write a book review about Walter/Sen: analyzing the global political economy, I will send you the book.
There are faxes for this order.

Write an essay answering these two questions based on ( Global Political Economy) second edition by John Ravenhill

1- How does regionalism relate to globalization? If economic globalization aims for an integrated global economy, do regional organizations like the European Union, ASEAN, North American Free Trade Agreement help or hinder this global economic integration?

2- What is the hyper globalization thesis? What does it predict with regard to the nation- states ability to maintain its tax structure, its labor regulations, and its environmental regulations is this a real threat and do nations take the threat seriously?


- Use just chapter ( 6 and 10).
- No quote from the book.
- Use your own words and analyse to answer this questions.
- Analyses based on hard fact and insight from the book without use any quote.
- Write a full 2 pages for every question.

from the book of Global Political Economy by John Rravinhill second edition

write an essay answering this question

1- Describe the components and features of the current global trade regime. What good things have been produced by the current regime? What issues or problems still need to be addressed?


-Use the book to understand the question

-No copy from the book

- Use just the first 5 Chapters

The book review essay will be based on the book, "After Capitalism" (New Critical Theory) by David Schweickart. In the review one should focus on this question: How has the book helped you understand theories and key concepts in International Political Economy, as well as the nature and future of global political economy?

To answer this essay question you must write 2500 words And this writer must complete these two essays. Writers


Essay Question: The international financial institutions efforts to address global poverty are inadequate. Discuss.

-This book must be used in these essays,

-Robert O?brien and Marc Williams, Global Political Economy Second Edition (Basingstoke; Palgrave, 2007)




Marking Criteria and Advice

What the Assessor will be looking for when marking this assignment:

1. Comprehension of Unit Material: ensure that your use of facts is accurate and relevant concepts and theories are examined. Ensure you demonstrate an understanding of the weekly required readings of the unit as a whole.
2. Research: ensure that you use a significant amount of research (especially for larger research essays). You should not be overly dependent on web sources you should ensure that the number of web sources does not exceed your journal articles and books. Critical analysis: Your essay must sustain a coherent argument that is supported by giving evidence and reasons. This will require demonstrating careful analysis of other peoples arguments and being critical of the evidence at hand (this may require questioning the assumptions of the material you have read).
3. Relevance to the question: Ensure your argument addresses the question clearly and directly. Ensure that the concepts and examples you use are focused on the question that you are addressing and the argument you are making.
4. Clear essay structure: it should possess an introduction that sets out how you are going to answer the question, an essay body that considers evidence and research and then links these to your point of view, and a conclusion that reinforces your position in relation to the question.
5. Expression: Writing and grammar should be clear and consistent. Essay structure should consist of paragraphs containing one core idea avoid using dot points or mini-paragraphs.
6. Referencing: One style of referencing should be used throughout when other peoples ideas are being used. A well-presented bibliography of used sources must be included.

Warning

Ensure your essay does not contain plagiarised material. Put all direct quotes in quotation marks and use page numbers wherever possible.

Answer the question directly and do not over use quotes. This exercise is focusing on your argument and perspective.


Further resources
Recommended texts
David Held, and Anthony McGrew, Globalisation/Anti-globalisation Second Edition (Cambridge, Polity Press, 2007)
Joseph Stiglitz, Globalization and its Discontents (London; Penguin books, 2002)
Joseph Stiglitz, Making Globalization Work (London; Penguin books, 2006)
Robert O?Brien, etal., Contesting Global Governance (Cambridge; CUP 2000)
Manfred B. Steger, Globalism: Market Ideology Meets Terrorism 2nd edition (Rowman and Littlefield, 2005)


Jan Aart Scholte, Globalisation, a critical introduction Second Edition (Basingstoke; Palgrave, 2005)
David Held, et al, Global Transformations (Cambridge, Polity Press, 1999)
Leslie Sklair, Globalization: Capitalism and its Alternatives. 3rd edition. (Oxford, Oxford University Press, 2002)
John Ravenhill (ed.), Global Political Economy (Cambridge, Cambridge University Press, 2005)
Gilpin, Robert, Global Political Economy (Princeton; Princeton University Press, 2001)
Richard Stubbs and Geoffrey Underhill (eds.), Political Economy and the Changing Global Order 2nd edition/3rd edition (Oxford; Oxford University Press, 1999/2005)

Some useful websites
Global Policy Webpage http://www.globalpolicy.org/ is a great page for material relating to the state, globalisation and the UN.
The Global Transformations webpage http://www.polity.co.uk/global/links.htm is great for globalisation material.
Carnegie Council webpage http://www.cceia.org/index.php good material on ethics and global justice International Institutions
UN: http://www.un.org/
IMF: http://www.imf.org/
World Bank: http://www.worldbank.org/
WTO: http://www.wto.org/
G-7: http://www.g7.com/
OECD: http://www.oecd.org/
UNCTAD: http://www.unctad.org/
ILO: http://www.ilo.org/ Pro Capitalist Organisations:
World Economic Forum: http://live99.weforum.org/
The Trilateral Commission: http://www.trilateral.org
European Round Table of Industrialists: http://www.ert.be/ Anti Capitalist Organisations:
Left Business Observer: http://www.panix.com/~dhenwood/LBO_home.html
Multinational Monitor: http://www.essential.org/
G77 (anti neo-liberal grouping) http://www.g77.org
Debt canceling movements http://www.jubilee2000uk.org/main.html World Social Forum
http://www.forumsocialmundial.org.br/index.php?cd_language=2&id_menu
Focus on the Global South http://www.focusweb.org/
Mobilization for Global Justice http://www.globalizethis.org/
50 Years is Enough http://www.50years.org/
Our World is Not For Sale http://www.ourworldisnotforsale.org/ NGOs:
Oxfam: http://www.oxfam.org/eng/
Global Trade Watch: http://www.tradewatch.org/
Amnesty International: http://www.amnesty.org/
Greenpeace: http://www.greenpeace.org/
Friends of the Earth: http://www.foe.co

Title:
Industrialization of Chinese Media in the globalization era: a non-western approach to political economy (provisional-as I am a not a native speaker of English, you may amend my title according to the one I offered and make it smoother)

Key points:
1. The change of Chinese media: from government-control to Media industrialization (it is from purely an ideological/political issue in traditional sense to the issue of political-economy); and indicate that this proposal analyzes Chinese media industry in a theoretical framework of political economy
2. Examine the theories about political economy of communication (liberal-pluralist traditions and Marxist view), culture industry (Frankfurt school),
Explain the similarities and differences between Westerner media industry and Chinese media industry; and thus point out those theories are not adequate enough to explain current situation of Chinese media reform-i.e. industrialization of Chinese media and thus distinguish the unique model of Chinese media industry (De-Westernizing the westerner media industry model)
3. Emphasize that the industrialization of Chinese media conform both internal and external requirements of social development. Examine Chinese media industry in the global context. Use global political economy of communication theory. Analyse the complex circumstances Chinese media industry will meet in the future.

Requirements:
-a very brief outline of the research: aims, objectives, methods and/or analytical approach, research questions or hypothesis.
-abstract
-literature review
-the significant original contribution that your work will make
-the methods of enquiry you intend to adopt
-the grounding provided by your previous study and experience.

Features:
-minimum number of quotations(8)
-footnote(6)
-bibliography(20)

Critique the European Union's 'holistic security policy' in its neighbouring region (Eastern Europe/Ex-USSR - Ukraine/Russia/Belarus). Analyse this region from different perspectives, 'holistic security policy' includes economic, political and traditional military power. Policies appropriate: EU Neighbourhood Policy, Common Security and Defence policy, Issues: Russia and oil, Belarus and democracy.
Possible research literature:
The EU and the ex-Soviet Union

Bukkvoll, Tor (1997) Ukraine and European Security, London: Pinter.

