military has participated in military action both in Syria and in Turkey (among numerous other places) -- but these two separate interventions expose a single aim -- the destabilization of Assad, through direct support of mercenaries and through the direct assistance of Turkey, whose President Erdogan is a known collaborator with ISIS (a point which indicates that the world's "police" are still very active in pursuing courses of action which have two levels of objectives -- on the surface, the provision of a defense of democratic rights; below -- the attainment of American-Israeli-Saudi interests).
Action

In 2012, the U.S. deployed 400 troops along with 2 Patriot missile batteries to Turkey to serve as a defense of that country from Syrian attack.

Two years later, the U.S. military illegally entered into Syria (uninvited) to conduct operations against ISIS.

The ise of the Military-Industrial Complex: 3 aspects of U.S. history since 1865 that have led to…...

mla

References

Gleijeses, P. (1995). Ships in the night: The CIA, the White House and the Bay of Pigs.

Journal of Latin American Studies, 27(1): 1-42.

Herrmann, R. (1986). The power of perceptions in foreign-policy decision making: Do

views of the Soviet Union determine the policy choices of American leaders? American Journal of Political Science, 30(4): 841-875.

" Clearly, strengthening America's military is a unilateral objective that requires a focused military agenda.
The remaining six features that Kugler identifies from the National Security Strategy are inherently multilateral. Championing aspirations for human dignity, the first feature, is vague but likely refers to issues related to gender, class, and social struggles worldwide. esolving such struggles requires multilateral efforts. The second and third features, strengthening alliances to prevent and defeat global terrorism and working with others to defuse regional conflicts are explicitly cooperative in tone. Preventing enemies from threatening peace may require both multilateral and unilateral action, depending on the situation. Igniting a new era of global economic growth and expanding the circle of development both clearly require the cooperation of foreign markets, regional trade organizations, and the international private sector as well.

eference

Kugler, ichard L. "A Distinctly American Internationalism for a…...

mla

Reference

Kugler, Richard L. "A Distinctly American Internationalism for a Globalized World."

However in those days, the progress was even slower and there was deeper concern about the possibility of complete transition. Samuel Huntington's path-breaking book, Political Order in Changing Societies (1968) has been by far the most well received and comprehensive book on the subject of civilian military relations. Huntington studied the conditions in Latin America and found that in underdeveloped countries, militaries were usually more powerful because society cannot access the government and hence support military's interference. Middle classes then "compel the military to oppose the government" and restore the status quo ante. Military may be powerful but Huntington felt that it was the organizational structure that can be blamed for coups but instead the social structure and thus "Military explanations do not explain military intervention," he argued.

By the end of the 1970s, even more literature appeared on the scene to explain civil military relations and to study the causes…...

In the aftermath of the war, these acts would be called into question given America's ultimate and necessary abandonment of the war.
Accordingly, Hickman reports that "on January 15, 1973, after pressuring
South Vietnam to accept the peace deal, Nixon announced the end of
offensive operations against North Vietnam." (Hickman, 1) And with Nixon's
scandalized resignation in 1973 and the passage of Congressional
legislation forbidding American military intervention in Southeast Asia,
the North Vietnamese were free to pursue the unification which the U.S. had
sacrificed so much to prevent.
And consideration that the United States might continue to support its
overall goals in Vietnam at least through aid to the South Vietnamese
forces that it had propped up for a decade would ultimately be fully
dismissed when "in 1975, Congress refused President Gerald Ford's last-
minute request to increase aid to South Vietnam by $300 million, just weeks
before it fell to communist control. Few legislators had taken the request
seriously; many conservative Republicans…...

mla

Works Cited:

Hickman, K. (2008). Vietnam War: End of the Conflict. About Military

History. Online at

 http://militaryhistory.about.com/od/vietnamwar/a/VietnamEnd.htm 

Kamps, C.T. (2003). Operation: Linebacker II. Air and Space Power

Journal. Online at

 http://www.findarticles.com/p/articles/mim0NXL/is317/ai109219950

The accident in the Tonkin Gulf when North Vietnamese forces attacked the U.S. vessels and caused two airplanes to crash was a good reason to start the conflict, as the troops of North Vietnam violated the Geneva Convention and attacked a foreign navy in the neutral international waters. The United States has to react on this accident, as it was the mater of international respect, but at the same time the presidents administration had to estimate the future consequences of the military strike back. It was not secret that a lot of Soviet weapon was concentrated in North Vietnam, and Viet Kong army was ready to start the war for the unification of the country as it was guaranteed to have a support from Soviets.
Invention in Grenada was caused by the Cuban influence on Grenada's government in early 1980 iers. Grenada changed its political orientation and turned to the…...

mla

Reference:

John J. Johnson, a Hemisphere Apart: Foundations of U.S. Policy toward Latin America Westview Press; 2nd edition (January, 2001)

Alonso Aguilar, Pan-Americanism from Monroe to the Present Monthly Review Pr (June 1, 1969)

Particularly, many democrats and republicans expressed their dismay about the fact that the ush administration did not notify or seek congressional input while the policy was being developed. However, as the Deputy Assistant Secretary of State for Western Hemisphere Affairs, Roberta Jacobson, who actually drafted the 'Merida initiative' says, "Although it [Merida] was proposed by a Republican administration, it was passed by a Democratic [party-controlled] Congress." [Jim Fischer, 2009]
Some policy analysts from Mexico have expressed their concern that controlling drug trafficking in Mexico would be better achieved if the U.S. takes active measures to control the arms trafficking from across its borders into Mexico. Gen. Javier del Real Magallanes, who is in command of the northeastern states such as Nuevo Leon, Tamaulipas, and San Luis Potosi says, "If there are no weapons, there's no violence. These arms aren't from Mexico; they're from the other side." [Laura Starr, 2007]. Sharing…...

