A: Freedom
Take a few minutes and make a list of rights and freedoms you enjoy that you may not think about too often. Think both about things you have the right to do and things you have the right not to do. You many want to make two lists:
Freedom from. . . and Freedom to. . .
After you've made your list of rights you enjoy, add to your list rights that you think everyone in the world should have.
Can you think of any places in the world where people do not enjoy the same freedoms you do?
Do a quick search for "human rights violations" on the Internet and count the number of different countries listed on the first two pages of your search. My search results listed over twenty different countries on four continents. How many did you find?
List some of the countries in your journal.
________________________________________
Lesson 6 Journal Entry # 9 of 13
Journal Exercise 6.4B: Responding to Literature
Review the selections, taking note of the writers' fundamental beliefs about human rights or the violation of human rights. How clear is each argument?
Summarize each argument in one or two sentences, either in your own words or as quotes from the text.
Write a paragraph explaining which writers, in your view, present the clearest and most persuasive arguments.
Use at least three examples from the text to support your argument.
Modern British Poetry Lesson 6 Journal Entry # 10 of 13
Journal Exercise 6.5A: Responding to Literature
1. The first two lines of "The Second Coming" present an image of a falconer who is unable to limit the flight of his hawk as it spirals out of control. How does this image help portray the theme of the poem? Consider the timeframe in which the poem was written in your response.
2. An elegy is a poem that mourns the death of a person or laments something that has been lost, such as the beauty of times past. In what sense might "The Swans" be considered an elegy? How do "The Swans" and "Do Not go Gentle into That Good Night" (another elegy on page 1057) relate to each other in terms of theme, tone, and imagery? Write a two-paragraph response explaining how the poems relate.
3. Identify at least three metaphors for death or dying in "Do Not Go Gentle into That Good Night." How do these metaphors compare with your own view of death or dying? Do you agree with Thomas' characterization? Write a 2-4 sentence answer explaining the metaphors and discussing your personal feelings.
4. Reread lines 14-21 of "Muse des Beaux Arts" referring to the painting "The Fall of Icarus". Do you think Auden has correctly interpreted Bruegel's painting? Write a paragraph using examples from the text to support your answer.
The Modern Short Story Lesson 6 Journal Entry # 11 of 13
Journal Exercise 6.6A: What Makes a Good Story?
As a conclusion to this course, we are going to be reading three modern short stories. Before you read these stories I'd like you to consider the following questions:
What makes short story interesting?
What kinds of stories are your favorites to read?
What element of a short story (plot, characters, setting, etc.) is most important to a good story?
Make a list of what makes a good short story in your journal. Later in the course you will be asked to review the short stories you've read AND write your own, so you will be referring back to this list.
________________________________________
Lesson 6 Journal Entry # 12 of 13
Journal Exercise 6.6B: Effective Transitions and Revising Passive Voice
Read page 997 of your text about revising your writing to reflect
transitions carefully, and complete that practice activity in your journal. Then, complete the "Apply to Your Writing" section. Cut and paste a paragraph that you have written into your journal, and then revise it appropriately. Be sure to include the original paragraph and your revision in your journal entry.
Complete the Practice Activity on page 1044 of Elements of Literature: Sixth Course. Choose one of the paragraphs you wrote for any of the earlier "Responding to Literature" journals from Lesson 6 and paste it into this entry. Highlight or underline all of the verb phrases and replace any passive voice verb phrases with the active voice.
________________________________________
Lesson 6 Journal Entry # 13 of 13
Journal Exercise 6.6C: Responding to Literature
1. At the end of "Araby" the narrator sees himself as "driven and derided by vanity." One meaning of "vanity" is "the state of being empty, idle, valueless." Another meaning is "exaggerated self-love." Still another is "hunger for praise or admiration." Explain, with specific examples from the text, how each of these definitions of vanity could apply to the narrator.
2. a. What details in the lover's last meeting in "The Demon Lover" foreshadow a sinister or threatening reunion? What details do we learn about Mrs. Dover's fianc that explain why she is terrified of him?
b. Some readers think that Mrs. Drover's experience is an hallucination-her powers of imagination combined with the stress of wartime life combine to transform an ordinary experience into a nightmare. Other readers consider the story to be a true ghost story. Which interpretation do you favor, or do you have another? Support your answer with evidence from the text.
3. Choose one of the short stories you've read during this topic and explain how it meets or does not the requirements of a good short story that you wrote about in 6.6A. Include in your entry a discussion of the criteria you used to evaluate the story, as well as whether or not the story meets the criteria. Include in your response whether or not you would recommend the story to other readers, and explain what you enjoyed about it and what you did not enjoy. Use your answers to Journal 6.6A as a guide.




There are faxes for this order.

I need (17) seventeen-page essay on the World Literature course.
There are twelve separate questions that need to be answered thoroughly.
You will need to use about 1 to 2 pages depending on question.
I'll include the literature textbook materials.


1) Impressions of War
When I was your age, I had little firsthand experience with war. My only exposure to war was the first Gulf War, which lasted only a few months. It saddens me to think how the world has changed since I was your age. You have seen versions of war that were unimaginable to my generation: the war on terror is being fought on American soil, as well as in countries throughout the world.
What is your most vivid image of war?
Recall impressions you've observed from film, photographs, news, literary works, words of veterans, or maybe even your own experience. Remember that, in addition to war's being horrific, there are also positive associations with war, for example the heroism that is part of victory.
Close your eyes. Think "War," and then record in words what you see in your mind.



2) World War I (Read p. 826-830, 821-823)

a) Section V of "The Hollow Men" describes a state of being called "The Shadow". I'd like you to speculate about what "The Shadow" is. In this section of the poem, Eliot juxtaposes or compares two different ideas. Make a list of what he compares with each statement.
Part 2: After you've completed your lists, try to determine what all of the
nouns in each list have in common. Is one list full of abstract nouns? After looking at the list, I'd like you to hypothesize what you think Eliot is implying "The Shadow" is and explain your reasoning. Your explanation should be a few sentences long.

b) Briefly answer the following questions in your essay:
o What are the hollow men like socially, religiously, and
personally?
o What are their values?
o How are they similar to or different from people you know?
Do you think that Eliot effectively demonstrates his argument that contemporary history is an "immense panorama of futility and anarchy" with this poem?
Your response to this question should be two to three paragraphs long and should include a discussion of the character of the hollow men. Include any other elements of the poem that support your answer to this question.

c) "Dulce et Decorum Est" and "The Rear Guard" both address issues of war in different ways. Write a brief essay comparing and contrasting the subjects and tones of each poem. In your essay, I'd like you to include a discussion of the imagery and figures of speech used by both poets to make their points. Your essay should be three paragraphs long and include specific, detailed references to the text.




3) Rites of Passage Activity
You may be getting ready to leave home for college or work in the next couple of years. For this activity, I'd like you to talk to your parents, grandparents, other relatives, or friends and ask them what special items they took with them when they left home to go out on their own. Ask if these items hold any special significance for them now.
Report your findings in this essay AND describe any special item that you would like to take with you when you leave home.




4) World War II (Read p. 849-851)

a) In the final two paragraphs of "Blood, Sweat, and Tears," Churchill uses a variety of rhetorical devices to inspire emotional reactions. Identify five examples of techniques used by Churchill (such as repetition, emphasis, word choice, personal references, and calls to action); explain the purpose(s) for each of these techniques; and explain whether you think they are persuasive or not. Be sure to support your answer.

b) How are these three pieces related to each other thematically? Write a paragraph describing how these pieces are related to each other and what you learned about World War II from reading these passages.



5) Writing a Persuasive Essay

Directions: Your task is to write a persuasive essay using logical and emotional appeals to convince your audience that they must take action on a particular issue affecting your local, national, or world community. Identify a problem or issue that you feel strongly about. Make a list of 7-10 reasons others should change their actions or beliefs to agree with yours. Write a five-paragraph essay using the writing process, which includes prewriting, drafting, and revising.
Your essay should be well organized with a strong thesis statement and sound supporting evidence. To make your argument convincing, use at least one ethical appeal to show that you are competent, sincere, trustworthy, fair, and knowledgeable. Make sure to use logical and emotional appeals as well.



6) Your Reflections on the Holocaust

The horrors of the Holocaust have been recorded in many books, movies, and television programs. Make some notes about what you most clearly remember about depictions of the Holocaust.
How did you feel when you saw or read those images? Why do you think it is important to remember the Holocaust?
Answer these questions in one or two paragraphs.