Dannreuther, Roland. (2006) ?Developing the Alternative to Enlargement: The European Neighbourhood Policy?. European Foreign Affairs Review, Vol. 11 No. 2, p183-201.

Emerson, Michael (2005) EU-Russia: Four Common Spaces and the Proliferation of the Fuzzy, CEPS Policy Brief No. 71

Emerson, Michael et al. (2006) A New Agreement between the EU and Russia: Why, what and when, CEPS Policy Brief No. 103

Emerson, Michael (ed) 2006 The Elephant and the Bear Try Again Options for a New Agreement between the EU and Russia, WWW.CEPS.BE
Dannreuther, Roland. (2006) ?Developing the Alternative to Enlargement: The European Neighbourhood Policy?. European Foreign Affairs Review, Vol. 11 No. 2, p183-201.

Emerson, Michael and G. Noutcheva (2004) Europeanisation as a Gravity Model of Democratisation, Centre for European Policy Studies: Working Document No. 214.

European Commission (2004) European Neighbourhood Policy Strategy Paper, COM 2004/ 373 final, Brussels 12.05.2004.

European Commission ?Europe in the World? Website. Country reports, Action Plans and progress evaluations related to the European Neighbourhood Policy are available.

European Commission (2001), The EU and Kaliningrad, COM (2001) 26/3-4.

European Commission (1999), Common Strategy of the European Union on Russia, 4 June, (1999/414/CFSP), Official Journal (L/157).

European Council on Foreign Relations (2007), A Power Audit of EU-Russia relations
, accessed 3 December 2007.

Ferrero-Waldner, Benita (2006) ?The European Neighbourhood Policy: The EU's Newest Foreign Policy Instrument?. European Foreign Affairs Review, Vol. 11 No. 2, p139-142

Forsberg, Tuomas. (2004) ?The EU --Russia Security Partnership: Why the Opportunity was Lost? European Foreign Affairs Review, 2004, Vol. 9 No. 2, p247-267.

Gowan, Peter (1995) Neoliberal theory and practice for Eastern Europe, New Left Review

Henderson, Karen and Neil Robinson (1997) Post-communist politics,
London: Prentice Hall.

Karaganov, Sergey (2005) Russia-EU Relations: The Present Situation and Prospects CEPS Working Document No. 225, WWW.CEPS.BE

Malcom, Neil (1994) Russia and Europe: an end to confrontation London: Pinter

M?ller, Martin (2008) ?Situating Identities: Enacting and Studying Europe at a Russian Elite University? Millennium - Journal of International Studies 2008 37: 3-25

Popov, Vladimir, (2007) ?Russia Redux? New Left Review 44, March-April 2007, pp37-52

Robinson, Neil (2004) Reforging the weakest link: global political economy and post-Soviet change in Russia, Ukraine, and Belarus Aldershot: Ashgate.

Sachs,Jeffrey ?Consolidating Capitalism?, Foreign Policy, no. 98, spring 1995.

Smith, Michael E, and Mark Weber (2008) ?Political Dialogue and Security in the European Neighbourhood: The Virtues and Limits of ?New Partnership Perspectives?
European Foreign Affairs Review; Spring2008, Vol. 13 Issue 1, p73-95, 23p

Tassinari, Fabrizion (2006) A Synergy for Black Sea Regional Cooperation: Guidelines for an EU Initiative, CEPS Policy Brief No. 103.

Vahl, Marius (2001) Just Good Friends? The EU-Russian ?Strategic Partnership? and the Northern Dimension, CEPS Working Document No. 166 WWW.CEPS.BE

Weber, Mark (2000) Russia and Europe: Conflict and Cooperation Basingstoke, Macmillan.

White, S., Korosteleva, J. and I. McCallister, (2008). ?A Wider Europe? The View from Russia, Belarus and Ukraine?, Journal of Common Market Studies, Vol. 46. No. 2. pp. 219?241.

I would like you to comment on this for about 200 words only. Just say what you think.


{Global Resistance is an anti-capitalist and anti-war organisation based in the UK. They are a reasonably new organisation that stands for no racism, no privatisation or no war.

They aim to increase the involvement of trade unions and to increase collaboration between different strands of the movement, including environmentalists, NGOs, progressive faith groups and the other campaigning organisations (http://www.resist.org.uk/?q=node/5). Global Resistance brings together activists and organisation from not only anti-capitalist movements, but also from many stands of socialists, anarchists, trade unionists and students.

Global Resistance are against or opposed to:
The new-liberal policies of the G8, IMF, World Bank and WTO
All Imperialist wars
The ongoing Israeli occupation of Palestine
The war on terror

GR believe that a better world is achievable and possible to build. They also believe that it is the multinational corporations who are to blame for any inequalities as they are prioritised above the peoples well being (http://www.tidsskriftcentret.dk/index.php?id=145), this being one of their main concerns. They are also concerned with the impact that these multilateral organisations have on climate change and on the environment in general.

They believe that mass mobilisation and direct action are the best (http://www.resist.org.uk/?q=node/5) way to oppose global corporations and achieve this other world. In doing so, GR members have actively been involved in various organised actions, including the current campaigning against the introduction of ID cards, the patenting of AIDS treatments, the GAPs sweated labour. In the notion that direct action is the best, GR has mobilised resistance at international summits of the opposed institutions (WTO, World Bank ect), being one of the key co-ordinating groups at the May Day 2001 protests in London

References

Retrieved from http://www.tidsskriftcentret.dk/index.php?id=145
Retrieved from http://www.resist.org.uk/?q=node/5}








Also I would like you to answer these 5 qustions :
1. What is capitalism? How unprecedented is globalised capitalism?
2. Why is the way that the world economy is currently organised controversial?
3. What is the Bretton Woods system of economic institutions? What historical events and ideas were central to the development of these economic institutions?
4. In what ways have the Bretton Woods institutions shifted in goals they pursue? What ideas and goals are important to the Bretton Woods system now?
5. What is neo-liberalism? What are the main principles and policies of neo-liberalism?



for each one just write 150 words each however you must use this book to answer these questions you need to refrence from this book as well as other materials I will send you.
- Robert O?brien and Marc Williams, Global Political Economy Second Edition (Basingstoke; Palgrave, 2007)
Recommended texts
David Held, and Anthony McGrew, Globalisation/Anti-globalisation Second Edition (Cambridge, Polity Press, 2007)
Joseph Stiglitz, Globalization and its Discontents (London; Penguin books, 2002)
Joseph Stiglitz, Making Globalization Work (London; Penguin books, 2006)
Robert O?Brien, etal., Contesting Global Governance (Cambridge; CUP 2000)
Manfred B. Steger, Globalism: Market Ideology Meets Terrorism 2nd edition (Rowman and Littlefield, 2005)

