Archive for category: Homework Assignment Help

Central argument/ main point ofWeber, Max. 1946 [1918]. “Politics as a Vocation” From H.H. Gerth and C. Wright Mills and Fanon, Frantz. 2007. “On violence” from The Wretched of The Earth. New York: Grove/Atlantic, Inc. 1-62—SELECTED PASSAGES

Central argument/ main point ofWeber, Max. 1946 [1918]

Central argument/ main point ofWeber, Max. 1946 [1918]. “Politics as a Vocation” From H.H. Gerth and C. Wright Mills and Fanon, Frantz. 2007. “On violence” from The Wretched of The Earth. New York: Grove/Atlantic, Inc. 1-62—SELECTED PASSAGES

The assignment instructions are to read the two readings: Weber, Max. 1946 [1918]. “Politics as a Vocation” From H.H. Gerth and C. Wright Mills
and
Fanon, Frantz. 2007. “On violence” from The Wretched of The Earth. New York: Grove/Atlantic,
Inc. 1-62—SELECTED PASSAGES

After you read them write a 500 word essay about the central theme or main argument/ point the authors are trying to portray and how they contrast or are the same. Furthermore, When writing please include the page number from the reading. You will be judged on your writing abilities. It is recommended to take the appropriate measures
to avoid mistakes such as spelling, syntax, punctuation, inappropriate use of terms, etc.
Use only the reading as the source for citing, no others are accepted.

Article: Buzan, Barry & Little, Richard. 2000. International Systems in World History: Remaking the Study of International Relations.Oxford: Oxford University Press.

Buzan Barry & Little Richard 2000 International Systems in World History

Article: Buzan, Barry & Little, Richard. 2000. International Systems in World History: Remaking the Study of International Relations.Oxford: Oxford University Press.

At the seminar, we will examine each of the major topics:

Firstly, the early origins of international Systems,

Secondly, the emergence of the modern state, and

Thirdly, the long-term trajectory of the international system.

Your task, based on a thorough reading of the article, will also be to contribute to the discussion based on the perspective advanced in the article you have studied.

You should try to apply the framework of Buzan and Little (2000) to your article.

Not all the authors explicitly mention these concepts but you can use your understanding of the framework to address the relevant aspects of the framework through the article you have chosen:

Firstly, what are the main types of source materials used in the article to construct its argument?

Secondly, what are the main constituent units of the system studied in the article?

Thirdly, what is their structural relationship?

Fourthly, what does the article say about the interaction capacity of the actors mentioned?

Further, what processes formed the main basis of their interaction?

Additionally, what sectors does the article focus on?

Finally, be well prepared, as all groups will present.

We will also discuss the central points of agreement and difference in the articles. Hence, in addition to your ‘own’ article, you should read (but do not need to present) at least one other article from the list, to help the discussion.

Early international relations and modern IR

• Bagby, L.M.J. 1994, “The use and abuse of Thucydides in international relations”, International
Organization, 48:1, pp. 131-153.

• Abu-Lughod, J. 1990, “Restructuring the Premodern World-System”, Review (Fernand Braudel
Center), 13:2, pp. 273-286.

The emergence of and contested role of the modern state
• De Carvalho, B., Leira, H. & Hobson, J.M. 2011, “The Big Bangs of IR: The Myths That Your
Teachers Still Tell You about 1648 and 1919”, Millennium – Journal of International Studies, 39:3, pp. 735-758.

• Spruyt, H. 2002, “The Origins, Development and Possible Decline of the Modern State”, Annual Review of Political Science, 5:1, pp. 127-149.

The evolution of international and world systems
• Buzan, Barry and Lawson, George (2013) “The Global Transformation: The Nineteenth Century and the Making of Modern International Relations”, International Studies Quarterly 57: 620-34, the article should be read together with Musgrave, P. and Nexon, D.H. (2013) “Singularity or Aberration? A Response to Buzan and also Lawson”, International Studies Quarterly 57, 637–639

• Zielonka, J. 2012, “Empires and the Modern International System”, Geopolitics 17:3, pp. 502-525

This is a paper that is focusing on what happened in China during the long Zhou Dynasty. The paper also provides additional information to use in writing the assignment paper clearly.

What happened in China during the long Zhou Dynasty

Instructions for this assignment:

For this essay, you are to compare Confucian, Daoist, and Legalist ideas about how people should be governed. To do so, review what happened in China during the long Zhou Dynasty and the Qin Dynasty (Chapter 3, pp. 122-134; Khan Academy, “The Philosophers of the Warring States”). As the book explains, during the later Zhou Dynasty (the Warring States Period), China fell into disarray as several states warred with one another for the right to rule the land. It was in this context that individuals engaged in philosophical reflection on what was needful to restore order and a good society. These individuals were later categorized as belonging to different schools of thought. Confucianism, Daoism, and Legalism were three of the most important.

For this essay, review that historical background and then read selections on governing from Confucius’s Analects, the Laozi (“Old Master”, also known as the Dao de jing), and the Han Feizi (Master Han Fei). These are, respectively, Confucian, Daoist, and Legalist texts, and the selections introduce the author or the person to whom the writing is rightly or wrongly attributed.