mla

Bibliography

1) Colleen W. Cook, Oct 2007, 'CRS Report for Congress: Mexico's Drug Cartels', retrieved Apr 22nd, 2010, from,  http://www.fas.org/sgp/crs/row/RL34215.pdf 

2) Bernd Debussman, 'Latin America: Mexico Drug War Update', retrieved Apr 22nd 2010, from,  http://stopthedrugwar.org/chronicle/604/mexico_drug_war_update 

3) Manuel Roig-Franzia, 'U.S. Guns Behind Cartel Killings In Mexico', retrieved Apr 22nd 2010, from,  http://www.washingtonpost.com/wp-dyn/content/article/2007/10/28/AR2007102801654.html 

4) Inside USA, 'Mexico's Drug', retrieved Apr 22nd 2010, from,  http://www.youtube.com/watch?v=hyDHNeJxazU

His plan to create a black regiment in the South failed, but black regiments were created during the war, and some of them were vital to certain battles and victories.
Perhaps the most notable black regiment formed during the war was the 1st hode Island egiment, which has become legendary in the fight for freedom. Colonel Christopher Greene commanded the egiment, and it was one of only three black regiments to fight during the war. In fact, many historians feel the war might have ended sooner if more regiments like the 1st hode Island had been formed and utilized. The Kaplans note, "Colonel Christopher Greene's First hode Island egiment distinguished itself for efficiency and gallantry throughout the war -- perhaps the war would have ended sooner if its example had been heeded" (Kaplan, and Kaplan 1989, 64). hode Island was unable to fill its quota of fighting men for the…...

mla

References

Bradley, Patricia. 1998. Slavery, Propaganda, and the American Revolution. Jackson, MS: University Press of Mississippi.

Dunmore, Lord. 1775. Lord Dunmore's Appeal to the Slaves of Virginia (1775).

Editors. 2005. Black Loyalists: Our History, Our People. Government of Canada's Digital Collections. http://collections.ic.gc.ca/blackloyalists/story/our_story.htm

Kaplan, Sidney, and Emma Nogrady Kaplan. 1989. The Black Presence in the Era of the American Revolution. Revised ed. Amherst, MA: University of Massachusetts Press.

Military Children
Military life and civilian life differ in key ways, and these differences affect families in particular. Since September 11, there have been higher rates of deployment and a correspondingly increased rate of family stress and domestic abuse. Deployment and the stressors associated therewith are especially important to understand. A review of literature shows that PTSD and other problems are linked to increased rates of abuse among military families. esearch also shows that abuse can be prevented, whether or not PTSD exists. The ways to prevent abuse include developing resilience. esilience includes a range of coping mechanisms that help parents be more able to deal with change and uncertainty. Parents can then pass on these traits to their children. Developing a strong social network has been proven especially helpful in both military and civilian families. Both civilian and military parents benefit from the development of resilience, coping skills, and effective…...

mla

References

Bursch, B. & Lester, P. (2011). The long war comes home: mitigating risk and promoting resilience in military children and families. Psychiatric Times 28.7 (July 2011): p26.

Chandra, A. & London, A.S. (2013). Unlocking insights about military children and families.

"Help Your Family Face Challenges Successfully," (2014). MilitaryOneSource. 22 Feb, 2014.

Masten, A.S. (2013). Afterword: what we can learn from military children and famliies. The Future of Children 23(2): Fall 2013.

As the end of the Cold War, would present a unique opportunity to take advantage of this situation. This strategy could have been successful had there been a commitment from both the U.S. And UN to the long-term stability of Somalia. The problems began, when the different roles of the mission would change and there would not be enough resources or support to obtain the different objectives of UNSOM II.
At the same time, various war lords and terrorists would fear that a large international presence will take away their power as well influence. At which point, they would begin to target the different troops and aid workers. This is troubling, because various bureaucrats and political talking heads refused to take into account this reality. As a result, both operations were doomed to failure because there were no resources or the support to engage these warlords and terrorist. This would…...

mla

References

Ambush in Mogadishu. (2010). PBS. Retrieved from:  http://www.pbs.org/wgbh/pages/frontline/shows/ambush/etc./cron.html 

Glossary a -- B. (2001). University of Massachusetts. Retrieved from: http://www.umass.edu/wsp/statistics/glossary/ab.html

Qualitative Research. (2009). Market Research World. Retrieved from: http://www.marketresearchworld.net/index.php?option=com_content&task=view&id=393&Itemid=42

United Nations Operation in Somalia. (2003). UN. Retrieved from:  http://www.un.org/en/peacekeeping/missions/past/unosom2.htm

Worst Faults a Military Leader Can Exhibit:
Incompetence, selfishness, and living in the past

"If America is to meet the multiple challenges of the 21st century, it is crucial that we develop a system that places the right people in the right places in government at the right moment."[footnoteRef:1] ut just as critical as being the 'right' type of leader is avoiding making some of the most typical mistakes of poor leaders of the past. Incompetence and disorganization; fighting the last war rather than the current conflict (i.e., living in the past); selfishness and a focus on the personal ego rather than the actual needs of the nation are the three worst faults a leader can exhibit. [1: J. McCausland, "Developing strategic leaders for the 21st century," Strategic Studies Institute, 2008. Available: http://www.StrategicStudiesInstitute.army.mil / (26 Sept 2013), xi]

On a very basic level, military leaders must have basic organizational skills. "In the…...

mla

Bibliography

Bartone, P, Barry, C., & Armstrong, R. "To Build Resilience: Leader Influence on Mental

Hardiness. Defense Horizons, 69 (2009): 1-8.

