Topic: The essays by Samuel P. Huntington and Francis
Fukuyama (in Globalization and the Challenges of a New
Century) describe two vastly different scenarios of
international politics in the 21st century. In essence,
Huntington envisions a grim political Armageddon, in
which two basic blocs, consisting of Western liberal
democracies on the one hand and what he terms
Confucian-Islamic states on the other, eventually
square off in a divided world where the rival groups either
learn to coexist or become deadlocked in perpetual strife.
In contrast, Fukuyama envisions a more Hegelian and
pragmatic future where, owing to its intrinsic economic,
social, and cultural advantages, liberal democracy
ultimately wins out over all rival theories of government
and social organization. In the end, he foresees a world
of distinct and independent, yet essentially like-minded,
nations, with democracy, capitalism, free trade, and
international diplomacy and cooperation eventually
holding sway.
What is your view? Do you basically side with Huntington
and his supporters, or Fukuyama and his? Or perhaps
you have your own different perspective, either
somewhere in between or outside the positions that
Huntington and Fukuyama have staked out? (Whatever
the case, please support your view with arguments or
insights from at least one author or source that we have
encountered in the course.)
There are faxes for this order.

For the subject essay, please use and cite Walt Whitman's "Passage to India." Pay particular attention to the new technologies that are mentioned and to metaphors of linking, connecting, merging, marrying, bridging, uniting, etc. Let me know if you need anything else from me!

PLEASE ANSWEWR EACH QUESTION THANK YOU


1)Pakistan is critical to the U.S.s antiterrorism efforts in Afghanistan. Have the internal political changes experienced by both countries changed the political dynamics in the search for peace?

2)This week's topic asks you to consider the relationship between Pakistan and India and the current situation relating to terrorism. Discuss Pakistan's role in the war on terror and contrast this position with its recent history with respect to terrorism.

3)The inability of the armed forces of Pakistani President Musharraf to control the border with Afghanistan has left this area open and undermined U.S. efforts against the Taliban and Al Qaeda. From what you have learned in this unit, what options do you think are available to the U.S. that will address the open border?

4)Discuss the role and impact of the Aum Shinrikyo in Japan.

The requirements of this research paper must include the following information:

A threat analysis including the seventeen guidelines outlined below.
1. Organization's motivation and stated goals
2. Historical background/significant dates
3. Ideological support-International cooperation/umbrella or cover-up
4. Spriritual or religious support
5. Relationship with the United States/other countries
6. Selection of victims and targets
7. Media and propaganda manipulation
8. Tactics and Strategies used in terrorist activity
9. Methods of attacks types of weopons used
10. Criminal activity
11. Community or regional support
12. profile of group members-recruitment/training/background
13. Past terrorist activity, patterns, successes/failures
14. Financial support/funding sources
15. Future threat-potential targets- why?
16. Vulnerability of targets/governments/global society-why?
17. Your/my analysis and opinions of the terrorist group

From the teacher:

Final paper should be a double spaced, times new roman font, 8-page paper. It should discuss at least FOUR stories.

Discuss the causes, the impact (including the psychological impact) of poverty and the solutions to the problem of poverty described in some of the stories covered in this course.
You might want to consider the following stories: Mao duns spring silkworms, rou shis a slave mother Zhao Shuli lucky wu zuxiangs let there be peace Gao Ziangshengs li shunda Builds a house and Cao naiqian when I think of you late at night, theres nothing I can do

Some stories found online that you may use:

Spring Silkworms
by Mao Dun

http://webcache.googleusercontent.com/search?q=cache:l63PUWbMVKoJ:lovinghistory.org/Documents/WHSpring%2520Silkworms.rtf+mao+dun+spring+silkworm&cd=15&hl=en&ct=clnk&gl=us&client=firefox-a&source=www.google.com

rou shis a slave mother:

http://www.wengewang.org/read.php?tid=17208


Gao Xiaosheng Li shunda builds a house:

http://books.google.com/books?id=cOxLVO1xloQC&pg=PA374&lpg=PA374&dq=li+shunda+Builds+a+house%E2%80%9D&source=bl&ots=ys3maU8Kdk&sig=0trhyNf_U6yvkFca5s6cyPjhWNA&hl=en&ei=hFrQTeHOAcfq0gHRq6iLDg&sa=X&oi=book_result&ct=result&resnum=8&ved=0CEEQ6AEwBw#v=onepage&q=li%20shunda%20Builds%20a%20house%E2%80%9D&f=false

http://books.google.com/books?id=JMTxrarsp_sC&pg=PA431&lpg=PA431&dq=li+shunda+Builds+a+house%E2%80%9D&source=bl&ots=z5dqZHo3DX&sig=P_h8AwWLS6rFhTC_qZx0IBZUzu0&hl=en&ei=hFrQTeHOAcfq0gHRq6iLDg&sa=X&oi=book_result&ct=result&resnum=6&ved=0CDcQ6AEwBQ#v=onepage&q=li%20shunda%20Builds%20a%20house%E2%80%9D&f=false


My syllabus which lists other authors and stories that may help:

http://www.google.com/url?sa=t&source=web&cd=10&ved=0CE4QFjAJ&url=http%3A%2F%2Fqcpages.qc.cuny.edu%2Fctl%2Fgened%2Fgeac%2F02Sep09%2F118_attachment.doc&rct=j&q=zhao%20shuli%20lucky&ei=ClzQTcfXM8nLgQfwsumvDA&usg=AFQjCNHeNC0z3AwXHYXiU6yhcyJNxWuojg&sig2=Tga_f8NgHwWuBlvvo2lLhg&cad=rja

http://docs.google.com/viewer?a=v&q=cache:eXN6Pb9rThQJ:qcpages.qc.cuny.edu/ctl/gened/geac/02Sep09/118_attachment.doc+zhao+shuli+lucky&hl=en&gl=us&pid=bl&srcid=ADGEEShQzK9xwz4rGAVy5lrXZKLP5oLOAUxHfMJUe-Goh707HHPOlcrWxhSKUxSdkGE061SC-af-l1ByF8RJR7s1xj-a70dn3HR2FgWYpRLXJ-VQSRIu_fvg0dUNqMTmG5g4jgxJ4pfg&sig=AHIEtbTn4wZOceUJd5cMNwfUTGgBnRN2Zw

Modern Chinese stories and novellas: is my assigned text that includes some stories:
http://books.google.com/books?id=3nngkptK9WoC&printsec=frontcover#v=onepage&q=Zhao%20Shuli%20%E2%80%9Clucky%E2%80%9D%20&f=false

If you need anything let me know. I need the essay by May 23rd. Quotations and Examples from the texts would be ideal.

Thank you,

Dipshikha
[email protected]
Or
[email protected]
There are faxes for this order.

asks you to consider both Japan and the Koreas over the postwar period. How do these nations differ today, and how are they similar. While you may emphasize one or the other of the three nations (Japan, South Korea, North Korea), you need to bring into account at least both Japan and South Korea, and your paper must rely on citations from our readings, especially Kingston, Japan in Transition, and Charles Armstrong, The Koreas. For this paper, please consider the postwar period in a comparative framework leading up to the place of particularly Japan and South Korea in global affairs today. Here are some questions you might consider, though you should select your own focus and limit your paper to fuller discussion of one to three areas of comparison:

1) How are these nations defined by their relationship to other great power countries, particularly the US?
2) How do they compare as democratic societies (see pdf article by Schreurs on Course Documents)? As demographic models?
3) Why is it important to consider gender equality in assessing their global importance?
4) What are the legacies of war and total devastation in these societies?
5) Which nation, to you, shows the greatest potential for international engagement and future economic growth?
6) Why is this region vital to the future of the global economy and progress on many fronts, including environmental, educational, and social equality areas?
7) How are these nations diverse or multicultural today? How will the issue of minorities and presence of some foreign nationals inside these countries affect their future?
8) In what ways are these nations and their cultural and economic outputs important to the US today?

Your paper should be a 5-6 page overall discussion of what you have learned about these countries and societies and the importance of the themes that you emphasize in your paper. BE SURE to cite our readings, which are located both as links on the Discussion Board to various articles in the Asia-Pacific Forum and as PDFs posted on ?Class Documents.? Be sure to use Armstrong and Kingston, but also to consult several of the more specific articles that are in the whole of our class Blackboard.

The purpose of this paper is to pretend as if I am a Representative from El Salvador and briefly discuss the 3 topics listed

Paper should provide a concise review of the foreign policy regarding each topic and establish precise policies and recommendations to solving each issue.
International and Regional Conventions, Treaties, Declarations, Resolutions, and Programmes of Action particularly related to El Salvador should be identified and addressed.

Please seperate each issue. They should be approx 1/2 page each.

Topics:
1. Confronting Debt Challenges
2. Financial Sector Reform and Resource Mobilization
3. Addressing Systemic Issues: Enhancing the Coherence and Consistency of the International Monetary, Financial and Trading Systems in Support of Development.

I will EMAIL materials (Proposal, sample case study/dissertations).

The type of document is DISSERTATION/CASE STUDY

My 75 page dissertation (needs to be APA style), and is a Case Study/Dissertation on a woman/client with Dysthymia (depression) using Cognitive Behavioral Therapy. I?m including the proposal here and please incorporate the proposal into the dissertation and elaborate where needed. I will also email the proposal and sample case studies.

I need the following in the dissertation: Title page (FREE); Signature page (FREE); Preface; Acknowledgments page (FREE); Dedication page (FREE); Table of Contents (please use the table of contents from the proposal); Executive Summary; Statement of the Problem; Hypothesis; Rationale; Literature Review; write-up of the individual case notes (24) sessions; the write-up of the case notes could be a half page to a page for each of the 24 sessions; (for example, Session One; Session two, etc. (for 24 sessions) with an "assessment" at the end of each session (a paragraph or so of how the session went); Results; Discussion; Conclusion; Recommendations; 30 References (FREE) --- (APA style).

A brief duscussion of the diagnosis as it relates to the client (DSM-IV).

I also included (at the end) examples of ?sessions? from other sample dissertations.

What I wrote in the proposal needs to be included in the dissertation, for example, the different CBT techniques that I wrote in the proposal and how they helped the client, etc. --- weaved into the sessions.

FORMAT and REFERENCE STYLE
* Times New Roman font
* 12-point font size
* approximately 275 words per page
* double-spaced pages
* APA
* 1-inch margins
* FREE bibliography/references (30 references)
The references can be different from the ones that I?ve listed.

Please say something about the title (A Budding Therapist and the Caterpillar) and weave it into the case study.