7) The Holocaust (Read p. 832-838, 840-846)

a) Each of the selections you've read about the Holocaust portrays a subjective view of the Holocaust. Subjective means that it tells about actual events from an individual's point of view. What is similar about the portrayals of the Holocaust? List three things that are similar to all three pieces, then list at least two differences. After you've looked at the three subjective pieces of writing, compare each of the portrayals with the objective portrayal in the Connection on page 846. How do these pieces compare to an objective portrayal? If you are interested in learning more, from an objective point of view, visit: the United States Holocaust Memorial Museum Website.

b) How are the pieces related to each other thematically and in their overarching purpose. Do you think the author's shared the same objectives in writing each piece. Use your notes to write a brief analysis discussing the beliefs or assumptions about human nature or human rights these pieces share. Your response should be one or two paragraphs long.



8) Freedom

Take a few minutes and make a list of rights and freedoms you enjoy that you may not think about too often. Think both about things you have the right to do and things you have the right not to do. You may want to make two lists:
Freedom from. . . and Freedom to. . .
After you've made your list of rights you enjoy, add to your list rights that you think everyone in the world should have.
Can you think of any places in the world where people do not enjoy the same freedoms you do?
Do a quick search for "human rights violations" on the Internet and count the number of different countries listed on the first two pages of your search. My search results listed over twenty different countries on four continents. How many did you find?
List some of the countries in your essay.



9) Defending Human Rights (Read p. 1088-1098, 1100-1109)

Review the selections, taking note of the writers' fundamental beliefs about human rights or the violation of human rights. How clear is each argument?
Summarize each argument in one or two sentences, either in your own words or as quotes from the text.
Write a paragraph explaining which writers, in your view, present the clearest and most persuasive arguments.
Use at least three examples from the text to support your argument.



10) Modern British Poetry (Read p. 945-946, 953, 1056-1057, 1046-1047)

The first two lines of "The Second Coming" present an image of a falconer who is unable to limit the flight of his hawk as it spirals out of control. How does this image help portray the theme of the poem? Consider the timeframe in which the poem was written in your response.

a) An elegy is a poem that mourns the death of a person or laments something that has been lost, such as the beauty of times past. In what sense might "Th Swans" be considered an elegy? How do "The Swans" and "Do Not go Gentle into That Good Night" (another elegy on page 1057) relate to each other in terms of theme, tone, and imagery? Write a two-paragraph response explaining how the poems relate.

b) Identify at least three metaphors for death or dying in "Do Not Go Gentle into That Good Night." How do these metaphors compare with your own view of death or dying? Do you agree with Thomas' characterization? Write a 2-4 sentence answer explaining the metaphors and discussing your personal feelings.

c) Reread lines 14-21 of "Muse des Beaux Arts" referring to the painting "The Fall of Icarus". Do you think Auden has correctly interpreted Bruegel's painting? Write a paragraph using examples from the text to support your answer.




11) What Makes a Good Story?

As a conclusion to this course, we are going to be reading three modern short stories. Before you read these stories I'd like you to consider the following questions:
What makes short story interesting?
What kinds of stories are your favorites to read?
What element of a short story (plot, characters, setting, etc.) is most important to a good story?
Make a list of what makes a good short story in your essay.




12) The Modern Short Story (Read p. 956-966, 988-995)

a) At the end of "Araby" the narrator sees himself as "driven and derided by vanity." One meaning of "vanity" is "the state of being empty, idle, valueless." Another meaning is "exaggerated self-love." Still another is "hunger for praise or admiration." Explain, with specific examples from the text, how each of these definitions of vanity could apply to the narrator.

b) What details in the lover's last meeting in "The Demon Lover" foreshadow a sinister or threatening reunion? What details do we learn about Mrs. Dover's fianc that explain why she is terrified of him?

Some readers think that Mrs. Drover's experience is a hallucination - her powers of imagination combined with the stress of wartime life combine to transform an ordinary experience into a nightmare. Other readers consider the story to be a true ghost story. Which interpretation do you favor, or do you have another? Support your answer with evidence from the text.

c) Choose one of the short stories you've read during this topic and explain how it meets or does not the requirements of a good short story that you wrote about in Essay #11. Include in your entry a discussion of the criteria you used to evaluate the story, as well as whether or not the story meets the criteria. Include in your response whether or not you would recommend the story to other readers, and explain what you enjoyed about it and what you did not enjoy. Use your answers to Essay #11 as a guide.

There are faxes for this order.

Customer is requesting that (geewriter) completes this order.

The book Ihave chosen for review is "Holocaust" by Angela Gluck Wood (Author), Dan Stone (Collaborator)

The outside book review can be obtained from the amazon.com website at the bootom of the page under Editorial reviews. please use the Publishers Weekly review. If you use another review source, please let me know where I can obtain a copy so I can attach it to my paper when I submit it.

Professors Instructions:
Students will select a historical work dealing with a 20th - 21st century contemporary history topic. You need to check for a book review from a professional source. The outside review should be from a published source such as New York Times, LA Times, Book Review Digest, etc. A copy of the review needs to be attached to your report. The paper should give evidence that you have read the book.

The paper should be a minimum of 4 pages, double-spaced, Times Roman font. The report should summarize the basic information or most important points contained in the book, the outside book review summarized in your own words (you need to cite the outside review within the text of your paper as well), and your own opinion of the book.

ALL REPORTS WILL BE FILTERED THRU WWW.TURNITIN.COM FOR PLAGERISM!!!

Request for Writer John Higgins!

For this essay, I will need 3 pages minimum I have prepared the Thesis. I have also prepared the three "arguments" that will need to be developed and which relates to the Thesis

This is a controversial, argumental essay, so I will need someone who can "prove" the Thesis -- basically needs to be very selective with the facts --

No need for an Introduction as I have done this.It is simply the three followng arguments and the thesis in paragraph form.

Here is the controversial Thesis.After Hitler gained undisputed control, Germany''s proserous ''Aryan'' society ensured the success of Nazism.

Here are the "arguments" or sub-topics which will need to be "proven". Each argument will have a full page (or more) devoted to it.

Argument #1: The Nazi implemented economic book created satisfaction among ''Aryan'' workers and ensured support and survival of German facism.

Argument #2 : The Nazi created social and cultural programs benefitted select citizens, thus strengthening facist surivivability.

Argument #3: The future Aryan generations underwent education and training to maintain the Nazi State.

Each "argument" or sub-topic paragraph must be well developed with 6-8 facts with parenthetical references (ex. Shirer, p.5). Each "fact" must be followed with opinons so it is well developed and show analytical thinking. Each of the 6-8 DIFFERENT FACTS must BE SIGNIFICANT AND EACH CLEARLY support the "argument" well. THEY MUST BE CLEARLY RELATED AND SUPPORTIVE. The last line of each of the three "argument" paragraphs must "sum up" the paragraph, CLEARLY relate the the "argument" sentence and and clearly reflect back to the MAIN THESIS.

At all times, each "argument" must clearly relate to the Thesis -- and the Thesis must be clear and well developed throughout the whole essay - prove, prove

For the first arguments, the following ar some research points to cover:
Argument 1: The Nazi implemented economic book created satisfaction among ''Aryan'' workers and ensured support and survival of German facism
Points:
Economy: Industry - no foreign aid, no trade
- to make country self reliant, isolated, put people to work, monetary, stats on employment, agric. growth, standard of living stats (like GDP), employment, "economic miracle" - it is important to use the "facts" to prove the Thesis -- there are lots of other ideas/information which the writer will have and can contribute I''m sure.

Argument #2 : The Nazi created social and cultural programs benefitted select citizens, thus strengthening facist surivivability.
Research Points for Facts: Social Programs, luxury can no afford - Technology (inadvertently benefit Germans during Nazi era) Education (literacy rates, stats, health care spending) Luxury Programs, Cultural - pushed Agr. Cultural Revolution, arts, pushed culture, film, promoting ayran culture, "sweetners" - use positively to "prove" Thesis

Argument #3: The future Aryan generations underwent education and training to maintain the Nazi State.
Future Aryan generations - youth movement - preparing children to continue success of Nazism - work warehouses, everyone had a job etc.
The important thing is to use the information in a way to "prove" the Thesis.
After Hitler gained undisputed control, Germany''s prosperous ''Aryan'' society ensured the success of Nazism.