To write this essay, introduce the historical setting (time, place, events), these three texts and their authors (or putative authors), and the topic of the paper. The topic for this paper is Confucian, Daoist, and Legalist ideas about how people should be governed, and their similarities or differences. Explain these ideas based strictly on these three primary sources (be sure to read the entire selection). This highlighted point is important. Go to these ancient sources for yourself, and develop your insights based on them, and explain your reasoning based on them. That means quoting or paraphrasing them as necessary to explain your thinking. Then conclude.

Writing Guidelines:

Firstly, your completed assignment should be roughly 1000 words.
Secondly, you must write in complete sentences and paragraphs.
Thirdly, please cite your sources internally using parenthetical citations or footnotes, and include a complete bibliography at the end of your paper.
Fourthly, introducing materials from other sources risks plagiarism and should be avoided.
Be original – All papers in this class are via Turnitin.com, a proprietary software database that identifies unoriginal material in papers. Please review the syllabus statement regarding the penalty for plagiarism.
Submit your citations and bibliography within your paper.
Resources:

https://www.khanacademy.org/humanities/world-history/ancient-medieval/zhou-qin-han-china/a/the-philosophers-of-the-warring-states
http://afe.easia.columbia.edu/ps/cup/confucius_govt.pdf
http://afe.easia.columbia.edu/ps/cup/laozi_govt.pdf
http://afe.easia.columbia.edu/ps/cup/hanfei_five_vermin.pdf

How can we best make sense of and address the intersex experience in a biblical manner? Additionally, how could we go about creating safe, loving spaces for these individuals and their experiences in our church communities

How can we best make sense of and address the intersex experience in a biblical manner

1)      Please watch the following to begin…

Please take some time to respond in your discussion post about the reflections and thoughts that arise for you in viewing this clip…

Firstly, how can we best make sense of and address the intersex experience in a biblical manner?

Secondly, how could we go about creating safe, loving spaces for these individuals and their experiences in our church communities–as, according to statistics, it is likely that you’ve encountered someone with this experience in your churches or even here on campus!

2) This week’s discussion topic is *drum roll*….
Sex Ed! 

In light of reading through the chapter, the different developmental stages, and even the different approaches of sex ed in different cultures, please interact with the following:

Further, what do you feel is the best/most appropriate time and approach to begin educating individuals about human sexuality?

Also, what was your experience of sex education as you grew up?

Imagine yourself (or reflect on your personal experience) as someone trying to parent children within the church…

what would you be concerned about (peers, media, etc.?) a

How would you personally hope to approach this topic?

This is a paper that is focusing on Understanding of cultural differences and how this awareness acquisition. The paper also provides additional information to use in writing the assignment paper clearly.

Understanding of cultural differences and how this awareness acquisition

Your personal statement provides you the opportunity to discuss aspects of your life that may not be apparent in the rest of your application materials. You’ll have four boxes and space for 6,000 total characters, including spaces. A common misconception is that you must answer all four prompts. You are not to answer all prompts; you may choose to focus on the prompts you have the most to talk about or you could choose to answer all four prompts. The most important thing to understand about the personal statement prompts is that they cannot hurt you in any way, they can only help.

Prompt Tips:

Be specific; when providing examples of when, how long, and what you learned/gained from your experience.
Be concise, direct and truthful.
Avoid broad statements such as “I’ve always wanted to attend the Foster School because I want a business degree.” It is a legitimate comment but does not tell us anything distinctive about you.
When describing your experiences, don’t assume the reader has had your same experiences or shares your perspective.
Be thoughtful about your response.

Give yourself ample time to write and rewrite your responses. Ensure you are properly using the word limit to effectively express what you are trying to convey.
It is not necessary to have two spaces after each period, since extra spacing counts towards your allotted word count. Copying and pasting from a Word document can detract from your total word count. We recommend writing directly into the application itself, however it is wise to save a copy of each essay before hitting submit.

Understanding of cultural differences and how this awareness acquisition

Essay 1: Describe any personal or economic hardship/barriers you have experienced and/or are experiencing. Explain how the hardship/barriers directly affected your ability to be successful in your college academics. As hardships/barriers may occur throughout your life. Be specific about when you encountered these hardship/barriers, how long they lasted, and how they impact your academic record.

Essay 2: In the context of your life experience, describe your understanding of cultural differences and how this awareness acquisition. Talk about how your experiences influencing the person you are and what you will bring to the Foster School community (i.e. classroom, extracurricular, future career, etc.). You define what “experience” means to you; if it is important to you, it is important to share.

Essay 3: Describe 1-2 experiences that demonstrate your leadership within a group or organization outside of class. Please do not use examples from high school unless you have completed high school within the past 18 months or your leadership involvement from high school continues today.

Essay 4: How has the educational background of your parents/legal guardians influenced your own education, especially your decision to go to college? What kind of support did you receive in making and pursuing the decision to go to college? Please tell us if you are among the first generation in your family to go to college. (First-generation, defined by the U.S Department of Education as students whose parents/guardians have not completed a bachelor’s (4-year) degree).