This is the PROPOSAL:

A Budding Therapist and the Caterpillar
Undergoing a Metamorphosis
From a Cognitive Behavioral Perspective
by
Murrey C. Donaldson

A Proposal for a Clinical Case Study Dissertation
To be Submitted in Partial Satisfaction of the Requirements for
the degree of
Doctor of Psychology in Clinical Psychology




Case Study Proposal
Overview of the Study
Dysthymic patients are chronically depressed. Dysthymia is a depressive disorder in which irritable mood is observed by others for 2 years or more in adults and at least 1 year or more in children and adolescents. Dysthymia lasts longer and shows milder symptoms than depression (Butcher, 1987). Symptoms are similar to major depressive episodes (including low mood, fatigue, hopelessness, difficulty concentrating and disruption in appetite and sleep). Absent from the criteria are thoughts of suicide or death. There is a 6.4 percent lifetime prevalence for Dysthymia (Austrian, 2000). This is a proposal for a Clinical Case Study on the treatment of a woman diagnosed with Dysthymia.
The client selected for my dissertation study is a 43-year-old single parent. I chose this client for the following areas of clinical interest: (a) her self-esteem, depression, and anxiety issues; (b) her continuing difficulties in romantic relationships with men; and (c) her fight with obesity from an eating disorder.
The relational model I will be using, Cognitive Behavioral Therapy (CBT), is a relatively short-term, focused psychotherapy for a wide range of psychological problems including depression, anxiety, and personality problems. The focus is on how the client thinks, behaves, and communicates currently rather than on early childhood experiences.

Client Information
The client, as described above, is the oldest of three children of a Middle-Eastern family that emigrated to the United States.
The client took the initiative to request counseling and therapy as part of her own plan to help herself adjust to the demands of community living and to manage her illness. She presented herself with a flat affect and expressed anxiety related to her interpersonal situations and tasks. Interpersonally, she was withdrawn and socially isolated. Behaviorally, she was inactive and unable to work, but able to live independently.

The client reported struggling throughout childhood to live up to her mother?s expectations and secure her father?s love; failing at both. Depression and self-hate were her ever-present and unwelcome companions. They were accompanied by an insatiable craving for food, and (from adolescence on) by a similar craving for sex with inappropriate men. She was plagued with intermittent episodes of depression throughout her life.

She claims to have empathy for the needs of others, both family and friends, that is seldom reciprocal; but feels that she gets little in return. She begrudgingly admits that this is a source of annoyance and bitterness to her.
She has not formulated even vague details of a satisfying adulthood. Instead of looking ahead full of energy and plans, this client is clamped in a vise of psychic conflict and behavioral paralysis. The diagnosis was as follows:
Axis I 300.4 Dysthymic Disorder
Axis II None
Axis III None
Axis IV None
Axis V GAF = 50 (on admission)
GAF = 75-80 (at discharge)
Treatment History
As therapy commenced, the focus was on using cognitive interventions to produce changes in thinking, feeling, and behavior in the client (Kendall, 1991). The client was provided with ideas for experimentation, helped to sort through experiences, and aided in problem solving. Emphasis was placed on influencing the client to think for herself, maximize personal strengths, and acquire cognitive skills and behavior control.
Cognitive Behavioral Therapy focused on how the client responded to her cognitive interpretations and experiences rather than the environment or the experience itself, and how her thoughts and behaviors are related. It combined cognition change procedures with behavioral contingency management and learning experiences designed to help change distorted or deficient information processing (Kendall, 1991).
These new experiences helped to broaden the way the client viewed her world -- they do not remove unwanted prior history, but helped to develop healthier ways to make sense of future experiences. The focus of CBT was not to uncover unconscious early trauma or biological, neurological, and genetic contributions to psychological dysfunction, but instead endeavored to build a new, more adaptive way to process the client?s world.
CBT was used to help the client achieve lasting, positive change in therapy. This was also accomplished by modifying psychological structures through (a) relaxation strategies; (b) guided imagery; (c) meditation; (d) incentives and self-rewards; and (e) social skills training.


Outline for Dissertation
I. Introduction
II. Client Information
A. Presenting problem
B. Client's current symptoms
C. Therapist's observations of client's symptoms
D. Family history
E. Medical history
F. Psychotherapeutic history
G. Substance use/abuse
H. Initial diagnosis
I. Impressions of client
III. Theoretical Bases for Clinical Treatment
A. Beck: Cognitive Behavioral Therapy
IV. Storm Clouds ? Beginning Phase
A. Sessions 1-4
V. Unbearable Pain ? Middle Phase
Looking for Relief in All the Wrong Places
A. Sessions 5-15
VI. Making Peace ? Final Phase
A. Sessions 16-24
VII. Future Treatment Consideration
IX. Concluding Thoughts
References
THE REFERENCES DON?T HAVE TO BE THESE NECESSARILY:

References
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th Ed.). Washington, DC: Author.
Becker, J. (1991). Psychosocial aspects of depression. Hillsdale, NJ: Lawrence Erlbaum Associates.
Barsalou, L. W. (1992). Cognitive psychology: An overview for cognitive scientists. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Beck, A. T., Emery, G., & Greenberg, R. L. (1985). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books.
Beck, A. T., Steer, R. A., Ball, R., & Ranieri, W. F. (1996). Comparison of Beck depression inventories -IA And-II in psychiatric outpatients. Journal of Personality Assessment, 67(3), 588-597.
Bolton, D., Hill, J., O'Ryan, D., Udwin, O., Boyle, S., & Yule, W. (2004, July). Long-term effects of psychological trauma on psychosocial functioning. Journal of Child Psychology and Psychiatry, 45(5), 1007.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
Brewin, C. R. (1996). Theoretical foundations of cognitive-behavior therapy for anxiety and depression. Annual Review of Psychology, 47, 33-57.
Brewin, C. R. (1996). Cognitive interference: Theories, methods, and findings. In G. R. Pierce, B. R. Sarason, & I. G. Sarason, (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates.
Cowan, P. A., Cowan, C. P., Cohn, D. A., & Pearson, J. L. (1996). Parents' attachment histories and children's externalizing and internalizing behaviors: Exploring family systems models of linkage. Journal of Consulting and Clinical Psychology, 64, 53-63.
Dia, D. A. (2001). Cognitive-behavioral therapy with a six-year-old boy with separation anxiety disorder: A case study. Health and Social Work, 26(2), 125.
Goble, W., & Jones, V. (Speakers). (2000). ATTACH conference session: Assessment and diagnosis. (Cassette Recording No. 26-2016). Brookfield, VT: Resourceful Recordings, Inc.
Grinberg, L. (1992). Guilt and depression. London: Karnac Books.
Jacobson, N. S., Dobson, K. S., Truax, P. A., Addis, M. E., Koerner, K., Gollan, J. K., Gortner, E., & Prince, S. E. (1996). A component analysis of cognitive-behavioral treatment for depression. Journal of Consulting and Clinical Psychology, 64, 295-304.
Levy, T. M., & Orlans, M. (1998). Attachment, trauma, and healing: Understanding and treating attachment disorder in children and families. Washington, DC: CWLA Press.
Marcotte, D. (1997). Treating depression in adolescence: A review of the effectiveness of cognitive-behavioral treatments. Journal of Youth and Adolescence, 26(3), 273.
Needleman, L. D. (1999). Cognitive case conceptualization: A guidebook for practitioners. Mahwah, NJ: Lawrence Erlbaum Associates.
Omdahl, B. L. (1995). Cognitive appraisal, emotion, and empathy. Mahwah, NJ: Lawrence Erlbaum Associates.
Perlmutter, M. R. (Ed.). (1986). Cognitive perspectives on children's social and behavioral development. Hillsdale, NJ: Lawrence Erlbaum Associates.
Reber, K. (1996) Children at risk for reactive attachment disorder: assessment, diagnosis and treatment. Progress: Family Systems Research and Therapy, 5, 83-98.
Reilly, C. E. (1998). Cognitive therapy for the suicidal patient: A case study. Perspectives in Psychiatric Care, 34(4), 26.
Schwebel, A. I., & Fine, M. A. (1994). Understanding and helping families: A cognitive-behavioral approach. Hillsdale, NJ: Lawrence Erlbaum Associates.
Sroufe, L. A., Carlson, E. A., Levy, A. K., & Egeland, B. (1999). Implications of attachment theory for developmental psychopathology. Development and Psychopathology, 11, 1-13.
Willimer, J. F. (Eds.). ams, M. B. & Som (1994). Handbook of post-traumatic therapy. Westport, CT: Greenwood Press.
Wright, L. M., Watson, W. L., & Bell, J. M. (1996). Beliefs: The heart of healing in families and illness. New York: Basic Books.


EXAMPLES OF SESSIONS FROM OTHER DISSERTATIONS

Session Seventeen

She spoke again about her altercation with this older man. She asserted that she did not want to be treated that way. She noted that he accused her of being too sensitive, which she resented. She stated, however, that she did not know how to tell him how she felt without jeopardizing what had been, in many ways, a satisfying relationship. I reflected the sadness in her recognition that this man could not be who she wanted. She became sad at this point, and almost tearful. She was more calm and centered during this session. She again took notes, using her computer notebook. As a result, there were long pauses during which she typed in notes, letter by letter.

I reframed her sensitivity in a positive light, noting that she had a right to be aware of and value her own feelings. I restated the conflict between maintaining her own integrity and safety while attempting to get her needs met.

She took note of this comment, but I failed to pursue more fully what this conflict felt like, what the risk was to her safety, how this issue had arisen and been resolved in previous relationships, etc. I think that, in part, I had been trained by her to "tie things up" at the end of sessions in such a way that the most painful but possibly important observations were left unexplored.

The next Monday was a holiday, so we did not meet until the next Wednesday.

Session Eighteen

She presented as unfocused and emotionally distant from the information she was providing. She talked about her unresolved relationship with the older male friend. She also indicated that a man with whom she had a casual acquaintance was coming to town. She hoped to spend time with him, and discussed the possibility of their becoming intimate. After some discussion, she decided that she wanted only a close, platonic relationship.

She spent the remainder of the session describing her feelings of depression, which she reported had been present much of her adult life, in greater or lesser measure. She described her lethargy, fatigue, lack of motivation, tendency toward procrastination, inability to clean her home and tendency to retire to bed early in the evening to "avoid" certain unpleasant realities, including her significant financial problems. I explored these symptoms in greater detail, including their history of development. I explored her history of treatment for depression, including a prior trial of Prozac, prescribed by an internist, which she had found helpful. She said she had thought of making an appointment to obtain another prescription for this medication. We discussed the pros and cons of this decision, and I described to her the psychiatric services offered at the Maple Center. She talked about feeling dysfunctional, and I asked her what that meant to her and felt like. I noted that it was painful to get in touch with those feelings of not functioning as she would like and needing help to feel better.