Mark, I will send the money now thrugh PayPal for three pages! Thank you very much and if there are any problems or questions, please let me know. Because of the importance and quick turnaround required for this order, andI would appreciate it if you would confirm with me when it has been received by the writer and at what time I can expect to receive it tomorrow.

Thank you Mark -- as always, kindest regards -- and thank you for your excellent service.

The following is a list of resources that I''d like used if possible:

Brady, Robert A. The Spirit and Structure of German Fascism. New York: H. Fertig Limited, 1969
Annotation: This book provides a survey of the devices through which the purpose of Adoph Hitler?s dictatorship was fulfilled, and also explains the reasons why German political democracy perished. At the time this book was written, Robert Brady was the Associate Professor of Economics at the University of California. His analytical mind is evident in his careful and detailed analysis of fascist institutions in Germany.

Childs, David. Germany Since 1918. London: B.T. Batsford Limited, 1971.

Annotation: Written in the postwar period, the development of both East and West Germany is critically yet sympathetically examined bringing out the weaknesses and strengths of the German people and their forms of government. At the time of publishing this book (1971) and comprehensive bibliography, David Childs was a Lecturer in Politics at the University of Nottingham and had travelled widely in Germany and studied in Hamburg.

Eatwell, Roger. Fascism A History. New York: The Penguin Group, 1995.

Annotation: This scholarly work compares the growth of parties in Germany, Italy, France, and Britain between the wars and accounts for how and why fascism has been a success in some countries and a failure in others. Roger Eatwell wrote this book while a senior lecturer in Western European politics at the University of Bath in England. As stated by Stanley Payne (renowned authority on fascism and author of A History of Fascism 1914-1945), ?Eatwell?s book presents an excellent historical introduction to fascism?.strong in explaining the origins of the movement and dealing with neofascism?.best treatment of neofascism in Western Europe.?

Eksteins, Modris. Rites of Spring, The Great War and the Birth of the Modern Age : New York ; Toronto : Anchor Books, 1990

Annoation:

Frei, Norbert. National Socialist Rule in Germany. Massachusetts: Basil Blackwell Ltd., 1993.

Annotation: A comprehensive overview of the development of internal policies and society in Germany in the years between 1933 and 1945. The author and historian, Nobert Frei studied with Martin Broszat, Director of the Institute of Contemporary History in Munich to whom he gives much credit for this book.

Matthias, E. Social Democracy and the Power in the State. Munich: R. Piper and Company, 1962

Annotation: This is one of ten essays compiled in the book, The Road to Dictatorship. This particular essay focuses on the characteristics of Social Democratic thought. Professor Matthias was born in 1921 in Germany and wrote this publication in 1951 while Professor of Political Science at Marburg University.

Mosse, George. The Crisis of German Ideology. New York: Grosset & Dunlap, 1964

Annotation:

Nolte, Ernest. Three Faces of Fascism. Munich: R. Piper & Company, 1966

Annotation: This book is a historical study of the three major fascist movements of the 1920?s and 1930?s (the Action Francaise, Italian Fascism, and National Socialism), and traces their intellectual origins, economic, social, and political institutions. Ernest Nolte was born in Witten-on-the-Ruhr, Germany in 1923 and dedicated his life to the study of fascism and European history. He received a Ph.D in 1952, and taught as a Professor of European History at Marburg University.

Passant, E.J. A Short History of Germany 1815-1945. Cambridge: Cambridge University Press, 1960.

Annotation: This book is an account of German history in the century and a quarter since 1815. The main substance of this book was prepared during the Second World War by the Naval Intelligence Division of the Admiralty, whose purpose was to supply material for the discussion of naval, military and political problems. E.J. Passant?s work is published by a university press, which may suggest that the source published is scholarly and highly regarded by the publisher.

Laqueur, Walter. Fascism Past Present Future. New York: Oxford University Press, 1996

Annotation: This book highlights the fascist phenomenon from the rise of Mussolini, Hitler, and Zhirinovsky. It is a survey of the roots, the ideas, and the practices of fascism, and an assessment of its prospects in the contemporary world. For 25 years, Walter Lacquer was the director of the Institute of Contemporary History and the Wiener Library in London, England, one of the world?s leading institutes for the study of fascism. He is co-editor of the Journal of Contemporary History, and notably has written numerous books on European history.

Payne, Stanley. A History of Fascism 1914-1945. Madison: University of Wisconsin Press, 1995

Annotation: This book examines the reasons for both the limits of fascism?s appeal and the historical rise of the ?fascist era.? While the book focuses primarily on Fascist Italy and Nazi Germany, it also details fascist movements around the globe. This renowned authority, Stanley Payne, wrote this book while Professor of History at the University of Wisconsin. His objective interpretations are well supported with a wide-range bibliography of primary sources, articles, dissertations and theses.

Shirer, William L. The Rise and Fall of the Third Reich. New York: Simon and Schuster, 1960

Annotation: This book is must read with insightful historical knowledge and first hand experiences on the history of Nazi Germany. William Shirer?s credentials to write this primary source are unbeatable; he lived among the Nazis as a journalist/broadcaster in Berlin in the 1930?s and 40?s, and had the unique opportunity to witness Adolph Hitler?s rise to power. However, from an insider?s view, Shirer seems to lose some objectivity with repeated comments which show his strong personal biases.




ARTICLES


Gonick, C.Y. Fascism. The 1998 Canadian Encyclopedia, June, 9, 1997. (p.148)

Jeremy Noakes, HITLER, (Modernism & Total War,) History Today, July 1980-
Pg160-164

Dick Geary, Who Voted for the Nazis? ,History Today, October 1998, Pg 8-14

Michael Geyer, The Nazi State: Machine or Morass?, History Today, January
1986, Pg 35-39

Jeremy Noakes, The Rise of the Nazis, History Today, January, 1983

Pg 8-18


Monteath, Peter. Swastikas by the Sea. History Today 50.5 (2000): 31-32.

The Rise of Fascism 1921-1939. Oxford Atlas of World History, 1999. (p. 230,231)

If there are any questions, please contact me at any time,

A) First of all, I think its important to tell you the kind of course this is for, here is an excerpt from the syllabus:

This course will examine historical and spatial patterns of global conflict and security from Realist, Idealist, Critical, and Marxian schools of thought. We will then use these approaches to explore (1) the meaning of `conflict? and `security? in different historical periods and (2) issues surrounding these concepts in global politics as it has evolved over time.

B) Second, here are the proposal guidelines:

Length: 2-3 pages, double-spaced + annotated bibliography (single-spaced). Must be typed in Times New Roman 12 point font, on white paper, with adequate (1.25 inch) margins on each side of the page.

Proposal makeup:

1. The topic of your paper (chosen from the course syllabus) Here is a list of "general" topics we can choose from:

1)Let?s do some thinking: Global conflict and security? Sources and forms of conflict? Security of what? Where? In whose interests?
2)Why do we need theory? What kind of theory?
Understanding the causes of conflict I: Realist approaches to global conflict and security
3)Understanding the causes of conflict II: Liberal approaches to global conflict and security
4)Understanding the causes of conflict III: Marxian approaches to global conflict and security
5)Understanding the causes of conflict IV: Critical approaches to global conflict and security
6)The political economy of war & conflict I: From World War I & II to the Cold-War to the ? War on Terror?.
7)The political economy of war and conflict II: From war of national liberation to class conflict to civil war to revolution
8)Conflict and security in the Middle East: from the Israeli-Palestinian conflict to war of resources to American empire
9)Broadening the security agenda I: The "Third World" Security predicament: from the Cold War era to the era of globalization
10)Broadening the Security Agenda II: From national security to environment to societal to human security

2. Your research question.

3. Your thesis (answer to your research question). A thesis is one sentence that captures the central/core/key argument of your paper. Your thesis should explicitly express a stand/position that you are taking. Thesis statements are usually framed as sentences starting with ?I will argue/show/demonstrate/suggest/??. By reading your thesis, the reader should be able to determine the general direction of your writing.

Example of a bad thesis statement: ?In this paper, I will demonstrate how liberal and realist accounts of international relations and security are related to the ways in which they perceive human nature?.