Hermann, Margaret. "Assessing leadership style: A trait analysis." Social Science Automation

1999

private military companies Iraq illustrate a trend warfare? -No, Historical reasons great empires employed a large number mercenaries.-What reasons, -Type firms, divided types- type spear
Private military companies

Today's society is more challenging and dynamic than it has ever been. And this trend is manifested within the military sector as well. Here, the employees in the division have to be better motivated in order to risk their lives and this motivation has to be complex, and include both financial and non-financial incentives. While the major non-financial incentive would be the sense of fighting to protect one's country, the financial incentive has to be substantial and significantly larger than that of any other category of employees.

The modern day army then integrates technologic developments to improve the nature and outcome of its operations. It as such strives to answer the more and more complex demands of the contemporaneous society and, in doing so,…...

mla

References:

Adebajo, A., Sriram, C.L., 2000, Messiahs or mercenaries? The future of international private military services, International Peacekeeping, Vol. 7, No. 4

Avant, D., 2006, Private military companies and the future of war, Foreign Policy Research Institute,   last accessed on May 27, 2011http://www.fpri.org/enotes/200604.military.avant.privatemilitarycompanies.html 

Beutel, M.D., 2005, Private military companies: their emergence, importance and a call for global regulation, Northwich University, last accessed on May 27, 2011http://princess.digitalfreaks.org/thesis/beutelmdthesis.pdf

Carafano, J.J., 2008, Private sector, public wars: contractors in combat-- Afghanistan, Iraq, and future conflicts, Greenwood Publishing, ISBN 0275994783

Much of the country to this day suffers, and many look back and consider the country at best a "wasteland" destroyed and dismantled for unrecognizable causes (Kirkwood-Tucker & Benton, 2002).
World response was so dramatic to the war in Vietnam and the presence of allied forces that in 1973 the Treaty of Paris "called for the withdrawal of all U.S. troops" and allied forces in S. Vietnam (Kirkwood-Tucker & Benton, 2002). Entire villages had been wiped out, people, innocent civilians, not just soldiers, which is one reason the United States had reason to feel disgraced and failed to distinguish the returning soldiers from the war as heroes. This in turn took a tremendous toll on many soldiers resulting in post traumatic syndromes including long-lasting depression, aggression and sleep disorders (Kirkwood-Tucker & Benton, 2002; Lockard, 1994). No other war had exacted such a toll on domestic and foreign life than did…...

mla

References

Kirkwood-Tucker, Toni and Benton, Janet E. The Lessons of Vietnam: Using Literature to Introduce Students to the Vietnam War. Social Education, 66.6, (2002), p. 362.

Lockard, Craig a. Meeting Yesterday Head-on: The Vietnam War in Vietnamese,

American and World History, Journal of World History, 5.2 (1994, Fall): 227-70.

Vietnam War

MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyEder G. BennettLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationLiberty University2021MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationAPPOVED BY:James Eller, Ed.D., Committee ChairMichael-Chadwell Sharon, Ed.D., Committee MemberABSTACTThe purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education. For this purpose, this study developed an informed answer to the following research question: What are the perceptions of deployed military parents regarding active involvement in their childs education? The study used Epstein\\\'s theory regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences…...