SIXTH SESSION

Frank and Nina had had a terrible fight this week. He had overheard Nina having a conversation with her family on the telephone. Frank doesn?t speak any Persian, so what he had mistaken for screaming and yelling at her family members, was actually an excited conversation about her brother?s new BMW. He had been upset by the loudness, had said that he couldn?t stand it anymore, slammed the back door and left.
Nina: I didn?t sleep all night. I thought he was gone for good. And then he comes back the next morning like nothing was wrong.
Therapist: Frank, what?s that like for you to hear your partner sound so afraid and helpless?
Frank: I don?t know . . . just everyone screaming. It felt so harsh, I just want to run away from it.
Therapist: So when you heard Nina, in your experience, screaming and seeming harsh, who did she get to be for you in that moment?
Frank: I don?t know what you mean.
Therapist: Well, who did she remind you of?
Frank: (Silence). . . My father. He would scream and yell, and then someone, usually me, would get hurt.
Therapist: I see, so, when you experienced Nina being harsh and loud, childhood memories of your father got reactivated. Nina, what's that like for you to hear?
Nina: Well, it helps me try to understand what happened. I always think about me. Me being too fat. Frank had really wanted to play tennis and I said no. For me its the same as the bathing suit. He always wants me to swim, or play tennis, or dance. And yet when I wear leggings and a sweater and ask him how I look, he makes a face and says he prefers me in a skirt and sweater. He can be so critical. He never compliments me.
Therapist: So, when you experience Frank as rejecting or critical, whose face
does he have on for you?
Nina: Oh, I get it. He gets to be my father too. My father always rejected me because of my weight. He and my brothers were so critical.
From the couples initial interview and from their individual sessions, I had understood that the parents? sexual dysfunction represented the net result of their individual histories.
Frank, like Nina had grown up in a family in which hopes for love were frustrated and substituted for physical and verbal abuse. I began to believe this resultant fear of sex was something they shared, even though both carried hopes for emotional intimacy and mutual support.
Nina?s open acknowledgement of her ?love of sex? matched Frank?s unconscious fear of sex. In trying to rid himself of his own sexual wishes, trying to protect Nina (much like his mother), he was, through projective identification, trying to protect himself from ?a bad father.? It was clear that the couple had a fear of sex and an idea that a mother would be harmed by a bad father, especially his penis. It became clear to me that I was keeping both of their fathers at bay, at least symbolically.
Progression of exercises went slowly for this anxious and phobic couple. One month later, they were still at the Sensate Stage, massaging each other including now breasts and genitals, with only a moderate level of arousal. Frank and Nina?s sexual life, as in other aspects of their coupled life was lacking in ?contextual holding? and ?centered relating,? that is, communication necessary to attenuate the strain put on the dyadic relationship. The frame around their relationship seemed almost invisible at times. In session we continued to work on the negative transferences to each other, reframing them, and understanding what was fueling them. They often experienced each other as rejecting or persecuting. Both felt unaccepted by their partner. Nina, hurting, fearing that Frank is not attracted to her and Frank because he can?t ?give? her what she wants. Both, in the meantime longing to be accepted.
We explored Frank?s inability to ?take,? rather than to ?give.? This insight was immediately relieving for Frank. We also worked on the details of communication between exercises. Specifically, telling each other what they liked and did not like the other to do. I found that with both of them, they were often saying the same things, but the other wasn?t getting ?it.? I also introduced the topic of visual of erotic material to aid in fantasy, and in distraction, so that Frank could begin to focus inwardly, and on what might please him. Nina was not open to this suggestion, again, wedded to her ?ideal? fantasy of how a couple makes love and only thinks of the other. I tried several times to normalize this for her, but to no avail. She repeatedly saw this as further proof that Frank was not attracted to her. Try as I did, I could not get Frank to begin to express any negative feelings toward her or his fantasies of other women.
At the end of the sixth session, Frank announced, that because they were both in couple?s counseling, as well as their own therapy, that they would only be able to afford to come every other week. I explored this with them, and even offered to reduce my fee so that they might be able to stay in couples work every week.
Both Nina and Frank suffered from fear of exposure. For Nina, exposing herself fully to Frank in therapy, and Frank, fearful of doing the exercises wrong, or revealing that he had sexual fantasies, or negative thought about his wife. These were equivalent of the unprotected gaze of family and peers. Sex therapy and marriage too had meant being stared at, looked at , and exposed. I made this interpretation, aimed at their resistance to actively engage in treatment.


There are faxes for this order.

Write a paper on some selected Gandian concepts and themes. Gandi's life, experiences, and reform movements can serve as brief introduction, but the focus is on the concepts and themes. The paper should be divided into five parts: 1.) Introduction - briefly mention which concepts/themes have been selected for this paper and why, 2.) explain the simpler and deeper meanings of these concepts/themes, 3.) discuss and reflect on these concepts/themes and how the sleected concepts/themes are related with some of the other concepts not included in the paper, 4.) suggest personal, societal/national, and international applications of the selected concepts/themes relative to solutions of the current problems at these levels and 5.) a conclusion. This paper is to include material from the still to be listed texts, your own thoughts, opinions, reflections and analyses are very much desired in this paper. Include both positive and negative criticisms. Provide examples and illustrations, include suggestions and illustrations.

The texts to be used include one mandatory:

Required - M.K. Gandhi, "Gandhi: An Autobiography" Navajivan Publishing House (Beacon Press: 1993), 1927


The three other texts may be chosen out of this list:

Peace is Every step by Thich Nhat Hanh
Teachings on Love by Thich Nhat Hanh
Love in Action by Thich Nhat Hanh
The art of Happiness by The Dalai Lama and Howard C. Cutler
Healing Anger by The Dalai Lama
Stride Toward Freedom by Martin Luther King Jr.
Freedom from the unknown by Krishnamurti
Life without principles and civil disobenience by Henry David Thoreau
The seat of the soul by Gary Zukav
Soul Stories by Gary Zukav

And anything else written by Gandhi himself.

this will be a master thesis (international law).
Approximately bibliography (main sources):
- "The Oxford Handbook of Internationl Investment Law" P. Muchlinski, F. Ortino, C. Schreuer. 2008
- "International Investment Law and Arbitration: Leading Cases" Todd Weiler. 2005
- "International Investment Arbitration: Substantive Principles" C. McLachlan, L. Shore, M. Weiniger. 2007
- "Standarts of Investment Protection" August Reinisch. 2008
- "Principles of International Investment Law" Rudolf Dolzen, Ch. Schreuer. 2008
- "Damages in International Investment Law" S. Ripinsky, K. Williams. 2008
- "Law and Practice of International Commercial Arbitration" A. Redfern, M. Hunter, N. Blackaby. 2004
- "Investment Arbitration in Eastern Europe: in search of a definition of expropriation" Kaj Hober. 2007
Please, also include expropriation cases (with Russia, Mexico).

In my thesis i would like to cover following aspects:
- direct expropriation
- indirect expropriation (notion of indirect expropriation, elements,
different forms)
- events not constituting indirect expropriation (omission),
legality requirements
- indirect expropriation in arbitral and judicial practice (some illustrative cases)
- compensation (different functions, standard),
valuation of expropriated property,
determining the amount of compensation.

I am taking Comperative Literature class. I am an international student so it's very hard for me to understand and write midterm essay which criticise a book. I will upload everything you need after completion of this form. These uploads includes how professsor is going to evaluate our research paper. I will also upload my response papers which I wrote about the book. Please keep in mind that I am an international student that you can easily understand from my writing that I am not good at english writing :) So please be aware of this situation and write my paper considering this fact...
There are faxes for this order.

ANSWER THE FOLLOWING QUESTION: 2 PAGES

As has been apparent all semester, Vietnam had a profound and individualized effect on vast numbers of people. When you consider the stories we have read do you think these are purely the result of people living through a war, or are there distinctive features of the Vietnam War that shaped their experience? (use at least two of these readings, "A Rumor of War" Caputo, "Born on the Fourth of July" Kovic, "A World of Hurt" Reynolds, "The Sorrow of War" Ninh, "Last Night I Dreamed of Peace" Tram)

ANSWER THE FOLLOWING QUESTIONS: 5 pages (2.5 each)

In the conclusion of her book "Winners and Losers", Gloria Emerson focuses on three Americans- Ambassador Graham Martin, Fred Branfman and Don Luce (pp 339-358). Briefly summarize these intertwined stories. What do you think the author is trying to convey by telling these stories? Do you think these are important stories to tell? Why?

Daniel Ellsberg became so disillusioned by the Vietnam war that he decided to break the law and release top secret documents. Drawing on the film "The Most Dangerous Man in America" and some chapters from his memoirs, can you explain why he became disaffected from American policy? Do you think high school students should learn from his story as a model to be emulated?

I need one page answer for each question:

1. Explain the basic prblems faced by the hapsburg Empire in the half-century before world War I. Why did it survive as long as it did?

2. In what sense is the Paris Peace Conference, and in particular the Versailles Treaty, often considered a failure? Be specific

3.Why and how did the Bolsheviks win the Russian Revoluion?

4.Evaluate the strengths and weaknesses of the Weimar Republic?

5.Explain the underlying causes of World War I. Why did the Sarajevo incdent lead to a generalized war in Europe? Who was at Fault? Ecplain the outcome of World War I , emphasizing the fundamental changes in warfare and the various phases of combat?

I need an one complete page answer for each one of these questions. I need each answer to complete the main ideas for the question and be complete.

Hi,
I have added below the proposal guideline, outline, and the marking scheme. Also I wrote something that I could come up with so far that I hope will be useful. I am sure most of the people are telling you this, but it is important for me to get a really high mark on this project and please be aware that I have to submit this paper to my prof. via turnitin.com for plagiarism check. Also, the sources to be used must be accecable by me as well. If you have any questions, please contact me via e-mail. [email protected]


Research Topic: What are the effects of September 11 on the muslim population in Greater Toronto area?

Hypothesis: The effects have resulted in the marginalization of the muslim population?K (freedom of speech, human rights violation, discrimination, media reflection, distrust in democracy, thinking of approving of radical movements, ect.)

Possible Variables:
Immigration status(refugee, immigrant, citizen), gender, ethnicity, education, income, age, occupation

Experience
As a muslim, observation of marginalization in the muslim community.