Jan Aart Scholte, Globalisation, a critical introduction Second Edition (Basingstoke; Palgrave, 2005)
David Held, et al, Global Transformations (Cambridge, Polity Press, 1999)
Leslie Sklair, Globalization: Capitalism and its Alternatives. 3rd edition. (Oxford, Oxford University Press, 2002)
John Ravenhill (ed.), Global Political Economy (Cambridge, Cambridge University Press, 2005)
Gilpin, Robert, Global Political Economy (Princeton; Princeton University Press, 2001)
Richard Stubbs and Geoffrey Underhill (eds.), Political Economy and the Changing Global Order 2nd edition/3rd edition (Oxford; Oxford University Press, 1999/2005)
Some useful websites
Global Policy Webpage http://www.globalpolicy.org/ is a great page for material relating to the state, globalisation and the UN.
The Global Transformations webpage http://www.polity.co.uk/global/links.htm is great for globalisation material.
Carnegie Council webpage http://www.cceia.org/index.php good material on ethics and global justice International Institutions
UN: http://www.un.org/
IMF: http://www.imf.org/
World Bank: http://www.worldbank.org/
WTO: http://www.wto.org/
G-7: http://www.g7.com/
OECD: http://www.oecd.org/
UNCTAD: http://www.unctad.org/
ILO: http://www.ilo.org/ Pro Capitalist Organisations:
World Economic Forum: http://live99.weforum.org/
The Trilateral Commission: http://www.trilateral.org
European Round Table of Industrialists: http://www.ert.be/ Anti Capitalist Organisations:
Left Business Observer: http://www.panix.com/~dhenwood/LBO_home.html
Multinational Monitor: http://www.essential.org/
G77 (anti neo-liberal grouping) http://www.g77.org
Debt canceling movements http://www.jubilee2000uk.org/main.html World Social Forum
http://www.forumsocialmundial.org.br/index.php?cd_language=2&id_menu
Focus on the Global South http://www.focusweb.org/
Mobilization for Global Justice http://www.globalizethis.org/
50 Years is Enough http://www.50years.org/
Our World is Not For Sale http://www.ourworldisnotforsale.org/ NGOs:
Oxfam: http://www.oxfam.org/eng/
Global Trade Watch: http://www.tradewatch.org/



There are faxes for this order.

In this Task you will need to investigate and consider the concerns of anti-capitalist groups which have emerged to challenge and debate the contemporary economic order. You will consider whether particular groups are motivated by problems they believe are deeply embedded in the historical distribution of wealth and poverty in the world economy or whether they stem from recent economic policies of Western governments and/or the International Financial Institutions (the WTO, IMF and World Bank)..

your Task

With reference to one of the many anti-capitalist groups associated with protesting global capitalism. Search and locate the website of a particular group and briefly identify the specific issues and concerns that this group has about the direction of the global
economy. (250- 350 words)

Recamended Text:
Robert O?brien and Marc Williams, Global Political Economy Second Edition (Basingstoke; Palgrave, 2007)
Some useful websites
Global Policy Webpage http://www.globalpolicy.org/ is a great page for material relating to the state, globalisation and the UN.
The Global Transformations webpage http://www.polity.co.uk/global/links.htm is great for globalisation material.
Carnegie Council webpage http://www.cceia.org/index.php good material on ethics and global justice International Institutions
UN: http://www.un.org/
IMF: http://www.imf.org/
World Bank: http://www.worldbank.org/
WTO: http://www.wto.org/
G-7: http://www.g7.com/
OECD: http://www.oecd.org/
UNCTAD: http://www.unctad.org/
ILO: http://www.ilo.org/ Pro Capitalist Organisations:
World Economic Forum: http://live99.weforum.org/
The Trilateral Commission: http://www.trilateral.org
European Round Table of Industrialists: http://www.ert.be/ Anti Capitalist Organisations:
Left Business Observer: http://www.panix.com/~dhenwood/LBO_home.html
Multinational Monitor: http://www.essential.org/
G77 (anti neo-liberal grouping) http://www.g77.org
Debt canceling movements http://www.jubilee2000uk.org/main.html World Social Forum
http://www.forumsocialmundial.org.br/index.php?cd_language=2&id_menu
Focus on the Global South http://www.focusweb.org/
Mobilization for Global Justice http://www.globalizethis.org/
50 Years is Enough http://www.50years.org/
Our World is Not For Sale http://www.ourworldisnotforsale.org/ NGOs:
Oxfam: http://www.oxfam.org/eng/
Global Trade Watch: http://www.tradewatch.org/
AIR 236/336
7
Amnesty International: http://www.amnesty.org/
Greenpeace: http://www.greenpeace.org/
Friends of the Earth: http://www.foe.co.uk/

Remember, all references from the Internet must be correctly referenced in essays. Also be aware of the origins of sources which you find on the web. Many are not academic but activist sites with their own political agendas which are not always acknowledged explicitly. If you don?t know who the author is or what organization they speak for is, then make sure you do before you use their site.
There are faxes for this order.

Hello Talya,

Yes, the same writer can complete your new order as well. Please proceed with placing this order via our secure online order form. In the section where it specifies "Requested Writer" please make sure you include the following username "dlzit".

Mark Dee - Customer Service Supervisor
Student Network Resources Inc.

Every Day is a Good Day for Research!

On 2/6/2011 4:13 AM, Talya Shelley wrote:
MARK ALSO CAN THE SAME WRITER WITH ALL THE INFORMATION HE HAS ABOUT ME WRITE UP A PERSONAL STATEMENT WRITTEN IN A SIMILAR WAY TO THE ONE BELOW: I WILL PAY ASAP BUT NEED IT BEFORE THE 10TH OF FEB!!!!! i want my personal statement to be about international business but include that i then want to specialize in fashion etc.

Background info about me- born in london, father is british mother is turkish. went to middle school in turkey, high school in switzerland at the age of 14- which enabled me to look out for my self- independent- i was nominated as house captain, was the round square representative- raised money to educate under privileged kids in africa. Got a bouquetin- an expedition honor of completing 5 weekends in a row in the mountains of switzerland that tested me both physically and mentally. Climbed the mountain of Le Diablerets. I was an active skier, captain of the volleyball team. I speak English and Turkish and am conversant in French and Spanish. My father is a sell made business man that specializes in import export- he purchases super discounted luxury goods and imports them in a bulk at a low price, he is an opportunist and the reason- My mother is painter- being born into both business and creative mind i have been fortunate enough to be exposed to both and want to use them as my strength in the future etc.
I hold a Bachelors of Business Administration in Design and Management from the prestigious Parsons the New School for Design in New York, NY. During my studies, I was enrolled in a broad range of business and design courses including:



- Macroeconomics

- Microeconomics

- Statistics

- Analyzing Trends

- Algebra

- Business Models

- Financial Management

- Design Research Methods

- Design Development

- Business Failure

- Business Law

- International Business

- Strategic Management.





In addition to my educational qualification, I have several years of related experience including reviewing and negotiating contracts, coordinating budgets, preparing and monitoring weekly sales, analyzing, strategizing and executing delivery of quality goods, researching fashion trends, participating in trade shows, and various related duties involving business operations.