This is a bad thesis statement (in fact, it is not a thesis statement at all), for it merely states the topic chosen and an intention to write about it. A good thesis statement in this case should answer the question ?how liberal and realist accounts of international relations and security are related to the ways in which they perceive human nature??, that is, what is the relation between their assumptions about human nature and their accounts of international relations? It addition, it should include a claim/stand/position on this question.

Here is an example of a good thesis statement: ?In this paper, I will argue that the assumption of human nature which informs both realist and liberal approaches to international relations and security serves to mystify and naturalize the current world order by presenting a static view of social relations and thus makes both approaches complicit with the maintenance of the current unequal and oppressive world order.?

4. An explanation of the logic of your argument. In other words, I want you to explain how you intend to demonstrate the validity of your thesis. What are the arguments that you are going to bring forward in support of your thesis? How do these arguments support your thesis? How are they related to one another?

5. An annotated bibliography (single-spaced; 14 sources). Your annotated bibliography should include the two outside sources that you intend to use for your paper AND your 12 sources from the course material.

Your annotations must explicitly note how your topic is addressed in the sources (what is the main argument of each sources), and how you intend to use each of these sources (i.e. how the arguments put forth in the sources relate to your own argument, do the arguments complement your own, do they challenge your own, etc.).

Keep your annotations short: between 3-4 lines for each one.

C) Twelve of the below sources need to be used in the formation of the essay, each of them varies (somewhat) in their theoretical perspective (realist, liberal, marxist or critical theorist (feminist, etc.) I've categorized the readings based on the topic, I hope this is somewhat helpful.

1)Let?s do some thinking: Global conflict and security? Sources and forms of conflict? Security of what? Where? In whose interests?

Recommended Readings:
-K.J. Holsti, Peace and War: Armed Conflicts and International Order, 1648-1989 (Cambridge: Cambridge University Press, 1991, chapters 1, 12.
-K.J. Holsti, The State, War, and the State of War, pp. 19-40.
-Robert Jervis, "Models and Cases in the Study of International Conflict," Journal of International Affairs, 44 (Spring/Summer 1990), pp. 81-101.
-Thomas Schelling, The Strategy of Conflict, pp. 3-20. -Mary Kaldor, New and Old Wars: Organised Violence in a Global Era , Stanford, Cal: Stanford University Press, 2001, pp. 13-30, 69-89.
September 16 ? Why do we need theory? What kind of theory?
* Robert Cox, ?Social Forces, States and World Orders: Beyond International Relations Theory,? Millennium 10:2 (1981), 126-155.
Hollis, Martin and Steve Smith. ?The Growth of a Discipline.? Explaining and Understanding International Relations. Oxford: Clarendon Press, 1990, pp.16-44.
Jim George, Discourses of Global politics. Boulder: Rienner, 1994, pp. 1-33.
David Campbell, Writing Security, revised edition. Manchester University Press, 1998, pp. 1-15.
Recommended Readings:
-Kenneth Walyz, ?laws and Theories,? Keohane (ed.) Neorealism and Its Critics . New York: Columbia UP, 1986, pp. 27-46.

2)Understanding the causes of conflict I: Realist approaches to global conflict and security

Hans Morgenthau, Politics Among Nations: The Struggle for Power and Peace. New York: Alfred A. Knopf, 1985, pp. 3-17.
Jack Levy, ?The Causes of War: A Review of Theories and Evidence.? In Tetlock et al., Behaviour, Society, and Nuclear War. Oxford University Press, 1989, pp.223-258.
* Bradley A. Thayer, ?Bringing in Darwin: Evolutionary Theory, Realism, and International Politics,? International Security, 25:2 (Fall 2000).

3)Understanding the causes of conflict II: Liberal approaches to global conflict and security

Mark W. Zacher and Richard A Matthew, ?Liberal International Theory: Common Threads, Divergent Strands,? in Kegley (ed.) Controversies in International Relations Theory: Realism and the Neoliberal Challenge, pp. 107-140.
Francis Fukiyama, ?the End of History?? National Interest, 16 Summer 1989, pp. 3-18.
** Thomas S. Szayna, Et al, ?C. The Democratic Peace Idea? in The Emergence of Peer Competitors: A Framework for Analysis , 2001. (http://www.rand.org/publications/MR/MR1346/)
* John M. Owen, ?How Liberalism Produces Democratic Peace,? International Security, 19:2 (Fall 1994).
Recommended Readings:
-Stathis Kalyvas, "The Ontology of 'Political Violence': Action and Identity in Civil Wars," Perspectives on Politics, 1:3 (September 2003), pp. 475-494.

4)Understanding the causes of conflict III: Marxian approaches to global conflict and security

Cox, Robert W. ?Production and Security.? Building a New Global Order: Emerging Trends in International Security. Eds. Dewitt, Haglund and Kirton. Oxford: Oxford University Press, 1993.
Cox, Robert. "Gramsci, Hegemony and International Relations: An Essay in Method." Gramsci, Historical Materialism and International Relations. Ed. Stephen Gill. Cambridge: Cambridge University Press, 1993: 49-66.
McNally, David. ?The Marines Have Landed: War and Imperialism in the Age of Globalization.? Another World is Possible: Globalization and anti-Capitalism. Manitoba: Arbeiter Ring Publishing, 2002.
Aijaz Ahmad, ?Imperialism of our Time? Socialist Register, 2004.
Anthony Brewer, Marxist Theories of imperialism: A Critical Survey, pp 108-117.

-R.N. Berki, ?On Marxian Thought and the Problem of International Relations,? World Politics, 24:1 (October 1971).
-Samir Amin, ?1942? Monthly Review, 44:3 (July-August 1992).
-Daugherty and Pfaltzgraff, ?Economic Theories of Imperialism and War,? Contending Theories of International Relations: A Comprehensive Survey
-Behind the War on Iraq, by the Research Unit for Political Economy,? Monthly Review. http://www.monthlyreview.org/0503rupe.htm

5)Understanding the causes of conflict IV: Critical approaches to global conflict and security

** Goran Therborn, ?Dialectics of Modernity: On Critical Theory and the Legacy of Twentieth-Century Marxism,? NLR I/215, January-February 1996, pp. 59?81.
** Joshua Goldstein, War and Gender, 1-58. ?A Puzzle: The Cross-Cultural Consistency of Gender Roles in War,? http://www.warandgender.com/wgch1.htm
** Jim George, ?Patterns of Dissent and Celebration: Critical Social Theory and International Relations.?
Recommended Readings:
-Christoph Treiblmayr, "Militarism Revisited: Masculinity and Conscription in Germany," Journal of Contemporary History, 39:4 (2004), pp. 649-656.
-Mies and Shiva, Ecofeminism, London: Zed Books, 1993.
-Mies and Shiva's "Ecofeminism": ?A New Testament? Ecofeminism?
Review author[s]: Maxine Molyneux; Deborah Lynn Steinberg
Feminist Review, No. 49, Feminist Politics: Colonial/Postcolonial Worlds. (Spring, 1995), pp. 86-107.

6)The political economy of war & conflict I: From World War I & II to the Cold-War to the ? War on Terror?.

William H. McNeill, ?The Business of war in Europe: 1000-1600?
Huntington, Samuel. "The Clash of Civilizations?" Global Politics in a Changing World. Eds. Richard Mansbach and Edward Rhodes. 2nd ed. Boston: Houghton Mifflin, 2003, 409-21.
** Posen, Barry. "Command of the Commons: The Military Foundation of U.S. Hegemony." International Security, 28.1 (Summer 2003): 5-46.
** Samir Amin, ? The Political Economy of the Twentieth Century? Monthly Review, (June 2000). http://www.monthlyreview.org/600amin.htm
** The Editors, ?After the Attack ? The War on Terrorism,? Monthly Review, 53.6, November 2001.
Recommended Readings:
-Rahul Mahajan, ?New Crusade: The U.S. War on Terrorism,? Monthly Review, 53.9, November 2002.
-Magdoff, Hary. ?Imperialism: A historical Survey.? Sociology of ?Developing Societies.? Eds. Alavi & Shnin. New York: Monthly Review Press, 1982
-Perry Anderson, ?Force and Consent,? NLR 17 (September-October 2002), pp. 5?30.
-Samuel Huntington, ?Clash of Civilizations,? Foreign Affairs, 72:3 Summer 1993, pp. 22-49. http://www.alamut.com/subj/economics/misc/clash.html

7)The political economy of war and conflict II: From war of national liberation to class conflict to civil war to revolution