Importance:
A great number of muslims are living in Greater Toronto area. If there is marginalization, and it increases , this might result in the disturbance of social solidarity and social unrest. In addition, Canada is known with multiculturalism and toleration which are the important aspects of liberal democracy. By using this goodwill, Canada succeeds in some Political issues in international relations that otherwise might be impossible for it. Destruction of this might be destructive outside of the country as well as inside.

Literature Review:
It has to include at least 10 academic sources. Written sources must be cited by page numbers, such as (Kimpell, 42). This part must be 4 pages in length. There are three books I could find on Canada and September 11 that I believe will be useful:
a) September 11 : consequences for Canada, by Roach, Kent.
b) Canada and September 11 : impact and responses, edited by Karim-Aly Kassam, George Melnyk and Lynne Perras.
c)The security of Freedom: Essays on Canada??s anti-terrorism bill, by Ronald J. Daniels

I am not sure if there are many previous researches on my topic, but if there is not, you can apply American ones to Canada as guiding studies.

Analytical Perspective:
I will conduct surveys, interviews and content analysis.

Subjects of Study
Participants will be muslims. I will visit mosques and find people. There is no sampling frame what so ever. They will be offered full confidentiality.

*muslim in this research refers to regular mosque attendants, since I can??t find others. I don??t know what other terms I should define for this paper. Hopefully you do??.

For survey results I will use excel or SPSS




From the Professor:
Research Proposal Instructions

You should choose a question that is exciting to you and important to the field of sociology. The statement of the question you are asking should be clear and meaningful. Meaningful means that an informed reader can understand what the question is getting at without having to translate any jargon. Clear means that the reader can ??see?? what is being implied without ambiguity. Words like ??effective??, ??affects??, ??influence??, etc. will often need to be rewritten to remove ambiguity. This is easily accomplished by taking a definite stand in asserting your interests and not being timid.

The paper should contain each of the following elements, possibly in the order indicated below. However you should realize that this is an iterative process, and that you may have to address an issue over and over again as you learn more about what you mean from addressing the other issues. Thus, when addressing the third question below, you may find that you have to rewrite the first.

1. What is the question?

2. What is the answer that you want this question to have? This idea may strike you as strange, but if you don??t have a fair idea about what you will be looking for, you will have trouble finding it. Most of the time, you have an idea, and you are either too humble or too modest to state it.

3. Does the question have multiple answers? If yes, then there are probably conditions under which one answer is true and other conditions when other answers are true. Specify these conditions, and rewrite the question towards one condition, or towards testing the conditions.

4. Why is this an important question to answer, especially in the way you propose answering it? That is, what is at stake in your field of knowledge for an answer to this question? If there is nothing at stake, then there is no point in addressing this question. The question is probably casually curious. If it is more, then you need to articulate why the field needs to be interested in this question, and why its practitioners have failed so long in realizing its importance. In any event , the question must be important to some field of study, or it is not an appropriate question.

5. What is the exact meaning you give to each of the key terms? The terms themselves should not be jargon. Yet even the least jargonesque term still needs to have exact meaning. The meaning of terms is given by the user of the terms. this is your obligation, and your privilege. You get to say exactly what you mean by things. And thus, other people must understand things in your terms.

6. Suggest a plan of action or context for researching this question. That is, what are some of its empirical implications that you might be interested in studying in some serious way?



PROPOSAL MASTER SHEET OUTLINE
1- Problem or Objective
a)What do you want to study: research topic and question
b)Why is it worth studying
c)Does the proposed study have any practical significance
d)does it contribute to our general understanding of things, to the construction of social theories
e)What will be accomplished by the completion of the proposed research project
f)What contribution is the research expected to make to the advancement of knowledge

2- Experience
-How does the proposed research fit into your ongoing research program or is related to experiences or insights gained from earlier achievements or involvement in the field under investigation

3- Literature review
a)What have others said about this topic
b)What theories address it and what do they say
c)What research has been done previously
d)Are there consistencies in the findings or do past studies disagree
e)Are there flaws in the existing research you feel you can remedy

4- Analytical Perspectives
-Which ones will be employed in the current research and why

5- Subjects of Study
a)Who will you study in order to collect data
b)Identify the subjects in general theoretical terms and in specific more concrete terms
c)Identify who is available for your study and how will you reach them
d)Will it be appropriate to select a sample
e)Is there any possibility that your research will have an impact on those you study, how will you ensure that they are not harmed by the research

6- Measurement
a)What are the key variables in your study
b)How will you define and measure them
c)Do your definitions and measurement method duplicate or differ from those previous research on this topic
d)Have you already developed your measurement device or will you be using something previously developed by others

7- Collection
a)What is the nature of your data
b)What is the quantity of your data
c)What is the quality of the data to be collected
d)How will the data be collected
e)How will the data be stored
f)What data will not be available to study, why

8- Analysis
a)How will findings be analyzed and reported
b)What kind of analysis do you plan to conduct
c)Spell out the purpose and logic of your analysis
d)What are the projected findings, conclusions, and implications of the proposed research
e)How will the findings be disseminated

9- Bibliography

Proposal Marking Scheme

Systematic presentation of theoretical framework 10/100

Review of relevant literature 10/100

Precise listing of questions or hypotheses. Defining Concepts. 10/100

Linkage of theoretical framework, review of relevant literature, and research questions. 10/100

Research Design: 45/100
-sample selection/site 10/100
-research technique/data collection 25/100
-empirical indicators 10/100

Writing Style (no grammatical or spelling errors) 5/100

Organization, presentation or arguments and bibliography 10/100

Im an international student so please make sure you don't use profesional writing just use easy writing. My teacher will use turniin.com to check if there is copying, so make sure there is no copy paste plz. also do not use to much Quotes in the research no more than 4 and make it short, also follow the insturctions that i'm going to upload.
Thank you

WHAT TO FIND:
Look around the current events happening in the world for a situation where you see a negotiation. This can be local (a community situation) or broad (based on national or international news). Make sure you get adequate coverage of the details from a newspaper or magazine article (or other source if you clear it with me first). You may include the original article in an appendix if you would like to. Note: the situation you choose must be a different one from the others you write about this semester for the other assignments.

WHAT TO DO WITH IT:
Write-up: Create and complete the following chart, by answering the five questions below. You have only TWO PAGES to use, so get right to the point in each section! (And please do not use a tiny font that I cannot see)
Situation:
What happened in the situation, very briefly (executive summary format?keeping to one paragraph)?

Interests:
What were the interests of each of the parties? How did they differ from the positions stated by each side

BATNA and Power:
What was the BATNA which means what happens tomorrow if a deal is not reached = of each side? Which side had more power going into the negotiation?

Persuasion / Tactics:
What types of persuasion or hardball tactics were used here? Examples include anchoring, agenda-setting, contrast effects, fairness arguments, timing arguments, flattery, similarity, bogey, intimidation, etc. Describe how the tactic(s) were used and if they were helpful or harmful. Bullet points with the tactic and the description of where and how it was used are fine here.

What might you have advised the parties (or yourself) to do differently for a better outcome?

This is a Topic Essay for History concerning the Arab Israeli Conflict. So a person who is familiar with Israeli and Palestine History is needed. Also note the pages below and the book which is available on Kindle.
YOU MUST HAVE ACCESS TO THE BOOK AND SPECIFIC PAGES LET ME KNOW IMMEDIATELY.
Book: The Israel-Arab Reader: A Documentary History of the Middle East Conflict, 7th Edition
Topic:
Compare Zionist state-building efforts and political institutions with those of Palestinian Arabs for the period from the First ?Aliya to 1949. Why was the Zionist enterprise ultimately more successful?
(Your answer should be informed by your understanding of the main features of Ottoman and British administration in Palestine as well as the effects of World War I.)

There is one book which can be used for a source no source aside from that may be used.
Book: The Israel-Arab Reader: A Documentary History of the Middle East Conflict, 7th Edition.
Authors: Walter Laqueur and Barry Rubin.
Copyright: April 29, 2008.
Publisher: Penguin Books; Revised edition.
Use a page number when using a citation.

Specific Pages To Use From Laqueur & Rubin For Topic With Documents
Wartime and Postwar Diplomacy Laqueur & Rubin, 4?10
Wartime and Postwar Diplomacy Laqueur & Rubin, 30?36
Palestinian Arabs and the British Laqueur & Rubin, 41?50
The Partition of Palestine and the 1948 War Laqueur & Rubin, 55?7, 69?77

Essay:
It must contain specific examples that are situated in place and time. To give your reader a sense of the way an institution or phenomenon changes over time, you must include time references (dates, years, or ranges of years).

Be sure that you are directly answering the question; it is not sufficient to relate a lot of information that does not address the question.

Your answers should be based on readings, including any relevant documents from Laqueur and Rubin. You are not permitted to use or cite any sources from the Internet.
Here is more clarification on what is needed for content for topic.
First, keep in mind that the question requires you to make a comparison and to explain why the Zionist movement succeeded by 1949, but the Palestinian national movement failed to establish a state.

You might write a section on the Zionist movement and a second second section on the Palestinian Arab national movement.

Consider the First Aliya, which means the Zionists got an earlier start. The early Zionists were educated and ideologically committed. They tended to be young and mobile. The Zionists sought sponsorship for a strong European power. They tried for German support, but in World War I got British support with the Balfour declaration. Then the document of the Mandate gave Great Britain more commitment to the Zionists and also international support. But note the limits of the British commitment. The second and third aliyas were made up of young, ideological immigrants, who built institutions that late became institutions of the state of Israel. So these included the Labor Zionist movement (later the Labor Party/MAPAI), the assembly of delegates (predecessor to the Knesset) the Histadrut, and the Haganah (predecessor to the Israeli army). The Zionist movement had outside funding from Zionist organizations in Europe and the US. The Zionists had diplomatic influence in Great Britain. The Zionists were able to purchase land and immigrate into Palestine because the British held the Palestinian Arabs in check. During World War II, the Zionists gained military experience and access to weapons by joining the British army and by the later creation of a Jewish military unit under British command. After World War II, the Zionists had support from the United States for the partition of Palestine and creation of a Jewish state. The Zionists were able to purchase weapons from the Czechoslovakia, and won the Palestine War.