BELOW EXAMPLE OF A GOOD PERSONAL STATEMENT:
The greatest of human freedoms is the freedom to choose ones attitude in a given set of circumstanstances; to choose ones own way ??" V Frankl.
In the early days of my youth, I could not have imagined what a wonderful and challenging journey awaits me. My multi-cultural background, being of Indian origin, born in the UK, moving to my then home in Tehran, Iran during the long devastating Iran-Iraq war, being raised in Istanbul and London, and now currently living and working in Dubai, UAE, has enhanced my creativity in adapting to a myriad of situations and circumstances. Kings College with its diverse faculty and student body, together with its location in a very multi-cultural city, is an ideal environment for my academic pursuits.
There is no denying that the world is experiencing profound changes in economics, requiring constant perfection of business mechanisms and systems. China and India are both emerging as active participants of the world market and are developing themselves with an ever accelerating speed in recent years. Therefore, well educated specialists, trained in the International Management field are of a great need. Spurred by this observation, I am making a sincere application for a Masters degree program in your greatly respected university.
My whole life has been a learning ground where I have been fortunate enough to have experienced living in different countries; having spent my childhood and completed my primary education in Istanbul, I can now fluently speak Turkish. Despite being brought up in a Westernized manner, thanks to my parents, I have managed to stay close to my Indian roots through the use of language and closeness to our cultures values and traditions. Such a background has not only enriched my personal life, but is also proving to be more and more important in todays global environment.
I have come to realize how vital language is for communication. Without the adequate knowledge of language and culture, business would struggle to succeed internationally. Fortunately due to my global background and upbringing, I am fluent in English, Turkish, Hindi and Punjabi, with a good command of French as I studied it throughout my school years. The advantage of being multi-lingual and well-travelled has enabled me to relate to and communicate with many different types of people.
It is no surprise to me that I have been attracted to the field of Business as I seem to have the genes for it. As the offspring of generations of family members, who are successful businessmen, I have been fortunate enough to have grown up with business talks, deals and discussions since my childhood. During my BA in International Business at Regents Business School I have gained a thorough understanding of corporate strategy; human resources; economics; global political economy; logistics; supply chain management and business communication. I have already explored the role of the entrepreneur, their contribution to business growth in the 21st century and their drive and energy that brings about innovation. After completing my undergraduate studies, I have the fundamental knowledge and understanding of the global dimensions of business and management in both breadth and depth, particularly in the key areas of people, resources and information.
The decision of choosing management as my major was further inspired by my parents, both of whom have played an Influential part in my life. I have witnessed my father, a self-made businessman; succeed despite numerous global upheavals. My mother, the rock of our family and stronger than any person I have ever known, stood by my father and her children, making us the strong individuals we are today. My fathers industriousness that enables him to be successful and my mothers strength and positive outlook towards life has affected me deeply and I truly wish to make an equal or greater success of myself to make them proud.
I am a well rounded individual continuing the ethos instilled in me by the IB requirements of Creativity, Action and Service (CAS) I have remained active both socially and physically, by satisfying the CAS requirements and participating in a broad range of artistic, sporting and community service activities throughout my International Baccalaureate and undergraduate studies. I also completed my Duke of Edinburgh Silver Award. I am a very active person and find that physical activity allows me to remain energized and focused. Through all my school years I was continuously selected for the Varsity Volleyball, Varsity Basketball and Varsity Tennis teams where I travelled abroad twice per season for international tournaments. In addition, I was continuously selected for the Student Representative Council for my dormitory in high school, where I also became the President during my senior year.
I have always been self-motivated and independent which is why I have worked by choice rather than out of necessity. Rather than take a gap year following the completion of my undergraduate I decided to take up work in Dubai before furthering my education. I feel it is extremely important for one to be educated but even more so to experience the reality of a working atmosphere where ones personal skills and attributes can be fully utilized as well as strenghened.
My multinational background, bilingual and international education and the unconventional degree at Regents Business School have provided me with new and innovative ways of thinking and a unique international outlook, as well as the opportunity to appreciate and work alongside a variety of different people from varying cultures and backgrounds. As a well-rounded individual I have managed to work part time throughout my studies while maintaining a 2:1 average, allocating sufficient time between work and study and still remain active both socially and physically. This ability to maintain a balance in my life has equipped me well to handle the pace and pressure your Masters degree requires.
With the right mix of analytical skills and entrepreneurial drive, I am confident that now that my goals are set, what is required is purely working hard to attain them. It may even be appropriate to say that my time in Dubai, after completing my undergraduate degree, has given me a sense of clarity in knowing exactly what is required to reach my ambitions. I believe my western upbringing and education, mixed with my Indian roots, will allow me to utilize my skills to the fullest and excel in a diversified well-rounded environment such as Kings College London.
As a young woman of 22 years, who has spent most of the time away from her parents, studying in a different country, I believe I would bring maturity and seriousness of purpose to my management studies that perhaps many other applicants my age cannot offer. I believe that completing a MA in International Management will equip me with cornerstones in strategy, finance and human resources, operations and marketing, beyond the essential foundations to build a career in international management. I have had experience in travelling the world, fulfilling family and social responsibilities; I am aware of my capabilities, and I know with certainty that I will work hard to reach the goals I have set for myself. I have the intellectual prowess, commitment and enthusiasm to be an excellent candidate at your university.
In the future, ideally, I would like to start my own business and establish a brand with high reputation. Such an ambitious goal requires not only strong determination but also comprehensive knowledge and acumen. I believe that your universitys MA in International Management can greatly contribute in this endeavor enabling me to build and guide my own company through the challenge of globalization, multicultural contexts and international business networks. I truly believe that the sound academic environment at your university would permit me to learn systematically given my innate and acquired abilities and solid determination. Through maximizing the Masters experience, consistent awareness of the global marketing environment and perseverance, I am confident of completing the course successfully and fulfilling my career objective to become a successful entrepreneur in the global market.
Customer is requesting that (dlzit) completes this order.

Eassy question is " Why was it in Western Europe that capitalism first became established ?"

Rationale for this assignment : develop and test the abilities to succinctly present and discuss important debates about the character of the global political economy. It is important to have the abilities to identify appropriate sources and alternative perspectives.

Please remember to have discussion about the perspectives you found.

Reflection Essays: For 10% of your course grade, respond as thoroughly yet succinctly to the following questions in short essays of 2-3 pages in length. You may prepare this beforehand (if so, be sure the essays are typed, and turn them in as hard copy at the final) or write during the final exam period.

1. So, in view of all our work this spring ? at global, regional and now local scales, examining the wide variety of human adaptive strategies through history and around the world, as well as the complex environmental problems humans face, what do you think moving toward sustainability really entails? In this light, what does Joseph Tainter mean when he writes ?Given the role of complexity in both sustainability and collapse, ?success? consists substantially of staying in the game.?

So please include what does Joseph Tainter mean in his sentence as well.

Below is my syllabus talked about what our class was about.


Course Description: ?Social scientific findings and ways of understanding humanity?s place in nature and our current ecological predicament; causes and consequences (environmental, demographic, economic, political and cultural) or humankind?s transition from food foraging to Neolithic and now industrial adaptive strategies; scientific, policy and cultural implications and aspects of these changes and interactions through case studies at global, regional and local scales. $60 lab fee.?

This stripped-down course description captures only the bare essence of this wide-ranging course, in which we will examine human universals and particulars from both evolutionary and ecological perspectives.
1) Taking a cultural evolutionary perspective means viewing humanity as a species with a long history of adjusting to life on this planet, with culture as our main adaptive ?tool?. Our ways of organizing ourselves and thinking about our situations have a history?a long history; our current social and cultural arrangements are to some degree shaped by this long cultural evolutionary experience. How much of this experience is coded in our bodies genetically, and therefore affects our lives now, is a fascinating, open, and hotly debated question.
2) Taking a cultural ecological perspective means viewing human social behavior and cultural systems of meaning and symbols through the lens of how human groups have adjusted to making a living in different biomes with different technologies (food foraging, herding, horticulture, agriculture, agro-industrial). The guiding idea is that the ways people organize themselves and make sense of the world are adjusted?adapted, to the material circumstances in which they find themselves, often in ways that may not be immediately apparent.

Armed with these twin perspectives on the human condition, we can make some headway on three broad sets of issues:
1) understanding how humans have dealt with organizational and subsistence problems in the past, from foraging through the neolithic transition to the growth of agrarian and now industrial civilizations, and what the consequences (mostly unintended) of these decisions and changes have been and meant;
2) the changing place of humanity in earth?s environments, focusing on human population and technological growth and the nature of the converging crises of resource constraints (energy, water, food) and climate change now facing humanity; and,
3) perhaps most importantly, what intelligent assessments can we make of humans? ability to adapt to such a resource-constrained future? What futures are possible under intensifying energy, resource and demographic constraints? Are you optimistic or pessimistic about humanity?s chances? Why?

To accomplish these lofty goals requires us to connect broad processes with on-the-ground lived reality, both now and in the past. Our readings will be fundamental for helping us grasp these macro-micro connections, and together, prepare us to conclude the course by focusing on how sustainable our own activities are here in our own place on the planet in the northern Willamette Valley.
1) Jared Diamond?s ?Guns, Germs and Steel? tackles socio-cultural differences by taking a long view of human adaptation and change, in what he describes as ?a short history of everybody for the last 13,000 years.?
2) Lee Cronk?s ?That Complex Whole? helps us conceptualize and make better sense of this mass of material, exploring humanity?s dual culture and genes inheritance system by examining basic concepts and theories as they developed in anthropology and related fields
3) Dan Bates? ?Human Adaptive Strategies? lays out the basic ecological and evolutionary frameworks; drawing from specific case studies he examines humanity by means of a conventionally-used framework of five basic subsistence, or adaptive strategies.