mla

REFERENCESAlfano, C. A., Lau, S., Balderas, J., Bunnell, B. E., & Beidel, D. C. (2016). The impact of military deployment on children: Placing developmental risk in context. Clinical Psychology Review, 43, 17-29.Allen, D. C. (2015). Research, when you know what you’re doing: A review of essentials of qualitative inquiry. The Qualitative Report, 20(4), 451-453.Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature, and Languages, 1(1), 9-16.Anney, V. N. (2014). Ensuring the quality of the findings of qualitative research: Looking at trustworthiness criteria. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 5(2), 272-281.Appel, H., Gerlach, A. L., & Crusius, J. (2016). The interplay between Facebook use, social comparison, envy, and depression. Current Opinion in Psychology, 9, 44-49.Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 13(2), 130-136.Bello?Utu, C. F., & DeSocio, J. E. (2015). Military deployment and reintegration: A systematic review of child coping. Journal of Child and Adolescent Psychiatric Nursing, 28(1), 23-34.Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of youth and adolescence, 45(6), 1053-1064.Bennett, J. (2018). Combating sexual assault with the military ethic: Exploring culture, military institutions, and norms-based preventive policy. Armed Forces & Society, 44(4), 707-730.Bolles, E., & Patrizio, K. (2016). Leadership tenets of military veterans working as school administrators. Journal of Leadership Education, 15(3), 98-116.Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42(4), 326-348.Brownfield, D., & Thompson, K. (1991). Attachment to peers and delinquent behavior. Canadian Journal of Criminology, 33, 45.Burton, N. W., Pakenham, K. I., & Brown, W. J. (2010). Feasibility and effectiveness of psychosocial resilience training: A pilot study of the READY program. Psychology, Health, and Medicine, 15(3), 266-277.Carey, M. A., & Asbury, J. E. (2016). Focus group research. Routledge.Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational research review, 14, 33-46.Chang, R. (2017). Genevra Walters: How tech can close the achievement gap: Students who struggle need more technology, not less. THE Journal (Technological Horizons in Education), 44(1), 12.Cheng, C. C. & Huang, K. H. (2018). Education reform and teacher agency. Problems of Education in the 21st Century, 76(3), 286-287.Chester, J., & Montgomery, K. (2008). No escape: Marketing to kids in the digital age. Multinational Monitor, 29(1), 11.Conforte, A. M., Bakalar, J. L., Shank, L. M., Quinlan, J., Stephens, M. B., Sbrocco, T., & Tanofsky-Kraff, M. (2017). Assessing military community support: Relations among perceived military community support, child psychosocial adjustment, and parent psychosocial adjustment. Military Medicine, 182(9-10), e1871-e1878.Cozza, S. J., Knobloch, L. K., Gewirtz, A. H., DeVoe, E. R., Gorman, L. A., Flake, E. M., ... & Lerner, R. M. (2018). Lessons learned and future recommendations for conducting research with military children and families. In A Battle Plan for Supporting Military Families (pp. 265-287). Springer, Cham.Creswell, J. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.  California: Sage Publication.Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among Five Approaches. CA: Sage.Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks, California: Sage Publications.Dahlman, H. (2013, September/October). The journey toward cross-cultural competence is never-ending. Momentum, 44(3), 27-31.De Pedro, K. T., Astor, R. A., Gilreath, T. D., Benbenishty, R., & Berkowitz, R. (2018). School climate, deployment, and mental health among students in military-connected schools. Youth & Society, 50(1), 93-115.DeVoe, E. R. (2017). Supporting military families with young children throughout the deployment lifecycle. Boston: Trustees of Boston University.DeVoe, E. R., Paris, R., Emmert-Aronson, B., Ross, A., & Acker, M. (2017). A randomized clinical trial of a post-deployment parenting intervention for service members and their families with very young children. Psychological Trauma: Theory, Research, Practice, and Policy, 9(S1), 25.Doge, P. & Keller, H. (2014, July-September). Similarity of mothers\\\\\\\\\\\\\\\' and preschool teachers\\\\\\\\\\\\\\\' evaluations of socialization goals in a cross-cultural perspective. Journal of Research in Childhood Education, 28(3), 377-381.Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., ... & Hutchins, D. J. (2018). School, family, and community partnerships: Your handbook for action. City: Corwin Press.Ellison, T. L. & Evans, J. N. (2016, Fall). Minecraft, teachers, parents, and learning: What they need to know and understand. SchoolCommunity Journal, 26(2), 25-30.Eskreis-Winkler, L., Duckworth, A. L., Shulman, E. P., & Beal, S. (2014). The grit effect: Predicting retention in the military, the workplace, school, and marriage. Frontiers in Psychology, 5, 36.Espinosa, E. M., Sorensen, J. R., & Lopez, M. A. (2013). Youth pathways to placement:The influence of gender, mental health need, and trauma on confinement in the juvenile justice system. Journal of Youth & Adolescence, 42(12), 1824-1836.Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.Francis Howell School District. (2018). Epstein’s 6 types of parent involvement. Retrieved from on 6 June 2019Freberg, K., Graham, K., McGaughey, K., & Freberg, L. A. (2011). Who are the social media influencers? A study of public perceptions of personality. Public Relations Review, 37(1), 90-92.Gangai, K. N. (2014). Absenteeism at workplace: What are the factors influencing it? International Journal of Organizational Behavior & Management Perspectives, 3(4), 1258-1265.Gardner, G. (2001). Unreliable memories and other contingencies: problems with biographical knowledge. Qualitative research, 1(2), 185-204.Glassman, M., & Kang, M. J. (2016). Teaching and learning through open-source educative processes. Teaching and Teacher Education, 60, 281-290.Graham-Clay, S. (2009, Spring). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-121.Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567-1579.Herrera, C., Grossman, J. B., Kauh, T. J., & McMaken, J. (2011). Mentoring in schools: An impact study of Big Brothers Big Sisters school?based mentoring. Child Development, 82(1), 346-361.Hoffding, S., & Martiny, K. (2016). Framing a phenomenological interview: What, why, and how. Phenomenology and the Cognitive Sciences, 15(4), 539-564.Husserl, E. (1999). The essential Husserl: Basic writings in transcendental phenomenology. Indiana University Press.Katsirikou, A., & Lin, C. S. (2017). Revealing the “Essence” of things: Using phenomenology in LIS research. Qualitative and Quantitative Methods in Libraries, 2(4), 469-478.Kelley, M. L., White, T. D., Milletich, R. J., Hollis, B. F., Haislip, B. N., Heidt, E. K., & Henson, J. M. (2016). Youth emotional reactivity, interparental conflict, parent hostility, and worrying among children with substance-abusing parents. Journal of Child and Family Studies, 25(3), 1024-1034.Knobloch, L. K., Knobloch-Fedders, L. M., Yorgason, J. B., Ebata, A. T., & McGlaughlin, P. C. (2017). Military children’s difficulty with reintegration after deployment: A relational turbulence model perspective. Journal of Family Psychology, 31(5), 542.Koon-Magnin, S., Bowers, D., Langhinrichsen-Rohling, J., & Arata, C. (2016). Social learning, self-control, gender, and variety of violent delinquency. Deviant Behavior, 37(7), 824-836.Kuper, A., Lingard, L., & Levinson, W. (2008, September 20). Qualitative research: Critically appraising qualitative research. BMJ, 337, 687–689. Doi: 10.1136/bmj.a1035Lester, P., Aralis, H., Sinclair, M., Kiff, C., Lee, K. H., Mustillo, S., & Wadsworth, S. M. (2016). The impact of deployment on parental, family, and child adjustment in military families. Child Psychiatry & Human Development, 47(6), 938-949.Listwan, S. J. (2013). Introduction to juvenile justice. San Diego, CA: Bridgepoint.Loprinzi, C. E., Prasad, K., Schroeder, D. R., & Sood, A. (2011). Stress Management and Resilience Training (SMART) program to decrease stress and enhance resilience among breast cancer survivors: a pilot randomized clinical trial. Clinical breast cancer, 11(6), 364-368.MacDermid Wadsworth, S., Bailey, K. M., & Coppola, E. C. (2017). US military children and the wartime deployments of family members. Child Development Perspectives, 11(1), 23-28.Mahuro, G. M., & Hungi, N. (2016). Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. Cogent Education, 3(1), 1264170.Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Thousand Oaks, CA: Sage Publications.Merriam, S. B., & Grenier, R. S. (Eds.). (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.Moeller, J. D., Culler, E. D., Hamilton, M. D., Aronson, K. R., & Perkins, D. F. (2015). The effects of military-connected parental absence on the behavioral and academic functioning of children: A literature review. Journal of Children\\\\\\\\\\\\\\\'s Services, 10(3), 291-306.Moll, L. (ed). (1990). Vygotsky and education. Cambridge University Press.Moustakas, C. (1990). Heuristic research: Design, methodology, and applications. Sage Publications.Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.Neuendorf, K. A. (2016). The content analysis guidebook. Thousand Oaks, CA: Sage.Neuman, W. L. (2008). Social research methods: Qualitative and quantitative approaches, 6th ed. New York: Allyn & Bacon.Nicosia, N., Wong, E., Shier, V., Massachi, S., & Datar, A. (2017). Parental deployment, adolescent academic and social-behavioral maladjustment, and parental psychological well-being in military families. Public Health Reports, 132(1), 93-105.Nicosia, N., Wong, E., Shier, V., Massachi, S., & Datar, A. (2017). Parental deployment, adolescent academic and social-behavioral maladjustment, and parental psychological well-being in military families. Public Health Reports, 132(1), 93-105.Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847.Nunez J. C., Suarez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students. Metacognition and learning, 10(3), 375-406.O’Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20-32.O\\\\\\\\\\\\\\\'Neal, C. W., Mallette, J. K., & Mancini, J. A. (2018). The importance of parents\\\\\\\\\\\\\\\' community connections for adolescent well?being: An examination of military families. American Journal of Community Psychology, 61(1-2), 204-217.Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.Perkins-Gough, D. (2013). The significance of grit: A conversation with Angela Lee Duckworth. Educational Leadership, 71(1), 14-20.Perry, B. D. (2006). The boy who was raised as a dog and other stories from a child psychiatrist\\\\\\\\\\\\\\\'s notebook: What traumatized children can teach us about loss, love, and healing. New York, NY: Basic Books. Peters, M. D., Godfrey, C. M., Khalil, H., McInerney, P., Parker, D., & Soares, C. B. (2015). Guidance for conducting systematic scoping reviews. International Journal of Evidence-Based Healthcare, 13(3), 141-146.Pexton, S., Farrants, J., & Yule, W. (2018). The impact of fathers’ military deployment on child adjustment. The support needs of primary school children and their families separated during active military service: A pilot study. Clinical child psychology and psychiatry, 23(1), 110-124.Powers, R. (2018). United States military installation profiles. Retrieved from http://usmilitary.about.com on 6 June 2019Project Implicit. (2018). Results. Retrieved from https://implicit.harvard.edu/implicit/Study?tid=-1  on 6 June 2019RAND Corporation. (2012). How do soldiers’ deployments affect children\\\\\\\\\\\\\\\'s academic performance and behavioral health? Retrieved from  https://www.rand.org/pubs/research_briefs/RB9651/index1.html  on 6 June 2019Reivich, K. J., Seligman, M. E., & McBride, S. (2011). Master resilience training in the USArmy. American Psychologist, 66(1), 25.Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predict effectiveness and retention among novice teachers. Teachers College Record, 116(3).Roepke, A. M., & Seligman, M. E. (2016). Depression and prospection. British Journal of Clinical Psychology, 55(1), 23-48.Rosenthal, M. (2016). Qualitative research methods: Why, when, and how to conduct interviews and focus groups in pharmacy research. Currents in pharmacy teaching and learning, 8(4), 509-516.Rule, P. & John, V.M. (2015). A necessary dialogue: Theory in case study research. International Journal of Qualitative Methods, 3(8), 1-11. Sandoz, E.K. & Moyer, D. N. (2015, October). Psychological flexibility as a framework for understanding and improving family reintegration following military deployment. Journal of Marital and Family Therapy, 41(4), 495-499.Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333-335.Shankar, K., Hakken, D., & Østerlund, C. (2017). Rethinking artifacts. The handbook ofscience and technology studies, 59-85.Shriner, B & M. Shriner. (2014). Essentials of lifespan development: A topicalperspective. Bridgepoint Education: San Diego, CA.Silverman, D. (2016). Qualitative research. Thousand Oaks, CA: Sage. Slavin, R. E. (2019). Educational psychology: Theory and practice. Pearson.Smith, P. L., & McSweeney, J. (2017). Organizational perspectives of nurse executives in 15 hospitals on the impact and effectiveness of rapid response teams. Joint Commission Journal on Quality and Patient Safety, 43(6), 289-298. doi:10.1016/j.jcjq.2017.01.006Spitzer, B., & Aronson, J. (2015). Minding and mending the gap: Social psychological interventions to reduce educational disparities. British Journal of Educational Psychology, 85(1), 1-18.Stetson, R., Stetson, E., Sinclair, B. & Nix, K. (2012). Home visits: Teacher reflections about relationships, student behavior, and achievement. Issues in Teacher Education, 21(1), 21-37.Tempski, P., Santos, I. S., Mayer, F. B., Enns, S. C., Perotta, B., Paro, H. B.,&Guimaraes, K. B. (2015). Relationship among medical student resilience, educational environment, and quality of life. PLoS One, 10(6), e0131535.Theron, L. C., Liebenberg, L. A., & Ungar, M. (2015). Youth resilience and culture.Springer Netherlands.Thompson, B. C., Mazer, J. P., & Flood Grady, E. (2015). The changing nature ofparent-teacher communication: Mode selection in the smartphone era. Communication Education, 64(2), 187-207.Tough, P. (2013). how children succeed: Grit, curiosity, and the hidden power of character. NY: Houghton Mifflin Harcourt.Trier, K. A., Pappas, D., Bovitz, B., & Augustyn, M. (2018). Supporting development during military deployment and after. Journal of Developmental & Behavioral Pediatrics, 39(5), 447-449.Trautmann, J., Alhusen, J., & Gross, D. (2015). Impact of deployment on military families with young children: A systematic review. Nursing Outlook, 