Consider next the Palestinian Arabs. They had lower rates of literacy and political experience, and they had few financial resources. The Palestinians were largely comprised of families in the countryside. (Unlike the Zionists who tended to be young, mobile, and urban.) They did not begin a national movement until after World War I. The political institutions they built, such as political parties and labor unions, came later (1920s and 1930s). The Palestinian Arabs did not have support from a strong European power. They did not have access to outside funding. They did not have official recognition from the British. (On this issue see the document of the Mandate that calls for a Jewish Agency to be created in Palestine, but not a parallel agency for the Arabs.) After the revolt 1936-39, the Palestinian leadership was in exile and many Palestinians were in detention. There was a political vacuum for the Palestinians going into the 1948 war. The Palestinian Arabs lacked weapons, the Arab states were divided going into the war and were not committed to establishing a Palestinian Arab state.

So take these ideas, and others you might want to add, and explain them thoroughly. Provide time references (dates, years, ranges of years) for the events. Also, be sure to draw on the assigned documents in Laqueur and Rubin as part of your evidence.

Font: Use a standard twelve-point font, double-spaced text. Indent paragraphs, and do not insert additional spaces between them.
Margains: 1 to 1.25 inches.
Citation: APA.

If you have any question let me know. Also let me know you have access to pages from the book which I noted.

Hello Please let hophead complete this assignment since it is part last essay
Using three articles.
1. Agbiboa, D.E. (2013a). Peace at Daggers Drawn? Boko Haram and the State of Emergency in Nigeria. Studies in Conflict and Terrorism 37(1): 41-67.

2. Agbiboa, D.E. (2013b). Why Boko Haram Exists: The Relative Deprivation Perspective. African Conflict and Peacebuilding Review 3(1): 144-157.

3. Hansen, W.W. & Musa, U.A. (2013). Fanon, the Wretched and Boko Haram. Journal of Asian and African Studies January 15, 2013 0021909612467277.

Select one of the Quasi-Experimental
methodology . You will be using these articles as the basis for the Review of Literature component in future. You will also be critiquing one of these articles later.
For this assignment:

Please, submit titles and abstracts (in APA format) for three articles that are possibilities for your research critique

A lot of it has to do with Own idea. Please do not just put in chunks of source and put facts.

In arguing for your position, think of the arguments that might be made against it, and respond to them. In defending your position, offer what you believe are the most principled arguments you can make.
In thinking of objections to your argument, think of the best possible objections that someone on the other side might be able to come up with, i. e., give yourself a hard time. If you can respond to the other side at its strongest rather than at its weakest point, that can only help to strengthen your own opinion and make it that much more persuasive.


Michael Ignatieff begins his Tanner Lectures on "Human Rights as Politics and Idolatry" eloquently:
In If This Is a Man, Primo Levi describes being interviewed by Dr. Pannwitz, chief of the chemical department at Auschwitz.1 Securing a place in the department was a matter of life or death: if Levi could convince Pannwitz that he was a competent chemist, he might be spared the gas chamber. As Levi stood on one side of the doctor's desk, in his concentration camp uniform, Dr. Pannwitz stared up at him.
Levi later remembered: That look was not one between two men; and if I had known how completely to explain the nature of that look, which came as if across the glass window of an aquarium between two beings who live in different worlds, I would also have explained the essence of the great insanity of the third German [reich]."

Here was a scientist, trained in the traditions of European rational inquiry, turning a meeting between two human beings into an encounter between different species. Progress may be a contested concept, but we make progress to the degree that we act upon the moral intuition that Dr. Pannwitz was wrong: our species is one and each of the individuals who compose it is entitled to equal moral consideration.

Human rights is the language that systematically embodies this intuition, and to the degree that this intuition gains infuence over the conduct of individuals and states, we can say that we are making moral progress. Richard Rorty's definition of progress applies here: "an increase in our ability to see more and more differences among people as morally irrelevant." We think of the global diffusion of this idea as progress for two reasons: because if we live by it, we treat more human beings as we would wish to be treated ourselves and in so doing help to reduce the amount of unmerited cruelty and suffering in the world.

Our grounds for believing that the spread of human rights represents moral progress, in other words, are pragmatic and historical. We know from historical experience that when human beings have defensible rights-when their agency as individuals is protected and enhanced-they are less likely to be abused and oppressed. On these grounds, we count the diffusion of human rights instruments as progress even if there remains an unconscionable gap between the instruments and the actual practices of states charged to comply with them.

1. Human Rights in the Twenty-First Century

But today, at this moment in human history, are we succeeding or failing in our efforts to cultivate and guarantee the protection of international human rights? In "Human Rights as Politics and Idolatry," Michael Ignatieff suggests that a case might be made for both,. Depending on where you look or what you choose to emphasize, human rights promotion and protection may appear to be succeeding and failing simultaneously. Indeed, Ignatieff sees the international human rights movement at a "cross-roads" and in a temporary mid-life crisis, and he offers a number of suggestions about how best to reinvigorate the movement. See Igantieff's Tanner Lectures: "Human Rights: Politics and Idolatry" in their entirety.
2. A "Minimalist" Approach to Human Rights

Ignatieff's concerns are several, but can be easily identified and highlighted. He is concerned about the proliferation of human rights' claims. Too many rights make it difficult to gain international consensus. So, too, he believes, the purpose of human rights should not be any particular conception of the good life or even of social justice, but simply protection from cruelty and degradation. He advocates a "minimalist" approach and recommends that a human rights regime to be effective at all ought to seek the protection only of negative freedoms. As he says, "human rights can command universal assent only as a decidedly 'thin' theory of what is right, a definition of the minimum conditions for any kind of life at all."
He notes that "people from different cultures may continue to disagree about what is good, but nevertheless agree about what is insufferably, unarguably wrong." But, as others have noted, there is "slippage" within even this fairly straightforward position. Given Ignatieff's view, you might think "torture" would be one of those things that everybody would agree was "insufferably, unarguably wrong," completely "out of bounds," "off the table," as it were, but if the documents released after the Abu Ghraib Prison Abuse Scandal any indication, there is less than universal assent even here.

So, too, although a minimalist approach to human rights advocacy may have much to recommend it, such an approach is out of line with the North/South world divide. Thus, Gara LaMarche can write in "The American Propsect":

If minimalism is meant to strengthen the credibility of Western rights advocates, it is likely to have no such effect in much of the world, particularly in many countries where the challenge to universalism is greatest. That is because Ignatieff's minimalist approach leaves little room for the social and economic rights also embodied in international covenants and in many national constitutions. No one who works on human-rights issues in the developing world can fail to be aware that virtually all frontline human-rights advocates there -- not to mention many in Europe and the United States -- do not accept such a hierarchy of rights. Though economic rights -- such as the right to basic subsistence -- are still largely aspirational, that doesn't mean they are not deeply important to human-rights advocates (and their critics) in much of the world. In much of Africa and Asia, it is the perceived selectivity of many Western human-rights advocates, not their broader concerns, that undermines their credibility.
3. The "Relativist" Challenge to Human Rights Universalism

Ignatieff is made anxious, too, by too much talk of the universality of human rights, exposing proponents to "serious intellectual attack" that, in turn, has raised questions about "whether human rights deserves the authority it has acquired: whether its claims to universality can be justified or whether it is just another cunning exercise in Western moral imperialism."
Ignatieff identifies "three distinct sources of the cultural challenge to the universality of human rights," one from Islam, one from East Asia and one from within the West itself.

As Ignatieff writes:

The challenge from Islam has been there at the beginning. When the Universal Declaration was being drafted in 1947, the Saudi Arabian delegation raised particular objection to Article 16, relating to freedom of religion. On the question of marriage, the Saudi delegate to the committee examining the draft of the universal Declaration made an argument that has resonated ever since through Islamic encounters with Western human rights:

The authors of the draft declaration had, for the most part, taken into consideration only the standards recognized by western civilization and had ignored more ancient civilizations which were past the experimental stage, and the institutions of which, for example, marriage, had proved their wisdom through the centuries. It was not for the Committee to proclaim the superiority of one civilization over all the others or to establish uniform standards for all countries of the world.

This was simultaneously a defense of the Islamic faith and a defense of patriarchal authority. The Saudi delegate in effect argued that the exchange and control of women is the very raison d'etre of traditional cultures, and that the restriction of female choice in marriage is central to the maintenance of patriarchal property relations.

Ignatieff goes on to say that despite "recurrent attempts to reconcile Islamic and Western traditions . . . these attempts at syncretic fusion between Islam and the West have never been entirely successful: agreement by the parties actually trades away what is vital to each side. The resulting consensus is bland and unconvincing."

This prompts Ignatieff, however, to resist the Islamic challenge and to defend those Western human rights standards that rest upon negative freedoms. He condemns the "Western reaction to the Islamic challenge" that he calls "equally ill-conceived," a form of "cultural relativism" that he argues "concedes too much."

4. Making the Case

Drawing on the reading make a case for or against a minimalist approach to human rights and a defense of human rights as primarily aimed at protecting human agency as opposed to full conception of human dignity as conceived by others such as Henry Shue in BASIC RIGHTSand James Nickel in MAKING SENSE OF HUMAN RIGHTS, to name but two.
The strongest advocate from the reading for a two-pronged approach to human rights, to a defense of subsistence rights alongside rights of liberty is the argument put forward by Henry Shue in his book on BASIC RIGHTS As he argues, "the same reasoning that justifies treating security and liberty as basic rights also supports treating subsistence as a basic right." As he goes on to say, "The parallel is especially important . . . because the defenders of liberty usually neglect subsistence and the defenders of subsistence often neglect liberty." What is your view? Are you drawn to the "minimalist" solution? If so, why? If not, why not?

5. Negative and Positive Rights

And what about Shue's view and his placing certain basic "positive" rights on the same footing as "negative" rights? Are you sympathetic to his approach? If so, why? If not, why not?
6. The "Minimalist" Response to the "Relativist" Challenge

And finally what do you think about Ignatieff's response to the "relativist" challenge to human rights? Are you convinced? If so, why? If not, why not? Much of the reading in both Global Ethics and Global Justice as well as in Henry Shue's Basic Rights and James Nickel's Making Sense of Human Rights challenge the relativist view of human rights and would, more than likely, take issue, too, with Ignatieff's minimalist response to the relativist challenge. What's your view? What do you think?
GOOD LUCK!