This course is vitally linked with other courses not only in Anthropology and Environmental Studies, but also in the general liberal arts curriculum at Linfield.
1) In relation to Anthropology, Human Adaptive Strategies provides linked vantage points from which to organize data on humanity?s social and cultural similarities and differences. The course covers a range of issues very near the center of an ?older? anthropology, one concerned both with specific ways human beings have adapted to the material, environmental constraints present in the places they live as well as with the overall course of human history. This implied a strong focus on adaptation ? how human groups have made a living in Earth?s varied environments. While reaction to the adaptationist approach has taken many, often useful forms over the ensuing 150 years, it remains a central organizing framework in anthropology.

Emerging in the mid-nineteenth century, with the Darwinian revolution in biology in the air, anthropology crystallized as a field of inquiry around the evolutionary origins and ?progress toward civilization? of humankind. In this vein, one thread through our anthropology curriculum at Linfield is a four-course ?sequence? examining the long record of human history on the planet, from our rise as a species to the complex globalizing system we now inhabit. These four courses include:
- ANTH/BIOL 105 Human Biology and Evolution examines remote human origins and the rise of the hominid lineage, leading to the emergence of our genus and species;
- ANTH 112 Archaeology and World Prehistory examines the diversification of humanity in the late Paleolithic and early Neolithic in both the Old and New Worlds, up to the beginnings of more complex, post-tribal forms of social organization;
- ANTH/ENVS 203 (this course) covers human ecology and picks up the cultural evolution thread in examining small scale foraging and horticultural societies and the record of state-building and socio-cultural evolution from the earliest pre-industrial states to the beginnings of the modern world system (and it also examines current environmental problems as humanity reaches planetary limits to growth);
- SOAN 350 Global Political Economy: Social and Cultural Perspectives examines the history and dynamics of the modern world system, which emerged about 1500 with European expansion and conquest in the New World and elsewhere in the Old World.

2) In relation to Environmental Studies, this course stands astride the chasm between the natural sciences, particularly biology, and the social sciences, particularly anthropology. In sharing the adaptation and evolutionary emphases of biology, it provides a very useful framework to make sense of similarities and differences between our and other species? relationships with each other and the bio-physical environment of our planet. The course builds on issues examined in ENVS 201, and satisfies requirements in both the Science and Policy tracks of the ENVS Major, as well as portions of the ENVS Minor. The course provides a set of very useful concepts and frameworks for making sense of humanity?s environmental predicament.

3) Finally, being so highly interdisciplinary, Human Adaptive Strategies contributes to the general liberal arts goals of helping develop an informed, aware citizenry cognizant of the multifaceted nature of the human condition. Knowing what humans have attempted across cultures and ways we?ve achieved sustainable social arrangements over time informs our current attempts to foster sustainability and thereby transmit a diverse civilization and a living planet to our descendants.

Linfield Curriculum. ANTH/ENVS 203 meets the Individuals, Systems and Societies (IS) or Global Pluralisms (GP) portion of the Linfield Curriculum. Remember, you are responsible for uploading an exemplar from this course to meet the appropriate LC learning goals.

Courses with an (IS) designation are intended to provide students with opportunities to:
- Understand individual, systemic, and/or social processes. ANTH/ENVS 203 has as its core mission the examination of interconnections among environmental and human cultural, political, social, economic and other processes using human ecology?s holistic, synthetic perspective.

- Analyze individuals, systems, and/or societies through multiple frames of reference. The importance of scale (place, region, world) is central to framing, understanding and resolving human-environment issues.

- Articulate how key theoretical principles can be used to explain individual and social processes, inform public policy and/or develop practical approaches to human problems across local, regional, and/or global contexts. Students explore human-environment relations through reading and written work at the global, regional and nation-state levels.

Students taking courses with the Global Pluralisms (GP) designation will have opportunities to:
- Develop a better understanding of the issues of identity, politics, culture, history, religion, health care, and/or economics in a context of a culture other than that of the United States. Close examination of ethnographic material from diverse parts of the world is central to understanding human adaptive radiation.

- Interrogate issues of colonialism, dominance, hegemony, and control by examining the social, economic, business, and/or political relationships that formerly colonized countries share with their imperial sites. Students in ANTH/ENVS 203 focus directly on the nature and consequences of the spread of colonial powers in the emergence and maturation of the modern world system, especially through close examination of the Jared Diamond text.

- Examine the impact of globalization and interdependence of cultures and economies on the lives of individuals. Students conclude the course by reading about the effects on small scale societies of globalization trends and pressures, often examining these (though not required to) in their team project work.

Texts: We?ll work through four principal texts, all available in the college bookstore:
Bates, Daniel [BATES]
2005 Human Adaptive Strategies: Ecology, Culture, and Politics, 3rd ed. NY: Allyn & Bacon.

Catton, William [CATTON]
1980 Overshoot: The Ecological Basis of Revolutionary Change. Urbana, IL: Univ. of Illinois Pr.

Cronk, Lee [CRONK]
1999 That Complex Whole: Culture and the Evolution of Human Behavior. Boulder, CO:
Westview Press.

Diamond, Jared [DIAMOND]
1999 Guns, Germs, and Steel: The Fates of Human Societies. NY: W.W. Norton & Co.

We will also explore a number of reserve readings online and/or on reserve at Nicholson Library (shown as /R on the syllabus), as well as possibly some other readings emerging from your work.

Reflection Essays: For 10% of your course grade, respond as thoroughly yet succinctly to the following questions in short essays of 2-3 pages in length. You may prepare this beforehand (if so, be sure the essays are typed, and turn them in as hard copy at the final) or write during the final exam period.

2. What are the three biggest take-away points/insights you've gained from this introductory human ecology course? From the first day of class, when you offered your generally optimistic/pessimistic stance on the human ecological situation, to the closing Going Local- and Catton-inspired discussions, in what ways do you think this course has influenced you, both generally (e.g., worldview, knowledge base) as well as specifically (e.g., career/major choice, life plans)? What can you do? What might you do? What will you do?

*So just look at my syllabus and see what are the three insight you would gain if you have taken this class. Also, at the first day of class, I put myself as pessimistic stance on the human ecological situation. So just talk about how it would influenced you and talk about what you would do. Just use writer's own opinion is fine.

Below is my syllabus talked about what our class was about.


Course Description: ?Social scientific findings and ways of understanding humanity?s place in nature and our current ecological predicament; causes and consequences (environmental, demographic, economic, political and cultural) or humankind?s transition from food foraging to Neolithic and now industrial adaptive strategies; scientific, policy and cultural implications and aspects of these changes and interactions through case studies at global, regional and local scales. $60 lab fee.?

This stripped-down course description captures only the bare essence of this wide-ranging course, in which we will examine human universals and particulars from both evolutionary and ecological perspectives.
1) Taking a cultural evolutionary perspective means viewing humanity as a species with a long history of adjusting to life on this planet, with culture as our main adaptive ?tool?. Our ways of organizing ourselves and thinking about our situations have a history?a long history; our current social and cultural arrangements are to some degree shaped by this long cultural evolutionary experience. How much of this experience is coded in our bodies genetically, and therefore affects our lives now, is a fascinating, open, and hotly debated question.
2) Taking a cultural ecological perspective means viewing human social behavior and cultural systems of meaning and symbols through the lens of how human groups have adjusted to making a living in different biomes with different technologies (food foraging, herding, horticulture, agriculture, agro-industrial). The guiding idea is that the ways people organize themselves and make sense of the world are adjusted?adapted, to the material circumstances in which they find themselves, often in ways that may not be immediately apparent.