** Giovanni Arrighi, ?The Social and Political Economy of Global Turbulence?, NLR 20 (March-April 2003), pp. 5?71.
The Communist Manifesto, Part 1. http://www.anu.edu.au/polsci/marx/classics/manifesto.html
** John Foran, ?Theories of Revolution Revisited: Toward a Fourth Generation?? Sociological Theory, 11.1 (Mar., 1993), pp. 1-20.
* V.P. Gagnon, "Ethnic Nationalism and International Conflict: The Case of Serbia," International Security, 19:3 (Winter 1994-95), 130-166.
Recommended Readings:
John Ruedy, Modern Algeria, pp. 80-93; 98-106;115-119;121-139;144-147;156-180
November 11 - The political economy of war and conflict

8)Conflict and security in the Middle East: from the Israeli-Palestinian conflict to war of resources to American empire

Panitch and Gindin. ?Global Capitalism and American Empire.? Socialist Register 2004.
** Michael Klare, ?The New Geopolitics?, Monthly Review, 55.3 (July-August 2003).
* Mohammed H. Malek, ?Kurdistan in the Middle East Conflict?, NLR 175, May/June 1989, pp. 79?94.
Stephen Shalom, ?The United States and the Iran-Iraq War,? http://www.zmag.org/zmag/articles/ShalomIranIraq.html
** Ian Smart, ?Oil, the Super-Powers and the Middle East,? International Affairs, 53.1 (Jan. 1977), pp. 17-35.
Recommended Readings:
-Stephen Zunes, ?Israeli-Palestinian Conflict,? Tinderbox, 2002.
-Bulloch, John and Adel Darwish. Water Wars: Coming Conflicts in the Middle East. London: Victor Gollancz, 1993.
-Harvey, David. ?Consent to Coercion.? The New Imperialism. Oxford:Oxfor University Press, 2003: 183-213.
-Donald Neff , The U.S., Iraq, Israel, and Iran: Backdrop to War Journal of Palestine Studies, 20.4 (Summer, 1991), pp. 23-41.
-Simon Bromley , ?Oil and the Middle East: The End of US Hegemony?,? Middle East Report, No. 208, US Foreign Policy in the Middle East: Critical Assessments. (Autumn, 1998), pp. 19-22.
-Thomas L. McNaugher, ?Ballistic Missiles and Chemical Weapons: The Legacy of the Iran-Iraq War,? International Security,15.2. (Autumn, 1990), pp. 5-34.

9)Broadening the security agenda I: The "Third World" Security predicament: from the Cold War era to the era of globalization

Green & Luehrmann. ?Globalization: Cause or Cure for Underdevelopment?? Comparative Politics of the Third World. Boulder: Lynne Rienner, 2003.107-127.
Alexander Wendt and Michael Barnett, ?Dependent State Formation and Third World Militarization,? Review of International studies, 19:4 (October 1993), pp. 321-348.
Edward Azar and Chung-in Moon, ?Third World National security: Toward a New Conceptual Framework,? International Interactions, 11:2 (1984), pp. 103-135.
** Charles Tilly, "War Making and State Making as Organized Crime", in Peter Evans, Dietrich Rueschemeyer, Theda Skocpol, eds., Bringing the State Back In, 169-191.
Recommended Readings:
-Raju G.C. Thomas , What is Third World Security?? Annual Review of Political Science, Vol 6. (June 2003), pp. 205-232.
-M. Ayoob, ?Security in the Third World: The Worm about to Turn?? in International Affairs 60:1 (Winter 1983-4), pp. 41-52.
-Fred Magdoff , A Precarious Existence: The Fate of Billions? Monthly Review, 55.9 (February 2004).

10)Broadening the Security Agenda II: From national security to environment to societal to human security

Tom Keating, ?Redefining Security in the Post-Cold War Era.?
UNDP (1998), ?The State of Human Development, Human Development Report, New York: Oxford University Press.
Astri Suhrke, "Human Security and the Interests of States," Security Dialogue, 30:3 (1999), pp. 265-276.
** Thomas Homer-Dixon, "Environmental Scarcities and Violent Conflict: Evidence from Cases," International Security, 19:1 (Summer 1994), pp. 5-40
Recommended Readings:
-Keith Kraus, ?Rationality and Deterrence in Theory and Practice,? In Craig Snyder (ed.) Contemporary Secuirty Strategy, pp. 120-149
-Lipschutz, Ronnie D. "On Security." On Security. Ed. Ronnie D. Lipschutz. New York:
Columbia University Press, 1995. pp. 1-23.
-Ole Waver, Barry Buzan, Morten Kelstrup and Pierre Lemaitre, eds., Identity, Migration and the New Security Agenda in Europe, pp. 17-92, 148-166.
-Edwar C. Luck and Toby Tister Gati, ?Whose Collective Security?? The Washington Quarterly, Spring 1992, pp. 43-56.
-David Baldwin, "Security Studies and the End of the Cold War," World Politics, 48:1 (October 1995), pp. 117-141.
-Karen Litfin, "Constructing Environmental Security and Ecological Interdependence," Global Governance, 5 (1999), pp. 359-377. -Simon Dalby, "Ecology and Security Studies," Environmental Security, pp.143-162.
-J.R. McNeill. "Diamond in the Rough: Is There a Genuine Environmental Threat to Security? A Review Essay." International Security 30, No. 1 (Summer 2005), pp. 178-195.

11)Security in the post 9/11 era: The political use of violence terror

Gill, S. Power and Resistance in the New World Order. London and New York: Macmillan-Palgrave, 2003: 181-210.
Paul R. Pillar, ?The Dimensions of Terrorism and Counter Terrorism.?
** Gary C. Gambill, ?The Balance of Terror: War by Other Means in the Contemporary Middle East? Journal of Palestine Studies, Vol. 28, No. 1. (Autumn, 1998), pp. 51-66.
David Apter, "Political Violence in Analytical Perspective," in David Apter, ed., The Legitimization of Violence, 1-32.
** Leo, Panitch, ?Whose Violence? Imperial State Security and the Global Justice Movement.?
Recommended Readings:
-Cindy C. Combs, Terrorism in the 21st Century, 3rd ed. 2002.
-Elizabeth Picard, "The Lebanese Shi'a and Political Violence in Lebanon," in David Apter, ed., The Legitimization of Violence, 189-233. -Adrian Guelke, The Age of Terrorism, pp. 1-17, 143-161. -Malcolm Deas, "Violent Exchanges: Reflections on Political Violence in Colombia," in David Apter, ed., The Legitimization of Violence, 350-404. -Bruce Hoffmann, "The Logic of Suicide Terrorism," The Atlantic Monthly, June 2003. Mary Anne Weaver, "The Real bin Laden," The New Yorker, 24 January 2000.

In addition to these twelve sources, I need references to

1 scholarly book published after 2001 (collected works are not acceptable)

1 recent peer-evaluated article from a scholarly journal

Suffice to say, its expected that we keep the page limit to below 3 pages, however, I've alloted an extra 2 pages since the requirements ask for a single-spaced annotated bibliography, plus if you want to make the content of the proposal longer (if the annotated bibliography doesnt need the extra room) go ahead!

However, if you deem it necessary to include a works cited/bibliography page, please use MLA.

Thank You!

Identify and explain the significance of the Role of the U.S. as the Sole Super Power in the World Today. Be sure to analyze the global political, economic, and cultural dominance of the U.S. after World War II and the position of the U.S. today in terms of both positive and negative impacts on the worlds developing nations.

More specifically, identify particular instances of the U.S. being perceived as an agent of both positive and negative change. Give examples based on knowledge of contemporary history. What should the role of the United States be in the world today?

* 5 paragraphs in length, no source in the essay.

we will pay more.