63(6), 656-679.Trautman, J. & Ho, G. W. (2018, July). Parenting needs among mothers of young childrenduring military deployment. Journal of Nursing Scholarship, 50(4), 392.Turner, D. W. (2010). Qualitative interview design: A practical guide for novice investigatorsThe qualitative report, 15(3), 754-760.Turner, H. A., Finkelhor, D., Hamby, S., & Henly, M. (2017). Victimization and adversityamong children experiencing war-related parental absence or deployment in a nationally representative US sample. Child abuse & neglect, 67, 271-279.United States Department of Defense (n.d.). Educator’s guide to the military child during deployment. Retrieved from https://www2.ed.gov/about/offices/list/os/homefront/homefront.pdf on 6 June 2019VA. (2020). What is deployment. Retrieved from  https://www.mentalhealth.va.gov/communityproviders/docs/deployment_operational_experiences.pdf Vaillant, G. E. (2000). Adaptive mental mechanisms: Their role in Oa positive psychology. American psychologist, 55(1), 89.Vijaya, Vijaya, & Rajeshkumar (2016). Parental involvement and academic achievement among high school students. Review of Research, 5(12), 11-14. Von Culin, K. R., Tsukayama, E., & Duckworth, A. L. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. The Journal of Positive Psychology, 9(4), 306-312.Webster, D., & Rivers, N. (2018). Resisting resilience: Disrupting discourses of self-efficacy. Pedagogy, Culture, & Society, 1-13.Whyte, K. L., & Karabon, A. (2016). Transforming teacher-family relationships: Shifting roles and perceptions of home visits through the funds of knowledge approach. Early Years, 36(2), 207-221.Wright, K. B. & Shields, S.M. (2018, Spring/Summer). The effects of teacher home visits on student behavior, student academic achievement, and parent involvement. School Community Journal, 28(1), 67.Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152.Yin, R. K. (2014). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.Yüksel, P., & Y?ld?r?m, S. (2015). Theoretical frameworks, methods, and procedures for conducting phenomenological studies in educational settings. Turkish Online Journal of Qualitative Inquiry, 6(1), 1-20. Retrieved from https://www.researchgate.net/publication/271833455_Theoretical_Frameworks_Methods_and_Procedures_for_Conducting_Phenomenological_Studies_in_Educational_SettingsAPPENDIX A: LIBERTY UNIVERSITY IRB APPROVALWill includes once Submitted and Approved SEEKING VOLUNTEERS FOR A RESEARCH STUDYThe purpose of study: To explore the experiences of deployed military parents regarding active involvement in their child’s education. Participation Requirements:To participate in the study, you must currently be deployed or previously deployed within the past two years and have pre-K-12 school-aged children that are enrolled in a school outside of the homeParticipation in this study involves:1. Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.1. Online focus group with several other participants. The session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality1. Artifact for Analysis: Participants will be asked to provide relevant artifacts (if available) for analysis. Pseudonyms will be used to maintain confidentiality.To find out more information about this study, please contact Eder Bennett at:Phone: (860) 213-4464Email: Study Title: Military Deployed Parents’ Perceptions Of Involvement In The Education Of Their Children While Deployed.Principal Investigator: Eder Bennett Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 APPENDIX B: RECRUITMENT FLYERAPPENDIX C: INFORMED CONSENTCONSENT FORMMILITARY DEPLOYED PARENTS’ PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYEder G. BennettLiberty UniversitySchool of EducationGeneral Overview of Study: You are invited to be in a research study investigating the perceptions of deployed military parents regarding active involvement in their child’s education. You were selected as a possible participant because you are currently deployed or previously deployed and have pre-K-12 school-aged children that are currently enrolled in school. Please read this form and ask any questions you may have before agreeing to be in the study.Eder G. Bennett, a doctoral candidate in the School of Education at Liberty University, is conducting this study.Background Information: The purpose of this study is to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education. This will provide a foundation of understanding that can assist educational stakeholders and the military community in filling the void created by a deployed parent with the goal to help the student of the deployed parent.Procedures: If you consent to be a part of this study, you will be asked to do the following:1. Complete a questionnaire that includes preliminary demographic data, such as age, race, military affiliation, and years of service. The questionnaire will also consist of three open-ended questions and should take approximately 30 minutes to complete2. Participate in a face-to-face or online interview with the researcher. Interviews will be conducted in a predesignated location (chosen by you). Each interview will last for approximately 45-60 minutes. Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.3. Participate in an online focus group through which several prepared questions will be answered. Participants will be gathered in an online forum for 45-60 minutes using a videoconferencing software such as ZOOM. The online session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality.4. Provide relevant artifacts for analysis: You will be asked to provide (if available) artifacts such as journals, letters, and email correspondence with teachers pertaining to your children. These artifacts will be analyzed to gain further insight into the issues that deployed parents face. Pseudonyms will be used to maintain confidentiality.Risks: The risks involved in this study are minimal and are no more than what participants encounter in everyday life. If you experience discomfort while taking part in this study, you may choose to stop participating at any time.Benefits: The direct benefits participants should expect to receive from taking part in this study will be understanding the perceptions of other deployed military parents regarding active involvement in their child’s education. Though your participation may have potential benefits to education and the military community as a whole, you may not receive any direct benefits of your involvement. Compensation: Participants will not be compensated for participating in this study.Confidentiality: The records of this study will be kept private. In any sort of report, I might publish, I will not include any information that will make it possible to identify a subject. Research records will be stored securely, and only the researcher will have access to the artifacts. I may share the data I collect from you for use in future research studies or with other researchers; if I share the data that I collect about you, I will remove any information that could identify you, if applicable, before I share the data.1. Procedures will be taken to protect the privacy of all participants, including the use of assigned pseudonyms and interviews conducted in locations where others will not easily overhear the conversation.1. Data will be stored on a password-protected computer, and all documents will be kept in a