Armed with these twin perspectives on the human condition, we can make some headway on three broad sets of issues:
1) understanding how humans have dealt with organizational and subsistence problems in the past, from foraging through the neolithic transition to the growth of agrarian and now industrial civilizations, and what the consequences (mostly unintended) of these decisions and changes have been and meant;
2) the changing place of humanity in earth?s environments, focusing on human population and technological growth and the nature of the converging crises of resource constraints (energy, water, food) and climate change now facing humanity; and,
3) perhaps most importantly, what intelligent assessments can we make of humans? ability to adapt to such a resource-constrained future? What futures are possible under intensifying energy, resource and demographic constraints? Are you optimistic or pessimistic about humanity?s chances? Why?

To accomplish these lofty goals requires us to connect broad processes with on-the-ground lived reality, both now and in the past. Our readings will be fundamental for helping us grasp these macro-micro connections, and together, prepare us to conclude the course by focusing on how sustainable our own activities are here in our own place on the planet in the northern Willamette Valley.
1) Jared Diamond?s ?Guns, Germs and Steel? tackles socio-cultural differences by taking a long view of human adaptation and change, in what he describes as ?a short history of everybody for the last 13,000 years.?
2) Lee Cronk?s ?That Complex Whole? helps us conceptualize and make better sense of this mass of material, exploring humanity?s dual culture and genes inheritance system by examining basic concepts and theories as they developed in anthropology and related fields
3) Dan Bates? ?Human Adaptive Strategies? lays out the basic ecological and evolutionary frameworks; drawing from specific case studies he examines humanity by means of a conventionally-used framework of five basic subsistence, or adaptive strategies.

This course is vitally linked with other courses not only in Anthropology and Environmental Studies, but also in the general liberal arts curriculum at Linfield.
1) In relation to Anthropology, Human Adaptive Strategies provides linked vantage points from which to organize data on humanity?s social and cultural similarities and differences. The course covers a range of issues very near the center of an ?older? anthropology, one concerned both with specific ways human beings have adapted to the material, environmental constraints present in the places they live as well as with the overall course of human history. This implied a strong focus on adaptation ? how human groups have made a living in Earth?s varied environments. While reaction to the adaptationist approach has taken many, often useful forms over the ensuing 150 years, it remains a central organizing framework in anthropology.

Emerging in the mid-nineteenth century, with the Darwinian revolution in biology in the air, anthropology crystallized as a field of inquiry around the evolutionary origins and ?progress toward civilization? of humankind. In this vein, one thread through our anthropology curriculum at Linfield is a four-course ?sequence? examining the long record of human history on the planet, from our rise as a species to the complex globalizing system we now inhabit. These four courses include:
- ANTH/BIOL 105 Human Biology and Evolution examines remote human origins and the rise of the hominid lineage, leading to the emergence of our genus and species;
- ANTH 112 Archaeology and World Prehistory examines the diversification of humanity in the late Paleolithic and early Neolithic in both the Old and New Worlds, up to the beginnings of more complex, post-tribal forms of social organization;
- ANTH/ENVS 203 (this course) covers human ecology and picks up the cultural evolution thread in examining small scale foraging and horticultural societies and the record of state-building and socio-cultural evolution from the earliest pre-industrial states to the beginnings of the modern world system (and it also examines current environmental problems as humanity reaches planetary limits to growth);
- SOAN 350 Global Political Economy: Social and Cultural Perspectives examines the history and dynamics of the modern world system, which emerged about 1500 with European expansion and conquest in the New World and elsewhere in the Old World.

2) In relation to Environmental Studies, this course stands astride the chasm between the natural sciences, particularly biology, and the social sciences, particularly anthropology. In sharing the adaptation and evolutionary emphases of biology, it provides a very useful framework to make sense of similarities and differences between our and other species? relationships with each other and the bio-physical environment of our planet. The course builds on issues examined in ENVS 201, and satisfies requirements in both the Science and Policy tracks of the ENVS Major, as well as portions of the ENVS Minor. The course provides a set of very useful concepts and frameworks for making sense of humanity?s environmental predicament.

3) Finally, being so highly interdisciplinary, Human Adaptive Strategies contributes to the general liberal arts goals of helping develop an informed, aware citizenry cognizant of the multifaceted nature of the human condition. Knowing what humans have attempted across cultures and ways we?ve achieved sustainable social arrangements over time informs our current attempts to foster sustainability and thereby transmit a diverse civilization and a living planet to our descendants.

Linfield Curriculum. ANTH/ENVS 203 meets the Individuals, Systems and Societies (IS) or Global Pluralisms (GP) portion of the Linfield Curriculum. Remember, you are responsible for uploading an exemplar from this course to meet the appropriate LC learning goals.

Courses with an (IS) designation are intended to provide students with opportunities to:
- Understand individual, systemic, and/or social processes. ANTH/ENVS 203 has as its core mission the examination of interconnections among environmental and human cultural, political, social, economic and other processes using human ecology?s holistic, synthetic perspective.

- Analyze individuals, systems, and/or societies through multiple frames of reference. The importance of scale (place, region, world) is central to framing, understanding and resolving human-environment issues.

- Articulate how key theoretical principles can be used to explain individual and social processes, inform public policy and/or develop practical approaches to human problems across local, regional, and/or global contexts. Students explore human-environment relations through reading and written work at the global, regional and nation-state levels.

Students taking courses with the Global Pluralisms (GP) designation will have opportunities to:
- Develop a better understanding of the issues of identity, politics, culture, history, religion, health care, and/or economics in a context of a culture other than that of the United States. Close examination of ethnographic material from diverse parts of the world is central to understanding human adaptive radiation.

- Interrogate issues of colonialism, dominance, hegemony, and control by examining the social, economic, business, and/or political relationships that formerly colonized countries share with their imperial sites. Students in ANTH/ENVS 203 focus directly on the nature and consequences of the spread of colonial powers in the emergence and maturation of the modern world system, especially through close examination of the Jared Diamond text.

- Examine the impact of globalization and interdependence of cultures and economies on the lives of individuals. Students conclude the course by reading about the effects on small scale societies of globalization trends and pressures, often examining these (though not required to) in their team project work.

Texts: We?ll work through four principal texts, all available in the college bookstore:
Bates, Daniel [BATES]
2005 Human Adaptive Strategies: Ecology, Culture, and Politics, 3rd ed. NY: Allyn & Bacon.

Catton, William [CATTON]
1980 Overshoot: The Ecological Basis of Revolutionary Change. Urbana, IL: Univ. of Illinois Pr.

Cronk, Lee [CRONK]
1999 That Complex Whole: Culture and the Evolution of Human Behavior. Boulder, CO:
Westview Press.

Diamond, Jared [DIAMOND]
1999 Guns, Germs, and Steel: The Fates of Human Societies. NY: W.W. Norton & Co.

We will also explore a number of reserve readings online and/or on reserve at Nicholson Library (shown as /R on the syllabus), as well as possibly some other readings emerging from your work.

The 4 books above is what we had read during the course and here is a couple reading that we have to read during the course.


[Friedman ?The Earth is Full?
http://www.nytimes.com/2011/06/08/opinion/08friedman.html]
[Brown ?The New Geopolitics of Food?
http://www.foreignpolicy.com/articles/2011/04/25/the_new_geopolitics_of_food?page=0,0


[Greer, John Michael 2009 ?Entropy Gets No Respect?
http://www.energybulletin.net/49964]


Heinberg, Richard 2009 ?Temporary Recession or the End of Growth??
http://www.theoildrum.com/node/5638#more;

http://campus.fsu.edu/bbcswebdav/users/jastallins/public_htm/courses/complexity/readings/Tainter.pdf

I would like to use Tsiyasse as the writer of this research paper.