I need a page written on each of the following topics which answers the questions contained within each topic...there doesn't need to be any type of introduction or conclusion or anything...just answer the questions...Thanks...
1) Identify and explain the significance of Genocide/Ethnic Cleansing. Given repeated cases of genocide in the 20th century, e.g., the Nazi holocaust, Cambodia, ethnic cleansing in Bosnia, Rwanda, and others, analyze the roots of such behavior and explain how civilized peoples can become involved in institutionalized mass genocidal murder?
2) Identify and explain the significance of Globalization. Be sure to analyze, with historical examples, the consequences of cultural confrontation between traditional non-Western societies and Western industrial powers.
More specifically, is globalization an innocent practice or another form of imperialism? How does it affect traditional non-Western societies? How does it affect Western industrial powers? Can globalization be practiced without having adverse effects on either culture?
3) Identify and explain the significance of Imperialism. Be sure to analyze, with historical examples, the consequences of cultural confrontation between traditional non-Western societies and Western industrial powers.
More specifically, is Imperialism incompatible with traditional American values? Cite examples of U.S. actions which might be considered imperialistic and explain how imperialism changed from the late 19th century to the early 21st century.
4) Identify and explain the significance of Nationalism. Be sure to analyze the fundamental values of nationalism and explain why nationalism is a barrier to effective collective security.
More specifically, what were the characteristics of nationalism at the beginning of the 20th century? How did the concept of nationalism change by the end of the century? Is nationalism now a force for unity or divisiveness? Give examples to support your arguments.
5) Identify and explain the significance of the U.S. Senate Vote on the Treaty of Versailles. Be sure to analyze the desire of the Senate for the United States to pursue its sovereign interests and/or nationalist sentiments.
More specifically, why did the U.S. Senate not ratify the treaty? What provisions of the treaty did they dislike most? How was the result an expression of the type of nationalism that leads to divisiveness rather than unity?
6) Identify and explain the significance of Islamic Fundamentalism. Be sure to analyze how the challenges of technological, social, and economic change and globalization may fragment the traditional social institutions of a developing country, giving rise to resistance.
More specifically, how do you account for the rise of Islamic Fundamentalism and other types of religious fundamentalism during the past twenty-five years? What technological, social, and economic changes have these societies undergone? Why is fundamentalism so appealing to societies resisting change? How do fundamentalists respond to those who do not share their views? Give examples in the Middle East and other parts of the world.
7) Identify and explain the significance of the Role of the U.S. as the Sole Super Power in the World Today. Be sure to analyze the global political, economic, and cultural dominance of the U.S. after World War II and the position of the U.S. today in terms of both positive and negative impacts on the worlds developing nations.
More specifically, identify particular instances of the U.S. being perceived as an agent of both positive and negative change. Give examples based on knowledge of contemporary history. What should the role of the United States be in the world today?
8) Identify and explain the significance of the Criteria for Evaluating Primary and Secondary Sources. How do these criteria help us to improve our understanding of the past?

History of the Native Americans
In this research I need to explain the following questions in three to five paragraphs each with citations. I will attach resources that I gathered to use along with whatever you use. Thank you for your help.

1. How did Native responses to European activities affect the direction that colonies took?

2. What role is history playing in settling contemporary lawsuits regarding Native Americans?

3. What is the Indian Reorganization Act or "Indian New Deal"?

4. Compare and contrast Hopewell and Mayan culture.

History & Mission analysis of the New York City Ballet. A look at how the history of NYCB has evolved over the decades and the role the mission has played in the organization.

HISTORY OF THE EXCLUSIONARY RULE AND SHOULD IT BE CONTINUED?

Must have 6 resources and 3 need to be professional sources. One is below


Ferdico, John H.; Fradella, Henry F.; Totten, Christopher D. (2009)

Criminal Procedure for the Criminal Justice Professional, (11th Edition)

Wadsworth Group, a division of Thompson Learning Inc

Student Eition:

ISBN-13: 978-1-111-83558-3

ISBN-10: 1-111-83558-6

History Paper
6 pages

7 day turn around
College level
MLA
Unlimited resources

[email protected]

The period of time I am dealing with is 1945-2000

This era focuses on a particular time in the development of civilization and followed a particular historical theme. Consider the common element and the different elements between the diverse directions of development of these civilizations. The paper will
follow the historical theme or themes that are important for all the civilizations in the particular time frame being discussed. Using an analytical perspective decide how these historical themes represents this period of time. The themes are described below
Essay form should begin. WHAT IS THE ROLE OF CULTURE and RELIGION
with a statement of overall view-THESIS. State what you intend to
prove. The main part of the essay needs to have the information needed to
prove your points. Facts about issues you are discussing. Next is an analysis
of the information. Lastly a conclusion.

Please begin with an over all summation of the era and then chose two Historical themes that helped shape this civilization created during this time.

I Begin with an introduction:
The post- Cold War era, far from making the ?end of history? and the triumph of the Western idea, will be characterized by increased global fragmentation and the ?clash of civilizations? based on ethic, cultural, or religious distinctions. Cultural identity has replaced shared ideology as the dominance force in world affairs.

II Historical background of events taking place during this time
III Using the two Historical themes below, show how civilization has been effected and formulated by the historical events below.
IV Summary of conclusion about era

Events of this era.
Chapter outlines of events taking place during time frame to be discussed
? The end of the British RAJ
? Independent India
? Land of the Pure Pakistan since Independence
? Problems of Poverty and Plurism in South Asia
? Gandhi?s Vision
? The dismantling of Colonialism in Southeast Asia
? The Era of Independent states
? Contemporary Southeast Asia
? Cultural trends
? Regional Conflict and Cooperation: The rise of ASEAN
? JAPAN and ASIA giant
? The Japanese Miracle: transformations of Society in Modern Japan
? South Korea: Peninsula divided
? Singapore and Hong Kong: The Littlest Tigers
? The Margins of Asia: Post War Australia and new Zealand


THE ROLE OF Religion and Culture helped to create this era of history.
Historical themes:

1. The importance of Culture: In this time period, culture changes
as a result of many changes in society as a whole. Can explore the
contrast between high culture and popular culture during the intellectual
revolution. Investigae the interactions between European culture and those with whom it came in contact with, changing views and beliefs, tastes, and the impact it had on distant lands.

2. Religion in History: This era contained many divergent religious
beliefs. Religion cannot be divorced from other issues of society, for it is
|fundamental in the way a society organizes itself. Can also trace
the course of change within theological thought.
|
|
|

History of Organized Crime in the U.S. Assess organized crime?s ability to continue flourishing through the application of sociological and criminological theory; #3 Interpret the historical and socio-political patterns of organized crime in the United States; #6 Compare the origins, characteristics, and national makeup of Asian Crime and Russian organized crime groups, #7. Separate traits and characteristics of the two main Italian Mafia groups, that is, the well-known Cosa Nostra and the newer Calabrian 'Ndrangheta; and #8. Scrutinize major organized crime statutes, such as the Harrison Act, the Racketeer Influenced and Corrupt Organizations Act (RICO), and Prohibition).

primary sources from , peer-reviewed journals, etc. Use of newspapers, news magazines, and similar periodicals must be kept to a minimum but a fine for background material

must be written using American Psychological Association (APA) style latest edition. In part this must include the following: (b) Times New Roman style, (c) 12-point font, (d) double-spaced, with (e) 1 inch page margins all around.

History :
In The Devil?s Highway, Luis Alberto Urrea describes an event in 2001 when 12 people perished trying to cross illegally from Mexico into the United States through the Arizona desert. He calls it ?the big die-off, the largest death event in border history.? (Urrea, 31) In that sense, the story is unique ? it is something that has never happened before. However, as historians, we should always look for the historical roots of contemporary events. History may not have caused the tragedy in the desert that Urrea chronicles, but history helped create the conditions that made it possible.
For this assignment, identify and describe at least two aspects of the story Urrea tells in The Devil?s Highway and explain their historical roots. It might help to keep asking yourself the question, ?how did things get to be this way?? Craft your response into a 4-5 page paper (double-spaced, 12-point Times New Roman font with one inch margins ? about 1200-1500 words). Be sure to include an introduction that contains a clear thesis statement and body paragraphs with topic sentences. Support your argument with specific evidence from Urrea, The Devil?s Highway and Schaller, American Horizons. You may also find useful material in Johnson, Reading the American Past. Cite quotes and specific evidence with parenthetical citations that include author and page number, as demonstrated in the paragraph above.
There are many ways to approach this assignment. Some aspects of the story you might choose to write about include America?s immigration policies, the Southwest border, the power of the federal government, civil rights, the international economy, the consumer economy, migrant labor, and Native Americans. There are surely many others.