locked file cabinet. Data may be used in future presentations.1. The researcher will transcribe interviews. Recordings will be stored on a password-locked computer for three years and then erased. Only the researcher will have access to these recordings.1. I cannot assure participants that other members of the online focus group will not share what was discussed with persons outside of the group.Voluntary Nature of the Study: Participation in this study is voluntary. Your decision whether or not to participate will not affect your current or future relations with Liberty University or your positions in the military. If you decide to participate, you are free not to answer any question or withdraw at any time without affecting those relationships.How to Withdraw from the Study: If you choose to withdraw from the study, please contact the researcher at the email address/phone number included in the next paragraph. Should you decide to withdraw, data collected from you, apart from focus group data, will be destroyed immediately and will not be included in this study. Focus group data will not be destroyed, but your contributions to the focus group will not be included in the study if you choose to withdraw.Contacts and Questions: The researcher conducting this study is Eder G. Bennett. You may ask any questions you have now. If you have questions later, you are encouraged to contact him at (860) 213-4464 or [email protected] you would like to address questions or concerns to someone other than the researcher, you are encouragedto contact the researcher’s faculty chair, Dr. James Eller, at (440) 319-1794 or [email protected] of Consent: I have read and understood the above information. I have asked questions and have received answers. I consent to participate in the study. The researcher has my permission to audio-record me as part of my participation in this study.Signature of Participant Date Signature of Investigator DateAPPENDIX D: RECRUITMENT LETTERFall 2019Dear Service Member, As a graduate student in the School of Education at Liberty University, I am conducting research as part of the requirements for a doctoral degree in Educational Leadership. I am writing to invite you to participate in my research study about the perceptions of military parents who are deployed regarding their active involvement in their child’s education. You\\\\\\\\\\\\\\\'re eligible to be in this study because you have been identified as having some experience with this particular issue. If you decide to participate in this study, you will partake in a face-to-face or online recorded interview, take part in an online focus group, and be asked to provide relevant artifacts (if available) for analysis. You should be able to complete your participation in approximately two to three weeks, with it taking four to five hours to complete all procedures. Your name and/or other identifying information will be requested as part of your participation, but the information will remain confidential.To participate, please respond to my email with your desire to be a possible participant. Following your response to participate, I will then contact you for an interview and provide the consent form for you to sign. The consent document contains additional information about my research.Sincerely,Eder G. BennettDoctoral CandidateLiberty UniversityAPPENDIX E: QUESTIONNAIREThe purpose of this qualitative transcendental phenomenological study is to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education. This questionnaire is designed to obtain demographic information as well as to capture your perceptions and experiences of being a parent while deployed overseas in the military. 1. Name: ____________________________________________________________ 2. Age: _____________ 3. Ethnicity: ______________________ 4. Branch of Service: _____________________________________________ 5. Rank: __________________________________________________ 6. Age of spouse: ____________________________________________ 7. Spouse current profession: _______________________________________8. Highest degree earned ____________________________________________________ 9. How many school age children currently in your household: _______________________ 10. How many times have you been deployed: _____________________________________?11. If currently deployed, what is the duration of your deployment: ______________________12. If not currently deployed: When was your last deployment and how long________________13. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response to each question.1. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain 1. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s education1. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? APPENDIX F: INTERVIEW GUIDESemi-Structured, Open-Ended Interview QuestionsCentral Research Question: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions 1. Please introduce yourself, describe yourself and your family 1. How long have you been serving in the military? 1. In the past two years, how many times and for how long where you deployed1. What is the age and gender of your school-age child or children? 1. Please explain your experience in the military thus far Questions relating to participants perceptions 1. What is your definition of parental involvement, particularly as it relates to education? 1. In what way (if any) does your definition of parental involvement change while deployed1. How would you compare and contrast your role in your child’s education when not deployed and while deployed? 1. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?1. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed?1. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education 1. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 1. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?Questions relating to participants’ perceptions of challenges1. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 1. Describe a time when you felt that you could be more involved in your children’s education while deployed. Were you able to come up with a solution? If so, please describe it. 1. How does being deployed alters your interactions with your child’s teachers and other educators 1. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education, please explain. 1. What advice would you give a military parent who is deployed or may deploy in the futureAPPENDIX G: FOCUS GROUP QUESTION GUIDESemi-Structured, Open-Ended Focus Group QuestionsCentral Research Question: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions: 1. Will each individual, please state your name, your military branch, and length of serviceQuestions Relating to Challenges Parents experience while Deployed:1. As a parent, how would you describe your overall experience of being separated from your family while deployed1. What would you identify as the most challenging aspect of being a military deployed parent? 1. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome themQuestions Relating to Participants involvement:1. How has your deployment affected your child’s performance in school?1. How often and in what way do you interact with your child’s teachers or educator, what types of feedback have you received https://www.fhsdschools.org/UserFiles/Servers/Server_995699/File/2015-16/Parents/Epstein%20-%20Six%20Keys.pdf