How do the three conceptions of the international political economy (Realism, Liberalism, Marxism) differ? How would the advocates of each assess the phenomenon of global integration? What are the merits and the dangers of hegemonic stability in international trade?


There are faxes for this order.

International Political Economy, that deals with the
inter lap between international relations and economics in the U.S. Specifically, focus on how
political activity has an impact on economics, such as trade policies, and how political
actions often have economic causes, such as the relationship between trade and conflict,
or the impact of economic inequalities across states on policies.

Final Take-home Exam
write an essay of 6 pages(double spaced)to address the following question. Citations and references are
expected in your essay.

Essay Question.
1. When did Deng Xiaoping start China's enonomic reform? What were some of the motivations for his open-door policy?
What achievement has China made since then? What major problems in today's Chinese political economy? Why is China not a democracy yet? How would you evaluate the roles of Deng,Jiang and Hu's three generations of Chinese leadership in China's political economy? Be specific and analytical.

it would be so nice if Azam Khan could writing this essays for me! Thank you so much!!

The review should be 4-6 pages in length (typed,12 font, double spaced). It should consist of two parts: (1) a summary of the articles in question; and (2) your own thoughts of which articles are more or less correct or useful in dealing with this issue. You must cite the readings, when in doubt CITE! The articles to be reviewed are in the following book and pages:Robert J. Art and Robert Jervis, International Politics: Enduring Concepts and Contemporary Issues, 11th edition (Pearson, 2012).

Robert Gilpin, ?The Nature of Political Economy,? A&J, 265-81.

Jeffrey Frankel, ?Globalization of the Economy,? A&J, 305-21.

Pankaj Ghemawat, ?Why the World Isn?t Flat,? A&J 321-26.

Mois?s Na?m, ?What Globalization Is and Is Not?? A&J, 327.

Question: How do the three conceptions of the international political economy (Realism, Liberalism, Marxism) differ? How would the advocates of each assess the phenomenon of global integration? What are the merits and the dangers of hegemonic stability in international trade?

The paper should deal with some issue in international political economy. Kindly choose one of the below topics:

1- Globalization of the world economy
2-The politics of U.S.-Japanese, U.S.-European, or U.S.-Chinese trade
disputes and trade negotiations
3- The Arab spring and its political and economic implication on the Middle
East.
4-The "greening" of the multinational corporation and the growing
importance of environmental concerns in the world economy more
generally
5- The current financial crisis (or the crises in Asia, Argentina, Mexico,
Russia, or Brazil)
6-The political economy of Russia and its relationship to the development of
Russian democracy
7-International economic summits and international economic coordination
efforts,
8-North-South economic relations and remnants of the debate over the "new
international economic order"
9-The rise of Wal-Mart as a globalizing multinational corporation
10-The international political economy of international drug trafficking
11-Anti-globalization movements around the world
12-The impact of new technologies (e.g., the Internet, biotechnology,
nanotechnology) on international politics
13 Economic and social problems of the Fourth World (the poorest countries)
and proposals for how to solve them.

Book report on the book "Understanding International Political Economy" by Ralph Pettman. This paper should explicitly compare the three basic theoretical perspectives of international political economy- liberalism, mercantilism, and Marxism. How the main ideas of the three schools of thought consititute the fundamental bases on which all of the discipline of IPE has been built. How the illustrative reading Pettman includes have helped you understand the theories, and which of these ideas you think has stood the test of time. How does the information presented by the author reelate to recent important world events. Does the author's work seem still to be relevent today? Or is the world changing so quickly that even recently published books on international issues soon grow out of date?

Please write a 4 page essay on one of the following prompts. You are strongly encouraged not do outside research for this essay; the purpose of this paper is to demonstrate ability to interpret the Hungry Planet exhibit on the basis of our course material. Paper should be double-spaced and printed in 11 font with one-inch margins. When citing course readings, simply include authors? names and page numbers in parentheses at the end of the sentence.


Topic: PLEASE READ CAREFULLY:
Choose contrasting photographs from two different countries. One family should be from a developing country and the other from either an affluent or middle-income country. The point is to choose two families whose participation in the global food economy causes them to have very different diets. Note the differences: the disparities in cost, the kinds of foods being eaten, where they come from, whether the diet is traditional or modern, the kinds of technologies necessary to procure and prepare the food, etc. Do you believe that international organizations (e.g., the WTO, NAFTA, the World Bank, the IMF, etc.) are relevant to explaining the differences between the photographs? If so, which ones and how? Use course readings, lectures and videos to elucidate the key international political and economic actors and forces that most likely lie behind the differences in the photographs.

I uploaded 2 different countries' family pictures from the exhibition is called, "Hungry Planet: What The World Eats", and I choose Germany and Mali.

I add 8 sources ($1 per each extra source exceeding the number of pages on order). Please use this course readings. (Only from here)
1. Michael Pollan, In Defense of Food (Penguin, 2008).
2. Raj Patel, Stuffed and Starved: The Hidden Battle for the World?s Food System (Melville House, 2009).
3. Jennifer Clapp, Food (Polity Press, 2012).

Please answer with 300 words for each question and list references and inline citation

1.Identifying Global Business Opportunities
Although the lowering of trade barriers made the globalization of markets and production a theoretical possibility, technological change made it a tangible reality. How have changes in technology contributed to the globalization of markets and of production?
a.Would the globalization of production and markets have been possible without these technological changes?
b.How does technology create global opportunity?

2. Differences in Political Economy and Culture
A democratic political system is an essential condition for sustained economic progress.
a.What are your thoughts?
b.Do you agree? Why or why not?

The paper is for an International Political Economy Class. The topic of the paper is on The Green Side of International Political Economy: Global Warming. The paper has to be precise, clear, and straightforward. It has to have a narrow focus. There has to be parenthetical citations within the paper.

The paper has to have an introduction, body, and conclusion. Avoid using me and I in the introduction. Start the introduction with "This essay will look at global warming." Then briefly say what the key points will be. For the conclusion, start off with "In conlusion this report has looked at___" Then mention the key facts. The conclusion may include some personal opinions or observations.

Since it's an international political economy class, the key points has to be related to social, political, and economic issues. There has to be a tie between the issue and examples provided. In addition, the examples has to be made explicit to the issues. Below is an outline I made based on my general reading and research. So what I meant by making the examples more explicit for example for social issues are finding out how much sea level has risen for the rise in sea level and how many and what island nations are being covered and by how much.

I. Social Issues
a. Rise in sea level
i. Damaging groundwater supplies
ii. Covering many island nations
iii. Producing increase number in refugees especially from coastal regions in Bangladesh, China, and Egypt
b. Problems above contradict economic policies of most industrialized nations
II. Political Issues
a. Bush attempted to promote mix of policies
i. Cutting auto and industrial plant emissions
ii. Shifting from one type of fuel to another
1. Hybrid cards
2. Biodiesel fuel
3. Alternative energy source
III. Economic Issues
a. Conserving Energy resources causes slowing down economic development and industrialized activity
i. More by less developed countries
IV. Political and Economic Adjustment
a. Cutting back on greenhouse gas production is costly
i. Need to find a political way to solve this economic issue
V. Solutions

The source I used for the above outline is from Intoduction to International Political Economy 4th edition by David N. Balaam and Michael Veseth.

Avoid using Wikipedia as a source. Use reliable sources.

I will be emailing the pages from the book along with the above outline.

1.report style with table of content, excutive summary, conculusion etc follow the marking guide the coverage and mark of each topic are in the marking guide as well.