History of Postwar Japan and Korea

paper # The Korean War, 1950-1953
For this paper, please especially CITE the book Still Life with Rice (pages dealing with the Korean war, the end chapters of the book), refer, if you were in class to view it, the film ?Brotherhood of War? , and to at least two of the articles from the Asia-Pacific Journal that are listed below (which may be cited with author?s name, and APJ as a short form for the journal name.) You may also find the opening chapters of Armstrong, The Koreas, which is a PDF on Blackboard, Course Documents, helpful in your response. Be sure to use citations.
Discuss how the Korean War left its mark on the Korean people and/or the nature of the divided states that now occupy the Korean peninsula. The Korean War, 1950-1953
Asia-Pacific Journal articles: Feel free also to read and consult further from other articles in APJ that help you to write your response
http://japanfocus.org/-Kobayashi-Akira/3351
http://japanfocus.org/-Charles_K_-Armstrong/3460
http://japanfocus.org/-Steven-Lee/3457
http://japanfocus.org/-Heonik-Kwon/3413
Here are questions to help you write the paper. BE SURE TO CITE, and write an introduction and conclusion in your paper.
What made this war especially savage to Korean people, North and South, civilian and solder?
In considering the plight of ordinary people on the Korean peninsula, how much did they encounter foreign forces on their soil, and how much can you see suffering of Korean people as a part of other nations? policy on the peninsula?
How do you evaluate this as a Cold War conflict versus a civil war conflict?
What do you regard as lasting conflicts for North and South on the Korean peninsula that do need resolution before the two can go further with reconciliations?
------------------------------------ AND IT SHOULD COMPLETE IN 5 PAGES AND SHOULD NOT LOOK LIKE TO EXTEND MORE THEREFORE COMPLETE YOUR THOUGHTS IN 5 PAGES-----------------------

Contemporary Theatre

Compare two forms of theater or two plays or a play and a theater form in relation to a theme, goal, or power to change your perspective on how you understand a social, aesthetic, or cultural issue. The paper may embed images, web links, or videos, and may assume the form of a journal or blog as long as it contains scholarly references or citations.

Possible choices:
Grotowoski and Julian Beck
August Wilson and Amiri Baraka
American drama with European drama

History of the American Motion Picture

Length: 6-7 pages
Format: Double-spaced, 12-point font, 1 margins
Assignment:

Your task for the research paper is to focus on a decisive event, piece of technology, concept, or group of individuals that played a role in the development of American cinema prior to 1939. Please outline the specific origins and effects of your selected topic and clearly explain its historical significance by constructing an argument supported by a strong thesis and evidence.

Paper Topic Selection:

Keep the length of the assignment in mind when you select your topic. Please try to avoid redundant topics such as D.W. Griffiths role in the development of film narrative or Hollywoods transition to sound that are much too broad and exhaustive for an assignment of this length. Instead, focus on a specific aspect from the course that interests you. This will help you construct an original, historically-grounded argument.

Develop a research question that will in turn help you arrive at a solid thesis. You might begin with the topic about the conversion to sound film, but the research question should be more developed and specific. For example, how did the conversion to sound film impact a major studio and its house style? Next, you should do some preliminary research in order to find a plausible answer grounded in historical data and evidence. Afterwards, you will be able to draft a thesis statement.

Paper Topic Suggestions:

Write a general research paper using a minimum of three secondary sources analyzing a specific historical event in U.S. film history. For example, how did the adaptation of synchronized sound technology impact independent animation from 1925 to 1935?

While not required, using archival documents and primary resources can help you formulate an original and stimulating research paper. The following suggestions are recommended topics for the advanced student.

1) Choose a film screened in class and write a historically-grounded reception study as to how the film was received by contemporary audiences in its original production context consulting film reviews from newspapers (The New York Times, The Los Angeles Times), trade journals (Variety, Motion Picture Herald, Box Office, Bioscope), and film magazines (Photoplay). These sources can be found in the Arts Library either in bound copies, microfilm, and/or Proquest article database. Please consult with your TA and the Arts library reference desk on how to locate these materials.

2) Using the Production Code Administration censorship files housed at the Margaret Herrick Motion Picture Academy Library, choose a film as a case study that demonstrates how the Hays office censored Hollywood films in the 1930s. This is a primary research project, so you will need to consult your TA about how to use archives and familiarize yourself with the Herrick library policies and plan ahead to access the materials ahead of the assignment due date.

Paper Guidelines and Requirements:

Your paper must have a thesis. A thesis consists of a claim/argument, the techniques, concepts, general themes, theories, historical evidence, etc. that you choose to prove your claim, and the larger significance of your claim in terms of understanding your topic as a whole. Please bold the text of your thesis statement in your paper so that both you and your TA will recognize it.

You must cite historical and scholarly evidence to support your argument and you are required to use a minimum of three sources for your research. Acceptable sources include scholarly books and articles published in scholarly journals, and/or primary sources (news papers and magazines from the original historical period). A wide selection of relevant source material has been placed on reserve for the class in the Arts Library, located in 1400 Public Policy. You should try to use books and articles published after 1985 in order to benefit from the extensive and recent innovations in the field of film history in the last twenty years. **Internet sites such as IMDB.com and Wikipedia are great for getting a general sense of information and should be cited accordingly. However, they do not count as part of your three required sources.**

Do not write a summary history of your topic, recycle an argument from another author and/or book, or write a great man/woman biography if you choose to focus on individuals and their contribution to film history. For example, the following are unacceptable theses and topics:

A) The conversion to sound film forever changed the movie industry.
B) D.W. Griffith was the greatest and most innovative filmmaker of his time or of any generation.
C) Walt Disney supplied the United States with a magical world of fantasy that has delighted children and adults alike.

All information and ideas adapted from another source, including direct quotations, must be properly cited with endnotes, footnotes, and/or parenthetical documentation. Please consult either the MLA handbook for Writers of Research Papers or The Chicago Manual of Style for correct citation procedures. You may use either MLA or Chicago style but please choose one and be consistent in your citations throughout the paper.

Topic: star systems and its contribution to the development of Hollywood PR and advertising stratgies.
How did star systems contribute the development of Hollywood PR and advertising system?
Examples of stars such as Theda Bara, Florence Lawrence etc...
How did it affect the film industry?
How is it relevent to today's Hollywood PR and advertising strategies?

History of the Ku Klux Klan
1st era of the KKK
2nd era of the KKK
3rd era of the KKK
Ideology
Structure
Objectives
Recruitment
Support
Major actions
Alliances
Suppression efforts against African Americans
Classification: Terrorist or social group?

Contemporary genre and formats:
1. Shulevitz, Uri. How I Learned Geography. (picture book for children)

OR

Myers, Walter Dean. Monster . (for high schoolers)
Textbook; 2 chapters --
1. Zipes, Jack. Breaking the Magic Spell: Radical Theories of Folk and
Fairy Tales.
Chapters 3 and 4, pp. 47-145
Activity 1. Were you ever simply positive that every type of book, every type of poem, every type of story that could be written had already been written?

Well, just when you do, something surprising and new comes along like pop-up books. . . . or write-you-own-ending books. . . . or serious comic books. I was surprised when I first read How I Learned Geography . . . . . Monster. . . . Persopolis, and other graphic novels

1. a) In one parapgraph, describe which book you read

1. b) In another paragraph, analyze it in terms of its unique format and style qualities --- In your opinion, what is it about the way the story is told that has won it so much acclaim (and each of these books are award winners and best sellers)?

1. c) In a final paragraph, explain what you think about the content of the story? (The content of each of these books--- the actual story rather than the format and style ??" have also won the authors critical acclaim) Do you think the story is unique? From a unique perspective? Does it provide readers another way to think about, for example, the tough problems of life?



Activity 2.

First, read this interesting article on the history of comic books and graphic novels. Note the particular scare of the 1950s, which probably still haunts us today in the form of some educators and parents hesitations in providing their kids this literature format:

http://abcnews.go.com/Entertainment/story?id=101162&page=1


Now, browse through these sites below on graphic novels and comic books:

http://www.hbook.com/magazine/articles/2006/mar06_brenner.asp Simple, short Q and A about graphic novels and comic books

www.ala.org/yalsa/ggnt
American Library Associations website will get you to lists of graphic novel award winners for the last decade, and more

http://www.comic-con.org/cci/cci_eisnersfaq.shtml Information here on one of the top awards given annually for graphic novels and comic books


http://www.graphicnovelreporter.com/content/hottest-graphic-novels-summer-2009-kids-other many graphic novels listed here are the type that some parents and teachers do not particularly like to see in school libraries ??" can you think why that might be?


http://www.ala.org/Template.cfm?Section=ifissues&Template=/ContentManagement/ContentDisplay.cfm&ContentID=130336 The American Library Association provides you with help in defending comic books and more

http://www.publishersweekly.com/article/396386-The_Young_and_the_Graphic_Novel.php Article strongly defending graphic and comic works, and against censorship



2. a) Identify and BRIEFLY describe (a line or two) 10 graphic novels and/or comic books (individual titles or series) that you might consider having in your home or school library.