Human Rights Documents and Treaties

African Charter on Human and People's Rights (African Union 1981)
American Convention on Human Rights (OAS 1969)
American Declaration of the Rights and Duties of Man (OAS 1948)
Charter of the United Nations (1945)
Convention on Elimination of Discrimination Against Women (UN 1979)
European Convention for Human Rights and Fundamental Freedoms (1950)
European Social Charter
Genocide Convention (UN 1948)
Protocol of San Salvador (OAS 1988)
Rome Statute of the International Criminal Court (UN 1998)
Universal Declaration of Human Rights (UN 1948)
Human Rights Organizations

African Union
Amnesty International
Doctors without Borders
Human Rights Watch
International Commission of Jurists
International Red Cross
Organization of American States
United Nations
Human Rights Websites

University of Minnesota Human Rights Library
Derechos Human Rights
Human Rights Watch
Amnesty International
Philosophical Considerations

James Nickel, "Human Rights."
Leif Wenar, "Rights."
Kenneth Campbell, "Legal Rights."
Walter Sinnott-Armstrong, "Consequentialism."
Larry Alexander, Michael Moore, "Deontological Ethics."
Robert Johnsonr, "Kant's Moral Philosophy."
Fred D'Agostino, "Contemporary Approaches to the Social Contract."
Articles from Global Ethics and Justice

Charles R. Beitz, "Justice and International Relations"
Joseph H. Carens, "Aliens and Citizens: The Case for Open Borders"
David Miller, "The Ethical Significance of Nationality"
Robert E. Goodin, "What Is So Special about Our Fellow Countrymen?"
Thomas Pogge, "Cosmopolitanism and Sovereignty"
Jeremy Waldron, "Special Ties and Natural Duties"
Charles R. Beitz, "Cosmopolitan Ideals and National Sentiment"
Stephen M. Gardiner, "The Real Tragedy of the Commons"
Thomas Pogge, "An Egalitarian Law of Peoples"
United Nations Agreements on Human Rights

Universal Declaration of Human Rights
Covenant on Civil and Political Rights
Optional Protocol to the Covenant on Civil and Political Rights
Covenant on Economic, Social, and Cultural Rights
Convention Against Torture
Convention Against Genocide
The Geneva Conventions
Convention on the Rights of the Child
Convention on Eliminiation of Discrimination Against Women
Charter of the United Nations

Torture

Michael Levin, "The Case for Torture"
Seumas Miller, "Torture," Stanford Encyclopedia
Henry Shue, "Torture," Philosophy & Public Affairs

Torture at Abu Ghraib

THE ABU GHRAIB PHOTOGRAPHS
Photographs of abuse by American soldiers, taken at the Iraqi prison.
TORTURE AT ABU GHRAIB by SEYMOUR M. HERSH
American soldiers brutalized Iraqis. How far up does the responsibility go.
CHAIN OF COMMAND by SEYMOUR M. HERSH
How the Department of Defense mishandled the disaster at Abu Ghraib..
THE GRAY ZONE by SEYMOUR M. HERSH
How a secret Pentagon program came to Abu Ghraib.
HEARTS AND MINDS by DAVID REMNICK
The real failures at Abu Ghraib.
UNCONVENTIONAL WAR by HENDRICK HERTZBERG
The consequences of bending the rules of engagement
WHAT HAVE WE DONE? by SUSAN SONTAG
Photographs, Memory and Abu Ghraib.
THE COMING WARS by SEYMOUR M. HERSH
What the Pentagon can now do in secret.
OUTSOURCING TORTURE by JANE MAYER
The secret history of America's "extraordinary rendition" program.
MICHAEL RATNER
Internationalal Human Rights Lawyer.
CENTER FOR CONSTITUTIONAL RIGHTS
The Center is a non-profit organization dedicated
to protecting and advancing the rights guaranteed by
the U.S. Constitution and the Universal Declaration of Human Rights..
THE ROAD TO ABU GHRAIB
Human Rights Watch Report.
HUMAN RIGHTS AND ASIAN VALUES by AMARTYA SEN
Are human rights uniquely Western and an obstacle to economic development?
THE SINGER SOULTION TO WORLD POVERTY & OTHER LINKS

Singer, "Famine, Affluence & Morality" - PDF File
"THE SINGER SOLUTION TO WORLD POVERTY"
Garrett Hardin, "Life Boat Ethics The Case Against Helping the Poor"
"Shallow Pond and Envelope STUDY GUIDEE
PETER SINGER'S WEB SITE
Onora Nell, "Lifeboat Earth" - PDF File
Hugh LaFollette and Larry May, "Suffer the Little Children" in World Hunger and Morality
ed. William Aiken and Hugh LaFollette Prentice-Hall, Inc. 1996
Psychology Today
September 1974, pp.38-43, 124-126.
William Aiken, "The 'Carrying Capacity' Equivocation: Reply to Hardin,"
Social Theory and Practice, v.6(1), Spring 1980, pp.1-11.
A Visual Display from Paris "Six Billion Human Beings
Amartya Sen, "Population: Delusion and Reality,"September 22, 1994
from his lecture before the United Nations on April 18, 1994
Amartya Sen, "Hunger: Old Torments and New Blunders," The Little Magazine,Volume 2.
There are faxes for this order.

Dear Author,

I kindly ask you to prepare the sample for two chapters of my MA thesis.

In order to provide you with as much information as possible, I will send you the last version of my MA thesis prospectus. I will also provide you with the Table of contents, so that you can see what is the general idea of the paper.

It would be great if you could find the following books and use some quotations from them to back up the point:

1. The End of Poverty: Economic Possibilities for our Time by Jeffrey D. Sachs
2. The White Mans Burden: Why the Wests Efforts to Aid the Rest Have Done so Much Ill and So Little Good by William Easterly
3. Why Foreign Aid is Not Working: THE TROUBLE WITH AFRICA by Robert Calderisi.

The two chapters that I expect you to research are:
(They have to be structured in the same order as they are placed in the table of contents.

Do strategic partnerships with the European Union and China benefit the political and economic development in Ghana?

1. Main agenda of the international development strategy for Ghana since the 1970s.
1.1. Short history of the foreign aid programs launched by the economically developed donor countries;
1.2. Analysis of the effectiveness of the previously introduced developmental programs on the basis of the HDI data;
1.3. The explicit and implicit motives of the donor countries to launch the strategic partnership programs for Ghana in the last four decades.

(This chapter will be dealing with the strategic goals of donor countries from the 1970s as well as analyze the impact of the implemented programs in the past. Some historic background will be given to the reader in order to demonstrate the way in which the impact of these initiatives reflected the fluctuations of the HDI*). It would be good if you could find some information on the development programs for Ghana, which failed to reach the goal of sustainable development (in political and economic spheres).

* HDI- human Development Index United Nations Development Programme's 2010 Human Development Index has to be used as a tool to evaluate the effectiveness of the development programs. The UN represents in this sense one of the most accredited and useful resource for research largely because in its status as an international organization and development agent, it has provided extensive knowledge and experience in development aid and assistance. For the purpose of the research the latest HDI has to be used extensively to offer a starting point for the analysis on the situation in Ghana. The Human Development Index is crucial because it represents a composite index taking into account several aspects of life, from infant mortality to the level of literacy among adults.

2. Analysis of the political situation in Ghana: political corruption and lack of economic transparency.
2.1. Short introduction into the political system of Ghana;
2.2. Corruption on the political level: lack of economic transparency; (in the end of this subchapter, please shortly write about the improper resource allocation, as the consequence of the lack of economic transparency (please measure the inequality of a distribution by Gini coefficient)*

2.3. The consequences of the improper resources allocation. (Explain the general trends as the further throughout analysis of the European and Chinese funds allocation figures will be given in the following chapters).

This chapter will explain why only a limited amount of finances from the foreign assistance programs reaches the people of Ghana, as well as analyze the problems in the political mechanism of resource allocation.

* The Gini coefficient is a measure of the inequality of a distribution, a value of 0 expressing total equality and a value of 1 maximal inequality. It has found application in the study of inequalities in disciplines as diverse as sociology, economics, health science, ecology, chemistry and engineering.

I hope that you will be able to find the following books to analyze the political situation in Ghana:

1. What Foreign Aid Can and Cant do in Africa: Understanding the Context of Aid and Socio-Economic Development in Ghana by Nathan Andrews.

2. Population, Health and Development in Ghana: Attaining the Millennium Development Goals edited by Chuks J. Mba and Stephen O. Kwankye.


Below, you will find the MA thesis proposal. As later I will convert it into the introduction chapter, the chapters that I expect you to research DON'T HAVE TO INCLUDE THE GENERAL INTRODUCTION (only the short introduction to the subchapters)

Introduction

Today, given the Millennium Development Goals and the overall general movement on development, there is a constant tendency of the developed countries to provide increased attention and assistance to the African continent. In this sense, the US launched its Africa Development Foundation, China, in its turn established its China-Africa Development Fund, whereas the European Commission established a large part of its strategic partnerships with African states (Mohan 2010). However, these initiatives are not without criticism. Thus, it is considered by analysts that the new development programs established by the developed countries sometimes seem to be more beneficial for the donors, rather than for the direct beneficiaries, the African continent (Boafo- Arthur & Essuman-Johnson 2004). The majority of African countries may benefit from oil and mineral resources that have the potential of transforming economies. But, the general opinion among scholars is that these resources represent more a curse than a blessing. The opponents of the foreign development programs in Africa believe that the worlds developed countries are more concerned with the potential economic benefit from African oil, copper and cobalt sources rather than with the sound end sustainable development of the African countries, in all of their economic, political, and most importantly social perspectives.
Given the nature of the debate raised by this constant discussion over foreign aid to Africa, its benefits and shortcomings, my thesis will analyse the way in which the development programs (strategic partnerships) underway in Africa benefited sustainable development. More precisely, the analysis will point out whether the new development programs encourage the transformation of the potential of natural resources into resources for human development, economic and political construction or, on the contrary, only foster the political and economic instability within some African states.
* As today the term development program has acquired a somewhat negative shade, the majority of the donors try to replace it by the more donor-friendly term strategic partnership. For that reason, the term strategic partnership is more widely used in the development sphere nowadays than the term development program. The initial name of the topic was Do Even though the name was changed, the essence of the topic is the same and the hypothesis was left unchanged.
Given the wide variety of characteristics inside the African continent, the thesis will focus on the example of Ghana and its relation with two of its important donors, the EU and China. More precisely, the focus is on the strategic partnerships undergone by the two donors and there impact on the political and economic development of Ghana. Ghana is a peaceful and stable democracy, which makes good progress toward its goal of becoming a middle-income country by 2020. In 2008 it was revealed that Ghana has substantial oil reserves which will become available in 2010.Ghana's government anticipates that oil and gas will generate about $500 million in revenues in 2011. With economic growth rates even as high as 6 per cent over recent years, Ghana is an emerging African economic success story (CIDA 2010). However, even though this country is moving fast towards its economic development, Ghana ranks 130 out of 169 countries on the United Nations Development Programme's 2010 human development index (UNDP 2010). Therefore, there is no doubt that Ghan still needs some innovative development programs (strategic partnerships), which will let its Development indicators increase in the nearest future. Both the EU and China promise to do that with the help of their development aid programs.
Even though Ghana is known for its stability and democratic government, the country has a poor record of managing finances transparently. Therefore, there are not only doubts concerning the hidden motives of the economic powers which are conducting their strategic partnerships in Ghana, but there are also some doubts about who in Ghana will benefit from such programs (Hope 2000). In this sense, my thesis also aims to identify whether the funds from the Chinese and European strategic partnerships benefits the Ghanaian power holders, or the people of Ghana. Thus, both of the above mentioned issues, of Ghanas external and internal benefit from the EU and Chinese strategic partnerships will be discussed.