Call for backup before attempting pursuit into unsecured potential gang situations

5.. Examples of gangs deploying military weapons and tactics against law enforcement:

2005: Contract assassination attempt against corrections officer in Lakewood, Wash. By United Blood Nation gang member in active service from Bremerton Navy Station (10)

2005: Ceres, California: Active-duty, U.S. Marine Iraq combat veteran gang member shoots two police, killing one, using military tactics (11)

2006: Verbal testimony by several gang members suggests veterans training gangs for combat (12)

2010: U.S.Marine Corps veterans charged with selling assault weapons to gangs (13)

2011: Twenty-seven AK-47s stolen from California's Fort Irwin Army base (14)

2011: National Gang Threat Assessment report: "Gang members are acquiring high-powered, military-style weapons and equipment, which poses a significant threat because of the potential to engage in lethal encounters with law enforcement and citizens alike" (15)

6. ACTION: If you believe you may encounter military-level threat of force from gang members, secure the scene…...

mla

References: All sources peer-reviewed, government or considered reliable.

Blankenstein, A. "Marines sold military assault weapons to L.A. gang members, authorities allege." Los Angeles Times L.A. Now, 9 Nov. 2010. 26 Dec. 2011 (4, 13)

Cooley, S. "Findings and proposals from the District Attorney's Office." L.A. County District Attorney. April 2008. 26 Dec. 2011 < da.co.la.ca.us/pdf/LADA_Gang_Crime_&_Violence_APR_2008.pdf > (9)

Federal Bureau of Investigation. "The Continuing Gang Threat." National Gang Threat Assessment 2011 Key Findings, National Gang Intelligence Center. 21 Oct. 2011 (15)

L.A. County District Attorney's Office. "Gang Crimes." Hardcore Gang Division, 1 Nov. 2011. 26 Dec. 2011 (16)

“As Long as The Personal and Societal Safety of American Citizens Is at Risk from External Threats, Historical Precedents Suggest That Rather Few Limits Will Be Placed on The Use of American Military Power, Or on The Constraints the United States Will Impose on The Peoples of Other Countries.” The government of America exists for its citizens’ welfare, an obligation which encompasses being in charge of both its internal and external affairs. US foreign policy’s key principles are: defense of the physical territory of America, safeguarding citizens from attacks by enemies, promoting the status and economic interests of America, and promoting the nation’s democracy- and freedom- related values across the world. By end-twentieth century, the US’s foreign policy entailed relationships with a total of 159 states that were typically competitive, supportive at times, and at other times clearly unfriendly (Deutsch, 1997).
The government’s executive wing has largely remained in charge of US…...

1. The Iraq War: Causes, Consequences, and Lessons Learned

2. Assessing the Role of International Interventions in the Iraq War

3. The Iraq War: Political, Economic, and Social Impacts on the Region

4. Analyzing the Legality of the Iraq War: A Humanitarian Perspective

5. The Iraq War and the Rise of Insurgencies: Unintended Consequences

6. The Iraq War: Media Coverage, Propaganda, and Public Opinion

7. The Iraq War: Oil Politics and the Geopolitical Struggle

8. Post-War Iraq: Challenges, Reconstruction Efforts, and Nation-Building

9. The Iraq War: Power Dynamics, Alliances, and Conflict Resolution

10. Assessing the Humanitarian Crisis in Iraq during and after the War
11. The Iraq War: Impact on....

1. The Iraq War: Causes, Consequences, and Controversies

2. Assessing the Legitimacy and Justification of the Iraq War

3. Understanding the Impact of the Iraq War on Regional Stability

4. The Iraq War and its Effects on US Foreign Policy

5. Lessons Learned from the Iraq War: Implications for Future Military Interventions

6. The Iraq War and its Humanitarian Consequences

7. Analyzing the Role of Media in Shaping Public Opinion during the Iraq War

8. Iraq War: A Clash of Cultures and Sectarian Divide

9. The Iraq War and its Economic Costs: A Comprehensive Analysis

10. Rebuilding Iraq: Challenges and Outcomes....

Should the Military Help Taiwan? A Comprehensive Analysis

The question of whether the United States military should intervene to defend Taiwan in the event of an attack by China is a complex and contentious issue with far-reaching implications. This analysis aims to provide a balanced assessment of the potential benefits and risks associated with military intervention, taking into account both the geopolitical dynamics and the legal and ethical considerations involved.

Background: The Taiwan Situation

Taiwan, officially known as the Republic of China (ROC), is a self-governing island that has been de facto independent from mainland China since 1949. China, however, continues to claim....

Yes, there are several essay topics that present opposing viewpoints on global governance and international peace. Some potential topics include:

1. The role of the United Nations in promoting international peace: Some argue that the UN is an essential institution for addressing global conflicts and promoting peace, while others criticize its effectiveness and question its legitimacy.

2. The impact of globalization on international peace: Some believe that globalization has led to increased interdependence and cooperation among nations, contributing to peace, while others argue that it has exacerbated social and economic inequalities, leading to conflict.

3. The balance between national sovereignty and international intervention:....