2. full referencing with in text referencing

3.critically anlysis

4.less than 10% of similarity in turn it in

15 reference

16.follow the key element and sildes upload





The specification for the main assignment is:

?The firm for which you work as a business analyst is strongly interested in expanding its current manufacturing and sales (both domestic and export) activity to new markets. However several directors have raised concerns over the extent to which your firm would be exposed to business risk in certain countries, and requested a broad analysis of risk for those countries. The analysis is to consider key aspects of the international business environment including but not necessarily limited to issues such as culture, ethical practices, legal systems, and economic prospects and stability generally. It is to provide guidance as to the extent to which the firm?s results may be put at risk, where relevant using evidence from the last five years.?

Your overall task therefore is to analyse and describe a specified country, from the perspective of an analyst in an Australian firm, and with the objective of informing your firm?s directors of the level of risk which may be present in proposed development strategies. Those strategies as outlined above include both manufacturing and marketing in the nominated country, and in other countries from that country. The ?risk? being assessed is the risk of the firm, having undertaken a significant investment project in another country, not being able to recover returns from the project which are adequate to service the investment. That might be for a wide variety of reasons, and could either imply that the project is unprofitable, or that the project is profitable but the firm is unable to access its share of the profits.

The risk must be assessed from the various topical perspectives covered in the subject, including
? differences in political economy ? the political, economic, and legal systems
? culture considerations
? ethics issues
? aspects of international trade (eg the available resources, any trade protection etc)
? issues in foreign direct investment (eg ownership restraints, incentives etc)
? aspects of foreign exchange (eg exchange rate systems etc)
? any specific issues relating to financial management (eg profit transfer limits etc)
These must be assessed in the context of the domestic economic environment, its stability and prospects, and the extent to which the economy is managed in a fashion which allows business to grow and develop (including the ?economic exposure? discussed under exchange rate risk). A brief country profile should be provided at the start to set the context for following discussion.

As is indicated in the marking guide it is expected that the study will be approached systematically considering each aspect in turn ? recognising that the different elements will have varying importance in different countries, and that some may not be particularly important in specific countries. One systematic approach would be to discuss each element and in turn define each as low, medium or high risk, and then identify the one or two highest risk elements from all those considered. Evidence (through references) must be provided to support any conclusions, which should include a recommendation as to whether the identified risk is such as to justify avoiding business in that country.

The task is therefore to consider each element in turn in the allocated country, and determine whether any local issues are such as to put at risk either the firm?s project succeeding, or the ability to repatriate any earned funds. The analysis should consider both the current situation, and likely future developments. Research will be required to provide material for this analysis ? see notes below. Note that no specific home country industry has been specified, as the focus here is on the overall business environment in the specified country, not on issues within the firm for whom you work.

Assignment Format.

The assignment is to be written in an essentially report style. While some data may require to be presented in tables, these are to be integrated with the text, as should be any graphs which are used. There are to be no illustrations used other than graphs where appropriate. The work must therefore have an introduction, body and conclusion in the normal fashion. An executive summary of 250-300 words which summarises your findings and highlights any points of interest, is required. No numerical ratings are to be used, with risk ratings as noted above to be low, medium or high only.

Evidence must be provided, through referencing, for all comments made. All such material must be referenced within the text using the standard Harvard referencing system. The reference list in turn must be complete, including all necessary information on on-line (internet) references (see Library website http://www.library.uow.edu.au/referencing/ for referencing guide).

Marks will be awarded separately for content, critical discussion/logic and presentation ? the extent to which the report clearly and readily communicates to the reader the facts on the situation, and your conclusions from those.

Information Resources.

There is a need to gather both data and comment on the specified country. Data used must be recent (2010), and should where necessary cover a period of 3-4 years. Population data for example does not change rapidly and need be specified for one year only; inflation on the other hand is a significant risk to business, and it is necessary to know whether it?s increasing or decreasing. Inflation data therefore should be quoted for the last 3-4 years to put it in context. In quoting data it is important to avoid repetition. If you quote data in a table, don?t then re-state it in words ? you may comment on it, but not simply repeat it. Similarly if you show data in a graph, don?t say again in words what the graph says in a picture. If you use graphs, only use graphs copied from others where it is absolutely unavoidable. ?Borrowed? graphs often don?t fit. If copied graphs are used, be sure you define exactly what the variables are. The use of copied graphs will be taken into account as an addition to the Turnitin assessment and the same rules will apply.

Data sources: a number of data sources are already identified in the lecture overheads (for example http://www.transparency.org/policy_research/surveys_indices/cpi for the Corruption Perceptions Index). Other data sources could include:
general and background data:
? Central Intelligence Agency https://www.cia.gov/library/publications/the-world-factbook/
economic data:
? IMF for Article IV consultations - http://www.imf.org/external/np/sec/aiv/indexc.htm
? World Bank http://data.worldbank.org/country
? Asian Development Bank http://www.adb.org/statistics/ki.asp (non-economic statistics also)
?
other variables:
? United Nations, Human Development Indicators http://hdr.undp.org/en/data/profiles/
? The Economist, Country Briefings http://www.economist.com/countries/
? and of course national statistical agencies, listed at http://unstats.un.org/unsd/methods/inter-natlinks/sd_natstat.asp .

Note that many other data sources are available also. In terms of comment, material should be sought as normal from the Library databases or, in some cases, from newspapers. In using the latter you must take care to ensure that you are not simply quoting an opinion piece, which may have little worth as a supported observation. Note that sources such as Wikipedia and others which are not validated are not acceptable, and their use as references will be penalised. Great care must also be taken when using Internet resources, to make sure that the source is a reputable one. You should read http://olinuris.library.cornell.edu/ref/research/webeval.html and the links given there also, as a guide to separating reliable Internet material out from that generally available.

Other Information

Country risk is often studied in very specific forms for particular purposes. This study is required to be undertaken as described above, however the example material below may be useful in giving insight to other related approaches:
PESTLE methodology:
? http://www.renewal.eu.com/resources/Renewal_Pestle_Analysis.pdf Acc 050111
? http://www.cipd.co.uk/subjects/corpstrtgy/general/pestle-analysis?NRMODE=Published&NRNODEGUID={583E7976-3BAD-4048-A416-F8B96C71454F}&NRORIGINALURL=/subjects/corpstrtgy/general/pestle-analysis.htm&NRCACHEHINT=Guest&cssversion=printable Acc 050111
country risk indices:
? http://www3.ambest.com/ratings/cr/crisk.aspx Acc 050111
? http://www.coface.com/CofacePortal/COM_en_EN/pages/home/risks_home/country_risks 030211
? http://www.euromoney.com/Article/2675660/Country-risk-Full-results.html 030211


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Marking.

Marks will be generally awarded to the various components as follows:

Component Mark %
Executive Summary 5
Key Elements: content and discussion around
? Profile 5
? Political system 5
? Legal system 5
? Economic system 5
? Economy ? status, stability, growth and/or other relevant variables 15
? Culture issues 5
? Issues around ethics 5
? Trade 5
? Investment 5
? Foreign exchange 5
? Financial management issues 5
Conclusion and Recommendation 10
Clarity of communication and presentation 10
Adequacy and relevance of references, quality of referencing 10
Total 100

Marks may be deducted for excessive direct quotation of the work of others. The Turnitin system report on each submission must be provided in full wherever the Turnitin similarity percentage equals or exceeds 10%. For all cases below 10% the summary pages only (that is, excluding the complete text of the submission) must be provided.

This is standard essay for a Canadian
Studies course, focused on the economy .I must examine at leasr three think tanks that represent different approaches to the political economy.
One group LIBERAl and one group SOCIALIST.
I will send by fax a list of suggested think tanks to search for the relavant material.The goal of the essay is to apply theories and conceptds to the real world.
Alsoi refer to William K. Carroll's "Consolidating a Neo9liberal Policy Block,", pp154-177.

There are faxes for this order.