Methodology
As the thesis aims to demonstrate the real-life data on the current development of the country, the United Nations Development Programme's 2010 human development index will be used as a tool to evaluate the effectiveness of one or another development program. The UN represents in this sense one of the most accredited and useful resource for research largely because in its status as an international organization and development agent, it has provided extensive knowledge and experience in development aid and assistance. For the purpose of the research the latest HDR is used extensively to offer a starting point for the analysis on the situation in Ghana. Currently, according to the 2010 HDR, Ghana is on the 130th position, in the category of low human development index (UNDP 2010). More precisely, it is considered that Ghana is still an underdeveloped country. Even so, the UN Report on Least Developed Countries does not make reference to Ghana, a fact that is encouraging for the African state (United Nations Conference on Trade and Development 2010).
The Human Development Index is crucial because it represents a composite index taking into account several aspects of life, from infant mortality to the level of literacy among adults. The shortcomings of the HDR consist mainly, as presented in the preface of the document, in the complete reliance on national statistics. In this sense, the facts and classifications are established according to national information sources that may be out-dated or may lack credibility.
HDR statistics will be used to process information from previous years and decades, which in turn enables a comparative analysis for economic and political development. In this sense for instance, given the fact that the international development strategy for Africa is known since the late 1970s, it is important to assess the way in which the impact of this initiative is reflected in the fluctuation of the HDI (Human Development Index). As an example, the index has slowly improved since the 80s, from 0.363 to 0.431 in 2000 to 0.467 in 2010. This improvement, by applying the cause-effect analysis method, can be viewed as a direct effect of international aid, including aid from China and the EU, or, on the other hand, as a natural development of the economic cycle. By providing input from research, scholars, and primary sources (development reports), this development will be (or will be not) demonstrated to have been a natural consequence of international assistance for development.
The Gini Coefficient (Wikipedia 2010) will be used to assess the sustainability of the development process and its inequality( 2nd chapter). In this sense, by comparison, the research points out that there is indeed a gap between the economic growth that is statistically visible and the social impact it has on the population. Better said, despite favorable economic conditions job creation has not matched economic growth, particularly in rural areas (UNDP Ghana 2010). Similar analysis will be made for other areas of the social and economic development with precise attention provided to sectors where Ghana has benefited from Chinese and European assistance such as constructions in industrial areas.



FULL TABLE OF CONTENTS

Introduction
1. Main agenda of the international development strategy for Ghana since the 1970s.
1.1. Short history of the foreign aid programs launched by the economiclly developed donor countries;
1.2. Analysis of the effectiveness of the previously introduced developmental programs on the basis of the HDI data;
1.3. The explicit and implicit motives of the donor countries to launch the strategic partnership programs for Ghana in the last four decades.

( This chapter will be dealing with the strategic goals of donor countries from the 1970s as well as analyze the impact of the implemented programs in the past. Some historic background will be given to the reader in order to demonstrate the way in which the impact of these initiatives reflected the fluctuations of the HDI). It would be great if you could find the examples of the development programs that were not sustainable and ??' harmed, but not benefited the economic and political development in Ghana in the past.

2. Analysis of the political situation in Ghana: political corruption and lack of economic transparency.
2.1. Short introduction into the political system of Ghana;
2.2. Corruption on the political level: lack of economic transparency;( measured by Gini coefficient)*
2.3. The consequences of the improper resources allocation. (Explain the general trends and state that the further throughout analysis of the European and Chinese funds allocation figures will be given in the following chapters).

This chapter will explain why only a limited amount of finances from the foreign assistance programs reaches the people of Ghana, as well as analyze the problems in the political mechanism of resource allocation .
3. Analysis of the EU-Ghana strategic partnership.
3.1. An overview of the EU-Ghana strategic Partnership;
3.2. The EU strategic benefit from the implementation of the program;
3.3. The allocation of the EU funds in Ghana;
3.4. The impact of the allocated funds on the political and economic development of Ghana, in terms of HDI.

In this chapter, a brief overview of the EU-Ghana relations will be given. More to this, it will be explained, why the EU decided to establish the partnership between the parties, but not to position itself as a donor for Ghana. The impact of the strategic partnership on the economic and political development of Ghana will be measured. The results will be compared to those of China, in order to analyze, which foreign aid model (a donor or a partner) is more effective in terms of positive impact on the political and economic development in Ghana. (HDI)

4. Analysis of the Chinese strategic partnership, launched by the China-Africa Development Fund.
3.1. An overview of the Chinese program for Ghana development, launched by the China-Africa Development Fund;
3.2. Chinese potential benefit from the introduction of the program in Ghana;
3.3. The allocation of the Chinese funds in Ghana;
3.4. The impact of the allocated funds on the political and economic development of the state.

In this chapter I will describe current relations between Ghana and one of its major donors, China. In this chapter, it will be explained what are the potential political and economic motives that drive China to become a donor for Ghana. The results will be measured.(HDI)

Each subchapter should contribute to answering the research question in one, or another way. MAIN RESEARCH QUESTION is the name of the topic. Second, less important research question is Who benefits more from the strategic partnerships: the EU/China, or Ghana?


If you will have any further questions, please, don't hesitate to contact me
Regards
Julia

There are faxes for this order.

Customer is requesting that (Serban) completes this order.

Same writer requested for A2009800: Annotated Bibliography

Structure of Paper
Topic: Is the proliferation of weapons of mass destruction inevitable?

Text: Viotti, P., & Kauppi, M. (2009). International relations and world politics: Security, economy, identity (4th ed.). Upper Saddle River, NJ: Prentice Hall. Text ISBN: 0131844156. EdMap package ISBN: 9780536035929

Please note: You must address each of the following parts in constructing your final paper:

1. Give a strong introductory statement in which you take a position on your chosen topic.
2. Give the historical/social background to your chosen topic.
3. Outline how different conceptual perspectives (realism, etc.) might approach the topic.
4. Give your position and clearly and strongly support your position (a minimum of 8-10 substantive sources are required.

Writing the Final Paper
Must be eight- to ten- double-spaced pages in length and formatted according to APA style as outlined in the approved APA style guide.
Must use APA style as outlined in the approved APA style guide to document all sources.
Must include, on the final page, a Reference Page that is completed according to APA style as outlined in the approved APA style guide.
Must include 5 - 7 academic scholarly resources.

open to all writers, we will pay $60.00 for this.

INTERNATIONAL STUDIES AND ITS DISCIPLINES:In this case SPAIN GEOGRAPHY.
Explain the contribution/value of Geography to international studies, and to analyze Spain's geography explicitly using the discipline and its contribution.What does knowing Spains role in its strategy location on the European continent and the world.A geographic analysis of Spain. How geography can play a fundamental role in international relations.

The paper should answer 3 questions in a single coherent essay:
1.- What is the discipline? (Geography)
2.- Why is it included in International Studies?
3.- How does discipline help us to understand Spain as a country , and as an actor in International System?

She said we can use this book as a guide:

"International Studies an Interdisciplinary Approach to Global Issues" - Anderson- Hey- Peterson- Toops- Stevens.

The same rules apply for this essay:
- Proper documentation of sources.
- Has a clear topic statement that is thoughtfully explored throughout the paper.
- Shows substantial depth, fullness and complexity of thought.
- Expresses ideas clearly and commands the reader's attention.
- Demonstrates effective organization.
- Must document all sources using APA style, which require parenthetical references, use quotations judiciously and summarizes or paraphrases when necessary, and appropiate.Avoid the plagiarism.
- Footnotes and endnotes are not acceptable.

The Thesis Statement must be underlined.

"The completion strategy of the ICTY and ICTR is flawed and risks undermining their legacy and future contribution to international criminal justice" Discuss

In your answer, please refer to at least TWO of the following categories of institutions:
1) The Nuremberg and Tokyo IMTs
2) The ICTY and ICTR
3) the ICC
4)the internationalised tribunals

Please do NOT use wikipedia as a source.
Please feel free to contact me at any time.
There are faxes for this order.

ALL SOURCES NEEDED HAVE BEEN UPLOADED.

Essayquestion: Should environmental concerns be part of the European security agenda? Can securitization be the best way of handling environmental risks in Europe?

Hints: Environmental risks in Europe can be seen as an economic issue rather tna a security issue.