2. b) Browse these sites to see some of the many, many comics and graphic novels based on classical literature. (Note-- The novels-turned-to-graphics are abridged, of course (for ex., the descriptive passages in the novel are depicted by the illustrations, not words). Some publishers abridge the plays-turned-to-graphics (like Shakespeares); others do not.)

http://www.papercutz.com/classics/windwillow/willowhome.html
http://www.shakespearecomics.com/
http://marvel.com/news/comicstories.1036.marvel_illustrated
http://marvel.com/comics/marvel_illustrated

Based on what you learn from these or other websites AND on your own experience with classics and/or comics ---- Explain in a paragraph or two your opinion of the place of illustrated classics in the classroom or library?
Be specific.


2. c) Again in regards to libraries or classrooms -- In your opinion, are the differences, if any, between the place and use of fictional movie DVDs . . . . and comic books & graphic novels?


Activity 3.

Choose ONE of these unique forms to explore on line on your own.

* epistolary novels
* movies based on books and books based on movies
* virtual reality computer games
* pop-up books
* book series
* choose-your-own-ending
* periodicals for girls like NEW MOON FOR GIRLS and GLAMOUR which include fiction
* audio recorded books

3. a) Identify the sites you explore (and including .coms is ok) and briefly describe what you learn about this format or genre of literature ??" what is it? What are some exemplary titles and/or authors? Do they seem to be popular and, if so, why?

3. b) Explain why youd include or not include this format or genre in your classroom or library? Provide some criteria for judging quality publications of this nature and/or some cautionary notes for parents or educators choosing titles.


Activity 4.

Select a grade level from 5-8, and explore print or on-line periodicals for them. Find minimum FIVE that you would consider having in your classroom or library. Briefly summarize the periodicals content and provide brief your brief explanation of the periodicals value or appropriateness.

Start by googling: ALA periodicals for children
Or ALA periodicals for teens

Activity 5.

5 a.) What book/author do you feel at the moment is --- Best book out there for young adult (middle school), in your opinion what would be your BEST use idea for such a book in your classroom?

In your opinion what would you consider the Worst or most questionable book and Why?

History/Literature of the Bible - Reflection Paper Guidelines

Reflect on, and respond to, the following questions-

(1) In terms of the academic study of the Bible, what did you learn about the Bible that was new to you?

(2) In terms of the academic study of the Bible, what did you learn about the Bible which surprised you pleasantly?

(3) In terms of the academic study of the Bible, what did you learn about the Bible which surprised you unpleasantly?

(4) In terms of the academic study of the Bible, in what way(s), if any, might you have learned about the Bible in this course influence your perspective toward your personal tradition's approach to the Bible?

Your paper will be evaluated in terms of its specificity, examples, and insight from the above questions.

contemporary issues in nursing practice in malaysia. must have referance at least 15 referance .topic is breast cancer ,in my topic introduction exp:-incidence of breast cancer at current time in malaysia compared to 10 years ago,what impact this has had on services. main body :-what have had WHO has said about brest cancer (as a global [growinng]problem),does the situation in malaysia match with what is happening elsewhere in the world,is ther specific pattern to the problem in malaysia i.e rural vs urban,chinese vs malay vs indian etc, if it is growing problem what are the potential causes- why are thinns changing? ,what has the government done about i?t,what policies are in place?have they worked ? if no why what missing,what needs to be done?what have other countries done to tackle the problem?what has the WHO advised?.conclusion

History Essay: Why did the French Revolution enter a radical phase? What did the radical phase accomplish? What role did the Reign of Terror play in the Revolution? Times Roman

There is two parts to this assignment: In part one, you have to answer 4 questions in detailed essay form. That is a total of 4 essays, and each essay must NOT be less than a full page. So, we are looking at a total of 4 pages or more for Part I. Also, all the essays must include an introduction and conclusion so that I will have a synopsis of what you are trying to say in the first and last paragraphs, and of course, detailed body paragraphs that start with a topic sentence followed by supporting sentences & examples. Please note: your answers and information gathered needs to be based on certain texts, the main one being James L. Gelvin?s book, THE MODERN MIDDLE EAST: A HISTORY. You will find almost any of the concepts and facts needed to complete this assignment in Gelvin?s The Modern Middle East: A History. Other recommended books are: Struggle and Survival in the Modern Middle East by Edmund Burke III; The Committee by Sonallah Ibrahim; and The Modern Middle East by Albert Hourani et al. You should cite readings when possible ("According to Khoury...."). And lastly, please include a a Works Cited page.

Then for part two, you have to identify and tell the significance of some names and terms. Give dates only for those terms marked with an asterisk (*).The I.D.'s need not be long--just explain what it is (or who it is) and its importance. In most cases, this can be done in two sentences. If the i.d. is followed by an asterisk (*), be sure to include the date in your answer.

Thank you and good luck!
Here are the four essay questions for part I, followed by the I.D.?s for part II:

PART I: Please write an essay of at least one page for each question with an introduction, body paragraphs and conclusion.

1. Describe the following recent developments and explain how they resulted from and accelerated trends that had been ongoing since the nineteenth century: the exploitation of oil, the revolutions of the mid-twentieth century, the Arab-Israeli conflict, the emergence and spread of nationalism, the emergence and spread of Islamic movements.

2. Why might the years 1918 and 1971 be considered turning points in the history of the modern Middle East?

3. The following opinion piece, ?Cursed by Oil,? appeared in the New York Times on 9 May 2004. It was written by Thomas L. Friedman:

I visited the Japanese cellphone company DoCoMo in Tokyo 10 days ago. A robot made by Honda gave me part of the tour, even bowing in perfect Japanese fashion. My visit there coincided with yet another suicide bomb attack against U.S. forces in Iraq. I could not help thinking: Why are the Japanese making robots into humans, while Muslim suicide squads are making humans into robots?
The answer has to do in part with the interaction between culture and natural resources. Countries such as Japan, Korea, Taiwan and China have relatively few natural resources like oil. As a result, in the modern age, their first instinct is to look inward, assess their weaknesses, try to learn as much as they can from foreigners and then beat them at their own game. In order to beat the Westerners, they have even set aside many of their historical animosities so they can invest in each other's countries and get all the benefits of free trade.
The Arab world, alas, has been cursed with oil. For decades, too many Arab countries have opted to drill a sand dune for economic growth rather than drilling their own people--men and women--in order to tap their energy, creativity, intellect and entrepreneurship. Arab countries barely trade with one another, and unlike Korea and Japan, rarely invent or patent anything. But rather than looking inward, assessing their development deficits, absorbing the best in modern knowledge that their money can buy and then trying to beat the West at its own game, the Arab world in too many cases has cut itself off, blamed the enduring Palestine conflict or colonialism for delaying reform, or found dignity in Pyrrhic victories like Falluja....
One thing about countries like Singapore, Korea, Taiwan and Japan, they may not have deserts but they sure know the difference between the mirage and the oasis--between victories that come from educating your population to innovate and "victories" that come from a one night stand by suicidal maniacs like 9/11.

Do you agree with Friedman?s account of the reasons behind the sorry state of the contemporary Arab world? Why? What other historical factors might account for the current crisis in the region?

4. How did the advent of the modern age affect the Islamic ideas and the role Islam has played in politics?

***************************************************************************************
PART II: Please identify and tell the significance of these names and terms. Give dates only for those terms marked with an asterisk (*).

1) American Civil War
2) Article 22 of the Charter of the League of Nations
3) Balfour Declaration*
4) Bretton Woods System
5) Cairo Conference of 1921
6) capitulations
7) Commercial Revolution
8) William Knox d?Arcy
9) Eastern Question
10) Hatt-i Sharif of Gulhane*/Islahat Fermani*
11) Islamo-nationalism/Islamo-anarchism
12) Mustafa Kemal
13) rentierism
14) Reza Shah
15) salafism
16) Seven Years? War*
17) Third Worldism
18) U.N. Resolution 242*
19) World Systems Theory
20) vilayet-e faqih