Ressources (articles will be sent to you):

Barnett, J., The Meaning of Environmental Security (Zed Books, 2001).
Terriff, T., et al., Security Studies Today (Polity Press, 1999), ch. 6, 7.
Page, E. and Redclift, M. (ed.) Human Security and the Environment: International Comparisons
(Edward Elgar, 2002) Esp. Ch.1, 8, 9

Lightfoot, S and J. Burchell, The European Union and the World Summit on Sustainable Development: Normative Power Europe in Action?, Journal of Common Market Studies, 43:1
(2005), 75-95.
Shue, H. Global Environment and International Inequality International Affairs 75:3 (1999), pp. 531-45.
Special Issue of International Affairs on The Climate Change Debate: 6 essays, 77:2 (2001), pp.251-345.
Kaplan, R., The Coming Anarchy, The Atlantic Monthly, February 1994. http://dieoff.org/page67.htm
Greene, O., Environmental Issues in Baylis, J. & Smith, S. (eds), The Globalization of World Politics (OUP, 2nd edn, 2001), pp.387-414.
Sawhill, S., Cleaning-up the Arctics Cold War Legacy: Nuclear Waste and Arctic Military Environmental Cooperation, Cooperation and Conflict 35:1 (2000) pp. 5-36
Bretherton, C. & Vogler, J., The European Union as a Global Actor (Routledge, 1999), ch. 3.
Deudney, D., The case against linking environmental degradation and national security, Millennium, 19:3 (1990), pp.461-76.
Hurrell, A., International Political Theory and the Global Environment in Booth, K. & Smith, S. (eds), International Relations Theory Today (Polity, 1995), pp.129-53.
Patterson, M., Green Politics in Burchill, S. et al., Theories of International Relations (Macmillan, 1996), pp.252-74.
Dalby, S., Security, Modernity, Ecology: The Dilemmas of Post-Cold War Security Discourse, Alternatives, 17:1 (1992), pp.95-134.
Patterson, M., Interpreting trends in global environmental governance, International Affairs, 75:4 (1999), pp.793-802.
Dyer, H., Environmental security and international relations: the case for enclosure, Review of International Studies, 27:3 (2001), pp.441-450.
Sheehan, Michael, International Security: An Analytical Survey (Lynne Rienner, 2005) Ch. 7
Page, E., Environmental Security, in E. A. Page and J. Proops (eds.) Environmental Thought (Edward Elgar, 2003) Ch. 9.
Dannreuther, Roland (ed.) European Union Foreign and Security Policy (Routledge, 2004) Ch.11
Hough, P., Understanding Global Security (Routledge, 2004) Ch.6
Hedenskog, J., Konnander, V., Nygren, B., Oldberg, I. and Pursiainen, C., Russia as a Great Power: Dimensions of Security Under Putin (Routledge, 2005). Ch.12
Homer-Dixon, T., On the Threshold: Environmental Changes as Causes of Acute Conflict. International Security, 16:2 (1991), 76-116.
Levy, M., Is the Environment a National Security Issue? International Security 20:2 (1995): 35-62.

Some useful information can also be found on the following web-sites:
www.iisd.ca The International Institute for Sustainable Development
www.unep.org The UN Environment Programme
www.eea.eu.int The European Environment Agency
There are faxes for this order.

Your paper must contain at least five references, and may include Internet sources, books, and professional journals or other appropriate resources.

Please submit a comprehensive outline.

Role of Culture in International Business
Business growth and expansion almost always involves relating to different cultural needs and perceptions even when expanding into different regions of the same country, California and Alabama, both US States, have unique cultural variations and differences. Understanding culture is crucial when a company does business in its own country. It is even more important when operating across cultures. For international companies to be successful, in a global society they must adapt to, relate to and understand the culture of the countries where they conduct business.
In a well-organized and researched paper write about the major cultural issues/challenges facing international companies in todays competitive global marketplace. In your paper integrate/ include the answers to the following questions:
a. What are the key elements that define a culture?
b. How does a company overcome ethnocentricity?
c. How do attitudes, values, customs and beliefs shape culture?
d. What are effective strategies for a global company to adapt to a local culture?
e. What elements of other cultures (in general) must a company be aware of to operate profitably and successfully?
f. How do attitudes toward work, leisure, time, change, family, social mobility and religion shape a culture?
g. What influence does corporate/ personal verbal and non-verbal communication have on cultural understanding?
h. What impact does the physical environment have on culture?
i. How are education and technology linked to culture?
j. How does the mass media shape culture, public opinion, marketing and advertising?
k. What positive and negative impact do politics and a countries legal system have on international companies?
l. In your thinking why is culture awareness a major factor for international companies to consider in todays global marketplace? Document your thoughts.

The major assignment for this course is an original research paper (roughly 20-25 pages in length) that examines some aspect of United States foreign policy with respect to a particular country and a particular situation. One of our texts for the course, John W. Creswell?s Research Design, will guide you through the stages and steps of doing standard social science research. In the remarks that follow, I want to add some comments?philosophical, conceptual, and practical?that might be helpful in approaching this assignment. I assume that you have had a standard IAS education in one of the concentrations, but maybe not had the opportunity to apply your knowledge, skills, and abilities in a project of original research. Here is that opportunity, and for those who have had the chance, here is another occasion to hone those skills and abilities. What follows is not a fully-developed essay, but rather some thoughts and talking points. I welcome your comments and ideas.
Your first and most important job will be to ask a question that no one knows the answer to, and then proceed to provide that answer. At first glance, it might appear that someone at some time has written something about everything, but that is not the case. Scholars and writers have written about only a minuscule fraction of what could be investigated and described. This is true for a host of reasons but the most significant are two: the world is enormously complex and the world is constantly changing. This does not mean that there aren?t patterns and generalities in human behavior and the institutions that attempt to organize it, but the patterns are not automatic. In other words, we can?t say that a particular life or situation is an example of a pattern until we investigate. This is a plea for research at the micro-level and to avoid the grand claims to universal truths.
The second job is taken care of for you by the subject matter of the class; namely, anything you investigate with respect to human rights matters. It is something significant because it is about human suffering or inequality or justice or dignity or freedom. Applying one?s mind, now made sharp as a tack by your IAS education, to things that matter is the responsibility of all intellectuals, but especially publicly-trained ones. The public has paid for most of your education and now you have a responsibility to give something back in the form of research that matters to the common good, in this case, represented by common knowledge.
Avoid seeking angles that promise to make the task easier. Choose hard cases and tough assignments and work at them. The rewards will be greater both in terms of your own learning and in terms of what matters. Choose issues and situations that reveal the world as it actually is, and not as it ought to be according to some ideology, including mine. That children are exploited in many parts of the world is true, but that does not mean that a particular child in Bangladesh who works in a factory is having her human rights violated. That must be demonstrated through argument and evidence.
Knowledge is social, that is, knowledge is knowledge when a group of people says it is. No matter how confidently I know that I saw Bigfoot on my camping trip, it isn?t knowledge until I can convince others. And to convince others I must use the tools that have been approved of by my society or subgroup within that society, in this case, the academic community. Those tools are of two kinds: evidence and argument. Evidence is what other scholars will accept as the facts of the case. They will only ?allow into evidence,? to use the legal way of expressing this, facts which have passed some tests: relevance, corroboration, representativeness of the whole. Irrelevant stories, isolated comments or anecdotes, heart-wrenching emotions, or isolated bits of information do not constitute evidence. Think of prisoners exonerated by DNA or the search for Iraqi weapons of mass destruction.
Evidence must fit into an argument, which does not mean debate, but rather a crafted series of statements connected by an acceptable logic. By logic we don?t just mean formal logic but rather an acceptable form of human reasoning. Take for example the precautionary principle which states that, given our current state of lack of knowledge, we ought not to do something. We cannot prove that continuing to heat up the earth?s atmosphere will have catastrophic effects, but we probably should act as if it is the case, in order to be safe. The precautionary principle is not a part of formal logic, but it is probably a prudent form of human reasoning.
The ultimate goal and highest compliment for a piece of research is that it is convincing. No argument will be perfect because of that complexity issue, again, not to mention the fact that time will not allow all possible research or the gathering of all possible facts. In the back of your mind, all research should be accompanied by the thought ?Based on what I?ve discovered so far . . . .? But at the same time, one must play fair and push the discovery as far as possible. That is how we make progress in what we know about the world. We are trying to convince each other that what we have discovered is important and true, knowing perfectly well that the latter two qualities can never be absolute.
Every piece of research, indeed, any claim about the world, is grounded in theory and you should actively work at identifying and interrogating your theories. I use the plural because we always use more than one in approaching a topic or issue and sometimes they are coherently linked, and sometimes not. At a bare minimum, we should all be familiar with what theories we use to explain the following: reality, the world, social behavior, political behavior, human psychology. A theory of reality forces us to ask about what is and what isn?t:
? Is happiness possible? Should we count on it? Is it the ultimate reality? Do rights exist? If so, where do they reside? What is morality? Does evil exist?
? What causes the world and its institutions?states, markets, cultures?to act the way they do? What?s driving the big shifts in globalization and world power? Why don?t countries respect the human rights of their own citizens and why don?t they intervene in acts of genocide?
? Why do people form into groups and why to these groups act the way they do? Why does one ethnic group or religion hate and fear another? Why, in general, do we find differences in how men and women act toward each other? Can human rights change these relationships? How, exactly?
? How is power distributed? Who has most and why? Can power be opposed, harnessed, co-opted, abandoned? What are the ways that people organize themselves into relations of power? Do organizations like Amnesty International really make a difference?
? Why would one person torture another? What is it in human psychology that makes this possible (and the evidence is that we?re all capable of it)? What is the difference between dignity and humiliation? How do you get someone to do the right thing? Is it even possible?

Whether you know it or not, you have theories that answer these questions, either because you?ve constructed them over the course of your life, consciously and unconsciously, or because you?ve been exposed to, and been convinced by, arguments advanced in your formal education. These theories can be more or less sophisticated, more or less helpful, and more or less correct; theories are not just speculation or guesses, but an interrelated set of concepts that claim to explain some phenomenon. Some do better than others. Any piece of research assumes theories. For your paper, I want you to identify the relevant theories that ground your argument. Sometimes you?ll just have to assume these theories and sometimes you?ll have to explain and defend them. The Dunne and Wheeler book is mostly about theories.
The earlier you choose your topic the better off you?ll be because you?ll have more time to read and think about it and more time to pay attention to other instances and related issues. Do not be too fussy about choosing a perfect topic?virtually any country will reveal a host of potential human rights problems or solutions (your paper can be about a human rights success). Remember that your paper is about U.S. human rights policy, so you must include an element of policy in the paper, namely, what is the U.S. doing to help or hinder the problem. For example, that child working in the factory; how is U.S. policy affecting her? Is it making her life better or worse? How and why?
Yes, the United States is guilty of human rights violations within its borders (the potential violation of habeas corpus at Guantanamo Bay is a recent example, but also endemic racism and domestic violence), but we will be looking outward to the relation between the United States and other countries, therefore, you cannot choose the U.S. as your focus for this project.
The next step after choosing a country is to choose a problematic case. This should be one that has a concrete and specific case as the focus, a case that tests the theories and arguments employed. The case can come from a newspaper article, a human rights report, or a legal case. For example, Mohammed Mahmoud Osman died two days after being released from a Cairo police station with extensive bruises over his body. Is it a human rights violation? Or just a civil matter? How should U.S. policy react to this, if at all? Should the President, the Congress, the American public get involved? Can they? What would the repercussions be? What?s realistic? Why? Where does the Osman case fit into the larger picture? Who is responsible?
The crucial thing here is not just to document suffering or purported violations, but to examine a complex case that can be analyzed from more than one point of view. In human rights work it is tempting to identify with victims and just write from one?s moral outrage over violations of the innocent. But in this class we are focusing on policy, and policy is a complex phenomenon that is not the simple application of morality to power. Choose a case that will not have an easy answer

There are faxes for this order.